"Let's hope the fiscal crisis doesn't get better too soon. It'll slow down reform." -- Tom Watkins, a consultant, summarizes the corporate education reform movement's current strategy to the Sunday New York Times. Watkins' outburst of candor, buried in this front-page New York Times article yesterday, is so important: It shows that the recession and its corresponding shock to school budgets is being used by corporations to maximize revenues, all under the gauzy banner of "reform."
Sunday, September 25, 2011
Corporate Shock Doctrine in Indiana
Check out this article from Salon.com and think about all the shady connections emerging from Tony Bennett and the Mitch Daniels Machine. What's amazing about this is how even though standardized test scores are good enough to fire teachers and, as in Indianapolis, turn schools over to for-profit charter corporations, they're not good enough to determine if the multi-million dollar contracts for corporations peddling easy solutions and fairy dust. A previous post shared some the new information on corporate campaign donations to Dr. Bennett--we're sure its only the beginning. Didn't we learn to follow the money? This was found at the Newteacher blog.
"Let's hope the fiscal crisis doesn't get better too soon. It'll slow down reform." -- Tom Watkins, a consultant, summarizes the corporate education reform movement's current strategy to the Sunday New York Times. Watkins' outburst of candor, buried in this front-page New York Times article yesterday, is so important: It shows that the recession and its corresponding shock to school budgets is being used by corporations to maximize revenues, all under the gauzy banner of "reform."
"Let's hope the fiscal crisis doesn't get better too soon. It'll slow down reform." -- Tom Watkins, a consultant, summarizes the corporate education reform movement's current strategy to the Sunday New York Times. Watkins' outburst of candor, buried in this front-page New York Times article yesterday, is so important: It shows that the recession and its corresponding shock to school budgets is being used by corporations to maximize revenues, all under the gauzy banner of "reform."
Tuesday, August 30, 2011
Follow the Money--Bennett and Campaign Money
Murdoch’s Wireless Gen. and EdisonLearning Donated Money to Tony Bennett | |
| By: Doug Martin Monday August 29, 2011 11:58 am | |
As the Indiana State Board of Education decides to hand over Indiana’s so-called “failing” schools to EdisonLearning, Charter Schools USA, and Rupert Murdoch’s Wireless Generation today, it is important to note that both Edison and Wireless Generation have donated to Education ReformIdol Indiana supt. of public instruction Tony Bennett’s campaign chest. In fact, Wireless Gen. even lavished money on Mitch Daniels and Indiana Republicans, the month before Murdoch acquired the company.
Freshly clabbered by public school advocates like Leonie Haimson, Diane Ravitch, and others in New York City, and thus losing out on a $27 million contract with the schools, Wireless Gen. will now “partner” with the New Teacher Project (whose CEO is Ariela Rozman, who also sits on the board of Indy’s corporate reform group, the Mind Trust) to run Washington Community High School in Indianapolis. EdisonLearning is taking over a school in Gary.
For 2009-2010, Bennett’s donors are both local and national corporate school reform players, and many of them also funded him in 2008:
EdisonLearning: $2,000
Wireless Generation: $1,000
James Bopp, Jr.: $250 (corporate lawyer of Citizens United; used his Terre Haute law firm’s mailbox to funnel millions of Amway-Besty DeVos’ American Federation for Children money to “school reformers” in Indiana and throughout the country)
Bopp Coleson, and Bostrom: $2,500 (law firm of James Bopp, Jr.)
