I first became aware of The Kahn Academy, its plans for ‘reforming education’ and its ebullient Executive Director, Sal Kahn when I was sent a video of Kahn speaking at a TED conference (you can see the twenty minute video at http://www.khanacademy.org/ along with other videos of Kahn speaking at similar engagements).  For readers who are not aware of TED.com, they describe themselves as:

TED is a nonprofit devoted to “Ideas Worth Spreading”. It started out (in 1984) as a conference bringing together people from three worlds: Technology, Entertainment, Design.  Since then its scope has become ever broader. Along with two annual conferences — the TED Conference in Long Beach and Palm Springs each spring, and the TEDGlobal conference in Edinburgh UK each summer — TED includes the award-winning TEDTalks video site, the Open Translation Project and TED Conversations, the inspiring TED Fellows and TEDx programs, and the annual TED Prize.

The annual TED conferences, in Long Beach/Palm Springs and Edinburgh, bring together the world’s most fascinating thinkers and doers, who are challenged to give the talk of their lives (in 18 minutes or less).


On TED.com, we make the best talks and performances from TED and partners available to the world, for free. More than 900 TEDTalks are now available, with more added each week. All of the talks are subtitled in English, and many are subtitled in various languages. These videos are released under a Creative Commons BY-NC-ND license, so they can be freely shared and reposted.

Our mission: Spreading ideas.

We believe passionately in the power of ideas to change attitudes, lives and ultimately, the world. So we’re building here a clearinghouse that offers free knowledge and inspiration from the world’s most inspired thinkers, and also a community of curious souls to engage with ideas and each other. This site, launched April 2007, is an ever-evolving work in progress, and you’re an important part of it.

Although they are non-profit, TED like most non-profits gets its money from private corporations looking to influence investment opportunities and utilize high tech media to get their entrepreneurial ideas into the minds of the world’s citizens.  Currently, TED.com is sponsored by, at a minimum: 

So as one can see, TED is an entrepreneurial creation backed by some of the leading Wall Street banksters and multi-national corporations looking to cash in on the billion dollar educational terrain and any other market based activities they can create.  It is keeping with the ‘conservative think tank’ strategy adopted by the right wing in the 1970’s and honed to a fine skill for the last thirty five years.  One could look at it as if it was a version of a right wing ‘American Idol’ and of course its message is that government never works, the ‘free market’ (owned by a few oligarchs) is the answer to social, cultural and economic and political problems not to mention the gateway to the ‘good life.”

The Kahn Academy: Cyber learning

In the video done for TED.com and in other presentations, founder and director of The Kahn Academy, Sal Kahn elatedly boasts that he has created 2,400 YouTube videos (exercise software) and 100 self paced educational exercises which he says will forever change the way teaching and learning will work in the future.  His format is 12 minute lectures on mostly mathematics at this point, although Kahn does see himself expanding into all areas of ’teaching and learning” including the humanities, history, liberal arts and English (http://www.khanacademy.org/about).

According to Kahn, who is a former hedge fund trader who quit his job to devote all his time to developing online lessons for students, the didactic classroom model whereby students’ heads are filled with pre-ordained knowledge by teacher lecture is unworkable.  Instead, according to Kahn what are needed are self-paced high-tech videos that can teach ‘concepts’ to students and in his current phase this means mathematics but as stated, the high-tech supermarket will expand to eventually encompass all of education.

