Busing and School Segregation Used for Politics not Policy

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If children of all races went to the same schools with each other, it would be harder to treat them unequally.

 

Moreover, it would be harder for them to grow up prejudiced because they would have learned what it’s like to have classmates who are different from them.

 

And though most people agree with these premises in principle, our laws still refuse to make them a reality in fact.

 

Perhaps that’s why it was so astounding when Kamala Harris brought up the issue of school segregation and busing at the first Democratic debates.

 
If you’re anything like me, for the first time these debates made Harris look like a viable contender for the party’s Presidential nomination to face Republican incumbent Donald Trump in 2020.

 

But then she immediately contradicted herself when people actually started to take her seriously.

 

During the debates, Harris called out front runner and former vice president Joe Biden for opposing court-ordered busing in the 1970s as a way of combating school segregation.

 

The California Democrat and former federal prosecutor rightly said that 40 years ago there was a “failure of states to integrate public schools in America,” so “that’s where the federal government must step in.”

 

But her star-making moment was when she made the whole matter extremely personal.

 

“There was a little girl in California who was part of the second class to integrate her public schools and she was bused to school every day,” Harris said. “That little girl was me.”

 
The tactic was so successful that Biden has been fumbling to apologize and explain away a history of obstructing desegregation ever since.

 

A Reuters/Ipsos poll conducted after the debate showed Biden had lost half of his support among black voters since earlier in June.

 

Meanwhile, the Harris campaign was quick to cash in on the political capital she earned by selling t-shirts with a picture of herself when she was in school with the emblem “That Little Girl Was Me.”

 

It could almost be a masterclass in how to make a political point to both boost your own campaign and change the narrative to improve national policy.

 

That is if Harris actually backed up her rhetoric with action.

 
Unfortunately, she has been tripping all over herself to keep this a criticism of Biden and not let it become a policy prescription for today.

 
While perfectly happy to support busing as a measure to stop segregation in the past, she seems much less comfortable using it to stop our current school segregation problems.

 

Because even though the landmark Supreme 
Court decision that found racial segregation to be unconstitutional – Brown v. Board of Education – is more than 60 years old, our nation’s schools are in many places even more segregated now than they were when this ruling was handed down.

 

So the question remains: in some areas should we bus kids from black neighborhoods to schools located in white ones and vice versa to ensure that our classrooms are integrated?

 

Since the debates, Harris has waffled saying busing should be “considered” by school districts but she would not support mandating it.

 

In subsequent comments, she said she’d support a federal mandate for busing in certain situations where other integration efforts have not been effective or when the courts have stepped in to provide the federal government that power. However, she does not believe that either of these conditions have been met.

 

Frankly, it sounds a whole lot more like someone desperately making things up as she goes along than someone with a true plan to fix a deep problem in our public education system.

 

She rightly attacked Biden on his record but then came up short trying to prove that she would be much different, herself, if elected.

 

However, that doesn’t mean all Democratic candidates are so unprepared. A handful have detailed integration policy proposals.

 

The most obvious is Bernie Sanders.

 

In fact, it is a cornerstone of his “Thurgood Marshall Plan for Education.” Not only would he repeal the existing ban on using federal transportation funding to promote school integration, he would put aside $1 billion to support magnet schools to entice more diverse students. However, the most ambitious part of his desegregation effort goes beyond legislation. Sanders promises to “execute and enforce desegregation orders and appoint federal judges who will enforce the 1964 Civil Rights Act in school systems.”

 

Sanders understands that the courts have largely sabotaged most desegregation efforts in the last 40 years.

 

At least two Supreme Court rulings have taken away the federal government’s power to enforce Brown v. Board. The first was 1974’s Milliken v. Bradley ruling which established that federal courts could not order desegregation busing across school district lines. They could only do so inside districts. So in big cities like Detroit – where the case originated – you have largely black city schools surrounded by mostly white suburban ones. The ruling forbids busing from city to suburban districts and vice-versa thereby destroying any kind of authentic desegregation efforts.

 

More recently, in 2007, the Supreme Court’s Parent’s Involved decision put even more constraints on voluntary busing programs.

 

Sanders is acknowledging these problems and promising to select judges to the bench who would work to overturn these wrongheaded decisions.

 

To my knowledge, no one has yet offered a more comprehensive plan.

