Public School is Not For Profit. It is For Children.

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Betsy DeVos doesn’t get it.

 

But neither did Arne Duncan.

 

Whether right or left or somewhere in between, the person sitting at cabinet level tasked with advising the President on education matters invariably knows nothing about the purpose of public schools.

 

Duncan thought it had something to do with canned academic standards and standardized tests.

 

DeVos thinks it involves vouchers to religious or private schools.

 

But they’re both as wrong as two left shoes.

 

Public schools exist for one reason and one reason only – to meet the needs of children.

 

They aren’t there to enrich the private sector or even provide the job market with future employees.

 

They exist to teach, to counsel, to inspire, to heal.

 

And all these other schemes favored by Dunce Duncan and Batty Betsy that purport to meet kids needs while somehow enjoying the totally unintended side effect of enriching wealthy investors completely misses the point.

 

Public schools serve one purpose – to help the kids enrolled in them.

 

That’s all.

 

If someone is getting rich off that, there’s a huge problem somewhere.

 

Unfortunately, the Secretaries of Education of Donald Trump and Barack Obama aren’t the only ones to get it wrong. Policymakers on both sides of the aisle have lost sight of this fact.

 

So have pundits and media personalities on Fox News, CNN and MSNBC. So have CEOs and tech entrepreneurs and economists and anyone – really – whom our society seems to take seriously.

 

Don’t believe me?

 

Take the latest pronouncement from DeVos, our Secretary of Education.

 

She announced recently that she was looking into using federal funds to buy guns for teachers to better protect their students from school shooters.

 

It doesn’t take a genius to see that this is not in the best interests of children.

 

Teachers with guns mean a MORE dangerous environment for children, not less.

 

It means escalating the chance of friendly fire much more than boosting the possibility of a kindergarten teacher turning into an action hero.

 

It means heightening the chance of children getting their hands on these firearms and doing themselves or others harm.

 

And given the disproportionate murders of people of color even at the hands of trained professionals in the police force, it means children of color being legitimately terrified of their mostly white educators – or worse.

 

The reason given by DeVos may be to make children safer. But the measure she’s proposing really has nothing to do with them at all.

 

It’s a boondoggle for private industry – one private industry in particular – gun manufacturers.

 

Instead of sensible regulations on a product that’s at least as dangerous as items that are much more heavily controlled – such as cold medicine and automobiles – DeVos is doing the only thing she can to protect what she really cares about – corporate profits.

 

She is using money earmarked “safety” to increase danger.

 

Or as she sees it – she’s using a government apparatus that could harm the gun industry to instead pad its pockets.

 

You’ll hear some progressives and moderates decry this move with passion and fervor – and for good reason – but what many fail to realize is that it’s not new.

 

It’s really just a continuation of a sickness that has crept into our society about how we conceptualize the very idea of school.

 

We have moved away from the proposition that everything must be done in the student’s best interest and have replaced it with an imperative to benefit business and industry.

 

After all, what is the push for academic accountability through standardized tests and Common Core but corporate welfare for the testing and publishing industry?

 

What is the push for charter and voucher schools but government subsidies for school privatization?

 

High stakes standardized testing isn’t about helping students learn. Neither is Common Core, value-added measures or a host of top-down corporate policies championed by lions of the left and supply-side patriots.

 

They are about creating a problem where one doesn’t exist: accountability.

 

“How do we make sure students receive a quality education?” As if this has ever been hard to determine.

 

In general, the schools with greater needs than funding are where students struggle. The schools where everyone has more than they need is where they excel.

 

But they try to sweep the issue of inequitable funding and resources under the rug by framing the question entirely about teachers and schools.

 

In short, instead of asking about an obvious inequality, they hide a preconceived answer in the question: “How do we make sure teachers and schools are actually educating kids?”

 

Wrong question. But here’s the answer, anyway: Administrators observe teachers and determine if they’re doing their jobs. And school boards evaluate administrators.

 

In general, the staff isn’t the problem. It’s the lack of resources we give them to work with – everything from crumbling buildings, large classes, narrowed curriculum to a lack of wraparound social services.

 

It doesn’t take much to see we’re shortchanging our neediest students.

 

You don’t need standardized tests to tell you that. You don’t need new academic standards. You don’t need to evaluate educators on things beyond their control.

 

But doing so creates a new market, a need that can be filled by corporate interests unrestrained by the conviction that public schools are not supposed to be a profit-making venture.

 

People providing services for schools are supposed to make a living – not a killing – off the public’s dime.

 

The same can be said for school privatization.

 

Public schools are in no way inferior to institutions that are privately managed. Tax dollars administered by duly-elected representatives in the light of day are in no way less effective or more corrupt than the alternative – letting bureaucrats behind closed doors dole out the money however they choose even into their own pockets.

 

In fact, just the opposite!

 

Nor have charter or voucher schools ever been shown to increase student learning without also selecting only the best academic students and shunning those most difficult to teach, providing fewer resources for students and/or operating with greater funding.

 

But pretending that privatization is a better alternative to democratic rule creates a market, it opens the door so the system can be gamed for profit at the expense of student learning and wellbeing.

 

That’s why we look in awe at LeBron James, an athlete who uses his fortune to open a school providing all the things society refuses for students of color. A basketball player who refuses to usurp the public’s leadership role in administering that fully public school.

 

He’s a shinning example of actual philanthropy in an age of bogus philanthrocapitalism. But he’s also proof that his solution is not reproducible large scale.

 

The rich – even if they are well intentioned – cannot save us. Only the public can support all public schools.

 

And to do that, we must understand the purpose behind these institutions.

 

Otherwise, we’ll continue to be trapped on a runaway train where the conductor seems to possess no sense of urgency about slowing down.

