Showing posts with label teachers. Show all posts
Showing posts with label teachers. Show all posts

Tuesday, January 15, 2013

If Our Schools Are So Bad, Why Are They Teaching This Stuff?

I need my hope for the future restored in a big way. It's gone. I want to pack up my family and take them to another country. Shit, another world, another reality. Everything about this country is corrupt and it only gets worse, and if you stand up for your rights, or stand up for reform, the government and its corporate rulers have seen to it that they will crush you. Education reform is a joke.




The Hollow Reform Movement
by DAVID MACARAY


By now, thankfully, most people have come to the realization that the so-called “reform movement,” nominally dedicated to improving America’s public schools, is as bogus, misleading, and greed-driven as those tricked-out, bundled-up, sub-prime mortgages that almost sank Wall Street, and required a nearly trillion-dollar bailout from taxpayers.

Make no mistake. This well-coordinated effort to debase our schools is being fueled by (1) Republican anti-union forces who want to bust the teachers’ union, (2) entrepreneurs who see privatization as a potential gold mine, and (3) education mandarins and “consultants” who make their living peddling the view that our schools are in crisis.

Of course, all three groups blame the teachers and the teachers’ union for the mess we’re in, which, besides being vicious and duplicitous, is tantamount to blaming doctors for America’s obesity epidemic. (“Hey, you’re a doctor, aren’t you?? Then do something about all these fat people!!”)

Another thing most people probably realize is that there is an almost one-to-one correlation between bad, rundown, low-employment, high-crime neighborhoods and bad, low-achieving schools. Even though that correlation is a fact, the purveyors of public education horror stories continue to ignore it, and try, instead, to blame the teachers, accusing them of incompetence and apathy. Why? Because blaming teachers is so much easier than addressing those knotty sociological or economic problems.

But something that most people may not realize is that the curriculum being taught in those distressed inner city schools (where the percentage of students in foster care can be as high as 35-percent) is the exact same curriculum being taught in those affluent, stable, high-achieving school districts. Moreover, both sets of students take the exact same standardized tests to determine proficiency.

I asked a teacher in the LAUSD (Los Angeles Unified School District), the second-largest school district in the U.S. (behind New York City), for some sample 5th grade math questions from the CST (California Standards Test). At the bottom of the page are five (5) actual math problems from that test.

Take a peek at them and ask yourself this question: If our schools used to be “good,” and are now “bad,” why do these math problems seem harder than the ones we had as 5th graders? I don’t know about you, but I wasn’t exposed to this material until the 7th grade. They’re also teaching the periodic table to inner-city 5th graders, which, I vividly recall, we didn’t learn until high school.

Another thing people may not realize is that the CST has no bearing on a student’s report card or whether he or she will be promoted to the next grade. You can bottom out on the CST and pay no price (hence the concern over a student’s incentive to do well on an “irrelevant” standardized test). The CST is used solely as a means of measuring overall proficiency….and, of course, as ammunition for attacks on public school teachers.

Here are those test questions. I did not include the most difficult problems because the most difficult ones used geometric figures, algebraic graphs, and truth tables, none of which, alas, I was able to format.

But if the material I did include is the kind of material 5th grade teachers expect students to know, then the standards of our “bad” schools are not only significantly higher than people realize, but the 5th grade today is significantly harder than it was when I was a kid, back in the days when our schools were “good.”

1. 15.12 ÷ 2.4 =

A. 0.513
B. 0.63
C. 5.13
D. 6.3

2. What value of p makes this equation true?

44×73 = 44×( p + 3)

A. 41
B. 47
C. 70
D. 73

3. c + 2.5
Which situation could be described by the expression above?

A. Lia jogged c miles yesterday, and 2.5 miles farther today.
B. Lia jogged c miles yesterday, and 2.5 miles fewer today.
C. Lia jogged 2.5 miles yesterday, and c miles fewer today.
D. Lia jogged 2.5 miles yesterday, and c times as far today.

4. What is the prime factorization of 36?

A. 2-squared ×3-squared
B. 2-squared ×3-cubed
C. 4×3-squared
D. 4×9

5. Javier bought 9 pounds of ground beef. He saved $8.37 by using a store coupon. How much did he save per pound of ground beef?

A. $0.89
B. $0.93
C. $1.08
D. $75.33

Answers: 1. D, 2. C, 3. A, 4. A, 5. B

Sunday, March 11, 2012

Why Are Finland's Schools Successful?

The country's achievements in education have other nations doing their homework
By LynNell Hancock - Smithsonian magazine

It was the end of term at Kirkkojarvi Comprehensive School in Espoo, a sprawling suburb west of Helsinki, when Kari Louhivuori, a veteran teacher and the school’s principal, decided to try something extreme—by Finnish standards. One of his sixth-grade students, a Kosovo-Albanian boy, had drifted far off the learning grid, resisting his teacher’s best efforts. The school’s team of special educators—including a social worker, a nurse and a psychologist—convinced Louhivuori that laziness was not to blame. So he decided to hold the boy back a year, a measure so rare in Finland it’s practically obsolete.

Finland has vastly improved in reading, math and science literacy over the past decade in large part because its teachers are trusted to do whatever it takes to turn young lives around. This 13-year-old, Besart Kabashi, received something akin to royal tutoring.

“I took Besart on that year as my private student,” Louhivuori told me in his office, which boasted a Beatles “Yellow Submarine” poster on the wall and an electric guitar in the closet. When Besart was not studying science, geography and math, he was parked next to Louhivuori’s desk at the front of his class of 9- and 10-year- olds, cracking open books from a tall stack, slowly reading one, then another, then devouring them by the dozens. By the end of the year, the son of Kosovo war refugees had conquered his adopted country’s vowel-rich language and arrived at the realization that he could, in fact, learn.

Years later, a 20-year-old Besart showed up at Kirkkojarvi’s Christmas party with a bottle of Cognac and a big grin. “You helped me,” he told his former teacher. Besart had opened his own car repair firm and a cleaning company. “No big fuss,” Louhivuori told me. “This is what we do every day, prepare kids for life.”

This tale of a single rescued child hints at some of the reasons for the tiny Nordic nation’s staggering record of education success, a phenomenon that has inspired, baffled and even irked many of America’s parents and educators. Finnish schooling became an unlikely hot topic after the 2010 documentary film Waiting for “Superman” contrasted it with America’s troubled public schools.

“Whatever it takes” is an attitude that drives not just Kirkkojarvi’s 30 teachers, but most of Finland’s 62,000 educators in 3,500 schools from Lapland to Turku—professionals selected from the top 10 percent of the nation’s graduates to earn a required master’s degree in education. Many schools are small enough so that teachers know every student. If one method fails, teachers consult with colleagues to try something else. They seem to relish the challenges. Nearly 30 percent of Finland’s children receive some kind of special help during their first nine years of school. The school where Louhivuori teaches served 240 first through ninth graders last year; and in contrast with Finland’s reputation for ethnic homogeneity, more than half of its 150 elementary-level students are immigrants—from Somalia, Iraq, Russia, Bangladesh, Estonia and Ethiopia, among other nations. “Children from wealthy families with lots of education can be taught by stupid teachers,” Louhivuori said, smiling. “We try to catch the weak students. It’s deep in our thinking.”

The transformation of the Finns’ education system began some 40 years ago as the key propellent of the country’s economic recovery plan. Educators had little idea it was so successful until 2000, when the first results from the Programme for International Student Assessment (PISA), a standardized test given to 15-year-olds in more than 40 global venues, revealed Finnish youth to be the best young readers in the world. Three years later, they led in math. By 2006, Finland was first out of 57 countries (and a few cities) in science. In the 2009 PISA scores released last year, the nation came in second in science, third in reading and sixth in math among nearly half a million students worldwide. “I’m still surprised,” said Arjariita Heikkinen, principal of a Helsinki comprehensive school. “I didn’t realize we were that good.”

In the United States, which has muddled along in the middle for the past decade, government officials have attempted to introduce marketplace competition into public schools. In recent years, a group of Wall Street financiers and philanthropists such as Bill Gates have put money behind private-sector ideas, such as vouchers, data-driven curriculum and charter schools, which have doubled in number in the past decade. President Obama, too, has apparently bet on compe­tition. His Race to the Top initiative invites states to compete for federal dollars using tests and other methods to measure teachers, a philosophy that would not fly in Finland. “I think, in fact, teachers would tear off their shirts,” said Timo Heikkinen, a Helsinki principal with 24 years of teaching experience. “If you only measure the statistics, you miss the human aspect.”

There are no mandated standardized tests in Finland, apart from one exam at the end of students’ senior year in high school. There are no rankings, no comparisons or competition between students, schools or regions. Finland’s schools are publicly funded. The people in the government agencies running them, from national officials to local authorities, are educators, not business people, military leaders or career politicians. Every school has the same national goals and draws from the same pool of university-trained educators. The result is that a Finnish child has a good shot at getting the same quality education no matter whether he or she lives in a rural village or a university town. The differences between weakest and strongest students are the smallest in the world, according to the most recent survey by the Organization for Economic Co-operation and Development (OECD). “Equality is the most important word in Finnish education. All political parties on the right and left agree on this,” said Olli Luukkainen, president of Finland’s powerful teachers union.

Ninety-three percent of Finns graduate from academic or vocational high schools, 17.5 percentage points higher than the United States, and 66 percent go on to higher education, the highest rate in the European Union. Yet Finland spends about 30 percent less per student than the United States.