Kahn argues that the pedagogical advantage is that students can watch these videos at home and then use classroom time with a teacher for project based learning – putting the conceptual understanding in ‘play’.  By having online automated learning provided by his now 2,400 lectures, students can play and replay the videos until they understand the concepts and all of this can be done without a teacher until such time as actual practical hands-on work with the concepts is required.  The teacher is necessary, according to Kahn, to provide direction in the classroom for application of the concepts to project learning but this is all.  Learning the concepts is done by exposure to the Kahn lectures on Youtube, thus replacing the teacher either as sage on the stage or guide on the side. The problem, of course, when you read the excercises and comments by students, there are many questions, no answers and little comprehension of the concepts (http://www.khanacademy.org/about)

Kahn describes how he came to create the high tech online lectures that currently comprise the 2,100 lectures he offers for free online:

“My uncle’s family visited me in Boston after my wedding in the summer of 2004. At some point during the trip, my Aunt told me that her daughter (my cousin) was having trouble with “unit conversion” which was not allowing her to be placed in the more advanced math track for 7th grade. Nadia was clearly a very bright girl, so I made a deal with her. I’d remotely tutor her for an hour after work as long as she was willing to do any extra work I gave her. I began remotely tutoring Nadia in August of 2004. She was in New Orleans-where I also grew up- so we used a telephone to talk and Yahoo Doodle as a shared notepad. Nadia ended up catching up and getting ahead of her class so I started tutoring her brothers, Arman and Ali, as well. Eventually, word got around and I was remotely tutoring and handful of cousins and family friends. Scheduling around my work, their soccer practice, and the different time zones became a little ridiculous, so I started to make YouTube videos for them to watch in their own time, at their own pace. It didn’t take long to see that other students (including adult learners) were hungry for videos like these so I kept going!   Even before I made the videos, I started writing simple JavaScript problem generators so that my cousins would never run out of practice problems. I wanted to know when and how they were doing the problems, so I added a database to track usage. 100 modules and thousands of lines of code later (much of which has made the software adaptive), it has morphed into the adaptive assessment exercises on our site” (http://www.khanacademy.org/about/faq).

 According to Kahn the use of technology in this way not only doesn’t dehumanize learning, as his critics contend, but actually humanizes the classroom by challenging didactic instruction through use of videos that can be played over and over again until the student ‘gets it’.  And Kahn has big plans for expanding his techno-learning ideas to create the world’s first ‘free’ virtual school: The Kahn Academy.  Of course the devil is in the details and anyone who is not skeptical about the word ‘free’ under the capitalist economic structure is not thinking critically.

The Kahn Academy is backed by large corporate players

Although the Kahn Academy is an IRS-recognized 501C3 not-for-profit organization, Kahn has huge corporate players backing him and of course one would expect to find Bill Gates and the Gates Foundation on the list.  They would not be disappointed.  The Khan Academy has received donations from The Gates Foundation and won Google’s Project 10 to the 100 of ideas to change the world.  You can see a video of Gates lauding the Kahn Academy at http://www.khanacademy.org/.  Gates knows that computer learning will mean big sales for his computer software and computer based products and with his penchant for attacking teachers, unions and his goal towards to assuring private vouchers it is not unusual to find Gates a big proponent of virtual on-line learning.  Same can be said for Intel and Cisco Systems.

Currently, Kahn is working with at least three organizations that are important to mention for they give the reader a ‘whiff’ of what the Kahn ideology and practical application to changing education to cyber learning looks like or might look like in the future.  Kahn is out hustling the market for would be showcase opportunities so that he can no doubt build his organization for acquisition or merger opportunities.

One organization Kahn has partnered with is the K16 Bridge Program http://www.k16bridge.org/.  According to the K12 bridge Program:

“The K16 Bridge Program was designed by a group of K-12 and community college teachers, instructors, counselors, and administrators to finally unite K-12 with community colleges and four year institutions. The goal of the program is to increase the number of students transitioning to post-secondary institutions by making the K-12 schools an active participant in the process. With personal web sites, in class lessons, and the community college admissions process brought to each and every site the program is unique” (ibid).

The K12 Bridge Program utilizes Kahn’s videos online to accomplish their goals.  They too are corporate sponsored, although organized as a 501 C (3).

Another organization that supports Kahn Academy is The Lewis Center for Educational Research (http://www.lewiscenter.org/lcer/about.php).

