My Students Haven’t Lost Learning. They’ve Lost Social and Emotional Development  

 


  
  

There is a student screaming across the hall.  
  
He is holding his gut and rocking back and forth in cries of wordless emotional pain as the rest of the class looks on in bewilderment.  
  
Students from other rooms start to cluster around the door until a security guard makes them go away.  
  
I close the door to my own classroom and try to settle my students down – but we can still hear him through the walls.   
  
And then:  
  
“Shut up!”  
  
“You’re stupid!”  
  
“Why don’t you make me!?” 
 
  
Believe it or not, this is not what teaching middle school used to be like.   
  
Eighth grade students were never perfect angels, but at least by then they used to know how to talk to one another. They could usually interact without constant sniping. They knew what was expected to get respect from each other and at least tried to do it.   
  
But things have changed.   
 
After 18 months of a pandemic, even when they aren’t infected with disease, children still are suffering tremendously from the effects of Covid-19. 
 
Adolescents are dealing with higher rates of anxiety, depression, stress, and addictive internet behaviors.   
 
The Centers for Disease Control (CDC) reports that children between the ages of 5 and 11 visiting an emergency department because of a mental health crisis increased 24 percent from April through October of 2020 compared to the previous year. Among 12- to 17-year-olds, the number increased by 31 percent.  
 
Suicide attempts among 12- to 17-year-old girls increased by about 50 percent over winter 2019, according to the CDC. 
 
And these numbers are probably under reported since these increases took place at the height of a pandemic when many people were hesitant to seek medical attention.  
 
As usual, the place where these issues are most visible is our public schools
 
When Covid-19 swept our shores last year, much of the benefit of formal education fell through the cracks.   
 
Consistency went out the window. Many schools went to on-line learning or a hybrid model of in-person and on-line offset with increasingly common periods of quarantine.  
 
These were often necessary to keep kids and their families safe – and in some cases still are. As a society, we could have done more to blunt the blow such as paying parents to stay safe at home as well as supervise their children, but economic concerns took precedence to human ones.  
 
And now we’re seeing the cost
  
Many students attended school haphazardly and their parents often weren’t around to give them the kind of stability, role models or attention they’d normally get at school.   
  
Today, as the pandemic still smolders on, and schools struggle to function as if the danger had passed, the result is classes of emotionally needy and socially awkward children.  
  
There were so many fights in the halls of my building last week, we’re now operating on a soft lockdown to decrease unstructured time between classes.   
  
And you know what – it’s not really kids’ fault.  
  
They’re just trying to live in the world we’ve built for them.   
 
More than 674,000 Americans have died from COVID
 
According to the CDC, more than 140,000 children in the U.S. lost a primary or secondary caregiver such as a live-in grandparent or another family member to the virus. 
 
Globally, that’s more than 1.5 million kids who have lost a parent, guardian or live-in relative to the pandemic, according to the Lancet
 
No wonder kids are having trouble dealing with their emotions! Their support systems are shot! 
  
My students are bright, caring, energetic and creative people. They have the same wants and needs as children always have. They just have fewer tools with which to meet them.   
  
Administrators often focus on academic deficits.   
  
They worry about learning loss and what the kids can’t do today versus students in the same grades before the pandemic. But I think this is a huge mistake.   
  
My students are not suffering from a lack of academics. They’re suffering from a lack of social and emotional development.   
  
I teach Language Arts and, sure, my kids may not have been exposed as deeply to certain concepts as those who came before them. They may not have written an acrostic poem or read Dickens or had as much experience writing. But that doesn’t mean they’re deficient.   
  
Every child – every PERSON – learns at an individual rate. Some take longer than others. Some take more exposure, experience and practice. But learning is never lost.   
  
Teachers know this. That’s why we scaffold our lessons. We get to know our kids and where they are before we can gauge what they still need to learn.  
  
My students may not have read the play they would have in 7th grade, but I can help them understand the components of drama when we read a play in the curriculum for 8th grade. They may not have written a particular type of poem last year, but we can still read one and understand it this year.   
  
Many students have difficulties with spelling and punctuation. That’s true this year as well as any other. That doesn’t mean they’ve lost anything. It means they need more instruction and practice.   
  
I’m not worried about that. It’s really pretty similar to any other year.   
  
What does concern me is the level of immaturity and social awkwardness I’m seeing.   
  
People aren’t machines. You can’t flip a switch and they just learn.  
  
You have to create an environment that is conducive to learning.  
  
Part of that is creating a class culture where everyone feels respected and safe. That’s difficult to do when kids don’t know how to communicate without conflict.   
  
That’s difficult when their sense of safety has been deeply impacted. Community members whining about security measures like wearing masks and getting vaccinated don’t help this – not at all.   
  
In schools, we’re trying to instill a sense of consistency and care. We’re trying to teach kids the basics of human interaction again – something even some adults are having to relearn.  
  
And let me tell you – it’s extremely hard in large, anxious groups dealing with the continuing uncertainty of our times.   
  
My own health has suffered under the pressures with which educators are forced to contend. Unnecessary paperwork, increased expectations, lack of respect and compensation have teachers stretched to a breaking point.   
  
I was in and out of the hospital all last week and the district had great difficulty finding an adult to sub for me.   
  
For two days they resorted to hiring parents from the community to watch my classes. I’m told that one of them reported to the office at the end of the day and promptly told the secretary not to call her tomorrow, that she was never coming back.   
 
It’s hard for professional educators, too. 
 
According to a 2020 survey by the New York Life Foundation and American Federation of Teachers, only 15% of teachers feel comfortable addressing grief or trauma tied to the pandemic. 
  
My kids are not demons.   
  
They are not monsters or evil or incorrigible.   
  
They’re just kids who really need our love and support.   
  
I feel for them. I really do.   
  
When I’m here, I do everything I can to help them feel safe, secure, respected and cared for.   
 
It’s certainly not easy. 
  
At lunch the other day, one student came to my door and scratched on the window. He was in tears.   
  
I let him in and asked what was wrong.   
  
He was at his wits end about his home life and felt lost. I sat with him, we talked it out and I asked if there was anything else I could do for him.  
  
He said, “Yes. Can I have a hug?”  
  
So even now, with COVID out there in the community and my mask securely fastened, I did it. I gave him a hug.   
  
That’s the need I’m seeing in schools right now.   
  
It’s not academics. That will be fine if we can take care of the emotional and social needs of our students.   
  
But this can’t be accomplished by teachers alone – nor even administrators, school boards and districts.   
  
We need to build a world that cares about children.   
  
We need to value their lives and needs.   
  
It’s not enough to care whether a child is born. We have to care whether a child is taken care of, healthy and loved.   
  
And that means looking out for their parents, too.   
  
If parents didn’t have to sacrifice themselves to their jobs, they could spend more time with their kids.   
  
When your job constantly demands more time, at all times of the day and night, you can’t be there effectively for the ones you love.   
  
We talk about family values, but we do little to value families. Only their credit score and earning power.   
  
This is a problem that won’t be solved overnight.   
  
It may far outlast the pandemic, itself.  
  
To heal our kids, we have to heal our society.  
  
In fact, we can’t do one without doing the other.  


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Teachers Are Not Okay

At the staff meeting the other day, one of my fellow teachers turned to me and said he was having trouble seeing.

He rushed home and had to have his blood pressure meds adjusted.

Another co-worker was sent home because one of her students had tested positive for Covid-19 and she had gone over to his desk to help him with his assignment.

I, myself, came home on Friday and was so beat down I just collapsed into bed having to spend the next week going from one medical procedure to another to regain my health.


The teachers are not okay.

This pandemic has been particularly hard on us.

Through every twist and turn, teachers have been at the center of the storm.

When schools first closed, we were heroes for teaching on-line.

When they remained closed, we were villains for wanting to remain there – safe from infection.

Then there was a vaccine and many of us wanted to reopen our schools but only if we were prioritized to be vaccinated first. We actually had to fight for the right to be vaccinated.

When our students got sick, we sounded the alarm – only to get gas lighting from the CDC that kids don’t catch Covid and even if they do, they certainly never catch it at school.

We were asked to redo our entire curriculums on-line, then in-person for handfuls of students in funky two-day blocks, then teach BOTH on-line and in-person at the same time.