 

We would never have been in this situation – and in fact could right the course even now – if we just took the time to clarify what we were doing and why we were doing it.

 

We could save generations of children if we stopped cashing in on public schools and realized the reason for their existence.

 

We could ensure both our present and our posterity.

 

If only we remembered that one thing.

 

Public schools are not for profit.

 

They are for children.


 

Like this post? I’ve written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

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No One Ever Remembered a Teacher for Raising Standardized Test Scores

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It’s the day before school begins.

 

I’m out to eat with my family and have just taken a big bite of a juicy beef taco.

 

That’s when I notice someone standing right next to me at the restaurant.

 

So I raise my eyes upward, a meat filled tortilla overfilled with lettuce and beans hanging from my mouth, and I’m greeted with a familiar face.

 

“Mr. Singer!” the woman says with a nervous smile on her lips.

 

“Do you remember me?”

 

I think for a moment but realize I have more pressing concerns. I couldn’t reply with an answer to the woman’s question even if I did remember her.

 

So I chew and swallow and then look again.

 

“It’s me,” she says. “Tamarind.”

 

And then it hits me like a flash.

 

The face in front of me ages backward. The adult eyes soften. The taut cheeks become chubbier. And her whole figure shrinks three feet closer to the ground.

 

“Oh my God! Tamarind! Of course I remember you!” I say.

 

She smiles and blushes. I’m surprised by how nervous she is. I’m no one to inspire anxiety. I’m just a guy out with his wife, daughter and father-in-law shoving a taco in his face.

 

“When I saw you here I just had to come up to you,” she said. “I was in your 6th grade class.”

 

“I think it was 8th grade, wasn’t it?” I said.

 

“Yes! That’s right! Eighth grade!”

 

“How old are you now? My gosh I remember you when you only came up to here off the ground.”

 

“I’m 22. I’m doing really well. I just wanted you to know that you taught me how to write. If it wasn’t for you I never would have made it anywhere. I just wanted to thank you so much for everything you did for me.”

 

We chatted a bit more and then she left us to finish our meal.

 

But, of course, the whole interaction got me thinking.

 

As a teacher, you are something of a minor public figure.

 

When you’re out and about – especially if you’re somewhere in your district – you’re bound to be recognized and invariably someone will want to chat.

 

I remember one time at the bakery counter a former student gave me my order and told me he threw in a few donuts.

 

I remember laughing and telling him he didn’t need to do that.

 

“Nah, Mr. Singer, you never wrote me up for falling asleep in your class. You knew I was watching my brothers and sisters at home and never gave me shit for it. You keep those donuts.”

 

Another time at the theater I was almost late to my movie because I was listening to a former student at the concession stand catch me up on her life and what all of her friends from my class were doing these days.

 

So many students. So many kids that have now become adults.

 

You lose track of how many lives you’ve had an impact on.

 

The first few days of school are always filled with endless administrative meetings. The superintendent welcomes you with testing data. Then your principal breaks it down by building and subject.

 

You find out which diagnostic exams you have to give your students and when. You find out what your Pennsylvania Value Added Assessment Score (PVAAS) is – how good a teacher you are based on how well your students from last year did on the state standardized test.

 

On the one hand, I suppose I have no reason to feel like much of a good teacher.

 

Most of my students didn’t pass the test. They rarely do.

 

The same number of 7th graders (that’s what I taught last year) passed the reading test as in previous years. However, many more passed that were expected to fail.

 

The state uses a mystery metric based on Classroom Diagnostic Assessment (CDT) data to come up with a prediction of who they expect to pass and who they expect to fail. No one really knows how they calculate this. For all we know, the state secretary of education could examine a pile of chicken entrails before entering it all into the system.

 

Does all that data mean I’m a good teacher or not?

 

I don’t know.

 

But I do know what Tamarind thinks.

 

And I know what a host of former students have told me. I know how they react when they see me out in the wild, just living my life.

 

I’m sure there are probably former students who don’t like me. There must be those who hold a grudge for getting a 59% on an assignment. Or maybe they remember me yelling at them for something. Or – who knows – maybe they just didn’t respond to The Singer Charm.

 

But an awful lot of people come up to me who don’t have to.

 

Yesterday was the first day of classes for the year.

 

For the first time, all my classes were looped. I taught 7th grade Language Arts last year and I’m teaching the 8th grade course this year.

 

When those kids came into the class on Friday, it was like a homecoming.

 

So many smiles. So much laughter and joy. And, yes, impromptu hugs.

 

It felt like a family gathering, not a school function.

 

As I left the building feeling more exhausted than I have in months, another teacher stopped me.

 

“Steve! I wanted to catch you before you left!” she said.

 

She told me that she gave her students a survey in her class as an icebreaker. One of the questions was to name their favorite teacher from last year. My name came up a lot.

 

What can you say about that?

 

I’m actually getting choked up just typing this.

 

In my years in the classroom, I’ve helped a lot of kids get better test scores.

 

But that’s not why they come up to me. That’s not why they remember me.

 

I touched their lives in some meaningful way.

 

And they have done the same for me.

 

I’m just a guy who should really take smaller bites of his tacos.

 

But they make me feel like a hero.

 

I am so grateful.


 

Like this post? I’ve written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

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Scott Wagner Wants to be Pa.’s Anti-Education Governor. Will We Let Him?

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Art by Sue Goncarovs

 

If there’s one thing Scott Wagner hates, it’s education.

 

He hates science. He hates schools. He hates teachers. And if students get in the way, he’ll hate them, too.

 

These are the qualities he thinks Pennsylvanians are looking for in their next governor.

 

The York Township Republican will challenge incumbent Democrat Tom Wolf on Nov. 6, 2018.

 

So who is this guy?

 

Wagner’s a college dropout who made a fortune starting a garbage hauling firm. He became a state senator four years ago after winning a write in campaign during a special election where only 17% of the electorate could be bothered to vote.

