Federal or State Legislatures May Raise Teacher Salaries so Schools Have Enough Staff to Reopen

What will we do when schools reopen and there aren’t enough teachers to instruct our kids?

People complain when there aren’t enough servers at restaurants or baggers at the grocery store.

What will they say in August if school buildings in many districts remain closed or the only viable option is online remote schooling?

Lawmakers at the state and federal level are taking the matter seriously with measures to increase teacher salary or provide one-time bonuses.

Alabama, New Mexico, and Mississippi have already boosted teacher pay, with Florida, Iowa and Kentucky potentially set to do the same. Meanwhile, even US Congress could pass a nationwide measure to heighten teacher salary and encourage educators to stay in the classroom.

After decades of neglect only made worse by Covid-19, we’re missing almost a million teachers.

And we only have about 3.2 million teachers nationwide!

According to the Bureau of Labor Statistics, there are 567,000 fewer educators in our public schools today than there were before the pandemic. And that’s on top of already losing 250,000 school employees during the recession of 2008-09 most of whom were never replaced. All while enrollment increased by 800,000 students.

Meanwhile, finding replacements has been difficult. Across the country, an average of one educator is hired for every two jobs available.

So what are we doing about it?

Surprisingly, something!

Congress has at least one bill under consideration that would raise teacher salaries nationwide.

The Respect, Advancement, and Increasing Support for Educators (RAISE) Act would provide teachers with a minimum of $1,000 in refundable tax credits and as much as $15,000.

The more impoverished the school where teachers work, the higher the tax credit available to increase their salaries. The bill would also double the educator tax deduction to offset the cost of school supplies, and expand eligibility to early childhood educators.

The bill was introduced by Senator Cory Booker (D-NJ) and U.S. Representatives Adam Schiff (D-CA), Jahana Hayes (D-CT), John Larson (D-CT), and Mark Takano (D-CA). It is supported by a broad coalition of organizations including the American Federation of Teachers (AFT) and the National Education Association (NEA).

Such a measure is long overdue.

Teachers are paid 20% less than other college-educated workers with similar experience. A 2020 survey found that 67% of teachers have or had a second job to make ends meet.

Why would you go into debt earning a four year degree in education and serve an (often unpaid) internship in the classroom just to earn little more than a fry chef or Walmart greeter?

Why enter a field where you can’t buy a home or even rent an apartment in most metropolitan areas? Why volunteer for a job where you won’t be able to afford to marry, raise children, or eke out a middle class existence?

Thankfully, Congressional proposals aren’t the only attempt to make teaching more attractive.

Some states have already taken action.

The Alabama Senate passed a budget that would raise minimum salaries for teachers with nine or more years experience. The raises would range from 5% to nearly 21%, depending on years of experience.

A teacher with a bachelor’s degree and 20 years of experience would see their salary rise from $51,810 to $57,214. A teacher with a master’s degree and 25 years experience would see their pay rise from $61,987 to $69,151.

In New Mexico, Gov. Michelle Lujan Grisham signed a bill that would increase base salary levels by an average of 20 percent. This advances minimum salary tiers for educators by $10,000 to $50,000, $60,000 and $70,000. 

In Mississippi, Gov. Tate Reeves signed off on an average increase of $5,100 that will raise educator salaries by more than 10 percent.

According to Politico, both Republican and Democratic Governors are proposing teacher salary increases or one-time bonuses as part of budget proposals and legislative priorities.

Even Governors like Iowa’s Kim Reynolds and Florida’s Ron DeSantis are promoting teacher bonuses while also stoking classroom culture wars. On the other side of the aisle, Kentucky’s Democratic governor Andy Beshear is trying to push through a teacher pay plan through opposition by the state’s GOP-controlled legislature.

Such measures are even being proposed in Pennsylvania. Sen. Judith Schwank (D-Berks) recently introduced Senate Bill 1211 to boost starting pay for teachers from the current minimum of $18,500 listed in state law. She proposes increasing it to $45,000 a year. However, the bill sent to the Senate Education Committee has several Democratic co-sponsors but no Republicans, making it doubtful it will progress anytime soon.

The main factor behind these plans seems to be the $350 billion in state and local recovery funds under the American Rescue Plan. These federal dollars have few strings attached and only about half of the money has been spent so far.

After decades of neglect, these plans may not be enough and they may not even come to fruition. However, at least lawmakers seem to understand the problem exists.

It’s gratifying that politicians finally seem to feel a sense of urgency here.

Because this problem didn’t spring up overnight and it won’t go away in a flash.

If we don’t do something to make teaching more attractive, the problem will only be compounded in coming years.

Not only are we having a hard time keeping the teachers we have, few college students want to enter the field.

Over the past decade, there’s been a major decline in enrollment in bachelor’s degree programs in education.

Beginning in 2011, enrollment in such programs and new education certifications in Pennsylvania — my home state— started to decline. Today, only about a third as many students are enrolled in teacher prep programs in the Commonwealth as there were 10 years ago. And state records show new certifications are down by two-thirds over that period.

And it’s not just classroom teachers – substitutes are even harder to find.

The shortage of substitute teachers has gotten so bad in 2021-22, it forced some schools across the country to temporarily move to remote learning. Even Pittsburgh Public Schools was forced to go to cyber learning on Nov. 29 because of a staffing shortage and a lack of substitute teachers.

And it doesn’t look to get better next year.

Last June almost a third of working educators expressed a desire to leave the profession.

According to a survey in June of 2,690 members of the National Education Association, 32% said the pandemic was likely to make them leave the profession earlier than expected. So we don’t have enough teachers now and one in three educators we do have are ready to walk out the door.

What could we do about it?

In the long term, we need structural solutions to the problem:  

 Money

 Autonomy

 Respect.  

And in the short term we need: 

 Less Paperwork

 Reduced case load

 Dedicated planning periods

But don’t take my word for it.

A survey by the RAND Corp. reported that the pandemic has increased teacher attrition, burnout and stress. In fact, educators were almost twice as likely as other adult workers to have frequent job-related stress and almost three times more likely to experience depression.

The CDC Foundation in May released similar results – 27% of teachers reporting depression and 37% reporting anxiety.

However, the RAND survey went even deeper pinpointing several causes of stressful working conditions. These were (1) a mismatch between actual and preferred mode of instruction, (2) lack of administrator and technical support, (3) technical issues with remote teaching, and (4) lack of implementation of COVID-19 safety measures. 

It’s a problem of exploitation and normalization. 

 Exploitation is when you treat someone unfairly for your own benefit. 

 Our schools have been doing that to teachers for decades – underpaying them for the high responsibilities they have, expecting each individual to do the work of multiple people and when anything goes wrong, blaming them for it. 

 We piled on so many extra duties – online teaching, hybrid learning, ever changing safety precautions – these became the proverbial straw that broke educators’ backs.  

There are things we can do to alleviate this situation – reducing nonessential tasks, eliminating unnecessary paperwork, refraining from excess staff meetings, forgoing new initiatives, letting teachers work from home on professional development days – anything to give them a break and an opportunity to heal from the years of overburdening.

But we also have to start paying teachers more.

Thankfully our lawmakers are taking this matter to heart and actually getting some results.

Hopefully this trend will continue until every teacher in the nation is adequately, equitably and sustainably compensated for the work done in the classroom.


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If You Don’t Support Gun Control, You Support School Shootings

I drove my daughter to school today.

She thanked me for the ride, I wished her a good day, and she toddled off to the middle school doors.

Her khaki pants needed ironing, her pony tail was coming loose and she hefted her backpack onto her shoulder like a sack of potatoes.

All I could do was smile wistfully.

Parents and guardians know that feeling – a little piece of your heart walking away from you.

Imagine what the parents of the 19 children who were killed yesterday at Robb Elementary School in Uvalde, Texas, might have felt.

I wonder if the parents of the two adults killed in the shooting gave a thought to their grown children during what may have seemed like just another busy day at the end of the academic year.

We’re all so preoccupied. We tend to forget that every goodbye could be our last.

This marks the 27th school shooting with injuries or deaths so far in 2022.

