First, we want to be clear------LOUISIANA is last in education achievement today as it has been these few decades-------charters have not improved anything----education status is FAR WORSE. As this article states and we have discussed over and again---private charter schools and global banking 1% pols are JUKING THE STATS to pretend these small business private schools are helping when they are not. Because Louisiana has been at this openly throughout OBAMA------what were small business charter businesses have already segued to national charter chains ----filled with fraud and corruption.
WE HEAR THE 5% TELLING US THEY WANT LOUISIANA'S CHARTER STRUCTURE SAYING IT IS GOOD----WHEN THAT IS LYING, CHEATING, WITH THE INTENT TO STEAL FROM 99% US WE THE PEOPLE.
What does New Orleans and Baltimore have in common? Lots of OLD WORLD CATHOLIC AND JEWISH GLOBAL 1% FREEMASON/GREEKS with those dastardly 5% pols and players.
09/01/2015 09:33 am ET Updated Dec 06, 2017
Louisiana Charters Are by Far the Worst According to 2011 8th-Grade NAEP Anaysis
By Mercedes Schneider
One of the primary problems with Louisiana’s state-run, all-charter Recovery School District (RSD) is that the same state that is in control of data (and the official word on its data) is also committed to representing its state-run district in the best light.
For this reason, independent analysis of data on Louisiana’s schools is particularly valuable, especially when the researchers are able to procure data independently of the Louisiana Department of Education (LDOE).
Such is the case of an analysis of student-level eighth-grade 2011 National Assessment of Educational Progress (NAEP) data by two researchers from the University of Arizona, Francesca Lopez and Amy Olson. The Lopez-Olson analysis is featured in this Network for Public Education (NPE) policy brief. Specifically, Lopez and Olson compared traditional public schools to see what notable differences there might be between charters and traditional schools on eighth-grade 2011 NAEP outcomes.
Lopez and Olson’s analysis of charters versus traditional schools in Louisiana is particularly interesting since most charter schools in Louisiana are located in New Orleans, with RSD being the dominant district in New Orleans. In January 2011, Louisiana had 77 charter schools; 51 (66%) were located in New Orleans. Of these 51 New Orleans charters, 41 (80%) were state-run RSD charter schools. The remaining 10 were operated by the Orleans Parish School Board (OPSB).
In order to make clearer comparisons between traditional public school students and charter school students on the eight-grade 2011 NAEP, Lopez and Olson controlled for socioeconomic status, special education status, English language learner status, and ethnicity of students as well as the ethnic and socioeconomic makeup of the schools.
Regarding 2011 NAEP eight-grade math, the five states with the greatest discrepancies between charters and traditional schools (with the traditional schools outperforming the charters) were Massachusetts, DC (counted as a state in this study), Texas, Rhode Island, and- with the largest discrepancy by far- Louisiana.
As for the 2011 NAEP eight-grade reading, the five states with the greatest discrepancies between charters and traditional schools (with the traditional schools outperforming the charters) were Massachusetts, Florida, Illinois, DC, and- once again with the largest discrepancy by far- Louisiana.
On the 2011 NAEP in both math and reading, eight-grade students in Louisiana’s traditional public schools outscored their charter-school counterparts by between two and three standard deviations.
This difference is huge, and it is particularly important for a couple of reasons. First, Paul Vallas was superintendent of RSD between 2007 and 2011, and he and other pro-charter folk like to promote Vallas as a hero of post-Katrina, charter-proliferating, New Orleans education reform.
The second reason Lopez and Olson’s finding is important is that it meets corporate reform in it own living room: that of test-score-based results.
Of course, there is much more to the charter-loving, corporate education reform that converged on new Orleans than numbers could ever capture, and I am pleased that more stories of the devastation of the black community at the hands of the privileged, primarily-white corporate reformers is finding its way into notable media outlets. (For examples, see Jennifer Berkshire’s Salon article, Andrea Gabor’s New York Times piece, Colleen Kimmett’s In These Times article, and Owen Davis’ International Business Times piece.)
Post-Katrina RSD is too much “white” done to the black community.
Ironically, in this August 28, 2015, Washington Post opinion piece in which Louisiana superintendent John White tries to argue that Congress should “look at New Orleans for how to fix No Child Left Behind, WashPost includes a 2010 file photo of the staff at one of New Orleans’ charter schools, Akili Academy.
The photo includes 16 individuals. Only three are people of color. Most are young, white women.
When I saw the photo, I thought of words I had read by New York researcher Andrea Gabor, who has spent much time in post-Katrina, New Orleans schools:
I should note that I’ve visited over half-a-dozen charter schools in New Orleans. With two exceptions, I barely saw a single African-American face among any of the educators.
But the photo is five years old, I thought. Perhaps the Akili Academy website will offer some evidence that more people of color teach at this school.
Well, the Akili Academy website does not include teacher information- but it does include photos of is eight-member administrative “team.”
Seven out of eight are white.
And again, I think of Gabor- this time as she quotes Howard Fuller:
When black people came out of slavery, we came out with a clear understanding of the connection between education and liberation. Two groups of white people descended upon us—the missionaries and the industrialists. They both had their view of what type of education we needed to make our new-born freedom realized. During this period there’s an analogy—I’ve said this to all my friends in Kipp And TFA. During this period two groups of white people descended on us the industrialists and the missionaries. And each one of them have their own view of what kind of education we need.
