Exciting New ‘Parent Trigger’ Opportunity at Eastside Memorial HS, Austin, TX

February 21, 2013

With the new ‘parent trigger’ law that passed this last regular session, parents of students attending Eastside Memorial High School have been given a powerful new way to TRULY improve their school.  The new law, SB 738, allows the parents to petition the Texas Commissioner of Education Michael Williams to act to improve or close the school.

If parents of a majority of the students attending Eastside Memorial sign a written petition to Commissioner Williams, he has the power to order the parents’ choice of one of three changes to the school.  These three changes are closing the school, repurposing the school, and putting the school under alternative management.

The parents can only petition for this change if their school has a long track record of being a failing school, but this school has “achieved” that track record in spades.  Eastside Memorial (aka Johnston) High School has been academically unacceptable for the last 8 years.

Most parents don’t want their local school closed or repurposed.  They want it effectively managed, and that is what the ‘alternative management’ choice does.  ‘Alternative Management’ is a nice way of saying that the school will be managed by a non-governmental school management company, exactly the way that charter schools are managed.

Now, it just so happens that not far away where Decker Lane meets FM969, a group of charter schools operated by KIPP Austin are located.  Also I’ve heard that IDEA Academy is going to start an open enrollment charter school in East Austin.  So there are charter school operators that can operate the school.

All that is needed to change the management of Eastside Memorial High School is for the parents of students that attend the school to get enough signed petitions.

And they can start right now!  The petition form can be downloaded at this link. Parents just need to print the petition form, fill it out, sign it, date it and mail it to

Texans for Parental Choice in Education
3300 Bee Cave Road, Ste. 650-1156
Austin, TX 78746

It is important to note that the parent signing the petition must be the same parent that registered the child at the beginning of the school year.

So will the parents of Eastside Memorial step up, grab this powerful opportunity, get enough petitions signed, and transform their school?

We’ll have to wait and see……

Save the date!

February 1, 2013

Former California State Senator (and head of California’s Democrats for Education Reform) Gloria Romero will be in the Austin-area on February 27 and would like to talk to parents. Please let us know if you would be interested in attending!

Louisiana Voucher Test

November 30, 2012

Meet 11-year-old Gabriel Evans, teachers union enemy No. 1.

Here’s the bizarre world in which we live: In 2007 Gabriel Evans attended a public school in New Orleans graded “F” by the Louisiana Department of Education. Thanks to a New Orleans voucher program, Gabriel moved in 2008 to a Catholic school. His mother, Valerie Evans, calls the voucher a “lifesaver,” allowing him to get “out of a public school system that is filled with fear, confusion and violence.”

So what is the response of the teachers union? Sue the state to force 11-year-old Gabriel back to the failing school.

This week a state court in Baton Rouge is hearing the union challenge to Louisiana’s Act 2, which expanded the New Orleans program statewide and allows families with a household income less than 250% of the federal poverty line to get a voucher to escape schools ranked C or worse by the state. Gabriel’s voucher covers $4,315 in annual tuition.

The tragedy is how many students qualify for the program. According to the state, 953 of the state’s 1,373 public schools (K-12) were ranked C, D or F. Under the new program, more than 4,900 students have received scholarships allowing them to attend non-public schools.

Enter the teachers unions, which sued this summer to stop the incursion into their rotting enterprise. According to the Louisiana Federation of Teachers and the Louisiana Association of Educators, the voucher program steals money from public schools.

But teachers who do their homework know that the state constitution has no prohibition on where money may be allocated, as long as it is going to educate Louisiana children. Louisiana school funding is determined by a designated Board of Elementary and Secondary Education, instead of directly by lawmakers. According to the state’s constitution, the Board must set a “minimum foundation” for funding and ensure that it is fairly distributed among school districts, locally known as parishes. In poorer neighborhoods, the state chips in to make up for any shortfall in local funding.

According to the Institute for Justice, which represents families using the program, the financial footprint of the scholarships so far has been small. Per pupil expenditures have not been affected in the public schools. And of some $3.6 billion in state funds spent by Louisiana to bolster its Minimum Foundation Program, only $22,054,733 is attributable to the new student scholarship program, around 0.6%.