 

And ever since, he’s been consistent about one thing: he really, Really, REALLY hates teachers.

 

 

“We have 180,000 teachers in the state of Pennsylvania,” Wagner said in 2015. “If we laid off 10 percent of the teachers in the state of Pennsylvania, we’d never miss them.”

 

Let’s be clear.

 

Scott wouldn’t miss them. But the 1.75 million Commonwealth school children would.

 

 

Ever since the last Republican Governor, Tom Corbett, slashed funding by almost $1 billion a year to the poorest schools with the full help of a state legislature that is even now still under GOP control, our institutions of learning have been reeling.

 

We lost 27,000 education jobs, most of which were teaching positions.

 

That’s a deficit we still haven’t recovered from. Even today, state schools are staffed at a 10-year low. Class sizes are at an all time high.

 

Yet Wagner wants to fire even more teachers!?

 

That’s not the policy of a man who wants to help improve life throughout the state for all. That’s not the policy of a man who wants to help kids learn.

 

It’s the policy of a man who has a personal grudge against educators.

 

And his other legislative objectives?

 

Wagner wants to further slash education funding. He wants to spend whatever is left inequitably. And he really wants to help his heroes Donald Trump and Betsy DeVos enact school vouchers so business people like him can continue to cash in on children from Pittsburgh to Philadelphia and all places between.

 

 

By contrast, in his four years in office, Gov. Wolf has pushed to increase education funding, pushed to spend it more fairly, and even cut the time it takes for students to take high stakes standardized tests.

 

 

The good news: voters throughout the Commonwealth have never had a clearer choice for governor.

 

 

The bad news: when has that ever stopped them from getting it wrong?

 

 

Here’s a couple of Wagner’s other big ideas cribbed from the American Legislative Exchange Council (ALEC) and his buddies the Koch Brothers.

 

 

 

He Thinks Teachers Make Too Much Money

 

“We have created a special class in this state and the special class is the public sector union employee,” Wagner told Keystone Crossroads in a 2015 interview.

 

“Teachers are doing very well in this state,” he said. “People would be appalled if they knew what their teachers made, in certain areas.”

 

Unfortunately, Wagner has no idea, himself.

 

He keeps quoting a bogus salary figure that I’m not going to repeat. It’s not true statewide, it’s not an average, nor is it true in his home district.

 

In truth, the low end for teachers entering the field nationwide is around $30,000, according to the National Association of Colleges and Employers (NACE). So go to college, get a four – sometimes five – year degree including a rigorous internship of student teaching and you make a mere $10,000 above the most generous minimum wage!?

 

However, Pennsylvania pays its teachers better than average. We have the 12th highest pay in the country, according to financial services outlet GOBankingRates which compiled average teacher salaries by state using 2015 federal data.

 

According to that data, Pennsylvania teachers make on average $63,063 per year. Of neighboring states, teachers in Maryland ($65,247) and New Jersey ($71,687) make more. Teachers in Ohio (59,063) and Delaware ($59,853) make less.

 

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Highest and Lowest Teacher Salaries – Source: GoBankingRates

 

But those numbers are deceiving. They’re averages. Districts serving the wealthy pay their teachers much better than those serving the poor. Actual pay ranges from $99,253 in the affluent Philadelphia district of Lower Merion to $27,592 at Wonderland Charter School in Centre Country.

 

As everywhere else, many teachers struggle to make ends meet working multiple jobs while others are well compensated.

 

 

No matter how you slice it, nationwide teachers’ salaries are 14% less than those from professions that require similar levels of education, according to the Economic Policy Institute.

 

In other words, if prospective teachers want to make more money, all they have to do is switch majors.

 

That may be part of the reason for our national teachers shortage. Not only have states like ours laid off tens of thousands of educators, many don’t stay in the field if given the chance. Across the country , 46 percent of educators quit before reaching the five year mark. And it’s worse in urban districts, where 20 percent quit every single year!

 

We could take steps to ensure all teachers earned a living wage and even encouraged our best and brightest to enter the field. But, nah, Wagner thinks Pennsylvania already spends “enough” money on public schools.

 

As Governor, he would do whatever he could to win his personal crusade against teachers even if Pennsylvania’s school children were collateral damage.

 

 

He Wants to Eliminate Teachers Sick Days

 

Wagner has been vocal about eliminating benefits that educators earn, including sick days. He introduced a bill that’s still floating around in the state senate to strip sick days from the school code and make teachers bargain for them with their districts.

 

So forcing sick teachers to come to school and spread the germs to children is fine with Wagner as long as it hurts his nemesis – those evil teachers.

 

He Wants to Cut Teachers Pensions

 

He also plans to end pensions for working educators, and even wants retired educators to give back 10% of the retirement they earned.

 

He’s right to want reform to the state pension system but disingenuous or misinformed about the cause.

 

Pennsylvania pension costs have increased primarily because our legislature made bad plans and bad investments that were upended by the crash of 2008. You don’t fix that by stiffing your employees. If you do that, no one will believe any promises the state makes and no one of any substance will want to work for the state.

 

He Wants To Pay Teachers Based on Student Test Scores

 

No kidding:

 

“There are teachers that will exceed expectations while teaching a classroom of 100 of the toughest-to-teach students. There are also teachers that would struggle to teach just one student at a time. I want the first teacher to make a small fortune, and I want the second teacher to find a new career that is better suited for him or her.”

 

So if you teach the best students, you should make the most money? And if you teach struggling students, you should be fired?

 

 

But It’s Not Just Teachers. He Hates Other Working People, Too

 

If there is a corner to cut, he wants to take it – especially if it screws a working person. As a state senator, Wagner even introduced a bill that would exempt school districts from paying laborers the “prevailing wage” on construction projects.

