Year: 2017

Trump Can’t Limit Federal Role in Public Schools AND Push School Vouchers

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Donald Trump is talking out of both sides of his mouth.

Again.

This time he’s signing an executive order demanding the Department of Education study how the federal government oversteps its legal authority with regard to K-12 schools.

Yet he still proposes bribing states with $20 billion in federal funds to enact school vouchers.

Well which is it, Oh Orange One?

Are you for limiting the federal role in education or for coercing states to do your bidding?

Because you can’t be for both.

Either states and local districts determine the bulk of their school policies or not. You can’t barge into our state capitals promising billions of dollars in federal tax money if and only if we enact your chosen reforms.

That’s one of the primary reasons many conservatives (and even a sizable number of progressives) oppose Common Core. The Obama administration promised billions of dollars in Race to the Top grants if and only if states adopted these new, untried academic standards.

How is Trump’s voucher scheme any different?

In both cases, the proposed education reform has not been proven to work, and it’s not being requested by the education community or voters. In fact, when it comes to vouchers, voters have repeatedly turned them down in referendum after referendum.

So if Trump wants to investigate federal overreach, he should start with his own campaign speeches on vouchers.

So why is the former Realty TV star doing this?

Well, his first hundred days are almost up, and he has next to nothing to show for it. Other than uniting the American people against him, President Con Man hasn’t achieved much. One can imagine why he might want to hurry up and toss off yet another executive order so he could put something – anything – in the achievement column.
But there’s a more insidious reason why the founder of Trump University took out his signing pen.

His administration – especially his Department of Education – is particularly inimical to civil rights.

Just look at the brain trust he has running it.

Secretary Betsy DeVos isn’t sure the department should be in the business of protecting special education students. Nor is she willing to take a stand to protect transgender kids.

Latest hire Deputy Assistant Secretary Candice Jackson has repeatedly expressed skepticism about the very existence of civil rights. The 39-year-old attorney is anti-women’s rights, anti-distributive justice and possibly even anti-compulsory education and anti-Civil Rights Act of 1964!

In college, she thought she, herself, was being persecuted because a tutoring group set up for minorities wouldn’t serve her as a white person – despite the fact that she could probably afford to pay for her own damn tutoring.

So this latest “study” into federal overreach is probably an attempt by the Trump administration to justify doing nothing to protect the civil rights of students across the country.

Under President Bad Hair Day, special education students can be denied services with impunity. It’s not the federal government’s job to step in. THAT would be overreach.

And if black and brown students don’t receive the same resources and opportunities as their white counterparts, there’s just nothing the Trump administration can do. They don’t want to step over the line.

It’s not that The Donald doesn’t sympathize with transgender students denied access to bathrooms that correspond with their gender. Ivanka even gave him a stern talking to. It’s just that his tiny little hands are tied. Thems the limits of federal authority, Son.

If you ask me, that’s truly the impetus behind this executive order.

He’s just setting up his next excuse for giving us, the American people, zero return on our tax dollars.

That way he can just shrug and offer more tax cuts to the rich.

Sadly, there is truth to the claim that the Department of Education has overstepped its authority. Both Presidents George W. Bush and Barack Obama frequently usurped states and communities local control. No one was crying out for high stakes testing, more test prep material, and unregulated charter expansion. But that’s what we got!

If you’re looking to Trump to balance the scales, look somewhere else!

He has given no indication that he will be any different. He’ll still push his own agenda on us, but he’ll pretend like we asked for it.

Now that’s the Donald Trump we know best!

Let’s Hear It For Black Girls!

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“Sisters are more than the sum of their relative disadvantages: they are active agents who craft meaning out of their circumstances and do so in complicated and diverse ways.”

-Melissa Harris-Perry, Sister Citizen (2011)

 

 

Let’s hear it for black girls!

 

They are beautiful, bold, irrepressible and – above all – so incredibly strong.

 

Black girls will outlast any struggle, face down any adversary, and – more often than not – triumph in the face of adversity.

 

I know. I’m a public school teacher, and many of my best students are black and female.

 

That doesn’t necessarily mean they get the best grades. Some earn A’s and some don’t. But when it comes to pure willpower and the courage to stand up for themselves, no one beats a black girl.

 

Those are rare qualities nowadays. Sometimes it doesn’t make these girls easy to have in class. But think about how important they are.

 

As a teacher, it sure makes your life easier when students do whatever they’re told. But in life, we don’t want citizens who simply follow orders. We want people who think for themselves, people who question directives and do only what they think is right.

 

In short, we need people who act more like black girls.

 

As a white male, it’s taken me some time to come to an appreciation of black womanhood. But after about 15 years teaching in public schools serving mostly poor, minority students, appreciate them I do.

 

Think of the challenges they face and often overcome. Not only are they subject to the same racism as black males, they also have to function under the burden of male patriarchy and the quiet sexism that pervades American society.

 

According to a study entitled Unlocking Opportunity for African American Girls by the NAACP and the National Women’s Law Center, African-American girls suffer from higher rates of sexual violence and intimate partner violence than white women, high rates of sexual harassment in school, and they are more vulnerable to sex trafficking than any other group.

 

In addition, more than one-third of black female students did not graduate on time in 2010, compared to 19 percent of white female students. However, there has been progress. Despite a lingering graduation gap, black girls have actually increased their graduation rate by 63% in the past 50 years, according to the National Coalition on Black Civic Participation. Unfortunately, this hasn’t meant they’ve built up more wealth. In 2010, single black women’s median wealth was just $100 compared to single white women’s wealth, which was $41, 500.

 

And it only gets worse the closer we look at it. Black women are the only group whose unemployment rate remained stagnant at 10.6%, while the overall rate for workers in the United States dropped from 7.2% to 6.1% between August 2013 and August 2014, according to a National Women’s Law Center report on jobs data. More than a quarter of black women live in poverty, according to the Center for American Progress, despite making up a larger portion of the workforce than white and Latina women.

 

Despite such problems, black women start businesses at six times the national average, according to the Center for American Progress. And this is even more startling when you realize they are also more likely to be denied small business loans and federal contracts.

 

It’s one of the reasons black girls are so special. Those who somehow survive the incredible pressures society puts them under often become super achievers. They can do almost anything.

 

Perhaps it’s an internalization of the advice black women often get from their mothers. They’re frequently told they have to work harder and do more just to be noticed, and they often do. In my classes, I’ve had more black girls achieve grades over the 100% mark than any other group. And that’s not easy to do. But it’s typical black girl power – they try to be more than perfect.

 

However, it takes a toll.

 

They are more likely to die of breast cancer than any other racial group, according to the Centers for Disease Control and Prevention. The reasons are complex, but include the fact that black women experience delays in diagnosis and treatment. Like many oppressed people, they often internalize that oppression – they don’t take care of themselves and the stress can be a killer.

 

And for those who can’t overcome the unfair pressures we place them under, the results are even worse. In school, I’ve seen precious and valuable girls thrown into a sometimes cruel and uncaring disciplinary system – a system from which it can be hard to extract yourself.

