Posts

Where school dollars go to die

A new study points fingers at charter schools for malfeasance, but traditional public schools are still by far #1 in wasteful spending.

Unions party like it’s 1886

Women’s March Madness

The Wrong March

Right-to-Work on the Move

Limiting Charter Growth by Any Means Necessary

Teachers unions in Chicago and Massachusetts are doing their darndest to stop the spread of charter schools.

Amazingly, the Chicago teachers’ strike didn’t come off.  Less than 10 minutes before a midnight strike deadline on October 10th, the district and union cobbled together a deal, pending approval by the rank-and-file. One of the more contentious issues was the so called “pension pick-up.” Teachers in the Windy City are obligated by law to contribute 9 percent of their salaries to their retirement. But in fact, for 35 years the Chicago Public School district has been picking up 7 of the 9 percent. Existing teachers will continue to receive this taxpayer-hosing perk, but teachers hired in 2017 and beyond will have to pay the full 9 percent. (But then again, the newbies will get a salary bump and won’t feel the pinch.) No one yet really knows what the fiscal ramifications of the pension pick-up – or any of the other contract particulars – will be.

One thing that jumped out in the agreement is a stipulation that there will be no new charter schools opened for the duration of the new 4-year contact. You would think that in a city where just 25 percent of 8th graders are proficient in math and 24 percent are in English, that charters would be welcome. According to the Illinois State Board of Ed, attendance in the public schools of choice has doubled in the last five years – primarily in low-income areas – and now has almost 59,000 kids enrolled. The University of Chicago Consortium for School Research reports, “charter school students account for 25 percent of the city’s high school graduates but account for almost half of the students who will enroll in college.” But educating kids, you see, is not a priority for the Chicago Teachers Union.

And then there’s Massachusetts, where on Election Day, Question 2 will ask voters if they support giving the state the authority to lift the cap on charter schools. As it stands, no more than 120 charter schools are allowed to operate in the Bay State. The referendum, if successful, would give the Massachusetts Department of Education the authority to lift the cap, allowing up to 12 new charter schools or expansions of existing charters each year.

Most of us would not consider 12 new charter schools a year a radical move, but then again, most of us are not members of the Massachusetts Teachers Association. With an assist from some local school boards and 275 district superintendents, the union’s main arguments against the proposition are their usual ones – charters drain money from traditional public schools, charters cherry-pick their students, yada, yada, yada.

The union’s blather is not going unchallenged, however. According to a Manhattan Institute study, while charter-school enrollment does reduce the net amount of state aid school districts receive in Massachusetts, “it increases per-pupil spending in the 10 districts with the largest number of charter-school students.” The report’s author, Max Eden, explains that while charter enrollments cost district schools over $400 million a year, after the state’s “unique reimbursement” – which he claims is one of the most generous reimbursement plans in the nation – districts are getting paid a significant amount of money for students they no longer teach. In other words, the traditional public schools have fewer students, but more money to spend on those students.

Regarding the union’s cherry-picking mantra – bad idea to use this talking point in Massachusetts. Boston is acknowledged to have the best charter schools in the country. Many use lotteries to determine which students can attend. As researcher Thomas Kane writes, “Oversubscribed charter schools in the Boston area are closing roughly one-third of the black-white achievement gap in math and about one-fifth of the achievement gap in English—in a single school year!”

The good news for the pro-charter forces in Massachusetts is that they have money flowing into the campaign, including $240,000 from former New York City Mayor Michael Bloomberg and $1.8 million from Wal-Mart heirs Jim and Alice Walton. As a result, the unions and their fellow travelers, which are being outspent, are forced to dredge up their time-honored whine about the evils of “outside money” and “dark money.”

The outside money line is amusing because the National Education Association, parent of the Massachusetts Teachers Association and headquartered in Washington, D.C., has sent $4.9 million in “outside money” to the Bay State to oppose Question 2.

