Jeb! 2016 & the Web of Influence Peddling

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Yesterday, Jeb Bush announced his candidacy for President under the logo Jeb!2016.  Then today, Donald Trump, from a basement in one of his buildings in NYC, announced that he is running for President! Is his logo The Donald!2016?  Can it get any worse?

But Trump aside, I want to focus on the idea of influence peddling by examining three ideas that drive much of what happens, not only in education, but in other important issues in the upcoming election such as democracy, immigration reform, race, and jobs.

Here, however, I want to zero in on education.

Politicians, lobbyists and corporate executives have worked together to peddle their influence in the name of educational reform. This triad of influence is dismantling public education one charter school, voucher, tax incentive, and law at a time.

This group of education peddlers is known as “reformsters”, and I’ll use that term in this and future posts. For more about the term “reformster,” please see here, here, here, and here.

As you read this article, think of Jeb! 2016, the man also known as John Ellis Bush, and Jeb Bush, former Governor of Florida.  He is a good example of a reformster, and it may help in seeing how reformsters work as you read the rest of my article.  I am not particularly picking on Jeb Bush. I could have just as easily replaced Bush’s name with Bill Gates.  But Bush is representative of a host of people who have pitched their ideas around the country in the way a salesperson tries to solicit your business.  And he’s running for President.

In today’s culture, politicians and especially business leaders, have perpetuated the myth that academic achievement in a few subjects is the most important outcome of schooling, and that indeed, there is a huge gap between achievement of students in the United States and its counterparts in other industrialized nations. Furthermore, these same politicians and business leaders (reformsters) would have us believe that there is a serious decline in the supply of high-quality students from the beginning (the end of high school) to the end of the Science & Engineering “pipeline.” Both of these cases are myths—that U.S. students do not achieve at high levels, and that there is a serious shortage of high quality persons for science & engineering. They are perpetuated to fulfill the needs and desires of officials whose best interests are served by claiming such weaknesses in the American educational system (see Lowell & Salzman).

These myths are real, however.  They are fodder for those looking to game the system.

Fear, Money & Gaming

Influence peddling is wide-spread in American education.  During the 2016 Presidential campaigns, you will see slick videos, prepared speeches, and hucksters of all shape and sizes pushing ideas that rest on three ideas:

  1. Fear
  2. Money
  3. Gaming

Fear, money, and gaming dominate the system. I’ve organized this inquiry around three ideas, and have additionally provided several case studies, as shown in the tabs below.  You’ll find two or more articles that I’ve written related to the fear, money, and gaming, as well as two case studies, one of Jeb Bush, and other on Bill Gates.  You will be surprised.  Did they go to the same schools?

[restabs alignment=”osc-tabs-left” pills=”nav-pills” responsive=”true” icon=”true” text=”More” tabcolor=”#ef4928″ seltabcolor=”#1e73be” tabhovercolor=”#eeee22″]
[restab title=”Fear Factor” active=”active”]Since the Soviets launched Sputnik in 1957, and a U.S. government report, A Nation at Risk was published in 1983, American education has been cast as a failing system, and if “reforms” were not put in place, the sky would fall.  Although the sky hasn’t fallen, teachers and schools are envisioned as the cause of the mythical failure of American education.

The underlying and foundational reason that influence peddling is flourishing in education is the move toward the privatization of education. And the privatization of education is born out of assumptions that American education is a failed system, and that the only way to prove that the system is improving is show that it returning a profit to the taxpayers. When we begin to think of schools as a business, then test scores are a measure of profitability. Indeed, students of teachers who get high achievement scores are rewarded in the same way that employees earn bonuses. But when scores are low, it is analogous to a unprofitable business, which might mean layoffs, store closings, and fired staff.  Here are two articles that underscore this fear.

Why Education Must Be Public and Not Privatized

Using Achievement Scores to Support Myths and Build Fear[/restab]

[restab title=”Gaming the System”]The drive to privatize education is a web of connections worked out by politicians and corporate executives with the support of some very prominent and not so prominent foundations and “not-for-profit” organizations that have cropped up spreading their spray over the public education landscape. The relationships and the overall web of connectivity has brought a lot of people together who have influenced state legislatures to the extent that they collectively are gaming not only public schools, but the citizens who pay the taxes to support local and neighborhood schools.  This web shows very clearly how these organizations and people have figured out how to game the education system.  In these articles, we show how politicians have learned to game the system to not only use laws written by the American Legislative Exchange Council, but make use of the Tax Code to set up not-for-profit organizations that ask for money from around the country to support the bills that they support in their legislative bodies.

Using Students for Politics and Influence Peddling. In this article, I show how politicians have learned to game the system to not only use laws written by the American Legislative Exchange Council, but make use of the Tax Code to set up not-for-profit organizations that request money from around the country to support the bills in their legislative bodies.