The summer was squandered with easing of precautions and not enough adults and teens getting vaccinated. Then schools reopened in August and September to debates over whether we should continue safety precautions like requiring students and staff wear masks and if we should expand them to include mandatory vaccinations for all staff and eligible students to protect kids 11 and younger who can’t take the vaccine yet.

It’s been a rough year and a half, and I can tell you from experience – TEACHERS ARE EXHAUSTED.

As of Sept. 17, 2021, at least 1,116 active and retired K-12 educators have died of COVID-19, according to Education Week. Of that number, at least 361 were active teachers still on the job.

I’m sure the real number is much higher.

According to the Associated Press, the Covid pandemic has triggered a spike in teacher retirements and resignations not to mention a shortage of tutors and special aides.

Difficulties filling teacher openings have been reported in Tennessee, New Jersey and South Dakota. In the Mount Rushmore State, one district started the school year with 120 teacher vacancies.

In Texas, districts in Houston, Waco and other neighborhoods reported teacher vacancies in the hundreds as the school year began.

Several schools nationwide have had to shut down classrooms because there just weren’t enough teachers.

The problem didn’t start with Covid.

Educators have been quietly walking away from the profession for years now due to poor compensation, lack of respect, autonomy and support.

For instance, 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.

This isn’t rocket science. If people refuse to work for a certain wage, you need to increase compensation.

But it’s not just pay.

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. That’s almost a third of educators – one in three – who plan to abandon teaching because of the pandemic.

Another survey by the RAND Corp. said the pandemic 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. 

I have to admit that’s what I’m seeing in the district where I teach.

We have had several staff meetings in the four weeks since students have been back in the classroom and none of them have focused on how we are keeping students and staff safe from Covid. In fact, administration seems happy to simply ignore that a pandemic is even going on.

We’ve talked about academic standards, data driven instruction, behavior plans, lesson planning, dividing the students up based on standardized test scores but NOTHING on the spikey viral ball in the room!

We get emails and phone calls every few days from the district about how many students and staff have tested positive and if close contacts were identified. But nothing is done to stop the steady stream of illness.

And these communiques willfully hide the extent of these outbreaks. For example, here’s an announcement from Sept. 13:

“We have learned that a Middle School staff member has tested positive for COVID-19. There were no close contacts associated with that case. We also have learned that a Middle School student has tested positive. Close contacts for this case have been identified and notified. Thank you.”

This announcement failed to disclose that contacts for the student were the entire middle school girl’s volleyball team. That’s 16-17 students who were all quarantined as a result.

Teachers are tired of this.

And I don’t mean palm-on-my-head, woe-is-me tired.

I mean collapsing-in-a-heap tired.

We are getting physically ill – even when it isn’t directly attributed to Covid, it’s from the stress.

At my district, the school board even refused to mandate masks. It took action from the governor to require this simplest of safety precautions. Do you know how much these kind of senseless shenanigans drain educators who just want to make it through the day without catching a potentially fatal illness!?

There are so many teachers absent every day. We know because there aren’t enough subs, either, so those of us who do show up usually have to cover missing teachers classes between teaching our own classes and fulfilling our other duties.

Things cannot continue this way.

We need help and support.

We can’t be the only people responsible for dealing with society’s problems anymore.

You can’t just put us in a room with kids and tell us to work it all out.

You can’t refuse to listen to us but blame us when things go wrong.

No one’s going to stay for that – not even for the kids.

We are literally falling apart here.

We want to be there for our students, to give as much as we can, but many of us are running out of things to give.

The system is built on the backs of teachers.

And we are ready to collapse.


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School Leaders Refusing to Mandate Masks Are Responsible for the Coming Storm

I would love for this to be a normal school year.

I would relish the opportunity to teach my classes of middle school students without a mask covering my face and obscuring my voice.  


I would enjoy being able to see the expressions on their faces as I welcomed them to class and got to know them.

 

But I am not stupid.  

I know that doing so would not be worth the cost.

The pandemic is not over – not in Pennsylvania. Covid-19 cases are on the rise in my community and an increasing number of children have gotten sick, been hospitalized or died. 

Forgoing masks would risk more. It’s just not worth it.

Only a month ago child Covid cases numbered in the zeroes or low single-digits each day in my home of Allegheny County, according to the Pittsburgh Post Gazette. During the past two weeks there have been as many as 30 to 40 new child cases a day. 


 
Some of these are kids 11 and younger who are not eligible for the COVID-19 vaccine. Some are  those 12 and older who have not been vaccinated. And a few are break-through cases among vaccinated kids, said Dr. Andrew Nowalk, clinical director of infectious diseases at UPMC Children’s Hospital of Pittsburgh. 


 
Both the Centers for Disease Control and Prevention (CDC) and American Academy of Pediatrics (AAP) are recommending everyone in schools – students, staff, visitors, etc. – wear masks whether they’ve been vaccinated or not. 


 
As a school director, why would you take a chance with the children in your care? 


 
There are so many questions I have about this situation that all seem to boil down to variations on that one


 


Dr. Todd Wolynn, CEO of Kids Plus Pediatrics, an independent pediatrics practice with several locations in the region, put it this way: 


 
“We’re here to ask one question to school districts not doing universal masking: Why is your situation safer [without a mask mandate] than what is recommended by the AAP and the CDC?” 


 
Why is it safer to forgo this precaution?  


 
Wearing a mask is not all that hard. We all did it throughout most of the last year and a half. 


Why is it so hard to just continue doing it a little while longer? 


 
I asked a similar question of Bryan Macuga, Assistant Superintendent of Steel Valley School District where I work.  


 


He mentioned at a district wide meeting that the new health and safety plan approved by the school board makes masks optional this year. I asked him why.  


 
He refused to give me an answer. He simply said that’s what’s been decided and would say no more.  


 
Superintendent Ed Wehrer was there at the meeting wearing a mask to – as he put it – “model” that behavior. Wehrer said he was empowered by the school board to mandate masks if it became necessary. He hasn’t done so nor did he find it necessary to answer my question, either. 


 
I can’t imagine it.  
 


If these leaders really think it is better not to mandate masks, why not explain their reasoning. We may agree or disagree with them, but they can’t even show us the courtesy of a straight answer to a fair question. 


 
Whatever their reasoning, most Allegheny County school directors must disagree with it.  


 
The majority of the county’s 43 school districts – 70% – have mandated masks in their schools. It’s heartening to see so many school leaders putting children over politics this way. I just wish I lived and worked in one of their communities.  


 
Only 13 county districts are making masks optional and most of those are clustered on the southeastern border with more rural (and Republican) Westmoreland County. 


 

I don’t understand how ideology makes people risk the lives of their own kids.  


 


Masks and vaccines should not be political.  


 
They should be the purview of science and reason


 
Throughout the rest of the state, the situation seems even worse.  


 
Pennsylvania has 500 school districts. Of 474 that submitted health and safety plans by July, only 59 reported plans to mandate masks for the 2021-22 year. This number is certainly higher now as districts changed their plans based on increases in Covid cases through August. But the situation is still incredibly frustrating. 


 
This week Gov. Tom Wolf called on the legislature to reconvene and pass a motion to mandate masks in Commonwealth schools.  


 
However, Wolf is a Democrat and the legislature is controlled by Republicans so this request was soundly rejected.  


 
It’s unclear whether Wolf will try to do this on his own under his authority as governor especially since voters just limited his ability to do so in a referendum in May.  


 
Politics. Stupid politics while our children are in danger.  


 
Elections have consequences but so do boneheaded decisions by elected leaders.  


 
The choice to make masks optional needlessly puts so much in jeopardy.  


 
Not just healthy and safety but the ability of schools to function well.  


 
One of the major takeaways of the last pandemic year was how ineffective and frustrating remote schooling is. Even under the best of circumstances in-person classes are far superior.  


 


However, refusing to put in place safety precautions like universal masking puts in-person learning at risk.  


 
If Covid infections are high enough, schools must close and go back to remote instruction.  


 
Why would school directors risk that?  


 
If their main concern is academics, why not install the kinds of provisions that at least allow for the best method of instruction?  
 


There seems to be a cynical calculus here – various games of chicken with local government against higher state and federal authorities.  


