Charter School Vulnerabilities to Waste, Fraud, and Abuse
Minnesota passed the first charter school law in 1991.[i] Since then, lawmakers in 41 states and the District of Columbia have written their own charter school laws....
Minnesota passed the first charter school law in 1991.[i] Since then, lawmakers in 41 states and the District of Columbia have written their own charter school laws.[ii] By all accounts, the growth of the charter industry has been astronomic. Charter enrollment has doubled three times since 2000; it doubled from 2000 to 2004, and again from 2004 to 2008, and again from 2008 to 2014.[iii] Just last year, over 600 new charter schools opened and an estimated 288,000 additional students enrolled in charter schools. Today, there are an estimated 6,400 charter schools enrolling over 2.5 million students.[iv]
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To understand why there are so many problems in the charter industry, one must understand the original purpose of charter schools. 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. The goal was to incubate innovations that could then be used to improve public schools. [v] The ability to take calculated risks with small populations of willing teachers, parents, and students was the original design. With so few people and schools involved, the risk to participants and the public was relatively low.
But today, as the charter sector grows far faster than originally envisioned, the risks are high and growing, while the benefits are less clear. Even relatively pro-charter organizations like the Center On Reinventing Public Education recognize that the regulatory foundation upon which the charter industry was built began from a place of insufficiency. In their analysis of charter oversight law, they found that “only minimal attention was paid to the question of how to oversee these new schools; frequently governments delegated charter school authorization as a side task to offices already burdened with other activities.”[vi] This is not an uncommon occurrence in our nation’s history. In the past — in some cases, our very recent past — industries such as banking have outgrown their regulatory safety nets. Without sufficient regulations to ensure true public accountability, incompetent and/or unethical individuals and firms can (and have) inflict great harm on communities.
This report will bring into focus some of the consequences of having inadequate charter regulations. We focus on just one symptom – the growing problem of fraud, waste, and abuse perpetrated by some charter school operators. The problem is pervasive; our search, despite being limited to fewer than half of the states with charter schools, found over $100 million in public tax funds lost towaste, fraud, and abuse.
The Growing Issue of Charter Operator Fraud and Mismanagement
Our research reveals that charter operator fraud and mismanagement is endemic to the vast majority of states that have passed a charter school law. Drawing upon court cases, media investigations, regulatory findings, audits, and other sources, this report contains a significant portion of known fraud and mismanagement cases. We found, as stated in the introduction, that at least $100 million in public tax dollars has been lost due to fraud, waste, and abuse. These instances of fraud and mismanagement, which are catalogued in appendixes A-F, fall into six basic categories:
Charter operators using public funds illegally for personal gain;
School revenue used to illegally support other charter operator businesses;
Mismanagement that puts children in actual or potential danger;
Charters illegally requesting public dollars for services not provided;
Charter operators illegally inflating enrollment to boost revenues; and,
Charter operators mismanaging public funds and schools.
Download the full report here.
[i] Source: http://www.leg.state.mn.us/lrl/issues/issues.aspx?issue=charter
[ii] Source: http://www.publiccharters.org/wp-content/uploads/2014/02/New-and-Closed-...
[iii] Source: http://dashboard.publiccharters.org/dashboard/students/page/overview/yea...
[iv] Source: National Alliance for Public Charter Schools 2014 Report, Estimated Number of Public Charter Schools & Students, 2013-2014. www.publiccharters.org/wpcontent/uploads/2014/02/New-and-Closed-Report-F...
[v] Source:http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/09/05/why-charter-schools-need-better-oversight/
[vi] Source:http://www.crpe.org/sites/default/files/wp_ncsrp_contrast_aug09_0.pdf
Warren allies demand answers from Clinton on Wall St. ties
“On behalf of our nine million supporters across the country, we are writing to request more information about your positions regarding the revolving door between Wall Street and the federal...
“On behalf of our nine million supporters across the country, we are writing to request more information about your positions regarding the revolving door between Wall Street and the federal government,” reads a statement backed by Democracy For America, Rootstrikers, CREDO Action, MoveOn.Org Political Action, the Center for Popular Democracy Action, The Other 98%, Friends of the Earth Action, and American Family Voices.
The missive, which comes as Clinton interrupts her Hamptons vacation to unveil her rural policy platform in Iowa on Wednesday, specifically notes that Clinton has yet to support or comment on Sen. Tammy Baldwin’s Financial Services Conflict of Interest Act. Progressive icon Sen. Elizabeth Warren — who has ties to many of those who signed the letter — has encouraged all presidential candidates to back the legislation, as both Bernie Sanders and Martin O’Malley have done.
“These types of ‘golden parachute’ compensation packages are highly controversial, and for good reason,” the letter reads. “At worst, it results in undue and inappropriate corporate influence at the highest levels of government — in essence, a barely legal, backdoor form of bribery.”
The letter concludes by posing two questions to the Democratic front-runner: “Do you still support the use of this controversial compensation practice?” and “If you become president, will you allow officials who enter your administration to receive this sort of bonus?”
While Clinton has made steps to appeal to the types of progressive voters behind this letter, she has so far resisted pressure from the left to support reviving the Glass-Steagall Act, which separated commercial and investment banking before it was repealed in 1999. And members of these groups who wanted bank antagonist Warren to run for the presidency are on high alert this week after news broke that the Massachusetts senator met with Vice President Joe Biden over the weekend as he considers his own presidential ambitions.
