Education, Elections, Ohio, Public Schools, Schools

Rep. Andy Brenner—you have been called out!

are-you-up-for-the-challenge

via Janet Breneman
·
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FOR IMMEDIATE RELEASE
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I CHALLENGE MY OPPONENT REP. ANDREW BRENNER TO A DEBATE!

Columbus- October 3, 2016

Democratic candidate Janet Breneman, candidate for the Ohio House of Representatives 67th District, challenges incumbent Andy Brenner to a debate.

Janet Breneman, a progressive education and health advocate, challenging the seat of State Representative Andrew Brenner, says it’s time for citizens to break the stranglehold, which Brenner has held on voters.

“For too long voters have accepted the empty rhetoric of Andy Brenner- a lackluster mouthpiece of local conservatives- and now we are holding him accountable.”

Brenner further had the audacity to text me stating “I’m in a Republican District where the index is over 65%, why are you running against me?’

A recent position statement by media outlet Cleveland.Com notes the state wide concern regards the performance and costs of charter schools-and specifically lambastes Andy Brenner for referring to public education as “socialism”, a statement for which Brenner later apologized.

“It’s the teachers of this country, and public schools which provide the backbone for education in our great country”, adds Janet Breneman. “I challenge him to a debate on the topic, and I want the public to see whether he can rise to that challenge, or cower.

Further, I hereby now ask Andrew Brenner to return the campaign donations he accepted from ECOT founder, William Lager.

Ohio taxpayers are spending $108 million for only approximately 8,000 ECOT students to attend- which is significantly less than what ECOT said was their attendance figures, according to the Ohio Dept. of Education.

Janet Breneman may be reached at: BrenemanForOhio@gmail.com or by phone
419-410-0017

debate

 

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Education, Ohio, Public Schools, Schools

Dare to Discuss the Data?

data-secuirty

A little bit of information.
The inequality of education in Ohio.
A superintendent from SE Ohio compiled this.

An analysis using Ohio Department of Education Report Card, Ohio Facilities Construction Commission’s Valuation Rankings, and the Ohio Department of Education Typology finds the following:

Not one district with MORE than 18% poverty received an “A” on Indicators Met.

524 districts have more than 18% poverty.

83% of schools have more than 18% poverty.

Only two districts received an “A” on Performance Index Score.

One has 0% poverty and the other has 9% poverty.

One is ranked in the top 16% while the other is in the top 10% for property value.

None of the 100 poorest schools, by property valuation, received above a “D” or an “F” in Indicators Met.

No Rural High Poverty Districts received anything higher than a “D” on Indicators Met.

3% of Rural Districts received an “A” or “B” in Indicators Met.

No Small Town High Poverty Districts received anything higher than a “D” on indicators Met.

4% of Small Town Districts received a “B” on Indicators Met, there were no “A.”

All but one “A” for Indicators Met was received by a Suburban District.

There are No High Poverty or Medium Poverty Districts with the Suburban District typology.

All but one Urban District received an “F” on Indicators Met. One received a “D.

Also, click here: to view a PowerPoint for graphic illustrations demonstrating the same.

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Education, Ohio, Public Schools, Schools

Expressing Gratitude for Judge French’s Ruling Regarding ECOT

thank-you-2012-680x300

Ohio BATs, affiliated with Badass Teachers Association
October 4, 2016

The Honorable Jenifer French
Judge, Franklin County Court of Common Pleas
Common Pleas Courthouse, Courtroom 6A
345 South High Street, 6th Floor
Columbus, OH 43215

Dear Judge French:

We are writing to you today with our sincere gratitude on behalf of the students we serve in our learning environments every day. The ECOT decision handed down by you will have a rippling effect on the virtual school industry in Ohio.

For the past nearly twenty years, our state has operated all of its 614 school districts under an unconstitutional funding system. Further compounding this problem is the funding of charter schools, including virtual schools like ECOT. This is the crux of the real problem with our public schools. Many of our public schools are underfunded, especially the schools serving students who are living in poverty. Quite frankly, public schools serving students who live in poverty require more resources to ensure all students are successful (yet they continue to have those resources stripped). We do not define success by using test scores.
ECOT receives higher per pupil funding than most all public schools and they continue to fail our students . . . most often our most vulnerable students. We wonder what our public schools would look like if each of our students received the same amount without restrictions. We are quite confident we can do a much better job than ECOT. We already know we do a better job with less money.
Those of us who advocate on behalf of our students everyday oftentimes feel we are not heard and we feel helpless – not a good feeling! Then a decision from a judge reinforces our
determination to ensure our students are provided with everything necessary to be successful.