It comes just 10 days after a shooting at a Tops supermarket in Buffalo, N.Y., where 10 people were killed.

There’s hardly enough time anymore to mourn one disaster before the next one hits.

One would think we would have done something about these tragedies by now.

After all, they aren’t unpredictable. They aren’t inevitable. They’re man-made.

There have been 119 school shootings since 2018, according to Education Week, a publication that has been tracking such events for the last four years.

This only includes incidents that happen on K-12 school property or on a school bus or during a school sponsored event when classes are in session.

If we broaden our definition, there is much more gun violence in our communities every day.

According to The Gun Violence Archive, an independent data collection organization, there have been 212 mass shootings so far this year.

There were 693 mass shootings last year, 611 the year before and 417 the year before that.

Why don’t we do anything about this?

In Scotland 26 years ago, a gunman killed 16 kids and a teacher in Dunblane Primary School. The United Kingdom (UK) responded by enacting tight gun control legislation. There hasn’t been a school shooting in the UK since.

After 51 worshippers were killed in mass shootings at Christchurch and Canterbury in New Zealand in 2019, the government outlawed most military style semiautomatic weapons, assault rifles like AK15’s, and initiated a buyback program. There hasn’t been a mass shooting there since.

In Australia, following a 1996 mass shooting in which 35 people were killed in Tasmania, Australian states and territories banned several types of firearms and bought back hundreds of thousands of banned weapons from their owners. Gun homicides, suicides, and mass shootings are now much less common in the country.

This is not hard.

The rest of the world has cracked the code. Just not us.

Not the U.S.

Guns are the leading cause of death for American children –  1 out of 10 people who die from guns in this country are 19 or younger.

Firearm deaths are more than 5 times higher than drownings.

But still we do nothing.

There have been 2,032 school shootings in the US since 1970, and these incidents are increasing. We’ve had 948 school shootings since the tragedy at Sandy Hook Elementary School in 2012.

And those who were killed or physically injured aren’t the only young people affected by this. Since the shooting at Columbine High School in 1999, nearly 300,000 students have been on campus during a school shooting.

Imagine what that does to a child.

Imagine what it would do to an adult.

Since Sandy Hook, the only change in policy has been to have lockdowns and school shooter drills in our classrooms. Children have been instructed to throw books at would-be-attackers and cause a distraction so some of them might have a greater chance of escaping.

We’re told to buy bullet-proof backpacks, arm school teachers, and have gun-wielding police patrol our buildings – but our lawmakers refuse to do anything about the firearms, themselves.

The gun industry is making billions of dollars off this cycle of gun violence: mass shooting, fear of regulation, increase in sales. Repeat ad infinitum.

We’re told that gun control is useless because new laws will just be pieces of paper that criminals will ignore. However, by the same logic, why have any laws at all? Congress should just pack it in, the courts should close up. Criminals will do what they please.

We may never be able to stop all gun violence, but we can take steps to make it more unlikely. We can at least make it more difficult for people to die by firearm. And this doesn’t have to mean getting rid of all guns. Just regulate them.

According to the Pew Research Center, when you ask people about specific firearm regulations, the majority is in favor of most of them – both Republicans and Democrats.

We don’t want the mentally ill to be able to buy guns. We don’t want suspected terrorists to be able to purchase guns. We don’t want convicted criminals to be able to buy guns. We want mandatory background checks for private sales at gun shows.

Yet our lawmakers stand by helpless whenever these tragedies occur because they are at the mercy of their donors. The gun industry owns too many elected officials.

In short, we need lawmakers willing to make laws. We need legislators who will represent the overwhelming majority of the public and take sensible action to protect the people of this country.

What we need is real gun control legislation. We need an assault weapons ban. We need to close the gun show loophole. We need buyback programs to get the mountains of firearms off the streets and out of the arsenals of a handful of paranoid “survivalists”.

We don’t need anyone’s thoughts and prayers.  

We need action.  

And we need it yesterday.

At this point there is simply no excuse.

If you don’t support gun control, you support school shootings.


 

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Covid Has Hobbled Public Schools. Here’s Why They’re Worth Saving 

 
 
 
Is public education worth saving? 


 
That’s the question in the air these days.  


 
In the last century, the US academic system helped us reach the moon, defeat Communism and become the world’s largest super power.    


 
However, today our public schools are more damaged than ever before.  


 
An increasing number of families are leaving them for charter and voucher schools.  


 
Teachers are quitting their jobs in droves with few people willing to fill the vacancies they leave behind.

 
 
And above all, many people seem to think the schools, themselves, are failing


 
Isn’t it time to move on to something else? 


 
I’m here to tell you – no, it is not. 


 
In fact, we need to guard and cherish our public schools more than ever before. Because we face the real possibility of losing them for good.  


 
The Covid-19 pandemic on top of years of corporate sabotage and propaganda have obscured what public education really means and why it is absolutely necessary to the functioning of our society and any possibility of social, racial or economic justice. 


 
Let’s begin by looking at how the current disaster exacerbated an already difficult situation and then consider why we should care enough to fix the mess. 


 
 
The Pandemic Effect 


 
 
Public schools got a bloody nose from the Coronavirus crisis.

 
 
After decades of segregation, inequitable funding, incentives to privatize, and federally mandated standardized testing, it took a deadly virus to finally hobble the system.  


 
Being forced to contend with the uncertainties of Covid-19 damaged people’s faith in public education more than anything that had come before it. 


 
Issues of masking, contact tracing, safety of immunocompromised students and staff, and when to open or close buildings (among other issues) lead to inevitable dissatisfaction from all fronts.  


 
However, none of these issues should have been decided at the local level in the first place.  


 
These were issues of national significance. We needed a unified strategy to fight a global pandemic as it washed over our shores – not scattershot policies by part-time officials unequipped to deal with them


 
These problems should have been tackled by the Centers for Disease Control (CDC) and enforced by the federal government without deference to big business.  


 
Instead, the CDC made conflicting decisions based more on the needs of the economy than public health (many of which were roundly ignored anyway). Then federal and state governments either refused to decide safety protocols leaving it up to individuals or municipalities, or when they did decide matters, they were embroiled in partisan battles over any kind of restrictions.  


 
In fact, it was the failure of federal, state and even local municipal governments that often made public schools the de facto legislators of last resort. And this is something they were never meant to be. 


 
Public health should be decided by scientists not school directors


 
The result was widespread dissatisfaction no matter what school boards decided and an exodus of students and faculty. 


 
Many families, upset at local school board decisions, enrolled their children in charter, cyber or voucher schools.  


 
Overall, charters saw a 7% increase in enrollment – an influx of roughly 240,000 students -during the 2020-21 school year, according to a new report from the National Alliance for Public Charter Schools. This is the largest increase in five years. By comparison, public school enrollment dropped by 3.3% – or 1.4 million students – in the same period. 


 
The biggest increases were in cyber charter schools. For example, in Pennsylvania 99.7 percent of the charter enrollment growth occurred in virtual charter schools. Enrollment at the Commonwealth’s 14 cyber charter schools swelled from about 38,000 students in October 2019 to more than 60,000 students in October 2020, according to the Pennsylvania Department of Education. 


 
But it wasn’t just students leaving our public schools. It was staff, too. 


 
Teachers and other school employees who felt unsafe or were crushed by the incredible pressure thrust on their shoulders either quit or retired in droves.  


 
According to the Bureau of Labor Statistics, there are 567,000 fewer educators in our public schools today than there were before the pandemic. And finding replacements has been difficult. Nationwide, an average of one educator is hired for every two jobs available. 


 
 
This has left us with a weakened system suffering from more problems than before the pandemic hit.

 
 
 
Why Are Public Schools Important? 


 
 
Because of what they are and what they represent.  


 
We hear about public education so often – usually in deprecating terms – that we forget exactly what the term signifies.  


 
A public school is a school meant for everybody and anybody.  


 
It is a school where any child can go to get an education.  