 

Some teachers and schools when faced with the independence and forthrightness of black girls don’t know how to handle them. In such cases, these girls are often disciplined out of all proportion to their population size in school districts. For example, in New York City, black girls made up only 28% of the student body during the 2011-2012 school year, but were 90% of all girls expelled that year from the city’s schools, according to the “Black Girls Matter” report by the African American Policy Forum. Similarly, black girls made up only 35% of the Boston public school population that same year, but accounted for 63% of all girls expelled.

 

In short, we’ve got a lot of work to do to dismantle a national system of racism and white privilege. But even beyond that, as a society we need to recognize and appreciate black girls. A little bit would go a long way.

 

We need to acknowledge the unique talents and skills of these amazing young women. And so much of it starts with a matter of conceptualization in the white adult mind.

 

Instead of seeing them as defiant, we need to recognize their independence. Instead of seeing them as challenging your authority, you need to see them as asserting themselves and standing up for their beliefs.

 

Those are all such positive qualities. How many times do adults complain that kids today don’t care enough about things – their apathy, their entitlement, their indifference. As a group, black girls are nothing like that! They are exactly the opposite! But instead of praising them for it, instead of valuing them, white adults often feel threatened and respond by trying to crush what they perceive as a rebellious and disruptive element in their classrooms or in society.

 

That’s why I love the Black Girl Magic movement.

 

It was created by CaShawn Thompson to celebrate the beauty, power and resilience of black women. It started as a simple social media hashtag – #BlackGirlMagic.

 

It embodies a theme I’ve already touched on – the irrepressible spirit of black women, how they are faced with an overwhelming mountain of challenges but somehow manage to overcome them and become tremendous overachievers! It’s a celebration of everything good and positive about the black female experience.

 

I think it’s just wonderful.

 

How can you not look at someone like Misty Copeland and not appreciate her success? She’s the first ever black principal at the American Ballet Theatre. She has shot to the top of one of the whitest, wealthiest and most elitist arts you can pursue.

 

Or how about Gabby Douglas? You can’t watch videos of the amazing Olympic gymnast, who at only 17, absolutely wowed the world with gold medals despite internet trolls hating on her hair.

 

And if we’re talking undue hate and criticism, no woman in recent memory has suffered as much as Michelle Obama. Whatever you think of her husband’s Presidency, you have to admit Michelle was a model of grace under pressure. How many times did haters pick apart her appearance while she just got on with the business of making school lunches healthier and being a tremendous role model for children of color and women of all races and creeds.

 

Or Ava DuVernay, the amazing director snubbed at the Oscars for her film “Selma.” What did she do? She made another amazing film “13th” about how the 13th Amendment ended slavery but opened the door to the prison industrial complex.

 

That’s Black Girl Magic. And it’s actually pretty common.

 

So come on, fellow white people. Let’s celebrate black girls.

 

Stop trying to touch their hair or compare them with Eurocentric standards of beauty. Stop, pause and actually see them. See them for who and what they are.

 

Black girls are amazing and make the world a better place.

 

Here’s to all the incredible and irreplaceable black girls in my classes and in my life!

 

You go, girls!

Arne Duncan Designed Rahm Emanuel’s Latest Attack on Poor Students of Color

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Sometimes an idea is just too stupid to keep it all to yourself.

Ask Arne Duncan.

Sitting at his lonely desk as managing partner of the Emerson Collective, a limited liability corporation pushing school and immigration policy, he must have missed his days as President Barack Obama’s Education Secretary.

After all, he was the architect of Race to the Top, a federal policy that at best wasted billions of tax dollars without helping students learn – at worst it enriched private charter school operators, standardized test and publishing corporations and private prison operators without helping kids learn.

At the dawn of 2017 with Donald Trump just beginning to flush public education down the toilet in favor of school vouchers, Duncan took to the Internet wondering how he, too, could bring harm to inner city students.

On Jan. 11, he sent an email to Chicago Mayor Rahm Emanuel with a suggestion that was pure Duncan – let’s help poor children of color by making it harder to graduate!

Chicago Public School students have suffered from decades of budget cuts, teacher layoffs and even the closure of 49 schools almost exclusively in poor, black or Latino neighborhoods. A former district CEO even plead guilty to a $23 million kickback scheme.

As a result, the more than 400,000 students, 37.7% of which are black and more than 80% of which are poor, have struggled academically.

How would Arne help them? Make them submit more paperwork in order to get a diploma. They must prove that after 12th grade they’re going to college, trade school, an internship, the military or would otherwise be gainfully employed. OR ELSE they can’t graduate!

“Think about making completing a FAFSA [financial aid application] and applying to two or three colleges or the military a new CPS graduation requirement,” Duncan wrote to Emanuel in emails released to the Chicago Sun-Times through a Freedom of Information Act request. “Graduation rates continue to rise. This would signal the importance of ongoing education/training. A HS diploma is great, but not enough. No other school system I know of has taken this next step.”

Duncan followed up in February, and Emanuel replied, “Thanks. You know we are doing a version of your graduation requirement.”

Duncan responded, “Didn’t know. Good?”

No. Not good, Arne.

Because of your neoliberal meddling, when this year’s 9th graders finish their senior year, they’ll have to jump through yet another hoop to get their diplomas.

The Brookings Institute concluded in 2016 that cities like Chicago with pronounced income inequality are more likely to see higher rates of secondary school drop-outs, and lower graduation rates. An unrelated 2014 study found that Chicago ranked eighth among American cities in an index of income inequality.

None of that is helped by a new graduation requirement.

But Duncan disagrees.

He wrote an op-ed published in the Chicago Tribune praising the plan – his plan.

“Some people worry that raising graduation standards will cause more young people to drop out, but they’re wrong,” he wrote. “Young people don’t drop out because school is too hard. They drop out because it is too easy and they are not engaged. They don’t understand how it’s relevant to their lives.”

Wrong, Arne. It’s not a matter of school being too easy. It’s a matter of life being too hard. Imagine being an impoverished inner city student. You’re malnourished, there are few books in your home, you’re struggling to survive in a world populated by drugs and gangs, you’re suffering from post traumatic stress and your neighborhood school is closed, your teacher is laid off, there’s no tutoring, no arts or humanities classes. And they keep making you take endless high stakes standardized tests. THAT’S what makes students loose interest in school. Not because it’s too easy!

But Emanuel, a former investment banker and Obama’s White House Chief of Staff, only understands business solutions to human challenges.

When proposing this new graduation requirement, he said he got the idea from charter schools.

But of course! Private corporations running schools at public expense always know what is best!

Or is that NEVER know what is best? I guess it depends on whose interest you’re looking out for – businesspeople or students.

Emanuel doesn’t think this new policy is a major change.

“We already have around 62 percent of our kids are already either accepted into college or accepted into community college, and our goal is to make sure nobody spikes the ball at 12th grade,” Emanuel said. “We want to make 14th grade universal. That’s the new goal line.”

