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Clinton Turns Her Back on School Choice While Trump Embraces It 

As Hillary Clinton cozies up to the teachers unions, Donald Trump seeks to vastly expand school choice opportunities. 

In November, 2015, Hillary Clinton gave a speech in South Carolina in which she abandoned her prior support for charter schools. Using language straight from the teachers union fact-free playbook, she claimed that charters “don’t take the hardest-to-teach kids, or, if they do, they don’t keep them.”

Fast forward to the National Education Association convention this past July. Mrs. Clinton made the terrible mistake of diverting from the teacher union party line by saying, “when schools get it right, whether they are traditional public schools or public charter schools, let’s figure out what’s working … and share it with schools across America.” This innocuous comment didn’t sit well with some of the unionistas in attendance, who made their displeasure known by booing the presidential candidate. Realizing that she strayed from union orthodoxy, Clinton regrouped by acknowledging that there are people on the outside who are pushing “for-profit charter schools on our kids. We will never stand for that. That is not acceptable.”

Later in her talk, she asserted, “There is no time for finger pointing, or arguing over who cares about kids more. It’s time to set one table and sit around it together – all of us – so we can work together to do what’s best for America’s children.” And that table, Clinton promised, will always have “a seat for educators.”

Two weeks later at the American Federation of Teachers convention, she went further, adding that she opposed “vouchers and for-profit schooling,” and repeated her pledge, “…you will always have a seat at the table.”

A seat for educators? No, not really. What she actually meant was a place for union bosses and their fellow travelers. Good to her word – at least in this case – that’s just what she did.

Last week, Mother Jones revealed just who is seated at Clinton’s table. (H/T Antonucci.) Participants include Lily Eskelsen García and Randi Weingarten, leaders of the two national teachers unions. They are joined by Carmel Martin and Catherine Brown, vice-presidents of the Center for American Progress, a leftist think tank that is financially supported by the teachers unions. Also seated is education reformer Chris Edley, president of the Opportunity Institute, a California-based think tank, whose board is a collection of Clinton cronies. And finally there is Richard Riley, who served as Bill Clinton’s education secretary and was the recipient of NEA’s Friend of Education Award.

Well, certainly no one can accuse Clinton of seeking out diverse viewpoints.

At the same time Clinton was doing the teachers unions’ bidding, Donald Trump did the opposite. In fact, he went all in for school choice. Speaking at Cleveland Arts and Social Sciences Academy, a charter school in Ohio, he promised, if elected, that he would redirect $20 billion in federal money to school-choice programs. Trump said he would make it a priority to give 11 million children living in poverty a choice of schools, including traditional public, charters, magnets and private schools. He proclaimed that parents should be able to walk their child to a school they choose to be at, adding that each state would develop its own formula for distributing the $20 billion block-grant money, but that the dollars must follow the student. Trump also had disparaging words for Common Core and promoted merit pay as a way to reward the best teachers.

Not surprisingly teacher union leaders were not exactly enthralled by The Donald’s vision and proceeded to blast his ideas, using tired and wrong-headed union anti-choice talking points. NEA president Lily Eskelsen García snapped: “His silver bullet approach does nothing to help the most-vulnerable students and ignores glaring opportunity gaps while taking away money from public schools to fill private-sector coffers. No matter what you call it, vouchers take dollars away from our public schools to fund private schools at taxpayers’ expense with little to no regard for our students.”

AFT president, Clinton BFF and reportedly her favorite candidate for Secretary of Education Randi Weingarten added, “Today’s speech on education repeats the same flawed ideology anti-public education zealots have been shilling for years. He shows his usual obeisance to the idea of making public education a market rather than a public trust, to blaming rather than respecting educators, and to ideas that have failed to help children everywhere they’ve been tried but instead, in their wake, have hurt kids by leaving public schools destabilized and their budgets drained.”

While I applaud Mr. Trump’s general vision, the devil will be in the details. Just how his plan will be implemented, including where the $20 billion for his block-grant plan will come from, is not clear. Also, Trump has been known to change his stance on various issues from week to week so we will have to see what transpires in the coming days. And the fact that he chose to give his speech at a failing charter school is typical of the gaffe-prone Republican nominee for president.

Kevin Chavous, a lifelong Democrat and education reformer, now finds himself in an odd position. After learning of Trump’s plan, he said, “While I do not support Donald Trump, his speech on school choice demonstrates that he is giving serious thought to education issues and I strongly challenge Hillary Clinton to do the same…I urge Hillary Clinton to show more openness and creativity when it comes to embracing school reform, choice and charter schools. So far Mrs. Clinton has largely been a representative of the interests of teachers’ unions and the status quo, which is in opposition to parents and students and will serve to be on the wrong side of history.”

Chavous is absolutely correct, but Hillary won’t change. She has jumped into bed with the teachers unions, which now own her. As such, if elected, she will indeed find herself on the wrong side of history – the children, whom she claims so fervently to care about, and their parents be damned.

Larry Sand, a former classroom teacher, is the president of the non-profit California Teachers Empowerment Network – a non-partisan, non-political group dedicated to providing teachers and the general public with reliable and balanced information about professional affiliations and positions on educational issues. The views presented here are strictly his own.

ALEC, ISTA and Indiana

The teachers unions continue to pound the anti-ALEC drum, this year in the Hoosier State.

The American Legislative Exchange Council is an organization of state legislators, business leaders and other concerned Americans dedicated to the principles of limited government, free markets and federalism. In the education sphere, ALEC holds that parents should be in charge of their children’s education by allowing them to have choices – charter schools, voucher programs, tax credit scholarships, education savings accounts, etc. – that would “allow each child the opportunity to reach his or her potential.” Furthermore, ALEC believes that workers should not be subjected to forced unionism.

Of course the nation’s teachers unions paint ALEC as a terrible, horrible, no good, very bad organization. In the National Education Association’s pantheon-of-evil, ALEC dwells alongside its most loathed: Rebecca Friedrichs, Scott Walker and the Koch Brothers. In a barrage of anti-ALEC webpages from NEA, we learn, among many other things, that the group favors education privatization so that greedy corporate types can make bundles from little Johnny and Janie, while learning their ABCs. (Just how the schools are somehow supposed to turn into corporate cash cows is not addressed.)

Teacher union activists have come to picket ALEC’s yearly meetings with a self-righteous fervor that makes the true believers glow with pride. Last July in San Diego, Barbara Dawson, a middle school history and English teacher, proudly proclaimed, “They (those attending the ALEC conference) couldn’t have missed it. We were beating drums, yelling and chanting in front of the hotel.”

Yeah, nothing like beating drums and yelling to advance your cause. That’ll learn the capitalist bastards! In a more sober moment, Helen Farias, a local union leader from the Sweetwater Education Association intoned, “The types of legislation ALEC promotes will create a two-tiered educational system, one for the privileged and one for the rest of us.”

Of course, Ms. Farias has it exactly backwards. We already have a two-tiered system, whereby rich people can afford to send their kids to private schools, but due to the Big Government-Big Union duopoly, not-so-rich folks don’t have that option in most places.

Last week, the yearly ALEC meeting was held in Indianapolis, and the unions got a “four-fer.” Not only did the faithful get a chance to express their displeasure with ALEC, they got to do it in a state that has an extensive voucher program as well as tax-credit scholarships. Additionally, Indiana houses EdChoice (formerly known as the Friedman Foundation for Educational Choice), the preeminent school choice outfit in the country. But wait, there’s more! The Hoosier State is also home to Republican Party vice-presidential candidate Mike Pence, who is an ardent school choicer.

This year’s union festivities included a twitter storm and a march (braving the heat!) by Indiana State Teachers Association members and sympathizers to the Marriott where the ALEC meeting was being held. The union also issued a special invitation. “While supplies last, we will give two free game tickets (to a minor league baseball game), food vouchers and t-shirts to ISTA members who register early.” The event, held on “Public Education Night” was a tepid affair where partying seemed to be the highest priority. Best of all, Indianans were spared the drum circle at all the protests.

But on a serious note, please keep in mind that while it was the ISTA bosses who bribed their members to come out and protest, the goodies were paid for by union members themselves. Worse, according to David Wolkins, an Indiana legislator, former teacher and public sector co-chair for ALEC, in addition to the swag, ISTA used Craigslist to hire civilians to show up and protest ALEC, paying them $30 a day.

Then there was an opinion piece in the Fort Wayne Journal Gazette last week in which Wolkins reminded us of the hideous and criminal mismanagement by ISTA of its members’ insurance fund. As Mike Antonucci reported in December 2013, “The state of Indiana finalized a settlement with the Indiana State Teachers Association (ISTA) in which the union will pay $14 million to 27 school districts. The settlement arose from an estimated $23 million the ISTA insurance trust owed those districts for misuse of their premiums.”

Also, ISTA has been busy in the Indiana State House this year, where it successfully managed to kill House Bill 1004 which among other things, which would have allowed school districts to pay teachers more money in shortage areas without having to consult the local teachers union.

So as ALEC continues to fight for taxpayers, parents and kids, ISTA – as all teachers unions do – looks to preserve its power and influence…at the expense of taxpayers, parents and kids.

Larry Sand, a former classroom teacher, is the president of the non-profit California Teachers Empowerment Network – a non-partisan, non-political group dedicated to providing teachers and the general public with reliable and balanced information about professional affiliations and positions on educational issues. The views presented here are strictly his own.

Fixing Z Mess

National School Choice Week aims to end our Zip-code Mandated Education System (Z MESS) and promote parent-power.

 You: I’m going out to dinner tonight.

Me: You are going to the restaurant down the street from where you live, right?

You: No, it’s not very good. I am going to a restaurant across town; it has food more to my liking and superior service.

Me: Uh, uh, you can’t go to that restaurant; you must go to the one closest to your home. It’s the law.

You would proceed to tell me that I am crazy. And I did make a nutty statement, didn’t I? But sadly this is exactly how we deal with education in California and throughout much of the country.

Why do we have Z MESS in the 21st Century? Because it serves the adults in the education blob, aka, the Big Government-Big Union Complex, that’s why. There is no other reason.

The teachers unions especially are sworn enemies of choice, particularly when it involves privatization. This is totally understandable because, except in rare cases, private schools are independent and not unionized. That’s a major reason why – given a choice – parents frequently opt for private schools. In fact, school choice is really about empowering parents to pick the best school for their kids. As the Friedman Foundation’s Greg Forster points out, “School choice would be a big step toward strengthening the family. It would reassert the primacy of parents over every stage of education until the point where children leave home and gain the rights of adulthood.”

How do the unions try to sell their argument against choice? Feebly.

As a rejoinder to National School Choice Week, which began Sunday, National Education Association writer Tim Walker posted “‘School Choice’ Mantra Masks the Harm of Siphoning Funds from Public Education” on the union’s website. In a piece amazingly devoid of honesty, he rails against charter schools, claiming they are rife with “waste and fraud.” He slimes vouchers, which he refers as “an entitlement program.” (!) He dismisses education savings accounts, asserting that they come with “little or no oversight over student outcomes.” And to top it off, Mr. Walker never gets around to explaining why so many parents avail themselves of choice and eagerly flee the highly regulated, overly bureaucratized, child-unfriendly Big Government-Big Union complex whenever they get the opportunity.

Sillier still is a Huff Po entry by American Federation of Teachers president Randi Weingarten. Writing “When Unions Are Strong, Families Are Strong,” she claims that unions like hers are “strengthening our families, schools and economy – at the bargaining table, ballot box and beyond.”

Union run schools are getting stronger? Only in a perverse sense. That “strength,” as exhibited by restrictive contracts and tenure and seniority mandates, only serves to weaken education and hurt children.

And Weingarten and her cronies show no love for schools that aren’t organized. The wildly popular and successful Washington D.C. Opportunity Scholarship Program, which serves predominantly poor and minority kids, has battled the union since its inception. As Michael Tanner writes in NRO, “… to preserve the program for the 2016–17 school year, Congress will have to either push through a stand-alone funding bill in the face of ferocious opposition from Democratic lawmakers and the teachers’ unions, or hope to include the funding in some future budget deal.”

Clearly, Weingarten doesn’t give a rip about “strengthening” the families that want to enroll their kids in the DCOSP program. Just the backbones of their union-owned legislators.

Celebrating Martin Luther King’s birthday last week, the unions were oozing with platitudes about the civil rights leader. NEA president Lily Eskelsen García penned a piece which refers to King’s “legacy in our classrooms.” While it’s true that there is no way to know how King would have responded to charter schools or voucher programs, his oldest son is convinced his father would approve. In fact, Martin Luther King III spoke at the “Rally in Tally” where over 10,000 people converged on Florida’s Capitol building in Tallahassee to urge the state’s largest teachers union to drop a lawsuit challenging a voucher-like education program that benefits low-income families. The state teachers union, the Florida Education Association, is claiming that “the tax-credit scholarships divert state money away from a quality public education system the state is required, under the Florida Constitution, to provide.”

