Big Education Jive Exposed
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-By Larry Sand
Good week for debunking teachers union hype, big government waste and mainstream media distortions.
The factually challenged Valerie Strauss unleashed a doozie in her Washington Post blog last week. As Alabama was passing tax credit legislation, Strauss, as she so often does, echoed the teachers union line, railing about the program being “welfare for the rich.” Truth is, according to the National Conference of State Legislatures, these programs
… allow individuals and corporations to allocate a portion of their owed state taxes to private nonprofit school tuition organizations that issue scholarships to K-12 students. The scholarship allows a student to choose among a list of private schools, and sometimes public schools outside of the district, approved by the school tuition organization. The scholarship is used to pay tuition, fees, and other related expenses. As a result, the state does not have to appropriate per-pupil education funding for those students that receive scholarships.
So, the state actually saves money. And “welfare for the rich?” Hardly. Over at the Cato Institute, Jason Bedrick points out,
The reality is almost exactly the opposite. Donors are not benefitting financially at the expense of the poor or anyone. And while it is true that tax-credit scholarships do not always cover the full cost of tuition at private schools, thanks to low-cost options and needs-based tuition breaks, low-income families are the primary beneficiaries of STC programs.
It is odd to claim that “wealthy businesses” are financially benefitting by receiving a tax credit for their donations. Even a 100% tax credit means that they are simply no worse off than before. A corporation with a $10,000 tax liability that made a $10,000 donation to a scholarship organization would then owe no state taxes but it would still have $10,000 less than it did before. Whether the $10,000 went to the government or a nonprofit is irrelevant to its bottom line.
Moreover, Strauss fails to mention that most state STC programs do not grant 100% credits. In fact, only four of the fourteen STC programs do. The other credits range from 50% to 90%. In these states, corporations would be better off financially if they merely paid their taxes.
Another non-story that garnered hysteria recently was the Metlife Survey of the American Teacher, which found that allegedly teachers are not the happy campers they used to be.
Teacher job satisfaction has plummeted to its lowest level in 25 years, from 62 percent in 2008 to 39 percent in 2012 – a total of 23 points, according to the annual Metlife Survey of the American Teacher, released today. Teachers reporting low levels of job satisfaction were more likely to be working in schools with shrinking budgets, few professional development opportunities, and little time allotted for teacher collaboration.
National Education Association president Dennis Van Roekel, who never misses an opportunity to campaign for more and more education spending, whined
This news is disappointing but sadly, there are no surprises in these survey results. Teacher job satisfaction will continue to free fall as long as school budgets are slashed…. Educators are doing everything they can to prepare their students to compete in the global economy, but the rug just keeps getting pulled out from under them.
American Federation of Teachers president Randi Weingarten chimed in with,
When teacher dissatisfaction is at a 25-year high, school leaders have to stop ignoring the red flags and start listening to and working with teachers to figure out what they and their students need to succeed.
Before going for the crying towel, be assured – as with so many agenda-driven “studies” – this one comes up far short. Andrew Rotherham deflates the whole mess very simply in Real Clear Politics,
…the much-touted data point about teacher satisfaction is, to put it politely, fundamentally flawed. Metlife asks about job satisfaction in different ways in different years. In 2008 and 2009 they asked teachers, “How satisfied would you say you are with teaching as a career?”
The survey didn’t ask about satisfaction in 2010, but in 2011 and 2012 teachers were asked, “How satisfied would you say you are with your job as a teacher in the public schools?”
Veteran pollster and polling expert Mark Blumenthal, who is now the polling editor for The Huffington Post, says they are different questions and that “presenting the two questions on a single trend line is questionable.”
He’s being polite, too. What Metlife did would be akin to asking a soldier on a tough deployment how he likes his job vs. asking him how he likes his career in the armed forces — and claiming that it was the same question.
“The apparently dramatic drop in ‘job satisfaction’ since 2009 could be an artifact of the change in wording, yet the authors of the report make no allowance for that possibility” says Blumenthal.
So Weingarten, Van Roekel, and a credulous education press (“U.S. teachers’ job satisfaction craters,” blared The Washington Post) were responding to a five-year “trend” based on two different questions.
To paraphrase Rahm Emanuel, the teacher union leaders never let a good crisis – even if it’s a fraudulent one – go to waste.