 

However, former Housing and Urban Development Secretary and San Antonio Mayor Julián Castro comes in at a close second.

 

As you might expect, his school integration plan focuses on real estate and housing issues. According to his Website, Castro’s plan includes:

 

“Fulfill the promise of Brown v Board of Education through a progressive housing policy that includes affirmatively furthering fair housing, implementing zoning reform, and expanding affordable housing in high opportunity areas. These efforts will reduce racial segregation in classrooms.”

 

In other words, Castro hopes to work around the courts by incentivizing integration in neighborhoods which would also increase it in our schools.

 

It’s a good plan – though perhaps not enough in itself.

 

Unfortunately, there are reasons to doubt Castro’s sincerity here. Unlike Sanders’ plan, Castro’s education policy statement is littered with jargon right out of the school privatization, edtech and high stakes testing playbook. These are, after all, the same people who have worked to increase segregation with the promotion of charter and voucher schools.

 

For instance, the second point of his plan is called “Reimagining High School” – a monicker stolen from the XQ Superschools program, a philanthrocapitalist scheme to rebrand school privatization funded by Laurene Powell Jobs, the widow of Steve Jobs.

 

This shouldn’t be surprising coming from 
Castro. In 2013, the mayor went on a tour of cities sponsored by Education Reform Now – an arm of Democrats for Education Reform, a school privatization lobbying network. In the same year, he was also a featured guest at a ribbon cutting ceremony for IDEA charter schools. In 2010, he admitted he had no problem taking money with strings attached – a reference to the Obama administration’s chief education initiative of offering education grants if states increased reliance on high stakes testing and charter schools. In particular, Castro said: “I would have taken the Race to the Top money if I was mayor, dogcatcher, or whatever.”

 

And speaking of standardized testing and edtech, there are other telling hints that he’s on the neoliberal bandwagon in his current education plan:

 

“Provide educators and public schools flexibility in defining success, including competency-based assessments and support for transitions away from seat-time requirements. Provide maximum flexibility for school leaders, teachers, and students to work together to develop rigorous, competency-based pathways to a diploma and industry recognized credentials,” [Emphasis mine].

 

These terms “competency-based” and “rigorous” have strong associations with the privatization industry. “Competency-based” education programs usually mean making kids do daily mini-standardized tests on iPads or other devices and other untested cyber education programs. “Rigorous” has been associated with topdown academic standards like the Common Core that provide students with few resources or even taking them away and then blaming kids for not being able to meet arbitrary and developmentally inappropriate benchmarks.

 

Castro has some good ideas, but his troubling associations and language give any person familiar with these issues reason to pause.

 

Of course, Castro has not yet made a real mark among those Democrats seeking their party’s nomination.

 

Perhaps more important is the relative silence of a more popular candidate, Sen. Elizabeth Warren.

 

She hasn’t spoken much about integration efforts on the campaign trail. Along with Sanders, she is a co-sponsor of the Strength in Diversity Act, the leading congressional vehicle for school integration. However, that legislation is deeply flawed because it not only increases grant money for desegregation but also gives a big chunk of change away to charter schools.

 

In the past, Warren has supported a kind of school voucher program to separate where a student is enrolled in school from where they live entirely, but you can add it to the list of education issues she has not seen the need to clarify as yet.

 

It’s no surprise that so few Democratic hopefuls want to address the issue of desegregation – especially doing so through busing.

 

White middle class and wealthy people generally don’t support it.

 

They simply don’t want their kids going to schools with large numbers of black and brown students.

 

And this is a real moral weakness in white culture.

 

I went to an integrated school from Kindergarten to high school. My daughter goes to the same district. I teach at another integrated school.

 

The benefits of attending such a school far outweigh any negatives.

 

If students have to spend more time getting to and from school via buses to reach this goal, it wouldn’t matter if we valued the outcome.

 

In fact, many white parents don’t mind putting their kids on buses or driving them to get away from minority children.

 

Certainly we should try to minimize the time it takes to get to and from school but that shouldn’t be the only consideration.

 

They say we get the leaders we deserve.

 

If white people really want to defeat Trump, they may have to start by defeating the bigot inside themselves first.


 

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

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Standardized Tests Are Not Objective Measures of Anything

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When it comes to standardized tests, most people are blinded by science.

 

Or at least the appearance of science.

