If you look back to the 1990s you will see the same rhetoric from the Clinton neo-liberals as today's with Obama and a neo-liberal Congress. Bill Clinton defunded public schools-----dismantled all the oversight and accountability for equal protection and distribution of education funding and Clinton advanced an education reform like today's that had as a goal to weaken the levels of learning in US schools by removing rigor and accountability in the classroom He did this all with a goal of coming back two decades later to say---WE CAN FIX THIS WITH CORPORATE EDUCATION REFORM----
Conservative Democrats and Republicans loved this----Bill was advancing charters and school choice to allow resegregation and took away Federal Equal Protection to stop all that extra funding to low-income schools. So, states like Maryland literally stopped sending Federal and state funding for equal protection to cities like Baltimore and instead funneled all that money everywhere else---ergo, students with no funding and resources not doing well in school and schools crumbling. Clinton is the face of all that is bad with public education and now Clinton neo-liberals are back with this corporate education reform that goes even further to making human capital of American citizens.
DON'T VOTE REPUBLICAN BECAUSE THIS IS REPUBLICAN POLICY. WHO SUPPORTS CLINTON NEO-LIBERALS EVERY ELECTION? LABOR AND JUSTICE ORGANIZATION LEADERS!
What conservative Democrats and Republicans didn't know in 1990 is that the goal back then was bringing the US down to a third world autocracy and dismantling democracy and the US Constitutional rights of all Americans, sending everyone into third world poverty and breaking up the nations into International Economic Zones that report to a global corporate tribunal. Republicans and conservative Democrats did not like the Federal government controlling locally and now they have a group of foreign corporate boards replacing the US Constitution!
The article below is long so please just glance to the next article. Clinton created the policy to set corporate charter chains on fire----not to please the cozy, local charter school people but to move towards global Wall Street vocational K-12 apprenticeship schools that Obama and Race to the Top address. Clinton lays this all out in the 1990s. The increased funding for education at the low-income level along with dismantled oversight and accountability at the Federal level set the stage for the $1 trillion for-profit higher education frauds just as Obama and today's Congress set legislation for the same high levels of fraud with Pell Grants for job training degrees. Sending veterans and private business people as teachers in low-income schools is the same as Teach for America and look where two decades of all of these policies have taken public education. All George Bush did was install the No Child Left Behind law to be used to closed schools as failing to expand charters.....and Bush simply laid back and used Clinton's Federalism Act to watch as education fraud as with all the other went wild---BYE BYE ALL THAT EXTRA EDUCATION FUNDING.
The Clinton Presidency:
Expanding Education Opportunity
President Clinton and Vice President Gore have made improving education a cornerstone of their Administration, working to ensure that all Americans have the educational opportunities necessary to succeed in today's global information economy.
Through their leadership, the President and Vice President have helped raise expectations for all students, supported states in developing and putting in place rigorous standards and systems of assessment and accountability, and invested in proven strategies to improve the educational performance of all students. President Clinton and Vice President Gore's commitment to invest more in our schools while also demanding more from them more has led to remarkable progress in key areas such as implementing standards and accountability, improving student performance, closing the achievement gap, expanding access to technology, and making higher education more affordable.
Raising Standards and Holding Schools Accountable for Results
THEN: Falling test scores and low expectations.
In 1992, test scores were falling and only 14 states had standards in core subjects. In 1990, only 38 percent of graduating high schools seniors had taken a core curriculum of four years of English and three years each of Math, Science and Social Studies. Fewer than 80 percent of the nation's highest-poverty schools received Title I funds, which are intended to aid the most disadvantaged schools. And students in many disadvantaged schools faced watered-down curricula and low expectations instead of high standards that challenged them to succeed. NOW: High standards, accountability and rising test scores.
President Clinton and Vice President Gore launched an era of education reform based on setting high standards for all schools and students and providing the support to meet them. Higher standards have begun to pay off for America's students. Since 1992, reading and math scores on the National Assessment of Educational Progress have increased for 4th, 8th, and 12th graders, including those students in the highest poverty schools. Math SAT scores are at a 30-year high.
- President Clinton and Vice President Gore enacted Goals 2000 which has helped States establish standards of excellence for all children, and implement steps to meet those standards and to raise educational achievement. Under the Clinton-Gore Administration, 49 states have implemented standards in core subjects and the proportion of graduating high schools seniors completing a core curriculum has risen to 55 percent.