The Lewis Center is a proponent of charter schools and they have even launched their own charter school.  At their website they taut themselves as:

“The Lewis Center for Educational Research, formerly the Apple Valley Science and Technology Center, was conceptualized by Rick Piercy, a former kindergarten teacher. Since opening in 1990, the center has hosted more than 100,000 students, teachers and parents participating in outreach programs, clubs and other educational activities. The Lewis Center continues to provide hands-on instructional programs to students and the community.

Among the Lewis Center’s most significant programs is the Academy for Academic Excellence (AAE), a K-12 charter school in which new teaching techniques and strategies are tested and refined in a standards-based educational program; and the Norton Space and Aeronautics Academy (NSAA), currently a K-3 charter school and is a Dual Immersion Program School which supports our charter educational goals.

Global Programs include the Goldstone Apple Valley Radio Telescope (GAVRT) project with NASA, JPL/Caltech in which teachers nationwide access a 34-meter radio antenna via the Internet.

The Lewis Center is governed by the Board of Directors of the High Desert “Partnership in Academic Excellence” Foundation, Inc., a non-profit corporation” (ibid).

And then there is World Possible, another Kahn platform.  At their website they state:

“We at World Possible strongly believe that the only way to reach out to everyone across the globe and make a different in their lives is to collaborate, partner, share resources, talent, and ideas between various organizations, universities, corporates (sic) and individuals. We are actively seeking to collaborate and partner to maximize the benefits for the global community” (http://worldpossible.org/index.php?option=com_content&view=article&id=19&Itemid=27).

The organization describes their vision and mission as:

“Vision: Use Technology to improve Education and Development in emerging countries.

Mission: Empower individuals and promote giving back to the global community

Strategy: Create a platform for collaboration between various non-profit organizations, companies, universities and individuals to work together towards our vision” (ibid).

World Possible is currently working in Africa and utilizes Kahn’s educational video lessons.  Their community and corporate sponsors are:

- Cisco-IDEA

- Admas University Ethiopia

- Center for Women Entrepreneurship

- World Family (www.theworldfamily.org)

- Galapagos ICE (www.galapagosice.org)

- Government of Sierra Leone

- Resilient Network

- Global Health Initiative

- Wikipedia

- Gutenberg

- Kahn Academy

- Understanding Algebra by James Brennan

- Math Expressions by Wei Chong

Virtual Learning and the rise of the educational industrial complex

The rise of virtual learning in education is not new.  Nor is it limited to college or universities, as most readers are aware.  In fact, the push amongst so-called conservative organizations and think tanks such as The Hoover Institution have been planning for the shift to high-tech, virtual learning for quite some time in their attempt to destroy teacher’s unions, move towards private vouchers and reconstitute and manage the role of teachers as at-will workers.

Take the following statement by Terry Moe of the Hoover Institution, a chief anti-union and anti-teacher proponent for vouchers in the United States and a high stake player in conservative educational policy making:

“Over the long haul, however, the unions are in grave trouble—for reasons that have little to do with the tribulations of this year.

The first is that they are losing their grip on the Democratic base. With many urban schools abysmally bad and staying that way, advocates for the disadvantaged are demanding real reform and aren’t afraid to criticize unions for obstructing it. Moderates and liberals in the media and even in Hollywood regularly excoriate unions for putting job interests ahead of children. Then there’s Race to the Top—initiated over union protests by a Democratic president who wants real reform. This ferment within the party will only grow in the future.

Then there’s a crucial dynamic outside of politics: the revolution in information technology. This tsunami is only now beginning to swell, and it will hit the American education system with full force over the next few decades. The teachers unions are trying to stop it, but it is much bigger than they are.

Online learning now allows schools to customize coursework to each child, with all kids working at their own pace, receiving instant remedial help, exploring a vast array of courses, and much more. The advantages are huge. Already some 39 states have set up virtual schools or learning initiatives that enroll students statewide, often providing advanced placement courses, remedial courses, and other offerings that students can’t get in their local schools.

This is just the opening salvo. Most American parents want their kids to actually go to school—to a physical place. So the favored virtual schools of the future will be hybrids of traditional and online learning. There are already impressive examples.

