Friday, November 05, 2010

Deconstructing+Decoding Election 2010: IN STATES, GOP WINNERS MAPPING COURSE FOR K-12 + GOP VICTORY MAY PROMPT FEDERAL FUNDING, POLICY SHIFTS

In States, GOP Winners Mapping Course for K-12

By Sean Cavanagh | Education Week | http://bit.ly/97O9G7

Texas Gov. Rick Perry speaks at his victory party in Buda, Texas, on Nov. 2.  —LM Otero/AP

November 5, 2010 - The big incoming crop of Republican governors and state lawmakers will inherit bleak conditions for funding school programs and face potentially vexing decisions about whether to pursue the ambitious education proposals crafted by their predecessors, often with bipartisan support.

Many of those victorious GOP candidates campaigned on time-tested conservative platforms, emphasizing a return to local control over education and resistance to what they see as state and federal overreach.

But they will also take office during a dynamic time for education policy.

Many states have pursued major changes to policies for charter schools, teacher evaluation, and other areas over the past two years, with backing from both Democrats and Republicans. States across the country have also agreed to adopt common academic standards and to use federal dollars to pursue bold school improvement efforts through the $4.35 billion Race to the Top program, financed through the 2009 federal economic-stimulus package.

Whether the new state leaders are willing and able to upend those agreements and coalitions remains unclear.

Before the midterm elections, “governors were out there talking about issues like teacher evaluation, and they got a lot of buy-in,” said Judith Rizzo, the executive director of the James B. Hunt Jr. Institute for Educational Leadership and Policy, a Durham, N.C.-based group that has helped states in their adoption and implementation of common standards. Newly elected officials, she suggested, might find it politically difficult to take recently approved policies in a different direction.

“It would be pretty hard to say, ‘Well, we used to think teacher evaluation was important, but we don’t think it is anymore,’ ” Ms. Rizzo said. “People can roll back anything, but they’re going to have to articulate their reasons to abandon commitments that were made by a whole bunch of well-intentioned people.”

Election 2010: Interactive Maps

Governors & State Schools Chiefs

This interactive map details the 37 gubernatorial and seven state superintendents races on the ballot and where the leading candidates stand on education issues.

Election-Related Ballot Measures

K-12 funding issues directly or indirectly dominate education-related state ballot measures around the country this election year. This map shows some of the prominent measures.

Election Aftershocks

As was the case in this year’s congressional races, the GOP had been expected to make major headway in state-level contests, and the Nov. 2 results bore that prediction out.

In addition to winning most of the governorships on the ballot this week, Republicans achieved historic gains in state legislative chambers, where lawmakers wield significant power over school budgets and policy. Those new state legislators will work with newly elected governors who in some cases campaigned on promises to scale back or scrap Democrats’ education proposals.

One such candidate was Ohio’s Republican governor-elect, former U.S. Rep. John Kasich, who defeated Democratic incumbent Ted Strickland, after criticizing his education agenda as bureaucratic and expensive.

In Georgia, former Gov. Roy Barnes, a Democrat who made education a centerpiece of his campaign, lost his bid to return to that office to the GOP’s Nathan Deal, a former congressman. And the Republican tide carried through Iowa, where incumbent Democratic Gov. Chet Culver was ousted by former four-term Republican Gov. Terry Branstad, who campaigned against his rival’s statewide voluntary preschool program. Mr. Branstad called instead for targeted education support for families.

While vowing in his victory speech to set about “restoring the best education in this country for our kids,” Mr. Branstad also said he would control spending. He promised “a smaller government that is lean, frugal, and [as] efficient as the people we serve.”

In Texas, meanwhile, Gov. Rick Perry, a Republican who has been one of the most vocal critics of recent federal education spending, turned back former Houston Mayor Bill White after a surprisingly tough campaign. Mr. White, a Democrat, had accused the governor of making an enemy of the federal government for political gain.

Democrats bucked the trend in the nation’s most populous state, California, where former Gov. Jerry Brown defeated Republican Meg Whitman, the former chief executive officer of eBay, who had drawn the opposition of state affiliates of a pair of unions, the National Education Association and the American Federation of Teachers. Mr. Brown said he would revamp the state’s testing system, which he says is antiquated and does not help guide instruction.

Changes Ahead

The winners will come into power as states are taking significant steps to revamp education policy. Forty states and the District of Columbia, for instance, have agreed so far to adopt common academic standards in English/language arts and mathematics through the Common Core State Standards Initiative, a state-led effort to create demanding, uniform academic goals. While that initiative has drawn bipartisan support from governors and state legislators, it has received criticism from some state officials and education advocates who worry about a loss of state and local control over curriculum.

Similar worries have been raised by some officials about the federal Race to the Top program, even though many of its goals appeal to both Democrats and Republicans. That federal program, a high-profile Obama administration initiative, has awarded $4 billion in competitive grants for state education reform proposals.

While newly elected GOP state leaders could try to “peel off the process” of implementing common standards and Race to the Top plans, many of them will be inclined to leave the core intact, said Kevin Carey, the policy director of Education Sector, a Washington think tank. That’s partly because governors and state lawmakers from both parties have argued that significant changes to school policy are necessary to promote academic achievement and job growth, he said, and many elected officials believe common standards and the improvement steps being taken under the Race to the Top fit those goals.

“There’s a danger that an effort to retreat from Race to the Top and common standards could be seen as bad, from an economic-development standpoint,” Mr. Carey said.

A total of 37 states held governors’ races on Nov. 2, and even with two contests still undecided as of this morning, Republicans had made clear gains. Of the governorships in contention, 19 were held by Democrats going into the midterm elections, while 18 were held by Republicans.

The most recent tally showed that GOP candidates had won at least 23 of the governorships on the ballot and Democrats only 11. One independent, former Republican U.S. Sen. Lincoln Chafee of Rhode Island, won that state’s governor’s race. Contests were still in play in Connecticut and Minnesota.

The winning governors in some cases will be working with legislatures that have a new balance of political power. More than 6,000 state legislative races were on the ballot. Going into the elections, Democrats controlled 60 legislative chambers, Republicans had 36, and two were evenly split. The 2010 elections leave Republicans in control of at least 55 lawmaking chambers across the country, according to the National Conference of State Legislatures, a nonpartisan research organization in Denver. The GOP will hold about 3,890, or 53 percent, of the total legislative seats nationwide, the NCSL estimates, the largest number of seats in the Republican column since 1928.

“The Republican wave in the states is perhaps even stronger than it is at the federal level,” said Tim Storey, a senior legislative fellow at the NCSL.

Meanwhile, seven states held elections for state schools superintendent, with Republican winning all six partisan races on the ballot.

In most states, the winners’ postelection euphoria is likely to fade when they delve into the states’ budget books. At least 46 states faced budget shortfalls headed into fiscal 2011, said the Center on Budget and Policy Priorities, a research organization in Washington.

“It’s going to be difficult governing,” Mr. Storey said. “It’s going to take a whole lot for us to pull out of the depths we’re in.”

Given the nation’s slow recovery from the deep recession, education was “really overwhelmed by the economic anxieties the voters had,” Mr. Storey said. But now victorious candidates will be forced to make hard decisions about K-12 spending, he said, given its large share of state budgets.

The midterm elections played out amid an unprecedented flow of federal emergency education spending to the states. Much of that money arrived courtesy of the American Recovery and Reinvestment Act, commonly known as the federal stimulus, which provided some $100 billion in education funding. This past summer, Congress supplemented that with an additional $10 billion through the Education Jobs Fund, a measure designed to stave off thousands of layoffs in the nation’s schools.

The infusion of cash from Washington was criticized by some conservatives, who complained that it gives federal officials too much sway over state and local school policy. For instance, in Texas, Gov. Perry refused to have his state apply for one program funded through the recovery act, Race to the Top, though it has accepted billions of dollars in stimulus aid, including money for education.

In other states, Race to the Top appears to have had a major influence on education agendas. Eleven states, plus the District of Columbia, won grants through the program. A total of 34 states across the country approved new education laws or policies during the course of the competition, federal officials say. Many of those changes, such as expanding charter schools and creating new models to evaluate and pay teachers, have bipartisan appeal. ("Ambitious Race to Top Plans Put School Districts on Spot," October 13, 2010.)

Seven of the 11 winning Race to the Top states will have new governors. Another winner, the District of Columbia, will have a new mayor, Vincent C. Gray, who ousted incumbent Adrian M. Fenty in the city’s Democratic primary and won the general election. The impact of those leadership changes is uncertain.