Still, there is a distinct absence of chest-thumping among the famously reticent Finns. They are eager to celebrate their recent world hockey championship, but PISA scores, not so much. “We prepare children to learn how to learn, not how to take a test,” said Pasi Sahlberg, a former math and physics teacher who is now in Finland’s Ministry of Education and Culture. “We are not much interested in PISA. It’s not what we are about.”

Maija Rintola stood before her chattering class of twenty-three 7- and 8-year-olds one late April day in Kirkkojarven Koulu. A tangle of multicolored threads topped her copper hair like a painted wig. The 20-year teacher was trying out her look for Vappu, the day teachers and children come to school in riotous costumes to celebrate May Day. The morning sun poured through the slate and lemon linen shades onto containers of Easter grass growing on the wooden sills. Rintola smiled and held up her open hand at a slant—her time-tested “silent giraffe,” which signaled the kids to be quiet. Little hats, coats, shoes stowed in their cubbies, the children wiggled next to their desks in their stocking feet, waiting for a turn to tell their tale from the playground. They had just returned from their regular 15 minutes of playtime outdoors between lessons. “Play is important at this age,” Rintola would later say. “We value play.”

With their wiggles unwound, the students took from their desks little bags of buttons, beans and laminated cards numbered 1 through 20. A teacher’s aide passed around yellow strips representing units of ten. At a smart board at the front of the room, Rintola ushered the class through the principles of base ten. One girl wore cat ears on her head, for no apparent reason. Another kept a stuffed mouse on her desk to remind her of home. Rintola roamed the room helping each child grasp the concepts. Those who finished early played an advanced “nut puzzle” game. After 40 minutes it was time for a hot lunch in the cathedral-like cafeteria.

Teachers in Finland spend fewer hours at school each day and spend less time in classrooms than American teachers. Teachers use the extra time to build curriculums and assess their students. Children spend far more time playing outside, even in the depths of winter. Homework is minimal. Compulsory schooling does not begin until age 7. “We have no hurry,” said Louhivuori. “Children learn better when they are ready. Why stress them out?”

It’s almost unheard of for a child to show up hungry or homeless. Finland provides three years of maternity leave and subsidized day care to parents, and preschool for all 5-year-olds, where the emphasis is on play and socializing. In addition, the state subsidizes parents, paying them around 150 euros per month for every child until he or she turns 17. Ninety-seven percent of 6-year-olds attend public preschool, where children begin some academics. Schools provide food, medical care, counseling and taxi service if needed. Stu­dent health care is free.

Even so, Rintola said her children arrived last August miles apart in reading and language levels. By April, nearly every child in the class was reading, and most were writing. Boys had been coaxed into literature with books like Kapteeni Kalsarin (“Captain Underpants”). The school’s special education teacher teamed up with Rintola to teach five children with a variety of behavioral and learning problems. The national goal for the past five years has been to mainstream all children. The only time Rintola’s children are pulled out is for Finnish as a Second Language classes, taught by a teacher with 30 years’ experience and graduate school training.

There are exceptions, though, however rare. One first-grade girl was not in Rintola’s class. The wispy 7-year-old had recently arrived from Thailand speaking not a word of Finnish. She was studying math down the hall in a special “preparing class” taught by an expert in multicultural learning. It is designed to help children keep up with their subjects while they conquer the language. Kirkkojarvi’s teachers have learned to deal with their unusually large number of immigrant students. The city of Espoo helps them out with an extra 82,000 euros a year in “positive discrimination” funds to pay for things like special resource teachers, counselors and six special needs classes.

Rintola will teach the same children next year and possibly the next five years, depending on the needs of the school. “It’s a good system. I can make strong connections with the children,” said Rintola, who was handpicked by Louhivuori 20 years ago. “I understand who they are.” Besides Finnish, math and science, the first graders take music, art, sports, religion and textile handcrafts. English begins in third grade, Swedish in fourth. By fifth grade the children have added biology, geography, history, physics and chemistry.

Not until sixth grade will kids have the option to sit for a district-wide exam, and then only if the classroom teacher agrees to participate. Most do, out of curiosity. Results are not publicized. Finnish educators have a hard time understanding the United States’ fascination with standardized tests. “Americans like all these bars and graphs and colored charts,” Louhivuori teased, as he rummaged through his closet looking for past years’ results. “Looks like we did better than average two years ago,” he said after he found the reports. “It’s nonsense. We know much more about the children than these tests can tell us.”

I had come to Kirkkojarvi to see how the Finnish approach works with students who are not stereotypically blond, blue-eyed and Lutheran. But I wondered if Kirkkojarvi’s success against the odds might be a fluke. Some of the more vocal conservative reformers in America have grown weary of the “We-Love-Finland crowd” or so-called Finnish Envy. They argue that the United States has little to learn from a country of only 5.4 million people—4 percent of them foreign born. Yet the Finns seem to be onto something. Neighboring Norway, a country of similar size, embraces education policies similar to those in the United States. It employs standardized exams and teachers without master’s degrees. And like America, Norway’s PISA scores have been stalled in the middle ranges for the better part of a decade.

To get a second sampling, I headed east from Espoo to Helsinki and a rough neighborhood called Siilitie, Finnish for “Hedgehog Road” and known for having the oldest low-income housing project in Finland. The 50-year-old boxy school building sat in a wooded area, around the corner from a subway stop flanked by gas stations and convenience stores. Half of its 200 first- through ninth-grade students have learning disabilities. All but the most severely impaired are mixed with the general education children, in keeping with Finnish policies.

A class of first graders scampered among nearby pine and birch trees, each holding a stack of the teacher’s homemade laminated “outdoor math” cards. “Find a stick as big as your foot,” one read. “Gather 50 rocks and acorns and lay them out in groups of ten,” read another. Working in teams, the 7- and 8-year-olds raced to see how quickly they could carry out their tasks. Aleksi Gustafsson, whose master’s degree is from Helsinki University, developed the exercise after attending one of the many workshops available free to teachers. “I did research on how useful this is for kids,” he said. “It’s fun for the children to work outside. They really learn with it.”

Gustafsson’s sister, Nana Germeroth, teaches a class of mostly learning-impaired children; Gustafsson’s students have no learning or behavioral issues. The two combined most of their classes this year to mix their ideas and abilities along with the children’s varying levels. “We know each other really well,” said Germeroth, who is ten years older. “I know what Aleksi is thinking.”

The school receives 47,000 euros a year in positive discrimination money to hire aides and special education teachers, who are paid slightly higher salaries than classroom teachers because of their required sixth year of university training and the demands of their jobs. There is one teacher (or assistant) in Siilitie for every seven students.

In another classroom, two special education teachers had come up with a different kind of team teaching. Last year, Kaisa Summa, a teacher with five years’ experience, was having trouble keeping a gaggle of first-grade boys under control. She had looked longingly into Paivi Kangasvieri’s quiet second-grade room next door, wondering what secrets the 25-year-veteran colleague could share. Each had students of wide-ranging abilities and special needs. Summa asked Kangasvieri if they might combine gymnastics classes in hopes good behavior might be contagious. It worked. This year, the two decided to merge for 16 hours a week. “We complement each other,” said Kangasvieri, who describes herself as a calm and firm “father” to Summa’s warm mothering. “It is cooperative teaching at its best,” she says.

Every so often, principal Arjariita Heikkinen told me, the Helsinki district tries to close the school because the surrounding area has fewer and fewer children, only to have people in the community rise up to save it. After all, nearly 100 percent of the school’s ninth graders go on to high schools. Even many of the most severely disabled will find a place in Finland’s expanded system of vocational high schools, which are attended by 43 percent of Finnish high-school students, who prepare to work in restaurants, hospitals, construction sites and offices. “We help situate them in the right high school,” said then deputy principal Anne Roselius. “We are interested in what will become of them in life.”

Finland’s schools were not always a wonder. Until the late 1960s, Finns were still emerging from the cocoon of Soviet influence. Most children left public school after six years. (The rest went to private schools, academic grammar schools or folk schools, which tended to be less rigorous.) Only the privileged or lucky got a quality education.

The landscape changed when Finland began trying to remold its bloody, fractured past into a unified future. For hundreds of years, these fiercely independent people had been wedged between two rival powers—the Swedish monarchy to the west and the Russian czar to the east. Neither Scandinavian nor Baltic, Finns were proud of their Nordic roots and a unique language only they could love (or pronounce). In 1809, Finland was ceded to Russia by the Swedes, who had ruled its people some 600 years. The czar created the Grand Duchy of Finland, a quasi-state with constitutional ties to the empire. He moved the capital from Turku, near Stockholm, to Helsinki, closer to St. Petersburg. After the czar fell to the Bolsheviks in 1917, Finland declared its independence, pitching the country into civil war. Three more wars between 1939 and 1945—two with the Soviets, one with Germany—left the country scarred by bitter divisions and a punishing debt owed to the Russians. “Still we managed to keep our freedom,” said Pasi Sahlberg, a director general in the Ministry of Education and Culture.

In 1963, the Finnish Parlia-ment made the bold decision to choose public education as its best shot at economic recovery. “I call this the Big Dream of Finnish education,” said Sahlberg, whose upcoming book, Finnish Lessons, is scheduled for release in October. “It was simply the idea that every child would have a very good public school. If we want to be competitive, we need to educate everybody. It all came out of a need to survive.”

