A Decade Of Dismantling Public Education In North Carolina – Twenty-Three Egregious Attacks By The NCGA From 2010-2019

When the GOP won control of both houses in the North Carolina General Assembly in the elections of 2010, it was the first time that the Republicans had that sort of power since 1896. Add to that the election of Pat McCrory as governor in 2012, and the GOP has been able to run through multiple pieces of legislation that have literally changed a once progressive state into one of regression. From the Voter ID law to HB2 to fast tracking fracking to neglecting coal ash pools, the powers that-now-be have furthered an agenda that has simply been exclusionary, discriminatory, and narrow-minded.

And nowhere is that more evident than the treatment of public education.

Make no mistake. The GOP-led General Assembly has been using a deliberate playbook that other states have seen implemented in various ways. Look at Ohio and New Orleans and their for-profit charter school implementation. Look at New York State and the Opt-Out Movement against standardized testing.  Look at Florida and its Jeb Bush school grading system. In fact, look anywhere in the country and you will see a variety of “reform” movements that are not really meant to “reform” public schools, but rather re-form public schools in an image of a profit making enterprise that excludes the very students, teachers, and communities that rely on the public schools to help as the Rev. William Barber would say “create the public.”

North Carolina’s situation may be no different than what other states are experiencing, but how our politicians have proceeded in their attempt to dismantle public education is worth exploring.

Specifically, the last nine-year period in North Carolina has been a calculated attempt at undermining public schools with over twenty different actions that have been deliberately crafted and executed along three different fronts: actions against teachers, actions against public schools, and actions to deceive the public.

Actions Against Teachers

1. Teacher Pay – With all of the talk that the current NCGA has used in claiming that teacher pay has gone up over the last several years at historic rates, NC TEACHERS ARE STILL OVER 15% BEHIND THE NATIONAL AVERAGE. And remember that “average” does not mean “actual.”

2. Removal of due-process rights – One of the first items that the GOP controlled General Assembly attempted to pass was the removal of due-process right for all teachers. Thanks to NCAE, the courts decided that it would be a breach of contract for veteran teachers who had already obtained career-status. But that did not cover newer teachers who will not have the chance to gain career status and receive due process rights. What gets lost in the conversation with the public is that due-process rights are a protective measure for students and schools. Teachers need to know that they can speak up against harsh conditions or bad policies without repercussions. Teachers who are not protected by due-process will not be as willing to speak out because of fear.

3. Graduate Degree Pay Bumps Removed – Because advanced degree pay is abolished, many potential teachers will never enter the field because that is the only way to receive a sizable salary increase to help raise a family or afford to stay in the profession. It also cripples graduate programs in the state university system because obtaining a graduate degree for new teachers would place not only more debt on teachers, but there is no monetary reward to actually getting it.

4. The Top 25% to receive bonus – One measure that was eventually taken off the table was that each district was to choose 25% of its teachers to be eligible to receive a bonus if they were willing to give up their career status which is commonly known as tenure. Simply put, it was hush money to keep veteran teachers from speaking out when schools and students needed it. To remove “tenure” is to remove the ability for a teacher to fight wrongful termination. In a Right-To-Work state, due process rights are the only protection against wrongful termination when teachers advocate for schools, like the teacher who is writing this very piece.

5. Push for Merit Pay and Bonus Pay – The bottom line is that merit pay destroys collaboration and promotes competition. That is antithetical to the premise of public education. Not only does it force teachers to work against each other, it fosters an atmosphere of exclusivity and disrespect. What could be more detrimental to our students? Those legislators who push for merit pay and bonus pay do not see effective public schools as collaborative communities, but as buildings full of contractors who are determined to outperform others for the sake of money. And when teachers are forced to focus on the results of test scores, teaching ceases from being a dynamic relationship between student and teacher, but becomes a transaction driven by a carrot on an extended stick.

