Below we see what these few decades have left of our US PUBLIC EDUCATION/PUBLIC SCHOOLS. The YOU TUBE of MIND TRUST reinventing our US public schools comes from a GLOBAL BANKING 1% FEINBERG-----AKA bailing out the Wall Street Banks et al. We tried to figure out just who are those 74 million children this global banking corporate charter have in mind-----it is likely 'US' not 'THEM' but they are pretending to be a school for 'THEMS'.
These are the hard-core killing public schools far-right CLINTON NEO-LIBERALS---
While this description leads us to think this GLOBAL EDUCATION CHARTER CHAIN is expanding to CHINA----we feel the opposite is happening. These global charter chains were built overseas in FOREIGN ECONOMIC ZONES and are now here in US cities.
'The summer 2007 issue of Education Next, a publication of the Hoover Institution described The Mind Trust's formation in an article by David Skinner:[5]
In January, David Harris left the mayor’s office to work on another side of the charter school problem: ‘stimulating supply,’ as he puts it. If Indianapolis is going to continue being a leader in school innovation, it must, Harris reasons, become the place to develop new ideas. So he has built a nonprofit—IPS superintendent White, among others, sits on the board--to fund highly paid fellowships for education entrepreneurs. It is called [The] Mind Trust, and along with trying to find the next Michael Feinberg (a co-founder of KIPP) or the next Wendy Kopp (founder of Teach For America), Harris will be trying to draw the cream of education reform organizations to establish a presence in Indianapolis'.
Here are two average global 5% freemason/Greek players pretending all this is great news. What makes this GLOBAL EDUCATION CHAIN transformational? It is breaking down and eliminating our LOCAL COUNTY SCHOOL DISTRICTS-----you know, where teachers, parents, students have/had the power of setting the agendas for these local public schools.
'youtube.com
Reinventing America's Schools:
Kameelah Shaheed-Diallo & Brandon Brown, The Mind Trust'
Seems BRANDON BROWN OF MIND TRUST feels this global education charter chain would easily replace any public school if only EVIDENCE-BASED DATA where collected.
THAT'S FUNNY------THESE CHARTER AS FAKE PUBLIC SCHOOLS HAVE EXPANDED THIS PAST DECADE BECAUSE NO ACCOUNTABILITY FOR FEDERAL FUNDING IS HAPPENING.
Indeed! When performance was measured it was found that KIPP juked it stats----just as this global corporate education charter likely does as well.
'With the gross national debt in excess of $22 trillion—nearly 105% of gross domestic product'
'What is GDP and Why is It So Important to Economists and ...
www.investopedia.com/ask/answers/what-is-gdp-why... Gross domestic product (GDP) is one of the most common indicators used to track the health of a nation's economy. It includes a number of different factors such as consumption and investment'.
Taking money from our DISCRETIONARY FUNDING-----like EDUCATION/PUBLIC SCHOOLS. When Congress gets tough on all this debt it will be DISCRETIONARY funding first-----SOCIAL SECURITY/MEDICARE next-----and a dictate that ONE WORLD ONE GLOBAL CHARTER CHAIN SCHOOLS are SUSTAINABLE.
Seems BRANDON BROWN OF MIND TRUST feels this global education charter chain would easily replace any public school if only EVIDENCE-BASED DATA where collected.
THAT'S FUNNY------THESE CHARTER AS FAKE PUBLIC SCHOOLS HAVE EXPANDED THIS PAST DECADE BECAUSE NO ACCOUNTABILITY FOR FEDERAL FUNDING IS HAPPENING.
Indeed! When performance was measured it was found that KIPP juked it stats----just as this global corporate education charter likely does as well.
K-12 Education:Education Needs to Improve Oversight of Its 21st Century Program
GAO-17-400: Published: Apr 26, 2017. Publicly Released: Apr 26, 2017.
Office of Public Affairs
(202) 512-4800
youngc1@gao.gov
What GAO Found
The Department of Education (Education) awards 21st Century Community Learning Centers (21st Century) grants to states, who in turn, competitively award funds to local organizations, which use them to offer academic enrichment and other activities to improve students' academic and behavioral outcomes. In their most recent grant competitions, states awarded 21st Century funds to nearly 2,400 organizations—including school districts and community-based organizations—based on a variety of criteria, such as the quality of their proposed program designs.