 
You don’t have to pay tuition. You don’t have to have a special ability or qualification. You don’t have to be neurotypical, a certain race, ethnicity, belong to a certain faith or socioeconomic status. If you’re living in the US – even if you’re here illegally – you get to go there.  


 
That may seem simple, but it is vitally important and really quite special.  


 
Not all nations have robust systems of public education like we do in the US. 


 
This country has a commitment to every single child regardless of what their parents can afford to pay, regardless of their access to transportation, regardless of whether they can afford uniforms, lunch or even if they have a home.  


 
We simply define education differently. We look at it as a right, not a privilege. And for a full 13 years (counting kindergarten) it’s a right for every child, not just some. 


Perhaps even more significant is our commitment to children with special needs. 


We have developed a special education system to help children at the edges that many other countries just can’t touch. In some nations these students are simply excluded. In others they are institutionalized. In some countries it’s up to parents to find ways to pay for special services. The United States is one of the only countries where these children are not only included and offered full and free access, but the schools go above and beyond to teach these children well beyond their 12th academic year. 


In every authentic public school in the United States these students are included. In math, reading, science and social studies, they benefit from instruction with the rest of the class. And this, in turn, benefits even our neurotypical students who gain lessons in empathy and experience the full range of human abilities. 


That isn’t to say the system has ever been perfect. Far from it. 


 
There are plenty of ways we could improve. Even before the pandemic, we were incredibly segregated by race and class. Our funding formulas were often regressive and inadequate. Schools serving mostly poor students didn’t have nearly the resources of those serving rich students.

 
 
But at least at the very outset what we were trying to do was better than what most of the world takes on. You can’t achieve equity if it isn’t even on the menu. 


 
Without public schools, equity is definitely not on offer. 


 
 
 Public is Better Than Private 


 
 
That’s really the point.  


 
Charter, cyber and voucher schools are not set up around this ideal.  


 
They are not instruments of inclusion. They are instruments of exclusion.  


 
They are about who is sent away, not about letting everyone in.  


The United States is a big country – the third most populous in the world. We have 332,630,000 people and growing. That’s about 50 million students in public schools. 


 
No private system in the world has ever been able to work at that scale. If we lose our public schools, many kids will be left wanting.  


The market-driven approach does not guarantee an education. It guarantees competition for an education


 
It forces students to compete to get into schools and schools to compete for their very existence. Think of how that affects instruction. Schools have to spend a considerable amount of time and money attracting students to enroll. That’s time and money that doesn’t go to education. It goes to advertising. 


  
Moreover, any school that attracts a surplus of students can choose which ones its wants to enroll. The choice becomes the school’s – not the parents’ or students’. In fact, administrators can turn away students for any reason – race, religion, behavior, special needs, how difficult it would be to teach him or her. This is much different from authentic public schools. There, any student who lives in the district may attend regardless of factors such as how easy or difficult he or she is to educate. 


  
Another major change with this approach is how privatized schools are run. Many are operated behind closed doors without the input of a duly-elected school board, without transparency for how they spend tax dollars, without even the guide rails of most regulations


  
Like in the charter school sector, these schools get almost free reign to do whatever they want.  


This means corporate interests get to run charter schools while cutting services and increasing profits. In fact, administrative costs at charter schools are much higher than at traditional public schools. Students lose, the market wins. 


  
Moreover, many charter schools provide a sub-par education. To put it more bluntly, they do things that would be impossible for public schools to do. One in Philadelphia literally transformed into a nightclub after dark. Another funneled profits into the CEO’s personal bank account to be used as a slush fund to buy gifts and pay for rent at an apartment for his girlfriend. Another CEO used tax dollars to buy a yacht cheekily called “Fishin’ 4 Schools.”  


 
And virtual charter schools are even worse. A study found that cyber-charters provide almost less education than not going to school at all. Even brick and mortar charter schools can close on a moments notice leaving students in the lurch. 


  
It’s a Darwinian model made to benefit the predators, not the prey. It’s a boon for any unselfconscious businessman who doesn’t mind getting rich stealing an education from children. 


 
We Must Fight 


 
That’s why we must fight to keep our public schools.  


 
As flawed and bruised as they are, the public school model is far superior to the alternative.  


 
But many will look only at their own individual situation and stop there.  


 
They will say, “At MY charter school we do this…” Or “That’s not the way things are at MY voucher academy…” 


 
First of all, a well-functioning privatized school is like a castle built precariously on a cliff. Things may work well now, but they could change at any moment and there’s nothing you could do but vote with your feet. When authentic public schools go bad, you have a democratic process to fix the problem.

 
 
But you may luck out. Every privatized school isn’t a scam. Just most of them. So if you have found a charter, cyber or voucher school that is working for your child and doesn’t self-destruct in the time your child is enrolled, you may wonder why you should worry about the rest of us – the kids caught up in a web of privatized predation and neglect?  


 
Because it’s not all about you and your child. Selfishness cannot be the foundation of a just society.

 
 
Even a well-functioning charter or voucher school is publicly funded. It splits the funding that would normally go to one school and divides it among two or more. So students at both have to make do with less. 


You have to live in this society. Do you really want to live in a country with a large population of undereducated citizens who cannot figure out how to vote in their own interests? Do you really want to live in a society where crime is a better career choice for those who were not properly educated?  


 
That’s why we can’t let public education disappear.  


 
It is a necessary condition for democracy, shared economic prosperity and a just society.  


 
I know it may sound like an insurmountable task, but saving our public schools can be done.  


 
It will require collective action. 


 
We will need to actively participate in our school board elections, go to school board meetings and possibly even run to serve on the board, ourselves. 


 
Many people are upset with what local boards did during the pandemic, but the way to solve this isn’t to flee to schools without democratic principles. It is to seize those principles and make them work for you and your community. 


 
We will need to change the way our system treats teachers. If we want to encourage educators to stay on the job and even entice young people to enter the field, we need to make the profession more rewarding. That means higher salaries, more autonomy, more respect, smaller classes, less paperwork, and actually listening to educators on the subject of education.  


 
We also need to discontinue countless policies and programs that have been dragging our public schools down for decades. We need to eliminate high stakes standardized testing. We need to ensure every school is adequately, equitably and sustainably funded. We need to actively integrate our schools and classrooms. We need to stop supporting privatization through charter and voucher schools and instead support authentic public schools.  


 
And to do that, we need real political change at every level of government – local, municipal, state and federal.  


 
None of this is easy. All of it takes work.  


 
But it is the fight we must wage if we are ever to keep our democracy.  


 
It is the fight we must win to create the better world our children deserve.  


 
Public schools are worth saving, but it is up to you and me to do it. 


 

 


 

Like this post?  You might want to consider becoming a Patreon subscriber. This helps me continue to keep the blog going and get on with this difficult and challenging work.

Plus you get subscriber only extras!

Just CLICK HERE.

Patreon+Circle

I’ve also 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!

 

Top 5 Charter School Myths Debunked 

If there’s one thing people love to argue about, it’s charter schools.

Go to any school board meeting, PTA forum or editorial page, and you’re bound to see folks from all different walks of life getting red in the face over these institutions.

But what are they anyway? And why do they generate so much passionate disagreement?

To answer these questions and many more, I’m going to examine five of the most pernicious myths about charter schools, debunk the fallacies and come to the simple truths.

1. Charter Schools are Public Schools 

That’s what charter school supporters say, anyway. But it’s only partially true.

In short, charter schools are schools that were opened by special arrangement (or charter) with a state or authentic public school district that allows them to exist without having to abide by all the rules and regulations that govern all the other schools. Thus, the charter school can go without an elected board, it can pocket public money as private profit, hire uncertified teachers, refuse to admit special education students, etc. The degree of latitude depends on the special arrangement.

Is that a public school? In one way it most certainly is. All charter schools are funded by public tax dollars. Everything else is up for grabs.

They don’t even have to accept all the students in their coverage area like authentic public schools do. You still have to support them with your taxes though.

Is that a public school?

QUICK ANSWER: NO.

2. Charter Schools Save Money 

This is another claim by the charter school industry that has been in contention for their entire 30 year existence.

