(Mensaje se repite en Español)

(For a national view of public education reform see the end of this blog post)

One of the main functions of government has been to educate its population. With ever increasing corporate sovereignty that has gotten to the point where it challenges the supremacy of government, corporations are in an all out fight to privatize public education. The reasons are two-fold:

1. A revenue stream that is conservatively estimated at $370 billion a year lies in the balance for private interests that are finally able to supplant the tradition public function of educating our youth. It is estimated that a hedge fund could double its money in 7 years by running a publicly funded charter school, while taking advantage of generous federal and state tax benefits. Then, like with the credit default swaps and sub prime fiascoes, these charter operators could then dump these debt laden charter back on the state and taxpayers for them to clean up the mess.

2. In addition to a financial benefit, corporate privatization of public education means that public education could be dumbed down to the point where those coming out of high school would be at a 7th grade level at best. More importantly, the privatization of public education would assure that the future citizens of this country in whom our Founding Fathers vested the power to oversee and control government, would not have enough of an education to hold government or the corporations that now dominate it in check.

In selling the privatized public education model, what has not been addressed is why those like Superintendent John Deasy of the Los Angeles Unified School District (LAUSD), who are pushing it, have not only done nothing to fix the existing public education system, but rather have done everything in their power to further sabotage it by attacking teachers, while not giving them the support to succeed. If you want to privatize, first you have to make sure that the existing public education system has no chance of succeeding.

If our schools have been failing for the last half century, wouldn't it be logical to hold those who have been in control responsible for their failure? Public education is a top-down model where administration has had all the power and teachers have had no say. So, logically, who should be held responsible for its failure? Rather than privatize public education, wouldn't a system of two-way accountability be a more rational choice to finally fixing this critical institution in our country?  At to this several systems of checks and balances at the district, county, state, and federal levels, and you might just have a system that works...if that's what those in power really wanted to take place.

Share your thoughts in the comments section after the video. Contact us if you would like to make either a written or video comment about your experiences under the present failed model of public education. You can do this either openly or anonymously.


If you or someone you know has been targeted and are in the process of being dismissed and need legal defense, get in touch:


LA Progressive

Dick Price and Sharon Kyle
Dick and Sharon
Dick and Sharon are a pair of citizen journalists and information activists who were fed up with mainstream media. Rather than just kvetch about the media, they decided to try to become the media. So, together they founded the LA Progressive. Dick is the editor and Sharon is the publisher and webmaster, handling all technical aspects of the site.

This site was launched in March 2008, with Dick and Sharon doing most of the writing. Today, a host of gifted writers contribute to the LA Progressive's daily offering which typically amounts to about 45 articles a week. Dick and Sharon continue to write for as well as edit and publish the LA Progressive and distribute its daily e-news each morning.

Jo Scott Coe Riverside, California
Excellent Video Interview about Professor Coe

Assistant Professor of English at Riverside Community College and former high school English teacher. She is the author of Teacher at Point Blank and has been a teacher of English and literature in California since 1991. Her writing on intersections of gender, violence, and education has appeared in the Los Angeles Times as well as literary venues including Hotel Amerika, Fourth Genre, River Teeth, Ninth Letter, Memoir(and), Bitter Oleander, and Green Mountains Review. Her essay, "Recovering Teacher," won the NCTE 2009 Donald Murray Prize, and other selections of her work have received a Pushcart Special Mention as well as Notable listings in Best American Essays 2009 and 2010. As an independent researcher, Jo authored and published the most extensive study to-date of Adams v. LAUSD, a nearly 10-year legal case of student-on-teacher sexual harassment, in (Re)Interpretations: The Shapes of Justice in Women's Experience (Cambridge Scholars Press). Jo values the aesthetic, political, and socially transformative powers of literary narrative--especially to dispel unhealthy silences and witness cultural blindspots. She works currently as an assistant professor of English at Riverside Community College in SoCal, and her book, Teacher at Point Blank (Aunt Lute 2010), has been selected as a Great Read for Fall 2010 by Ms. Magazine. Punk rock? Yes. Hockey games? Yes. Coffee? Always black. Find Jo on the web at and on Twitter @joscottcoe.