“It’s hard to imagine Democrats’ 2016 nominee will be truly tough on Wall Street banks that break the law, if they won’t commit to banning their advisers from receiving legalized bribes from those same banks,” said Charles Chamberlain, executive director of Democracy for America, a group founded by former Vermont governor and current Clinton backer Howard Dean.
The letter names a pair of Clinton associates who moved from banks to the State Department: Robert Hormats, an undersecretary who came from Goldman Sachs, and Thomas Nides, a deputy secretary who came from Morgan Stanley.
Warren has suggested repeatedly that any candidate seeking her endorsement must agree not to appoint officials with Wall Street ties.
“Anyone who wants to be president should appoint only people who have already demonstrated they are independent, who have already demonstrated that they can hold giant banks accountable, who have already demonstrated that they embrace the kind of ambitious economic policies that we need to rebuild opportunity and a strong middle class in this country,” she said in July.
Source: Politico
Williams picked as next president of New York Fed
Williams picked as next president of New York Fed
But Shawn Sebastian, director of the Fed Up Coalition, a collection of liberal groups, said the New York Fed search process had failed in its job to offer diverse candidates. "The New York Fed's...
But Shawn Sebastian, director of the Fed Up Coalition, a collection of liberal groups, said the New York Fed search process had failed in its job to offer diverse candidates. "The New York Fed's claims that there are no qualified candidates who are women or people of color working in the public interest who would take this job are untrue," he said in a statement.
Read the full article here.
Wal-Mart Pay Raises Still Don’t Amount to Living Wage
02.19.2016
NEW YORK CITY — Wal-Mart’s wage hike to a minimum $10 per hour kicks in tomorrow, February 20, but the higher wages fall well short of a...
02.19.2016
NEW YORK CITY — Wal-Mart’s wage hike to a minimum $10 per hour kicks in tomorrow, February 20, but the higher wages fall well short of a living wage. Last year, Wal-Mart earned more than $16 billion in net income and announced plans to spend $10.3 billion on a stock buyback to increase value for wealthy shareholders. Center for Popular Democracy, a national pro-worker coalition, estimates that paying $15 an hour to its 1.2 million full-time employees would cost the company an extra $3.4 billion per year, a third of what it will spend under its share repurchase plan.
The Center for Popular Democracy has fought for a higher minimum wage for Wal-Mart workers along with the United Food and Commercial Workers Union (UFCW), Our Walmart, and a worker-led movement.
JoEllen Chernow, Director of CPD’s Minimum Wage campaign, released the following statement:
“Wal-Mart has announced pay raises in an attempt to reform its image as an employer that doesn’t pay workers enough to take care of their families. But it’s not raising them enough – and, the truth is, Wal-Mart can afford higher wages.
The company has a $10 billion stock buyback program and earned more than $16 billion in net income last year. That will put an additional $5.6 billion directly into the pockets of the Walton family - a family that already controls more wealth than the bottom 42 percent of Americans combined. As the company’s fortunes continue to rise, they must let their workers share more of their success. Wal-Mart workers simply deserve better.”
www.populardemocracy.org
The Center for Popular Democracy promotes equity, opportunity, and a dynamic democracy in partnership with innovative base-building organizations, organizing networks and alliances, and progressive unions across the country. CPD builds the strength and capacity of democratic organizations to envision and advance a pro-worker, pro-immigrant, racial justice agenda.
Contact:
Asya Pikovsky, apikovsky@populardemocracy.org, 207-522-2442
Anita Jain, ajain@populardemocracy.org, 347-636-9761
What working moms really need for Mother's Day this year
What working moms really need for Mother's Day this year
When Mother's Day became a national holiday in the U.S. more than a century ago, women were a relative rarity in the workforce. Today's mom, by contrast, is largely a working mom.
In half...
When Mother's Day became a national holiday in the U.S. more than a century ago, women were a relative rarity in the workforce. Today's mom, by contrast, is largely a working mom.
In half of American households, women are either the primary breadwinner or contribute more than 40 percent of the income. For most families, the added income from women going to work is the only thing that's kept family income steady, as individual worker wages have stagnated for the better part of four decades.
Read full article here.
U.S. Department of Education Launches Crackdown on Ohio Charters
U.S. Department of Education Launches Crackdown on Ohio Charters
Charter Schools are defined by their freedom from regulation and oversight, but that freedom has been so regularly abused by unscrupulous operators that it seems the U.S. Department of Education...
Charter Schools are defined by their freedom from regulation and oversight, but that freedom has been so regularly abused by unscrupulous operators that it seems the U.S. Department of Education is finally deciding to crack down, under pressure in this case from Ohio’s U.S. Senator Sherrod Brown.
Three months ago, on June 20, 2016, Senator Brown wrote a letter to John King, now U.S. Secretary of Education, demanding increased oversight of a large grant—$71 million—the federal Department of Education made to Ohio on September 28, 2015 to expand charter schools. The grant application had been written by David Hansen, who, by September, had already been fired by the Ohio Department of Education for hiding the abysmal academic record of the state’s so-called “dropout recovery schools” and omitting their scores from a system he was creating as the Ohio Department prepared to begin holding charter schools more accountable. Hansen had also bragged in his federal grant application that Ohio had already begun more aggressively regulating charters. After the U.S. Department of Education awarded Ohio the $71 million grant at the end of September 2015, however, it was pointed out that the Ohio legislature had not yet passed the regulations for which Hansen (in July) had given the state credit. (The Ohio Legislature later adopted the most basic and minimal charter school oversight when it passed Ohio House Bill 2 on October 7, 2015).