Therese Rooney: $10,000 (daughter of J. Patrick Rooney, the man who started the Educational CHOICE Charitable Trust and was a national leader in the voucher movement)
Patrick Byrne: $5,000 (Overstock.com)
Luke Messer: $175 (School Choice Indiana)
Heather Neal: $150 (works at IDOE)
David Shane: $150, (member of Indiana Board of Ed. Wife Anne, now a trustee at Ivy Tech, worked for the Mind Trust)
Connections Academy: $2,000 (online school)
Education Networks of America: $2,000 (Tennessee network which connections Indiana public school corporations. Operates in several states)
Hoosiers for Economic Growth: $5,000 (front group behind Indiana school “reform”)
McGraw-Hill: $3,000 (mega-book and testing company which oversees ISTEP+ testing in Indiana)
Apangea Learning: $1,000 (online tutoring company which has a contract with IDOE)
Education Services of America: $1,000 (has a contract with East Allen County Schools to use their Ombudsman Educational Services for at-risk students)
Robert Enlow: $500 (runs Milton Friedman Foundation for Educational Choice)
Rollin Dick: $150 (consultant with MH Equity Investors, a private equity investing group, formerly of Conseco, works for charter operator, the GEO Foundation)
Thanks to Jane Ruppel Nicholls for pointing me to this new Follow the Money list. This piece is cross-posted at B-Town Errant. Please check it out!http://my.firedoglake.com/dougmartin/2011/08/29/murdochs-wireless-gen-and-edisonlearning-donated-money-to-tony-bennett/
Monday, August 1, 2011
Indiana was there!! Grass-roots Movement of Educators Gathers in DC
It was blistering hot, traffic and parking were terrible, the media was preoccupied with the debt crisis and Congress's inability to compromise but....over 8000 educators and supporters of public education gathered to raise a collective voice. An exciting moment and Indiana educators were there--the next step is organizing state-level protests. Stay in touch and post a comment if you support the cause!!
The Save Our Schools March
“I don’t know where I would be today if my teachers’ job security was based on how I performed on some standardized test.”
That was actor Matt Damon talking to thousands of teachers, parents, principals, school board members and other education activists who stood today for hours in 90-plus-degree temperatures near the White House to protest the standardized testing mania that is at the heart of the Obama administration’s school reform policies. He was one of dozens of speakers — including education historian Diane Ravitch; prominent educators Linda Darling-Hammond, Jonathan Kozol, Deb Meier; Jon Stewart (on video); and Florida activist Rita Solnet— who protested the Bush administration’s No Child Left Behind, and the current administration’s Race to the Top, which, to the disappointment of many Obama supporters, is as punitive and at least as test-centric as NCLB. If their message has been heard before, this part was new: It was the first time that teachers from across the country have raised their voices publicly in protest of education policies at a Washington rally.
I don’t know how members of the audience (the Park Service unofficially estimated as many as 8,000 attended, more than some had predicted and fewer than some had hoped) withstood the heat but they did, and then they marched to the White House, in hopes that someone would let President Obama know about their disappointment in his education policies.
[Note: Some have questioned whether I was an active participant in the Save Our Schools march. I was not. I was invited to be a speaker at a two-day conference that preceded the rally and I declined long ago. Readers of this blog know that I rather obviously have opinions about school reform but I don’t participate in advocacy events.]
While U.S. legislators on the other end of Pennsylvania Avenue were embroiled in negotiations to try to stop the country from defaulting on its debts, the rally and march, planned for many months, went on, noting that the health of the public education system is just as key to the country’s future as anything else.
Critics of the march had claimed that it was union-inspired but, though some speakers were union members, this wasn’t a union-organized or inspired march but actually a grass-roots production organized by teachers, parents and others. (The 15-member executive committee was testament to that.) Critics also accused participants of supporting “the status quo,” which is a phrase commonly used by modern school reform leaders to disparagingly suggest that they would rather keep bad teachers in classrooms than fire them. It’s nonsense (the issue is how to give teachers due process). If any of these critics listened, they would have heard people literally desperate for some sense to be returned to education policy.
Ravitch, whose best-selling 2010 “The Life and Death of the Great American School System” helped galvanize teachers to publicly protesting their discontent with former president Bush’s No Child Left Behind, and the current administration’s Race to the Top, told the crowd that public schools are “not shoe stores” and shouldn’t be managed as businesses.
“We are here to stand up for basic American values,” she said. “The shame of our nation is that we lead the developed world in childhood poverty,” she said, then noting that our best schools, those with the fewest children who live in poverty, rank on international tests at least as high as any other nation.
Her celebrity with people in the crowd was such that when she was done, they began to chant, “Thank you.”
Speakers protested policies that evaluate teachers based on standardized tests, and that scapegoat teachers for things over which they have no control (such as whether a student comes to school hungry, tired, sick or entirely disinterested). Damon, who has spoken before publicly about testing mania, was there because his mother, Carlsson Paige, asked him to come. She is a childhood development expert and a professor at Lesley University in Cambridge and was involved with the march.
It is one of the unfortunate aspects of American culture that celebrities get listened to more than everybody else — even, and maybe especially, in Washington, D.C.