Again, thank you!

Ohio BAT Administrators

 

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Education, Ohio, Public Schools, Schools

Teaching in Triage

triage-schools

Written by Emily Alberty.

As posted in the public Facebook group Cleveland Caucus to Reclaim Our Schools/CLE United Rank & File Educators (CURE).

I wrote this last March, after looking outside at the school playground and seeing the Cleveland police seemingly reenacting the events surrounding the death of Tamir Rice.

I feel like everyday I see posts from teachers about current or former CMSD students who have gone missing, been shot, or have been killed. Our city and our babies need help. I had to get this off my chest.

“Cleveland is a war zone,
and classrooms are the triage.
Teachers are the doctors,
to students who are on loan.

“Get to school. You can make it!”
But will their life be taken?
Walk past the memorial,
and let us give you a tutorial.
Another Cleveland kid who did not make it.

Schools are hospitals.
Poverty and violence are the infections.
Breathe, bandage, repeat.
Do they have food to eat?
Cleveland students are in this.

Why are test scores low?
Because Cleveland kids are taking blows.”

[The author of this blog saw this on September 21st. BUT the author of this blog finds it worthy to point out that the original post was made on August 29th, 2016…. PRIOR TO the unacceptable (and unnervingly similar) death of 13-year-old Tyre King in Columbus, Ohio.]

aug-29

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Education, Ohio, Public Schools, Schools

RESA—Dream Eraser

dream-eraser

*LINKS ARE IN BOLD PRINT

I would like to share my story of why I became a Special Education teacher with you and how Resident Educator Program or RESA  is affecting my life today. I grew up in a large family with many aunts, uncles, and cousins. I have two cousins who I was always drawn to while growing up. My younger cousins have diagnoses of Cerebral Palsy and Downs Syndrome. I watched them grow up and am still amazed by their accomplishments today. I knew from a very young age that I wanted to do something with my life to make a difference in the lives of adults and children with disabilities.

My early adulthood got off to a rough start with career choices and college, but in the back of my mind I always knew what I ultimately wanted to do with my life, and that was to become a Special Education teacher. People would always say to me, “why would you want to be a teacher, teachers don’t make any money.” I didn’t care about the money and I would always tell those people that being a teacher is what would make me happy. In 2005, I began working at a group home as a Habilitation Assistant for a group of adult women with disabilities. In 2008, I became a nanny for a wonderful family with four children, one who had been diagnosed with Cerebral Palsy at a young age. While working for this family, I started my college career at the age of 25. Most people have graduated from college and have begun their careers by this age, but I was determined to graduate and pursue my dream. In 2011, at the age of 28, I graduated with my Bachelors from Cleveland State University. I have never seen my parents so proud of me as they were that day I walked across the stage. I will remember that day forever. I could finally begin my teaching career! I co-taught in a 5th grade Special Ed classroom at a charter school in the Parma area for three years and then taught in a self-contained K-2 ED classroom at a public school for two years. Along the way, I decided that one day in the future I wanted to teach Pre-School Special Ed. I would have to go back to school for that. I went on to get my Masters at Cleveland State University in 2015. I sacrificed part of my summer that year because I was required to complete a second student teaching because I needed the Pre-K experience. I never thought in a million years I would be able to tell people that I have a Masters degree. It might not be a big deal to some people, but it is to me.

June of this year, I received the worst news of my life. I was unsuccessful at passing one task of the Ohio Resident Educator program, my license would expire that month, and I would not be able to teach. Why is this happening to me? What have I done to deserve this? Something that I had worked so hard for was being taken away from me, something that I had earned. Maybe teaching really isn’t my calling. Those were the thoughts going through my head. I was devastated to say the least. I will remember that day forever too. Many days of mental exhaustion and crying during my summer off, which was supposed to be a happy time spent with my daughter, my first child, born March 13, 2016. I rob my daughter of happy moments with me because I am upset every day. It is September 6th and I am still upset every day.