6. Removal of Longevity Pay – In the long session of 2014, the NC General Assembly raised salaries for teachers in certain experience brackets that allowed them to say that an “average” salary for teachers was increased by over 7%. They called it a “historic raise.” However, if you divided the amount of money used in these “historic” raises by the number of teachers who “received” them, it would probably amount to about $270 per teacher. That historic raise was funded in part by eliminating teachers’ longevity pay. Similar to an annual bonus, this is something that all state employees in North Carolina — except, now, for teachers — gain as a reward for continued service. The budget rolled that money into teachers’ salaries and labeled it as a raise. That’s like me stealing money out of your wallet and then presenting it to you as a gift.

7. Health Insurance and Benefits – Simply put, health benefits are requiring more out-of-pocket expenditures, higher deductibles, and fewer benefits. Legislation has also taken away retirement health benefits for those who enter the profession now.

And remember this?

8. Attacks on Teacher Advocacy Groups (NCAE) – Seen as a union and therefore must be destroyed, the North Carolina Association of Educators has been incredibly instrumental in bringing unconstitutional legislation to light and carrying out legal battles to help public schools. In the last few years, the automatic deduction of paychecks to pay dues to NCAE was disallowed by the General Assembly, creating a logistical hurdle for people and the NCAE to properly transfer funds for membership.

9. Revolving Door of Standardized Tests – Like other states, we have too many. In my years as a North Carolina teacher (1997-1999, 2005-2015), I have endured the Standard Course of Study, the NC ABC’s, AYP’s, and Common Core. Each initiative has been replaced by a supposedly better curricular path that allegedly makes all previous curriculum standards inferior and obsolete. And with each of these initiatives comes new tests that are graded differently than previous ones and are “converted” into data points to rank student achievement and teacher effectiveness. Such a revolving door makes the ability to measure data historically absolutely ridiculous.

Actions Against Schools

10. Reorganization and a Weakening of the Department of Public Instruction – It all started with HB17 that was “passed” in a special session of the North Carolina General Assembly after the 2016 elections and before the new terms began. That bill gave the office of the state superintendent more power over the public school system than any previous state superintendent had and removed part of the checks and balances that the state board of education provided. After a reorganization of DPI and a layoff of many positions, two of the five most important positions that directly report to Mark Johnson have ties to a charter school chain whose owner makes plenty of direct political contributions to people in the NCGA who prop up Johnson.

Below is what it was prior to the new reorganization.

This is what it looks like now.

11. Less Money Spent per Pupil – The argument the GOP-led General Assembly has made repeatedly is that they are spending more on public education now than ever before. And they are correct. We do spend more total money now than before the recession hit. But that is a simplified and spun claim because North Carolina has had a tremendous population increase and the need to educate more students. Let me use an analogy. Say in 2008, a school district had 1000 students in its school system and spent 10 million dollars in its budget to educate them. That’s a 10,000 per pupil expenditure. Now in 2015, that same district has 1500 students and the school system is spending 11.5 million to educate them. According to Raleigh’s claims, that district is spending more total dollars now than in 2008 on education, but the per-pupil expenditure has gone down significantly to over 2300 dollars per student or 23 percent.

12. Remove Caps on Class Sizes – There is a suggested formula in allotting teachers to schools based on the number of students per class, but that cap was removed. House Bill 112 allowed the state to remove class size requirements while still allowing monies from the state to be allocated based on the suggested formula. Some districts have taken to move away from the 6/7 period day to block scheduling. Take my own district for example, the Winston-Salem / Forsyth County Schools. When I started ten years ago, I taught five classes with a cap of 30 students. With the block system in place, I now teach six classes in a school year with no cap. The math is simple: more students per teacher.

13. Amorphous Terms – North Carolina uses a lot of amorphous terms like “student test scores”, “student achievement”, and “graduation rates”, all of which are among the most nebulous terms in public education today.