Betsy Combier New York, New York
Betsy Combier's blog
is a jewel that chronicles the corruption in NYC's Dept of Educations (DOE)  . She has accomplished a wonderful piece of journalism, and created one of the rare places where corrupt educational governance is chronicled and revealed

Professor Samuel Culbert Los Angeles, California
is a professor at the UCLA Andersen School of Business who also teaches in the Education Department's Principals' Leadership Institute. Check out the following 3 minutes on ABC News

Stuart Goldurs Los Angeles, Califonia
Don't send LAUSD Librarians to the Inquisition, send the downtown bureaucrats
Tests, What Are They Good For? Absolutely Nothing!
LAUSD students to attend school on contaminated land, again!
Some schools teach only to the tests, so how are the students being prepared for the next grade and for life?
New LAUSD superintendent adds six-figure positions to management team

Has been a teacher in the Los Angeles Unified School District for 30 years. He is greatly aware of the district waste, large bureaucracy, and other major issues of the time. He started his blog with the sole purpose of informing the world about the truths of education in LAUSD. E-mail him at:

LAUSD has selected a new Superintendent of Schools

Karen Horwitz Chicago, Illinois

Former award winning teacher who co-founded NAPTA, National Association for the Prevention of Teacher Abuse, and wrote the book White Chalk Crime: The REAL Reason Schools Fail to expose how teacher harassment and terrorization maintains a system of deeply hidden corruption. Disposing of dedicated teachers forms the core of the White Chalk Criminal's agenda since dedication and white collar crime do not mix. Given that all agree that good teachers are essential to good teaching, a system that cannot tolerate good teachers is worthless. This is what we have in place. With Bernie Madoff-like leaders - he was as much about investing as our school leaders are about educating - anointed with unlimited power, including the ability to fill the airwaves with propaganda, education is no longer about education. It is about money and power for those who play a very corrupt game and with an agenda of privatizing schools so their power will increase. (Privatization may have merits. NAPTA does not take a position on that. But privatizing a system that is rotten to its core - where quality teaching cannot survive, where a cover up of pretense that they do not know this despite so many of us reporting these truths prevails - documents that those advocating privatization cannot be trusted! It shows they want our schools for their own interests, not the children, nor the community.)  NAPTA welcomes parents, teachers, students, citizens or anyone who understands that without a real system of education, we no longer have a democracy. Membership is free. Go to:  or Become educated about what is going on.

Jerry Mintz Director
Alternative Education Resource Organization (AERO)
417 Roslyn Rd., Roslyn Hts., NY  11577

For those of you who cannot wait for corrupt public education to be turned around, AERO offers an excellent source to get connected with viable alternatives right now.
                                                                                                                        800-769-4171                                                             (domestic)
                                                                                                                        516-621-2195                                                             (international)

Susan Ohanian Charlotte, Vermont
She is a longtime public school teacher who, after 20 years, became staff writer for a teacher magazine and then went freelance. I've maintained a website of activism for nearly 9 years--ever since the passage of NCLB. People can subscribe to the website and then they get updates about new content. I answer all the mail I get through the website and with the answer, people have my e-mail.  I also try to stir things up on Twitter, though I find this medium frustrating. I have a Facebook page--just so people can find me. I don't initiate anything on it, The website keeps me busy.

Susan Lee Schwartz Suffern, New York

Susan studied literacy education, English literature, and fine arts and holds a BA ('63) and MS ('65) from Brooklyn College, and has the equivalent of two master's degrees, earned in graduate studies of literacy, arts and education. She taught literacy skills and art, for four decades in NYC in elementary and secondary school.  In 1998 she won the New York State English Council (NYSEC) Educator of Excellence Award  for her successful teacher practice, studied by Harvard  and the LRDC at the University of Pittsburgh for the New Standards research. At the end of her research, her unique curriculum was selected by the LRDC to be used in their national staff development seminars for school superintendents. She was among six teachers -- from among the thousands across the nation-- observed during the research project, and her teaching practice met all the  principles of learning. In the nineties, she rose to prominence in national educational circles, while teaching at a new magnet school, East Side Middle School. The reading scores of her seventh grade students were at the top of the city, and on the first ELA, which two thirds of city students failed, her former students (then in the eight grade) were TENTH IN THE STATE.

