Who Is In Charge

Bottle bill tossed in trash

A bill proposing to put a 5-cent deposit on many beverage bottles – and to give part of the expected revenues to education – was killed 5-4 Wednesday afternoon by the House State, Veterans and Military Affairs Committee.

Rally in support of bottle bill
Beverly Ingle, president of the Colorado Education Association, promoted the proposed bottle bill at a Capitol rally Feb. 23, 2011.

It was a case of youthful enthusiasm meeting economic analysis and political might, and the latter two won.

The idea behind House Bill 11-1247 came from students at the Denver Green School and the Crest Academy in Salida, and a large contingent of students showed up in the Capitol’s Old Supreme Court Chambers to urge passage of their bill, flanked by piles of trash bags filled with empty bottles.

Earlier in the day, the students rallied for TV cameras with Democratic sponsors Rep. Dan Pabon of Denver and Sen. Gail Schwartz of Snowmass, along with Beverly Ingle, president of the Colorado Education Association.

A legislative staff fiscal analysis of the bill estimated it would raise $79 million in the first year, with some $28.8 million flowing to the State Education Fund.

Students from Denver Green School
Students from the Denver Green School testified in favor of the bottle bill at the Capitol Feb. 23, 2011.

The more than three hours of testimony and committee discussion started with the students pitching the bill and ended with industry representatives opposing the measure.

In between all of that, Massachusetts economist Kevin Dietly, testifying on behalf of one opposing group, dispassionately dissected the bill as a bad idea economically.

A repeated criticism of the bill was that it would undermine curbside recycling efforts, which Dietly said are much more economically efficient than a bottle deposit system. Ten states have bottle deposit laws, some of which were passed before the advent of curbside recycling.

The potential costs to retailers and consumers, plus fears about “smuggling” of out-of-state empties into Colorado and concerns about sanitation at recycling sites and grocery stores, seemed to worry Republican members of the committee, who all voted against the bill in the end.

Education funding wasn’t mentioned except briefly by the students, who praised the bill as good for the environment, good for education and good for their futures.

The kids left long before the vote and before Rep. Mark Waller, R-Colorado Springs, accused bill sponsor Pabon of using the students.

Trash bags
After the bottle bill was killed, trash bags full of empties that had been used as props ended up in a Capitol hallway.

“I am incredibly disappointed that we would bring Colorado schoolchildren into the state Capitol and use them the way we used them today. … To teach our schoolchildren one side of this issue without helping them understand the whole issue … I believe is incredibly irresponsible.”

Pabon didn’t rise to the bait, but three other Democratic representatives – Claire Levy of Boulder, Lois Court of Denver and Nancy Todd of Denver – chastised Waller.

“I think it is very unfair to suggest that Rep. Pabon is somehow cynically exploiting innocent students to advance his bill,” Levy said in her usual clipped manner.

The rest of the committee members sat silent, discomfort obvious on some of their faces.

The bill likely was doomed from the start, given the feelings of most House Republicans about government programs and mandates and given the heavyweight business opposition. Those opponents included Safeway, Nestle Waters, Waste Management Inc., the Distilled Spirits Council of the United States, the Denver Metro Chamber of Commerce, the Colorado Retail Council and the Colorado Beverage Association, on whose behalf Dietly testified.

Charter management bill slenderized

Sen. Evie Hudak’s original version of Senate Bill 11-069 would have required Department of Education licensing of educational management organizations, the growing group of companies and non-profits that run charter and other kinds of schools.

That approach gathered resistance, and the Westminster Democrat on Wednesday proposed an amendment that assigns to the Charter School and Charter Authorizer Standards Review Committee, an existing group that is studying charter school standards, to also study the management issue.

The amended bill also would require the Department of Education to post information about active educational management organizations on its website starting in 2012. The Senate Education Committee passed the revised bill 7-0.

Higher ed finance study advances

The House Education Committee on Wednesday approved a proposed study of how to finance the state’s college and universities, which now rely much more heavily on tuition than they do on tax support. The panel would include eight legislators, four representatives from the departments of education and higher education, and a large cast – 34 – of institutional representatives, students and business people. Total membership would be 46.