Practically speaking—and Finns are nothing if not practical—the decision meant that goal would not be allowed to dissipate into rhetoric. Lawmakers landed on a deceptively simple plan that formed the foundation for everything to come. Public schools would be organized into one system of comprehensive schools, or peruskoulu, for ages 7 through 16. Teachers from all over the nation contributed to a national curriculum that provided guidelines, not prescriptions. Besides Finnish and Swedish (the country’s second official language), children would learn a third language (English is a favorite) usually beginning at age 9. Resources were distributed equally. As the comprehensive schools improved, so did the upper secondary schools (grades 10 through 12). The second critical decision came in 1979, when reformers required that every teacher earn a fifth-year master’s degree in theory and practice at one of eight state universities—at state expense. From then on, teachers were effectively granted equal status with doctors and lawyers. Applicants began flooding teaching programs, not because the salaries were so high but because autonomy and respect made the job attractive. In 2010, some 6,600 applicants vied for 660 primary school training slots, according to Sahlberg. By the mid-1980s, a final set of initiatives shook the classrooms free from the last vestiges of top-down regulation. Control over policies shifted to town councils. The national curriculum was distilled into broad guidelines. National math goals for grades one through nine, for example, were reduced to a neat ten pages. Sifting and sorting children into so-called ability groupings was eliminated. All children—clever or less so—were to be taught in the same classrooms, with lots of special teacher help available to make sure no child really would be left behind. The inspectorate closed its doors in the early ’90s, turning accountability and inspection over to teachers and principals. “We have our own motivation to succeed because we love the work,” said Louhivuori. “Our incentives come from inside.”

To be sure, it was only in the past decade that Finland’s international science scores rose. In fact, the country’s earliest efforts could be called somewhat Stalinistic. The first national curriculum, developed in the early ’70s, weighed in at 700 stultifying pages. Timo Heikkinen, who began teaching in Finland’s public schools in 1980 and is now principal of Kallahti Comprehensive School in eastern Helsinki, remembers when most of his high-school teachers sat at their desks dictating to the open notebooks of compliant children.

And there are still challenges. Finland’s crippling financial collapse in the early ’90s brought fresh economic challenges to this “confident and assertive Eurostate,” as David Kirby calls it in A Concise History of Finland. At the same time, immigrants poured into the country, clustering in low-income housing projects and placing added strain on schools. A recent report by the Academy of Finland warned that some schools in the country’s large cities were becoming more skewed by race and class as affluent, white Finns choose schools with fewer poor, immigrant populations.

A few years ago, Kallahti principal Timo Heikkinen began noticing that, increasingly, affluent Finnish parents, perhaps worried about the rising number of Somali children at Kallahti, began sending their children to one of two other schools nearby. In response, Heikkinen and his teachers designed new environmental science courses that take advantage of the school’s proximity to the forest. And a new biology lab with 3-D technology allows older students to observe blood flowing inside the human body.

It has yet to catch on, Heikkinen admits. Then he added: “But we are always looking for ways to improve.”

In other words, whatever it takes.

Race to Nowhere

Monday, August 29, 2011

Perry Sought Profits from "Dead Peasants" Insurance on Elderly Texas Teachers

Rick Perry Sought State Profits From Teacher Life Insurance Scheme
First Posted: 8/25/11 - HuffPo

WASHINGTON -- Two weeks before Thanksgiving in 2003, top officials from Texas Governor Rick Perry's office pitched an unusual offer to the state's retired teachers: Let's get into the death business.

Perry's budget director, Mike Morrissey, laid out a pitch that was both ambitious and risky, according to notes summarizing the meeting provided to The Huffington Post.

According to the notes, which were authenticated by a meeting participant, the Perry administration wanted to help Wall Street investors gamble on how long retired Texas teachers would live. Perry was promising the state big money in exchange for helping Swiss banking giant UBS set up a business of teacher death speculation.

All they had to do was convince retirees to let UBS buy life insurance policies on them. When the retirees died, those policies would pay out benefits to Wall Street speculators, and the state, supposedly, would get paid for arranging the bets. The families of the deceased former teachers would get nothing.

The meeting notes offer the most direct evidence that the Perry administration was not only intimately involved with the insurance scheme, but a leading driver of the plan.

It was a back-room deal at odds with Perry's public persona as a career politician who had successfully sold Texans on his vision of minimal government intrusion. And it still is. Nearly eight years after the meeting, when Perry formally announced his run for the presidency in Charleston, S.C., he honed that vision into the perfect applause line: "I'll promise you this," he had said in his West Texas drawl. "I'll work every day to try to make Washington, D.C. as inconsequential in your life as I can."

Death in Texas, on the other hand, is another matter. That first meeting with teacher groups and retirement plan officials in November 2003, recalled one attendee, was an effort by Perry's office to solicit support for the life insurance idea from teacher associations. There was little question who was promoting the plan.

"His office was pushing it," the source said. "It was like, 'We've got to do whatever we can. ... Here's an innovative idea. We really want you on board.'"

The governor's office was even prepared to put down a little cash up front. If retirees balked at the notion of the state profiting from their deaths, Perry's budget men suggested they could be persuaded for the cost of a pair of shoes, according to the meeting notes. If a retiree signed a contract allowing the state's teacher pension fund to buy life insurance on them, the governor was prepared to give them between $50 and $100.

"Precious little for what they were giving up," said the meeting attendee.

The notes make clear that the governor's proposal deliberately targeted the elderly. The state was only seeking to take out life insurance on people between the ages of 75 and 90. At a separate meeting five days later, the plan's proponents discussed the "mental capacity" of these retirees to grant consent as one of three major technical obstacles to the plan, according to notes from that meeting.

At the first meeting, Morrissey said it could take 10 to 12 years for Texas to "earn" money from the scheme, but insisted the deal could be worth up to $700 million for the state if the retirement fund could sign up 40,000 retired teachers.

The meeting notes show Insurance Commissioner Jose Montemayor, a Perry appointee, joined Morrissey in the sales pitch, claiming that "this arrangement" was already being utilized by "some very rich people" who had set up similar plans to benefit the University of Texas and Texas A&M.

"It was a pretty hard sell: 'This is something you need to get on board with,'" the source said, paraphrasing officials' comments at the meeting.

The source says the claim involving a similar program benefiting the Texas universities turned out to be untrue -- the "rich people" had taken out the policies themselves with the intent of sharing any life insurance payments with the universities. Montemayor, as insurance commissioner, would have had to waive "insurable interest" regulations to allow the schools to buy life insurance on their professors. There is no public record that he did so. The University of Texas and Texas A&M did not return requests for comment.

The aggressive push from the Perry administration differs remarkably from its later public characterization of its involvement in the deal. When the proposal leaked to the press that winter, the governor's spokespeople attempted to tamp down any notion that Perry was the engine behind the plan -- and said if there ever was a plan, it was nowhere near final.

That December, spokesman Gene Acuna told the Dallas Morning News that the plan was merely "a concept." "Questions are being answered, questions are being raised," he said. "Depending on the answers to those questions, plus input from all affected parties ... that will determine the next step."

In a January story in the Fort Worth Star-Telegram, another Perry spokesman attempted to create more distance between the governor and the plan. "We never endorsed any concept," said Robert Black. "The governor's opinion is that it's prudent to look at ideas and concepts ... particularly when it won't result in a loss of benefits or raising taxes to shore up the retirement system."

Messages left for Perry spokespeople requesting comment for this story were not returned. But the behind-the scenes meeting notes reveal Perry's office had not only endorsed the concept, but had already formulated a plan to implement it. That first meeting on Nov. 12 was run by Perry's staff. The man who would become the fall guy for the controversy -- former senator-turned-financier Phil Gramm -- was not even present.

THE GRAMM BARGAIN
Gramm had made six-figure campaign contributions to Perry's campaign and had been -- and may still be -- one of Perry's most trusted political allies and personal mentors. "Perry worships at [Gramm's] feet, intellectually," said one semi-retired political consultant in Austin. "He considers Gramm an economic genius."

After lending political aid to Perry, Gramm was poised to make a fortune from the life insurance deal. His role in the scheme had the appearance of banal corruption and cronyism.

Although Gramm wasn't in on the first meeting with teacher groups, he played an active role in subsequent efforts to push the scheme.

It was Gramm who could make the plan a financial reality. He left the U.S. Senate in November 2002 for a lucrative vice president post at UBS. After Morrissey, Montemayor and Perry budget aide Brian Guthrie first articulated the plan on Nov. 12, Gramm came to Austin to help push the deal. That move eventually prompted Texas Democrats to file an ethics complaint against Gramm for making a the pitch without registering as a lobbyist.

Gramm was hoping to put together a new package of complex assets for speculators to gamble on. Corporations had been using mass purchases of life insurance policies on their employees for years as part of an elaborate tax avoidance scheme (the government doesn't tax insurance premiums or death benefits). The employees themselves -- affectionately referred to as "dead peasants" among insurance experts -- received no benefit. Only the companies who bought the policies would receive payouts when these "peasants" died. Gramm wanted to convince investors to bet on peoples' lives by purchasing pools of life insurance and annuities taken out on individuals.

Gramm and UBS had concocted a gruesome combination of what are now regarded as two of the most infamous Wall Street scams on record. The resulting package closely resembled the growing market for mortgage-backed securities, but instead of allowing Wall Street to bet on peoples' homes, it would enable bets on peoples' lives.