In Ohio, Gov.-elect Kasich had lambasted Gov. Strickland’s education funding and policy agenda during the campaign. But Mr. Strickland argued that gutting his schools plan would imperil Race to the Top funding. Doing so “could put in serious jeopardy our receiving these resources,” the Democrat said at a forum hosted by the Dayton Daily News, because “we would not have met the obligations and the commitments that we put forth in our application.”

In Florida, Democratic gubernatorial candidate Alex Sink, who lost narrowly to Republican Rick Scott, had been a strong backer of her state’s winning, $700 million Race to the Top blueprint, which calls for increased graduation rates and for school districts to develop merit-pay plans, among other steps. By contrast, Gov.-elect Scott had vowed to “refuse temporary funding from the federal government that creates permanent spending in Florida” in his economic plan, while not referring specifically to the Race to the Top.

It seems unlikely the GOP winner will oppose Florida’s implementation of its plan, given its focus, said Daniel A. Smith, a professor of political science at the University of Florida.

“It appeals to conservatives, and they’re going to need those dollars,” Mr. Smith said.

Mr. Carey, of Education Sector, a former state school budget official in Indiana, agreed that the dire condition of state economies could solidify the status of the Race to the Top and common-standards efforts, because those programs are supported with federal money. (Some state and local officials have said implementing the Race to the Top will require additional, nonfederal spending.)

Mr. Carey was skeptical of the idea that states would change their Race to the Top proposals in ways that jeopardize millions of dollars in grant funding. He noted that many states had threatened to fight the No Child Left Behind Act, only to back away at the prospect of losing federal funding.

“Everybody cashed the check in the end,” he said.

Assistant Editors Catherine Gewertz and Erik W. Robelen contributed to this article.

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GOP Gains Could Prompt Federal Funding, Policy Shifts

House Republican leader John Boehner of Ohio celebrates a GOP victory that changes the balance of power in Congress and will likely elevate him to speaker of the House, during an election night gathering hosted by the National Republican Congressional Committee on Nov. 2 in Washington. —Cliff Owen/AP

By Alyson Klein | Education Week | http://bit.ly/c9Y2iH

Published Online: November 3, 2010 - Republicans seized control of the U.S. House of Representatives and significantly bolstered their majorities in the Senate in Tuesday’s election, an outcome that will almost certainly mean an end to emergency education aid to states and will heighten pressure for a more limited federal role in K-12 policy.

Rep. John Boehner, R-Ohio, the House minority leader who is likely to become the speaker of the House, said in an election-night speech that Republicans will “take a new approach that hasn’t been tried before in Washington—by either party. It starts with cutting spending instead of increasing it. Reducing the size of government instead of expanding it.”

That’s likely to mean a move toward less federal involvement in education policy, which expanded under the Bush administration and the enactment of the No Child Left Behind Act of 2002, analysts said.

It’s also likely to lead to leadership changes under the new House majority. For example, Rep. John Kline, R-Minn., who is now the top Republican on the House Education and Labor Committee, is in line to become chairman of the panel, although final decisions about committee leadership won’t be made before Congress convenes a lame-duck session later this month.

Some Democratic incumbents who have sought to influence K-12 policy—including some who had opposed expansive federal initiatives—lost their seats on Tuesday.

Among them was Sen. Russ Feingold, D-Wis., who was defeated by businessman Ron Johnson. Sen. Feingold was one of just a handful of lawmakers to vote against the NCLB law, the latest version of the Elementary and Secondary Education Act, back in 2001. Since then, he’s introduced a series of bills aimed at giving districts more flexibility in implementing the law, and scaling back the law’s reliance on standardized tests.

Rep. Carol Shea-Porter, D-N.H., a member of the House Education and Labor Committee, lost to her Republican challenger, former Manchester Mayor Frank Guinta. Rep. Shea-Porter has also criticized the NCLB law, particularly its emphasis on standardized testing. Mr. Guinta pledged to rein in spending.

And in Illinois, Rep. Phil Hare, a Democrat and a member of the House Education and Labor Committee, who tends to look out for rural schools, was defeated by Bobby Schilling, a pizza restaurant owner, who wants to allow states to opt out of the NCLB law’s accountability requirements.

In Florida, Marco Rubio, the GOP candidate and former state house speaker, beat Rep. Kendrick Meek, a Democrat, and Gov. Charlie Crist, who ran as an independent. Gov. Crist embraced federal economic-stimulus funding, and he vetoed a bill that would have made it easier to fire teachers and linked their pay to student test scores. That helped him earn the endorsement of the state’s teachers’ union. Mr. Rubio wants to boost school choice by offering scholarships to low-income students in failing schools, and he wants to see existing Head Start grant funds be used to fund prekindergarten scholarships for low-income children.

And at least one successful contender backed by the tea party movement, Republican Rand Paul, who won a Senate seat in Kentucky, has even gone so far as saying he wants to scrap the U.S. Department of Education.

But the Democrats were able to gain a victory in Delaware, where Chris Coons, the New Castle County executive, beat GOP nominee Christine O’Donnell, who was backed by tea party activists. Mr. Coons is a member of the board of the Rodel Foundation of Delaware, which worked on the state’s winning bid for a slice of the $4 billion Race to the Top Fund.

Ms. O’Donnell won a surprise victory over Rep. Mike Castle, a Republican, in the GOP primary. Rep. Castle has a long record of bringing the two parties together to make progress on K-12 issues, and his defeat disappointed many K-12 advocates.

And Democrats prevailed in Connecticut, where Richard Blumenthal, the Democratic attorney general who sued the federal government over NCLB, beat Linda McMahon, the former World Wrestling Entertainment chief executive officer, for an open U.S. Senate seat.

Democrats were expected to hold onto the Senate, though a number of races were still close as of deadline early this morning. Those included the Colorado Senate race, in which Sen. Michael Bennet, a Democrat, former Denver schools chief, and a key ally of the Obama administration on education issues, was up against Ken Buck, an attorney backed by the tea party who has said he wants to eliminate the federal Education Department.

The fate of Sen. Patty Murray, D-Wash., was also uncertain. Sen. Murray has championed education funding and has introduced a comprehensive literacy bill. Her Republican opponent, businessman Dino Rossi, wants to crack down on spending.

In another pivotal race, Sen. Harry Reid, D-Nev., the majority leader, fended off a challenge from tea party favorite Sharron Angle, the Republican nominee, who also has said she wants to see the department scrapped.

Spending Concerns

Spending was also a major issue this election season in both state and federal contests.

Republican congressional candidates continually attacked Democratic incumbents for supporting the $787 billion American Recovery and Reinvestment Act of 2009, the federal economic-stimulus program, which provided some $100 billion for education.

Only three Republicans ultimately voted for the package, and one of them, Sen. Arlen Specter of Pennsylvania, subsequently switched parties.

In a “Pledge to America” outlining their governance plan, House GOP leaders said they would like to return federal spending to fiscal 2008 levels, before Congress approved the stimulus and the Troubled Asset Relief Program, a rescue package for Wall Street.

Still unclear is the specific education policy direction the new majority might take in the House.

Mr. Boehner served as chairman of the House education committee back in 2001, and he worked closely with Rep. George Miller, D-Calif., who at the time was the top Democrat on the committee. The two shepherded NCLB through the House, where it garnered overwhelming bipartisan support.

Rep. Kline said in an interview earlier this fall that he’s skeptical of the administration’s $350 million program aimed at helping states develop common, richer assessments. He wants to ensure that it doesn’t become a situation in which the Education Department is involved in creating the tests.

The Obama administration also asked for $1.35 billion in the fiscal 2011 budget to continue the Race to the Top program, a key administration priority born of the stimulus program, for an additional year and extend it to districts. Rep. Kline said in the interview that he wouldn’t support that. He thinks the program was too rigid and imposed federal policy preferences on states.

But there are also issues on which Rep. Kline says he sees eye-to-eye with the administration, such as the need to encourage the proliferation of high-quality charter schools.

And Rep. Kline and Rep. Miller’s staff have been holding regular discussions on the Elementary and Secondary Education Act throughout the summer and fall with the aim of laying the groundwork for a bipartisan reauthorization.

SETTLEMENT WILL BOOST EDUCATION AT L.A. COUNTY PROBATION CAMP

A civil rights lawsuit alleged that students were punished for asking for instruction and that teachers routinely missed classes at Camp Challenger in Lancaster. Teaching staff will be overhauled and retrained and new literacy and career programs will be offered.

By Victoria Kim, Los Angeles Times | http://lat.ms/daAQBM

November 5, 2010 -- At a news conference Thursday, attorney Mark Rosenbaum recalled taking an 18-year-old to a celebratory meal after his graduation from the high school at Camp Challenger, a Lancaster juvenile facility.

