THESE ARE THE REAL ISSUES THAT ALL CANDIDATES RUNNING AS DEMOCRATS SHOULD BE SHOUTING---
'The Trans-Pacific Partnership Would Empower Corporations to Attack U.S. Policies in Foreign Tribunals and Demand Taxpayer Compensation for Our Environmental, Health and Other Laws
TPP would grant foreign corporation shocking new powers to attack the laws we rely on for a clean environment, safe food and decent jobs. Under TPP, these corporations could sneak around our courts and laws and grab millions in our tax dollars all because they don’t like our laws. How could this be possible? TPP gives foreign firms special privileges – better treatment than local companies. It empowers foreign corporations to drag the U.S. government in front of secretive foreign tribunals comprised of 3 private attorneys authorized to order massive payments. There is no outside appeal to these tribunals dictates. And there is no limit on the laws the corporations can attack or the amount of our tax dollars the government can be ordered to pay when the foreign corporations think that their special TPP rights have been undermined by the laws all of the rest of us have to meet'.
Communities In Schools National Office
2345 Crystal Drive, Suite 700
Arlington, VA 22202
We are a nationwide network of passionate professionals working in public schools to surround students with a community of support, empowering them to stay in school and achieve in life.
It's relationships, not programs, that change children.
For nearly 40 years, Communities In Schools has been helping students achieve in school, graduate and go on to bright futures. Our mission is to surround students with a community of support, empowering them to stay in school and achieve in life.
The story of Communities In Schools began in the 1970s, when Founder Bill Milliken, then a youth advocate in New York City, came up with the idea of bringing community resources inside public schools – where they are accessible, coordinated and accountable. “It’s relationships, not programs, that change children,” Bill once said. “A great program simply creates the environment for healthy relationships to form between adults and children. Young people thrive when adults care about them on a one-to-one level, and when they also have a sense of belonging to a caring community.”
And that’s exactly what Communities In Schools does. Today, we are the nation’s largest and most effective organization dedicated to keeping kids in school and helping them succeed in life. Our unique model positions site coordinators inside schools to assess students’ needs and provide resources to help them succeed in the classroom and in life. We partner with local businesses, social service agencies, health care providers and volunteers. Whether it’s food, school supplies, health care, counseling, academic assistance or a positive role model, Communities In Schools is there to help.
NEW DIRECTIONS is big in Baltimore and as we see here it has been tied with community school movement these few decades of CLINTON/BUSH/OBAMA. If everyone will agree that the policy of HARLEM ENTERPRISE ZONES was corrupted to be simply PRETENDING to rebuild underserved communities lifting those in the communities as small business owners with non-profits that provided services to help with that-----and ended with global corporate campuses like East Baltimore and Harbor East with wealth and corporate power taking all that funding now being an ENTERPRISE ZONE....then it is easy to see how this early concept of community schools, as with community charters, has been corrupted and it now simply installing structures that will be those global corporate campuses with corporate schools.
IT'S THE ENTERPRISE ZONE AS GLOBAL CORPORATE CAMPUS TAKES COMMUNITY SCHOOLS GIMMICK
Lying about the goals of building global corporate campuses rather than lifting underserved communities and citizens living in them as with Enterprise Zone policies harms people in far different ways than this current far-right corporate fascism set on taking control of our children from crib to workplace. This is where authoritarianism goes wild. So, the early community and charter school movement that used to have left-leaning goals has been co-opted by the right right CLINTON/BUSH/OBAMA Wall Street crowd sending funding to build structures for societal changes in how American citizens think about free will, choice, rights as citizens.
You see this article written in 2005---the Bush Administration----talking about what communities schools were at that point----flash forward to today and we see a network of corporate non-profits privately funded creating that NGO entity telling citizens the who, what, why, when, and where of WHO THEY ARE.
If you think East Baltimore as an Enterprise Zone looks different from the Harlem Enterprise Zone it was supposed to model----wait until you see how Community Schools become far-right societal indoctrination to GLOBAL CORPORATE CAMPUS SOCIALISM..........We cannot look at these individual policies locally without remembering the gorilla in the room of US International Economic Zones with Trans Pacific Trade Pact and how THAT will make these individual policies look.
NEW DIRECTIONS FOR YOUTH DEVELOPMENT, NO. 107, FALL 2005 © WILEY PERIODICALS, INC.
Community schools are one solution to the fact that
“schools can’t do it alone.” Today’s youth need comprehensive,
coordinated support services provided in
schools through partnerships.
Full-service community schools:
A strategy—not a program
what are “full-service community schools,” and what do they have
to do with youth development? Community schools are those that
have been intentionally transformed into neighborhood hubs and
that are open all the time to children and their families. In these
buildings, a range of support services is provided by community
agencies to help overcome the many barriers that schools face in
producing successful students. What makes these schools different
is that they are operated through partnership agreements between
public schools and community agencies. They are not to be confused
with charter schools, which operate outside the formal school
system. These are regular public schools that are undergoing transformation
within the system.
Advocates for full-service community schools believe that today’s
schools cannot possibly take on all the problems of today’s children
and their parents. The pressures from No Child Left Behind are
enormous, draining teachers’ energy and demoralizing administrators,
who recognize that there is more to education than testing.
Schools need other agencies to share some of the responsibility
There are two things that should catch the eye of a social Democrat in this article---one is the global education corporation Edutopia-----and the other is far-right Steny Hoyer----Montgomery Counties premier 1% Wall Street global corporate neo-liberal wanting to add funding to community schools. As we see the funding is limited and therefor selective and we are seeing these community schools being built on global corporate campuses only. In other words, the underserved communities with no development needing these community schools are not getting them----so all these funds are being channeled to what Hoyer knows are global corporate campus SOCIALISM.
The support that is growing is underserved citizens having had all social services, community centers, public schools closed are now desperate to bring a community school supposedly having all of the above to replace these basic services.
While candidates shouting for community schools know this is very selective and tied to corporate campuses---they do not educate citizens just as they do not educate on the failings of Enterprise Zone policies other than to shout against TIFs. There is no goal of community schools anywhere other than global corporate campuses that will be free to create whatever conditions they want because INTERNATIONAL ECONOMIC ZONES AND TPP supposedly allows them to operate free from any national, state, or local laws.
GLOBAL CORPORATE CAMPUS SOCIALISM------FAR-RIGHT TOTALITARIANISM NEVER DOES SOCIALISM THE WAY CITIZENS WANT IT.
'By blending traditional and modern, global and local views, Edutopia offers individualized approaches to reflect on past and current events that influence our societies, and to innovate scientific, technological and socio-political measures in shaping and leading a more ideal environment for all'.
'Public support for these hybrid operations is growing. The U.S. Department of Education, planning to give out $5 million this fall to support full-service community schools, received 480 applications for just 8 to 12 grants. Congressman Steny Hoyer of Maryland is trying to add another $200 million in annual funding to the new NCLB law'.
Full-Service Schools: Where Success Is More Than Academic
Communities and schools unite to meet the needs of the whole child.
