Topic: Private School

Jill Perez, a former public school teacher in New Jersey, founded a micro school after her pandemic pod became highly popular. Operating as a Private Membership Association (PMA), the school recruited burnt-out teachers from New York City by offering them professional creative freedom. The success of the model allowed Perez to purchase a permanent building and expand her enrollment to 45 students.

The discussion shifts from charter schools to the rise of community schools as a primary instrument for public-private partnerships. Community schools are described as integrating "wraparound services" such as healthcare and crime prevention, which allow for extensive data tracking of students. While marketed as a more public-based alternative to charter schools, Klyzik argues they facilitate deeper corporate privatization under the Every Student Succeeds Act.

Allison McDowell describes her entry into research through local activism in the Philadelphia school system. In 2013, the Boston Consulting Group facilitated the closure of 23 schools and the layoff of 3,000 teachers. This event served as a catalyst for McDowell to investigate the outside special interests and foundations driving privatization efforts.

The corporatization of schooling is described as a form of fascism, defined as the merger of government and corporate power. Charter schools and voucher systems allow private companies to utilize public tax dollars while bypassing the rights afforded to citizens in the public sector. This arrangement subjects private and parochial schools to federal jurisdiction once they accept government funding.

In his closing monologue, Greg Carlwood reflects on the interview, referencing dystopian media like the film Equilibrium and the series The Handmaid's Tale to illustrate the link between totalitarianism and sexual repression. He shares a personal story about being kicked out of a private school and finding more freedom in a public school environment. Carlwood emphasizes the importance of developing a "thick skin" and respecting boundaries while allowing for eccentric self-expression.

The hosts share an anecdote about being reprimanded in a Catholic school for writing sci-fi novels instead of paying attention to religion class. Rapoport explains how such creative behavior is often pathologized into an ADHD diagnosis, leading to a "medication ladder." This process typically starts with stimulants like Ritalin, followed by antidepressants for the "speed crash," and eventually mood stabilizers for a misdiagnosed bipolar condition.