Monday, May 30, 2011

The Corporate Dream: Teachers as Temps

Sunday, May 29, 2011 by Black Agenda Report
by Glen Ford

As Democrats hustle to shovel a billion dollars into President Obama’s campaign coffers – making promises to rich people and their corporations every step of the way – America’s billionaires are spending even more money to seize control of the nation’s public schools. Although super-wealthy capitalists like Microsoft’s Bill Gates, fellow computer mogul Michael Dell, real estate magnate Eli Broad, and the rapacious owners of Wal-Mart, the Walton Family, would like people to think of them as philanthropists, they are nothing more than down-and-dirty investors who hope to reap much more than they sow. This mega-buck mafia's goal is to gain access to the $600 billion per year that taxpayers pump into public schools, and then to profit in perpetuity by shaping the nation’s educational system to their corporate needs. The corporate education project has nothing to do with growing new generations of smarter, socially aware, independent-thinking citizens, but is designed to raid public treasuries through wholesale contracting-out of public schooling.

Teachers are the biggest obstacle in the way of the corporate educational coup, which is why the billionaires, eagerly assisted by their servants in the Obama administration, have made demonization and eventual destruction of teachers unions their top priority. Corporations hate collective bargaining, or working people’s power of any kind, but their vision goes way beyond simply neutralizing teachers unions. The billionaires, and the politicians they have purchased, want nothing less than to destroy teaching as a profession. Plutocrats like Bill Gates and politicians like Barack Obama may make noises about respecting teachers' life-long commitment to learning, but their actions prove the opposite. At every opportunity, whenever a real or manufactured educational crisis presents itself, the corporate gang champions charter schools and imports platoons of young, mostly white, inexperienced rookies from programs like Teach for America. Most of these neophytes have no intention of making teaching a career, so they accept low wages, turnover is high, and they have no long term interest in any particular school, or school system, or the profession in general. They are temporary teachers – which is precisely the point.

Just as corporations have revamped the private white collar workforce, replacing full-time, salaried personnel with “temporary” workers – a system in which some managers are officially temps – such are the prospects for teachers in the brave new corporate world of education “reform.”

The billionaires' propaganda machinery claims the corporatization of American education is necessary to make the United States “competitive,” internationally. But teachers in most of the countries that lead the U.S. in learning are highly respected, if not revered, and relatively well compensated. Under the guise of “reform,” the United States is moving in exactly the opposite direction as the rest of the world. The American people are being conned by billionaire hustlers who are stealing the public schools – and the national future – right in front of our eyes.

Tuesday, May 3, 2011

Delivering Educational Products: The Job Formerly Known as Teaching

 
Hi, I’m Robert Jensen, a provider of educational products to consumers at the University of Texas at Austin.

I used to introduce myself as a UT professor, but that was before I attended a Texas Public Policy Foundation session last week offering more exciting “breakthrough solutions” to the problems of higher education.

At that session in a downtown Austin hotel, I learned that these very real problems—escalating costs and questionable quality of undergraduate instruction—can be solved in the “free market.” You know, the free market, that magical mechanism that gave us the housing bubble/credit derivative scam/financial meltdown. The free market that has produced growing inequality in the United States and around the world. That good old free market.

The solutions offered by representatives of the Cato Institute’s Center for Educational Freedom and the Center for College Affordability and Productivity in the morning’s first session focused on ending public subsidies for higher education and treating it like any other business. These insights come on the heels of the much-hyped “seven breakthrough solutions” that TPPF has been pushing. (Read about them here, and for a satirical treatment, watch this.

Not surprisingly, both panelists spoke in the language of the market, turning education into a commodity. Panel moderator William Murchison, a conservative syndicated columnist, chimed in during the discussion, referring to “consumers of the educational product.”

I think that means students.

That pithy phrase led me to the microphone in the Q&A period, where I asked whether in this mad quest to turn higher education into a business the panelists might not be promoting efficiency so much as guaranteeing the final destruction of what’s left of real education. I said that I found it difficult to understand my teaching— which focuses on how citizens should understand concentrations of power in government and corporations, and on how journalists should respond—as “an economic exchange,” in the words of Cato’s Neal McCluskey.

Both McCluskey and Matthew Denhart from CCAP responded with more of the market mantra and didn’t seem to recognize, or care, that commodifying education might have implications not just for how we organize institutions and evaluate professors, but for learning itself. Denhart responded that the “product” doesn’t have to be solely job training, but would include instruction in “esoteric concepts.” Those apparently are the two alternatives in college classrooms: purely practical or interesting irrelevance.

That got me thinking about my favorite class, “Critical Issues in Journalism,” the large introductory course I teach in the School of Journalism. The course tries to examine—rigorously, but in plain language using clear concepts—the nature of democracy and the role of the news media. My goal is to model the critical thinking that is crucial for citizens and journalists in a world facing multiple crises (political and economic, cultural and ecological) with dwindling hopes for a smooth transition to a just and sustainable future. Rather than accept the shallow platitudes of American democracy or the self-serving claims of American mainstream journalism, I encourage students to challenge the conventional wisdom (and me).

My students can speak to how well I do that, but my interest here is in how I understand the nature of what I do. When I think of when the class seems to work best -- the moments that students seems to be most engaged with these crucial questions—it’s difficult to think of myself as delivering an educational product or of my students as consumers.

Instead, I’m happy with being a professor. I profess.

“Profess” can be used in different ways—to make a disingenuous statement (“He professed to like his boss”) or to announce religious commitments (“She professed her faith in God”). But I use it in the sense of making a public claim to knowledge, with an openness to respond to critiques of that claim. When it really works, students not only listen to professors but learn to profess themselves. When it works, I’m just an older—and, one hopes, at least slightly wiser—version of my students.

That experience can happen in vocational training as well as in courses more philosophically focused. Good journalism writing teachers, for example, know the joy of professing the love of the craft and helping students discover that joy. The presumed division between training and intellectual work occurs only when teachers accept that false divide and abandon efforts to bring the two together.

I don’t want to appear naïve; I realize that much of what happens in American college classrooms (including mine, of course) falls short of these ideals on any given day. The question is not whether we sometimes fail, as we all do, but why failure sometimes becomes routine. On this count, ironically, I agree with some of the critiques coming from the TPPF.

After 19 years of full-time teaching at the University of Texas, I’ve heard a lot of legitimate student complaints about professors who don’t care about teaching. I’ve complained myself about the irrelevance and inanity of so much of the “research” produced in the disciplines I know in the social sciences and humanities. I played that research game for my first six years to pass inspection and get tenure, but after that I dropped out of the scholarly publishing arena to concentrate on writing for a general audience. Shortly after that I stopped teaching graduate courses out of frustration with the self-indulgence of so much of the research/theory crowd in the study of media and mass communication. These days, I enjoy the challenge of connecting with undergraduates, writing about political and social matters, and speaking in public.

Let me be clear: This is not an anti-intellectual screed or an attack on systematic thinking and inquiry. I have learned a lot from the work of other scholars, which is reflected in the courses I teach, and such thinking and inquiry is more needed than ever to face these deepening crises. My writing for general audiences is rooted in research, defined more broadly. But the critics of the university have a point. Increasingly, the academic game that most professors play is so self-indulgent that ordinary people—not just reactionary ideologues with libertarian fantasies—will not, and should not, support it indefinitely. Education is not a commodity, but economics are relevant in the sense that we don’t live in a world of endless resources.

But here’s where I part company with the critics: Instead of pretending to be able to measure faculty output and draining the life from teaching, we need to embrace the ideals of the university rather than capitulate to the false promises of failed market ideology. The obsessions with measurement and testing have nearly destroyed K-12 public education, and if applied to higher education it will have similar effects.

That model may be particularly attractive to those on the right precisely because it is so effective at undermining the kind of critical thinking some of us are trying to encourage in our classes. As U.S. society has moved steadily to the right over the past three decades, conservatives have been eager to eliminate the few remaining spaces in the culture where critiques of power—especially concentrated economic power in a society marked by obscene wealth and indecent inequality—can flourish. Some parts of the modern university—especially those teaching business, advertising, and economics—are devoted to propping up that power, and much of the rest of the campus is not far behind. The corporatization of the modern university—both in internal organization and reliance on funding from corporations and corporate-based foundations—has done much to eliminate critical thinking that is connected to struggles for political and economic justice. The victory of the market model would be the end of real education, if by education we mean independent inquiry into the power that structures our lives.

I’m encouraged that UT President Bill Powers—who appeared on the second panel of the day, and had to endure the self-aggrandizing ramblings of fellow panelist and TPPF Senior Fellow Ronald Trowbridge—supports faculty in this debate and recognizes the threats to academic freedom embedded in this market madness. I have disagreements with the university administration about many things, but we faculty would make it easier for administrators in that debate if we not only press the institution to support us but engage in critical self-reflection about ourselves.

In hallway conversations, faculty members will express frustration about bad teachers (though there is not always agreement on which colleagues are the bad teachers) who are allowed to continue to muddle along. Many worry that the demands for scholarly production have become so focused on quantity rather than quality that much of what is published in academic journals is of little value, even for specialists in a disciple.

Acknowledging these systemic failures doesn’t detract from all the good teaching done in universities, nor does it lessen the value of the important research of many faculty members. Instead, it should simply remind us that we owe it to the state, our students, and ourselves to confront these issues. If we don’t, the reactionary forces that increasingly dominate the culture will take care of it for us, and instead of breakthroughs in higher education we will witness an accelerating breakdown.

