The following is by guest columnist Don Whittinghill. Superintendent of Education Paul Pastorek’s response to the Coalition for Louisiana Public Education follows.
The Voice of a Leader?
The self-styled White Knight of Louisiana education reform accuses the newly formed Coalition for Louisiana Public Education stakeholders of presenting nothing new except for seeking more money.
Apparently he fails to look into the mirror at his own greedy grasping for money for his favored schools. The Recovery School District has been spending at least 30 percent more per student than the average locally-run school system in Louisiana. Over the past five years RSD students have been funded by a combination of special federal grants, state department of education picking up some major expenses like insurance, free use of buildings built by the Orleans Parish School Board, and the largess of national foundations. While RSD per pupil funding has trended downward from in excess of $20,000 per student per year in the early days, to its current level of more than $13,000, RSD funding is still lavish by comparison.
Pastorek preaches that local education stakeholders’ pleas for equitable funding flies in the face of “a nearly $2 billion budget deficit.” It doesn’t take a CPA to challenge his distorted deficit claim. His boss, Gov. Bobby Jindal doesn’t see the same number. It is not likely that the Louisiana legislature will deal with such a number either. He continues to close his eyes to state revenue collections that are increasing above state estimates; and he pretends the error rate of those state estimates historically underestimate state income by hundreds of millions.
Pastorek habitually tends to over-react and to throw numbers largely unconnected to reality into his pronouncements. He still claims the RSD has made “unprecedented gains in student achievement.” His own web site reveals that the RSD schools remain the lowest performing in the state. His own web site reveals that the few RSD schools that seem to be progressing are really special cases whose core student data statistics are manipulated to make their performance look better than is real. And most of the RSD schools which practice selective enrollment and capped enrollment.
The non-educator Superintendent apparently can’t recognize an educator when he sees one. He claims the burgeoning coalition of public education stakeholders is “made up of staff and board members from these various groups”. Does he really assume that leaders of the superintendents association, the school boards association, the teachers and principals associations, and the parent teachers associations are so bold as to take a coalition public without broadly based support and authorization?
It is, perhaps, not so widely recognized that Paul Pastorek often acts first and then tells his hiring directors at the Board of Elementary and Secondary Education. His most recent was a totally undercover recruitment of a new RSD superintendent. BESE members openly expressed disappointment that they had to come to Baton Rouge to find the search completed. No mention was made…even now…about his pay grade. One thing was certain it would likely make his new man the second highest paid staffer among the 45 DOE staff members earning in excess of $100,000 per year. Many of those high pay rates were set by Pastorek before BESE was informed.
The “extraordinary things taking place in K-12 public education” to which Pastorek refers in his news release are most often taking place because of the efforts of people represented in the new coalition. The growing list of national Blue Ribbon schools in Louisiana is largely governed by local school superintendents and school boards. Pastorek brags about the accelerated growth of high-performing/high-poverty schools showing outstanding growth in student achievement. He never acknowledges that none of those schools are RSD operated schools.
With sufficient funding to pay for extended day, extended week, and extended year schedules, Pastorek’s RSD still is incapable of breaking from the bottom of the list of school performance scores. Yet he challenges the 69 local districts right to demand equality of spending for their underperforming schools.
The Superintendent apparently believes that only he, and a small coterie of highly-paid associates, is motivated to “continue doing the right thing for kids.” His vision of the right thing includes bringing in a host of private companies to manage schools and to provide a varied menu of professional services that have one thing in common: They pull money out of the classroom.
The multi-millions in contracts that cause State Treasurer John Kennedy to stump the state, is largely subject to after the fact approval by the whole of BESE. An elite composed of the BESE president, finance chairman, and Pastorek substitute for transparent contract evaluation. But, when one looks at contracts for operation of RSD charter schools one finds that most skim 12.5 percent from all school funds into corporate profits out of state and away from Louisiana classroom use.
Contrived criticism, in Pastorek’s mind, seems to be that which questions his version of “truth.” His claims of progress in the RSD have been clearly challenged by education researchers. Even the Stanford CREDO finding that New Orleans charters did relatively better than charters nationwide was based upon two characteristics that Pastorek does not want discussed: 1. The CREDO results lumped RSD and Orleans Public School Board operated charters together and nine of the OPSB charters are far superior; and 2. The charters in New Orleans are largely selective-enrollment schools that choose students rather than welcome all.
One thing that Pastorek can rationally expect is that the new coalition is sending a message: “You haven’t seen anything yet!”
Don Whittinghill
LSBA Consultant
Here is Pastorek’s diatribe:
STATEMENT FROM STATE SUPERINTENDENT
OF EDUCATION PAUL PASTOREK
Reference: Coalition for Louisiana Public Education
“This Coalition — made up of staff and board members from these various groups — professes to speak for teachers, administrators, local school boards and others in its opposition to these reforms. And they only express dissatisfaction and disapproval — and present us with no alternative solutions to improve our schools – except to request more funding. The reality is that Louisiana is facing a nearly $2 billion budget deficit, and while funding to other programs has been reduced by 26 percent over the last three years, funding for the state’s MFP – the state’s largest allocation of education funding – has increased by 6.2 percent, from $3.12 billion in Fiscal Year 2008 to $3.31 billion in Fiscal Year 2011. Clearly some districts are facing difficult circumstances. But this situation emphasizes the need for all of us to analyze how we’re allocating our education dollars and to make necessary adjustments in policies, programs and expenditures to achieve the best outcomes for our students and provide necessary support to educators.
And these statements of defiance around reform are unfortunate for the thousands of educators, hundreds of local leaders, and the many communities across our state who have not only accepted change – but who are actually leading and pushing for reforms that are in the best interest of students.
We have some extraordinary things taking place in K-12 public education across Louisiana, including the work taking place in the Recovery School District. In the past three or four years, we’ve made unprecedented gains in student achievement in the RSD and statewide. But this kind of dramatic improvement is only possible when individuals and groups work smarter and make better decisions in classrooms, school buildings and board rooms. There is no doubt in my mind that’s happening. And we believe those who are making a difference and matter most in the lives of students are motivated to continue doing the right thing for kids – even in the face of this kind of contrived criticism.
Fortunately, for our students, the majority of our educators, policymakers and citizens recognize that despite our state’s remarkable progress, too many of our students are still behind in school. They know we can do better, and they’re serious about this work. They share our determination to move forward with a compelling sense of urgency and to ignore the grumbling of those who are unwilling to be inspired by our undeniable progress and the promise these changes represent for our children.”


