Reign of Error: The Hoax of the Privatization Movement and the Danger to America's Public Schools

by Diane Ravitch

  It is a seductive message because it offers hope that someone knows how to fix difficult problems. They claim they not only know how to do it but are doing it. They express their message with clarity and certainty. Their message resonates with the major media and with the most powerful people in our society: billionaires, corporate executives, the leaders of major foundations, the president of the United States, the U.S. secretary of education, Wall Street hedge fund managers, pundits, and think tank opinion makers.

  The corporate reformers don’t like local school boards, because they sometimes defer to the views of teachers and they squabble too much; school boards, they say, slow down decision making with public hearings, and sometimes they make the wrong decisions. That is always a risk in a democracy; deliberative bodies are slow and sometimes make mistakes.

  Corporate reformers want education decisions in the hands of a powerful executive who is immune to public opinion. They like the idea of a governor who appoints a commission to override the decisions of local school boards that resist charter schools. They like the idea of a superintendent at the state level who has unlimited power to impose his (their) policies, especially closing public schools and opening charter schools. In urban districts, their preferred mode of governance is a mayor or superintendent who controls the schools and answers to no one. At the school level, they want principals who can hire and fire at will, without due process. Corporate reformers don’t like checks and balances. They want executives who can ignore the protests of parents, students, teachers, and community leaders, no matter how loudly they complain and no matter how many show up at public hearings or protest at rallies.

  It pays to be on the reform team, certainly much more than it does to be a public school teacher. When Chicago’s teachers went on strike in September 2012, the national media thought it shocking that the average Chicago teacher was paid $75,000 a year; they ignored the fact that Chicago teachers are compelled by law to live in Chicago and that this is not an outrageous salary for an educated, experienced professional who lives in a major city. Yet the media are indifferent when charter executives receive salaries of $300,000, $400,000, $500,000, to oversee a single school or a chain of small schools. The reformers are flush with cash from foundations and corporations. The Walton Family Foundation alone made school-reform grants of $159 million in 2011. Reformers often complain about the power and influence of the teachers’ unions, but the unions cannot match the resources of the Gates Foundation and the Walton Family Foundation, as well as the many other foundations that march in lockstep with them, plus individual billionaires and millionaires who support candidates for state and local school board races. (The Gates and Walton foundations alone spend more than $500 million annually on education projects, which is more than ten times what unions spend to support civil rights groups and other allies.) When you combine the wealth of the big foundations with the financial and political clout of the U.S. Department of Education, they are a mighty force.3 The “reformers” are the status quo.

  For an ambitious person, being part of the corporate reform movement offers not only access to money but an accelerated route to professional success. Graduates of the Broad Superintendents Academy, an unaccredited program created by the Broad Foundation to teach Eli Broad’s management style of corporate reform, are on a fast track to become superintendents of urban districts—and the Broad Foundation may enhance their salaries. Some of the graduates of this short-term program are now state superintendents. Many are in charge of urban districts.

  The young person who joins up with Teach for America or one of the big charter chains becomes part of a powerful network. These organizations provide an escalator to the top that no ordinary teaching career can match. Teachers without these connections may work for years in their classrooms before they are even considered for department chair or assistant principal. Those who rise in the corporate reform movement are soon managing their own charter schools or assuming leadership roles in large urban districts or state education departments, some before they reach the age of thirty.

  Wall Street hedge fund managers have their own organization, called Democrats for Education Reform (DFER). DFER raises money for candidates and elected officials whom it likes, and it doesn’t like them unless they agree to the corporate reform agenda, especially the expansion of charter schools and the imposition of teacher evaluation systems based on test scores (though not for teachers in the charter schools it supports). At the inaugural meeting of DFER in 2005, the speaker for the event was a promising young senator from Illinois, Barack Obama. When Obama ran for president in 2008, his chief education spokesperson was Linda Darling-Hammond of Stanford University. But when Obama was elected, he chose Arne Duncan as secretary of education. Duncan not only was his friend but was recommended by DFER.4

  Arne Duncan is one of the recognized leaders of the corporate reform movement who implemented many of its ideas when he was superintendent of schools in Chicago. Jeb Bush, former governor of Florida, is another national leader. He created an organization called the Foundation for Excellence in Education, which actively promotes vouchers, charter schools, for-profit charter schools, virtual learning, and for-profit online corporations, as well as testing and accountability tied to test scores. In states with a Republican governor and a Republican supermajority in the legislature, the measures to privatize education advanced rapidly. In Michigan, Governor Rick Snyder promoted legislation to allow emergency managers to take over fiscally troubled districts; in two small school districts, the emergency managers closed the public schools and gave the students to a for-profit charter school chain (the law was repealed in 2012 by Michigan voters, but Snyder left the emergency managers and their decisions in place). Governor Mitch Daniels and the Indiana legislature authorized vouchers, for-profit charter schools, for-profit cyber-charters, and a test-based teacher accountability system. Governor Bobby Jindal of Louisiana pushed through sweeping legislation in 2012 that offered vouchers to more than half the students in the state and authorized the opening of many new charter schools; in addition, students will be able to take their state money and spend it in almost any place that calls itself a vendor of educational services. The money to support the alternatives to public education was to be taken out of the budget for public schools, until state courts ruled it unconstitutional to do so. The Louisiana reform legislation ties teachers’ evaluations to the test scores of their students, but teachers in charter schools and voucher schools do not need to be certified or subject to the same requirements, as is the case in many other states and districts.