Wednesday, March 2, 2011

Police Defy Order to Clear Protesters from Wisconsin Capital

Mar 1, 2011 by Lindsay Beyerstein

On Monday afternoon, the Capitol Police in Madison, Wisconsin refused to enforce an order to clear the Capitol building of hundreds of peaceful protesters who have been occupying the site to protest Governor Scott Walker’s plan to eliminate the collective bargaining rights of public employees.

Amy Goodman of Democracy Now! interviews State Rep. Kelda Helen Roys (D), who spent Sunday night in the Capitol building with other protesters. Roys describes what happened at four o’clock on Monday afternoon when the government gave the order to clear the protesters from the building:

And after several hours of the same sorts of scenes that we’ve been seeing all week—singing, chanting, drumming, speechifying—the Capitol police captain, Chief Tubbs, made an announcement, and he said that the protesters that had remained in the building, they were being orderly and responsible and peaceful and there was no reason to eject them from the Capitol.

Police attempted to clear the building of protesters on Sunday night, but they relented when the protesters refused to leave and allowed them to stay another night. On Monday, the police decided not to eject protesters already inside, but no additional activists would be allowed in. The governor plans to deliver his budget address on Tuesday afternoon. Walker is expected to call for spending cuts that could exceed $1 billion dollars.

Gov. Walker has threatened mass public sector layoffs if the Democratic senators do not return from Illinois by March 1. However, the Uptake.com reports that one of the absent legislators, State Sen. Jon Erpenbach, claims Walker is not telling the truth. Erpenbach says the unions have already agreed to come up with the money the governor needs to balance the budget, and therefore, he has no need to lay anyone off to bridge the gap.

Wisconsin 101

Matthew Rothschild of The Progressive describes the epic scale of the Wisconsin protests:
This is the largest sustained rally for the rights of public sector workers that this country has seen in decades — perhaps ever.

The crowds at the state Capitol have swelled from 10,000-65,000 during the first week all the way up to 100,000 on Feb. 26. Hundreds of people occupied the Capitol building with a sit-in and sleep-in for days on end, and total strangers from around the world ordered pizzas for them.
In case you’re still wondering what all of this means, Andy Kroll, Nick Baumann, and Siddhartha Mahanta of Mother Jones have joined forces to bring you this “Wisconsin 101″ primer.

The Republicans in the Wisconsin House passed a bill that would take away collective bargaining rights for public sector unions, restrict their ability to collect dues, and force them to undergo yearly recertification votes. But the bill cannot become law until the state Senate also passes it. Currently, 14 Democratic state senators are hiding out in Illinois to deprive the Republican majority of the quorum they need to vote on the bill. However, as Kroll notes, if only one Democrat breaks faith and returns to Madison, the Republicans will be able to pass the bill.

Nationwide solidarity

Jamilah King of Colorlines.com brings us a photo essay on the solidarity rallies held around the country over the weekend in support of the Wisconsin protesters. From San Francisco to Salt Lake City to Atlanta to New York, people took to the streets in support of the right of workers to organize. Also at Colorlines.com, historian Michael Honey draws parallels between the situation in Wisconsin and Dr. Martin Luther King’s last crusade. Shortly before his assassination, King stood with the sanitation workers of Memphis to demand collective bargaining rights and the power to collect union dues.

George Warner of Campus Progress profiles some young activists who took to the streets of Washington, D.C. to express their solidarity with the Wisconsin protesters. About 1,500 people came out to a rally in support of the protesters on Saturday.

Anonymous strikes again

In a bizarre twist, a loosely organized coalition of anarchic hackers known as “Anonymous” attacked websites linked to Koch Industries on Sunday, Jessica Pieklo reports for Care2.com. The Koch brothers are among Gov. Walker’s most generous benefactors. The hackers launched a distributed denial of service attack on the website of the Koch-funded conservative group Americans for Prosperity.

In addition to generous campaign contributions, the Koch brothers gave $1 million to the Republican Governors Association, which in turn paid for millions of dollars worth of ads against Walker’s opponent in 2010. Walker is evidently very grateful to Koch. Last week, a writer for a Buffalo-based website got Walker on the phone by pretending to be David Koch.

Don’t look now, but…

Meanwhile, in Indiana, the state assembly reconvened on Monday to find most of the 40 Democratic members had decamped for Illinois. The legislators are apparently taking a page from the Wisconsin playbook. Indiana’s Republican governor is trying to pass legislation that would make permanent a ban on collective bargaining by public sector workers and the Democratic legislators are seeking to deny him the 2/3rds quorum required to vote on the bill.

Tuesday, March 1, 2011

Shifting Political Power: From Citizens United to Wisconsin

Tuesday, March 1, 2011 by CommonDreams.org
by Brian Miller

Let’s be clear: Governor Scott Walker’s proposed cuts are not about balancing the state budget. It’s a power play aimed at cutting the heart out of what remains of the once vibrant labor movement. [A war waged against unionized workers ultimately harms all workers, and the overt strategy to squelch collective bargaining exposes the deep resentment that monied interests hold towards worker rights everywhere.] A war waged against unionized workers ultimately harms all workers, and the overt strategy to squelch collective bargaining exposes the deep resentment that monied interests hold towards worker rights everywhere.

The public sector unions in Wisconsin have already agreed to make sacrifices, including significant wage cuts and increased contributions to the pension fund. But these economic concessions are not enough for Governor Walker. That’s because his true goal is to permanently cripple the unions by defunding their organizational base and stripping away their right to collective bargaining.

Sadly, Wisconsin is just one of many front lines in this fight. In the wake of the November elections, anti-union measures are on the move in Ohio, Indiana, and elsewhere.

To understand the true significance of this assault on unions, one must remember that unions do far more than negotiate benefits for its own workers. Unions have fought to strengthen public policies that benefit all Americans, both unionized and non-unionized. We have unions to thank for the weekend and the 40-hour workweek. More recently, unions fought to strengthen minimum wage laws, worker safety protections, and public safety nets. And unions, much to the dismay of corporate power brokers, help provide a powerful mechanism for voter turnout that keeps our democracy strong.

Unions have long understood that “speaking truth to power” is not enough. It takes a strong, organized movement to affect real change in our society. That has become especially important in the face of rising corporate power and, more recently, the Supreme Court’s Citizens United ruling. Today, unions represent one of the few organized forces providing a counterbalance to the role of corporate money and power in our democracy. As the fight to limit corporate power through campaign finance reform and other such policies heats up, unions will undoubtedly play a crucial role.

From the 1940s through the mid-1970s, Americans saw an unprecedented period of economic growth, and more importantly, a period when income growth was shared proportionally across all major income groups. This was not an accident or a force of nature. It was the result of a deliberate set of public policies—including a highly progressive tax system, strong worker protections, and large-scale public investments in our shared infrastructure to name a few. But these laws didn’t just magically appear. They were created in part through the political organizing of strong, well-organized unions at a time when one out of three American workers were unionized.

Unions have long understood that “speaking truth to power” is not enough. It takes a strong, organized movement to affect real change in our society.

Beginning in the 1970s, well-heeled corporations began to organize and work to undo these earlier labor victories. In their new book “Winner-Take-All Politics,” Pierson and Hacker document this dramatic power shift. In 1968, only 100 corporations had public affairs offices in Washington. That grew to 500 by 1978. Only 175 firms had registered lobbyist in 1971. That grew to 2,500 by 1982. Mirroring this rise of corporate power was the realignment and dramatic growth of the Chamber and the National Federation of Independent Businesses as a powerful political force.

As corporate influence was on the rise, the once powerful labor unions that helped grow America’s strong middle class were under attack. In some cases, this was a frontal assault as powerful forces worked to undo union victories. In other cases, it was a dodge as corporations moved their operations to anti-union states, cutting the political legs out from under the unions.

As this fierce class war has waged on for the past 30 years, hard-working Americans have consistently been on the losing end. Many progressives point to Reagan as the impetus for this power shift, but Reagan was simply riding a tidal wave of corporate power that was laid in the decade before he took office. To the victor go the spoils indeed. Since this great power shift has taken place, we’ve seen tax cuts for the wealthy, deregulation, and the gutting of the public sector with profound implications for our society. Income inequality is now at its highest level since 1928, just before the Great Depression.

After nearly four decades of attack, only about 12 percent of American workers are now unionized. In the public sector however, the unionization rate remains at 36 percent. In fact, over half of all unionized workers are public sector employees today. This brings us full circle back to Wisconsin. As corporate influence continues to grow, Governor Walker is seeking to limit the power of working people by removing one of the most powerful tools in our cache: unions and their organizing power. If he succeeds, it will be deeply troubling for the health of our democracy.

If we as a nation are serious about renewing America’s commitment to a strong and vibrant middle class, we must look to reform the political landscape that created the winner-take-all economy. As the nation’s eyes remain on Wisconsin, it is in each or our interests—unionized and non-unionized, private sector and public sector workers—to stand in solidarity with our fellow Americans on the front lines in Wisconsin. The health of our democracy depends on it.

Wisconsin/Union/Budget/Corporate Control Articles (5 articles)

Monday, February 28, 2011 by The Guardian/UK
Wisconsin Is Making the Battle Lines Clear in America's Hidden Class War
The brazen choices of the Republican governor shows the real ideology behind attacks on unions – in the US and beyond

by Gary Younge

You can tell a great deal about a nation's anxieties and aspirations by the discrepancy between reality and popular perception. Polls last year showed that in the US 61% think the country spends too much on foreign aid. This makes sense once you understand that the average American is under the illusion that 25% of the federal budget goes on foreign aid (the real figure is 1%).

