Schools That Hinder Opt Outs Are Participating in Their Own Demise

thumbnail_1511359_10203413055118040_897780773_n

You can’t be a public school and still ignore the will of the people.

 

That’s the problem at too many districts across the country where narrow-minded administrators are waging an all out war on parents opting their children out of standardized testing.

 

The federal government still requires all states to give high stakes tests to public school students in grades 3-8 and once in high school. So states require their districts to give the tests – despite increasing criticism over the assessments’ validity, age appropriateness, racial and economic bias and the very manner in which the scores are used to justify narrowing the curriculum, school privatization, funding cuts, teacher firings and closing buildings serving the most underprivileged children.

 

In response, parents from coast to coast continue to fight the havoc being forced upon their communities by refusing the tests for their children.

 

Yet instead of welcoming this rush of familial interest, at some schools we find principals, superintendents and every level of functionary in between doing whatever they can to impede parental will.

 

Most administrators don’t actually go so far as out right refusal of a parent’s demand to opt out their children.

 

That’s especially true in states where the right to opt out is codified in the law.

 

Three states – California, Utah, and Wisconsin – have enacted legislation permitting parents to opt their children out of standardized tests. However, at least five others, including my home of Pennsylvania, have laws respecting parents’ opt-out wishes for certain reasons. In others states there may not be specific legislation permitting it, but none have laws forbidding it either. At worst, test refusal is an act of civil disobedience like tearing down a confederate monument or freedom rides.

 

In Pennsylvania, the school code specifies that parents can refuse the test for their children for “religious reasons.” Those reasons and the religion in question never need be named. Citing “religious reasons” is rationale enough.

 

Consider:

 

“PA School Code Chapter 4.4(d):

 

(4)  …If upon inspection of a State assessment parents or guardians find the assessment to be in conflict with their religious belief and wish their students to be excused from the assessment, the right of the parents or guardians will not be denied upon written request that states the objection to the applicable school district superintendent, charter school chief executive officer or AVTS director.”

 

So when a parent provides just such an objection, it’s there in black and white that administrators must comply with that request.

 

However, some administrators are trying to game the system. When the other students are taking the state standardized test, the opt out students are rounded up and forced instead to take a district created assessment that just so happens to look almost exactly like the test their parents explicitly asked they not be subjected to.

 

So in my state, some parents have opted their children out of the Pennsylvania System of School Assessment (PSSA) or Keystone Exams, but administrators are requiring them instead to take an assessment they cobbled together themselves that closely resembles the PSSA and/or Keystone Exam.

 

They take a little bit from the PSSA, a bit from the Partnership for Assessment of Reading Readiness for College and Careers (PARRC) test, a question or two from the Scholastic Assessment Test (SAT) and voila! A brand new Frankenstein’s monster of standardized assessment.

 

But that’s not all. Some districts go one step further. They tie the results of this bogus “district” assessment with class placement. The results of the faux test are used to determine whether students are placed in the remedial, academic or the honors class in a given subject (English Language Arts, Math or Science) in the next grade.

 

Does that violate the law? Parents did not want their children to be assessed with a standardized test, and that’s exactly what the school did anyway. The only difference is the name of the standardized test they used.

 

I am not a lawyer, but I’ve contacted several. The answer I’ve gotten is that this may not be technically illegal, but it does at least violate the spirit of the law.

 

Districts are given a certain latitude to determine their own curriculum and assessments. This kind of runaround is ugly, petty and possibly just on the line of legality.

 

But our administrators are not done. Not only are they requiring such students to take a cobbled together standardized assessment, when children are done, they are forced to do hours of test prep for the state assessment that their parents refused for them.

 

Imagine opting out of the PSSA and then being forced to spend that time preparing for that very test. Imagine refusing to allow your children to take the Keystone Exam but then having them forced to prepare for it instead.

 

Petty, small-minded, punitive and – in this case – possibly illegal.

 

The school code is specifically against this. From the same section (4.4):

 

“(d) School entities shall adopt policies to assure that parents or guardians have the following:

 

(3) …The right to have their children excused from specific instruction that conflicts with their religious beliefs, upon receipt by the school entity of a written request from the parent or guardians.”

 

Again, I am not a lawyer, but it seems pretty clear that this, at least, is a violation of the law.

 

They can request their children not be given specific instruction – in this case test prep. Yet that’s exactly what administrators are doing anyway.

 

So what are opt out parents to do? Should they lawyer up?

 

Possibly. Though no one likes to have to take their own school to court. Any monetary damages thus recovered come from the collective pot that should go to help all students learn. It’s unfortunate that some administrators play so freely with taxpayer dollars when it would be a simple matter to safeguard them AND respect parental rights.

 

A better course of action may be for opt out parents in such situations to seek redress directly from the school board.

 

School directors are elected officials, after all. They may not be appraised of the actions of the administrators in their employ.

 

And that is really where the buck stops. If school directors don’t approve of this sort of chicanery, they can easily put a stop to it.

 

These are public schools. They are supposed to be run by the public. Our democracy is supposed to be what defines us. We are run by the people, for the people.

 

We’re not some charter school where school directors are appointed to their positions, hold their meetings in private and rarely if ever have to account for their decisions.