Former senior producer at Edutopia
August 13, 2008
For every educator who has tried to play therapist, nurse, job counselor, nutritionist, and family advocate to her students while still fulfilling the duties of her own job -- imagine a school where there's actually a professional to fill each of those roles.
That's the goal of a growing number of communities that are creating full-service community schools, in which service agencies and schools team up to meet a whole range of children's social, emotional, and academic needs, using the school building as a hub. With the economy stuttering and the pressure on schools to hit testing targets getting more intense, the number of school-as-service-hub sites will grow in the coming year and beyond. Even where communities don't attempt to create complete one-stop shops, schools and service groups will increasingly join forces in smaller ways to better support kids.
"The school is the receiver of everything that's happening in the economy or society," says Molly McCloskey, director of constituent services at the Association for Supervision and Curriculum Development (ASCD), outside Washington, DC. "The housing crisis right now -- holy cow, is that playing out in schools! Different kinds of families are qualifying for free or reduced lunch, and, even worse, some families are so embarrassed about applying that their kids don't have food."
The community-schools movement is more than twenty years old, McCloskey says, but it's seeing a surge in interest. It is dawning on social workers and educators that these partnerships enable agencies to reach children where they are, and the assistance frees up teachers to teach and -- ideally -- students to learn.
It may seem like a long leap from multiple-choice math tests to in-school social work, but as with so many things in education, the federal No Child Left Behind Act plays a role. Love it or hate it, the law has placed a national spotlight on the disparities in academic achievement between affluent and poor neighborhoods -- and no amount of test prep can erase the effects of poverty, ill health, and family distress on children.
At Thomas Edison Elementary School, in Port Chester, New York, a pocket of poverty in wealthy Westchester County, school leaders began a decade ago forging partnerships to support students and families. As reported in the April 2008 issue of Educational Leadership, the school now hosts a health center where staff from a local medical agency provide primary care, dentistry, and nutrition counseling -- essential services at a school where previously only 23 percent of students had health insurance.
Through other partnerships, students and families benefit from the services of a mental health counselor and a bilingual family caseworker, plus after-school enrichment. Edison's standardized test scores have rocketed upward, and immigrant parents once uninvolved with the school are now active in the PTA.
Other communities tackle problems more piecemeal, welcoming what services they can get. Nationwide, 1,700 sites have school-based health centers offering care tailored to community needs, according to the National Assembly on School-Based Health Care.
In rural Grants Pass, Oregon, the Southern Oregon Adolescent Study and Treatment Center began three years ago stationing staff in schools to counsel students in the course of regular school activities -- avoiding the stigma of being pulled out of class for a formal counseling appointment. The local Lovejoy Hospice also has begun providing counseling in twelve schools to children with a deceased, dying, or absent parent. Nancy Livingood, Lovejoy's manager of social services, explains that the partnership "evolved out of need -- one call after another."
Public support for these hybrid operations is growing. The U.S. Department of Education, planning to give out $5 million this fall to support full-service community schools, received 480 applications for just 8 to 12 grants. Congressman Steny Hoyer of Maryland is trying to add another $200 million in annual funding to the new NCLB law.
"This is about meeting the needs of kids to ensure all of our futures," says the ASCD's Molly McCloskey. "It's about making sure that kids, as they become adults, are more than just little brains on a stick."
Here we have a right-wing article which of course makes all this sound like a socialist government takeover of parents' role in rearing their children when the policies are being written by global corporations and Wall Street. So, the socialist reference becomes 1% Libertarian Marxism and yes, it is a cradle-to-career- indoctrination.
The people working throughout this system will become global corporate employees----not the local government agencies tasked with protecting our rights as citizens. As TPP says----global corporations will operate independent of laws. Parents are being painted as not knowing what is best for their children-----no matter whether that family is middle/working class or poor. This is everybody in----nobody out------far-right authoritarianism.
The right-wing citizens now mad about losing their LIBERTY AND FREEDOM brought this on by pushing Reagan/Clinton neo-liberalism to replace social Democracy in the 1990s.
'Duncan's "cradle-to-career" education-reform agenda, as he calls it, is essentially a blueprint for total indocrination and ultimately, tyranny.
Critics, though, are speaking out forcefully about the agenda. “This is modeled after the Soviet system,” said Charlotte Iserbyt, author of the book Deliberate Dumbing Down of America and a former senior policy advisor at the U.S. Department of Education. “It is part of a long-range plan outlined by the Carnegie Corporation to abolish local elected boards and use education to transform America from a capitalist system to a planned economy'.
Democratic voters may think this is Obama-bashing but this is very, very, very, very bad policy especially for the Democratic base of labor and justice.
Wednesday, 12 August 2015
Obama’s “Community Schools” Aim to Replace Parents
Written by Alex Newman
Lawmakers and the Obama administration are plotting to unconstitutionally commandeer local schools and turn them into “full-service community schools” -- government centers that will usurp vast new responsibilities over children that have traditionally been handled by parents and families. Under the plan, adopted in the Senate last month as part of a massive “education bill” solidifying federal control over children and schools, federally funded so-called community schools will “target” families and children for “services” covering their “academic, physical, social, emotional, health, mental health, and other needs.” If Congress and the Obama administration get their way, these full-service parent-replacement centers will soon be coming to a community near you, along with the swarms of government workers in charge of “home visitation” and “parenting education” under the program. In fact, even without legislation to authorize it, Obama’s education bureaucracy has already started using tax funds to create the “community schools” nationwide.
So what, exactly, is a community school? According to the legislation, it is a government-run elementary or secondary school that “participates in a community-based effort to coordinate and integrate educational, developmental, family, health, and other comprehensive services through community-based organizations and public and private partnerships.” These Orwellian schools will also provide “services” to students, families, and the community, including before and after school, during weekends, and even during the summer. A 2014
Federal Register “notice” by the federal Department of Education announcing lawless grants for community schools defines them in a similar way. In other words, children ensnared by “community” schools can spend virtually all of their time there and receive all of their “services” there — one step short of Obama Education Secretary Arne Duncan’s recent pitch for government boarding schools that he said should have children 24 hours per day, seven days a week.
A broad array of government “services” should be provided by the “community” schools. The list of those, outlined in the Democrat-sponsored legislation, is bewildering. Among them: home visitation services by teachers and nurses; early childhood education; primary health and dental care; “mental health counseling services”; “nutrition services”; remedial education activities and enrichment activities, including expanded learning time; summer or after-school enrichment and learning experiences; programs that promote “family literacy”; programs under Head Start and Early Head Start; mentoring and other youth development programs, including peer mentoring and conflict mediation; parent leadership development activities; parenting education activities; child care services; community service and service-learning opportunities; developmentally appropriate physical education; job training, internship opportunities, and career counseling services; adult education, including instruction in English as a second language; juvenile crime prevention and rehabilitation programs; homeless prevention services; and undefined “other services.”