Similarly, a Mori poll in Britain in 2002 revealed that more than a third of the country thought there were too many immigrants. Little wonder. The mean estimate was that immigrants comprise 23% of the country; the actual number was about 4%.

Protest against cuts in Minnesota social programs

Broadly speaking, these inconsistencies do not reflect malice or wilful ignorance but people's attempts to make sense of the world they experience through the distorting filters of media representation, popular prejudice and national myths. "The way we see things is affected by what we know and what we believe," wrote John Berger in Ways of Seeing. "The relation between what we see and what we know is never settled."

When it comes to class, Americans have long seen themselves as potentially rich and perpetually middling. A Pew survey in 2008 revealed that 91% believe they are either middle class, upper-middle class or lower-middle class. Relatively few claim to be working class or upper class, intimating more of a cultural aspiration than an economic relationship. Meanwhile, a Gallup poll in 2005 showed that while only 2% of Americans described themselves as "rich", 31% thought it very likely or somewhat likely they would "ever be rich".

But trends and ongoing events are forcing a reappraisal of that self-image. Social mobility has stalled; wages have been stagnant for a generation. It is in this light that the growing resistance to events in Wisconsin must be understood. The hardline Republican governor, Scott Walker, has pledged to remove collective bargaining rights from public sector unions and cut local government workers' health benefits and pension entitlements.

As the prospect of becoming rich diminishes, many are simply trying not to become poor. Inequality of income and wealth has been more readily accepted in the US because equality of opportunity has long been assumed. The absence of the latter raises serious questions about the existence of the former. This tension brought thousands to the streets in all 50 states to support the Wisconsin unions last weekend.

For Walker's measures to pass, a certain number of local senators must be present in the chamber for the vote. To prevent that happening, the entire Democratic delegation fled the state and is refusing to return until Walker agrees to negotiate. Meanwhile, thousands of pro-union demonstrators have descended on the state capital to protest, sparking solidarity rallies nationwide.

Polls suggest the public is siding with the unions locally and nationally. A survey last week showed 53% against cutting benefits and pay for government workers and 61% opposed to removing collective bargaining. Even conservative polls suggest a majority in Wisconsin is opposed to Walker's attempt to eliminate collective bargaining.

Coming so soon after Republican electoral victories at federal and state level, Walker might have anticipated an easier ride for his agenda than this. After all, membership of unions is at an all-time low and public support for them does not fare much better. Moreover, support for unions ordinarily falls when unemployment rises. But these are no ordinary times. For if organised labour has fallen out of favour, the illusion that you can make it on your own is not far behind. A Pew survey in 2008 – before the banking system imploded – showed that fewer Americans than at any time in 50 years thought they were moving forward in life. The number of those who don't believe you can get ahead by working hard has doubled in 10 years. Half the country thinks its best days are behind it. While many may question the role of the unions, few believe firing 12,000 government workers, as Walker has pledged to do, is the answer.

Walker's case is as predictable as it is weak. Government workers, he claims, have higher pay and better benefits than others in a bloated state that must slim down if it is to keep running. This is hardly true. Accounting for age and education, US local government employees earn 4% less than their private sector counterparts.

Yes, the shortfall in pensions is real. But if the political will existed, calamity could be avoided with a fairly modest increase in the budget allocation. Union members do generally enjoy better benefits. That's the whole point of being in a union: to improve your living standards through collective action. And that is precisely why Republicans like Walker want to crush them.

His agenda has nothing to do with redressing a fiscal imbalance and everything to do with exploiting the crisis to deliver a killer blow to organised labour. If fixing the budget deficit were really Walker's priority, he would not have waved through $140m in tax breaks for multinationals or refused to take federal funds for transport or broadband development. Like 10 other states, he might even have raised taxes progressively.

None of these contradictions are particular to Wisconsin. Similar stories could be told as far away as Ireland and as nearby as Indiana, where Democrats also fled the state to defeat a union-bashing bill. Nor are they coming exclusively from the hard right. Democrats in the US and social democrats around Europe are attacking unions too, albeit with less relish. What Wisconsin does offer is a transparent illustration of the ideological sophistry and political mendacity driving these attacks.

But having started this fight in such a brazen manner, Walker has little option but to pursue it to its bitter end. That is why it has taken on national significance. Faced with an existential threat, the labour movement has broadened its horizons and galvanised a pluralistic, national opposition. That is a precondition for success but by no means a guarantee.

Last weekend's demonstrations do not necessarily reflect a new sense of class consciousness, but they do suggest the potential for it. The idea of a class system where only a handful can ever be truly wealthy intrudes awkwardly on a culture rooted in notions of self-advancement, personal reinvention and rugged individualism, even if it is closer to reality. Old habits die hard. The weekend protests were organised under the banner "Save the American Dream".

Democratic politicians, funded by both unions and corporations, pretend not to take sides, casting the national conversation not in terms of bosses and workers or wages and profits but of rich and poor.

The problem with this, explains Michael Zweig, the director of the centre for the study of working-class life at the State University of New York, is that "most people want to be rich and most of them don't know what rich is. If you put class in terms of power, you start to get to the source of the problem."

Leaders like Walker are making it clear which side of the class divide they stand on. A growing number of Americans, it seems, have begun to understand that this is precisely the problem and are discovering the source of their own power.

++++++++

The Rumble of the People
By RALPH NADER

The large demonstrations at the state Capitol in Madison, Wisconsin are driven by a middle class awakening to the spectre of its destruction by the corporate reactionaries and their toady Governor Scott Walker.

For years the middle class has watched the plutocrats stomp on the poor while listening to the two parties regale the great middle class, but never mentioning the tens of millions of poor Americans. And for years, the middle class was shrinking due significantly to corporate globalization shipping good-paying jobs overseas to repressive dictatorships like China. It took Governor Walker's legislative proposal to do away with most collective bargaining rights for most public employee unions to jolt people to hit the streets.

Republicans take rigged elections awash in corporatist campaign cash seriously. When they win, they aggressively move their corporate agenda, unlike the wishy-washy Democrats who flutter weakly after a victory. Republicans mean business. A ram rod wins against a straw all the time.

Governor Walker won his election, along with other Republicans in Wisconsin, on mass-media driven Tea Party rhetoric. His platform was deceitful enough to get the endorsement of the police, and firefighters unions, which the latter have now indignantly withdrawn.

These unions should have known better. The Walker Republicans were following the Reagan playbook. The air traffic controllers union endorsed Reagan in 1980. The next year he fired 12,000 of them during a labor dispute. (This made flying unnecessarily dangerous.)

Then Reagan pushed for tax cuts—primarily for the wealthy—which led to larger deficits to turn the screws on programs benefitting the people. Reagan, though years earlier opposed to corporate welfare, not only maintained these taxpayer subsidies but created a government deficit, over eight years, that was double that of all the accumulated deficits from George Washington to Jimmy Carter.

Maybe the unions that endorsed Walker will soon realize that not even being a "Reagan Democrat" will save them from being losers under the boot of the corporate supremacists.

The rumble of the people in Madison illustrates the following:
1. There is an ideological plan driving these corporatists. They create "useful crisis" and then hammer the unorganized people to benefit the wealthy classes. Governor Walker last year gave $140 million in tax breaks to corporations. This fiscal year's deficit is $137 million. Note this oft-repeated dynamic. President Obama caved to the Minority party Republicans in Congress last December by going along with the deficit-deepening extension of the huge dollar volume tax cuts for the rich. Now the Republicans want drastic cuts in programs that help the poor.

2. Whatever non-union or private union workers, who are giving ground or losing jobs, think of the sometimes better pay and benefits of unionized public employees, they need to close ranks without giving up their opposition to government waste. For corporate lobbyists and their corporate governments are going after all collective bargaining rights for all workers and they want to further weaken The National Labor Relations Board.

3. Whenever corporations and government want to cut workers' incomes, the corporate tax abatements, bloated contracts, handouts and bailouts should be pulled into the public debate. What should go first?

4. For the public university students in these rallies, they might ponder their own tuition bills and high interest loans, compared to students in Western Europe, and question why they have to bear the burden of massive corporate welfare payouts—foodstamps for the rich. What should go first?

5. The bigger picture should be part of the more localized dispute. Governor Walker also wants weaker safety and environmental regulations, bargain-basement sell-outs of state public power plants and other taxpayer assets.

6. The mega-billionaire Koch brothers are in the news. They are bankrolling politicians and rump advocacy groups and funding media campaigns in Wisconsin and all over the country. Koch Industries designs and builds facilities for the natural gas industry. Neither the company nor the brothers like the publicity they deserve to get every time their role is exposed. Always put the spotlight on the backroom boys.

7. Focusing on the larger struggle between the people and the plutocracy should be part and parcel of every march, demonstration or any other kind of mass mobilization. The signs at the Madison rallies make the point, to wit—"2/3 of Wisconsin Corporations Pay No Taxes," "Why Should Public Workers Pay For Wall Street's Mess?", "Corporate Greed Did the Deed."