 

It’s shocking that in an age when public schools are often set against privatized ones that we’d allow such foolishness.

 

We need to set ourselves apart. Instead of denying parental requests, we should go out of our way to accommodate them.

 

Parents could, after all, remove their children and try their luck elsewhere.

 

At charter schools, they would probably get an even worse welcome. After all, most such schools pride themselves on their test scores and test prep curriculum having kicked out any students who don’t score well.

 

However, parents of means could enroll their children in private or parochial schools that are not required by law to even take these high stakes tests.

 

I’m not recommending that course of action. These schools are expensive, restrictive, insular and extremely racially and economically segregated.

 

But how short sighted must public school administrators be if they play these sorts of games with parents and children in just such an environment?

 

Any public school leader who wars against opt outs is participating in their own schools demise.

 

This is doubly so at schools serving high poverty populations.

 

Children of the poor and minorities historically get lower test scores than those from wealthier families. These tests are used to justify budget cuts and firing school staff – including these administrators.

 

Opting out of testing is one way to deny this data to the state so that they can’t use it against the school.

 

Certainly having high numbers of students opting out can, itself, become an excuse for punitive action from the state. But nowhere in the country has it ever actually happened.

 

State legislatures, too, are run by majority rule. The same with the federal government.

 

Our lawmakers have no authority to tell voters they can’t opt their children out of testing. It is the voters who are the boss.

 

We’d all best remember that.


 

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!

book-3

Diane Ravitch’s New Book is a Fun and Breezy Romp Through the Maze of School Policy

57062111_2099696250096151_5079705568130629632_n

Imagine you could talk with Diane Ravitch for 10 to 15 minutes everyday.

 
That’s kind of what reading her new book, “The Wisdom and the Witt of Diane Ravitch”, is like.

 
You’ve probably heard of Ravitch before.

 

She’s the kindly grandmother you see on the news who used to think standardized tests and school privatization were the way to go but actually had the courage to pull an about face.

 

She’s that rare thing in public policy – a person with the honesty to admit when she was wrong — and even lead the resistance to everything she used to believe in!

 

Now she champions teacher autonomy, fair and equitable school funding and authentic public schools with duly-elected school boards.

 

Her new book is full of shorter pieces by the education historian from all over the mass media – The Wall Street Journal, The New York Times, Huffington Post and even her own blog.

 
You’ll find an article explaining why she changed her mind about school reform nestled next to a reflection on what it’s like to grow up Jewish in Texas. Here’s a succinct take down of President Obama’s Race to the Top next to an article extolling the virtues of student activism in Providence. Ever wonder what Ravitch would say to her mentor Lamar Alexander about our current Education Secretary Betsy DeVos? It’s in there. Ever wonder what books on education she would recommend? It’s in there.

 
This new book from Garn Press is more personal than anything I’ve seen from Ravitch on the shelves before. And that’s because it’s not part of a sustained argument like “The Life and Death of the Great American School System,” or “Reign or Error.” It’s a collection of vignettes taken from the last decade of her writing. These are flashes of inspiration, snippets of thoughts, bursts of criticism and humor.

 
They’re perfect for perusing and really quite addictive.

 
I found myself jumping from an article in the first 20 pages to one at the end to another in the middle. There’s no reason any of it needs to be read chronologically though they are organized in the order of publication.

 
It’s really a lot like talking to Diane, something that I’ve had the privilege to do on a few occasions. Like any conversation, topics come up organically and you go from one to another without rhyme or reason.

 

 

At least that’s how I read the book.

 
It would be perfect in your school’s teachers lounge. Educators could pick it up at lunch or during their planning periods and use it as a springboard to talk about almost any issue that comes up during the day.

 
Well, it would be perfect if we ever actually had that kind of time.

 
I found myself repeatedly interrupted when trying to read it. But that’s actually not a problem. Given the brevity of the articles and their impressive concision, it doesn’t matter if you have to put a bookmark in the middle of a chapter here or there. It’s easy to pick up the thread and continue later.

 
There are so many highlights, but one of my favorites is “Don’t Like Betsy DeVos? Blame the Democrats” where she writes:

 

 

“I contend that it is immoral, unjust, and inequitable to advocate for policies that hurt 95% of students so that 5% can go to a private school. It is even more unjust to destabilize an entire school district by introducing a welter of confusing choices, including schools that open and close like day lilies. Why don’t the advocates of school choice also advocate for funding to replace the money removed from the public schools?”

 
Or how about “Flunking Arne Duncan”? I must admit, the title alone made my heart give a little cheer. Ravitch gives the former Education Secretary the following report card which deserves to be blown up to poster size and displayed in every classroom in the country:

 

 

“Report Card: Arne Duncan
Fidelity to the Constitution                                       F
Doing what’s right for children                               F
Doing what’s right for public education                F
Respecting the limits of federalism                        F
Doing what’s right for teachers                               F
Doing what’s right for education                            F”

 
As a public school teacher, I must admit getting an inordinate amount of pleasure from Ravitch’s criticism of the fools and frauds writing school policy. But she has a lot to say on so many subjects – standardized testing, Common Core, even the basic greed underlying the whole political mess.