The teenager, known as Casey A. in court papers, wanted to go to Denny's because the restaurant had pictures on the menu. Despite about three years of schooling he'd received while at Challenger, Casey was illiterate and unable to read a single word on his own diploma, the attorney said.

"These kids could not fill out job applications or read basic signs," said Rosenbaum, chief counsel for the American Civil Liberties Union of Southern California.

 Sidebar: School Offers Model Lessons for D.C.'s Jailed Youths

from EdWeek | http://bit.ly/bOErco

<< Christopher Powers/Education Week

In the brief time that incarcerated teenagers spend at the Maya Angelou Academy, principal David Domenici aims to give them the best education possible. (November 4, 2010)  |

Attorneys and county officials Thursday announced a federal class action settlement outlining sweeping reforms for the troubled school at Camp Challenger, improvements they said would reduce recidivism and better prepare the young offenders to lead law-abiding lives.

Attorneys sued the county in federal court earlier this year alleging egregious civil rights violations and deprivation of legally mandated education for youths at the facility. They contended that students were punished for asking for instruction, that teachers routinely missed classes and that schoolwork was slipped under the door for weeks for students in solitary confinement.

Rather than teach Casey how to read, the school assigned someone to read him his assignments and fed him the answers to state exams, allowing him to graduate, they alleged.

Under the terms of the settlement, teaching staff will be overhauled and retrained, new literacy and career programs will be offered and compensatory services will be provided to young people previously housed at the camp, attorneys said.

About 2,500 teens who spent time at Challenger beginning in 2008 will receive services to make up for the inadequate education they got. A team of education experts, which has completed a report on the conditions at Challenger as part of the lawsuit, will head the reform efforts, attorneys said.

About 25% to 30% of the school's teachers have been transferred or have resigned, and the school's top officials, including the principal and assistant principals, have been changed, said Ron Randolph, special assistant to the superintendent of the L.A. County Office of Education. He said that "wherever disciplinary actions were necessary, appropriate actions were taken," but declined to give details, saying he could not discuss personnel matters.

"We do a heck of a job punishing kids, but we don't do a good job educating them," county Supervisor Zev Yaroslavsky said at the news conference announcing the settlement. "...This settlement gets them out from behind the eight ball, and gives them a fighting chance in life."

The Board of Supervisors signed off on the settlement Wednesday. The agreement is pending approval from a federal judge, who will oversee the reforms.

Shawna Parks, legal director of the Disability Rights Legal Center, which filed the suit along with the ACLU and Public Counsel, said that although conditions at Camp Challenger had been "unique in the scope and severity of the problem," other juvenile facilities around the county and state had similar problems.

ONLINE LEARNING: Getting an education in learning over the Internet

Myriad videos on how to do pretty much anything show not only the value in distance learning but also that fine educators abound on the Web.

David Lazarus

 

by David Lazarus – LA Times columnist | http://lat.ms/bH4Lgj

Super Mario Galaxy 2

Advancing through Super Mario Galaxy 2 is among the topics of instruction that can be found in videos on the Internet. (Nintendo / November 2, 2010)

November 2, 2010 - Like any good dad, I see it as my responsibility to prepare my son for whatever life may throw at him, whether that means knowing how to solve a math problem or knowing how to field a grounder.

One thing I haven't been able to teach him, though, is how to kill a rampaging Bowser in Super Mario Galaxy 2. Video games just aren't my thing.

For that, my son, who is 9, turns to octaneblue.

Octaneblue is the nom-de-Net of a guy who posts videos of his gaming, along with play-by-play commentary, on YouTube. Watching octaneblue in action, my son has rapidly learned how to advance in the various Super Mario games he plays on the Wii, and in turn his enjoyment of the games has grown.

This has given me a newfound appreciation for the merits of online education, or "distance learning," as some call it. In the past, I'd tended to think of online courses as a second-rate form of academia — virtual classes for virtual students.

I was wrong. There's clearly enormous merit to the Net as a teaching tool, especially for subjects where it's better to show than to tell.

But does that mean distance learning can replace classroom instruction?

"Not exactly," said Vicky Phillips, chief executive of GetEducated.com, a website that rates and ranks online colleges. "There are some things you can't do as well online, such as nuclear physics. You'd need a lab or a reactor for that."

But for many if not most subject areas, she said, online education can complement classroom instruction and help people manage increasingly busy schedules.

These days, Phillips said, about 12,000 different degrees can be obtained online from accredited U.S. universities. The number of degrees available has grown by double digits annually for the last five years.

"You can even learn mortuary science online," Phillips said.

A recent report by the U.S. Department of Education found that "students in online conditions performed modestly better, on average, than those learning the same material through traditional face-to-face instruction."

Michael Lambert, executive director of the Distance Education and Training Council, a nonprofit accreditation agency for online learning, said he expects the number of students taking cyber-courses to surpass those in traditional classrooms within the next decade.

"We won't ever replace campus study in this country," he said. "It's just too entrenched and too useful. But that type of education will become the minority."

While it's hard to imagine future doctors attending medical school online, or budding scientists conducting virtual experiments on their computers, I get what the experts are saying. For many subjects, you can't beat the ease and convenience of education via computer screen.

I learned how to carve a turkey online. My wife learned (on a dare) how to do the macarena. The University of YouTube has something for everyone.

Pick a subject. I can pretty much guarantee you'll find a how-to video online. Auto repair? No problem. Dog training? Yup. Cooking classes? Home Ec will never be the same.

And that's why I got interested in finding octaneblue. Here's a guy whose YouTube channel has almost 8,000 subscribers. His videos have been watched nearly 14 million times.

He's a Jedi master of the video game world. And my son is now one of his devoted disciples.

Octaneblue, it turns out, is not an easy man to reach. All he reveals on YouTube is that his first name is Jon and that he's 23. Aside from those tidbits, he's very protective of his privacy.

But after a few hours of firing cyber-flares into the Twittertown and blogospheres, I finally induced octaneblue to break cover and make contact.

He declined to have his full name in print — "Call me octane," he said. He revealed only that he lives in a suburb of Baltimore and is pursuing a business degree at a community college. He works part time at an electronics store. He plays video games about 15 hours a week.

Octane was complimented that my son has learned so much from his videos.

"I never intended to help people with games," he said. "This was just something I thought would be fun, uploading videos on YouTube. But I notice that people watch how I get through levels and then they re-create what I do."

Although there are thousands of gaming videos online, octane attributes his success to the fact that he plays popular games and to the commentary that accompanies his action — a personable, often self-deprecating, occasionally curse-laden narrative of what he's thinking as he traverses the game world.

He's knowledgeable, engaging and enthusiastic. He is, in other words, a natural teacher.

And his lessons are available free to anyone with an Internet connection.

I asked octane what he planned to do after he gets his business degree. Will he try to turn his passion for video games into a livelihood?

"It would be cool to turn this into something profitable," he replied. "But it's just something I do for fun."

In other words, octaneblue will have to turn back into Jon, and he'll have to get a real job some day.

That's a lesson I'll have to get around to teaching my son at some point

Thursday, November 04, 2010

KIDS DRESS FOR SUCCESS: Volunteers outfit Valley schoolchildren with new duds

By Connie Llanos, Staff Writer | LA Daily News | http://bit.ly/aP0rov

<< Stacey Kwiatkowski holds up a shirt to check the size for Jennifer Herrera, 8, on Thursday. Jennifer was one of some 200 children from 32 elementary schools in the San Fernando Valley who received the super-sized goody bag, thanks to the Assistance League of Southern California and its Operation School Bell on wheels program. ( John McCoy/Staff Photographer)


PHOTO GALLERY: http://bit.ly/c7jltw - A Big-rig tractor and trailer showed up at Saticoy Elementary school Thursday to distribute school clothing to needy kids. Operation School Bell, an outreach program from the Assistance League of Southern California, was on hand, along with volunteers from Universal Studios, to provide clothing for students from 32 schools in the San Fernando Valley. Each of the children received two white polo shirts, two navy blue bottoms (shorts, pants, shorts or jumper), a belt, five pairs of underwear, one pair of shoes, five pairs of socks, a jacket, a backpack, a grooming kit, and a book. Universal Studio employees also provided a gift of clothing to the children to take home for a parent or sibling. North Hollywood, CA.11-4-2010. (John McCoy/staff photographer)


11/04/2010 06:06:01 PM PDT - Holding a giant brown paper bag nearly the size of her tiny frame, five-year-old Marisol Garcia made her way toward the books.

"I want that one," she said, picking the one pink ballerina picture book from dozens of other books on the table.

Grabbing the book was the final step for the kindergartner who on Thursday also received a bag full of clothes and shoes and backpack complete with a dictionary and notebook at Saticoy Elementary in Sun Valley.