The “dark money objection” is even more two-faced. In 2014, the American Federation of Teachers was outed after making an illegal $480,000 ad buy that helped propel Martin Walsh to a Boston mayoral victory over John Connolly, a longtime adversary of the teachers unions. AFT’s dark (and illegal) money groups got dinged to the tune of $30,000 for “failure to organize as a PAC, failure to disclose finance activity accurately, contributions made in a manner intended to disguise the true source of the contributions, receipt of contributions not raised in accordance with campaign law, and use of wire transfers.” (After illegally and successfully spending almost a half-million dollars, a measly $30K fine barely qualifies as a slap on the wrist.) And this “dark money” gambit was hardly a one-off for the unions.

Massachusetts legislators didn’t think much of the AFT chicanery, and in 2014 tried to pass laws requiring more transparency. The Massachusetts Teachers Association balked at the legislation, and citing “technical issues,” tried to kill it. But this past August, after two years of legislative wrangling, H.543 became law, much to the consternation of the unions.

To sum up, in Massachusetts, Chicago and a host of other places around the country, the teachers unions’ mission to limit charter growth or kill them outright goes on unabated. But, please keep in mind, they are, of course, doing it for the children. (Hey – I’ll stop saying it when they do.)

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.

Heartless and Mindless

As the National Education Association embarks on a new PR campaign, some of its affiliates engage in lawsuits and strikes.

In July, the National Education Association unearthed its “Strategic Plan and Budget” for 2016-2018. The introduction to the 76-page document includes the notion that the union needs to “win the race to capture the hearts and minds of parents, communities, and educators.”

Hearts and minds?

Well, two months later, let’s just see how that’s working out for the country’s biggest union and some of its state affiliates. In northern California, the Yuba City Teachers Association is in its second week of a strike. The union was asking for a 13 percent raise for its teachers. When the district claimed that there was no way it could afford such a salary hike, the union came back with a counter offer: 15 percent. (No typo.) When asked about the strike, a picketing teacher asserted, “…we have to do this for our students.

Hearts and minds?

Washington State’s charter schools are once again endangered. The Washington Education Association is continuing its battle to remove the Evergreen State’s 12 charter schools and kill any such future endeavors. The union paints charters as unaccountable to voters, proclaims that they are privately run and don’t have elected school boards. The fact that parents send their kids to these schools of choice because the traditional public schools aren’t doing a good job does not matter a whit to the union. Perhaps Heartland Institute’s Bruno Behrend said it best: “The Washington Teachers Unions specifically, and the government education complex in general, once again expose their moral illegitimacy by attempting to destroy education options for Washington’s students and families.”

Hearts and minds?

Launched in 2001, Florida’s Tax Credit Scholarship program allows low income families to send their kids to a private school with money that is funded directly through private donations from businesses, which can then earn dollar-for-dollar tax credits from the state for their contributions. The Florida Education Association, which has been fighting against this increasingly popular form of school choice for two years, is running low on options and is about to embark on its final effort: an appeal to the State Supreme Court. If the state court denies FEA’s appeal, the union will just have to live with the ruling. FEA president Joanne McCall is optimistic, however. “The highest level ruled in our favor in 2006. They seem to be the most sane court (sic) that we have.”

But Bishop Victory Curry, chairman of the Save Our Scholarships Coalition, has a problem with FEA. “We are very disappointed that the union will continue its effort to evict more than 90,000 poor, mostly minority children from schools that are working for them. … The union’s decision is wrong for the children, and wrong for our public schools.”

Hearts and Minds?

New Jersey governor Chris Christie is angry, claiming that 27 failing school districts across the state continue to under-perform despite receiving over $100 billion in funding since 1985. He blames various union work rules as a big part of the problem, declaring. “We can no longer tolerate a tenure law that places seniority above effectiveness, or tolerate limits on teaching time that restrict teachers to less than five hours of a seven-hour school day in districts where our students most need quality teachers and intensive instruction.”

