Hired Guns on Astroturf: How to Buy and Sell School Reform

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Astroturfing is the modus operandi of the ed reform movement. Contributions of staff and services skyrocketed in Denver in 2011. Two years earlier, for example, the candidate who is now the pro-reform school board president received just $310 in non-monetary contributions. In 2011, in addition to the $88,511 from Stand for Children, the reform slate took in $34,231 in mostly non-monetary contributions from a 501(c)4 group called Great Schools for Great Kids ( Education News Colorado, December 2, 2011). The original source of this money isn’t clear—501(c)4s are not required to disclose donors. But the record shows that Great Schools for Great Kids transferred money to a super PAC that has the same registered agent and office suite as a Stand for Children affiliate. The money sloshes around.

The six other candidates in the nonpartisan race raised a total of $212,973 (an average of $35,495 per candidate). This, too, seems like a lot of money for a school board race, and yet, on a per candidate basis, the reform slate took in six times as much money as opponents did. The Denver Classroom Teachers Association endorsed two candidates. One of them received $71,240 from the union in monetary and non-monetary donations; the other received $40,720. According to the Denver Post (December 2, 2011), the union spent another $86,000 through a committee called Delta 4.0 on mailers to advocate for the two candidates. Labor unions [501(c)5s in the IRS code] have tax exempt status, as do business associations and political campaign organizations. Unlike ed reformers backed by private funders, however, the teachers’ unions are mass organizations with established local affiliates and elected leaders accountable to dues-paying members. Whatever their strengths and weaknesses, teachers unions are tied to schools, students, parents, and communities through their members.

Two of the three Denver reform candidates won; the third lost by only 142 votes to the union-endorsed incumbent. The deluge of money certainly helped the reformers retain their four-to-three majority on the board. Equally important, the ed reform operation reached a pivotal goal: to eclipse the longstanding power of the teachers’ unions in the political arena. The expense and acrimony of the race prompted a Democratic state representative to re-propose spending limits. Unfortunately, after Citizens United, limits can end up funneling even more money into the web of political committees, where it’s harder to track and where individual donors can remain anonymous.

Denver wasn’t the only absurdly expensive school board race in 2011. For other examples, click here.

The Company They Keep

Ed reformers liven up their websites with photographs of happy-looking school children, many of them minorities: the kids are busy at work or smiling into the camera. Meanwhile, their self-appointed benefactors ally with politicians who are slashing school budgets, cutting social services and benefits, gutting jobs programs, undercutting health-care reform, pummeling public sector unions, and passing laws that make it harder for the children’s parents to vote. The disconnect between what ed reformers claim to be doing for low-income children and what they actually bring about boggles the mind.

The poster child for this moral disconnect is former Washington, D.C. schools chancellor and ed reform celebrity Michelle Rhee. Rhee resigned her D.C. post in October 2010 after her boss, Mayor Adrian Fenty, failed in his reelection bid. Within weeks, Rhee had set up a 501(c)4 advocacy organization called StudentsFirst; she announced a five-year fundraising goal of $1 billion. Rhee explained the purpose of her project this way (Daily Beast/Newsweek, December 6, 2010):

When you think about how things happen in our country—how laws get passed or policies are made—they happen through the exertion of influence. From the National Rifle Association to the pharmaceutical industry to the tobacco lobby, powerful interests put pressure on our elected officials and government institutions to sway or stop change. Education is no different.