 
Consider this gem from “What Powerful and Greedy Elites are Hiding When They Scapegoat the Schools”:

 

 

“I have nothing against the wealthy. I don’t care that some people have more worldly goods than others. I understand that life’s not fair. I just harbor this feeling that a person ought to be able to get by on $100 million or so and not keep piling up riches while so many others don’t know how they will feed their children tonight.”

 
I could offer a dozen more quotes from the book. My copy looks like a rainbow with all the different colored highlights I’ve made through its 451 pages.

 
So if you want my advice, go out and buy “The Wisdom and Wit of Diane Ravitch.” It’s a fun and breezy romp through the maze of school policy.

 
Just keep a good supply of highlighters and bookmarks handy.


 

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!

thumbnail_IMG_8249

Sell Your Soul to the Testocracy: Kamala Harris’s Faustian Teacher Raises

Screen Shot 2019-03-27 at 7.03.07 PM

 
I love the idea of Kamala Harris’ plan to give teachers a pay raise.
 

But once we get past ideas, it’s way more troubling.

 

The California Senator and Democratic Presidential hopeful is proposing a $13,500 pay increase for the average teacher, with the exact number based on the size of each state’s pay gap.
 

That’s $315 billion more over a decade through federal matching funds, which amounts to a 23 percent salary increase for most educators.

 

Yes, please!

 
I could certainly use a raise.
 

But as Joe Moore said, “You can’t trust a promise someone makes while they’re drunk, in love, hungry, or running for office.”

 
And Harris IS running for office.

 

With this policy she’s wooing the national teachers unions and filling the neoliberal seat left by Hillary Clinton in 2016.

 
I love my union, but its leadership is like a college kid during spring break – ready to jump into bed with anyone who says the right words.
 

The fact of the matter is this plan also is favored by the people out to destroy my profession from the inside out.
 

Arne Duncan likes it.
 

Yes, THAT Arne Duncan!

 
Obama’s first Education Secretary. The guy who thought Hurricane Katrina was the best thing to happen to New Orleans because it allowed the government to close the public schools and replace them with charter schools.

The man who held federal grant money hostage unless schools enacted his unproven and disastrous corporate driven education reforms.
 

 
The man who encouraged pushing out teachers of color who had four year education degrees in favor of mostly white Teach for America temps with a few weeks crash course training.
 

 
The man who encouraged a rapid increase in high stakes standardized testing, narrowed curriculum, let class sizes balloon and decreased authentic lessons.

 
THAT Arne Duncan wrote this about Harris’ plan on Twitter:
 

 

“Radical idea: pay the professionals we entrust to teach, nurture and mentor our children a better salary!”

 

 

 

Screen Shot 2019-03-27 at 7.53.10 PM

 
How to reconcile the two?

 

 
I draw your attention to what he said on a recent book tour:

 

 

 

“If we were willing to invest in high-quality early childhood education, if we’re willing to pay great teachers and great principals significantly more, the benefits to our society, the benefits to our economy, the benefits to our democracy I think would be extraordinary…

[But] Money is never enough. So you’ll never hear me say, it’s only about money. For me it’s always about your high expectations as well as high support. And we have to hold ourselves accountable for great results. When schools aren’t working, we have to be willing to challenge the status quo. So investment is part of it, but high expectations have to go with that, and we have to hold ourselves accountable as educators for results, absolutely.”

 

 
So for Duncan this plan is entirely consistent with corporate education reform.
 

 
In fact, it makes sense as a continuation of those policies.

 

 

When privatization cheerleaders like Duncan talk about “high quality teachers” and “accountability” what they really mean are strings attached.

 

 

In this case, they probably mean merit pay – giving bonuses to teachers whose students get high test scores.

 

 

It’s a terrible idea because it encourages bad behavior from teachers, administrators and districts, which in turn hurts kids.

 

 
Having all your teachers fight over the rich white kids who get the highest test scores doesn’t help the struggling students. It just means fewer educators will want to teach the underprivileged because they can’t take the financial hit that comes with it.
 

 
The result is test prep all day, every day.

 

 
I want a raise, but not if it means I have to bastardize my own profession down to that!
 

 
And it’s not just Duncan who loves this idea.

 

 

Catherine Brown, a senior fellow at the Center for American Progress (CAP), actually helped Harris write this proposal.

 

 

“It could be transformative in terms of how we think about elevating and modernizing the teaching profession and the federal role in doing so,” Brown said.

 

 

CAP is a neoliberal think tank that worked closely with the Obama and Clinton administrations. And Brown is also the co-author of “The Progressive Case for Charter Schools”.
 

 
Any plan to raise teacher salary that is consistent with increased privatization is inherently suspect.
 

 
You can’t champion authentic public schools and public school teachers while also pushing for more institutions run without the same transparency, democratic government, and enrollment standards. If you think schools should be able to cherrypick which students to accept, they should be run by appointed bureaucrats, and it’s fine to cut student services while pocketing the profits, you aren’t a friend of public education.

 

 

In an article she co-wrote published by CAP called “Fact Sheet: Yes, Increase the Salaries of All Teachers,” she made it clear that merit pay is a good idea.

 

 

She wrote:

 

 

“…there is still debate surrounding whether all teachers need a raise, or if it is enough to make changes for a select group of teachers through differentiated or merit-based pay. While differentiated and merit-based pay can help alleviate some specific teacher shortages, such as those in subjects or schools that are high-needs, they are not a substitute for higher base pay.”