MLK III said, “I just find it interesting that in our country we have the gall to debate about how our most precious resource – our children – are treated.” He cautioned that he couldn’t say with certainty how his father would feel today, but insisted that he “would always stand up for justice. This is about justice.”

The union, undeterred by the rally, plans to forge ahead with the lawsuit, claiming that the “voucher scheme is not legal.” Matthew Ladner, senior advisor at the Foundation for Excellence in Education, snapped, If there is a moral difference between redneck governors standing at the school house doors to keep kids out of school with a baseball bat, and union bosses wanting to go into schools to kick kids out of schools with legal baseball bats, the distinction escapes me.” (Bold added.)

It escapes me too. But what is inescapable is that we are in the middle of a war which pits parents and kids against teachers unions, at the heart of which is our failing, antiquated way of providing education. It is now time to ignore the teachers unions, straighten up Z MESS and give parents the right to choose the best education for their kids… traditional public, charter or private.

Larry Sand, a former classroom teacher, is the president of the non-profit California Teachers Empowerment Network – a non-partisan, non-political group dedicated to providing teachers and the general public with reliable and balanced information about professional affiliations and positions on educational issues. The views presented here are strictly his own.

The Enemies of Choice

The teachers unions’ fight against parental and teacher choice is not going well for them.

Teacher union membership is dwindling. In fact, it has dipped below 50 percent nationwide, down from a high of almost 70 percent in 1993. Wisconsin, Michigan and Indiana, having  become “right-to-work” (RTW) states over the past several years, have given teacher freedom a big boost. Wisconsin, which also limits teachers’ collective bargaining activities via Act 10, has seen its National Education Association affiliate’s numbers cut by more than half. Prior to the legislation, the Wisconsin Education Association Council had approximately 100,000 members. It now has fewer than 40,000, according to the MacIiver Institute.

In Michigan, the teachers unions have lost 20 percent of their membership since becoming a RTW state in 2012, but this number will grow. Many unions, sensing the inevitability of RTW legislation in the Wolverine State, signed long-term contacts with their school districts. However, once those contracts expire, more teachers will be liberated from paying forced union dues. But as Michigan Capitol Confidential’s Tom Gantert points out, the RTW law is just one reason for the drop in union participation. He writes, “There also has been steady growth in the number of Michigan public charter schools. Hardly any charters are unionized.”

Nationally, the NEA has also seen its numbers dwindle; its membership is down more than 9 percent over the last four years. This includes a 7.5 percent decline in the number of classroom teachers, which is one reason why the union’s dues revenue has declined since 2011.

Of course freedom from forced unionism could greatly accelerate in 2016 courtesy of the Friedrichs v California Teachers Association case. If the litigants are victorious, no teacher – or public employee – in the country will be forced to pay any money to a union as a condition of employment. With oral arguments in just 13 days, the ruling will be finalized in six months.

In addition to losing members, the unions are also losing the PR battle. According to a recent Education Next poll, fifty percent of all teachers think that forced dues payment is wrong, while 38 percent support it. (The general public is 43-34 percent in favor of choice.) Interestingly, the same poll shows that while 57 of teachers think that unions “have a positive effect on schools,” just 30 percent of the general public thinks so.)

As the unions battle teachers over forced dues payments, their efforts are equally fierce against a parent’s right to choose the best school for their children. Other than an unfavorable ruling in Friedrichs, the worst nightmare for the unions is giving parents choices – charter schools, and worse, vouchers, tax credit scholarships and educational savings accounts. And the unions are not doing well on that count either. A national poll conducted earlier this year shows that nearly 70 percent of Americans support school choice. (The two battles are interrelated: As teachers leave their unions, there is less money for the unions to spend on fighting choice bills in state legislatures. And more private choice options translate to fewer unionized teachers.)

There are now 6,700 charter schools serving nearly 3 million students in 43 states and D.C. As for private sector choice, there are now 56 different programs operating in 28 states. In 2000-2001, there were just 29,000 students in these programs, but by 2014-2015, that number had grown over 12-fold to 354,000. In light of the fact that parents take advantage of the private option when available, their kids perform better in these choice programs and they save the taxpayers money, the unions can’t put up much of a reasoned argument.

Indeed, desperation is setting in.

Frequently unions use kids as human shields to couch their opposition to privatization. But one union boss had a unique (if ridiculous) take on it recently. When asked about a Fordham Institute study on America’s Best and Worst Cities for School Choice that ranked Atlanta as the ninth most “choice-friendly” city, Verdaillia Turner, president of the Georgia Federation of Teachers, responded, “That’s like saying Chicago is the most murder-friendly city in the nation.”

The new year looms large for choice. With a Friedrichs decision due in June, teacher and parental choice could get an enormous boost. And no one will be murdered because of it. The self-serving teachers unions’ bottom line will suffer some serious body trauma, however.

Larry Sand, a former classroom teacher, is the president of the non-profit California Teachers Empowerment Network – a non-partisan, non-political group dedicated to providing teachers and the general public with reliable and balanced information about professional affiliations and positions on educational issues. The views presented here are strictly his own.

Preferring Failing Schools to Successful Ones

Teacher union leaders want to keep poorly performing public schools open, but kill off thriving charters and voucher schools.

Just last week it was announced in New York City that three failing public schools would be closing. With a total enrollment of 217 students, there really was no other choice. Indeed, it was such a no-brainer that even United Federation of Teachers (UFT) president Michael Mulgrew didn’t threaten anyone with bodily harm over the decision. But Mulgrew’s acquiescence is a rarity for him and other teacher union leaders.

Like a failing business, when a school goes bad it should close. This phenomenon is occurring more and more in big cities, especially when families are given choices. If there is a charter school available that suits their needs, parents will yank their kid out of the failing traditional public school the first chance they get. But the teacher union bosses’ default position is that a failing school should never be closed; a piece on the National Education Association website tries feebly to make that case. Penned by in-house writer John Rosales, “Closing Schools: Privatization Disguised as ‘Accountability’” is typical union claptrap in which shibboleths and lies predominate.

When they close schools, they are closing hospitals, grocery stores, and police stations…. This is a human rights issue…. School closings are not isolated incidents but rather a movement toward privatization.

In reality, a public school closes when parents stop sending their kids there because it doesn’t live up to its mission, which is to educate students in a safe environment. In fact, a recent study conducted in Ohio by the Fordham Institute shows – not surprisingly – that displaced students typically receive a better education in a different setting.

Three years after closures, the public-school students had gained, on average, what equates to 49 extra days of learning in reading—gaining more than a year of achievement growth, as measured by state reading exams. In math, they gained an extra 34 days of learning, as measured by state math exams. In the charter sector, displaced students also made gains in math—46 additional days.

But then again, there are schools that union leaders do think should be shut down – charter schools, especially the non-unionized ones, and especially those run by one Eva Moskowitz. In fact, New York’s UFT has begun that process by calling for a moratorium on new Moskowitz-led Harlem Success Academy charters. The unionistas are ecstatic because they think they finally have something on the operator of 34 extraordinarily successful schools. In late October, it was revealed that one of her schools’ principals had a “to go” list of undesirable kids. The principal was reprimanded by Moskowitz, which should have ended the story. But the unions continue to act as if they’ve discovered the mother lode, which, of course, is silly. Even if Moskowitz is guilty as charged, it should be noted that traditional public schools – with the blessing of the unions – have a long history of removing and transferring undesirables, either to other public, continuation or opportunity schools.

Another example of teachers unions fighting a successful education enterprise is in Washington, D.C. where the Opportunity Scholarship Program has been a raving success. The federally funded program, which has been in the NEA’s crosshairs since its inception in 2004, has led to greater parental satisfaction and school safety, as well as higher graduation rates and test scores than those of the public schools the voucher students had escaped. But despite the program’s success, the DCOSP schools are private and not unionized, and that is what matters to organized labor. The NEA claims that vouchers are not “real” education reform and that “opposition to vouchers is a top priority for NEA.” In 2009, NEA president Dennis Van Roekel wrote a threatening letter to every Democratic member of Congress advising them that NEA “strongly opposes any extension of the District of Columbia private school voucher . . . program.” And just last week, due to strong union-fueled Democratic opposition and undemanding Republicans, the program was not reauthorized, although its funding has been retained for another year.

So the union fights to knock out successful charters and privatization programs but keep traditional public schools open no matter what miserable failures they are. And they are doing this for the children, of course.

Larry Sand, a former classroom teacher, is the president of the non-profit California Teachers Empowerment Network – a non-partisan, non-political group dedicated to providing teachers and the general public with reliable and balanced information about professional affiliations and positions on educational issues. The views presented here are strictly his own.

Could California Follow Wisconsin’s Teacher Union Jail Break?

If CA becomes a right-to-work state, a seismic political shift may ensue.

Last week Mike Antonucci reported that the Wisconsin Education Association Council, the National Education Association’s Badger State affiliate, is down to fewer than 50,000 members (40,000 currently employed) from a high of over 100,000 in 2009. This precipitous loss is a result of Governor Scott Walker’s Act 10 which became law in 2011. The law limits collective bargaining for teachers (and other public employees), requires annual votes for union certification and prohibits employers (taxpayer-funded school districts) from collecting union dues. Wisconsin, having become a right-to-work state in March, is sure to see those numbers fall even more in the years to come.

As Wisconsin’s MacIver Institute points out, it isn’t just individual members who are leaving their unions, “…an increasing number of teachers’ unions were being decertified by their members all together.” And over a 100 public school unions in Wisconsin have voted to do just that in the last two years. In addition to worker freedom, MacIver reports that Act 10 has saved taxpayers over $3 billion.

Needless to say, unionistas are furious with Walker, infusing their disdain with Marxist rhetoric and on any given day comparing him to Hitler. But is Walker really bad for workers? Hillary Clinton sure thinks so. Right after Walker announced that he was running for president, Clinton went off on him.

Republican governors like Scott Walker have made their names stomping on workers’ rights, and practically all the Republican candidates hope to do the same as president. I will fight back against these mean-spirited, misguided attacks. Evidence shows that the decline of unions may be responsible for a third of the increase of inequality among men, so if we want to get serious about raising incomes, we have to get serious about supporting union workers.

But the statistics tell a very different story for workers. Deroy Murdock points out that since Walker has become governor, Wisconsin has outperformed the country as a whole using a variety of metrics including unemployment rate, labor-force participation rate, inflation-adjusted, median household income, etc.

While California has no Act 10, it would become a right-to-work state if Friedrichs v California passes muster with the Supreme Court next year. And if teachers and others public employees are not forced into paying dues, what would the ramifications be for the Golden State? A political earthquake is imaginable.

The California Fair Political Practices Commission shows that by far the biggest political influence peddler in CA is the California Teachers Association, which spent over $211 million between 2000-2009 on candidates, ballot measures and lobbying. It’s no secret that CTA will fight any education reform measure that diminishes its influence; charter school proliferation, vouchers and reasonable teacher evaluation methods are but a few examples. But CTA also spends oodles on non-education issues, all of which swerve sharply to the left. As Troy Senik writes in City Journal,

Among these causes: implementing a single-payer health-care system in California, blocking photo-identification requirements for voters, and limiting restraints on the government’s power of eminent domain. The CTA was the single biggest financial opponent of another Proposition 8, the controversial 2008 proposal to ban gay marriage, ponying up $1.3 million to fight an initiative that eventually won 52.2 percent of the vote. The union has also become the biggest donor to the California Democratic Party. From 2003 to 2012, the CTA spent nearly $102 million on political contributions; 0.08 percent of that money went to Republicans. (Emphasis added.)

The second highest spender was another public employee union, the California State Council of Service Employees, a branch of SEIU, which spent over $107 million on politics during the same time period. California Common Sense, an organization that is dedicated to opening government to the public, reports that CSCSE spent broadly across various state-level positions in 2013, “focusing on Governor’s ($4.9 million), State Senate ($1.4 million), and State Assembly races ($1.2 million). Like most unions, CSCSE opposed Republican candidates in almost every case.”

The results of union largess in the Golden State have been devastating for Republicans, who have been marginalized in Sacramento for years. After a few crucial GOP wins in 2014, the Los Angeles Times wrote,

California Republicans scored a rare victory in Tuesday’s election by denying Democrats a two-thirds legislative supermajority that would consign GOP lawmakers to virtual irrelevance in the state Capitol.

For a party sharply diminished by two decades of relentless setbacks in California, it passed as a major achievement for Republicans to capture more than a third of the seats in the state Senate and possibly the Assembly as well.

Clearly the unions don’t deserve all the “credit” for the pathetic GOP results, but to be sure, they have played a huge part. If California experiences a 50 percent Wisconsin-type drop in union members, however, the Democrat’s stranglehold in CA could be eased considerably. CTA’s position as “the co-equal fourth branch of government,” would be history. Not having an endless supply of cash, it would have to pick and choose its political recipients much more judiciously. Also if teachers and others aren’t forced to pay the union for the right to work, the unions would have to become more of a political big tent in order to entice workers to join. And Democrats, who regularly carp about “getting big money out of politics,” will – to some extent – finally get their wish.