As the cyber revolution comes to American education, it will bring about a massive and cost-saving substitution of technology for labor. That means far fewer teachers (and union members) per student. It also means teachers will be far less concentrated in geographic districts, as those who work online can be anywhere. It’ll thus be far more difficult for unions to organize. There will also be much more diversity in educational offerings, and money and jobs will flow out of the (unionized) regular schools into new (nonunion) providers of online options” (The Internet Will reduce teacher’s union powers, Terry Moe, http://www.hoover.org/news/daily-report/86061, Hoover Institution, July 18, 2011).

For another peek into cyber learning simply take a look at K12, Inc. as just one example of K-12 online ‘learning’.  They are not alone; the trend is now geared towards the creation of more and more ‘videos’ to replace teachers, as I have written here at Dailycensored.com for some time.  Lessons like Kahns’ will be essential to create the one size fits all profit maximization plan to reduce the cost of labor, perhaps eliminating it or at the very least drastically transforming it, as well as to equip the computers with ‘lessons’ that can announce themselves as education.

As right wing conservatives bent on turning education into little more than a business deal know, vouchers will eventually be needed to free parents up so that learning can be done at home or in warehouses using a one time government voucher for private instruction.  This is all part and parcel of the current right wing attack on education and why the Trojan horse of charter schools was created.  The real goal is universal vouchers to be used in the private sector.  Those who cannot afford to supplement the voucher with their own cash will end up in sub-prime schools while those who can subsidize the voucher will attend more prestigious schools.  Class based access to education is of course keeping with the class based society we live in.

Kahn himself has been asked if he plans to eventually ‘sell’ his lessons or turn them into cash through lease, sale or for-profit purposes.  You can see his responses to this question and more at http://www.khanacademy.org/about/faq:

Q: Are you interested in turning this into a business?  Maybe with some VC funding?

A: I’ve been approached several times, but it just didn’t feel right. When I’m 80, I want to feel that I helped give access to a world-class education to billions of students around the world. Sounds a lot better than starting a business that educates some subset of the developed world that can pay $19.95/month and eventually selling it to some text book company or something.  I already have a beautiful wife, a hilarious son, two hondas and a decent house. What else does a man need?

With that said, if you are a social venture capitalist and are looking to deploy capital with the highest possible social return per dollar invested, we should talk (emphasis mine). I think you’ll find that there is no more measurable, scalable and high impact way to educate the world.

I see Khan Academy becoming the world’s first free, world-class virtual school where anyone can learn anything-for free.

The videos are just part of the vision. We are building out the adaptive software to cover all the topics that the videos cover. We also intend to develop simulation games to give more nuanced and applied understanding of concepts” (http://www.khanacademy.org/about/faq).

Obviously as a former hedge fund manager and a now would-be educational philanthropist and entrepreneur, Kahn will need capital to continue his project to turn education into cyber learning using his ‘virtual exercises’.  Add to that the fact that as education enters the terrain of computer technology and ‘distant learning’ the capital maximization opportunities will be phenomenal.   Kahn must know this.  As mentioned, we already see this with such companies as K12, Inc. that trade on the US stock exchange.

With education set to be further commodified by technology and the role of teachers disturbingly reconstituted as ‘coaches’ and clerks’, the educational industrial complex is now wide open for the Kahn jobs of the world.  Selling education in the form of cyber lesson plans will be the future for text book companies as well, as they look to get into the fast moving cyber learning models that have been adopted throughout the nation at lightning speed.  How teacher unions will survive let alone deal with this nightmarish change in the educational landscape and daily job description being concocted for them will be interesting, if at all possible.

