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Report: Charter Schools Waste and Fail across 12 States

Yesterday, the Center for Media and Democracy released a new report on the publicly-funded, privately-run and deregulated entities known as “charter schools.” The theory behind charter schools was that private entrepreneurs could run schools in communities much better than the communities themselves, if only they could A) siphon off public school funds to run, and B) be exempted from rules and regulations.

Over the past twenty years, charter schools have gotten just what they’ve asked for: money taken from public schools to work with, private administration, and significant deregulation. A few examples of findings from the Center for Media and Democracy’s report, which you can read here, indicates how that plan has worked out:

  • 200 out of the 1,100 charter schools opened in California have closed their doors — an 18.2% failure rate — for reasons including financial mismanagement, lavish personal spending, violation of the law, fraud, conflict of interest, nepotism, uncredentialed teachers, dangerous conditions for students, and educational failure.
  • Michigan has 297 charter schools, four out of five of which are run as for-profit businesses. 108 charter schools have closed for a combination of reasons, including losing students, obtaining poor educational results, poor financial management, tax evasion, and fraud.
  • Secrecy in public spending leads to unaccountability. Despite repeated public records requests, Arizona and Florida refused to disclose charter schools receiving some of the $3.7 billion in federal funding.
  • Ohio charter schools “spend more than twice as much on administration as public schools on average,” according to the report, and many receive extra federal grants on top of what they siphon out of the public school system. 17 percent of the charter schools in Ohio that received extra federal funding to support them have nevertheless failed and closed their doors. 51 percent of the charter schools in Ohio that have remained open have received a grade of D or F in the Ohio Performance Index. In contrast, the rate for public schools in Ohio is just 12 percent.

Tell me again about the charter school miracle.

47 thoughts on “Report: Charter Schools Waste and Fail across 12 States”

  1. Dave says:

    Good post on failed charter schools. Another good post would be one on successful charter schools and why they succeed.

    There are probably a number of public schools that should have closed their doors long ago, but that won’t happen, will it?

    1. Jim Cook says:

      What we do know from this report is that public schools as a group are rated better than charter schools as a group. Draw what conclusion you will from that, Dave.

      1. Dave says:

        Jim, charter schools have a higher percentage of black and Latino students,particularly in Southern states, and considering the achievement gap they are trying to address in these groups I’d say parity with public schools is an indication that they are doing something right.

        As to the report from the Center for Media and Democracy, their pro-union bias probably disqualifies them from acting as advocate for the students in charter schools. One of the articles listed at the end of the report you link to is titled “Four Ways ALEC Tried to Ruin Your State This Year.” One way mentioned on where the article appeared is the “expansion of voucher and charter school programs.”

        CMD’s agenda and purpose for producing the report is manifest.

        One remedy listed in the five “Recommendations” in the report is (No. 4) “The U.S. Department of Education should diversify the qualifications of grant reviewers to include educators or administrators from traditional public schools and school boards…” It’s not a stretch to suppose this means more union involvement. What’s really interesting is that credit for starting the charter school movement is generally given to AFT President Albert Shanker who sought a way to slow the growing interest in school vouchers.

        Ironic, it is, that CMD wouldn’t offer suggestions for real success in charter schools that would keep them going as viable alternatives to voucher systems, as it would be in the interest of their agenda to do so. Keeping a close watch on grant money is a piss-ant occupation for the most part — even the Dept of Education seems to think so. Results, apparently some good and some bad, are a better barometer for how things are going.

        1. Jim Cook says:


          Charter schools have exactly what they asked for: public school money and deregulation. They said they could run schools like businesses and do better than public schools. They haven’t. And they don’t have parity with public schools in terms of performance.

          1. Dave says:

            For the record, the National Conference of State Legislatures bipartisan case studies are available on under Charter Student Achievement. “Charter schools structured specifically to serve disadvantaged students tend to produce better results among such students.”
            Though they have generally lower test scores “they are more likely to graduate from high school and enroll in college than their more traditional school counterparts.”

            CMD should leave off lecturing English learners, African Americans and the poor and those with special needs about the failures of their chosen alternatives to traditional methods of schooling. Many of them are already aware of how the public schools have failed them.

