Planaria Price, left, who has been with Evans Community Adult School for 39 years, says the adult education program has already been cut in half. Now we find out that we are being zeroed out of the budget.
(Anne Cusack / Los Angeles Times / January 25, 2012)

More than 110 foster youth from Tulare and Kings County high schools this morning are expected to attend an education seminar highlighting the benefits of post high school studies.

The fifth-annual Access to Higher Education Summit, a joint-sponsored event, provides educational resources for high school students who are in the foster-care system.

Organizers of the event say the summit is designed to encourage foster youth to consider a college education.

The event is 9 am to 3 pm at the College of the Sequoias.

Students will attend workshops on college financial aid and Assembly Bill 12, a law which extends eligibility benefits of foster care to the age of 21.

Representatives from 13 California colleges, universities and programs supporting former foster youth will also be on hand for a resource fair.

Robert Urtecho, COSs dean of science, mathematics and engineering, will jump-start the day-long summit with an address to the audience.

Former foster youth Dee Hankins will serve as the summits keynote speaker.

Hankins, after stops in 12 foster homes, went on to create Win Your Challenges, a motivational system he developed that provides a step-by-step rubric of how to reach goals.

It is rewarding to see how everyone works together so well to create this opportunity for our foster youth, said Jim Vidak, Tulare County superintendent of schools.

The summit was modeled after a similar program developed by Leonard Edwards, a retired Santa Clara County Superior Court judge.

The event is put on by the Tulare County Office of Education, College of the Sequoias, Tulare County Superior Court, Court-Appointed Special Advocates of Tulare County and the Tulare County Independent Living Program.

The Friends of Tulare County and the Walter S. Johnson Foundation provided additional funding for the summit.

MANILA, Philippines — Education Secretary Armin Luistro on Saturday said the country’s state of education is moving forward as the Department of Education (DepEd) continues to close resource gaps, reducing the number of drop-outs, increasing participation, improving student performance, wider private sector and stakeholder participation, and better benefits for teachers.

“It may be moving slow but it is moving steadily,” said Luistro when asked on his assessment regarding the country’s current state of education. “This is because people are now more aware of the need for education and the role of the public in helping government in achieving its goal towards achieving Education for All (EFA).”

Luistro said that as early as now, the DepEd is preparing for the opening of classes in June by holding a one-day Early Registration. “Preparation is very important because it will help us in addressing potential resource needs in time for the opening of the school year,” he said.

The DepEd chief said the one-day registration is part of his department’s efforts to change the mindset of the public, particularly of parents and guardians, on last Minute enrollment.

“There has to be a change in mindset. Di na dapat pwede ang late enrollment kasi ano yun, basta bigla ka na lang sisipot sa pasukan then you’ll expect na may classroom yung anak mo? The parents must help us make the necessary preparation,” he stressed.

Public elementary and secondary schools nationwide conducted the early registration for Kindergarten, Grade 1 pupils, First Year high school students, out-of-school children (OSC), out-of-school youth (OSY), and learners with disability for School Year 2012-2013.

The early registration aims to keep track and guarantee enrolment of OSC and OSY with disabilities whose ages range from 5 to 18 across grade levels and provide them with appropriate education intervention.

This coming school year will mark drastic changes in the education system as the DepEd implements the second phase of its K to 12 Basic Education Program—the introduction of new curriculum for Grade 1 and First Year High School students.

This year, First Year students will also be called “Grade 7” students based on the design of the K to 12—one year Kinder; six years of Elementary Education; four years of Junior High School; and two years for Senior High school.

The Philippine education system, according to Luistro, is moving in the right direction as far as global standards are concerned. “More so now that we are moving towards enhancing the basic education curriculum and expanding the number of years in basic education to 12, much like what is required in the global education and industry arena,” he ended.

Tucson Mayor Jonathan Rothschild held two roundtables Friday promoting his plan to make Tucson more business-friendly.

The framework for both discussions, one hosted by the Tucson Association of Realtors and a subsequent event at the telecommunications company CenturyLink, was the 180-day plan he created during his campaign, establishing a road map for his early months in office.

Hired a small business advocate in his office? Check.

Established a local business preference for city contracts? Working on it.

Finished simplifying the land use code? On the March agenda.

via Mayor: Negative perception of Tucson has to end.

