The Last Day of School

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On the last day of school this year, my 8th grade students gave me one of the greatest salutes a teacher can get.

 

They reenacted the closing scene of “The Dead Poets Society.”

 

You know. The one where Robin Williams’ Mr. Keating has been fired from a boarding school for teaching his students to embrace life, and as he collects his things and leaves, the students get up on their desks as a testament to his impact and as a protest to the current administration’s reductive standardization.

 

That’s what my students did for me. And I almost didn’t even notice it at first.

 

The whole thing went down like this.

 
The bell rang and an announcement was made telling us that the day was done.

 
I was immediately rushed by a crowd of children turning in final projects, shaking my hand, saying goodbye.

 
In fact, I was so occupied with the students right in front of me that I didn’t notice what was happening with the ones just behind them.

 
I heard someone say in a ringing voice, “Oh Captain, my Captain!”

 
I looked up and there they were.

 
About a dozen students were standing on their desks, looking down at me with big goofy grins.

 

Some had their hands on their hearts. One had raised his fist in the air. I think someone in the back was even making jazz hands. But they were each standing up there with the same look on their faces – a mixture of independence, humor and gratitude.

 

It shouldn’t have come as a surprise that this happened. Some of them had threatened months ago to make just such a demonstration.

 
We had watched the movie together back in April at the introduction of our poetry unit. I guess it was my way of trying to show them that poetry could make a deep impact on people. But I certainly hadn’t wanted them to put themselves at risk by standing on the furniture.

 

In fact, I had specifically cautioned them NOT to do this exact thing because someone might fall off their desk and hurt themselves.

 

But on the last day of school after the last bell has rung and my tenure as their teacher has expired – well, things are different then.

 

“Thank you,” I said. “That is really one of the nicest things students have ever done for me.”

 

Then I took out my phone and asked if I could snap a few pictures, because who’d ever believe me if I didn’t? They didn’t mind.

 

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When I was done, they hopped down one at a time, many of them rushing forward to give me a hug.

 

This class will always be a special one in my heart.

 

We’ve come a long way together.

 

For most of them, I was their language arts teacher for two years. When they first came in the classroom they were just babies. Now they are going off to high school.

 

Unless you’re a parent, you wouldn’t believe how much kids can grow and change in just a few short years. And the middle school years are some of the most extreme. The line between child and adult fades into nothingness.

 

I’ve had a handful of children who were enrolled in my classes for multiple years before, but I’d never had so many. In some ways, we were more like a family than a classroom.

 

I had been there when parents got sick, left, died. I knew them all so well – who would ask questions just to stall, who never got enough sleep and why (often Fortnite), which ones had athletic aspirations, which were incredible artists, etc. Some had come out of the closet to me and their classmates but not at home.

 

Many of us went on a school field trip to Washington, DC, together. We’d toured the Holocaust Museum and Arlington National Cemetery. When I was invited to do a TED talk, they tracked it down on YouTube. They even found my Twitter account and made merciless fun of my profile picture. And when I actually had my book published on education issues last year, a bunch of my kids even came out to hear me talk about it at local book stores.

 

It’s hard to explain the depth of the relationship.

 

At the end of the year, I always give my students a survey to gauge how they think I did as their teacher. It’s not graded, and they can even turn it in anonymously.

 

The results are almost always positive, but this year, I got responses like never before:

 

“I love you, Mr. Singer. Thanks for a great 2 years. I will terribly miss you.”

 

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“I’ve never been bored here. You are the first teacher that made me want to go to their class and has been one of my favorites.”

 

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“He stayed cool as a cucumber and was never angry… Basically the greatest teacher I’ve had all year.”

 

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 He was “fair to all students.”

 

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“He was more inclusive to many different groups.”

 

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“He made sure I didn’t fool around. He let me hand in my work late. He was always very kind and he cares about us. He shows us that he cares about how we feel. He made sure everything was fair.”

 

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“He breaks things down A LOT better than other teachers. He’s a very nice person. I like the way he teaches.”

 

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“Mr. Singer did well to motivate us and help us to succeed and get a better grade.”

 

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“He explained things better than other teachers.”

 

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“He helped me mentally and physically to be ready for the PSSAs. Also he gave us good books to read and not bad ones such as “The Outsiders,” “The Diary of Anne Frank,” and “To Kill a Mockingbird.” Also you taught me a lot these past 2 years to be ready for high school.”

 

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“To be absolutely honest, I don’t think my teacher needs to improve. He actually has done more than the rest of my teachers.”

 

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“Well he encouraged me to succeed more in his class and in life as well. He also taught me that the meaning of life is not how you take it but where you go with it. I’m thankful that he taught me more than the history my actual history teacher taught me. He also told me the truth of our history. He talked about the parts no one else would talk about.”

 

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I’m not sure there’s much to say beyond that.

 

As these now former students reluctantly walked away in ones or twos, a few stayed behind.

 

I did a lot of reassuring that 9th grade would be great and that I’d probably be right here if they needed me.

 

I overheard one girl say to another that a certain teacher was good but not “Mr. Singer good.” I thanked her and she blushed because I wasn’t supposed to hear that.

 

There were tears. Some of them shed by me.

 

But when the last student left, I remained at my desk surrounded by a hum of fluorescent lights and ear numbing silence.

 

There is no emptiness like that of a space that has just been filled – a space that cries out for more.

 

My classroom is like that. And so is my heart.

 

Don’t get me wrong. I need this summer break to recover.

 

But I also need the end of August, when a new group of students will come rushing through those doors.

 

Here’s looking forward to the first day of school.

 


 

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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Top 10 Reasons Bernie Sanders’ Education Policies Are Light Years Ahead of Everyone Else’s

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For most of my life, the United States has been neglecting its public school children – especially the black and brown ones.

 

Since the mid 1970s, instead of integrating our schools, we’ve been slowly resegregating them on the basis of race and social class.

 

Since the 1980s, instead of measuring academic success by the satisfaction of an individuals curiosity and authentic learning, we’ve been slowly redefining it to mean nothing but achievement on standardized tests.

 

And since the 1990s, instead of making sure our schools meet the needs of all students, we’ve been slowly allowing charter schools to infect our system of authentic public education so that business interests are education’s organizing principle.

 

But now, for the first time in at least 60 years, a mainstream political candidate running for President has had the courage to go another way.

 

And that person is Bernie Sanders.

 

We didn’t see this with Barack Obama. We didn’t see it with Bill Clinton. We certainly didn’t see it with any Republican Presidents from Reagan to the Bushes to Trump.

