Heroes Who Never Fight: U. S. Secretaries of Education (Betsy DeVos Edition)

Back in 2011, when I first started this blog, I complained about school reformers who talked and talked about leading a battle to fix the nation’s schools but didn’t ever seem to do any of the actual fighting.

Now, with Betsy DeVos the latest choice to lead the U. S. Department of Education I can almost recycle the article whole.

(I have also blogged about bicycling across the United States to raise money for the Juvenile Diabetes Research Foundation.)

It's a beautiful country. Get out there and see it.
(Grand Teton National Park.)

Anyway, here’s what I said six years ago. Almost every syllable still applies:

I TAUGHT FOR 33 YEARS, SO I INTEND TO USE MY BLOG to defend good public school teachers whenever possible. 

Still, you’d have to be blind, deaf and dumb not to know there are bad teachers. We used to joke of a colleague at my school that you could replace him with a cardboard cutout and students wouldn’t notice a difference. 

So, yeah, we need to do more to weed the dandelions in the classroom. 

When I started researching a book about education, however, I was stunned to find how little time our nation’s “leading” school reformers have devoted to the classroom. On November 30, 1979, President Jimmy Carter appointed Shirley Hufstedler first United States Secretary of Education. It was the start of a bizarre trend.  

Hufstedler was charged with saving U.S. education. But in 1979, starting my fifth year in a classroom, I had more experience than the Secretary of Education. I had her beat by four years, two months. Hufstedler never taught a minute. She probably knew as much about teaching as I did about driving a car at the Indianapolis Speedway or playing concert piano with the London Symphony. 

Mr. Carter plucked her from the federal bench. 

Terrel Bell, appointed by President Ronald Reagan, came next. Bell was actually tasked with dismantling the Department of Education, an idea most teachers might support today. Bell, at least, had tried his hand at teaching. He later became a principal and a superintendent in the Idaho and Utah public schools. 

William Bennett, Reagan’s second appointee and third to hold the position of Education Czar was another teaching virgin. Big Bill didn’t come out of any classroom. He came striding out of a think tank and started lecturing teachers about their failings. Later he wrote a thick book about “virtue” for adults.

Then he wrote a thinner volume: The Children’s Book of Virtues.  

Last but not least, he admitted a serious gambling addiction and blowing eight million dollars in Las Vegas. 

Lauro Cavazos Jr. was fourth in line, coming to the Department of Education straight from the university level, having never spent a day in his life working with K-12 students. He didn’t last long either. Cavazos was forced to resign after an investigation into misuse of frequent flier miles. 

Lamar Alexander was fifth. His first taste of Washington, D. C. life had not come working in a public school—of course not—but as legislative assistant to Senator Howard Baker. Alexander did meet his wife during a softball game for Senate staffers. So that was kind of cool. Later, as governor of Tennessee, he won fame and got his face on a Time magazine cover for “reforming” that state’s schools.

Naturally, none of the reforming was done by his hand. Lamar was just another virgin. Based on “his” success in Tennessee, however, Alexander was elevated to the cabinet post by President George H. W. Bush.  

President Clinton had the next crack at the problem and reached deep down into the classroom …no, no, no, we’re joking! He chose Governor Richard Riley of South Carolina as his U. S. Secretary of Education. Riley’s time in a classroom: 0 years, 0 months, 0 days, 0 hours, 0 minutes. 

0.

George W. Bush had two chances to get it right and blew them both, turning first to Rod Paige and later Margaret Spellings. Paige, at least, taught and coached at the college level; but his real claim to fame was the “Houston Miracle” which supposedly occurred while he was in charge of that city’s public schools...In no time at all, Paige had inner-city high schools whipped into shape and principals were reporting zero dropouts. Mr. Paige was a genius and President Bush tapped him to work his magic as Secretary of Education. 

Unfortunately, real teachers know that in real classrooms miracles are in short supply; and the “Houston Miracle” turned out to be completely bogus. Reporters discovered that one Houston high school had reduced dropouts to zero by classifying all 462 students who left school during the year as “transfers.” 

Where they might have “transferred” to, whether another high school, or a nunnery, or another planet, was a mystery. 

Meanwhile, Secretary Paige huffed and puffed and couldn’t make No Child Left Behind work. True: states initially reported stunning test-score gains. On closer examination almost all the gains proved to have been achieved through sleight of hand. Most states simply made their standardized tests easier to insure higher passing rates and avoid penalties under new federal regulations. 

Paige eventually gave way to Margaret Spellings, who came to understand the processes of education not by working in a classroom but by serving on an education reform commission down in Texas. 

Spellings did her fighting for children from the safe distance of the rear. She fought for kids in spirit, you could say. 

By 2009, if you were a real teacher—and by that, I mean a good one—it seemed hard to believe education policy could get worse. When President Obama took office you could hope wisdom might prevail. 