And then, I remember some nonsense that came out of anti-union, pro-charter corporate reformer, Campbell Brown, in an August 2015 C-SPAN clip. In the clip, she justifies the firing of thousands of New Orleans teachers right after the storm. She also offers her white-privileged perspective on the success of New Orleans absent any knowledge or concern for the impact of the charter-ization of New Orleans schools led by privileged whites.
She even speaks of “the decision” of orchestrated, post-Katrina state takeover of most New Orleans schools in passive voice related to some undefined “they”:
After Katrina, a decision was made in Louisiana... when they were trying to figure out how to rebuild that school system, they made a choice to basically take almost all the schools in New Orleans and make them charter schools, which, take the handcuffs off and put the union contracts aside and give those schools the flexibility to be innovative and to do different things than they had been doing before. And I’ll tell you what: Before Katrina, New Orleans was one of the worst school systems in the country. It was appalling. It was absolutely appalling, and heartbreaking to me, as someone from Louisiana, that we had failed so many kids that way....
That decision to remake the school system in Katrina has proven without question massive, massive gains for the students there. Those schools are doing better than they ever have. There’s still a long way to go. it is far, far from perfect, but there has been tremendous progress in New Orleans because of the decisions that were made after Katrina. And it’s heartbreaking that there would have to be a disaster like this where you have a clean slate and you can start from the beginning to see this kind of progress. But the story of what’s happened in New Orleans post-Katrina... is amazing, and all of the research and all of the studies that have, bear that out... That’s a story the world needs to hear....
The story that the world needs to hear is nothing like what Brown advocates.
New Orleans charter success is white-privileged-blown smoke and state-controlled mirrors. However, a more realistic, sobering word is surfacing, and the frayed, marketing edges of all-charter, state-run RSD are getting increasingly more obvious to the American public despite the likes of John White and Campbell Brown.
Here is New Orleans' captured global banking 1% media outlet looking just like Baltimore Sun ----creating articles of success from what is a complete failure all across the city. The only 'WINNERS' are those PATRONAGE small business charters handed to the 5% to use for fraud and corruption. What is changing in these high schools is this-------US high schools are disappearing and students are being sent to corporate apprenticeships as courses once required to receive a high school degree disappear.
Our low-income US city students may not understand the value of broad, humanities and arts - based citizenship education is for freedom, liberty, justice, the pursuit of happiness because those 5% ROBBER BARON CLINTON/BUSH/OBAMA have spent these few decades stealing their opportunity and access. Watch for how national media paints SUCCESS STORIES.
New Orleans charter schools are producing success stories
By Andrew Vanacore, NOLA.com | The Times-Picayune
on May 27, 2012 at 7:00 AM
As far back as middle school, Tanara Thomas had her future mapped out: Finish high school, attend Delgado Community College for two years and then transfer to LSU. Growing up in one of the poorest neighborhoods in a city with tremendous high school dropout rates, these goals were ambitious, if not unrealistic.
Eliot Kamenitz, The Times-Picayune
Tanara Thomas says Sci Academy 'is focused on what you're going to do with your future, what you're going to do for your community.'Now polishing off her senior year of high school, Thomas has shelved those plans. She's going to Wesleyan University in Connecticut, one of the 20 most selective universities in the country. She turned down offers and scholarships from Vassar, Middlebury, Smith, Oberlin and four other schools, several of which paid to fly her in for campus tours. She wants to study English and film.
So what happened between then and now? What lifted Thomas' sights from community college to the country's most elite institutions of higher learning?
It's been an arduous path for Thomas, a native of the Lower 9th Ward growing up in a single-parent home. At age 10, she survived the destruction of her neighborhood in the flood that followed Hurricane Katrina, spent years moving around Texas before returning to New Orleans, only to be displaced again before she could graduate from high school.
But she also came back to a public school system in the midst of a transformation. With most of the district now in state hands, autonomous charter schools -- publicly funded but operating independently -- had begun opening around the city, many in temporary trailers for lack of habitable school buildings.
When it came time for high school, Thomas applied for a spot at a nascent charter in eastern New Orleans called Sci Academy. Drafted into a school culture that focuses relentlessly on lifting expectations and getting ready for college, her ambitions grew.
"It's just helped me realize myself," she said. "I don't think any other school would have done that. Schools here are so focused on the present, what you're going to do today or this weekend. Sci Academy is focused on what you're going to do with your future, what you're going to do for your community."
Thomas is a flesh-and-blood example of something data show is happening on a broader scale: The city's high schools, once among the lowest-performing in a state that typically lands at the bottom of the list on U.S. academic rankings, have begun to change.
Before the storm, a rigid line divided high schools in New Orleans. A handful of magnet schools with admissions requirements routinely produced glittering results on state exams. One of them, Benjamin Franklin Senior High, won a school performance score of 200.5 the year before Katrina on a 200-point scale.
Kathy Anderson, Times-Picayune archive
As the city's charter high schools begin to graduate their first seniors, they're producing success stories with some of the city's most disadvantaged students. On the other side of that divide, 16 or so open-enrollment high schools did their best to educate those who couldn't win a magnet seat. Half of them had performance scores in the teens or 20s. All but one, Warren Easton, were "failing" by today's standards. Hundreds of students dropped out of these schools each year -- 185 pupils, or more than 28 percent of the student body, at Joseph S. Clark High School during the school year preceding Katrina.