If Washington’s policymakers don’t want to listen to teachers — and so far, they haven’t — just maybe they will take a minute to read Damon’s speech. It was smart and powerful. (I will post it separately.)
They could learn from it.
That was actor Matt Damon talking to thousands of teachers, parents, principals, school board members and other education activists who stood today for hours in 90-plus-degree temperatures near the White House to protest the standardized testing mania that is at the heart of the Obama administration’s school reform policies. He was one of dozens of speakers — including education historian Diane Ravitch; prominent educators Linda Darling-Hammond, Jonathan Kozol, Deb Meier; Jon Stewart (on video); and Florida activist Rita Solnet— who protested the Bush administration’s No Child Left Behind, and the current administration’s Race to the Top, which, to the disappointment of many Obama supporters, is as punitive and at least as test-centric as NCLB. If their message has been heard before, this part was new: It was the first time that teachers from across the country have raised their voices publicly in protest of education policies at a Washington rally.
I don’t know how members of the audience (the Park Service unofficially estimated as many as 8,000 attended, more than some had predicted and fewer than some had hoped) withstood the heat but they did, and then they marched to the White House, in hopes that someone would let President Obama know about their disappointment in his education policies.
[Note: Some have questioned whether I was an active participant in the Save Our Schools march. I was not. I was invited to be a speaker at a two-day conference that preceded the rally and I declined long ago. Readers of this blog know that I rather obviously have opinions about school reform but I don’t participate in advocacy events.]
While U.S. legislators on the other end of Pennsylvania Avenue were embroiled in negotiations to try to stop the country from defaulting on its debts, the rally and march, planned for many months, went on, noting that the health of the public education system is just as key to the country’s future as anything else.
Critics of the march had claimed that it was union-inspired but, though some speakers were union members, this wasn’t a union-organized or inspired march but actually a grass-roots production organized by teachers, parents and others. (The 15-member executive committee was testament to that.) Critics also accused participants of supporting “the status quo,” which is a phrase commonly used by modern school reform leaders to disparagingly suggest that they would rather keep bad teachers in classrooms than fire them. It’s nonsense (the issue is how to give teachers due process). If any of these critics listened, they would have heard people literally desperate for some sense to be returned to education policy.
Ravitch, whose best-selling 2010 “The Life and Death of the Great American School System” helped galvanize teachers to publicly protesting their discontent with former president Bush’s No Child Left Behind, and the current administration’s Race to the Top, told the crowd that public schools are “not shoe stores” and shouldn’t be managed as businesses.
“We are here to stand up for basic American values,” she said. “The shame of our nation is that we lead the developed world in childhood poverty,” she said, then noting that our best schools, those with the fewest children who live in poverty, rank on international tests at least as high as any other nation.
Her celebrity with people in the crowd was such that when she was done, they began to chant, “Thank you.”
Speakers protested policies that evaluate teachers based on standardized tests, and that scapegoat teachers for things over which they have no control (such as whether a student comes to school hungry, tired, sick or entirely disinterested). Damon, who has spoken before publicly about testing mania, was there because his mother, Carlsson Paige, asked him to come. She is a childhood development expert and a professor at Lesley University in Cambridge and was involved with the march.
It is one of the unfortunate aspects of American culture that celebrities get listened to more than everybody else — even, and maybe especially, in Washington, D.C.
If Washington’s policymakers don’t want to listen to teachers — and so far, they haven’t — just maybe they will take a minute to read Damon’s speech. It was smart and powerful. (I will post it separately.)
They could learn from it.
Thursday, June 9, 2011
Hear! Hear!
School turnaround companies not a sure thing; let community try 1st
Dear Mr. Tully,
I agree with you and the state's superintendent of public instruction, Tony Bennett, on one thing: It's sad that we as a community have let Indianapolis Public Schools get to this point. Few could look at the performance of the seven district schools under threat of a state takeover and feel any other way.
Everyone wants to do something to turn things around. Continuing to do nothing is absolutely unacceptable. But doing something doesn't mean we should try anything. And, in my book, allowing the state to take over any of the schools and then turn them over to a management company definitely counts as "anything."
Who's to say a private and possibly out-of-state company would do any better than a locally run and elected school board?
After all, the research on the effectiveness of these turnaround companies is anything but conclusive. Even those who support them admit that. "There really isn't a big track record for many of these groups to stand on," said M. René Islas, an education consultant who has worked in Indianapolis and is the director of the Learning Forward Center for Results. "We're kind of in uncharted territory."