Charter schools were invented in 1991 and only exist in 43 states and the District of Columbia. They enroll about 6% of the students in the country – roughly three million children.

However, the idea that they could save money is pretty absurd. They duplicate services that already exist at neighborhood public schools. When you pay for two providers to do the same thing, that doesn’t lower the cost.

It drains money from the existing public schools and often forces school directors to raise taxes so they can continue to provide the same services as before.

However, not only do charter schools increase costs, they often waste the extra money taxpayers are forced to provide.

Consider that more than a quarter of charter schools close within 5 years of opening. By year 15, roughly 50% of charter schools close. That’s not a stable model of public education.

Moreover, 1,779 charter schools (37 percent that receive federal grants) never opened in the first place or were quickly shut down. Since 1994, the federal government has spent $4 billion on these types of schools. Think of how much money has been wasted that could have been put to better use in our much more dependable authentic public schools!

To be fair, some charter defenders will argue that since they are free from the same regulations as public schools, they can cut costs WITHIN their institutions and provide the same services for less. However, they never return that savings to the taxpayers. They simply cut services for their students and then pocket the savings. Lowering quality may be a way to cut costs, but it’s not exactly an innovation – and certainly not something to be envied.

This may be cost effective to the bureaucrats and profiteers running charter schools, but it is not a savings to you and me – to speak nothing of how it hurts the students hoping to receive a quality education.

So do charter schools save money?

QUICK ANSWER: NO!

 
 
3. Students do Better Academically in Charter Schools 

This is what it says on all those charter school advertisements you see popping up everywhere. But is it true?

The problem with answering that is one of apples and oranges. How do you fairly compare charter and public school students when each group is so different?

Charter schools can legally cherry pick their students. They serve far fewer students with disabilities and English Language Learners. If a student is hard to teach, they “convince” them to go somewhere else.

Meanwhile, authentic public schools can’t do that. They take all comers.

As a result, charter schools can APPEAR to do better for their students but that appearance is due to privileged rules not better teaching or academic programs.

However, even with such advantages, charter schools have failed to show consistent results over authentic public schools on comparative studies.

According to a 2010 Mathematica Policy Research study funded by the federal government, middle-school students who were selected by lottery to attend charter schools performed no better than their peers who lost out in the lottery and attended nearby public schools. This was the most rigorous and most expensive study of charter school performance commissioned by the US Department of Education, and it found no overall positive benefit for charter schools.

And there have been many others. A 2016 study found that Texas charter schools had no overall positive impact on test scores and, in fact, had a negative impact on students’ earnings later in life.

Even a 2020 study by the charter-friendly Center for Research on Education Outcomes (CREDO) found that charter schools are not exceeding public schools in most areas of the country. In addition, the study found vast variations in the quality of charter schools – some being better and many being much worse than the norm.

So, taken as a whole, do charter schools outperform authentic public schools?

QUICK ANSWER: NO!

 
4. Charter Schools are About Innovation 

This was, in fact, one of the selling points of the charter school concept when it was first proposed. Being freed of the regulations that authentic public schools have to abide by would allow charter schools to be laboratories for innovation.

However, after 31 years, practices at charter schools can be seen as somewhat different than at authentic public schools, but are they innovative?

According to a 2018 report by IBM Center Visiting Fellow for Evidence-Based Practices, the practices connected with most positive academic outcomes at charter schools are:

1) Longer school days or academic years


2) Zero tolerance and other strict discipline policies associated with rewards and sanctions


3) Centering the curriculum on improving test scores and test prep.

These are pretty much the opposite of what developmental psychologists, education experts and civil rights activists want for children.

Forcing adolescents to spend more time in the classroom is the exact opposite of what other high achieving countries (like those in Scandinavia) do. Treating children like prisoners with harsh punishments for not conforming to strict rules is not considered best for developing young minds. And narrowing the curriculum to drill and kill reading and math test prep may improve scores but it certainly doesn’t create well-rounded adults with strong critical thinking skills.

Moreover, those few charter schools that do engage in creative practices such as organizing the curriculum around a theme like creative arts or racial justice issues aren’t doing anything that isn’t already being done at authentic public schools – specifically magnet and lab schools.

The creativity and innovation you find at most charter schools is in the accounting department – finding new ways to reduce the services students would find at the neighborhood public school and redefining the savings as profit. That and circumventing conflict of interest regulations to allow the corporation that manages the charter school to buy properties from itself at a hefty mark up.

Is any of this innovation?

QUICK ANSWER: NO!

 
5. Charter Schools Improve Civil Rights 

This is perhaps the most often cited benefit of charter schools. In fact, the impression has been that charters are the choice of people of color and serve them better than their neighborhood public school.

However, the facts show a somewhat different reality.

Yes, charter schools do serve a disproportionately high percentage of children of color. According to 2016 data from the National Center for Education Statistics, 26% of all charter school students are black (832,000) compared with 33% of Hispanics (1,056,000) and 32% of whites (1,024,000).

However, approximately 57% of charter schools are located in cities compared to only 25% of authentic public schools.

So black people aren’t selecting charter schools more often as much as charter schools are deciding to locate in areas where more black people live and are often marketing their services directly to black and brown populations.

Are these schools doing a better job of meeting the needs of these children? A 2016 report from UCLA casts doubt on this idea.

Charter schools are notorious for suspending their black students at much higher rates than their white students. While suspensions for students of color are high at public schools as well, they are much more extreme at charter schools.

More than 500 charter schools suspended Black students 10 percent more often than white students. Moreover, the same figure holds for students with disabilities at 1,093 charter schools. In fact, 374 charter schools suspended 25% of their entire student bodies at least once.

Charter schools are also notorious for increasing racial segregation in the neighborhoods where they locate. Nearly half of all Black secondary charter school students attended a charter schools that was hyper-segregated (80% Black) and where the aggregate Black suspension rate was 25%.

However, this increased segregation isn’t just something that affects Black charter school students. It affects white charter school students, as well.

A 2018 report by The Hechinger Report found that 10 percent of charter schools enrolled a disproportionately high number of White students as compared to the racial demographics of the district at large. Writer Kimberly Quick calls these “White-Flight Charters”. 

In the first case, the charter schools end up with a disproportionate percentage of Black students and the white students are left in the public schools. In the later case, the Black students are left in the authentic public schools and the white kids flee to the charter schools.

Both cases are not good for civil rights. They allow students of color to be targeted for disinvestment and reductive curriculum while further privileging the white students.

Don’t Black students deserve the right to an education where corporations can’t teach them on the cheap? Don’t they deserve educations free from developmentally inappropriate long days, harsh discipline policies and narrowed curriculum? Don’t their parents deserve the right to participate in the running of their schools through elected school boards?

The idea that it is somehow in the best interest of children of color to be provided with schools containing fewer safety precautions is kind of insulting.

Far from improving civil rights, charter schools too often violate them.

This is why the NAACP has repeatedly called for a moratorium on new charter schools. Members of the organization’s educational task force released a statement saying:

“With the expansion of charter schools and their concentration in low-income communities, concerns have been raised within the African American community about the quality, accessibility and accountability of some charters, as well as their broader effects on the funding and management of school districts that serve most students of color.”

Black Lives Matter organizers also called for a charter school moratorium. Charters, they wrote, represent a shift of public funds and control to private entities. Along with “an end to the privatization of education,” the Movement for Black Lives organizers are demanding increased investments in traditional community schools and the health and social services they provide.

Moreover, the Journey for Justice Alliance – a coalition of grassroots community, youth, and parent-led organizations in over 30 cities – has gone even further calling for an end to all school privatization.

The organization posted on it’s Website:

“The evidence is clear and aligns with the lived experience of parents, students and community residents in America’s cities: school privatization has failed in improving the education outcomes for young people. There is no such thing as “school choice” in Black and Brown communities in this country. We want the choice of a world class neighborhood school within safe walking distance of our homes. We want an end to school closings, turnarounds, phase-outs, and charter expansion.”

So do charters improve civil rights?

QUICK ANSWER: NO!