I hope Rothschild does not repeat the same problems the Arizona Dems ran into in 2010 they had a policy of avoiding the elephant in the room the party of the Elephant that was attacking Latinos with two atrocious bills, SB1070 and HB2281, and (mostly white) Dems stayed away from those issues.

In 2012 there are already two bills attempting to repeal both of these bills, and just look at what nationwide news about Tucson has been focused on. The Giffords story is a thing of the past with her resignation, but what is going to be with us everyday, especially with a huge centennial event / week-long demonstration over Spring Break coming to Tucson this March?

Racism.

This can also be put under the subject of Education.

Not only is Arizona ranked last in the nation (sometimes it swaps spots with Mississippi) for education, and not only has Arizona been attacking education since getting 100% Republican rule, Tucson has all of these attacks plus a special one.

A ban on educational excellence for Latinos.

This has led to a ban on their books.

This has led to walkouts.

This has led to sit-ins.

This has led to MAS demonstrations.

So how are you going to get rid of the negative image of Tucson when education and racial profiling are nationwide news here?

By bringing more businesses here? Do businesses want to come to a place that attacks education?

The business angle is tricky also, because big business is usually a large contributor to environmental racism. We bring big polluting companies, and then set up on the southside; places like Raytheon, formerly Hughes.

What do you end up with? TCE in the water supply as a direct result. EPA superfund sites always on the Mexican side of town, never in Oro Valley.

You need energy to power all these companies right? So what do you need more of?

More coal to be exploited from the Navajo peoples on their land to be brought to the southside of Tucson to be burned at Alvernon and I-10.

But hey, the energy for all those Blackberries and iPhones and iPads and computers has to come from somewhere as long as we do not see the smoke on the richer side of town

You are going to need more water also, right?

That is also going to require more exploitation of the Navajos. Tucsons water comes from the CAP which requires Arizonas largest use of energy to pump that water upstream over 300 miles of desert from the Colorado River near Lake Havasu City by the London Bridge.

Parents, teachers, and education advocates released a report ripping the mayors handling of city schools.

They say given the number of school closures, including 11 schools opened under his watch, the mayor has failed the citys school kids, especially blacks and Latinos.

The group dubbed him Mayor 13 Percent because they say thats the percentage of black and Latino students that are college-ready.

Instead of really dealing with the issues, the obstacles to education, the mayor decides to hide behind this whole principle of accountability where instead of actually being in the business of educating, were in the business of shuffling around children, said parent Fred Baptiste.

Thirteen what? 13 percent. Not acceptable in anyones standard, said City Councilman Robert Jackson.

The Department of Education disputes the report, saying, in part, “As a major study this week showed, black and Hispanic students since 2002 have seen historic increases in graduation, college-readiness, and college enrollment rates, precisely because the city replaced large, failing high schools with new small schools.

JUNEAU — Four House Democrats convened to highlight education bills and criticize Gov. Sean Parnells priorities while the Senate Education Committee met Friday to discuss a bill that would increase funding for school districts.

House Democratic Leader Beth Kerttula said education is too low on Parnells list of priorities. Parnell has dismissed that criticism as pure politics.

The debate at the forefront is whether to increase the Base Student Allocation, which gives school districts a set amount of money for each student enrolled, and by how much.

The Education Committee was considering SB 171, which would increase the amount each year from the current $5,680 to $6,070 starting July 1, 2014. It is sponsored by co-chairs Kevin Meyer, R-Anchorage, and Joe Thomas, D-Fairbanks.

The idea is to provide budgets of more than a year and to keep funding increases on pace with inflation. Parnell has said hes open to discussing ways to help school districts meet costs but has problems with increases in formula programs.

Meanwhile, Rep. Pete Petersen outlined HB 143, which would automatically adjust state funding based on changes in the Consumer Price Index, a federal measure of changes in the cost of goods and services.

Petersen cited the states budget surplus and the merit-based scholarship program Parnell signed into law last year, which rewards students for completing a tougher curriculum.

How are the school districts going to offer that curriculum if they dont have the funding and the resources to do it? he said.

Rep. Les Gara touted a bill Friday that would reduce interest rates by 3 percent on student loans if graduates of college and vocational programs remain in or return to Alaska. Money is too often a barrier to college and success in Alaska and HB 272 would halt the brain drain of college graduates from the state, Gara said.

If you want to bring your jobs skills back, which we need for our economy, we will help you and we will reduce your (Alaska student) loan rate, he said.