Kind of like California during the Gold Rush. Never before has there been $5 billion of federal funding available to turn around failing schools. Education Secretary Arne Duncan hopes to overhaul 5,000 of the nation's 100,000 public schools in the next few years.
A lot of those turnaround efforts, as is the case here, involve paying a private, for-profit company to overhaul schools. Yet nationwide, oversight of these companies hasn't been the best. Many of them are new, formed in response to a burgeoning market for fixing schools, and they have yet to establish proven records of success.
And the privatization of government services doesn't always work. The botched attempt to modernize Indiana's welfare system comes to mind. Gov. Mitch Daniels pulled the plug on the $1.3 billion contract with IBM less than three years into the supposed 10-year implementation.
Do we really want to take that chance with our schools? With our children? What happens if the state hires a turnaround company, and then a year from now or two years from now, test scores at a school don't go up? Will Bennett fire that company and hire a new one? Will that new company once again fire half the staff and oust the principal?
These are things we need to think about long before we consider crossing the bridge into state takeover land.
Why? Because, above all else, students need stability and consistency.
This came through loud and clear at both of last week's meetings to gather public feedback on the possible state takeover. At Arlington Community High School, teachers and parents complained about the inconsistent meting out of discipline and the rotating cast of principals and teachers over the past four years.
At Broad Ripple, IPS Superintendent Eugene White pointed out that the school is only in its second year of being a full magnet high school for the arts. My point is, there hasn't been enough consistency or stability at either of these schools for the students or teachers to develop any kind of traction for success."The research tells us that the full turnaround of any organization takes three to five years," Islas said.Ripping everything up again at these schools likely would do more harm than good.
What do we do instead? Let the community take up this fight first.
One result of Bennett saying the state should intervene has been that parents and community groups appear to be serious about improving education. The Indianapolis Urban League has vowed to work with the NAACP and the National Council on Educating Black Children to help implement improvement plans at all the schools.
This should have happened years ago when students' grades first started to slide, but that's a gripe for another day. The success of students depends as much on what goes on in the classroom as at home. Without support from parents and the community, kids, especially kids in poor urban districts, have a much harder time making the grade. Their involvement could make all the difference.
Let the community and parents try again. Don't take these schools out of their hands just yet.
That's a "something" I can get behind.
Call Star columnist Erika D. Smith at erika.smith@indystar.com, or reach on Twitter @indystar_erika.
Dear Mr. Tully,
I agree with you and the state's superintendent of public instruction, Tony Bennett, on one thing: It's sad that we as a community have let Indianapolis Public Schools get to this point. Few could look at the performance of the seven district schools under threat of a state takeover and feel any other way.
Everyone wants to do something to turn things around. Continuing to do nothing is absolutely unacceptable. But doing something doesn't mean we should try anything. And, in my book, allowing the state to take over any of the schools and then turn them over to a management company definitely counts as "anything."
Who's to say a private and possibly out-of-state company would do any better than a locally run and elected school board?
After all, the research on the effectiveness of these turnaround companies is anything but conclusive. Even those who support them admit that. "There really isn't a big track record for many of these groups to stand on," said M. René Islas, an education consultant who has worked in Indianapolis and is the director of the Learning Forward Center for Results. "We're kind of in uncharted territory."
Kind of like California during the Gold Rush. Never before has there been $5 billion of federal funding available to turn around failing schools. Education Secretary Arne Duncan hopes to overhaul 5,000 of the nation's 100,000 public schools in the next few years.
A lot of those turnaround efforts, as is the case here, involve paying a private, for-profit company to overhaul schools. Yet nationwide, oversight of these companies hasn't been the best. Many of them are new, formed in response to a burgeoning market for fixing schools, and they have yet to establish proven records of success.
And the privatization of government services doesn't always work. The botched attempt to modernize Indiana's welfare system comes to mind. Gov. Mitch Daniels pulled the plug on the $1.3 billion contract with IBM less than three years into the supposed 10-year implementation.
Do we really want to take that chance with our schools? With our children? What happens if the state hires a turnaround company, and then a year from now or two years from now, test scores at a school don't go up? Will Bennett fire that company and hire a new one? Will that new company once again fire half the staff and oust the principal?