Essentially, these Obama-backed “community” schools will become your child’s parents, nanny, educator, doctor, dentist, food source, psychiatrist, and more. It was not immediately clear whether hugs would be included, but practically everything else is. In other words, these “schools” will expand and accelerate the ongoing usurpation of the role of families and parents in raising the next generation of Americans. And just in case, parents can receive home visits from the swarms of federally funded school bureaucrats — in addition to parenting lessons from Big Brother on how to care for Big Brother’s children. The federally funded “full-service community schools” will also be keeping watch for Big Brother, with tax funding allocated to help the parental-replacement centers create data-collection systems aimed at knowing everything about everyone.
The radical legislation to turn federally controlled schools into federally controlled overseers of all aspects of a child’s life, though sponsored by Democrats, was able to pass thanks to Republicans. While introduced as a stand-alone bill, it was attached as an amendment to the equally radical “Every Student Achieves Act” that was passed by the GOP-controlled Senate on July 16. The similar “Student Success Act” was passed by the Republican-dominated House of Representatives on July 9. Now, the two versions of the legislation, which purport to re-authorize a dizzying array of unconstitutional federal “education” schemes, must be put together in conference. Obama already supports the “bipartisan” legislation and plans to sign it, the White House indicated in a statement.
Senator Sherrod Brown (D-Ohio), the chief sponsor of the “community schools” measure in the Senate, celebrated his success. “Challenges at home can undermine classroom performance and leave students struggling to keep up,” Brown said. “Community schools have a proven track record of connecting students and their families to critical services.
This amendment will help expand this model so more students can access essential resources like medical care and after-school care. This will ensure that students can focus their attention on succeeding in school.” House Democratic Whip Steny Hoyer (D-Md.), who has been pushing the same legislation in the House, praised the Senate for taking a “major step forward to promote the full-service community schools model across the country.” “I hope the House and Senate will go to conference soon and produce a final version that includes support for full-service community schools,” Hoyer added in a statement.
Under the legislation, the Education Secretary would be empowered to unconstitutionally hand out taxpayer funds to “entities,” schools, and state governments that help “integrate multiple services into a comprehensive, coordinated continuum supported by research-based activities that achieve the performance goals … to meet the holistic needs of children.” Secretary Duncan, who openly boasts of turning your children into “green” and “global” citizens with his “global partner” UNESCO via the “weapon” of education, will also receive some high-level assistance in the effort. The bill establishes a “Full-Service Community Schools Advisory Committee” consisting of the Secretary of Education, the U.S. Attorney General, the Secretary of Agriculture, the Secretary of Health and Human Services, and the Secretary of Labor. Parents, of course, will not be invited to sit on the board.
To obtain a “grant,” the entities applying need to submit a “comprehensive plan” that includes a “needs assessment that identifies the academic, physical, social, emotional, health, mental health, and other needs of students, families, and community residents.” The plan also needs to show “an increase in the percentage of families and students targeted for services each year of the program.” And those “services” need to be geared toward making sure children “are ready for school,” are “physically, mentally, socially, and emotionally healthy,” and are “contributing to their communities.” Of course, that government-funded “plan” for children sounds a lot like the traditional role of parents. The “services” should also aim to create “neighborhoods” that are “safe and provide a positive climate for learning that is free from bullying or harassment.” In essence, then, the sky is the limit.
The legislation also aims to “provide support for the planning, implementation, and operation of full-service community schools”; “improve the coordination and integration, accessibility, and effectiveness of services for children and families”; “ensure that children have the physical, social, and emotional well-being to come to school ready to engage in the learning process every day”; “facilitate the coordination and integration of programs and services operated by community-based organizations, nonprofit organizations, and State, local, and tribal governments”; and “engage students as resources to their communities.”
Despite the lack of any statutory or constitutional authority to do so, Obama’s Department of Education has been busy pushing and funding “community schools” since at least last year. “The awards will help encourage a coordinated and integrated set of comprehensive academic, social, and health services that respond to the needs of its students, their families, and community members,” the bureaucracy boasts online about a grant program it developed to finance the machinations in states and cities across America. There are already an estimated 5,000 “community schools” in operation nationwide, according to news reports. If the measure gets signed into law, Americans can expect thousands more.
Secretary Duncan, in a statement congratulating his department for spending millions of tax dollars promoting the scheme, also celebrated the Brave New Schools he is helping to unleash on America. “Across the nation, we've seen schools come together to partner with key organizations to support comprehensive services for students and their families in some of our toughest communities,” he said last year while lawlessly handing out $5 million of your money to create the parental-replacement centers. “Great schools require the entire community to work together, and these grants will help leverage our resources to create a range of wraparound services that help all students grow in the classroom, and graduate ready for college and their careers.” Duncan's "cradle-to-career" education-reform agenda, as he calls it, is essentially a blueprint for total indocrination and ultimately, tyranny.
Critics, though, are speaking out forcefully about the agenda. “This is modeled after the Soviet system,” said Charlotte Iserbyt, author of the book Deliberate Dumbing Down of America and a former senior policy advisor at the U.S. Department of Education. “It is part of a long-range plan outlined by the Carnegie Corporation to abolish local elected boards and use education to transform America from a capitalist system to a planned economy. The charter schools are a huge part of this agenda too because they already do not have elected boards, and the plan is to have unelected commissions and boards, at the same time as we move away from local tax funding of schools. We are watching it all happen right now. The simplest solution is to cut the international/federal/state umbilical cord!” Iserbyt also linked the scheme to a 2013 policy paper by Marc Tucker, written for the ultra-left, Obama-aligned Center for American Progress, calling for a total end of local control over schooling.
The “full-service community schools” component of the “education” bills passed by Congress is a relatively tiny part of the overall legislation. As reported by The New American last month, the broader bills are packed with attacks on real education, local control of schools, student and family privacy, and the rights of parents. Despite false campaign promises by Republicans to rein in the Obama administration, the legislation also purports to reauthorize a plethora of unconstitutional federal “education” schemes — including the same draconian tools Obama has lawlessly used to nationalize and dumb down education through the hugely unpopular Common Core standards.
If the American people hope to remain free, real education and strong families are key. Obama and his allies in Congress know that, hence the full-fledged assault on real education, families, local control of schools, and parental rights. American parents, teachers, and taxpayers must understand all of that, too — and demand that their elected officials act accordingly.
If you understand that Harbor East and downtown Baltimore are Enterprise Zones having nothing to do with the original Harlem Enterprise Zones then you can see how the current policies from the same Harlem Children's Zone will not look like they are sold in this article. It is no coincidence that Bill Clinton placed his offices in Harlem after his Presidency. This is where Clinton recruited so many of our black leaders to push all these far-right Wall Street global corporate neo-liberal policies. POSING PROGRESSIVE we always see lots of kids playing ----families always seem connected----but in our US cities that is NOT the feeling citizens are getting. Parents pushed towards a school/after-school agenda already set is not what community schools were about. From the article by the right-wing citizen---we can see where these policies hit the underserved communities first and are now spreading to all citizens and communities.
Folks must know---first the funding for quality application of these policies will disappear as the global corporate control of these policies take hold and it will become complete loss of control of our children. If we think about the pre-K testing and evaluation that is already leading to our children being tracked into vocations and schools with parents having less and less to say about 'choice'-----one can see where FIRST FIVE YEARS will be the same.