Larry Sand, a former classroom teacher, is the president of the non-profit California Teachers Empowerment Network – a non-partisan, non-political group dedicated to providing teachers and the general public with reliable and balanced information about professional affiliations and positions on educational issues. The views presented here are strictly his own.

Pseudo Studies and Push Polls

Teachers unions turn to “facts” as they desperately cling to their monopolistic, anti-privatization narrative.

Last Thursday the “non-partisan” Center for Tax and Budget Accountability rolled out a report that slammed vouchers, claiming that there is “no statistical evidence proving that students who use vouchers perform better than their public school counterparts.” The “study,” as reported by WRTV in Indianapolis, included Indiana’s program with three long-running and popular school choice programs in Milwaukee, Cleveland and Washington, D.C.

Turns out the “study” is about as “non-partisan” as a Colts fan who has ten grand riding on the home team. Its many flaws are documented meticulously by Cato Institute policy analyst Jason Bedrick. For example, CTBA tries to make its case using statistics from 2008-2009 rather than later – and less friendly – data. It also does something blatantly dishonest by stating that Indiana’s scholarship tax credit law has had a negative fiscal impact on the state. CTBA deceptively focuses exclusively on a reduction in revenue to the schools without acknowledging a corresponding reduction in expenses. As Bedrick notes, “The average scholarship is worth barely $1,000, so every student who switches out of a district school to accept a scholarship saves the state a lot of money. In a forthcoming report for the Friedman Foundation for Educational Choice, using highly conservative assumptions, I calculated that the Indiana School Scholarship Tax Credit saved the state approximately $23.2 million in 2014-15.” And this example is just the tip of a rather massive iceberg.

At the end of the WRTV piece, there is a tag line: “RTV6’s Eric Cox reported that CTBA claims to be a bipartisan research group.” The reporter said that he couldn’t find anyone at the press conference to counter CTBA’s allegations. Perhaps a quick phone call to the Friedman Foundation – located in Indianapolis – would have given balance to the story. Also, if the station had bothered to dig a few inches below the surface, it would have learned that the CTBA board is packed with – no surprise – union leaders, including Illinois Federation of Teachers president Daniel Montgomery, as well as its Director of Governmental Relations, Jim Reed and Illinois AFL-CIO president Michael Carrigan.

A similarly scurrilous bit of advocacy dressed up in scientific clothes – this one fortunately lacking media coverage – appeared on the National Education Association website. “Where’s the Accountability? Ignoring Poor Track Record, Lawmakers Push Voucher Expansion” makes claims similar to CTBA’s. Milwaukee Teachers’ Education Association president Bob Peterson states, “Since the voucher program in Wisconsin started in 1990, over $1.4 billion of public taxpayer dollars have gone to private schools. At the same time, we’ve seen massive cuts to public education statewide.” So what? If half the kids leave a public school system and half the money leaves too (actually, voucher money never equals the actual cost per student), there is still the same amount of money per student left in the public schools. NEA president Lily Eskelsen García adds to the money libel, “Buzzwords such as ‘choice’ and ‘freedom’ are used only to mask what vouchers actually are – a shameful, unacceptable waste of taxpayer dollars.”

The union leaders would do well to read a study which examines the fiscal impact of 10 of the 21 school voucher programs nationwide. Jeff Spalding, director of fiscal policy at the Friedman Foundation, found a savings in participating states of $1.7 billion from 1991-2011. If choice were universal, and not limited to the 300,000 or so students who participate at this point (about one half of one percent of all students), the $1.7 billion savings would skyrocket.

Then there is a memo put out by “Third Way,” allegedly a centrist outfit whose raison d’être is providing solutions neither left nor right, but moderate. Really? There is nothing at all moderate about, “Should a New No Child Left Behind Include Vouchers?” In fact, the writers quite immoderately inform us that vouchers aren’t successful, escape accountability, wreak havoc on school district budgets, etc.

The Third Way information is bunkum. In a recent report, Friedman Foundation senior fellow Greg Forster looked at not one or two, but 12 empirical studies that “examine academic outcomes for school choice participants using random assignment, the ‘gold standard’ of social science. Of these, 11 find that choice improves student outcomes—six that all students benefit and five that some benefit and some are not affected. One study finds no visible impact. No empirical study has found a negative impact.” And at the same time, the taxpayers are shelling out fewer education dollars.

Regarding accountability, vouchers create a situation whereby schools are accountable to parents, at least the lucky ones who get to choose the school their child goes to. Currently in most places, parents are forced to send their kid to the public school down the street that’s accountable to no one. Monopolies never have to be successful because they’re, well, monopolies.

The “wreaking havoc” argument is just plain silly. As Bedrick writes,

Third Way laments that school choice could ‘destabilize district financial planning.’ It is telling that they don’t point to a single example. Even more telling, their concern assumes that there would be a mass exodus from the public schools if families were given the option to leave and take the funds dedicated to their child with them. As David Boaz once observed, ‘Every argument against choice made by the education establishment reveals the contempt that establishment has for its own product.’

And finally we have yet another anti-choice broadside on the NEA website. The teachers union is giddy that “Voters Rank Top Problems Facing Education. Lack of School Choice Isn’t One of Them.” First, they really don’t deal with privatization at all and their questions are so loaded that a Polling 101 student could see right through them. For example, the main question on charters reads,

As you may know, the vast majority of charter schools are taxpayer-funded schools that are privately managed by for-profit companies or non-profit organizations. They operate independently of the public school system and are not required to follow some of the laws and regulations that public schools are required to follow. From what you’ve heard, do you favor or oppose charter schools?

A bit of a leading question, no? Even with the biased wording, responders were still favorably inclined to charter schools by a 52-38 margin, and 10 percent were agnostic. This same poll found that just 10 percent believed that lack of school choice was the biggest educational concern in the country. Given the way the questions were worded, I’m surprised that even 10 percent said that lack of choice was the #1 problem. Additionally, it should come as no surprise that the Center for Popular Democracy, one of the groups that conducted the survey has American Federation of Teachers president Randi Weingarten on its board of directors.

In a much more honest poll – using objective, non-leading questions – Education Next found in 2014 that the public favors universal vouchers by a 50-39 margin and charter schools 54-28.

The teachers union monopoly and its favored one-size-fits-all education model are running out of gas and desperation is setting in. Their anti-choice push polls and bogus studies are as real as a Potemkin village and the American public is on to them. Choice is here. It’s successful. It’s growing. Deal with it.

Larry Sand, a former classroom teacher, is the president of the non-profit California Teachers Empowerment Network – a non-partisan, non-political group dedicated to providing teachers and the general public with reliable and balanced information about professional affiliations and positions on educational issues. The views presented here are strictly his own.

Pseudo Studies and Push Polls

Teachers unions turn to “facts” as they desperately cling to their monopolistic, anti-privatization narrative.

Last Thursday the “non-partisan” Center for Tax and Budget Accountability rolled out a report that slammed vouchers, claiming that there is “no statistical evidence proving that students who use vouchers perform better than their public school counterparts.” The “study,” as reported by WRTV in Indianapolis, included Indiana’s program with three long-running and popular school choice programs in Milwaukee, Cleveland and Washington, D.C.

Turns out the “study” is about as “non-partisan” as a Colts fan who has ten grand riding on the home team. Its many flaws are documented meticulously by Cato Institute policy analyst Jason Bedrick. For example, CTBA tries to make its case using statistics from 2008-2009 rather than later – and less friendly – data. It also does something blatantly dishonest by stating that Indiana’s scholarship tax credit law has had a negative fiscal impact on the state. CTBA deceptively focuses exclusively on a reduction in revenue to the schools without acknowledging a corresponding reduction in expenses. As Bedrick notes, “The average scholarship is worth barely $1,000, so every student who switches out of a district school to accept a scholarship saves the state a lot of money. In a forthcoming report for the Friedman Foundation for Educational Choice, using highly conservative assumptions, I calculated that the Indiana School Scholarship Tax Credit saved the state approximately $23.2 million in 2014-15.” And this example is just the tip of a rather massive iceberg.

At the end of the WRTV piece, there is a tag line: “RTV6’s Eric Cox reported that CTBA claims to be a bipartisan research group.” The reporter said that he couldn’t find anyone at the press conference to counter CTBA’s allegations. Perhaps a quick phone call to the Friedman Foundation – located in Indianapolis – would have given balance to the story. Also, if the station had bothered to dig a few inches below the surface, it would have learned that the CTBA board is packed with – no surprise – union leaders, including Illinois Federation of Teachers president Daniel Montgomery, as well as its Director of Governmental Relations, Jim Reed and Illinois AFL-CIO president Michael Carrigan.

A similarly scurrilous bit of advocacy dressed up in scientific clothes – this one fortunately lacking media coverage – appeared on the National Education Association website. “Where’s the Accountability? Ignoring Poor Track Record, Lawmakers Push Voucher Expansion” makes claims similar to CTBA’s. Milwaukee Teachers’ Education Association president Bob Peterson states, “Since the voucher program in Wisconsin started in 1990, over $1.4 billion of public taxpayer dollars have gone to private schools. At the same time, we’ve seen massive cuts to public education statewide.” So what? If half the kids leave a public school system and half the money leaves too (actually, voucher money never equals the actual cost per student), there is still the same amount of money per student left in the public schools. NEA president Lily Eskelsen García adds to the money libel, “Buzzwords such as ‘choice’ and ‘freedom’ are used only to mask what vouchers actually are – a shameful, unacceptable waste of taxpayer dollars.”

The union leaders would do well to read a study which examines the fiscal impact of 10 of the 21 school voucher programs nationwide. Jeff Spalding, director of fiscal policy at the Friedman Foundation, found a savings in participating states of $1.7 billion from 1991-2011. If choice were universal, and not limited to the 300,000 or so students who participate at this point (about one half of one percent of all students), the $1.7 billion savings would skyrocket.

Then there is a memo put out by “Third Way,” allegedly a centrist outfit whose raison d’être is providing solutions neither left nor right, but moderate. Really? There is nothing at all moderate about, “Should a New No Child Left Behind Include Vouchers?” In fact, the writers quite immoderately inform us that vouchers aren’t successful, escape accountability, wreak havoc on school district budgets, etc.

The Third Way information is bunkum. In a recent report, Friedman Foundation senior fellow Greg Forster looked at not one or two, but 12 empirical studies that “examine academic outcomes for school choice participants using random assignment, the ‘gold standard’ of social science. Of these, 11 find that choice improves student outcomes—six that all students benefit and five that some benefit and some are not affected. One study finds no visible impact. No empirical study has found a negative impact.” And at the same time, the taxpayers are shelling out fewer education dollars.

Regarding accountability, vouchers create a situation whereby schools are accountable to parents, at least the lucky ones who get to choose the school their child goes to. Currently in most places, parents are forced to send their kid to the public school down the street that’s accountable to no one. Monopolies never have to be successful because they’re, well, monopolies.

The “wreaking havoc” argument is just plain silly. As Bedrick writes,

Third Way laments that school choice could ‘destabilize district financial planning.’ It is telling that they don’t point to a single example. Even more telling, their concern assumes that there would be a mass exodus from the public schools if families were given the option to leave and take the funds dedicated to their child with them. As David Boaz once observed, ‘Every argument against choice made by the education establishment reveals the contempt that establishment has for its own product.’

And finally we have yet another anti-choice broadside on the NEA website. The teachers union is giddy that “Voters Rank Top Problems Facing Education. Lack of School Choice Isn’t One of Them.” First, they really don’t deal with privatization at all and their questions are so loaded that a Polling 101 student could see right through them. For example, the main question on charters reads,

As you may know, the vast majority of charter schools are taxpayer-funded schools that are privately managed by for-profit companies or non-profit organizations. They operate independently of the public school system and are not required to follow some of the laws and regulations that public schools are required to follow. From what you’ve heard, do you favor or oppose charter schools?

A bit of a leading question, no? Even with the biased wording, responders were still favorably inclined to charter schools by a 52-38 margin, and 10 percent were agnostic. This same poll found that just 10 percent believed that lack of school choice was the biggest educational concern in the country. Given the way the questions were worded, I’m surprised that even 10 percent said that lack of choice was the #1 problem. Additionally, it should come as no surprise that the Center for Popular Democracy, one of the groups that conducted the survey has American Federation of Teachers president Randi Weingarten on its board of directors.

In a much more honest poll – using objective, non-leading questions – Education Next found in 2014 that the public favors universal vouchers by a 50-39 margin and charter schools 54-28.

The teachers union monopoly and its favored one-size-fits-all education model are running out of gas and desperation is setting in. Their anti-choice push polls and bogus studies are as real as a Potemkin village and the American public is on to them. Choice is here. It’s successful. It’s growing. Deal with it.

Larry Sand, a former classroom teacher, is the president of the non-profit California Teachers Empowerment Network – a non-partisan, non-political group dedicated to providing teachers and the general public with reliable and balanced information about professional affiliations and positions on educational issues. The views presented here are strictly his own.

