A new study finds that with the education marketplace comes a whole lot of education marketing…
EduShyster: I thought I’d set the stage for our conversation by describing a great, by which I mean appalling, example of education marketing in action. Donald Trump visits a Cleveland charter school that advertises itself as *top-rated* despite getting an *F* rating from the state. And the school is operated by a deep-pocketed for-profit chain that is *on a journey towards excellence.* Thoughts?
Catherine DiMartino: It makes me think about health care advertising. With health care you have the FDA putting certain limitations and providing some kind of oversight. Education is a public good and this is children’s learning and their future, but there’s no kind of regulation.
EduShyster: One of the points you make is that parents, and even teachers, are increasingly on the receiving end of what I’ll helpfully call *ed-vertising* without even being aware that what they’re looking at has been *marketized.* Explain.
Sarah Butler Jessen: They might not be aware that when they go to these websites, for example, that what they’re looking at isn’t necessarily imagery of the actual school they’re considering. They’re looking at websites with stock photos of kids that have been OK’d by charter management organizations that encourage schools to pick the photos. They’re not even always using pictures of the school’s own students. Continue reading →
A former teacher says an acclaimed college-prep charter school in New Orleans is setting students up for failure…
By Jake Guth
There’s an old adage that if something seems too good to be true, then it likely is. Sci Academy, one of New Orleans’ top-rated charter schools, exemplifies that adage. As a success story/victim of New Orleans Public Schools, depending on which way you want to view it, I approached my job interview at Sci Academy with a big grain of salt. The Craigslist ad for a coach described an academically-driven school that was attempting to start an athletics program.
I still remember how blown away I was by my first visit to the school—how it was unlike any *public* school I’d ever seen: the polite kids I interacted with, the noticeable absence of discipline problems. The red flags should have gone up right away. Like the fact that I had no experience coaching. Or that I was given the keys to a room that was used as the school storage closet and told to clear it for a weight room. Or that there was no budget and the equipment was all donated, meaning that the helmets were well past the three-year certification usage limit and many of the pads were moldy. None of it mattered. I was 24 years old, a minority from New Orleans, and I’d landed what seemed like a dream job. Continue reading →
Editor’s note: When I heard education ethicist Jacob Fay give a talk last spring on the ethics of school closures, a brilliant idea occurred to me. What if I could convince him to collaborate with me on an advice column for the ethically conflicted, confused or challenged? Reader: he leaped at the opportunity and Dear Edulosopher was born. I get things rolling today with a question about my own ethical responsibilities as an opinionated blogger. In future installments, Fay will respond to a voter torn over how to vote on a ballot question that would expand charter schools in Massachusetts, a progressive-minded teacher who worries that she’s gotten just a little too comfortable enforcing *no-excuses* style discipline, and [insert your ethically-charged topic here.] All questions welcomed!
I write a blog about the unintended consequences of education reform, and I often feature parent voices on my site. Or as has been pointed out to me on multiple occasions, I feature some parent voices. The narratives I share tend to *align* with my point of view. They feature parents on hunger strikes demanding a neighborhood school, protesting excessive discipline at charter schools, or refusing to let their kids (or grandkids) take standardized tests. What you won’t find are the stories of parents who are rallying, marching and lobbying to demand more charter schools in [insert the name of city here]. While it’s true that I’ve never been asked to run anything like this, it’s also the case that I don’t seek out these narratives like I do the parent protesters whose causes I agree with. My defense is that I have a *litmus question* I apply when it comes to evaluating parent activism: do the parents involved have any say over the thing they’re demanding? For example, if they’re pushing for more *great schools,* do they get to determine what a *great school* is? But a small part of me thinketh that I doth protesteth too much. If I make the claim to care about parent voice, shouldn’t I care about all kinds of parent voices, even if I don’t necessarily like what they’re saying? Continue reading →
Where does Democrats for Education Reform’s single-issue extremism lead?
At a time when Democrats and their party are, by virtually every index, moving left, a powerful center-right pressure group within the liberal universe has nonetheless sprung up. Funded by billionaires and arrayed against unions, it is increasingly contesting for power in city halls and statehouses where Democrats already govern…
Quick reader: why does this pithy description of the charter school lobby, quoted from a recent op-ed in the Los Angeles Times, sound, um, so accurate? If you answered *because this is exactly what’s playing out in Massachusetts,* you would be correct. To see for ourselves, we need travel no further than Somerville, MA, which is the site of a somewhat, ahem, unusual political showdown. In one corner is Senator Pat Jehlen, a longtime progressive leader in the state Senate and public education champion. Her opponent, Leland Cheung, is a former Republican legislative candidate from Virginia turned Harvard student turned Cambridge City Councilor turned Democrat for Education Reform. Thirsty already, reader? Continue reading →
College forces middle-class culture onto students. Former poor-kid-in-college Rita Rathbone says that’s a problem.
By Rita Rathbone
I was really intrigued by the recent discussion about college and disadvantaged students. Research is showing us that those who come from poverty still earn less in their lifetime, even with a college degree, than those from more affluent backgrounds. And those are the students who actually finish. Far too many low-income students rack up large amounts of debt, but fail to graduate. In the long run, they are worse off. These are profoundly important facts to inform our discussions around education policy. This matters to me because I am a public school teacher and education scholar. It matters even more to me because I once was a poor kid in college.
I was born and raised in Southern Appalachia in one of the many lingering pockets of extreme rural poverty in America. Not only was my family and most of my community impoverished, we were culturally and physically isolated. Violence and alcoholism were common fixtures. My mother was a product of the foster care system, my father struggled with an undiagnosed learning disability, and I had a special needs sibling. I graduated in the top 5% of my class with a 4.65 GPA despite working 35-40 hours per week, starting the week of my 16th birthday. I was a first generation college student. I am sure I would have been a dream come true for an Ivy League admissions officer in search of a scholarship recipient. I didn’t apply to any Ivy League schools, though. I attended the closest public university to me, 30 miles away. And I only did that instead of going to the local community college because I was offered a scholarship to become a teacher, something that I was passionate about. Continue reading →