 She writes often about what she learned about the genuine standards for learning, in an attempt to begin a national conversation about the authentic standards, so that there can be genuine reform. Her experience that ended her fine career in the NYC Public Schools has led her to write about the process that removed the top educators, silencing the voices of the classroom practitioners who would not accept anti-learning policies. Her essay here on Perdaily,  is one that describes this process. Read more as she talks about education, literacy  and learning on her site, from the perspective of the experienced teacher-practitioner of pedagogy. She is the voice of dedicated and talented classroom teachers who know why the schools are failing.

Her website is:

Joel Shatzky: Brooklyn, New York
Professor of English Emeritus--SUNY, College at Cortland (1968-2005)
Adjunct instructor-Kingsborough CC (CUNY) 2006--   )
Regular contributor to the Huffington Post:
Author of "The Thinking Crisis" with Ellen Hill (Authors Choice Press: New York, 2001)
Numerous articles on education in Jewish Currents.
Script-writer for three YouTube satires on educational "reform."
 "The Lessons":
"Numbers Lie":
"The Charter Starters":<>

Here's Joel's latest post about the low percentage of "college ready" high school graduates.

Lorna Stremcha Havre, Montana

"I know first hand the financial, personal, emotional and physical damage that can result when school administrators, the Montana Education Association and the National Education Association put their own interests above the students, teachers and the taxpayers of the State of Montana My files contain mountains of paperwork including depositions, declarations of truth, notarized documents and exhibits resulting from an arduous legal process that finally ended when the Havre (Montana) School District settled two lawsuits - a Federal suit and one filed in State District Court. These documents also include a letter from a union representative stating, " This is nothing more than a witch hunt." Yet the union continued to allow the school administration to harass, bully and bring harm to me.
These two lawsuits resulted from a single incident that, had it been handled differently and under the light of public scrutiny, would not have snowballed into awards of more than $200,000 worth of damages. Funds that eventually came from the taxpayers' pockets. Ironically, as a taxpayer in Hill County, my family and I are helping to pay for the damages awarded to me. This covered the attorneys' fees. The settlement did not include my attorney fees, however the district, insurance and taxpayers paid the defendants attorney bills, which exceeded mine. The settlement was made on March 2, 2006."

Lois Weiner Jersey City, New Jersey
Professor, Elementary and Secondary Education
New Jersey City University
2039 Kennedy Blvd.
Jersey City, New Jersey 07305
Democracy Now
Impact of urban school characteristics on teachers' classroom practice
How race, class, and gender mediate academic achievement
Teachers' work and the school as a workplace. Effects of changes in global political economy on teaching, teachers, and school

(Para una visión nacional de la reforma de la educación pública ver el final de esta entrada del blog)

Una de las principales funciones de gobierno ha sido educar a su población. Con cada vez más la soberanía corporativa que ha llegado al punto en el que desafía la supremacía del gobierno, las empresas están en una lucha todo lo posible para privatizar la educación pública. Las razones son de dos tipos:

1. Un flujo de ingresos que se estima conservadoramente en $ 370 mil millones al año reside en el equilibrio de intereses particulares, que son finalmente capaces de suplantar a la función pública tradición de educar a nuestros jóvenes. Se estima que un fondo de cobertura podría duplicar su dinero en 7 años mediante la ejecución de una escuela financiada con fondos públicos, aprovechando las generosas ventajas fiscales federales y estatales. Entonces, al igual que con los credit default swaps y sub prime fiascos, estos operadores de la carta podría volcar estos estatutos cargado de su deuda en el Estado y los contribuyentes para que puedan limpiar el desorden.