 
Republicans refuse to legislate safety precautions. Democrats often are too afraid to do so.  


 
The result is our current fractured map of diverse reactions to the same disaster.  


 
In short, it may take a larger disaster to break the political gridlock.  


 
Certainly kids will get sick. Without a doubt they will bring the virus home to parents, friends and family.  


 
But will the net result be bad enough to force – and I do mean FORCE – lockdowns, quarantines and remote schooling? 


 
I don’t know the answer. And neither do anti-maskers, but they are recklessly betting that the consequences won’t be bad enough to force their hand.  


 
Honestly, in a sane society this careless attitude endangering children and families would be enough to bring condemnation and shame.  


 
But in our broken system it will take a true catastrophe of epic proportions. Judging from last year, mask optional districts will do whatever they can to obscure the level of damage their policies are doing and stay the course unless the explosion is so big as to be impossible to hide.

We’re talking kindergarten classes full of Covid patients, tiny tots attached to ventilators, lawsuits and funerals in equal measure.
 


I don’t know if it will come to that, but if it does, we know who to blame.  


 
Any disruptions in education, any illnesses, any long-term effects must be laid at the feet of the decision makers who could have protected us from it but refused to do so. 


 
They have a responsibility that is being ignored.  


 
I can only hope that one day they receive the justice their actions today make them so richly deserve.


 

The following is a list from the Pittsburgh Post Gazette of public school districts in Allegheny County and their position on universal masking for the 2021-22 school year (as of Wednesday, Aug. 25): 


MASKS REQUIRED 


Allegheny Valley (Cheswick and Springdale boroughs; Harmar and Springdale townships) 


Avonworth School District (Ben Avon, Ben Avon Heights, Emsworth, Kilbuck and Ohio Township) 


Bethel Park 


Carlynton (Carnegie, Crafton, Rosslyn Farms) 


Clairton City 


Cornell (Coraopolis, Neville Island) 


East Allegheny (East McKeesport, Wall, Wilmerding, North Versailles) 


Fox Chapel Area (Fox Chapel, Sharpsburg, Aspinwall, O’Hara, Blawnox, Indiana Township) 


Gateway (Monroeville, Pitcairn) 


Hampton 


Keystone-Oaks (Dormont, Castle Shannon, Green Tree) 


Montour (Kennedy Township, Robinson Township, Ingram, Thornburg, Pennsbury Village) 


Moon Area (Crescent, Moon) 


Mt. Lebanon 


North Allegheny — (Marshall, McCandless, Bradford Woods, Franklin Park); masks required as a result of legal action. 


Northgate — (Bellevue, Avalon) 


North Hills (Ross, West View) 


Penn Hills 


Pine-Richland 


Pittsburgh Public Schools (Pittsburgh, Mount Oliver) 


Quaker Valley (Sewickley, Leetsdale, Edgeworth, Glen Osborne, Sewickley Hills, Sewickley Heights, Bell Acres, Haysville, Glenfield, Leet, Aleppo) 


Riverview (Oakmont, Verona) 


Shaler Area (Shaler, Etna, Millvale, Reserve) 


South Fayette 


Sto-Rox (McKees Rocks, Stowe) 


Upper St. Clair 


West Allegheny (Findlay, North Fayette, Oakdale) 


West Mifflin Area (West Mifflin, Whitaker) 


Wilkinsburg 


Woodland Hills (Braddock, Braddock Hills, Chalfant, Churchill, East Pittsburgh, Edgewood, Forest Hills, North Braddock, Rankin, Swissvale, Turtle Creek, Wilkins) 


OPTIONAL 


Baldwin-Whitehall 


Brentwood 


Chartiers Valley — Optional but “strongly recommended”; (Bridgeville, Heidelberg, Collier, Scott) 


Deer Lakes (West Deer, Frazer, East Deer) 


Duquesne City 


Elizabeth Forward 


Highlands (Tarentum, Brackenridge, Fawn, Harrison) 


McKeesport Area (McKeesport, Versailles, South Versailles, Dravosburg, White Oak) 


Plum 


South Allegheny (Port Vue, Liberty, Glassport, Lincoln) 


South Park 


Steel Valley (Homestead, Munhall, West Homestead) 


West Jefferson Hills (Jefferson Hills, West Elizabeth, Pleasant Hills)   

 


 

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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!

What I Don’t Want My School to be Like this Covid Year

I’m going to confess something.

I don’t like wearing a mask.

For a few hours on Halloween it’s fine, but trying to teach middle schoolers through a piece of fabric for 8 hours a day is no one’s idea of professionalism or efficacy.

You know what else?

I hate getting shots.

When they put that vaccination needle to my arm, I had to turn my head away and think about something else. Both times.

But guess what?

I did them.

And I am still WILLING to do them again.

If teaching in 2021-22 requires wearing a mask and even getting a third booster to the Covid vaccine, I’ll do it.

You know why?

Because I am an adult.

Even if we have to go back to teaching students completely on-line (which I don’t want to do), I’ll put on my big boy pants and do it.

It’s not optimal. It causes problems for working parents, but it’s better than the alternative if infections continue to rise.

I’m not saying I like it.

I’m not saying I want to do any of this, but we have to deal with the world as we find it.

I don’t want to have to teach during a pandemic, but that’s the world we’re living in.

That’s the world we’ve MADE.

Time to face it.

After a summer where not enough people chose to get vaccinated, Covid-19 cases are on the rise again. And now we have the new more contagious delta variant that can even infect and be spread by those who got the shot.

We had a chance to turn things around in June and July. Frankly, we blew it.

Restrictions were lifted too early. Safety precautions continued to be politicized. Folks just pretended it was over.

All we had to do was be cautious and get our Fauci ouchies.

Not enough of us did.

So here we are.

I’m going to be honest with you.

I don’t want this school year to be as bad as last year.

The last year and a half has been a nightmare for classroom teachers like me.

We were teaching remote, then in-person, then BOTH at the same time! Social distancing was erratic because there just wasn’t the space, some students were chronically absent, kids and adults got sick every week but the authorities could never seem to admit anyone might have caught the disease at school…

I watched my district and most of those around me fail at almost every level.

And just when we looked to the government for support, we were told to waste whatever class time we were able to scrap together on another meaningless standardized test.

It was a year that left me feeling blamed for things beyond my control and silenced from the decision making process.

I felt unsafe, subordinate, impotent and neglected.

And I don’t want to do that again.

It’s no wonder that one in four teachers might not return to the classroom this year according to a survey given at the beginning of 2020 by the Rand Corporation.

Research from Education Week published this week had similar findings. According to Lora Bartlett, an associate professor of education at the University of California, Santa Cruz, 20 percent of teachers either have already left the profession or are actively seeking employment elsewhere.

Most years teaching has an 8% attraction rate, according to the U.S. Department of Education. 

Educators like me are simply sick of being ignored, scapegoated, deprofessionalized and or actively obstructed from doing our jobs.

But we didn’t make this situation.

We didn’t create Covid-19. We didn’t ignore the warnings that it was coming here, we didn’t dismantle the pandemic task force, didn’t shirk our duties to put adequate safety precautions in place, didn’t make compliance entirely voluntary, didn’t prioritize economics over public health or a multitude of other things that lead us down this deep, dark rabbit hole.

We’re dealing with the situation, and frankly the rest of the country needs to do the same.

We need universal masking in schools.

Not suggestions from the Centers for Disease Control (CDC). We need government mandates, and the fact that some states have mandated exactly the opposite just goes to show that some lawmakers aren’t grown up enough to do the job for which they were elected.

Magical thinking may get you re-elected, but it could also get me and my family killed.

Time for serious solutions.

While we’re at it, we need to require vaccinations for all eligible adults and children going to school in-person. Otherwise, we can find a remote option for them.

Because if we don’t, there are only two likely alternatives – a remote option for everyone or a steady increase in Covid cases in school. The former isn’t good and the later is just not acceptable at all.

We need frequent testing to see if anyone in the building has the disease – and NO I’m not talking about contact tracing. Anecdotes from people who unequivocally have the virus about who he or she may have come into close contact with is not good enough. We need blood tests – hard data.

Speaking of which, every district should have to prove they’ve been able to adequately circulate airflow in the buildings with HEPA filters and other equipment. If they can’t, the federal government should write them a check on the spot. Make them accountable for how they spend it, and make them accountable if they DON’T get the job done.