- The President enacted legislation targeting Title I funds to high-poverty schools and requiring States and school districts to turn around low-performing schools. Today, nearly all of the nation's highest-poverty schools receive Title I funds. In 1999, the President enacted a new $134 million Accountability Fund, which is helping school districts improve low-performing schools by investing in proven reforms. Next year's budget increases this fund to $225 million.
- The Clinton-Gore Administration has worked to expand public school choice and to support the growth of public charter schools. In 1993, there was one charter school in the nation; today, there are more than 2,000.
- President Clinton fought for a won a new initiative to repair America's schools, providing $1.2 billion for urgent school renovation. The 2001 budget also provides much-needed repair funds to Native American schools.
Clinton-Gore Reforms Are Improving America's Schools
"Over the last eight years, President Clinton has proven a friend to education. Increased funding for critical investments, such as teacher development, greater resources and reduced class sizes, are just several contributions. Because of new investments in teacher quality, the staff at my school received intensive professional development in reading instruction that led to more effective teaching and improved test scores in all subjects. Additionally, our children now have access to the Internet in all of our classrooms, and our class sizes are decreasing from 25 to 18, allowing teachers to spend more time on individualized instruction and encouragement."
— Ruth Summerlin, Principal, Bascomb Elementary School, Woodstock, Georgia. Ruth Summerlin was the Principal at Beaufort Elementary School in Beaufort, South Carolina for seven years before moving to Georgia. Beaufort Elementary serves a predominantly low-income population of 573 students in grades Pre-K through 5, and six years ago was classified as one of the worst 200 schools in South Carolina. After implementing a five-year school improvement plan, Beaufort Elementary has now been named a Blue Ribbon School. Test scores for the 1998-99 academic year indicated that their students were above the district and state averages in both reading and math. Beaufort has both after-school and summer school programs for remediation in both reading and math.
Administration's Efforts Produce Dramatic Charter School Expansion
"The charter school movement is one of the Administration's most important legacies. Its support for charter schools as a desirable and effective form of public school choice has helped convince millions of people, from State legislators to civil rights legend Rosa Parks to Arizona's teacher of the year Karen Butterfield, that the charter movement has great value. . . . The dramatic expansion of charter schools from one State and one school to 36 States and 1,700 schools is a direct result of the Administration's vigorous efforts."
— Joe Nathan, Senior Fellow and Director, Center for Social Change, Humphrey Institute of Public Affairs, University of Minnesota
Improving the Quality of Education with High Quality Teachers
THEN: High class size and low investment in teacher quality.
Throughout the 1980s and early 1990s, the federal government cut and continuously underfunded assistance for teacher recruitment and training, setting the stage for anemic investments in this priority for years to come. Large class sizes made it difficult for teachers to maintain order or give students the personal attention they need to ensure they learn the basics. In 1992, fewer than 80 percent of English and Math teachers had a college major or minor in their teaching field, and only 282 teachers were certified as National Board Teachers as recently as 1995. NOW: Helping communities hire 100,000 quality teachers to reduce class size.
The Clinton-Gore Administration has made the recruitment, preparation, and training of high-quality teachers a priority, and investments in these programs have increased more than ten-fold since the 1980s. President Clinton and Vice President Gore proposed and enacted the Class Size Reduction Initiative, which is helping communities hire 100,000 qualified teachers to reduce class size in the early grades. They created Troops to Teachers in 1994 to help improve public school education by introducing the skills and experience of military service members into high-poverty schools. They won $567 million for teacher quality initiatives in the FY 2001 budget, investing in teacher development, recruitment, and retention, expanding Troops to Teachers to other mid-career professionals; and training early childhood educators. Thanks in part to the Clinton-Gore Administration's support of the National Board for Professional Teaching Standards, the number of National Board Teachers has climbed to 4,804 in 1999. And in 1999, 86 percent of English teachers and 82 percent of Math teachers had a major or minor in their teaching field.