 

Cheaper labor, shoddier work. That’s surely a recipe for success in buildings housing school children!

 

 

He Wants to Disband Unions

 

Oh, but he’s not done.

 

 

The man who once compared the tactics of public employee unions – including those representing teachers – to those of Adolf Hitler and Vladimir Putin also wants to end tenure end tenure, seniority, and disband unions.

 

 

I’m sure reducing teaching to a career without benefits, workers rights or protections will do wonders for the educational quality students receive.

 

Teachers working conditions are students learning conditions. Putting children in a building that has fewer safety precautions because there’s no union to collectively bargain for them is a great way to cut costs. But parents aren’t thrilled about having their kids try to learn in a sweat shop filled with Trump brand Russian asbestos.

 

 

He Loves School Vouchers and Charter Schools

 

 

Call them education saving accounts, education tax credits, personalized learning accounts or opportunity scholarships. It doesn’t matter. Wagner loves them all.

 

“I support all school choice,” he said in an interview.

 

Charter schools, funding private and parochial schools with public tax dollars. He’s in for all of it.

 

So long as it hurts public schools and enriches private businesses without helping students learn at all.

 

Go ahead! Take scarce funding from public schools and divert it to programs with little to no accountability. Let private school operators fraudulently misrepresent enrollment data. Let them fail to provide safe and academically appropriate learning environments. Let them game the system in any and every way.

 

That’s what Wagner calls fiscal accountability.

 

It doesn’t matter that these schools don’t improve student achievement. Evaluations of voucher programs in Milwaukee, Cleveland, and Washington, D.C., have all found no statistically significant differences in the academic achievement of voucher students compared to public school students. And recent evaluations of programs in Ohio, Indiana, and Louisiana revealed that voucher students scored lower than their peers attending public school.

 

But who cares about facts? This is all ideology for Wagner.

 

Vouchers have a record of undermining student’s civil rights – especially students with disabilities. Private school students give up due process and other rights guaranteed in public schools. Private schools are allowed to discriminate by denying admission based on religion, sexual orientation, citizenship status, English language proficiency and disability. Private schools that enroll students with disabilities may decide not to provide the services or accommodations guaranteed to such students in public schools. Or they may charge parents extra for them. Moreover, there is nothing to stop them from segregating these kids from other children. And, finally, private schools often suspend or expel students without due process.

 

This may be Trump and Wagner’s ideal. But it is certainly not what Commonwealth voters want for their children.

 

 

 

He Wants to Get Rid of Many State Colleges

 

Wagner caused an uproar when he said the state’s 14 state colleges will not be around in four years. “So, for those of you who think your school’s going to be around four years from now, it isn’t going to be around,” Wagner said.

 

Fewer institutions of higher learning. Fewer opportunities to get a college degree. That sounds like the policy of a college dropout.

 

 

He Wants to Slash School Funding

 

Wagner has made no bones about this from day one.

 

This is a guy who took a television reporter on a helicopter tour of schools in his district in 2015 to highlight the fact that “we spend a lot of money on schools.”

 

“They think the solution is more money,” he said of Wolf and the Democrats. “Every time you do that the money disappears and the problem is still there.”

 

It’s like taking a bath, Scott. You can’t just do it once and be clean for the rest of your life. You need to bathe every day. One-time funding windfalls don’t work. You need equitable and sustainable funding revenues.

 

But that’s either too complicated for Wagner or he just doesn’t care.

 

He supported Gov. Corbett’s plan to decimate Pennsylvania’s schools. And he doesn’t think the culling should be over.

 

When asked point blank about Corbett’s cuts in 2011, he said, “Yes, I believe that Governor Corbett needs to stick to his plan.”

 

He’s said repeatedly that we spend “enough money” on public schools, while stressing the need for frugality and fewer regulations.

 

 

He Wants to Play with How Schools Are Funded

 

He’s an advocate for legislation that would eliminate school property taxes and replace them with increased state sales and income taxes.

 

True we need a better funding mechanism than local property taxes. But you can bet Wagner’s plan is worse than the current system.

 

It would lock funding inequities among Pennsylvania’s 500 school districts into place.

 

He Thinks Global Warming is Caused by the Earth Getting Closer to the Sun

 

 

Wagner is an incredibly stupid man who thinks he’s rather intelligent.

 

But of all the dumb or evil things that come spewing out of his mouth, this one has to be my favorite.

 

When asked about global climate change, he didn’t simply deny that it was happening. He had an alternative theory to why it was taking place.

 

It’s not business and industry or fossil fuels that is causing global temperatures to rise. He actually said that it’s because the earth is getting closer to the sun every year. Another cause? Human bodies on the planet are giving off enough heat to raise the global temperature.

 

Perhaps it shouldn’t be surprising that a person who hates schools and teachers so much knows very little, himself.

 

These comments made him a national laughing stock.

 

His words were repeated on every late night comedy show across the country for giggles and guffaws.

 

The question is “Will the joke be on us come Election Day?”

 

It’s not “How dumb is Scott Wagner?”

 

It’s “Is Pennsylvania dumb enough to vote for him?”

 


NOTE: Special Thank you to Sue Goncarovs for the Wagner cartoon with which I began this piece. I love your work!


 

Like this post? I’ve written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

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You Don’t Have to Be Perfect to Fight Racism. But You Have to Try

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I am a white guy who talks about racism.

 

I teach mostly students of color in a western Pennsylvania public school. I write a blog about education and issues of prejudice. And I participate in social justice campaigns to try and redress the inequality all around me.

 

But in my quest to be an anti-racist, one of the most common criticisms people hurl my way is to call me smug:

 

You think you’re so perfect!

 

You’re just suffering from white guilt.

 

You love black people more than your own people.