 

Teacher Union Monopolist’s Monkey Business

NEA president praises Finland, Singapore and Canada, conveniently omitting facts about school choice and competition.

The “global education reform movement has failed” … or at least that’s what National Education Association president Lily Eskelsen García told a group of businessmen in Detroit last month. Spouting the usual edubabble, the union president told the Detroit Economic Club that the system should serve the “whole child” and that education should be “humanized.”

García went on to explain,

The business community relies on evidence and reliable data. Bad data should be avoided at all costs because it can destroy a business. But communities across the country have been force-fed privatization plans and ‘test and punish’ regimes that have not produced the desired results and have decimated many schools. … ideologues are committed to doubling down on bad ideas, regardless of the evidence.

What García means by “bad data” in conjunction with “test and punish” is a reference to the fact that some reformers actually want to use student performance on standardized tests as a part of a teacher’s evaluation. But what really catches the eye in the quote is “force-fed privatization plans.”

Huh? Just where is this “force-feeding” going on and who are the force-feeders? García didn’t elaborate, of course, because it’s a lie. A lie of whopper magnitude. Surely Ms. García knows that just about every (non-push) poll taken recently shows that the public strongly favors vouchers and other types of school choice. (I wonder if she gave any thought to spilling her anti-privatization/competition bilge to a group of businessmen who are undoubtedly well-aware of public education’s failures.)

Parents, especially those in need, embrace vouchers because with them, their kids are given an opportunity to get out of a failing public school and attend a superior private school without having to foot the entire bill. In fact, according to a 17-year study in New York City, “Minority students who received a school voucher to attend private elementary schools in 1997 were, as of 2013, 10 percent more likely to enroll in college and 35 percent more likely than their peers in public school to obtain a bachelor’s degree.” (Emphasis added.) Sadly 20,000 applications for vouchers were received, but the program could only accommodate 1,300. I wonder how many of the 20,000 families felt as if they had been “force-fed.”

García also engaged in other dubious affirmations. She extolled the virtues of Finland, Canada and Singapore, informing us that the evidence and data tell us that their school systems are superior. But she picks and chooses her spots, and anywhere competition and choice of any sort are in play, she is MIA.

While cooing that Finland “threw practically every standardized test away to focus on time to teach, classroom assessments, and professional collaboration,” she failed to acknowledge that Finland has a highly competitive system for students who want to become educators. In fact, those who become teachers are selected from the top 10 percent of college graduates, unlike in the United States, where, sadly, education majors are at the bottom of the academic barrel after four years of college. (She also didn’t mention that kids in Finland don’t start school until age 7, starting teachers make 20 percent less than ours and the country spends 30 percent less on education than we do.)

She touts Singapore, telling the businessmen that teachers there “analyze data to develop personalized instruction, tutoring, class projects.” She stresses that Singaporeans never set “arbitrary targets for prizes and punishments.” But she didn’t tell the businessmen that parents must pay fees even if their child goes to a public school and that the island nation has vigorous private school options. (She also neglected to acknowledge that the average class size in Singapore is about 40, almost twice that of the U.S.)

The union leader points out that in Canada, officials see to it that teachers are given the necessary training and support to reach every student. But she omits the inconvenient truth that Canada has publicly funded school choice throughout much the country. The province of Alberta has the most interesting set-up, whereby property taxpayers have a choice which type of school system to earmark their education tax dollars – public or private (including religious schools).

García’s omissions are necessary, of course. Had she told the whole truth, she would have had to admit that competition, whether between teachers or schools – or businesses – makes us all better. As a monopolist, of course, that would be the last thing she would ever do.

A dialogue between businessmen and teacher union leaders is a good idea, but it should be the businessmen doing the talking. A union boss’ tired, biased and noxious agenda is not worth listening to.

Larry Sand, a former classroom teacher, is the president of the non-profit California Teachers Empowerment Network – a non-partisan, non-political group dedicated to providing teachers and the general public with reliable and balanced information about professional affiliations and positions on educational issues. The views presented here are strictly his own.

Taxpayers, School Choice and the Unions

A new study reveals that vouchers save Americans a bucket load of cash.

A blockbuster report released last week shows that the American taxpayer is much better off living in a locale where school vouchers have been instituted. Vouchers, which enable children to use public funding to attend private schools, are available in scattered states and cities across the country.

Examining the fiscal impact of 10 of the 21 school voucher programs nationwide, Jeff Spalding, Friedman Foundation for Educational Choice director of fiscal policy, found a savings of $1.7 billion from 1991-2011. As Cato Institute policy analyst Jason Bedrick writes,

Spalding, the former comptroller/CFO for the city of Indianapolis, is cautious, methodical, and transparent in his analysis. He walks readers through the complex process of determining the fiscal impact of each program, identifying the impact of each variable and explaining equation along the way. He also makes relatively conservative assumptions, such as counting food service and interscholastic athletics as fixed costs even though they are variable with enrollment. 

While it’s not surprising that vouchers save money (the amount that a parent receives in the form of a voucher is always less than the cost to educate that child in a public school), the $1.7 billion figure is eye-opening.

In addition to saving taxpayers money, giving parents a choice of schools typically affords their kids a superior education. As Greg Forster, senior fellow at the Friedman Foundation, wrote last year,

Twelve empirical studies have examined academic outcomes for school choice participants using random assignment, the “gold standard” of social science. Of these, 11 find that choice improves student outcomes—six that all students benefit and five that some benefit and some are not affected. One study finds no visible impact. No empirical study has found a negative impact.

So, vouchers afford a better education for less money. Who could possibly be against that?

The answer is any and everyone who has a vested interest in the status quo – most notably educrats, the teachers unions and their bought-and-paid-for legislators. In fact, nothing scares the spit out of the unions more than school privatization because non-public schools are independent and not part of a school district, which unions can organize en masse. They simply don’t have the resources to deal with one school at a time.

The National Education Association website has a bullet-pointed page dedicated to its case against vouchers. The “information” posted is flawed, starting with its “educational case.”

Where vouchers are in place — Milwaukee, Cleveland, and Florida — a two-tiered system has been set up that holds students in public and private schools to different standards.

Since private schools do a better job of educating, maybe they should lead the way, not the public schools.

Its “social case” is downright silly.

A voucher lottery is a terrible way to determine access to an education. True equity means the ability for every child to attend a good school in the neighborhood.

Lotteries are indeed horrible for the losers. But using this argument in 1912, NEA would probably have said, “Since we can’t save everyone on the Titanic, let’s make everyone stay on board and go down with the ship.” The best way to eliminate lotteries is to make vouchers universal. The resulting uptick in private schools would eventually give all kids the opportunities they deserve.

And NEA’s “legal case” is flat out wrong. The claim here is that:

Vouchers tend to be a means of circumventing the Constitutional prohibitions against subsidizing religious practice and instruction.

In the 2002 Zelman v. Simmons-Harris decision, the Supreme Court ruled that because financial aid goes to parents and not the school, vouchers are indeed constitutional.

The union’s “political landscape” claim is beyond laughable.

Despite desperate efforts to make the voucher debate about “school choice” and improving opportunities for low-income students, vouchers remain an elitist strategy.

Elitist?! Rich folks don’t need a few thousand bucks from the government to send their children to a private school. Those kids get to go anyway. It’s the middle and lower income people who need and benefit most from vouchers.

One more bit of information for NEA and other hidebound monopolists: vouchers don’t hurt public education. As I have stressed many times, competition works in education – just as it does everywhere else. Vouchers typically make public schools better. In fact, Greg Foster’s analysis shows that,

Twenty-three empirical studies (including all methods) have examined school choice’s impact on academic outcomes in public schools. Of these, 22 find that choice improves public schools and one finds no visible impact. No empirical study has found that choice harms public schools. (Emphasis added.)

And lastly, something else that is missing from the NEA website is the fact that teachers – especially good ones – can make more money in places where choice is available. Just last week, a report by the Texas Public Policy Foundation found that teachers’ salaries would increase if states would introduce school choice.  Where there is competition, quality is rewarded.

So what do we know? Vouchers save money, enable children to get a superior education, and reward good teachers. Happily, the American public is looking favorably upon school choice, with 50 percent now favoring a universal voucher system; only 39 percent are opposed.

What we don’t know is how much longer our sclerotic power brokers will be able to stand in the way of a system that benefits everyone – everyone, that is, but the reactionary union elites, their political cronies and everyone else who insists on business-as-usual.

(Note: In my ongoing effort to dispel education myths, I will be speaking at TruthFest, an event in Los Angeles this Saturday, October 11th.)

Larry Sand, a former classroom teacher, is the president of the non-profit California Teachers Empowerment Network – a non-partisan, non-political group dedicated to providing teachers and the general public with reliable and balanced information about professional affiliations and positions on educational issues.

 

The Teachers Unions’ "Brown" Problem

When it comes to education and civil rights, NEA and AFT are part of the problem; the solution is choice.

Last Saturday was the 60th anniversary of the Brown v Board of Education decision, which outlawed state-sponsored segregation in schools. Never missing an opportunity to grandstand, the teachers unions groused all last week about various obstacles still facing low-income students of color. Their whine included inadequate school funding, the usual dumping on charter schools and blaming ALEC for various social ills. Amazingly, the Koch Brothers got the week off. 

Kicking off the festivities on May 13th, a union front group calling itself the “Alliance to Reclaim Our Schools” organized a rally on the steps of the Supreme Court. The speakers trotted out the bogeymen du jour – high-stakes testing, school closures, corporate and private involvement in education, etc. National Education Association president Dennis Van Roekel complained that “there are several inequalities that still exist in both educational programs and in school facilities.” And American Federation of Teachers leader Randi Weingarten, going for the lachrymose, snatched a couple of human shields – I mean young children – from the crowd and proclaimed, “These kids, this is why we do what we do.”

Over on the NEA website, Van Roekel grumbled that not much has changed since Brown and retired educator Bruce Smith asserted that he knows where the blame lies. Smith claims that the problem revolves around state politicians… 

who have sold out their constituents and, instead, have pledged their support to the American Legislative Exchange Council (ALEC), which is known for pushing education policies that foster inequity in our public schools.

Many of the wealthiest corporations in the world are members of ALEC, which uses its vast resources to shower state politicians across the country with expensive gifts, high-priced dinners at fancy restaurants, and vacation junkets at exotic resorts.

Those politicians who fall for the “ALEC treatment” become puppets who push the conservative, right-wing group’s education policies and proposals back home–legislation designed to benefit ALEC’s wealthy benefactors and turn a profit on the backs of students without any regard for their educational wellbeing.

For example, ALEC is a big supporter of vouchers and tuition tax credit schemes which use public dollars to subsidize tuition at private or religious schools. In addition to being costly to taxpayers, studies show such programs do not result in a better education for students.

In other words, Smith thinks the most important blocks to kids getting a good education are politicians who are bought off by wealthy, right wing, corporate benefactors. Vouchers and tax credits (which are somehow costly to taxpayers) are of course the devil’s work. His evidence that privatization doesn’t work? The always intriguing “unnamed studies.”

Then there is the “Advancement Project,” a group heavily funded by billionaire globalist George Soros which has ties to various teachers unions. This bunch has decided that charter schools are racist and compared them to prisons. (Apparently, the only thing that is “advanced” about the “Advancement Project” is its advanced deranged thinking.)

Time for a reality check.

First off, if charters are so racist, why are so many parents of all colors flocking to them? Simply because they have been more successful than the traditional public schools – especially with minorities – and over a half-million children of all ethnicities sit on waitlists nationwide. But this inconvenient truth is ignored by the teachers unions because most charters are not unionized.

Regarding Van Roekel’s “inequities,” he’s right, but not in the way he thinks. In a recent in-depth study, University of Arkansas researcher Patrick Wolf found that the gap for charter school funding is widening.

We identified a funding gap of 28.4 percent, meaning that the average public charter school student in the U.S. is receiving $3,814 less in funding than the average traditional public school student. Since the average charter school enrolls 400 students, the average public charter school in the U.S. received $1,525,600 less in per-pupil funding in 2010-11 than it would have received if it had been a traditional public school. The gap is actually higher in focus areas within states where charter schools are more commonly found, such as major cities. (Emphasis added.)

And the privatization shibboleth really needs to be put to rest. Private schools generally do a better job than public schools (at lower cost, I might add), but it is rarely reported that privatization also leads to less racial segregation, not more, as the unions claim. Just a year ago, Greg Forster, of the Friedman Foundation, released the third in a series of reports on school choice which includes vouchers and, to a lesser extent, educational savings accounts and tax credit scholarships. The findings about segregation from “A Win-Win Solution: The Empirical Evidence on School Choice” are not ambiguous.

Eight empirical studies have examined school choice and racial segregation in schools. Of these, seven find that school choice moves students from more segregated schools into less segregated schools. One finds no net effect on segregation from school choice. No empirical study has found that choice increases racial segregation. (Emphasis added.)

