Posts Tagged ‘problem schools’

U.S. Conference of Mayors UNANIMOUSLY Endorse the “Parent Trigger”

June 27, 2012

A ‘radical’ reform goes mainstream, (but New York State retreats).

The U.S. is stress-testing Herbert Stein’s law like never before, but maybe the economist’s famous dictum—trends that can’t continue won’t—is being vindicated in education. Witness the support of America’s mayors for “parent trigger,” the public school reform that was denounced as radical only a few years ago but now is spreading across the country.

Over the weekend in Orlando, the U.S. Conference of Mayors unanimously approved a resolution endorsing new rules that give parents the running room to turn around rotten schools. At “persistently failing” institutions, a majority of parents can sign a petition that turns out the administrators and teachers in favor of more competent hires, or dissolves the school, or converts it to a charter. Teachers unions loathe this form of local accountability.

The mayors note that this reform is targeted at the 2,000 or so high schools that count as “dropout factories,” where more than 40% of the freshman class fails to graduate. Most are in poor or minority zip codes where kids and parents have no other options. These 2,000 schools produce—if that’s the word—51% of U.S. dropouts.

The endorsement push was led by Antonio Villaraigosa of Los Angeles—the union bosses are an “unwavering roadblock to reform,” he said—as well as Michael Nutter of Philadelphia and Kevin Johnson of Sacramento, liberals all. Most of the mayors are Democrats. Parent trigger was a California inspiration, instituted in 2010 despite opposition from unions, which are suing to stop its implementation in the cities of Compton and Adelanto. It has since spread to Texas and Louisiana and variants are under consideration in 20 states.

The mayors’ vote of confidence is symbolic, since parent trigger typically requires the approval of state capitols. But it is still politically significant as another sign of how much the education reform debate has changed. Liberal mayors would never have dared to challenge union power even a few years ago, but now they see charter schools, parent trigger and even vouchers as a chance to side with parents against an increasingly unpopular special interest.

Not that Nirvana has arrived, as New York is proving. On Tuesday state officials in Albany announced that they had reached a deal to avoid making teacher evaluations public. Parents will only be allowed to view the performance ratings of their kid’s specific teacher, but not the ratings of her colleagues or those in future grades. In other words, parents can’t use the information to make a better choice if by chance they end up with a lemon. The rest of the public will be allowed access to the information in the aggregate, but not by name.

The double helix of union power and bureaucratic inertia explains why public schools have been immune to reform for so long. The growing consensus behind parent trigger and other reforms shows that while change is slow, at least it is possible.

A version of this article appeared June 21, 2012, on page A16 in the U.S. edition of The Wall Street Journal, with the headline: Notes From the Education Underground.

Romney on DC Vouchers

May 30, 2012

The Republican endorses the D.C. scholarship program.

President Obama has done better on education than on any other domestic issue, especially in supporting charter schools. But campaigns are about contrasts, and on Wednesday Mitt Romney drew a welcome one by supporting school vouchers.

Speaking in Washington, D.C., the GOP candidate endorsed the district’s voucher program that the Obama Administration has tried to kill despite its clear success: “In the Opportunity Scholarships, the Democrats finally found the one federal program they are willing to cut. Why? Because success anywhere in our public schools is a rebuke to failure everywhere else. That’s why the unions oppose even the most common-sense improvements.”

Right on all counts. With their voucher lifeline, D.C. students began outperforming public-school peers in reading and graduating at rates above 90%, as opposed to 55% in public schools. The program is hugely popular among parents and attracts more than four applicants for every spot. It even saves money, as each voucher is worth about half the $18,000 that D.C. generally spends per student.

With White House support, Democrats killed the program in 2009, and the Administration even rescinded scholarships already promised to 216 families. Last year House Speaker John Boehner and Senator Joe Lieberman revived the vouchers, but Mr. Obama’s 2013 budget zeroes out funding again.

Mr. Romney’s voucher embrace marks progress from his days in Massachusetts, when his support for school choice ended at charters. It also reveals how much the education reform debate has advanced, as the choice movement expands and more parents demand better options for their children. New York City charter schools, we learned this week, received 133,000 applications for the 14,600 seats they have available next year.

In any other business or service in America, entrepreneurs would be able to meet that demand. Only in public education are they stymied by union politics. Mr. Romney has the moral and political high ground on vouchers, and we hope he keeps it up.