          2. Jim Cook says:

            That’s a partial quote, Dave. The full quote is “A 2009 report from the Center for Research on Education Outcomes (CREDO) suggests a possible explanation of low-income student success could be that charter schools structured specifically to serve disadvantaged students tend to produce better results among such students.” So that’s A) second-hand and B) not at all concluding what you imply it’s concluding by sticking a capital C in the middle of the sentence and cutting off the sentence.

            F in quoting skills, Dave.

            P.S. That CREDO study cited in the NCSL report found that charter school students performed statistically signficantly lower in reading and math measures, controlling for sociodemographic factors such as language, racial identification, special education status, standardized starting score, and family income.

            Source: Center for Research on Education Outcomes (CREDO), Multiple Choice: Charter School Performance in 16 States (Stanford, Calif.: Stanford University, June 2009);

          3. Leroy says:

            The “bipartisan” group “National Conference of State Legislatures” is a group that strongly supports charter schools (as it strongly opposes Common Core – and testing of what was really learned). Quoting from them is like quoting about the actual positive virtues of Hitler via Stormfront!

            In any case, even that article States:

            “Though they have generally lower test scores… ‘they are more likely to graduate from high school and enroll in college than their more traditional school counterparts.’ ”


            Just as do star athletes in many school programs.

            If you think that charter schools don’t “adjust grading” in order to push up graduation rates, well, I have a bridge that I can sell you quite cheap in NYC!

          4. ella says:

            Dave, I hadn’t thought of it in exactly those terms, it is good you did. Some failures were caused by some really outrageous examples, some are mentioned in part of this article, not to say that was the cause of all failures.

    2. Leroy says:


      In Ohio there have been instances of public school districts closed and merged with neighboring districts due to the financial inability to keep them open and even for repeated failing rating grades. In other cases, the State moved in and ran the district until they got things straightened out.

      And in public schools the voters have final control over matters such as expenditures, removing incapable administrators (not directly, but by changing of elected school board members), etcetera.

      Parents enrolling children into charter / private schools don’t have that luxury. The only one thing that they control is their child (children) enrolled in the school. If they don’t like how it’s being run, they can remove their child from the school – which bothers the private system not at all. My observations have been that parents using charter schools will keep their kids in failing and very poorly run charter schools before putting them into a public school system.

      A few years ago a local TV station ran a segment on the area’s charter schools and found that most students had attended more than one (completely different) charter school as doors were closed at some, problems got too high at others, etcetera.

  2. Tom says:

    The entire education system (k – 12) is as bankrupt and useless as our financial system. Schools live on through momentum at this point. We’re neither preparing our children for the future they’ll inhabit nor are we teaching them the critical thinking skills they’ll need to survive. Charter schools are only the private sector’s attempt to funnel off the gigantic amount of tax dollars that education commands. Their misuse of funds is the same as with the public sector.

    Education today is a giant waste of time, mainly indoctrination and peer-group bullying into submission, and the cause of many students depression and social problems. None of it will amount to anything substantial going forward, since it’s become glorified baby-sitting in most large districts and cities.

    1. Leroy says:

      RE: “Their misuse of funds is the same as with the public sector.”

      Actually the studies show that charter schools misuse funds much more than public schools do… but public schools still do a lot! It reminds me of a sister-in-law who worked until she retired as an aide at one of the local public schools where they lived. She always (then as well as now) refused to vote for ANY of their school levies due to the extreme money mismanagement that she routinely observed!

      And with charter schools it is worse. Charter schools are generally run for a profit and most of their money comes from their customers (the students who enroll). So they are poorly managing the private funding just as badly! But to me, the very fact that the are non pubic, private “charter” schools leads me to a concern as to why they are receiving very large amounts of Federal (and in many cases State) funding to subsidize their existence…

    2. Jim Cook says:

      Tom, blanket statements like “the entire education system is as bankrupt and useless as our financial system” is both wildly inaccurate and kind of insulting to all the people who are doing good work with educating today’s kids. There are parts of the education system that are working quite well.

      1. ella says:

        Just sticking my nose in real quick. Yes there are areas where the public schools and charter schools are working quite well, even private schools have their problems. But of those areas where the system is ‘working well’, there is the question of what that means. Is the curricula anything like what you would want for your own children and is it being taught in a manner that you would want for your own children?

  3. Leroy says:

    Thanks for the article.