Clinton-Gore Reforms Are Improving America's Schools
"I have seen many education initiatives come and go over my 20 years of teaching but I have only a strong opinion on one. Anyone who teaches or mentors a child wishes they had more time to impact their life. We however cannot alter the laws of the universe and create more hours in the day. The simple and doable solution for making this extra time is President Clinton's class-size reduction initiative. Because we have more teachers teaching reading we have more time with the students each years. I have taught grades 1-5 but because of President Clinton's vision, I am now a reading initiative teacher. I can now work with staff and students at a variety of ages and ability levels to meet the goals of our reading program. The President's initiative has made it possible to create classrooms of 15 students or less at our school to ensure success for every student. My students will learn better this year because I have more time to spend with them and I will have more time thanks to President Clinton."
— Robin Davis, Elementary School Teacher. Robin Davis is a reading teacher at Brooke Grove Elementary Olney, Maryland. She was hired with funds from the President's class size reduction initiative.
Expanding Access to Technology in Schools
THEN: Educational technology a low priority.
A decade ago, computers were largely luxuries found only in the most affluent school districts. In 1993, only three percent of classrooms had computers that were connected to the Internet, and in 1994 only 35 percent of public schools had Internet access. Students had little opportunity to learn to use computers and to explore the Internet, and the government had not mobilized its resources to expand the use of technology in our schools. NOW: Historic investments in educational technology lead to 95 percent of public schools connected to the Internet.
Understanding the critical importance of incorporating technology into the classroom and ensuring equal opportunity for students to benefit from technology, the Clinton-Gore Administration made increasing access to technology in our schools a top priority. President Clinton and Vice President Gore created the E-rate and the Technology Literacy Challenge Fund to help connect every school to the Internet, increase the number of multimedia computers in the classroom and provide technology training for teachers. In addition, with the Vice President's leadership the E-rate has secured low-cost connections to the Internet for libraries, rural health clinics and hospitals, providing discounts worth over $2 billion annually. The number of classrooms connected to the Internet increased to 65 percent in 1999, while the number of public schools connected rose to more than 95 percent. President Clinton and Vice President Gore increased our investment in educational technology by over 3,600 percent — from $23 million in FY 1993 to $872 million in FY 2001.
Education Technology Connects Students to New Opportunities
"The Internet allowed my students to go to a place and learn about something they could never have done before. The Internet erases boundaries of age and class. Everyone can access it in an equal way. In Paradise, this is especially important because of the limitations some of these children face."
— Beth Paterson, fourth-grade teacher at Paradise Elementary, California. Paradise Elementary is a part of the Paradise Unified School District, which serves Paradise and Magalia, an isolated and rural community in the foothills of California's Sierra Nevada Mountains with a significant low-income population. The E-Rate has allowed Paradise to build $300,000 of network infrastructure, network computers and install T-1 lines.
Keeping Young People on the Path to Success
THEN: Too few students aim high, graduate from high school and attend college.
In 1992, achievement for low-income high school students was lower than that of the national norm. Just 62 percent of high school graduates — and only 44 percent of low-income high school graduates — went on to college. NOW: College preparation efforts and college-going rates increase
President Clinton and Vice President Gore have invested in our young people to keep them in school and on the path to a successful future. President Clinton created GEAR UP, a nationwide college preparation and mentoring initiative, to provide early, sustained intervention and extra financial help to disadvantaged students. Now GEAR UP is helping 700,000 low-income middle school children finish school and prepare for college academically and financially; with increases included in the FY 2001 budget, the program will help 2.1 million students. Funding for the TRIO programs to help disadvantaged youth prepare for college has increased by $342 million. President Clinton has also increased investments in after school programs, which have provided enriching after school and summer school opportunities for 850,000 school-age children in rural and urban communities and will serve 1.3 million children nationwide with increases in this year's budget. In addition, the $15 million Advanced Placement Incentive initiative encourages low-income students to take AP classes and tests by paying test fees and strengthening instruction. The AP Initiative has already helped over 100,000 students. In 1998, the number of high school graduates going on to college had increased to 66 percent; by 1997, the number of low-income high school graduates going to college was up to 51 percent.
GEAR UP Helps Students Aim High
"Now I know what it takes to fulfill my dream of becoming a teacher. I am more focused than ever and there's no stopping me now!"
— Toya Doe, 7th grade GEAR UP student at Sulzberger Middle School in Philadelphia, Pennsylvania. Through GEAR UP, Toya has focused on her studies, learned more about college, and has been introduced to mentors and role models who can guide her in reaching her goals.
After School Programs Provide Safe Learning Opportunities for Students
"Juvenile crime is down 70 percent in Carbon County, Utah, and we can thank the coordinated efforts of everyone. The after-school program plays a major part in keeping our kids off the streets and out of trouble."