A version of this article appeared May 24, 2012, on page A16 in the U.S. edition of The Wall Street Journal, with the headline: Romney on Vouchers.

Parents sue Mojave Desert school to enforce the “parent trigger” and boost quality

April 16, 2012

Read more: http://www.sfgate.com/cgi-bin/article.cgi?f=/n/a/2012/04/05/state/n152215D69.DTL#ixzz1sFUK9MHp

Alert to Ed Reformers Living Near Austin! Come to the AISD School Board Meeting!

December 17, 2011

This Monday (12/19) at 7 pm.  Come to the AISD School Board meeting.

Come support IDEA Public School, an exemplary charter school, in their bid to operate the perpetually failing Eastside Memorial High School.

Get there early (5pm) to get a seat in the hearing room at 1111 West 6th Street, 2 blocks west of Lamar.

There will be plenty of teacher’s union folks.

We need to show the school board that there are folks on the other side of the issue.

Watch the Dramatic House-Floor “Parent Trigger” Debate

May 27, 2011

If you would like to watch the dramatic debate on the evening of May 23 between Rep. Mike Villarreal (D-San Antonio), and the House Representatives of AFT and the San Antonio public school superintendents, follow these instructions.

1. Go to this Texas Legislature Online link.

2. Click on the video link labeled

Date – 05/23/2011, Time – 2:00p.m. – 11:44p.m.

(You will need to download “RealPlayer” to view the video, if you don’t already have it on your computer.)

3. After clicking the correct video link, a video window should open up showing the floor of the Texas House.  It is best to maximize the window to your full screen in order to more accurately move to particular points in the video.  At the top of the video window you should see “Monday, May 23rd 2011 2:50pm”.  If that does not appear at the top of the video, you have clicked the wrong video link and should close this video window, go back to the initial link and start over.

4. The video will look very blurred.  Don’t attempt to adjust your video viewer controls.  The goal of this video is to give you rough information about who is speaking, what they are saying, and some sense of the non-verbal cues that the speaker is showing.

5. You will see in the lower right corner a number showing the time duration of the video.  This video is 8(hours):49(minutes):55(seconds) in duration.  Now wait about 1 minute watching the video to make sure you have the audio on and at a good volume for your ears.

6. Don’t Panic!!  You don’t have to sit in front of your computer and watch everything that happened in the House chamber on the evening of May 23.

7.  Click on the pause button to pause the video.  Look in the lower right corner.  In front of 8:49:55 you will see 34Kbps 1:xx /, where xx is a two digit number.  This number counts up from 0:00 to 8:49:55.  It is the duration point on the video.  This number is not the time on the House chamber clock.  Rather, it shows how much time has passed on the video to reach this duration point.

8. You can change the duration point on the video by dragging or clicking ahead or behind of the button sliding on the “duration track” at the bottom of the video that visually shows where the duration point is.  If the video “freezes” for more than thirty seconds, click the square “Stop” button and it will unusually “un-freeze”.  I will give you specific duration points on the video that are important to the debate we are interested in.

9. Okay, I hope you non-techies have patiently and successfully gotten through the first eight “challenges” of this project.  Now for the good parts.

10. The duration point where the debate on SB 738 begins is duration point 5:34:45.  Move the button on the duration track to a duration point as close to, but less than 5:34:45.  Now run (or un-pause) the video and watch the drama as Rep. Mike Villarreal presents and defends the amendment that he wants to add to the SB 738 to give more parental empowerment to the bill.  The full debate ends at duration point 6:40:40 when Rep. Trey Martinez Fisher (D – San Antonio) submits a “point of order” that finally kills the amendment, in spite of having the amendment and the entire bill passed on two record votes.

11. After you have watched the entire debate, which lasts 1 hour and 6 minutes,  there are a few significant moments (duration points) that I want to highlight.

