School Choice Week Aims to End ZIP Code Mandated Education

 shocked-kid-apYou: I’m going out to dinner tonight.

Me: You are going to the restaurant down the street from where you live, right?

You: No, it’s not very good. I am going to a restaurant across town; it has food more to my liking and superior service.

Me: Uh, uh, you can’t go to that restaurant; you must go to the one closest to your home. It’s the law.

You would proceed to tell me that I am crazy. And I did make a nutty statement, didn’t I? But sadly this is exactly how we deal with education in California and throughout much of the country.

Why do we have Z MESS (ZIP code Mandated Education System) in the 21st century? Because it serves the adults in the education blob, aka, the Big Government-Big Union Complex, that’s why. There is no other reason.

The teachers unions especially are sworn enemies of choice, particularly when it involves privatization. This is totally understandable because, except in rare cases, private schools are independent and not unionized. That’s a major reason why – given a choice – parents frequently opt for private schools. In fact, school choice is really about empowering parents to pick the best school for their kids. As the Friedman Foundation’s Greg Forster points out, “School choice would be a big step toward strengthening the family. It would reassert the primacy of parents over every stage of education until the point where children leave home and gain the rights of adulthood.”

How do the unions try to sell their argument against choice? Feebly.

As a rejoinder to National School Choice Week, which began Sunday, National Education Association writer Tim Walker posted “‘School Choice’ Mantra Masks the Harm of Siphoning Funds from Public Education” on the union’s website. In a piece amazingly devoid of honesty, he rails against charter schools, claiming they are rife with “waste and fraud.” He slimes vouchers, which he refers as “an entitlement program.” (!) He dismisses education savings accounts, asserting that they come with “little or no oversight over student outcomes.” And to top it off, Mr. Walker never gets around to explaining why so many parents avail themselves of choice and eagerly flee the highly regulated, overly bureaucratized, child-unfriendly Big Government-Big Union complex whenever they get the opportunity.

Sillier still is a Huff Po entry by American Federation of Teachers president Randi Weingarten. Writing “When Unions Are Strong, Families Are Strong,” she claims that unions like hers are “strengthening our families, schools and economy – at the bargaining table, ballot box and beyond.”

Union-run schools are getting stronger? Only in a perverse sense. That “strength,” as exhibited by restrictive contracts and tenure and seniority mandates, only serves to weaken education and hurt children.

And Weingarten and her cronies show no love for schools that aren’t organized. The wildly popular and successful Washington D.C. Opportunity Scholarship Program, which serves predominantly poor and minority kids, has battled the union since its inception. As Michael Tanner writes in NRO, “… to preserve the program for the 2016–17 school year, Congress will have to either push through a stand-alone funding bill in the face of ferocious opposition from Democratic lawmakers and the teachers’ unions, or hope to include the funding in some future budget deal.”

Clearly, Weingarten doesn’t give a rip about “strengthening” the families that want to enroll their kids in the DCOSP program. Just the backbones of their union-owned legislators.

Celebrating Martin Luther King’s birthday last week, the unions were oozing with platitudes about the civil rights leader. NEA president Lily Eskelsen García penned a piece which refers to King’s “legacy in our classrooms.” While it’s true that there is no way to know how King would have responded to charter schools or voucher programs, his oldest son is convinced his father would approve. In fact, Martin Luther King III spoke at the “Rally in Tally” where over 10,000 people converged on Florida’s Capitol building in Tallahassee to urge the state’s largest teachers union to drop a lawsuit challenging a voucher-like education program that benefits low-income families. The state teachers union, the Florida Education Association, is claiming that “the tax-credit scholarships divert state money away from a quality public education system the state is required, under the Florida Constitution, to provide.”

MLK III said, “I just find it interesting that in our country we have the gall to debate about how our most precious resource – our children – are treated.” He cautioned that he couldn’t say with certainty how his father would feel today, but insisted that he “would always stand up for justice. This is about justice.”

The union, undeterred by the rally, plans to forge ahead with the lawsuit, claiming that the “voucher scheme is not legal.” Matthew Ladner, senior advisor at the Foundation for Excellence in Education, snapped, “If there is a moral difference between redneck governors standing at the school house doors to keep kids out of school with a baseball bat, and union bosses wanting to go into schools to kick kids out of schools with legal baseball bats, the distinction escapes me.”

It escapes me too. But what is inescapable is that we are in the middle of a war which pits parents and kids against teachers unions, at the heart of which is our failing, antiquated way of providing education. It is now time to ignore the teachers unions, straighten up Z MESS and give parents the right to choose the best education for their kids … traditional public, charter or private.

Larry Sand, a former classroom teacher, is the president of the non-profit California Teachers Empowerment Network – a non-partisan, non-political group dedicated to providing teachers and the general public with reliable and balanced information about professional affiliations and positions on educational issues. The views presented here are strictly his own.

