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There is no way there was an altercation.  There is no way Trayvon was on top of Zimmerman.  

Dr. Shiping Bao, the Volusia County medical examiner who was in charge of handling slain-teenager Trayvon Martin’s body in February 2012, has come out and claimed  that, despite Zimmerman’s statements regarding their altercation, there was no feasible way for Martin to have been on top of Zimmerman when the gun was fired because the bullet entered Martin’s back. ….

One must be initially skeptical because this new revelation, is being made by one subsequently fired from his position who is now threatening to sue the state of Florida for $100 million dollars.

But, if anyone knows white supremacists, there is a lot of circumstantial evidence going in this direction.

One, the assistant medical examiner is not white.  He is Asian.  A minority himself.   It reminds one of those films where a black child witnesses a lynching and then is told, “boy, you tell no one about this, you hear?” and out of fear, willingly obliges….  

The claim this medical examiner is making is that when he questioned why the “official version” was not related to the placement of the gunshot wound, he was told to ” zip his lips. ‘Shut up. Don’t say those things.”

Since this message was released by Mr. Bao’s attorney, and specifically to a sympathetic ear with a well read reading base, one may have reasonable doubts as to their validity.

Two, recent activities by Zimmerman himself, now that his handlers have all packed their bags and departed, has given far more credibility to him having a persona who would have lovingly shot Trayvon simply to paraphrase Johnny Cash, “watch him die.”  His ex-spouse has been quoted (and retracted) as having Zimmerman state as he waved his gun in front of her and her dad, that “he’d take care of both of them just like he did Trayvon”... Unfortunately the proof is in a busted up phone in police protection and may never be recovered.  The original police chief who knew Zimmerman, has been quoted saying “Zimmerman was a nut case”.

Three.  What was on trial for Floridians and their sponsors ALEC, was the unconstitutional gun law.  The trial needed Zimmerman to be innocent, in order to keep constitutional challenges of that law at bay.  They are at bay, now, as you read this.

Bao claims that the prosecution never actually asked him the questions that were crucial to the success in the case, and that he changed his opinion  after repeatedly being warned… from the time he initially examined Martin and the time he was on the stand. Bao and his attorney say they believe he was fired for questioning the way the case was handled, and possibly for not going long with the desired narrative.  

Bao was “supposed” to follow the prosecution’s line that Trayvon was “doped up like a Jamacian” on marijuana, but instead told the truth that the minimal amount in Trayvon’s body, would in no way impair his judgment. 

Before one dismisses this accusation out of hand, one must wonder.  Why has it not been disproven already?  A exhumation would easily prove Bao to be a liar, or instead a whistle blower.   Surely there are the police photos from the coroner’s office,  or crime scene, showing a shot into the front cavity of Mr. Martin, or his back, completely unscathed.. 

This accusation,  if it was not true, would have already been completely shot down days ago.  But it hasn’t… Why not?  Are there no pictures of Trayvon Martin dispelling this notion? 

If not, then why of all cases where routine pictures are always taken, is this case, which since it’s beginning has been under suspicion of miscarrying of justice, had its pictures been lost, … or stolen?

And that, is where we are. 

All evidence now, after the trial, certainly point to Zimmerman executing Trayvon Martin while he was on his knees, back towards him, most likely begging for his life, and a) because blacks in hoodies cannot be right in that Southern Community, and b) because legitimacy of the Stand Your Ground Law  was under attack, … bigger interests than either of these two people, had to insure that all stereotypes played out as they are supposed to in storybook little Florida towns…. 




Here is what is not covered.

  • Those in poverty under perform.
  • This method will fire all those teaching poverty students because, they underperformed.
  • This method will create higher turnover every year in poverty schools by throwing newest teachers to get ground up before they learn how to survive.
  • Spending a whole school year preparing for the test, teaches nothing else.
  • This creates students who hate learning.
  • It allows great teachers to be fired because the administration doesn’t like anyone who supports the growth of the middle class.

We’ve all seen them? Those people at work who always take the bosses side…  Don’t they get on your nerves, especially when they try to defend something that is so obviously designed to screw you over?