The New Jersey Education Association responded by calling Christie’s plea, a “frivolous legal challenge” adding that it was an attempt by Christie to divert attention from the Bridgegate scandal.

Sure.

NJEA President Wendell Steinhauer further explained, “… He’s demonized the women and men who work in our public schools. And he’s proposed a funding scheme that would steal from poor children to reward rich adults.”

Mr. Steinhauer has it backwards. Stealing from kids and enriching adults is what his and other teachers unions do. Quite well, I might add.

Hearts and minds?

And finally we have Chicago, a city where one in three never graduates from high school. The NEA does not have a presence there; the Chicago Teachers Union is affiliated with Randi Weingarten’s American Federation of Teachers. Nevertheless, it seems that CTU is all in with NEA’s “hearts and minds” modus operandi.

First a few facts: The median salary for a teacher in the Windy City is $78,169. When you throw in another $27,564 for various benefits, the total becomes almost $106K per annum. In retirement, the average teacher receives a hefty $50,000 a year. Ah, but the teachers are not happy. Chicago teachers are supposed to contribute 9 percent of their salary to fund their own pension. But, as things stand now, the teachers only contribute 2 percent, with the school district (taxpayer) picking up the remaining seven. The city, which is in dire fiscal straits, is asking teachers to pay the full 9 percent.

The audacity of the city fathers! The union is fighting mad and in heavy strike-prep mode, holding workshops which center on “workplace tactics to stick it to the boss.” The teachers could strike as soon as mid-October.

Hearts and minds?

Nope. “Heartless and mindless” is much closer to the truth. Shameless and arrogant too.

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.

Clinton Turns Her Back on School Choice While Trump Embraces It 

As Hillary Clinton cozies up to the teachers unions, Donald Trump seeks to vastly expand school choice opportunities. 

In November, 2015, Hillary Clinton gave a speech in South Carolina in which she abandoned her prior support for charter schools. Using language straight from the teachers union fact-free playbook, she claimed that charters “don’t take the hardest-to-teach kids, or, if they do, they don’t keep them.”

Fast forward to the National Education Association convention this past July. Mrs. Clinton made the terrible mistake of diverting from the teacher union party line by saying, “when schools get it right, whether they are traditional public schools or public charter schools, let’s figure out what’s working … and share it with schools across America.” This innocuous comment didn’t sit well with some of the unionistas in attendance, who made their displeasure known by booing the presidential candidate. Realizing that she strayed from union orthodoxy, Clinton regrouped by acknowledging that there are people on the outside who are pushing “for-profit charter schools on our kids. We will never stand for that. That is not acceptable.”

Later in her talk, she asserted, “There is no time for finger pointing, or arguing over who cares about kids more. It’s time to set one table and sit around it together – all of us – so we can work together to do what’s best for America’s children.” And that table, Clinton promised, will always have “a seat for educators.”

Two weeks later at the American Federation of Teachers convention, she went further, adding that she opposed “vouchers and for-profit schooling,” and repeated her pledge, “…you will always have a seat at the table.”

A seat for educators? No, not really. What she actually meant was a place for union bosses and their fellow travelers. Good to her word – at least in this case – that’s just what she did.

Last week, Mother Jones revealed just who is seated at Clinton’s table. (H/T Antonucci.) Participants include Lily Eskelsen García and Randi Weingarten, leaders of the two national teachers unions. They are joined by Carmel Martin and Catherine Brown, vice-presidents of the Center for American Progress, a leftist think tank that is financially supported by the teachers unions. Also seated is education reformer Chris Edley, president of the Opportunity Institute, a California-based think tank, whose board is a collection of Clinton cronies. And finally there is Richard Riley, who served as Bill Clinton’s education secretary and was the recipient of NEA’s Friend of Education Award.

Well, certainly no one can accuse Clinton of seeking out diverse viewpoints.