 

Because there is little about these assessments that is scientific, factual or unbiased.

 

And that has real world implications when it comes to education policy.

 

First of all, the federal government requires that all public school children take these assessments in 3-8th grade and once in high school. Second, many states require teachers be evaluated by their students’ test scores.

 

Why?

 

It seems to come down to three main reasons:

 

1) Comparability
2) Accountability
3) Objectivity

 

COMPARABILITY

 

First, there is a strong desire to compare students and student groups, one with the other.

 

We look at learning like athletics. Who has shown the most success, and thereby is better than everyone else?

 

This is true for students in a single class, students in a single grade, an entire building, a district, a state, and between nations, themselves.

 

If we keep questions and grading methods the same for every student, there is an assumption that we can demonstrate which group is best and worst.

 

ACCOUNTABILITY

 

Second, we want to ensure all students are receiving the best education. So if testing can show academic success through its comparability, it can also be used as a tool to hold schools and teachers accountable. We can simply look at the scores and determine where academic deficiencies exist, diagnose them based on which questions students get incorrect and then focus there to fix the problem. And if schools and teachers can’t or won’t do that, it is their fault. Thus, the high stakes in high stakes testing.

 

Obviously there are other more direct ways to determine these facts. Historically, before standardized testing became the centerpiece of education policy, we’d look at resource allocation to determine this. Are we providing each student with what they need to learn? Do they have sound facilities, wide curriculum, tutoring, proper nutrition, etc.? Are teachers abiding by best practices in their lessons? Many would argue this was a better way of ensuring accountability, but if standardized assessments produce valid results, they are at least one possible way to ensure our responsibilities to students are being met.

 

OBJECTIVITY

 

Third, and most importantly, there is the assumption that of all the ways to measure learning, only standardized testing produces objective results. Classroom grades, student writing, even high school graduation rates are considered subjective and thereby inferior.

 

Questions and grading methods are identical for every student, and a score on the test is proof that a student is either good or bad at a certain subject. Moreover, we can use that score to keep the entire education system on track and ensure it is functioning correctly.

 

So this third reason for standardized testing is really the bedrock rationale. If testing is not objective, it doesn’t matter if it’s comparable or useful for accountability.

 

After all, we could hold kids accountable for the length of their hair, but if that isn’t an objective measure of what they’ve learned, we’re merely mandating obedience not learning.

 

The same goes for comparability. We could compare all students academic success by their ability to come up with extemporaneous rhymes. But as impressive as it is, skill at spitting out sick rhymes and matching them to dope beats isn’t an objective measure of math or reading.

 

Yet in a different culture, in a different time or place, we might pretend that it was. Imagine how test scores would change and which racial and socioeconomic groups would be privileged and which would suffer. It might – in effect – upend the current trend that prizes richer, whiter students and undervalues the poor and minorities.

 
So let’s begin with objectivity.

 

ARE STANDARDIZED TESTS OBJECTIVE?

 
There is nothing objective about standardized test scores.

 

Objective means something not influenced by personal feelings or opinions. It is a fact – a provable proposition about the world.

 

An objective test would be drawing someone’s blood and looking for levels of nutrients like iron and B vitamins.

 

These nutrients are either there or not.

 

A standardized test is not like that at all. It tries to take a series of skills in a given subject like reading and reduce them to multiple choice questions.

 

Think about how artificial standardized tests are: they’re timed, you can’t talk to others, the questions you’re allowed to ask are limited as is the use of references or learning devices, you can’t even get out of your seat and move around the room.  This is nothing like the real world – unless perhaps you’re in prison.

 

Moreover, this is also true of the questions, themselves.

 

If you’re asking something simple like the addition or subtraction of two numbers or for readers to pick out the color of a character’s shirt in a passage, you’re probably okay.

 

However, the more advanced and complex the skill being assessed, the more it has to be dumbed down so that it will be able to be answered with A, B, C or D.

 

The answer does not avoid human influences or feelings. Instead it assesses how well the test taker’s influences and feelings line up with those of the test maker.

 

If I ask you why Hamlet was so upset by the death of his father, there is no one right answer. It could be because his father was murdered, because his uncle usurped his father’s position, because he was experiencing an Oedipus complex, etc. But the test maker will pick one answer and expect test takers to pick the same one.