 

Things like that.

 

Well, I’ll let you in on a little secret.

 

I make mistakes.

 

All. The. Time.

 

I am just like every other white person out there. But I have recognized certain facts about my world and I’m trying to do something about them.

 

America is built on the genocide of over 110 million indigenous Americans and the enslavement of 30 million Africans. The idea of concentration camps didn’t originate with the Nazis. Hitler got the idea from U.S. treatment of Native Americans. Racism didn’t end with the Civil Rights Movement. It just changed shape and was hidden in the way we practiced health care, education, and policing all the way to mass incarceration.

 

And it’s getting worse. Hate crimes have jumped from about 70 incidents a year in the 1990s to more than 300 a year since 2001. And after Trump was elected, 900 bias-related incidents were reported against minorities within the first 10 days.

 

It does not make me special that I am trying to do what little I can about that. It just makes me human.

 

That’s it.

 

I am not perfect.

 

I am no better than anyone else.

 

But I am trying to do the right thing.

 

When I first became a teacher, I had the chance to go to the rich white schools and work with the wealthy white kids. I hated it.

 

I found that I had a real affinity for the struggling students, the poor and minorities.

 

 

Why? Probably because I have more in common with them than the kids who drove to school in better cars than me, wore more expensive clothes and partied with designer drugs.

 

Does that make me better than a teacher who stayed in the suburbs? No. But hopefully it gives me the chance to make a greater difference against white supremacy.

 

 

When I saw how unjust our school system is, I could have gotten out. Law school was definitely an option. So was becoming a technical writer or a job as a pharmaceutical ad rep.

 

 

But I dug in and spoke out.

 

 

I could have left, but who would be there to speak for my students? Who would speak truth to power about high stakes standardized tests, unaccountable charter and voucher schools, inequitable funding and the boondoggle of Common Core Standards?

 

 

So I got active in my union, spoke at rallies, lead marches on incorrigible law-makers and started a blog.

 

Does that make me better than teachers who kept plugging away at their jobs but didn’t rock the boat? No way. But hopefully I have a better chance at helping change things for the better.

 

 

When I saw that politicians in my state wanted to stop the parents of my students from voting by trampling their civil rights with a voter ID law, I started a campaign asking the officials that were tasked with enacting the law to ignore it.

 

 

It was a hard battle that made me do things I was not at all comfortable doing. You try asking a public servant on camera to break the law and go to jail for what he knew was right.

 

Strangely enough, it worked. Along with several other campaigns throughout the state, we got the voter ID law declared unconstitutional by the state Supreme Court.

 

Some people look at that and other accomplishments and think I’m conceited.

 

They say I’m a white savior hogging the spotlight for myself and keeping the very people I’m trying to help in my shadow.

 

That’s not my intention at all.

 

I wouldn’t be anywhere without the help and support of people of color.

 

Everything I’ve done in this fight has been with their help and encouragement.

 

Does that mean I’m impervious to making a racist comment? Does it mean I’ve never participated in a microaggression? Does it mean I see every racist impact of my society and my place in it?

 

Absolutely not.

 

I screw up every day.

 

Multiple times.

 

But that’s the point. You don’t have to be perfect. You just have to try.

 

One of the books that has helped guide me on this journey is Dismantling Racism: A Workbook for Social Change Groups, by Kenneth Jones and Tema Okun.

 

The chapter on “White Supremacy Culture” should be required reading for every activist organization or budding civil rights warrior.

 

The authors offer a list of characteristics that stem from white supremacy that can affect even the best intentioned of groups and individuals. These norms are difficult to name or identify but can lead to major dysfunction:

 

 

“They are damaging to both people of color and to white people. Organizations that are people of color led or a majority people of color can also demonstrate many damaging characteristics of white supremacy culture.”

 

 

And the number one characteristic is Perfectionism.

 

This involves the following bullet points:

 

  • “little appreciation expressed among people for the work that others are doing; appreciation that is expressed usually directed to those who get most of the credit anyway

 

  • more common is to point out either how the person or work is inadequate

 

  • or even more common, to talk to others about the inadequacies of a person or their work without ever talking directly to them

 

  • mistakes are seen as personal, i.e. they reflect badly on the person making them as opposed to being seen for what they are – mistakes

 

  • making a mistake is confused with being a mistake, doing wrong with being wrong

 

  • little time, energy, or money put into reflection or identifying lessons learned that can improve practice, in other words little or no learning from mistakes

 

  • tendency to identify what is wrong; little ability to identify, name, and appreciate what is right”

 

 

Solutions offered to this problem are:

 

“Develop a culture of appreciation, where the organization takes time to make sure that people’s work and efforts are appreciated;

 

develop a learning organization, where it is expected that everyone will make mistakes and those mistakes offer opportunities for learning;

 

create an environment where people can recognize that mistakes sometimes lead to positive results;

 

separate the person from the mistake;

 

when offering feedback, always speak to the things that went well before offering criticism;

 

ask people to offer specific suggestions for how to do things differently when offering criticism.”

 

These are things we should keep in mind as we try to move forward in this fight.

 

Certainly white people can be resistant to criticism and see any and every comment or appraisal as personal or demeaning – especially if that remark is made by a person of color.

 

Frankly, white people need to get a thicker skin about it. We need to realize that this impulse to personalize analysis is often a psychological attempt to avoid looking at oneself and what unconscious aspects of the social order one has internalized.

 

However, those offering criticism must realize that context is everything. We must create an environment where such remarks are constructive. Otherwise, they’ll do more harm than good.

 

None of this is easy.

 

But if we want to be anti-racists, that’s not the job we signed up to do.


 

Like this post? I’ve written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

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STEM Education Severs the Arts from the Sciences

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What’s the most effective way to dumb down a nation?

 

 

Focus on How without Why.