Relevant research we reviewed that compared program participants to those of non-participants suggests that the 21st Century program is effective in improving students' behavioral outcomes, such as school-day attendance and reduced disciplinary incidents, more often than their academic outcomes. However, because Education's current 21st Century performance measures primarily focus on students' reading and math scores on state tests, Education lacks useful data about whether the program is achieving its objectives to improve students' behavioral outcomes such as attendance and discipline—the areas where the program most frequently has a positive effect. Education officials have not substantially revised the program's performance measures since 1998, in part because its authorization lapsed from fiscal years 2008 through 2016. Leading practices in performance measurement call for federal agencies to align performance measures with program objectives.
21st Century Community Learning Centers' Objectives and Performance Measures for Student Outcomes
Education's technical assistance to states does not adequately address challenges states face in evaluating their 21st Century programs and sustaining them when program funding ends. About a third of states reported in GAO's 50-state survey that they face challenges in evaluating program performance, such as difficulty designing evaluations that shed light on program effects. Further, the 21st Century program was reauthorized twice, which resulted in significant changes to state requirements for evaluating programs. However, Education has not provided states written guidance on developing and conducting high-quality evaluations since 1999. Federal standards for internal control state that when significant changes occur agencies should periodically review policies for continued relevance and effectiveness in achieving their objectives. Absent written guidance to states on conducting high-quality evaluations, Education may miss opportunities to help states improve their capacity to conduct such evaluations to assure the program is meeting its goals.
Why GAO Did This Study
Education's 21st Century program—funded about $1 billion annually since 2002—supports a broad array of activities outside the school day to improve student outcomes in high-poverty or low-performing K-12 schools. A statement accompanying the Consolidated and Further Continuing Appropriations Act of 2015 included a provision for GAO to review Education programs outside the regular school day.
GAO examined (1) how 21st Century funds are awarded and used, (2) what is known about the effectiveness of these programs, (3) how Education manages and uses program data to inform decision making, and (4) Education's technical assistance for evaluating and sustaining programs.
GAO conducted a 50-state survey of program officials, obtaining a 100 percent response rate. GAO also reviewed selected state program evaluations and academic studies on student outcomes, and observed program activities and interviewed officials in four states representing a range of grant size and location
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FY2020 appropriations update: Afterschool funding increased!
By Erik Peterson Posted: Dec 17, 2019
House and Senate appropriators reached an agreement on final subcommittee allocations to avert a shutdown and fund the government past the December 20 deadline. The final bi-partisan bill language specifying funding levels for all government programs provides $1.25 billion for local afterschool and summer learning programs, which will provide quality programming for an additional 28,000 students. This brings afterschool funding to an all-time high and is a testament to the strong 21st Century Community Learning Center programs across our nation.
Congresswoman Nita Lowey (D-N.Y.) is the current chairwoman of the House Appropriations Committee and Co-Chair of the bipartisan House Afterschool Caucus. A longtime and ardent champion of afterschool programs, the Congresswoman announced her retirement from Congress earlier this year. In her honor, the bill adds her name to the 21st Community Learning Center Program.
_____________________________
BASIS is one of the first corporate charter chains pretending to be PUBLIC CHARTER----beginning in one state---expanding to another state and now openly connecting itself to being in Asia--------all while being a PUBLIC CHARTER SCHOOL. That is rewriting the education rules. They did this while these few decades of CLINTON/BUSH/OBAMA allowed trillions of dollars in US FEDERAL EDUCATION funding to looted with fraud and corruption.
YES, THAT IS A GAME-CHANGER HERE IN US WHERE WE HAVE A HISTORY OF HUNDREDS OF YEARS OF THE BEST IN WORLD HISTORY----PUBLIC SCHOOLS AND EDUCATION.
We want to look at just one FEDERAL EDUCATION funding where footprints for these global neo-liberal corporate education structures are taking hold. That is 21ST CENTURY COMMUNITY LEARNING CENTERS.
