This blog represents seven years of following and researching Louisiana education reform since the years of my retirement in 2010.  

I have devoted the last two years to full-time public education advocacy and using Facebook for my daily posting in an effort to keep teachers, parents and the public updated on literally the daily changes in public education in Louisiana and throughout the United States.  

I occasionally look back and my posts and notice that my perspective has not changed because the information I share is research-backed and accurate.  

I am working full time until October 12 this year attempting for the third time to defeat the incumbent who fully backs the record policies of our unqualified and Teach for America alum State Superintendent John White.  When elected, my first action will be to move for his replacement!  I ran against the same incumbent in 2011 and 2015.  I have what you call grit and determination!

If you wish to see my position, you will get a good idea by reviewing my previous posts. And please take the opportunity to READ - LIKE - SHARE my posts on Facebook:  ElectLeeBarrios and Lee P. Barrios -  


Wake Up Teachers! Your Profession is Being Made Redundant

Wake up teachers. Your profession is being made redundant w discussions like this from Brookings.

More importantly, children are being left behind as "reform" addresses everything but learning! 

Once again yet another article focused on what matters least in a discussion about improving the teaching and learning of our K-12 students. At the same time that the discussion of pay (for performance) pretends to offer solutions to our dying public school system, cheap, temporary labor provided by and for billion$ of  non-profits like TFA, NSNO, charters and other privatization service providers are pushing out the K-12 teaching profession by facilitating its stagnation. 
Our very own La. State Board next week will approve two new charter authorizers to flood the Baton Rouge "region" with start up charters. Next will come John White's push for TAP in the guise of mentorship and pay incentives for "teacher leaders."  Just like Race to the Top which was sold as an option for those districts who wanted it, these two initiatives to privatize our schools devoid of local control and to further distract teachers from demanding real progress and innovation for improving teaching will quickly become mandatory statewide.  The only way you can stop it is to offer real solutions and demand your local school boards and administration to support them.  
Although teachers are human and would love to be paid high salaries at ANY point in their careers (which is why schemes like TAP and VAM to "reward" a very few teachers are enticing) they typically don't enter the teaching profession for the money. There is no denying that the end of career salary boost, that finally ensures a hard earned retirement benefit, keeps some teachers in the classroom longer than their capacity to endure the never-increasing level of respect along with the ever-increasing level of responsibilities would otherwise allow. But disincentivizing teaching as a career where experience could and should lead to improved outcomes is ill advised.
It is rare to read any blog or research that suggest how the teaching profession really needs to be transformed to fit the current and future needs of our children. Gone are the days when a teacher can earn her certification, teach 130+ kids a day five days a week from the first to the last day of the +/- 9 month school year, independently seek out summer professional development which she typically funds out of her own pocket, return year after year to pretty much the same conditions which she entered 30 years prior and then retire.
Students need their teachers to be up to date technologically with the opportunities, release time and support to be continuously learning to meet the needs of a brave new world. Teachers need to  figure out why and how they are irreplaceable and become the masters of their professions. Little has changed in teacher education or the classroom to improve teaching while the wasted focus on measurement is paving the way for unsatisfactory and ineffective replacement by anyone seeking to make a fast buck with faux silver bullets.
Wake up teachers. Time to change the stakes and take the reins of your profession. It's not going to be done FOR you.