As Terry Moe of the Hoover Institution so presciently goes on to observe:

“The national model is the Florida Virtual School, which offers a full academic curriculum, has more than 220,000 course enrollments per year, and is a beacon of innovation. Outside of government, tech entrepreneurs like K12 and Connections Academy are swarming all over the education sector. They are the innovative force behind the rise of virtual charters, which now operate in 27 states, enroll some 200,000 full-time students (who typically do their studying at home), and stand at the cutting edge of technology’s advance” (Moe, Terry, The internet will reduce teacher union power, The Hoover Institution, July 18, 2011, http://www.hoover.org/news/daily-report/86061).

Close behind Florida is Michigan and with cities and states throughout the nation bleeding from budget cuts and right-wing attacks on anything public, the brick and mortar required for ‘education’ just might vanish as colleges also gravitate more and more towards distant learning with adjunct faculty, typically in less than effectual part time unions with no benefits nor job security and having to run the educational enterprise like a ‘virtual call center’.

All of this we are told is ‘progress’ both economically and pedagogically.  Americans have been told and many have bought into the idea that they can find happiness and do anything they wish by using the computer.  They can lose weight by pointing and clicking on their computer; they can find happy companions and relationships by online dating; they can shop without going outside or into public stores; they can make friends on Facebook without ever meeting them; and they can otherwise accomplish real-life tasks through segregating themselves in isolated interaction with the computer.  So why not point and click and get an ‘education’?

Of course for those who have studied and have real-world relationships with humanistic curriculum, child psychology, social interaction within learning and the theory of cognitive development and emotional intelligence gained through human interaction the conservative idea of liberation through educational cyber learning is a frightening science fiction novel come to life.  Removing human beings from education in favor of cyber exercises is a recipe for despair and a dehumanizing move towards a corporate ‘Second Life’.

As a former philosophy teacher for a junior college in California and an on-line teacher for close to two decades I can acknowledge that distant learning does just that: it distances people from learning, gives them a quick fix gimmick to ‘buy’ a college degree that is less and less useful in the real world for it has no pedagogical weight to it; it functions only as a commodity.  What Kahn is offering is another version of the didactic ‘banking system of knowledge’ whereby students are treated as empty vessels to be filled with concepts, this time ‘the virtual Kahn way’.  Removing the teacher removes mentors and social interaction and this makes learning an isolated individualized activity that fits nicely within the morals of the free market thinkers that advocate such education in isolation.  The idea of dialogue in learning and sharing ideas through questioning and investigation is replaced by didactic online lectures that offer no such opportunities to exchange points of view or ideas but require only rote memorization.  Not only does didactic learning not work within the current system of education as Kahn noted, but it promises to fall on its face if adopted as an educational reform method tied to techno-learning.

Turning teachers into project based managers divorced from the conception of the Kahn lectures is also problematic.  For it does what education has always insidiously done: it divorces teachers’ execution of education from the conception of education and curriculum and turns teachers into mere practitioners and bankers.  Certainly project based education is a worthy goal, progressive educators have been arguing for it for decades — for only within a project with relevant purposes can students show their grasp of concepts, be assessed on their use and learn to assess themselves as well as engage in real-world critical thinking skills.  But if this form of humanistic education is isolated from the actual learning of concepts then what we are creating is a binary 12 step linear program masquerading as education when in fact it is segregation in learning.

The organizational structure of the Kahn Academy

It is not surprising to see that the organizational structure of Kahn Academy is made up of business entrepreneurs and market forces.  Now that education is big business it calls for a management team that can reach out and get those venture capitalist funds so necessary to sell the ‘educational product’.  What is needed for such a start-up are managers that know how to keep costs down and organize an institution that can maximize profits.  Even though Sal Kahn has indicated his interest is in cyber education and not profits, it is hard to believe given his emphasized statement above regarding returns on investment and his own attachment to Wall Street that the Kahn lesson plans are not being created eventual sale or lease to educational capitalists.  A cursory glance at the business players at Kahn Academy offers the best clues to the future of such an enterprise.

In the case of Kahn Academy the structure is still primitive given the recent birth of the organization but the skeleton can be seen.  The following constitutes the Kahn Academy management team:

“Founder and Executive Director – Sal Kahn Before quitting his job as manager of a hedge fund to run the Khan Academy full time, Sal also found time to get three degrees from MIT and an MBA from Harvard.