Wall Street and Clinton are clever in connecting these global policies to an inner city Harlem structure and this is why many black citizens are thinking these policies are good.
PROGRESSIVE POSING -------NEVER ENDS WELL FOR WE THE PEOPLE.
The Harlem Children's Zone
Harlem Children's Zone's cradle-to-career education model has its roots in a 1970 truancy-prevention program of the Rheedlen Centers for Children and Families, in New York City. In 1983, Canada arrived as education director, then became president in 1990. Impelled by his personal experience growing up in the crime-ridden South Bronx of the 1960s, Canada was determined to help other children escape the fear, danger and limitations of his own childhood'.
If people understand the tiering in China between those people ending in global corporate factories and those who end as sweat shop white collar professional labor you understand that the factory people will not have any of these social benefits while those professionals will pay tons of money to be part of this system.
The Cradle-to-Career Solution
Providing a birth-to-employment education can stop students from falling through the cracks.
District Administration, May 2011
Simone Kelly, (left) a junior at City College in New York, had an internship at SONY's RED division last year. Kelly took part in the Harlem Children?s Zone after-school programs in high school and the HCZ's College Success Office.Extensive media coverage of New York City's Harlem Children's Zone's cradle-to-career program over the past several years has served to focus mainstream attention on school reform in a way unprecedented in recent history.
Cradle-to-career programs seek to provide children living in poverty with a high-quality birth-to-employment education through a continuum of services that include health, social and economic supports in addition to school. School-family-community partnerships and data-tracking of student progress are central to the cradle-to-career model, which asks not just educators but all community service providers to take responsibility for student outcomes in an effort to break what the Children's Defense Fund terms the "cradle to prison pipeline" of these communities.
The New York Times, The Wall Street Journal, Newsweek, US News and World Report, 60 Minutes, PBS, CNN, Oprah Winfrey and the documentary Waiting for Superman are just a few of the media channels that have repeatedly covered the Harlem Children's Zone (HCZ) and its CEO, Geoffrey Canada. In a 2007 campaign speech, Barack Obama held up the HCZ as a model of education reform he pledged to replicate as president. He took a first step toward doing so with 2010's Promise Neighborhoods competitive grant initiative.
Based on the HCZ template, the Promise Neighborhoods grant helps fund programs in high-poverty communities that can demonstrate a capacity to craft a technology-based data-tracking system and to build the network of community partnerships crucial for ensuring that students "won't fall through the cracks," says Larkin Tackett, deputy director of Promise Neighborhoods.
Federal Funding Challenges
Above, toddlers in the Incredible Years group at the East Durham Children?s Initiative (EDCI) in North Carolina play with blocks, which in part, promote development.The EDCI focuses its efforts on early childhood.
Despite widespread acclaim for the model, which includes both charter and noncharter school initiatives, funding for the Promise Neighborhoods grant and other cradle-to-career efforts is threatened by the same proposed cuts in the 2011 federal budget as the broader spectrum of education programs. Last year, 21 communities were awarded up to $500,000 from the program's $10 million fund, but Obama's requested $210 million for Promise Neighborhoods in 2011 has been reduced by the Senate and House to $20 million and $60 million, respectively.
Also on shaky financial ground are early childhood programs, which remain core elements of the cradle-to-career model. The underfunding of Early Head Start, Community Development Block Grants and similar programs are of great concern to advocates such as Susan Ochshorn of Early Childhood Education Policy Works and Adele Robinson of the National Association for the Education of Young Children. Both point to the research of experts like University of Chicago economics professor James Heckman, who links early childhood education to reduced rates of teen pregnancy, crime, drug abuse and dropping out of school, and to increased earning power.
In the face of likely drastic cuts, Robinson and other experts, such as Rick Hess, director of education policy studies at the American Enterprise Institute, counsel innovation. Robinson says schools can spearhead community partnerships to establish shared goals and initiatives, such as pairing early childhood and primary level educators for joint professional development to address the crucial transition from pre-K to kindergarten, or divert Title I funds from schools to external early childhood programs. Hess advocates integrating new tools and technologies into classrooms as a method for reaching kids on an individual level and compensating for high student-teacher ratios.
The Harlem Children's Zone
Harlem Children's Zone's cradle-to-career education model has its roots in a 1970 truancy-prevention program of the Rheedlen Centers for Children and Families, in New York City.
In 1983, Canada arrived as education director, then became president in 1990. Impelled by his personal experience growing up in the crime-ridden South Bronx of the 1960s, Canada was determined to help other children escape the fear, danger and limitations of his own childhood.
The "Harvard" kindergarten class at the Promise Academy II, which is a program of the Harlem Children's Zone, recites the Promise Academy Creed for a visitor.
After expanding the program with a community center and adding teaching assistants partly funded by the AmeriCorps national service organization, Canada then began a single-block pilot program of the Harlem Children's Zone Project, providing a network of health and education services to students and families, with financial support from the New York City-based Edna McConnell Clark Foundation.
Today the program covers a 97-block area in Harlem and serves more than 8,000 children and 6,000 adults. The comprehensive range of services begins at birth, with a training workshop for parents of infants to three-year-olds. "We make it a fun atmosphere, and the goal is to inform parents about their child's development and ways to, for example, discipline their children without hitting them," says Marty Lipp, HCZ's director of communications.
He adds that another goal of the program is to start long-term relationships with parents, as their ongoing engagement is important to student success. HCZ's broad coalition of community partners includes Harlem Hospital, the Children's Health Fund, New York Presbyterian Hospital/ Columbia University Medical Center and local public schools, says Lipp.
Additional HCZ programs include a preschool, asthma and obesity initiatives, and two Promise Academy charter schools, serving 1,400 lottery-selected kids from kindergarten through high school. Academies offer extended-day and extended-year programs, as well as wraparound services, such as healthy meals, dental and medical care, and healthy-nutrition gourmet cooking classes for parents. The children who don't win a lottery slot in one of the charter schools are supported through what HCZ terms a "dual-track pipeline," which serves other area students.
Eighty-six teaching assistants work within the area's seven public elementary schools and help run free after-school academic and middle school readiness programs. Other services for noncharter-school students include academic case management, leadership and social development classes for middle school students, and job skill, summer employment and college-readiness programs for high school students.
HCZ also supports college students with tutoring, time management skills, financial aid application assistance and internship opportunities. Broader services available for adults include legal and financial guidance, domestic crisis and debt relief counseling, and advice on acquiring public benefits.
Among the evidence of success posted on HCZ's Web site are scores from 2008 showing that 100 percent of charter school third-graders tested at or above grade level on the statewide math assessment, and that 93 percent of third-graders in Promise Academy 1 tested at or above grade level in the statewide English and language arts assessment.
HCZ has only begun working with kids in college over the past couple of years and has no data on graduation rates, yet 90 percent of its 2010 high school seniors have been accepted into college, and more than 600 who have participated in HCZ's after-school programs are attending colleges across the country. Lipp calls this "an enormous source of pride for us."