So that is Sweeney today,    John Young takes him to task rather well, and there is little I can do to add on…  So I’ll shorten it for you so you can quickly get the gist…..

The short version:

“Every system has kinks. Not surprising this one does. Everyone has a point. That is to be expected. It is a fair point. But… it has to remain.  Everyone should recognize the fact.”

More info on the Kinks here.

Ok.  so here are some things that Sweeney ignored…

We had no programs that tested beginning, middle, and end (ad nauseum) when Sweeney went to school,  Or when Bill Gates went to high school.  When Jack Markell went to school.  When Mark Murphy went to school.

Does that mean they are stupid?

Seriously, how does one defend the necessity of imposing a system that is horrendous upon an entire generation of children, without addressing how those doing the imposing,…  survived or even thrived without it?


Furthermore, those nations supposedly which we are behind in education, are reportedly more advanced because they DON’T do testing.   All that time we waste over here, over there is spent on learning new things.


Why is it that all those who are pushing testing on today’s children, have their own children in private schools, which don’t do testing?   How are those schools held accountable?  With no tests?  Seriously how do you know those are good schools so that you choose to pay to put your own kids in them?

Is it because you have to pay for it?  Is it because other people recommend it?   Or,…. is it because excellent learning that comes from  good teaching,  is more than numbers on a spread sheet?  Seriously!  They don’t have tests.  How do you know?

“Could it be that the music teacher gets a kid so excited about school that they soar in all their other subjects? Could the history teacher who is not the strongest in content be the one who serves as a mentor to children with no other adult role models? Could it be that those pushing testing on others, can observe (just as other parents do) that his child is excited about school, is improving from the first day to the last? What about the kid who works hard and gets a C in Algebra just so he can keep playing football? How do you measure that? Was it the Algebra teacher’s inspiring lessons or the coach’s mandate to get good grades that “added value” to that kid’s education?

If Mr. Sweeney thought for one second, “gee, what would the opposite arguments be….”  he would escape from out of the minefield intact.  But no.  (He didn’t read my last post earlier, did he?)

Like that guy at work, (the one you want to see fall flat on his face because someone tied his shoe laces together),  Mr. Sweeney dutifully parrots his bosses’ words,  probably with cartoon hearts rising up over his head, as he looks forward to his next date with “Da Guvnor”…

Common Core took quite a few arrows into the heart with the release of New York’s Test Scores.   One of the huge questions being asked, is how did the Commissioner John King, know what the drop would be before the tests were given?

We are learning; new reports popping up every hour on how those scores were derived.  To understand the process, you must first be familiar with how regular grading scores are determined.  Most teachers when they score their tests assume that if a student can show that they understand 65% of the material, they can pass the class.  It is reality based.  Here is the material, you know this much, you shall pass because it is above the 65% threshold.  If you have a good class, you can pass all of them.

I hope you are sitting down.  The Pearson tests were taken, then graded.  After that was done,  they were then scored.  They were not scored on whether a person got the answer right or wrong.  They were scored on where the benchmarks should be.  A benchmark is that spot where a score of 1 then becomes a 2, or a score of 2 becomes a 3 and so on.

This is the story of how those bench marks were determined.  Close coordination was done with the College Board SAT’s.   The tests were going to determine which students were… or were not, college and career ready.

So how was the level where one is college-ready determined?.  It was decided to be at that level where there was a 75% chance that a student would receive a B- or above in ELA,  and writing, and a 65% chance that he would receive a C+ in math, in his first college course in those two subjects… Got that?  “That” is college ready.

Once that arbitrary level is set, and it is arbitrary.  Is a B- the same at Harvard as it would be in Michigan State?  is a B- the same if given by Professor X or Professor Y?   Anyone who has ever picked their college classes over the alleged difficulties of certain college professors, certainly knows that this method is very suspect.  But regardless of whether it makes sense, once the threshold is set, one can compare the SAT scores of those students and come up with a correlation.  The correlation  between these grades  and those SAT scores that would determine if one was college ready, happened at the score of 1550.