 

Only Sanders in his 2020 campaign. Even among his Democratic rivals for the party’s nomination – Warren, Biden, Harris, Booker and a host of others – he stands apart and unique. Heck! He’s even more progressive today on this issue than he was when he ran in 2015.

 

It doesn’t take a deep dive into the mass media to find this out. You don’t have to parse disparate comments he made at this rally or in that interview. If you want to know what Bernie thinks about education policy, you can just go on his campaign Website and read all about it.

 

The other candidates barely address these issues at all. They may be open about one or even two of them, but to understand where they stand on education in total – especially K-12 schooling – you have to read the tea leaves of who they’ve selected as an education advisor or what they wrote in decades old books or what offhand comments they made in interviews.

 

In almost every regard, only Sanders has the guts to tell you straight out exactly what he thinks. And that’s clear right from the name of his proposal.

 

He calls it “A Thurgood Marshall Plan for Public Education.”

 

Why name his agenda after the first black Supreme Court justice? Because prior to accepting a nomination to the highest court in the land, Marshall argued several cases before that court including the landmark Brown v. Board of Education. He also founded the NAACP Legal Defense and Education Fund. Not only did Marshall successfully argue that school segregation violated the equal protection clause of the U.S. Constitution, but he spent his life fighting for civil rights.

 

Sanders is the only candidate out there today brave enough to connect those dots. The fight against segregation, high stakes testing and school privatization is a fight for civil rights.

 

That is clear in nearly every aspect of his plan.

 

I’m not saying it’s perfect. He doesn’t go as far as he might in some areas – especially against high stakes testing. But his plan is so far advanced of anything anyone else has even considered, it deserves recognition and strong consideration.

 

So without further ado, I give you the top 10 reasons Bernie Sanders’ education platform is the most progressive in modern American history:

 

1) He Proposes Fighting School Segregation and Racial Discrimination

 

Sanders understands that many of our public schools today are more segregated than they were 65 years ago when Brown v. Board was decided. Only 20 percent of our teachers are nonwhite – even in schools that serve a majority of black and brown children. Implicit racial bias puts these students at risk of higher suspensions, unfair discipline policies and an early introduction into the criminal justice system through the school-to-prison pipeline.

 

Bernie proposes we increase funding to integrate schools, enforce desegregation orders and appoint federal judges who will support these measures. He wants to triple Title I funding for schools serving poor and minority children and increase funding for English as a Second Language programs. He even suggests racial sensitivity training for teachers and better review of civil rights complaints and discipline policies.

 

This could have an amazingly positive impact on our schools. Imagine a school system where people of all different races, nationalities, sexualities and creeds could meet and get to know one another. It’s harder to be racist and prejudiced adults when as children you learned not to consider people different than you as an other. It’s also harder to withhold funding and opportunities to minority populations when you mix all children together in the same schools.

 

2) He Would Ban For-Profit Charter Schools

 

This is a case of Bernie just listening to what educators, school directors and civil rights organizations like the NAACP are already saying. Charter schools are publicly funded but privately operated. Though this differs somewhat from state to state, in general it means that charters don’t have to abide by the same rules as the authentic public schools in the same neighborhoods. They can run without an elected school board, have selective enrollment, don’t have to provide the same services for students especially those requiring special education, and they can even cut services for children and pocket the savings as profit.

 

Moreover, charters increase segregation – 17 percent of charter schools are 99 percent minority, compared to 4 percent of traditional public schools.
To reverse this trend, Bernie would ban for-profit charter schools and impose a moratorium on federal dollars for charter expansion until a national audit was conducted. That means no more federal funds for new charter schools.

 

Moving forward, charter schools would have to be more accountable for their actions. They would have to comply with the same rules as authentic public schools, open their records about what happens at these schools, have the same employment practices as at the neighborhood authentic public school, and abide by local union contracts.

 

I know. I know. I might have gone a bit further regulating charter schools, myself, especially since the real difference between a for-profit charter school and a non-profit one is often just its tax status. But let’s pause a moment here to consider what he’s actually proposing.

 

If all charter schools had to actually abide by all these rules, they would almost be the same as authentic public schools. This is almost tantamount to eliminating charter schools unless they can meet the same standards as authentic public schools.

 

I think we would find very few that could meet this standard – but those that did could – with financial help – be integrated into the community school system as a productive part of it and not – as too many are now – as parasites.

 

Could Bernie as President actually do all of this? Probably not considering that much of charter school law is controlled by the states. But holding the bully pulpit and (with the help of an ascendant Democratic legislature?) the federal purse strings, he could have a transformative impact on the industry. It would at least change the narrative and the direction these policies have been going. It would provide activists the impetus to make real change in their state legislatures supporting local politicians who likewise back the President’s agenda.

 

3) He’d Push for Equitable School Funding

 

Bernie understands that our public school funding system is a mess. Most schools rely on local property taxes to make up the majority of their funding. State legislatures and the federal government shoulder very little of the financial burden. As a result, schools in rich neighborhoods are well-funded and schools in poor neighborhoods go wanting. This means more opportunities for the already privileged and less for the needy.

 

Bernie proposes rethinking this ubiquitous connection between property taxes and education, establishing a nationwide minimum that must be allocated for every student, funding initiatives to decrease class size, and supporting the arts, foreign language acquisition and music education.

 

Once again, this isn’t something the President can do alone. He needs the support of Congress and state legislatures. But he could have tremendous influence from the Oval Office and even putting this issue on the map would be powerful. We can’t solve problems we don’t talk about – and no one else is really talking much about this. Imagine if the President was talking about it every day on the news.

 

4) He’d Provide More Funding for Special Education Students

Students with special needs cost more to educate than those without them. More than four decades ago, the federal government made a promise to school districts around the country to fund 40 percent of the cost of special education. It’s never happened. This chronic lack of funding translates to a shortage of special education teachers and physical and speech therapists. Moreover, the turnover rate for these specialists is incredibly high.

 

Bernie wants to not only fulfill the age old promise of special education funding but to go beyond it. He proposes the federal government meet half the cost for each special needs student. That, alone, would go a long way to providing financial help to districts and ensuring these children get the extra help they need.

5) He Wants to Give Teachers a Raise

 

Teachers are flooding out of the classroom because they often can’t survive on the salaries they’re being paid. Moreover, considering the amount of responsibilities heaped on their shoulders, such undervaluing is not only economically untenable, it is psychologically demoralizing and morally unfair. As a result, 20 percent of teachers leave the profession within five years – 40 percent more than the historical average.