    The segment on Ohio was especially revealing. The fact that 17% of those which received EXTRA federal funding to survive still did not, and the fact that of all surviving charter schools 51% received a D or F rating while only 12% of pubic schools did is disturbing.

    Unfortunately I see the same “big business attitude” that permeates many charter (run for profit schools” with “double the administrative costs” sliding into the public education sector.

    A few years ago I read where Cleveland was the most expensive (tax dollar per student) of any city (above 60,000 population as I recall) in Ohio – and yet had the worst school record. And then there was the story of one of Cleveland’s recent Superintendents (who had lied about her qualifications) – and I believe then moved on to Chicago’s system (???) who just pled guilty to embezzling a couple hundred million dollars from Cleveland alone???

    (Specific details would need some research as I just keep track of the old area by reading up as regular as I can)

    And around here, I see a number of school bond issues in the ballot that are not simply renewal levies or repair and maintenance levies or additional operating cost allergies, but major new construction bond levies of 20-30 YEARS! Two in a particular that I know of.

    One for expansion at a Junior College that is under populated. And one at a large school district where the oldest school is 45 years old and a number of schools have been closed due to declining student population (so students combined). After a policy of deliberate failure to perform maintenance and repairs for several years (although insuring that repair and maintenance levies were renewed), the major multi year (25? 30?) Bond Isuue was put on their ballot for well over $100 million (close to $200 mil?) for construction of several new schools.

    It seems to be a matter of Ego. Executive and administrative ego. And local school boards get sucked into the stories and “rationale” given by “the experts”. Rationale of supposed NEED when in fact I believe that the real truth is the desire to “leave a legacy” and “resume building”. I watch for the most part as the top administrative officials get hired for a certain time frame contract and then move on, always aiming for a bigger and better new district. Very similar to the rotating doors of CEOs at business corporations.

    Fortunately in the public sector, that is still not the norm. Immediately adjacent to the local district mentioned above is one of the largest school districts (both are multi community districts serving more than one town / suburb) in Ohio. It’s school buildings are roughly the same age but have been maintained, repaired, renovated and levy requests have been reasonable. In that country there are numerous school districts which likewise have shown reasonable responses (and in many cases with much older buildings).

    I guess it comes down to public responsibility and accountability of administrators at their own personal level. By the time scoundrels are discovered and sent packing, the damage was done!

    1. Jim Cook says:

      Leroy, you’re right, it’s absolutely true that there are shameful examples of mismanagement in public schools as well. I remember when I lived in Columbus, Ohio and the school administration was rocked by disclosures of test-rigging. That doesn’t negate the tendency of charter schools to perform worse than public schools do, not better as the charter school movement promised.

      1. Leroy says:

        I absolutely agree.

        Many public school districts are bad (usually just periodically in the big picture). Most are “okay”. And some are quite good.

        But in comparing systems, charter school programs are by far the worse.

        If you look at this:

        And then check out the “state-by-state” link and look at how many charter schools (which are a tiny fraction compared to public schools) have closed – especially in Red States like Ohio, Texas, New Jersey, etcetera… And Arizona (as I recall, Arizona had more closures by far than California, though only a fraction of the population).

  4. ella says:

    Well found. They should have never been allowed to operate without strict regulations.

    “You can say until you’re blue in the face that this should be a national model, but this is one of the worst-performing districts in one of the worst-performing states,” says NPE board member Julian Vasquez Heilig, an education professor at California State Sacramento.

    New Orleans had a failing public school system and after Katrina opted for a charter system. Even though they are below the public school standards for the whole state, they have improved the overall education system for New Orleans. In that regard it is considered an improvement over what was there before Katrina. This is an extreme situation, and at least they have not been cited for the crimes that are found in your examples, but it is obvious that even when they work, there is much room for improvement. You have pointed out an important fact about privatizing education at the taxpayers expense.

    I ran across this while browsing and think it is interesting. A map of where 2,500 failed schools are. Interesting the upper mid-west has none:

    1. Leroy says:

      In the first article, I noted only that in two areas was the New Orleans charter school program better than the prior public schools progr. And as there’s no specifics of the area’s of improvement a new (post Katrina) pubic school district may have made, it is comparing apples to oranges.

      Overall the tone of the article is very negative towards the charter school system – and especially in New Orleans:

      “However, test scores, high or low, are only a piece of the story. In a three-month investigation, In These Times interviewed teachers, parents and students to find out how they feel about the charterization of public education in New Orleans.”