When speaking of “test scores”, we need to agree about which test scores we are referring to and if they have relevance to the actual curriculum. Since the early 2000’s we have endured No Child Left Behind and Race to the Top initiatives that have flooded our public schools with mandatory testing that never really precisely showed how “students achieved.” It almost boggles the mind to see how much instructional time is lost just administering local tests to see how students may perform on state tests that may be declared invalid with new education initiatives. Even as I write, most states are debating on how they may or may not leave behind the Common Core Standards and replace them with their own. Know what that means? Yep. More tests.

“Graduation rate” might be one of the most constantly redefined terms in public schools. Does it mean how many students graduate in four years? Five years? At least finish a GED program or a diploma in a community college? Actually, it depends on whom you ask and when you ask. But with the NC State Board of Education’s decision to go to a ten-point grading scale in all high schools instead of the seven-point scale used in many districts, the odds of students passing courses dramatically increased because the bar to pass was set lower.

14. Jeb Bush School Grading System – This letter grading system used by the state literally shows how poverty in our state affects student achievement. What the state proved with this grading system is that it is ignoring the very students who need the most help — not just in the classroom, but with basic needs such as early childhood programs and health-care accessibility. These performance grades also show that schools with smaller class sizes and more individualized instruction are more successful, a fact that lawmakers willfully ignore when it comes to funding our schools to avoid overcrowding.

NC is the only state that puts more emphasis on proficiency than growth and counts proficiency for 80% for a school performance grade. NC weighs proficiency at least 30% more than the next ranking state.

And North Carolina’s school performance grades are a confirmation that student poverty levels have so much to do with how schools perform.

15. Cutting Teacher Assistants – Sen. Tom Apodaca said when a piece of legislation was introduced, “We always believe that having a classroom teacher in a classroom is the most important thing we can do. Reducing class sizes, we feel, will give us better results for the students.” The irony in this statement is glaring. Fewer teacher assistants for early grades especially limit what can be accomplished when teachers are facing more cuts in resources and more students in each classroom. In fact, NC has lost nearly 7500 teacher assistant jobs in the last ten years.

16. Read to Achieve – Since it’s inception as a copy of a failed Jeb Bush initiative, Read to Acheive has not worked. In fact, it has had the opposite effect.

Oh, and that whole iStation debacle? It pertains to Red to Achieve.

17. Educational Savings Accounts – Like many other endeavors in the reform minded views of lawmakers, the NC ESA is highly unregulated. It is crafted much like Arizona’s program and that one has been highly abused because it is not regulated. Instances of using funds for non-educational purchases were not uncommon.

Also, if you look at the requirements, using the ESA “releases the school district from all obligations to educate the student.” That can be interpreted in a few different ways, but ultimately it absolves the school system from being responsible for the services it would have already provided if the ESA was not used. An IEP would cover it, if that IEP was constructed so.

Furthermore, it would seem like taking money away from other students in a state where per-pupil expenditure still rates in the bottom rungs in the country.

Actions To Deceive The Public

18. Opportunity Grants – Opportunity Grant legislation is like the trophy in the case for the GOP establishment in Raleigh. It is a symbol of “their” commitment to school choice for low-income families. But that claim is nothing but a red-herring. Simply put, it is a voucher system that actually leaves low-income families without many choices because most private schools which have good track records have too-high tuition rates and do not bus students. Furthermore, the number of private schools receiving monies from the Opportunity Grants who identify themselves as religiously affiliated is well over 80 percent according to the NC State Educational Assistance Authority. Those religious schools are not tested the way public schools are and do not have the oversight that public schools have. Furthermore, it allows tax dollars to go to entities that already receive monetary benefits because they are tax free churches.

From Public School First NC.org:

In the 2017-18 school year, 7001 students attended 405 private schools at a cost of $20.3 million. The largest cohort of Opportunity Scholarship recipients attended a single religious school in Fayetteville, with those 201 students making up more than half of its student population. The largest dollar amount, $451,442, went to Liberty Christian Academy in Richlands, NC where 122 of the 145 students are voucher recipients. The 2018-2019 Budget Adjustments bill increased funding for the Opportunity Scholarship program from $45 to $55 million.