When Ohio Senator Brown wrote to U.S. Secretary John King in June, 2016, the $71 million Ohio grant had been put on hold for months, as the U.S. Department of Education investigated Ohio’s dealings with charter schools. In his June 20 letter, Senator Brown wrote:
“In your November 2015 response letter to the members of the Ohio Congressional delegation, you outlined a number of steps ED has taken and will continue to take to verify the accuracy and completeness of ODE’s grant application. I appreciate these steps, but more must be done to provide order to the state’s chaotic charter school sector. In light of this report, I ask that you examine the performance of Ohio charter schools who have received CSP (federal Charter Schools Program) grants to determine whether grant recipients are failing or closing at a higher rate than those in other states and how the academic performance of CSP grant recipients in Ohio compares to CSP grant recipients nationwide. I further ask that when Ohio has satisfied all necessary conditions for this grant money to be released that you appoint a special monitor to review every expenditure made pursuant to this grant in order to ensure that all funds are being spent for their intended purpose. Ohio’s current lack of oversight wastes taxpayer’s money and undermines the ostensible goal of charters: providing more high-quality educational opportunities for children. There exists a pattern of waste, fraud, and abuse that is far too common and requires extra scrutiny.”
Last Wednesday, September 14, 2016, the U.S. Department of Education finally released the $71 million grant, but, as Patrick O’Donnell reports for the Plain Dealer, there are now many conditions:
“In a letter to the Ohio Department of Education today, the grant was declared ‘high risk’ because of the poor academic performance of the state’s charters and the struggles the state has had in implementing portions of House Bill 2, the state’s charter reform bill passed last fall by the state legislature… The letter states: ‘As part of this high-risk designation, we are imposing certain High-Risk Special Conditions on ODE’s CSP (Charter Schools Program) SEA (State Education Agency) grant that will help ODE and the Department more clearly determine ODE’s ongoing compliance with applicable requirements’ so that it will be more transparent and so that any issues can be identified and fixed quickly.”
Here are the conditions as reported by O’Donnell:
• “(T)he state cannot give out grants to schools as it has in the past. It must have prior approval from the U.S. Department of Education before transferring any money.
• “The department must evaluate dropout recovery schools better.
• “The state must report its progress four times each year.
• “ODE must hire an independent monitor of the grant program.
• “The state must create a Grant Implementation Advisory Committee.
• “And it must do demanding ratings of the oversight agencies known as ‘sponsors’ in Ohio, but as ‘authorizers’ in most other states.”
Ohio’s problems with the controversial $71 million Charter Schools Program grant are not the first time anyone has noticed the federal Department of Education’s failure to oversee the Charter Schools Program. A year ago in June, 2015, the Alliance to Reclaim Our Schools—a coalition of national organizations including the American Federation of Teachers, Alliance for Educational Justice, Annenberg Institute for School Reform at Brown University, Center for Popular Democracy, Gamaliel, Journey for Justice Alliance, National Education Association, National Opportunity to Learn Campaign, and Service Employees International Union—sent a letter to then-Secretary of Education Arne Duncan complaining that while the Department had granted $1.7 billion to states for expansion of charter schools since 2009, the Department of Education’s own Inspector General had been raising alarms about the Department’s own lack of any kind of quality control.
The Alliance’s letter to Arne Duncan cited formal audits from 2010 and 2012 in which the Department of Education’s own Office of Inspector General (OIG), “raised concerns about transparency and competency in the administration of the federal Charter Schools Program.” The OIG’s 2012 audit, the members of the Alliance explain, discovered that the Department of Education’s Office of Innovation and Improvement, which administers the Charter Schools Program, and the State Education Agencies, which disburse the majority of the federal funds, are ill equipped to keep adequate records or put in place even minimal oversight. The State Education Agencies that lack capacity to manage the programs are the 50 state departments of education.
In the June 2015 letter to Arne Duncan, the Alliance to Reclaim Our Schools enumerates the problems discovered by the Department of Education’s own Office of Inspector General: that the Office of Innovation and Improvement (OII) did not maintain records of the charter schools funded through grants to states, that OII “lacked internal controls and adequate training in fiscal and program monitoring,” that none of the three states selected as samples for investigation by the Office of Inspector General—Arizona, California, and Florida—sufficiently monitored the charter schools funded through the Department of Education’s State Education Agency grants, that 26 charter schools in these three states were shown by the Office of Inspector General to have closed after being awarded $7 million, and that even when the schools closed, nobody tracked “what happened to assets that had been purchased with federal funds.”
Thank you, Senator Sherrod Brown for doggedly demanding that the U.S. Department of Education improve oversight of the federal Charter Schools Program. Please keep on keeping on.
By Jan Resseger
Source
Mind the Gap: How the Federal Reserve Can Help Raise Wages for America’s Women and Men
The American economy remains too weak. Over the past 35 years, the vast majority of workers have seen their wages stagnate. And, racial and gender wage gaps have persisted. The failure to...
