edbizbuzz

Public education’s core functions are teaching and learning, an endeavor in which private enterprise plays a growing role. Edbizbuzz offers perspective on this emerging school improvement industry. (For entries prior to September 2007, visit the archives.) (Disclosure: Marc Dean Millot is an unpaid adviser to the presidential campaign of U.S. Sen. John McCain.)

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July 29, 2008

Edbizbuzz Discloses Involvement in Presidential Campaign

I’ve noted that I am a pro-market, pro-NCLB Republican repeatedly (here and here for example), so it should come as no great surprise that I’m aligned with the Republican candidate. Since April of 2008 I’ve been providing input to education advisor Lisa Graham Keegan that is relevant to the school improvement industry. It's a pro bono activity for this small businessman, I am not exactly part of the inner circle of John McCain’s campaign, and I have not been commenting on the candidates.

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May 31, 2008

The Temptation of McCarthyism - On the Left

Most bloggers are not only columnists but editors. Most allow comments and must decide whether and what to edit. Many bring in guest bloggers and must decide on parameters.

I want edbizbuzz to be a forum as much as a soapbox. Its also intended to be a place where people besides the usual edwonk suspects can get into the debate. I do not edit comments on my posts except for profanity. I have a Friday Guest Column where outsiders can have their say - whether I agree with it or not.

Last Friday I offered the Guest Column to a group of locally notable political activists writing a letter to DC City Council Chair Vincent Gray protesting the two researchers DC Public Schools Chancellor Michelle Rhee proposed the Council approve as independent evaluators of her reform efforts.

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May 23, 2008

The Ayers Affair (VI): What About Petrilli's Memo?

I'll get to my May 15 comment on Flypaper and my May 16 expansion on edbizbuzz in response to Petrilli's May 12 "Memo to the AERA" in the next posting.

My Reaction

My initial reaction to the cross-blog exchange between Petrilli and eduwonkette was that it could reopen the culture wars’ education front in the territory of patriotism, that Petrilli had stepped across the rhetorical equivalent of Korea’s Demilitarized Zone and moved dangerously close to its 38th Parallel, and that eduwonkette had directed a measured warning to him of where this debate could lead.

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The Ayers Affair (V): Petrilli v. Eduwonkette

Back to our story….

Petrilli's shot across the bow

On May 12, Petrilli posted on Flypaper the following “Memo to the AERA: Breaking Up with Bill Ayers isn’t hard to do,” copied in its entirety below:

“Anyone who’s been following politics lately knows that Senator Barack Obama’s relationship with unrepentant bomber and former Weather Underground member Bill Ayers has become a matter of debate in the 2008 campaign.

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May 22, 2008

The Ayers Affair (IV): In The Interest of Full Disclosure (Cont.)

My own experience in public education policy is based on a firm belief in the superiority of imperfect markets over central planning.

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The Ayers Affair (IV): In the Interest of Full Disclosure

What I think of Prof. Ayers

Let’s get this on the record and off the table, so readers can decide how my background and my political and educational leanings align with Ayers, and whether I'm defending the man because Im in his camp.

Let's start with the declarations that I am a Republican, I vote for the party in Presidential elections because they are about an Administration as much as a man. I like McCain because whether or not I believe he's right on an issue, I believe his position is a matters of principle rather than expediency.

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The Ayers Affair (III): Right v. Left

Manhattan and Fordham

Before proceeding, readers should understand the relationships between New York’s Manhattan Institute – a broad policy think tank, and the smaller, education-oriented Fordham Institute, and what the two organizations represent.

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The Ayers Affair (II): The Education Angle

The Story Breaks

William Ayers, now a professor at the University Illinois - Chicago, was a founding member of the Weather Underground. To summarize and simplify solely for the purpose of starting this discussion (more detail to follow), the Weathermen bombed government buildings to protest America’s prosecution of the Vietnam War. In the wake of September 11, bombings are understandably a matter of great sensitivity to all Americans. Independent of this, the Weathermen are a “hot button” issue for most Americans old enough to have become engaged in domestic politics from the late 1960’s to the late 1970’s. When it was revealed in February 2008 that Ayers is/was an acquaintance/friend/colleague/ally of Democratic Presidential contender Barak Obama, the professor’s personal history created a campaign issue that is likely to remain into November.