19. Charter Schools – Charter school growth in North Carolina has been aided by the fact that many of the legislators who have created a favorable environment for charter benefit somehow, someway from them. Many charters abuse the lack of oversight and financial cloudiness and simply do not benefit students. Especially in rural areas, uncontrolled charter school growth has been detrimental to local public schools. When small school districts lose numbers of students to charter schools, they also lose the ability to petition for adequate funds in the system that NC uses to finance schools ; the financial impact can be overwhelming.

Last January, Kris Nordstrom published an article that openly showed this data.

The cap was removed beginning in 2012-2013.

And there is substantial evidence that charter schools are more segregated than traditional public schools.

The Excel spreadsheet in the previous post linked to above is a list of every charter school that exists now in this state that had a school performance grade attached to it for the 2018-2019 school year. It is cross-referenced to the last full school report card it has on record from the 2017-2018 school year.

According to that data table in that post which includes 173 charter schools,

• 81 of them had a student population that was at least 65% white.
• 40 of them had a student population that was at least 80%  white.
• 100 of them had at least 50% of the students classified as white.
• 31 of them had a student population that was at least 65%  black.
• 17 of them had a student population that was at least 80% black.
• 43 of them had at least 50% of the students classified as black.

To put in perspective, that means:

• Over 110 of the 173 charter schools had a student population that was at least 65% one race/ethnic group.
• 150 of the 173 charter schools had a student population that was at least 50% one race/ethnic group.
• Over 50 of the 173 charter schools had a student population that was at least 80% one race/ethnic group.
• 132 of the 173 schools listed had a 2017-2018 student population that was lower than  40% Economically Disadvantaged.

20. Virtual Charter Schools – There are two virtual charter academies in NC. Both are run by for-profit entities based out of state. While this approach may work for some students who need such avenues, the withdrawal rates of students in privately-run virtual schools in NC are staggering according to the Department of Public Instruction. Both also have rated poorly every year of their existence, but were renewed by the state for another four years and championed by Mark Johnson.

Here are their grades and growth by subset groups.

NC Virtual Academy:

1 – F
6 – D’s
2- C’s
5 – Not Met’s
1- Met

NC Cyber Academy:

4 – F’s
4 – D’s
1- B
6 – Not Met’s
0- Met

21. Innovative School Districts – Teach For America Alumnus Rep. Rob Bryan crafted a piece of legislation that was rammed through the General Assembly which will create ASD’s in NC. Most egregious is that it was crafted secretly. Rather than having a public debate about how to best help our “failing” schools with our own proven resources, Rep. Bryan chose to surreptitiously strategize and plan a takeover of schools. ASD’s have not worked in Tennessee. With a name change to ISD, this initiative has been a failure – it still has only one school to be exact.

Here is the most recent growth rates and grades for subsets for that ISD school.

Southside Ashpole Elementary:

• 4 – F’s
• Everything else is an “I” which stands for “Insufficient Data.”
• 1 – Not Met’s
• 2 – Met

The current ISD here in NC has been in existence for over three years. It has not worked.

At all.

22. Reduction of Teacher Candidates in Colleges – At last report, teaching candidate percentages in undergraduate programs in the UNC system has fallen by over 30% in the last five years. This is just an indication of the damage done to secure a future generation of teachers here in North Carolina.

23. Elimination of Teaching Fellows Program – Once regarded as a model to recruit the best and brightest to become teachers and stay in North Carolina was abolished because of “cost”. Yes, it was reintistited, but as a shadow of its former self.

Overall, this has been North Carolina’s playbook. And those in power in Raleigh have used it effectively. However, there are some outcomes that do bode well for public school advocates for now and the future.

Teachers are beginning to “stay and fight” rather than find other employment.

NCAE has been able to win many decisions in the court system.

North Carolina is in the middle of a huge election cycle and teachers as well as public school advocates will surely vote.

Veteran teachers who still have due-process rights are using them to advocate for schools.

One can only hope that the game changes so that a playbook for returning our public schools back to the public will be implemented.

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