These are things we need to think about long before we consider crossing the bridge into state takeover land.
Why? Because, above all else, students need stability and consistency.
This came through loud and clear at both of last week's meetings to gather public feedback on the possible state takeover. At Arlington Community High School, teachers and parents complained about the inconsistent meting out of discipline and the rotating cast of principals and teachers over the past four years.
At Broad Ripple, IPS Superintendent Eugene White pointed out that the school is only in its second year of being a full magnet high school for the arts. My point is, there hasn't been enough consistency or stability at either of these schools for the students or teachers to develop any kind of traction for success."The research tells us that the full turnaround of any organization takes three to five years," Islas said.Ripping everything up again at these schools likely would do more harm than good.
What do we do instead? Let the community take up this fight first.
One result of Bennett saying the state should intervene has been that parents and community groups appear to be serious about improving education. The Indianapolis Urban League has vowed to work with the NAACP and the National Council on Educating Black Children to help implement improvement plans at all the schools.
This should have happened years ago when students' grades first started to slide, but that's a gripe for another day. The success of students depends as much on what goes on in the classroom as at home. Without support from parents and the community, kids, especially kids in poor urban districts, have a much harder time making the grade. Their involvement could make all the difference.
Let the community and parents try again. Don't take these schools out of their hands just yet.
That's a "something" I can get behind.
Call Star columnist Erika D. Smith at erika.smith@indystar.com, or reach on Twitter @indystar_erika.
Wednesday, June 8, 2011
Are You Serious???
Ballard seeks control of 7 failing IPS schools
Mayor Greg Ballard has asked to take charge of efforts to turn around up to seven Indianapolis Public Schools that are facing state takeover.
In a speech to the Greater Indianapolis Progress Committee this morning, Ballard cited state law that allows mayors to petition the state board to take control of schools that have been on probation for low test scores for six consecutive years. Ballard said the schools would be added to a portfolio of charter schools his office oversees and that he would apply "charter like" solutions to them. He pitched his plan as a middle road between mayoral takeover of the entire school district, which has been pushed by some community and business leaders, and state control of local schools.
"I believe our immediate focus should be on the successful turnaround of the schools being taken over by the state," he said. "Once we successfully turn around these schools, then we can tackle the larger issue of IPS as a whole."
State board members and Superintendent for Public Instruction Tony Bennett are holding meetings this month to gather public input at each of the seven Indianapolis schools -- six high schools and a middle school -- that could reach their sixth year of probation when state test scores are released later this summer.
Mayor Greg Ballard has asked to take charge of efforts to turn around up to seven Indianapolis Public Schools that are facing state takeover.
In a speech to the Greater Indianapolis Progress Committee this morning, Ballard cited state law that allows mayors to petition the state board to take control of schools that have been on probation for low test scores for six consecutive years. Ballard said the schools would be added to a portfolio of charter schools his office oversees and that he would apply "charter like" solutions to them. He pitched his plan as a middle road between mayoral takeover of the entire school district, which has been pushed by some community and business leaders, and state control of local schools.
"I believe our immediate focus should be on the successful turnaround of the schools being taken over by the state," he said. "Once we successfully turn around these schools, then we can tackle the larger issue of IPS as a whole."
State board members and Superintendent for Public Instruction Tony Bennett are holding meetings this month to gather public input at each of the seven Indianapolis schools -- six high schools and a middle school -- that could reach their sixth year of probation when state test scores are released later this summer.
Tuesday, June 7, 2011
Daniels Supports Diploma Mill for Teachers
Mitch Daniels continues his efforts to privatize education--first Western Governor's, now this. How can the governor justify bringing in shady programs that compete with his own state university system? Shameless!
6th Largest Graduate School of Education Relocating from Illinois to Indiana
INDIANAPOLIS (June 7, 2011) - American College of Education (ACE), an academic institution that provides online graduate degrees for working educators seeking advanced degrees, announced today that it will move its main campus from Chicago to Indianapolis, creating up to 40 new jobs by 2014.
Founded by a national team of education researchers and practitioners to address the advanced degree needs of in-service educators around the world, the organization will invest $1.2 million to establish its new headquarters in 12,000 square feet of space at 161 W. Ohio St. in downtown Indianapolis. American College of Education has already begun transitioning to Indiana and expects to be operational in the Hoosier State in August.