Today the city's high schools are in flux, governed by a hodgepodge of entities. Some are run by nonprofit charter groups, others by the state's Recovery School District and still others by the old School Board.
By any measure, the city's high schools as a whole are still marred by dismal test scores and inequity. Campuses managed by the state, rather than a charter operator, remain troubled, with performance scores in the 20s, 30s, and 40s. Dropout rates at these schools in particular are still high. The city's average ACT score, an important gauge of college readiness, still lags behind the state and the nation.
Educators in New Orleans still complain often about a lack of resources to deal with mental illness and homelessness among students, problems stoked by the city's high rates of violence and poverty.
And yet the stark line that divided the city before is beginning to fade. Of the magnet high schools that remained under control of the Orleans Parish School Board, all except Franklin have dropped or lowered their admissions standards without allowing their scores to slip below 100. Meanwhile, new open-enrollment charter schools in the Recovery District are beginning to score in the 70s, 80s and 90s. Some are run by a new generation of education reformers -- Sci Academy and Miller-McCoy, for instance -- and others by veterans of the old system who now have greater control over what goes on in their buildings: O. Perry Walker, Dr. Martin Luther King Charter and Sophie B. Wright.
Throughout Obama's terms there has been that ROBBER BARON PATRONAGE to small business owners channeling all kinds of fraud and profiteering from FEDERAL PUBLIC K-12 FUNDING while US city councils and mayors DEREGULATED AND ENDED EQUAL OPPORTUNITY AND ACCESS through laws and policies sold as HELPING THE POOR.
Below we see the GOAL of Clinton-era corporatization of our US public K-university-----Florida was one of the earliest of states to install laws and policies called WORKPLACE SCHOOLS in 1990s. What were first looking to be local business partnerships are now global corporations. What are being called CORPORATE NON-PROFIT CHARTERS are global education corporations.
So, this was the goal of Louisiana's JINDAL in forcing through total transition of New Orleans' public schools to private charters---now national charter chains---soon controlled by global hedge funds and global investment firms. Now, Louisiana is openly calling for WORKPLACE SCHOOLS ---and Baltimore is well on its way to having nothing BUT WORKPLACE K-12 SCHOOLS already tied to global corporations and global investment firms.
THOSE 5% BLACK, WHITE, AND BROWN FREEMASON/GREEK PLAYERS FILLING OUR STRONG PUBLIC AGENCIES WITH FRAUD, CORRUPTION, AND FAILURE WORKING FOR THE GLOBAL 1%.
This was the goal of MOVING FORWARD during Clinton era 1990s-----it is still MOVING FORWARD.
“This really pushes us down the road on privatization that we had previously resisted going on charter schools,” said Rep. Graig Meyer, a Chapel Hill Democrat'.
North Carolina is the southern WALL STREET captured by Clinton neo-liberals so this 'Democrat' just now using this TALKING POINT of privatization and charters after these few decades of MOVING FORWARD lets 99% Democratic voters know he is a global banking 1% player
“This really pushes us down the road on privatization that we had previously resisted going on charter schools,” said Rep. Graig Meyer, a Chapel Hill Democrat'.
For-profit charter operator lobbies for workplace schools
EMERY P. DALESIO, Associated Press Published 1:33 p.m. ET June 28, 2017 | Updated 1:56 p.m. ET June 28, 2017
RALEIGH - As profit-driven charter school management companies seek growth opportunities, one of the country’s largest for-profit firms is lobbying North Carolina legislators to create a new market for a type of school only rarely attempted.
The North Carolina legislation, modeled on a six-year-old Louisiana law, would allow corporations that help build or equip taxpayer-funded charter schools to reserve half the seats in those schools as an employee perk. With existing rules already allowing a charter school’s employees and board members to claim places for their own children, the change could leave only a third of the seats in such schools for the general public.
Charter schools operate independently of other public schools under a contract, or charter, that allows exceptions to most state regulations. Enrollment is free, funded with tax dollars corresponding to the number of students they serve.
The North Carolina proposal comes at a time of increased excitement among charter advocates now that their most prominent lobbyist, Betsy DeVos, is President Donald Trump’s education secretary. DeVos spent nearly two decades advocating for private-school vouchers and working for greatly expanding educational choices outside of traditional public schools.
The only workplace charter now operating in the country is affiliated with a massive retirement community in central Florida. Others have closed or businesses have cut ties since the first one opened for the Ryder truck rental company’s suburban Miami headquarters in 1999. A Baton Rouge, Louisiana, medical center plans to open a workplace charter next year as part of a real estate development.
But a company lobbying for North Carolina to allow workplace charter schools believes they allow the private sector to fund school start-ups where states don’t.
“There is a need and we would be filling the need and there is a demand for it,” Charter Schools USA founder and CEO Jonathan Hage said in an interview. “To me, it seems like mom and apple pie and good stuff happening when people are talking about schools and corporations and businesses and people investing in education.”
No companies have yet expressed interest in spending the minimum of $50,000 to get a North Carolina charter school off the ground for their workers, said state Rep. John Bradford, a suburban Charlotte Republican who sponsored legislation that passed the House earlier this year.
Bradford told The Associated Press that he doesn’t know much about how similar laws have worked in other states. He said the legislation was brought to him by charter school advocates including a lobbyist for Charter Schools USA. The Florida-based company is one of the country’s largest for-profit companies managing charter schools. It runs 85 schools in North Carolina, Louisiana and six other states — more than two-thirds of them in its home state.