8. Look how little energy it took for these tens of thousands of people to sound the national alarm for hard-pressed Americans. Just showing up is democracy's barn raiser. This should persuade people that a big start for a better America can begin with a little effort and a well-attended rally. Imagine what even more civic energy could produce!
Showing up lets people feel their potential power to subordinate corporatism to the sovereignty of the people. After all, the Constitution's preamble begins with "We the People," not "We the Corporations." In fact, the founders never put the word "corporation" or "company" in our constitution which was designed for real people.

As for Governor Walker's projected two-year $3.6 billion deficit, read what Jon Peacock of the respected nonprofit Wisconsin Budget Project writes at: http://www.wisconsinbudgetproject.org about how to handle the state budget without adopting the draconian measures now before the legislature.


+++++++

The National Costs of Crushing Workers in Wisconsin
By LAURA FLANDERS

So that's what they mean by from welfare to work. First you go force the poorest Americans into the workforce, then you go after their bargaining power. Wisconsin has long been the eye of this storm.

"We have an environment in Wisconsin in which any poor family can climb out of the despair of poverty and pursue the American dream."

So said former Wisconsin governor Tommy Thompson, singing his own praises to the Heritage Foundation back in the early '90s. By the time Bill Clinton ended the federal welfare program in '96, Wisconsin's W-2 program had already cut off AFDC entitlements and forced poor moms to work for benefits. That pushed thousands of poor women into the labor market. Average wages were around $7.00 an hour; homelessness rose, as did the number of children in foster care; Milwaukee's black infant mortality rate went up 37%, and as soon as the 90's bubble burst, unemployment and poverty swelled.

Thompson called his policy "compassionate"-- and that's the problem. It redefined what was morally acceptable to do to poor people, and with a whole lot of help from strategically funded media, the same reasoning wormed its way into the national mind. Democrat Bill Clinton boasted about "ending welfare as we know it," and signed a brutal '96 bill, casting it as doing RIGHT by the poor. Now that's the same language being used to take down the unions.

Inside the dark Victorian mansion of the Bradley Foundation in benighted Milwaukee, there must be smiles all around. The same ideologically-driven outfit that paid for the task force that devised Thompson's welfare plan is now backing Walker's drive to criminalize collective bargaining.
In fact, as Wisconsin journalists reported with alarm two years ago, the CEO of the Bradley Foundation, Michael Grebe, was Scott Walker's campaign chair and the head of his transition team. Bradley has long treated Wisconsin as its radical policy science lab. It must be itching to carve another notch in its community-destroying cane.

Paying for politicians is child's play. To crib from the debt peddlers: pushing right wing policy is costly. Actually pacifying workers? Priceless.

+++++++

The Strategy Behind the Budget Battles
By ALLAN J. LICHTMAN

Republican responses to budget challenges nationally and in Wisconsin come together as part of a long-standing strategy to destroy institutions that allegedly sustain the American left. Wisconsin Governor Scott Walker and Republicans in the state legislature have targeted teachers' unions.

Republicans budget-cutters in Congress have targeted Planned Parenthood, the Public Broadcasting Corporation, and the Legal Services Corporation, among other groups. Their budget inflicts little or no pain on Republican-leaning organizations such as the agribusinesses that garner most farm payments or the oil companies that receive billions in special tax subsidies.

The GOP first elaborated this strategy in a 1999 memo on priorities for the new millennium that I discovered in the papers of former Republican allanRepresentative Dick Armey of Texas. A copy of the memo can be found in the photo essay of my book, White Protestant Nation: The Rise of the American Conservative Movement.

The memo outlined strategies for "defunding the left" by eliminating "sources of hard currency for the Democratic Party" following President Ronald Reagan's "model for cutting off the flow of hard currency to the Soviet Union." To weaken the unions, Republicans would promote free trade and repeal the Davis Bacon Act that required prevailing wages on federally funded or assisted projects. The party would strive to restrict the use of compulsory union dues for political purposes. It would push for liability limitations on lawsuits to stanch the flow of funds to liberal groups and political candidates from trial lawyers. The GOP would weaken the National Education Association and teachers' unions by promoting "school choice." It would work to abolish the Legal Services Corporation and the Public Broadcasting System and kill incentives for tax-deductible donations to "liberal foundations" by repealing estate taxes.

In Wisconsin, the Republicans are continuing the anti-union component of the memo's strategy. With union membership in the private workforce diminished to about 7 percent, public sector unions have become vital sources of funds, votes, and volunteers for Democrats. About 36 percent of public employees are currently union members, including most teachers.

In the name of austerity, Governor Walker and his allies have selectively sought to strip the states' liberal teachers' unions of collective bargaining rights. They have proposed no such death sentence for more conservative police and firefighters' unions. In 2010, according to the National Institute on Money in State Politics, teachers' unions in Wisconsin contributed $389,000 to state-level campaigns, nearly all of it to Democrats.

The strategy to undermine teachers' unions also has spread beyond Michigan to other Republican-controlled states such as Indiana and Ohio. However, a recent USA Today/Gallup Poll showing that 61% would oppose a law in their state similar to the proposal in Wisconsin, whereas only 33% would favor such a law may deter other Republicans from following Walker's lead.

In the House of Representatives, Republicans are likewise weakening what they view as left-leaning institutions. The proposed House budget ends funding for public broadcasting, which Republicans say provides a forum for liberal views. The budget eliminates funding to Planned Parenthood, a mainstay of the liberal pro-choice movement. Federal law already prohibits funding for abortion. The proposed cuts will instead eradicate contraceptive services, cancer and HIV screening, and health counseling. The budget slashes funding by 17 percent for the Legal Services Corporation, which represents poor people and it eliminates funding for the Intergovernmental Panel on Climate Change, considered a source of leftwing views on global warming.

As in Wisconsin, these Republican initiatives in Washington have little to do with deficit reduction. Even if the Senate and President Obama accepted all $61 billion in proposed Republican cutbacks, the $1.6 billion deficit would shrink by less than 4 percent. As the President's Bipartisan National Commission on Fiscal Responsibility and Reform made clear, real deficit reduction means seriously addressing entitlement programs, the defense budget, all farm payments, and the federal tax code.

In attempting to weaken the foundations of American liberalism, Republicans may have reached too far. Since their successful demonstrations in the battle for Florida after the 2000 election, conservatives have dominated the streets. Now, for the first time in recent memory, liberal protesters have taken to the streets in large numbers, portending perhaps the rise of the grassroots leftwing base that Obama promised, but failed to deliver thus far.

+++++++

California Healthcare Workers, the Law and the Future of American Labor
By CAL WINSLOW

The siege of the capitol in Wisconsin has moved trade unionism center stage – quite rightly and none too soon, as the right now has placed public workers in its crosshairs. More, this bottom-up (so far) rebellion, led by groups like the Madison teachers’ union, students and an array of rank-and-file workers, has once again high-lighted the imagination, the capacity to organize and potential power ordinary workers – in sharp contrast to the passive, dues collecting machines that constitute what’s left of US trade unionism.

Not that this is news. It is now nearly three years since 100 prominent university teachers, labor educators and activists appealed to then SEIU President Andy Stern to abandon plans to place the 150,000 member California healthcare local union, United Healthcare Workers-West (UHW) in trusteeship.

Trusteeship, the writers cautioned, “would have negative consequences for the workers directly affected, the SEIU itself, and for the labor movement as a whole. We strongly urge you to avoid such a tragedy.”

A tragedy, indeed, it has been. On January 29, 2009, SEIU, ignoring advice from all directions, refusing compromise on any issue, placed UHW, a militant, progressive, worker-led union in trusteeship – seized its offices, fired its elected officers – top to bottom – and set about dismantling the human infrastructure of the union, itself the product of years of struggle. Today, UHW remains, though as a shell of its former self – a UHW wrecked, not by the employers, nor the state, but by the SEIU international.

SEIU, now under new management, has used this California adventure to solidify its top down structures and refine its business friendly, corporate style reincarnation of the worst forms of US business unionism, not good news in the midst of a “recovery” that promises “austerity”, slashing public sector jobs, increasing cuts in an already enfeebled social safety net. The results in the state of California, as elsewhere, reveal among other things the absence of organized opposition, above all working class opposition. Governor Jerry Brown has introduced the liberal Democrats version of “austerity” – which includes a dramatic reduction in the number of state workers. This has been welcomed by SEIU’s newcomers, who supported Brown – not quite, perhaps, as lavishly as the international supported Obama, but generously, all the same. Carpetbagger David Kieffer, now appointed executive director of SEIU in California told the San Francisco Chronicle, “We support the governor’s approach.” (January 11, 2011)

These sad results did not come about without a fight, however - two years ago this month UHW members, responding to the seizure of their union, demanded the right to a union of their choice. They led the biggest decertification drive in history – a majority of UHW members petitioned for representation by a new union, the National Union of Healthcare Workers (NUHW), led by the healthcare workers who had built UHW. There has followed what we have called a “civil war” in California labor – an intense, non-stop conflict.

NUHW has won victories at the University of Southern California Hospital, as well as with Kaiser Permanente’s Southern California professional workers and the nurses at the huge LA Sunset facility. In November, 1500 northern California Kaiser mental health professionals and optical workers voted to leave SEIU and join NUHW. In December, workers at Santa Rosa’s Memorial Hospital finally turned a six-year’s long, hard-fought representational campaign and election victory into a fight for a good contract – negotiations now underway. In January, 67 unorganized workers voted to join 860 NUHW members at Salinas Valley Memorial Hospital workers who left SEIU in May 2010. These victories have been overshadowed, however, by the narrow defeat of home care workers in Fresno and the September, 2010 defeat at Kaiser.