Continue reading "The Ayers Affair (II): The Education Angle" »

The Ayers Affair (I): Introduction

Even if I wanted to, I could not keep from exploring the debate around former Weatherman William Ayers - regarding his past activities, his political philosophy, his views on education, his personal and professional relationships, and the individuals and organizations who have those relationships. The topic intersects three areas of my professional study and practice – national security, public education and law. It covers the entirety of my life as a politically aware individual. Above all, it says far more about the nature of policymaking in public education than many realize.

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May 19, 2008

Reply to Ravitch on McCarthyism in the K-12 Debate

Fordham board member Diane Ravitch guest blogs on Flypaper:

Dear Mike,

It is absurd of Dean Millot to call you a “McCarthyite” for pointing out that Bill Ayers was a terrorist. He was a terrorist. He says so. He doesn’t deny it. His actions, which he proudly acknowledges, confirm it.

McCarthy was known for making false charges. Yours were not false.

My response:

Continue reading "Reply to Ravitch on McCarthyism in the K-12 Debate" »

Reply to Mike Petrilli on McCarthyism in the K-12 Debate

The Fordham Institute's Mike Petrilli writes:

I didn’t call Bill Ayers a terrorist because I disagree with him, but because he blew stuff up to forward his political views. But fine, call him whatever you want. And while you’re at it, have the guts to say that an unrepentant bomber (is that better, Millot?) shouldn’t be welcomed with open arms by the education field.

Next question?

My response below:

Continue reading "Reply to Mike Petrilli on McCarthyism in the K-12 Debate" »

May 16, 2008

Education as Politics More than Policy: The Ayers Affair

In my May 15 “Letter From” I suggested that k-12 education is better understood as a political arena than a forum for the analysis of public policy. Given this, I was upset and saddened, but not surprised, to read about the “Ayers Affair.”

Fordham Institute Vice President (and President Checker Finn’s presumed heir apparent) Mike Petrilli has called for the American Education Research Association’s board to unseat William Ayers, Vice President-Elect of Curriculum Studies on the grounds that he is a “former terrorist.”

Among other things Ayers is Distinguished Professor of Education and Senior University Scholar at the University of Illinois at Chicago (UIC), and founder of both the Small Schools Workshop and the Center for Youth and Society. He is also a former and founding member of the Weather Underground, a radical group of mostly college students who split from the Students for a Democratic Society over the policy of nonviolent protests against the war in Southeast Asia. The Weathermen’s activities included breaking LSD guru Timothy Leary out of prison, the 1969 “Days of Rage” in Chicago, and bombings.

A few comments:

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March 28, 2008

My E-Mail Exchange With Kevin Carey on Section 9401 and Differentiated Accountability

As longtime edbizbuzz readers know, unless someone writing me prefaces their remarks with "not for publication" or "off the record," I consider it a letter to the editor. The main reason for this is that I do not blog for private conversations, but to promote public debate. Here is the exchange that went on between me and The Quick and the Ed's Kevin Carey of EdSector (minus typos) over the somewhat arcane issues around the Secretary of Education's authority to conduct the differentiated accountability program under NCLB Section 9401, and whether or not a Secretary would use that authority only where he or she has some kind of consensus around the policy. I post this to help readers come to their own conclusions.

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In case you wonder what I wrote about Section 9401 in April 2005

From "Industry Fragmentation (I): A Function of Emergence or Structure?"
School Improvement Industry Week, April 4, 2005.

Third paragraph from the top.