President and COO – Shantanu Before teaming up with Sal (his college classmate and high school math competitor), Shantanu was an Associate Principal in McKinsey & Company’s Silicon Valley office, and received four degrees from MIT.

Dean of Translations – Bilal Prior to joining Khan Academy, he was VP Development for Global Education Management Systems (GEMS), an international network of private schools

Lead Developer – Ben Ben was previously VP of Engineering at Fog Creek Software, where he spent five and half years learning how to push bits around with small, fast teams.

Lead Designer – Jason - Prior to joining the Khan Academy, Jason headed up the design team at Fog Creek Software (and worked with Ben).

Software Engineer – Marcia was a Program Manager for Microsoft before joining the team. She received her BS and MS in Computer Science from Stanford, with a specialization in human computer interaction.

Chief of Staff – Jessica - Life before Khan Academy included stints at McKinsey and Company (where she worked with Shantanu) and Yahoo! She is an alumna of Stanford and UC San Diego.

Dean of Open Source – John is the creator of the jQuery JavaScript library, amongst a number of other Open Source projects, and the author of two books on JavaScript development” (http://www.khanacademy.org/about/the-team).

Hardly much in the way of pedagogical talent in the management of The Kahn enterprise.

The future of education, teachers, unions and the rise of the private, universal voucher system

It is clear that what is at stake in cyber learning, a business that is being ratcheted up by the minute that the only thing that is in the way of maximizing profits and creating the cyber learning educational climate are those damn teachers, their unions, and the way that America currently provides economic support for public education.  What the right wing libertarians want is private vouchers.  In fact, public education itself is the problem in the eyes of most of the entrepreneurs that see dollar signs on the backs of kids.  To be sure there are humanistic capitalists, and perhaps Kahn is one, who see problems in education and think that they can cure them by throwing the system to the ‘free market’ and creating computer learning in favour of human interaction.  The problem is not their intentions, if they are good ones, the problem is that market fundamentalism cannot provide an educational system that serves the needs of citizens who must learn to think critically to overcome many of the challenges they face in a society of growing inequality.  Furthermore, there is a large segment of the cyber learning crowd whose only interest is profit and they do not suffer from any self-delusion as to what constitutes opportunities for creative and critical learning.  For these pro-market forces money is what prompts their interest in education.  For them, education is simply another commodity to be bought and sold in the corporate market. 

The question that teachers and those interested in social justice must now grope with is how cyber learning is increasingly being used to make citizens the object of technology and the subjects of their rulers and what might be done to reverse this trend.

To see my and other articles on virtual learning at Dailycensored and Project Censored one can go to:

Virtual Charter Schools: The new ‘rat’ in town | Dailycensored.com

Feb 2, 2010 – Milkin partnered with Bennett to financially start up Bennett’s virtual learning , for profit school business plan which has been quite

Kansas city Schools: Latest in the race to the bottom …

Mar 12, 2010 – When the virtual learning hits the streets running, then we won’t need schools or teachers, just virtual learning and the coprorations that

Race to the Top: coming to a community college near you …

Aug 27, 2010 – Learning how to make a living is now the issue, not learning how to ….. will soon be able to get vouchers for virtual learning at home
dailycensored.com/…/race-to-the-top-coming-to-a-community-college-near- you-2/

Cyber Charter Schools designed to Undermine Teacher Unions | The …

Mar 29, 2010 – These schools are being called “21st century learning” which Please see my article for more: Virtual Charters the New Rat in Town
www.mediafreedominternational.org/…/cyber-charter-schools-designed-to- undermine-teacher-unions/

Charter school capital projects: cashing in on kids …

Jun 12, 2011 – on the issue of how these investment companies are placing their bets on virtual online learning supported by national or state vouchers
dailycensored.com/…/charter-school-capital-projects-canyon-capital-realty- advisors-intel-citigroup-and-other-venture-wall-street-capitalists-team-up- …