"The stable, affordable and pro-growth economic environment found in Indianapolis versus other cities plays a significant role in our ability to attract new companies. ACE is another example of a company that has recognized all Indianapolis has to offer and made the choice to relocate here. We look forward to welcoming them to our city," said Mayor Greg Ballard.
American College of Education was established in 2005, but its roots go back to 1858 through its predecessor, DePaul University. The organization offers master's degree programs in educational leadership, curriculum and instruction, educational technology, ESL, bilingual education, reading, math and science. In addition the College delivers professional development courses designed to address specific state and district needs.
"We believe that the state leadership and strategic vision of the state make it one of the nation's leaders in education reform. We are committed to partnering with the school districts and the state to help them achieve their learning goals for all the school children of Indiana," said Sandra J. Doran, president of ACE. "We believe that ACE can play a major collaborative role in supporting the professional educators of the state. Our vision is to continue to build the country's most comprehensive, affordable, high quality online educational environment where working teachers and school administrators can grow intellectually and enhance their classroom effectiveness and district leadership skills."
In addition to relocating many of their current staff, American College of Education will begin hiring for the 40 additional academic, administrative, support and professor positions once its move is complete in August.
"Though not the first company to choose Indiana's low-tax, business friendly environment over Illinois and other states, American College of Education's cross-border move is a significant indicator that our state has a climate welcoming to new jobs and investment," said Governor Mitch Daniels.
About American College of Education
American College of Education is solely dedicated to providing in-service educators the most affordable, accessible, high-quality online master's degree programs in education. The College's vision is to dramatically improve student performance by enhancing the instructional effectiveness of teachers through transformative technology and innovative online learning. American College of Education is accredited by the Higher Learning Commission and is a member of the North Central Association (NCA) serving online students nationally and internationally. For more information about American College of Education, visit www.ace.edu.
6th Largest Graduate School of Education Relocating from Illinois to Indiana
INDIANAPOLIS (June 7, 2011) - American College of Education (ACE), an academic institution that provides online graduate degrees for working educators seeking advanced degrees, announced today that it will move its main campus from Chicago to Indianapolis, creating up to 40 new jobs by 2014.
Founded by a national team of education researchers and practitioners to address the advanced degree needs of in-service educators around the world, the organization will invest $1.2 million to establish its new headquarters in 12,000 square feet of space at 161 W. Ohio St. in downtown Indianapolis. American College of Education has already begun transitioning to Indiana and expects to be operational in the Hoosier State in August.
"The stable, affordable and pro-growth economic environment found in Indianapolis versus other cities plays a significant role in our ability to attract new companies. ACE is another example of a company that has recognized all Indianapolis has to offer and made the choice to relocate here. We look forward to welcoming them to our city," said Mayor Greg Ballard.
American College of Education was established in 2005, but its roots go back to 1858 through its predecessor, DePaul University. The organization offers master's degree programs in educational leadership, curriculum and instruction, educational technology, ESL, bilingual education, reading, math and science. In addition the College delivers professional development courses designed to address specific state and district needs.
"We believe that the state leadership and strategic vision of the state make it one of the nation's leaders in education reform. We are committed to partnering with the school districts and the state to help them achieve their learning goals for all the school children of Indiana," said Sandra J. Doran, president of ACE. "We believe that ACE can play a major collaborative role in supporting the professional educators of the state. Our vision is to continue to build the country's most comprehensive, affordable, high quality online educational environment where working teachers and school administrators can grow intellectually and enhance their classroom effectiveness and district leadership skills."
In addition to relocating many of their current staff, American College of Education will begin hiring for the 40 additional academic, administrative, support and professor positions once its move is complete in August.
"Though not the first company to choose Indiana's low-tax, business friendly environment over Illinois and other states, American College of Education's cross-border move is a significant indicator that our state has a climate welcoming to new jobs and investment," said Governor Mitch Daniels.
About American College of Education
American College of Education is solely dedicated to providing in-service educators the most affordable, accessible, high-quality online master's degree programs in education. The College's vision is to dramatically improve student performance by enhancing the instructional effectiveness of teachers through transformative technology and innovative online learning. American College of Education is accredited by the Higher Learning Commission and is a member of the North Central Association (NCA) serving online students nationally and internationally. For more information about American College of Education, visit www.ace.edu.
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