Another bill discussed was Rep. Chris Tucks Parents as Teachers legislation, HB 49, which would provide training to parents modeled after a service provided on military bases in Alaska.

Parents are ultimately responsible for the education of their children, Tuck said. Unfortunately, right now our children are entering into kindergarten two years behind in literacy and reading.

He said the plan was voluntary but would help bridge that gap and set Alaska children on a track for success.

Other proposals under consideration would provide state funding for children from low-income and lower-middle-class backgrounds to attend preschool. A hearing in the Senate Judiciary Committee highlighted a range of correlations between preschool attendance and crime rates, future income and teenage pregnancy.

It was only eight days ago that North Carolina Gov. Bev Perdue visited Charlotte, declaring she would fight for more money in the classroom.

This is a fight worth having, she said Jan. 19. Let me be very direct with you. I will never back down from anything that has to do with our children.

But now shes citing that same passion as a reason for not seeking re-election, saying the fight may be too political with her Republican opponents.

The decision has local advocates paying attention

Our belief is regardless of who the governor is, that they must make education a top priority, Bill Anderson said.

Anderson is the executive director at Meck-Ed, a non-partisan education group in Charlotte.

He said it is in everyones best interest for students to succeed.

State graduation rates since Perdue took office in 2008 show a steady increase from 71.8 percent in the first year to 77.7 percent last year.

But Charlotte-Mecklenburg Schools get more than half of their money from the state. Since 2009, the districts budget has been reduced by nearly $200 million, costing CMS more than 2,000 jobs.

The economy took its toll, but Perdue blamed some cuts on Republicans, as did Lt. Gov. Walter Dalton.

Its hard to make progress when youre faced in the wrong direction, he said

Dalton has already announced his plans to run for governor now that Perdue is leaving the post.

Anderson said his group and parents will be watching the race closely.

We cant worry about whats happened in the past, Anderson said. We have to worry about today, and tomorrow and the election thats upcoming.

This past August fellow Singularity Hub writer Aaron Saenz wrote about Udacity, the online university created by Stanford artificial intelligence professor and Google autonomous vehicle leader, Sebastian Thrun. At the time Thrun was gearing up to teach his Introduction to Artificial Intelligence course to a class of 200 at Stanford. But why teach 200 when you can teach 1,000…or 160,000? With Udacity, Thrun and fellow AI giant Peter Norvig created an online version of the course, and anyone that wanted to enroll could – for free. The homework assignments and exams would be the same as the ones given to the Stanford students, and they would be graded in the same way so online enrollees could see how they stacked up to some of the brightest students in the world. It was to be a grand experiment in education.

Now, the semester’s over. The exams have been taken, the homework’s been turned in, computers logged off and pencils set down. How’d it all turn out? Thrun spoke recently at the Digital Life Design conference about he and Norvig’s experience. As you’ll see, his students weren’t the only ones with much to learn.

Online, the course went viral. Over 100,000 people enrolled in the initial weeks. By the time the lessons began Thrun and Norvig were instructors for a class size of 160,000. With students all over the world, they enlisted the help of some 2,000 volunteer translators to translate the classes into 44 different languages. Discussion groups were set up on social networks like Facebook so students could help each other, forming what Thrun called an “entire counterculture.”

Thrun also proudly pointed out that he was teaching more students than all the students of Stanford.

The lessons themselves were very simple – at least in method if not in content. Material was explained by Thrun and Norvig as they drew on sheets of paper. Kind of like the overhead projector lessons before the days of Powerpoint, except the online students could interact with the drawings. Rather than simply lecturing to the student and asking them to regurgitate the information on exams, the online format allowed for constant quizzing. Students would be asked a question then answer it by clicking or entering values right on the drawings. They wanted the student to actively think, be constantly challenged and given constant feedback.

The flexibility that this format offers is immediately clear. If the student misses a point or doesn’t quite understand, he or she can rewind, watch it again. Get the quiz wrong, just take it again…and again if you have to.

Until you get it right.

After arriving in Twin Falls 2 1/2 years ago, migrant worker Jose Juan Gutierrez didnt know where to find services for his family.

He works 12-hour days at a farm outside the city while his wife, Claudia, cares for their four children. When seasonal work is done here, hes on the move, looking for another job.

Its a lifestyle thats taken the family around Mexico, California and now, Idaho. And it has taken its toll on the children.

Patti ODell, associate superintendent for the Twin Falls School District, says students of migrant workers are among Idahos most at-risk student populations since their education is frequently interrupted.