 

Bernie suggests working with states to ensure a minimum starting salary of $60,000 tied to cost of living, years of service, etc. He also wants to protect and expand collective bargaining and tenure, allow teachers to write off at least $500 of expenses for supplies they buy for their classrooms, and end gender and racial discrepancies in teacher salaries.

 

It’s an ambitious project. I criticized Kamala Harris for proposing a more modest teacher pay raise because it wasn’t connected to a broad progressive education platform like Sanders. In short, we’ve heard neoliberal candidates make good suggestions in the past that quickly morphed into faustian bargains like merit pay programs – an initiative that would be entirely out of place among Sanders initiatives.

 

In Harris’ case, the devil is in the details. In Sanders, it’s a matter of the totality of the proposal.

6) He Wants to Expand Summer School and After School Programs

 

It’s no secret that while on summer break students forget some of what they’ve learned during the year and that summer programs can help reduce this learning loss. Moreover, after school programs provide a similar function throughout the year and help kids not just academically but socially. Children with a safe place to go before parents get home from work avoid risky behaviors and the temptations of the streets. Plus they tend to have better school attendance, better relationships with peers, better social and emotional skills, etc.

 

Under the guidance of Betsy Devos, the Trump administration has proposed cutting such programs by $2 billion. Bernie is suggesting to increase them by $5 billion. It’s as simple as that. Sanders wants to more than double our current investment in summer and after school programs. It’s emblematic of humane and rational treatment of children.

 

7) He Wants to Provide Free Meals for All Students Year-Round

 

One in six children go hungry in America today. Instead of shaming them with lunch debts and wondering why they have difficulty learning on an empty stomach, Bernie wants to feed them free breakfast, lunch and even snacks. In addition, he doesn’t want to shame them by having the needy be the only ones eligible for these free meals. This program would be open to every child, regardless of parental wealth.

 

It’s an initiative that already exists at many Title I schools like the one where I teach and the one where my daughter goes to school. I can say from experience that it is incredibly successful. This goes in the opposite direction of boot strapped conservatives like Paul Ryan who suggested a free meal gives kids an empty soul. Instead, it creates a community of children who know that their society cares about them and will ensure they don’t go hungry.

 

That may seem like a small thing to some, but to a hungry child it can make all the difference.

 

8) He Wants to Transform all Schools into Community Schools

 

This is a beautiful model of exactly what public education should be.

 

Schools shouldn’t be businesses run to make a profit for investors. They should be the beating heart of the communities they serve. Bernie thinks all schools should be made in this image and provide medical care, dental services, mental health resources, and substance abuse prevention. They should furnish programs for adults as well as students including job training, continuing education, art spaces, English language classes and places to get your GED.
Many schools already do this. Instead of eliminating funding for these types of schools as the Trump administration has suggested, Bernie proposes providing an additional $5 billion in annual funding for them.

 

9) He Would Fix Crumbling Schools

 

America’s schools, just like her roads and bridges, are falling into disrepair. A 2014 study found that at least 53 percent of the nation’s schools need immediate repair. At least 2.3 million students, mostly in rural communities, attend schools without high-speed internet access. Heating and cooling systems don’t work. 
Some schools have leaks in their roofs. This is just not acceptable.

 

Bernie wants to fix these infrastructure issues while modernizing and making our schools green and welcoming.

 

10) He Wants to Ensure All Students are Safe and Included

 

Our LGBTQ students are at increased risk of bullying, self harm and suicide. We need schools where everyone can be safe and accepted for who they are.

 

Bernie wants to pass legislation that would explicitly protect the rights of LGBTQ students and protect them from harassment, discrimination and violence. He is also calling for protection of immigrant students to ensure that they are not put under surveillance or harassed due to their immigration status. Finally, this project includes gun violence prevention to make school shootings increasingly unlikely.

 

There are a lot of issues that fall under this umbrella, but they are each essential to a 21st Century school. Solutions here are not easy, but it is telling that the Sanders campaign includes them as part of his platform.
So there you have it – a truly progressive series of policy proposals for our schools.
Not since Lyndon Johnson envisioned the Elementary and Secondary Education Act (ESEA) has there been a more far reaching and progressive set of education initiatives.

 

What About High Stakes Testing?

 

Unfortunately, that also highlights Sanders biggest weakness.

 

Johnson’s signature legislation which had been focused on addressing funding disparities in 1965 became under George W. Bush in the 2000s a way of punishing poor schools for low standardized test scores.

 

The glaring omission from Sanders plan is anything substantive to do with high stakes testing.

 

The Thurgood Marshall plan hardly mentions it at all. In fact, the only place you’ll find testing is in the introduction to illustrate how far American education has fallen behind other countries and in this somewhat vague condemnation:

 

“We must put an end to high-stakes testing and “teaching to the test” so that our students have a more fulfilling educational life and our teachers are afforded professional respect.”

 

However, it’s troubling that for once Bernie doesn’t tie a political position with a specific policy. If he wants to “end high-stakes testing,” what exactly is his plan to do so? Where does it fit within his education platform? And why wasn’t it a specific part of the overall plan?

 

Thankfully, it is addressed in more detail on FeelTheBern.org – a Website not officially affiliated with Sanders but created by volunteers to spread his policy positions.

 

After giving a fairly good explanation of the problems with high stakes testing, it references this quote from Sanders:

 

“I voted against No Child Left Behind in 2001, and continue to oppose the bill’s reliance on high-stakes standardized testing to direct draconian interventions. In my view, No Child Left Behind ignores several important factors in a student’s academic performance, specifically the impact of poverty, access to adequate health care, mental health, nutrition, and a wide variety of supports that children in poverty should have access to. By placing so much emphasis on standardized testing, No Child Left Behind ignores many of the skills and qualities that are vitally important in our 21st century economy, like problem solving, critical thinking, and teamwork, in favor of test preparation that provides no benefit to students after they leave school.”

 

The site suggests that Bernie supports more flexibility in how we determine academic success. It references Sanders 2015 vote for the Every Child Achieves Act which allows for states to create their own accountability systems to assess student performance.

 

However, the full impact of this bill has not been as far reaching as advocates claimed it would be. In retrospect, it seems to represent a missed opportunity to curtail high stakes testing more than a workaround of its faults.

 

In addition, the site notes the problems with Common Core and while citing Sanders reticence with certain aspects of the project admits that he voted in early 2015 against an anti-Common Core amendment thereby indicating opposition to its repeal.

 

I’ll admit this is disappointing. And perplexing in light of the rest of his education platform.

 

It’s like watching a vegan buy all of his veggies at Whole Foods and then start crunching on a slice of bacon, or like a gay rights activist who takes a lunch break at Chick-fil-a.

