likethis

Eli Broad describes close ties to Klein, Weingarten, Duncan

U.S. Secretary of Education Arne Duncan and the philanthropist Eli Broad at an inauguration party thrown by Broad. (Via Flickr)
U.S. Secretary of Education Arne Duncan and the philanthropist Eli Broad at an inauguration party thrown by Broad. (Via ##http://www.flickr.com/photos/[email protected]/3215801647##Flickr##)

The education philanthropist Eli Broad is based in Los Angeles, but at an event this week in Manhattan he painted a vivid picture of the unique influence he’s exerted in the New York City schools.

Broad said that his foundation has given money to the two charter schools the union president here, Randi Weingarten, opened; has trained seven or eight of the top officials in Chancellor Joel Klein’s Department of Education; and was a player in Klein and Weingarten’s merit-based pay deal.

The remarks came at an event at the 92nd Street Y Monday, where the writer Matthew Bishop of the Economist interviewed Broad on a small stage. Broad said the close relationship began as soon as Klein took the job. “From the first day Joel took office, literally, we met with him,” he said. He is close with other education leaders, too.

In Washington, D.C., the Broad Foundation has met repeatedly with superintendent Michelle Rhee and is believed to be one of the groups that would fund Rhee’s plan to give teachers more money in exchange for giving up tenure rights. Broad said on Monday that several of his staff members are taking jobs in Arne Duncan’s U.S. Department of Education.

The relationships are part of the Broad Foundation’s aggressive education agenda, which includes opening many charter schools, adopting corporate models for school leadership, and changing the way teachers are compensated. Because they are not beholden to public opinion, philanthropies can be “far more aggressive” in their goals than most politicians, Broad said. “We don’t mind taking risks. We don’t mind being criticized, at times even being hung in effigy,” he said.

Broad said his foundation has taken a hit from the economic downturn, seeing its endowment drop in value by 25%. But he said he plans to continue in the business of education giving and offered a few indications of where he might redirect his spending now that his other pet issue, stem cell research, is being funded by the Obama administration. “I’m a big believer in mayoral control,” he said. Earlier, he’d explained his interest in the way school systems are run: “We don’t know anything about how to teach or reading curriculum or any of that. But what we do know about is management and governance.”

He said the continued giving will be important as nonprofit organizations see their capacity shrink. He cited the Harlem Children’s Zone and the Robin Hood Foundation as two organizations that relied heavily on hedge-fund donations and therefore have lost a substantial amount of money in the downturn.

Broad also cited results emerging from the Broad-funded Education Innovation Laboratory, run by the economist Roland Fryer, who previously served beneath Klein. He described the divide inside the Democratic Party and said that Fryer’s preliminary research supports the side he and Klein favor, whose belief he summarized as the idea that schools alone can help close the achievement gap. He said the other side of the debate argues that environmental factors affect the achievement gap as well.

He said his education ventures haven’t always been successful. His foundation backed ED in 08, the national campaign intended to raise make education an issue in last year’s elections. About ED in 08, Broad said simply, “We didn’t succeed.” He said that while candidates adopted pieces of the campaign’s platform, it failed to make inroads in the national consciousness. “It amazes me that the American people don’t get it,” he said. Later, while discussing ED in 08’s call for an extended school year, he said, “The public seems to like long summer vacations.”

“We’re often accused of having too much influence in education,” Broad said. “I’m not sure how you’d restrict that.” While foundations and nonprofits are barred by law from getting involved in politics, they might expand their reach by spinning off organizations with a different tax status that allows them to back political candidates and lobby for pieces of legislation, Broad said. He said the Klein-chaired Education Equality Project is considering doing just that.

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.