— Judge Scott N. Johansen, 7th District Juvenile Court, Utah. In Price, Utah, the 21st Century Community Learning Center program is serving 11 sites and benefiting over 1,000 students in the Carbon School District. The program's goal, to improve academic performance through after-school activities, is being met through a wide range of activities including tutoring, access to computers, extended library hours, parenting skills, nutrition and health programs, and summer and weekend remedial catch-up programs offered in conjunction with recreation programs.
21st Century Community Learning Centers Improve Student Achievement
"I truly believe that these extra curricular activities, made possible through the 21st CCLC grant, result in increased student achievement, greater self-esteem in students, and improved self-discipline. Thank you for making these opportunities possible for our students."
— Alyce Wallace, Moulton Elementary Extended Learning Center, Des Moines, Iowa
Opening the Doors of Higher Education to All Americans
THEN: Costs put college out of reach for too many students
With tuition costs skyrocketing, middle class families were struggling to put their children through college. In 1992, only 43 percent of students benefited from federal student grants and loans, and more than 22 percent of student loan borrowers defaulted within two years of entering repayment. The maximum Pell Grant award was $2,300, and its value had not kept up with inflation. NOW: Largest expansion of college opportunity since the GI Bill
To open the doors of college to all Americans, the Clinton-Gore Administration enacted the largest investment in higher education since the GI Bill. President Clinton and Vice President Gore created HOPE Scholarships and Lifetime Learning tax credits, which were claimed in 1999 by an estimated 10 million American families struggling to pay for college. Lower student loan interest rates and fees have saved students over $9 billion; the average $10,000 loan costs a student $1,300 less now than it did in 1993. The student loan default rate has fallen for seven straight years and is now a record-low 6.9 percent. President Clinton expanded the Work-Study program and increased the Pell Grant maximum award to $3,750 — the highest amount ever. In 1999, 59 percent of students benefited from federal student grants and loans.
HOPE Scholarships and Lifetime Learning Tax Credits
Expand Family College Opportunity
"My son is studying for a master's degree in chemistry, my daughter is a freshman at the University of Virginia, and I hope to return to school to finish my college degree in art history. It's hard to afford that much tuition, but the Hope Scholarship has made a real difference for my family. In combination with Virginia's public colleges and other financial aid, it's really a good picture."
— Catheryn Moore, Virginia. In 1997, Catherine was attending Northern Virginia Community College, her son was a sophomore at the University of Virginia, and her daughter was a sophomore in high school. The Hope Scholarship and Lifetime Learning tax credit won by President Clinton helped make her continuing education — as well as the college education of her children — more affordable for her family.
Direct Student Loans Make College Affordable for Students
"I never regret taking out student loans. I am a teacher. I affect young minds every single day. But the reality is that I still have almost $40,000 in student loans. As a teacher, I don't make a lot of money. And I also need to help take care of my mother, who has had numerous surgeries and will undergo another this week, and support my brother. I appreciate the help I've gotten meeting my responsibility to repay loans, such as flexible payment plans and the economic hardship forbearance for temporary tough situations in repaying your student loans. President Clinton has also reduced student loan interest rates and made interest payments tax-deductible."
— Raquel Talley, 28-year-old substitute teacher in Prince George's County, Maryland credits student loans with allowing her to earn a college degree and enter a profession she loves. To earn her B.A. and M.A. from Virginia Commonwealth University, she borrowed a total of $45,000 in direct student loans and still owes about $38,000. Because she helps support her mother and 30-year-old brother (who has diabetes) on her modest teacher's salary, she has twice enrolled in forbearance and is now enrolled in the extended flexible repayment plan.
"I need to graduate from college to pursue my dream of a career in information technology. That simply wouldn't be possible without student loans."
— Heather Ely, Junior at DePaul University. Heather is majoring in computer information systems and hopes to pursue a career in the field of information technology. Heather is financing her college education largely on her own through both federal and private loans and a part time job at a local restaurant.
Improving Education for All of America's Children
- More States Have Set High Standards: In 1992, only 14 states had standards in core subjects; today, 49 states have them and 48 have assessments to measure student progress.
- Reading and Math Scores Have Increased: Since 1992, reading and math scores on the National Assessment of Educational Progress have increased for 4th, 8th, and 12th graders, including those students in the highest poverty schools.