I know, I know.

This is America and no one can tell me what to do.

Wrong.

We live in a society, not the old West.

We already have a plethora of rules people have to abide by – even list of vaccinations you already need to be enrolled in school – mumps, measles, rubella, polio, etc. Just add Covid-19 to the list.

And grow the heck up.

Too many people can’t tell the difference between fantasy and reality.

Too many people have bought the myths and legends about what it means to be an American.

That’s why they’re having conniptions that teachers might actually be including the history of racism in their history.

We’re a country that couldn’t exist if white settlers didn’t first steal the land we’re living on from native peoples. We’re a country founded by mostly slave holders.

You think that’s not an important part of history because you believe our own bull crap propaganda.

And that’s why you don’t have the mental acuity to deal with real problems like a global pandemic.

When this whole Covid thing began, many of us hoped when it was all over we’d have changed things for the better.

We thought they’ll have to change the old way of doing things just to survive this mess, so maybe when we put it all back together, we can put it back together better.

But the reality is, we couldn’t even figure out how to change things enough just to survive this.

In the United States, about 630,000 of us haven’t survived it – more than our soldiers who died in World War II (405,000), the Vietnam War (58,000) and the Korean War (36,000) combined.

I don’t want more people to die.

I don’t want more students and staff to get sick in schools.

I don’t want us to have to go back to remote instruction.

I don’t want this school year to be as bad or worse as the last year and a half.

And I’m willing to make sacrifices to make sure these don’t happen.

I’m willing to wear a mask all day in school and require others to do so, too.

I’m willing to be vaccinated (again if necessary) and make sure everyone eligible is, too.

I’m willing to do all these things I don’t want (and more) in order to make sure worse things don’t happen.

That’s the choice we’re left with today.

And if enough people aren’t grown up enough to make it correctly, we need to make it for them.

Or else we’re all choosing to let the worst come to pass – again.


 

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We Don’t Need More ADVICE on How to Safely Reopen Schools. We Need RULES.

The Centers for Disease Control (CDC) is full of advice about Covid-19.

It’s safe to do this. It’s not safe to do that.

But we don’t need advice. We need rules.

This week the CDC changed its advice to all staff, students and teachers when schools reopen. Instead of wearing masks in schools only when unvaccinated, people should wear masks regardless of whether they’ve been vaccinated or not.

This is necessary to protect children who aren’t eligible for the vaccine and slow the spread of new more infectious variants of the virus, representatives said.

The problem is that too many Americans don’t listen to advice – especially if it goes against their beliefs.

And there are a significant number of Americans who believe whatever crazy nonsense talk radio, Fox News or their savior Donald Trump tell them.

Immunologists talking about infectious disease just don’t rate.

So these people aren’t going to listen to the CDC’s advice.

That presents real problems both for them and for us.

First of all, they’re literally killing themselves.

More than 99% of people who die from Covid-19 these days are unvaccinated, and they make up almost the same percentage of recent hospitalizations.

CDC director Dr. Rochelle Walensky calls this a “pandemic of the unvaccinated”, but they aren’t the only ones paying for it.

We all are.

The Covid-19 pandemic would be effectively over in the United States if everyone who was eligible for the vaccine had received it.

About 56% of the U.S. population has received at least one dose of the vaccine, but in many places — especially in rural areas — the number is under 20% despite widespread availability of the drug.

As a result, cases of Covid-19 are on the rise again in most of the United States. In fact, this country leads the world in the daily average number of new infections, accounting for one in every nine cases reported worldwide each day.

The majority of these new cases are the more infectious delta variant, a version of the virus that could jump start cases even among the vaccinated.

And the reason the virus had a chance to mutate and become more resistant to our existing treatments was a ready supply of easy hosts – anti-vaxxers who refused to protect themselves and now have put the rest of the country back at risk.

Their ignorance and selfishness has put all of us in danger.

That makes me mad, and not just at the anti-vaxxers.

I’m mad at the federal government.

You could have done something about this. You SHOULD have done something, but you didn’t.

The Trump’s administration badly bungled the initial stages of the pandemic with late and inadequate international travel bans, failure to use federal authority to supply Personal Protective Equipment (PPE), failure to require mandatory universal paid sick leave for those unable to work due to the virus, and failure to mandate standards for the health and safety of workers.

In contrast, President Joe Biden’s administration has done better in making the vaccine readily available, but still failed to fix many of the problems it inherited and still continually neglecting to mandate anything.

“Hey, Buddy, why don’t you try this?” – is NOT good enough!

We need – “Do this OR ELSE!”

You can’t just make the vaccine available and hope people are smart enough to take it.

They aren’t. Not in America.

Not after decades of allowing lies and disinformation to infect the airwaves. In the name of freedom we’ve let Fox News and the former President poison the minds of admittedly easily lead citizens until their ignorance impacts all of us.

And the antidote to such disinformation – a robust public education system – has been stolen from too many Americans by decades of under funding, rampant school privatization and high stakes testing.

What we need now is to make vaccines a prerequisite to participate in all kinds of social congress – shopping, dinning at restaurants, movies, sporting events, schools, etc. But our government -our FEDERAL government – won’t do that.

Instead it’s a never ending cycle of passing the buck – that’s been our lawmakers response whether Republican or Democrat – to this crisis.

Authority is left it up to the states, who often refuse to allow safety precautions to be regulated or passed the decision on to someone else until it’s being made separately by every minor representative, podunk flunky and school director this side of Mayberry.

What a disgrace!

And here we are again.

The experts are telling us what we should do in the best interests of keeping our children safe. But the federal government refuses to back it up with its full authority.

Just advice. No rules.

Will people be required to wear masks in public schools?

Maybe.

It all depends on what local officials somewhere down the line decide.

In my home state of Pennsylvania, Democratic Governor Tom Wolf announced yesterday that he is not even considering a statewide mask mandate as Coronavirus cases surge nor will he require masks in schools.

Wolf said his strategy to fight the spread of COVID-19 is the vaccine, itself, – the masking mandate was for when there was no vaccine.

“People have the ability, each individual to make the decision to get a vaccine,” Wolf says. “If they do, that’s the protection.”

Meanwhile, Allegheny County Chief Executive Rich Fitzgerald says he’d consider a mask mandate if infections were worse in the county, an area that includes the City of Pittsburgh. Though he suggests schools follow CDC advice, he’s not about to make that decision for them.

So it will be left to local school directors to decide what to do. Probably most of them will allow masks in school but not require them.

It’s a terrible situation with an incredible lack of leadership, but I get it.

School board directors do not have the power of the bully pulpit. They don’t have the power of Chief County Executives, Governors or the President.

If people challenge their decisions (as they probably would) that requires district finances for lengthy court battles and uncomfortable political confrontations for re-election.

None of these folks should have to make these kinds of life and death decisions.

That’s what the President is for. It’s what US Congress is for.

The buck has to stop somewhere. Right!?

But the matter has become so politicized and our representatives so spineless that our entire system hangs by a thread.

What if the federal government mandates masks and certain states or districts don’t listen?

Will its take the national guard to come in and enforce the mandate?

There was a time when lawmakers had the courage to do things like that – to legislate what was in the best interests of society and darn the consequences.

But today’s lawmakers do not have the courage to govern.

And once again, we’re paying for it.

Our society has failed to protect us. It barely functions anymore.

So get set for another rock ‘em sock ‘em school year where kids and adults will get sick.

In the few years since we discovered Covid-19, young children have rarely gotten as sick from the virus as adults. However, that is changing. Infections have increased this summer as the delta variant spread until approximately 4.1 million children have been diagnosed with the disease resulting in about 18,000 hospitalizations and more than 350 deaths. 

Add to that the facts that only 30% of kids ages 12 to 17 have been vaccinated, younger children are not eligible for the vaccine and probably won’t be until the end of the year at the earliest.

It’s a recipe for disaster.

The Delta variant is 225% more contagious, contains 1,000% higher viral loads from earlier variants, and hits those levels in just 3 ½ days. Delta has a stronger bond to ACE-2 receptors in nasal passages and lung cells.  