 

My guess is that Sanders hasn’t quite got up to speed on the issue of standardized testing yet. However, I can’t imagine him supporting it because, frankly, it doesn’t fit in with his platform at all.

 

One wonders what the purpose of high stakes testing could possibly be in a world where all of his other education goals were fulfilled.

 

If it were up to me, I’d scrap high stakes testing as a waste of education spending that did next to nothing to show how students or schools were doing. Real accountability would come from looking at the resources actually provided to schools and what schools did with them. It would result from observing teachers and principals to see what education they actually provided – not some second hand guessing game based on the whims of corporations making money on the tests, the grading of the tests and the subsequent remediation materials when students failed.

 

For me, the omission of high stakes testing from Sanders platform is acceptable only because of the degree of detail he has already provided in nearly every other aspect. There are few areas of uncertainty here. Unlike any other candidate, we know pretty well where Sanders is going.

 

It is way more likely that advocates could get Sanders to take a more progressive and substantial policy stand on this issue than that he would suddenly become a standardized testing champion while opposing everything else in the school privatization handbook.

 

Conclusion

 

So there it is.

 

Bernie Sanders has put forth the most progressive education plan in more than half a century.

 

It’s not perfect, but it’s orders of magnitude better than the plans of even his closest rival.

 

This isn’t to say that other candidates might not improve their education projects before the primary election. I hope that happens. Sanders has a knack for moving the conversation further left.

 

However, he is so far ahead, I seriously doubt that anyone else will be able to catch him here.

 

Who knows what the future will bring, but education advocates have a clear first choice in this race – Bernie Sanders.

 

He is the only one offering us a real future we can believe in.

 


 

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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Charter Schools Will Always Waste Money Because They Duplicate Services

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You can’t save money buying more of what you already have.

 

Constructing two fire departments serving the same community will never be as cheap as having one.

 

Empowering two police departments to patrol the same neighborhoods will never be as economical as one.

 

Building two roads parallel to each other that go to exactly the same places will never be as cost effective as one.

 

This isn’t exactly rocket science. In fact, it’s an axiom of efficiency and sound financial planning. It’s more practical and productive to create one robust service instead of two redundant ones.

 

However, when it comes to education, a lot of so-called fiscal conservatives will try to convince us that we should erect two separate school systems – a public one and a privatized one.

 

The duplicate may be a voucher system where we use public tax dollars to fund private and parochial schools. It may be charter schools where public money is used to finance systems run by private organizations. Or it may be some combination of the two.

 

But no matter what they’re suggesting, it’s a duplication of services.

 

And it’s a huge waste of money.

 

Consider the case of my home state of Pennsylvania.

 

Charter schools cost Commonwealth taxpayers more than $1.8 billion a year and take more than 25 percent of the state’s basic education funding – yet they only enroll about 6 percent of students.

 

Just imagine – 94% of Pennsylvania students lose out on opportunities because we’re allowing so much money to be siphoned off for a small fraction of students.

 

The Keystone state only has 179 charter schools enrolling 135,100 students – the sixth highest charter enrollment in the country. Of those, about a fourth are online cyber charters.

 

Is it fair to Ma and Pa Taxpayer that they are forced to bear the extra burden of reproducing these services for a handful of students?

 

And make no mistake. This is one of the leading causes of property tax increases in the state.

 

The ideology of some results in a direct hit to everyone’s pocketbooks.

 

According to a recent report by the Pennsylvania Association of School Business Officials (PASBO), “Charter school tuition is one of the largest areas of mandated cost growth for school districts.”

 

The report found that state charter schools are growing at a rate of 10 percent a year. The PASBO calculates at least 37 cents of every new dollar of property taxes in the fiscal year 2017-2018 went right to charters. And that percentage is only expected to grow.

 

Part of this is due to a blind, deaf and dumb state legislature that no longer does anything to help alleviate these costs to local school districts. Neighborhood schools can only try to compensate by cutting services for students where it can and raising property taxes where it can’t make ends meet.

 

More than one third of school superintendents surveyed by PASBO report a worsening financial picture in their districts—and they put the blame on charter schools.

 

“With the state providing no state support for mandatory charter school tuition costs,” the study says, “the increases in this single budget item have the potential to decimate school district budgets.”

 

Part of this is the extremely unfair way the state determines how much money to give charter schools.

 

The legislature has constructed a funding formula that gives every advantage to charter schools while short changing authentic public schools at every turn.

 

For instance, as Jeff Bryant puts it in his article “The Charter School ‘Dumpster Fire’ in Pennsylvania Provides an Important Lesson for 2020 Democratic Candidates”:

 

 

“Charter school tuition charged to Pennsylvania public schools is calculated as if charters had to provide the same services public schools have to provide, such as transportation—they don’t. Also, the tuition bill public schools pay to charters is calculated as if every student cost the same to educate—they don’t.

 

 

Instead, the state requires authentic public schools to pay charters way more than authentic public schools get to educate the children in their care – and state law even allows charter operators to pocket the savings as profit.

 

But this just pours lighter fluid on Bryant’s already raging “dumpster fire.”

 

Even if Pennsylvania was entirely equitable in how it allocated funding between these two types of school, it would still be wasting our tax dollars because it would still be engaged in duplication of services.

 

There is simply no good reason to do this. At least, not if providing the best education to students is our goal.

 

There are few places in the entire country – if any – where charter schools are able to accommodate all students. They cater to nitch markets where operators expect they can turn a profit. There are essentially no communities with a charter school and no authentic public school but many where you find just the opposite.

 

Moreover, the quality of education provided at charter schools does not live up to the hype of its advertising.

 

Except in extremely rare circumstances, charter schools have never been shown to provide better outcomes than authentic public schools. Almost every study conducted – even those funded by the school privatization industry – show that these two types of schools produce similar results or in many cases that authentic public schools are much better.

 

And this despite the fact that such studies are already stacked in charter schools favor because unlike authentic public schools, charter schools often have selective enrollment. A school that gets to cherrypick the best and brightest students has an incredible advantage over those that can’t – yet even with such an uneven starting point charter schools rarely show large academic gains.

 

For instance, a recent study of charter school students in Pennsylvania conducted by the school privatization friendly Center for Research on EDucation Outcomes (CREDO), found that charter students do about the same on reading exams but score worse in math than students in authentic public schools. The study also found major disparities between charter schools – with cyber charters performing especially poorly.