Berkeley School Board to vote on the proposed REALM charter school …

Jan 28, 2010 – This will be accomplished by immersing our teachers and students in authentic and virtual learning environments that require collaboration,
dailycensored.com/…/berekely-school-board-to-vote-on-the-proposed-realm- charter-school-will-faith-based-chartes-coupled-with-oligarch-and-philanth…

Michigan neo-liberalism: creating the material conditions for …

Sep 1, 2010 – Wood said Michigan Virtual Charter Academy will bring “McChoice” to nationally-recognized provider of distance learning programs for
dailycensored.com/…/michigan-neo-liberalism-creating-the-material- conditions-for-privatization/

Taking Stock in our Children’s future | Dailycensored.com

Oct 24, 2009 – In the 2008-2009 school year, Edison Learning will serve over 350000 The company operates, among other things, the Ohio Virtual Academy

Microsoft and Wal-Mart Lead American Education Reform: Ontario to …

Dec 12, 2009 – http://www.gatesfoundation.org/learning/Documents/reflections-foundations- perhaps as virtual schools using the Microsoft curriculum.
dailycensored.com/…/microsoft-and-wal-mart-lead-american-education- reform-ontario-to-follow/

The Global Privatization of Education Policy: Lorna Earl Conflict …

Nov 6, 2009 – Could the e-learning be moving us in the direction of the virtual charter schools which have emerged as a force in the US due to the low
dailycensored.com/…/the-global-privatization-of-education-policy-lorna-earl- conflict-of-interest-is-the-tip-of-the-iceberg/

Our society is killing our children, opening a Pandora’s box for …

Apr 27, 2010 – As to competition in learning, a seperate discussion, my thoughts are Next, we will see the growth of the virtual charter school taking
dailycensored.com/…/our-society-is-killing-our-children-opening-a-pandoras -box-for-its-future/

A PERFECT STORM: Massive Ontario School Closures Seen as …

Dec 4, 2009 – Indeed: the term “e-learning” occurs 25 times in the 78 page report. Virtual schools have gained a lot of momentum with massive
dailycensored.com/…/a-perfect-storm-massive-ontario-school-closures-seen- as-“opportunity”-by-privatizers/


Dec 29, 2009 – Moreover, as seen in the U.S., online or “virtual” schools can be run …. Since , “The Council makes decisions and advises on the learning
dailycensored.com/…/ontario-advisor-fullan-teamed-with-pastorek-in-new- orleans-reform-charter-schools-on-ontario’s-“next-horizon”/

To Fix Education: Fire Human Teachers, Hire Holograms …

Dec 29, 2010 – testing to be an effective way to capture the learning process, Holograms aren’t far from the home, according to virtual reality

# 12 Bush Profiteers Collect Billions From No Child Left Behind …

Learning, a company headed by Neil Bush, and K12 Inc., a for-profit brick- and-mortar schools,” including computer-based “virtual academies,” that have
www.projectcensored.org/…/12-bush-profiteers-collect-billions-from-no- child-left-behind/

Leave No Child’s Behind: No Child Left Behind and the implications …

Dec 20, 2009 – Learning (owned by Neil Bush the brother of the former president George W. including computer-based “virtual academies”, some chartered,
dailycensored.com/…/leave-no-childs-behind-no-child-left-behind-and-the- implications-and-impacts-for-and-on-charter-schools-and-state-mandated- …

Charter Schools, Teachers, and the law | Dailycensored.com

Jan 8, 2010 – learning communities and positive and stable school cultures; …. This can be particularly true in the case of ‘virtual charters’,

The Pledge of Allegiance: A Symbol of Institutionalized Injustice …

Apr 27, 2010 – what the whole thing is about) and the rise of the virtual school, throwing youth up against the wall of in authentic learning and
dailycensored.com/…/the-pledge-of-allegiance-a-symbol-of-institutionalized- injustice/