The proposed North Carolina law could help reduce school construction financing costs and increase returns for Charter Schools USA’s real estate development sister company, Rutgers University education professor Bruce Baker said.
A pattern at Charter Schools USA schools is that Red Apple Development buys the land and builds the school, then leases it to the non-profit board granted the charter to operate the school, which hires Charter School USA to manage the school. The board pays both a lease and school management fees, using taxpayer funds that follow students as they switch schools.
Hage told the AP he owns part of Red Apple, but it doesn’t build all the schools Charter Schools USA operates.
“One would expect these charters, with a relatively guaranteed stable enrollment, and additional financial backing, to be a better bet than new start-ups dependent entirely on recruiting new choice students,” said Baker, who teaches courses on school finance and management and has written about the business niches developed around charter schools. “By being a better bet in this regard, they also become a better bet on property acquisition for Red Apple.”
These management fees and lease payments can total millions of dollars a year, according to the budget for one proposed North Carolina charter school planned entirely around Charter Schools USA’s model.
West Lake Preparatory Academy is scheduled to open about 30 miles (48 kilometers) northwest of Charlotte next year. The founders said in their state application that they want Charter Schools USA because of the company’s good results at operating schools nearby. The group projects paying almost $2.5 million in management fees over the first five years as enrollment ramps up to 1,100 students, according to the budget included in the school’s state application. The school’s lease payments are projected to be $7.23 million over those five years.
About 15 percent of the country’s 2,900 charter schools are run by for-profit companies, according to the National Alliance for Public Charter Schools, an advocacy group.
Privately owned Charter Schools USA doesn’t report its earnings, but business research provider Hoover’s estimates annual sales at about $120 million. School management fees are about $50 million to $75 million a year, Hage said.
Bradford says the law might encourage a business mulling a move to one of the state’s poorer counties.
“One of the ideas behind the legislation was to create an opportunity that if a business wanted to locate there” and didn’t find schools attractive to their employees, “they could invest into the public school system and help start a charter,” Bradford said.
Groups representing North Carolina’s public school boards and teachers oppose the proposal, saying set-asides of up to two-thirds of the seats in a new school seems to contradict North Carolina law that charters are supposed to expand educational opportunities for all students.
“This really pushes us down the road on privatization that we had previously resisted going on charter schools,” said Rep. Graig Meyer, a Chapel Hill Democrat.
'This place needs a complete overhaul and the administration should be fired and investigated by the State and Feds for violating the law'.
Below we see one of a few WORKPLACE CHARTERS tied to what is made to look like a local business ---but it is not. What these WORKPLACE CHARTER policies are doing is TOTALLY DEREGULATING K-12 public school laws surrounding equal protection, opportunity and access, equal distribution of Federal K-12 funding-------and it leads to US citizens receiving different kinds of job training as education rather than a broad public school education. Baltimore does the same with its corporate k-12 charters being tied to global corporate institutions and global investment firms.
These two comments are typical of REAL attitudes towards these education structures ---while captured national media and 5% players will sell the idea all this is convenient to parents, students. If one looks at Asian neo-liberal corporate education which 99% of Asian parents, students, citizens having been desperate to be rid of-------we see what MOVING FORWARD will look like in US cities deemed FOREIGN ECONOMIC ZONES.
FOR VIOLATING THE LAW-----INDEED, all these CLINTON/BUSH/OBAMA policies violate the law
2 Responses to Workplace charter schools remain rare in Florida
Jenny s May 31, 2015 at 6:17 pm #
In my opinion, Words can not express how bad this charter school is. I think it’s ratings are bought and paid for. DO NOT SEND YOUR CHILD HERE in my opinion. It seems to me that the kids that get awards and scholarships are the bigwigs of the villages corp. and the teachers, Nice new buildings and terrible Administration in the Elementary school it is the worst. The math teacher is clueless and ineffective in the Elementary school and yet gets promoted, The most unprofessional leadership that I have ever seen. Teacher are ineffective and behind the times in teaching methods. This school has no problems with discriminating and do it openly with no remorse or care for the law. Southern charm with a knife in your back. This school should be investigated by the U.S department of Education, and the State of Florida. Sumter county school district has to know what’s going on. If they don’t, they must be in on it or are on the payroll. Never have I’ve experienced such blatant disregard of the laws both Federal and State. The laughed about not flowing the laws. This form of in the work place type charter school in designed for corruption. It’s self serving.
The most inept,unprofessional, uninformed, school. Remember it’s easy to be rated a 10 when you only take the best preforming kids and get rid of the under achieving kids like yesterday’s trash. This place needs a complete overhaul and the administration should be fired and investigated by the State and Feds for violating the law.
K.C. May 31, 2015 at 6:19 pm #
In my opinion and experience avoid this charter school at all cost.this school is a perfect examples of the the Florida education system can fail your child. Get ready to teach your child at home, the teachers are all to happy for you to do the teaching for them. This school is ineffectual and only about skimming the cream off the top. It is the quintessential small town politics taken to the next level. The only students for the most part that get Adelaide’s are the teachers kids and the corporate villages employees. The lack of resources to help children that are boarder line or below average is beyond despicable. It’s all about the bling. All smiles and pretty building with an underlying. Nasty malicious agenda to only service the villages elite,
The only thing that they care about is image. If your child has any learning issues you will be booted to the curb with a smile. Avoid this school at all cost………my child is devastated after attending this school for years. Unprofessional, ineffective and non compliant, They should be ashamed of them selves.