There are a lot of myths spread about charter schools – many of them being propagated by the charter school industry, itself.

Most of these are not facts; they are marketing.

While there are some charter schools that do a decent job educating children, the charter school concept is deeply flawed.

Authentic public schools are far from perfect, but taken as a whole they are much more effective, reliable, economical, transparent and democratic than the alternatives.

We should take steps to end the charter school model and transition those schools that are working back to the authentic public school system that has served our students well for more than a century.


 

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If Standardized Tests Were Going to Succeed, They Would Have Done So By Now 


 
 
 
Standardized tests were supposed to be the magic remedy to fix our public schools.  


 
 
They were supposed to make all students proficient in reading and math.  


 
 
They were supposed to ensure all students were getting the proper resources.  


 
 
They were supposed to ensure all teachers were doing their best for their students.  


 
 
But after more than four decades, standardized tests have not fulfilled a single one of these promises.

 
 
 
In fact, all they’ve done is make things worse at public schools while creating a lucrative market for testing companies and school privatization concerns.  


 
 
So why haven’t we gotten rid of them? 


 
 
To answer that question, we have to understand how we got here in the first place – where these kinds of assessments came from in the US and how they became the guiding policy of our public schools. 


 
Standardized testing has been around in this country since the 1920s.  


 
It was the product of the pseudoscientific eugenicist movement that tried to justify white supremacy with bad logic and biased premises.  


 
Psychologists Robert Yerkes and Carl Brigham invented these assessments to justify privileging upper-class whites over lower class immigrants, Blacks and Hispanics. That was always the goal and they tailored their tests to find that result. 


 
From the very start, it had serious consequences for public policy. The results were used to rationalize the forced sterilization of 60,000 to 70,000 people from groups with low test scores, thus preventing them from “polluting” the gene pool.  


 
However, Brigham’s greatest claim to fame was the creation of the Scholastic Assessment Test (SAT) to keep such undesirables out of higher education. These tests were not central to school curriculum and mainly used as gatekeepers with the SAT in particular still in wide use today. 


 
The problem then – as now – is that standardized tests aren’t very good assessments. They work okay for really simple things like rudimentary math. However, the more complex a skill you’re assessing, the more inadequate the tests. For example, imagine just trying to have a conversation with someone where your only choices of reply were limited to four canned responses. That’s a multiple-choice assessment. The result is a testing system that selects against the poor and minorities. At best, it reproduces the economic and racial disparities of society. At worst, it ensures those disparities will continue into the next generation. 


 
That isn’t to say the system went unchallenged. By the 1960s, the junk science and leaps of logic behind standardized testing were obvious and people began fighting back in court. Black plaintiffs began winning innumerable lawsuits against the testing industry.  


 
 
Perhaps the most famous case is Hobson v. Hansen in 1967, which was filed on behalf of a group of Black students in Washington, DC. The court ruled that the policy of using tests to assign students to tracks was racially biased because the tests were standardized to a White, middleclass group. 


 
 
Nevertheless, just as the tests were beginning to disappear, radical economists like Milton Friedman saw them as an opportunity to push their own personal agenda. More than anything, these extreme capitalists wanted to do away with almost all public services – especially public schools. They hoped the assessments could be repurposed to undermine these institutions and usher in an era of private education through measures like school vouchers. 


 
 
 
So in the 1980s, the Reagan administration published “A Nation at Risk,” a campfire tale about how America’s public schools were failing. Thus, the authors argued we needed standardized testing to make American children competitive in a global marketplace. 


 
 
However, the report, which examined test scores from the past 20 years, was misleading and full of statistical and mathematical errors.  


 
 
For instance, it concluded that average student test scores had decreased but didn’t take into account that scores had actually increased in every demographic group. It compared two decades worth of test scores, but failed to mention that more students took the test at the end of that period than at the beginning, and many of the newer students were disadvantaged. In other words, it compared test scores between an unrepresentative group at the beginning of the comparison with a more representative group at the end and concluded that these oranges were nothing like the apples they started with. Well, duh. 


 
Most people weren’t convinced by the disaster capitalism at work here, but the report marks a significant moment in the standardization movement. In fact, this is really where our modern era began.

 
 
Slowly governors and state legislators began drinking the Kool-aide and mandating standardized testing in schools along with corporate-written academic standards the tests were supposed to assess. It wasn’t everywhere, but the model for test-and-punish was in place. 


 
It took an additional two decades, until 2001, for President George W. Bush’s No Child Left Behind (NCLB) legislation to require standardized testing in ALL public schools.  


 
With bipartisan support, Bush tied federal funding of schools to standardized test performance and annual academic progress. And from then on, the die was cast. This policy has been upheld through both Republican and Democratic regimes.  


 
In fact, standardized testing intensified under President Barack Obama and was continued with few changes by Donald Trump and even Joe Biden. Far from changing course, Biden broke a campaign promise to discontinue the tests. Once in office, he thought testing was so important that he forced schools to give the assessments during the Covid-19 pandemic when districts had trouble even keeping school buildings open. 


 
And that brings us to today.  


 
From the 1980s to 2022 we’ve had wide scale standardized testing in our schools. That’s roughly 40 years where the entirety of what is done in public school has been organized around these assessments. They drive the curriculum and are the ultimate benchmark by which success or failure is judged. If this policy was ever going to work, it would have done so by now.  


 
 
However, it has achieved NONE of its stated goals.  


 
NCLB specifically stated that all children would be proficient in reading and math by 2014. That has not happened. Despite spending billions of dollars on remediation and completely reorganizing our schools around the assessments, test scores have remained mostly static or even decreased. 


 
The law also justified its existence with claims to equity. Somehow taking resources away from districts with low test scores was supposed to increase funding at the neediest schools. Unsurprisingly this did not happen. All it did was further increase the funding gap between rich and poor schools and between wealthy and disadvantaged students.  


 
NCLB also championed the idea that competing for test scores would result in better teachers. However, that didn’t happen either. Instead, educators were forced to narrow the curriculum to cover mostly what was assessed, reduce creativity and critical thinking, and teachers who served poor and minority students were even punished for doing so.  


 
If the purpose of standardized testing was all the things the law purported, then it was a decades long failure. It is the policy equivalent of slamming your head into a wall repeatedly and wondering why you aren’t moving forward. (And where did this headache come from?) 


 
If, however, the purpose of standardized testing was to fulfill Friedman’s privatization dreams, then it was a resounding success. Public schools still persist, but they have been drained, weakened and in many ways subverted.  


 
Look at the evidence. 


 
Standardized testing has grown from a $423 million industry before 2001 to a multi-billion dollar one today. If we add in test prep, new text books, software, and consultancy, that figure easily tops the trillion dollar mark.  


 
Huge corporations make the tests, grade the tests and then sell remediation materials when students fail. It’s a huge scam. 


 
But that’s not the only business created by this policy. Test and punish opened entirely new markets that hadn’t existed before. The emphasis on test scores and the “failing schools” narrative stoked unwarranted distrust in the public school system and a demand for more privatized alternatives. 


 
 Chief among these was charter schools. 


 
The first charter school law was passed in 1991 in Minnesota. It allowed for the creation of new schools that would have special agreements (or charters) with states or districts to run without having to abide by all the usual regulations. Thus, the school could go without an elected board, pocket public money as private profit, etc. The bill was quickly copied and spread to legislatures across the country by the American Legislative Exchange Council (ALEC). 


  
Today, there are charter schools in 43 states and the District of Columbia educating nearly three million students. Charter schools enroll about 6% of the students in the country.  


 
 
However, charter schools are rife with fraud and malfeasance. For instance, more than a quarter of charter schools close within 5 years of opening. By year 15, roughly 50% of charter schools close. That’s not a stable model of public education. It’s a get rich quick scheme. And since these types of schools are free from the kinds of regulations, democratic governance and/or transparency that keeps authentic public schools in check, another charter school scandal pops up almost every day. 