The American economy remains too weak. Over the past 35 years, the vast majority of workers have seen their wages stagnate. And, racial and gender wage gaps have persisted. The failure to aggressively target and achieve genuine full employment explains a large part of this disappointing performance. And this failure looks poised to continue. Despite these indicators that we are far from full employment and the fact that the inflation rate remains below the Federal Reserve’s target rate, pressure is mounting on the Federal Reserve to raise interest rates to slow the pace of economic expansion and job growth in the name of fighting hypothetical future inflation. It would be a terrible mistake for the Fed to yield to this pressure.This paper makes the case that the Fed should pursue genuine full employment that features robust wage growth, rather than be satisfied with job growth that is consistent but does not boost the pace of wage growth. The paper considers the shifts in gender and racial wage gaps since 1979 and highlights the fact that because the vast majority of American workers have seen near-stagnant wages even as economy-wide productivity growth has consistently risen, there is ample room for wage-gaps to close without any group suffering wage declines.Key findings:
A significant portion of the limited progress towards closing the gender wage gap in recent decades has been due to the outright decline of men’s wages. Although there is greater gender wage equity among the bottom 10 percent of earners than among higher wage-earners, the gap between men and women has closed very little since 1979 Wage disparities between white earners and Latino or Black earners have increased in the past 35 years Productivity growth—which measures the average amount of income generated in each hour of work in the economy—has remained strong. At 64.9 percent over the 35-year period, productivity growth represents the possible increases in every worker’s wage throughout the economy. White women, the group whose median wage growth has been strongest over the period, gained at roughly one-third the rate of productivity.The Federal Reserve plays a powerful role in shaping labor market trends. To be sure, these wage gaps among groups of workers result from a long history of discrimination within the labor market, education, housing, wealth-building, and criminal justice policies, and require a full array of economic, social, and political policies.However, until we reach genuine full employment, a Federal Reserve decision to slow the economy will hamper the ability of workers’ wages to rise.Key recommendations:
The Federal Reserve should set a clear and ambitious target for wage growth, which will provide an important and straightforward guidepost on the path to maximum employment.Wage targeting can be fairly easily tailored to the Fed’s price-inflation target and pegged toincreases in productivity. The Fed should maintain a patient, but watchful posture. The history of the past 35 years shows a generally steady downward trend in price inflation and that prematurely slowing the economy results in higher than desirable unemployment. The Federal Reserve should not consider an interest-rate hike until indicators of full employment—particularly wage growth—have strengthened.Raising interest rates too soon will slow an already sluggish economy, stall progress on unemployment, and perpetuate wage stagnation for the vast majority of American workers. This harm will be disproportionately felt by women and people of color, who are concentrated in the most vulnerable strata of the workforce.
Download the report here
Attorney general reaches agreement with companies to stop on-call scheduling
Attorney general reaches agreement with companies to stop on-call scheduling
Several major retailers across the state and in Western New York have agreed to end on-call shift scheduling.
The announcement came from Attorney General Eric Schneiderman, who has worked...
Several major retailers across the state and in Western New York have agreed to end on-call shift scheduling.
The announcement came from Attorney General Eric Schneiderman, who has worked with attorneys from several states to secure the agreement. The six major retailers agreeing to stop the practice include Aeropostale, Carter’s, David’s Tea, Disney, PacSun and Zumiez.
On-call scheduling requires employees to call their employers an hour before their shift starts to find out if they will be assigned to work that day. If the workers are not scheduled, Schneiderman says they are not compensated for their time, despite being required to keep their schedule open.
“On-call shifts are not a business necessity and should be a thing of the past,” said Schneiderman in a press release. “People should not have to keep the day open, arrange for child care, and give up other opportunities without being compensated for their time.”
The agreement comes after the attorney general sent out a letter earlier this year, detailing the challenges employees face with the on-call scheduling system.
The letter read in part, “Without the security of a definite work schedule, workers who must be ‘on call’ have difficulty making reliable childcare and elder care arrangements, encounter obstacles in pursuing an education, and in general experience higher incidences of adverse health effects, overall stress, and strain on family life than workers who enjoy the stability of knowing their schedules reasonably in advance.”
The AG’s office also requested documents relating to the companies’ use of on-call shifts.
In addition to ending the use of on-call shifts, Carter’s, Disney, David’s Tea and Zumiez’s have agreed to provide their employees with their work schedule one week in advance.
The AG’s office says the companies were able to find alternative methods for staffing stores during an unexpected employee absence or during a slow time for businesses.
“This latest announcement shows the sweeping positive impact that Attorney General Schneiderman's actions have had on the lives of people working in retail,” said Carrie Gleason, director of the Fair Workweek Initiative at the Center for Popular Democracy. “Today, we are seeing retailers across America take steps to curb unnecessary and unfair on-call scheduling.”
In 2015, as a result of an inquiry by Schneiderman into on-call scheduling, stores including Abercrombie & Fitch, Gap, J.Crew, Urban Outfitters and Pier 1 Imports all agreed to end the practice of assigning on-call shifts.
Source
Charter Schools and the Waltons Take Little Rock Back to its Segregated Past
Charter Schools and the Waltons Take Little Rock Back to its Segregated Past
Stories about historic efforts to address racial segregation in American public education often start with Central High School in Little Rock, Arkansas in 1957. But the story of Little Rock and...