Now that you know how this score was determined, you can forever dismiss its validity.  That is not being snippy. That is a real assessment of the credibility these scores now have.

From the score of 1550, the next step was to determine how that works downward to the test scores of 8th graders who still have 3 years before they take the SAT. The Breakdown of that score was 560 Reading, 530 Writing, and 540 Math.

To those teachers gathered for the opportunity to cut the scores, the Pearson executives showed them all the data, then told them where the bookmark should be for a 3.  From there the groups determined where to draw the lines for a 1,2,3 and a 4. Then they went and did the 7th grade, then the 6th.  Each grade was determined by the previous one, all of which went back to comparing the 8th Grade to the SAT to be taken 3 years into the future.

They returned to the 8th grade, and re-walked through that process then, that was the cut turned into the commissioner.  Because he had given them the rubric  or guidelines upon which to make their judgment, he already knew ahead of time how the results would turn out.   Does that make sense?

Here is an first person account of what went on inside those cutting rooms…  and here is a humorous account with diagrams, which help a lot in understanding the twists and turns taken to determine this result.

Your test question now. Did you add the three individual scores I posted up above? Had you done so, you would have noticed that they came up to 1630 instead of 1550. It is 1630, significantly higher than the 2011 College Board’s index associated with a B- in college.

The above illustrates how one can manipulate the percentage of college readiness by hopping between the columns and changing the definition of “college ready” to suit oneself. If the State Education Department had increased or decreased the grade and/or the probability, the college readiness indicator would move up or down. In the end, they chose values that are extraordinarily high, producing an index that exceeds the College Board’s index for achieving a B- average.New Yorks score was already higher than the national average. 

From this assessment, comes the criteria that permanently classify a student, that fire a teacher, that close down a school, that wreak havoc in a district.  An assessment that has no basis in reality…

What does have a basis in reality?

Decades of research have shown that the SAT test can be an accurate indicator of IQ. Which is why, test prep classes rarely move the needle on the actual scores themselves.

According to the College Board’s own research, the SAT is not such a great predictor of college grades. The correlation between the SAT and college grades is about .48, which means that its predictive power (r squared) is only 23 percent. High school grades are a better predictor of how students will do in college courses (nearly 30 percent). In addition, other research has found that high school GPA is three to five times more important in predicting college graduation than an SAT or ACT score. Even with all of that known, the State Education Department aligned students 3-8 scores with later performance on the SAT to create cut scores that give the illusion of being on the road to college readiness.

They created this report to justify their methodology.

If you connect the dots and read all of these links you will see that these scores were supposed to be low for a reason, a reason of politics,  They had the data and knew that the results would be scored low, that was their plan.

As they even state here, education did not fall apart; the students are not dumber; the teachers are not derelict; the schools are not failing.  They were just graded on a different curve, that’s all.

It was all done politically to show that large numbers of students did not meet the arbitrarily decided new standard of being college and career ready…

Yes, in even those in Third Grade.,

A group called the Washington Insiders was asked about PARCC and Smarter Balanced Assessments.  This group consists of 70 power brokers, divided up among lobbyists, ex Washington staffers, and corporate heads.  Whiteboard advisors asked the questions.

The Whiteboard Advisors report regularly asks whether respondents think that PARCC and the other federally funded consortium, Smarter Balanced, are on the right or wrong track as they work to design tests for the common standards.

On the wrong track: 73 percent
On the right track: 37 percent

Smarter Balanced:
On the wrong track: 38 percent
On the right track: 62 percent

And here’s how they looked in January:

On the wrong track: 45 percent
On the right track: 55 percent

Smarter Balanced:
On the wrong track: 73 percent
On the right track: 27 percent

Almost a direct flip since January.

Much of this attitude change is because of skittish states pulling out of PARCC.  Respondents said that the cost of the tests and the time involved in taking them pose serious threats to the two consortia. Nearly three-quarters said so of PARCC, while only six in 10 said likewise about Smarter Balanced.

Some cite political expediency; that test cost as a reason for nonparticipation is nothing more than “a cover” for political considerations, for instance.