Michael Lomax, president and chief executive officer of the United Negro College Fund, adds…

there have been some improvements toward equality for low-income students of color, particularly in the realm of school choice.

I am beginning to see some promising educational improvements that are ensuring that if a low-income child of color wants to remain in the neighborhood in which he or she lives, that if we create a really good school in that neighborhood, that child can get a very good education,” Lomax says.

Interestingly, last week saw a major victory for educational choice in North Carolina where the state Supreme Court lifted an injunction that had barred parents from accessing North Carolina’s Opportunity Scholarship Program.

And ultimately, isn’t that the best way to assure that all kids receive the best education possible? By opening the system up to competition, parents get to choose the school that best fits their kids’ needs.

On another note, I think it’s condescending to insist that the only way that black kids can get a good education is if they go to schools with white kids. As Stephan and Abigail Thernstrom wrote recently,

It is demeaning, even racist, to assume that minority children can’t learn—or can’t learn as much—unless they are immersed in a student body in which whites are the majority. The most sophisticated research on the subject does not find that having white classmates notably improves the academic achievement of blacks and Hispanics.

In any event, all the bluster last week reminded me of an old joke.

A woman comes across a man on his knees under a street lamp. “I’ve lost my car keys,” he explains. The woman tries to help the man find his keys. After a few minutes of searching, she asks “Where exactly did you drop them?” 

“About a block away.” 

Puzzled, she asks “Then why aren’t you looking over there?” 

“The light is better here.” 

For the teachers unions and their cronies and acolytes, shining a light on all the old canards will do nothing to help children fulfill the “Promise of Brown.” Like the man in the joke, they are looking in the wrong place. The keys for those kids are great teachers who are accountable to parents. And the best way to get there is by doing away with the government-union duopoly and replacing it with a system of universal school choice.  

Larry Sand, a former classroom teacher, is the president of the non-profit California Teachers Empowerment Network – a non-partisan, non-political group dedicated to providing teachers with reliable and balanced information about professional affiliations and positions on educational issues.

School Choice Wars

Though National School Choice Week ended a couple of weeks ago, reactionary rhetoric and political clashes are just heating up.

With National School Choice Week behind us, the battle – and it is a battle – to free our children from a monopoly by zip-code public education system is being fought on fronts all over the country, and in red and blue states alike, more and more Democrats are breaking ranks and joining Republicans in the fight.

In New York City, Eva Moskowitz, runs the wildly popular and thriving Success Academy Charter Schools – ten of the 22 schools are in Harlem – which cater to 6,700 students from overwhelmingly poor and minority families. They scored in the top 1 percent in math and top 7 percent in English on the most recent state test. You might think that this would make her a welcome figure in the Big Apple. But turns out that new mayor Bill de Blasio (and fellow Democrat) along with his teacher union friends, have it in for the charter operator.

The Wall Street Journal asks and then answers a question,

How did Ms. Moskowitz, a hero to thousands of New Yorkers of modest means whose children have been able to get a better education than their local public schools offered, end up becoming public enemy No. 1?

She is the city’s most prominent, and vocal, advocate for charter schools, and therefore a threat to the powerful teachers union that had been counting the days until the de Blasio administration took over last month from the charter-friendly Mayor Michael Bloomberg. Assailed by Mayor de Blasio and union leaders, Ms. Moskowitz is fighting back with typically sharp elbows.

“A progressive Democrat should be embracing charters, not rejecting them,” she says. “It’s just wacky.”

Perhaps they “should be embracing charters” and quite a few do. However, many more who claim to be “progressive” are anything but. In fact, the teachers unions and their fellow travelers who slavishly fight against any meaningful education reform are really reactionaries. And it’s no secret that Moskowitz has had a teacher union problem for years now.

in 1999, Ms. Moskowitz won a council seat representing Manhattan’s Upper East Side. Three years later, she took the helm of the council’s education committee. A competitor for that chairmanship was a Democratic councilman from Brooklyn, Bill de Blasio.

Ms. Moskowitz says the union had previously controlled the committee and set its agenda, even providing cue cards to members. At a delicate moment for the UFT’s talks with City Hall on a new contract, Ms. Moskowitz held hearings on the teachers union’s work rules and other restrictions in the contract. That move secured the enmity of Randi Weingarten, who ran the local union then and is now president of the American Federation of Teachers.

“The unions decided to get political retribution and they succeeded,” Ms. Moskowitz says. The UFT led the opposition to her failed 2005 bid for Manhattan borough president. Ms. Moskowitz soon after decided to try to reform in New York another way, starting the inaugural Harlem Success Academy. It was quickly bounced from its shared home at a public school.

“Randi Weingarten came in and said, ‘Over my dead body,’ ” according to Ms. Moskowitz. But a former political sparring partner, then-Schools Chancellor Joel Klein, became an ally. The Bloomberg administration wanted to “flood the zone” in Harlem with alternatives to failing district schools. Half the kids in Harlem today attend charters, among them KIPP, Democracy Prep and Harlem Children’s Zone. Across New York, 70,000 students go to a charter.

The next time a teachers union leader insists that they are really “for the children,” please refer the true believer to Eva Moskowitz.

Then we have President Obama, who favors charter schools but draws the line at privatization. He well knows that if he came out in favor of vouchers, the unions would throw him under the school bus. But as a lame duck, one has to wonder why he is still holding that position. The president was forced recently to address the voucher issue head on when Fox’s Bill O’Reilly confronted him on Super Bowl Sunday.

Mr. Obama said that the means-tested voucher programs in Milwaukee and Washington, D.C, “didn’t actually make that much of a difference,” and added, “As a general proposition, vouchers have not significantly improved the performance of kids that are in these poorest communities.”

In fact, the president is dead wrong.  Study after study has shown that vouchers  improve student outcomes and have the biggest impact on low-income minorities. Additionally, private schools are taxpayer-friendly – doing a better job for less money. As writer Jason Riley points out,

Mr. Obama’s problem with vouchers is not that they don’t work. Rather, it’s that they work all too well and thus present a threat to the education status quo and the teachers unions who control it. Democrats like Mr. Obama are deeply dependent on union support–so dependent that they will sometimes tell bald-faced lies about school-choice research on national television and hope that no one notices.

On a national level, Senators Lamar Alexander (R-TN) and Tim Scott (R-SC) have introduced legislation that would help poor and disabled kids as well as military families.

Under Alexander’s legislation, states could opt to allocate the newly-consolidated funds to low-income parents, giving them much more say over how their child’s share of federal education dollars are spent. Parents could use the money to help pay for private school, supplement their public or public charter’s school’s budget, attend a public school outside their home district, or cover the cost of tutoring services or home schooling materials. Each child would get an average of $2,100 in annual federal aid, under the proposal.

Scott released the CHOICE Act, which stands for the Creating Hope and Opportunities for Individuals and Communities Through Education Act. The bill would allow special education dollars to follow children to the school of their choice.

… Scott’s bill would create a five-year, $10 million pilot program to offer military families scholarships of up to $12,000 for use at public or private schools. (The cost of the program would be offset by a decrease in the U.S. Department of Education’s salaries and expenses account.) Scott is also seeking to boost the number of students receiving aid under the D.C. Opportunity Scholarship program, a federally-funded voucher program for low-income students in Washington.

Needless to say, the National Education Association is not in favor of this kind of help to those in need. On the union’s legislative page, it gives a “jeer” to both Alexander and Scott for introducing the voucher proposals.

On the state level, there is more bad news for the unions. They will need to extinguish fires in Oklahoma, Tennessee, Alaska, Indiana, Wisconsin and elsewhere, as school choice and other education reforms have been embraced by many on both sides of the political aisle.

Of course there are still plenty of legislators who, having thrown in their lot with the union crowd, are vehemently anti-choice. On the NEA website, California Rep. George Miller (D-CA) gets a “thumbs-up” for demonizing National School Choice Week.

Many of my colleagues on the other side of the aisle, and their strategists, have embraced so-called ‘school choice’ as part of their rebranding efforts, to appear more caring … This new effort even has a warm and fuzzy name: the Growth and Opportunity Project. This is political posturing at its worst … If you ask most parents in America, they will tell you that their first ‘choice’ is for their neighborhood school to be a great school.

Yes, Mr. Miller, that would be nice, if all neighborhood schools were “great.”  But they’re not. And if your local school was not up to par, you wouldn’t want to send your kids there, now would you?

Sen. Lisa Murkowski (R-AK) also gets a shout-out from NEA for her “reaction to so-called school choice.”

I have always had great anxiety with the thought that we’d take public money, state money, and send it to private schools.

Think Pell Grants, Ms. Murkowski. Think G.I. Bill. Just think.

The reactionaries among us – certain educrats and legislators and of course the teachers unions – won’t go away easily. But “Choice Spring” has arrived, and the pro-choice movement has taken root. As parents, children and taxpayers get a taste of freedom, there will be no turning back.

Larry Sand, a former classroom teacher, is the president of the non-profit California Teachers Empowerment Network – a non-partisan, non-political group dedicated to providing teachers with reliable and balanced information about professional affiliations and positions on educational issues.

For Whom the Pell Doles

Why are vouchers okay for college students, but not for K-12ers?

Recently, the National Education Association posted an interview with Wes Moore on its website.

Two boys are named Wes Moore. Both grow up in fatherless homes in Baltimore. Both struggle in school, and run into trouble with the police. But one Wes Moore wins admission to Johns Hopkins University and Oxford. The other earns a life sentence in a Maryland prison. In his book, The Other Wes Moore: One Name, Two Fates, Moore confronts the “other,” and finds that there are no neat answers to the disposition of fate: “The chilling truth is that his story could have been mine. The tragedy is that my story could have been his.”

At the end of the brief interview, the questioner states:

Your mother graduated from college, while Wes’ mother was forced to leave school after the Reagan-era cuts to Pell Grant funding. Do you think this made a difference?

Moore responds:

Quite honestly, I can’t help but think how different his life would have been if she had been able to finish school. It’s about this idea of social capital, expectations, the people you surround yourself with… It’s not that Wes’ mother didn’t care about Wes. We work with a lot of kids, and over decades I can probably count on two fingers the number of parents who don’t care about their kids.

But the Pell Grant story—the reason I included the Pell Grant story wasn’t just because it was a powerful story, but because anybody who doesn’t understand the implications of that moment is missing the whole point. That was a huge occasion in her life, and it should inform how we discuss policies and policy implications. This stuff matters….

Yes, Pell Grants – aka education vouchers – matter.

The Pell Grant, after starting out as the “Basic Educational Opportunity Grant,” was renamed to reflect the law’s sponsor Rhode Island Senator Clayborn Pell.

These federal funded grants are not like loans, and need not be repaid. Students may use their grants at any one of approximately 5,400 participating postsecondary institutions. These federally funded grants help about 5.4 million full-time and part-time college and vocational school students nationally. For the 2010–2011 school year, 7 of the top 10 colleges by total Pell Grant money awarded were for-profit institutions. (Emphasis added.)

For profit institutions?

That means that college students are taking public funds and using them to attend a private institution of their choosing. (And it is not only Pell Grants that enable college students to pay tuition to whichever university they choose – public or private – using taxpayer dollars. The G.I. Bill, also a voucher program, does essentially the same thing for veterans as a way to help them assimilate into civilian life. It has been a very popular program since its inception in 1944.)

To its credit, NEA realizes the value of Pell Grants, as does its sister union, the American Federation of Teachers. In fact, just last year AFT president Randi Weingarten excoriated Wisconsin Rep. Paul Ryan for submitting a budget that would freeze the grants at their current level.

But when it comes to K-12 schools, the unions sing a very different tune. NEA’s website has a policy brief which reads,

Vouchers aren’t a strategy for improving the public schools; they are a strategy of abandonment that would leave America’s children behind. The battle over vouchers diverts time, energy, and resources from real school improvement.

And these aren’t just idle words. In March of 2009, NEA President Dennis Van Roekel wrote a threatening letter to every Democratic member of Congress:

The National Education Association strongly opposes any extension of the District of Columbia private school voucher . . . program. We expect that Members of Congress who support public education, and whom we have supported, will stand firm against any proposal to extend the pilot program. Actions associated with these issues WILL be included in the NEA Legislative Report Card for the 111th Congress.

Vouchers are not real education reform. . . . Opposition to vouchers is a top priority for NEA. (Emphasis added.)

Weingarten is just as hostile to K-12ers receiving public funding to attend a private school. During Mitt Romney’s run for president in 2012 she declared,

Today, Mitt Romney squandered an opportunity to participate in a meaningful discussion of real education reform by attempting to disguise attacks on teachers and public education as meaningful policy proposals. Instead of looking to improve education for all children, he parroted failed voucher and privatization schemes that have not improved student learning. Romney’s proposal to take even more money out of public education and funnel it to private schools is absurd at a time when school budgets already are being slashed to the bone across the country. (Emphasis added.)