Despite criticism that the HCZ model is dependent on its Manhattan location, Canada's singular personal passion and extensive philanthropic connections, programs such as North Carolina's East Durham Children's Initiative (EDCI), are able to replicate the model in customized form. Read the sidebar, "Harlem Children's Zone Critics Weigh In," about how difficult the HCZ is to reproduce elsewhere.
Harlem Children's Zone Critics Weigh In
Despite its numerous accolades and widespread media coverage, HCZ is also taking its lumps.
Inspired by HCZ, EDCI targets a 120-block area, which director David Reese terms a "bull's-eye for police," that is rife with crime, prostitution and child abuse. Without the benefit of HCZ-level resources or federal Promise Neighborhoods grant money, EDCI forged a range of community partnerships to gain funding and resources, with the Center for Child and Family Health as its parent organization. Targeting early childhood education and primary grades, the program began training teachers in the spring of 2010 and conducted a literacy summer camp for low-performing first- and second-graders.
In the fall of 2010, EDCI also began offering new-parent training and home nursing visits. The Y.E. Smith Elementary School, where 85 percent of kids receive free or reduced-price lunches, is the main focus for the first phase of the program, providing ongoing tutoring, a classical violin program for kindergartners, school museum partnerships for enrichment, and parent-school advocates who keep parents up-to-date on their children's progress and suggest interventions when appropriate. Identifying and taking advantage of existing high-quality community programs and practices help make the program affordable and replicable, Reese says.
The Strive Model
Strive, another cradle-to-career program being emulated across the country, was spearheaded in 2006 by Nancy Zimpher, who was then president of the University of Cincinnati and is now chancellor of the State University of New York. She was concerned by the lack of readiness of young children for kindergarten, poor performance on benchmark tests, and low college enrollment of students in high-poverty urban areas of Cincinnati and Northern Kentucky.
So Zimpher began by developing a partnership with the education advocacy group Knowledgeworks. The partnership establishes relationships with community service providers that could help with Strive's mission to improve academic success for every child, every step of the way.
Strive differs from the HCZ model in that it does not deliver direct services to students. Rather, it helps build a community's capacity to support students by coordinating existing services and educating funders to support programs that use student outcome metrics to ensure there is a positive return on their investment dollars, says Geoff Zimmerman, Strive's director of continuous improvement.
The Center for Collaboration and Continuous Improvement at The Strive Partnership in Ohio, held its Strive Six Sigma Training. Strive trains participants working with children and families across the cradle-to-career continuum.
Jennifer Blatz, director of partnership engagement and advocacy for Strive's newly formed national network, which will add thousands of students to the current 50,000 now being served in the Cincinnati area, also emphasizes the model's affordability, stating that cross-sector partnerships including businesses, foundations and schools can be implemented in other communities for less than $500,000 a year.
Key to such implementations is a strong convening organization that can establish partnerships with local schools, industries, businesses, parent groups and service providers to craft goals; a continuous improvement plan; and a method for ongoing measurement of progress.
In its four years of existence, Strive has trained more than 200 community stakeholders— including pre-K education groups, service organizations, tutoring and mentoring groups, and after-school programs—in data-driven evaluation. Strive programs have included expanding preschool days and kindergarten- readiness summer programs for at-risk 4-year-olds, facilitating additional training for early childhood educators, establishing a new early childhood curriculum aligned with state success indicators, and adding an additional month of early childhood academic instruction.
When Cincinnati Public Schools launched its Ready for High School elementary initiative in 2008, Strive helped align afterschool, tutoring, mentoring and health programs in 16 turnaround schools and has facilitated placement of 2,000 tutors at those sites.
Within four years, the results in three districts—Cincinnati in Ohio and Newport and Covington in Kentucky—included 9- and 10-point increases in kindergarten readiness for Cincinnati and Newport, respectively; an 11-point increase in high school graduation for Cincinnati; a 10-point increase in college enrollment for Cincinnati; 28-point and 30-point increases in fourth-grade math for Covington and Newport, respectively; and a 42-point increase in eighth-grade math for Newport.
A major challenge is getting more district leaders on board. "We're not here to place blame or push more accountability on administrators," Blatz says. "We want to help differentiate the responsibility across the range of community service providers." Strive's new initiatives are in Richmond, Va.; Houston; Hayward, Calif.; and Portland, Ore., where the group offers "technical support," including Web-based conference capabilities, on-site training and more.
Strive in Portland
In 2008, Portland State University took the lead in the Multnomah County, Ore., cradle-to-career initiative, whose goals are improving early childhood programs and offering extended-day academic and athletic activities for elementary and middle school students in the county's high-poverty, high minority metro area.
Six urban districts representing 85,000 students will be served by the Strive-supported program, which is organizing teams of providers, such as Portland Parks and Recreation, the Oregon Mentors Program, the YMCA, and boys and girls clubs. Pulling together the diverse community resources and leadership groups and achieving consensus around a data framework for outcomes and measurements has been both the greatest challenge and the greatest opportunity of the two-year planning phase just completed, says Pat Burk, associate professor of the school of education at Portland State.
Project implementations that began in March include training for early childhood day-care providers and an initiative on transitioning students between eighth and ninth grades, in part through college visits and tutoring. For other districts looking to implement cradle-to-career programs, Burk suggests looking to a university for assistance with data and research, and like EDCI, reaching out to a range of community organizations and partnering with the best programs already in the community.
The Cradle-to-Career Outlook
Although philanthropic funding for cradle-to-career programs remains uneven, and federal funding is an increasing challenge for all such initiatives, early results of this reform model are capturing the attention of more and more at-risk communities across the country.
With partnerships and shared goals as key elements, cradle-to-career programs unite communities by stressing collaboration and accountability over competition and isolation. This is aimed at encouraging success for every child and ending intergenerational cycles of poverty.
In a 2010 Huffington Post article about the HCZ, clergyman and education advocate Andrew Wilkes said the following: "There are two trains running in urban spaces today. One train, the cradle-to-prison pipeline, leads to deferred dreams, arrested development and misallocated public dollars. The other train, the cradle-to-career pipeline, can lead to flourishing families, job opportunities and the judicious use of public investment."
'Federal Audit Finds Baltimore City Schools Misused Federal Stimulus, Title I Funds
May 23, 2013 5:23 PM
BALTIMORE (WJZ) — A federal audit finds stimulus dollars intended for Baltimore City Schools is spent on things far from the classroom'.
As with all policy and funding in Baltimore, it is an outside auditing and research organization that finds funds are not getting to where they should-----the data showing progress is not real----what I have seen in stopping by several schools on this list is an exterior infrastructure for 'community schools' with not much of the resources outlined as goals. Not because administrators, teachers, parents don't care----it is simply too much to ask all of the above to become what was our public health and human services agencies.
Community schools in the current form are outsourcing yet again to citizens and small businesses to VOLUNTEER time and services for programs that used to be funded with taxpayer revenue----meanwhile, the government funding allocated often does not make it to these schools. The intent of all this is simply to deregulate what our public school structures are------our public schools simply becoming another service disconnected from our US Constitutional rights and centuries of democratic, broad curricula, citizenship education.
