Campaign News

NEA Today - May 14, 2014, by Tim Walker - Lax oversight and limited accountability has led to a shocking misuse of taxpayer funds by charter schools nationwide, according to a new report from the Center for Popular Democracy and Integrity in Education.

“We expected to find a fair amount of fraud when we began this project, but we did not expect to find over $100 million in taxpayer dollars lost,” said Kyle Serrette, the Director of Education Justice at the Center for Popular Democracy. “That’s just in 15 states. And that figure fails to capture the real harm to children. Clearly, we should hit the pause button on charter expansion until there is a better oversight system in place to protect our children and our communities.”

The report, “Charter School Vulnerabilities to Waste, Fraud, and Abuse,” examined representative charter school data from 15 states and found instances of charter operators using charter funds for personal use; school revenues being used to illegally support charter operator businesses; mismanagement that put children in potential danger; charter executives illegally inflating enrollment to boost revenues; and charter operators mismanaging their schools.

While many of the instances of fraud and abuse noted in the report resulted from charter school administrators pilfering funds and misrepresenting their successes—a comparatively small number when compared to the national total of charter schools—it should be pointed out that limited oversight has helped foster an atmosphere where these kinds of problems are more commonplace. And much of this hands-off practice stems from the way charter schools have evolved over the ensuing years since their initial conception.

“To understand why there are so many problems in the charter industry, one must understand the original purpose of charter schools,” the report says. “Lawmakers created charter schools to allow educators to explore new methods and models of teaching. To allow this to happen, they exempted the schools from the vast majority of regulations governing the traditional public school system.”

So even as the number of charter schools increases, along with the funding that they receive, accountability measures have been slow to keep pace.

“Despite rapid growth in the charter school industry, no agency, federal or state, has been given the resources to properly oversee it,” the report noted in its introduction. “Given this inadequate oversight, we worry that the fraud and mismanagement that has been uncovered thus far might be just the tip of the iceberg.”

So what are some of the common-sense laws and oversight methods that the report suggests? For starters, establishing an office dedicated to managing and overseeing charters on the state level will help maintain performance standards and temper instances of fraud and abuse. Greater transparency on the part of charters, including independent audits available to the public and easy access to the charter agreements and other pertinent documents, will create a sustainably open atmosphere. And expanding many of the requirements for public schools to charter schools, including non-discrimination and transparency requirements, will narrow the divide in terms of oversight.

“Our school system exists to serve students and enrich communities,” says Sabrina Stevens, Executive Director of Integrity in Education. “We need to have rules in place that can systematically weed out incompetent or unscrupulous charter operators before they pose a risk to students and taxpayers.”

If so-called reformers are so determined to tout charter schools as a panacea for traditional public schools, then at the very least they can be held to the same standards of accountability, oversight, and scrutiny that public schools must take for granted.

“School funding is too scarce as it is; we can hardly afford to waste the resources we do have on people who would prioritize exotic vacations over school supplies or food for children,” Stevens adds. “We also can’t continue to rely on the media or isolated whistleblowers to identify these problems.”

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LAS CRUCES - Las Cruces could get its first community school as early as this fall, if a New Mexico State University grant is approved and all of the pieces fall into place. Pending the approval of a U.S. Department of Education 21st Century Community Learning Centers grant, which organizers say would help fund an on-site coordinator, Lynn Middle School could be transformed into the district’s first community school.

The initiative is being spearheaded by the SUCCESS Partnership, a collective of Las Cruces nonprofits, education advocates, health and service providers and representatives from the business community. The SUCCESS Partnership is organized by Ngage New Mexico, a Las Cruces nonprofit committed to improving educational outcomes in Doña Ana County.

Susan Brown, an associate professor at NMSU's STEM Outreach Center in the College of Education, helped the group apply for the grant.

The vision is to bring improved access to health and social services, youth and community development and educational opportunities into neighborhoods around Las Cruces by converting each of the district’s 41 school sites into community schools, open to everyone — all day, every day, including nights and weekends.

The community schools project is not an LCPS initiative, Chief of Staff Tim Hand told members of the school board during a presentation on the project Tuesday. The project will rely on the support of numerous community stakeholders and a variety of funding sources.

“We want this for every single school in Doña Ana County,” said David Greenberg, an organizer with Ngage New Mexico.