Weingarten’s characterization of school choice through vouchers as “failed” is outrageous. These subsidies have not only improved education for the students who attend the schools of choice, but study after study has shown that kids who remain in public school also benefit when a voucher system is instituted and schools are forced to compete for students. The Friedman Foundation reports:

Twelve empirical studies have examined academic outcomes for school choice participants using random assignment, the “gold standard” of social science. Of these, 11 find that choice improves student outcomes—six that all students benefit and five that some benefit and some are not affected. One study finds no visible impact. No empirical study has found a negative impact.

Twenty-three empirical studies (including all methods) have examined school choice’s impact on academic outcomes in public schools. Of these, 22 find that choice improves public schools and one finds no visible impact. No empirical study has found that choice harms public schools.

So why is it okay to give vouchers to late teens to attend a private college, but not to 8 and 12 and 16 year olds to enroll in a private elementary, middle or high school? The principle is either sound or it’s not.

Obviously the unions are threatened by vouchers on a K-12 level because that’s where their primary source of funding is. Not nearly as many college instructors and professors are dues paying union members.

But maybe I am wrong and there is another reason for the unions’ inconsistent positions. Am I missing something? If you have an answer, please post in the “comments” area or email me at cteninfo@ctenhome.org

Larry Sand, a former classroom teacher, is the president of the non-profit California Teachers Empowerment Network – a non-partisan, non-political group dedicated to providing teachers with reliable and balanced information about professional affiliations and positions on educational issues.

Anti-School Choice Goblins Haunt the Land

It’s October and the voucher-bashing ghouls are doing their best to fog the issues and trick us.

While there are some education traditionalists who may embrace charter schools, they frequently draw a strict line in the sand when it comes to vouchers. For the uninitiated, a voucher enables a parent to take education funding issued by the government and apply that money toward tuition at a private school.

Those who rail against any sort of privatizing have either an obsessive and romanticized notion of the “neighborhood public school,” or they belong to a group that benefits financially from the status quo. The undisputed ringleaders of the latter are the teachers unions. For them, privatization means fewer dues-paying public school teachers – and nothing drives Big Union crazier than losing market share. Last week, American Federation of Teachers president Randi Weingarten wrote a piece in Huffington Post that typifies the union mentality, trashing school choice, before donning the good-witch mask to end with “We are at a pivotal moment – a moment when we must reclaim the promise of public education without further detours, distractions and delays.”

The promise of public education? I learned early in life that promises should not to be taken seriously after they are shown to be lies.

The AFT website moves into Bizarro territory when it concludes its mini anti-choice rant by informing us that public money used to subsidize private school tuition means “less accountability for taxpayers’ dollars, a false hope for a handful of kids, and fewer resources for school reforms that actually work.”

The “less accountability” crack is especially hypocritical given the fact that the unions are forever railing against teacher accountability, and do their level best to keep every teacher – no matter how incompetent or criminal – in the classroom.

Perhaps the most ridiculous attempt to bash privatization this month came from Jon Overton, writing for The Daily Iowan. He starts sensibly writing that, “People learn in different ways, speeds, and are from backgrounds that place varying levels of importance on academics.” One might think that this statement would lead him to be pro-choice. But, no, he maintains that choice hurts failing schools. So I guess his answer is to ignore successful private institutions and force kids to stay in failing public schools … because, well, they’re public. He attempts to bolster his argument using a report from the Economic Policy Institute which claims that the results of the Milwaukee voucher program have been unimpressive. (Yes, the same EPI where Weingarten is on the board and the chairman is none other than AFL-CIO boss Richard Trumka. Only tricks, no treats from that crowd.)  But independent researcher Patrick Wolf finds that,

Students enrolled in the Milwaukee voucher program are more likely to graduate from high school and go to college than their public school counterparts, boast significantly improved reading scores, represent a more diverse cross-section of the city, and are improving the results of traditional public school students….

Among the new findings are that students enrolled in the Milwaukee Parental Choice Program (MPCP)—the nation’s oldest private school choice program currently in operation—not only graduate from high school on time by seven percentage points more than students enrolled in Milwaukee Public Schools (MPS), but they are also more likely to enroll in a four-year college and persist in college.

In a close second to Overton’s article, Politico’s Stephanie Simon writes“Vouchers don’t do much for students.” Her entire argument can essentially be summed up in one sentence: “Taxpayers across the U.S. will soon be spending $1 billion a year to help families pay private school tuition – and there’s little evidence that the investment yields academic gains.”

Adam Emerson of the Fordham Institute quickly lays the “little evidence” argument to waste.

Consider, for instance, the work of Patrick Wolf at the University of Arkansas, who has examined the D.C. Opportunity Scholarship and found that it led to improved reading achievement among participants while also increasing a student’s chance of graduating high school by 21 percentage points. Consider, too, that random-assignment studies of privately funded voucher programs in New York, Dayton, and Charlotte found higher achievement levels on standardized tests or higher college-going rates, or both, particularly for black students. Other empirical studies led to findings that range from the positive competitive effects vouchers have on public schools to the heightened level of achievement that comes from greater accountability (this last comes from Milwaukee, where Simon noted that snapshot test scores of voucher students look poorly but where a longitudinal analysis of the voucher program reports more positive results). But a single literature review from Greg Forster at the Friedman Foundation is perhaps most revealing: eleven of twelve random-assignment studies have showed improved academic outcomes of students who participated in voucher programs. The one study that didn’t found no visible impact on students one way or the other. (Emphasis added.)

Then there is the sound-good-but-dead-wrong traditionalist argument used by Simon that vouchers “siphon money from public schools.” Citing Harvard econometrician Carolyn Hoxby, Arnold Ahlert addresses that issue:

The hand-wringers are further incensed that public funds are being “siphoned” from public schools to pay for vouchers, insisting–as they invariably do–that more money will lead to better public schools. This argument was completely debunked by Caroline M. Hoxby, an Associate Professor of Economics at Harvard, during an interview with PBS’s Frontline. At the time she noted that the average spending per pupil in the U.S. was $7500 per year, while voucher costs averaged $2000. “Even if the vouchers came completely out of the local public school district’s budget, every time they lost a student, they’d be losing $2000, but they’d lose a whole student and $5,500 remains behind,” she explained.

As biased and wrong-headed as the Overton and Simon pieces are, they can’t hold a candle to a piece written by Allison Benedikt for Slate a couple of months ago. In the second sentence of “If You Send Your Kid to Private School, You Are a Bad Person,” the author writes, “You are a bad person if you send your children to private school. Not bad like murderer bad—but bad like ruining-one-of-our-nation’s-most-essential-institutions-in-order-to-get-what’s-best-for-your-kid bad. So, pretty bad.”

Yes, Ms. Benedikt, I should send my kid to a rotten pubic school just because you have some misguided notion that I if I don’t, it would ruin one-of-our-nation’s-most-essential-institutions.” Sacrificing your kid’s future to prop up a failing government-run operation is collectivism at its scariest.

There is another facet to the public-private discussion that the traditionalists and the teachers unions have never quite got around to addressing, which is that many rank-and-file teachers eschew their local public school and go the private route themselves. As Larry Elder writes,

About 11 percent of all parents — nationwide, rural and urban — send their children to private schools. The numbers are much higher in urban areas. One study found that in Philadelphia a staggering 44 percent of public school teachers send their own kids to private schools. In Cincinnati and Chicago, 41 and 39 percent of public school teachers, respectively, pay for a private school education for their children. In Rochester, New York, it’s 38 percent. In Baltimore it’s 35 percent, San Francisco is 34 percent and New York-Northeastern New Jersey is 33 percent. In Los Angeles nearly 25 percent of public school teachers send their kids to private school versus 16 percent of Angelenos who do so.

Seems as if these public school teachers might know something that their unions are loath to acknowledge: that many public schools just aren’t getting the job done, and that choosing the best education option for their children is not only their right – it’s their responsibility.

In fact, all parents should have a right to sidestep the tricks of the traditionalists and teachers unions, knock down doors and demand the best education treat possible – a choice of a public or private school for their children – and let the edu-dollars follow the student.

Larry Sand, a former classroom teacher, is the president of the non-profit California Teachers Empowerment Network – a non-partisan, non-political group dedicated to providing teachers with reliable and balanced information about professional affiliations and positions on educational issues.

Eric Holder Trumps Miley Cyrus

When it comes to obscenity, cheating kids out of a good education is far worse than a salacious dance act.

While it is a sad spectacle to watch a gawky 20 year-old stick out her tongue and sex it up in front of millions on national television, the 62 year-old U.S. Attorney General’s act is far worse, as his will do much more lasting harm. He waves his magic wand and poof – thousands of poor children are chained to the confines of failing schools in Louisiana.

Miley Cyrus would appear to be a lost puppy whose father claimed in 2011 that she was influenced by Satan. On the other hand, Eric Holder would seem to be under the spell of the teachers unions and the overrated god of diversity.

The Holder story has its roots in May when the Louisiana Supreme Court ruled that:

the current method of funding the statewide school voucher program is unconstitutional. Act 2, part of Gov. Bobby Jindal‘s 2012 package of education reforms, diverts money from each student’s per-pupil allocation to cover the cost of private or parochial school tuition. The act authorizes both the Louisiana Scholarship Program and the new Course Choice program. 

In other words, the voucher program is sound, but the court thought its funding mechanism wasn’t constitutional. So on June 6th, the Louisiana House and Senate compromised on a budget that allowed the program to use funds not allocated through the state’s funding formula.

Problem solved, right?

Not quite.

Later in June, the teachers unions School Choice Enemy No. 1 promptly swung into action.

The Louisiana Association of Educators and several local teachers associations have filed a class-action suit charging that the state owes local school boards $199 million as a result of the Louisiana Supreme Court decision striking down part of the state’s voucher law.

Okay, so we are still dealing with funding issues, not the legality of vouchers.

But then in August, U.S. Attorney General Eric Holder dropped the bomb and The Wall Street Journal pointed out its stunning irony,

On nearly the same day the Attorney General spoke in Washington to honor the 50th anniversary of Martin Luther King Jr.’s “I have a dream” speech, his Justice Department sued to block the educational dreams of minority children in Louisiana.

Late last week, Justice asked a federal court to stop 34 school districts in the Pelican State from handing out private-school vouchers so kids can escape failing public schools. Mr. Holder’s lawyers claim the voucher program appears “to impede the desegregation progress” required under federal law. Justice provides little evidence to support this claim, but there couldn’t be a clearer expression of how the civil-rights establishment is locked in a 1950s time warp.

Passed in 2012, Louisiana’s state-wide program guarantees a voucher to students from families with incomes below 250% of poverty and who attend schools graded C or below. The point is to let kids escape the segregation of failed schools, and about 90% of the beneficiaries are black. (Emphasis added.)

Impeding desegregation? On what grounds does the Justice Department make this claim? Cato’s Jason Bedrick explains,

In Tangipahoa Parish, for instance, Independence Elementary School lost five white students to voucher schools, the petition states. The consequent change in the percent of enrolled white students “reinforc(ed) the racial identity of the school as a black school.”

Five students! According to the National Center for Education Statistics, there were 143 white students out of 482 students at Independence Elementary School in 2010-11 (the most recent year for which data is available). Assuming that recent enrollment and racial composition is the same and that no black students received vouchers as well, that’s a shift from 29.6 percent white to 28.9 percent white. Though the students at Independence almost certainly would not have noticed a difference, the racial bean counters at the DOJ see worsening segregation.

But the DOJ is not content merely to prevent white students from exercising school choice. The petition also cites Cecilia Primary School, which in 2012-13 “lost six black students as a result of the voucher program,” thereby “reinforcing the school’s racial identity as a white school in a predominantly black school district.” In the previous school year, the school’s racial composition was 30.1 percent black, which the DOJ notes was 16.4 percentage points lower than the black composition of the district as a whole. According to the NCES, in 2010-11 there were 205 black students out of a total enrollment of 758, so the school was 27 percent black. Assuming a constant total enrollment, the DOJ’s numbers suggest that there were 228 black students in 2011-12. The loss of six black students would mean the school’s racial composition shifted from 30.1 percent black to 29.2 percent black as a result of the voucher program. Again, imperceptible to untrained eye but a grave threat to racial harmony according to the Obama administration’s Department of Justice.

These are the only two schools cited directly in the DOJ’s petition, so presumably they represent the two cases with the largest impact. A footnote reveals that “The net loss ranged up to thirteen students per school.”

Why is Holder doing this obscene dance?

Is he so smitten with the concept of diversity that he is letting it take precedent over the needs of poor kids in failing schools? Could be, but then again, as noted above, the voucher-driven diversity realignment is miniscule. Or, is he doing the bidding of the teachers unions who are powerful political allies? Maybe both. But whatever the motivation, the lawsuit stinks, and the harm it will inflict on mostly underprivileged, minority children is tragic.

What Holder and his ilk don’t seem to understand is that most parents are not stricken with the diversity obsession, and simply want the best education possible for their kids. If you ask any parent of any ethnicity if they rather their kid get a first class education at single-ethnicity school or a mediocre-to-lousy one at a rainbow-school, we all know what the answer would be.