  When the Louisiana legislation was hurriedly passed, it was hailed by a group of state superintendents called Chiefs for Change as “student-centered reforms” that “will completely transform Louisiana and its students.”5 Chiefs for Change is affiliated with Jeb Bush’s Foundation for Excellence in Education. It describes itself as a coalition of state leaders who share a “zeal for education reform.” Its members include the state superintendents in Rhode Island, Indiana, Louisiana, Oklahoma, Tennessee, Florida, Maine, New Jersey, and New Mexico.

  Much of the legislation for the education reform movement in states with conservative governors or legislatures comes from a shadowy group called ALEC (the American Legislative Exchange Council). ALEC stayed out of the public eye until 2012, when a shooting in Florida brought it unwanted national attention. A black teenager named Trayvon Martin was killed by a man who said he was defending himself in accordance with Florida’s “stand your ground” law, which was based on model legislation written by ALEC. ALEC was founded in 1973 to advance privatization and free-market principles. Its membership includes some two thousand state legislators. Funded by scores of major corporations and philanthropists, ALEC writes model legislation, which its members bring to their state legislatures. Many states have adopted ALEC model laws, simply inserting the name of the state into the proposed legislative language. ALEC does not like public schools or unions. ALEC likes vouchers and ch
arter schools. It wants to eliminate tenure and seniority and to encourage paths into teaching that don’t involve getting a license or pedagogical training. ALEC likes for-profit schools, especially cyber-charters. It promotes “parent trigger” laws to enable privatizers to convince parents to sign petitions that will turn their schools over to charter managers.6

  The most unexpected supporter of corporate reform was President Barack Obama. Educators enthusiastically supported Obama, expecting that he would eliminate the noxious policies of President Bush’s No Child Left Behind. They assumed, given his history as a community organizer and his sympathy for society’s least fortunate, that his administration would adopt policies that responded to the needs of children, rather than concentrating on testing and accountability.

  The first big surprise for educators occurred when President Obama abandoned Linda Darling-Hammond and selected Arne Duncan, who had run the low-performing schools of Chicago, as secretary of education. The second big surprise—shock, actually—happened when the Obama administration released the details of Race to the Top, its major initiative, which was designed in Secretary Duncan’s office with the help of consultants from the Gates Foundation, the Broad Foundation, and other advocates of high-stakes testing and charter schools.

  There was very little difference between Race to the Top and NCLB. The Obama program preserved testing, accountability, and choice at the center of the federal agenda. Race to the Top was even more punitive than NCLB. It insisted that states evaluate teachers in relation to the test scores of their students, which made standardized testing even more important than it was under NCLB. It encouraged states to authorize more privately managed charter schools, an initiative that President George W. Bush would never have been able to get through a Democratic-controlled Congress. It endorsed competition and choice, which were traditional themes of the Republican Party. The very concept of a “race to the top” repudiates the traditional Democratic Party commitment to equity; it suggests that the winner will “race to the top,” leaving the losers far behind. But a commitment to equity means that federal resources should be allocated based on need, not on a competition between the swift and the slow.

  Because Race to the Top was handsomely funded, states eagerly competed for a share of its $5 billion. President Obama spoke out of both sides of his mouth about this signature program. He said in his State of the Union address in 2011 that Race to the Top was not a top-down mandate (after all, states had volunteered to accept its mandates) but “the work of local teachers and principals; school boards and communities” (which was not true in any sense).

  Even though Race to the Top made standardized testing more important than ever, President Obama spoke out against testing. In 2011, he said he was strongly opposed to teaching to the test. He said,

  One thing I never want to see happen is schools that are just teaching to the test. Because then you’re not learning about the world; you’re not learning about different cultures, you’re not learning about science, you’re not learning about math. All you’re learning about is how to fill out a little bubble on an exam and the little tricks that you need to do in order to take a test. And that’s not going to make education interesting to you. And young people do well in stuff that they’re interested in. They’re not going to do as well if it’s boring.