Stories about historic efforts to address racial segregation in American public education often start with Central High School in Little Rock, Arkansas in 1957. But the story of Little Rock and segregation badly needs updating.
Central High became one of the first practical tests of principles established in Brown v. Board of Education, the Supreme Court ruling that overturned racially separate public schools. When nine black students showed up for opening day of the historically all-white school, Arkansas Governor Orval Faubus called in the National Guard to prevent them from entering. President Dwight Eisenhower responded by calling in federal troops to escort the students into the school, and Faubus eventually backed down.
But the story of racial integration in Little Rock shouldn't be confined to Central High. The same year Central was integrated, another school, Hall High, opened in the all-white part of town with an all white student body. Hall would not integrate until 1959 (Faubus closed all Little Rock high schools in school year 1958-59 to protest federal intervention), when three black girls were allowed to attend.
By the late 1970s and early 80s, through busing and other efforts, Hall had become a more racially diverse school, according to Kathy Webb, who graduated from Hall in 1967.* Webb, who is white, currently represents Ward 3 on the Little Rock City Board and has served in the Arkansas state legislature.
In a phone conversation, Webb tells me that she remembers Hall High as a racially diverse school with an academically solid reputation and a relatively high graduation rate. But then, she notes, something happened: Hall High underwent a profound change.
By 2002, when Webb returned to live in Little Rock after decades away, Hall looked more like a school from the segregationist past than the model of progressive integratio it had once been. Today, the student population of Hall is just 5 percent white, with 70 percent of students having incomes low enough to receive free or reduced price lunch. Hall has also become a school with a reputation for low academic achievement, and in 2014, the state placed Hall on a list of six Little Rock schools in "academic distress."
And while Central High continues to be more racially balanced—54 percent black, 34 percent white—Little Rock School District as a whole is racially imbalanced, as CNN recently reported, with a school population that is 70 percent black in a city that is 55 percent white.
"People have been oblivious to this," Webb says about the re-segregation of the community and Hall High in particular.
What happened to Hall High is an example of what has been happening nationwide, according to a flurry of high profile media stories. Progress on racial integration in schools achieved during the Civil Rights period has gradually eroded, and in many cities, schools are now nearly as racially divided as they were 40 years ago.
"Integration as a constitutional mandate, as justice for black and Latino children, as a moral righting of past wrongs, is no longer our country’s stated goal," writes Nikole Hannah-Jones for the New York Times Magazine.
Hannah-Jones explains how, despite research studies showing the negative effects of racially segregated schools on children's education and long term success, Republican presidents since Eisenhower have appointed conservative Supreme Court judges who have whittled away at court-ordered integration plans until "legally and culturally, we’ve come to accept segregation once again."
But lengthy presentations of statistical data and litanies of high court decisions tend to overlook places where the fight to uphold the vision of a pluralistic school system is still very much alive—places like Little Rock, where the fight is still going on. The fight is inflamed with the same themes from when Ike invaded the district; the belief that "separate would never be equal" and that deep divisions in society have to be overcome by intentional policy decisions.
But now, the actors have changed. This time, those being accused of segregating students aren't local bigots. Instead, Little Rock citizens see segregation as being imposed upon them by outsiders, operating under the guise of a reform agenda.
In this conflict, the issue of local control—the cause Faubus and white Little Rock citizens held high in their fight against federal intervention—has been completely turned on its head, with the state government teaming up with wealthy allies to remove decision-making power from the community. And new entities, such as charter schools (publicly funded schools that are privately operated) and private foundations controlled by a small number of rich people, sow divisions in the community.
Once again, the fate of Little Rock's schools is a test of principles that may be adopted nationwide; only this time, in an effort to divide communities rather than unite them.
‘We Are Retreating to 1957’
"Most people [here] have been escaping rather than preparing for how to confront a world that is becoming more diverse," Arkansas State Senator Joyce Elliott tells me in a phone conversation. Elliott, who is black, is a Democratic member of the Arkansas Senate, representing the 31st District, which includes part of Little Rock.
The means of escape in Little Rock has changed over time, according to Elliott. Private schools enabling white flight from LRSD proliferated in the 1970s and '80s. In addition, district leaders, pressured by wealthy white citizens, redrew attendance zones to separate neighborhoods and avoid busing, a practice still in use today.
As John Kirk and Jess Porter explain in an overview of Little Rock's struggle with segregation appearing in the Arkansas Times, the city has been racially divided for decades by interstate highways, housing policies, and urban planning. Kirk and Porter, both history professors at University of Arkansas at Little Rock, note that segregation has been "consciously created by public policy, with private sector collusion."
"We are retreating to 1957," Elliott believes. Only now, instead of using Jim Crow and white flight, or housing and highways, the new segregationists have other tools at their disposal. First, education funding cuts have made competition for resources more intense, with wider disparities along racial lines. Second, recent state takeover of the district has spread a sense throughout the community of having lost control of its education destiny. Parents, local officials, and community activists continuously describe change as something being done to them rather than with them. And third, an aggressive charter school sector that competes with local public schools for resources and students further divides the community.
And lurking in the background of anything having to do with Little Rock school politics is the Walton Family Foundation, the philanthropic organization connected to the family that owns the Walmart retail chain, whose headquarters is in Bentonville, Arkansas.
