Apples to Apples

I talk to Richard Whitmire, author of The Founders, about the NAACP moratorium, the *charter pushback movement* and how to measure Success… 

1471902369_3354.png (600×375)EduShyster: Let’s start at the end of your new book, The Founders: Inside the revolution to invent (and reinvent) America’s best charter schools. You wrap up with three challenges facing charter school expansion, one of which is what you call *the charter pushback movement.* It seems to be gaining steam, even since the book came out. How concerned are you about, say, the NAACP moratorium or the Black Lives Matter platform which makes many of the same demands?

Whitmire: I’m concerned about it because any time you start playing race cards it gets a little dicey. I think the unions are pushing any edge that they can get in this battle and they’re doing quite a good job of it. Frankly it doesn’t surprise me at all because if you’re looking at this from a political perspective, in other words, how to build a political base in *x* city, then the traditional school system—forced assignment, no charters—really works out better for you. I saw that in Washington DC when I was doing the Rhee book. Marion Barry had that Department of Education just overflowing with people. It was all part of his political machine. And it worked out really really well for him and it worked out really really well for the people who were employed there. The only people it didn’t work out well for were the kids. But from a political machine point of view, that’s the model you want. That’s the model that’s preferable. So it’s understandable why they’d push for that. But again, you have to look at those who are aspiring to be political leaders or already are and then those parents, and I come back again and again to those 4,000 parents on the waiting list for the Brooke Charter School in Boston. They’re all either Black or Hispanic. Who are you going to listen to: the NAACP or those parents? I choose the latter. Continue reading →

Order in the Court

gavelA lawsuit challenging Massachusetts’ charter school cap on civil rights grounds gets tossed. And that’s not a nothingburger…

No sooner had we been instructed to drain the words *drain* and *siphon* from our collective vocabularies than an order came down on from on high, ordering us to re-instate them. I speak, of course, about this week’s Superior Court decision tossing a lawsuit challenging the Bay State’s charter cap on civil rights grounds. It’s time to head to court, reader. And must I remind you that as t’is now after Labor Day, no white shoes allowed? That is unless you happen to be clad in white bucks on behalf of, well, white bucks. Continue reading →

Family Affair

Political scientist Maurice Cunningham says the campaign to lift the cap on charter schools in Massachusetts is driven by GOP operatives and a handful of wealthy Republican families…

EduShyster: Ads in support of Question 2, the ballot initiative that will dramatically expand the number of charter schools in the Bay State, are running during the Olympics, and come with the tagline: *more money for public education.* I was prepared to give them a gold medal for, um, dexterity, but since the ads are being produced by the team that made the infamous Swift Boat ads that cost John Kerry the 2004 presidential election, I suspect there’s plenty more where that came from.

Maurice Cunningham: I think we can expect some rough stuff. This is a Republican effort, it’s a big money effort, and it’s a conservative effort. That’s where they tend to go.

EduShyster: There’s a well-funded effort underway to paint the campaign to lift the charter cap in Massachusetts as a progressive cause. But what you’ve found in your research is that this is basically a Republican production from top to bottom.

Cunningham: That’s right. There are a handful of wealthy families that are funding this. They largely give to Republicans and they represent the financial industry, basically. They’re out of Bain, they’re out of Baupost, they’re out of High Fields Capital Management. Billionaire Seth Klarman, for example, has been described as the largest GOP donor in New England, and he gives a lot of money to free market, anti-government groups. Then on the campaign level, you have Republican strategist Will Keyser who certainly knows his stuff, and Jim Conroy who certainly knows his stuff. They know how to make something look like a grassroots campaign that really isn’t.

EduShyster: By *make something look like a grassroots campaign that really isn’t,* what you really mean is that this is an entirely community-driven, grassroots campaign, correct?

Cunningham: No. There is no grassroots support behind this campaign whatsoever. What do we look for to measure grassroots support? We look for a campaign’s ability to find people who will essentially volunteer, who feel strongly about an issue and are willing to do the work that a campaign needs done. Two examples: signature collecting and canvassing door to door. Great Schools Massachusetts isn’t able to do either one of those things. When they had to get signatures in 2015, they wound up paying $305,000 to a signature gathering firm. And that’s because they don’t have people who are strong believers who will go out on the street and volunteer and be passionate and do the things that people do when they really care about an issue. Or look at Democrats for Education Reform. When they backed Dan Rizzo in the special Senate election earlier this year, they had to pay for canvassers because they don’t have people who feel strongly enough about the positions they take. The idea that these are community groups is completely manufactured.

EduShyster: Readers of this blog will recognize the name Families for Excellent Schools, a New York group that set up shop in the Bay State in 2014, and which counted our Republican Secretary of Education James Peyser as its *uncle* until about 15 minutes ago. But *families* in this case literally refers to six families.

Cunningham: The same small group of families that gave to the ballot committee, which is now Great Schools Massachusetts, gives to a private foundation called Strategic Grant Partners year after year. Strategic Grant Partners is at the center of this whole thing, and it’s where you really see the longer term view taking shape. Joanna Jacobson, who founded it, understands strategic vision and marketing. She comes from a corporate background; she has a Harvard MBA and was the president of Keds. Jim Peyser is a central figure when you look at who was involved, both as a board member of Families for Excellent Schools and in his former capacity as a managing partner of New Schools Venture Fund. They’ve been at this for several years now—much longer than most people are aware of.