Is it, Rahm? It’s interesting that you’re doing this for inner city kids but no one is suggesting it for wealthy kids in the suburbs.

This statement about expectations explains why:

“Just like you do with your children, college, post-high school, that is what’s expected,” Emanuel said. “If you change expectations, it’s not hard for kids to adapt.”

So poor black and Latino kids need YOUR expectations. Is that it? It’s up to YOUR patriarchy to step in and tell them what to do with their lives after high school or else – what? They’ll just sit home on food stamps doing nothing?

This is Chicago – where police brutality is an everyday thing. Gun violence is out of control. And you think these kids and their parents live in crippling, generational poverty because they aren’t trying hard enough to get jobs or better themselves?

Those seem to be the underlying assumptions here. It’s not about giving these 18-year-olds a helping hand. It’s about pushing them to pull themselves up by their own bootstraps.

It only takes a second of thought to realize why this is a bad idea.

The district has been cutting staff positions left and right – especially at schools serving poor students of color. Has any additional funding been budgeted to ensure district guidance counselors are in place to help students meet this goal? NOPE.

Students can graduate if they prove they’ve got a job after high school. Those aren’t exactly growing on trees – especially jobs that pay more than minimum wage. What if students can’t find employment? That’s reason to withhold their diplomas? Your academic fate should be held up because there aren’t enough positions as a fry chef!?

Sure, seniors can apply to a local community college, which according to a spokesperson for City Colleges of Chicago, lets everyone in. But what if this isn’t the path for them? Not everyone is made for college. Why is the city stepping in to demand a post graduate plan from students? Isn’t this really just a recruitment plan for these community colleges and/or the military?

Is this even legal? These kids have passed all their classes. They’ve earned a diploma. You can’t simply withhold it because their post-secondary plans don’t meet with your approval.

When the district withholds its first diploma, look for a legal challenge where taxpayers will be in the uncomfortable position of paying for legal counsel to stop a child from graduating.

This Duncan/Emanuel policy is something you might expect from a certified moron like current Education Secretary Betsy DeVos. (She wants teachers armed against grizzly bear attacks.)

But it should be noted that both Duncan and Emanuel are Democrats. They’re just not progressives.

You wonder why a fool like Trump won the Presidency? It’s because of neoliberal attitudes like these. Both of these men were part of the Obama administration. And Hillary Clinton was following in the same footsteps – or certainly she didn’t speak out against it.

Emanuel’s political career is backed by the same big money conservatives that back Chris Christie, Mitt Romney and Bruce Rauner. He’s a puppet of charter schools, hedge fund managers and the Koch Brothers.

In fact, his corruption was so bad that during the 2016 primary, he became an issue for Democratic Presidential contenders. Bernie Sanders actually called him out in a tweet saying: “I want to thank Rahm Emanuel for not endorsing me. I don’t want the endorsement of a mayor shutting down schools and firing teachers.”

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Rahm had endorsed Clinton putting her in a bad position. Ann O’Leary, Clinton’s education advisor, said in private emails that Emanuel was “bad for Chicago schools.”
Like Clinton’s campaign manager, John Podesta, O’Leary was a longtime supporter of corporate education reform policies – and so was Clinton. Hillary supported George W. Bush’s terrible No Child Left Behind – the law that changed federal education policy from focusing on equity to holding schools hostage for their standardized test scores.

O’Leary was worried about how Emanuel might hurt Clinton – especially in light of Bernie’s tweet.

In a private email to senior Clinton staff, she wrote:

“Bernie is beating us up over Rahm’s record on schools in Chicago. The Chicago school system is overloaded with debt and likely to run out of cash before the end of the school year. As a result, they are withholding their pension contributions, and laying off teachers and support staff.

I reached out to Randi W[eingarten, President of the American Federation of Teachers] and she suggested that she tweet something tomorrow making it clear that Rahm and Rauner have been bad for Chicago schools and then HRC [Hillary Rodham Clinton] retweets.

That sounds like a toxic idea to me given Rahm’s endorsement, but I don’t think this issue is going away.

We could: (a) have HRC say something more forceful about the state working to help Chicago pay off debt so the schools can focus on teaching and learning; (b) have Randi say something more mild and we could retweet. But I do worry that short of going after Rahm, these options are not going to be satisfactory. So the (c) option is to stay silent for now.

Thoughts?”

O’Leary’s final decision was to do nothing.

And we all know how that turned out.

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The worst part is that the Democrats don’t appear to have learned anything.

Here’s what Duncan had to say just this month about how Democrats should be fighting the Trump administration’s education policies:

“The federal government is disinvesting in public education and withdrawing from accountability, so states and districts have to step up and lead.”

But Arne, your administration disinvested in public schools, too. Emanuel is famous for it!

And we all know what “accountability” means to neoliberals like you. It means endless standardized testing and closing schools catering to poor students of color. It means giving charter schools, book publishers and testing corporations a blank check.

No one is going to vote for that anymore.

That is just not a viable alternative to Republican policies that take all of this to its logical conclusion.

Destroying public schools slowly is not a viable alternative to destroying them quickly. Democrats need to either discover their real progressive roots or else move aside for grassroots groups to take over.

That’s a suggestion worth sending to your buddies Rahm, Hillary and Barack via email.

Dept of Ed Hires Anti-Civil Rights Crusader to Protect Student’s Nonexistent Civil Rights

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Candice Jackson is a victim of oppression.

When she was attending Stanford University in the mid-1990s, a minority calculus tutoring group refused to help her because she was white.

Sure she could probably afford to pay for private tutoring, but it was the point of the  thing.

She came from a family where both parents ran medical practices. Her dad, Dr. Rick Jackson, even unsuccessfully ran for Congress. You know – just like black families redlined into the ghetto and struggling to find work because of their African-sounding names.

Why shouldn’t the limited amount of tutoring spaces serve her as well as people from traditionally less privileged backgrounds? White lives matter, ya’ll.

“I am especially disappointed that the University encourages these and other discriminatory programs,” she wrote in the Stanford Review. “We need to allow each person to define his or her own achievements instead of assuming competence or incompetence based on race.”

With that kind of empathy and innate understanding of social justice, I – for one – am overjoyed that U.S. Education Secretary Betsy DeVos has hired Jackson to run the department’s Office for Civil Rights.

Well, she’s acting assistant secretary for the office. Technically she was hired as deputy assistant secretary, because that doesn’t require a confirmation hearing. A permanent assistant secretary will have to be approved by Congress – if DeVos ever gets around to nominating one.

I’m sure she’ll do that soon. There’s no way she’d sneak in someone who doesn’t believe in civil rights whose main job is to protect civil rights! That would be like hiring a Secretary of Education who doesn’t believe in the mission of public education tasked with protecting public schools!

That’s unpossible!

And Jackson is all about civil rights. The 39-year-old attorney is anti-women’s rights, anti-distributive justice and possibly even anti-compulsory education and anti-Civil Rights Act of 1964!

Just perfect!

I mean what does the Department of Education have to do with civil rights anyway?