A Struggle Over Resources
Arkansas is one of the many states that funds schools less than it did before the Great Recession. According to data compiled by the Center on Budget and Policy Priorities, between 2008 and 2014, school funding in Arkansas declined by more than 9 percent, while during those same years, student enrollment grew by 1.5 percent, according to the most recent measures and projections by the federal government.
Although the state's economy has recovered somewhat from the downturn, the state's politically conservative leadership continues to make cuts to public schools. The budget austerity is particularly harmful to schools that serve higher percentages of low-income children, as Little Rock's does.
According to a district-by-district map of poverty rates created by EdBuild, an education finance reform consultancy, the Little Rock School District, and its adjacent North Little Rock neighbor, are tasked with educating some of the poorest students in the state, with poverty rates of 26.9 percent and 33 percent, respectively, compared to school districts surrounding them, where poverty rates are much lower, around 17 percent.
State budget cuts prompted a $40 million decrease in school spending in Little Rock in early 2015. Then, later that year, a federal judge overturned the state's long-standing obligation to help fund Little Rock's expenses for desegregation. The payments had amounted to more than $1 billion in 60 years. That additional cut helped prompt another round of spending decreases in 2016.
"We are constantly having our resources taken away," Toney Orr tells me in a phone interview. "Families with means are moving on" to higher wealth schools that surround the district. "But if you’re a family without means, you can't move on," he says.
Orr, an African American father of twin sons in the Little Rock schools, tells me the general lack of resources in the district is leading to a more segregated system as "power struggles between the haves and the have-nots" have intensified.
An article in The Atlantic cites from a lawsuit brought by Little Rock parents that found huge differences between resources in schools with very high percentages of black students versus schools that enroll mostly white students. School conditions and access to computers vary considerably, with schools that are mostly white students having newer, cleaner buildings and plentiful computers while schools with almost all-black and brown students are more apt to be in decaying and decrepit buildings with few computers.
"We have created the conditions for undermining the schools," state senator Elliott says in describing the lack of resources in Little Rock schools, especially those serving low-income, non-white children.
For her part, Elliott has pushed for increases in education spending, particularly for a statewide early childhood education program for low-income kids and for dyslexia interventions in schools. Her Republican colleagues in state government tend to oppose these measures.
'A Very Racist Decision'
Not only does Little Rock have fewer resources for schools, local citizens now have less say in determining how those resources are managed.
In January 2015, the state board of education, an appointed board whose members are selected by the governor, voted to take over the district, dissolve the locally elected school board, and hand authority over to a governor-appointed Education Commissioner.
The takeover, according to an Arkansas independent news outlet, was justified largely on the basis of a previous decision to designate six schools, including Hall High School, as academically distressed. The same news article quotes a Little Rock minister calling the state takeover, "a very racist decision.”
Why racist? State takeovers have been occurring for years, for many reasons, but "racial issues" have long cast a "cloud" over these actions, according to a report by Education Week in 1998. That article quotes numerous sources who argue takeover efforts frequently have "singled out predominantly minority districts and violated the rights of voters to choose their local education policymakers."
The reporter cites survey results showing "out of 21 districts that have ceded power to mayors or state agencies in recent years … all but three have predominantly minority enrollments, and most are at least 80 percent nonwhite. Of eight districts that have been threatened with takeovers, all but two have populations that are predominantly minority, and three are at least 93 percent nonwhite."
More recently, the Alliance to Reclaim Our Schools (AROS), a national alliance of 10 community organizations and rights groups, published a report titled, ”Out of Control: The Systemic Disenfranchisement of African American and Latino Communities Through School Takeovers." The report examined state takeovers of local schools in New Jersey, Louisiana, Michigan, Illinois, New York, and Pennsylvania and found takeovers consistently produce increased racial segregation and loss of public institutions in communities of color.
Earlier this year, AROS director Keron Blair, in an article in Think Progress, compared takeovers "in predominantly black and Hispanic neighborhoods to the voter ID laws that prevent many people of color from casting a ballot, saying they are both examples of distrusting people of color to govern themselves."
Proponents of the takeover of LRSD deny race has anything to do with their actions, and claim that state takeover is simply about improving academics. But there are plenty of reasons to doubt this claim.
‘No Clear Evidence’: What Takeovers Don’t Do
"The rationale for the state takeover was never about academic distress," says Arkansas State Senator Linda Chesterfield, who represents District 30 that includes part of Little Rock. In a phone conversation, she tells me that the Little Rock district—Arkansas' largest—consists of 48 schools in all, some of which had been awarded for being the "most improved" schools in the state, including one of the schools deemed academically distressed.
Adding to Chesterfield's suspicion is the fact that just 15 percent of the schools in Little Rock were judged to be in academic distress, while other districts have higher percentages of struggling schools. In Forest City, for example, three of the district’s seven schools have been labeled academically distressed. In Blytheville, the district's only middle school and only high school are labeled academically distressed. And in Pine Bluff, the district's only high school and one of the two middle schools are labeled academically distressed. Proportionally, Little Rock doesn’t even come close.
Whatever intentions drove the decision, an additional problem is this: state takeovers of local schools have rarely produced academic improvements.
A recent report, “State Takeovers Of Low-Performing Schools,” examines the track record of district and school takeovers in states that have employed this governance method the longest: Louisiana, Michigan and Tennessee. The report concludes, “There is no clear evidence that takeover districts actually achieve their stated goals of radically improving performance at failing schools.”