 

If they aren’t thinking like the test maker, they are wrong. If they are, they are right.

 

MISUNDERSTANDINGS

 
Yet we pretend this is scientific – in fact, that it’s the ONLY scientific way to measure student learning.

 

And the reason we make this leap is a misunderstanding.

 

We misconstrue our first reason for testing with our third. What we take for objectivity is actually just consistency again.

 

Since we give the same tests to every student in a given state, they show the same things about all students.

 

Unfortunately, that isn’t learning. It’s likemindedness. It’s the ability to conform to one particular way of thinking about things.

 

This is one of the main reason the poor and minorities often don’t score as highly on these assessments as middle class and wealthy white students. These groups have different frames of reference.

 

The test makers generally come from the same socioeconomic group as the highest test takers do. So it’s no wonder that children from that group tend to think in similar ways to adults in that group.

 

This isn’t because of any deficiency in the poor or minorities. It’s a difference in what they’re exposed to, how they’re enculturated, what examples they’re given, etc.

 

And it is entirely unfair to judge these children based on these factors.

 

UNDERESTIMATING HUMAN PSYCHOLOGY

 

The theory of standardized testing is based on a series of faulty premises about human psychology that have been repeatedly discredited.

 

First, they were developed by eugenicists like Lewis Terman who explicitly was trying to justify a racial hierarchy. I’ve written in detail about how in the 1920s and 30s these pseudoscientists tried to rationalize the idea that white Europeans were genetically superior to other races based on test scores.

 

Second, even if we put blatant racism to one side, the theory is built on a flawed and outmoded conception of the human mind – Behaviorism. One of the pioneers of the practice was Edward Thorndike, who used experiments on rats going through mazes as the foundation of standardized testing.

 

This is all good for Mickey and Minnie Mouse, but human beings are much more complicated than that.

 

The idea goes like this – all learning is a combination of stimulus and response. Teaching and learning follow an input-output model where the student acquires information through practice and repetition.

 

This was innovative stuff when B. F. Skinner was writing in the 20th Century. But we live in the 21st.

 

We now know that there are various complex factors that come into play during learning – bio-psychological, developmental and neural processes. When these are aligned to undergo pattern recognition and information processing, people learn. When they aren’t, people don’t learn.

 

However, these factors are much too complicated to be captured in a standardized assessment.

 

As Noam Chomsky wrote in his classic article  “A Review of B. F. Skinner’s Verbal Behavior,” this theory fails to recognize much needed variables in development, intellectual adeptness, motivation, and skill application. It is impossible to make human behavior entirely predictable due to its inherent cognitive complexity.

 

IMPLICATIONS

 

So we’re left with the continued use of widespread standardized testing attached to high stakes for students, schools and teachers.

 

And none of it has a sound rational basis.

 

It is far from objective. It is merely consistent. Therefore it is useless for accountability purposes as well.

 

Since children from different socioeconomic groups have such varying experiences, it is unfair.

 

Demanding everyone to meet the same measure is unjust if everyone isn’t given the same resources and advantages from the start. And that’s before we even recognize that what it consistently shows isn’t learning.

 

The assumption that other measures of academic success are inferior has obscured these truths. While quantifications like classroom grades are not objective either, they are better assessments than standardized tests and produce more valid results.

 

Given the complexity of the human mind, it takes something just as complex to understand it. Far from disparaging educators’ judgement of student performance, we should be encouraging it.

 

It is the student-teacher relationship which is the most scientific. Educators are embedded with their subjects, observe attempts at learning and can then use empirical data to increase academic success on a student-by-student basis as they go. The fact that these methods will not be identical for all students is not a deficiency. It is the ONLY way to meet the needs of diverse and complex humanity – not standardization.

 

Thus we see that the continued use of standardized testing is more a religion – an article of faith – than it is a science.

 

Yet this fact is repeatedly ignored by the media and public policymakers because there has grown up an entire industry around it that makes large profits from the inequality it recreates.

 

In the USA, it is the profit principle that rules all. We adjust our “science” to fit into our economic fictions just as test makers require students to adjust their answers to the way corporate cronies think.

 

In a land that truly was brave and free, we’d allow our children freedom of thought and not punish them for cogitating outside the bubbles.

 


 

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

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

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

 

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

 

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

 

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

 

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

 

And that person is Bernie Sanders.

