Everybody hates Betsy DeVos.
As Donald Trump’s Secretary of Education, she’s ignorant, unqualified and insincere.
But would the Democrats really do much better if they had control of the Executive Branch?
The Center for American Progress (CAP), a left leaning think tank, wants you to believe that they would.
The organization founded by John Podesta and deeply tied to both the Clinton and Obama administrations has come out with a list of seven policy goals if Democrats take back the House and/or Senate in the midterm elections this November.
On the face of it, many of these goals are smart and worthy ends to pursue.
But this is the Center for American Progress, after all! These are the same people who pushed charter schools down our throats, the same people who never met a standardized test they didn’t love, the same people who think Teach for America temps are just as good – if not better – than fully licensed, fully trained teachers with 4 or 5 year education degrees.
Frankly, I don’t trust a thing they say.
The last two Democratic administrations pushed almost the same education policies as the last three Republican ones. They often use different rhetoric and pretend to dislike policies that BOTH parties have championed for decades.
So when an organization with a history like CAP offers school policy proposals – even if they’re innocuous on the surface – a closer look often reveals something disturbing hiding just under the skin.
In any case, it’s worth taking a look at this new report to examine what’s helpful in these think tank proposals and in what ways they might hide dangers for students, teachers, parents and society.
CAP proposes we:
Provide a tutor for all students who are below grade level:
This includes both academic and emotional support. And it sounds great! Imagine what struggling students could do with more one-on-one help!
However, according to the report, CAP’s major problem with previous tutoring initiatives like those provided under the No Child Left Behind Act was that they weren’t “high-quality.” Moreover, “tutoring could grow at the local level, helped along by things like an AmeriCorps expansion.”
Oh great! “high-quality” is often used by think tanks as a euphemism for standardized testing. And AmeriCorp has helped push more Teach for America temps into positions that should be held by teaching professionals.
I would love for struggling students to have extra help, but this sounds too much like sending Teach for America to give poor and minority students test prep and skill drills for hours and hours after school.
2) Go to a 9-to-5 school day:
Child psychologists have been suggesting we start school later in the day for at least a decade to better suit growing bodies and brains. Students would be able to get more sleep and come to school more rested and ready to learn. It would also help parents if students didn’t get out of school up to two hours before most adults are home.
In addition, CAP is cognizant that this would have to be a local decision – it couldn’t be handed down at the federal level. They suggest encouraging the move with more Title I funding and other sweeteners.
However, this ignores the fact that U.S. kids already spend more time in class than their international peers. Few countries make their children suffer through an 8-hour day. In Finland, for example, where kids start later and are released earlier than U.S. children, students get a 15-minute break for every 45 minutes of class work.
This suggestion, coming as it does from test-obsessed partisans, could be just another way to try to increase the amount of work piled on students in order to raise test scores. I advise caution.
3) Pay teachers more
I’m certainly not against this one. CAP notes that teachers only take home about 60 percent of the salaries that employees with similar levels of education earn. They suggest a base salary of $50,000 – up from the current average of $38,000 for incoming educators.
“More-experienced educators with a track record of success should make at least $100,000,” the report suggests (emphasis mine). And THAT’S where I start to feel queasy. What exactly do they mean “track record of success”? Well, this is CAP, so that probably means teachers whose students score well on standardized tests.
So I’m guessing it’s a back door merit pay policy. In other words, they want to offer more money to teachers who clobber their students with the test prep club so they’ll magically score Advanced on high stakes tests. This is yet another attempt to bribe educators to narrow the curriculum, avoid collaboration and sideline students who don’t traditionally score well on these kinds of assessments – the poor and minorities.
I want a raise, believe me. I DESERVE a raise! But not if you’re going to make me sign a Faustian bargain first.
CAP proposes we:
4) Offer free breakfast and lunch to all students, no matter what their parents income:
We have this at both my daughter’s school and the district where I teach in western Pennsylvania. It is a tremendous success. Making it a nationwide initiative is an excellent idea.
It’s hard to argue with this, even if the main justification is that better nutrition will lead to better academic outcomes (read: test scores). Plus this removes the stigma of a free meal because all students receive it, and once initiated it would be harder to take away.
5) Provide more opportunity for students going to college to get technical workplace experience:
Students should be able to get real world experience to help them decide if certain careers are for them. I’m struggling to see a downside.
6) Hire more social workers, counselors and school psychologists:
Heck to the yeah. I see no downside there.
7) Initiate a national infrastructure program to fix crumbling school facilities:
It’s about time! Schools in impoverished neighborhoods are falling apart. We need to bring them up to the same level as those in the upper middle class and wealthy communities. Obviously, we’ll need to audit these programs and make sure money isn’t being wasted or embezzled, but this is a worthy goal well past due.
AND THE OTHER SHOE DROPS
And that’s it.
Not a bad list, over all.
I do have some reservations as noted above. However, many of these proposals would be really positive…
…until the other shoe drops.
Queue Lisette Partelow, CAP’s director of K-12 Strategic Initiatives and the lead author of the report. Pay careful attention to her remarks about the report in Education Week.
The think tank doesn’t expect these policies to be introduced or enacted anytime soon, she says. And even if they were, Partelow understands they would probably go under significant legislative changes before becoming law.
“We’re really excited about this as a counter balance, as an answer to the ideas we’re seeing put forward by [U.S. Secretary of Education] Betsy DeVos and the Trump administration,” Partelow says.
So THAT’S their game!
CAP is playing the long con here. They are putting forward a bunch of puppy dog and teddy bear proposals to contrast with Trump and DeVos.
These aren’t policies as much as they are advertisements for the Democratic party. It’s the equivalent of saying, “We promise we’ll do good things like THESE if you elect Democrats – despite the fact that we mainly focused on standardization and privatization when we were in power.”
Look. Maybe I’m being too cynical.
Maybe the Democrats really, really are going to do a better job this time, cross their hearts and hope to die, if we give them just one more chance.
But words aren’t nearly enough.
I like many of these policy suggestions. But I just don’t trust the Democrats.
The brand has been tainted for me by the Clinton and Obama administrations – by leadership from the same people who are making these suggestions.
In short – I’ll believe it when I see it.
Perhaps the greatest lesson organizations like CAP have taught is not to trust organizations like CAP and the faux progressives they’re selling.
For more, Read CAP’s Full report: HERE.
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