2. Además de un beneficio financiero, la privatización de las empresas de la educación pública significa que la educación pública podría ser callados hasta el punto que los que salen de la escuela secundaria estaría en un nivel de 7 º grado en el mejor. Más importante aún, la privatización de la educación pública sería asegurar que los futuros ciudadanos de este país en el que nuestros Padres Fundadores conferido la facultad de supervisar y controlar el gobierno, no tiene suficiente cantidad de una educación para hacer que el gobierno o las corporaciones que ahora dominan en jaque .

En la venta el modelo de privatización de la educación pública, lo que no se ha abordado es la razón por aquellos que, como superintendente John Deasy de Los Angeles Unified School District (LAUSD), que están empujando, no sólo han hecho nada para solucionar el actual sistema de educación pública, pero y no han hecho todo lo que esté a su alcance para seguir atacando a sabotearla profesores, si bien no les da el apoyo para tener éxito. Si quieren privatizar, primero hay que asegurarse de que el actual sistema de educación pública no tiene ninguna posibilidad de éxito.

Si nuestras escuelas han estado fallando durante el último medio siglo, ¿no sería lógico para alojar a aquellos que han tenido el control responsable de su fracaso? La educación pública es un modelo de arriba hacia abajo, donde la administración ha tenido todo el poder y los profesores han tenido nada que decir. Por lo tanto, lógicamente, que debe ser responsable de su fracaso? En lugar de privatizar la educación pública, no un sistema de rendición de cuentas en ambos sentidos será una opción más racional para la fijación de este último, institución fundamental en nuestro país? En estos sistemas de varios de los pesos y contrapesos en el distrito, condado, estado y federal, y que sólo podría tener un sistema que funciona ... si eso es lo que están en el poder muchas ganas de tener lugar.

Comparta sus pensamientos en la sección de comentarios después de la de vídeo. Póngase en contacto con nosotros si le gustaría hacer un comentario ya sea por escrito o de vídeo sobre sus experiencias en el marco del actual modelo fracasado de la educación pública. Usted puede hacer esto ya sea abiertamente o de forma anónima.

Si usted o alguien que usted conoce ha sido blanco de ataques y se encuentran en proceso de ser despedidos y la necesidad de defensa legal, póngase en contacto:

Los reformadores nacionales EDUCACIÓN

LA Progresista

Dick Price y Kyle Sharon
Dick y Sharon
Dick y Sharon son un par de periodistas ciudadanos y activistas de información que fueron alimentados con medios de comunicación. En lugar de simplemente kvetch acerca de los medios de comunicación, decidieron tratar de convertirse en los medios de comunicación. Por lo tanto, juntos fundaron la progresiva Ángeles. Dick es el editor y Sharon es el editor y webmaster, el manejo de todos los aspectos técnicos del sitio.

Este sitio fue lanzado en marzo de 2008, con Dick y Sharon haciendo la mayor parte de la escritura. Hoy en día, una gran cantidad de escritores de talento contribuir a la realización progresiva del ofrecimiento diario de Los Angeles que por lo general equivale a cerca de 45 artículos por semana. Dick y Sharon seguir escribiendo para, así como editar y publicar la progresiva Ángeles y distribuir su día por e-noticias todas las mañanas.

Jo Scott, Coe Riverside, California
Jo.Scott-Coe @
Video Entrevista con el Profesor Excelente Coe