  His critics agreed with him. The California teacher and blogger Anthony Cody wondered if the president knew that Race to the Top required states to tie teacher evaluations to test scores, that Secretary Duncan wanted to evaluate teacher preparation programs by the test scores of the students of the teachers they produced, and that Obama’s Department of Education “is proposing greatly expanding both the number of subjects tested, and the frequency of tests, to enable us to measure the ‘value’ each teacher adds to their students.” At the same time that the president was lamenting “teaching to the test,” his own policies made it necessary to teach to the test or be fired.7

  In his 2012 State of the Union, the president’s message was even more inconsistent. He said that he wanted schools to encourage teachers to “teach with creativity and passion; to stop teaching to the test,” but at the same time he wanted schools to “reward the best ones” and “replace teachers who just aren’t helping kids learn.” He didn’t acknowledge that the rewards and the punishments he approved would be tied, at his administration’s insistence, to test scores.

  In response to Race to the Top, the number of charter schools grew rapidly. For-profit charter schools expanded, as did virtual charter schools. Neither President Obama nor Secretary Duncan expressed any concern about the risks of deregulating public money to private corporations, nor did they oppose the entry of for-profit entrepreneurs into the charter school market. By advocating for school choice rather than public schools, Race to the Top implicitly encouraged not only charters but the other form of school choice: vouchers.

  The 2010 elections brought a new crop of far-right governors into office, and these governors warmly embraced charter schools and advocated for vouchers. The Obama administration was silent; after a brief attempt to defund the Washington, D.C., voucher program, the administration gave in to Republican protests and permitted it to continue. As state after state adopted vouchers, the Obama administration raised no protest against the advance of privatization. Nor did Obama strongly object when the governors of Republican states attacked the collective bargaining rights of public-sector unions. In the spring of 2011, Wisconsin’s right-wing governor, Scott Walker, proposed to strip away the collective bargaining rights of most public sector workers, including teachers, and they organized massive protests in Madison. They surrounded the state capitol and mounted daily protests. President Obama said he sided with the workers but didn’t show up in Madison to demonstrate his support. Instead, he and Secretary Duncan flew to Miami in the middle of the Wisconsin protests to praise the former Florida governor Jeb Bush as “a champion of education reform” and to celebrate the successful “turnaround” of Miami Central High School. The national media recognized that President Obama was bestowing important support on Jeb Bush’s policies of testing, accountability, and grading of schools. The national media did not pay attention, however, when the Florida Department of Education announced plans to shutter Miami Central because of its low performance only four months after the meeting between President Obama and Governor Bush. The state granted the school a waiver to avoid closure. Despite some gains, it was still one of the state’s lowest-performing high schools.8

  In his support for charter schools, high-stakes testing, merit pay, and evaluating teachers by test scores, President Obama forged a bipartisan consensus. But he had strange bedfellows, at least for a Democrat. When I blogged about ALEC and its right-wing agenda for privatization and lowering standards for entry into teaching, the organization’s research director responded that President Obama shared credit with ALEC for promoting charter schools and “teaching-profession reforms.” During the 2012 election campaign, the only difference between Obama and Mitt Romney in relation to their K–12 policy was that Romney supported vouchers (which he called “opportunity scholarships”) and Obama did not.9

  Neither candidate in the 2012 election supported public education. Both agreed that it was in crisis and that it needed radical change. In their debates, the subject of poverty never came up. Indeed, the subject of education was barely mentioned aside from the candidates’ agreement that Race to the Top was a great success.

  The public is only dimly aware of the reform movement’s privatization agenda. The deceptive rhetoric of the privatization movement masks its underlying goal to replace public education with a system in which public funds are withdrawn from public oversight to subsidize privately managed charter schools, voucher schools, online academies, for-profit schools, and other private vendors.

  No matter how many Hollywood movies the corporate reformers produce, no matter how many television specials sing the glories of privatization, no matter how often the
reformers belittle the public schools and their teachers, the public is not yet ready to relinquish its public schools to speculators, entrepreneurs, ideologues, snake-oil salesmen, profit-making businesses, and Wall Street hedge fund managers.

  CHAPTER 4

  The Language of Corporate Reform

  As long as anyone can remember, critics have been saying that the schools are in decline. They used to be the best in the world, they say, but no longer. They used to have real standards, but no longer. They used to have discipline, but no longer. What the critics seldom acknowledge is that our schools have changed as our society has changed. Some who look longingly to a golden age in the past remember a time when the schools educated only a small fraction of the population. But the students in the college-bound track of fifty years ago did not get the high quality of education that is now typical in public schools with Advanced Placement courses or International Baccalaureate programs or even in the regular courses offered in our top city and suburban schools. There are more remedial classes today, but there are also more public school students with special needs, more students who don’t read English, more students from troubled families, and fewer students dropping out. As for discipline, it bears remembering a 1955 film called Blackboard Jungle, about an unruly, violent inner-city school where students bullied other students. The students in this school were all white. Today, public schools are often the safest places for children in tough neighborhoods.