Louisiana’s gutsy governor Bobby Jindal put it all into perspective in an interview with Neil Cavuto,

My parents came here over 40 years ago in search of the American dream, confident if you worked hard, it didn’t matter what race you were, didn’t matter who you knew. That’s what we’re trying to deliver for our kids. And that’s why it’s just ridiculous to me that the Obama administration would side with teachers unions over these young children.

Cavuto then asked Jindal if he thought that the teachers unions were pushing the issue because vouchers endanger their jobs. Jindal responded,

Oh, absolutely. Look, they tried, they tried to take us all the way up to the state Supreme Court to stop this program. The teachers unions did. The program is still here. They tried recalling our speaker of the House and me and some others. And we’re still here. The reality is, teachers unions, when we started this statewide, said that parents don’t have a clue when it comes to making choices for their kids. (Emphasis added.)

That’s their world viewpoint. These government unions think the bureaucrats know better. I have met with the moms. And, Neil, it would break your heart that they’re working multiple jobs. They want their kids to have a better quality of life than they have had. They’re trying to do the right thing. They’re telling me this is the first time my kid is bringing home homework, my kid is going to school with discipline. My kids are talking about for the first time thinking about going to college, the first one in our families to graduate from high school. They’re talking about becoming the first ones.

As we all know, Martin Luther King concluded his famous speech 50 years ago with the inspirational words, “Free at last, Free at last, Thank God almighty we are free at last.” But if Mr. Holder and the teachers unions get their way, a bunch of school kids and their families in Louisiana will remain shackled to their failing schools, guaranteeing that their shot at achieving the American dream and true freedom will be next to impossible. Dr. King would be outraged.

Larry Sand, a former classroom teacher, is the president of the non-profit California Teachers Empowerment Network – a non-partisan, non-political group dedicated to providing teachers with reliable and balanced information about professional affiliations and positions on educational issues.

Cursing the Light

Teachers unions continue to use empty rhetoric to bash promising school privatization efforts.

It is a given – and understandable – that teachers unions deplore vouchers or opportunity scholarships, arrangements whereby public monies are used to fund a private school education; it hurts their bottom line. With very few exceptions, private schools are not unionized, and every time students leave their public schools, fewer unionized teachers are needed. That translates to fewer dues dollars for the union.

So like pushy salesmen with an inferior product, the unions resort to evasions, distortions and outright lies to sell their wares.

The unions say, “Vouchers don’t improve outcomes.”

Actually, the data say otherwise. For example, the oldest voucher program in the country is in Wisconsin where “Milwaukee school choice beats the alternative.” More dramatically, Washington, D.C. Public Schools (DCPS) have the lowest graduation rate in the country – a rather pathetic 59 percent. Yet, the D.C. Opportunity Scholarship Program (DCOSP) just announced that its 2012 grad rate was 97 percent with 91 percent of the students going on to college.

The unions say, “Vouchers are unpopular with the public.”

That may have been true 20 years ago, but not today. Satisfaction with the DCOSP is very high, with 93 percent of parents happy with their child’s school. In May, the Friedman Foundation for Educational Choice released the results of a national survey in which 60 percent of American adults said they support vouchers. Also, the findings show that mothers make up the demographic most likely to favor school vouchers:

… 66 percent of moms with school-age children support vouchers for all students to obtain the best education possible. Mothers with school-age children also have more confidence in private school settings than in traditional public schools.

Unfortunately public schools didn’t fare so well in the Friedman study with only 39 percent of Americans giving local public schools an “A” or a “B” compared with 54 percent in 2012 – a 15-point drop in just one year.

(Another entity that is unpopular with the public is the teachers unions. According to a recent Education Next poll, only 22 percent of Americans think the unions have a positive effect on schools.)

The unions say, “… (Voucher) programs cost taxpayers millions of dollars and increase bureaucratic and administrative costs.”

This is a perennial union talking point. It’s also a crock, because voucher programs actually save taxpayers money. A good example is in Washington, D.C. where their choice program costs $7,500 per student – about a quarter of what is spent on students in the DCPS.

If we expanded DCOSP, the savings would be even greater. Looking at the eight states with the highest median per pupil educational spending in the United States,

… If only ten percent of these students took advantage of scholarships similar to the ones in the D.C. program, more than 621,000 students would move from public to private schools within their states. This analysis assumes that the scholarships would be worth 60 percent of the median current-year expenditure per pupil-or a bit more expensive than in Washington. The savings per-pupil would be great, 40 percent; in the aggregate, the savings would be greater still.

The unions say, A pure voucher system would only encourage economic, racial, ethnic, and religious stratification in our society.”

A little class warfare with your entrée? The suggestion here is that vouchers will segregate us as a people and promote civil disharmony. But the opposite is true.

The Cato Institute’s Jason Bedrick writes,

Seven empirical studies have examined school choice’s impact on civic values and practices such as respect for the rights of others and civic knowledge. Of these, five find that school choice improves civic values and practices. Two find no visible impact from school choice. No empirical study has found that school choice has a negative impact on civic values and practices.

The largest and most comprehensive of these studies, Dr. Patrick Wolf’s “Civics Exam,” found that private school students are, on average, more politically tolerant, more knowledgeable about our system of government, more likely to volunteer in their community, and more politically active than their government school peers.

Unfortunately, over the last few decades, civic education in government schools has significantly declined

Jay Greene, writing in The Wall Street Journal, adds,

It is no small irony that President Obama and Education Secretary Arne Duncan have been trying to shut down the federally funded voucher program that allows students to attend private religious schools in Washington. In 2009 the administration worked to prevent the program from being re-authorized. Only tough bargaining by House Speaker John Boehner has allowed vouchers in D.C. to survive. The administration that otherwise promotes tolerance at every turn is still angling to end the program.

It is not clear why private schools have an advantage in producing more tolerant students. It may be that private schools are better at teaching civic values like tolerance, just as they may be more effective at teaching math or reading. It is also possible that, contrary to elite suspicion, religion can teach important lessons about human equality and dignity that inspire tolerance.

The unions say, “Blah, blah, blah.”

The unions have a specific agenda and will pursue it at all costs. Whatever claims they make about vouchers serve to further that agenda and have little to do with reality. Their efforts to keep people in the dark forever – and their children in failing schools – are doomed to fail.

Larry Sand, a former classroom teacher, is the president of the non-profit California Teachers Empowerment Network – a non-partisan, non-political group dedicated to providing teachers with reliable and balanced information about professional affiliations and positions on educational issues.

Red – and I Do Mean Red – Herrings of the Left

June – Father’s Day, Flag Day, weddings … and loopy ideas on poverty.

Last September I wrote about those who believe that poverty causes ignorance and how we must “fix” poverty before we can fix education. I suggested that maybe, just maybe, a good education is the best antidote to poverty and that school choice is the best way to ensure a good education.

In the ensuing months, having heard little from the “povertists” – who are frequently of the socialist persuasion – I hoped that the lame poverty excuse had disappeared, but silly me. Like a disease that goes into remission but never actually disappears, it’s baaack. With a vengeance.

The pedantic, lifelong socialist Deborah Meier drearily proclaims in Education Week that poverty is the root of all our education woes.

Then there is David Sirota, who at one time was an aide to socialist congressman from Vermont (now socialist senator) Bernie Sanders. Sirota declares that school reformers “are full of it.” Then playing the poverty card, he asserts, “Poor schools underperform largely because of economic forces….” Sirota really outdoes himself in the last paragraph of his Salon.com screed, where he lectures us:

Reality, though, is finally catching up with the “reform” movement’s propaganda. With poverty and inequality intensifying, a conversation about the real problem is finally starting to happen. And the more education “reformers” try to distract from it, the more they will expose the fact that they aren’t driven by concern for kids but by the ugliest kind of greed the kind that feigns concerns for kids in order to pad the corporate bottom line.

David Berliner, a longtime povertist, education professor and, not surprisingly, winner of the National Education Association’s Friend of Education award, announces on the California Federation of Teachers website that there is no education crisis, but rather an “unequal economy.”

But just when the socialists’ monotonous rants are beginning to have a narcotizing effect, Karen Lewis comes to the rescue. Lewis, president of the Chicago Teachers Union, never misses an opportunity to be offensive. She was in fine form speaking at the City Club of Chicago last week, blaming the Windy City’s education woes on “rich white people.” Perhaps she had to stress “white people” because as an African-American union boss, Lewis has a yearly income of $157,594, which most Americans consider above the “rich” threshold. (Interestingly her second-in-command at CTU, Jesse Sharkey, a leading member of the revolutionary International Socialist Organization, makes “only” $111,762. In the socialist world, how can this disparity exist? And these two really need to have a talk with American Federation of Teachers president Randi Weingarten, whose total income for 2011 was $560,549. Perhaps this is what Berliner meant when he referred to the “unequal economy.” But I digress….)

Despite the socialists’ tedious mantra, there are facts that disprove every claim they make. For example, charter schools are publicly funded but are much more independent than traditional public schools, and far more often than not, they do a better job of educating the poor. In Chicago’s charters (not unionized), where almost all the students are minority and below the poverty line, they easily outperform traditional public schools. The Illinois Policy Institute informs us that,

Charter school students, like other students in CPS, primarily come from low-income backgrounds (91 percent qualify for free or reduced lunch), represent mostly racial minorities (60 percent African-American, 35 percent Hispanic), and must overcome a range of challenges (9 percent English Language Learners, 12 percent special needs). They are not untouched by the violence plaguing many of the city’s neighborhoods. And, yet, despite all of these obstacles, they are succeeding.

In 2012, charter schools held the top nine spots for open-enrollment, non-selective public high schools in Chicago. Another charter school ended up in a three-way tie for tenth. The Noble Network of Charter Schools led the pack, with a total of nine schools in the top 10, one of which was included in the tie. The average ACT score for charter schools in the top 10 was 20.6, with Noble Network’s UIC College Prep campus scoring 21.9 – the highest-ever average at an open-enrollment, non-selective CPS high school.

Not only are charter schools outperforming their peers on the ACT, a comparison of Chicago’s top 10 charter high schools to the top 10 open-enrollment, non-selective, traditional public high schools shows that charter schools’ pace of improvement is significantly greater. Since 2007, top charter school scores have increased by 17 percent, while the top traditional schools have gained nearly 5 percent.

Where does Ms. Lewis stand on charters? She doesn’t consider them to be “real schools.” As Investor’s Business Daily reports,

Lewis is … no fan of charter schools, despite the fact Chicago’s charters regularly outperform their public school cousins. In 2012, nine of the top 10 performers were charter schools based on the ACT scores of their students.

Of course when you mention things like charter schools, liberals like Lewis say they get to cherry-pick their students. Yet some 60% of Chicago charter-school students are minorities and 35% are Hispanic.

Ninety-one percent qualify for free or reduced-price lunch. Doesn’t sound like cherry-picking to us.

Also, as I wrote last month, more and more parents are favoring vouchers, whereby parents can choose to send their kid to a private school and the funding follows the child.

… the Friedman Foundation for Educational Choice released the results of a national survey in which mothers (and others) were asked how they viewed vouchers and other forms of school choice. The findings show that moms make up the demographic most likely to favor school vouchers:

… 66 percent of moms with school-age children support vouchers for all students to obtain the best education possible. Mothers with school-age children also have more confidence in private school settings than in traditional public schools.

How have vouchers fared where they have been instituted?

In April, Greg Forster, also of the Friedman Foundation, released the third in a series of reports on school choice which includes vouchers and, to a lesser extent, educational savings accounts and tax credit scholarships: “A Win-Win Solution: The Empirical Evidence on School Choice.” Just a few of the key findings:

  • Twelve empirical studies have examined academic outcomes for school choice participants using random assignment, the “gold standard” of social science. Of these, 11 find that choice improves student outcomes—six that all students benefit and five that some benefit and some are not affected. One study finds no visible impact. No empirical study has found a negative impact.
  • Eight empirical studies have examined school choice and racial segregation in schools. Of these, seven find that school choice moves students from more segregated schools into less segregated schools. One finds no net effect on segregation from school choice. No empirical study has found that choice increases racial segregation.
  • Seven empirical studies have examined school choice’s impact on civic values and practices such as respect for the rights of others and civic knowledge. Of these, five find that school choice improves civic values and practices. Two find no visible impact from school choice. No empirical study has found that school choice has a negative impact on civic values and practices. (Emphasis added.)

What is the takeaway here?

Despite what the self-righteous socialists, teachers union leaders and their fellow travelers claim, competition works. When schools compete for students, education gets better. And getting a good education is paramount to getting out of poverty. Those who deny public education’s failings and use poverty as an excuse – no matter what their intentions might be – are working to keep the poor in their place and destroy children’s lives. Shame on them.

Larry Sand, a former classroom teacher, is the president of the non-profit California Teachers Empowerment Network – a non-partisan, non-political group dedicated to providing teachers with reliable and balanced information about professional affiliations and positions on educational issues.