And speaking of “waste,” there is President Obama’s State of the Union address in which he became evangelical in his attempt to foist an expanded preschool program on the American people. Undeterred by the 48 year, $180 billion boondoggle also known as Head Start, using words that would make Van Roekel and Weingarten gush, he tried to sell the country his new plan which is based upon “successes” in Georgia and Oklahoma. Bursting that bubble, Reason Foundation’s Lisa Snell and Shikha Dalmia write in the Wall Street Journal.
Oklahoma implemented its program in 1998 and is the pet of universal preschool activists because it’s a red state that has diligently applied their playbook. It spends about $8,000 per preschooler, about the same as on K-12. Its teachers are credentialed, well-paid, abundant (one per 10 children) and use a professionally designed curriculum. Georgia expanded a pre-K program for high-risk children to all 4-year-olds in 1995.
Both programs are voluntary and involve the private sector. Oklahoma pays churches and other community providers for the children they enroll. Georgia effectively hands parents a $4,500 voucher for a qualified preschool. Both states have participation rates well above the 47% national preschool average, and Oklahoma’s 75% enrollment rate is the highest in the country.
Yet neither state program has demonstrated major social benefits. The first batch of children who attended preschool in Georgia, in 1995, are now turning 22, so Mr. Obama’s claim that they are better at “holding jobs” and “forming stable families” can’t be true.
But what about, say, teenage girls staying out of trouble? Teen birth rates have declined in the past 10 years in Georgia and Oklahoma (as they have nationwide), but both states remain far above the national average. In 2005, Georgia had the eighth-highest teen-birth rate and Oklahoma the seventh-highest, according to the Centers for Disease Control. Now Georgia has the 13th-highest, Oklahoma the fifth-highest. Many states without universal preschool have a far better record.
Spendthrift politicians and the teachers unions in concert with their mainstream media cronies are very good at selling lies and distortions in a pretty box with puppies-and-kittens wrapping paper. (It’s “for the children!”) It is important that the tax-weary public sees through the hype and refuses to buy the deception.
Larry Sand began his teaching career in New York in 1971. Since 1984, he has taught elementary school as well as English, math, history and ESL in the Los Angeles Unified School District, where he also served as a Title 1 Coordinator. Retired in 2009, he is the president of the non-profit California Teachers Empowerment Network – a non-partisan, non-political group dedicated to providing teachers with reliable and balanced information about professional affiliations and positions on educational issues – information teachers will often not get from their school districts or unions.
“CTEN” was formed in 2006 because a wide range of information from the more global concerns of education policy, education leadership, and education reform, to information having a more personal application, such as professional liability insurance, options of relationships to teachers’ unions, and the effect of unionism on teacher pay, comes to teachers from entities that have a specific agenda. Sand’s comments and op-eds have appeared in City Journal, Associated Press, Newsweek, Townhall Magazine, Los Angeles Times, San Diego Union Tribune, Los Angeles Daily News, San Jose Mercury News, Orange County Register and other publications. This past May, after his weekly blog proved to be very popular, he began writing a monthly article for City Journal, the Manhattan Institute’s policy publication. He has appeared on numerous broadcast news programs and talk radio shows in Southern California and nationally.
Sand has participated in panel discussions and events focusing on education reform efforts and the impact of teachers’ unions on public education. In March 2010, Sand participated in a debate hosted by the non-profit Intelligence Squared, an organization that regularly hosts Oxford-style debates, which was nationally broadcast on Bloomberg TV and NPR, as well as covered by Newsweek. Sand and his teammates – Terry Moe of the Hoover Institution and former U.S. Secretary of Education Rod Paige, opposed the proposition – Don’t Blame Teachers Unions For Our Failing Schools. The pro-union team included Randi Weingarten, president of the American Federation of Teachers. In August 2010, he was on a panel at the Where’s the Outrage? Conference in San Francisco, where he spoke about how charter school operators can best deal with teachers’ unions. This past January he was on panels in Los Angeles, San Diego and San Mateo in support of National School Choice week. Additionally, CTEN has hosted two informational events this year – one addressing the secret agenda that is prevalent in many schools these days and the other concerning itself with California’s new Parent Trigger law. The latter event was covered by both the English and Spanish language press.
Sand has also worked with other organizations to present accurate information about the relationship between teachers and their unions, most recently assisting in the production of a video for the Center for Union Facts in which a group of teachers speak truthfully about the teachers’ unions. At this time, he is conferring with and being an advisor to education policy experts who are crafting major education reform legislation.
CTEN maintains an active and strong new media presence, reaching out to teachers and those interested in education reform across the USA, and around the world, with its popular Facebook page, whose members include teachers, writers, think tankers, and political activists. Since 2006, CTEN has experienced dramatic growth.