Speculation has been mounting that Florida would pull out of PARCC or decide against using its tests. Since it has been seen as a leader in PARCC, and has served as its fiscal agent (the key channel for procurement), such a move could exert a more potent influence on public perceptions of the group than losing another state.

Whiteboard’s “insiders” backed up that interpretation; 92 percent said that if Florida quits PARCC, it would have some impact or a very significant impact on the common core. One respondent went so far as to say it would be “nail-in-coffin significant.”

The resignation of Florida school’s chief Tony Bennett—one of common core’s biggest proponents—puts an even bigger question mark over that state’s role in the common-assessment work.

It is highly ironic that on the very day the News Journal pushes that Common Core is overwhelmingly supported by almost all the masses,  it is facing the greatest challenge to its survival of its brief life.

If the home of Jeb Bush and Rick Scott pulls out; it is nail in the coffin significant.

Kilroy already has a blistering retort to today’s op ed piece by John Sell extolling the virtues of Common Core.  Those of us familiar with Common Core know there are no virtues to Common Core. In fact Common Core makes students stupider, instead of smarter.  This has readily been documented across the internet; so much so it caused Tony Bennett to lose his seat last fall as head of Indiana’s schools, even though he outspent his opponent 11 to 1. He still lost because parents of children in Common Core, hate Common Core.

But, because Common Core gives so much tax payer money away to private corporations to make multiple tests,  just like those who were paid by Big Oil to deny the existence of climate change, Common Core also has its supporters.

John Sell, is apparently one; in return for being  chosen Teacher of the Year 2013.

Here is how they sell Common Core:   “Oh. all the teachers love it.”

Ummm. Not true.

Oh yes. We have surveys that prove it.  

You do?  How can you have a survey that proves the opposite of what teachers, administrators, and parents say otherwise?

Oh, we have our ways.  (Quoting directly from the News Journal op ed piece) “in an October 2012 survey by EPE Research Center, 76 percent of the teachers agreed Common Core State Standards will help them improve their own instruction and classroom practice. And 87 percent reported they already either fully or partially integrated the new standards into their classroom instruction.”

We’ve already dissected this survey before.  What should jump out at you is that if this is really so good, why are 11 % saying they use Common Core, and it doesn’t help teach?

But since that survey defies normal life experience, one should perhaps look to see how the survey was conducted….

“… The Editorial Projects in the Education Research Center with support of the William and Flora Hewlett Foundation, conducted a survey of registered users of’s Education Week’s flagship website.  Nearly 600 teachers and instructional specialists responded to the survey which was fielded October 2012. “

So, you are telling me you are basing this on a think tank survey, where only those “registered” in the think tank’s data base participated, and it wasn’t teachers only who responded, but corporate test makers (“instructional specialists”) chipped in too? And even out of that filtered group heavily weighed in your favor, only 67% said they thought Common Core was advantageous to teaching?  That’s your sole source?

Yep. That’s it. That’s what it is all based on.

So lets see who funds this think tank.  Usually think tanks go along the lines of those paying their bills.  Let us see, oh, here it is..   Let’s see…. there is The  Bill & Melinda Gates Foundation, The Walton Family Foundation, The Joyce Foundation, to name the more notorious.

So let’s get this straight,…. When you say over 67% of Teachers  support Common Core, you are really saying that of the 600 people who actually registered at a website of a non-profit funded heavily by 3 big Common Core supporters, were supportive of Common Core?

What about the other 455,000 teachers who from what we’ve heard, feel the exact opposite?  Why didn’t you ask them?

Anyone can fabricate a survey. But truth is:  if Common Core is so great, why are states dropping out?

Apologizing in advance for the format disturbances from jumping legis to wordpress… Call it poetry. The Poetry of Money…

The Christina School District, with the approval of the Secretary of Education, Director of the Office of Management and Budget, and the Controller General, is authorized to transfer non-obligated major capital improvement funds from the William A. Oberle Elementary School Project (Certificate of Necessity #s CN 0333S FY 2003 & CN 09333A FY 2009) for District-wide capital improvements considered necessary for the safety and welfare of students. The funds would be used for, but not be limited to, the replacement or repair of existing bleachers and grandstands in the District’s athletic facilities as well as addressing associated accessibility issues. Residual funds, if any, would be utilized for upgrades to in the District’s three High Schools and other urgent capital improvements.