Mothers Against Bunk Jiving

Teacher union twaddle is not fooling the nation’s moms any more.

National Education Association president Dennis Van Roekel wrote a tired piece for Huffington Post last week in which he trotted out all the usual phrases and suspects that we have come to expect from a union boss who is trying to scare us into seeing the world through his agenda-driven eyes. Just a few:

  • corporate lobbyists
  • privatization
  • ALEC
  • Scott Walker’s all-out attack on teachers
  • diverting scarce resources that public schools desperately need
  • workers’ right to collective bargaining

(Somehow, the dreaded Koch Brothers didn’t make the cut.)

While the article is ostensibly about the purported turpitude of the American Legislative Exchange Council, it is actually more about the alleged horrors of school privatization through vouchers. Van Roekel informs us that voters have rejected this type of parental choice “time and time again.” If you click on the above link, you will see that,

From 1966 through 2007, voters rejected vouchers or their variants by about 2 to 1 in 27 statewide referendums.

Unfortunately for Van Roekel and other staunch defenders of the status quo, it is now 2013 and the old data are no longer accurate. In fact, the public has gotten behind 41 school choice programs in 22 states and D.C., with over 250,000 students using these programs to attend private schools.

Most recently, in honor of Mother’s Day this past Sunday, the Friedman Foundation for Educational Choice released the results of a national survey in which mothers (and others) were asked how they viewed vouchers and other forms of school choice. The findings show that moms make up the demographic most likely to favor school vouchers:

… 66 percent of moms with school-age children support vouchers for all students to obtain the best education possible. Mothers with school-age children also have more confidence in private school settings than in traditional public schools.

Other results show that the general public and school moms shared similar views on school grading:

  • ·         Only 39 percent of Americans give local public schools an “A” or a “B” compared with 54 percent in 2012—a 15-point drop.
  • ·         Sixty percent of Americans grade private schools an “A” or a “B”—a 10-point gain from 2012.

Perhaps the most important takeaway from the poll is that there has been a sharp shift in favor of vouchers over the past few years; the trend is undeniable.

Van Roekel also would be better served if he lost the talking point about how the move toward privatization is damaging traditional public schools. Just last month, Greg Forster, also of the Friedman Foundation, released the third in a series of reports on school choice which includes vouchers and, to a lesser extent, educational savings accounts and tax credit scholarships: “A Win-Win Solution: The Empirical Evidence on School Choice.” The key findings:

  • Twelve empirical studies have examined academic outcomes for school choice participants using random assignment, the “gold standard” of social science. Of these, 11 find that choice improves student outcomes—six that all students benefit and five that some benefit and some are not affected. One study finds no visible impact. No empirical study has found a negative impact.
  • Twenty-three empirical studies (including all methods) have examined school choice’s impact on academic outcomes in public schools. Of these, 22 find that choice improves public schools and one finds no visible impact. No empirical study has found that choice harms public schools.
  • Six empirical studies have examined school choice’s fiscal impact on taxpayers. All six find that school choice saves money for taxpayers. No empirical study has found a negative fiscal impact.
  • Eight empirical studies have examined school choice and racial segregation in schools. Of these, seven find that school choice moves students from more segregated schools into less segregated schools. One finds no net effect on segregation from school choice. No empirical study has found that choice increases racial segregation.
  • Seven empirical studies have examined school choice’s impact on civic values and practices such as respect for the rights of others and civic knowledge. Of these, five find that school choice improves civic values and practices. Two find no visible impact from school choice. No empirical study has found that school choice has a negative impact on civic values and practices. (Emphasis added.)

The above can be seen graphically on this chart:

I think it is safe to say that the dated talking points and bunk emanating from the union crowd are wearing very thin. And as more and more moms (and others) see through the jive, the future does not bode well for the NEA and other educational monopolists.

Larry Sand, a former classroom teacher, is the president of the non-profit California Teachers Empowerment Network – a non-partisan, non-political group dedicated to providing teachers with reliable and balanced information about professional affiliations and positions on educational issues.

The Good, the Ugly and the Uglier

After a loss in Indiana, the teachers unions’ war on education intensifies in Chicago and California.

In 2011, Indiana passed a school choice bill which currently allows 9,300 kids from low and middle income families with household income below 150 percent of school lunch eligibility to receive vouchers equal to between 50 and 90 percent of state per-pupil education funding to use at any of 289 schools – some of which provide religious education – that participate in the Choice Scholarship Program.

Not surprisingly, upon passage of the bill the National Education Association and its state affiliate, the Indiana State Teachers Association, sued to stop it with claims that “letting families use the vouchers at religious schools violated the state constitution’s religion clauses.”

But last week, in a resounding 5-0 decision, the unions’ plea was denied.

‘We find it inconceivable’ the justices wrote that the framers meant to prohibit government spending from which a religious institution could ultimately benefit. Everything from police protection to city sidewalks benefit religious institutions, but ‘the primary beneficiary is the public,’ and any benefits to religious groups are ‘ancillary and indirect,’ said the ruling. ‘The direct beneficiaries under the voucher program are the families of eligible students and not the schools selected by the parents for their children to attend.’

Part of the unions’ case was based on the Catholic-bashing Blaine Amendment. As Mike Antonucci writes:

The Indiana Supreme Court ruled unanimously today that the state’s school voucher program is constitutional. This is good news for supporters of school choice, and bad news for teachers’ unions. But the Indiana ruling is especially interesting since it may sound the death knell for legal challenges to vouchers based on states’ Blaine Amendments.

Indiana is one of 37 states with a constitutional provision prohibiting – in varying degrees – the use of state funds to benefit religious or sectarian institutions. The amendments are named after Rep. James G. Blaine of Maine, who as Speaker of the House tried to get a similar provision amended to the U.S. Constitution in 1875. Although the Blaine Amendments were closely associated with anti-Catholic, anti-immigrant bigotry in the 19th century, they made a handy argument against school vouchers in the 20th and 21st centuries.

The title of Antonucci’s post asks, “Is James G. Blaine Finally Dead?” The answer is very possibly yes, and that would most certainly be a good thing.

Moving on to California, the Vergara v. State of California case was back in the news last week. The suit was filed in May 2012 by Students Matter, a nonprofit founded by Silicon Valley entrepreneur David Welch. As I wrote in June, the goal of the suit is to get the seniority, tenure and dismissal statutes out of the state education code and leave these policy decisions to local school districts – as is done in 33 other states.

The student plaintiffs attend school in four districts, though the complaint targets only two—Los Angeles Unified and Alum Rock Elementary Unified in San Jose. Other named defendants include California governor Jerry Brown, Superintendent of Public Instruction Tom Torlakson, the state of California, the state board of education, and the state department of education. Students Matter is determined to ensure ‘that the policies embodied in the California Code of Education place the interests of students first and promote the goal of having an effective teacher in every classroom’

… Currently, California schools don’t take teacher effectiveness into account when making layoff decisions. The newest hires are the first to go, and senior teachers have their pick of schools. Struggling inner-city schools end up suffering the most, as the lawsuit states: “One recent study showed that a school in the highest poverty quartile is 65 percent more likely to have a teacher laid off than a school in the lowest poverty quartile. As a result of seniority-based layoffs, the highest poverty schools in California are likely to lose 30 percent more teachers than wealthier schools. The disproportionate number of vacancies in those schools are then filled by transferring lower performing teachers, including grossly ineffective teachers, from other schools.

Hardly a radical fix to a serious problem. But of course, never missing a chance to block child-friendly reform, two state teachers unions – the California Teachers Association and the California Federation of Teachers – released a joint press release this past week announcing that they had filed a motion “to intervene in litigation.” This means that CTA and CFT would like to be become involved in the case because they feel that the current defendants – the state and the school districts – are not adequately representing the interests of their teachers, whose rights they maintain could be adversely affected by the case.

The unions declare that if the suit is upheld, it will be more difficult “to attract and retain quality teachers in California’s schools.”

That’s a ridiculous assertion.  For one, do “quality” teachers really care about seniority? I suspect that the “quality” teachers-of-the-year who got pink slipped while their less talented colleagues kept their jobs are not all that jazzed by the “last in/first out” clause. The press release then proceeds to spout the usual blather – in which the unions pretend to really, really care about parents and children while at the same time taking a swipe at wealthy people who they insist want to usurp public education for their own personal gain.

“The people who agreed to lend their names to this wrong-headed lawsuit are attempting to crowd out the voices of all other parents in California.  We should be working to bring students, parents and teachers together — not driving them apart. Legislation, informed by the experience and testimony of all members of the education community, is the best process for improving public education,” said CFT President Josh Pechthalt, parent of an eighth-grade student in the Los Angeles Unified School District. “The real agenda of this suit is to attack and weaken teachers and their unions in order to privatize public schools and turn them into profit centers for the corporate sponsors behind the lawsuit.”

The backers of this lawsuit include a “who’s who” of the billionaire boys club and their front groups.  Their goals have nothing to do with protecting students, but are really about undermining public schools.

This kind of demagogic rhetoric is old, tired and just plain ugly. Fortunately, not all that many people are buying it these days.

Then there is Chicago, where its school district is dealing with a $1 billion deficit. For a variety of reasons the city’s school population has been dwindling since the 1960s and there is a move afoot to close 54 sparsely populated campuses. According to RiShawn Biddle,

Chicago’s enrollment of 404,584 children is a third smaller than the number of kids served by the district during the 1960s. Three hundred thirty of the district’s 616 schools — more than half of the district’s portfolio — operate below capacity, with 137 of them half-empty. At some schools,  includes Drake Elementary School in the city’s Bronzeville section, and an elementary school named for hometown hero Emmett Till (whose murder in Mississippi by two men offended by his violation of Jim Crow segregation spurred the modern civil rights movement), just two out of every five seats are filled during the school year.

And, a Chicago Public Schools (CPS) fact sheet tells us:

Population declines over the last decade in both the African American community and in school-aged children are driving the majority of underutilization in our District’s schools. Today, our schools have space for 511,000 children, but only 403,000 are enrolled.

So it certainly seems sensible to shut down some underutilized schools and consolidate their enrollments, right?

Not if you are a union boss. What you do then is come out with a statement, avowing that your main priorities are kids, parents and their neighborhoods, and bolster your case by spouting a bunch of good-sounding half-truths in an attempt to make yourself sound believable. And no one does this kind of chicanery better than American Federation of Teachers president Randi Weingarten.

The AFT stands with teachers, parents, students and other Chicagoans fighting to guarantee every child in Chicago the high-quality neighborhood public school he or she deserves. Chicago’s reckless mass school closure agenda will destabilize neighborhoods, threaten our children’s safety, fail to improve learning or save money, and create a domino effect of destabilization in schools across the city. It is part of a disturbing trend in cities across the country by the powers that be to ignore what parents, students and teachers demand and what our children need in favor of failed policies.

As the CPS fact sheet details, every one of Weingarten’s points is bogus, but then again truth and accuracy emanating from a union leader’s mouth is rare indeed.

When unionistas and their fellow travelers don’t get their way, they typically take to the streets and the Windy City was no exception. The Chicago Teachers Union, led by its thoroughly obnoxious and confrontational leader, Karen Lewis, organized a rally last Wednesday in downtown Chicago. As EAGnews.org writer Brittany Clingen reports,

The event brought out all the usual suspects – the Occupy Chicago contingent, fellow union members from SEIU, members of CORE (Caucus of Rank-and-File Educators) and Action Now, and a general assortment of anti-capitalism protesters who relish any excuse to march around with angry signs held high.

According to CTU President Karen Lewis, the school closings are racially motivated. In her speech delivered to the crowd of approximately 700 gathered in Daley Plaza, she said, “They are closing down schools that have names of African American icons, but they’ll open up schools to put a living billionaire’s name in the front.”

Lewis failed to mention that CPS is approaching an astronomical $1 billion budget deficit. And the schools that are slated to close are either underperforming, underutilized (a school that has far fewer students than its capacity allows) or both. The students whose schools are scheduled to close will either be placed in charter schools or their closest neighborhood schools.

No one present at the rally was able to offer a better alternative to closing the schools, with some even implying that there is some sort of conspiracy going on within CPS.

Ah, nothing quite like race baiting, conspiracy theories and class warfare to get the socialists’ juices flowing. It doesn’t get any better than that, and in front of a willing media, no less!

The political angle was not lost on journalist Michael Volpe, who pointed out,

While the school closures in Chicago may seem to involve only local issues, the protest offered a clear glimpse into one of the most powerful segments of the Left. …(T)eachers unions routinely act in concert with open socialists — because their agendas and leadership merge to an alarming degree. While both claim to represent the interests of “the children” and the downtrodden, their real interest is exploiting the vulnerable to advance the principles of socialism.

Does it get any uglier than that?

Larry Sand, a former classroom teacher, is the president of the non-profit California Teachers Empowerment Network – a non-partisan, non-political group dedicated to providing teachers with reliable and balanced information about professional affiliations and positions on educational issues.