 

However, this study’s methodology has been called into question suggesting that even its meager praise of charter schools may be exaggerated. Yet the overall results are in-line  with previous research that also found charter schools in the state generally  produce students who aren’t as prepared as authentic public school students.

 

Pennsylvania passed its charter school law in 1997.

 

It’s way passed time for lawmakers in this state and beyond to acknowledge that was a mistake.

 

We cannot continue to force voters to pay for a supply-side ideology that not only has been disproven through decades of data but that many do not share.

 

That is why we have charter and voucher schools – a prejudice against authentic public education and desire to allow businesses to cash in on education dollars.

 

The duplication of services has nothing to do with helping students learn.

 

It’s about creating a slush fund for unscrupulous corporations and hangers on to get easy cash.

 

No true fiscal conservative can support charter schools.

 

Just as no one who values children can continue to justify this economic double vision.

 


 

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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School Field Trip Turns Into a Tour of Our Nation’s Unhealed Scars

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You’ve got to be a little crazy to take a bunch of teenagers on a field trip – especially overnight and out of town.

 

But that’s what I did, and – yeah – guilty as charged.

 

For the second time in my more than 15-year career as a public school teacher, I volunteered along with a group of parents and other teachers to escort my classes of 8th graders to Washington, DC, and surrounding sights.
 
And I never regretted it. Not for a moment.

 

Not when Jason bombed the bathroom in the back of the bus after eating a burrito for lunch.

 

Not when Isaac gulped down dairy creamers for dessert and threw up all over himself.

 

Not when a trio of teenage girls accidentally locked themselves in their hotel room and we needed a crowbar to get them out.

 

But as I stood in Manassas, Virginia, looking at a statue of Stonewall Jackson, the edge of regret began to creep into my mind.

 

There he was perched on the horizon, ripped and bulging like an advertisement for weight gain powder.

 

“We call him the superman statue,” the park ranger said.

 

And as I stood amongst the confused looks of my western Pennsylvania teens, I felt a wave of cognitive dissonance wash over me like a slap in the face.

 
Stonewall Jackson, a lanky Confederate General whose horse was too small for him, here mythologized, enshrined and worshiped like a hero. Yet he was a traitor to our country.

 

They call him Stonewall because the union army couldn’t get through his battle lines. He was like a wall the North could not break through.

 
So what?

 

He was fighting to preserve human slavery. Who cares how well he fought or how great his tactics? He was on the losing side of history.

 

We shouldn’t be praising him. He should be forgotten, at best a footnote in a record that celebrates those fighting to overturn human bondage, not those battling to uphold it.

 

But the confusion didn’t start at the statue. It began before our tour bus even arrived at the national park.

 

I teach Language Arts, not history, but I had never heard of the battle of Manassas. I knew it was close to Bull Run, a nearby creek where the two Civil War battles of that name were fought.
 
It was only when the park ranger was showing us the sights (of which there weren’t many) that the truth became clear.

 
Even today more than 150 years since Lee surrendered to Grant at the Appomattox Court House, the two sides can’t agree on the names of the battles.

 

In the South, they name them after the nearest city or town. In the North, we name them after the nearest geologic landmark.

 

So even though this battle took place on a farm in northern Virginia, we still can’t agree even on what to call the confrontation – much less its import to our shared history.

 

Before we stepped out onto the battlefield, the park service treated us to a short documentary film about the site and its history – “Manassas: End of Innocence.”

 

The film was narrated by Richard Dreyfus. I marveled at hearing Mr. Holland nonchalantly inform us that this first battle of the Civil War marked the titular “end of innocence.”

 
I’m still not sure who suffered such an end. Was it the nation, as a whole, which had never before experienced such a bloody war among its own citizenry, pitting brother against brother? Was it the North who had not until this point realized the South would resist with shot and shell?  Was it the South who had not yet tasted the bitterness of Northern aggression?

 

The latter seemed to be the narrator’s implication.

 
Dreyfus painted a scene of peaceful life on the farm shattered by the sneak attack of union soldiers.
 
THAT is what marked this “end of innocence.”

 
“Innocence!?” I thought.

 

These people were not innocent. They owned slaves. Mrs. Judith Carter Henry, the 85-year-old who refused to evacuate her farm and was killed in the fighting, owned another human being.

 

In my book, that disqualifies you from any kind of innocence.

 

And that’s what this whole war was essentially about. Should people be allowed to own other people?

 
The answer is an unequivocal – NO.

 

The fact that an entire segment of our population still drags its feet on that question has implications that reverberate through our history and up through our last Presidential election.

 
A few days before venturing to Manassas, my students and I toured Washington, DC. We stopped in front of the White House.

 
I’d been there before. It’s a popular place for protests of every kind. But never had I seen it so crowded with discontent.

 

Political critics had set up booths and tents. They even brought speakers to blast out music to accompany their protests. My favorite was the song “Master of the House” from Les Miserables booming from a booth with multicolored “F- Trump!” signs.

 

But as we took our picture in front of that iconic Presidential manor, itself, partially built by slaves, I couldn’t help noticing another kiosk across the way – one selling MAGA hats.
 
In fact, they were everywhere.

 
A few students even bought them – cheap red knockoff baseball caps with a slogan of dog whistle hatred emblazoned on the front.

 

Make America Great Again? Like when union troops couldn’t get passed Stonewall Jackson?
 
We hit many more famous sites.

 

We went to the Jefferson memorial and all I could think about was Sally Hemings. We went to the FDR memorial and all I could think about were the Japanese internment camps. We went to the Martin Luther King memorial and all I could think about was how the struggle continues.

 

We didn’t talk much about what we were seeing. We just raced through the experience of it – going from one to another – gotta’ get back on the bus in time to hit the next one.

 
We had a really good time together on that field trip. Me, included.

 

But we took a lot more home with us than souvenirs.

 
It wasn’t just sight seeing or a vacation from the normal school day.

 

We toured the historic scars of our nation.

 

Scars still red and ripe and bleeding.

 

Will they ever heal, I wondered.

 

Will our nation ever become whole, healthy and clean?

 

I suppose that depends on us.

 

Because the first step to healing them is recognizing that they’re still there.


 

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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Charter School Teacher Introduces Elizabeth Warren at Rally

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CORRECTION:

In the first draft of this article, I called Sonya Mehta a “Charter School Lobbyist” in the title. On further examination of the facts, I realize this is unfair. She was a charter school TEACHER. I apologize to Ms. Mehta and truly regret any harm I have done her. I have changed the title to better reflect the facts. However, be advised that the text of the article, itself, has remained almost completely unchanged. Everything in the article is true to the best of my knowledge and backed up with sources that the reader can see by following the links in the text. My concern remains centered on Warren and what exactly her intentions are via education policy.