Because I was unsuccessful at passing RESA, in order to ever be able to teach in Ohio again, the requirements are to work as a substitute teacher for a year and enroll in a RESA college course. The short of it: I’ll have to do student teaching a 3rd time. I’ll have to provide lesson plans, assessments (even though those weren’t the tasks I was unsuccessful at), and be observed 4 times using the OTES rubric. You can check out the letter they send to educators who were unsuccessful in their third attempt here.


College? Again? I thought I was done with that. I think about RESA every day. I constantly think about what I did wrong. How can I be rated as a skilled teacher with OTES and not pass RESA? It just doesn’t make sense to me. I don’t understand how assessors who have never met me, worked with me, or even stepped foot in my classroom can determine my professional fate. Well in Ohio, they can, they did, and they will continue doing so. I’m not the only teacher in Ohio that lost their job and I won’t be the last. They need to have people fail or there would be no point. I fall into the 2% of educators who started the program the year it launched who were unsuccessful. The score reports that educators receive include the score you received on each individual task and extremely vague strengths/areas of weakness. How am I supposed to better myself as an educator if I don’t receive adequate feedback? If I gave my students feedback like we get, I wouldn’t have held my teaching position for 5 years. With the first attempt at RESA we were not provided a rubric and we received no feedback whatsoever on the score reports. It was either pass/not passed. My score report for one task on my second attempt revealed no strengths. A teacher with 4 years experience received no strengths whatsoever. How can I be allowed to teach for 5 years and then be told I’m not fully prepared to be a teacher? RESA changes on us every year. A new change this year is that there are courses now being offered to educators with 1 or 2 unsuccessful attempts at RESA. Where were these classes when I was in jeopardy of losing my job? Resident Educators can now use artifacts from previous years, but up until this point you could only submit artifacts from the current school year. Each district works differently as far as mentors, facilitators, and program coordinators are concerned. Every school participating in RESA should abide by the same rules. I have heard from far too many people of the differences in support that districts provide to their resident educators. My district failed me. The state failed me. You can read more on the enhancements for the 2016-2017 year here.

It could be a vicious cycle for those who choose to jump through the hoops of the remediation year. A teacher who is unsuccessful a 4th time will lose their license again, be ineligible for any type of license, and go back to working as a substitute and completing 3 hours of additional coursework. You can view the “Pathways to Completion” flow chart here.

Who on earth would even want to teach at that point? I’ll put that into perspective for you: 6 years teaching experience plus a year of substitute teaching. Ohio can still say that you are not fully prepared to be a teacher. But… if you are one of those brave people that will be taking RESA for the 4th time in the 2017-2018 school year, here’s a tip for you: you can buy your way out on Teachers Pay Teachers.  (Thanks Tim! )

My husband and I struggled with infertility for 2 years. That period of my life was emotionally and mentally exhausting and I never thought I would have to go through something that intense again. The situation that I am in today is just as emotionally and mentally exhausting as then. I go through a mental battle every day whether to stay in this or get the hell out. Is this remediation year worth my sanity and happiness? I think not. I love teaching and I want to teach, but I do not want to jump through these ridiculous hoops that insult my education and teaching experience.

 

 

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Education, Ohio, Public Schools, Schools, Uncategorized

The Phantom of Phalen Learning Academies: Part 2, Working the Middle-Man-Game like Pros

The Phantom of Phalen Learning Academies: Part 2, Working the Middle-Man-Game like Pros

Temporary-jobs-Wanted

***Note: Links are bold and faintly underscored***

When chain-style charters come into a new area, such as the Phalen Leadership Academy (or Learning—I have seen it written both ways) who are trying to wheedle their way into Cincinnati, they bring along all of their transient and temporary employee plans.

It is not a new ‘think-tank’ like the reformers like to taut, but rather a crew that has been trained to puppet the reform talk. This is why I wrote such a harsh statement in the first piece of this 3-part series, insisting that they (these businesses) are “cult-like”. It might seem like a million different battles with thousands of different names, but in reality it is all one greedy game, and the foundational pieces are all the same. The selling points are part of the training programs in a brain-washing manner.