*Secretive cabal* and democracy don’t go together—they just don’t. And if you say *let’s sacrifice democracy so we can have better schools,* that imperils us going forward.

EduShyster: Is it really so bad if a secretive cabal hatches a strategic plan and marshals millions of dollars from untraceable sources if it means more Great Schools™?

Cunningham: I think it’s terrible for democracy. *Secretive cabal* and democracy don’t go together—they just don’t. And if you say *let’s sacrifice democracy so we can have better schools,* that imperils us going forward. Supreme Court justice Louis Brandeis once said that we have to make a choice. *We may have democracy, or we may have wealth concentrated in the hands of a few, but we can’t have both.* To me this campaign is about democracy vs. unlimited wealth.

EduShyster: Massachusetts is no stranger to divisive education ballot initiatives backed by wealthy businessmen. There was the measure that eliminated bilingual education back in 2002. Coincidentally, it was also the work of a Republican and also called *Question 2.* What’s different about the campaign to lift the charter cap?

Cunningham: We’re in the Citizens United era now, and that’s true nationally and here in Massachusetts. I think the application of a huge amount of money from a very small group of people who hide pretty well, that’s new. A good deal of this campaign is *off the books*—at least so far as campaign finance disclosure goes. I always look to see who the contributors that are listed at the end of the ad. Look at those contributors and see if you can figure out who the heck any of those people are—and you can’t. Basically you have what is a Russian nesting doll problem here.  These people hide because they know that if voters recognize who is really behind this ballot question, they’ll be less likely to support it.

EduShyster: I thought you were going to say that what’s different is that this time it’s about the kids…

Maurice *Mo* Cunningham is a professor of Political Science at UMass Boston and a long-time commentator on Massachusetts politics. He blogs at MassPolitics Profs.

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Take Your Money and Run

How parental powerlessness distinguishes urban charter schools from suburban public schools…

By Emily Kaplan

This is how you get your child into a public school in an affluent suburb:

1. Make a lot of money.
2. Buy a house in an affluent suburb. 

Congratulations! Your child will now receive a top-tier education!*

*If you ever feel that your child is not receiving the education to which she is entitled, exercise your right to go directly to the administration and complain. (Your tax dollars pay their salaries, after all.) Work with teachers and administrators, many of whom have decades of experience, to create an individualized education plan for your child. Do not fear retribution: your child cannot legally be driven from the district in which you have chosen to live.**

**If you still feel that your child is not receiving the best education property taxes can buy, you may choose among several courses of action, including: going to the school committee (an elected board on which sits one or more parent representatives like yourself); running for a seat on said committee; sending your child to a private school; or moving to another suburb, where you may repeat the steps above until you are satisfied.

This is how you get your child into a Boston charter school:

  1. Possess the social capital to be informed about the existence of— and application procedures of— charter schools. (Good luck to recent immigrants, particularly those who do not speak English!)
  2. Make the harrowing decision that the education your child would receive in the local district school is so under-resourced and/or deficient, academically or otherwise, that you are potentially willing to tolerate one or more of the following characteristics of many charter schools:draconian discipline; an obsession with testing; a developmentally inappropriate curriculum; a curriculum which is not culturally representative of your family; an inexperienced team of teachers and administrators, many of whom have never taught in any other environment; treatment as a pawn in a drawn-out political ruckus about charter schools’ right to exist and/or expand (or not.)
  3. Attend lottery night, at which you will be informed by a charter school administrator that if— and only if— your child “wins the lottery,” he or she can have the chance to graduate from high school, gain acceptance to college, and succeed there. (According to her, if you “lose,” of course, the chances of your child having a fair shot in life are slim to none.)
  4. Look around the room of parents and their children, all of whom are just as desperate for quality education as you are.
  5. Realize that, statistically speaking, 90% of them will “lose.”

If you “win,” congratulations! Your child has a chance of receiving a decent education!*

*If you ever feel that your child is not receiving the education to which she is extraordinarily lucky to have “won,” well… she can always go back to the district you fled, right?

Continue reading →

Sit Down and Shut Up

I went to a high-performing charter school to become a better teacher. Instead I learned how to silence and punish kids.

Editor’s note: the following piece was written by a charter school teacher whose request for anonymity I honored. Leave comments or email them to me at and I’ll pass them along. 

It’s sexy to be *woke* right now. Some schools are infusing social justice into their curricula, while others are scaling back on harsh discipline practices. At an individual level, an increasing (and still too small) number of people—including a growing number of teachers, most of them young—are posting pictures and statuses on social media about how #BlackLivesMatter.

seth-tobocman.jpg (750×199)I’m no exception. Indeed, this growing movement has had a profound impact on the way I view my role as the white teacher of all students of color. I know it’s vital that I’m aware of the cultural differences between me and my students. I want to show them amazing literature by authors who look like them and expose them to new perspectives. I’m aware of the disparate manner in which discipline is applied at schools along racial lines. I don’t want to contribute to that disparity, or to the school-to-prison pipeline.  In a recent meeting led by teachers of color at my school, I excitedly engaged in a conversation about a cartoon that juxtaposed a white officer yelling at a black man against a white teacher yelling at a black child.

But I have a confession to make… Continue reading →