12. The first significant moment is the beginning of the debate where you see Rep. Villarreal desiring to help the parents and children suffering in failing schools.  I wouldn’t have believed it were true if I hadn’t seen it with my own eyes.  Less than a month ago, I saw him berate a novice testifier on a franchise tax credit bill by referring to tuition tax credits as “tax-credit vouchers”.  Something dramatic has happened in the last year.  At dur. pt. 6:34:10, Rep. Villarreal explains what has happened.  The oldest of his two children began school last year. He and his wife were committed to using the public schools in their district, but his child’s assigned school was academically unacceptable.  So with his political influence he persuaded the San Antonio ISD Superintendent Robert James Duron (who will reappear later in this drama) to convert his child’s school into a campus charter school.  But instead of saying “I got mine, screw the rest of the peons” like President Obama has done, Rep. Villarreal has had the virtuous character to say, “I’m not satisfied with improving just my child’s school.  I’m going to use my political power to fight for all Texas children trapped in failing public schools.”  He has suddenly catapulted himself  to be the most important member of the House and maybe the entire Texas legislature for the cause of education reform.  For the first time in at least 10 years, Rep. Villarreal has made education reform a bi-partisan issue in the Texas Legislature!  He is an intelligent and courageous Democratic champion of the parent seeking a good education for their child.  I think that this transformation may be more important than the fact that SB 738 finally passed (without Villarreal’s amendment).  Please use this link to encourage and thank Rep. Villarreal for fighting the good fight on May 23.

13. At dur. pt. 6:10:05, Rep. Diane Patrick (R-Arlington) speaks in defense of the amendment and in support of Rep. Villarreal.  Rep. Patrick spent many years as a public school teacher and ISD school board member.  She has received awards from groups associated with the public school system.  She was elected to the House in a contentious primary where she defeated the incumbent, who was known as the education reform leader in the House and Chairman of the House Public Education Committee, with the help of all the public school status quo groups.  She has had the reputation of being one of the stalwart status quo leaders, even if it wasn’t deserved.  I confess that that was my opinion until I saw her walk to the microphone and defend Villarreal’s amendment.  Now I cannot says where she stands with regard to education reform, but clearly she is open-minded about some level of education reform.  That is good news for education reformers.

14. At dur. pt. 6:14:22, Rep. Mark Strama (D-Austin) provides a refreshing, but curious, note.  He eloquently describes how school choice benefits all children both in and out of the public school system by holding school administrators accountable by the pressure of market forces.  But after clearly winning the debate, he reenter the real world and says that he won’t use his vote to support what he knows to be true out of fear of retribution from the status quo political power groups.  I believe that we can at least thank Rep. Strama for his debating eloquence and candor about his political fears.

15.  At dur. pt. 6:37:55, Rep. Joe Farias (D-San Antonio) begins his creatively obscure logic about how Rep. Villarreal’s amendment will not benefit, but perhaps hurt the students in San Antonio’s failing schools. Notice carefully at dur. pt. 6:39:25 where Rep. Farias admits the reason he is disparaging the amendment.  He was instructed to do so by “Dr. Duron”.  He is referring to Dr. Robert James Duron, the superintendent of San Antonio ISD, the largest school district in Bexar County.  Duron has been handsomely paid to manage this school district.  His annual base pay has been $266,494 as of Oct. 2009, up from $254,998 for the two previous years. This does not include his generous benefit package.  Unfortunately he hasn’t managed as well as he has been paid.  For both the 2008-2009 and 2009-2010 school years his district was rated academically unacceptable.

Remember, Dr. Duron is the man who instructed Rep. Farias to stop an opportunity for the parents in his district to repair the problems that Duron is responsible for fixing.  For those of you who would like to contact Dr. Duron about this situation, I provide you this link.   

If you have made it to the end of this post, I thank you and comend you for your interest in education reform.  Let’s help Rep. Mike Villarreal make his dream a reality for all of Texas.

Victory for the Parents and Children in Texas’s Low-Performing Schools!

May 26, 2011

Yesterday SB 738 was sent to the Governor’s Desk because of the hard work of its author, Sen. Florence Shapiro of Plano, and Rep. Mike Villareal of San Antonio.

This bill empowers parents of the children who attend a low-performing school to be directly involved in the process of improving their children’s school.  Before the passage of SB 738, these parents had no voice or involvement in improving the school that was inadequately serving their kids.  But now, this blatant disregard of parental authority has been corrected.

Rep. Mike Villareal deserves a special honor in this victory.  

He submitted an amendment to improve the bill by empowering the parents to start the turn-around of their low-performing school several years earlier.  With great patience and gentleness, he withstood repeated attacks from members of his own party to block this improvement to the bill.  In the end, Rep. Villareal could not prevail over those who defended the status quo.

I believe we have a new standard bearer for education reform in the Texas House.  All members of the House that say they want the best for the education of Texas’s children should line up in support of Rep. Villareal and follow his courageous example.