The Milford School District, with the approval of the Secretary of Education, the Director of the Office of Management and Budget and the Controller General, is authorized to transfer non-obligated major capital improvement funds from the Central Academy Project (Certificate of Necessity #0818C-D) for the construction of an animal science facility and land sciences laboratory on the Kent County Campus to be used by Central Academy and Milford High School students.

To insure that property owned by the Milford School District is used in accordance with the priorities established by the Milford School District Board of Education, no state agency or municipality shall use said district property for any type of additional access road without the approval of the Milford School District Board of Education. If the Milford School District Board of Education does not publicly endorse, by affirmative vote, the placement of an additional access road on district property, no state agency or municipality shall be authorized to condemn such district property for said use.

The Section 1 Addendum to 76 Del. Laws, c. 79 appropriates $1,600,000 to the Department of Education in planning money for the renovation of Hanby Middle School in the Brandywine School District and further authorized a local match share of $1,066,700. In light of declining enrollment and to avoid increasing operating costs, the District has decided to close the Hanby Middle School and has realigned the feeder pattern for its remaining schools. The closure of the Hanby Middle School will allow the District to forego the $13,134,014 in state share and $8,756,009 in local match share that would have been required to renovate the school. In lieu of renovating the Hanby Middle School, the Brandywine School District is hereby authorized to use the planning funds previously authorized to demolish the Hanby Middle School and for other costs associated with the District’s Space Consolidation and Grade Reconfiguration Plan approved by the Brandywine School District Board of Education on February 25, 2008. Approval is also hereby given to construct the Brandywood Elementary School, approved on C.N. # 0631B, on the site of Hanby Middle School and to complete the renovations of P.S du Pont, on C.N. # 0631C, as a Middle School.

Funding provided to the Red Clay School District for Equalization as provided for in the Fiscal Year 20122014 Annual Appropriations Act shall be contingent upon the following: (a) The lighted football field at Dickinson High School may be used at night only for Dickinson home games and Dickinson band practice; and (b) The District is required to maintain the fencing between Dickinson High School and the community of Montclare, keep the gate between the properties locked at all times (except by mutual agreement between the District and the Montclare Civic Association), and provide, maintain and replace, if necessary, the Leland Cypress trees along the fence line bordering the homes on Salem Drive.

Minor Capital Improvements. It is the intent of the General Assembly that the sum of $10,343,800 $7,393,800 allocated in the Section 1 Addendum to this Act be used for minor capital improvements to school buildings in the following amounts. Districts must use the funds in the amounts below on projects listed on the facility assessment website hosted by the Department of Education.

Bond Bill 2014 School Breakdown This and Last Year 30% Across the Board Cuts.

Minor Capital Improvement and Equipment $ 7,393,800 (see breakdown above)….
Architectural Barrier Removal $160,000
Laurel, Construct 1,400 Student Combined HS/MS (76/24) $21,331,300
Laurel, Construct 1,200 Student Combined ES (76/24) $13,258,200
Laurel, Selected Demo/Renovate MS (76/24) $481,600
Woodbridge, Construct 700 Student HS (72/28) $15,131,500
Sussex Technical, Renovate District Office (60/40) $590,200
Sussex Technical, Renovate HS Industrial Shops (60/40) $2,049,500
Sussex Technical, HS HVAC Renovations (60/40) $810,000
Polytech, Renovation/Additions to HS (75/25) $4,409,400
Seaford, Seaford Senior HS Addition (75/25) $8,202,500
Red Clay, Renovate A.I. DuPont HS (60/40) $5,433,000
Red Clay, Renovate Cab Calloway School of the Arts (60/40) $5,313,900
Red Clay, Construct 600 Student ES (60/40) – $5,821,500
Capital, Kent County Community School (KCCS) Renovate Main Building (100% State) $1,546,462
Capital, Renovate Central Middle School KCCS (100% State) $818,822
Capital, Renovate Booker T. Washington ES KCCS (100% State) $3,273,916
Indian River, Additions and Renovations to North Georgetown ES (60/40) $954,00
Indian River, Additions and Renovations to North Georgetown ES/MS Complex (60/40) $1,179,000
Indian River, Additions and Renovations to East Millsboro ES (60/40) $858,600
Subtotal: $99,017,200