The terms “fragmented” and “emerging” are often conflated in discussions of the school improvement industry. In Competitive Strategy (1980), Michael E. Porter explains that while new industries can be fragmented, fragmentation need not be a function of age. The distinction is important - many providers’ profitability and investment potential depends on an assumption of scale that implies industry maturation based on consolidation.

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March 27, 2008

Differentiated Accountability Pilot: Policy-Free Lawmaking, Yes. Lawless Policymaking, No.

Education Sector’s Kevin Carey of The Quick and the Ed blog has written “Lawless Policymaking,” a long critique on the Department of Education’s pilot project on differentiated accountability.

I agree with the thrust of his commentary, but unfortunately Carey’s premise that the pilot “is not, in the strictest sense of the word, legal,” and that “there are no sections or subparagraphs that say the Secretary of Education may at her discretion alter or ignore” any of NCLB is, well, flat wrong. As someone who often argues that the Department of Education has ignored the legislation deliberately - for example, as it applies to Scientifically Based Research in general, and especially to Scientifically Based Reading Research under Reading First – I’d like to agree with him. However, “the black-letter law is pretty clear” that the Secretary is well within her legal authority.

(Since I posted this, Cary emailed me to advise he has updated his post. The update includes a link to my earlier post on the pilot, but not this one. His first Quick and the Ed post left no place for reader comments. To make life a bit easier on readers, I've copied his original post at the end of my post. Readers please note that I feel free to make changes to any of my posts until someone -anyone - has posted a comment. For one thing, that leaves me free to correct typos and the like.)

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On the Department of Education’s Differentiated Accountability Pilot

(If you've been sent here from Kevin Carey's Quick and the Ed post "Lawless Policymaking," you were sent to the wrong post. My assessment of the Secretary's legal authority for the pilot - NCLB Section 9401, and the political significance of that authority can be found here. There would have been much less confusion if the Quick and the Ed accepted comments on its posts.)

On March 18, Secretary Spellings offered states in compliance with NCLB requirements the opportunity to propose pilot programs that might better target school improvement options to the specific reasons for a school’s shortfalls under each state’s current approach to Adequate Yearly Progress. The opportunity for "differentiated accountability" is quite open-ended, bounded only by clarity in the process for differentiating schools and in defining the interventions – especially for schools in restructuring status.

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March 11, 2008

Fordham Revives Reading First Debate, SFA's Slavin Replies (Stern Responds)

I've been following the Reading First scandal on this blog, edbizbuzz (see here), and my podcast School Improvement Industry Week Online (for example here). On March 5, Fordham reopened the matter with the publication of New York's right of center Manhattan Institute's Sol Stern's extended essay, Too Good to Last: The True Story of Reading First. I'll offer my comments on that when I can.

On March 10, Fordham held a press conference outside the Department of Education's entrance, asking for a reopening of the Reading First investigation. Among other things Fordham alleges that whistle-blower and Success for All co-founder Bob "Slavin demanded that Reading First's budget be substantially cut--which (House Appropriations committee chair and education subcomittee chair Congressman David) Obey did." Fordham President Chester Finn asked for a full disclosure of the relationship between the two men.

Below, I've copied a letter of March 7 sent by Slavin to Finn on Stern's work.

(By way of full disclosure, Success for All was a New American Schools Design Team while I worked there, received a loan from the Education Entrepreneurs Fund while I was its President, and holds a $1500 site license to my firm's RFP service. K-12Leads and Youth Service Markets Report. Readers of edbizbuzz and listeners of SIIW Online, know that my editorial position has been sympathetic to SFA.)

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March 5, 2008

Following Up on John Doerr: The Private Sector in Space

Last week I noted venture capitalist John Doer’s presentation to the National Governors Association on Green Technology as a paradigm for the school improvement industry. Doer described the problem – part of which is an entrenched petroleum industry, the technology potential, and what government needs to do to make investment attractive to the private sector.