Sometimes we lose kids along the way, she said.

Although following the work has been a struggle for the Gutierrez family, theyve been able to receive services through the school districts migrant education program. Migrant liaisons helped the family get a computer its two school-aged children use for their school work. The children also receive extra academic help and tutoring.

While families who qualify for migrant services are connected with community resources ranging from food and medical assistance to translation services, meeting strict federal mandates isnt easy.

And despite Twin Falls growing population of migrant students, ODell says many people remain unaware of their presence in the community.

About 261 migrant students enrolled at Twin Falls public schools during the 2010-11 school year. That ranked the district third in the state, behind only Vallivue (in Caldwell) and Cassia County districts.

There arent quite as many students enrolled now in Twin Falls — about 144 — since its not the peak agricultural season.

The largest population of Twin Falls migrant students, 63, attends Oregon Trail Elementary School. Thats mainly because two migrant housing complexes — El Milagro and Colonia de Colores — are in the southern Twin Falls schools attendance area.

The school is also the home base from which Abby Montano, district migrant liaison coordinator, travels to work with students and their families at different elementary schools.

For decades, TFSD had only one liaison. This year, though, that changed. The district added middle school liaison Vicky Fajardo and high school liaison Lucinda Padilla. ODell says their addition has allowed services to be more focused toward each school level.

Its making a difference already, she said.

Funding for the new positions came from federal migrant education money. This year, the district is receiving $187,106.

The Gutierrez family lives in a small brick apartment in the Colonia de Colores migrant housing project, only minutes from Oregon Trail Elementary.

On a recent morning while both parents were home, Claudia bounced 11-month-old Agustine on her lap while 4-year-old Eduardo played a game. The two older children — Jose Jesus, 15, and Melissa, 13 — were at school.

Claudia and Jose Juan Gutierrez, who speak Spanish as their primary language, shared their thoughts on the migrant student program through Padillas interpretation.

Claudia says shes grateful for the program and its helped the family while they were struggling. Although moving for work is hard on her children, theyre strong enough to adapt and find friends. Its a little harder for them to keep their grades up, though, she said.

The older children like to play sports, but cant join any teams since their father is the only one who has access to a car. Plus, its hard to find enough money to pay for activity fees.

Padilla knows firsthand about the challenges migrant families face. As a child, her family traveled from their hometown in Texas for seasonal work. They moved to different states, including Idaho for the potato harvest.

In Murtaugh, migrant students make up about 20 percent of students enrolled in the 250-student school district.

Superintendent Michele Capps said the number of students receiving services, though, has started to drop.

Our percentage used to actually be a lot higher, she said.

Now, a lot of families dont qualify for services since theyre choosing to settle in one location.

Migrant funds are really restrictive, ODell said. Liaisons talk to families to determine whether their children qualify for migrant status.

The Idaho State Department of Education defines a migrant student as a child who is, or whose parent, spouse or guardian is, a migratory agricultural worker or a migratory fisher who, in the preceding 36 months, in order to accompany or join such parent, spouse, or guardian who is a migratory agricultural worker or a migratory fisher has moved from one school district or another.

In Jerome, the pre-recession number of migrant students was on the decline, as steady work was more readily available. But that trend started to change in 2007.

We saw some increased mobility due to the economy, said Clark Muscat, federal programs director for the Jerome School District.

The district currently has about 90 enrolled migrant students and only one migrant liaison. But the state funds one regional liaison, based in Jerome, who works with nine area school districts.

In order to help manage the caseload, Jerome School District has a designated manager for migrant students at each of its schools.

Part of their responsibility is to be aware of the migrant students in their building and to manage those extra points of support they may need, Muscat said.

The goal of migrant student programs is to make sure students needs are met, whether academic or otherwise.

We want migrant students to have every opportunity that a regular student has, ODell said.

Christine Brown, federal programs director for the Cassia County School District, said the first step is to make sure students basic needs are taken care of, such as having warm clothing and school supplies.

The next step is to work with students to meet their educational needs. The school district, like many others, offers preschool, summer school and after-school programs.

Recently, we started purchasing bilingual preschool materials to help them be a little more prepared for when they start school, Brown said.

As migrant students progress through the grades, services are tailored accordingly.

In the Twin Falls School District, for instance, federal migrant money has been used to fund high school students college visits.