Marisol was one of some 200 children from 32 elementary schools in the San Fernando Valley who received the super-sized goody bag, thanks to the Assistance League of Southern California and its Operation School Bell on wheels program.

Using a giant truck, full of dressing rooms and drawers full of pants, shirts, underwear and socks, volunteers from the Assistance League helped size and clothe the children, who were hand-picked for the donations from staff at their schools.

"Our families are going through some very hard times. This helps us get them through a couple of months with new shoes, uniforms and even toiletries," said Autumn Hickok, a school nurse at Glenwood Elementary.

For the last 50 years, Operation School Bell has doled out new clothes, shoes and backpacks to children in need.

"This is all about self-esteem and making these children feel like they are important and special," said Debby Berg, director of the Operation School Bell program.

Then 10 years ago the group received the truck as a donation, which has allowed them to make trips to dozens of Los Angeles Unified schools every year.

Working with an all volunteer team, Berg said it costs about $65 to dress every child with two sets of school uniforms, underwear, socks, shoes, a jacket and a backpack.

When she is lucky, Berg said she gets business partners to donate additional items, like Universal Pictures which on Thursday donated stacks of new books for children of all ages.

LAUSD board member Nury Martinez said the visits are welcomed by the schools in her community, some of which are in the most blighted neighborhoods in the region.

"I cannot think of a school in my district where there aren't families in need," Martinez said.

"This is really about giving families basic needs - like socks, and toiletries. For some, this is their back-to-school shopping."

A long-time volunteer with the Assistance League, Adriana Balaban said she loves to see the looks on the children's faces when they get their gifts.

"They are so grateful and happy... it's very satisfying to see that," Balaban said.

With her new uniforms, shoes and black backpack, Marisol said she was excited to tell her mom about all the new stuff.

Holding the pink book in her hand though, she said the favorite part of the day was walking away with her "ballerina."

8 L.A. STUDENTS SICKENED AFTER EATING CHOCOLATE BAR + STUDENTS TAKEN TO HOSPITAL AFTER EATING WHAT MAY HAVE BEEN DRUG-LACED TREAT

from the Contra Costa Times [LA Daily News/LA Newspaper Group] From wire service reports | http://bit.ly/craDSm

Posted: 11/04/2010 01:18:01 PM PDT - Eight students at George Washington Carver Middle School in South Los Angeles became ill today after sharing a chocolate bar, possibly containing an ingredient that elevated their blood pressure and heart rates, officials said.

Paramedics went to the school. at 4410 S. McKinley Ave. at 8:40 a.m. and took the students to a hospital for evaluation, and they were listed in good condition, said Erik Scott of the Los Angeles Fire Department.

Early paramedic reports had indicated that marijuana brownies might have been involved, Scott said.

Later, Monica Carazo at the Los Angeles Unified School District said the students apparently ate "chocolate with some sort of drug" but it was unknown if it was marijuana. The kids, ages 11 to 13, had elevated heart rates and blood pressure, and upset stomachs, Carazo said.

The school is a charter school run by the Partnership for Los Angeles Schools campus (“The Mayor’s Partnership”) , which is managed in cooperation with the LAUSD, said Patrick Sinclair, of the Partnership for Los Angeles Schools organization.

Sinclair said a student told authorities that the chocolate had been bought at a "skate store," and had been shared with the other students. Authorities were trying to determine the ingredients in the chocolate, Sinclair said.

The student who brought the chocolate to school "purposely bought it at a a store and he knew what he bought," said principal Luz Catto to ABC7.

"I want to make sure parents know the children did not get sick because of anything they ate at our school cafeteria," she added.

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Students taken to hospital after eating what may have been drug-laced treat [Updated]

by Stephen Ceasar - LA Times/LA Now | http://lat.ms/9ypRfo

CarverNovember 4, 2010 | 10:43 am -

Eight students at a south Los Angeles middle school fell ill Thursday after eating what may be drug-laced brownies, school officials said.

The eight students, who are between 11 and 13 years old, were taken to a hospital after eating the treats, which initially were thought to be laced with marijuana, said Patrick Sinclair, a spokesman for the Partnership of Los Angeles Schools, which oversees George Washington Carver Middle School.

One of the eight students is believed to have brought the brownies to school and it is unclear what drug they were laced with, Sinclair said.

[Updated at 11:45 a.m.: The student later told school officials that he bought a chocolate bar at a skate shop and shared it with fellow students.

The eighth-grade students were examined by a school nurse and found to have accelerated heart rates and elevated blood pressure, officials said. They were taken to a County-USC Medical Center, where they were said to be in good condition.] 

 

Photo: LAPD officers talk to school officials at Carver Middle School. Credit: Lawrence K. Ho / Los Angeles Times

PUBLIC SCHOOL CHOICE 3.0: REFORM OR GIVEAWAY? – The Players, The Scorecard + The imminent arrival of 'Superman'

the headlines:

  • SAN PEDRO SECONDARY SCHOOL WILL NOT BE PART OF SCHOOL CHOICE PROGRAM

  • SCHOOL DISTRICT PUTS WILSON HIGH UP FOR GRABS

  • MORE LAUSD SCHOOLS UP FOR REFORM: DISTRICT SAYS 43 CAMPUSES ARE ELIGIBLE, INCLUDING NINE FROM VALLEY.

  • LAUSD TO PUT 3 AREA SCHOOLS UP FOR BID BY OUTSIDE OPERATORS

  • LAUSD SEEKS THIRD ROUND OF APPLICATIONS TO IMPROVE SCHOOLS: SUPERINTENDENT RAMON CORTINES ANNOUNCES PUBLIC SCHOOL CHOICE 3.0

  • ECHO PARK’S NEWEST SCHOOL BECOMES A TAKEOVER TARGET

 

San Pedro secondary school will not be part of school choice program

By Melissa Pamer Staff Writer | Daily Breeze | http://bit.ly/akPuLJ

11/03/2010 07:21:03 PM PDT - A new secondary campus that is planned as an "annex" of San Pedro High School will not be subject to a forthcoming Los Angeles Unified reform initiative, district officials announced Wednesday in a reversal of previous statement.

The school, which is being built on the former Upper Reservation at Fort MacArthur, is expected to house up to 810 students. Its construction divided the San Pedro community, which was promised that the campus would act as a satellite of the existing school and likely house two magnet programs.

Then, on Tuesday, the district announced that the new campus - known currently as South Region High School No. 15 - would be subject to the so-called Public School Choice process.

The unusual initiative allows charter operators and other outside groups to bid to run new and troubled LAUSD campuses. District officials have included 43 schools in a third round of bidding that was announced this week.

"It wasn't supposed to be on the list," said David Kooper, chief of staff to board member Richard Vladovic, whose district includes San Pedro.

San Pedro High School was required to undergo the first round of Public School Choice, which concluded last winter. The "annex" campus was included as part of that intensive reform plan.

"It already went through one process, it shouldn't have to go through another," Kooper said.

District Superintendent Ramon Cortines was unaware of a commitment to run the new

school as part of San Pedro High - a decision that was made in 2008 during the tenure of then-Superintendent David L. Brewer, LAUSD spokesman Robert Alaniz said.

"The superintendent was unaware of a commitment his predecessor, Admiral Brewer, had with the community," Alaniz said.

Cortines said he wanted to maintain the district's agreement with San Pedro residents.

"It's important that the district keep its commitment to the San Pedro community regarding the future status of South Region High School No. 15," Cortines said in a statement. "I look forward to this new high school surpassing all academic expectations under San Pedro High School's Public School Choice plan."

Along with San Pedro High, Gardena High underwent the first round of Public School Choice. Neither school received any outside bids.

A second round, currently under way, includes a new school in Long Beach that will cater to Carson and Wilmington students.

The forthcoming third round will include Carson High and a new K-8 campus in Wilmington. Also included will be a new elementary school in Playa Vista, which was not mentioned in an initial news item about the initiative in Wednesday's Daily Breeze.


 

School district puts Wilson High up for grabs

Wednesday, November 3, 2010

The Eastsider (El Sereno) in School Yard | http://bit.ly/bvVsHf

Wednesday, November 3, 2010 - The Los Angeles school district announced a third batch of poorly performing schools it wants others to have a chance to operate, and El Sereno’s Wilson Senior High is on the list. The hilltop campus is one of 26 existing schools that will be made available to groups ranging from existing teachers to charter school operators in an effort to boost academic performance.  The schools were placed in L.A. Unified’s Public School Choice program for a variety reasons, ranging from low academic performance, slow improvement in test scores and, for high schools, poor dropout and graduation rates.