 
 
But let’s not forget school vouchers. Before high stakes testing, the idea of using public money to pay for private or parochial schools was widely considered unconstitutional. Now about 4% of US students go to private and parochial schools some of which are funded with school vouchers. This is an option in 32 states and the District of Columbia, and more than 600,000 students participated in a voucher, scholarship tax credit or education savings account program last school year, according to EdChoice, a pro-voucher and school choice group.  


 
There is little evidence that school vouchers actually improve student performance, however, and there’s even evidence that students who receive vouchers to attend private schools may do worse on tests than they would have if they had stayed in authentic public schools.  


 
Moreover, the cost of attending one of these private or parochial schools isn’t completely covered by the voucher. On average, vouchers offer about $4,600 a year, according to American Federation for Children, which supports voucher programs. The average annual cost of tuition at a private K-12 school nationwide is $12,350, according to Educationdata.org, though that can be much more expensive in some states. In Connecticut, for example, the average tuition is almost $24,000. So vouchers only REDUCE the cost of attending private or parochial schools for a few kids while siphoning away tax dollars that should go to educating all kids.  


 
In short, they’re subsidies for wealthier kids at the expense of the middle class and disadvantaged. 


 
Without standardized testing, it is impossible to imagine such an increase in privatization.

 
 
 
High stakes testing is a Trojan horse. It is a way to secretly undermine and weaken public schools so that testing corporations, charter schools and voucher schools can thrive. 


 
 
Judged by its own metrics of success, standardized testing is an abject failure. Judged by the metric of business and school privatization it is a rousing success.  


 
And that’s why it has been so hard to discontinue.  


 
This is corporate welfare at its finest, and the people getting rich off our tax dollars won’t allow us to turn off the flow of funding without a fight.  


 
 
On the right, policymakers are often boldly honest about their goals to bolster privatization over public schools. On the left, policymakers still cling to the failed measures of success testing has not been able to meet time-and-again.  


 
However, both groups support the same system. They only give different reasons.  


 
 
It is past time to wake up and smell the flowers.  


 
 
If we want to ensure education dollars go to education and not profiteers, we need to end standardized testing. 


 
 
If we want to help students learn to the best of their abilities, we need to stop gaslighting them with faulty measures of success or failure. 
 


 
If we want to allow teachers to do the best for their students, we need to stop holding them back with antiquated eugenicist shackles. 


 
 
And if we truly want to save our public school system, we have to stop propping up privatization.  


 
 
In short, we need to end standardized testing.  
 


 
The sooner, the better. 


Like this post?  You might want to consider becoming a Patreon subscriber. This helps me continue to keep the blog going and get on with this difficult and challenging work.

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I’ve also 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!

 

 

 

A Teacher’s Wish

 

People often ask me what I’d change about education if I could change just one thing.

But they don’t seem to realize that our schools are kind of like Jenga – if you change one thing, you might set off a chain reaction and it all comes tumbling down.

Change one thing – the RIGHT thing – and you may change all of them.

Maybe even for the better!

Why worry about that now?

Monday is my birthday. I’ll be 48.

Old enough to know that birthday wishes don’t come true. Unless maybe you wish for cake and ice cream.

But I can still see myself staring into the candles as friends and family sing the obligatory tune.


The orange flames wave back and forth atop tiny wax fingers threatening to burn down the whole chocolatey confection.  

But before they do, I just might give in and make a wish – a birthday wish – and….

You never know!!!

So here goes.

Candle burn, candle bright,

Let me strive to make things right,

I wish I may, I wish I might,

Have the wish, I wish tonight…

 
I wish there were no more standardized tests.  


 
No more judging kids entire academic year based on their performance in a few hours of multiple choice Hell.  


 
No more assessments where a multiplicity of nonacademic factors like parental income, childhood trauma and corporate bias are hidden behind a numeric label.  


 
No more evaluations based on eugenics and pseudoscience. No more tests supported by the bottom line of corporations who make money creating the tests, grading the tests and selling us the remediation materials to retake the tests.  


 
That, alone, would make such a difference.  


 
No more teaching to the test. No more narrowing the curriculum. No more pressure to increase test scores.  


 
Just the freedom to teach.  


 
To empirically observe a classroom of students, see what they need and try to help them get it.  


 
And since I’m overturning that stone, I’ll topple another one. 


 
I wish schools were budgeted fairly.  


 
Not equally, mind you, but fairly.  


 
I wish every student got all the resources necessary to meet his or her needs. No! I wish they got MORE than enough.  


 
I wish we funded schools the way we fund the military! I wish schools had money flowing through them like a river of gold. I wish school buildings were marble palaces where the community could come together and learn and play and talk and interact. 

Imagine how that would impact class size.

No more 20-30 kids stuffed into a single classroom with just one teacher between them.

No more trying to differentiate, grade, instruct, counsel, and inspire until there’s nothing left of you at the end of the day.

No more being on stage every moment but instead having dedicated times untethered to students where you can actually think about things – how to teach this or that, what students really meant when they made certain comments, how to best help parents…

But wait there goes another pebble!

I wish there was no school privatization!

And I do mean NO school privatization.

There shouldn’t be schools for some kids and schools for others.

We should differentiate by need but not by income bracket. We shouldn’t divide kids up based on race, ethnicity or their parents biases.

No more prep schools. No more parochial schools. No more prestigious academies. No more charter schools. No more home schools.

Just public schools of every shape and size.

Schools funded by everyone to teach everyone’s kids. No place to hide money for some and deprive it from others.

Oops! There goes another stone overturned!

I wish there were no more segregated schools.

No more districts or buildings or classes focusing mostly on white kids, or black kids, or rich kids or poor kids.

Silly privatizer, schools are for ALL kids. All kids mixed together. Because only then can we ensure they all get equity and that they learn the true face of America.

Only then will they learn how to get along, how to understand where they’re coming from and how to embrace their differences.

Uh-oh! Did you hear that!? There went a whole mountain of stones!

No more profiteering off children!

No more data mining!

No more developmentally inappropriate standards!

No union busting!

Teaching could become a calling again.

Educators would no longer be seen as overpaid babysitters but trusted pillars of the community.

They’d be respected – their opinions sought after in educational issues like diamonds.

And the pay! No longer would any teacher need to work more than one job! They’d be compensated like professional athletes. Maybe there’d even be a draft in each state where the most promising prospects out of college would be fought over by schools with children who they think would best be served by their hire.

Imagine a country like that! One that put children first by putting education first!

Imagine how it would change the landscape. Adults who grew up in such a system would be pretty hard to fool because they’d be critical thinkers.

No political charlatan could come in and bamboozle them with nonsense and charisma. No corporation could trick them into pyramid schemes and tax evasion.

No wars for oil.

No climate denial.

No banning books.

No gun ownership without strong regulations.

No lack of social services, public healthcare, public goods!

Ah! It would be a much better world I think if my wish came true.

But…

Oh…

Sigh!

I don’t see it happening.

No even a little of it.

After two decades in the classroom, the wind always seems to be blowing against such things.

But then again, I have a chance to change the wind come Monday.

We all do.

If you’ll help me blow out the candles.


Like this post?  You might want to consider becoming a Patreon subscriber. This helps me continue to keep the blog going and get on with this difficult and challenging work.

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Patreon+Circle

I’ve also 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!

Silencing School Whistleblowers Through Social Media 

 
I used to write a thriving blog. 


 
A month and a half ago.  


 
But as soon as the New Year dawned, my readership dropped to the tiniest fraction of what it had been in 2021. 


 
I went from about 1,000 readers per article to a few hundred.

 
 
Overnight.  


 
How does that happen?  


 
I suppose it could be that people are sick of me.  


 
Maybe my writing just isn’t what it was and readers are tired of hearing about the same old topics over and over again.  


 
Education and civil rights. That stuff is just so 60 days ago! 


 
Yet look at the reality. School boards are banning Holocaust narratives like Art Spiegleman’s “Maus.” State governments are passing laws to restrict what teachers can say in the classroom or make their jobs more untenable so even more leave the profession.  


 
I just can’t believe that in light of such a flame dancing ever more quickly down an ever-shorter fuse that people aren’t interested in reading about how to stomp it out. 