Instead, we found ourselves saddled with Arne Duncan as Secretary of Education. Duncan was the hero who “reformed” the Chicago Public Schools, a man who once taught...no, ha, ha, just joking again…who got his start in education in administration and kept clambering up the bureaucratic ladder.

So you figure he learned everything there was to know about the challenges faced by real teachers.

Back in 2011, I made fun of several other “leaders” in the field of school reform. 

I will skip that part.

This will bring us up to date:

President Obama had a second chance to get it right, selecting John B. King Jr. to serve as tenth Secretary of Education. Mr. King did teach three years, two in a charter school, and did serve as charter school administrator for five more. So he wasn’t devoid of firsthand knowledge. Sadly, as New York State Education Commissioner, he pushed several misguided policies and was politely asked to leave. King wanted to link teacher pay to standardized test scores—ironically, on tests that later proved so badly flawed they were discontinued. He also pushed hard for Common Core despite the fact New York parents by the tens of thousands started opting out of all the tests.

In the meantime, Congress was supposed to reauthorize No Child Left Behind, but failed to do so for eight long years, also failing to remedy flaws in the legislation. Duncan pushed a “Race to the Top”  initiative but his plan seemed to lead the children nowhere. Front line educators rightly came to suspect that  neither Mr. Duncan nor their representatives in Congress knew what they were doing.

Eventually, No Child Left Behind was replaced by the Every Child Succeeds Act, which, for all we know, may be replaced by the Make Every Child Great Again Act under President Donald J. Trump.

If Betsy DeVos passes Senate muster, we will be adding a woman with zero teaching experience—with zero experience as a school administrator—who never went to public schools—who never sent her children to public schools—appointed by a man who went to private schools—a man who sent his children to private schools—and Mrs. DeVos will “lead” us to battle. I suspect she knows what most men and women who have held the post of Secretary of Education have known about working with America’s children. 

Next to nothing.

What she does understand perfectly is how to collect great wads of cash and then donate same to wily politicians. DeVos knows how to block laws she and her husband don’t want passed by skillful lobbying. She’s rich because her father-in-law founded Amway and her husband runs the company. 

In other words, everything in education is going to be great!! 

And, if the next set of “school reforms” proves as misguided as the last, or the last before that, or before that, or even before that, maybe this time schools can at least stock up on Amway soaps and cleaning products.

Because DeVos might not know kids; but she really, really knows her Amway.

You Can Become a Millionaire if You Go into Education!

Suppose we could say to the young: “You should go into teaching. Someday, you can be a millionaire! You can be the next Nathaniel A. Davis!”

Corporate education. That’s the ticket!

Before we turn to Mr. Davis, however, we need to set the background. This week Senator Lamar Alexander of Tennessee offered up the latest in a long string of schemes to fix the public schools. Teachers, I imagine, might wonder, “Shouldn’t education in this country already be fixed? How many plans have politicians put forward?”

Ignore that conundrum.

Alexander was Secretary of Education under President George H. W. Bush.
(At no time in his life did he ever work in education.)
By the way:  the answer to that question was "no."

Here’s the bold new plan—not to be confused with previous bold new plans. Such as: No Child Left Behind. Mr. Alexander wants Congress to free up federal funds for 11,000,000 students from low-income families. Not new funds. No, Alexander is a fiscal hawk. His idea is to take away money the public schools receive. Then he wants to give it to parents to spend so they can enroll their children in schools of their choice. Choice! That’s what makes America great. Well, not counting parents who are gay or lesbian and might want to choose whom they marry.

Ignore that too.

What Senator Alexander wants is to divert $24 billion in funding. That’s 41% of federal dollars spent on K-12 education. Or: $2,100 per child.

Under his plan states might use the money to:

a) Help low-income students attend public schools outside their neighborhoods.
b) Fund individual scholarships to help pay private school tuition.
c) Attend charter schools, including “for profit” institutions.


Choice is cool! Like: would a member of Congress rather go to a fine restaurant with a lobbyist and eat a $150 meal? Or—since the GOP savaged the food stamp program—would a low-income person rather eat stale donuts scrounged from a dumpster?

Anyway, how would this plan work? Suppose a low-income family hopes to send a daughter to Summit Country Day High School here in Cincinnati. Let’s do the math:

Cost of attending Summit Country Day (9th grade): $19,050

Federal money available:                                              2,100

Shortfall:                                                                    $16,950


Oh, so close! Sadly, the aspiring low-income student still can’t get into the elite school and rub elbows with upper crust children. And by the way, could we not raise the minimum wage, which would be communism or something. And damn! Who thinks low-income families should be covered by health insurance!

Not Senator Alexander.

Sure. The GOP loves helping low-income children.

Or could it be that Republicans secretly hope to privatize all schools—and break up teachers’ unions as a bonus? Perhaps Republican hearts don’t pump red. Perhaps they pump green.