Sponsor Rep. Beth McCann, D-Denver, defended the size of the group, saying representation from every institution is important. The committee amended the bill to slightly reduce the size of the body.

The bill passed 9-3 but now goes into hibernation for a while. Because it proposes a study, it must be approved by the Legislative Council, a group of legislative leaders. Those decisions usually are made near the end of a session.

The committee also voted 9-2 for House Bill 11-1069, which would allow college police to share information about potential threats and threatening individuals with deans’ offices, campus threat assessment teams and other administrators.

In other action

The House gave 64-0 final approval to House Bill 11-1155, designed to allow Lt. Gov. Joe Garcia to also serve as director of the Department of Higher Education.

Two education bills originally on Wednesday committee calendars didn’t come up after all. House Bill 11-1048, which would allow tax credits for private school tuition, was taken off the House Finance Committee’s calendar. House Bill 11-1089, the bill to give charter schools greater autonomy in seeking some state and federal grants, was transferred from the Senate State Affairs Committee to the Senate Education Committee.

House Bill 11-1115, which would change certain financial arrangements for public construction projects, was passed by the Senate Business, Labor and Technology Committee but now goes to Senate Finance.

a closer look

Fact-check: Weighing 7 claims from Betsy DeVos’s latest speech, from Common Core to PISA scores

PHOTO: Dylan Peers McCoy

In a speech Tuesday at the American Enterprise Institute, U.S. Education Secretary Betsy DeVos made the case for giving up on the type of school improvement efforts favored by Presidents Obama and George W. Bush. In its place, she argued, the federal government should encourage tech-infused innovation and school choice.

Looking to weigh her claims? Here’s a closer look at a few.

1. DeVos: “The most recent Program for International Student Assessment, or PISA, report, with which you are all familiar, has the U.S. ranked 23rd in reading, 25th in science and 40th in math. And, you know this too: it’s not for a lack of funding. The fact is the United States spends more per pupil than most other developed countries, many of which perform better than us in the same surveys.”

This stats are accurate, but may not be fair. The U.S. does spend more per pupil, in raw dollars, than most other countries. But international comparisons of these sorts are complicated, and American spending is similar to countries with similarly sized economies.

As we’ve written previously, it’s also misleading to say that more money wouldn’t help American schools. A number of studies have found precisely the opposite, including a recent one showing how cuts to schools during the Great Recession lowered student test scores and graduation rates.

2. DeVos appeared to refer to Common Core as “federal standards,” saying, “Federally mandated assessments. Federal money. Federal standards. All originated in Washington, and none solved the problem.”

That’s off the mark. As advocates for the Common Core never tire of pointing out, the creation of the standards was driven by state leaders through the National Governors Association and Council of Chief State School Officers, with the support of several private organizations, most prominently the Gates Foundation. (Gates is a funder of Chalkbeat.) As DeVos notes earlier in the speech, the Obama administration did incentivize states to adopt the standards, though, and Secretary Arne Duncan was a vocal champion.

3. DeVos: “At the U.S. Department of Education, Common Core is dead.”

This is true, in a sense — the Every Student Succeeds Act, which passed before DeVos became secretary, prohibits the federal government from pushing states to adopt specific standards. But DeVos doesn’t control what academic standards states adopt, and most states are still using use some version of the Common Core.

4. DeVos: “Throughout both initiatives, the result was a further damaged classroom dynamic between teacher and student, as the focus shifted from comprehension to test-passing. This sadly has taken root, with the American Federation of Teachers recently finding that 60 percent of its teachers reported having moderate to no influence over the content and skills taught in their own classrooms. Let that sink in. Most teachers feel they have little – if any — say in their own classrooms.”

The statistic DeVos pulled from this poll is accurate, though her framing may be more negative than the results suggest. It asked teachers to rate how much control they had over “setting content, topics, and skills to be taught.” The most common answer was “a great deal” (at about 40 percent of teachers), and another 30 percent or so chose moderate control. Twenty percent said minor, and only 10 percent said they had no control.