- Federal Funds are Targeted to Areas of Greatest Need: The percentage of high-poverty schools receiving Title I funds rose from 79 percent in 1994 to 96 percent in 1998.
- More Schools are Connected to the Internet: The percentage of classrooms with Internet access increased from 3 percent in 1994 to 65 percent in 1999. In addition, 95 percent of schools are connected to the Internet, keeping us on track to reach our goal of connecting every school to the information superhighway.
- Math SAT Scores are at a 30-Year High: The average SAT math score has gone from 501 in 1992 to 514 in 2000, and the average verbal score has gone from 500 to 505 while more students from diverse backgrounds are taking the test than ever before.
- More High School Graduates Going to College: More high school graduates than ever are going directly to college. Especially notable are the increases in the college-going rate for low-income high school graduates, from 44 percent in 1992 to 51 percent in 1997, and for African American high school graduates, from 50 percent going directly to college in 1992 compared to 59 percent in 1997.
- Doubled Student Financial Aid: Since 1993, student aid has doubled to nearly $60 billion, including the tuition tax credits, and more students are benefiting from federal student grants and loans — 43 percent in 1992 compared to 59 percent in 1999. The maximum Pell Grant has increased from $2,300 in 1992 to $3,300 in 2000.
- Reduced Costs on Student Loans: Lower student loan interest rates and fees have saved students over $9 billion; the average $10,000 loan costs a student $1,300 less now than it did in 1993. New direct student loans have saved taxpayers over $4 billion so far by eliminating lender subsidies.
Below you see the mirror image of the South Korean neo-liberal education policy that is Race to the Top. The goal is to bring this very autocratic, competitive, driven education platform to the US----where students work on school 18 hours a day and parents spend tons of money on private after-school programs and tutoring just to compete go get into a good school all required for a good job.
That is what the national charter chain KIPP is about and it is why the Maryland Assembly passed legislation making KIPP the only path for a 4 year scholarship to public university---University of Maryland College Park. KIPP has two locations in Baltimore and will expand with the coming bond market crash. You see how the goal of these schools is a military-style mentality of only the strong survive-----this is the neo-liberal darwinism. There they are taught the neo-liberal win at any cost----lying, cheating, stealing------equates into skewed data, getting rid of weaker students, and the typical for-profit education schools------fraud and corruption.
WHO THINKS KIPP IS GREAT? THE MASTER OF LYING, CHEATING, AND STEALING AND WINNING AT ANY COST? BILL CLINTON.
KIPP is the goal of Clinton's move to charter schools. Race to the Top takes these charters further to the Asian model in installing the testing and vocational K-career college tracking that will have institutions like Johns Hopkins looking at test data and sending our children to the vocational track THEY WANT.
Bill Clinton: KIPP charter schools have “solved the No. 1 challenge in American education”
By Ron Matus on August 5, 2012 - See more at: http://www.redefinedonline.org/2012/08/bill-clinton-kipp-charter-schools-have-solved-the-no-1-challenge-in-american-education/#sthash.SHXoqKMN.dpuf
Thursday, January 14, 2010
- KIPP Joins Charter School Corruption Nationwide with Six Figure Embezzlement Scheme
- There are a number of reasons why KIPP has become that shining schoolhouse on the hill that Gates, Broad, the Waltons, and the Fishers hold up (no pun intended) as the prime example of how to properly reintroduce total compliance behaviors among poor black and brown children across America. KIPP, in fact, has once again made segregation cool and "separate but equal" politically correct. KIPP has removed any excuses from our open acceptance of poverty and apartheid, and KIPP has made the attainment of proper behavior within segregated total compliance organizations the "civil rights issue for this generation." KIPP has also made failure invisible by focusing on the test scores of the half of the KIPPster 5th graders who make it to 8th grade, thus removing from sight the 50 percent of their KIPPster 5th grade low flyers who are washed out or pushed out before they get to 8th grade. KIPP, in fact, has made a civic virtue out of throwing away half their students.
Thursday, March 22, 2012
- "At KIPP, I would wake up sick, every single day"
A few months ago, Class Size Matters met with a former KIPP student who lives in the Bronx and her mother to hear about their experiences at the celebrated charter school. What follows are excerpts from this interview. The girl’s name has been changed to protect her privacy.