Why Big Business & Banks Love Charter School$

As a result of this change to the tax code, banks and equity funds that invest in charter schools in underserved areas can take advantage of a very generous tax credit. They are permitted to combine this tax credit with other tax breaks while they also collect interest on any money they lend out. According to one analyst, the credit allows them to double the money they invested in seven years. Another interesting side note is that foreign investors who put a minimum of $500,000 in charter school companies are eligible to purchase immigration visas for themselves and family members under a federal program called EB-5.
By Alan Singer
Obscure laws can have a very big impact on social policy, including obscure changes in the United States federal tax code. The 2001 Consolidated Appropriations Act, passed by Congress and signed into law by President Bill Clinton, included provisions from the Community Renewal Tax Relief Act of 2000. The law provided tax incentives for seven years to businesses that locate and hire residents in economically depressed urban and rural areas. The tax credits were reauthorized for 2008-2009, 2010-2011, and 2012-2013.
As a result of this change to the tax code, banks and equity funds that invest in charter schools in underserved areas can take advantage of a very generous tax credit. They are permitted to combine this tax credit with other tax breaks while they also collect interest on any money they lend out. According to one analyst, the credit allows them to double the money they invested in seven years. Another interesting side note is that foreign investors who put a minimum of $500,000 in charter school companies are eligible to purchase immigration visas for themselves and family members under a federal program called EB-5.
The tax credit may also explain why Facebook CEO Mark Zuckerberg partnered with the former mayor of Newark, New Jersey to promote charter schools, donated a half a million dollars worth of stock to organizations that distribute charter school funding, and opened his own foundation, Startup: Education, to build new charter schools.
The real estate industry, which already receives huge tax breaks as it gentrifies communities, also stands to benefit by promoting charter schools and helping them buy up property, or rent, in inner city communities. One real estate company,Eminent Properties Trust, boasts on its website “Our investment portfolio of nearly $3 billion includes megaplex movie theatres and adjacent retail, public charter schools, and other destination recreational and specialty investments. This portfolio includes over 160 locations spread across 34 states with over 200 tenants.”
The Charter management group Charter Schools USA recommends that rental costs should not exceed 20 percent of a school’s budget. However the Miami Heraldreported that in 2011 nineteen charter schools in Miami-Dade and Broward exceeded this figure and one in Miami Gardens paid forty-three percent. The Herald called south Florida charter schools a “$400-million-a-year powerhouse backed by real-estate developers and promoted by politicians, but with little oversight.” Its report found charters paying exorbitant fees to management companies and that many of the highest rents were paid to landlords with ties to the management companies running the schools.
Tax benefits and real estate investment may also explain why Wall Street is so hot on raising money for charter schools. On Monday night, April 28, 2014, hundreds of Wall Streeters gathered at Cipriani in Midtown Manhattan to raise funds for Success Academy Charter Schools. Former Florida Governor and GOP presidential contender Jeb Bush gave the keynote address. The dinner was chaired by hedge fund manager Daniel Loeb. Loeb is the founder of Third Point LLC and chairman of the board for Success Academy. The gala raised at least $7.75 million for Success Academy. Also attending were Kyle Bass of Hayman Capital Management, Joel Greenblatt of Gotham Asset Management, Boaz Weinstein of Saba Capital, John Paulson of Paulson & Co. and Erik Prince, the founder of Blackwater USA.
According to The New York Times, the ten highest paid hedge fund operators with close ties to charter schools also includes David Tepper (number 1 at $3.5 billion in 2013), founder of founder of Appaloosa Management and New Jersey based “Better Education for Kids”; Steven A. Cohen (number 2 at $2.4 billion) of SAC Capital Advisors, which was forced to pay a $1.2 billion dollar penalty for insider trading, who has given over $10 million to the Achievement First charter school network; and Paul Tudor Jones II (tied for tenth at $600 million), founder of the Tudor Investment Corporation who has supported charter schools through his Robin Hood Foundation.

David Vitter NOT Right Choice For Louisiana Public Education

Parent Sara Wood sent a questionnaire regarding education issues to both candidates for Louisiana Governor facing a runoff November 12.  This is my response to the document provided by David Vitter:

 Vitter's responses to parent questions show his intent to privatize public education , his lack of understanding of our current letter grade system and its dependence on high stakes testing, his lack of understanding of the process of teaching and learning, and his strong support for some of the Obama Administration's most egregious policies for public education. 

How does Vitter intend NOT to increase taxes to pay for vouchers which are funded outside the constitutionally protected MFP formula for public schools?  Oh, well, they aren't called taxes and the idea is perfumed up by tax credits (much like the higher education tax credit scam of Sen. Donahue that was supposed to give the public the false notion that they weren't being conned). 

Right now taxpayers are contributing $45,000,000 a year to provide vouchers for a limited number of children whose identities are kept secret even from school officials.  Additionally, some of your local public education tax dollars are being diverted from their locally dedicated purposes like school construction by withholding it from districts. And I am sure that few if any of you know of the BESE approved grants to 3 Archdiocese which give them money to "build capacity" for more voucher students.  In other words, BESE at the recommendation of White gave the Catholic schools money that can be used for building classrooms to accommodate more voucher students when no school district receives any construction funding whatsoever from state education dollars. Vitter would undoubtedly support that diversion of public education dollars to Catholic schools in order to promote his position on vouchers. 

Voucher children are eligible even if they are "A" students as long as they are enrolled in "C", "D" or "F" schools.  While the LDOE would say their privacy is being guarded, the real reason (since we know LDOE cares little about student data privacy after sharing every student's Social Security number with inBloom two years ago) the real reason is to prevent the public from knowing the status of these students and their former schools.  