At the same time Clinton was doing the teachers unions’ bidding, Donald Trump did the opposite. In fact, he went all in for school choice. Speaking at Cleveland Arts and Social Sciences Academy, a charter school in Ohio, he promised, if elected, that he would redirect $20 billion in federal money to school-choice programs. Trump said he would make it a priority to give 11 million children living in poverty a choice of schools, including traditional public, charters, magnets and private schools. He proclaimed that parents should be able to walk their child to a school they choose to be at, adding that each state would develop its own formula for distributing the $20 billion block-grant money, but that the dollars must follow the student. Trump also had disparaging words for Common Core and promoted merit pay as a way to reward the best teachers.

Not surprisingly teacher union leaders were not exactly enthralled by The Donald’s vision and proceeded to blast his ideas, using tired and wrong-headed union anti-choice talking points. NEA president Lily Eskelsen García snapped: “His silver bullet approach does nothing to help the most-vulnerable students and ignores glaring opportunity gaps while taking away money from public schools to fill private-sector coffers. No matter what you call it, vouchers take dollars away from our public schools to fund private schools at taxpayers’ expense with little to no regard for our students.”

AFT president, Clinton BFF and reportedly her favorite candidate for Secretary of Education Randi Weingarten added, “Today’s speech on education repeats the same flawed ideology anti-public education zealots have been shilling for years. He shows his usual obeisance to the idea of making public education a market rather than a public trust, to blaming rather than respecting educators, and to ideas that have failed to help children everywhere they’ve been tried but instead, in their wake, have hurt kids by leaving public schools destabilized and their budgets drained.”

While I applaud Mr. Trump’s general vision, the devil will be in the details. Just how his plan will be implemented, including where the $20 billion for his block-grant plan will come from, is not clear. Also, Trump has been known to change his stance on various issues from week to week so we will have to see what transpires in the coming days. And the fact that he chose to give his speech at a failing charter school is typical of the gaffe-prone Republican nominee for president.

Kevin Chavous, a lifelong Democrat and education reformer, now finds himself in an odd position. After learning of Trump’s plan, he said, “While I do not support Donald Trump, his speech on school choice demonstrates that he is giving serious thought to education issues and I strongly challenge Hillary Clinton to do the same…I urge Hillary Clinton to show more openness and creativity when it comes to embracing school reform, choice and charter schools. So far Mrs. Clinton has largely been a representative of the interests of teachers’ unions and the status quo, which is in opposition to parents and students and will serve to be on the wrong side of history.”

Chavous is absolutely correct, but Hillary won’t change. She has jumped into bed with the teachers unions, which now own her. As such, if elected, she will indeed find herself on the wrong side of history – the children, whom she claims so fervently to care about, and their parents be damned.

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.

The Myth of the Underpaid Teacher Lives On

 Yet another “study” showing how poorly teachers are paid has surfaced.

Well, it’s a new school year and there is much tumult in the world of public education. Common Core battles, testing opt-outs, and litigation about school choice and teacher work rules dot the landscape. But with all the uncertainty, it’s comforting to know that there is one thing we can count on in late summer: a new bogus study showing that public school teachers are woefully underpaid.

This year’s entry doesn’t disappoint. “The teacher pay gap is wider than ever,” subtitled “Teachers’ pay continues to fall further behind pay of comparable workers” is a 29-page report released by the Economic Policy Institute, whose mission is “to inform and empower individuals to seek solutions that ensure broadly shared prosperity and opportunity.” If this were an honest statement, the word “opportunity” would be followed by “as long as the solutions are in sync with the union party line.” You see, EPI is nothing more than a union front group whose board includes a rogue’s gallery of Big Labor honchos: AFL-CIO’s Richard Trumka, SEIU’s Mary Kay Henry, American Federation of Teachers’ Randi Weingarten, National Education Association’s Lily Eskelsen-García, et al.

And not only do the teachers unions have strong board representation, they donate heavily to EPI. According to the latest labor department reports, 2015 saw NEA present a $250,000 gift to EPI, only to be outdone by the smaller AFT, which kicked in $300,000 to the organization.