I heard Doerr’s presentation on CSPAN radio. As I was driving into town for the first day of the Education Industry Association’s annual Washington policy meeting that station delivered up something else worth listening to – The Senate Committee on Commerce, Science and Transportation Subcommittee on Space Aeronautics and Related Sciences hearing on NASA’s FY 2009 budget proposal.

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March 2, 2008

Deconstructing a Social Keiretsu (IV): You Can Learn a Lot at Conferences

Conferences are a part of almost any human activity, but they are especially important where the business is conceptual; e.g., politics, policy, advocacy, academia, research, and professional services. “Real” meetings held in physical locations remain important even in the virtual age. There’s something about being able to shake hands, share meals, stop someone in the hall, watch the body language of speakers and other participants, feel group energy – to say nothing of the tantalizing prospect of chance encounters with new people and ideas - that Web2.0 still can’t match.

The collection of organizations and individuals covered by this series of postings are engaged in each of these spheres. The CMOs are a unique kind of professional services business – akin to hospital management. BAEO, HCREO and NAPCS, and the state charter schools associations advocate on behalf of their respective constituencies' specific interests in public education. The foundations pursue social agendas. Fordham, the Institute for the Transformation of Learning, Education Sector, Education Evolving and AEI engage in policy analysis.

For attendees, conferences are a primary vehicle for making new contacts, exchanging ideas, obtaining knowledge, and getting a grasp of their world’s gestalt. Organizers use conferences for outreach, to share their knowledge and values, learn, and create and reinforce consensus. Speakers and other invited participants reflect who the organizers believe have something important to say by virtue of their position, experience or expertise; something organizers want attendees to hear. Participants want to transmit some substantive message and/or psychological perception.

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February 19, 2008

The Ongoing Discussion of an Education Reform Keiretsu

I promise to jump back into the debate over the "AEI-edsector-Fordham-plus" axis with both feet tomorrow. Just a few points until then.

Short of vouchers, I am an unabashed advocate for a market in public education, as anyone who reads what I've written here on edbizbuzz or in print, listened to my podcasts, reviewed my resume, or met me knows.

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January 29, 2008

The State of the Union Speech - Why I'm Not Writing About NCLB II

In 2001 a new President with great momentum offered the Democrats a grand compromise in federal policy towards public education - demanding standards for a lot more money. Once the Democrats lost control of the Congress, the standards were in place, but the money didn't quite show up.

Eight years later a lame duck with little bargaining power, quite likely to be replaced by a Democrat, asks for approximately the same deal. Democratic constituencies that care about No Child Left Behind (NCLB) - and have the power to influence votes, know they will get a far more advantageous deal if any Democrat wins the White House, and nothing worse from any Republican.

The 2008 national election exerts enough of a draw on legislators' energies and the Congress has enough on its plate to push NCLB to the end of its "to do" list. From the perspective of providers and investors in the school improvement industry NCLB I will last to at least the end of the Bush Administration, and NCLB II will be more than marginally less advantageous. Between now and the inaugural, everything NCLB is so much trivia for eduwonks. The question for the industry is how to cope with the next new uncertainty.

January 21, 2008

Market Concepts Haven't Made Much of an Inroad

As an advocate for a market in school improvement services, I welcomed Denis Doyle's commentary in the January 16 issue of Ed Week (Why Markets Are Important (And What They Could Do for Public Education)). It hit all the right points, but I had this curious, discouraging sense of deja vu.

I could swear I read something like this by Dr. Doyle in Ed Week or a similar publication when I began my transition at RAND from national security to public education with the end of the Cold War in 1989. If not by him, then someone equally well-known at the time.

The commentary led me to reflect on how little impact market ideas have had on public education going on 20 years. Yes, we got charters with a few percent market share of public school students. Yes, we have the decidedly mixed advantages of a small highly-committed band of voucher advocates. Yes, post-NCLB I, schools are buying a wider range of services addressing core teaching and learning functions. Yes, there's more "biz-" and "market-speak" coming from superintendents and chief state school officers. Yes we have a cottage industry of eduwonks examining and prostelitizing market based solutions funded by philanthropy.