Asistente de Profesor de Inglés en el Riverside Community College y ex profesor de escuela de Inglés. Ella es el autor de Profesor en Point Blank y ha sido profesora de Inglés y la literatura en California desde 1991. Su escritura en las intersecciones de género, la violencia y la educación ha aparecido en Los Angeles Times, así como lugares literarios, entre ellos Amerika Hotel, de Género En cuarto lugar, los dientes del Río, la Carta Novena, Memoria (y), Bitter Oleander, y Revisión de Las Montañas Verdes. Su ensayo, "Recuperación de Maestro", ganó el NCTE 2009 Premio Donald Murray, y otras selecciones de su obra ha recibido una Mención Especial la carretilla de mano, así como listados de notables en mejores trabajos de América de 2009 y 2010. Como un investigador independiente, Jo escribió y publicó el estudio más extenso hasta la fecha de Adams v LAUSD, un caso de casi 10 años de acoso judicial por estudiantes y maestros en el sexual, en la (re) interpretaciones: Las formas de la justicia en las mujeres La experiencia (Cambridge Scholars Press). Jo valores de las facultades estéticas, políticas, y la transformación social de la narrativa literaria - especialmente para disipar los silencios no saludables y ser testigo de ciegos culturales. Ella trabaja actualmente como profesor adjunto de Inglés en el Riverside Community College en SoCal, y su libro, Profesor de Point Blank (laúd tía 2010), ha sido seleccionada como una gran lectura para el otoño de 2010 por la revista La Sra.. El punk rock? Sí. Hockey sobre los juegos? Sí. Café? Siempre de color negro. Buscar Jo en la web en y en Twitter @ joscottcoe.

Betsy Combier Nueva York, Nueva York
betsy.combier @
Blog de ​​Betsy Combier de
es una joya que narra la corrupción en la Ciudad de Nueva York Departamento de Educación nacional (DOE). Ella ha logrado una maravillosa pieza de periodismo, y ha creado uno de los pocos lugares donde se narra la gobernabilidad educativo corrupto y reveló

Profesor Samuel Culbert Los Ángeles, California
es un profesor de la UCLA School of Business Andersen quien también enseña en el Instituto de Liderazgo de los directores del Departamento de Educación ". Echa un vistazo a los siguientes 3 ​​minutos en ABC News

Stuart Goldurs Los Ángeles, Califonia
No envíe a los bibliotecarios del LAUSD a la Inquisición, enviar a los burócratas del centro
Las pruebas, lo que son buenos para? Absolutamente Nada!
LAUSD estudiantes asistan a la escuela en tierras contaminadas, otra vez!
Algunas escuelas sólo enseñan a las pruebas, así que ¿cómo son los estudiantes se están preparando para el siguiente grado y para la vida?
Nuevo superintendente de LAUSD se suma de seis cifras posiciones al equipo directivo

Ha sido un maestro en el Distrito de Los Angeles Unified School durante 30 años. Él es en gran medida al tanto de los residuos del distrito, gran burocracia, y otros aspectos importantes de la época. Él comenzó su blog con el único propósito de informar al mundo sobre las verdades de la educación en el LAUSD. Su e-mail a:

El LAUSD ha seleccionado un nuevo Superintendente de Escuelas

Karen Horwitz Chicago, Illinois

Profesor galardonado ex cofundador NAPTA, Asociación Nacional para la Prevención del Abuso de Maestros, y escribió el libro de la delincuencia White Chalk: Las Escuelas VERDADERA razón por la falla para exponer cómo el acoso y el terror profesor mantiene un sistema de corrupción profundamente escondido. Eliminación de los maestros dedicados constituye el núcleo de la agenda del Penal White Chalk desde que la dedicación y la delincuencia de cuello blanco no se mezclan. Teniendo en cuenta que todos coinciden en que los buenos maestros son esenciales para una buena enseñanza, un sistema que no puede tolerar a los buenos maestros no sirve para nada. Esto es lo que tenemos en su lugar. Con Bernie Madoff como líderes - que era tanto de inversión como los líderes de la escuela tienen que ver con la educación - ungido con poder ilimitado, incluyendo la capacidad para llenar las ondas con la propaganda, la educación ya no es acerca de la educación. Se trata de dinero y el poder para aquellos que juegan un juego muy corrupto y con una agenda de privatización de las escuelas por lo que su poder se incrementará. (La privatización puede tener méritos NAPTA no toma una posición al respecto, pero la privatización de un sistema que está podrido hasta la médula -.. En la enseñanza de calidad no puede sobrevivir, en un encubrimiento de la pretensión de que ellos no saben esto a pesar de que muchos de nosotros la presentación de informes estas verdades prevalece - documentos que las privatizaciones defender no se puede confiar Esto demuestra que queremos que nuestras escuelas para sus propios intereses, no los niños, ni la comunidad) NAPTA da la bienvenida a los padres, maestros, estudiantes, ciudadanos o cualquier persona que entiende que sin un real!. sistema de educación, ya no tenemos una democracia. La membresía es gratuita. Ir a: o Infórmese acerca de lo que está pasando.