 

 

The biggest news from Elizabeth Warren’s rally in Oakland, California, on Friday wasn’t what she said.

 
It was who introduced her and what that says about Warren and her 2020 Presidential campaign.

 
According to the San Francisco Chronicle, “Warren was introduced by Sonya Mehta, a former Oakland schoolteacher.”

 
However, this characterization is inaccurate.

 
Mehta was not an authentic public school teacher. She taught in a non-union charter school called “Learning Without Limits.” She also was a policy fellow at GO Public Schools Oakland, which is a toxic charter promoter focused around that city.

 

 

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In her introduction, Mehta didn’t explicitly advocate for school privatization. She promoted Warren’s early education and free college policies (Her speech can be seen here beginning at 57:30). But why would Warren, one of the smartest and most knowledgeable candidates in the race for the White House, let herself be associated with such a divisive and toxic legacy?

 

 

 

 

Only 6% of all U.S. students attend charter schools, yet with little accountability, selective enrollment, and the ability to pocket taxpayer money as profit, they cannibalize the funding necessary for the 90% that attend authentic public schools.

 
Warren should know better than this. Along with Bernie Sanders, Warren sits on the Senate Education Committee (HELP – Health, Education, Labor, Pensions).

 

 

 

So the question is this: was this a mistake made by her campaign staff or is this indicative of where Warren is on education policy?

 

 

She has said some very positive things in this campaign, not the least of which is that if elected, she would nominate someone with teaching experience as Secretary of Education.

 
But if Mehta is what she thinks an authentic teacher looks like, we are in big trouble.

 
We don’t need another Betsy Devos or Arne Duncan clone who just so happens to have taught at a regressive charter school. In fact, we already had that, too, in John King.

 
Sadly, that’s not even where the story ends.

 

 

Warren’s senior education policy advisor is Josh Delaney, a Teach for America temp who turned a 5-week crash course in education into two years in the classroom and then a career as an “expert” on our schools.

 
This is simply not acceptable for anyone courting education voters.

 
You can’t go to Oakland, a city which just experienced a massive teacher strike caused by school privatization, and then let yourself be introduced by someone with ties to school privatization!

 
Go Public Schools Oakland, the organization Mehta is associated with, is the major charter organization in city battling the union.

 
Who knows if Warren was intending to take sides on this issue, but she certainly seems to be signaling that if she did, it might not be with parents, teachers and students. It could be with the hedge fund billionaires backing school privatization.

 
How can she be so strong against these same people when it comes to Wall Street and economic inequality but appear completely ignorant (at best) or disingenuous (at worst) when it comes to school policy?

 
A look at Warren’s stated education policies over her history in public life doesn’t exactly calm the waters, either.

 

 

According to the Network for Public Education, Warren holds some regressive views when it comes to our schools.

 

 

The non-profit gives her a C on charter schools.

 

 

She has spoken out against some of the worst excesses of the industry, but supports the concept of schools that are publicly financed but privately operated.

 

 

In 2016 Warren strongly opposed lifting the cap on charter schools in Massachusetts. In 2017, Senator Warren expressed deep concern regarding the “waste, fraud, and abuse of federal money” at the hands of for-profit charter schools and charter school management organizations.

 

 

 

Unfortunately, she also praised the charter industry:

 

 

 

“Many charter schools in Massachusetts are producing extraordinary results for our students, and we should celebrate the hard work of those teachers and spread what’s working to other schools.”

 
Warren earned a B for her stance on school vouchers.

 
She had the courage to criticize DeVos, but her history with the concept of using public money to finance private education is complicated.

 
In a 2017 letter to DeVos, prior to her confirmation as Secretary of education, Senator Warren said the evidence on private school vouchers is “mixed at best” and called them “expensive and dangerous failures that cost taxpayers billions of dollars while destroying public education systems.”

 

 

 

However, back in 2003, she seems to have thought differently. She wrote a book with her daughter called “The Two-Income Trap: Why Middle-Class Mothers and Fathers are Going Broke.” In it, she makes a case for a universal school voucher program. She strongly supported giving parents taxpayer-funded vouchers they could use at any school – public, private or parochial. This would “relieve parents from the terrible choice of leaving their kids in lousy schools or bankrupting themselves to escape those schools.”

 

 

Later she said she never meant those vouchers to be used at private schools, but that is  unclear from the text.

 

 

However, as spotty as Warren’s history is on school privatization, it is much worse when it comes to high stakes testing.

 

 

The Network for Public Education gives her a F on this issue.

 

 

In 2015, as Congress debated rolling back high stakes testing requirements that have unfairly assessed students for decades and used test scores as an excuse to deny poor and minority students the resources they need to succeed, Warren demanded testing stay in place. Along with three Democratic senators endorsed by Democrats for Education Reform (DFER), a lobbyist organization for the testing and school privatization industry, she insisted on stronger accountability measures based on testing to gain their support for the Every Student Succeeds Act (ESSA).

 

 

Let me be clear: none of this is intended to be a purity test.

 

 

 

If the only candidate we can support is a perfect one, we will never find any politician to support.

 

 

 

But Warren has to make a decision whose side she is on.

 

 

At very least, she needs to come out and make a public statement clarifying her views here. She needs to say that she does not support charter schools or vouchers. Shouldn’t every Democratic candidate who wants the votes of educators do that?

 

 


Watch the whole rally here. Mehta’s introduction begins at 57:30.


 

 

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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SAT Adversity Score is an Antidote to Poison None of Us Need Take

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Let’s say someone gave you a vial of poison.

 

Would you drink it? Of course not.

 

What if he gave you the antidote, too. Would you take the poison then?

 

Heck no!

 

Why would anyone knowingly ingest poison even if they knew they could counteract its effects?

 

But that’s pretty much the situation high school students across the country are in today with the SAT test.

 

The College Board has admitted that the test unfairly assesses students – especially poor and minority students. However, if we add an “adversity score” to the raw score, then voila! Fairness!

 
The organization is piloting a program at 150 colleges and universities to adjust SAT scores to account for high schools and neighborhoods “level of disadvantage.”

The program is called the “Environmental Context Dashboard” and has been in the works since 2015 at the request of colleges. It provides admissions officers with information about students’ neighborhoods and high schools, such as the poverty level and the availability of challenging coursework. This is supposed to allow them to put raw scores into context before making admissions decisions.

 
But even if this actually remedies the inherent racial and economic biases inherent in the 93-year-old assessment, why take the bloody thing in the first place!?