Vaccinated people can get infected if exposed to large enough viral loads.  Unvaccinated kids could easily have those high viral loads. This means that everyone is a possible link in the chain of transmission. 

But it’s not inevitable.

There is something we could do about it if we act now.

No more mere advice!

Pass some laws, make some rules to keep everyone as safe as possible and finally end this pandemic!

It just takes courage and common sense – two things in short supply in today’s United States.


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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!

Economists Worry Covid-19 May End Standardized Testing Altogether

The sky is falling for standardized test enthusiasts.

Economists Paul Bruno and Dan Goldhaber published a paper this month worrying that the Coronavirus pandemic may increase pressure to end high stakes testing once and for all.

The paper is called “Reflections on What Pandemic-Related State Test Waiver Requests Suggest About the Priorities for the Use of Tests.” It was written for The National Center for Analysis of Longitudinal Data in Education Research (CALDER) – a Walton funded, pro standardized testing policy concern.

It’s easy to see why Bruno (who also taught middle school) and Goldhaber (who did not) are distressed.

Last school year President Joe Biden forced districts nationwide to give standardized assessments despite the raging Covid-19 pandemic.

Schools could barely keep their doors open and conduct in-person classes. Many educators were still teaching their students on-line or both on-line and in-person at the same time. Hundreds of teachers died from the virus. Thousands of students have lost parents, relatives or became sick, themselves.

Yet the Biden administration refused to give them any relief from the burden of standardized testing as the previous administration had just a year before.

And if increasing cases of the even more contagious Delta Variant continue to spread in 2021-22 while the last 30% of American adults are reluctant to get the vaccine, the situation could be even worse this spring.

For a third year in a row, standardized testing could be yet another unnecessary hurdle for students already overburdened with trauma. Would Biden double down on last year’s mistake or finally see the error of his ways?

The result has been an overwhelming backlash against the already unpopular education policy.

In their paper, Bruno and Goldhaber looked at last year’s waiver requests asking for permission to cancel or modify statewide exams in 11 states and the District of Columbia.

Only the District of Columbia’s waiver was granted. All other states had to give the exams, but there was much leeway in how and when.

In the most revealing part of the paper, the economists explain why they think the US Department of Education seems to have refused blanket waivers last year:

We speculate that there was concern that even temporarily waiving statewide tests would give momentum to those advocating for the elimination of testing all together. That is, [the US Department of Education] USDOE (and perhaps states that did not request that common assessments be waived) may be less interested in what happens with testing this year than worried about a slippery slope toward increasingly lax testing requirements.” [Emphasis mine]

So refusing testing waivers wasn’t about the need for last year’s scores. It wasn’t about making sure struggling students get resources. It was about ensuring that high stakes testing would go on for years to come.

In other words, it was about politics.

Speaking of which, the report then becomes focused on advice for standardized testing advocates to combat mounting pressure to end these mandated federal assessments.

If the public doesn’t see the value in the tests, Bruno and Goldhaber say, policymakers must explain why the tests are important, and not just in generalities. They must explicitly show how standardized test scores improve education and help specific students.

They write:

“We encourage policymakers to think carefully, explicitly, and publicly about how they have tailored their standardized testing policies to achieve various diagnostic, research, and accountability objectives. This will help to ensure that standardized tests have benefits for more schools and students and will bolster fragile political support for statewide tests.”

However, nowhere in the entire paper do Bruno and Goldhaber actually do this, themselves.

How do standardized tests help students?

That’s exactly the question at stake here.

In short, I would argue as I have countless times before that they DO NOT help students.

They DO NOT help allocate resources to struggling students.

They DO NOT help diagnose student learning difficulties.


They DO NOT even do a good job of showing what students have learned.

If the authors had good counterarguments, now would have been a good time.

The authors do say that standardized test scores are predictive of latter student outcomes but they ignore whether other assessments or factors are MORE predictive.

Yes, students with high test scores often graduate, excel in college or trade schools, etc. However, the same can be said with classroom grades. In fact, classroom grades are even more accurate.

This just makes sense. Classroom grades are based on at least 180 days of formal and informal assessment. Standardized tests are merely a snapshot of a few days work.

However, even more predictive is child poverty. The rich kids usually do much better than the poor kids. Same with race, class and the funding each student receives at his or her school.

If you want to help students, that’s where you need to begin – equitable resource allocation. Make sure all students have what they need to succeed, and realize that the more poverty you have, the greater the need, the greater the resources necessary.

Test scores are effectively useless.

If the only hope for testing is for cheerleaders to prove the policy’s efficacy, then have at it. Testing opponents have been demanding substantive answers to that question for decades.

To paraphrase Motown singer Edwin Starr:

“Testing! HUH!

What is it good for? ABSOLUTELY NOTHING!

And while you’re struggling to answer that question in the positive, make sure to explain why an assessment strategy designed by eugenicists is the best way to judge today’s children.

Standardized tests literally were invented to justify bias. They were designed to prove that higher income, higher class, white people were entitled to more than poorer, lower class, brown people. Any defense of the assessments today must explain how the contemporary variety escapes the essential racist assumptions the entire project is based on.

Standardized testing is a multi-billion dollar industry. The tests are written by huge corporations. They are graded by the same corporations. And when students fail, it is often the exact same corporations who provide the remediation materials, software and teacher training.

That is why the Biden administration didn’t waive the tests last year. That’s also why economists like Bruno and Goldhaber are sounding the alarm.

This is about saving an endangered cash cow. It’s protecting the goose that lays golden eggs.

It has nothing to do with helping children learn.

And there is no better image to prove that than forcing kids to take a meaningless test during a global pandemic.


 

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The Government Should Make Unvaccinated Students & Staff Mask Up in Schools

As a classroom teacher, I cannot enforce safety protocols in my school all by myself.

I can’t make students and coworkers wear masks.

I can’t require people to show me their medical records to determine with any degree of certainty who is and is not fully vaccinated.

But when it comes to Covid-19, the federal government is again throwing up its hands and leaving all safety protocols to small town government officials, local school directors, and schmucks like me.


The result is a patchwork of inconsistent and inadequate safety directives that put far too many at risk.

Here we go again.

The Centers for Disease Control and Prevention (CDC) issued new guidelines Friday that it is safe for public schools to open for in-person learning so long as unvaccinated students and staff wear masks and an attempt is made to keep people 3 feet apart.

Children and adults who are fully vaccinated do not need to wear masks, according to the CDC.

However, these are all just suggestions.

There are no laws backing them up.

There is no federal mandate that anyone wear masks, that anyone prove their vaccination status or ANYTHING!

And as many parts of the world are battling new and more virulent strains of Covid-19 and some of the worst such as the Delta Variant are even beginning to show up on our shores, I want to know WHY.

Why is our government abrogating its responsibility to keep us safe?

It’s not like lawmakers aren’t already dedicated to protecting us in other ways.

The federal government has strict regulations to keep our foods and medicines safe. It has regulations to keep our motor vehicles and buildings safe. It even has specific regulations about which other vaccines children must have before they can enter the public school system.

Why is Covid-19 any different?

The government won’t let you drive without putting on a seat belt, it regulates your speed on the highway, and it won’t let you smoke a cigarette in a public place.

Why won’t it do the same kind of thing with Covid-19?

If the CDC is correct that unvaccinated people should wear masks in schools particularly in indoor and crowded settings, then our government should mandate we follow those guidelines.

Period.

“Vaccination is currently the leading public health prevention strategy to end the Covid-19 pandemic. Promoting vaccination can help schools safely return to in-person learning as well as extracurricular activities and sports,” the CDC said in a statement.

Unfortunately, CDC Director Rochelle Walensky has been her own worst enemy often garbling the organization’s message to avoid controversy. For instance, she stressed that decisions on safety measures should be put in place locally.

This has often been interpreted as leaving room for fewer safety precautions.

But this goes against Walensky’s other statements that MORE RESTRICTIONS may be necessary, not less.

In areas with low vaccination rates, higher viral spread or with increasing cases of new strains of the virus, she has suggested universal masking and other measures.

Whether this miscommunication is a result of a cowardly Joe Biden administration or Walensky’s own fault, it has hurt the vaccination effort. Instead of meeting the goal of 70% of Americans fully vaccinated by the July 4th holiday, we’re stalled at nearly 50%.