      “The researchers found that the gap between charter and public school performance in Louisiana was the largest of any state in the country. And Louisiana’s overall scores were the fourth-lowest in the nation.”

      As one should know (and could discover in reading closely this article), the Federal government can MANDATE very little in the areas of local level education. The Fed’s can recommend, the can advise, they can even provide some funding (a lot less today than before because of reductions in budget by Republican controlled legislatures)… but the bottom line decisions are made by that State and the local school districts.

      “Other states have followed Louisiana’s lead. In 2012, after Michigan Gov. Rick Snyder put Detroit under emergency management, the manager closed 16 city schools and handed 15 to the Education Achievement Authority, which received millions from the likes of the Kellogg and Gates foundations. In 2013, Tennessee created the Achievement School District to take over the state’s worst-performing schools; the district now runs 27 Memphis schools, 20 of them charters.”

      In both cases it was the STATE government which pursued these changes, not the Federal government.

    2. Leroy says:

      As to the second article, a little research would have told you that not all of the states allow charter schools!

      Only 43 states (and District of Columbia) do.

      Seven (7) States do NOT!

      See that big blank area in the “upper Midwest”?

      Montana, South Dakota, and North Dakota.

      They are 3 of the 7 states that do NOT permit charter schools.

      (That is why there’s that big blank there. They have never had ANY charter schools, so there was none to close!)

      The other 4 states are smaller ones that are difficult to see on that map (being much smaller than the other three – which are also large States that are contiguous to each other).

      Some very brief online checking would have revealed that the other states are Nebraska, Kentucky, West Virginia… and (of course, Bernie Sanders’ own VERMONT).

      An examination of the list (uh, the link in the article) would have revealed that there are States that utilize charter schools that did NOT have any closures over that period (also note that the list is skewed because the states became charter school users at different times – Alabama just this last year).

      But a quick check of the list showed no closings in Hawaii. Nor Maine. Nor Washington (state).

      (Nor Alabama, but they just approved their charter school use this last Spring, so they would be in their first year).

      Plus other states have few closures (aside from the few with none).

      Why would that be?

      Well, like Alabama, one or two are in my a couple years into using charter schools.

      Then there’s the much stiffer regulations that some states put on their charter school programs. Many states limit the number of charter schools allowed or authorized to open in a certain year. Some states highly regulate the process of being able to open charter schools (to insure responsibility and accountability).

      There’s a lot more to that as compared to just glancing at a small map.

      1. ella says:

        Thank you, you have pointed put some important facts. States had a choice whether to use charter schools or not. Certain states have had greater success with them, like Florida. New Jersey has had the highest increase in results, but was the lowest in scores (test scores). It is a mixed bag with a lot of failures. Proves not all people were meant to run them. The greater successes prove that they can be beneficial. Society as a whole has become more lax and permissive, a fact which is affecting the learning scale of the children. Those who are quick minded absorb everything around them quickly, and today that includes a lot that was limited in the past. What will be done with the failed Charter Schools? Will other people organize them in a working manner or will they simply be discarded? Will they be another waste of taxpayer money that could be salvaged?

        1. Leroy says:


          Once again.


          Pretty please.

          If you would click on the link inside the article with the map of failed charter schools you would find that it has a state by state listing of all of those 2500-some charter schools that closed.

          And you would find that two of the 4-5 States with the HIGHEST CLOSURE RATE (*) are… Florida (especially) and New Jersey. Along with Ohio, Texas, and Arizona.

          (*) These are schools that closed because of financial mismanagement. That closed because, even with some Federal funding and often much State funding, they couldn’t make enough profit. Schools that closed because they were shut down for not presenting a sufficiently high level of academics. Schools that were closed for faking / altering grades and test scores. (And speaking of that, it is being found that more and more charter schools in many States are on the cusp of also being closed because they are faking internal grades and graduating students that they shouldn’t be graduating).

          So, New Jersey and Florida are not States that are GOOD examples of the charter schools system, they are bad examples.

          States that are good examples would be States like Washington, or Hawaii.


          Because they have higher requirements and restrictions on the establishment of charter schools and stronger mandates on how their charter schools MUST operate.