These learning centers started as supplementing our public K-12----then they expanded into other service areas----expanded in numbers----and very soon they will MERGE---BE BOUGHT by these global education K-12 CHARTER CHAINS---like BASIS----KIPP.
We cannot be serious about building good K-12 schools when WORLD BANK/IMF are shouting against all that national debt. This national debt exists because it gives global banking 1% a TRILLION DOLLARS IN INTEREST on that debt just so it can come into our communities and say WE WILL USE YOUR STATE TREASURY BOND DEBT to build lots of KIPPS----AND BASIS global charter chains.
'With the gross national debt in excess of $22 trillion--nearly 105% of gross domestic product'
'What is GDP and Why is It So Important to Economists and ...
www.investopedia.com/ask/answers/what-is-gdp-why...
Gross domestic product (GDP) is one of the most common indicators used to track the health of a nation's economy. It includes a number of different factors such as consumption and investment'.
Taking money from our DISCRETIONARY FUNDING-----like EDUCATION/PUBLIC SCHOOLS. When Congress gets tough on all this debt it will be DISCRETIONARY funding first-----SOCIAL SECURITY/MEDICARE next-----and a dictate that ONE WORLD ONE GLOBAL CHARTER CHAIN SCHOOLS are SUSTAINABLE.
May 23, 2016, 11:16am
What Are BASIS Charter Schools And How Are They Rewriting The Education Rules?
Maureen Sullivan Former Contributor
Education -
I write about education from the inside out.
In the latest U.S. News & World Report ranking of the top public high schools in America, seven of the top 10 are test-in schools. Students have to be “gifted and talented” or come armed with high test scores and grades as well as teacher recommendations and the ability to write a great essay on demand. And then there are the three BASIS schools that ranked second, third and sixth. They are all Arizona charter schools with no admissions tests. The only requirement is an application for the lottery.
Yes, that’s the requirement to get in. To stay in, you have to work. Work really hard. Most of the students have been with the program since elementary or middle school so they know the drill. Lots of instruction during the day. A few hours of homework every night. If the students have been in the BASIS program in the early grades, they get to high school having already completed biology, chemistry and physics. The goal is for students to complete 6 AP exams by junior year so they can graduate early or go off on an in-depth senior project.
REMEMBER, GLOBAL BANKING 1% ARE ELIMINATING US HIGH SCHOOL SO THIS IS WHY STUDENTS ARE FINISHING HIGH SCHOOL-LEVEL CLASSES IN MIDDLE-SCHOOL.
The three BASIS schools in the U.S. News top 10 – Scottsdale, Tucson North and Oro Valley – are among 17 charters that BASIS operates in Arizona. BASIS also put three schools – Oro Valley (1), Flagstaff (2) and Tucson North (5) – in the top five of The Washington Post’s latest list of the “most challenging” high schools in America. As public charter schools, they are tuition free. And Arizona funds the schools at about $6,500 per pupil so you know students aren’t flocking there for the frills. There are also two BASIS charters in Texas and one in Washington, D.C.
THOSE NEO-LIBERAL ECONOMISTS ALWAYS HAVE THE BEST INTEREST OF OUR US 99% WE THE PEOPLE AT HEART. CLINTON-ERA EDUCATION REFORMS LED TO THESE LOW-EXPECTATIONS AND DUMBING DOWN
Economists Michael and Olga Block started the first BASIS charter school in Tucson in 1998. They thought that low expectations for American students were leading schools to dumb down the curriculum. As surprising as it is to some people, many kids like a challenge. The company has made the transition into private schools with BASIS Independent operations in Brooklyn and San Jose, Ca., where tuition runs $25,000, and Shenzhen, China. There are more private schools in the works in Manhattan, McLean, Va., Fremont, Ca., and Shanghai.
For Mark Reford, the chief brand officer for Basis Educational Ventures, the management company for the charters, independents and overseas schools, the difference is the teaching. A native of Northern Ireland with a doctorate from Oxford, he has had a long career teaching at the college level and serving as an administrator in top-name private schools such as Sidwell Friends in Washington, where he was academic dean, and St. Luke’s Episcopal in San Antonio, where he was head master. He can’t say enough about the role good teaching plays in student results.