The report, by the Center for Popular Democracy, finds that wherever the state takeovers occur, “Children have seen negligible improvement—or even dramatic setbacks—in their educational performance.”
A ‘Sharecropper’ School District
What state school district takeovers can do very well, though, is disenfranchise local voters.
As Senator Chesterfield, who was a school board member before running for statewide office, explains, "With [elected] school boards, you have a person you can go to if you have a complaint." But in a state takeover situation, "You can't go to the state commissioner."
"We've been turned into a sharecropper school district," says Orr.
Orr’s reference is to the agricultural system that emerged in America's post-Civil War Reconstruction period where white landowners, instead of giving up property to freed blacks, allowed former slaves to stay on the white man's land as long as the black farmers—and some poor white farmers—turned over a portion of their crops each year to the owner.
In Orr's sharecropper analogy, he likens state education commissioner Johnny Key to the landowner and the appointed superintendents that have churned through the system as the field bosses. In a sharecropper arrangement, "The landowner gave you what he thought you deserved," Orr explains. And in the case of Little Rock, what the district seems to "deserve" is less voice in how the district is run.
The disenfranchisement of Little Rock citizens became especially apparent recently, when Commissioner Key suddenly, and without explanation, terminated the contract of Baker Kurrus, until then the superintendent of the Little Rock School District. (Key had originally appointed Kurrus himself.)
As veteran local journalist for the Arkansas Times Max Brantley explains, Kurrus was initially regarded with suspicion due to the takeover and the fact he was given the helm despite his lack of education background. But Kurrus had gradually earned the respect of locals due to his tireless outreach to the community and evenhanded treatment of oppositional points of view.
But many observers of school politics in Little Rock speculate Kurrus was terminated because he warned that charter school expansions would further strain resources in the district. In advising against expansions of these schools, Kurrus shared data showing charter school tend to under-enroll students with disabilities and low income kids.
He came to view charter schools as a "parallel school system" that would add to the district's outlays for administration and facilities instead of putting more money directly into classroom instruction.
"It makes no sense" to expand charter schools, he is quoted as telling the local NPR outlet. “You’d never build two water systems and then see which one worked … That’s essentially what we’re doing” by expanding charters.
Kurrus also came to believe that increasing charter school enrollments would increase segregation in the city.
"Kurrus amassed significant data illustrating that charter schools have tended to take higher income and white students from the LRSD … further segregating education," Brantley reports. "Compared to the LRSD," Brantley adds, "eStem and LISA [the predominant charter networks in the city] contain lower percentages of children who live in poverty, African-American and Hispanic students, English-language learners and special education students – all of which give the charters a strong demographic edge.
Because of the state takeover and subsequent firing of Kurrus, the citizens of Arkansas are "basically powerless," says Kathy Webb, when it comes to governing their own schools.
"I don't see a master plan for fixing the district," says Antwan Phillips. Phillips is a Little Rock attorney and currently serves on an advisory board for the schools. (He was appointed by Kurrus.)
In a phone conversation, he tells me that if the district were a sick patient visiting a doctor, there would be some kind of diagnosis and prescription, yet none of that has been put forward by the state. And although there may not be a declared plan for Little Rock schools, the undeclared plan seems to call for rapid expansion of charter schools.
'A Parallel School System’
Charter schools existed in Little Rock before the state took over the district. But many people in the city believe the purpose of the takeover is to expand these charters further and add new ones.
The two most influential charter networks in the city, eStem and LISA, both started before the state takeover but were recently expanded by the state oversight board, despite an outpouring of opposition from the community. The expansions will double student enrollment in both charter networks. A third charter school has been given a three-year extension despite "struggling academically," according to a local reporter.
The takeover "is about money," Chesterfield claims. She points to the district's annual budget of $319 million – the largest in the state – and asks, "Why else would LRSD become the focal point of charters" when there are other districts with higher percentages of struggling schools and other districts with significant achievement gaps?
There's certainly not a lot of evidence that expanding charter schools will improve the overall academic performance of the district.
A report on the academic performance of charters throughout the state of Arkansas in 2008-2009 found, "Arkansas’ charter schools do not outperform their traditional school peers," when student demographics are taken into account. (As the report explains, "several demographic factors" – such as race, poverty, and ethnicity, – strongly correlate with lower scores on standardized tests and other measures of achievement.)
Specifically in Little Rock, the most recent comparison of charter school performance to public schools shows that a number of LRSD public schools, despite having similar or more challenging student demographics, out-perform LISA and eStem charters.
There's also evidence charter schools add to the segregation of Little Rock. Soon after the decision to expand these schools, the LISA network blanketed the district with a direct mail marketing campaign that blatantly omitted the poor, heavily black and Latino parts of the city, according to an investigation by the Arkansas Times.
The charter network's executives eventually apologized for the selective mailing. In their apology, they admitted working with state education officials—the very people who are tasked with overseeing charter operations—on a marketing plan that relegated low-income households to digital-only advertising, which makes no sense because these homes are the least apt to have computers and Internet connections.
With so much evidence that charter schools are both underperforming academically and increasing segregation in Little Rock, it’s worth asking: why is this expansion happening?