- Mom: Students who are accepted to KIPP and who have IEP's [individualized education plans] do not get the correct services or help to be successful. The school would rather make it difficult, leaving the parent frustrated and forcing her to remove her child. The principal always invited me to take my child out if I did not like the way she was being treated. My response was always, "She has a right to be here just like any other child who went through the lottery system. She will stay until she finishes." My reasons for her to continue were because the curriculum was good and I knew that she could benefit academically from the rigorous demands, but sometimes they went to the extreme and she suffered for it. At the very first, I saw the way they were talking to some kids in the line as they’re going in. They’re like (shouting) “Oh you know you’re not supposed to come in here with those!” And I'm saying to myself, it doesn’t have to be like that – they were screaming at them. I said to myself, you know, I really have to find out about this school. So I decided that I was going to be very active. Well, that’s where my problems started. Because then it became war. I wasn’t welcome there, and I noticed it. Because I used to pop up unexpectedly and I would hear these teachers really being mean! And they would say, “You can’t be here, you’re interrupting, they’re in class, they’re in session” And I said, “I have a right to be here.” One day Celeste [her daughter] was sick. She was out for three days with a doctor's note. When she returned the teacher tells her, “Oh, take the test, it won’t be counted.” Celeste brings me the test, because parents had to sign the exams. So I said to her, wait a minute, you were out – why did you take the test? And she said, “The teacher said it wasn’t going to be counted.” And I said, “Yea, it’s counted!” So I went to the school and I said to her teacher, “I understand you told Celeste that this test wasn’t going to be counted. She’s been out for three days, you should have given her a chance to study and make up the material.” And she said, “Well, she should have had notes…she is having difficulty in science.” I said, “She was told it wasn’t going to be counted. I think you should give her a make-up.” And she said, “Well I don’t give make-ups.” So I told the principal that I think it’s unfair. And she goes, “Well-” – here comes the double talk – “you know, Celeste is struggling.” And I said, “I know she is struggling and I don’t think you understand. She has a right to be here just like every other kid. And you guys, as educators need to understand that there are strategies to working with these kids.” But, you see, their strategy is “We’re not working with any difficult kid. We’re here to demand, and you perform.” That’s the attitude. You know what happens to the “difficult kids”? The parents take them out. And nobody hears about them again. But I’ll be damned if I was gonna take her out. You know why? Because every child has a right. I knew there was something Celeste needed help with but I didn’t know what it was. So I said to her teacher, “Do you think you could proceed with recommending her for an evaluation and stuff?” I was thinking that maybe they provide the same services as the Dept. of Education. They said, “Well we don’t do that; we don’t have any help for her. So I submitted an application to have her evaluated with the Dept. of Ed, downtown, and they realized that she did need the help. She started having someone to come in for a half hour every day to work with her on math, English, and whatever other problems. He was a SETTS [special ed] teacher. He confirmed everything that I thought was going on. He said to me, “I can’t believe what goes on in there.” And I said, “Like what?” And he said, “Well there’s a lot of corporeal punishment.” Celeste: When my mom first told me about KIPP I was happy because they have the orchestra, and I really like music and I love playing the instruments and all of that. Towards the end of that first year [5th grade] is when I started really feeling the impact of it. They give so much homework, and I'm there for so long. I wasn't used to it. In elementary school you get a little bit of homework and you're there for, like, 8 hours. But there you were there for 13 hours. You do five hours’ worth of homework. And then I really started disliking the school.
I had to sit like this. [demonstrates] It’s called S.L.A.N.T.: Sit straight. Listen. Ask a question. Nod your head. Track. Track is, if the teacher is going that way you have to… [demonstrates] follow… If you didn't do that, they'll yell at you: "You're supposed to be looking at me!" [points to demerit sheet] "No SLANTing." They'll put that on there. If I got into an argument with a teacher, I would have to stand outside the classroom on the black line, holding my notebook out. [Stands up and demonstrates, holding arms out] I would have to stand there until they decided to come out. For 20 minutes, 30 minutes, sometimes they’ll forget you’re out there and you’ll be there the whole period –an hour and forty minutes standing. if you have necklaces you have to tuck them away so they can’t see them – or else they’ll have you write four pages of a sentence about KIPP – “I must follow the rules of the KIPP Academy” or “I must not talk” for four pages. They would have us stand on the black line for as many minutes as they felt was right for what I did. I would never get my homework during that hour when I was outside on the line. And I'd ask for the homework, they'd be like "I'll give it to you later". And the next day I would come in without homework and it goes directly on my paycheck [the demerit system].