 
From conservative scholars supporting standardized testing to local athletic leagues saying racism is a matter of both sides. From the effect on education of constantly depriving teachers of planning time to the continuing trauma of Coronavirus raging through our schools as decision makers refuse to take necessary precautions to protect students and staff.  


 
The readership is there.  


 
It’s the method of distribution that’s the problem.  


 
And that method is social media.  


 
It’s been this way since I began the blog back in July of 2014.  


 
I write an article then I post it to Facebook and Twitter.  


 
The later platform has never been a huge draw for me. But until recently Facebook was my bread and butter.  


 
My work was posted on message boards and in online forums and organizations’ pages focused on the issues I write about.  


 
After the first year, the result was hundreds of thousands of readers annually.  


 
But then as Facebook began trying to monetize the distribution of posts beyond a person’s local friend circle, those numbers started to drop.  


 
I went from 446,000 hits in 2015 to 222,000 last year.  


 
It’s demoralizing but not because of any need for fame. 
 


I don’t need to have thousands of people hang on my every word. This isn’t about ego.


It’s about change.  


 
I write this blog to get the word out about what’s really happening in our public schools. And to try to push back against the rising tide trying to destroy my profession.  


 
Mass media is not particularly kind to educators like me.  


 
Even when journalists are writing about schools and learning, they rarely ask classroom teachers their opinions. Instead, the media often turns to self-appointed experts, think tank flunkies, billionaire philanthropists or politicians.  


 
It’s like they can’t even conceive of the fact that someone with a masters degree or higher in education who devotes her whole life to the practice of the discipline has anything worthwhile to say.

 
 
So many of us have taken to the blogosphere to circumvent the regular media channels.  


 
We write out our frustrations. We tell our truths. We give a peek of what it’s like in our public schools, an educated opinion about the ills therein, and how to fix them.  


 
But as time has worn on, more and more of us are leaving the field. We’re abandoning the classroom and the Web.  


 
We’re giving up.  


 
And even those like me who are still desperately sounding the alarm every week are being silenced.  


 
Frankly, I don’t know what to do about it. 


 
I know Facebook is trying to pressure me into paying the company to more widely distribute my articles.

 
 
If I give them $50-$100 a week, they promise to deliver my work as widely as they used to do when I didn’t have to pay for the privilege.  


 
Actually, it wasn’t Facebook that delivered it. It was people on Facebook.  


 
People who really cared about what I had to say would see it and share it with others.  


 
But now there’s a strict algorithm that determines what you get to see on your page. And if it says you’re invisible, then POOF! You’re gone and the people who would most enjoy your writing and want to pass it on don’t get the chance.


 
It’s undemocratic in the extreme but totally legal because Facebook is a for-profit company, not a public service.  


 
It’s not about the free expression of ideas. It’s about making money.  


 
And so people like Joe Rogan make millions on their podcasts spreading science denial, vaccine disinformation and racist dog whistles.  


 
A guy like me just trying to make the world a better place?  


 
I get silenced.  


 
I guess when money is speech, poverty is the real cancel culture.  


Like this post?  You might want to consider becoming a Patreon subscriber. This helps me continue to keep the blog going and get on with this difficult and challenging work.

Plus you get subscriber only extras!

Just CLICK HERE.

Patreon+Circle

I’ve also 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!

Forget About Quality Instruction When You Take Away Teachers’ Planning Time

Dear Principal, 


 
 
You talk a lot about quality instruction.  


 
We need to do THIS to give students the best quality instruction.  


 
We can’t do THAT because it will reduce the quality of instruction.  


 
Yet once again today I have to give up my planning period to sub for an absent teacher! 


 
Doesn’t THAT impact quality of instruction!? 


 
We closed the entire district last week because COVID-19 cases were out of control. Then we reopened this week to preserve – say it with me – quality of instruction. 


 
There has not been a single week so far this school year when I have not had to lose my planning period and sub.  


 
Not one single week.  


 
EXCEPT when we were on remote.  


 
I’m not saying that’s the best model to teach, but at least I get to stop and think about what I’m going to do with my students.  


 
At least I have time to grade some papers and call some parents and plan out how my next few lessons will fit into each other to form a coherent whole.  


 
At least I’m not flying by the seat of my pants.  


 
Which seems to be the norm in the physical school building these days. 


 
You need to understand something.  


 
Every time you take away a teacher’s planning period – whether it be to cover an IEP meeting, use a teacher as a security guard in the cafeteria, sending someone to a training or otherwise – you are reducing the quality of instruction that teacher is able to provide that day.  


 
And if you do it for long enough, you can no longer fairly judge that teacher’s annual performance by the same expectations you would have under normal conditions. 


 
You need to put an asterisk next to her name for the year.  


 
Meaning this isn’t the best she could do, but this is the best she could do WITHOUT HER PLAN. 


 
Imagine an actor going on stage without having the chance to practice the play? Imagine an athlete playing in the championship game without having the chance to warm up or watch tape. Imagine a pilot flying your plane without being able to contact the air traffic controller or plan the route from one airport to another. 


 
The results would not be ideal.  


 
You would expect them to be sloppy, haphazard and possibly disastrous.  


 
In fact, if most other professionals working under these conditions were able to pull out something even passable, we’d celebrate them as prodigies.  


 
Wow! Did you see Denzel in Hamlet? He didn’t even have a chance to practice! He just did the whole play from memory!  


 
Oh! And when Brady threw that touchdown pass! He wasn’t even warmed up! He rushed right from his car to the field – and he wasn’t even at training camp all week!  


 
You should have the same reverence for your teachers who perform miracles every day in the classroom without having the time to plan. 


 
That’s how amazing this should be.  


 
It should not be accepted as the status quo.  


 
But I know what the excuse will be: this is unavoidable.  


 
There are just too many absences and not enough subs. And to an extent that’s true.  


 
However, what are you doing to alleviate that situation?  


 
Have you reached out to local colleges to find teaching students who would relish the experience of subbing? Have you reached out to retired teachers looking for extra pay? Have you lobbied the school board and the legislature for more money to pay subs and teachers? 


 
Have you done everything you can to support the health and well-being of your staff so that fewer need to take off? Have you cut all unnecessary tasks like formal lesson plans, stopped holding staff meetings unless an urgent need presents itself, refrained from new and unproven initiatives, cut duties where possible to increase teacher planning time? 


 
If not, then don’t talk to me about inevitability. You have contributed to it.  


 
What’s happening in education has been a long time coming. Low pay, lack of respect, gas lighting, scapegoating, micromanaging – no wonder so few people want to be an educator anymore.

 
 
The people who are left want to be in the classroom because we love teaching. However, with all the nonsense heaped on our shoulders, the job has become less-and-less about that and more preoccupied with ancillary concerns – paperwork, endless meetings where nothing gets done, useless trainings so some corporation can get paid, and outright babysitting.  


 
When you take away our planning periods, we can’t do our best for our students. And that’s why we’re here! To give our best!  


 
When you take that away from us, you take away a lot of the satisfaction of the job.  


 
No one devotes their life to something to do it half-assed.  


 
Quality of instruction is not an excuse for us. It’s not a cudgel or a catchphrase or a policy decision.  


 
It is the core of our jobs.  


 
It is the essence of our calling.  


 
Don’t take that away from us. 


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Remote Teaching is Much Different This Year 

  
I couldn’t believe what was happening.   


  
It was 8:30 am and nearly all of my students were in class.   


  
Or technically none of them were.   


  
It all depends on how you look at it.   


  
This was a remote teaching day, after all, and the classROOM was empty somewhere across town.  


 
My middle schoolers and I were all snug in our various homes communicating with each other via Zoom. But through the magic of the Internet, we were all together in one place and ready to get started.   


  
It was surprising because on most days of in-person learning it takes at least 30 to 40 minutes in the morning for students to stumble in. 


  
But today it just took a click of the mouse.  


  
Not only that but we were awake, and chatting, and happy to be together!  

 
  
“Hey, Rian! Nice to see you!” I said as I clicked in a student.   