In addition to the 26 existing schools, 17 campuses currently under construction will also be made available for others to operate, according a school district press release. Groups interested in operating any of the schools must submit an application by October of next year. The school board and district superintendent would then make a final selection in December 2011.


More LAUSD schools up for reform

EDUCATION: District says 43 campuses are eligible, including nine from Valley.

By Connie Llanos, Staff Writer | LA Daily News |http://bit.ly/aJ758D

11/02/2010 07:36:35 PM PDT - Los Angeles Unified officials announced Tuesday that nine San Fernando Valley schools will be among more than 40 campuses eligible for the third round of the district's landmark Public School Choice plan.

The reform effort, approved in summer 2009, allows nonprofit organizations, charter operators and teachers to apply to run new and underachieving campuses.

Union leaders, who have criticized the reform effort as a giveaway of public schools, are concerned about the district's decision to put such a large group of campuses through the competitive process.

A total of 43 schools will be open to the bidding process in round three, compared with just 12 in round two and 36 in round one.

But district officials celebrated the inclusion of so many campuses in a process they've touted as the cornerstone of Los Angeles public school reform.

"Our communities keep demanding greater movement on the part of the district," said LAUSD board president Monica Garcia. "Today I see us getting more aggressive."

District officials said for the third round of the initiative, 26 existing schools and 17 new campuses will be up for grabs.

Of the 26 existing schools, six are from the San Fernando Valley: Maclay, Sun Valley and Vista middle schools; Fulton College Prep and Sylmar and San Fernando high schools.

Three of the 17 new schools are in the Valley: Valley Region Elementary #13 and Valley Region Span K-8 #1 in the West Valley and Valley Region Span K-8 #2 in the East Valley.

Seen as experimental in its first year, Public School Choice placed 36 district schools up for bid, drawing about 200 initial applications from groups across the country.

But LAUSD officials felt they had overextended themselves in the first round and subsequently set earlier application deadlines and cut the number of schools to just 12.

"The superintendent wanted to be very aggressive addressing issues of school improvement," said Parker Hudnutt, executive director for LAUSD's Charters and Innovations division. "The first two years, we were making sure our systems were OK. ... We wanted to ramp up our effort for year three."

To get more aggressive, district officials raised the bar on the academic criteria. For example, any school with a score of 650 or below on the state's Academic Performance Index became eligible for the reform process. Last year the cutoff was 600 points on the state scale, which measures student achievement on a scale from 200 to 1,000 with a goal of reaching 800.

Schools were also expected to reach proficiency rates of 30 percent in English and math this year - up from rates of 20 percent in the previous two rounds.

Union leaders said the new criteria fails to recognize some schools that have made marked improvement, like San Fernando High School which increased its API score by about 70 points over the last two years.

Joel Jordan, director of special projects for United Teachers Los Angeles, said the union was also extremely concerned with the sheer number of schools chosen in this round.

"We don't believe that putting schools out for bid is the right way to achieve reform, but with this the district is basically saying Public School Choice is the only option," Jordan said.

"We don't think in this period of economic crisis the district has the capacity to support these schools, and that is going to make it more likely that they will be taken over by charters. This is the kind of recipe for giveaway we want to avoid."


LAUSD to put 3 area schools up for bid by outside operators

By Melissa Pamer Staff Writer | Daily Breeze | http://bit.ly/bBAKHZ

11/02/2010 09:08:30 PM PDT - Three local schools will be put up for bid by outside operators in the third round of an unusual reform initiative from the Los Angeles Unified School District, it was announced Tuesday.

Carson High School, a new secondary campus in San Pedro, and a new K-8 school in Wilmington will all be available to charter organizations and other outside groups in the so-called Public School Choice 3.0 process.

District officials announded that 26 existing "focus schools" and 17 new campuses - all set to open in 2012 - will be put through the process. Two charter schools were also named to the list of focus schools.

Gardena High and San Pedro High have previously been subject to the intensive reform effort. Control of both schools was retained by LAUSD, as no outside groups applied.

A new high school - which is under construction in Long Beach and will cater to Carson and Wilmington students - is currently undergoing the process.

The announcement may prove controversial in San Pedro, which was divided over plans to build the new 810-seat school on the former Upper Reservation of Fort MacArthur.

District officials had said they expected that campus to house two magnet programs and operate as an "annex" of San Pedro High.


●● smf's 2¢: because sending out a press release is engaging the community in meaningful discussion about the education of their children:

LAUSD SEEKS THIRD ROUND OF APPLICATIONS TO IMPROVE SCHOOLS: Superintendent Ramon Cortines Announces Public School Choice 3.0

LAUSD News Release


For Immediate Release Nov. 2, 2010

LOS ANGELES— Committed to using multiple strategies to improve public education, especially in the lowest achieving schools and new campuses opening in the Los Angeles Unified School District (LAUSD), Superintendent Ramon C. Cortines announced today that he is again inviting applications for a new round of the Public School Choice (PSC 3.0) initiative for schools opening in fall 2012.

This reform effort, first approved by the Los Angeles Board of Education in August 2009, encourages groups of teachers, other educators with proven track records, non-profit public organizations and charter school operators to develop research-based instructional plans with the goal of improving student achievement.

“Success for all students is the overarching goal of LAUSD. Because there is no single route to academic achievement, we are willing to look at multiple models of excellence inside and outside of the District,” Cortines said. “We are also willing to encourage and duplicate instructional strategies that are paying off, whether they are working in traditional classrooms or in other schools for the benefit of our children.”

Based on criteria released today, 26 existing schools, now known as ‘focus schools,’ are eligible for this latest round of Public School Choice due to low academic performances and the pace of improvement based on standardized test scores, academic proficiency--and for high schools, both the dropout and graduation rates.

The seven elementary schools are: 42nd Street, 107th Street, La Salle, Manhattan, West Athens, Western and Woodcrest.

The eight middle schools are: Bethune, Clinton, Cochran, Gage, Los Angeles Academy, Maclay, Sun Valley and Vista.

The one 6th-12th grade school is: Fulton College Prep

The 10 senior high schools are: Carson, Dorsey, Jordan, Los Angeles, San Fernando, South East, South Gate, Sylmar, Washington Prep and Wilson.

In addition, Superintendent Cortines has decided to accelerate the process for Huntington Park High School and Jordan High School.

Two charter schools, Cornerstone Prep and Bert Corona, also met the criteria identified for focus schools. The LAUSD’s Innovation and Charter Schools Division either has, or will follow-up with, these schools to take appropriate action as necessary including, but not limited to, establishing benchmarks, corrective action, possible revocation of the existing charter or school closure.

Focus schools may be considered for removal from Public School Choice 3.0 based on demonstrating accelerated improvement in student performance as measured by standardized tests and other criteria.

Seventeen new campuses will also participate in PSC 3.0.

The newly-constructed elementary school campuses are: Central Region #21; Central Region #22; South Region #5; South Region #9; South Region #10; South Region #11; South Region #12 and Valley Region #13.

The newly-constructed middle school campus is: South Region #3.

The span school campuses, designed for grades kindergarten through eighth, are: South Region Span #1; Valley Region Span #1 and Valley Region Span #2.

The senior high school campuses are: South LA Area New High School #3; South Region #7; South Region #9; South Region #12 and South Region #15.

More than one school may be located on each new campus.

Regarding all Public School Choice 3.0 participants—focus schools, charter schools and new campuses—family and community meetings will be scheduled in March and April of 2011.

For interested parties, a draft of the PSC 3.0 RFP and rubric will be released on November 30, with the final copy released on January 14, 2011. Important deadlines are as follows: March 1, 2011 is the due date for letters of intent; October 14, 2011 is the due date for applications, and following recommendations by the Superintendent, the Los Angeles Board of Education is expected to vote on which applications will operate the schools on December 13, 2011. The schools are scheduled to open in August or September of 2012.

For the latest Public School Choice information, please go to: http://publicschoolchoice.lausd.net.

 

Los Angeles Unified School District
OFFICE OF COMMUNICATIONS & MEDIA RELATIONS
333 S. Beaudry Ave., 24th floor
Los Angeles, CA 90017
Phone: (213) 241-6766
FAX: (213) 241-8952
www.lausd.net

 


blast from the past:

Echo Park’s newest school becomes a takeover target

Thursday, July 22, 2010

The eastsider (Echo Park) in School Yard | http://bit.ly/ctJApx

The steel skeleton of Central Regional Elementary School #14 has risen quickly on a vast two-block site that was scraped clean of more than 50 Echo Park homes and apartments. L.A. Unified, which waged a battle with residents and several neighborhood groups over the site,*  had long claimed it needed to build the 875-seat campus to reduce overcrowding at nearby public schools. That does not seem to be a problem anymore, and the district has put the $68 million Echo Park school – scheduled to open in the fall of 2011-  up for grabs for others to operate.