Workplace charter schools remain rare in Florida
By Travis Pillow on May 8, 2015
This year, Florida lawmakers wanted to give students more freedom to attend schools across district lines, arguing students’ educational options shouldn’t be limited by geographic boundaries.
In some places, this is happening already. Take, for example, The Villages, the sprawling age-restricted development spanning Marion, Lake and Sumter Counties, which runs a charter school for its employees. The K-12 school enrolls nearly 3,000 students, making it one of the largest charter schools in the state.
It is one of just two schools in the state known as “charter schools in the workplace,” where students’ eligibility is based on where parents work, instead of where they live.
The Leesburg Daily Commercial recently reported the school is over capacity, and changed its rules governing which parents qualify.
The Villages has cut nearly 140 students from its rolls for next year. The students will have to be zoned back to the public schools they were assigned to attend, according to parents.
Parents said the students are being disqualified as the result of a new policy requiring business owners to lease a property directly from The Villages. If they sublease the property from a non-Villages entity, they are disqualified, parents said.
But The Villages Charter School officials say it is simply an issue of overcapacity at the schools.
“It’s a wonderful testimony to our teachers and faculty that so many folks want to send their kids to our school,” Principal Randy McDaniel wrote in an email. “However, just like other Florida schools we are restricted by the law limiting class sizes and our facilities have reached that capacity.”
The school is located in Sumter county, and authorized by the school district there, but it draws its students from the three surrounding counties in roughly equal proportions. Spokeswomen for the Lake and Sumter districts said they would likely have little trouble absorbing the 30 to 40 students turned away by the charter school.
This comment below is exactly what is happening. Johns Hopkins in Baltimore used these same tactics over these few decades in creating a SCHOLARS program attached to high school public school graduates. What started as a structure to SKIM AND CREAM OFF THE TOP has these few decades been used as simply cronyism-----the families of ROBBER BARON 5% pols and players are included in the CREAM when not CREAM MATERIAL-----as GEORGE W BUSH OR WILLIAM CLINTON.
As getting a job has nothing to do with being a 5% to the 1% player-------but being the BEST OF THE BEST IN THE WORLD------global 1% and their 2% -----these WORKPLACE SCHOOLS will morph into what they REALLY ARE------MEDIEVAL trade guild child through adult apprenticeship workshops -----those having talent will be kept at survivor-level with bed and a meal----those AVERAGE AND BELOW will not receive any education.
SO SAY CLINTON/BUSH/OBAMA----THE ROBBER BARON POLS FOR OLD WORLD CATHOLIC AND JEWISH MERCHANTS OF VENICE
------THOSE 5% PLAYERS KILLING 99% OF US WE THE PEOPLE, black, white, and brown ----Jewish, Protestant, Muslim. Hindi, Catholic citizens.
'This school is ineffectual and only about skimming the cream off the top'.
It's not ineffectual if the global banking 1% goal is creaming off only that EXCEPTIONAL LESS THAN 1% of US students.
Charter School in the Workplace
The Villages Charter School (VCS) is dedicated to nurturing productive citizens and life-long learners through an integrated, relevant curriculum tailored to the individual needs of our students. We place a priority on identifying our students' learning styles and developing strategies that enable our students to succeed. We exist through a contract with the Sumter County School Board (our charter) and receive the same funding as other charter schools in the state.
The VCS is identified as a "Charter School in the Workplace" and operated as a Florida not-for-profit corporation. Established through Florida law, charter schools in the workplace are public charter schools with the ability to target a specific student population. Charter schools are public schools of choice. To read more about Charter Schools in Florida, click here. In our instance, the targeted population is the children of the employees of our sponsoring company, The Villages of Lake-Sumter, Inc., the fastest growing single-site development in the country. Simply stated, our students are drawn from a workplace boundary rather than the typical public school geographic boundary. For the most part, our students reside in the counties of Lake, Marion, and Sumter (separate school districts) and are dropped off at school by their parents as they travel to work. This "closeness" has created a much greater sense of school/community ownership due to its proximity to the workplace. The Villages Charter School has established high standards for academic achievement, student behavior, attendance, and parent involvement. A strong partnership with our parents allows this to succeed. Currently most grade levels are at (or very close to) maximum student enrollment capacity. Since VCS is a school of choice it may not be perfectly suited for all students. For example, due to our small size we cannot offer the entire range of Exceptional Student Education (ESE) services. Also, students and/or parents that fail to comply with expectations may be placed on performance contracts, ultimately leading to a loss of eligibility status. In these cases, students can attend the public school within the county in which they live.
Student eligibility to attend our school is based upon a three category system. First priority is given to those students whose parents are direct employees of The Villages or The Villages Charter School. We currently have over 2000 employees working in such areas as administration, accounting, education, media, design, and others. Our second category consists of those parents who work for sub-contractors at The Villages. There are thousands of employees who work for our sub-contractors in the areas of home construction, maintenance, landscaping, hospitality, materials, food service, etc. Our third category consists of those parents employed by the businesses located on Villages' property. We have over 400 businesses on property including supermarkets, pharmacies, retail shops, medical offices and restaurants, to name a few.
The public charter school/private corporation partnership that we have forged has proved beneficial to both. In these times of limited funds, public school accountability and quality coupled with corporate buy-in is a win-win situation. Tax dollars are being supplemented with private commitment and investment and the likelihood of success becomes eminent. And, because of the quality education that we offer to our students, The Villages has been able to attract and retain a higher caliber of employee resulting in a highly efficient workforce and reducing company costs. This benefit to employment is one that we would certainly recommend to other large corporations.