If there were actual mandates about what vaccinated people were allowed to do and those mandates were enforced, it would probably incentivize more people to get the shots.

At very least we should mandate masks at every elementary school in the nation. After all, children 11 or younger aren’t even eligible for the vaccine because it hasn’t been cleared for that age group yet. No need to check medical records. Elementary schools will be filled with the unvaccinated.

But no. Nothing.

It’s not even like these new CDC guidelines are extreme.

They fall well short of safety guidance in other parts of the globe.

The World Health Organization (WHO) is calling for all vaccinated people to continue to wear masks because of increased spread of variants of the virus.

The CDC isn’t going that far because of confidence that the vaccines being used in the US – the ones made by Pfizer, Moderna and Johnson and Johnson – are effective against new variants, according to Dr. Anthony Fauci.

“We know from good studies that the Delta variant is protected against by the vaccines that fundamentally are being used here. And that’s the reason why the CDC feels at this point they should not change their recommendation,” he said.

If the CDC guidelines are sensible and moderate, why won’t the federal government enforce them?

The answer seems to be multifaceted.

First, the vaccine and even Covid-19, itself, have been politicized by the Republican Party.

At this summer’s Conservative Political Action Conference (CPAC), participants cheered low vaccination numbers. Though vaccinated, himself, the former President has continually used fear of the vaccine as a tool to rally support.

There may be reluctance among Democrats to let their own political agenda be derailed by bogus cries of tyranny at public safety measures. (Of course given that those efforts already seem to be mostly derailed by reluctance to override the filibuster, this hardly seems to matter.)

Another overriding concern throughout the pandemic has been the economy.

Governmental officials from the federal to the state to the local level have been unwilling to put safety concerns ahead of capitalism. Business interests have repeatedly been prioritized over protections for human life.

In short, keeping schools open to in-person learning is necessary to keep parents working at their jobs. So any safety precautions that could jeopardize keeping the schools open jeopardizes profits.

Without the federal government stepping in, the decision probably will fall to most local school districts.

And this is entirely unfair to school directors. They should not have to make these kinds of life and death decisions.

In most cases, I would expect they’ll pass the buck on to individual teachers, parents and students.

If you want to mask up, you can. If you don’t, you won’t have to do it.

This will make individuals essentially powerless to protect themselves from the virus since wearing a mask doesn’t provide much protection to the wearer – it mostly protects others from the wearer.

And as to 3 feet social distancing, that’s impossible in most school buildings so it will just be ignored.

Like last school year, people will unnecessarily catch the virus.

The question is how much this will affect the national picture.

With schools closed for the summer, infection rates are mostly down. However, that could change in late August and September as they reopen.

If enough people don’t get the vaccine, that increases the chances for new variants of the virus to come into existence. With enough time, they can become resistant to the vaccines we have.

On the other hand, the pandemic could be over.

I fervently hope it is.

I want my classroom to return to normal.

I want to continue to make it better than normal.

But without the government stepping in here, we’re all just engaged in a game of chicken.

A game of chicken with a pandemic.


 

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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!

Public Schools Are Not Indoctrinating Kids About Racism. Voucher Schools ARE

Republican frenzy has reached a fever pitch with attacks in at least 16 states on schools that allegedly teach Critical Race Theory.

Right-wingers claim public schools are indoctrinating America’s youth in lies and deception about race and racism – namely the “lie” that these things remain problems.

They grudgingly concede that racism was a (slight) problem in this country before the civil rights movement, but then Rosa sat down and Martin stood up and – POOF – racism was over.

End of story. Let’s move on.

However, there are several things wrong with this besides its basic reductivism.

First, no public school actually teaches Critical Race Theory.

Second, racism is not over in the US, and talking about the facts of history and how they led to our current situation is not indoctrination. It’s education – the job of public schools.

And finally, if you really want to see taxpayer funded indoctrination, look at private and parochial schools accepting taxpayer funding through voucher and tax credit programs.

Let’s start with Critical Race Theory.

It is entirely absent from public school curriculum.

Laughably so.

Critical Race Theory is a legal framework that’s been taught for decades in law schools around the country. And just like torts, contract law, civil forfeiture and a host of other valid topics in law school, the K-12 public schools really don’t cover them much.

But right wing lawmakers and the billionaire funded think tanks that provide their propaganda ideas want to turn Critical Race Theory into a scare tactic to close down discussions of race and racism in America’s classrooms.

Which brings us to the second point – racism is not over in America.

Facts are facts.

In a country where the average Black worker earns just 62% of what the average white worker makes, and where black people are 3.23 times more likely than white people to be killed by police – racism is not over.

One out of every three Black boys born today can expect to be sentenced to prison, compared to 1 out 6 for Latino boys, and one out of 17 for White boys.

Black people are convicted at higher rates and given longer sentences than white people for the same crimes – 5% of illicit drug users are African American, yet Black people represent 29% of those arrested and 33% of those incarcerated for drug offenses. Moreover, African Americans and White people use drugs at similar rates, but the imprisonment rate of African Americans for drug charges is almost 6 times that of White people.

And on and on.

One has to live in a factually neutral bubble to insist that racism no longer exists in this country, but that’s exactly where these right wing lawmakers are coming from.

The GOP is terrified they might actually have to protect voting rights or provide equitable school funding for black kids up to par with white kids, so they have to keep creating scary monsters to frighten the populace into believing their bogus world view.

After all, their base is almost exclusively White. If they can’t find something to rile up these people and make them feel unduly put upon, they won’t come to the polls. And nothing gets people more eager to vote than fear and anger.

Except maybe ignorance.

Which brings us to the third point – indoctrination doesn’t happen at public schools; it happens at taxpayer funded voucher schools.

The last decade has seen a steady, incremental increase in taxpayer funding in most states for private and parochial schools as public school budgets have been robbed and raided to pay for it.

In some states, this comes from outright school voucher programs. In others like Pennsylvania, this comes from tax credit programs like the Educational Improvement Tax Credit (EITC) and Opportunity Scholarship Tax Credit (OSTC) programs.

In essence, they all do the same thing. They take taxpayer money that was (or would have been) put aside for public education and funnel it to parochial or private schools.

The schools that accept this money have little to no oversight in how they spend it nor do they have to follow any of the rules that public schools do.

And many of these schools actually do indoctrinate their students into untruths about science, history and politics. On our dime.

How do we know that? We know which books they use in their curriculum. And many of them are filled with factually incorrect bigotry and bias.

For example, here’s a few justifications of slavery from America: Land I Love, an A Beka Book:

“The slave who knew Christ had more freedom than a free person who did not know the Savior…”

“…Although the slaves faced great difficulties, many found faith in Christ and learned to look to God for strength. By 1860, most slaveholders provided Christian instruction on their plantations.”

“To help them endure the difficulties of slavery, God gave Christian slaves the ability to combine the African heritage of song with the dignity of Christian praise. Through the Negro spiritual, the slaves developed the patience to wait on the Lord and discovered that the truest freedom is from the bondage of sin…”

And here’s a defense of the kindness of most slave owners from United States History for Christian Schools published by Bob Jones University Press (BJU):

“A few slave holders were undeniably cruel. Examples of slaves beaten to death were not common, neither were they unknown. The majority of slave holders treated their slaves well.”

And here’s another excerpt from the same book teaching that black people were just as responsible for slavery as white people and that white people suffered from slavery just as much:

The story of slavery in America is an excellent example of the far-reaching consequences of sin. The sin in this case was greed – greed on the part of the African tribal leaders, on the part of the slave traders, and on the part of slave owners, all of whom allowed their love for profit to outweigh their love for their fellow man. The consequences of such greed and racism extended across society and far into the future. It resulted in untold suffering – most obviously for the black race but for the white race as well.(emphasis mine)

Here’s another excerpt from the same book about the benefits of the KKK:

“[The Ku Klux] Klan in some areas of the country tried to be a means of reform, fighting the decline in morality and using the symbol of the cross. Klan targets were bootleggers, wife-beaters, and immoral movies. In some communities it achieved a certain respectability as it worked with politicians.”

Meanwhile, the Teacher’s Resource Guide to Current Events for Christian Schools published by BJU wrote this about how liberal Democrats and desegregation were bad:

“While the end was a noble one – ending discrimination in schools – the means were troublesome. Liberals were not willing to wait for a political solution.”