According to the department’s own statistics, black students are at least six times more likely than white students to attend poor schools. These schools have smaller budgets, fewer resources, a crumbling infrastructure, larger classes and higher student needs based on the trauma of living in poverty – worse nutrition, lack of books in the home, exposure to violence and abuse, etc. Meanwhile, white students are three times more likely than blacks to attend rich schools overflowing with resources, pristine infrastructures, small class sizes, and fewer needs.

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Is that fair? Should the government do anything about ensuring all students receive the same opportunities?

Heck no!

That’s up to… I don’t know… somebody else. And what about all those poor white kids trapped in poor schools with a majority of students of color!? Who’s going to help the six percent of white kids in mostly black schools escape?

Betsy DeVos – that’s who! Donald Trump – who is really indistinguishable from Dr. Martin Luther King, Jr., and her are proposing a school voucher program so that these white kids can go to a charter, private or religious school.

The black kids? Maybe the choice schools will accept some of them, I mean if the appointed boards and CEOs who run them want to take these kids, it’s really all up to them. We aren’t going to force them to do anything. We’re all libertarians here in Washington now. You wouldn’t want us to trample on the civil rights of charter and private school operators, would you?

Of course not!

And we’re certainly not going to do anything to help these impoverished public schools succeed. No additional funding. No preferential treatment! The free market will sort things out – it always does.

And people wonder why DeVos needs to be protected by U.S. Marshals at a cost of $1 million a month.

Her department is doing away with services the public has come to rely on: protecting special needs students, protecting college students from predatory loans, and now prosecuting civil rights violations.

The liberal snowflakes! Pull yourselves up by your bootstraps! Why are you demanding the government provide you with actual services in return for your tax dollars? You should be demanding tax cuts. That way you can just buy everything you need, yourselves, like the billionaire DeVos family and even the well to do Jacksons.

It’s a wonder why DeVos doesn’t pay for her own security detail – or why President Trump demands we pay for the extra security for all his trips to Mar-a-Lago.

But in any case, the extra security is clearly necessary for DeVos. Every other Education Secretary in history has been able to make due with protection from the Secret Service – from agents already on the payroll and in fact still on the payroll now. But when you’re striping the public of services and enacting programs like school vouchers that Americans angrily don’t want, you need the extra protections.

It’s like Saddam Hussein and Kim Jong Un. They didn’t and don’t have Royal Guards just because they love/loved pageantry. They need/needed protection from the people. That’s how you know you’re best serving the people. You need protected from them.

This is the conservative dream – federal employees appointed by bureaucrats instead of voted on by representatives, public servants who don’t believe in public service, and a military machine protecting them from the taxpayers.

This is the kind of administration that will finally ensure that never again will any white person ever be inconvenienced by people of color and all their needs! Never will the poor or minorities ever receive any federal help that could be perceived by white people as extra help – if we forget about all that we have helping us.

Finally we’ll all be equal. And some of us will be even more equal than others!

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Standardized Testing Creates Captive Markets

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It’s easy to do business when the customer is forced to buy.

But is it fair, is it just, or does it create a situation where people are coerced into purchases they wouldn’t make if they had a say in the matter?

For example, school children as young as 8-years-old are forced to take a battery of standardized tests in public schools. Would educators prescribe such assessments if it were up to them? Would parents demand children be treated this way if they were consulted? Or is this just a corporate scam perpetrated by our government for the sole benefit of a particular industry that funnels a portion of the profits to our lawmakers as political donations?

Let’s look at it economically.

Say you sold widgets – you know, those hypothetical doodads we use whenever we want to talk about selling something without importing the emotional baggage of a particular product.

You sell widgets. The best widgets. Grade A, primo, first class widgets.

Your goal in life is to sell the most widgets possible and thus generate the highest profit.

Unfortunately, the demand for widgets is fixed. Whatever they are, people only want so many of them. But if you could increase the demand and thus expand the market, you would likewise boost your profits and better meet your goals.

There are many ways you could do this. You could advertise and try to convince consumers that they need more widgets. You could encourage doctors and world health organizations to prescribe widgets as part of a healthy lifestyle. Or you could convince the government to mandate the market.

That’s right – force people to buy your products.

That doesn’t sound very American does it?

In a Democratic society, we generally don’t want the government telling us what to purchase. Recall the hysteria around the Obamacare individual mandate requiring people who could afford to buy healthcare coverage to do so or else face a financial tax penalty. In this case, one might argue that it was justified because everyone wants healthcare. No one wants to let themselves die from a preventable disease or allow free riders to bump up the cost for everyone else.

However, it’s still a captive market though perhaps an innocuous one. Most are far more pernicious.

According to dictionary.com, a captive market is “a group of consumers who are obliged… to buy a particular product, thus giving the supplier a monopoly” or oligopoly. This could be because of lack of competition, shortages, or other factors.

In the case of government mandating consumers to buy a particular product, it’s perhaps the strongest case of a captive market. Consumers have no choice but to comply and thus have little to no protection from abuse. They are at the mercy of the supplier.

It’s a terrible position to be in for consumers, but a powerful one for businesspeople. And it’s exactly the situation for public schools and the standardized testing industry.

Let’s break it down.

These huge corporations don’t sell widgets, they sell tests. In fact, they sell more than just that, but let’s focus right now on just that – the multiple choice, fill-in-the-bubble assessments.

Why do our public schools give these tests? Because peer-reviewed research shows they fairly and accurately demonstrate student learning? Because they’ve been proven by independent observers to be an invaluable part of the learning process and help students continue to learn new things?

No and no.

The reason public schools give these tests is because the government forces them. The Elementary and Secondary Education Act (ESEA) requires that all students in grades 3-8 and once in high school take certain approved standardized assessments. Parents are allowed to refuse the tests for their children, but otherwise they have to take them.

It wasn’t always this way. When the act was first passed in 1965, it focused almost entirely on providing students with equitable resources. That all changed in 2001, with the passage of No Child Left Behind, a reauthorization of this original bill. And ever since, through every subsequent reauthorization and name change, the federal law governing K-12 schools has required the same standardized testing.

The testing corporations don’t have to prove their products. Those products are required by law.

It’s one of the largest captive markets in existence. That’s some 50.4 million children forced to take standardized assessments. The largest such corporation, Pearson, boasts profits of $9 billion annually. It’s largest competitor, CBT/ McGraw-Hill, makes $2 billion annually. Others include Education Testing Services and Riverside Publishing better known through its parent company Houghton Mifflin Harcourt.

If many of these companies sound like book publishers, that’s because they are or their parent companies are. And that’s no coincidence. It’s another way they bolster their own market.

Not only do many of these testing corporations make, provide and score standardized assessments, they make and provide the remedial resources used to help students pass.

So if your students are having difficulty passing the state test, often the same company has a series of workbooks or a software package to help remediate them. It’s a good business model. Cash in before kids take the test. Cash in when they take it. And if kids fail, cash in again to remediate them.

Ever wonder why our test scores are so low? Because it’s profitable! The money is all on the side of failure, not success. In fact, from an economic point of view, there is a disincentive to succeed. Not for teachers and students, but for the people who make and grade the tests.