          1. ella says:

            I was having my usual difficulties again, you are right and I am taking a break until I have time to read again. I did read that and stated the opposite of what I meant.

          2. Leroy says:

            Thank you.

            Personally, I think that for this website, that this topic has run out of mileage for new LEGITIMATE data and I personally am moving away from it.

            IMO, charter schools are by far more of a political issue than a true desire to offer a significantly better form of education for students.

            As a kid, I went to a 4-classroom elementary school in a small “town” in an Appalachian “border state”. It had grades 1 through 8. Yep, 2 grades for each classroom. Each classroom averaged about 20 kids (but only roughly half were in a particular grade). Each grade sat on their own half. (Yep, one teacher taught both grades). This school had basically NO modern (even for then) educational aids. We didn’t even have any kind of school library. The library was a Bookmobile that came by every two weeks to the Post Office down from the school (thankfully in the summer also).

            I attended that school for six years.

            After that I attended mainly modern and very large schools (with one exception for one year). They were considered top grade and had serious educational aids. And a major internal libraries. (Again with that one exception).

            And I easily learned more in those first six years than in the next six (talking about schooling prior to college level).

            Because they taught Reading, Writing, and Arithmetics (and History and Geography and Government and Civics). Really taught them. And gave real tests. No grades “on a curve”. No “passing on to the next grade” someone who didn’t qualify. In fact, the State had a law that if you had not passed 8th grade (or were clearly passing) when you turned 16, then you were either removed from school or given the option (which we highly pushed) of going to the Country Technical Center were you could earn a Certificate in everything from Automotive Mechanics to Welding (all were 2-3 year programs). Still no high school education degree, but at least one had a trade.

            The thought of “charter schools” would have been laughed at down there back then.

            Oh well.

  5. ella says:

    I just ran across this article: ( “…called for a cap on assessment so that no child would spend more than 2 percent of classroom instruction time taking tests.” Where Obama has now decided that teaching in public schools is “too onerous” and students should not spend more that one (1) minute taking tests. Really? I noticed also, that Arne Duncan will leave office in December. Smart!

    “I still have no question that we need to check at least once a year to make sure our kids are on track or identify areas where they need support,” said Arne Duncan, the secretary of education, who has said he will leave office in December.”

  6. Leroy says:

    Where does it say this in the article?

    ” Where Obama has now decided that teaching in public schools is ‘too onerous’ and students should not spend more that one (1) minute taking tests.”

    What the article says is that the Administration wants to call for a cap on testing at 2% of classroom time…. really not a major reduction when you note that the current average for the 8th grade is 2.3% of classroom time!!!

    Your posting makes no sense as compared to what the article actually says.

    1. ella says:

      “Faced with mounting and bipartisan opposition to increased and often high-stakes testing in the nation’s public schools, the Obama administration declared Saturday that the push had gone too far, acknowledged its own role in the proliferation of tests, and urged schools to step back and make exams less onerous and more purposeful.”

      Obama is related to his administration is he not? And do you think that a few seconds more can make a difference in demonstrating the amount of knowledge a child has absorbed? Or does anyone care at weekly, perhaps, intervals? Once a year seems to be the guideline that is being set, according to the current Secretary of Education. Can you find a time limitation, given by the Department of Education, for the year 1960? The U.S. had a higher standard of education at that time.

    2. ella says:

      What I did is called summarizing Leroy, and in that same article where you found the 2.3 mins. is found this comment:

      “Obama cannot force states or districts to limit testing, which has drawn consternation from parents and teachers. But Obama directed the Education Department to make it easier for states to satisfy federal testing mandates and he urged states and districts to use factors beyond testing to assess student performance.”

      And 2.3 mins. is longer than 1 min. max., based on 50 actual mins. in a class, with 10 mins to change classes in-between. Granted, anything I add here would be opinion.

      1. Leroy says:

        Your summarising is totally off base. 2.3% is – as the article CLEARLY states – 25-30 hours of class time spent in testing every week.

        You “summarize” (constantly) to fit not what was said, but what you WISHED that it would have said.

        And that very paragraph specifically confirms what I said… it is the STATES and LOCAL DISTRICTS that make the rules, and NOT the Federal government (which is not just Obama, no matter what the article’s language is… The government also includes the legislative branch and the judicial branch – proving that in some respects the article’s author is as ignorant as you are… it isn’t just Obama).