Please contact us for further information regarding our charter school in the workplace.
'Jindal's legacy with charters.......................................................................THE BLOG 09/01/2015 09:33 am ET Updated Dec 06, 2017
Louisiana Charters Are by Far the Worst According to 2011 8th-Grade NAEP Anaysis
By Mercedes Schneider'
These WORKPLACE CHARTER SCHOOL policies were created during CLINTON in 1990s----REAL left social progressives as well as REAL right wing conservatives have known this was the goal----of tying K-university to global corporate campuses and global factories. Back in 1990s US citizens didn't see the global multi-national monsters being built in overseas Foreign Economic Zones preparing via the US city MASTER PLAN to come back in MOVING FORWARD. This was how may US citizens were fooled-----especially our labor union 99%----what were manageable US corporations last century in US cities are now global MONSTROSITIES.
Here we see that LOUISIANA JINDAL rushing off from his terms as GOV OF LOUISIANA and fresh from killing all public K-12 in New Orleans FOREIGN ECONOMIC ZONE-----heading for the global investment firm ARES-----which will become that PARTNER to these charter schools.
In Maryland, Gov O'Malley did the same------our global investment firm CARLYLE GROUP operating GLOBAL HEDGE FUND IVY LEAGUE Johns Hopkins employs O'Malley while a 5% to the 1% pol or a player.
CHARTER SCHOOLS IN THE WORKPLACE----is what we have shouted since RACE TO THE TOP-----global corporate campus schools tracking pre-K to career apprenticeship job training. Medieval trade guild workshops.
Florida doing the same----Baltimore doing the same----
'Ares Private Equity Group'------
Jindal wants businesses to partner with charter schools
January 12, 2011
Gov. Bobby Jindal says he will push legislation in the upcoming session to allow businesses to partner with new charter schools, similar to Florida’s “charter schools in the workplace” initiative. “It is a great opportunity to improve your companies and our communities,” says Jindal, who made the announcement today at the Louisiana Association of Business and Industry’s annual meeting.
Under the projected partnership, participating businesses would receive a minority percentage of the school’s board seats and preferred enrollment for its employees’ children in exchange for a facility or land donation. Half of the charter school spots would be reserved for employees’ children and half would be for children who live near the school. A lottery would be held if demand exceeds available seats. School curriculum could be tailored to meet specific needs of the partnering company, says Jindal, and companies in turn could offer customized training programs, job shadowing and internships.
Along with announcing the initiative, Jindal identified three key challenges facing Louisiana in 2011 at the LABI annual meeting. He says the state must not raise taxes to stopgap the budget deficit and must streamline the way health care and higher education services are delivered. “Our challenges in health care and higher education are not simply about providing more money,” Jindal says.
Jindal spoke following keynote speaker and public opinion pollster Scott Rasmussen, who largely discussed the American public’s growing mistrust and resentment of bipartisan politics. “The American people now look at capitalism as practiced in this country as crony capitalism,” Rasmussen says, noting 68% of Americans believe their elected representatives don’t care what their constituents think and 52% believe they trade votes for cash. —Steve Sanoski
We want to look globally to see these same WORKPLACE CHARTER SCHOOL structures happening in Europe------these WORKPLACE CHARTER SCHOOL CORPORATIONS have existed in ASIAN FOREIGN ECONOMIC ZONES these several decades--------99% of Asian citizens hate these global corporate neo-liberal education structures.
Here we see FINLAND-----in social media FINLAND is being sold as GREAT for good old-fashioned left social progressive education policy. We are shown FINNISH education achievement against SOUTH KOREAN to be told these are the leaders in the BEST OF EDUCATION POLICY. We KNOW Finland is a great big OLD WORLD MERCHANTS OF VENICE KINGS AND QUEEN nation. It has always been far-right wing global banking 1%-------and it is tied heavily to global energy and trading. It does not surprise REAL left US social progressives that FINLAND has long embraced MOVING FORWARD ONE WORLD ONE GOVERNANCE in education reforms RACE TO THE TOP workplace charter schools. Here we see that 'partnership' through a global investment firm.
WHAT IS CHANGING IN FINLAND AS IN US? CORPORATIONS AND THE RICH ARE NOT PAYING TAXES TO SUPPORT PUBLIC SCHOOLS----THEY ARE BEING ALLOWED TO ACT AS PATRONS CONTROLLING SCHOOL STRUCTURE AND POLICIES.
If we look at the image with this article is shows Asian students being vocationally trained in what are GLOBAL CORPORATE CAMPUS WORKPLACE SCHOOLS.
HEI Schools to receive a significant investment from private equity company EQT
Society & economy
Author Kati Salmivaara
HEI Schools and private preschool operator Touhula join forces to bring Finnish early education to international markets.
Helsinki International Schools Group Ltd (HEI Schools) has received a significant investment from private equity company EQT for international expansion. HEI Schools and Finland’s largest private preschool operator Touhula, owned by EQT, join forces to bring Finnish early education to international markets. HEI Schools was founded in 2015 in partnership with the University of Helsinki.