But that’s not all.

Once you have a system in place, things can become static. Once districts already have the books and resources to pass the tests, the testing corporation has less to sell them, the market stagnates and thus their profits go down or at least stop growing.

The solution once again is to create yet another captive market. That’s why Common Core was created.

These are new academic standards written almost exclusively by the testing corporations and forced on districts by federal and state governments. Under President Barack Obama’s Race to the Top initiative, $500 million in federal education grants were tied to adopting these new standards. States were coerced to push Common Core on their districts or else lose out on much needed funding.

This resulted in the need for districts to buy all new materials – new text books, new workbooks, new software, etc. It also required the states to order brand new standardized tests. So once again the testing industry cashed in at both ends.

And these tests were more needlessly difficult so more children would fail and need costly remediation.

Was there a pressing academic need for these new standards? Was there any evidence that these standards would increase student learning? Were there even any independent studies conducted to attempt to prove a need?

No. This was a total money grab. It was naked greed from one industry completely enabled by our lawmakers at the federal and state levels.

Republicans made noises against it, and some still do. But consider this – the overwhelming majority of state houses are controlled by the GOP. They have the power to repeal Common Core at any time. Yet almost none of them did or do.

Ask yourself why. It has nothing to do with the Democrats. Republicans are owned by the same masters as the so-called liberals – these same test corporations.

You have to understand that our government is no longer ruled by the principle of one person, one vote. Money has become speech so wealthy corporations get a huge say in what our government does.

If an industry gets big enough and makes enough donations to enough lawmakers, they get the legislation they want. In many cases, the corporations write the legislation and then tell lawmakers to pass it. And this is true for lawmakers on both sides of the aisle.

Standardized testing and Common Core are one pernicious example of our new captive market capitalism collapsing into plutocracy.

Our tax dollars are given away to big business and our voices are silenced.

Forget selling widgets. Our children have BECOME widgets, hostage consumers, and access to them is being bought and sold.

We are all slaves to this new runaway capitalism that has freed itself from the burden of self-rule.

How long will we continue to put up with it?

How long will we continue to be hostages to these captive markets?

Decolonizing Through Dialogue: Authentic Teaching in the Age of Testing and Common Core

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waitingsuperman3023

 

If you’re not careful, being a public school teacher can become an act of colonization.

 

This is especially true if you’re a white teacher like me with classes of mostly black students. But it’s not the only case. As an educator, no matter who you are or whom you teach, you’re a symbol of authority and you get that power from the dominant structures in our society.

 

Believe it or not, our schools are social institutions, so one of their chief functions is to help recreate the social order. Students enter as malleable lumps of clay and exit mainly in the shapes we decide upon. Therefore, as an educator, it’s hard not to fall into the habit of molding young minds into the shapes society has decided are appropriate.

 

In some ways this is inevitable. In others, it’s even desirable. But it also runs against the best potential of education.

 

In short, this isn’t what a teacher should be. My job in front of the classroom isn’t to make my students into anything. It’s to give them the opportunity, to generate the spark that turns them into their best selves. And the people who ultimately should be the most empowered in this process are the students, themselves.

 

But it’s easier said than done.

 

The danger is best expressed in that essential book for any teacher, “Pedagogy of the Oppressed,” where Paulo Freire writes:

 

“Worse yet, it turns them (the students) into ‘containers,’ into ‘receptacles’ to be filed by the teacher. The more completely she fills the receptacles, the better a teacher she is. The more meekly the receptacles permit themselves to be filled, the better students they are.”

 

In most cases this means Eurocentrism – a kind of worship of all things white and denigration of all things black, brown and all pigments between.

 

We take the status quo and find every blind justification for it. In fact, this can become the curriculum, itself. Every counter-narrative, every criticism of the power structure then naturally becomes a danger. Revisionist history becomes history. European philosophy becomes the only accepted definition of rationality. Ideologies of empire become obvious and inescapable. White becomes the norm and racism, misogyny, homophobia, xenophobia all become hidden and internalized.

 

You’ve heard the criticism of curriculums focusing exclusively on dead white males. This is why.

 

And not only does it silence minority voices, it reinforces a false view of the world. Folk singer Tom Paxton made that clear in this classic song:

“What Did You Learn In School Today?”

What did you learn in school today,
Dear little boy of mine?
What did you learn in school today,
Dear little boy of mine?

I learned that Washington never told a lie,
I learned that soldiers seldom die,
I learned that everybody’s free,
And that’s what the teacher said to me,
And that’s what I learned in school today,
that’s what I learned in school.

What did you learn in school today,
Dear little boy of mine?
What did you learn in school today,
Dear little boy of mine?

I learned the policemen are my friends,
I learned that justice never ends,
I learned that murderers pay for their crimes,
Even if we make a mistake sometimes,
And that’s what I learned in school today,
That’s what I learned in school

What did you learn in school today,
Dear little boy of mine?
What did you learn in school today,
Dear little boy of mine?

I learned that war is not so bad,
I learned about the great ones we’ve had.
We fought in Germany and in France
And some day I might get my chance.
And that’s what I learned in school today,
That’s what I learned in school

What did you learn in school today,
Dear little boy of mine?
What did you learn in school today,
Dear little boy of mine?

I learned our government must be strong;
It’s always right and never wrong!
Our leaders are the finest men
And we elect them again and again,
And that’s what I learned in school today,
That’s what I learned in school

 

We can see why this kind of teaching is valued. It reinforces the status quo. But at its core education is essentially subversive. It supports new ways of thinking. It is by definition revolutionary. When you encourage students to think for themselves, some may come to conclusions that differ from the norm. This is entirely healthy and the only way societies can grow and change. But it’s inimical to the people in power who often are in charge of the educational system. They don’t want new ideas if those ideas will challenge their hold on the reigns of power. Socrates wasn’t forced to drink hemlock, after all, because his lessons supported the Athenian elite.

 

So we’re left with a real quandary. How do teachers remain free to inspire while being a part of a system that doesn’t value inspiration?

 

The natural forces of society work against authentic teaching like gravity pulling at a rocket. Unless you’re actively pushing against the ground, the most natural thing in the world is to just go with the flow. The textbook says this is the way. Teacher training programs often agree. Cooperating teachers who have been in the classroom for decades back it up. This is the best method. Just keep it up.

 

But it’s not. And you shouldn’t. There is another way even though it’s hard to see. And THAT’S often what you need to be doing for your students.

 

Let me pause at this point to make one thing clear: I don’t have all the answers.

 

I am no expert in how to do this. I have fallen victim to it, myself, more often than I’d like to admit. It may be next to impossible to avoid the accepted route much of the time. But if we want to be good teachers, we need to try.

 

If we really want to provide the best service to our students, their parents and the community, we have to break out of the mold. We have to allow our students the chance of seeing the world and not just our version of it.

 

The best ways I’ve found to do this are through selection of texts, use of Socratic Seminars and allowing as much choice as possible in assignments.