 

The College Board is a 119-year-old organization boasting 6,000 member colleges, universities and other organizations. And despite its nonprofit status, it does make an awful lot of money.

 
The organization’s annual revenue is more than $750 million, according to its most recent publicly available 990 form. The organization’s CEO David Coleman makes $750,000 a year, its President Gaston Caperton makes more than $1.5 million a year, and 22 other employees earn at least $200,000.

 

Nice work if you can get it.

 

As such, the College Board needs to ensure millions of teenagers keep taking its moneymaking test as they apply to institutions of higher education. But more than 1,200 colleges and universities no longer require students seeking enrollment to take the SAT and among those that do the upstart ACT test is gaining popularity and market share.

 

The SAT’s new adversity score is a marketing tool – nothing more.

 

It’s the act of rats trapped in a corner. They’re admitting everything critics always said about them and offering a white flag.

 

We have no need to take it. In fact, we would be incredibly stupid to do so.

 

What the world needs is not an adversity score to counteract all the bad things the SAT does. It needs the absence of the SAT and all such standardized gatekeeper assessments.

 

Coleman is infamous as the father of a number of failed education reforms including the Common Core.

 

It’s absolutely hilarious to hear him admitting the biases of standardized testing since he’s been one of its leading proponents since the 1990s. It’s like hearing Colonel Sanders admit he doesn’t really like fried chicken all that much.

 

In the case of the SAT, he said colleges need to recognize student qualities that the test can’t capture, such as resourcefulness. Essays, letters of recommendation, and the “profiles” most high schools post sometimes capture the challenges and circumstances students face, he said, but in many cases colleges don’t find this information because they’re blinded by students’ tests scores.

 

Without a tool like the dashboard, he said, “the SAT could be misleading.”

 

YOU DON’T SAY!

 

“To warrant that the playing field is now level isn’t right or just,” Coleman added. “In the America we live in … the vast majority of students are working with a lot less than the top third. To then say that the SAT is enough to reflect what you can do, no, it isn’t.”

 
All of which begs the question of why we need the SAT test at all.

 

Why not just look at those essays and letters of recommendation. Look at student extra curricular activities, employment record – heck! – grades!

 

Classroom grades represent 180 days worth of data compiled by multiple educators over at least 12-13 years.

 

Admittedly, they aren’t completely objective but neither are standardized test scores. We do not have the power to crack open children’s skulls and see what’s going on in their brains. But classroom grades offer exponentially more data and of a much more equitable kind.

 

If all of that isn’t enough to make admissions decisions, then nothing will ever be.

 

But let’s be honest. This isn’t about the needs of schools or students.

 

It’s about the needs of big business enterprises like the College Board and the standardized testing companies; it’s about their need to turn a profit.

 

THAT is what this adversity score is out to save.

 

We’ve been criticizing the SAT and similar standardized assessments since they were first implemented in 1926. They were the creation of group of psychologists led by Robert M. Yerkes and Carl Brigham.

 

They were eugenicists who believed that white Europeans were superior to all others and used their pseudoscientific assessments to “prove” their biases. If there’s any doubt of that, I refer you to this passage from Brigham’s seminal work A Study of American Intelligence:

“The decline of American intelligence will be more rapid than the decline of the intelligence of European national groups, owing to the presence here of the negro. These are the plain, if somewhat ugly, facts that our study shows. The deterioration of American intelligence is not inevitable, however, if public action can be aroused to prevent it.”

 

Yerkes added:

 

“We should not work primarily for the exclusion of intellectual defectives but rather for the classification of men in order that they may be properly placed.”

 
It’s no wonder that the SAT is biased. Its creators were, and their assumptions about human nature still underlie the entire standardized testing enterprise.

 

No adversity score will ever undue that.

 

There comes a time when we need to simply stop the stupid racist crap we’ve been doing for generations – not try to prettify it so we can keep cashing in.

 

These sorts of conversions of scores have been tried before and routinely criticized as inaccurate.

 

The College Board tried something similar in the late 90s called the “striver’s tool.” It identified students who scored higher than expected based on racial, socioeconomic, and other data.

 

But it was shut down after it became a political football comparable to that of affirmative action – the same that has happened among certain conservatives with the new adversity score.

 

We’ve been engaged in unfair standardized testing for almost a century now.

 

Isn’t it time we admitted our mistake and moved on?

 

Or should we just keep drinking our poison and chasing it with a dubious antidote while our betters count their dirty money?

 


 

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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Charter Schools Are Quietly Gobbling Up My Public School District


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I work in a little suburban school district just outside of Pittsburgh, Pennsylvania, that is slowly being destroyed by privatization.

 

Steel Valley Schools have a proud history.

 

We’re located (in part) in Homestead – the home of the historic steel strike of 1892.

 

But today it isn’t private security agents and industrial business magnates against whom we’re struggling.

 

It’s charter schools, voucher schools and the pro-corporate policies that enable them to pocket tax dollars meant to educate kids and then blame us for the shortfall.

 

Our middle school-high school complex is located at the top of a hill. At the bottom of the hill in our most impoverished neighborhood sits one of the Propel network of charter schools.

 

Our district is so poor we can’t even afford to bus our kids to school. So Propel tempts kids who don’t feel like making the long walk to our door.

 

Institutions like Propel are publicly funded but privately operated. That means they take our tax dollars but don’t have to be as accountable, transparent or sensible in how they spend them.

 

And like McDonalds, KFC or Walmart, they take in a lot of money.

 

Just three years ago, the Propel franchise siphoned away $3.5 million from our district annually. This year, they took $5 million, and next year they’re projected to get away with $6 million. That’s about 16% of our entire $37 million yearly budget.

 

Do we have a mass exodus of children from Steel Valley to the neighboring charter schools?

 

No.

 

Enrollment at Propel has stayed constant at about 260-270 students a year since 2015-16. It’s only the amount of money that we have to pay them that has increased.

 


The state funding formula is a mess. It gives charter schools almost the same amount per regular education student that my district spends but doesn’t require that all of that money actually be used to educate these children.

 

If you’re a charter school operator and you want to increase your salary, you can do that. Just make sure to cut student services an equal amount.

 

Want to buy a piece of property and pay yourself to lease it? Fine. Just take another slice of student funding.

 

Want to grab a handful of cash and put it in your briefcase, stuff it down your pants, hide it in your shoes? Go right ahead! It’s not like anyone’s actually looking over your shoulder. It’s not like your documents are routinely audited or you have to explain yourself at monthly school board meetings – all of which authentic public schools like mine have to do or else.