 

 

Ultimately, Brown comes out in favor of an across the board salary increase for teachers, but in her view merit pay is part of that solution.

 

 
This is a backdoor for the same snake oil the privatizaters have been selling for years.

 

 

As education blogger Peter Greene points out, the language used in Harris’ proposal is right from the neoliberal playbook. It is full of the same euphemisms and code words that have signaled school privatization, high stakes testing and merit pay.
 

 
Consider this gem:

 

 

“Every child deserves a world-class education, regardless of their ZIP code. Of all in-school factors that impact their success, there’s nothing more important than our teachers.”

 

 
“World class education” and  “regardless of ZIP code” mean charter schools galore. And the only “success” these folks are interested in is high test scores.
 

 

Or this:
 

 

“Our plan will include a multi-billion dollar investment in programs that help elevate the teaching profession and support principals and other school leaders. This includes high-quality teacher and principal residencies early-career induction programs that pair new teachers with mentors and master teachers, career ladder models that allow for advancement opportunities for teacher leaders, and “Grow Your Own” programs that help increase teacher diversity.”

 

 

Greene says that the term “Career ladders” is a red flag because it usually denotes career stagnation. It’s code for adding more duties and responsibilities on teachers without actually furthering their careers.

 

 

If I’m honest, these are all red flags.
 

 

As much as I want a raise, I’m doubtful Harris’ plan would actually accomplish much other than selling my soul to the testocracy.
 

 
Ultimately that’s what this is – a Faustian bargain.

 

 
We need to invest in greater per pupil spending and let that translate into higher teacher salaries.

 

 
We need equitable and sustainable funding formulas that aren’t tied to testing or that don’t open the door for privatization.

 

 

 
And most of all, we need an understanding of the real challenges in education and not a piece of parchment where teachers are supposed to sign in blood.

 


 

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!

book-1

School Accountability Begins With the People Who Make the Rules: A Code of Conduct for Politicians and Test Makers

thumbnail_Screen Shot 2019-03-18 at 1.17.54 PM

 

Standardized testing is all about accountability.
 

We’ve got to keep schools accountable for teaching.
 

We’ve got to keep students accountable for learning.

 
It’s kind of a crazy idea when you stop to think about it – as if teachers wouldn’t teach and students wouldn’t learn unless someone was standing over them with a big stick. As if adults got into teaching because they didn’t want to educate kids or children went to school because they had no natural curiosity at all.
 

So we’ve got to threaten them into getting in linestudents, teachers: march!

 
But that’s not even the strangest part. It’s this idea that that is where accountability stops.

 
No one has to keep the state or federal government accountable for providing the proper resources.

 
No one has to keep the testing companies accountable for creating fair and accurate assessments.

 
It’s just teachers and students.
 

So I thought I’d fix that with a “Code of Conduct for Politicians and Test Makers.”

 
After all, that’s what we do when we want to ensure someone is being responsible – we remind them of their responsibilities.
 

You see, the state and federal government are very concerned about cheating.

 
Not the kind of cheating where the super rich pay off lawmakers to rig an accountability system against the poor and minorities. No. Just the kind of cheating where teachers or students try to untie their hands from behind their backs.

 
They’re very concerned about THAT.

 
When you threaten to take away a school’s funding and fire teachers based on test scores, you tend to create an environment that encourages rampant fraud and abuse.

 
So the government requires its public servants to take on-line courses in the ethics of giving standardized tests. We have to sit through canned demonstrations of what we’re allowed to do and what we aren’t allowed to do. And when it’s all over, we have to take a test certifying that we understand.
 

Then after we proctor an exam, we have to sign a statement swearing that we’re abiding by these rules to ensure “test security.”
 

This year, for the first time, I’m supposed to put my initials on the answer sheets of all of my students’ Pennsylvania System of School Assessment (PSSA) tests to prove….  I don’t know. That I was there and if anything went wrong, it’s my fault. Burn the witch. That sort of thing.

 
Even our students have to demonstrate that they’re abiding by the rules. Children as young as five have to mark a bubble on their test signifying that they’ve read and understood the Code of Conduct for Test Takers.
 

I still don’t understand how that’s Constitutional.

 
Forcing children to sign a legal document without representation or even without their parents or guardians present – it sure looks like a violation of their civil rights.
 

But that’s what accountability looks like when you only require certain people to be accountable.

 
So back to my crazy idea.
 

Perhaps the corporate flunkies actually designing and profiting off these tests should be held accountable, too. So should lawmakers requiring all this junk.
 

Maybe they should have to sign a “Code of Conduct for Politicians and Test Makers” modeled after the one the rest of us peons have to use to sign our lives away.
 

Here’s how it might look:

 

CODE OF CONDUCT FOR POLITICIANS AND TEST MAKERS:

 

Do…

 

 

-Listen to the complaints, concerns and criticisms of parents, teachers and students about the questions and assessments you’re creating.

 
Ask advice from education researchers and all stakeholders to ensure the questions you’re designing are backed up by psychological, neurological, sociological and all associated research on child development.