 

When selecting texts, you want to be as inclusive as possible. Provide students with the widest possible range of authors and opinions. In Language Arts, this means purposeful multiculturalism. It means authors of color being prized equally with the European cannon. It means women and transgender authors. It means authors subscribing to a wide range of beliefs and skepticisms. And it means accepting genres and forms that are often devalued like song lyrics, rap, Manga, graphic novels and anything that can be considered deep, substantial texts.

 

Finding such sources can be exhausting, but it’s also exhilarating. Unfortunately, not all schools permit teachers to do this to the same degree. Some districts mandate teachers only use certain texts already approved by the school board. Others provide a list of approved texts from which teachers can pick.

 

Each educator will have to find ways to navigate the system. It’s best if you can find support from administrators and in the community for what you want to do and go from there. But this can be a challenging road especially in our era of high stakes testing and Common Core which values authentic teaching not at all.

 

Another essential tool is class discussion. You may or may not be able to broaden the texts being discussed, but you can usually provide space for students to discuss those texts in class.

 

My 8th graders and I use the Socratic Seminar method of discussion extensively.

 

With almost every piece of literature, I write guided open-ended questions for the students to consider. The questions come out of the text, but I try to focus on queries that will get students thinking about how the text relates to their lives, gender and economic issues, questions of theme, race and opportunities to make connections of every type. Eventually, I even allow students to begin writing these questions, themselves.

 

The way I see it, my role is essentially an opportunity maker. It isn’t about finding an answer that will please me, the teacher. It’s about exploring the subject. It’s not about what I think. It’s about what students think. And that makes all the difference.

 

Finally, I’ve found it beneficial to allow students choice in their assignments.

 

There are many ways for students to demonstrate knowledge. They can write essays, take a test, create a collage, design a power point presentation, make an iMovie, act out a scene, etc. I try to expose students to multiple formats the first half of the year and then give them increased choice in how they’d like to express themselves in the second half.

 

Not only does this free students to think, it encourages the deepest kind of learning. It makes the lesson vital, important and intrinsic.

 

All of these approaches share a common feature: dialogue. They put the student, teacher and the author in a vital relationship. They take steps to equalize that relationship so that one isn’t more important than the others. It’s not just what the author, teacher or student thinks – it’s the interrelationship of the three.

 

Ultimately, it’s up to the student to decide the relative value of the results. Sure, they get grades. Sure, the system will judge students based on those grades. But the value of those grades isn’t as important as the resultant learning and the value students place on the experience.

 

To me, that’s the best kind of learning. And it’s the result of authentic teaching and dialogue.

 

It is the most inimical thing to colonization. Students are not enslaved to a system. They aren’t in servitude to a prepackaged group of ideas and norms.

 

They are valued and empowered.

 

Isn’t that what we’re supposed to be doing for them?

NEWSFLASH: Betsy DeVos Opens Mouth. Nonsense Falls Out

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Betsy DeVos opened her mouth-hole today and a load of crap fell out.

And somehow that’s news!

Our federal Education Secretary said Wednesday, “I’m not sure how [U.S. public schools] could get a lot worse on a nationwide basis than they are today.”

Let’s add that to the list of things she’s already admitted she’s not sure of:

-Whether charter and voucher schools should be held to the same standards as traditional public schools.

-Whether guns belong on school campuses in reach of children.

-Whether the Department of Education should protect students with special needs.

-Whether the Individuals With Disabilities Act is a federal law (Spoiler Alert: It IS!).

-Oh! And what the heck’s the difference between proficiency and growth?

This woman is an idiot. Worse – she’s a rich idiot.

She only holds this office because she bought off the entire Republican Party and she still needed a historic tie breaking vote by the vice-president to get confirmed!

Why are we publishing a thing she says as anything other than standup comedy?

She knows nothing about public schools. She never went to them as a student. She never sent her own children to them. In fact, she only started visiting them in her official role as Secretary of Education!

Yet she has spent her entire life bribing policymakers to replace public schools with charter and voucher schools.

She is a saleswoman for privatization and she thinks public schools suck.

Well whoop-de-do!

They say opinions are like assholes. Everyone’s got one.

What makes DeVos’ opinion worth anything more than yours or mine?

Nothing.

But since you asked, there is a heck of a lot that makes our opinion better than hers.

Ninety percent of Americans have actually attended public schools. Ninety percent send their own children to public schools. And though popular opinion of public schools nationwide has suffered after an endless barrage of corporate propaganda against them, most people have a very high view of their own neighborhood school.

So if the media wants to publish a valuable opinion about public schools, they should publish what almost anyone ELSE has to say other than Betsy DeVos.

What does a Flat Earther have to say about constructing a globe? WHO CARES?

What does a skeptic about the moon landing have to say about NASA? WHO GIVES A CRAP?

What does Betsy DeVos have to say about public schools?

NO ONE CARES.

But fine. I’ll bite. Why does the billionaire heiress think our public schools stink?

She trots out the usual nonsense about international test scores:

“I mean, the fact that our PISA scores have continued to deteriorate as compared to the rest of the world and that we’ve seen stagnant at best results with the NAEP scores over the years. I’m not sure we can deteriorate a whole lot.”

First of all, she’s wrong about the facts.

PISA scores did not deteriorate. Like NAEP scores, they’ve remained pretty much the same for all the decades we’ve been making these comparisons.

Internationally, our test scores have always been in the middle of the pack. And that shouldn’t be surprising.

We provide every child with an education. Many of the countries we’re compared with internationally don’t. That means we’re going to have lower test scores. You’re comparing ALL of our kids with only the best academic achievers in Asia, Scandinavia and other countries.

Add to that the overwhelming child poverty rate in the United States – something completely absent in most of these other nations we’re being measured against. Obviously our poorer kids who get fewer resources than your richer kids won’t do as well on standardized tests. You’re not comparing apples-to-apples. And whenever you make the adjustment for poverty, our students score at the top of the scale!

I’m not saying we can’t improve. There’s plenty we could be doing such as providing more resources for our poor and minority students. But opportunists like DeVos have always tried to use this test score myth to justify destroying the public school system and giving it away to private interests.

Betsy, please just stop. The blatant ignorance coming out of your mouth hurts. It’s embarrassing.

But perhaps there is a silver lining here. We’re used to hearing these lies from more credible sources. Before becoming Education Secretary, Arne Duncan and John King had advanced degrees. They ran major metropolitan school systems. DeVos is just rich.

And having such an obvious fool repeat these same lies pulls back the curtain.

There is no longer any question about their veracity.

Good luck trying to fool people with this same snake oil anymore. Just by opening her mouth, DeVos has poisoned the entire corporate school reform narrative.

Thanks, Betsy!

The Corporate Coup Destroying Our Schools Has Finally Come For Our Government

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First they came for people of color and I said nothing.

Because I am not a person of color.

 

Then they came for the poor and I said nothing.

For I am not poor.

 

Then they came for our public schools and I said nothing.

Because I do not send my children to public schools.