CRES #14, located  southwest of Alvarado Street and Sunset Boulevard, is one of 9 new campuses that L.A. Unified is making available to private charter school operators, groups of teachers and other organizations as part of its School Choice program. Offers have been submitted by 129 groups to operate the new schools, L.A. Unified announced earlier this month.  Seven suitors submitted letters of intent to operate the Echo Park school. The bidders ranged from Gabriella Charter School, which currently occupies part of the nearby Logan Street School, to the Los Angeles teachers’ union. The applicants seeking the school are expected to make presentations to the public in the coming months before the school board decides who gets the school. That decision is expected to be made next February.

Here’s a list of the groups bidding for CRES #14

* One of those groups was the Echo Park Historical Society. The Eastsider is a society board member

Tuesday, November 02, 2010

WONDERLAND AVENUE SCHOOL PRINCIPAL DONALD S. WILSONWEIGHS IN ON “WAITING FOR ‘SUPERMAN’”

Zorianna Kit

Zorianna Kit in The Huffington Post | http://huff.to/aXf9it

November 2, 2010 01:25 PM  - Filmmaker Davis Guggenheim's documentary feature Waiting for Superman has been generating much talk for its portrayal of the public education system in the United States.

I sat down with Donald S. Wilson, Principal of Wonderland Ave. Elementary in Los Angeles, CA, to discuss his thoughts on the film and the public education crisis.

Wilson, who has 17 years of teaching experience, came to Wonderland in 2009. The public school, located in Laurel Canyon, is part of the Los Angeles Unified School District. It runs from Kindergarten through to 5th grade and also has a gifted/high ability magnet program.

With consistently high test scores year after year, Wonderland is ranked as the number #2 among all LAUSD elementary schools.

What was your initial reaction to the film?
Donald S. Wilson: The factual information that was put forth was very compelling. It's a great place to not 'start' the conversation, but to take the conversation up to another level.

What did you spark to specifically?

Wilson: Using the families was a great human narrative to tie the whole story together. It was moving and it put a human face on it. Children may not truly understand the educational ramifications of not getting the lottery but parents do. As a single parent raising an adopted son, that's what brought it home for me. I have dealt year after year with those same anxieties. I drive an additional 40 minutes every morning to get my son to a school that works for him. To see the parents' hearts being broken killed me.

Charter schools came across in the film as the favored way to educate our children. Do you agree?

Wilson: I don't think charters are the answer. Charters point us to the answers. It's good conversation. I think more autonomy at the local school site is one of the great lessons that we can learn from charters.

The filmmakers made it clear that tenure was a major problem in the education system. Are you for or against it?

Wilson: Tenure gives teachers a property right in a job. No other position has that except for college professors, who need academic freedom at that level. In the public school system, we don't have that need. We teach the district curriculum, which comes from the State Department of Education. There is nothing to protect, so tenure doesn't make sense in the public school system.

The teachers unions were made out to be the villains of the movie. Was it a fair portrayal?

Wilson: The union was demonized by the movie, but ultimately the union is us. And short of the union going away, I think we have to say, 'What can we do from within?' Those teachers who are highly dedicated and passionate are far too busy being a good teacher to get involved in the unions. But if we can get those types of voices in to there, we can start making some serious change.

Give an example of a change that's needed.

Wilson: We can raise the bar on the teaching profession. We have to say we want the best and brightest. Ultimately, we are going to have to pay our teachers true professional salaries. But we're also going to have to demand true professionals. Which means if you perform well, you get paid well.

What is the key to a good teacher?

Wilson: Teaching takes passion, energy and constant reflection on your practice. It's having 20 to 40 bodies that are morphing all the time into different human beings with different needs. What they needed on Monday is maybe not what they need on Wednesday. A good teacher is aware of that. It took me probably six years to hone my skills as a teacher.

Should student test scores be used to evaluate teachers?

Wilson: Only if it's part of a larger package of what constitutes a stellar teacher. Test score information is invaluable. It can show us who is consistently raising student achievement and who is not. That gives me something very solid to work with a teacher. It doesn't mean I have to fire a teacher. It means I get to go in there and say, "What is going on?"

What teachers had an impact on you growing up?

Wilson: I think one of the reasons I am an educator is because of my aunt Irma, who was a first grade teacher. She taught me how to read from Dick and Jane on her lap. I remember that very clearly. Once I started going to school, there was Mrs. Broder, my third grade teacher who turned every day into a play day - a play day that was completely educational. That was the year that I became a true reader - a child who went from being an okay reader to a person who loved books and became proficient at it. There was also my seventh grade teacher, Mr. Garfield, who would do crazy things like go and find animals that had been killed and bring them to the classroom where we would dissect them. I remember dissecting a chicken and then recreating all the bones and learning about them. He was a total madman, but in a good way.

If you could meet someone from the film, who would it be?

Wilson: (President and CEO of the Harlem Children's Zone in Harlem, NY) Geoffrey Canada. I loved everything about him - his style, his passion. I loved the look that was captured in his eyes when he was watching those teachers teach. The other person I found so powerful and fascinating was (chancellor of the District of Columbia Public Schools system of Washington, D.C.) Michelle Rhee. If I were still teaching and living in Washington, I'd give up all my tenure rights to work for her in a heartbeat. She is someone who, in my mind, really believes in teachers, more than anybody else.

To find out more about Principal Wilson and Wonderland Elementary, please visit www.wonderlandschool.org.

2cents smf smf: As an alum of Wonderland Avenue School (BBTEC - Back Before The Earth Cooled) I hold it in special esteem.  And it was Wonderland parents and the Wonderland PTA who brought the best and truest vision of the current funding crisis in California to the short film HOT 4 TEACHERSthe film Davis Guggenheim wishes he had made!

OBJECTIVES OF CHARTER SCHOOLS WITH TURKISH TIES QUESTIONED + CHARTER SCHOOLS BY THE NUMBERS + GÜLEN CHARTERS IN LAUSD + Q&A WITH FETHULLAH GÜLEN + ‘The movement in terms of ideal student/teacher relationships’

By Greg Toppo, USA TODAY | http://usat.ly/c4rd6t

Charter schools inspired by Fethullah Gulen operate in 100 countries, including the USA. << Charter schools inspired by Fethullah Gulen operate in 100 countries, including the USA.  photo: FGulen.com

8/17/2010 9:36 AM |  They have generic, forward-sounding names like Horizon Science Academy, Pioneer Charter School of Science and Beehive Science & Technology Academy.

Quietly established over the past decade by a loosely affiliated group of Turkish-American educators, these 100 or so publicly funded charter schools in 25 states are often among the top-performing public schools in their towns.

The schools educate as many as 35,000 students — taken together they'd make up the largest charter school network in the USA — and have imported thousands of Turkish educators over the past decade.

But the success of the schools at times has been clouded by nagging questions about what ties the schools may have to a reclusive Muslim leader in his late 60s living in exile in rural Pennsylvania.

Described by turns as a moderate Turkish nationalist, a peacemaker and "contemporary Islam's Billy Graham," Fethullah Gülen has long pushed for Islam to occupy a more central role in Turkish society. Followers of the so-called Gülen Movement operate an "education, media and business network" in more than 100 countries, says University of Oregon sociologist Joshua Hendrick.

Top administrators say they have no official ties to Gülen. And Gülen himself denies any connection to the schools. Still, documents available at various foundation websites and in federal forms required of non-profit groups show that virtually all of the schools have opened or operate with the aid of Gülen-inspired "dialogue" groups, local non-profits that promote Turkish culture. In one case, the Ohio-based Horizon Science Academy of Springfield in 2005 signed a five-year building lease with the parent organization of Chicago's Niagara Foundation, which promotes Gülen's philosophy of "peace, mutual respect, the culture of coexistence." Gülen is the foundation's honorary president. In many cases, charter school board members also serve as dialogue group leaders.

Education officials who are familiar with them say the schools aren't trying to proselytize for Gülen's vision of Turkey. While Turkish language and culture are often offered in the curriculum, there's no evidence the schools teach Islam.

Nelson Smith, former president of the National Alliance of Public Charter Schools, a Washington, D.C.-based advocacy group, sees no evidence of an "active network. What I do see is a really impressive group of educators."

The Turkish-affiliated schools focus on math and science and often appear as top scorers on standardized tests. Still, lawmakers, researchers and parents are beginning to put the schools under the microscope for hiring practices — they import hundreds of teachers from Turkey each year — and for steps they take to keep their academic profile high.

The schools' unacknowledged ties to Gülen, they say, mock public schools' spirit of transparency.