My science teacher got mad once because I sneezed. He said "Get out of class!" And I said, "No, I won't get out of class for sneezing" And he was like, "Yes, you are." He called the principal and I still didn't leave. So they were like "We're going to call your mother. So let's go." And I was like, "Fine." And I just walked out. Then the teacher wrote down everything, like 'Not paying attention.' He would write 'Talking' 5 times so I could get -5 points. He was saying I had a negative attitude.
I noticed that a lot of kids left. In 5th grade, there were about 50 students. 6th grade, I came back and there were 30. 7th grade: 20. About 10 of them were held back and a lot of them left.
A lot of the teachers left too. When I got to 6th grade, the 5th grade teachers had all changed. By the time I got to 8th grade, there were only about four teachers left that I knew. And now it's all new teachers. None of them are there that I went to school with.
The teachers said, "We want you to be the best you can be. No attitude.” But they're the first ones to give you attitude. They're hypocrites. We used to have 'Character Class' on Fridays where they would tell you to be open-minded and stuff. But they weren't open-minded. They were closed. If I needed help, they would say, 'Oh, well you have to figure it out.'
Teachers would scream at us all the time. Sometimes for things we did, and sometimes for things we didn't. A kid would raise his voice. Then the teacher would raise his voice. Kid would raise his voice higher and the teacher raised his voice higher. Until it was a screaming match between the kid and the teacher. And then the principal comes in, and it's three people all screaming at each other. It would give me such a headache!
At KIPP, I would wake up sick, every single day. Except on Sunday, 'cause that day I didn’t have to go to school. All the students called KIPP the “Kids in Prison Program.”
And now that I'm in this [district high] school I'm relieved. I'm glad I didn't go to KIPP high school. Now, I wake up and I want to go to school. I want to see my friends. I want to see my teachers. It's more welcoming. You walk in there, it's like "Hey! How are you doing?"
If you wonder why organizations like NAACP and NOW have leadership that is corporate feminism with individual wealth as its goal-----it is the use of minority and women contractors for Federal, state, and local outsource contracting that started this winners and losers paying to play. Clinton embraced neo-liberalism and all the small government and deregulation which led to massive layoffs of Federal, state, and local employees....women and people of color being the majority of government workers. If you are going to kill the Democratic base of labor and justice you need to create winners and losers----and that was how minority and women contract awards was used. Clinton era brought the outsourcing of Federal public works and services----and today, states like Maryland and cities like Baltimore have public works departments so outsourced and full of fraud and corruption----and great loss of employment to public workers of color and women. A small percentage of minority and women contractors were made wealthy-----while huge numbers of women and people of color in the public sector went into poverty.
SEE HOW A CLINTON NEO-LIBERAL WORKS. CLINTON'S BEST FRIEND IN THIS REGARD IS A MR ALFORD-----ONE OF THE RICHEST BLACK BUSINESS LEADERS ENRICHED BY THIS MINORITY BUSINESS PUBLIC CONTRACTING.
Flash forward to today and the education and health care sectors are one of the last large public sector areas to privatize and the percentage of minority and women is going up---but the number of contractors receiving these awards are going down. The minorities are becoming immigrants and more and more people of color and women contractors are going out of business. A few getting more----a few getting richer----while the entire public sector disappears. As this article shows-----now the few largest minority contracting corporations are getting ever larger contracts and these are the black and Hispanic Chamber of Commerce group that fill the Maryland Assembly and Baltimore leadership that back all of these really bad policies. Baltimore and Prince Georges County are where Clinton neo-liberals and Bush neo-cons rule and they could care less about the 99% that are being pushed into third world poverty. The Democratic base of labor and justice will be crushed if we continue to allow a few% of people of color, women, and labor union leaders be made rich----passing all the laws killing the rest of us! Global markets will make a few percent very wealthy and the pols in place right now are looking at that track only.
PLEASE STOP ALLOWING LABOR AND JUSTICE ORGANIZATION LEADERS AND POLITICIANS TIED TO CLINTON NEO-LIBERALISM STAY IN OFFICE----GETTING RICH AND KEEPING IT IS 1000 TIMES LESS LIKELY THAN WINNING THE LOTTERY.