 
-Read each question you create carefully to ensure it is not simply multiple choice and instead assesses deeper understanding of concepts and skills. Also be sure that all open ended items and writing prompts allow for a multitude of answers and don’t simply ask the test taker to guess what the test maker is thinking.

-Be careful when writing your questions to make sure you have NOT left misspellings or grammatical mistakes in place that would unnecessarily increase confusion for test takers and thereby invalidate the results.

 
Check and double check to make sure you have created a fair and accurate assessment before giving it to students to evaluate their learning.

 
-Report any suspected cheating to a certified watchdog group and the media if you find any evidence or have any suspicion that anyone has created test items purely to enrich the corporation you work for or the privatization-testing-prison industrial complex.

 
-If you’re a lawmaker who’s voted for annual testing, take the assessment annually yourself to prove that it is an adequate test of basic student knowledge of which as a duly elected representative you should clearly pass. Publish your score prominently in the media to prove the test’s efficacy.
 

DO NOT…

 

 

-Have notes in your possession from special interests such as (but not limited to) the testing corporations, the publishing industry and/or the ed tech industry before, during or after voting for legislation that promotes the very same standardized testing and testing remediation on which these industries profit.
 

-Have any (approved or otherwise) electronic devises that tabulate previous test questions and prescribe reusing those that have resulted in answer curves consistent with previous tests thereby continuing the trend of selecting against students of color, the poor and other groups and/or subgroups.

 
-Share inside information about the test or previous test questions with anyone that you do not also make freely available to the public. It is not your job to create a remediation market and/or cash in on the testing apparatus you are creating.
 

-Dissuade students from talking with others about  questions after the test. They are human beings with rights. It is perfectly natural for them to talk and harmless for them to do so after a testing session is over.

 

 
-Take notes on individuals criticizing or opting out of testing with the purpose of punishing them for their dissent. This is a democratic process and you will welcome discussion, criticism and dissent.
 
-Use the bubbles in the answer booklet for anything at all. In fact, throw them away. It’s 2019. Surely we can find a better way to assess children than multiple choice questions answered by filling in bubbles on a sheet of paper with a number 2 pencil!

 
Conduct an online testing session unless you are 100% positive that the information input by the students and collected about the students is secure, will be secure and cannot be shared with advertisers, corporations or any other entity, and only with a certainty that this data will not be put in any database in a manner that could identify individual test takers or otherwise violate privacy laws.
 
-In fact, you know what? Don’t use standardized tests at all to assess student learning – especially not connected to high stakes. Instead rely on classroom grades and teacher observations for student assessment. Use indexes and audits of school resources to determine whether they are doing their best to teach students and whether lawmakers have done enough to ensure they are receiving fair and equitable resources.
 

 

What do you think? Would any of them sign off on this?

 


 

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!

book-2

Who’s Afraid of Public Schools?

Screen Shot 2019-03-15 at 7.51.00 PM

 

Public schools are the bogeymen of American life.

 
We so often hear the bedtime story of “Failing Schools” that it’s no wonder some folks will do anything to ensure their kids get in elsewhere.

 
And let’s be honest. It’s the same impulse behind the latest college admissions cheating scandal.

 
A group of wealthy – though not too wealthy – parents thought their children should be able to enroll in the most prestigious schools.

 
So they bribed college admissions officers, cheated on standardized tests or paid coaches or other officials to accept their children as college athletes even if their kids had never played the sport.

 
We see the same kind of thing everyday in public schools – a confederacy of white parents terrified that their kids might have to go to class with black kids. So they dip into their stock portfolios to pay for enrollment at a private or parochial school.

 
Or they take advantage of a tax scholarship or school voucher to avoid an institution with low test scores by enrolling in one where students don’t have to take the tests at all.

 
Or they cross their fingers and enter their kid in a lottery to a charter school praying their precious progeny will escape the horrors of being treated just like everyone else’s kids.

 
And they call it a meritocracy!

 
What a joke!

 
They pretend that their children have earned special treatment.

 
WRONG.

 
No child deserves favoritism – paradoxically –  because all children do!

 
There are really two important but related points here:

 
1)  The children of the privileged don’t deserve a better education than anyone else’s.

 

2)  Children who come from wealthy families (and or from privileged social circumstances) don’t do anything to distinguish themselves from the underprivileged.

 
But these nouveau riche parents tried to bribe the way forward for their kids anyway even though to do so they had to launder the money through a fake “charity.” They didn’t care that doing so would earn them a tax deduction and thus result in even less money for the underprivileged. They didn’t care about the underlying inequalities in the system. No. They only wanted their children to remain in the class of America’s chosen few.

 
And the best way to do that is with cold, hard cash.

 
America doesn’t run on Dunkin. It runs on greenbacks. Dinero. Swag. Bling. The prosperity doctrine made physical, quantifiable and mean.

 
No one really denies that there are two Americas anymore. We just lie to ourselves about how you get placed in one or the other.

 
And that lie is called excellence, quality, worth – the ultimate in class war gaslighting.

 
It’s a deception that this scandal has shattered to pieces.

 
The privileged don’t earn their privilege. It’s not something they possess on the basis of intelligence or hard work shown through test scores. They don’t have it because of drive, determination or grit – once again shown through test scores. They have it based on wealth – the kind of wealth that buys time and resources to either pass the tests or bribe the gatekeepers to change the scores.