        But the FACT is the same… the Federal government, especially the Administrative branch, can recommend, advise, provide data, provide some limited funding, but not mandate!

        This posting of yours is SHEER ignorance (both actually – as this article doe not address the fact that all of this BS started back with GANg’s “No Child Left Behind” or that the whole opposition is primarily, 90%, from Republicans who tie it in to their ignorant opposition to Common Core).

  7. Tom says:

    Jim – usually blanket statements are wildly inaccurate, but in this case, since the so-called future isn’t going to be there for our children, and since the very activity of civilization is CAUSING the dilemma we find ourselves in with respect to climate change, the statement holds. We decidedly ARE NOT preparing children for the future and that’s the only education that counts. Everything else is in the interest of keeping civilization going (or business as usual) or to further the “empire.”

  8. Tom says:

    The Lie We Live

    8.5 min video

  9. Tom says:

    The future:

    GDP, Incomes Likely to Fall as Climate Warming Continues

    1. ella says:

      You have just about stated the case. It seems impossible that it is happening so rapidly. Yet it would be better to educate the children so that there will be someone to pick up the pieces. Who will teach future generations? We will still be here for quite some time, probably. Sweden is now having more serious difficulties with ‘racial’ issues. Since African erupted out and the Mideast is in motion into Europe, that will be a major problem. By comparison, the U.S. is still a haven. Storms are already becoming accelerated in structure and more people are on the move, looking for a utopia to be safe in, where they can be cared for. Changes will have to be made, but further deterioration of learning isn’t one of those areas. We have the tools to make the changes into a safer environment and are implementing them, industry is making the leap. The youth are needed to fill those positions in the next 10 to 20 years.

      1. Leroy says:

        Sheer ignorance.

  10. Tom says:

    Our high school kids: tired, stressed and bored


    When they’re at school, the kids are decidedly not all right.

    New survey findings suggest that when asked how they feel during the school day, USA high school students consistently invoke three key feelings: “tired,” “stressed” and “bored.”

    The researcher who led the study warns that such negative feelings can influence young people’s attention, memory, decision making, school performance and social lives.

    “It’s hard to concentrate and it’s hard to do well in school if your brain is constantly having to respond to stress,” said Marc Brackett, a researcher in the Yale University Department of Psychology and director of the Yale Center for Emotional Intelligence.

    The new findings, out Friday, are from a survey conducted in collaboration with the Born This Way Foundation, the charitable organization founded by the singer Lady Gaga. The survey was supported by the Robert Wood Johnson Foundation.

    The student sample is huge: 22,000 high school students from across the USA.

    The message is clear: our high schoolers are none too happy, at least when they’re in school. [more]

    ella: you don’t get it. The “stuff” they’re learning is irrelevant now. Filling “positions” of empire or to keep civilization, a HEAT ENGINE, going – is guaranteeing that the future is devoid of life through continued climate change. We’ll be extinct in 20 years.

    1. Leroy says:

      Good grief!

      Someone who gets it, right down to the CORE PROBLEM!!!

      I think that it will be more than 20 years (IMO from research on scientific models) but in the range of 50-90 years.

      We WILL be extinct.

      As to the study, I would love to see comparisons with similar studies (if ever done) with certain European countries. Germany. The Scandinavian countries. Also Japan, Singapore, Taiwan, etcetera. What are their attitudes? Blow does their schooling differ? Does it differ (uh, maybe it’s not a matter of the form of schooling, but of the ATTITUDE of our kids compared to others)? I know that the school load in Japan (compared to the U.S.) is horrendously high… so how do they do comparatively?

      Maybe the stress isn’t so much school as it is the fact that they’d rather be at the Mall, hanging out, cruising, playing video games, etcetera, etcetera?

  11. Tom says:

    Well, Leroy, you should read a bit more (i know it’s hard to keep up):

    September 2015 Sea Surface Warmest On Record

    [At the bottom of the article]


    The following comments refer to Figure 224 below. All historical floating ice appears to have been lost in the Arctic by September 2015 so we can assume that the 5+ year old ice pack has largely gone by this time. The 5+ year old ice pack was only predicted to melt back by 2021.7 consequently this year’s volume of ice melting has occurred 6 years earlier than the previous prediction. The previous estimate of the final loss of 1 year Arctic floating ice from polynomial data was 2037.7 which now corrects to 2031.7, 16 years in the future.