June 13th, was a crucial meeting
for the Cincinnati Board of Education to “explore” the possibilities of opening an expansion charter(s) from the cluster of the PLAs in Indianapolis. The vote should not have even gone forth because the charter(s) are too new. PLA was in operation for only one year prior (2015-2016). This ‘newness’ detail does not surprise me. Tom Vander Ark, who is the original visionary of all of these privatization and personalization takeovers, was considered an education expert after he happed into a position as a suburban school superintendent. Only one school, in only one area (Federal Way, Washington), for only one single time slot of five years with no prior education-related experience or degree and Bill Gates deemed newbie Tom Vander Ark worthy of having enough knowledge to completely redo all education premises in the United States. Billions upon billions of dollars and two decades later, and Tom Vander Ark (having left Gates’ Foundation to make the millions on his own),  is still turning tricks and selling his bullshit in all forms and forums. Oh, and he is still using Gates’ and others’ money pots. Phalen charters are a sickening example of all of this.

These type of charters are notorious for rough starts while they move and jostle their own people all around. Transient environments are the last thing these community members seek. Stability is a rare commodity that children and their families from socio-financially disadvantaged areas need. But they will not reap that as a benefit from PLAs. One month (July 2015) before Phalen Leadership Academy was to open in Indiana, their reform pick (to the tune of a $100,000 MindTrust fellowship grant), was suddenly and without explanation, out of the picture. ““Yes, Marlon [Llewellyn] has done a great job during his fellowship year but will not be leading us forward as the school leader next year,” Phalen said in an email Thursday. Phalen has not responded to requests for further clarification as to why Llewellyn was removed. Llewellyn did not respond to a request for comment.” This was not a one-time fluke. Such are the broad patterns of such dysfunctional happenings with charter business startups.

“Findings: Our analyses show that charter schools had a higher principal turnover rate than traditional schools and very different principal transition patterns.” (Yongmei Ni, Min Sun, and Andrea Rorrer, Principal Turnover: Upheaval and Uncertainty in Charter Schools? Educational Administration Quarterly August 2015 51: 409-437, first published on June 26, 2014)
A Hechinger Report article stated “…nearly 30 percent of principals who lead troubled schools quit every year. By Year 3, more than half of all principals leave their jobs.”  Add this in with the fact that turnover rate is much higher in charters and one spells ‘disaster’.

The article went on to say that “ Looking broadly at the effect of principal turnover on student learning, a researcher from Mount Holyoke College studied 12 years of data from North Carolina public schools. They found that when principals leave, student achievement generally declines for two years.” So these commonplace leadership attrition rates are a huge realistic risk for Cincinnati. It is a dangerous dance of one fancy faux step forward and several irreparable steps backwards.

Principals are not the only temporary hires of MindTrust. Teachers are pulled from TFA (Teach For America) and TNTP (The New Teacher Project). For more background see this article; the author, Doug Martin, has been fighting MindTrust’s ways and writing about such in Indiana for a long time.  A study out of Vanderbilt University lays teacher turnover out in a comprehensive manner: “Using multi-nomial logistic regression, we found the odds of a charter school teacher leaving the profession versus staying in the same school are 132% greater than those of a traditional public school teacher. The odds of a charter school teacher moving schools are 76% greater. Our analysis confirms that much of the explanation of this “turnover gap” lies in differences in the types of teachers that charter schools and traditional public schools hire.” (Italic emphasis mine)

This “type of teacher” is one who has had no previous classroom experience, with extremely abbreviated training times, and whom are promised yet other roles in reform if they meet the contingency of teaching in one of these startup urban situations. Ads are perpetually run. When we, the Badass Teachers Association, lobbied in DC in 2015, we were startled at how very many Representatives’ and Senators’ Education Aides were directly from TFA. Dr. Mitchell Robinson writes: “Teach for America uses its teaching program as a direct line into legislative assistant positions through the Capital Hill Fellows Program.” This is no coincidence on TFA & reformers’ parts. It is intentional through and through. For these fellowship teachers, entrance wages are ridiculously low, the newness pressures are exasperatingly high, and the non-union positions are precariously unprotected. The reward is that they can move on. Teaching is temporary. Never mind the tire tracks on the children’s backs.

Is this the environment that best serves America’s most vulnerable students?