A lot of students didnt know they could continue their education, Padilla said. Now, theyre getting more excited.

One challenge, ODell says, is that parents of migrants students often dont speak English fluently, and thus struggle to help their children with homework or college applications.

Its a familiar situation for the Guzman family, which includes four children enrolled in Twin Falls schools. Both parents are agricultural workers.

Lizabeth, 16 and Jose, 15, go to Canyon Ridge High School. Miguel, who turns 13 this month, attends Robert Stuart Middle School and Chelsea, 8, goes to Oregon Trail Elementary.

Their mother, Bertha Guzman, has worked for Seneca Food Corp. in Buhl for 15 years. She said the migrant program has been a great help for her family. Liaisons make sure her children arent falling behind in school.

Her youngest daughter, Chelsea, is reading now. At her home near Oregon Trail Elementary, Guzman pulled out a folder with her daughters work, including handwritten vocabulary words.

Padilla is helping Guzmans older children think about future opportunities such as college.

Its an opportunity Guzman didnt have. In addition to working for Seneca, she also worked in bean fields for 14 years, but didnt get called back this year. Now, shes unemployed, but recently applied for a job at the Chobani Greek yogurt production plant coming to Twin Falls.

Guzman says strong family ties keep her going. Her oldest daughter, Lizabeth, has helped with tasks such as laundry since she was a child. Her son Miguel loves cooking dinner for the family — especially enchiladas.

And Guzman is committed to helping her children get a good education __ the primary goal of the migrant education program.

The only way to break the cycle of poverty in America is education, ODell said.

___

Information from: The Times-News, http://www.magicvalley.com

Giving a key speech last September at a community college in south London on the future of free schools, Nick Clegg, the deputy prime minister, was clear. Let me reassure you: yes to greater diversity; yes to more choice for parents. But no to running schools for profit, not in our state-funded education sector.

The announcement was trumpeted as a Liberal Democrat victory over the Tory obsession with market mechanisms. This weekend, that reassurance looks a little hollow.

Last week the education secretary, Michael Gove, gave the green light to Breckland Middle School in Suffolk to be renamed IES Breckland and run under a £21m, 10-year contract by Swedish for-profit firm Internationella Engelska Skolan (IES). The introduction of a profit-seeking company into the management of the school is allowed because of a technicality: the founder of the school is a charitable trust that has decided to outsource the entirety of the management to a fee-charging company – whose global business has a turnover of £60m a year, earning profits of £5m, according to analysis by the Adam Smith Institute.

The development is set to open the floodgates. Today the Observer can reveal that for-profit firms, encouraged by what is happening at Breckland, now plan to run more schools in what promises to be a watershed in British education. The Observer has learned that:

? Two Swedish companies, IES and Kunskapsskolan – a similarly sized Swedish firm that already runs three academies on a not-for-profit basis – now aspire to manage chains of between five and 10 free schools on a fee-earning basis to create economies of scale.

? Wey Education, one of the unsuccessful bidders for the Breckland contract, told the stock exchange in December that a market opportunity brought about by the deconstruction of the education function within local authorities offers a clear potential to make a substantial return to investors and improve education in the UK.

? The same firm, run by Zenna Atkins, the former chair of Ofsted, hopes to make an impact in a positive way on the lives of 250,000 children over the next five years, while Weys broker forecasts a turnover of £17.5m by 2014 and a £9.9m bottom line, through providing services in the UK and abroad.

? A shares prospectus for that firm spells out that current teaching methods, allocation of resources, wastage and inefficiencies create [an] opportunity to deliver education at a lower cost and provide a financial return.

A senior Lib Dem source has admitted to the Observer: We didnt foresee this. But while it is clear that profit-making companies are now set to play a key role in the UKs education system – via the back door, critics claim – the question is whether that is a bad thing.

It is undoubtedly true that the private sector has long been a part of the fabric of the state school system. Under Labour, the rationale – largely borrowed from America and its philanthropic culture – was that private money could revitalise a cash-starved system. The private sector invested in schools, took over the provision of local authority services and built and managed buildings through the controversial private finance initiative. The charitable sector was even allowed to manage state-funded academy schools, a limited programme at that stage designed to help failing schools or those in underprivileged areas to raise theirstandards.

In a handful of cases – for example, Turin Grove school in Edmonton, north London, and the Priory school in Taunton, Somerset, a school for pupils with special educational needs – profit-making companies Edison Learning and Lilac Sky Schools were given short-term £1m contracts and permission to take a profit if they managed to lift the failing institutions. The results were impressive and the schools improved.