Here in Ohio, we know the answer. Meet David Brennan, operator of White Hat, a charter school chain with almost fifty franchises.

No, I mean schools.

Brennan cares about dollars. No, no, I mean kids. That’s why he has a $6 million mansion down in Naples, Florida. Because Brennan cares about living in lux…no, about children. He loves them so much he is willing to go out of his way to host fund-raising dinners in Florida for hard-working Ohio politicians.

Another neat White Hat trick, when franchises fail...ahem, schools...is to close them. Then they reopen with cool new names, in the same buildings, with much the same staff, so that profits for Mr. Brennan are impossible to kill. Kind of like zombies.

How does Brennan prove his love for Ohio kids? According to the Akron Beacon Journal he and his wife Ann contributed $3.8 million to fifty-one politicians between 2004 and 2012. Almost every cent went to GOP lawmakers.

Really? Why would anyone be surprised? Where education and profit clash education loses. Read up on the shyster tactics used by major for-profit colleges. Or consider the shady operations of for-profit charter school chains in Pennsylvania.

At least you’ll get a laugh for your tax dollars.

Today, however, let’s follow the money under Alexander’s plan and see where it ends. Let’s look at how K-12 Inc., a for-profit virtual education company does business. K-12 was started in 1999. Its founders were two giants in education. Okay, I’m messing with you. Founders were Michael Milken, one-time junk bond king, and Ronald Packard, a hedge fund banker.

The first chairman of the K-12 board was Bill Bennett. Like Senator Alexander, Bennett was a former U. S. Secretary of Education. But he was forced to resign in 2005 after suggesting that if you wanted to lower the U. S. crime rate you could abort every black baby. He quickly added that this would be reprehensible. Still, “your crime rate would go down.”

In other words, these are the kind of people you know are going to devote themselves to helping low-income families. In 2013, K-12 took in $848 million. And 86% ($731 million) came out of the pockets of taxpayers.

Helping children is hard. Every teacher knows. So you have to pay to keep quality employees. You have to pay Packard $19,489,223 for five years if you want to be sure he keeps helping. You have to pay his chief financial officer $3.3 million in 2013.

You need an executive chairman—a man who would never enter the field unless he was sure he could help children. And get paid $9.5 million in 2013. So let’s hear it for Nathaniel A. Davis. There’s no educator who cares more about young people than Davis does! In fact, the top eight educators at K-12 needed $21.4 million to get by just last year.

What’s the moral of this story? Obviously, Congress should listen to Senator Alexander. Federal dollars must be shoveled in this direction. We need to support the efforts of these heroes in education.

Do some math for fun:

Figure the first 1,810 children who use federal money ($2,100) will help Brennan provide fresh campaign donations to GOP politicians.

The next 2,857 will use grant money to ensure that Brennan can live in a mansion in Florida.

The next 4,524 will use their funds so that Davis can be fairly compensated in 2014.

Finally, 9,281 low-income children will use their grant money to make sure that Ronald Packard sticks around for another five years and keeps doing what he does so well.

In other words, let’s make sure Packard keeps helping kids get the best education our tax dollars can buy.

Heroes Who Don't Fight: America's Education Reformers

I TAUGHT FOR 33 YEARS, SO I INTEND TO USE MY BLOG to defend good public school teachers whenever possible. 

Still, you’d have to be blind, deaf and dumb not to know there are bad teachers. We used to joke of a colleague at my school that you could have replaced him with a cardboard cutout with his picture and students wouldn’t have noticed the difference for months. 

So, yeah, we need to do more to weed the dandelions in the classroom. 

When I started doing research for a book about education, however, I was stunned to find out how little time our nation’s “leading” education reformers have spent in the classroom. On November 30, 1979, for example, President Jimmy Carter appointed Shirley Hufstedler first United States Secretary of Education.                                                           

It marked the start of a bizarre trend.  

Hufstedler was charged with leading the battle to save U. S. education; but in 1979, at the start of my fifth year in a classroom, I already had more teaching experience than the new Secretary of Education. In fact, I had her beat by four years and two months. Hufstedler never taught a day in her life. She probably knew no more about teaching than I did about driving a car at the Indianapolis Speedway, playing concert piano with the London Symphony, or performing brain surgery. 

Mr. Carter simply plucked her from the federal bench. 

Terrel Bell, appointed by President Ronald Reagan, came next in 1981. Bell was originally tasked with dismantling the whole Department, an idea most teachers might now support, but he was, at least, a man who had at tried his hand at teaching for a living. 

William Bennett, Reagan’s second appointee and third to hold the coveted position as Education Czar was another teaching virgin. Big Bill didn’t come out of a classroom. He came striding out of a think tank and immediately started lecturing teachers about their failings.