Competition-Phobic Teachers Unions Still Trying to Decimate Charter Schools

school education studentsAs I wrote a couple of years ago, the teachers unions vacillate when it comes to charter schools. On odd days they try to organize them and on even ones they go all out to eviscerate them. But the organizing efforts haven’t gone too well. The Center for Education Reform reports that, nationwide, the percentage of unionized charter schools has dropped from 12 in 2009 to a paltry 7 in 2012. In California, there is a 15 percent unionization rate, but that number, from the 2009-2010 school year, is long overdue for an update.

So if you can’t join ‘em, you try to undermine ‘em. To that end, during National School Choice Week in January, the National Education Association claimed that charter schools are unaccountable and warned the public to be wary of them. Then last week, NEA posted “Federal funding of charter schools needs more oversight, accountability” on its website.

This is pure union obstructionism and especially laughable coming from an organization whose mantra is, “Let’s spend bushels more on public education … but don’t hold any unionized teachers accountable.” In fact, there is plenty of oversight and accountability for charters. As the California Charter School Association points out, unlike traditional public schools, charters “are academically accountable on two counts. They are held accountable by their authorizer (usually the local school district) and, most importantly, by the families they serve. When a team of school developers submit their charter petition, they must define their academic goals In order to be authorized, their goals must be rigorous. In order to stay open, they must meet or exceed those goals.” Additionally charters must abide by various state and federal laws, civil rights statutes, safety rules, standard financial practices, etc.

Perhaps most importantly, charter schools – schools of choice – have to please their customers: children and their parents. On that count, charters are doing quite well. Just about every study ever done on them shows that they outperform traditional schools, and Black and Hispanic kids benefit the most. Nationally, there are 6,440 schools serving 2,513,634 students, but the bad news is that there are over a million more kids on wait lists. And the situation is especially bad in areas that need charters the most: our big cities, which serve primarily poor and minority families. A new report by the National Alliance for Public Charter Schools points out that New York, Los Angeles, Houston, Boston, Atlanta, Baltimore, Chicago, Cleveland, Miami and Washington, D.C. fail to meet parental demand.

And then there is California.

The Golden State is the national leader in charters with 1,184, serving 547,800 students. But not surprisingly it also leads the country in kids who want to get in but can’t, and there are 158,000 of them. Of course the teachers unions are saying and doing what they can to deny parents – again mostly minorities and poor – the right to escape their unionized public schools. United Teachers of Los Angeles president Alex Caputo-Pearl recently stated that “a lot of charters don’t allow access for special-education students or English learners.” This of course is bilge; charter schools must serve all students. Lest his sentiments were not clear, he added, “The ascendant forces in California’s charter movement, I don’t see a lot of value in them.”

California Teachers Association president Dean Vogel recently opined. “There is a role for charter schools in California’s education system, and that role should be performed to the same high standards of integrity, transparency and openness required of traditional public schools.”

My goodness, no! I want charters to perform at way higher standards than traditional public schools … and thankfully most do.

Sadly CTA, now in eviscerate mode, is sponsoring four bills making the rounds in the California legislature. The union’s professed aim is regulation, but it appears to be a lot more likestrangulation. The bills, which you can read about here, are nothing more than ways to limit charter growth, harass them and take away any needed independence they now have. For example, Tony Mendoza’s SB 329 would allow a charter petition to be denied for “anticipated financial impact.” This is simply a way to deny a charter for any reason and use money as an excuse. (This bill is similar Mendoza’s AB 1172 which was vetoed by Governor Jerry Brown in 2012.) AB 787 would require that all charters be run as non-profits. The bill’s author, Roger Hernández, said it would also “establish charter schools as governmental entities and their employees as public employees, giving them an increased ability to unionize.” Pure nonsense. Charters are fully capable of organizing now and only 10 in the state (less than one percent) are currently for-profit schools.

What the unions will never admit is that charter schools are effective because they are independent and not bound by the union contact, and when they are unionized, they are no different from traditional public schools. Jay Greene, in The Wall Street Journal, cited a study conducted by Harvard economist Tom Kane which found that, comparing apples to apples,

… students accepted by lottery at independently operated charter schools significantly outperformed students who lost the lottery and returned to district schools. But students accepted by lottery at charters run by the school district with unionized teachers experienced no benefit. (Emphasis added.)

The war between teacher union leaders who insist on a one-size-fits-all cookie cutter education system run by them, and parents who want to get their kids out of failing schools and into charters rages on. In the meantime, there are thousands of kids in California whose futures are in jeopardy as the teachers unions direct their cronies in the legislature to do their bidding and decimate charter schools.

This piece was originally published by UnionWatch.org

Larry Sand, a former classroom teacher, is the president of the non-profit California Teachers Empowerment Network – a non-partisan, non-political group dedicated to providing teachers and the general public with reliable and balanced information about professional affiliations and positions on educational issues. The views presented here are strictly his own.