    Previous estimates of when the average atmospheric global temperature anomaly increase would reach 6°C was 2034.7, by which time massive global extinction would be proceeding. The new corrected time for this event is 2034.7 – 6 = 2028.7 which is 13 years in the future. During the major Permian Extinction event, which was caused by a massive methane build-up in the atmosphere, the mean surface atmospheric temperature increased by 5°C over 13 years. As the present mean global surface atmospheric temperature is already greater than 1°C hotter than the mean, we will be looking at at least a 6°C temperature increase by 2028 with its associated global extinction event. This is a frightening correlation between the new predicted 6°C average global surface atmospheric temperature rise and what is known to have occurred during the major Permian extinction event, both of which were caused by a massive buildup of methane in the atmosphere. We are clearly in for a very rough-hot ride in the next decade as the terminal global extinction event approaches.

    Malcolm P.R. Light (Dr)
    Earth Scientist

    1. Leroy says:

      Wow… I had yet to see that.

      So many topics – so little time!

      That is quite scary. I had hoped for like 50 years (or more) as I wouldn’t see it.

      But there’s a (I’m) chance that I could make it another 20.

      But truthfully, what happens as it starts happening to the extent that everyone knows it. Energy sources dwindle. Food sources and clean water collapse. Entire areas, previously very fertile due to irrigation now become emptied wasteland due to complete loss of ground water reservoirs and rivers dying to trickles.

      Mass migrations of refugees?

      Ethnic cleansing and genocide?

      Major military conflicts?

      At some point as desperation fully sinks in turning to regional and then ultimately full-fledged nuclear war?

      And Climate Change isn’t a problem…

      Or – according to certain morons – doesn’t even exist!

  12. Tom says:


    None of the models accounts for the over 50 self-reinforcing feed-back loops that keep making things worse, faster.

    1. Leroy says:

      Actually a few (that I had read in the past) did. That’s why some models were 90-100 years while others were “only” 50!

  13. Tom says:

    back to the topic:

    Former elementary school principal reveals why she’d never want her daughter to go into teaching

    After spending nearly two decades as a teacher and school administrator, you might expect Kristi Rangle to enthusiastically praise the teaching profession.

    She did the opposite, however, in a powerful blog post on The Urban Edge, where she largely disparaged the current state of teaching and explained the reason why she advises her daughter, currently pursuing an education degree, not to go through with it.

    “I fear she – like many other teachers – will be scapegoated as the reason public education is failing,” Rangle wrote.

    She laid out the systemic reasons for the failure of public education, asserting that the quality of teachers, while touted as the most important factor of student success, is not the real problem.

    “We have created schools that are functioning well below their capacity because of a lack of funds,” Rangle explained. She spoke about the need for adequate funding, especially for teachers who work with disadvantaged populations of students.

    [further down]

    Funding is not the only problem, however. Rangle also fears that in today’s system where teachers are evaluated based on student performance, good teachers who work with low-income populations have been set up for failure.

    [read the article – there’s way more wrong than what’s highlighted here, though]

    1. Leroy says:

      I don’t have to read it.

      My mother taught school in Ohio (2 different districts), Florida (two different), and West Virginia (several different districts). All public schools.

      Even after retiring she continued teaching as a Substitute past age of 80… Griddle reductions in retirement pension plans over the last 15 years mandated that she do that (plus a sales job part-time on the side) in order to make ends meet.

  14. Tom says:

    Okay then. Let’s include “higher education” in this tragic mix.

    Higher Education: Capitalism at Its Most Despicable

    [check it out]

    Winner-take-all capitalism has taken over higher education. The winners are in the administrative offices.

    1. Leroy says:


      Also on Boards of Directors, Athletic Directors, even big conference football and basketball coaches.

      All who make millions (a year often) while students struggle for decades to repay loans on excessively high tuition fees.

      It’s sad really.

  15. c handler says:

    common core will continue to dumb down school students. charter school teaches critical thinking which needs to be encouraged. i think this report is biased.

    1. Larry says:

      No, actually, unlike OPINION, it is evidence based facts.

      “You are entitled to your opinion. But you are not entitled to your own facts.” — Daniel Patrick Moynihan (American Statesman)

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