Now, as a final consideration about the atrocious attrition rates associated with opening new charters, please consider the language in THIS CONTRACT. It is the EXECUTIVE SUMMARY OF PROPOSED INNOVATION NETWORK SCHOOL AGREEMENT BETWEEN PHALEN LEADERSHIP ACADEMY-INDIANA, INC. AND IPS [Indiana Public Schools] FOR OPERATION OF GEORGE FISHER AS INNOVATION NETWORK SCHOOL. This one sentence leapt out at me:

“In addition, given the importance of having staff experienced in implementing the Project: RESTORE model, if staff turnover exceeds 75 percent in any year, IPS may terminate the agreement.”

Am I the only one totally perturbed and disturbed by that number?? So, in actuality it is A-OKAY……for just shy of three-quarters of the entire school staff from top down and middle to middle, to turnover, creating chaos and churn. Never mind the time and energy resources to replace. Don’t worry about the training aspects, TFA and TNTP can carry that all off in five weeks. Don’t fret about the folks being from the community itself; they will be complete passers-by, stopping in for a brief stay and then headed out to the next time and place. Game board pieces with their marching orders.

FLIP THE TABLES!

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Education, Ohio, Public Schools, Schools

The Phantom of Phalen Learning Academies

The Phantom of Phalen Learning Academies: Part 1, Forming the Foundations

A-misty-phantom (1)

***Note: Links are in bold and faintly underlined***

Positioned atop of his self-made pinnacle of one of the most cult-like pyramiding schemes I have ever seen, is none other than Tom Vander Ark. But somehow he seems to go unnamed and unnoticed most of the time, misting about like a phantom in all aspects of ruinous reform.

phan·tomˈ fan(t)əm/ noun (Google definitions)
*a ghost. synonyms: ghost, apparition, spirit, specter, wraith
*a figment of the imagination.synonyms: delusion, figment of the imagination, hallucination, illusion, chimera, vision, mirage*denoting a financial arrangement or transaction that has been invented for fraudulent purposes but that does not really exist.modifier noun: phantom”he diverted an estimated $1,500,000 into “phantom” bank accounts”

In Ohio, I have more than learned, any time something related to education reform arises, that Tom and his profit-pointed poisons and, purposefully-packaged propaganda will be forming the fortunes in the foundation, working the middle-man-game like pros and gleaning the gold dust that seems to magically disappear into thin air.  His public school takeover plans or new charter start-ups are quite the practiced prescribed sales pitches. Through iNACOL and NACSA (and a score more of such groups), he uses heavily-lobbied-legislation which he templates and passes out like addictive-drug-laced-candy to the well-intentioned, the unaware, or the greedy.  A combination of these three sectors works the best for Tom’s charismatic churning up of yet another minefield of coffers for him and his collaborators. And, there are an extensive amount of the zombie-bitten ones on the public education deathship at this point. I know, I know, no one will wade through this (I certainly have not all the way, but rather have skimmed numerous times and I long for the time to go line by line through it and bring along all of the articles of related FAILURES, CHANGE-UPS and SCANDAL) but here is a 270 page paper that covers so much of Tom Vander Ark’s vision and the connections.

Through the scope of his financial engineering (Tom: “I’m an engineer by training, and moved into finance.”) Cincinnati has long been a target of Tom’s.  Yes, a long time, to answer Michelle Dillingham’s wonderings about how long they have been planning the takeover of taxpayers’ turf. Specifically, Mind Trust has been looking to set up their (scholarly-sounding) scheme for quite the while. In a manner similar to the buying and selling of fast-food chain restaurants, a formula has been finited and the exponential spread of the ‘brain-washed marching repeaters’ are ready to be strategically inserted into YOUR CHILD’s education world. They (Mind Trust and Tom Vander Ark) have been deviously developing this formula for privatization since 2006.

Tom Vander is the CEO of Getting Smart, and under that are all of his books, blogs, and hashtags by the same names: #SmartStates #SmartCities #SmartParents. This is one of the main ways he pumps his pompous unproven ideas. This is one of the hundreds upon hundreds of avenues from which he gets paid. It is all a huge hype for his one-man-show on how he (and all of his fortune-seeking followers) are going to set about to transform schools or get rich depending on which tongue Tom is using in the discussion.