The real squeeze isn’t to public education but to the publicly employed educators, whose union interests have long since taken primacy over providing kids with a decent education. The Louisiana unions know that putting their dismal classrooms into competition with private schools could eventually have students and parents trampling each other in a rush to the exits.

Louisiana’s story is the latest study in how far the education bureaucracy will go to protect its money and power and resist the competition that comes from school choice, even when it means forcing kids to return to schools that steal their futures. The scholarships are only available to students in failing schools. If teachers unions want to stop their students from leaving, they don’t need a lawsuit. They need to start serving 11-year-olds like Gabriel Evans instead of themselves.

A version of this article appeared November 29, 2012, on page A16 in the U.S. edition of The Wall Street Journal, with the headline: Louisiana Voucher Test.

‘Parent-Trigger’ Progress

November 26, 2012

Teresa Rogers has something to be thankful for this holiday week—and so, by extension, do parents all across the country. After helping engineer the country’s first successful “parent trigger” last month to wrest control of a persistently failing school from the local bureaucracy, Ms. Rogers won election to the school board that had done so much to stand in the reform effort’s way. She even knocked the board’s president out of his seat.

Ms. Rogers is a member of the Desert Trails Parents Union, which for two years has sought to force change at their children’s Adelanto, Calif., elementary school, where 70% of sixth-graders aren’t proficient in English or math. In January, Ms. Rogers and her colleagues submitted petitions under a 2010 state law empowering parents in such a school to close it down, change its administration, or invite an outside charter operator to take over. After 10 months of intimidation and intransigence from local officials and teachers unions, two court orders verified the parents’ petitions and ordered the local school board to comply.

Then came Election Day, which suggested that the Desert Trails parent-trigger effort has not only the law on its side but public opinion, too. In a four-person race for two seats, Ms. Rogers received the most votes (30%), with another challenger winning the second seat. “Board President Carlos Mendoza and Board Member Holly Eckes have been ousted,” boasted a press release from the trigger-supporting activist group Parent Revolution. “Both board members showed unyielding opposition to reasonable reform efforts at Desert Trails Elementary School. Tuesday, these board members paid a price for their actions.”

To be sure, the election wasn’t a clean sweep for trigger supporters. Re-elected to a short (one-year) term on the five-member board was Jermaine Wright, who at a public meeting in August defied a judge’s order to honor the parents’ petitions, even brandishing handcuffs and daring authorities to “take me away.” Such is the massive resistance that parent trigger has faced in its few short years of existence, but victories in court and now at the ballot box chip away at the control and credibility of unionized bureaucrats.

So, too, would academic improvements at the new Desert Trails. Starting in September, the school will be run by LaVerne Elementary Preparatory Academy, a local charter operator selected last month by the Desert Trails Parents Union.

By DAVID FEITH

The Evil Empire Strikes Back

November 20, 2012

Even when reform passes, teachers unions engage in massive resistance.

Education reformers had good news at the ballot box this month as voters in Washington and Georgia approved measures to create new charter schools. But as the reform movement gathers momentum, teachers unions are giving no quarter in their massive resistance against states trying to shake up failing public education.

In Georgia, 59% of voters approved a constitutional amendment that creates a new statewide commission to approve charter schools turned down by union-allied school boards. Instead of absorbing the message, charter opponents are planning to sue. The Georgia Legislative Black Caucus said last week it will join a lawsuit against Governor Nathan Deal to block the change. According to Caucus Chairman Emanuel Jones, because the ballot measure’s text didn’t discuss the details of how the schools were selected, “people didn’t know what they were voting for.”

This is the legal equivalent of sending back a hamburger because you didn’t know it came with meat. Georgia voters rallied around the charters because they want something better for their children than the dismal status quo. The Atlanta Journal-Constitution reports that as of April only 67.4% of the state’s freshmen graduated from high school in four years. Last year a state investigation of Georgia schools found that dozens of public educators were falsifying test results to disguise student results.