 

Now they’ve come for our government and who is left to speak for me?

 

This is a paraphrase of Martin Niemöller’s famous lines about the cowardice of German intellectuals during Hitler’s rise to power.

 

The fascists purged group after group while those who could have stood against them did nothing – until it was too late.

 

That’s very nearly the position we find ourselves in today in relation to the Trump administration.

 

The neoliberal and neofascist façade has fallen away. And the naked greed of our runaway capitalist system has been exposed for what it is.

 

Just this week, Trump unveiled a new government office with sweeping authority to overhaul federal bureaucracy on the business model.

 

Led by the president’s son-in-law and senior advisor, Jared Kushner, The White House Office of American Innovation will be an autonomous entity enforcing the president’s will. Described as an internal “SWAT team” of strategic consultants, and staffed with former business executives, the office will cut down democratic rule in favor of top-down authoritarianism.

 

And the excuse is the same one used to deny equity for minorities, the same one used to dismantle protections for the poor and the same one used to unfairly label and close our public schools – we need to run government like a business.

 

But government is not a business.

 

The goal of a business is profit for the few. The goal of government is service to the many.

 

In a private business only the owner or the board of directors reaps the benefits. But our government is not supposed to be set up that way. It’s not supposed to benefit merely all the president’s men. It’s supposed to benefit all of us – the citizens, the taxpayers, the voters.

 

This is exactly the model that has been used against our public schools.

 

We have shifted our concern away from students and parents to investors and corporations. For almost two decades, our education policies have increasingly been to reduce local control – especially at schools serving the poor and minorities – and give that control to private charter school operators. We have removed the duly-elected school boards and replaced them with appointed boards of directors. We have removed or diminished democratic rule and replaced it with an autocracy. And all the while the middle class has cheered.

 

It was a coup in plain site, and no one but parents, students, teachers and intellectuals spoke up.

 

Our voices were undercut or ignored. When we demanded equal treatment for our children, we were labeled welfare queens wanting something for nothing. When we demanded fair treatment, a safe work environment and resources for our students, we were labeled union thugs standing in the way of progress. At every turn we were tone policed into silence and passed over for the voices of self-proclaimed experts who knew nothing but what they were paid to espouse.

 

We were told that the only measure of academic success was a standardized test score. But no mention of the white, middle class standard our non-white, impoverished students were being held to.

 

When our schools were increasingly segregated by race, class and income, we were told that it was only fair. After all, it was based on choice – the choice of the invisible hand of the free market. When our schools were starved of resources, we were told to do more with less. And when our students struggled to survive malnutrition, increased violence and the indentured servitude of their parents to an economic system that barely allowed them to sustain themselves, we blamed them. And their teachers, because how dare anyone actually try to help these untouchables!

 

We allowed this – all of it – perpetrated by Democrats and Republicans, Conservatives and Liberals, because they’re all really just different dogs to the same masters.

 

We justified it all in the name of the market, in the name of economics, in the name of business. Why should we care? It rarely affected us directly.

 

White, middle class folks could get by. It wasn’t OUR schools being given away to private equity firms. It wasn’t OUR children being educated by temporary employees on the model of the peace corps with little training and no experience.

 

Those were just someone else’s children. We weren’t even sure they were human. They certainly didn’t share the same portion of humanity as we did. They were unwashed and unfed. Even if you washed them, many of them would still have brown skin. We were happy to have them as an underclass, as a cushion to stop us from falling further down the social ladder.

 

Our kids went to either well resourced public schools with fully elected school boards and shiny new facilities or else we sent our children to pristine private schools that offered the best of everything for a price.

 

But now the chickens have come home to roost.

 

Because this same model is being applied to our government.

 

Now it is us who will lose our voices. It will be our services that are stripped away as an unnecessary cost savings. We will lose our healthcare. We will lose our environment. It will be our democracy suspended to make way for the more efficient means of government – fascism and autocracy.

 

Who has time to listen to the people? Much easier to just decide what should be done. And we can justify it with our business model. No more voters and representatives. Now we will be businessmen and consumers. Nothing will stand in the way of the corporate class enriching themselves at public expense. They will be merely providing the rest of us with the goods and services of government, the bits that trickle down on our heads like rain or urine.

 

That is what Trump is attempting. He is turning the United States into a banana republic – even installing his relatives and children in top leadership positions. Our government now resembles the corridors of power in Baghdad under Saddam Hussein with henchmen Uday and Qusay in tow.

 

The question is this: will we allow it?

 

Will we continue to allow it?

 

Will we stand for it as the administration installs Trump loyalty officers in every federal office?

 

Will we say nothing as nepotism and greed become the most prized attributes of governance?

 

Will we remain silent as our public schools continue to be raided, sacked and burned?

 

Because the answer to those questions is the answer to so much more.

 

Are we on the cusp of revolution or is history merely repeating itself?

The Joy of Opting Out of Standardized Testing

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Testing season is a gray period in my classroom.

 

But it’s a joy in my house.

 

As a classroom teacher with a daughter in the public school system, I’m always struck by the difference.

 

In school I have to proctor the federally mandated standardized tests. But I’ve opted my own daughter out. She doesn’t take them.

 

So at home, I get to see all the imaginative projects she’s created in her class while the other kids had to trudge away at the exam.

 

“Daddy, daddy, look!” she squeals.

 

And I’m bombarded by an entire Picasso blue period.

 

Or “Daddy, will you staple these?”

 

And I’m besieged by a series of her creative writing.

 

My daughter is only in second grade and she loves standardized test time.

 

It’s when she gets to engage in whatever self-directed study strikes her fancy.

 

Back in kindergarten I missed the boat.

 

Even as an educator, myself, I had no idea the district would be subjecting her to standardized tests at an age when she should be doing nothing more strenuous than learning how to share and stack blocks.

 

But when I found out she had taken the GRADE Test, a Pearson assessment not mandated by the state but required by my home district in order the receive state grant funding, I hit the roof.

 

I know the GRADE test. I’m forced to give a version of it to my own 8th grade students at a nearby district where I work. It stinks.

 

Ask any classroom teacher and they’ll tell you how useless it is. Giving it is at best a waste of class time. At worst it demoralizes children and teaches them that the right answer is arbitrary – like trying to guess what the teacher is thinking.

 

Then I found out my daughter was also taking the DIBELS, a test where she reads a passage aloud and is given a score based on how quickly she reads without regard to its meaning. In fact, some of the passages test takers are forced to read are pure nonsense. It’s all about how readers pronounce words and whether they persevere through the passage. It’s not so much about reading. It’s about grit.

 

No. My precious little one won’t be doing that.

 

I talked candidly to her kindergarten teacher about it. I trust her judgment, so I wanted to know what she thought. And she agreed that these tests were far from necessary. So I set up a meeting with the principal.

 

The meeting lasted about an hour. Sure, it was a little scary. No one wants to rock the boat. But even he agreed with most of what I had to say. He didn’t feel as strongly about it as I did, but he respected my wishes and that was that.

 

Ever since, my daughter hasn’t taken a single standardized test.