 

 

That’s really the biggest problem with the pedagogical fad of STEM education.

 

 

There’s nothing objectively wrong with teaching science, technology, engineering and math – the disciplines that make up STEM.

 

 

In many cases, doing so is essential to a well-rounded education.

 

 

But therein lies the problem – you can’t have a well-rounded education if you purposely leave out some of the most vital aspects of knowledge.

 

 

Where’s the art? Where’s the literature? Where’s the social studies, government, citizenship, drawing, painting, music – heck! Where’s the philosophical understanding of life, itself?

 

 

STEM initiatives often involve creating two tiers of school subjects. You have the serious disciplines that will earn you respect and a job. And you have the soft, mamby pamby humanities that are no good to anyone.

 

 

The problem is one of focus not content.

 

 

Corporate-minded bureaucrats who know nothing of human psychology, child development or education look solely at standardized test scores and get hysterical.

 

 

The U.S. is falling behind other nations – especially in science and math, they say. So we must do whatever we can to bring those test scores up, Up, UP!

 

 

Yet they have never bothered to see that our student test scores have never been at the top of the pack for all the decades we’ve been making international comparisons.

 

 

We started contrasting multiple choice assessment results for 13-year-olds in a dozen countries back in 1964. And ever since, America has always been right in the middle.

 

Yet for those five decades we’ve dominated the world in science, technology, research and innovation.

 

 

In that time we sent the first people to the moon, mapped the human genome, and invented the Internet – all while getting middling test scores.

 

 

In short, standardized assessments are a fantastically unreliable indicator of national success, just as they are poor indicators of individual learning.

 

 

We’ve never been a nation content with picking our answers from four options – A,B,C,D. We blaze new paths!

 

 

But number obsessed fools have convinced a public blinded by sports statistics that these tests mean our kids are deficient. And the only cure is to put on blinders and focus almost exclusively on those subjects most featured on the tests.

 

Even reading and writing are only valuable if they let us guess what a normalized reader is supposed to comprehend from a given passage and if they allow us to express ourselves in the most rudimentary and generic ways.

 

 

This is exactly what they do in countries with the highest test scores – countries that are LESS innovative than the U.S.

 

 

Asian countries from Singapore to South Korea to India are not blind to this irony. While we are trying to imitate them, they are trying to imitate the kind of broad liberal arts education in which we used to pride ourselves.

 

“Many painters learn by having fun,” said Jack Ma, founder of one of China’s biggest Internet companies Alibaba.

 

“Many works of art and literature are the products of having fun. So, our entrepreneurs need to learn how to have fun, too.”

 

Ma worries that his country is not as innovative as those in the West because China’s educational system focuses too much on the basics and does not foster a student’s complete intelligence, allowing him or her to experiment and enjoy the learning process.

 

In other words, no matter how good you are at math and science, you still need to know how to learn, think and express yourself.

 

To be fair, these criticisms of STEM are not new.

 

Even global pundits like Fareed Zakaria have made similar arguments.

 

The result has been a hasty addition – change STEM to STEAM by adding in the arts.

 

Unfortunately, this hasn’t always worked out for the best.

 

Most of the time, the arts component is either an after thought or merely a sweetener to get students interested in beginning the journey – a journey that is all STEM all the time.

 

There is still an education hierarchy with the sciences and math at the top and the humanities and social studies at the bottom.

 

This is extremely unfortunate and will cause long-term detrimental effects to our society.

 

For instance, we pride ourselves in being democratically ruled. Political power does not come from authority, it comes from the consent of the governed.

 

This requires a public that knows how to do more than just add and subtract. Voters need to understand the mechanisms of government so they grasp their rights. They need a knowledge of history so they don’t repeat the mistakes of the past. They need to grasp human psychology, anthropology, and sociology to understand how people work in groups and individually.

 

Moreover, as human beings, they need the humanities. People have thoughts and feelings. They need to know how to express those thoughts and feelings and not just by writing a five-paragraph essay. They need to be able to create works of art. They need to be able to write a story or poem. They need to be able to manipulate images. They need to understand and create music.

 

Without these things, it can be difficult to become fully actualized people.

 

That used to be the goal of education. Provide students with the tools to become the best version of themselves.

 

But this focus on STEM and STEAM only endeavors to make them the best cogs the workforce needs.

 

We have relinquished our commitment to students and replaced it with a commitment to business and industry.

 

The idea is that schools owe the job market workers. That could not be further from the truth. We owe our students the tools that will help them live the best lives. And employment is only one small facet of that goal.

 

I’m not saying we shouldn’t teach math and science. We should – we MUST. But those can’t be prioritized over and above other essential human endeavors.

 

We need to fund and encourage a broad liberal arts education for all students. As they get older and move on to post-secondary studies including industrial arts they will inevitably specialize in areas that they find most interesting.

 

But until then, it is our job to give them every opportunity to learn – not to mold them into future wage slaves or boost national pride with arbitrary and meaningless test scores.


 

Like this post? I’ve written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

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The Only Way to Survive Trump is Together

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There are days when I feel like a broken man.

 

And it is Donald Trump who has broken me.

 

Not his political victories. Not the failures of his opposition.

 

But the very fact that this piece of shit is President of the United States – that fact sits on my brain like an insect I can’t swat.

 

On those days my belief in this country wavers and disappears.

 

 

Oh, I’ve always recognized its faults, how our reality hardly ever lived up to our ideals. But I also thought that the United States was populated by mostly good people who knew right from wrong.

 

To run this country we wouldn’t choose an obvious conman, a racist and sexist, a person of low IQ, a man with little to no experience, a reality TV star. We wouldn’t let him pick the next Supreme Court justices. We wouldn’t give him the power to pardon whomever he likes. We wouldn’t give him the ability to write almost whatever he wants into law through signing statements. And we certainly wouldn’t give him the nuclear codes.