But, really, so what?

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January 7, 2008

NCLB II: The Liberal's Dilemma

Politically, the future of No Child Left Behind is quite clear. Relative to the Bush years, more money will go to public schools with less accountability.

The money part is no great surprise; Democrats believe the President reneged on his agreement to higher levels of funding in return for higher levels of accountability as soon as Republicans gained control of Congress. They are probably correct, but what matters is that it’s what they believe.

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November 18, 2007

Statistics and the Education Wars

We've reached a point in public education where the informed taxpayer and the generalist elected official can't rely on data and analysis ostensibly provided to shed light on important policy problems. Every study has to be matched up against the interests of the author or proponent, subjected to a methodological review, and finally understood in the context of technical choices that inevitably tend to bias results one way or another. Opponents of whatever prescription is presented with the report attack the data and analysis with a ferocity that suggests the other side is utterly unscrupulous.

Wading through this mess is tedious. And when all is said and done, the difference between the two sides often doesn't pass the "so what?" test.

This describes the wars over privatization by Education Management Organizations, charter schools, vouchers, reading, math - and now high school dropouts.

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October 22, 2007

Do We Have the Capacity to Achieve NCLB's 100/2014 Goal?

The reason schools and districts are not making AYP is not that NCLB’s “100/2014” lacks realism – the nation is just too far from that goal for it to have any practical relevance to arguments about progress on the ground today. Moreover, the “existence theorem” has been proved. We can find examples of success in schools located in wealthy suburbs with small minorities of historically disadvantaged student groups and schools dominated by those groups in economically deprived urban centers.

A lack of political will is a more plausible explanation, but a partial explanation. After seven years of implementing NCLB, it’s reasonable to argue, and maybe self-evident, that schools in need of improvement, corrective action and restructuring lack the capacity to change.

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October 3, 2007

Ravitch is Wrong

Today’s New York Times carries an opinion piece by Diane Ravitch, a longtime Republican academic and an Assistant Secretary of Education for Research in the George “no W” Bush Administration. She's done some good work on textbook adoption. I’d place her loosely with Checker Finn, with or for whom she has published several school reform publications. For political convenience, pigeonhole her as slightly right of center.

Ravitch argues NCLB I is “fundamentally flawed” for three reasons:

The main goal of the law — that all children in the United States will be proficient in reading and mathematics by 2014 — is simply unattainable. The primary strategy — to test all children in those subjects in grades three through eight every year — has unleashed an unhealthy obsession with standardized testing that has reduced the time available for teaching other important subjects. Furthermore, the law completely fractures the traditional limits on federal interference in the operation of local schools.

She’s wrong on all points:

Continue reading "Ravitch is Wrong" »

September 18, 2007

When it Comes to Federal Education Policy, Fred Thompson Probably Speaks for the Republican Party

The Associated Press caught the following remarks on No Child Left Behind from politician/actor Fred Thompson, who most pundits say is working hard to be cast in a role made famous by actor/politician Ronald Reagan.

“We’ve been spending increasing amounts of federal money for decades, with increasing rules, increasing mandates, increasing regulations.... It’s not working.... No Child Left Behind - good concept, I’m all for testing - but it seems like now some of these states are teaching to the test and kind of making it so that everybody does well on the test - you can’t really tell that everybody’s doing that well. And it’s not objective...”

He said his message to states would be, “We expect you to get objective testing done and publicize those tests for the local parents and for the local citizens and suffer the political ramifications locally if things don’t work out right.... If you don’t like what’s going on, don’t get in your car and drive by your school board and maybe drive by the capitol and get on an airplane and fly to Washington and say, ‘I don’t like the way the school down the street is being run.’”

Continue reading "When it Comes to Federal Education Policy, Fred Thompson Probably Speaks for the Republican Party" »

Marc Dean Millot

Marc Dean Millot

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About the Author

The opinions expressed in edbizbuzz are strictly those of the author and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.
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