A different battle is unfolding in Chicago, where the city’s teachers union is getting ready for its second showdown with Democratic Mayor Rahm Emanuel. In September, teachers went on strike and won a pay raise and limits on test scores in teacher evaluations. Now the union is fighting the city’s plan to close underused schools in an effort to consolidate resources.

Chicago Public Schools have some 600,000 seats but only 400,000 kids, while the district faces a $1 billion deficit next year and over $300 million of pension payments. Yet at a protest rally last week, Chicago Teachers Union Vice President Jesse Sharkey declared that the union was “serving notice to elected officials, if you close our schools, there will be no peace in the city.” Remind you of Selma, circa 1965?

The tension is especially acute for black parents whose children are trapped in the worst public schools. In other states, black organizations that march in lockstep with Democrats and their union allies have also been slow to catch up, but the message is getting louder. In Harlem last year, thousands of parents protested the NAACP’s role in a lawsuit to block school closings and the expansion of charter schools.

No reform effort is too small for the teachers union to squash. In this month’s election, the National Education Association descended from Washington to distant Idaho, spending millions to defeat a measure that limited collective bargaining for teachers and pegged a portion of teachers’ salaries to classroom performance. In Alabama, Republican Governor Robert Bentley says he’s giving up on his campaign to bring charter schools to the state after massive resistance from the Alabama Education Association.

Unions fight as hard as they do because they have one priority—preserving their jobs and increasing their pay and benefits. Students are merely their means to that end. Reforming public education is the civil rights issue of our era, and each year that passes without reform sacrifices thousands more children to union politics.

Now that the election is over, is it too much to ask that President Obama and Education Secretary Arne Duncan drop their union coddling and speak truth to union power? Alas, it probably is.

A version of this article appeared November 19, 2012, on page A18 in the U.S. edition of The Wall Street Journal, with the headline: The Evil Empire Strikes Back

The Suburban Education Gap

November 16, 2012

The U.S. economy could be $1 trillion a year stronger if Americans only performed at Canada’s level in math.

By ARTHUR LEVINE

Parents nationwide are familiar with the wide academic achievement gaps separating American students of different races, family incomes and ZIP Codes. But a second crucial achievement gap receives far less attention. It is the disparity between children in America’s top suburban schools and their peers in the highest-performing school systems elsewhere in the world.

Of the 70 countries tested by the widely used Program for International Student Assessment, the United States falls in the middle of the pack. This is the case even for relatively well-off American students: Of American 15-year-olds with at least one college-educated parent, only 42% are proficient in math, according to a Harvard University study of the PISA results. That is compared with 75% proficiency for all 15-year-olds in Shanghai and 50% for those in Canada.

Compared with big urban centers, America’s affluent suburbs have roughly four times as many students performing at the academic level of their international peers in math. But when American suburbs are compared with two of the top school systems in the world—in Finland and Singapore—very few, such as Evanston, Ill., and Scarsdale, N.Y., outperform the international competition. Most of the other major suburban areas underperform the international competition. That includes the likes of Grosse Point, Mich., Montgomery County, Md., and Greenwich, Conn. And most underperform substantially, according to the Global Report Card database of the George W. Bush Presidential Center.

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David Gothard

The problem America faces, then, is that its urban school districts perform inadequately compared with their suburban counterparts, and its suburban districts generally perform inadequately compared with their international counterparts. The domestic achievement gap means that the floor for student performance in America is too low, and the international achievement gap signals that the same is true of the ceiling. America’s weakest school districts are failing their students and the nation, and so are many of America’s strongest.

The domestic gap means that too many poor, urban and rural youngsters of color lack the education necessary to obtain jobs that can support a family in an information economy in which low-end jobs are disappearing. This hurts the U.S. economically, exacerbates social divisions, and endangers our democratic society by leaving citizens without the requisite knowledge to participate effectively.

The international gap, meanwhile, hurts the ability of American children to obtain the best jobs in a global economy requiring higher levels of skills and knowledge. This economy prizes expertise in math, science, engineering, technology, language and critical thinking.