 

But we did.

 

We did all of that.

 

Or we allowed it to happen by ignoring a broken electoral system that overturns the popular vote with frightening regularity.

 

So there he sits in the Oval Office – when he isn’t on vacation at Mar-a-Lago – like a smear of feces on the American flag.

 

Therapists call this feeling “Trump Anxiety Disorder” and I have it. Boy! Do I have it!

 

The D.C. Counseling and Psychotherapy Center has identified it as a “collective politically induced anxiety among patients.”

 

Apparently, Trump’s name comes up frequently in sessions with mental health professionals. Patients say they feel on edge because of the President’s ill-chosen, childish and undiplomatic words, fear of his bad decision making, and anxiety over his xenophobic and prejudicial policies.

 

Trump Anxiety Disorder is not yet an official diagnosis, but symptoms seem to include lack of sleep, a feeling of losing control and helplessness in an unpredictable political scene, along with endless negative headlines and excessive time spent on social media.

 

Elisabeth LaMotte, a therapist at the Washington, DC, center, said, “There is a fear of the world ending. It’s very disorienting and constantly unsettling.”

 

I’m not sure I fear that Armageddon is close at hand, but I certainly feel like the world I thought I knew is unraveling.

 

Fox News was quick to frame this story as a joke – those silly “libtards” are losing their minds over Trump. But it’s not just people on the left who suffer from the disorder, says LaMotte.

 

Many Trump supporters feel isolated from friends and family who don’t blindly follow their diminutive Furor. I guess it’s hard to pal around with someone who thinks it’s completely justified to separate children from their parents and lock them up in cages – unless you think the same thing.

 

Even the American Psychological Association (APA) has recorded a rise in anxiety since the 2016 election that increases depending on how political a person is regardless of affiliation.

 

The APA also noted that electronic news consumption increases that risk.

 

In my own case, my symptoms manifested physically on Election Day, itself.

 

I literally had a heart attack in 2016 after casting my ballot. And I had another one a short while later.

 

The first one may have had something to do with depression over the political options.

 

I didn’t know Trump would win. I thought the chances of it were infinitesimal. But I didn’t want Hillary Clinton, either.

 

I wanted Bernie Sanders, and since I thought the Democratic National Convention stacked the deck against him (and therefore voters) in the primaries, I voted for Jill Stein.

 

In the months since, I’ve run that decision over in my mind a million times.

 

Was I right? Was I wrong? Could I have given Trump the margin of victory with my one stupid vote?

 

When I examine all the information I had at the time, it still makes sense.

 

The media was telling us that there was no way Trump could win. Clinton was going to come storming into the White House and continue or worsen the neoliberal policies of Barack Obama.

 

As a school teacher, I was concerned that she would continue to wage war on public education – she would continue to boost charter schools and standardized testing while shrugging at funding inequity, increased segregation and the school-to-prison pipeline.

 

It’s not that I didn’t realize Trump would be worse. It’s that I didn’t think Clinton would be that much better.

 

But had she won, I don’t think I would be suffering the same anxiety.

 

We would have a sane and sensible leader who wouldn’t do anything much to make things better, but certainly wouldn’t be plunging us into an abyss. She wouldn’t betray every single American value while blatantly using her office for personal gain and gaslighting anyone who had the temerity to point out what was happening in plain sight.

 

So maybe some of it is guilt in my case.

 

Maybe I caused all this chaos. But I’ve looked at the numbers and that doesn’t add up.

 

Even if my position as a blogger who criticized Clinton (and Trump) convinced thousands of voters to cast ballots like I did, I could not have significantly affected the outcome.

 

But on those days of doubt and depression, I still feel guilty.

 

This is not the world I want to live in.

 

Things would be different if I thought there were any real hope of change.

 

Sure Trump may be defeated. If there’s a blue wave in the midterms, the orange one may be impeached. Or he may find it increasingly difficult to continue his corruption and be ousted in 2020.

 

But long term I don’t see much changing.

 

The Democrats are almost as corrupt as the Republicans.

 

Don’t give me this false equivalency crap. I’m not saying they’re the same. The Democrats are unequivocally better. But with the exception of social issues, their policies are almost the same as Republicans. The only difference is timeframe.

 

Republicans will destroy the world tomorrow. Democrats will destroy it next week.

 

And the system is just not set up to offer any challenge to the duopoly.

 

I desperately want to believe that insurgent progressives like Alexandria Ocasio-Cortez and Zephyr Teachout will somehow wrest control of the Democrats and steer the party back to real populist goals, but on most days it’s hard to keep that hope alive.

 

On those days it seems like the rich and powerful own our government and will never allow us to take it back no matter how many of us try to vote, no matter how often we take to the streets, no matter what we do.

 

We live in a world of shit.

 

And none of it will ever change for the better.

 

I don’t want to feel this way.

 

I still want to believe that the moral arc of the universe is long but it bends toward justice.

 

But on most days that feels like an illusion.

 

Is that a mental disorder? Or do I finally see the world for the way it is?

 

I have no answers.

 

Perhaps this article has no point.

 

I only offer it as a mark of solidarity.

 

If you’re feeling this way, you are not alone.

 

There are many more out there like you.

 

I don’t know how we get through this or even if we can. But this much seems certain.

 

If we are to survive, the only way is together.

 

So I send out this missive of hope and fear with all my love and a big virtual hug.

 

Be kind to each other. We’re all we’ve got.


 

For a peak at my views on more positive days, see HERE and HERE.


 

Like this post? I’ve written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

WANT A SIGNED COPY?

Click here to order one directly from me to your door!

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Democrats for Education Reform Think Being Progressive Means Mirroring Betsy DeVos

 

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Democrats for Education Reform (DFER) put out a new video about what they think it means to be an education progressive.