”HEI Schools was founded when we realized what a huge need and interest there is globally for early education based on the Finnish model. Due to the high demand, we dared to think big from the start: we will have succeeded in our efforts when high quality early education and the HEI Schools concept are accessible both financially and location wise to as many people. The investment from EQT will enhance HEI Schools’ potential in making progress fast enough in the international markets”, Milla Kokko, the CEO and Co-Founder of HEI Schools explains.
Touhula is the largest private early childhood education organization in Finland with nearly 200 preschools across the country. EQT is a leading investment firm with approximately EUR 49 billion in raised capital across 26 funds.
HEI Schools Helsinki to be opened in September 2018
As a part of the collaboration, HEI Schools´ pedagogical content will also be applied in Touhula preschools across Finland. Touhula and HEI Schools will also open a HEI Schools Helsinki unit in September 2018. There has been an extensive need for international early childhood education in the Helsinki Metropolitan area, and HEI Schools Helsinki will answer to this demand. HEI Schools Helsinki will also serve as a model preschool for other HEI Schools and as a showroom for international visitors.
The first HEI School was opened in Baotou, China in September 2017. Research-based pedagogy is a cornerstone in the HEI Schools concept.
As we identify FAKE ALT RIGHT ALT LEFT think tanks----here is one---ANNENBERG as ANNIE E CASEY are global banking 1% far-right wing think tanks pretending to help the poor. ANNENBERG in this article is partnered with BROWN university just as ANNIE E CASEY is partnered with JOHNS HOPKINS both of which have been tied to GLOBAL SLAVE TRADING since colonial times. Nothing LEFT social progressive coming from IVY LEAGUE BROWN UNIVERSITY/JOHNS HOPKINS----so any think tank tying themselves to these institutions we know are not HELPING THE POOR.
'With so few school parents, students, or educators represented on their governing boards, can the Commonwealth’s charter schools be considered locally controlled? Whose schools'?
Annenberg correctly identifies MA and its corporate schools as the earliest but what we define today as PUBLIC SCHOOLS and what was defined in colonial MA as schools for local children are two very different things. BOYS LATIN here in Baltimore is exclusive tracking all those 5% dastardly players into what is a selective, crony private school structure. BOYS LATIN IS NOT A PUBLIC SCHOOL. Ergo, it would be hard for ANNENBERG not to use the term PUBLIC SCHOOLS when talking about another private school structure in CHARTERS.
This is how we have MA HARVARD and MD Johns Hopkins declaring all the policies they write are MODELS for public policy.
The article tied to this policy statement asks the right questions-----WHOSE SCHOOLS? LOCALS ARE NOT CONTROLLING THESE SCHOOLS. Annenberg has known since 1990s these goals we shout every day. There is no intention of 99% US WE THE PEOPLE having a voice in these FAKE PUBLIC SCHOOL structures.
STOPPING MOVING FORWARD AND REBUILDING OUR STRONG US PUBLIC SCHOOL K-UNIVERSITY IS A MUST FOR 99% OF WE THE PEOPLE TO HAVE A VOICE ---TO HAVE A PATHWAY TO LEADERSHIP AND CITIZENSHIP -----WAKE UP!
Annenberg Institute for School Reform
Charter schools in Massachusetts are publicly funded
schools operated by private nonprofit entities
and governed by an appointed board of trustees.
Our research has shown that in the aggregate, nearly
one-third of the trustees of the state’s charter schools are professionally associated with the corporate world, including significant involvement of financial services professionals. Only a small percentage of trustees are parents or students at the school. And our examination suggests that many – if not a majority – of trustees may live outside the communities served by their schools.
Massachusetts is arguably the home of public education in the United States. Boston Latin School, founded in 1635, was the first and is the oldest existing public school in the United States.
Massachusetts was the first state to make education compulsory (1642) and provided the foundation for local school governance.
The first state board of education was established in 1887, with Horace Mann – Massachusetts legislator and the “father of American public education” – serving as the board’s first secretary.
The rich history and tradition of public education as a component of the democratic promise in Massachusetts are unparalleled.
This year, publicly elected officials, the courts, and perhaps voters themselves will have the opportunity to deliberate on crucial questions regarding the future of public education in the Commonwealth through the debate over whether to raise the ceiling on the number of charter schools permitted to operate in the state. One element of that conversation should be consideration of the question, “Whose schools?” Who governs the state’s charters, and who do they represent?
Our research shows a troubling lack of parent
representation in the governance of charter schools in
Massachusetts: only 16 percent of those charged with
governing the 82 charter schools across the state are
identified as parents or students in those schools. Those schools that do offer parents and/or students a strong role in school governance are disproportionately White. At schools with majority-minority student populations – which make up the majority of the state’s charter schools – parent voice on the schools’ governing boards is rare, and often minimal.
Public Accountability for Charter Schools:
Standards and Recommendations for Effective Oversight report makes the case that the public is more strongly served by charter schools that remain truly accountable to the taxpayers, parents, students, and educators closest to them and most directly impacted by them. With so few school parents, students, or educators represented on their governing boards, can the Commonwealth’s charter schools be considered locally controlled? Whose schools?
When our local and state pols and candidates are using these TALKING POINTS-----we KNOW they are far-right wing global banking 1% -----not 99% left social progressives really working to help WE THE PEOPLE.