Jerry Mintz, director
De Educación Alternativa Resource Organization (AERO)
417 Roslyn Road., Roslyn Hts., NY 11577

Para aquellos de ustedes que no pueden esperar a que la educación pública corrupta que se dio la vuelta, Aero ofrece una excelente fuente para conectarse con alternativas viables en estos momentos.
800-769-4171 (nacional)
516-621-2195 (internacional)

Susan Ohanian Charlotte, Vermont
Ella es una maestra de escuela pública que desde hace mucho tiempo, después de 20 años, se convirtió en redactor de una revista de maestro y luego se fue por cuenta propia. He mantenido un sitio web de activismo desde hace casi 9 años - desde la aprobación de la ley NCLB. La gente puede suscribirse a la página web y luego obtener las actualizaciones de nuevo contenido. Contesto todos los correos que recibe a través de la página web y con la respuesta, la gente tiene mi dirección de e-mail. También trato de agitar las cosas en Twitter, aunque encuentran en este medio frustrante. Tengo una página en Facebook - sólo para que la gente me puede encontrar. Yo no inician nada en ella, el sitio web me mantiene ocupada.

Susan Lee Schwartz Suffern, Nueva York

Susan estudió la alfabetización, la literatura Inglés, y las bellas artes y tiene una licenciatura (63) y MS (65 ') en el Brooklyn College, y tiene el equivalente de dos grados de maestría, obtuvo en los estudios de posgrado de la alfabetización, las artes y la educación. Ella le enseñó las habilidades de alfabetización y el arte, desde hace cuatro décadas en Nueva York en la escuela primaria y secundaria. En 1998 ganó el estado de Nueva York Inglés Consejo (NYSEC) Educador del Premio a la Excelencia por su exitosa práctica de los docentes, estudiada por la Universidad de Harvard y el LRDC en la Universidad de Pittsburgh para la investigación de nuevas normas. Al final de su investigación, su plan de estudios único fue seleccionado por el LRDC para ser utilizado en sus seminarios nacionales de desarrollo del personal de los superintendentes escolares. Ella estuvo entre los seis profesores-de entre los miles en todo el país - observados durante el proyecto de investigación y la práctica docente, se reunieron todos los principios del aprendizaje. En la década de los noventa, se levantó a la prominencia en los círculos educativos nacionales, mientras enseñaba en una escuela magnet nuevo East Side Middle School. Las puntuaciones de lectura de sus estudiantes de séptimo grado se encontraban en la parte superior de la ciudad, y en el primer ELA, que dos tercios de los estudiantes de la ciudad no, sus antiguos alumnos (en ese entonces en el octavo grado) fueron DÉCIMO EN EL ESTADO.

Ella escribe a menudo sobre lo que había aprendido acerca de los estándares reales de aprendizaje, en un intento de iniciar una conversación nacional acerca de los estándares auténticos, por lo que no puede haber una verdadera reforma. Su experiencia que puso fin a su carrera muy bien en las escuelas públicas de Nueva York la ha llevado a escribir sobre el proceso que elimina los mejores educadores, silenciando las voces de los practicantes del aula que no aceptaban las políticas anti-aprendizaje. Su ensayo aquí en Perdaily, es la que describe este proceso. Leer más como ella habla de la educación, la alfabetización y el aprendizaje en su sitio, desde la perspectiva de la experiencia docente-profesional de la pedagogía. Ella es la voz de los maestros dedicados y talentosos que saben por qué las escuelas están fallando.