The children in America’s suburban schools are competing for these jobs not only against each other and their inner-city and rural neighbors, but against peers in Finland and Singapore, where students are better-prepared. The international achievement gap makes the U.S. less competitive and constitutes a threat to national strength and security. Stanford economist Eric Hanushek has estimated that America would add $1 trillion annually to its economy if it performed at Canada’s level in math.

So what do Americans do? We talk a great deal about the achievement gap. We write books and reports about it. We wring our hands at its existence. We adopt a revolving door of short-term reforms in response. But nearly 30 years after the alarming federal report “A Nation at Risk,” not one major urban district has been turned around. Many of our suburban school districts are losing ground. We have settled on a path of global mediocrity for students attending our most affluent schools and national marginality for those attending failing inner-city schools.

A Hollywood drama released in September, “Won’t Back Down,” offered an alternative. It told the story of two parents (one a teacher) determined to transform their children’s failing school in the face of opposition from administrators, teachers and unions. The protagonists faced apathy and intransigence at every turn.

Hollywood caricatures aside, the movie correctly conveyed that parents are the key. Parents need to say that they won’t stand for these intolerable achievement gaps. The first step is for parents to learn what quality education is and how it is achieved.

This isn’t a game for amateurs. Parents need to use every resource at their disposal—demanding changes in schools and in district offices; using existing tools such as “parent-trigger” laws and charter schools; organizing their communities; cultivating the media and staging newsworthy events; telling politicians and officeholders that their votes will go to candidates who support improvement; even going to the courts. If parents want change, they have the capacity to make it happen, but it isn’t easy.

At the same time, it is critical to recognize that school districts can’t perform miracles. They can’t overcome the tolls of poverty and poor housing, but they can close gaps. They can raise the floor and the ceiling of student academic achievement. Some schools in high-need districts and suburbs are already doing this. There is no excuse not to—and, if we hope to compete globally, there is no time to lose.

Mr. Levine, a former president of Columbia University’s Teachers College, is president of the Woodrow Wilson National Fellowship Foundation.

A version of this article appeared November 15, 2012, on page A19 in the U.S. edition of The Wall Street Journal, with the headline: The Suburban Education Gap

What Are We Going to Do With Those Failing Charter Schools?

November 14, 2012

Often great concern about failing (academically unacceptable) charter schools is shown by special interest groups that have a vested financial interest in protecting the ISD system status quo.  These groups never show concern for failing schools in their ISD system.  Let’s look at some numbers for low-income students in Travis County obtained from the TEA website.

During the 2010-11 school year, 3 charter schools were failing. There were 230 school-lunch-program students attending these failing schools.  This represented 5.9% of all the school-lunch-program students attending charter schools in Travis County.

For comparison during this same school year, Travis County had 12 ISD public schools that were failing.  There were 7,300 school-lunch-program students attending these failing schools.  This represented 8.8% of all the school-lunch-program students attending ISD public schools in Travis County.

So is the problem worse at charter schools or ISD schools?  In total numbers, low-income students in failing ISD schools is 7,300 versus in failing charter schools is 230.  But even as a percentage, ISD’s 8.8% is worse than charter’s 5.9%.

ISD defenders should worry about their big problem and be thankful that the charters have a smaller problem.

Hey, Education Reformers! Let’s Go to the Movies!

October 3, 2012

The new movie, “Won’t Back Down”, is in theaters now. It’s about parents and teachers using the newest education reform law, the “Parent Trigger”, to transform a failing school. We have the parent-trigger law in Texas (although in a weakened form.) This movie could be a real life drama in Texas. Look at the Fandando website to find a theater and showtime near you.

How Public Unions Organize on the Taxpayer’s Nickel

October 3, 2012

Public Unions Exploit the Ruse of ‘Official Time’

Government employees get paid to spend time on the job working on union projects that they don’t disclose to managers or the public.