Still, NUHW, against all odds, has survived; it has grown to 8000 members, no small achievement for a new union in this era of continuing sharp trade union decline – all the more impressive in the face of SEIU’s scorched earth, take-no prisoners invasion and occupation of California’s healthcare unions. NUHW is currently in negotiations with employers in twenty California facilities – it routinely receives requests for representation in healthcare facilities from workers throughout California in an industry that remains overwhelmingly non-union.

We have examined here how SEIU has used its huge resources, its wealth, its small army of full-time staff, threats, lies and reprisals as well as its teams of well-healed lawyers to maintain this control in local affiliates that still represent perhaps a third of all SEIU members; this in turn guarantees SEIU the millions of dollars in dues income these organizations and their members generate. The cost – for SEIU - of the Kaiser election (SEIU refuses requests to itemize its expenditures) ranks as one of the highest (per voter) in US history – Randy Shaw, writing in BeyondChron (September 7, 2010), estimated that the total was between $20 to $40 million.

Much of this has been spent in court rooms, in the 2008 pseudo-legal trusteeship proceedings, in the 2010 civil suit against former UHW leaders, and in the SEIU’s ongoing successful manipulation of the National Labor Relations Board (NLRB), the institution that administers US labor law. This last connection – that is, the collusion of SEIU and the NLRB – has been an essential component in the success of the SEIU onslaught.

According to Latika Malkani, an Oakland attorney who frequently represents NUHW, when employees seek decertification, typically papers must be filed within 42 days and the NLRB’s stated goal is to bring the issue to an election within six weeks. Bureaucratic, let’s say, but fair enough. SEIU, however, has successfully delayed these elections in some case for as much as two years, as in the case of the recent election at Sutter’s Alta Bates Hospital in Oakland. In other hospitals, for example, Oakland Children’s and Sutter’s California Pacific Medical Center in San Francisco, workers who petitioned in February 2009 still wait. Kaiser workers elections were delayed for eighteen months.

How is this done? Steve Early, in his new book, The Civil Wars in US Labor, explains that the NLRB, even in the best of circumstances, inevitably involves delay and frustration. The emergence of NUHW and “this huge wave of organizing activity swamped the NLRB in California. The Board is incapable of expediting union representation votes even when the objecting party is just an employer.”

SEIU lawyers took advantage. Immediately – following the filing of petitions – they responded with “unfair labor practices” charges. These must be investigated before an election is scheduled. Moreover, SEIU filed not just one set of charges, but continuously adds to these, and this leads to the necessity of more investigation, more delay. At the same time, SEIU charged two dozen NUHW leaders and staff with an array of alleged offences, forcing them into an extended and expensive legal battle in federal court in San Francisco. SEIU’s attorneys originally asked for $25 million in damages, though later this was revised down to $1.5 million. In the end, the jury found no conspiracy, no theft, no violence, no sabotage and no “contracts left open.” They did, however, find the remaining defendants plus NUHW liable for the $1.5 million, allegedly for betrayal of fiduciary duties. The jury ordered that defendants pay back part of salaries and costs for January 2009. In this they apparently agreed that the former UHW officers and staff obstructed the transfer from UHW of 65,000 long-term care members to the scandal ridden southern California local 6434 – without consent. And they seemed to agree that these defendants spent some time in January – before trusteeship – preparing to launch the new union, NUHW, not the crime of the century. Hardly much reward for the more than $10 million spent by SEIU. SEIU, to this day, harasses these individual workers, all with histories of long-term commitments to workers and their unions. These people face a campaign to collect for alleged damages, carried on as viciously as that of any slumlord or banker.

But there was more to it than that. SEIU’s lawyers worked in tandem to see that legal strategies overlapped. The charges in the civil trial were submitted as “unfair labor practices” in the NLRB hearings, allowing SEIU’s lawyers, says Malkani, to continuously “feed” the Board “new information.” In all this, “the NLRB was completely complacent.” The value of delay for SEIU is self-evident. But just as important is the use to which this time was put. NUHW organizers were, by law, denied access to the workers while the investigations were in process, and in nearly every case the employers were quite happy to collaborate. SEIU had sole access to bargaining materials; again the employers were more than compliant. On and on it has gone. And then appeals, cases sent back to Washington, DC, where, interestingly, Craig Becker, a former Assistant General Counsel for SEIU has been appointed by Obama to the national Board.

In all this SEIU’s lawyers successfully controlled the timing of the entire process – and hence effectively were able to decide when and where elections would be held. When conditions appeared favorable, SEIU would withdraw charges – the board would set the elections within the six weeks framework. When unfavorable, the delays continued, as they do in hospitals and other healthcare facilities to this day.

In the case of Kaiser, with eager employers, SEIU renegotiated the contract just before the election. SEIU then extolled imaginary improvements and threatened that all would be lost if NUHW prevailed. In turn, Kaiser illegally withheld negotiated pay raises from NUHW members in southern California; SEIU of course took advantage. Belatedly the NLRB found against Kaiser but not before SEIU used this to see that the damage was done. “Justice delayed” also allowed SEIU to cement relations with the employers, if indeed this was necessary. It has been revealed that SEIU international representatives approached California employers well before trusteeship, advising them not to recognize UHW elected leaders.

NUHW is now appealing the Kaiser election, charging that SEIU unlawfully threatened Kaiser employees with loss of benefits and wages; Kaiser paid SEIU representatives to campaign for SEIU; Kaiser provided special access to SEIU staff, while denying it to NUHW, and SEIU engaged in acts of physical force and violence against NUHW supporters. Nevertheless, while the NLRB investigates, the violations continue.

The case of the SEIU versus its members, demands attention. In this case, the issue is not simply do workers have the right to join a union; it is do workers have a right to join a union of their choice? The answer, certainly for SEIU, and apparently, listening to the silence of organized labor, seems to be “no”. Rather workers appear to be more like the property of unions. In the case of the California healthcare workers, thousands have essentially been held hostage; they have no free choice of union; they can be contained in archaic jurisdictional restrictions, by back-room wheeling and dealing and the accidents of history.

Still, workers have no choice but to participate, and NUHW has little choice but to appeal to the NLRB, no matter how slim the odds. They have a moral obligation to do whatever they can to rescue these captive healthcare workers. But it must be remembered that they belong to a different tradition – the origins of NUHW are in the thirties when in the aftermath of the General Strike San Francisco workers organized the nations’ first hospital union. The history of California healthcare workers is one of struggle – it is in part this history, it seems to me, that alerted the former UHW members and leaders to SEIU’s corporate strategies and inspired them to resist.

This ongoing conflict in California has its immediate origins in two related disputes – disputes worth remembering today. The first was the refusal of the UHW members and leaders to continue participation in the SEIU’s “Nursing Home Alliance” - a strategy that based organizing on partnerships with employers and “neutrality” agreements. These agreements typically allowed employers to pick and choose which facilities would be organized, they restrict workers’ rights, they enshrined long- term agreements (e.g. ten years in a Washington state contract), etc., all in return for employer “neutrality” in an election. No wonder workers frequently complained, “The boss brought me this union.”

The response to California’s refusal was first retaliation, then trusteeship. In retaliation, the international leaders announced their intention to remove 65,000 healthcare workers from UHW, transferring them, whether they liked it or not, to a scandal-ridden southern California local. Of course SEIU justified the transfer as in the best interests of the workers, whether they knew it or not.

We can now assess these conflicts. The “alliance” strategy, never fully implemented in California, has been put to the test in Ohio – interestingly the base of Ivy League Dave Regan, soon to be President of UHW, now appointed Trustee.

On January 31, workers in 39 of 44 units at hospitals and nursing homes in Ohio rejected representation by SEIU. These included some 7000 nurses, professional and nonprofessional staff, skilled maintenance workers, technical workers including licensed practical nurses, and employees of business offices at seven hospitals and eight nursing homes owned by Catholic Healthcare Partners (CHP). The elections at the facilities were the culmination of an organizing campaign that had begun several years ago but were interrupted by alleged interference by the California Nurses Association (CNA). The CNA charged at the time that the hospital system and SEIU had reached an illegal “back room” deal that compromised workers' rights.

The latest election was held under an agreement between SEIU and CHP not to campaign or otherwise seek to influence workers' decisions on whether to be represented. According to NLRB, the only materials workers received were jointly created by the union and the employer to explain the voting process.

“It's not surprising that SEIU so overwhelmingly lost these elections,” said John Borsos, vice president of NUHW. “The fact that the election was triggered through a manipulation of the NLRB where the employer files for an election and the union never even establishes the required 30 per cent showing of interest to petition the election ensured that no real union was ever organized.”

A final note: when Ray Marshall, a then 80 year old former Secretary of Labor, the chief officer in the Trusteeship hearings in 2008-2009, announced his findings, they included recommending against trusteeship. However, incomprehensibly, he then advised that should UHW refuse the transfer of the 65,000, trusteeship would be justified. UHW agreed to the transfer, but only following a vote of the members. Trusteeship was imposed. Today, the 65,000 long-term care workers remain in UHW – apparently they were not the issue after all.

The civil war in California then continues; legal defense costs are now in the hundreds for thousands of dollars. SEIU’s clear intention continues to be to humiliate and break these people.

You can help. Contribute to:
Fund for Union Democracy and Reform
465 California Street Ste. 1600
San Francisco, CA 94104