Tight vote

Alexander, Corker side with DeVos as Trump’s pick confirmed as U.S. ed chief

PHOTO: C-SPAN
U.S. Sen. Lamar Alexander of Tennessee speaks to the U.S. Senate just minutes before the vote that confirmed the nomination of Betsy DeVos as U.S. secretary of education.

After hearing months of spirited debate on the nomination of Betsy DeVos, U.S. Sens. Lamar Alexander and Bob Corker joined other Senate Republicans on Tuesday to help confirm the Michigan billionaire as the nation’s next secretary of education.

Tennessee’s two senators voted in favor of DeVos to help create a 50-50 tie. Vice President Mike Pence quickly broke the impasse by approving President Donald Trump’s pick to lead the U.S. Department of Education.

The vote came after Alexander urged his colleagues to support DeVos following a Democrat-led vigil that attempted to derail her nomination.

“I’m voting for Betsy DeVos because she will implement our law fixing No Child Left Behind the way we wrote it: to reverse the trend to a national school board and restore control to classroom teachers, to local school boards, to governors and legislators,” said Alexander, himself a former U.S. education secretary under President George H.W. Bush.

Alexander also cited DeVos’s work at “the forefront of one of the most important public school reforms in the last 30 years — public charter schools; and because she has worked tirelessly to give low-income children more the same kind of choices that wealthy families have.”

As chairman of the Senate panel that advanced her nomination, the Tennessee Republican has been in the national spotlight in the debate.

Only minutes before he spoke, Sen. Patty Murray, a Democrat with whom Alexander co-authored the new federal education law known as the Every Student Succeeds Act, criticized Senate leaders for “cutting corners and rushing” to a hearing and a vote. She also questioned DeVos’s financial alliances and cited potential conflicts of interest.

Alexander responded that DeVos had testified before Congress longer and answered significantly more questions than either of President Obama’s two education chiefs. He noted that DeVos has worked with the Office of Government Ethics to comply with laws and regulations governing potential conflicts of interest.

“So, plenty of time for questions. No conflict of interests. What’s the problem?” Alexander asked the Senate.

Tennesseans have flooded both senators’ offices with phone calls and emails voicing their opinions about the embattled DeVos.

PHOTO: Laura Faith Kebede
Pamela Moses, co-founder of Memphis’ chapter of Black Lives Matter, speaks at a Jan. 30 rally protesting DeVos’s nomination.

Her detractors held numerous demonstrations last week across Tennessee, and state Democrats rallied opponents to contact Alexander and Corker over the weekend. Most in opposition cited her lack of experience in public education. Devos has never been a teacher and has never attended or worked in public schools.

Spokeswomen for both senators sidestepped the question when asked Tuesday about the breakdown of calls over DeVos.

“Our office hears from thousands of Tennesseans each week on a wide range of issues,” said a statement from Corker’s office. “Senator Corker is aware of every call, letter and email we receive, and as always, he is grateful for input and appreciates his constituents sharing their thoughts with him.”

Supporters, including Corker and Alexander, have said that DeVos will bring a fresh perspective to the job and push for more opportunities for poor and disadvantaged children.

DeVos is wife of Dick DeVos, heir to the Amway fortune. She has spent millions of dollars and more than two decades advocating for school choice issues such as charter schools and tuition vouchers in her home state of Michigan and other states across the nation, including Tennessee.

Chalkbeat reporter Caroline Bauman contributed to this story.

school choice word choice

The ‘V’ word: Why school choice advocates avoid the term ‘vouchers’

PHOTO: Grace Tatter
Students, parents and activists against vouchers fill a committee room at the Tennessee State Capitol.

A new poll by the pro-voucher group American Federation for Children is meant to illustrate Americans’ support for school choice. But it also offers some insight about how advocates choose how to talk about hot-button education issues.

What caught our eye was something buried in the polling memo: Voters said they narrowly opposed school vouchers, 47 to 49 percent, even though similar approaches like “education saving accounts” and “scholarship tax credits” garnered much more support.

These findings help explain why advocates of programs that allow families to use public money to pay private school tuition often avoid the word “voucher.” The website of National School Week, for instance, doesn’t feature the term, referring instead to “opportunity scholarships.” (Notably, Education Secretary Betsy DeVos, who led AFC before joining the cabinet, herself has been less shy about saying “vouchers.)

The debate on how to brand “school choice” — or to critics, “privatization” — has been long running, and Republican pollsters have advised advocates to avoid the word “voucher.”

This phenomenon may help explain the national rise of tax credit programs, which function like vouchers but usually go by a different name and have a distinct funding source. It also makes it quite difficult to accurately gauge public opinion on the policy, as small tweaks in how a question is worded can lead to very different results.

The recent AFC poll points to substantial support for “school choice,” with 63 percent of respondents supporting that concept. That’s in response to a question with very favorable wording — defining school choice as giving a parent the ability to “send their child to the public or private school which best serves their needs.”

Still, support for school choice dropped several percentage points from last year. That’s consistent with a poll from August that found support for charter schools was falling, too.

Showing how wording can matter, a 2017 survey from the American Federation of Teachers asked parents their view of “shifting funding away from regular public schools in order to fund charter schools and private school vouchers.” The vast majority were skeptical.

When school vouchers have been put up for a vote, they’ve almost always lost, including in DeVos’s home state of Michigan. Supporters and critics may get another shot this year in Arizona, where the fate of a recently passed voucher program will be on the ballot in November, barring a successful lawsuit by voucher advocates.

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.