This is so obvious!  It is amazing it took data to divulge it.  Here in Delaware with the mapping out of all the charter schools’ data in regards to their minorities and students eligible for free lunch, and being able to compare that to their test scores and other districts, it became amazingly clear, that Charter Schools and Public Schools are not that much different.

Charter Schools are supposed to be the best?  Yet public schools with affluent parents, are the best schools in the world. There is no problem there.  Likewise in poverty areas, Charters struggle with the same issues as do public schools. In fact they do a little poorer because they don’t have the support or structure given to public schools.

So it appears that a parent’s income, is the biggest determent of a child’s ability to pass tests.  The Pygmalion effect is just illusion and exists only in novels and on Broadway.

And that’s why Hb 165 is so deadly.  It attacks  and removes pieces of the public funding process that is the only thing supporting public schools, which are the best way any inner city child can get an education…   HB 165 pulls the rug out of what is working wel,l and sends funds over to something which after 19 years still can’t get it right…

HB 165 needs a no vote in committee.  This bill is too soon. Too fast.  And comes with too many questions.  Any time you develop two tiers of education…. any time… one will get all the best resources; the other will get what’s left. That’s what this bill will do.  We’ve seen it done before.

Charter Schools are about investment.  Not children.

Here is one. EPR Properties.  It has many properties, 42 are Charter Schools.

Their words on CNBC.

Well I think it’s a very stable business, very recession-resistant. It’s a very high-demand product. There’s 400,000 kids on waiting lists for charter schools … the industry’s growing about 12-14% a year. So it’s a high-growth, very stable, recession-resistant business. It’s a public payer, the state is the payer on this, uh, category, and uh, if you do business with states with solid treasuries. then it’s a very solid business.

They further continue…. Anchor: You’ve invested in retail centers, ski parks, you’ve got charter schools, you’ve got movie theaters…. If you could buy one thing right now, David, one type of asset in real estate, what would it be?

Well, probably the charter school business. We said it’s our highest growth and most appealing sector right now of the portfolio. It’s the most high in demand, it’s the most recession-resistant. And a great opportunity set with 500 schools starting every year. It’s a two and a half billion dollar opportunity set in rough measure annually…..

In response to: if a charter school fails?  We have  the arrangements on a master lease, so there’s no loss of rents to the company.

……It was supposed to be unanimous.  Why, everyone wants education to be better.  Holding Charter Schools to higher standards was like, wait, holding the 37th best teacher school in the nation (yes, University of Delaware) to higher standards… (It’a make dem kids smarter.)  After all, didn’t the Teaching School Accountability Act just sail through the Senate unanimously, and with only two “naysayers” (see Jacques) votes on record in the House?

This time there were nine.

Nine people who put their kids before Charlie Copeland’s millions.

For those not paying attention, you may not see why they did?  “Oh, they’re just pollywogs” …you might mutter; “some people just like to make waves; the path was too smooth for them and they had to make it look harder than it was.”  But that is far from the truth.

The truth is that Bank Of America has donated part of their giant complex downtown (the 9 year old MBNA built complex) towards a charter school.  Charlie Copeland has a charter school that wants to move in.  However, “minor renovations” must be done to turn a former bank, into a Charter School.  “Minor renovations”  the investors don’t want to pay for. (see El Som, Al Mascitti, caller Ed).  So if the state passes a $5 million slush fund, one appropriated for “minor renovations”, it gets applied to the former MBNA building and the charter school can open.