 
Think about it.

 
George W. Bush got into Yale and Harvard and graduated with a 2.35 GPA. Why? Not because he had the grades and demonstrated his worth. He was a legacy. Like at least one third of all admissions to Ivy League schools, he got in purely because he had family who graduated from there.

 
You think Donald Trump threatened the College Board not to release his grades because they were all A’s!?

 
According to one account, his scores were merely “respectable.” Yet he still dropped out of the prestigious Fordham University and transferred to the University of Pennsylvania after two years based on family connections and the reputation of his father, Fred Trump, one of the wealthiest businessmen in New York at the time.

 
Moreover, his kids, Don Jr. and Ivanka, were both enrolled at Penn around the same time as their father made hefty contributions. They began classes in 1996 and 2000, respectively, just as the university and its private Manhattan clubhouse received more than $1.4 million in pledged donations from Trump, the school newspaper reported.

 

This is not merit. This has nothing to do with what these people deserve. It is money – a pure transaction, you scratch my back and I’ll scratch yours.

 
The only thing that separates what the Trumps and the Bushes did with this latest scandal – the so-called Operation Varsity Blues – is the amount of wealth involved.
If you’re super rich, you can get away with it. If you’re just rich, you’d better not get caught.

 
And if you’re poor or middle class, you’d better stay in your lane.

 
But there shouldn’t be any lanes on this highway. Or at least they should only be in place to maximize fairness and student success.

 
We sneer at the idea of Affirmative Action but only because it’s directed at people of color. No one says anything about the real Affirmative Action that’s been in place since before our country even began – the system of reciprocity and privilege keeping wealthy white families in positions of power like Lords and Ladies while the rest of us serfs scramble for their leavings.

 
All children deserve the same opportunities to succeed. All children deserve the chance to get an excellent education. All children should attend a first class school filled with highly educated and experienced teachers who can draw on plenty of resources, wide curriculum, tutoring, counseling and support.

 
And the only way we’ll ever achieve that is through a robust system of public schools.

 
I’m not saying they’re perfect. In many neighborhoods, they’ve been sabotaged and surgically dismantled, but that’s a problem with an easy solution. Invest in public schools!

 
Because the stated purpose of public education, the reason it exists at all, is equity.
The alternatives – private and charter schools – are essentially unequal.  That’s their raison d’êtreto create a market that justifies their existence.

 
In order for charter and private schools to be a thing, there must be schools that don’t otherwise meet students’ needs. There must be an unreasonable demand that schools indoctrinate students into parents’ religious beliefs. There must be schools that aren’t as well funded or that have to meet ridiculous federal and state mandates.

 
The result is a two-tiered system. Schools for the haves and for the have-nots.
It’s an apparatus that perverts the public to make room for the private.

 
In the public system, students are segregated into communities based on race and class and then their community schools are funded based on what their parents can afford. The rich shower their children with the best of everything. The poor do what they can.

 
Then the federal government pretends to hold everyone “accountable” by forcing students to take standardized tests that merely recreate the economic and racial disparities already present in their districts and neighborhoods. In turn, this provides the justification for charter and voucher schools that further erode public school budgets and increases the downward spiral of disinvestment.

 

 

Meanwhile, few notice how the equity built into authentic public schools gets left behind by those enrolling in privatized alternatives. No more open meetings. No more elected school boards. No more public comment or even a voice in how the money is spent.
 

So long as there are two Americas, the fear of being in the wrong one will motivate the privileged to cheat and steal their way to the top. They will horde resources and wealth for themselves and their children while denying it to others.

 
It is a self-perpetuating system – a loop that we’re all caught in.
We must break the chain. We must recognize our common humanity and stop the zero sum game.

 
And perhaps the best way to begin is by supporting authentic public schools and not privatization.

 
We have been taught to fear public education, because it is really our only hope.

 


 

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!

book-4

Betsy DeVos’s Right Wing School Indoctrination Program

Betsy DeVos

 
What do you do when thinking people reject your political ideology?

 
You get rid of thinking people.

 
That’s Betsy DeVos’ plan to rejuvenate and renew the Republican Party.

 
The billionaire heiress who bought her position as Donald Trump’s Education Secretary plans to spend $5 billion of your tax dollars on private, religious and parochial schools.

 
This would be federal tax credits to fund scholarships to private and religious institutions – school vouchers in all but name.

 

 

It’s a federal child indoctrination program to ensure that the next generation has an increasing number of voters who think science is a lie, white supremacy is heritage and the Bible is history – you know, people just gullible enough to believe a reality show TV star who regularly cheats on his many wives with porn stars is God’s chosen representative on Earth. A measure to make child kidnapping, imprisonment and wrongful death seem like a measured response to backward immigration policy. A measure to make collusion and fraternization with the world’s worst dictators and strongmen seem like global pragmatism.

 
To make matters even more galling, consider the timing of DeVos’ proposal.

 

 

In the beginning of February, Donald Trump Jr. criticized “loser teachers” who he said were indoctrinating school children into – gasp – socialism.

 
At the end of that same month, DeVos proposed funding Christian madrasas from sea-to-shinning-sea.