Soon, organizers will begin working on outreach initiatives to determine the needs of staff, students and parents at Lynn Middle School.

The SUCCESS Partnership will be bringing Kyle Serrette to Las Cruces next week. Serrette, the director of education justice campaigns for the Center for Popular Democracy in Washington, D.C., will give a presentation on community schools from 4 to 6 p.m. Tuesday at the Hilton Garden Inn, 2550 S. Don Roser Dr. The presentation is free, and open to the community.

By Damien Willis

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The Nation - December 4, 2013 - One of the greatest challenges facing American education today is a fantasy, spun by billionaire-funded “think tanks” and often repeated uncritically by
politicians and pundits, that our schools are failing, that teachers are shirking their responsibilities and that unions are the root of the problem. Unfortunately, the peddlers of these distortions have held the microphone for so long that the word “reform” is now associated with the crudest assaults on the very infrastructure of public education.

It’s not that reform isn’t called for. Schools are beset with difficulties, mostly born of the inequalities rampant in the larger society. But, as ought to be obvious, education reform must be in the public interest—on behalf of public schools and the children who attend them—rather than private interests, furthering “the corporate agenda for public schools, which disregards our voices and attempts to impose a system of winners and losers,” to quote the mission statement of a new coalition of teachers and their unions, along with parent, student, religious and community groups. This coalition has set itself the task of nothing less than reclaiming “the promise of public education as our nation’s gateway to democracy and racial and economic justice.”

Backed by the American Federation of Teachers and the National Education Association, as well as national groups like the League of United Latin American Citizens and local organizations like the Philadelphia Student Union and the Boston Youth Organizing Project, this coalition effort—beginning with a national day of action on December 9—picks up the themes of the Chicago Teachers Union strike of 2012, which saw educators and parents unite against school closings. It highlights concerns about resources and classroom energy being diverted to standardized testing instead of kids, concerns that have become a focus of the New York State United Teachers. And it embraces the message of Diane Ravitch, former assistant secretary of education, who argues that the right response to much of what ails public education is a comprehensive anti-poverty agenda that addresses racial and economic inequality by providing healthcare, food and nutrition, and preschool programs that enable teachers to teach and students to learn.

By focusing on a set of “Principles That Unite Us,” organizers are attempting to bridge divisions that too often have been exploited by the privatizers and unionbusters. As Jeff Bryant, an associate fellow at the Campaign for America’s Future who has been active with the Education Opportunity Network, explains it: “Behind nearly every complaint to the education status quo are common grievances about resource deprivation, inequity, public disempowerment, and the widespread perception that governing policies are driven by corruption.”

Of course, shared grievances do not always put those who hold them on precisely the same page. But it is crucial to foster a shared understanding that these very problems are intimately linked to the assault on public education, which is being conducted in the guise of “reform”—and, moreover, that this assault has too frequently placed educators and their allies on the defensive.

The teach-ins, demonstrations and rallies, and ongoing initiatives that will extend from the day of action, will not only challenge cutbacks and closings; they will seek to shift the debate toward broad new commitments to invest in students, teachers and the infrastructure that facilitates learning. The organizers are right to recognize that real reform must proceed from the essential premise that, in their words, “access to good public schools is a critical civil and human right.”

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Federal Reserve Bank of Minneapolis President Neel Kashkari said Wednesday that he doesn’t see much inflationary pressure building, arguing that means the central banks has the “luxury” of keeping rates low to help boost continued job growth.

The comments came at a meeting between Kashkari and black community activists in Minneapolis, Minn. to discuss economic disparities between black and white communities. “When I look at the data, I don’t see much inflationary pressure, so we have the luxury of taking time to let the economy keep creating jobs,” Kashkari said to the group. “Everybody at the Fed wants the job market to keep healing and we would love to see more people getting back to work.”

Kashkari isn’t a member this year of Fed’s interest-rate setting committee, which has kept rates near zero since the financial crisis. Since raising its benchmark federal-funds rate to between 0.5% and 0.25% at the end of 2015, the central banks has held rates steady. Its next meeting is Sept. 20-21.

The event was organized by Minnesota Neighborhoods Organizing for Change, part of the Center for Popular Democracy’s Fed Up coalition, which advocates for keeping interest rates low to help boost employment in low-income communities.

An expanded version of this report appears on WSJ.com.

By SHAYNDI RAICE

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