Have You Heard heads to Michigan to learn about a lesser-known part of the state’s free market education experiment: inter-district school choice. More than 100,000 Michigan students attend school in a district other than where they live. The outflow of students has pushed urban districts to the brink and spawned a competition for enrollment among rural and suburban districts.
The portfolio model of school district management—it sounds technocratic, even a little bit weedy and yet it’s arguably one of the hottest button topics in our great education debate today. You may have heard the ‘p’ word mentioned in the context of recent teachers strikes in LA and Denver, and if you haven’t, well, you’ll likely be hearing it soon. That’s because there’s big money lining up to bring the portfolio model to a school district near you. A new organization backed by two billionaires—that would be Reed Hastings of Netflix fame and hedge funder John Arnold—will be pushing aggressively and expensively to expand the portfolio model across the country. But what is it exactly? In the latest episode of Have You Heard, Jennifer and Jack are joined by Katrina Bulkley, author of Between Public and Private: Politics, Governance and the New Portfolio Models for Urban Education Reform. Bulkley walks us through the central tenets of portfolio-ism and also sheds some lights on why districts that have embraced the portfolio push seem to be, well, on fire.
Has it really been a whole year since VP Mike Pence cast his tie-breaking vote, making Betsy DeVos Secretary of Education? Congrats! You survived – and DeVos remains Trump’s least popular cabinet official. In this episode of Have You Heard, Jennifer and Jack reflect on DeVos’ first year, a task they prepared for by watching, reading, and listening to WAY too many DeVos speeches. (Note: don’t try this at home, or in close proximity to sharp objects). Their top takeaway: after 365 days, DeVos remains misunderstood and misunderestimated. You’ll laugh, you’ll cry, you will experience the 46 longest seconds of your life – and still have many minutes to go in the episode!
Education reform is often referred to as the *civil rights issue of our time.* But as Noliwe Rooks, author of the new book Cutting School: Privatization, Segregation, and the End of Public Education, tells Have You Heard, today’s reformers are the latest in a lengthy tradition of profiting from an unequal education system. Rooks coined the term *segrenomics* to describe the blend of segregation and economics that dates back to the earliest days of public education. Today *segrenomics* comes with a decidedly high-tech gloss (think, for example, the huge push to get personalized learning into urban classrooms.) But as Rooks explains, the goal of finding experimental ways of educating poor students of color, while leaving the structures of segregation and inequality intact, dates way back. One of our most ear-opening episodes yet! You can also read an edited version of the interview here.
I talk to Professor Ken Zeichner about how the push to deregulate teacher preparation fits into our privatized, for-profit times…
JenniferBerkshire: You’ve been leading a one-man crusade to expose what you say are false claims being made by the Relay Graduate School of Education and other startup teacher training programs. How’s it going?
Ken Zeichner: Not well. Although the state of Pennsylvania recently denied Relay’s application to offer a graduate degree upon completion of its program in the state on the grounds that it isn’t actually a graduate school, Relay has just signed a contract with the Philadelphia schools to run a teacher residency in Philly with the goal of increasing teacher diversity in the city. The issue of diversifying the teaching force is extremely important, but if you’re going to place your resources somewhere in order to reach this goal, the research suggests that you would invest in grow-your-own programs, high-quality teacher residency programs (which Relay is not), induction and mentoring, and improving working conditions and access to high quality professional learning opportunities in the high-poverty schools in which many teachers of color work. You wouldn’t bring in a program like Relay that can provide no evidence at all that their teachers stay, even though they’ve been in existence since 2007. What good is it if you bring in teachers but aren’t able to retain them? Continue reading →