 
Apparently indoctrination is just fine for conservatives so long as it’s the right kind of indoctrination.

 
But even beyond the blatant hypocrisy, this betrays a fundamental misunderstanding of the differences between public and private schools.

 
Florida’s GOP Governor Ron DeSantis tweeted that if a school receives public funding – whether it be a charter or voucher institution – it is a public school.

 
To which DeVos tweeted her glowing approval.

 
This makes a few things strikingly clear: either (1) these folks have no idea what happens at authentic public schools or (2) they’re pretending not to know so as to further their political and financial ambitions.

 
Authentic public schools do not indoctrinate children into socialism or any other ideology.

 
They’ll teach what socialism is and how it has functioned historically without commenting on its merits or deficiencies. It’s up to individual students to decide whether it’s a good thing or not.

 
Public schools are supposed to be ideologically neutral.

 
At most, they teach children how to think. They teach media literacy, skepticism and critical thinking skills.

 

 

If that leads kids away from Republican orthodoxy, it’s not the fault of the teacher or the child. It’s a problem with your orthodoxy.

 
You can’t proclaim the benefits of a marketplace of ideas and then decry that too many ideas are on display.

 
Nor can you conflate the way a school is funded with what that school actually does and how it teaches.

 
There is a world of difference between authentic public schools and their market based alternatives – especially the parochial and religious variety.

 
It’s the difference between telling students the answer and getting them to think about the answer. It’s the difference between total certainty and doubt, between trite truths and useful skills that can help you arrive at deeper truths.

 
When you ask children to think, you never know what conclusions they’ll draw. When you tell children what to think, you know exactly what conclusions you want them to hold.

 

 

Authentic public schools do not indoctrinate. Conservatives graduate from these hallowed halls the same as liberals, moderates and the politically checked out. The difference is that in a world where facts are prized and logic is exercised, conservatism becomes less appealing.

 

 

I’m not saying liberalism or progressivism is guaranteed, but they are certainly more fact-based world views than their opposites.

 
The same cannot be said of the kinds of institutions DeVos wants to bankroll.

 
They educate kids behind closed doors with little to no transparency for the public about how their money is being spent. But word seeps out of the cracks in the system.

 
We’ve seen the textbooks they use to teach. Their graduates have returned to the public square to tell us about the instruction they received.

 
The American Christian Education (ACE) group provides fundamentalist school curriculum to thousands of religious schools throughout the country. Included in this curriculum is the A Beka Book and Bob Jones University Press textbooks. A Beka publishers, in particular, reported that about 9,000 schools nationwide purchase their textbooks.

 

 

In their pages you’ll find glowing descriptions of the Ku Klux Klan, how the massacre of Native Americans saved many souls, African slaves had really good lives, homosexuals are no better than rapists and child molesters, and progressive attempts at equal rights such as Brown vs. Board of Education were illegal and misguided. You know – all the greatest Trump campaign hits!

 
We should not be funding the spread of such ignorance.

 

 

Frankly, DeVos’ ambitions have little chance of coming to fruition.

 
Two years ago, when Republicans controlled both houses of Congress, she wanted to spend $20 billion on the same nonsense. Her party refused to back her.

 
Now with Democrats in control of the House, it seems even more unlikely that her plan will pass.

 
But sadly smaller scale versions of it have been allowed by state legislatures throughout the country – often with full support from Democrats.

 
My own state of Pennsylvania spends $125 million in taxpayer dollars on the Educational Improvement Tax Credit (EITC) and Opportunity Scholarship Tax Credit (OSTC) programs to send children to private/religious schools. And every year legislators ask for more.

 

 

Why any Democrat would support conservative indoctrination programs is beyond me.

 
And this is true even though indoctrination is sometimes unavoidable.

 
To a limited degree, it may even be desirable. You might even say it’s a normal part of growing up.

 

 

Even the most fair-minded parents often want their children to hold at least some of the same values as they do. They want to be able to relate to their kids and view them as a continuation of the kinds of lives they lived.

 
But what’s okay for parents is not okay for governments.

 
If Mom and Dad want their kids to have a Biblical education, they should pay for it. The burden should not be shouldered by society since it’s not in society’s interest.

 
Governments have no right taking public money and using it to prop up private interests. And that’s exactly what this is.

 
It is political and religious interest. It is a way to circumvent skepticism and free thought.

 
It’s a way to ensure that in a time where information flows freely and dogmas crumble, people like Donald Trump continue to be elected.

 


 

Still can’t get enough Gadfly? 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!

book-2

I Used to be a Reporter. Now I’m a Teacher. I’ve Become What I Used to Observe

thumbnail_Screen Shot 2019-02-28 at 12.04.59 PM

A long time ago, in a newsroom far, far away; your humble narrator was a respected journalist.

Today I am a beloved school teacher in a suburban middle school.

Okay. That may be laying it on a bit thick.

Like any human being whose job it is to get children to do their best and learn something, I’m beloved by some and beloathed by others. And if I’m honest, when I was a reporter, I was never all that respected. But I did win several state journalism awards.

The point I’m trying to make is that like a caterpillar into a butterfly or a tadpole into a frog, I made a startling transformation in career paths that flies somewhat in the face of popular wisdom.