Community schools serve families, neighborhoods
Sharon Geathers, center, and Faith Anderson, left, pick out grocery items from the food pantry at Calvin Rodwell Elementary school. This is the first food handout for this school year. Staff and volunteers at Calvin Rodwell Elementary hand out over 4000 pounds of grocery items to families of students and from the community. Food pantry program is a big part of the community school model. Kenneth K. Lam/Baltimore Sun DSC_2778 md-community-schools lam
(Kenneth K. Lam / Baltimore Sun)
Erica L. GreenContact ReporterThe Baltimore Sun
Community schools create "an opportunity hub, an access point that doesn't already exist."
At Calvin M. Rodwell Elementary, the 2:25 p.m. bell signals when the school day ends. But the school's broader mission is just underway.
Parents come to its food pantry to stock up on groceries. The aroma of turkey and mashed potatoes fills the cafeteria, supper for children staying after school. A classroom of chattering students works through multiplication lessons. The voice of a karate instructor booms through the gymnasium.
Calvin Rodwell is one of dozens of schools in Baltimore's thriving "community school" movement, which operates under the guidance of The Family League, recently recognized as a national leader in transforming schools into community hubs of resources and services.
In a year that has seen children hurling bricks at police, students navigating crime scenes to get home from school and midafternoon gunfire in neighborhoods, the call for schools to expand their role as havens and community anchors has grown louder. The Family League has helped to increase the number of community schools in the city to 52, partnering with dozens of organizations to serve 24,000 students.
Through the school's collaboration with the nonprofit Child First Authority, nearly 200 students at Calvin Rodwell are guaranteed more learning time, enrichment activities and a hot meal in the after-school program.
Academic enrichment teacher Toni Patton looks at second grader Diamond Chism's drawings of where spring water comes from. At left, Khaled Evans looks at his own drawings. Calvin M. Rodwell Elementary School is a participant in the Family League's Community and School Engagement Strategy
(Algerina Perna / Baltimore Sun)
Out-of-school time is a key component of the community schools model, and the one that has shown the most impact in outcomes such as student attendance rates.
"This has changed everything for us," said Leon Pryor Jr., a third-grade teacher who also works in the after-school program supported by Child First Authority. "To have them here, safe, for extended time — it's just making sure that they're taken care of top to bottom, every day."
For years, the Family League of Baltimore has worked to connect schools with community organizations to offer a holistic approach to improving residents' quality of life. This year, the city's community schools movement is celebrating milestones.
City teacher named Maryland Teacher of the Year
In the spring, the Family League and three city schools received an Award for Excellence from the Coalition for Community Schools, a national organization representing the community schools initiative in nearly 50 cities across the country.
In the community schools nationally recognized this year — Wolfe Street Academy, Benjamin Franklin High School and the Historic Samuel Coleridge-Taylor Elementary — successes ranged from helping 60 families find housing to transforming school performance from among the worst in the district to among the best. In those schools, tens of thousands of service, learning and volunteer hours are being logged by parents and students.
Every community school has a food pantry that can feed residents for a month, and every school with an after-school program feeds students supper daily. In the first six weeks of school, the Family League served more than 95,000 meals after school. On Friday, 4,000 pounds of food was offered at the food pantry at Calvin Rodwell, located in West Baltimore's Howard Park neighborhood.
Freda Warren, a resident of Howard Park, uses the school's pantry every month to get food for herself and other senior citizens in the neighborhood. She said the help is invaluable.
"This is a good community but an aging community, and we don't see a lot of young folks around here no more," she said. "A lot of seniors in our area don't eat because the [cost of] medication is so high."
Some services provided in community schools are tailored to their community's needs but can range from internship programs for students to job placement for their parents in local businesses.
Through various partnerships, community schools also provide help that school budgets do not support, such as mental health services and extracurricular activities.
The nonprofit Family League of Baltimore operates as a local management board and grants millions of dollars each year to programs that embody its mission to improve lives from prenatal care to post-graduation services.
This year, the organization has an operating budget of about $30 million from state, local and private sources. The community schools program, implemented in conjunction with the mayor's office and the school system, costs about $19 million.
While the community schools concept has evolved in the past 20 years, Family League officials say the vision for Baltimore's model has never been clearer than this year.
During the unrest that followed the death of Freddie Gray, a 25-year-old African-American who died after suffering severe spinal injuries in police custody, community schools considered themselves "first responders," providing transportation, meals and places to vent.
"What we heard over and over again throughout each community was there is a lack of access, there wasn't opportunity," said Julia Baez, senior director of initiatives for the Family League.
"Community schools are about creating an opportunity hub, an access point that doesn't already exist."
Among the most valuable resources is an on-site staff person funded by the Family League who is responsible for coordinating resources and acting as a community liaison.
Gwendolyn Unoko, community schools coordinator at Calvin Rodwell, said she has learned that "being a community school leads to all kinds of possibilities."
In the week before school opened, she led a small team on a "community walk" through the Howard Park neighborhood, knocking on doors to inform residents of coming events and checking to see whether they needed help preparing for the school year.
The group included Principal Samuel Rather II and students boasting of the school's offerings — the food pantry, a Breathmobile that helps treat students with asthma and the popular rain barrel collection workshop.
Rather said it was important for him to be present in the community because residents "need to know I rely on them and they can rely on me."
Along the way, Rather knocked on the door of Calvin Rodwell's former principal, Cynthia Winkler, who led the school for five years before retiring in 2009. The educator of 38 years recalls when being part of a community represented a way of life.
"The whole sense of community is what made the Baltimore of the past great, and we're losing that. People don't know their neighbors anymore, they don't take care of their seniors, look out for their children," she said. "I'm glad to see them out here, trying to connect those dots again."
John Neale, a fifth-grader at the school and vice president of the Student Government Association, said he likes that Calvin Rodwell is a community school because it can draw people back to the school.
"A lot of kids around here are going to other schools and they need to come here," he said. "We need to teach them that even though crimes happen sometimes, they don't happen at Calvin Rodwell."
Forest Park High School is one of six schools coming on line as a community school this school year.
Its plan includes more tutoring and internship programs, parenting classes, establishing an SGA, and encouraging community organizations to tap student talent, like those who excel in the culinary program.
Students and staff say they hope that when community members begin to share the school's space and its goals, they will share in its pride as well.
Devaughn Jackson, a senior at Forest Park High School, is anxious for that change. He notices that his neighbors greet him with skeptical stares as he walks past their homes in his street clothes but wave hello when he walks to school in his JROTC uniform.
"I'm tired of everybody saying that we're the Forest Park of the past," he said. "We're building step by step. I want people to see that."
When government funding is consolidated to what is becoming a corporate school campus-----all funding that used to go to social services, public health, mental health, at-risk staff, public food pantries, job placement agencies, not to mention the school funding that used to be school staff doing much of what is now outsourced------we see a bolus of money coming to what will be a corporate entity with absolutely no intention of seeing it provides citizen protection or care. Instead, as this article shows in UK which has this same right-wing COMMUNITY SCHOOL structure----these funds will be lost to fraud and corruption and the children it is all meant to help will see yet again that they get nothing for all that taxpayer revenue.