"That's what I was always asking for," says Kelly Wayment, a former board member and parent at Beehive Science & Technology Academy in Holladay, Utah. He has pressed for more than a year to get the school to acknowledge ties to Gülen. "I said, 'Parents have a right to know.' "

Wayment says Beehive removed him from the board last year after he began investigating the decision to fire a popular Spanish teacher, saying it was based on a single classroom visit by the Tustin, Calif.-based Accord Institute of Education Research, an education services company with ties to a chain of California charter schools inspired by Gülen. He complained to Utah state Rep. Jim Dunnigan, a Republican lawmaker, who launched an audit of charter school governance — the audit is ongoing.

But Beehive's Karlene Welker says Wayment "removed himself (from the board) by pulling his students out of the school."

Utah's State Charter School Board launched an investigation last year after American teachers complained that Turkish colleagues got hiring and promotion preferences.

The charter school board looked into Beehive's ties to Islam and found them "circumstantial," but a financial probe found that the school was $337,000 in the red — and that Accord officials had loaned it thousands. The board last April revoked its charter, but in June voted to keep the school open on probation.

Dunnigan, the state lawmaker who requested the legislative audit, says the financial details, such as personal loans and public funds spent recruiting overseas faculty, are what concern him. "When they're in such financial difficulty, should they spend $53,000 to bring these people over from another country?"

But questions about hiring and academics also have arisen in Arizona, where Daisy Education Corp. runs five schools and has received certifications for 120 H-1B visas for foreign teachers since 2002, records show. In Texas, the Cosmos Foundation has filed 1,157 H1-B applications since 2001. It operates 25 Harmony schools statewide. Since 2001, Harmony has imported 731 employees using H-1Bs, surpassing all other secondary education providers nationwide. Parents last year also accused one Harmony school of "pushing out" underperforming students — a charge the Texas Education Agency confirmed.

Ed Fuller, a University of Texas-Austin researcher, found that Harmony schools throughout Texas had an "extraordinarily high" student attrition rate of about 50% for students in grades six through eight.

"It's not hard to be 'exemplary' if you lose all the kids who aren't performing," Fuller says.

Crossing the line?

At minimum, the rapid growth of the Turkish-affiliated schools shows how the freewheeling world of charter schools has changed the face of K-12 education in the USA.

In most cases, charters are loosely regulated in exchange for improved performance. A few schools are affiliated with religious groups or offer programs that others can't. But in several cases, a school's orientation has forced it to show that it's not crossing lines and endorsing religion. Examples:

  • Tarek ibn Ziyad Academy, a Minnesota charter school authorized by Islamic Relief USA, a Virginia-based aid group. In 2008, the school ran afoul of state officials who said having teachers take part in voluntary Friday prayers could give students the impression that the school endorsed Islam.
  • Sacramento City Unified School District in California, which for 12 years has fought a lawsuit that says the city's Waldorf schools are based on the religious beliefs of the Austrian philosopher Rudolf Steiner.

Whether such schools continue to grow is no small question, since President Obama has made charter school expansion a priority.

While the Turkish-affiliated schools disavow any connection to the Gülen Movement, Gülen himself maintains in legal filings that he's the inspiration behind their growth. But William Martin of Rice University in Houston says educators' assertions of "no organic connection" to Gülen are accurate.

Nonetheless, he says their efforts to minimize ties to Gülen, likely from fear of being branded Islamists, bring "unnecessary and probably counterproductive" suspicion. "I do not think they are a sinister organization."

In an e-mail interview, Mehmet Argin, principal of Tucson's Sonoran Science Academy, says his school's parent corporation, Daisy Education Corp., "has no legal or organic ties" with other schools. He cautions against linking charter schools founded by Turkish-Americans directly to the Gülen Movement "just because Turkish-Americans may be inspired by Mr. Gülen."

In an e-mail interview, Gülen denied any direct connection to these schools, rejecting the notion that there is a "Gülen Movement," but acknowledging there may be educators now in U.S. schools who have listened to his philosophy. "I have no relation with any institution in the form of ownership, board membership or any similar kind," he said.

A 'third force'

Gülen has pushed for more dialogue between the Western and Muslim worlds, yet he is a controversial figure in Turkey.

The University of Oregon's Hendrick, whose writings explore the Gülen Movement, calls him "Turkey's most famous religious personality." His movement is considered the nation's "third force" alongside the military and Turkey's ruling Adalet ve Kalkýnma Partisi, or AKP Party.

In 1999, after traveling to the USA for medical treatment, Gülen was charged in Turkey with trying to create an Islamic state. Since then he has remained in Pennsylvania. After the U.S. Citizenship and Immigration Service in 2007 denied his bid for a visa as an "alien of extraordinary ability in education," Gülen sued, saying his followers "had established more than 600 educational institutions" worldwide. He eventually prevailed, earning a green card in 2008. But Turkish educators in the USA continue to disavow their ties.

"Gülen is both the reason behind his schools, and he has nothing whatsoever to do with them," Hendrick says.

 

 

CHARTER SCHOOLS BY THE NUMBERS

5,043: Total public schools founded, or "chartered," by universities, private groups or even teachers in the USA

1,536,099: Number of students

39: Number of states in which charters exist, plus the District of Columbia

Source: Center for Education Reform, a D.C. charter-school advocacy group

GULEN AFFILIATED CHARTER SCHOOLS IN LAUSD

Magnolia Science Academies (MSA) are identified as being connected to Gulen. They are:

 

Q&A: Fethullah Gulen responded to questions from USA TODAY's Greg Toppo that were submitted through an intermediary.

Q: Would he reflect on his connection to the U.S. public charter schools inspired by the Gulen movement?

A: First of all, I do not approve the title "Gulen Movement" given to the civil society movement that I call "volunteers' movement." I see myself one of its participants. There might be some educators who have listened to or read my thoughts on humanity, peace, mutual respect, the culture of coexistence, and keeping the human values alive, and have come to the United States for various reasons and work at private or public schools. In fact, I have heard from the media that there are such educators.

I have no idea about the number of such educators in the United States. My relation to them is not different from the one between me and any academician working at a U.S. university who may somehow value my thoughts. Those are individuals whom I do not know personally, though they may be familiar with and may think that they benefit from my books and speeches.

Q: Does he take pride in the schools, which are quickly multiplying and are generally high-performing?

A: I do not have specific knowledge about the schools which are referred to in the question, nor about their academic successes. If they are successful in contributing to human well-being, love, social peace and harmony, I would applaud that. Indeed, I wish any activities contributing to the shared human values to be successful, whether they are in the field of education or any other fields of human endeavor. I do not differentiate between ethnic or religious backgrounds in this concern. This is a consequence of my being human.

Q: How does he feel about the school leaders' recent assertions in the U.S. press that the schools have "no organic connection" to Mr. Gulen or the movement?

A: I do not regularly follow the U.S. press. It is well-known that I have no relation with any institution in the form of ownership, board membership, or any similar kind. For many decades, I have expressed my ideas and opinions about social issues facing humanity. Many people have listened to my speeches and read my works. I do not approve that those who are familiar with and share these ideas and opinions to any extent, or the institutions they work at, should be viewed as connected with my person.

The movement in terms of ideal student/teacher relationships

from FGulen.com | http://bit.ly/9xVEWN

A model that fits some aspects of the organization is one drawn from Islamic education, the classical madrasa or Islamic school that is then broadened to a secular context in which teachers care deeply for the personal welfare and moral edification of their pupils.

In Gülen's rhetoric, the schoolteacher becomes prophet, fulfilling the mentioned Islamic principles by imparting secular school knowledge. (Agai 2005).

Fethullah Gülen's own training was in a madrasa setting and his writings reflect the Ottoman Turkish intellectual tradition and the body of classical works studied in that environment. For most of the generation of businessmen and activists following Gülen in the early period this knowledge, as well as competence in Arabic was remote. In a certain sense, then, we see a revival of this classical learning tradition occurring at the core of the Gülen movement through the training of a special group of pupils selected by the senior Abis. These students are then sent for a number of years to study in an intimate residential setting with Gülen himself. Recruits are primarily graduate students in Turkish theology faculties who have a good command of the Arabic language. Perhaps seven or eight students are chosen each year (Interview, Cemal Türk).