Imagine thousands of government employees reporting to work each morning at their government offices and then doing no government work. They use government workspace, government telephones and government computers, all while working on projects unknown and unidentified to their government employers. They receive hefty taxpayer-funded salaries, promotions, bonuses and benefits, plus generous government pensions when they retire—all without doing any work on behalf of the taxpayer. Instead, they work as paid political operatives for powerful government unions.
Welcome to the common practice of “official time.” Sometimes called “release time,” it’s a mechanism by which the government pays union officials to work on union matters during their government workdays. This mechanism—enshrined in law and contracts—is an enormous subsidy to public-employee unions, who defend it fiercely.
The Office of Personnel Management reports that federal employees spent over three million hours on official time in 2010, costing the taxpayers about $137 million in salary and benefits costs.
At the federal level, about 77% of official time (as reported to the OPM) is spent on “general labor-management,” a broad catchall for union activity other than contract negotiations or dispute resolution, which are the activities most directly related to employee representation. But when more than three-quarters of all official time is used for unspecified activities, red flags should be raised.
Some union officials split their time between union work and government work. Others, amazingly enough, work exclusively on union business while getting paid for their government “jobs,” and may not even show up at their government jobs for months at a time. The Department of Homeland Security alone had 62 employees on full-time official time as of July 2011, according to the department’s disclosure. It’s not clear how many other federal employees are on official time all the time, since the OPM doesn’t require federal departments and agencies to report that figure. The less that is reported, the harder it is to discover abuse.
The only thorough report on official time at the federal level was released in 1998, when the Republican-controlled House Appropriations Committee required the OPM to do so. At that time, 946 federal employees were on full-time official time, with another 912 spending at least 75% of their days on official time. Today the overall number is a mystery, because no law requires the federal government to disclose it.
States and municipalities don’t generally track official time for their employees, much less disclose it, so data on the subject are hard to come by. But based on the total number of unionized workers at all levels of government and the reported levels of official time in the federal government from 2010, we can estimate that American taxpayers are paying for some 23 million total hours of official time every year, at a cost of more than $1 billion. And that doesn’t include free government office space, equipment and services used by union officials.
All this persists even though 47 states have “gift clauses” in their constitutions that prohibit government subsidies to private entities. In June, Arizona’s Goldwater Institute successfully challenged official time for Phoenix police union officials. Arizona’s Superior Court enjoined the practice, concluding that official time violated Arizona’s gift clause because the union, not the city, “determines how the money is spent, by whom, and when.”
Such challenges to official time are in their infancy—another is pending in Albuquerque, N.M.—but with time they should become more widespread. (In a sign of enduring union power, though, Phoenix signed a new contract with the police union in July that included official time; the Goldwater Institute has filed for a second injunction.)
Why should official time exist at all? Government-employee unions argue that because they represent many workers who don’t become members, they should be subsidized by our government. But if workers don’t value union representation enough to join the union, why should taxpayers pay for it?
Official time is a ruse for getting taxpayers to support union activities in the government workplace, including the lobbying of legislators for ever-more benefits. This effectively subsidizes unions so they can spend more dues income on political organizing. And it’s all done without taxpayers’ knowledge. It’s a shadowy practice that must be stopped.
Mr. Factor, a professor of international politics and American government at The Citadel, is author of “Shadowbosses: Government Unions Control America and Rob Taxpayers Blind,” recently published by Center Street

How Public Unions Became So Powerful

September 13, 2012

By 1970, nearly 20% of American workers were employed by government.

By PAUL MORENO
The Chicago teachers strike has put Democrats in a difficult position. Teacher unions are the most powerful constituency in the Democratic Party, but their interests are ever more clearly at odds with taxpayers and inner-city families. Chicago is reviving scenes from the last crisis of liberalism in the 1970s, when municipal unions drove many American cities to disorder and bankruptcy. Where did their power come from?

Before the 1950s, government-employee unions were almost inconceivable. When the Boston police unionized and went on strike in 1919, the ensuing chaos—rioting and looting—crippled the public-union idea. Massachusetts Gov. Calvin Coolidge became a national hero by breaking the strike, issuing the dictum: “There is no right to strike against the public safety by anybody, anywhere, any time.” President Woodrow Wilson called the strike “an intolerable crime against civilization.”

President Franklin D. Roosevelt also rejected government unionism. He told the head of the Federation of Federal Employees in 1937 that collective bargaining “cannot be transplanted into the public service. The very nature and purposes of government make it impossible for administrative officials to represent fully or to bind the employer” because “the employer is the whole people, who speak by means of laws.”