Please make sure if a K-12 public school is called a 'community school' that it is actually receiving all funding and resources are getting to families that would be called 'quality'. We have national dental corporate chains often tied to these schools known for fraud and abuse and parents often do not want to take children to these dental vans for example.
'Sir Alan Davies, the 65-year-old former head of Copland Community School in Wembley, north west London is accused of conspiring to defraud the cash-strapped local authority'.
Knighted superhead and five former colleagues appear in court charged with £2.7m secondary school fraud
- Sir Alan Davies 65, was headmaster at Copland School in Wembley
- He is accused of conspiring to defraud the cash-strapped local authority
- Co-accused Dr Richard Evans, 55, is a former adviser to David Cameron
- Former bursar, HR manager and chairman of governors also charged
- Davies was decorated for his services to education in 2000
- He is said to have received more than £900,000 from the scam
Published: 13:25 EST, 13 February 2013 | Updated: 14:39 EST, 13 February 2013
'that accuses him of a breach of fiduciary duty and lays out a series of allegations that include “misappropriations of funds” and a lack of transparency. No action has been taken by the board'.
It was so easy to provide oversight and accountability when each public school received the same funding based on classroom and staffing needs. Once these funding systems are deregulated to include all kinds of services outside of education -----it becomes a Wall Street complex financial instrument----too complicated to follow----that is what private outsourcing and deregulation have as a goal and YES, THIS WILL HAPPEN IN COMMUNITY SCHOOLS ESPECIALLY IN A CITY LIKE BALTIMORE WHERE FRAUD AND CORRUPTION IS SYSTEMIC.
'Mr. Bolton defended his time as principal at Ryerson Community School, saying the school received donations in recognition of its track record for helping students, many of whom came from low-income families. “The money was used for good works in an inner-city community,” he told The Globe'.
TDSB chair funnelled school funds to his charity: probe
Karen Howlett And Caroline Alphonso
The Globe and Mail
Published Wednesday, May 07, 2014 11:20PM EDT
Last updated Tuesday, Feb. 23, 2016 11:25AM EST
The chairman of Canada’s largest school board directed tens of thousands of dollars intended for a Toronto elementary school to his own charity, according to confidential internal reviews of spending during his tenure as principal.
The spending reviews, obtained by The Globe and Mail, are part of a series of internal investigations spanning four years that raise questions about Chris Bolton’s dual roles at a school and a charity before he was elected a trustee of the Toronto District School Board, and conducted by the organization he now chairs. Nearly a decade later, the board continues to grapple with governance concerns arising from Mr. Bolton’s ties to this charity, which is now run by his live-in partner.
None of the reports have been made public and some of them are labelled as drafts. However, their findings are summarized in a 2005 letter, addressed to Mr. Bolton and marked final, that accuses him of a breach of fiduciary duty and lays out a series of allegations that include “misappropriations of funds” and a lack of transparency. No action has been taken by the board.
Mr. Bolton defended his time as principal at Ryerson Community School, saying the school received donations in recognition of its track record for helping students, many of whom came from low-income families. “The money was used for good works in an inner-city community,” he told The Globe.
According to the letter, Mr. Bolton directed to his charity a $50,000 grant that Ryerson received from the Atkinson Foundation. The non-profit foundation, created by former Toronto Star publisher Joseph E. Atkinson, stipulated that the money was to be used exclusively for the benefit of the school. According to the letter, almost half went to non-Ryerson recipients.
According to the letter, Mr. Bolton also directed to his charity $10,000 from actor Denzel Washington, who made the donation to Ryerson after using school property during the filming of John Q. The money was used to create a bursary for students at Ryerson, but was controlled by Mr. Bolton’s charity.
A $5,000 donation to Ryerson from a group called the Unum Foundation was also directed to the charity, according to the letter.
In the letter to Mr. Bolton, dated Feb. 25, 2005, he is asked to repay “unauthorized commissions” totalling $3,250 – consisting of a 5-per-cent fee paid to his charity, Friends of Community Schools, for managing the donations.
According to another report, Mr. Bolton also used his charity to purchase a bus, dubbed “White Lightning,” which once got stuck on a highway while on a field trip.
The investigations date back to 2001, when Mr. Bolton was principal of Ryerson Community School, an elementary school in downtown Toronto. He also ran a charitable organization he founded – described in one document as Mr. Bolton’s “alter ego” – and diverted donations for Ryerson to his charity, one report says, allowing him to disperse the funds without scrutiny from the school board.
The Globe has pieced together this chapter of Mr. Bolton’s three-decade career as a teacher and principal, based on documents and interviews with more than a dozen sources familiar with the situation. One report, prepared in 2005 by lawyers at Keel Cottrelle at the request of senior staff at the TDSB, follows an internal school-board report four years earlier, also obtained by The Globe.
The report accuses Mr. Bolton of putting his own interests ahead of the school’s. “Suspected transgressions,” it says, involved “the misuse and possible misappropriation of school board funds and property.”
In response to The Globe, Mr. Bolton said he does not recall receiving the letter from Keel Cottrelle that gave him 60 days to remit all funds “retained and misapplied” by his charity.
It is not clear how the matter was resolved. The Atkinson Foundation did not receive a formal report after it requested details of how the award was used, executive director Colette Murphy told The Globe. The foundation gave the award to Friends of Community Schools, she said, because money typically goes to registered charities. The foundation was aware that Mr. Bolton controlled the charity, Ms. Murphy said.
Several trustees told The Globe they never saw the reports on Mr. Bolton. Sheila Ward, a TDSB trustee and chair at the time, said she did not share the Keel Cottrelle report because there was no proof of any wrongdoing: “The Atkinson grant had nothing to do with us,” she said. “The TDSB had no jurisdiction over it.”
Since Mr. Bolton was elected a trustee in 2003, he has risen through the political ranks, becoming vice-chair in December, 2008, and chair two years later.
During his time as a trustee, his involvement with his charity has remained controversial. Friends of Community Schools received $56,000 in provincial funding dispersed by the TDSB to run a summer camp for 225 children at Ryerson in the summer of 2009. The Globe has reported that Mr. Bolton did not declare his potential conflict of interest and the board has since passed a motion calling for stricter governance rules.
The TDSB began investigating Mr. Bolton in January, 2001, just days before he retired from Ryerson. Mr. Bolton blamed Georgina Balascas, a superintendent at the time, for “instigating” the review.
Ms. Balascas told The Globe: “I just wanted to get answers and clarification around some of the issues that had come to my attention.”
One of the issues was the big white school bus. Not only had Mr. Bolton purchased it without getting approval from the TDSB, she said, it was a violation of the board’s rules for a school to own a bus.
The Keel Cottrelle report says it was the understanding of a former Ryerson secretary that Mr. Bolton bought the bus through his charity to avoid insuring it through the TDSB.