 

Furthermore, for every student we lose to charters, we do not lose any of the costs of overhead. The costs of running our buildings, electricity, water, maintenance, etc. are the same. We just have less money with which to pay them.

 

But that’s not all. The state funding formula also requires we give exponentially more money to charters for students labeled special needs – orders of magnitude more than we spend on these kids at my district.

 

Here’s how the state school code mandates we determine special education funding for charter school kids:

 

“For special education students, the charter school shall receive for each student enrolled the same funding as for each non-special education student as provided in clause (2), plus an additional amount determined by dividing the district of residence’s total special education expenditure by the product of multiplying the combined percentage of section 2509.5(k) times the district of residence’s total average daily membership for the prior school year. This amount shall be paid by the district of residence of each student.”

 

So authentic public schools spend a different amount per each special education student depending on their needs. But we have to pay our charter schools an average. If they only accept students without severe disabilities, this amounts to a net profit for the charter schools – and they can spend that profit however they want.

 

Moreover, if they reclassify students without disabilities or with slight disabilities as special needs, that means more money for them, too. Is anyone checking up on them to make sure they aren’t gaming the system? Heck no! That’s what being a charter school is all about – little transparency, little accountability and a promise of academic results (which don’t have to pan out either).

 

In the 2015-16 school year, Steel Valley paid the 19th highest amount of its budget to charter schools in the state (9%) and that number is growing.

 

According to the state Department of Education, here’s how our charter school spending has increased:

 

Steel Valley Per Student Charter School Tuition:

 

2000-01 – 2012-13

Non-Special Ed: $9,321

Special Ed: $16,903

 

2013-14

Non-Special Ed: $9,731

Special Ed: $16,803

 

2014-15

Non-special Ed: $10,340

Special Ed $20,112

 

2015-16

Non-Special Ed: $12,326

Special Ed: $25,634

 

2016-17

Non-Special Ed: $13,879

Special Ed: $29,441

 

2017-18

Non-Special Ed: $13,484

Special Ed: $25,601

 

2018-19

Non-special ed: $14,965

Special ed: $32,809

 

All of this has real world consequences in the classroom. It means fewer teachers and larger class sizes. It means narrowed curriculum and fewer extracurricular activities. It means reduced options and opportunities for all children – just so a new business can duplicate the services already being offered but skim tax dollars off the top.

 

Our State Senator Jim Brewster understands the problem.

 

“Charters are strangling school districts, eventually will put them out of business. When you lose your school district, you lose your city,” he said in an article published by Public Source.

 

Brewster is a Democrat from McKeesport with four school districts being likewise “cannibalized” by charter schools.

 

Steel Valley School Board President Jim Bulger also characterized the situation as dire.

 

“ Charter Schools have become a twisted profit-making machine and not what they were originally intended for,” he said.

 

 “Originally charter schools were meant to serve a demographic that the public schools could not. For example being heavy in the performing arts or items like that. It’s unfortunate that several people have decided to twist this decent idea into a profit-making scheme that bleeds public education and its very soul.”

 

Much of the problem is in Harrisburg where legislators refuse to see or address the issue. And that’s often the best situation. Others actively make things worse.

 

For instance, the state used to reimburse each district for 30% of its costs to charter schools. Then in 2011, Republican Gov. Tom Corbett cut that while slashing the education budget by an additional $1 billion a year.

 

Though some of that money has been restored in subsequent budgets, the charter reimbursement has not. Putting it back in the budget would go far to alleviating the bleeding.

 

But legislators need to get serious about charter school reform.

 

We can no longer afford a system that requires authentic public schools to fund their own competition. In fact, schools should never be in competition in the first place. Every school should be excellent – and the only way to get there is to start with adequate, equitable, sustainable funding in the first place.

 

There are seven charter schools within 5 miles of my district: Propel Homestead, Propel Braddock Hills, Environmental Charter School at Frick PA, Propel Hazelwood, Academy Charter School (in Pittsburgh), Propel Mckeesport, and Propel East (in Monroeville).

 

In addition, there are 55 private schools in the same area. Though the Commonwealth doesn’t have school vouchers, per se, it does have a backdoor version supported by both Democrats and Republicans. Many of these private and parochial schools gobble up $210 million of state tax dollars through these tax credit programs – the Educational Improvement Tax Credit (EITC) and Opportunity Scholarship Tax Credit (OSTC) programs. And there’s a bill currently being considered in Harrisburg to increase that amount by $100 million this year and even more in subsequent years!

 

It seems our legislature has no problem spending on the school system so long as it isn’t the PUBLIC school system.

 

And the reason usually given for such support is the results privatized schools get. They claim to be better alternatives to the public system, but this is rarely if ever true.

 

Test scores are a terrible way compare schools, but charter and voucher schools rarely – if ever – outpace their authentic public school competitors. They either get similar scores or in many cases do much, MUCH worse.

 

For instance, take Propel Homestead.

 

In 2015-16, it served 573 students in grades K-12. Only 22% of students were proficient in math and 40% in Reading on state tests. Both scores are below state average.

 

Meanwhile, at Steel Valley High School during the same time period, we served 486 students in grades 9-12. In math, 50-54% of our students were proficient and 65-69% were proficient in Reading. That’s above state average in both cases. And we had similar results at our middle and elementary schools.

 

However, test scores are poor indicators of success.

 

Steel Valley Schools also had lower class sizes. We averaged 12 students per teacher. Propel Homestead averaged 15 students per teacher.

 

And then we come to segregation. Though both schools had significant minority populations, Steel Valley Schools had 42% minority enrollment, most of whom are black. Propel Homestead had 96% minority enrollment, most of whom are black.

 

So the authentic public school option is demonstrably of better quality, but our inability to bus students to-and-from school opens us up to predatory school charlatans who take advantage of our poverty.

 

And the situation is similar in surrounding communities. Poor districts serving impoverished minority students become targets for privatizers looking to make a fast buck off of our kids and families. They offer them a lower quality education and a slick sales pitch.

 

They increase segregation, lower academic quality, and get away with much needed funds that could help kids get a better education.

 

This nonsense has to stop.

 

The only schools that should be receiving public tax dollars are the authentically public ones.

 

They should have to abide by the same regulation, the same accountability standards, the same democratic governance, the same enrollment standards as authentic public schools. Otherwise, they should not qualify for public tax dollars.

 

We’re boring holes in the ship to make rickety life boats.

 

It’s time to stop the madness.

 

It’s time to stop letting our best chance to help all kids get eaten alive by the sharks of privatization.

 


 

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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