____________________________
When global banking 1% takes that TRILLION DOLLARS in annual interest on the $22 trillion in national debt-----with the WORLD BANK/IMF telling us to get rid of all that PUBLIC WASTE----when the funding for these outsourced Federal public school funding disappears---then these community center will be looking to partner with BASIS/KIPP.
OHIO as with some other states do a good job of posting the 5Ws of funding for community learning centers. They post what organization gets the funds---how much---which county---and what institutions are partnered with that CCLC.
Looking across the nation----very few do what OHIO has done below yet, even with this basic OPEN GOVERNMENT posting--we still have no oversight and accountability. These learning are simply doing what our US PUBLIC SCHOOLS used to do.
21st Century Community Learning Centers (CCLC)
Contact Information
Shannon Teague, Assistant Director
shannon.teague@education.ohio.gov
(614) 466-2517
Nina Pace, 21st CCLC Financial Program Manager
nina.pace@education.ohio.gov
(614) 387-0344
Charlotte Jones-Ward, 21st CCLC Education Program Specialist
charlotte.jones-ward@education.ohio.gov
Charmaine Davis-Bey, 21st CCLC Education Program Specialist
charmaine.davis@education.ohio.gov
(614) 387-0460
The 21st Century Community Learning Center’s program provides opportunities for children who come from economically disadvantaged families and attend low-performing schools to receive academic supports. School districts, schools, community-based organizations, including faith-based organizations, institutions of higher education, city or county government agencies, for-profit corporations and other public or private entities are eligible for the 21st Century Learning Center grants.
The Ohio Department of Education's Office of Improvement and Innovation administers the 21st Century Community Learning Center (CCLC) grant. This federally funded grant program supports high-quality, out-of-school time learning opportunities and related activities for students who attend eligible schools. Recent flexibility from the U.S. Department of Education allows 21st Century funds to be used for expanded learning time programming during the school day, week or year in addition to out-of-school time.
21st Century Community Learning Center Grants (2019-2020 School Year)
Potential 21st Century Applicants
21st CCLC Getting StartedAll organizations just beginning to participate in this program need to take a few initial steps
- Obtain an Employer Identification Number (EIN), which is assigned by the Internal Revenue Service (IRS). For instructions on obtaining an EIN click here
- Set up an Internal Retrieval Number (IRN), which is a unique number assigned to each organization that is doing business with the Ohio Department of Education (ODE). To obtain and use an IRN, the following instructions and forms are provided:
- W-9 and Instructions, New Vendor Information Form, and EFT Form
- Establishing a New Organization in OEDS
- To establish an OH|ID account, click on the "Login" link at the top of any page on the ODE Web site. Each individual who will be attending events or accessing secure information on the ODE Web site must complete a profile.
- Comprehensive Continuous Improvement Planning (CCIP) System via OH|ID
- U.S. Department of Education Regulations
- U.S. Department of Education Non-Regulatory Guidelines
- Education Department General Administrative Regulations (EDGAR)
Past 21st Century Community Learning Center Grants Recipients
- FY19 Recipients
- FY18 Recipients
- FY17 Recipients
- FY16 Recipients
- FY15 Recipients
- FY14 Recipients
- FY13 Recipients
- FY12 Recipients
- Click here to view applicants and recipients prior to FY12.
- More Archived Information
FDR'S NEW DEAL early last century funded what became our national PUBLIC K-UNIVERSITY creating this massive network of schools lifting the US to being BE MOST HIGHLY EDUCATION NATION OF CITIZENS in world history. OBAMA has global banking 1% PRETENDING he was a cross between FDR and REAGAN----indeed, OBAMA ERA funded these PRIVATE PUBLIC CHARTER K-12 with trillions of dollars. While REAGAN gutted funding for JIMMY CARTER'S federal education agency tasked with enforcing WAR ON POVERTY----EQUAL OPPORTUNITY AND ACCESS to public K-12.
'Public education (including federal involvement in public education) was a thing in the United States for a couple hundred years before 1979'
And here is goal of CLINTON/BUSH/OBAMA----ending DEPARTMENT OF EDUCATION which in itself would keep strong PUBLIC EDUCATION in place if not for all this MOVING FORWARD
ONE WORLD ONE GLOBAL NEO-LIBERAL APPRENTICESHIP------K-CAREER.