A big charter school!  One handling close to 2440 students…. At well over $10,000 per student that this new Charter School will get, as it pulls from Colonial, Brandywine, Red Clay, and Christina,  it’s yearly income will be well over $24.400,000 dollars every year….  which means that the same $24,400,000  will not be going to Colonial,  to Brandywine,  to Red Clay, or to Christina.  Charter schools run a 60% profit return.  They really have few expenses.  Teachers, tests, and capital expenses.  If the state pays up the capital expenses, the remaining costs average around 34% putting the profit level at 56% or almost 60…. (60 should be achievable once settled in)…  The profit  on the new charter school will be 56% of  $24,400,000 or… $13,664,000 EVERY SINGLE YEAR!

Let’s say, over a 5 year contract, one should pull in $68,320,000 .. not top line… this is the bottom… This is what goes into Charlie Copeland’s and fellow investor’s bank accounts. over $68 million dollars in 5 years…

Now if you went to a bank to borrow $5 million for start up, and were going to get $13,664,000 back that same year every year, do you think a bank would loan you the money?  HELL,  F”N’ YEAH!  They’d literally be crazy not to.  Every bank would be fighting for a place in line just to serve you.

But why pay interest on something you can get for free?

Charlie Copeland, unless there is a revolt among those Republicans still wanting to win elections,  will be the head of the Delaware Republican Party. That means he  currently holds in his hands, the future of  8 Senators,  and 14 House of Delegates.

He needs only 3 Democrat Senators (easily bought) and 8 House of Delegates (here’s a donation for you)….  and he can write legislation which lets you the taxpayer fund his enterprise, which will make him and fellow investors richer by $68,800,000 in just 5 years….

But there is more.  Charter schools underperform in test scores compared to Public schools.  I mean how could they really match up?  They don’t have  the structure; they have to pay everything on a service basis.  They don’t have experienced good teachers; they can only get the bad ones not employed, or new ones with headlamps in their eyes.  They don’t have union support; just as a teacher finally gets decent, she gets fired for being “too expensive”.

So, for Charter Schools to work they have at the same time they go into business, start the process of tearing down public schools that have been adequate for a 100 years…  The public schools here will start losing $24 million a year.  They cut back.  As they no longer meet their performance guidelines; they get cut back even more.  More Charters move in, forcing even more public school cut backs.  The public schools barely have the money to pay for structure, much less lavish upon education.  More charters move in, and the district is forced to close schools…. Having charter schools and public schools duke it out over scarce resources, not unlike the recent movie Hunger Games, cuts our actual passing students down by almost half….

This is how Philly and Chicago and 3 years ago, Kansas City happened.  They let in large Charter Schools.  The numbers show that when Charter Schools move in, the test scores of an entire geographic area get lowered significantly. The charter schools don’t know HOW to keep them up; the public schools are too cash strapped to keep them up… True, some schools  who are allowed to attract the best and brightest, may go up, but for every one that does, far many more go down pulling the average across the city down with it…  Obviously those getting the worst treatment are Blacks, flat out they have no hope,  with Hispanics getting  the second worst deal of the century.

Delaware has been lucky so far. But as we can see from studies done on Newark Charter School,  segregation is back in full force..

We can turn this state into the educational waste land that is Chicago, that is Philadelphia, that is Kansas City…. and with the passage yesterday, under the auspices of “holding Charter schools accountable” while fixing their buildings “for free”, we appear headed down that direction.  Remember every other state who has tried doing what we proposed to do, has met abysmal failure.  Fact:  there are no successful charter stories out there. All are negative.

The good news, is that there were people in Delaware tuned in on the problem who stood up for every single Delaware child; yes they will face millions against them throughout their career, but for our children it was worth it…  Most people out of tune with politics may never realize the fear that going against the strong hands in Delaware can create. Its like looking into your open grave…   Nine people conquered that fear yesterday, and stood up for children, real children, like yours and mine, and did not kowtow to investors who will thank them campaign-time for netting them a cool, easy $68 million…..

They are:

Paul Baumbach (D)

Andria Bennet (D)

Stephanie Boulden (D)

J. Johnson (D)

Helene Keeley (D)

John Kowalko (D)

Edward Osienski (D)

Charles Potter (D)

Kim Williams (D)

Every parent needs to thank these very strong people for putting kids over Copeland.