The LDOE determination to hide this from the public was evidenced in their fight with the U.S. Justice Dept. who requested this data in keeping with their mandate to ensure civil rights regs.  LDOE (with the help of the media) portrayed this as the Justice Dept. trying to prevent vouchers.  The actual court documents will show that was not true. 

Besides which, we know that Vitter's position on privatization (choice sounds better) fully supports the Obama Administration's position.  Vitter also supports Obama's teacher accountability scheme using predicted student progress using high stakes tests.  Now if you support accountability through testing and you support the teacher accountability system using student standardized test scores then you support HIGH STAKES testing.  

If you asked Vitter to explain what he calls a simple letter grade system he couldn't do it.  Could you?  And even if you could, it changes annually.  But of course the justification of the letter grades is that parents understand letter grades.  Parents you are being hoodwinked!  

Vitter derides John Bel Edwards claiming that Edwards said, "There  is no communist conspiracy (CCSS). This isn't some federal takeover of education."  Vitter says, "I completely disagree!"  So using my CCSS close reading, I interpret Vitter to mean 1.)  He believes it is a communist conspiracy and 2) There is no intent by the federal government (via USeD) to take over our system of public education. (with its democratic foundation and locally elected school boards.) 

Wake up Sen. Vitter. This is an elitist market based reform movement well funded by the lobbyists with deep pockets and the same philanthropists that bought our BESE elections this month. The same kinds of deep pockets to whom you can attribute your political position. The same who are funding your campaign for governor and the same to whom you must answer if you are elected.  The same who are funding the Obama Administration education machine formerly led by Sec. Arne Duncan who also knows nothing about education.  

Nobody has asked you, Sen. Vitter,  your position on Teach for America and the lack of certification requirements for charter teachers in this state.  Are you also allied there with the Obama Administration and our own former Senator Mary Landrieu both of whom owe obeisance and campaign donations to that wealthy non-profit?  You will most certainly need to if you plan to staff your charter schools expansion as they opt for lower paid instructors not attached to unions and to whom they don't worry about increasing salaries for experience from year to year as the majority are temporaries looking to pay off their high priced college tuitions and some focused on that career path that mostly includes working for nonprofits and other faux education edupreneurial aspirations.  That also eliminates the need for retirement benefits.  We know how you feel about retirement benefits since you claim you refused yours as U.S. Senator.  By the way, will you refuse that as Governor?  Well you won't really need it anyway as you don't know what being a member of the working class means.  It's messy.  

And that "Obamacare" thing.  Well, you have just misrepresented Edwards' explanation of the destruction to higher  Ed that refusing to use our own tax money has caused in this state.  Maybe you and Edwards will have an opportunity to clarify that in your next debate and I mean a debate on that specific aspect of Obamacare not on the AHCA itself which this state has not accepted.  My interest and expertise is in education anyway,  I don't claim to be an expert on all issues like you do.  I'm not running for Governor. 

You didn't answer one of the more important and revealing questions Sara asked and truthfully I did not expect you or Edwards to do that.  The question of whom you would appoint as your three BESE representatives.  No candidate would answer that before being elected for a number of understandable reasons.  But you did answer who you would NOT appoint and even the kind of person you would NOT appoint.  

There is a lot of expectation out there as to who would be appointed and, full disclosure, I am on one of those proposed lists.  I hope the public can see from your answers to these questions and from their knowledge and understanding of the LOUISIANA education battle that has been going on for some years now while you have been up in Washington and your kids have been enrolled in private schools that you won't be appointing any K-12 educator who has participated fully in support of public education in this state for the last 22 years.  You won't be appointing a voice for parent and educator concerns because you have a very narrowly defined agenda to promote yourself -privatization. 

Nobody who has been watching believes for one minute that you or any of the other privatizers envision a collaborative model of charters with their unelected school boards along with the remaining public schools.  Nobody who has been watching believes that you will call for a full audit of all charters and the RSD and LDOE because that would run the (proven) risk of exposing the too often (admittedly not wholesale) fraudulent allocation of taxpayer dollars and wasteful drain of Louisiana  tax dollars to out of state charter management companies and phony education contracts to favored recipients.  Nobody who has been watching believes that you will support the appointment of a state superintendent who will pledge to support our constitutional mandate to provide a system of public schools and to look to real educators to be given the power to institute and support measures to improve public education for every single child who so chooses. Our current BESE has made it clear that they support privatization so you will have an easy time of it when you appoint three more.  

