If you want to change government policy, change the politicians who make it. The implications of this truism have now taken hold in the market-modeled “education reform movement.” As a result, the private funders and nonprofit groups that run the movement have overhauled their strategy. They’ve gone political as never before—like the National Rifle Association or Big Pharma or (ed reformers emphasize) the teachers’ unions.
Ed reformers spend at least a half-billion dollars a year in private money, whereas government expenditures on K-12 schooling are about $525 billion a year. Nevertheless, a half-billion dollars in discretionary money yields great leverage when budgets are consumed by ordinary expenses. But the reformers—even titanic Bill and Melinda Gates—see themselves as competing with too little against existing government policies. Hence, to revolutionize public education, which is largely under state and local jurisdiction, reformers must get state and local governments to adopt their agenda as basic policy; they must counter the teachers’ unions’ political clout. To this end, ed reformers are shifting major resources—staff and money—into state and local campaigns for candidates and legislation.
Jonah Edelman, CEO of Stand for Children ($5.2 million from Gates, 2003-2011), sums up the thinking: “We’ve learned the hard way that if you want to have the clout needed to change policies for kids, you have to help politicians get elected. It’s about money, money, money” (Wall Street Journal, November 3, 2010).*
...Take the case of Tennessee, where 35 percent of every teacher’s evaluation is now based on standardized test scores. On November 6, 2011, the New York Times reported that no tests exist for over half the subjects and grades, including kindergarten, first, second, and third grades, art, music, and vocational training. So state officials ruled that a school’s average scores for another subject and grade will be used for teachers without student scores. For example, fifth-grade writing scores will be plugged into, say, a first-grade teacher’s evaluation. In addition, teachers can choose the plug-in subject themselves for 15 percent of the 35 percent. This means they have to bet on which classes will produce the highest scores. A travesty? Not for the ever-ready boosters of the ed reform movement, including the New York Times editorial page. The Times offered this judgment on November 11: “
…political forces [in Tennessee] are now talking about delaying the use of these evaluations. State lawmakers and education officials must resist any backsliding.” Anything goes as long as it’s stamped “ed reform.”
...Yes, the policies of ed reformers are wreaking havoc in public education, but equally destructive is the impact of their strategy on American democracy. From the start, the we-know-best stance, the top-down interventions at every level of schooling, the endless flow of big private money, and the imperviousness to criticism have undermined the “public” in public education. Moreover, the large private foundations that fund the ed reformers are accountable to no one—not to voters, not to parents, not to the children whose lives they affect. The beefed-up political strategy extends the damage: the ed reformers (most of whom take advantage of tax-exempt status) are immersing themselves in the dollars-mean-votes world of lobbying and campaigning.
...Another of Williams’s comments reveals what is so misguided about this brand of education reform: “I think charter schools should be paying advocacy organizations for their advocacy work out of their per pupil dollars. If you think of running a school as running a business, any sound business is going to allocate right off the bat a certain percentage of their funding towards lobbying, advocacy work.” But why think of running a school as running a business? Striving for efficiency is one thing—a good thing in many human endeavors, including school administration. But the analogy doesn’t hold beyond that: a school’s “bottom line” is not measured in dollars of profit; it shouldn’t waste resources on winning “market share” away from other schools. And why should charter schools pay for advocacy out of per-pupil dollars? Those are taxpayer dollars meant for those children’s education; the students “carry” those dollars away from a regular public school and give them to a charter school.
Full Story here: http://www.alternet.org/education/154797/hired_guns_on_astroturf%3A_how_to_buy_and_sell_school_reform/
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