FDR pointed out the obvious, that the government is sovereign. If an organization can compel the government to do something, then that organization will be the real sovereign. Thus the National Labor Relations (Wagner) Act of 1935 gave private-sector unions the power to compel employers to bargain, but the act excluded government workers. It declared that federal and state and local governments were not “employers” under its terms.

Postwar prosperity and the great increase of public employment revived the public union idea. By 1970, nearly 20% of American workers worked for the government. (In 1900: 4%.) The American Federation of State, County, and Municipal Employees led the effort to persuade a state to allow public-employee unionization, and Afscme prevailed in Wisconsin in 1958. New York City and other cities also permitted their workers to unionize.

President John F. Kennedy issued an executive order 50 years ago that broke the dam. The order did not permit federal employees to bargain over wages (these are still set by Congress), or to force workers to join a union or to strike (no state or city allowed that), but Kennedy’s directive did lead to unionization of the federal workforce. And it gave great impetus to more liberal state and local laws. Government-union membership rose tenfold in the 1960s.

Things soon got ugly. The Wagner Act had fomented labor militancy, notably sit-down strikes in 1937 that disrupted manufacturing and retarded the economy. But in the late 1960s and 1970s, federal and state union-promoting laws produced unprecedented strikes by teachers, garbage collectors, postal workers and others, even though every state prohibited strikes by public employees.

Afscme began to arouse resentment from other union federations—especially the AFL-CIO and the Service Employees International Union. Afscme’s abrasive president, Jerry Wurf, became an easy target for his opponents. He was said to have advised Baltimore firefighters to “let Baltimore burn” if union demands were not met; Wurf was subsequently regarded as generally having a let-it-burn attitude.

In 1976 the Supreme Court derailed a movement to enact the National Public Employment Relations Law (“a Wagner Act for public employees,” as supporters described it) led by Rep. William Clay of Missouri. The court held that Congress could not apply federal labor laws to state employees. The justices stated the obvious, that “the States as states stand on a quite different footing from an individual or a corporation.”

By the end of the 1970s, the budgetary burdens imposed by public unions had helped revive conservative movements, leading to the elections of Margaret Thatcher in 1979 and Ronald Reagan in 1980. Undeterred, William Clay told the Professional Air Traffic Controllers at Patco’s 1980 convention to “revise your political thinking. It should start with the premise that you have no permanent friends, no permanent enemies, just permanent interests. It must be selfish and pragmatic.” He told them to “learn the rules of the game,” which were “that you don’t put the interest of any other group ahead of your own. What’s good for the federal employees must be interpreted as being good for the nation.” The take-no-prisoners message helps explain why President Reagan fired and replaced the striking controllers, and why the public overwhelmingly supported him.

Historians tend to depict the Patco strike as a replay of the 1919 Boston police strike, with Reagan as the new Coolidge. But breaking the Patco strike had zero impact on public unionism. It may have cooled the willingness to strike, but unions continued to flourish. Public employment and government unionism have grown more than the population since 1980. The Patco replacements soon joined the National Air Traffic Controllers Association and carried on Patco’s work.

Nor did the breaking of the strike “send a signal” to private employers to take a hard line against their unions, as some historians of the time have suggested. The factors responsible for private-union decline antedated the Patco strike and continued after it. Reagan ultimately may have even helped the public-employee union movement: By stoking the nation’s economic revival in the 1980s, he made the costs of public unions begin to seem less onerous, and polls suggested that American worries about the matter declined.

Public unions do well in flush times like the 1950s and 1960s, but they suffer when taxpayers feel their true cost, as in the 1970s—and today.

Mr. Moreno, a professor of history at Hillsdale College, is the author of “The American State from the Civil War to the New Deal,” forthcoming from Cambridge University Press.

A version of this article appeared September 12, 2012, on page A15 in the U.S. edition of The Wall Street Journal, with the headline: How Public Unions Became So Powerful.

Copyright 2012 Dow Jones & Company, Inc. All Rights Reserved


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