Why Don’t Our Elected Representatives Write Their Own Legislation?  In this article, we show that ALEC, a national “bill-mill” is an “amazon” marketplace for state legislators looking to acquire “legislative bills.[/restab]
[restab title=”Money”]More than $700 billion is spent annually on public education in America, making education an investment and consumer market comparable to banking, energy, transportation, and retail.  But just as important is the idea that education is being shaped by organizations and a few people with a lot of money.  Here are two articles to offer some evidence for this.

Billions and Billions, and I am not Talking About Stars!  I am talking about dollars, and how billionaires are influencing (science) education policy from the K-12 level to the U.S. Department of Education, and this is being done in an environment where the billionaires are demanding accountability from the recipients of its money, but do so without having to be held to any standards or accountability themselves.

Are the Deep Pockets of Gates, Walton and Broad Contrary to the Ideals of Education in a Democracy? In this article, I wonder if the deep pockets of just 10 people can be consistent with the ideals of public education.[/restab]
[restab title=”Case Studies”]In this inquiry, we look at the Gates Foundation and Jeb Bush’s Foundation for Excellence in Education as core examples of organizations that use power and money to influence educational change throughout the states, often in the interests of corporate affiliates.

How the Gates Foundation Used $3.38 Billion in College-Ready Education Grants to Change Education Policy.  Did you know that since 1999, the Bill & Melinda Gates Foundation (technically founded in 2000) have made over 4,000 grants in the US Program, one of the major categories of funding for the Gates. The 4,000 grants were distributed among 16 categories such as College-Ready Education, Community Grants, Postsecondary Success, Global Policy & Advocacy, etc.

Bush’s Education Foundation and Influence Peddling: Any Truth to it? The connections between Bush’s Foundation, private companies, and state officials has set up the perfect storm for not just a privatization of schooling, but the expansion of a corrupt and secret, behind closed doors operation that changes laws to line the pockets of corporate officials

Graphics of The Bush Foundation’s Influence on State Education Laws  The Foundation for Excellence in Education (ExcelinEd) agenda has seven “reform” priorities, and its work centers on influencing state governments to pass laws that are directly related to these reform priorities. Follow the link to see some data.[/restab][/restabs]


 

Establishment-Reformster Spray

The drive to privatize education is the outcome of connections worked out by politicians and corporate executives with the support of some very prominent and not so prominent foundations and “not-for-profit” organizations that have cropped up spreading their sp ray over the public education landscape.  And this spray stinks.

During the election cycle, including the debates to held by each party, America will be covered by this sediment comprised of nuggets of fear, money, gaming and untruths forming layer upon layer of spray, which in the is nothing but a pile of “excrement.”

What is your take on the nature of influence peddling in education?

What’s Common Here: Teacher Education, Authoritarian Reform, Poverty, & Charter Schools?

In this first blog post in nearly two months, I want to introduce you to four areas of inquiry that have been explored on this blog over the past 10 years.

Over the next month, I’ll be uploading links to landing pages, each of which is a kind of inquiry or an investigation of themes that appeared on the Art of Teaching Science Blog.

Inquiries

The first four areas of inquiry are up on the blog website, and they are:

  • Assault on Teacher Education:  The assault on teacher education is being led by neoliberal and conservative ideologues who want to de-professionalize teaching, and one of the places to do this is by attacking the nation’s colleges and universities that prepare teachers.
  • Authoritarian Reform: In this inquiry, I am going to explore another movement that has historically played a role to oppose corporate, authoritarian, un-democratic, and right-wing policies and beliefs, and that is the work and wish of progressives, who have played a role in American history, starting with the American revolution.
  • Effect of Poverty on Learning:  There are bloggers and researchers who understand the nature of poverty and its effects, and why journalists, bureaucrats, politicians, corporate executives, and the billionaire boys club reformers either whitewash or simply avoid the problem. In fact, we have entered a period of “no excuses education,” which is held up as the option of “choice,” especially for families living in poor communities.
  • Charter Schools: In Whose Interest?:  Charter schools are seen as a cure-all to raise test scores of American students. It kind of like a philosopher’s stone, or a 19th century elixir, to serve as an antidote for the ills of traditional public schools. Many policymakers are motivated by the delusion that choice and competition are the answers to solving problems facing our schools.  In this inquiry, we’ll explore the underlying rationale for charter schools (the rationale has moved from one of true curriculum development by teachers, to a cash cow for charter management companies). When you look carefully at charter schools, they do not offer the kind of choice they claim in press releases and other public statements.

Future inquiries include:

  • High Stakes Testing and Teacher Evaluation
  • The National Council on Teacher Quality & the Art fox Ineptness
  • Politics and Influence Peddling
  • Progressive Pedagogy
  • Questioning Standards-Based Education
  • Stealth Appearances of Intelligent Design

Welcome back to the Art of Teaching Science blog.