5. DeVos: “To a casual observer, a classroom today looks scarcely different than what one looked like when I entered the public policy debate thirty years ago. Worse, most classrooms today look remarkably similar to those of 1938 when AEI was founded.”

This statement is misleading but has a grain of truth. We examined a similar claim when the TV program produced by the XQ prize argued that schools haven’t changed in 100 years. In short, DeVos is right that many basic trappings of school — a building, a teacher at the front of the class, a focus on math, reading, science, and social studies — have remained consistent. But this glosses over some substantial changes since 1938: the end of legally mandated race-based segregation, the rise of standards for special education students, and the expanded use of testing, among others.

6. DeVos: “While we’ve changed some aspects of education, the results we all work for and desire haven’t been achieved. The bottom line is simple: federal education reform efforts have not worked as hoped.”

This is a big assertion, and it’s always tricky to judge whether something in education “worked.” As DeVos pointed out, a federal study showed the federal school turnaround program didn’t help students. She also highlighted relatively flat international test scores, and others have pointed to flat national scores in recent years.

That said, there were substantial gains in math in fourth and eighth grade, particularly in the early 2000s.

But raw trend data like this can’t isolate the effects of specific policies, particularly when other unrelated changes — like the Great Recession — can also make a big difference. Studies on No Child Left Behind have shown positive results in math, but little or no effect in reading. An analysis of Race to the Top was inconclusive.

One bright spot: a program that paid performance bonuses through the federal Teacher Incentive Fund led to small test score bumps, according to a recent study by DeVos’s Department of Education.

7. In response to a question about school performance in Detroit, DeVos said she shouldn’t be credited — or blamed — for the results in the city. “You’re giving me a whole lot of credit to suggest that whatever happened in Detroit was as a result of what I did,” she said. “We have been long-term supporters of continued reform and choice in Michigan.”

This one is up for debate, though it’s clear DeVos has long been a major player in Detroit’s education scene. She has supported charter schools, which educate about half the public school students in that city, and been a major donor to Republican politicians and causes in the state. She started an influential advocacy group in the state called Great Lakes Education Project.

She was also a key opponent of a commission that would more tightly oversee Detroit charter schools, which ultimately failed amid GOP opposition. It’s clear she has had an impact in the city, but that doesn’t mean she’s gotten everything she’s wanted: in 2000, Michigan voters rejected a DeVos-funded effort to fund vouchers for private schools. She also hasn’t gotten her wish that Detroit have a traditional school district eliminated entirely.

DeVos on offense

DeVos criticizes Bush-Obama policies, saying it’s time to overhaul conventional schooling

PHOTO: U.S. Department of Education
U.S. Education Secretary Betsy DeVos speaking to the Council of Great City Schools.

One era of federal involvement in education is over, U.S. Secretary of Education Betsy DeVos said Tuesday, in some of her most expansive public remarks since taking over the department last year.

DeVos used a speech at the American Enterprise Institute to hit on familiar themes: America’s schools haven’t changed in many years, failing to embrace technology while still spending more and more money. But she also offered a pointed skewering of the approach of her recent successors.

“Federally mandated assessments. Federal money. Federal standards. All originated in Washington, and none solved the problem,” said DeVos. “Too many of America’s students are still unprepared.”

She also gave a harsh assessment of one of the most controversial policies of the period. “Common Core is a disaster,” DeVos said, echoing her boss, President Trump. “And at the U.S. Department of Education, Common Core is dead.”

In place of those efforts, DeVos offered a different framework for improving education: overturning a host of conventional approaches to schooling.

“Why do we group students by age?” she asked. “Why do schools close for the summer? Why must the school day start with the rise of the sun? Why are schools assigned by your address? Why do students have to go to a school building in the first place? Why is choice only available to those who can buy their way out? Or buy their way in? Why can’t a student learn at his or her own pace? Why isn’t technology more widely embraced in schools?”

