This is exactly why I've always been suspicious of Bill Gates' "philanthropy." Yes, I understand that he's done wonderful things in Africa, but the United States is where we live and there is a very real and lasting battle going on over the future of public education.Read the rest here.
While union-busting is certainly one goal of the privatization monsters, profit is the primary goal. Education for profit is lucrative and alluring, especially to people with large sums of money parked and waiting for investment in big-profit items. So when Bill Gates claims to stand for education reform in this country, I place him squarely in the category of those who stand to profit from privatized education.
Now we have this grant from the Gates Foundation to ALEC, of all things. It isn't a small grant, by any stretch. $376,635 to be paid over a period of 22 months. That's about $17,000 per month dropping into the coffers of one of the most evil organizations in the country. The grant description reads as follows:
Purpose: to educate and engage its membership on more efficient state budget approaches to drive greater student outcomes, as well as educate them on beneficial ways to recruit, retain, evaluate and compensate effective teaching based upon merit and achievementWow, Michelle Rhee must be doing a happy dance right about now. I've tried to turn this around and imagine ways that this money could be used to counter the usual right-wing memes about the wonders of privatization, but I just can't seem to find any way to do that. I can only conclude that Mr. Gates and his fellow trustees fully embrace the notion of killing public education one state at a time.
Lee Fang wrote a tremendous article for The Nation a couple of weeks ago about online education and how profitable it is, at the expense of public education. In it, he describes a talk lobbyist Patricia Levesque gave to philanthropists. Among those listening were representatives from the Bill and Melinda Gates Foundation. Among her suggestions:
"A child's learning is the function more of the characteristics of his classmates than those of the teacher." James Coleman, 1972
. . .a pupil attitude factor, which appears to have a stronger relationship to achievement than do all the “school” factors together, is the extent to which an individual feels that he has some control over his own destiny. James Coleman, 1966