'Just today, Rep. Thomas Massie (R-Ky.) has introduced H.R. 899, a one-sentence long bill which would eliminate the Department of Education in its entirety by the end of 2018'.
CARTER was busting the TEAMSTERS' UNION with deregulated trucking so this is FAKE NEWS regarding TEACHERS' UNIONS
Carter knew it would be easier for global banking 1% to grab all FDR public schools across the nation via these FEDERAL AGENCIES.
Teachers Unions
Why Do We Have a Department of Education?
Jimmy Carter's Debt to a Teachers Union.
Public education existed well before 1980, but an unpopular President Carter wanted the nation's largest union on his side before an election.
Anthony Fisher | 2.7.2017 1:15 PM
With Betsy DeVos just confirmed as the new Secretary of Education, it's worth taking a look back at the events that led the creation of this cabinet-level department.
Public education (including federal involvement in public education) was a thing in the United States for a couple hundred years before 1979, when Congress narrowly approved the cleaving of a new Department of Education (DoED) out of the already existing Department of Health, Education, and Welfare. But the newly created federal bureaucracy was more of a favor to a large and powerful special interest group on behalf of a beleaguered president than a necessary reorganization to allow the federal government to "meet its responsibilities in education more effectively, more efficiently, and more responsively," as then-President Jimmy Carter put it.
Upon signing the Department of Education Organization Act Statement in October 1979, Carter said:
Primary responsibility for education should rest with those States, localities, and private institutions that have made our Nation's educational system the best in the world, but the Federal Government has for too long failed to play its own supporting role in education as effectively as it could. Instead of assisting school officials at the local level, it has too often added to their burden. Instead of setting a strong administrative model, the Federal structure has contributed to bureaucratic buck passing. Instead of simulating needed debate of educational issues, the Federal Government has confused its role of junior partner in American education with that of silent partner.
Essentially, Carter's argument—similar to the argument President George W. Bush used to create the bloated, expensive, and ineffective Department of Homeland Security—is that because of all the "bureaucratic buck passing," a new bureaucracy must be created.
Creating the DoED was Carter's fulfillment of a 1976 presidential campaign promise, when he earned the endorsement of the largest labor union in the United States—the National Education Association (NEA). As the Washington Post reported in 1980:
The NEA gave its first presidential endorsement ever in 1976, when Walter Mondale promised them, at an NEA annual meeting, that the Carter administration would form an education department. At the 1976 Democratic National Convention, more delegates — 180 — belonged to the NEA than any other group of any kind. They've endorsed Carter for 1980, and were a major force in getting delegates to the Iowa caucuses…
Is the department, then, a creature of the NEA?
"That's true," says NEA executive director Terry Herndon. "There'd be no department without the NEA."
By the time the bill calling for the creation of the DoED had been passed in Congress, President Carter's approval rating was at its nadir—below 30 percent—in large part thanks to an international oil and energy crisis contributing to a tanking economy and a national "crisis of confidence."
A study of the DoED's creation by Georgia State University found that although the department "was fairly low on the list of priorities," President Carter's "Domestic Policy staff did its research, sent people to testify on behalf of the department in Congress, and hoped that their endorsement of the Department would help ensure the backing of the NEA and its members for the 1980 election."
A section on the DoED in the Cato Institute's Handbook for Congress includes a passage about the lukewarm support from even congressional Democrats for creating the DoED, who were more motivated to keep a Democrat in the White House than to create a new federal bureaucracy:
According to Rep. Benjamin Rosenthal (D-N.Y.), Congress went along with the plan out of "not wanting to embarrass the president." Also, many members of Congress had made promises to educators in their home districts to support the new department. The Wall Street Journal reported the admission of one House Democrat: "The idea of an Education Department is really a bad one. But it's NEA's top priority. There are school teachers in every congressional district and most of us simply don't need the aggravation of taking them on."
Just today, Rep. Thomas Massie (R-Ky.) has introduced H.R. 899, a one-sentence long bill which would eliminate the Department of Education in its entirety by the end of 2018. Check back later for more Reason coverage of Massie's bill.
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