The Wild West of Education and the Common Core Gold Rush
Michelle Malkin recently wrote an article about the Common Core Gold Rush, Common Core and the EduTech abyss. She’s correct about the EduTech interest in education not so much for education’s sake, but for its own profit motives and opportunity:
The Common Core gold rush is on. Apple, Pearson, Google, Microsoft and Amplify are all cashing in on the federal standards/testing/textbook racket. But the EduTech boondoggle is no boon for students. It’s more squandered tax dollars down the public school drain.
Even more worrisome: The stampede is widening a dangerous path toward invasive data mining.
According to the Silicon Valley Business Journal, the ed tech sector “is expected to more than double in size to $13.4 billion by 2017.” That explosive growth is fueled by Common Core’s top-down digital learning and testing mandates. So: Cui bono?
Read more here.
Let’s revisit a 2013 MEW article about Scott Joftus, an education reformer, and what he wrote about education companies looking at education reform as the “Wild West” and a chance to make money. It’s just as Malkin stated. It’s a racket and has more to do with using tax money to line private corporation’s pockets and less to do with truly educating children.
Education is the “Wild West”. Scott Joftus was correct when talking about money to be made in education reform:
Scott Joftus, closely aligned with Bill Gates and his foundation since the early years of 2000, had this to say about education in an article aptly titled “Is the Stimulus Really “No Consultant Left Behind” “?:
That metaphor is an apt one for the market as well. In the fall of 2009, Mr. Joftus was contacted by a former contractor who was working for Global Partnership Schools, a new school turnaround venture funded by GEMS Education, a Dubai-based company founded by entrepreneur Sunny Varkey. The caller was hoping to obtain copies of Mr. Joftus’ contract for school improvement services in Kansas.
“You know we’re in a new era when school turnaround firms in the U.S. are being funded out of the Middle East,” Joftus said. “To me, that says there’s money to be made. I call this period the Wild West in education.”
We wrote about Joftus in May 2011. Researchers such as Susan Ohanian and Dora Taylor have been writing about the money trail to Bill Gates and other “entrepreneurs” using taxpayer money to fund their private companies for years. Note that Joftus’ remark was in 2009. This has been in the planning for some time by private corporations and the Federal Government to create an enormous public/private partnership without voter/legislative approval.
Joftus is just a small part in the big picture of corporate payback in education. The story garnering the attention of education activists this week was the information on former Florida Governor Jeb Bush and his plans to gain monetarily from the reforms designed “for the kids”. Rather than serving student educational needs, various education reforms allow the framework for investors and professional ed reformers to gain access to state/federal coffers. From inthepublicinterest.org:
Emails between the Foundation for Excellence in Education (FEE), founded and chaired by former Florida Gov. Jeb Bush, and state education officials show that the foundation is writing state education laws and regulations in ways that could benefit its corporate funders. The emails, obtained through public records requests, reveal that the organization, sometimes working through its Chiefs For Change affiliate, wrote and edited laws, regulations and executive orders, often in ways that improved profit opportunities for the organization’s financial backers.
“Testing companies and for-profit online schools see education as big business,” said In the Public Interest Chair Donald Cohen. “For-profit companies are hiding behind FEE and other business lobby organizations they fund to write laws and promote policies that enrich the companies.”
The emails conclusively reveal that FEE staff acted to promote their corporate funders’ priorities, and demonstrate the dangerous role that corporate money plays in shaping our education policy. Correspondence in Florida, New Mexico, Maine, Oklahoma, Rhode Island, and Louisiana paint a graphic picture of corporate money distorting democracy.
This report focuses on testing companies and for-profit online schools and doesn’t mention common core standards. But think how easy (and necessary for increased profits) it will be for these testing companies and on-line schools to use the mandated CCSS standards, assessments and resulting curricula. It doesn’t matter so much to these companies/investors what students are learning, it’s that they are learning the same material so the process can be streamlined for the assessment/testing companies.
Does anyone seriously believe the push for CCSS is anything more than a money making scheme and to control educational content? Why the clamor to sign on to assessments that were never even written? Why are the standards/assessments copyrighted by private companies? Why won’t states/school districts be able to adapt these standards/assessments?
Read again what Scott Joftus said in 2009 and understand what education reform is really about. It’s never been “for the kids”. Mr. Joftus may be discovering how making money in education reform is getting in the way of real teaching for his own children in his post When Education Reform gets Personal in EducationNext.org:
Over more than 20 years in the field of education—including two with Teach For America—I have helped promote state standards, the Common Core, the hiring of teachers with strong content knowledge, longer class periods for math and reading, and extra support for struggling students, to name a few. I have recently discovered, however, that what I believe as an education policy wonk is not always what I believe as a father.
In Montgomery County, Maryland, where I live, academic expectations are extremely high. Our school district aims to teach math, for example, in a rigorous way. I appreciate this goal, but to date “increased rigor” has primarily meant that some students skip grade-level math classes and enroll in classes meant for older kids. Basic skills that are taught and reinforced in the grades being skipped are often given short shrift. In 2nd grade, my daughter brought home worksheets on probability before she had any real understanding of the concept, or even a strong foundation in simple division. Her frustration with probability, and consequently math, grew as we substituted times-table drills for play dates. Last year, to my horror, she said that she hated math. This year, which has included an increased focus on math facts and an inspiring teacher, math has become her favorite subject.
He writes how a child in the foster system disrupted the class and took the teacher’s time and away from other children:
The tension between my understanding of good education policy—driven by a deep commitment to equity and the belief that an outstanding education can transform lives, and this country—and what is right for my daughters makes me both a better policy wonk and a better father. The tension also illustrates why school reform is so difficult.
I would suggest the educational reform currently being driven by leaders like Jeb Bush, Bill Gates, Achieve, David Coleman, etc won’t alleviate the types of problems Mr. Joftus details. Living in the “Wild West” of education leaves much to be desired, even for the education reformers profiting from the wrangling of taxpayer money.