Vouchers Also Cost Taxpayers Less

May 16, 2011
  • Wall Street Journal
    LETTERS TO THE EDITOR
  • MAY 12, 2011

Jason L. Riley’s “The Evidence Is In: School Vouchers Work” (op-ed, May 3) might have mentioned what for many might be the most important reason to send kids to private school: the huge savings to taxpayers.

The stunning total taxpayer cost of the inferior Washington, D.C public schools is over $28,000 per student. Even after pulling the special-ed kids’ cost out of the average, the taxpayers are paying about $23,000 per D.C. public-school student.

Contrast that absurd public-school outlay with the cost of a D.C. education voucher—up to $7,500 per student. The actual average D.C. voucher school charges only $6,620 (many are Catholic schools).

Taxpayers save over $15,000 annually in direct costs per D.C. voucher student. Another plus for private schools is that there is no unfunded public-pension taxpayer liability.

D.C. is running a highly restricted voucher program, complete with a lottery to pick the lucky few low-income recipients. Instead, D.C. (and urban school districts throughout the nation) should be moving toward an orderly transfer of the education of our young from government to private schools. That is, we should do so if we care more about the kids and taxpayers than we do about the powerful education labor unions.

Richard Rider

San Diego

Copyright 2011 Dow Jones & Company, Inc. All Rights Reserved

New Jersey Gov. Chris Christie on unions and the urgency of school choice.

May 15, 2011

Notable & Quotable

New Jersey Gov. Chris Christie speaking at Harvard’s Graduate School of Education, April 29:

It’s easy for the union members . . . sending their kids to some of the best schools in New Jersey to pontificate about how those [other] children should wait until the schools improve in their neighborhood. I have a daughter in the second grade right now, our youngest. She’s only got one year in the second grade. How long are we going to make her wait? To third or fourth or fifth? When she’s so far behind she has no hope of ever catching up? This is not a problem with an infinite time frame to fix. Every year we don’t fix it we’re losing more children. Irretrievable in many instances. So I’m for choice not as the solution to the problem in public schools but as a building block. I think we should forget about how a school starts and worry about how it performs.

Copyright 2011 Dow Jones & Company, Inc. All Rights Reserved

Big Business Conspires With Labor to Kill Vouchers in TN

May 13, 2011
  • Tennessee’s Chamber Maids

Nothing is worse for freedom and opportunity than when big business conspires with big labor. Behold the spectacle in Tennessee, where the Chambers of Commerce in Chattanooga, Knoxville and Nashville have joined with the teachers unions to kill education vouchers.

That proposal, which has already passed the state senate, would give thousands of low- and middle-income parents in failing school districts private school options. The Tennessee Equal Opportunity Scholarship Act would provide vouchers of between $4,000 and $5,000 per child to families with an income up to roughly $42,000 a year and who live in one of the four largest school districts, including Memphis and Nashville.

In an April 27 letter repeating nearly every discredited voucher myth peddled by unions, the CEOs of the local chambers advise lawmakers to oppose the bill. The letter claims that private school funding “diverts resources away from public school improvement,” that “there is no empirical data demonstrating that vouchers improve student achievement,” and that private schools lack “accountability” and won’t be subject to “high academic standards.”

That last complaint is tragicomic given that Memphis schools typically rank among the nation’s five worst with fewer than half of black males graduating from high school. A 2010 progress report under the No Child Left Behind program found that 52% of Tennessee third graders flunked math and reading tests and 75% of eight graders failed math. How could private schools possibly be worse?

As for the “empirical data,” nearly a dozen studies have found high parental satisfaction with voucher schools or higher graduation rates. Perhaps the chamber CEOs should talk to the mostly minority parents in Milwaukee and Washington, D.C., where vouchers have been very popular. And no, the scholarship plan doesn’t rob public schools of scarce dollars. The vouchers are capped at 50% of the per-student costs of the public schools.

The Tennessee chambers aren’t nearly as opposed to public money going to private institutions when they receive the checks. A study by the Tennessee Center for Policy Research discovered that over the past several years the Chattanooga Chamber has received $450,000 in state and local funds. The Nashville Chamber has received nearly $3 million in taxpayer subsidies.

We doubt a single child of officials in these chambers of commerce attends a school in the poor parts of Memphis or other places where dreams die before high school. Yet these captains of industry are willing to deny that choice to others. Business executives who really want to make the U.S. more competitive ought to stop contributing to lobbies that want to preserve the dreadful status quo.