As bad as these excerpt are, they focus only on racism.

The books are riddled with counter factual claims and political bias in every subject imaginable such as abortion, gay rights and the Endangered Species Act, which one labels a “radical social agenda.” They disparage religions other than Protestant Christianity and cultures other than those descended from White Europeans.

They teach that humans and dinosaurs lived at the same time, some dinosaurs survive into the present day (i.e. the Loch Ness monster), evolution is a myth disproved by REAL science as is the claim that homosexuality is anything but a choice.

Teaching these things in school is not just educational malpractice, it’s exactly the kind of indoctrination the right is claiming without evidence happens at public schools.

And this kind of brain washing is common at voucher schools.

Along with publisher Accelerated Christian Education, A Beka and BJP are being used in countless taxpayer-funded schools. Nearly 6 million students attend private schools in the United States and about three-quarters of those are Christian schools. And that doesn’t even count the roughly 1.7 million American children who are homeschooled many of whom use these texts.

These books are used almost exclusively at religious schools or through homeschooling. However, that’s the majority of the school voucher program – even the tax credit scholarship programs.

Nearly 80 percent of scholarship students attend religious schools, and most of those institutions are Christian, according to an investigation by the Orlando Sentinel. The books mentioned above all come from a Protestant point of view. However, roughly 16 percent of scholarship schools are Catholic and use their own curriculum as do other schools including Islamic or Jewish institutions (which combined make up about 5 percent of the schools).

It is clear then that this controversy is worse than a tempest in a teacup.

It’s misdirected anger.

Political indoctrination IS going on in the United States, but it is not happening at our public schools.

It is happening at our private and parochial schools through school voucher programs.

If we ban anything, it shouldn’t be Critical Race Theory – It should be school vouchers.

For more on this subject, see the short documentary film, “School Choice: Taxpayer-Funded Creationism, Bigotry and Bias” by Rachel Tabachnick.


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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!

Stop Transforming US Schools into Prisons in the Name of Security

You probably heard about the Texas mom who became Internet famous for posing as her daughter in school last week.

Casey Garcia, 30, was arrested after she was caught attending her 7th grade daughter’s classes while disguised in a hoodie, a mask and thick black glasses.

In a viral video she posted to YouTube, she said the stunt was a “social experiment” to “prove a point.”

“We need better security at our schools,” Garcia said. “I kind of feel that I proved it.”

“There have been one too many mass shootings,” she added, arguing that schools should have metal detectors and possibly ban backpacks.

However, most schools already DO have metal detectors, and the presence of these devices won’t stop a parent like Garcia from posing as a teen during a pandemic when students are often required to cover their faces behind masks.

Hopefully sometime next school year when more teens are vaccinated and mask restrictions disappear, no one will be able to take advantage of pandemic safety precautions to sneak into classes.

Don’t get me wrong, teachers should have caught Garcia last week long before the end of the day, but the El Paso parent did more to prove the necessity of smaller class sizes than additional security.

You can pay millions of dollars on new complicated and time wasting screening processes to enter the building, or you can simply have teachers responsible for fewer kids so they can actually give them all more attention. It’s less costly and would reap educational benefits along with improving safety.

The fact is, we already spend an awful lot on school security. And often those measures and the costs to enact them directly impede teachers ability to teach and students willingness to learn.

Let’s start with cost.

The United States is one of the richest countries in the world. You’d expect that we could afford to buy BOTH security AND education for our students.

However, in practice, it doesn’t work that way.

To put it bluntly – we’re cheap. Especially when it comes to children.

Correction: Especially when it comes to OTHER PEOPLE’S children.

Right wing pundits love to quote exorbitant figures of how much the US spends per student as compared with the rest of the world.

However, they neglect to mention (1) this money is spent unevenly so that we spend much more on rich kids versus poor kids, and (2) we spend that money on services in this country that most other nations do not.

One of those things is security.

It’s not that schools in Europe and other comparable nations don’t concern themselves with keeping students safe. But they typically don’t have metal detectors, armed police, and high tech security systems. While secondary entrances and exits tend to be locked, main entrances usually remain open and unmonitored throughout the day.

Nor do they have the same dangers as we do. In the US, there are more firearms – roughly 400 million – than people. Not true in other countries.

Moreover, even in other nations like Switzerland where gun ownership is high, they have comprehensive background checks that make it much more difficult for criminals or the mentally ill to get a hold of a gun.

In the US, we have a large population that is racially diverse, a history of social strife, runaway income inequality, and a crumbling social safety net. All of which, when mixed together, are a recipe for conflict.

Not so in most other countries.

Moreover, the way most European nations, for example, have addressed safety is completely opposite to the way we do it in the US.

School shootings were on the rise in Europe in the early 2000s, but instead of buying security systems to stop shooters from entering the building, most schools focused on prevention. They realized that the overwhelming majority of shooters were not interlopers from outside but were disgruntled students. So these schools invested in more psychologists, social workers and resources to help children navigate the turmoil of growing up. The result was an almost complete disappearance of shootings.

If you ask me, a similar investment in the US would have similar success. However, given the differences in our societies, I don’t expect it would solve all of our problems.

In fact, emphasis on security certainly hasn’t.

Since 2012, US schools spending on high tech security programs has increased by at least $3 billion – not counting the billions more spent on armed campus police officers — with very little research proving these measures are at all effective, according to the Washington Post.

In fact, there is evidence that these measures don’t work. A federally funded 2016 study by Johns Hopkins University, for instance, concluded there was “limited and conflicting evidence in the literature on the short- and long-term effectiveness of school safety technology.”

But in the United States, when there’s an entire industry lobbying to take advantage of a crisis, that industry will likely be seen as the solution. It might not actually work, but at least huge corporations are making a profit. That’s often enough to justify spending more and more.

Security firms tout their products as the solution just as hammers scream we need more nails. Never mind that buying them will impede our progress and bankrupt us in the process.

Which brings me to education.

Even if heightened security was 100% effective against violence, it has a negative impact on learning.

No one wants to go to a prison for school.

Prisons are not welcoming environments. Children don’t want armed guards watching their every move. They want empathetic teachers and adults to help them understand their world.

This is especially true for low income and students of color. There is already a tendency among white faculty (and others) to criminalize their behaviors. In a punitive environment, this is even more so. Children become not something precious to be protected but the inmates, themselves, whose adolescent behaviors become the excuse for treating them like suspects and criminals.

Even preparing for violent situations can have negative impacts.

Active shooter drills – especially those from the ALICE Training Institute — do more to traumatize students than make them safer. The increasingly popular ALICE program teaches kids to physically confront gunmen under any circumstances. Consultants, school psychologists, safety experts and parents say this is dangerous and irresponsible.

“There is no research/evidence . . . that teaching students to attack a shooter is either effective or safe,” Katherine C. Cowan, spokeswoman for the National Association of School Psychologists, says. “It presumes an ability to transform psychologically from a frightened kid to an attacker in the moment of crisis, the ability to successfully execute the attack on the shooter (e.g., hit the shooter with the book or rock, knock them down, etc.) again in a crisis situation, the ability to not accidentally hurt a classmate, the reality that unsuccessfully going on the attack might make that student a more likely target of the shooter.”

However, the feeling that we are doing SOMETHING that we are at least preparing for a crisis is what keeps programs like this viable.

It’s also why Home Depot and Walmart market $150 bulletproof backpacks to parents. They may not actually help in a real life emergency, but they give the illusion of safety.

That’s what most of this really is – an illusion.

The fact is that the risk of being the victim of gun violence is low.  There are more credible risks traveling to and from school, catching a potentially deadly disease or suffering a life-threatening injury playing interscholastic sports. But we rarely worry about those.

Moreover, the risk of being a victim of gun violence is the same in the US whether you’re in school or not. And it’s higher in this country than in most others. A 2016 study in the American Journal of Medicine found that, among high-income nations, 91 percent of children younger than 15 who were killed by guns lived in the United States. Schools cannot solve that problem. We need sensible gun regulations and background checks in combination with measures for universal healthcare, racial equity and a reduction in income inequality.

However, our public schools are so often left to solve the problems our policymakers refuse to tackle.