According to one interviewee who has passed through this system, the 1st year students simply listen and may achieve results through peer learning. In subsequent years they are increasingly able to participate in the lessons and ask direct questions. The curriculum includes heavy tomes of Hanafi fiqh, for example in one year a 14 volume commentary (sharh) on al-Tirmidhi by the contemporary Indian scholar, Mubarakpuri (Interview, Enes Ergene) or Umdat al-Qari of al-Ayni (25 volumes), but also in every year at least one work of classical Sufism such as al-Muhasibi or al-Qushayri. (Interview, Cemal Türk)

The works of Said Nursi and many of Gülen's books and speeches are steeped in the late Ottoman synthesis of philosophy, mysticism, and acumen in commentary on classical religious sources including Qur'an and hadith. The embodiment in the activities of the movement of classical adab, gender decorum, etc., also creates a certain atmosphere while the role of discussions in frequent study circles creates a sort of "imagined madrasa"[4] for those modern Turks seeking to spiritualize and Islamize their personal and social worlds.

Monday, November 01, 2010

FAILING GRADE FOR PROJECT LABOR AGREEMENT SCHOOL JOB? Nonunion builders report many union violations.

By Howard Fine – LOS ANGELES BUSINESS journal | http://bit.ly/c609Qe

Chris Chase at LAUSD project.

Photo by Ringo Chiu - Chris Chase at LAUSD project.

LABJ Editor's Note: This ninth [ONLINE] graph [DRAFT?] of this story has been changed from the print version to correction [sic]  a mischaracterization in the nature of the benefit funds in project labor agreements.

Monday, November 1, 2010 -- Nonunion contractors who oppose union-friendly agreements on public works projects have a fresh argument to strengthen their campaign to ban such agreements.

An audit commissioned by the nonunion contractors alleges violations by 55 contractors working on a $150 million Los Angeles Unified School District high school under construction in San Fernando. The alleged violations include failure to pay prevailing wages and inadequate supervision. Four of the contractors had expired or suspended licenses.

A construction union spokesman rejected the findings of the audit. Richard Slawson, executive secretary and treasurer of the Building Trades Council of Los Angeles and Orange Counties, said that there are more violations on most any job involving nonunion contractors.

The trade group representing nonunion contractors has forwarded the audit to two state agencies for further review. If the Division of Labor Standards Enforcement and the Department of Apprenticeship Standards verify the audit findings in coming months, the school district and project contractors – including New York-based general contractor Turner Construction Co. – could be on the hook for hundreds of thousands of dollars in penalties and back pay.

“This audit is very disappointing and even shocking,” said Chris Chase, president of Triple C Electric, a Valencia-based nonunion electrical contractor that refuses to bid on projects with these union-friendly agreements.

Chase added that he was particularly outraged at the apparent lack of oversight on the high school project at the center of the audit.

“It sounds like everyone just said, ‘Oh, they are all union workers, so they can just monitor themselves,’” he said. “You know that if a nonunion contractor was in there, there would be such extensive monitoring that violations like this would not be allowed to go unchecked.”

The district placed this project and most of its other major school construction projects under a seven-year-old “project labor agreement” negotiated with local building trade unions. Under a PLA, contractors must hire workers from local union hiring halls and pay into the union benefit funds; in exchange, the unions promise not to strike, and to maintain compliance with all labor and safety codes.

Nonunion contractors have fought against PLAs, claiming the agreements freeze them out of lucrative public works contracts requiring them to pay into special funds jointly administered by union and contractor officials. These payments are in addition to any benefits they already offer employees. They are using this audit as ammunition in their campaign to halt the spread of PLAs; the campaign might include one or more local ballot measures in 2012 banning such future agreements.

“This audit shows that contractors in a project labor agreement don’t meet any of their promises any better than contractors on a non-PLA project and may even be worse,” Chase said.

A spokeswoman with the facilities division of the school district said the agency could not comment on the audit or any steps it had taken to address the audit’s findings because “this matter appears to involve third-party legal issues on which we will not comment.”

Spokeswoman Shannon Haber said the third party was “another entity” besides the general contractor, but declined to comment further.

Slawson of the Building Trades Council, which has signed most project labor agreements in its jurisdiction including this LAUSD agreement, said violations cited in the audit appeared to be minimal and below the level that would bring substantial sanctions from state regulators.

Slawson also attacked the nonunion contractors who called for the audit, represented by Associated Builders and Contractors. He said their contractors are routinely cited for a disproportionate amount of labor code violations.

“The ABC should be monitoring its own affiliated contractors,” he said. “They look like they are the chronic wage and hour violators in California.”

Numerous violations

The audit, conducted by San Mateo-based Contractor and Compliance Monitoring Inc., focused on Valley Region High School No. 5, a 218,000-square-foot school in San Fernando that is expected to open in September and serve more than 2,000 students. The nonunion contractors chose the school for the audit because they see it as a typical large project.

Contractor and Compliance Monitoring found that 55 contractors working on the project had state or federal labor code violations.

The alleged violations include: underpayment of prevailing wages, failure to pay overtime or “premium pay” for work done on weekends and holidays, classifying workers as apprentices instead of higher-paid journeymen, failure to pay the required level of contributions to training programs, and failure to submit certified payrolls and benefit statements for each week worked on the project. Some contractors also submitted incomplete paperwork.

The audit was based on payroll records that were provided by the school district after a request under the state’s public records act.

Deborah Wilder, president of Contractor and Compliance Monitoring, said the audit showed underpayment of wages on the project totaled about $20,000. But that figure, she noted, represents only a small amount of the total violations; it does not include any misclassifications of workers or pay that was not documented because paperwork was incomplete or missing.

Kevin Korenthal, executive director of Associated Builders and Contractors’ California committee, said he believes that the total amount of unpaid wages and benefits on the project will end up being in the low hundreds of thousands of dollars, not including potential penalty assessments by state agencies.

“These are major, major violations, especially the cases where workers were classified as apprentices instead of journeymen,” Korenthal said.

Wilder said this audit was typical of what her firm had found on other large contracts throughout the state, in both PLA and non-PLA construction. She said the number and degree of the labor code violations on this project were similar to the rates at projects without PLAs.

“It doesn’t matter whether the project is under a PLA or is an open-shop contract, the level of violations appears to be about the same, and this audit is just another example of that,” said Wilder, an attorney at a firm that handles employment law.

She added that neither she nor her auditing firm has ever taken a position in the dispute between unions and nonunion contractors over PLAs.

“All I want to make sure is that everybody plays by the same rules,” she said.

Oversight failure

What stood out most in this audit, Wilder said, was the failure of the Los Angeles Unified School District’s own contract compliance monitoring program to ferret out these labor code violations.

“That’s their job and it appears, for whatever reason, they didn’t do that job effectively,” she said. “The violation rates were very similar to what I’ve found on projects without any labor compliance monitoring program.”

On other projects where public agency labor compliance monitoring programs have failed to catch labor code violations, Wilder said some agencies lacked the resources to monitor effectively, while others left the task to unions.

Wilder said in her discussions with the district after the completion of the audit, compliance officers there had told her that they had found other labor code violations by contractors on this project that were not uncovered by the audit. She claimed those compliance officers told her that the district had taken steps to discipline some of the contractors involved.

District facilities spokeswoman Haber said the agency could not comment.

Part of the responsibility for ensuring compliance with all applicable labor laws and safety codes also falls on the general contractor, which for this project is Turner Construction, a company with global operations and more than $8 billion in revenues last year.

In a recent press release, Turner said it has managed LAUSD school construction projects totaling more than $600 million. In September, the LAUSD selected Turner to manage the construction of three more schools, totaling $102 million.

In a statement to the Business Journal in response to the audit of the San Fernando school project, Turner said it used “numerous measures” to monitor contractors’ compliance with labor laws. Those included meetings with contractors to highlight their contractual obligations, labor compliance assistance and review of certified payrolls. Turner also secured affidavits from its contractors verifying compliance with labor laws.

Turner acknowledged that about a dozen of its contractors were asked to address issues relating to labor laws. But the company said those issues were not significant.

“These issues were often found to be either data entry issues or other minor issues that were resolved in subsequent payroll periods,” the statement said.

Nonunion contractors said the project labor agreement itself is a major reason for the high number of violations at this project, since it limits competition.

“PLAs lock out more than 80 percent of the total work force that’s nonunion,” said Bart Hacker, president of the Los Angeles and Ventura chapter of Associated Builders and Contractors of California. “If you had more companies bidding on these contracts, there would be much more incentive for the winning bidders to be responsible contractors, since they could be more easily replaced.”

Hacker and other nonunion contractors are considering the launch of a campaign to ban additional project labor agreements in one or more cities in Los Angeles County. Palmdale’s water board voted to ban PLAs last week. Earlier this year, voters in Oceanside and Chula Vista approved bans on PLAs in those cities; this week, voters in San Diego County face a similar choice.

“Audits like this take away one of the points unions use to sell PLAs, that they have better safety and compliance records than projects without PLAs,” said Don Briscoe, president of Bergelectric Corp., a nonunion electrical contractor based in Los Angeles.