And there is one thing for darn sure.  Your appointment would not include me because I am looking to give a voice to parents and educators and I am looking to expend Louisiana tax dollars on education for our children using researched based best practices.  I want every school, whether charter or traditional to be required to and assisted in hiring qualified certified educators in every school and for those educators to be provided with the support and mentorship they need to continually improve.  I want to end what amounts to the continued desegregation of our schools by those schools that use phony academic requirements, secret lotteries and refusal to allow neighborhood schools for those who want it. I want to end the use of a single standardized test for high stakes purposes.  I want to end the wasteful spending, fraud and malfeasance taking place now through LDOE and RSD and the majority BESE.  

I'm not voting for you Mr. Vitter because the issue closest to my heart and one of the most important issues facing our nation today is the education of our children.  You fail the test on that issue.  

NAEP Scores Reflect Failure of Reform's "no excuses" Accountability Policy

This report from the National Education Policy Center sums up what was predicted  years ago about so-called reform's punitive accountability system.  I added a link to researched policy that has been ignored by promoters of "no excuses" accountability.

How long will money and power continue to suppress the voice of knowledgeable and HONEST educators?

NAEPscuses: Making Sense of Excuse-Making from the No-Excuses Contingent

A commentary from NEPC Director Kevin Welner

William J. Mathis, (802)
Kevin Welner, (303)
URL for this press release:

BOULDER, CO (October 28, 2015) – This morning’s release of results from the National Assessment of Educational Progress (NAEP) reports a dip in scores, according to multiple sources. These lower grades on the Nation’s Report Card are not good news for anyone, but they are particularly bad news for those who have been vigorously advocating for “no excuses” approaches — standards-based testing and accountability policies like No Child Left Behind. Such policies follow a predictable logic: (a) schools are failing; and (b) schools will quickly and somewhat miraculously improve if we implement a high-stakes regime that makes educators responsible for increasing students’ test scores.
To be sure, the sampling approach used by NAEP and the lack of student-level data prohibit direct causal inferences about specific policies. Although such causal claims are made all the time, they are not warranted. It is not legitimate to point to a favored policy in Massachusetts and validly claim that this policy caused that state to do well, or to a disfavored policy in West Virginia and claim that it caused that state to do poorly.
However, as Dr. Bill Mathis and I explained eight months ago in an NEPC Policy Memo, it is possible to validly assert, based in part on NAEP trends, that the promises of education’s test-driven reformers over the past couple decades have been unfulfilled. The potpourri of education “reform” policy has not moved the needle—even though reformers, from Bush to Duncan, repeatedly assured us that it would.
This is the tragedy. It has distracted policymakers’ attention away from the extensive research showing that, in a very meaningful way, achievement is caused by opportunities to learn. It has diverted them from the truth that the achievement gap is caused by the opportunity gap. Those advocating for today’s policies have pushed policymakers to disregard the reality that the opportunity gap arises more from out-of-school factors than inside-of-school factors.
Instead, they assured us that success was a simple matter of adults looking beyond crumbling buildings and looking away from the real-life challenges of living with racism or poverty. As a substitute, we were told to look toward a “no excuses” expectation for all children. This mantra has driven policy for an entire generation of students. The mantra was so powerful that we as a nation were able to ignore the facts and fail to provide our children with opportunities to learn.
So schools with low test scores were labeled “failing” and were shut down or reconstituted or turned over to private operators of charter schools. Voucher and neovoucher policies pulled students out of “failing schools” (again, those with low test scores) and moved them to private schools. Teachers whose students’ test scores didn’t meet targets were publicly shamed or denied pay or even dismissed. Our entire public schooling structure became intensely focused on increasing test scores.