The study itself is just what you would expect: loads of numbers that are supposed to make people think that teachers are essentially little more than impoverished serfs, valiantly slaving away for pennies. Among the report’s claims:

  • Teachers’ weekly wages are 23 percent lower than those of other college graduates.
  • For public-sector teachers, the relative wage gap (regression adjusted for education, experience, and other factors) has grown substantially since the mid-1990s: It was ‑8 percent in 1994 and grew to a record ‑17.0 percent in 2015.
  • Regardless of experience, teacher wage gap expanded for female teachers.

Needless to say, the unions solemnly wrote about the report as if it were “news,” with NEA blogger Tim Walker suggesting that all teachers get a raise. And as day follows night, the media jumped on board. The relentless and reliably-unreliable Washington Post education blogger Valerie Strauss dutifully posted the whole report with the title, “Think teachers aren’t paid enough? It’s worse than you think.The Fiscal Times sounded alarm bells with “Teacher Pay Hits Record—but Not a Good One.”

But like most similar studies, EPI’s doesn’t do an apples-to-apples comparison. It omits a few things like the simple fact that teachers work 6-7 hour days and 180 days a year, whereas the study’s “comparable workers” put in an 8-9 hour a day and work 240-250 days a year. (Yes, yes, I know teachers take work home, but so do many other professionals who don’t get summers off.) Also, unlike private-sector workers, most teachers have extensive health benefits for which they typically pay very little, if anything. Furthermore, as University of Missouri professor Michael Podgursky points out, the pension benefits for teachers, which they only pay a tiny portion of – the taxpayer getting hosed for the rest – add greatly to a teacher’s total compensation. (The EPI report actually alludes to this, but buries it on page 14; more on this in a bit.)

Perhaps the most honest and well-researched study done on teacher pay, including the time-on-the-job and benefits factors, was done in 2011 by Andrew Biggs, a resident scholar at the American Enterprise Institute, and Jason Richwine, a senior policy analyst at the Heritage Foundation. In their report, they destroy the teacher union-perpetuated myth of the under-compensated teacher. Their study, in fact, found that teachers are actually paid more than private-sector workers.

They make the case that workers who switch from non-teaching jobs to teaching jobs “receive a wage increase of roughly 9 percent, while teachers who change to non-teaching jobs see their wages decrease by approximately 3 percent.” Additionally, when retiree health coverage for teachers is included, “it is worth roughly an additional 10 percent of wages, whereas private-sector employees often do not receive this benefit at all.”

Biggs and Richwine conclude that after taking everything into account, “teachers actually receive salary and benefits that are 52 percent greater than fair market levels, equivalent to more than $120 billion overcharged to taxpayers each year.”

Back to the EPI study. On page 14 of the report, it acknowledges,

Our analysis of relative teacher pay thus far has focused entirely on the wages of teachers compared to other workers. Yet benefits such as pensions and health insurance are an increasingly important component of the total compensation package. Teachers do enjoy more attractive benefit packages than other professionals; thus, our measure of relative teacher wages overstates the teacher disadvantage in total compensation. The different natures of wages and benefits should be kept in mind, as it is only wages that may be spent or saved. Thus, the growing wage penalty is always of importance.

So in essence, the authors of the study come clean in this paragraph and admit that their stress on wages alone overstates the real disparity in pay. The “spent or saved” comment is especially ridiculous. Pension earnings are indeed “saved” for the future. Whatever. It’s obvious that this report is meant to tug at the heartstrings, build righteous indignation and provide local teachers unions with ammo for collective bargaining battles with school boards.

For an honest assessment of teacher pay, stick with the Biggs-Richwine study. But if one is looking for skewed and incomplete data as fodder for a splashy headline or an emotional plea, the dishonest and self-serving union-sponsored EPI report fills the bill beautifully.

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.