Su sitio web es: (Steiner) _ / index.html

Joel Shatzky: Brooklyn, Nueva York
Joel.Shatzky @
Profesor Emérito de Inglés - SUNY College at Cortland (1968-2005)
Adjunto un instructor Kingsborough CC (CUNY) 2006 -)
Colaborador habitual de The Huffington Post:
Autor de "La Crisis del Pensamiento" con Ellen Hill (Prensa Autores Elección: Nueva York, 2001)
Numerosos artículos sobre la educación en Corrientes judías.
Guionista de tres sátiras de YouTube en la educación "reforma".
"Las lecciones":
"Los números mienten":
"Los arrancadores de la Carta": <>

Aquí está el último mensaje de Joel sobre el bajo porcentaje de universitarios "listos" los graduados de secundaria.

Lorna Stremcha Havre, Montana

Su historia:
"Sé de primera mano el daño financiero, personal, emocional y físico que puede resultar cuando los administradores escolares, el Montana Asociación para la Educación y la Asociación Nacional de Educación anteponer sus propios intereses por encima de los estudiantes, profesores y de los contribuyentes del Estado de Montana Mis archivos contienen montañas de papeles, incluyendo declaraciones, declaraciones de la verdad, los documentos notariales y exposiciones resultantes de un arduo proceso legal que finalmente terminó cuando el Havre (Montana) del Distrito Escolar se establecieron dos pleitos-. una demanda federal y una presentada en la Corte de Distrito del Estado Estos documentos también incluyen una carta de un representante del sindicato diciendo: "Esto no es más que una caza de brujas". Sin embargo, el sindicato continuó permitiendo la administración de la escuela para acosar, intimidar y hacer daño a mí.
Estas dos demandas el resultado de un incidente aislado que, de haber sido manejado de manera diferente y bajo la luz del escrutinio público, no habría una bola de nieve en los premios de más de $ 200,000 en daños y perjuicios. Los fondos que eventualmente llegaron a los bolsillos de los contribuyentes. Irónicamente, como contribuyente en el Condado de Hill, mi familia y yo estamos ayudando a pagar las indemnizaciones concedidas a mí. Esto cubre los honorarios de los abogados. El acuerdo no incluye honorarios de mi abogado, sin embargo el distrito, los seguros y los contribuyentes pagan las facturas de abogado del acusado, que superaron la mina. El acuerdo se hizo el 2 de marzo de 2006. "Http://

Lois Weiner Jersey City, Nueva Jersey
Profesor de la Educación Primaria y Secundaria
New Jersey City University
2039 Kennedy Blvd..
Jersey City, New Jersey 07305
Democracy Now
Impacto de las características de las escuelas urbanas en la práctica docente de los profesores
¿Cómo la raza, clase y género mediar en el rendimiento académico
Trabajo de los docentes y la escuela como un lugar de trabajo. Efectos de los cambios en la economía política mundial sobre la enseñanza, los maestros y las escuelas. 


05 2012


From Roque Burio Jr., the lemon who can dance and can also sing. Here is my song to your recent inconsistency Mr. Deasy: You said that Berndt settled for money so you can no longer prosecute him. Oh heaven forgive you Deasy. I heard that it was your dismayingly failing LAUSD that offered him money for settlement of your false accusations against him—that made the politicians believe that most of your or LAUSD accusations against teachers were false and fabricated lies. Many of the taxpayers, citizens and American peoples no longer believe yours and LAUSD statements against teachers. You could fool nobody anymore Deasy. Talk straight, consistently and please remains honest—that is why you lost the Teacher misconduct Bill.

From Roque Burio Jr, the lemon who can dance but can also sing. Here is my song for the paper monster the LAUSD and its evil friends. Hey, hey, hey, for one snake in the forest, the evil friends and the paper monster will sacrifice the rule of law, the constitution, the due process of law, and the presumption of innocence of the accused teachers until proven otherwise. This is the new façade of the paper monster to cover up its financial and academic failures. Long live democracy, long live the rule of law, long live the students, parents and teachers, and down with the paper monster and its evil friends.