Annenberg Institute for School Reform
The Annenberg Institute for School Reform (AISR) is a national policy research and reform-support organization, headquartered at Brown University, that collaborates with school districts, communities, and other education stakeholders to improve the conditions and outcomes of urban public schools, especially those attended by traditionally underserved children. AISR’s vision is the transformation of traditional school systems into “smart education systems” that develop and integrate high-quality learning opportunities in all areas of students’ lives – at school, at home, and in the community. AISR conducts research; works with a variety of partners committed to educational improvement to build capacity in school districts and communities; and shares its work through print and web publications.
Established in 1993 by education reform leader Theodore (Ted) Sizer, the founder and chair of the then-Brown University-based Coalition for Essential Schools, the organization was renamed shortly thereafter to honor philanthropist, former diplomat and publisher Walter H. Annenberg, following the Annenberg Foundation's $50-million donation to endow AISR. A University Corporation-appointed Board of Overseers, chaired by Brown's president, governs the organization, which is one of the the largest among the 40 programs, institutes and centers at Brown University. Michael Grady. Ed.D., is Interim Executive Director of the Institute; Warren Simmons, Ph.D., is Senior Fellow and the former executive director.
BROWN UNIVERSITY LIKE JOHNS HOPKINS IS A FAR-RIGHT WING GLOBAL 1% BUSH NEO-CON INSTITUTION JUST AS YALE AND STANFORD.
For more than two decades, AISR has been an influential national leader in public education reform. AISR’s research has provided an important evidence base to inform public discourse and decision making in a national climate too often driven by ideology. AISR has also regularly been sought out as a convener and technical assistance provider by district and state education stakeholders and consistently attracts grants from major funders. AISR’s publications, including research reports, a high-traffic public website, online tools, videos, and its award-winning flagship journal Voices in Urban Education (VUE), are extensively cited and reach a broad cross-sector national audience of education opinion leaders, policymakers, funders, researchers, the media, and community leaders, among others. The VUE website receives more than 27,000 visitors per year, while the AISR site attracts over 25,000 visitors annually.
AISR has been in the vanguard of thinking about school districts for over 15 years. In 2000, AISR formed a national task force to examine the education-reform role of urban school districts, and was among the first to conclude that district redesign and transformation is essential to the achievement of equity and school improvement at scale – contrary to the prevailing discourse of the time that districts should simply be dismantled and schools reformed one by one. Through its District & Systems Transformation (DST) practice, AISR currently collaborates with urban districts to build capacity to strengthen their schools and students, with active participation of the community and other partners, while working toward the goal of a smart education system. AISR has developed an array of tools to support districts and their partners, including a widely disseminated series of resources on college readiness.
AISR has also been in the forefront of thinking about urban communities as powerful allies and assets rather than problems. In 2006, AISR formed the Community Organizing & Engagement (CO&E) practice by incorporating the Community Involvement Program, formerly based at New York University, and opening a New York City office. CO&E supports community organizing for education reform by helping youth, parent, and community groups to develop sufficient power to drive and sustain improvement in low-performing urban school districts. Research and technical assistance from AISR was instrumental in helping community organizations in New York City develop an equity-driven education agenda that was embraced across all candidates in the 2013 mayoral elections, and CO&E staff are currently informing national education reform discussions.
EQUITY-DRIVEN EDUCATION DOES NOT MEAN CIVIL EQUITY====IT MEANS FINANCIAL INVESTMENT FIRMS-----
AISR's Research and Policy (R&P) staff engage in a range of projects to inform both AISR's own work and the fields of district-level reform and community organizing for school reform. This includes original research, documentation and evaluation of reform efforts, analyses of current education policies, and the development of tools to share lessons and best practices. The impact of AISR’s research is felt locally and nationally, within academia and beyond, in the worlds of local, state, and federal policy, district administration, philanthropy, and community leadership. In 2014-15, R&P, in collaboration with the Boston Public Schools, and the Center for Collaborative Education, conducted a two-phase, multi-method research project which described the increasing diversity of enrollment of Black and Latino males in the district, as well as a troubling, systemic opportunity gap facing these students; the second phase employed case studies to identify promising school practices as well as “unfinished business,” or a lack of cultural competency and willingness to address race and gender within schools. In 2009, AISR published an extensively cited, groundbreaking series of research reports, as part of the first study to demonstrate the positive impact of community organizing on school improvement. Other major research projects have produced advances in the field of public education in significant areas of national interest such as expanded learning time. A portion of the R&P team is Los Angeles based.
In collaboration with Brown's Education Department, AISR established a Master's Program in Urban Policy (UEP) in 2006. The tightly focused, 12-month academic curriculum, integrated with a nine-month internship, is designed to impart a set of core skills and competencies necessary for successful careers in urban education policy. To date, degrees have been conferred on over 200 graduates. In 2012, AISR's Board of Overseers established the Ruth J. Simmons Urban Education Policy Scholarship, a permanent annual award for UEP Master's degree candidates that honors the University's retired president and former AISR board chair.
AISR also serves as a bridge from Brown to Providence and the state, providing support for the Providence Public School District, the R.I. Department of Education, and the Central Falls School District, and it hosts the Providence Children & Youth Cabinet. In 2008-09, AISR supported the Governor's Urban Task Force, a key factor in Rhode Island's successful Race to the Top application. Furthermore, in partnership with the Rhode Island Foundation, AISR sponsored a series of eight forums in 2011-14 focused on "Building a 21st Century Education System" in the Ocean State.
PROVIDENCE RHODE ISLAND IS A GLOBAL LABOR POOL 99% GATEWAY CITY AS IS BALTIMORE AND ATLANTA ON EAST COAST.