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

That is clear in nearly every aspect of his plan.

 

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

 

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

 

1) He Proposes Fighting School Segregation and Racial Discrimination

 

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

 

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

 

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

 

2) He Would Ban For-Profit Charter Schools

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

3) He’d Push for Equitable School Funding

 

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

 

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

 

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

 

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

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

 

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

5) He Wants to Give Teachers a Raise

 

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

 

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

 

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

 

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

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

 

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

 

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

 

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

 

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

 

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

 

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

 

8) He Wants to Transform all Schools into Community Schools

 

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

 

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

 

9) He Would Fix Crumbling Schools

 

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

 

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

 

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

 

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

 

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

 

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

 

What About High Stakes Testing?

 

Unfortunately, that also highlights Sanders biggest weakness.

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

Conclusion

 

So there it is.

 

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

 

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

 

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

 

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

 

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

 

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

 


 

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

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

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

 

Would you drink it? Of course not.

 

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

 

Heck no!

 

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

 

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

 

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

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

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

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

 

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

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

 

Nice work if you can get it.

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

YOU DON’T SAY!

 

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

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

 

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

 

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

 

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

 

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

 

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

 

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

 

THAT is what this adversity score is out to save.

 

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

 

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

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

 

Yerkes added:

 

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

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

 

No adversity score will ever undue that.

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 


 

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

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Classroom Teachers are the Real Scholastic Experts – Not Education Journalists

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When you want an expert on health, you go to a doctor.

 

When you want an expert on law, you go to a lawyer.

 

So why is it that when the news media wants an expert on education they go to… themselves!?

 

That’s right. Education journalists are talking up a storm about schools and learning.

 

You’ll find them writing policy briefs, editorials and news articles. You’ll find them being interviewed about topics like class size, funding and standardized tests.

 

But they aren’t primary sources. They are distinctly secondary.

 

So why don’t we go right to the source and ask those most in the know – classroom teachers!?

 

According to a Media Matters analysis of education coverage on weeknight cable news programs in 2014, only 9 percent of guests on MSNBC, CNN and Fox News were educators.

 

This data is a bit out of date, but I couldn’t find a more recent analysis. Moreover, it seems pretty much consistent with what I, myself, have seen in the media.

 

Take Wyatt Cenac’s “Problem Areas,” a comedy journalism program on HBO. The second season focuses entirely on education issues. Though Cynac interviews numerous people in the first episode (the only one I saw), he put together a panel of experts to talk about the issues that he would presumably return to throughout the season. Unfortunately, only two of these experts were classroom teachers.

 

There were more students (3), policy writers (3) and education journalists (3). There were just as many college professors (2), civil rights leaders (2), and politicians (2). Plus there was one historian (Diane Ravitch).

 

I’m not saying Cynac shouldn’t have talked to these other people. From what I’ve seen, his show is a pretty good faith attempt to talk about the issues, but in under representing classroom teachers, we’re left with a false consensus. It’s like having one climate denier debate one scientist. They aren’t equal and should not be equally represented.

 

And that’s as good as it gets!

 

Turn to most discussions of education or scholastic policy in the news and the discourse is bound to be dominated by people who are not now and have never been responsible for a class full of K-12 students.

 

Allowing journalists who cover education to rebrand themselves as “experts” is just not good enough.

 

Take it from me. Before I became a classroom teacher, I was a newspaperman, myself. Yet it’s only now that I know all that I didn’t know then.

 

If anyone values good, fact-based reporting, it’s me. But let’s not confuse an investigator with a practitioner. They both have important jobs. We just need to be clear about which job is being practiced when.

 

Reporters are not experts on the issues they cover. Certainly they know more than the average person or some political flunkey simply towing the party line. But someone who merely observes the work is not as knowledgeable as someone who does it and has done it for decades, someone with an advanced degree, dedication and a vocation in it.

 

Moreover, there is a chasm between education reporting and the schools, themselves, that is not present between journalists and most fields of endeavor. In the halls of academia, even the most fair-minded outsiders often are barred from direct observation of the very thing they’re trying to describe. We rarely let reporters in to our nation’s classrooms to see what’s happening for themselves. All they can do most of the time is uncritically report back what they’ve been told.

 

It’s almost as if sportswriters never got to see athletes play or political reporters never got to attended campaign rallies. How could their ideas about these subjects be of the same value as the practitioners in these fields!?