But once we admit that those test scores are driven overwhelmingly by students’ poverty- and racism-related experiences outside of school, then “failing” schools are little more than schools enrolling the children in the communities that we as a society have failed.
In the face of the mounting evidence that “reform” policies have come up short, what are advocates saying now? The first sign came a week ago, when Mike Petrilli, president of the Thomas B. Fordham Institute, heard rumors about lower NAEP scores and pre-emptively announced that the dip was likely caused by the recession triggered by the 2008 financial crisis. (He neglected to mention that this crisis was due to the same sort of deregulatory policies promoted for education by Fordham and similar advocates.) We must, he tells us, “acknowledge the strong link between students’ socioeconomic status and their academic achievement.” In short, he gave the same “excuse” that “no-excuses” reformers have condemned year after year.
Mr. Petrilli is correct, of course — not about his implicit causal argument for the new NAEP scores — but about the strong link to poverty.
A point comparable to Petrilli’s is made by Matt Barnum in “The Seventy Four,” who tells his readers that “schools have an extremely important impact on student learning, but out-of-school factors have an even greater effect on student test scores.” Indeed, he continues, “The many out-of-school factors driving achievement — the economy, access to healthcare, etc. — mean we can’t even be sure that changes in NAEP scores had anything to do with changes in schools.” The co-founder and Editor-in-Chief of The Seventy Four is Campbell Brown, whose primary advocacy is for teachers’ tenure protections to be based on students’ test scores. She has very little tolerance for teachers’ excuse-making about how the students’ poverty undermines their ability to drive those scores up.
A similar publication called the “Education Post,” which advocates for standards-based testing and accountability policies, also came out with a pre-release article, reminding people that the general trend on NAEP scores is up. (What they neglected to mention is that the trend was up before the reform era as well; there has been steady growth for 30 years.) That article also suggests that lower NAEP scores may be because Common Core’s focus has shifted teaching away from the sorts of test items included in the NAEP. Chad Aldeman of Bellwether Education Partners, a consultancy think tank that advocates for the same testing and accountability policies, pointed to the changing demographics of NAEP test-takers and to Simpson’s Paradox and the need to focus on subgroups.
Yes, it’s possible that NAEP scores could be impacted by Common-Core-induced changes in what’s taught. And as noted above, those scores certainly are impacted by poverty. But why are “no excuses” reformers suddenly so busy making excuses?
It seems that the only lesson the new excuse-makers are asking us to draw from their nod to the importance of poverty is something like, “Don’t worry. The status-quo reform policies are probably still working.” Even though these advocates are now vocally recognizing the crushing impact of poverty, the policy implication of their epiphany remains beyond their grasp. Can they really be asking policymakers to keep focusing on test-based accountability in hopes that we might detect a small uptick in 15 years (at the cost of broad and engaging learning)? Won’t they acknowledge that our outcomes will continue to be disappointing unless and until we address poverty itself?
In terms of educational policy, this points to continued investment in, and research about, community schools and other wrap-around approaches. But more broadly, it points to the need to think about educational improvement within a broader set of policies addressing housing, employment, wealth inequality and the social safety net.
It’s long past time to recognize that any benefits of test-based accountability policies are at best very small, and any meager benefits teased out are more than counterbalanced by negative unintended consequences. Judging by the rhetoric of this past weekend from the Obama Administration and others, there’s a growing recognition that the American people are ready to move on. But we shouldn’t hold our breath waiting for status-quo reformers who have ridden the “no excuses” bandwagon for a generation to accept this reality and start advocating for policies that focus on inputs and close opportunity gaps. We also shouldn’t hold our breath waiting for them to call upon states to undo those voucher and turnaround and charter-conversion policies based on “failing schools.”
But maybe they could at least stop making excuses.