Some of these questions dovetail with DeVos’s embrace of private school choice programs and tech-infused approaches to schools, including fully virtual options. The emphasis on technology is aligned with a number of wealthy philanthropies that have embraced computer-based “personalized learning.”

They also mark a departure from the paradigm of previous administrations. No Child Left Behind, the law signed by President George W. Bush, and the Obama-era Race to the Top program both focused on improving academic standards, instituting tests, holding schools and teachers accountable for results, and expanding charter schools, though generally not private school voucher initiatives.

DeVos’s vision is more aligned with a strain of conservative thought that has grown increasingly skeptical of test scores. “I talk about accountability more in terms of transparency and information that parents can access to find out how the schools are doing for their child,” DeVos said in a follow-up session with Rick Hess of AEI, the conservative think tank whose board DeVos previously sat on.

This rift is not entirely surprising. Former secretary Arne Duncan has sharply criticized DeVos and Trump, and left-of-center charter advocates have attempted to separate themselves from an unpopular and polarizing president and secretary of education.

In a rare agreement with the American Federation of Teachers, DeVos argued that federal involvement had put too much focus on test scores, citing a poll commissioned by the union. “The result was a further damaged classroom dynamic between teacher and student, as the focus shifted from comprehension to test-passing,” she said.

The AFT responded icily on Twitter: “More American educators feel disrespected by DeVos than anyone else in the entire world. You can’t blame Bush & Obama for that.”  

Debates about evidence continue

Earlier at the event, “Bush-Obama school reform: Lessons learned,” researchers and policymakers conducted a post-mortem of the last couple of decades of federal school reform.

The results weren’t always pretty. Virtually all participants agreed that well-meaning efforts had proven difficult to implement and sustain: No Child Left Behind had become widely reviled for increasing testing; teacher evaluations pushed by the Obama administration continued to rate most teachers as effective and faced stiff opposition from teachers’ unions; Common Core became the target of conservative ire and the associated tests were scrapped in most states; and a comprehensive study of the federal school turnaround program found that it made little impact on test scores or graduation rates.

Evaluating large policies, like Race to the Top or Common Core, is inherently challenging.  Nationwide test scores have been fairly stagnant in recent years, though that may be due to the effects of the Great Recession.

At one session, participants suggested that not enough had been done to incorporate teachers’ perspective into federal policy. (Notably, no current teachers or union representatives participated in panels at the AEI event.)

Still, research suggests that No Child Left Behind substantially improved math achievement. Studies in some districts have found benefits of their revamped teacher evaluation systems, too.

Joanne Weiss, chief of staff at the Department of Education under Duncan, cautioned against judging policies too quickly. “At some point you gotta say, the results should be in today,” she said. “[But] we have a history in education of calling it too early and moving on to something else, and then 10 years later the research comes in.”

Nevertheless, DeVos seized on the mixed results of past efforts to make the case for her favored changes: more school choice and more innovation at the school level, not driven by the federal government.

She didn’t mention the research on those approaches, which is decidedly mixed and even negative in some cases.

A number of recent studies on school voucher programs have found showed they hurt student test scores, though they bounce back for some students who stay in private schools for several years. In DeVos’s account of disappointing federal programs, she did not mention a recent study of Washington D.C.’s voucher program, which showed drops in math achievement. (A few studies have found positive impacts on high school graduation rates and college attendance.)

Fully virtual charter schools, which DeVos has long backed, have posted even worse results. And some math programs that blend technology with more traditional classroom culture have posted positive results, but as a whole, the evidence base for those approaches remains thin.

DeVos’s skepticism of federal involvement also highlights the central paradox of her job: As the leader of the very agency she is critiquing, how will she advance her agenda without expanding the federal footprint?

So far, DeVos has rolled back a number of Obama-era regulations and supported a new federal tax break for private school tuition, while acknowledging its impact would be modest.

We also fact-checked seven claims — from Common Core to PISA test scores — DeVos made during her speech. Read more here.