From Roque Burio Jr. the lemon who can dance but can also sing ,here is another song for LAUSD Deasy and his partner UTLA Warren Fletcher on their latest dance step to pretend to uphold the law and the ruling of the Court enunciated by Judge James Chalfant that student test scores must be used to evaluate teachers. These long partners in crime of violating the Stull law have just made seemingly solemn promises to uphold the law but may really be preparing a joint proposal that may be circumventing the same law.
Parent, students, and teachers must remain vigilant on how the paper monster LAUSD and its puppet partner UTLA will again go around the law on teachers’ evaluation.
By the way the new ruling of the Court on teacher evaluations correlated with students’ test scores will definitely evolve toward standardized curricula, teaching and learning techniques for all teachers and students. And furthermore, the emphasis on test scores will also lead to the proper placement and specialization of students in their pursuit of education and careers and that will properly fit them in our free enterprise society.
Long live Democracy, long live justice, long live equality, long live students and teachers and parents, and down with the paper monster and its puppet partner.

From Roque Burio Jr. one of the lemons who can dance but can also sing. Here is my song for the lawyers who are talking out of their ignorance or lack of knowledge on how teachers become tenured at least in LAUSD. Teachers are evaluated by their principals for at least three years or more consecutive years and under the very rigorous observations of administrators. If after those three years or more they come out satisfactory, then they become tenured or permanent. The tenure status of teachers is never automatic as these lawyers are trying to mislead the public. Also all those tenured teachers must have professional Clear Teaching Credential issued by the State of California. My email is if you need more information lawyers.


Your post is a fairytale. What is called privatization is only private when it comes to the hedge funds running the schools, where they can double their money in 7 years, get huge federal and state tax benefits, and then dump the debt laden charters back on the state and taxpayers after 7 years- think credit default swaps and sub prime for comparable scams.

A public education system run from the local school with oversight and two-way accountability works in lieu of the top-down feudal model that has persisted for too long at failed LAUSD, because of political corruption necessary to keep this level of failure in power.

Dear Lenny,
From Roque Burio, the lemon who can dance and sing too, as an old man I do not really dream anymore. I see privatization of education in terms of reality and my experience in education. Our society is a free enterprise or a capitalist one; but, many of the lucky Americans wish it to be a socialist or communist one; however, the social conflict has not reached a maximum proportion to require the change of our system or way of life. On the contrary many in the communist world like China envy our ideology and really want to simulate theirs with ours through pragmatic approach.
If I remember it right, a few years ago, some foolish administrators and managers of LAUSD and UTLA visited China to observe the Chinese way of education; and in coming back to the US, these foolish officials started using in their innovations like the word cadres. I almost fell out of my chair laughing at these shallow and foolish pretensions of being progressive.
Going back to your comment that privatization is a fairy tale, I beg to disagree with you, and with due respect I have to say that it is instead a reality appropriate to our society. However, some corrupt officials perverted public education as a good source of money for their pocket. Corruptions flourish in purchases and contracts with private firms for implementing some wasteful programs.
Private schools will have to compete with each other and only those that serve the students well can expect to survive. It will be the students and parents who will decide what schools will they patronize and --of course, they will leave quietly those schools that are as dismaying failing as the LAUSD.
The government will support the students and their parents by giving directly financial assistant they will need in going to school. Students will have to work hard and excel according to their God given talents or abilities and even disabilities to continue receiving the assistance of the government--they cannot afford to disrupt the classrooms anymore.
The Government will strictly regulate the private schools by issuing and revoking their license according to their performance. Students will be promoted in relations to their performance in the State Exams or advised to change academic programs or career programs.
The fairytale dream of LAUSD that all students should graduate from secondary schools and all should go to college would be rendered obsolete, if not so ridiculous.
With regards to my ideology, I do not believe in fairytale; but I always consider the social, political, economic and religious backgrounds our people, My email:,

From Roque Burio Jr. Here is a song on the privatization of schools: Privatization of schools would allow the schools to be formed and managed by private individuals but would not receive any direct funding from the government. The students would receive the money from the government and would have the freedom to enroll in any private schools of their own choices. Private schools would not have those tremendous resources as the public schools to tyrannize teachers. Private schools would have much less power and influence in the government than public schools like the dismayingly failing LAUSD. Private schools would obviously be directly accountable to students and their parents and regulated by the government.

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