 

For me, it was a political statement as well as a parental one. I wanted to do my part to chip away at the corporate school reform movement. I know how much they rely on these test scores to justify closing poor schools like mine. I don’t want to give them a chance.

 

But little did I know what bliss I would be providing for my little one.

 

Beyond politics, I thought I was just protecting her from a prolonged period of boredom, unfair assessments and cognitively invalid measurements.

 

I wanted to shield her from adult woes. What I didn’t realize was I was opening a door for her creativity.

 

It’s amazing. All the other poor children sit there dutifully filling in bubbles while she pours her heart out onto the page.

 

She loves creating these illustrated books telling the wildest narratives: Colorful superheroes blast bad guys into oblivion. Game show hosts get lost in other dimensions. Even her Mommy and Daddy get in on the action riding Yoshi through Super Mario land.

 

Often she adds text to these adventures. Her spelling could use some work, but I’m impressed that an 8-year-old even attempts some of these words. Sometimes she writes more in her adventure books than my 8th graders do on their assigned homework.

 

I’ve even noticed a marked improvement in her abilities during this time. Her handwriting, sentence construction, word choice and spelling have taken a leap to the next level. While her classmates are wasting time on the assessments, she’s actually learning something!

 

I wish I could provide the same opportunities for my students that I have for my daughter.

 

It’s strange.

 

As a parent, I have the power to make educational decisions on behalf of my child. But as a trained education professional, I’m not allowed the same privilege.

 

Don’t teachers stand in loco parentis? Well this is loco, so let me parent this. Let me at least talk to their parents about it – but if I do that on school time, in my professional capacity, I’m liable to be reprimanded.

 

I have studied standardized testing. It was part of my training to become a teacher. And the evidence is in. The academic world knows all this stuff is bunk, but the huge corporations that profit off of these tests and the associated test-prep material have silenced them.

 

I have a masters in my field. I’m a nationally board certified teacher. I have more than a decade of successful experience in the classroom. But I am not trusted enough to decide whether my students should take these tests.

 

It’s not like we’re even asking the parents. We start from the assumption that children will take the tests, but if the parents complain about it, we’ll give in to their wishes.

 

It’s insanity.

 

We should start from the assumption the kids won’t take the test. If parents want their kids to be cogs in the corporate machine, they should have to opt IN.

 

As a teacher, I can try to inform my students’ parents about all this, but at my own peril. If the administration found me talking about this with parents, I could be subject to a reprimand. Giving my honest educational opinion could result in me losing my job.

 

As you can see, it hasn’t stopped me. But I teach in a high poverty, mostly minority district. My kids’ parents often don’t have the time to come up to the school or even return phone calls. They’re working two or three jobs. They’re struggling just to put food on the table. They don’t have time for standardized tests!

 

So every test season I sadly watch my students trudge away at their federally mandated bubbles. I see their anxiety, their frustration, their sad, sad faces.

 

And it breaks my heart.

 

But then I come home to my daughter’s exuberant creations!

 

You would not believe the joy of opting out!

Donald Trump, If the US is Attacked, We Will Blame YOU

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Donald Trump,

Our nation is on the brink of massive violence.

Many people in the Middle East think the United States wants a war with Islam. Our relations with North Korea are more strained than they’ve been in decades. Russia has infiltrated the deepest levels of our government. Our international standing has been called into question. Our closest allies have been insulted and threatened. Our economy continues to stagnate. Our citizens live in fear. Hate groups are ramping up bomb threats, spray painting their rhetoric in public spaces and celebrating it being echoed back to them on the lips and Twitter accounts of our very own lawmakers. For the first time in decades, our sick, our elderly, our children are left to wonder – not if they will have enough – but if they will have anything at all.

All while our military grows fat and anxious and waiting.

It’s a power keg looking for a match.

And it’s mostly your fault.

Don’t think we’re unaware. We see what you and your cabinet of fools and hate-mongers are doing.

We see how they are “dismantling the administrative state.” We see how they are tearing away protections for your own citizens. We see how they are spreading fear and instability. We see how you are preparing the way for the next unnecessary war.

Most of these fires were not started by you, but your policies have poured gasoline on them.

There is only one thing you need to know: we will hold you accountable.

That’s right. We will hold YOU, personally, responsible.

If a terrorist attacks the United States, we will hold YOU accountable.

If a foreign power attacks us, we will hold YOU responsible.

If desperate and frightened Americans lash out at law enforcement or our military, we will hold YOU accountable.

We will not all rally together behind you. We will not close ranks. We will not hide behind the flag and join together to fight whichever enemy you point out.

We have lost too much innocence to believe such fairy tale propaganda anymore. George W. Bush used up the last drop of our bedtime story gullibility. We don’t roll that way anymore. We are cynical and awake.

You will not take advantage of our patriotism. You will not herd us like cattle to follow blindly after you.

We will not let you get away with stoking violence and then using the results as a justification for what you did to cause the problem in the first place.

Violence will not make you stronger. It will give us an excuse to tear you down and remove you from office.

If our nation is attacked, we will know it is because of your xenophobia. You can’t denigrate the entire religion of Islam, one of the most populous faiths in the world, without bringing down the ire of hundreds of millions of people. You can’t libel the intentions and histories of our nation’s multitudinous black and brown people without pushing us closer to violence. You can’t withhold a helping hand from the sick, poor and needy without expecting some to find other more violent ways to survive.

And if even one of these people responds to your government-sanctioned violence with a violence of their own, we will blame you. Because you are responsible.

You are President of the Untied States.

And an illegitimate President at that.

The only power that gives someone in your office the right to rule is the “consent of the governed,” and that, sir, you do not have.

You did not win the popular vote. The governed have not given you their consent. They consented to someone else. You only rule because of crusty bureaucratic red tape – an electoral college system that was put in place centuries past to prop up slavery.

So you will be held accountable if things go south. Because you deserve it.

You will be held responsible – not those poor devils who voted for you out of desperation. You will be taken to account – you and the other billionaire kleptomaniacs who gave voters only a choice of plutocracy or plutocracy – a choice of corporate controlled Democrats or corporate owned Republicans, a slow or a quick death.

Do not for one second think that war or violence or terrorism is in your best interest. It isn’t.

Right now you face deep unpopularity. You face federal investigations, judicial challenges to your rule by executive order, and mounting calls for impeachment.

But if your arrogant and ignorant administration devolves into violence, you will wish for these peacetime challenges.

There will be no more golf weekends at Mar-a-Lago. No more fun time trips to Trump Tower. No more complaints about TV ratings and crowd size. No more whining about protests and marches.

Because Americans are patient. We can wait out your idiotic Presidency. We can challenge you at the proper time and place and take back our country peacefully.

But if your rule breaks the peace, do not expect us to come to your aide.

I am not advocating violence. Just the opposite. But if violence comes, it will because of you.

For you have already woken a sleeping dragon. Beware her fiery breath.

Consider this a prediction, a warning, not a threat.

You will be held accountable.

Sooner or later.