However, this time there is a difference in scale thanks to the extent of Goves reforms: 45% of all state maintained secondary schools are now academies or about to convert, and there are now 1,529 academies in England, compared with 200 when the coalition came to power. In these changed circumstances, the involvement of the for-profit sector – taking advantage of the breaking down of local authority control, supervision and services – is set to explode.

And despite Cleggs rhetoric, there is ample evidence that Gove is supporting such a revolution, not least by establishing a new government framework of companies pre-authorised to offer project management and educational services for a fee.

James Grew from Policy Exchange, the thinktank at which Gove was formerly chairman, says he will publish research next month that challenges the opposition to profit-making in the schools sector, citing efficiencies and results enjoyed abroad.

Those involved certainly insist they have philanthropic aims and that the money they may make is an irrelevance when measured against the benefits they hope to bring.

Atkins, who earns £100,000 a year in her role at Wey Education, says she is working with seven potential founders of free schools and hopes to help them to manage their establishments once they are set up – at least in part because of the daunting nature of the task. Parents and governors, she says, having created an academy, may realise they dont have the capacity and they dont have the risk appetite, because you have to have a big one to take everything on their shoulders and they want to contract that out – thats my business.

She is aware of the resentment in some quarters against the for-profit sectors involvement in schools, but believes that the issue of money-making is a red herring because any profit is only taken when efficiencies are made. The only judgment, she insists, should be whether the model works.

Profit becomes a real issue if you control price, she said. If you dont control price, as you dont in this instance, profit is irrelevant because the price is fixed.

The only thing that is relevant is quality. You need to judge schools on how they operate, not on whether the operator is making 5% profit, because you dont care.

If that 5% profit is making a far better school than one that is not making a profit or is making a bloody loss, you are interested in quality.

She added: There are real risks with the private sector getting involved in state school education and there are real opportunities. And I think the trick is backing the right private sector organisation.

Steve Bolingbroke, managing director of Kunskapsskolan, added: I have a problem with the phrase for-profit thatis used. I dont think we or anyone else in the market is interested in slicing 10% of the cost of a school. That is just a cost cut. We are interested in investing in schools and if we get good results and get lots of people to come to them then we might leverage a return on our investment.

And the way to make that return is to make sure the schools are full, popular and run a number of them to ensure you make efficiencies across the schools.

Jodie King, the UK manager at IES, says her company will be scrupulously fair in assessing the fees it will charge for Breckland, and that IES is in talks with a further two free school groups over running their institutions for fees – but the firm has greater ambitions.

It would be nice to go to one trust who, if they had 10 schools across the UK, we could go through procurement to have those 10 schools, she said. It is what we are exploring.

But, while being insistent that her company is in the sector for the right reasons, she hints at the dangers of the new model, which sets up autonomous schools run by for-profit companies competing for pupils through results.

It is awful, but we kind of have to accept failure more than we do at the moment. So if a school does fail because of its results, then that is right that it should fail – it should not be kept going at all costs. Yes, it is awful at that time for that year group, but surely the next year will be better for them rather than saying we are going to forsake the next five years of that childs education. So if there is an awful company out there, then they should be allowed to fail and then someone else can take over.

It is the consequences of failure on a childs education that concern critics of the for-profit sector. Christine Keates from the teachers union NASUWT says she is so suspicious of the governments agenda that she believes detailed figures released last week on the revenues of state schools in England were merely designed to tempt private companies looking for investments.

She said: They are publishing financial information about schools which is supposed to give parents choice, but actually all of this is about getting the public sector, and education in particular, in a position where it is an attractive option to private companies in terms of taking over and running schools, or in terms of providing services.

Our concern is that a lot of the private companies coming in, particularly now the secretary of state has said they can be profit-making, are completely changing the ethos of why people get involved in education. If you are in the private sector, you are looking for a contract that is going to maximise your profits. When it is no longer financially lucrative, who picks up the fallout from that?

The Department for Education disputes Keatess claims over the statistics. Of Breckland School, a spokesman said that the free schools charitable trust has decided that it wants to draw on the expertise of an established education company, with a proven track record of running good schools. This is not the same as the free-school proposers making a profit themselves.

He added: The charitable trust will manage the contract and hold the contractor to account, and will be fully responsible and in control over what happens in the school.