  
“Morning, Mr. Singer. Did you have a nice weekend?” she responded.  


  
“You bet. You all staying warm out there?”  


  
“Nah. I made a snowman with my little brothers. But it was fun.”  


  
“I’m so excited!” another student offered.  “My mom just had an ultrasound of her new baby. She says its nose looks just like mine.”  


  
“That’s fantastic,” I said.   


  
“Yeah. I’m going to be the oldest. There will be 12 years between us.”  


  
Who were these children and what had they done with my students?  


 
This is not what I had come to expect of students on-line. 


 
Through the pandemic, the last two years of on-and-off remote learning were a slog. Most days getting students to respond verbally was like pulling teeth. They’d hide behind screensavers, their cameras off and for all I knew they could be on Mars. 


    
Admittedly today the screensavers were still in place, but the ebullient chatter was like something you’d hear… well… in school!  


 
In the physical classroom some of my kids might engage in this kind of banter. But not before 9 or 10 am!  


  
My language arts students and I went over the homework and the kids even volunteered to read the directions and attempted the questions about prepositional phrases and appositives.   


  
They wrote in depth answers to thematic questions about the book we’d been reading together, S.E. Hinton’s “The Outsiders.”   


  
And then we discussed those questions together in a virtual Socratic Seminar.   


  
These are all things I’d done before in previous years with remote students. But it never came off like today.   


  
They put up hand raising emojis to indicate they wanted to speak and gave some of the most thoughtful comments I’d heard from them all year.   


  
They talked about the main character, Ponyboy, and his responsibility to save some kids from a burning church. And others argued that he had no responsibility – it was the adults who should have watched the kids more closely. Or they argued that Ponyboy losing his life wouldn’t have helped the trapped kids any. Or they argued that it didn’t matter whether they saved the kids but whether they were willing to put more good into the world by trying…  


  
I was astonished. We laughed. We pondered. It was a lot of fun.   


 
How did this happen on-line?  


 
I think it was a combination of several factors.  


 
First, this was a high interest lesson of a high interest text.  


 
Give kids something meaningful to do and they’ll exceed your expectations more often than not


 
But even more than that – and this may come as a shock – I think they were actually grateful to be learning on remote. 


 
That’s not to say they just naturally love the cyber school experience. But it’s been a scary few months in the school building. 


 
We’d all watched in fear as COVID-19 spread through the district like wildfire. 


  
All last week students and staff had steadily been going missing.  


 
We got phone messages daily telling us how many people had tested positive but not who they were or how many additional folks had been quarantined because of close contacts.  


  
Even several administrators and our building principal mysteriously vanished, and with them so did some of the secrecy.   


 
One of my students was removed from class with an apparent positive test and the next day students were called to the office in ones and twos not to be seen again. Until the rooms were nearly empty.  


  
On Friday, my last class of usually 20 had been whittled down to four. 


 
And of those left was a child who sniffled and coughed  complaining that his mom wouldn’t let him go anywhere after school until he had a negative COVID test.   


  
So when they finally announced we were going to remote this week, the dominant feeling I had was relief.  


 
I just wasn’t the only one. 


 
No one wants to catch this thing.  


 
You don’t know whether it’s going to manifest as a week-long cold, symptoms that last for months, a stay at the hospital or worse.  


 
And don’t tell me kids aren’t affected. They may not often get as sick as adults, but they’ve seen the impact of this disease on others.  


 
They know catching COVID is taking a chance. 


 
That’s why most of them still wear face masks at school – even after the state Supreme Court overturned the Governor’s mask mandate. Even after school directors chose not to require masks on their own.  


 
Policymakers roll the dice but it’s the rest of us who pay the tab


 
I think my students were grateful that for once their safety and that of their families was being put first.

 
 
Or there just wasn’t enough staff available to keep the schools open. And not enough students left to teach in-person. 


 
Don’t get me wrong. Today wasn’t perfect.  


 
There were a few absent students – though much fewer than on any regular day. 


 
There were a few who hid behind their screensavers – though less than those who checkout in the classroom. 


 
Nor do I think remote learning is the best way to teach. Under normal circumstances, in-person is much more effective.  


 
But these aren’t normal circumstances. And until cases come under control and we take adequate precautions to ensure everyone’s safety, they won’t be normal circumstances. 


 
My students get that.  
 


I hope their parents do, too.  


 
I hope the administrators who’ve been out sick understand it.  


 
Because they’re going to be back soon, and then it won’t just be a battle with COVID.  


 
It will be a battle of egos, too.


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Students and Staff are Catching COVID at School. What Does That Mean? 

 
 
Everyday people catch Covid-19 at my school


 
Sometimes you can only tell by the vanishing students and teachers or the everyday need to sub for staff members mysteriously absent for days or weeks in a row.  


 
Sometimes a student will stop by the room to tell you she’s leaving and will be quarantined for the next five days.  


 
Sometimes a fellow teacher will cough and sneeze their way through hall duty and then disappear for the next week or so.  


 
But always, ALWAYS the emails and phone calls: 


 
“We have learned that two High School students, two High School staff members, three Middle School students, six Elementary students and one Elementary staff member have tested positive for COVID-19.  Close contacts have been identified and notified.  Thank you.” 


 
What does it all mean? 


 
One thing’s for sure – we aren’t taking this pandemic very seriously.  


 
Gone is any attempt to keep people from getting sick


 
No mask mandate. No vaccine mandate. No random testing to see if anyone even has the disease.

 
 
Now it’s a constant game of chicken between you and a global pandemic. 


 
Will you beat the odds today?  


 
Given enough time and high infection rates, you probably won’t. And no one seems too worried about that.  


 
We’re acting like this virus is just a cold. People get sick. They convalesce at home. They come back. No problem.  


 
But that is just ableism.  


 
The consequences of getting sick vary from person-to-person.  Some people have symptoms that last for months. Others have permanent damage to their hearts, lungs or other organs.  


 
And someone like me who is triple vaccinated but immunosuppressed because of existing medical conditions could have severe complications.  


 
That’s why I’m afraid. I don’t know if getting sick will mean the sniffles, a stay at the hospital or the morgue. 


 
And no one seems to care.  


 
In fact, nothing seems to make anyone do a thing about the dangerous conditions in which we’re working.  


 
Judging by the emails in the last week and a half, alone, there have been at least 60 people in my small western Pennsylvania district who tested positive for Covid. That’s 17 in the high school (10 students and 7 staff), 22 in the middle school (17 students and 5 staff), and 21 in the elementary schools (16 students and 5 staff). And this doesn’t include close contacts. 


 
However, with the new CDC guidelines that people who test positive only need to quarantine for 5 days, some of these people are probably back at school already. Though it is almost certain they will be replaced by more people testing positive today.  


 
I have a student who just came back a day ago who’s coughing and sneezing in the back of the room with no mask. And there’s not a thing I can do – except spray Lysol all over his seating area once he leaves.  


 
The imperative seems to be to keep the building open at all costs. It doesn’t matter who gets sick, how many get sick – as long as we have one or two adults we can shuffle from room-to-room, the lights will be on and school directors can hold their heads high that they weren’t defeated by Covid.  


 
The daycare center – I mean school – is open and parents can get to work.  


 
But this isn’t the number one concern of all parents. Many are keeping their kids at home because they don’t want them to get sick.  


 
We have a Catholic school right next door. It’s closed and classes have moved on-line.  


 
Don’t get me wrong. I hated teaching remotely on and off during the last few years. But safety is more important to me than being as effective as I can possibly be.  


 
When the Titanic is sinking, you get in the life boats and don’t worry that doing so might mean you won’t dock on time.  


 
Somewhere along the line in the past few years we’ve come to accept the unacceptable: 


 
We’re not in this together. 


 
I don’t have your back. You don’t have mine. 


 
When it comes to a disease like Covid – you’re on your own. 


 


Like this post?  You might want to consider becoming a Patreon subscriber. This helps me continue to keep the blog going and get on with this difficult and challenging work.

Plus you get subscriber only extras!

Just CLICK HERE.

Patreon+Circle

I’ve also 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!