THIS IS WHY CORPORATE REFORMS LIKE EDUCATION REFORM ARE MOVING FORWARD ------
United States: President Clinton Signs Executive Order To Promote Federal Contracting To Minority Businesses
- Last Updated: December 19 2001 Article by Weldon H. LathamHolland & Knight LLP
June 6, 2015 3:10 PM • Log In • REGISTER
- New Law Helps Minority and Women Contractors Land Big Deals
- President Obama signs bill that gives our financial services firms a seat at the table. But is it enough?
by Jeffrey McKinney Posted: July 6, 2011 Share on pinterest_share Share on tumblr More Sharing Services Share on email Share on print A- A A+ Gerald Smith, chairman and CEO of Houston-based Smith Graham & Co. Investment Advisors L.P., says his firm is already benefiting from a new federal law that’s helping minority and women contractors land deals with regulators of the nation’s financial system.
The law allowed Smith’s firm, (No. 7 on the BE ASSET MANAGERS list with nearly $5 billion in assets under management), to land a contract last fall to provide advisory services to the U.S. Treasury Department, Smith says. Smith Graham, through a partnership with Boston-based State Street Global, is advising the Treasury on the management of about $150 billion in mortgage-backed securities, Smith says. “Our goal is to spend more time in Washington and work with these offices, bring more business to the firm, create new opportunities and show them our value added proposition,” he says.
The Treasury is among about 30 agencies that oversee the financial system, including the Federal Reserve, the Federal Deposit Insurance Corp. and the Securities and Exchange Commission, required by the Dodd-Frank Wall Sreet Reform and Consumer Protection Act (signed into law by President Obama last July) to open an Office of Minority and Women Inclusion (OMWI). The offices are charged with tracking diversity within and the pool of contractors who sell the government goods and services.
William Michael Cunningham, social investment adviser at Creative Investment Research Inc., a Washington, D.C., firm specializing in minority banking, estimates the new law could bring at least $136 million in new contract opportunities for women and minority firms.
But the law also has some skeptical observers. Among their concerns: Will the covered agencies actually be held “accountable” to comply with the law, and will it foster a quota system that could discriminate against firms not minority or women owned?
Joset B. Wright, president of the New York-based National Minority Supplier Development Council, one of the nation’s top business member groups, described the intent of the Frank-Dodd Act as “laudable.”
However, she adds, it appears that this requirement would duplicate the functions of the U.S. Department of Commerce’s Minority Business Development Agency and the Small Business Administration.
“The true value in such a provision will be in its enforcement to insure equal access to contracting opportunities for the Asian, Black, Hispanic and Native American suppliers that are certified by NMSDC,” Wright says.
Mark Calabria’s, an economist and director of financial regulation studies at the Cato Institute, a Washington, D.C.-based think tank, said the law requires that covered regulators provide an annual report to Congress on matters like how much in total contracts they’ve awarded and what percentage of their total contract (activity) is going to minorities and women.
But Calabria also is concerned that the law could cause agencies to focus more on reaching an undefined quota instead of finding the best qualified contractor.
Cunningham predicts respectively minority and women owned law firms, investment consultants, accountants, asset management firms, mortgage banking firms, investment banking firms are among those that stand to benefit the most.
Kwabina Appiah, vice chairman and chief operating officer at New York-based Mitchell & Titus, the nation’s largest black owned accounting firm, says the law helped his firm land a monthly contract with the FDIC.
He said the firm provides the regulator a review of the accounting and regulatory practices of the banks the FDIC supervises.
Though Appiah said his firm done work for the FDIC since the 1990s on smaller scale, it has never such a sizeable contract with the regulator.
The nation’s 12 Federal Reserve Banks, stretching from New York to Chicago to San Francisco, have opened OMWI offices, says Bill Cooper, vice president and deputy director of diversity and inclusion at the Federal Reserve Bank of Richmond. He said the banks will look for minority and women contractors to provide many services, including janitorial, transportation, food, office supplies and information technology services to name a few.
In addition to procurement, Cooper said the law requires the Federal Reserve to be inclusive of minority and women contractors also in the areas of workforce (hiring), retention and community outreach. Each of the Fed banks have an OMWI link on their web sites, allowing potential contractors to find jobs and make connections.
“We want to make sure that we have the appropriate processes in place so that they have their greatest potential for success,” he says.