Later he wrote a thick book about “virtue.”  

Later still, he admitted having a serious gambling addiction and blowing eight million dollars in Las Vegas casinos. 

Lauro Cavazos Jr. was fourth in line, coming to the Department of Education straight from the university level, having never spent a day in his life working with elementary or secondary level students. He didn’t last long in office, either.

Cavasos was forced to resign after an investigation into misuse of frequent flier miles. 

Lamar Alexander was next. His first taste of Washington, D. C. life had not come in a public school—of course not—but as a legislative assistant to Senator Howard Baker. Alexander did meet his wife during a softball game for Senate staffers. So that was kind of cool. Later he was governor of Tennessee, where he won fame and got his face on a Time magazine cover for “reforming” his state’s schools.

Naturally, none of the reforming was done by his hand. Lamar was another virgin. Based on “his” success in Tennessee, however, Alexander was elevated to the cabinet post by President George H. W. Bush.  

President Clinton had the next crack at the problem and reached deep down into the classroom …no, no, no, we’re joking! He chose Governor Richard Riley of South Carolina as his U. S. Secretary of Education. Riley’s time in a classroom: 0 years, 0 months, 0 days, 0 hours, 0 minutes. 

0.

George W. Bush had two chances to get it right and blew them both, turning first to Rod Paige and later Margaret Spellings. Paige, at least, taught and coached at the college level; but his claim to fame was the “Houston Miracle” which supposedly occurred while he was in charge of that city’s schools. (This is not to be confused with the “Texas Miracle” performed by Governor Bush, which supposedly turned Texas schools into some of the nation’s finest.) In no time at all, Paige had inner-city high schools whipped into shape and principals were reporting zero dropouts. Clearly, Mr. Paige was a genius and President Bush tapped him to be Secretary of Education. 

Unfortunately, real teachers know that in the classroom miracles are in short supply; and the “Houston Miracle” turned out to be bogus. Reporters discovered that one Houston high school had reduced dropouts to zero simply by classifying all 462 students who left school during the year as “transfers.” 

Where they might have “transferred” to, whether another high school, or a nunnery, or even another planet, was a mystery. 

Meanwhile, Secretary Paige huffed and puffed and couldn’t make No Child Left Behind work. True: states initially reported stunning test-score gains. On closer examination almost all of the gains proved to have been achieved through sleight of hand. States simply made standardized tests easier to insure higher passing rates and avoid penalties under new federal legislation. 

Paige eventually gave way to Margaret Spellings, who came to understand the processes of education not by working in a classroom but by serving on an education reform commission down in Texas. Spellings did her fighting for children from the safe distance of the rear.

She fought for kids in spirit, you could say. 

Think I ever taught real students?
Think again, suckers.
(Arne Duncan)

By 2009, if you were a real teacher—and by that, I mean a good one—it seemed hard to imagine that education policy could get worse. And when President Obama took office you could only hope that wisdom might prevail. Instead, we soon found ourselves saddled with Arne Duncan as Secretary of Education. Duncan, you might recall, was the hero who “reformed” the Chicago Public Schools, a man who once taught...no, ha, ha, just joking again…who got his start in education in administration and kept on climbing the administrative ladder.

So you figure he learned everything there was to possibly know about the challenges faced by real teachers.

How about some of our other leading education reformers? Mayor Michael R. Bloomberg is a big name in reform. Never taught a day in his life did that pompous billionaire. His school chancellor for eight years, Joel I. Klein? He never taught, either. Bloomberg took it a step farther when Klein left his post and went back to earning millions annually as a corporate lawyer. The mayor appointed Kathleen Black to run the New York Public Schools. Not only had Black never taught, she had never attended the public schools, nor had she sent her own children to the public schools.

And don’t get me started on that banshee Michelle Rhee. Ms. Rhee did serve three years in the classroom but says she considered quitting after one. 

Three years, though—she lasted three years—which was plenty for her. Now she tours the nation giving talks about how much she knows about teaching.

IN ANY CASE, HERE’S HOW I SEE IT. I served two years in the United States Marines during the Vietnam War. That might sound impressive if you stopped right there. But I was a supply clerk and never once left the safety of Camp Pendleton, California.

For obvious reasons, then, I don’t pretend to know about combat.

That’s exactly the problem with most of our leading education reformers. They think they’re John Wayne; but just because Wayne died in a movie about Iwo Jima that doesn’t mean he knew anything about bloody combat.

Don’t get me wrong.

I spent three decades in the classroom and loved being a teacher. What I mean to say is this: You could find one kindergarten teacher, with six years of experience, or one seventh grade art teacher with eleven, or one high school physics instructor with twenty years in the classroom, and all would be more likely to understand the challenges of teaching than Rhee or Duncan or any of these other reforming ladies and gentlemen.

We need to start asking teachers what they think we need to do to reform American education.