F. Scott Fitzgerald wrote, “There are no second acts in American Lives.” Well, I’m on my third or fourth act and nowhere near ready for the curtain to come down yet.

It’s shocking how far I’ve come, though there’s a surprising amount of overlap between my two professions. In fact, the biggest difference is one of orientation.

I used to get up at 4 a.m., weave into the newsroom and type away for a few hours about the previous night’s school board or city council meeting before my deadline came down, the presses rolled and the morning edition went on sale.

Now I get up at 5 a.m., hobble into the classroom and go to meetings, grade papers or otherwise get ready for a 7-hour invasion by 12- and 13-year-olds, followed by more meetings and papers and planning.

I used to go into the classroom to interview teachers and students about special lessons, state and federal programs or standardized tests.

Now I’m in the classroom questioning myself about my students and what works best to help them learn, trying to navigate the state and federal programs so they get the best return and bang my head against the wall about the constant standardized tests.

I used to independently bebop all over my coverage area, asking questions, doing research, discovering things that many people would rather remain secret.

Now I independently plan my lessons, ask my students questions, do research on best practices and discover things about my children and their lives that many people would rather remain secret.

You’ve heard the old chestnut about education being a career for those unable to act. I’m living proof that it’s a lie.

As a journalist, I reported on. As a teacher, I do.

In my former job, I told. In my current one I show.

Perhaps that’s why I now find it so strange that many of my former colleagues have gone into public relations, communications or have become policy analysts.

I’m not surprised. I can’t say I didn’t know that that door was always open. But it’s peculiar.

In the newsroom, we all heard the stories about grizzled newspapermen and women with shelves stuffed full of awards and prized Rolodexes bursting with hard-earned sources who gave it all up for a 9-5 desk job writing the very press releases we disdained.

We all had friends who were making bank managing people like us and trying to get us to write what the company wanted or spin the story in the direction the advertisers liked.

There is no scorn, no disgust, no derision to match that of a journalist for a corporate sellout, and that’s because in our hearts we all secretly wondered if it wasn’t the better deal.

Every good reporter – like every good teacher – is a radical at heart.

You don’t get into either field to support the status quo. You want to rock the boat. You want to shake things up. You want to change the world for the better – all from the comfort of your swivel chair behind your computer screen or from the well worn tread of your classroom carpet.

Journalists live for the scoop, the big story, the article that shouts off the front page above the fold and which has everyone talking. Teachers live for the student epiphany, the moment the light comes on behind a child’s eyes, the transformation from ignorance to knowledge and – dare I say – wisdom.

But being a press agent or policy hack has none of that splendor.

You have to give it up – all for the right to have a chance at a life.

I loved being a reporter. It was one of the best things I’ve ever done. I got to do things, see things, talk to people, be there for things that I never would have been able to access otherwise. But I could barely pay my bills.

I was dirt poor in the newsroom. We all were.

We worked 50-60 hours a week, had no time for a second job, no time for a social life, no time for a family or kids, and we wanted more.

So I understand the allure of the steady paycheck and becoming a housebroken professional communicator of someone else’s message.

But being a teacher is different.

You still don’t get paid much. You still work long hours – though maybe not quite as long. But you can get that second job – often in the school, itself, tutoring students or in a summer or after school program.

And you get union protections that I only dreamed about as a reporter. A safe workspace, clean and tidy, no outrageous demands (or at least an upper limit on them), and a schedule you can predict and plan a life around.

Best of all, you still get to keep your idealism intact. Or you can try to keep it as you dodge this directive and that unfunded mandate and that deeply racist policy passed down from above.

Don’t get me wrong. Becoming a teacher was hard work. I didn’t go about it the easy way – no Teach for America, one-foot-in/one-foot-out, cheating for me. I dove in head first.

I went back to college and took an intensive, accelerated masters program designed exactly for people changing careers. To get there, I had to swallow a few prerequisites I’d missed in college the first time. Then they placed me in a high school where I watched and then took over multiple classes – all while enrolled in education courses at night and in the summers.

By the time it was all over, I still had the most important things left to learn – (1) whether I could actually teach a full schedule, and (2) whether I liked doing so.

For me, the answers were unequivocally positive. I took to it like I’d taken to journalism. I needed lots of fine tuning, but the basics came naturally. And I loved every exhausting minute of it.

I regret nothing about becoming a teacher. It’s the best job I’ve ever had and am ever likely to have.

As a journalist, I got to rock whole communities with exposes about corruption. As an educator, I get to impact individuals.

I no longer get to be the talk of the town, but I get to change lives all the same – one person at a time.

And there’s something deeply satisfying about it – to look in another person’s eyes and see the need right there in front of you, and to be able to heal it even a fraction of the way well.

This world is hard. It takes people, chews them up and spits them out. There is so rarely a helping hand, a smile, understanding. But to be able to offer your hand, to be able to share a smile, to attempt to understand – that’s pure magic.

When the day is done, I know it was well spent.

I’ve come a long way from the newsroom. And in doing so, I’ve broken journalism’s number one rule – don’t become the story.

I no longer report on the action.

I participate in it.

What a way to make a living!


 

Still can’t get enough Gadfly? 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!

cropped-book-1.jpg