The mission of the National Education Policy Center is to produce and disseminate high-quality, peer-reviewed research to inform education policy discussions. We are guided by the belief that the democratic governance of public education is strengthened when policies are based on sound evidence.  For more information on the NEPC, please visit
"If a child struggles to clear the high bar at five feet, she will not become a "world class" jumper because someone raised the bar to six feet and yelled "jump higher," or if her “poor” performance is used to punish her coach." - - CommonSense

"I believe in standardizing automobiles. I do not believe in standardizing human beings. Standardization is a great peril which threatens American culture.”—— Albert Einstein

BESE District 1 - Needs an Honest Representative

The Times-Picayune editorial board, unsurprisingly, did not even interview BESE candidates this year before making their recommendations. Their endorsement for my opponent and their incorrect description of BESE District 1 show that they not only can't get it right, they have no intention to.  They just listen to the big money.

TP posted this incorrect description of BESE District 1 which only includes St.Tammany, Jefferson and parts of Orleans Parishes - "The 1st District covers most of East Jefferson; small parts of West Jefferson, New Orleans and St. Charles Parish; and all of St. Tammany, Washington and Tangipahoa parishes."

I wonder if the TP will have any interest in talking (or listening) to me when I get elected and end the corrupt  term of my opponent.  Sure he supports charters. He ran one himself and entered into an illegal contract with a previous Jefferson Parish Schools Superintendent to fund it:

In addition to having enjoyed the unfettered support of SEIU (which has much to gain from the Ed. Reform Package), Mr. Garvey was a founding member and chairman of Jefferson Community School --LA’s first Charter School which had been established as an alternative school for students having been expelled from other schools in the system. (Garvey falsely claims in his recent campaign mail out that I am controlled by the "Washington DC UNION BOSSES" )

In ’06, the year prior to his election to BESE, Mr. Garvey signed-off on an agreement with the Jefferson Parish School Board on behalf of JCS. This agreement simply continued the business model under which the Charter School had worked since its inception in 1996: JCS was not paid “per pupil” in attendance; rather, it was paid “per slot allotted” which means that, no matter how many students were actually in attendance, JCS was guaranteed payment for 125 slots.

In 2011, while still under the agreement entered into by Mr. Garvey, JCS brought in nearly $700,000 while serving only 10 students and employing 7 teachers. By Nov. of that same year, enrollment had dropped to only 8 students, but the payments continued to roll in.

When the parish school board finally decided that spending $87,500 per pupil was a tad extravagant, Mr. Garvey (who, even though serving on BESE, was reported to also be serving in an advisory capacity to JCS) believed that the school should continue as usual, because “There are plenty enough (at-risk) students in the system that it should work out."

Thankfully, common sense ruled the day. A new agreement was reached in 2012 which changed the Charter School’s funding to the same “per pupil” basis as the rest of the public schools in the state. Additionally, JCS was “reinvented as a school for all types of at-risk students,” rather than serving only those students that had been expelled. To take the sting out of implementing these changes, the Jefferson Parish School Board gave JCS “a one-time grant of $220,000 to help in the transition process.”

However, even these changes could not help JCS. It closed its doors after the 2012-2013 school year; and, last month, officially filed for dissolution and liquidation in the 24th Judicial District Court.

Broad & Walton Are Betting I Will Lose the BESE Election!

By Mercedes Schneider -

Broad and Walton Contribute a Combined $650,000 to Upcoming Louisiana BESE Election

Billionaires Eli Broad and Alice and Jim Walton have contributed a combined $650,000 to Baton Rouge businessman Lane Grigsby’s PAC, Empower Louisiana, so that Grigsby might use it to try to retain a corporate-reform-bent majority on the state’s education board, BESE, from 2016-19.
The BESE election is scheduled for October 24, 2015.
According to Empower Louisiana’s campaign finance report (07-17-15 to 09-14-15), Jim and Alice Walton each donated $200,000 on August 20, 2015, and Broad contributed $250,000 on September 10, 2015.
The total on the above report is $763,710, which means that as of September 14, 2015, money from two billionaires from Arkansas and one billionaire from California constitutes the principal funding for Grigsby’s efforts to preserve a BESE majority known for supporting charters and vouchers without equally supporting adequate oversight; supporting high-stakes testing without supporting timely, clear, comprehensive reporting of testing results, and for allying with a state superintendent known for hiding and manipulating data, refusing to honor public records requests, and refusing to consistently audit the Louisiana Department of Education (LDOE).
Grigsby considers the above to be the desired course for Louisiana’s state board of education. According to the October 01, 2015, Advocate, he plans to spend his PARC’s predominately Walton and Broad money on 3 of the 11 BESE seats:
Grigsby’s group — it is limited to independent expenditures — will rely mostly on television and radio advertisements and direct mail.
Races where it will be involved include BESE vice president Jim Garvey, of Metairie, against challenger Lee Barrios, of Abita Springs; incumbent Holly Boffy, of Youngsville, against challenger Mike Kreamer, of Lafayette and incumbent Mary Harris, of Shreveport, against challengers Tony Davis, of Natchitoches, and Glynis Johnston, of Shreveport.
The group backs Garvey, Boffy and Davis in those contests.
Even as they are pouring money into the October 2015 Louisiana state board election, Broad and Walton are teaming up to promote more charter schools in DC, and Broad is trying to privatize half of the schools in Los Angeles (see here also).
Grisgby backs those who will deliver the Walton- and Broad-approved, test-score-dependent privatization agenda for Louisiana schools.
Oppose Grigsby, Walton, and Broad.

Flip BESE.

FLIP BESE 3  (Click to enlarge.)

Schneider is a southern Louisiana native, career teacher, trained researcher, and author of the ed reform whistle blower, A Chronicle of Echoes: Who’s Who In the Implosion of American Public Education.

She also has a second book, Common Core Dilemma: Who Owns Our Schools?, published on June 12, 2015.

both books