Mr. Bolton said no money changed hands. A transit company in Muskoka gave him the bus in exchange for a tax credit, he told The Globe. Mr. Bolton charged teachers a lower rate than what they paid to use the TDSB’s buses, the report says. Teachers refused to use the bus after it got stuck on a highway during a field trip, according to the report.
The internal TDSB review also examined the relationship between Ryerson and Mr. Bolton’s charity but was unable to account for funding from donations.
Mr. Bolton also said he was not obligated to provide the TDSB with an accounting of the Atkinson money, because his charity received the funds on behalf of Ryerson.
The Atkinson grant was by far the single largest donation to Ryerson. The school received the Ruth Atkinson Hindmarsh Award in October, 1999 in recognition of its highly innovative and effective work with children. At a standing-room only ceremony in the school’s gymnasium, Mr. Bolton was on the stage with Terry Ross, his live-in partner. Much to the surprise of some in the audience, Mr. Ross, treasurer of the charity at the time, accepted the Atkinson cheque.
The TDSB report says the school board could not determine how proceeds of $1,500 from the sale of the bus were recorded. Mr. Bolton denied that he sold the bus, saying he drove it to a wrecker in Toronto and handed him the keys. Ryerson staff gave Mr. Bolton a caricature of him with the bus, which is hanging in his TDSB office.
Where donations for Ryerson school went
While Mr. Bolton was principal of Ryerson Community School, his charity received the following donations that were intended for use by the school, according to documents obtained by The Globe:
- $50,000 grant from the Atkinson Foundation
- $10,000 bursary donated by Denzel Washington
- $5,000 grant from the Unum Foundation
Instead of having these funds go directly to the TDSB or Ryerson, they were directed to Mr. Bolton’s charity, Friends of Community Schools, which handled the money.
The charity used $20,500 of the Atkinson grant to fund other community organizations instead of Ryerson, which was the intended recipient of the grant, according to documents.
Mr. Bolton’s charity deducted a 5-per-cent administrative fee from the donations, according to the report. The report says these costs would not have been charged and more money would have been available to Ryerson if the funds had initially gone to the TDSB. The TDSB became a registered charity in January, 1998.
Mr. Bolton used his charity to procure a bus, which was then used by teachers at a fee lower than what TDSB would charge. The bus, which had mechanical problems, was owned by 1247550 Ontario Limited, which was controlled by Mr. Bolton.
Promise Academy highlighted in the Harlem Community School article is now a national charter chain and is rated by GREAT SCHOOLS RATING CORPORATION as it heads to the Wall Street stock market. What was then a progressive approach to public schools is now growing into a fraud and corruption industry. It is not only about the Federal education funding to these community schools not making it to classrooms now---it is all that social services funding that used to be our public agencies tasked with providing aid to our underserved citizens being directed towards expanding that national charter chain or other misappropriation. So, as with Enterprise Zone development policies----these community schools are well into fraud, corruption, and deregulation to global corporate neo-liberal education.
'The report by the Center for Popular Democracy, the Alliance of Californians for Community Empowerment Institute and Public Advocates Inc., said state and local leaders rely too heavily on self-reporting through whistleblowers or audits paid for by charter school operators. Local leaders also lack the staff and training to monitor charter schools and identify fraud, according to the report'.
CA was the origin of much of the higher-education corporation for-profit fraud tying working class and poor citizens to heavy education debt for no education value----same thing now with K-12
'California lawmakers must strengthen financial oversight of charter schools to stem cases of fraud and mismanagement that have already cost taxpayers $81 million, according to a new report from several advocacy groups'.
Again, these are education policies directed at underserved communities and citizens that Wall Street pushed as such all with the intentions of creating this K-12 national charter chain built on fraud and corruption of funding that would have been sent to actually help those underserved citizens. The far-right 1% Wall Street global corporate CLINTON/BUSH/OBAMA pols have absolutely no morals, ethics, or Rule of Law and this is driven by PRAGMATIC NILISM.
Report calling for more oversight to prevent charter school fraud draws rebuke
A teacher walks with her students from Wisdom Academy on a field trip to Cal State Northridge in 2013.
(Mel Melcon / Los Angeles Times)
Zahira TorresContact Reporter
New report says California charter schools need more oversight to avoid fraudCalifornia lawmakers must strengthen financial oversight of charter schools to stem cases of fraud and mismanagement that have already cost taxpayers $81 million, according to a new report from several advocacy groups.
The report by the Center for Popular Democracy, the Alliance of Californians for Community Empowerment Institute and Public Advocates Inc., said state and local leaders rely too heavily on self-reporting through whistleblowers or audits paid for by charter school operators. Local leaders also lack the staff and training to monitor charter schools and identify fraud, according to the report.
But the California Charter Schools Assn. offered a swift rebuke of the report in a two-page statement that said the authors offered dated examples of fraud and did little to prove that systemic problems exist.
The report pointed to cases that revealed $81 million in misused funds at charter schools over the last two decades, but said those do not reflect the true cost to taxpayers because weak financial controls allow fraud and mismanagement to go undetected.
Last year, the Los Angeles County Board of Education revoked the charter for Wisdom Academy of Young Scientists after auditors found that administrators funneled $2.6 million to the former director, her family and close associates.
L.A. Unified ends effort to close embattled charter schools “Given the rapid and continuing expansion of the charter school industry and the tremendous investment of public dollars, California must act now to reform its oversight system," the report said. "Without reform, California stands to lose millions of dollars as a result of charter school fraud, waste and mismanagement.”
The report said more focus must be placed on the state's 1,000-plus charter schools which received $3 billion in public funding last year.
Charter schools are publicly-funded but privately managed.
The California Charter Schools Assn. released a two-page statement Tuesday questioning the accuracy of the report and the authors' intentions. The group said it agreed that public dollars should be used appropriately, but argued that the report offered few examples of fraud.
Charter school group is political force in L.A. Unified board election In those cases, charter schools closed or made large-scale changes that helped prevent fraud in the future, according to the association.
"While we don't presume to understand the motives behind this report, we do know that California is a state where the charter school sector, authorizers and legislators have come together to put into place real solutions," the group said in the statement.
Recommendations in the report include mandating audits that would be specifically geared toward preventing fraud; requiring charter schools to set up internal risk management programs that would conduct annual fraud risk assessments; ranking charter audits by level of fraud risk and denying requests for new charter schools that do not commit to fraud controls.
The report did not study oversight policies or make recommendations for traditional public schools.
"To assume that there is greater risk at charter schools than school districts, particularly in light of all the real time oversight on financial reports, is simply unfounded," the charter school association said in its statement.
Kyle Serrette, director of education at the Center for Popular Democracy, said many public school systems employ internal auditors and have developed policies to help prevent fraud. But he said public schools should face the same scrutiny.
“There is no proactive system to monitor for fraud, waste and abuse,” Serrette said about the charter schools studied in the report. “California set up a system that prosecutes fraud rather than prevents it.”
He added, "We want to be able to detect the sheep from the sheep in wolves' clothing.”