Mind Trust and Cincinnati are discussed numerous times in the same articles in his tons of different blogs and tweets. Search it– you will immediately see.  I will give him this, he is OBSESSIVELY PROLIFIC and DETERMINED, but that does not make him any less WRONG, and at this point EVIL for all the irreparable demise that has come about in education realms.

His engineering degree was in mining. He writes about the barriers to completely overhauling education, and compares those barriers of experienced teachers, unions, local boards, legislation and so on as being “Gordian knots”. But he has bore through those barriers like he is using the largest mountain-tunneling machine ever built along with the similarities of using large amounts of dynamite to open up deep, dangerous shafts. Imagine the noise of such devices and the permanent scarring to the landscape. And yet, to my utter frustration and lack of understanding, he has done it all nearly as silently as though he were an apparition walking through walls. By this I mean there have been 100s of conferences leading into this current proposal push in Cincinnati, but we who are fighting to preserve PUBLIC education, seem to only hear about all of it when it is already a done deal. Most find it unbelieveable when I try to show all the areas Tom is haunting.

The next time I write about Vander Ark, I truly would like to really show in as full-blown of a manner as I can, how dastardly his omnipresence in Ohio has become. Each time I set out to write about how Tom is connected to and orchestrating so much of this reform, I become almost instantly overwhelmed with a sickening migraine. It is that much. It is that big. It is that nauseating. But, for the here and now, I am about to bombard the readers with as much as I can, as it will relate to the current Cincinnati cash clutch. Here is where it all is headed. This is what it will look and sound like. Not at all like the ‘MIND TWISTS’ they will paint for you as the future.   Just insert Cincinnati where you read Indianapolis.

“The Indianapolis Star tells us The Mind Trust is sticking its fingers in the affairs of our Indianapolis Public School system again. The nonprofit education group, which is nothing more than a front organization for wealthy education profiteers, is awarding two $50,000 grants to IPS to transform George Fisher School 93 and Cold Spring School into what is called “innovation network schools.” These schools are in fact charter schools operating for profit within the IPS district using our public school property and tax dollars to operate schools free from all of the burdens and regulations imposed on traditional public schools.”

“[IPS] to the Phalen Leadership Academy to operate its for-profit charter school using our public school property and tax dollars. You heard that right. As much as $3 million has been given to operate their for-profit charter school within the IPS network. Phalen’s hands aren’t tied by the collective bargaining agreement IPS has with its schools. Phalen pays nothing to use our public school building. The entire tab and then some is picked up by IPS. How’s that for driving a good bargain? Thanks to a state law passed by state lawmakers who accepted large campaign contributions from the very people who profit from charter schools, it’s all legal. Under an agreement IPS entered into with The Mind Trust, it will eventually convert 15%, or about nine schools altogether, into profit centers for these greedy bastards.”

“ All of the $100,000 paid to the two school in these grants will go to a group of consultants and attorneys who will work out the logistics of transitioning the schools into for-profit places of learning according to The Mind Trust’s spokesman, Steve Campbell, another political crony of former Mayor Bart Peterson. Naturally, there is no disclosure in advance to whom those consulting and legal fees will be paid. Don’t be surprised if it includes people listed on the campaign finance reports of the best school board money can buy. This IPS board doesn’t approve anything unless there’s something in it for their political cronies.” (taken from the comments section)

“With $1.19M in surplus revenue and an 84.7% margin in 2013, Phalen Leadership Academy-indiana Inc. was profitable.”

I could go on and on for great lengths of time establishing the FOR-PROFIT side of all of this. I want to wrap this piece up by shedding light in one or two more dark and dank dreads of going forward with this Cincinnati. So, please skim through this 24 page pdf: Boosting Impact: Why Foundations Should Invest in Education Venture Funds.” Getting Smart, March 2014.   It is Tom speaking in his non-child-concerned true voice. It is the language of the lust for money. It is mind mining. Written to those who have money and want more money. By the time it all gets to the public, it is donning a shimmery, sugary sheath of ‘save the children’.  But underneath is an ugly specter looking to suck the very souls from our schools. Enter the Eerie Era of Educational Entrepreneurships.
The Phalen Phantom strikes again and again.

The Phantom of Phalen Learning Academies: Part 2, Working the Middle-Man-Game Like Pros

The Phantom of Phalen Learning Academies: Part 3, Gleaning the Gold Dust that Seems to Magically Disappear Into Thin Air

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