 Copyright 2011 Dow Jones & Company, Inc. All Rights Reserved

Research Shows That Vouchers Work – Teacher Unions Keep Obama From Agreeing

May 4, 2011

Wall Street Journal

MAY 3, 2011

The Evidence Is In: School Vouchers Work

A study published last year found that D.C. voucher recipients had graduation rates of 91%. That’s significantly higher than the public school average of 56%.

By JASON L. RILEY

‘Private school vouchers are not an effective way to improve student achievement,” said the White House in a statement on March 29. “The Administration strongly opposes expanding the D.C. Opportunity Scholarship Program and opening it to new students.” But less than three weeks later, President Obama signed a budget deal with Republicans that includes a renewal and expansion of the popular D.C. program, which finances tuition vouchers for low-income kids to attend private schools.

School reformers cheered the administration’s about-face though fully aware that it was motivated by political expediency rather than any acknowledgment that vouchers work.

When Mr. Obama first moved to phase out the D.C. voucher program in 2009, his Education Department was in possession of a federal study showing that voucher recipients, who number more than 3,300, made gains in reading scores and didn’t decline in math. The administration claims that the reading gains were not large enough to be significant. Yet even smaller positive effects were championed by the administration as justification for expanding Head Start.

In any case, the program’s merits don’t rest on reading scores alone. In a study published last year, Patrick Wolf of the University of Arkansas found that voucher recipients had graduation rates of 91%. That’s significantly higher than the D.C. public school average (56%) and the graduation rate for students who applied for a D.C. voucher but didn’t win the lottery (70%). In testimony before a Senate subcommittee in February, Mr. Wolf said that “we can be more than 99% confident that access to school choice through the Opportunity Scholarship Program, and not mere statistical noise, was the reason why OSP students graduated at these higher rates.”

The administration downplays these findings. But the students who attend D.C. public schools are overwhelmingly black and poor, and the achievement gap has a particularly devastating impact on their communities. High school dropouts are eight times more likely than someone with a diploma to wind up behind bars. Some 60% of black male high school dropouts in their 30s have prison records. And nearly one in four young black male dropouts is in jail or juvenile detention.

Mr. Obama says he wants to help all students—not just the lucky few who receive vouchers. But that’s an argument for offering more vouchers to those in need, not for reducing school choice. Policies ought to be weighed against available alternatives, not some unattainable ideal. The alternative to a voucher for families in D.C. ghettos and elsewhere is too often a substandard public school.

The positive effects of the D.C. voucher program are not unique. A recent study of Milwaukee’s older and larger voucher program found that 94% of students who stayed in the program throughout high school graduated, versus just 75% of students in Milwaukee’s traditional public schools. And contrary to the claim that vouchers hurt public schools, the report found that students at Milwaukee public schools “are performing at somewhat higher levels as a result of competitive pressure from the school voucher program.” Thus can vouchers benefit even the children that don’t receive them.

Research gathered by Greg Forster of the Foundation for Educational Choice also calls into question the White House assertion that vouchers are ineffective. In a paper released in March, he says that “every empirical study ever conducted in Milwaukee, Florida, Ohio, Texas, Maine and Vermont finds that voucher programs in those places improved public schools.” Mr. Forster surveyed 10 empirical studies that use “random assignment, the gold standard of social science,” to assure that the groups being compared are as similar as possible. “Nine [of the 10] studies find that vouchers improve student outcomes, six that all students benefit and three that some benefit and some are not affected,” he writes. “One study finds no visible impact. None of these studies finds a negative impact.”

Such results might influence the thinking of an objective observer primarily interested in doing right by the nation’s poor children. But they are unlikely to sway a politician focused on getting re-elected with the help of teachers unions.

“I think Obama and Duncan really care about school reform,” says Terry Moe, who teaches at Stanford and is the author of a timely new book, “Special Interest: Teachers Unions and America’s Public Schools.” “On the other hand they have to be sensitive to their Democratic coalition, which includes teachers unions. And one way they do that is by opposing school vouchers.”

The reality is that Mr. Obama’s opposition to school vouchers has to do with Democratic politics, not the available evidence on whether they improve outcomes for disadvantaged kids. They do—and he knows it.

Mr. Riley is a member of The Journal’s editorial board.

 Copyright 2011 Dow Jones & Company, Inc. All Rights Reserved