 

And by the political action committee’s definition, Betsy DeVos may be the most “progressive” education secretary ever.

 

She champions “public charter schools.” Just like them!

 

She is in favor of evaluating teachers on student test scores. Just like them!

 

She is a booster for “holding schools accountable” through the use of standardized tests. Just like them!

 

And she loves putting public tax dollars into private hands to run schools “more efficiently” by disbanding school boards, closing public debate and choosing exactly which students get to attend privatized schools. Just like… you get the idea.

 

But perhaps the most striking similarity between DeVos and DFER is their methodologies.

 

DFER announced it again was going to flood Democratic races with tons of campaign cash to bolster candidates who agreed with them. That’s exactly how DeVos gets things done, too!

 

She gives politicians bribes to do her bidding! The only difference is she pays her money mostly to Republicans while DFER pays off Democrats. But if both DeVos and DFER are paying to get would-be lawmakers to enact the same policies, what is the difference!?

 

Seriously, what is the difference between Betsy DeVos and Democrats for Education Reform?

 

Progressives in Colorado and California say it is only the word “Democrat.”

 

Democratic party conferences in both states passed resolutions asking DFER to stop using the name “Democrat” because the privatization lobbying firm does not represent party ideals or goals.

 

It is degrading what the party stands for and hurting the brand.

 

Why do some progressives vote third party? Because of groups like DFER.

 

Voters think something like – if this charter school advocacy group represents what Democrats are all about, I can’t vote Democrat. I need a new party. Hence the surge of Green and other third party votes that is blamed for hurting Democratic candidates.

 

The Democrats have always been a big tent party, but the canvas can’t shelter the most regressive far right bigotry without destroying the organization’s identity as an opposition party.

 

It is entirely incoherent to oppose Republicans by pushing for almost the same agenda.

 

The reason for the confusion is that DFER is not a grassroots organization. It is funded by Wall Street hedge fund managers.

 

It is not an authentic expression of the public’s wants and desires. It is another avenue for the mega-rich to use their power and influence to tell the rest of us what they want us to believe.

 

Yet DFER tries to hide this fact with various forms of propaganda. In effect, they’re trying to convince us that their ideas are what we actually believe.

 

For instance, the group is now offering a nationwide poll from Benson Strategy Group as proof that Democratic voters agree with DFER’s goals.

 

However, the questions asked to about 2,000 people on the phone are laughably biased:

 

 

“Do you believe we have a responsibility to do everything we can to give every child a great education, and does that mean we need faster change in our schools to prepare students for the future?”

 

Of course people are going to agree with that! It doesn’t mean people want to privatize public schools. We SHOULD do everything – including closing failing charter schools and boosting funding at struggling public schools!

 

“Do you agree that we can’t go back to the way things used to be in schools? Do you think we need to keep bringing in new ideas and finding new ways to improve schools?”

 

Of course we need new ideas, but charter schools and standardized tests aren’t new ideas! We’ve been doing that nonsense for decades and they haven’t helped a bit. In fact, they’ve made things worse!

 

“Do you think funding alone is enough to give our children the education they deserve? Do you also want to see new ideas and real changes to the way public schools operate?”

 

Of course schools need more than just additional funding. But let’s not minimize funding equity. Students of color will never get an equitable education until we pay for the resources they need to succeed. The poor will never catch up to the rich without money to provide the services they need to learn.

 

Moreover, blanket statements disparaging public schools before asking about school privatization invites bias against public schools and bias in favor of privatization.

 

When you couch privatization as “more options” and “choice,” who doesn’t want that? But it’s not what you’re offering.

 

Giving administrators the ability to accept or deny my child into their school is not “more options” for me. It is greater choice for them.

 

Slashing funding at the public school because its finances got gobbled up by the neighborhood charter is not “choice” for me. It is providing alternative revenue for the corporations that run the charter school while my only option is to accept fewer resources for my child.

 

None of this is progressive. None of this is truly supported by grassroots people or organizations.

 

Civil rights groups like Journey for Justice and even the National Association for the Advancement of Colored People (NAACP) oppose school privatization and high stakes testing.

 

This is the meat and potatoes of DFER.

 

The only difference between these alleged Democrats and DeVos is that the Trump administration also champions school vouchers.

 

But both charters and vouchers involve sending public tax dollars to schools that are privately run. Both involve stripping taxpayers of control over how that money is spent until all we have are parents moving their children from school-to-school in a desperate attempt to find one that does a good job and will also accept their child.

 

That is not the progressive ideal.

 

Progressives want to make every public school excellent. They want all children to have the resources they need to succeed. They want to assess students, teachers and the system fairly to clearly understand what children are learning, what educators are doing to help them learn and how administrators and school directors are enabling that success. They want innovation – not the same old corporate-minded top-down policy failures of the past decades. They want technology as a tool to bridge understanding and not as an end in itself to drive the curriculum. They want an end to the school-to-prison pipeline. They want truly integrated schools, not the current segregated system where Cadillac funding goes to rich white districts and the scraps are thrown to the poor brown ones.

 

Yet DFER, these so-called Democrats, support none of this.

 

And they’re spending millions of dollars to convince our lawmakers not to support it either.

 

Politicians can’t keep accepting their dirty money and expecting grassroots voters to continue to support them.

 

To paraphrase Matthew, no one can serve two masters. If lawmakers are taking sacks of cash from billionaire hedge fund mangers, they aren’t going to listen to you or me.

 

They can serve their constituents or mammon. Not both.

 

So if Democrats want strong support in the coming elections, they need to do the progressive thing.

 

Stop accepting bribes from dark money influence peddlers like DFER.


 

Like this post? I’ve written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

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Click here to order one directly from me to your door!

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