If our teachers and administrators weren’t tasked with such a heavy burden and were actually given the funding and support they needed, perhaps they could better do the job of educating students.

That is the central purpose of public schools, after all.

Not gratifying parents to make points on the internet.

Not even security or profiting huge corporations.

It’s to teach kids.

We’d do best to remember that.


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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!

Pittsburgh Media Runs Right Wing Propaganda About Public Schools As If It Were Real News

The Commonwealth Foundation is not a reliable news source


 
It’s a right wing propaganda network that provides the motivation behind American Legislative Exchange Council (ALEC) sponsored bills.  


 
ALEC writes the laws. The Commonwealth Foundation justifies them. And GOP lawmakers pass them (often with help from neoliberal Democrats). 


 
So why are otherwise reputable Pittsburgh television and radio stations running stories based on Commonwealth Foundation reports?  


 
On May 25, WTAE-TV ran a story called “Pennsylvania school districts flush with federal cash, but many still considering tax hikes.” It was a love letter to the Koch Brothers funded ideological network. 

The basic thrust of the story is captured in the headline. It says that public schools throughout Pennsylvania have received an influx of funding to deal with the COVID-19 pandemic but school directors are unnecessarily planning to increase taxes anyway.

For example, Pittsburgh Public Schools has received $161 million in three rounds of federal disaster funding. Yet the district is still projecting a $38 million deficit this year. 


 
Ideologues at the Harrisburg based Commonwealth Foundation don’t understand how that’s possible. They want to know why districts can’t just use the disaster funding to pay for continuing expenses?

Because it’s illegal. Duh.

Pittsburgh Superintendent Dr. Anthony Hamlet explains:


 

“That’s one-time dollars. That money cannot supplant the general fund so the general fund is different. These are supplementary dollars that can’t be used for personnel or anything like that.”

Most of those funds will go to pay for after-school or summer school programs to help students with declining academics after they spent much of the past year at home, he continues.

Moreover, if districts spent that money (illegally) to fill pre-existing budget holes, all they’d be doing is kicking the can of funding deficits down the road a year or two.

Ideologues at the Commonwealth Foundation know that.

In fact, later on in the exact same story, they worry about this very thing.

At the beginning of the story, Elizabeth Stelle, Director of Policy Analysis for the Commonwealth Foundation, says, “We see no reason why the federal funding is not more than enough to cover the needs of districts today.”

But then later in the same story she says, “I’m very concerned they’re going to spend that money on ongoing needs and we’ll be in a very difficult situation a couple years from now.”

Well, which is it Stelle? Are you worried about districts REFUSING to use disaster funds to pay for ongoing needs or are you worried that they WILL use disaster funds for this exact purpose?

You can’t have it both ways.

Stelle made headlines in March lobbying to eliminate the minimum wage in Pennsylvania and allowing slave labor.

WTAE should have had the journalistic integrity to ask her about her blatant contradiction in this story and her reprehensible positions on record. Or perhaps have the integrity not to invite such members of the lunatic fringe on their network and legitimize her position with coverage.

Unfortunately, producers are content to broadcast clickbait to get low information voters agitated against schools without any good reason.

I suppose it gets ratings.

If it bleeds it leads, and if it antagonizes it televises.

Sadly, WTAE wasn’t the only local television station to do so.

On march 15, WPXI ran a similar story under the headline, “Study claims Pa. schools don’t need COVID-19 relief money, local districts pushing back.” 

This at least was a more skeptical look at the same Commonwealth Foundation report.

But why run anything on the report to begin with?

Were the Flat Earthers busy? Was Q-anon out of conspiracies? Has no one spotted the Illuminati lately? 

WPXI characterized the report less about COVID funding misuse than additional funds being unnecessary to begin with.

Reporters said the Commonwealth Foundation report concluded that state districts were not hurting from the pandemic in the first place. And then journalists went to local districts who flatly contradicted that statement with facts. 


Gateway School Board President Brian Goppman, for example, said the district cut $3 million from its operating budget due to the pandemic. Moreover, the tax base, itself, has suffered from COVID. When businesses close, that’s less tax revenue to fund social programs like schools.

“Monroeville and especially our district… we get a lot of money from the businesses. Every day that we’re in the pandemic with these restrictions is another day we’re wondering if that business will be around tomorrow,” Goppman said. 

And this doesn’t even factor in additional costs to hire more teachers and support staff to help students deal with a year and a half of less than ideal academics caused by quarantines and other safety measures.

However, the worst of all may have been the report on The KDKA Radio Morning Show with Larry Richert and Kevin Battle from May 27.

They had on Jennifer Stefano, Chief Strategist and Vice President at the Commonwealth Foundation, to talk about public school funding. Stefano is a former Tea Party member and frequent talking head on Fox News and other radical right propaganda networks who famously attacked the Head Start Program that provides early childhood education, health, nutrition, and parent services for low-income families.

She could not have found a more friendly audience in Richert and Battle.

KDKA is one of the oldest commercial broadcasting radio stations in the US with a more than 100 year history. However, in 2017, KDKA Radio split from the television station of the same name and was purchased by radio conglomerate Entercom. Since then it has become increasingly rightwing and reactionary.

Richert and Battle were pathetically begging for relevance and ratings while letting Stefano spout nonsense statistics about public schools for 8 minutes.

This may come as a shock, but a group like the Commonwealth Foundation that advocates for cutting governmental services doesn’t like public schools.

They think schools have too much money. Privatized institutions like charter and voucher schools need and deserve an influx of cash, but those pesky government schools are already rolling in it.  

Of course, this isn’t true at all. 


 
A real investigative journalist might have just walked into an inner city school to check it out. She would have seen that many schools are literally falling apart.  


 
Or she could look up actual statistics. A full 35 states provide less overall state funding for education today than they did in 2008. Most states still haven’t recovered from George W. Bush’s Great Recession and the subsequent state and local budget cuts it caused. And schools in 27 of those states actually saw per pupil funding fall even further.  


 
Moreover, Pennsylvania is one of the worst. The state government pays only 38% of the cost to educate children leaving the majority up to local communities to make up the difference.  That’s the 46th lowest in the country. The national average is 51%. 


 
In fact, our funding inequality is the worst in the nation. According to the U.S. Department of Education, poor schools in the Commonwealth spend 33 percent less on their students than rich ones. 


 
These are the reasons why the parents of six school children, six school districts, the NAACP and a rural schools group are suing the state over education funding.  


 
Not because public schools are “flush with cash” – a characterization right out of the mouth of Donald Trump. 

However, the Commonwealth Foundation plays with the numbers to mask this reality.

For example, they claim the US spends more per student than nearly any other country in the developed world. But that figure varies tremendously by state with some spending much more than others. Moreover, American schools have costs educational institutions in other countries don’t have such as security and other non-instructional costs.

As we’ve seen, even when you look at per pupil spending across the state, you’re masking funding inequalities from district to district. You’re looking at an average of all spending, which ignores how little we spend at lower income schools and how much we spend at districts catering to rich communities.

Moreover, if we compare the percentage of GDP spent on education with other countries, you’ll see the US spends much less than comparable nations. For example, we spend about 5% of our GDP on schools compared with 6.4% in New Zealand, 6.9% in Finland, 7.5% in Iceland and 7.6% in Denmark.

This has been the situation for decades and it relies on one basic fundamental catastrophe – much of American education funding is determined by local property taxes.

If you live in a rich neighborhood, your kids get all the best. If you live in a poor one, you don’t get comparable services.

Trolls like the Commonwealth Foundation feed off this burning dumpster fire by covering the inequity of our taxing system which relies too heavily on the poor and middle class and lets the wealthy get by without paying their fair share.

Instead of pointing out the real problem and demanding the rich do their part, the Commonwealth Foundation covers for their billionaire masters. Partisans at the foundation ignore low taxes on the wealthy and blame high taxes on the poor and middle class on things like public schools.

And stories like these only go to further enrage taxpayers so that they’ll support tearing down the very systems that help keep them and their kids afloat.

No news organization should be falling for these lies.

WTAE, KDKA and WPXI should know better.

They are helping tear down media trust in this post truth age.

How ironic that in doing so they are helping destroy education – the one tool essential to navigating through such a landscape.

Find out more about state education funding shortfalls HERE.


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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!