What Walton Wants
What's happening to Little Rock is "happening everywhere," according to Julie Johnson Holt, a Little Rock resident with children who went through the public schools in the district.
Holt, who is white, now runs a public relations consultancy but is the former communications director for the Arkansas Attorney General and the Department of Education.
More specifically, what's happening in Little Rock, according to Holt, is the outcome of a well-financed and strategically operated effort to target the community for large charter school expansions. "The charter movement has gotten very organized and very determined," she observes.
Holt attributes much of the strategy and wealth behind the effort to expand charter schools in Little Rock to the Walton Family Foundation, whose influence "is much bigger than I realized" she says, recalling her days working inside state government.
Indeed, the Waltons' influence features prominently in virtually every major decision concerning state governance of LRSD.
In the state board's vote to take over the district, as Brantley reports for the Times, members who voted yes had family ties to and business relationships with organizations either financed by the Walton Foundation or working in league with the Waltons to advocate for charter schools.
In another recent analysis in the Times, reporter Benjamin Hardy traces recent events back to a bill in the state legislature in 2015, HB 1733, that "originated with a Walton-affiliated education lobbyist." That bill would have allowed an outside non-profit to operate any school district taken over by the state. The bill died in committee when unified opposition from the Little Rock delegation combined with public outcry to cause legislators to waver in their support.
So what the Waltons couldn't accomplish with legislation like HB 1733 they are currently accomplishing by influencing official administration actions, including taking out Kurrus and expanding charters across the city.
In one case, as Brantley reports again, a Little Rock charter is being expanded via the waiving of certain state requirements – thereby allowing the expansion to be "fast-tracked."
Brantley notes the expansion is being enabled through relocation to a new, larger site in close proximity to an existing public school that is considered "struggling" but is actually higher-rated than the charter school by the state's school evaluation system. The new site is owned by a leasing agent with an address "that happens to be the mailing address for Walton Enterprises, the holding company for the vast wealth of Walton heirs."
Most recently, WFF announced it would commit $250 million to help charter schools in 17 urban district finance access to facilities. One of the urban districts Walton intends to target is Little Rock.
So what are Waltons' intentions for Little Rock? Do they really want to re-segregate schools and take the community back to 1957?
In a recent investigative article I wrote on the influence of the Walton Foundation on education policy, I asked Jeffrey R. Henig what motivates the Waltons' efforts. Henig is a political science and education professor at Teachers College, Columbia University and a co-editor of the book The New Education Philanthropy.
Henig believes the goal the Waltons have in mind is for school districts across the country to be more decentralized and for the expansion of charters to allow for more "more variety" of schools, especially for schools that reflect "differing value systems or ideas of what is a good school."
One of the "value systems" Henig believes the Waltons would like to see more accommodated in public education is more schools that are "rooted in conservative tradition."
It's not hard to believe that an accommodation of more conservative tradition in public education, especially in the South, is the same thing as what Senator Elliott calls "the Old Southern economic structure."
She adds, "We know how that movie ends."
It Doesn't Have To Be This Way
Of course, the movie doesn’t have to end that way.
Arkansas state lawmakers can choose to bring education funding back to levels at least as generous as what was spent in 2008. The funding can be made more equitable by having in place distribution formulas that ensure money goes to schools that need it most.
Also, state leadership can choose to return control of LRSD to a locally elected school board and give people in Little Rock the power to determine the role of charter schools in the district.
And the citizens of Little Rock will need to choose whether to be further divided or unify in support of their historic public schools.
"I'd like to see people in Little Rock deliberately want to have children go to school together," says Elliott.
There are signs Little Rock may be doing that. As Times reporter Hardy notes in his analysis cited above, there is a unified energy throughout all racial populations in the community to take back control of their schools.
"There's been an awakening," city director Kath Webb agrees, noting the number of Hall High School alums who now volunteer in the school to mentor and tutor students and support school events.
When people living around Hall High, where Webb lives, considered renaming the Hall High Neighborhood Association to something that didn’t include the school name, homeowners decided otherwise and retained Hall High.
And the school itself, despite being stigmatized with the label of "failure" and being redesigned around racial imbalance, has chosen to keep in its mission statement a commitment to being a place for "positive learning" and "diverse cultures."
Political leaders in Arkansas should support that mission too.
*Correction: The original version of this article stated that Hall High diversified in the late 1960s. It has been corrected to indicate that that transformation happened in the late 1970s and early 1980s.
By JEFF BRYANT
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Groups Across NYC Hold a Protest against Amazon’s HQ2
Groups Across NYC Hold a Protest against Amazon’s HQ2
Other participants include: Make the Road New York, New York Communities for Change, The Retail, Wholesale and Department Store Union (RWDSU), UFCW, Laundry, Distribution and Food Service Joint...
Other participants include: Make the Road New York, New York Communities for Change, The Retail, Wholesale and Department Store Union (RWDSU), UFCW, Laundry, Distribution and Food Service Joint Board of Workers United, SEIU, VOCAL New York, The People for Bernie Sanders, Warehouse Workers Stand Up, Color of Change, Citizen Action NYC, Center for Popular Democracy, Jews for Racial and Economic Justice, The Graduate Center PSC, MPower, Progressive HackNight, Caaav, Drum, Hand in Hand, NYC-Democratic Socialist of America, Tech Action, Human-scale NYC, PrimedOutNYC.
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