 

It couldn’t.

 

Think about it. Journalists are rarely permitted inside our schools to see the day-to-day classroom experience. Legal issues about which students may be photographed, filmed or interviewed, the difficulty of getting parental permissions and the possibility of embarrassment to principals and administrators usually keeps the school doors closed to them.

 

In many districts, teachers aren’t even allowed to speak on the record to the media or doing so can make them a political target. So reporters often have great difficulty just disclosing the opinions of those most knowledgeable about what is going on.

 

At best, our nation’s education reporters are like aliens from another galaxy trying to write about human behavior without actually having seen it. It’s like a bad science fiction movie where some alien with plastic ears asks, “What is this thing you call love?”

 

Sorry. These are not experts. And if we pretend that they are, we are being incredibly dishonest.

 

Some of this obfuscation is by design.

 

Education reporting is incredibly biased in favor of market-based solutions to academic problems.

 

Why? The corporations that own the shrinking number of newspapers, news stations and media outlets are increasingly the same huge conglomerates making money off of these same policies. The line between news and advertising has faded into invisibility in too many places.

 

Huge corporations make hundreds of millions of dollars off of the failing schools narrative. They sell new standardized tests, new test prep materials, new Common Core books, trainings for teachers, materials, etc. If they can’t demonstrate that our schools are failing, their market shrinks.

 

Even when they don’t put editorial pressure on journalists to write what the company wants, they hire like-minded people from the get go.

 

Too many education journalists aren’t out for the truth. They’re out to promote the corporate line.

 

This is why it’s so important to center any education discussion on classroom teachers. They are the only people with the knowledge and experience to tell us what’s really going on.

 

And – surprise! – it’s not the same narrative you’re getting from corporate news.

 

Schools are being defunded and dismantled by the testing and privatization industry. Corporate special interests are allowed to feed off our schools like vultures off road kill. And all the while, it is our children who suffer the results.

 

High stakes standardized testing must end. Charter and voucher schools must end. Parasitic education technologies must be controlled, made accountable and in many cases barred from our schools altogether.

 

But that’s a truth you can only find by talking to the real experts – classroom teachers.

 

Until we prize their voices above all others, we will never know the whole truth.

 


 

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

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The Best School Innovation Would Be More People

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Public schools thrive on innovation.

 

In nearly every classroom around the country you’ll find teachers discovering new ways to reach students and foster skills, understanding and creativity.

 

But if you pan out to the macro level, the overwhelming majority of innovations aren’t organic. They’re imposed on us by bureaucrats and functionaries from outside the classroom:

 

Education Technologies.

 

School privatization.

 

Standardized tests and Common Core.

 

For the last two decades, these are the kinds of innovations that have been forced on public schools at gun point.

 

And each and every one of them is pure bullshit.

 

They are corporate schemes written by the wealthy to cash in on education dollars for themselves. Big business hands them out to their paid political lapdogs to push through our state and federal legislatures to become laws and policies the rest of us have to obey.

 

They have nothing to do with helping students learn. Their purpose is to boost profits.

 

Just look at the difference between the ways the word innovation is defined.

 

Merriam Webster says the word signifies “the introduction of something new” or  “a new idea, method, or device: Novelty.”

 

But BusinessDictionary.com finds a tellingly distinct meaning:

 

“The process of translating an idea or invention into a good or service that creates value or for which customers will pay.”

 

 

It is that second business-friendly definition that has dominated our schools and narrowed our view until the only concept of advancement and revolution has been centered exclusively on the profit principle.

 

It is time to put a stop to all of it.

 

No more useless iPads, apps, software and so-called “personalized” educational technologies that do little more than allow marketers to steal student data and profit off of a new form of school where everything can be provided by technology at a cost while the quality of services takes a nosedive. No more technology for technology’s sake instead of using it as a tool to promote authentic learning.

 

No more laughable charter and voucher schools where education budgets become slush funds for corporations who don’t have to provide the same standard of services to students or the community. No more operating without  transparency or accountability.

 

No more outmoded and disproven standardized tests. No more canned academic standards that strip classroom educators of autonomy while reducing effective teaching behind a smoke screen of test scores that merely conflate the economic situation students live in with their academic abilities. No more corporations creating bogus multiple choice assessments whose only utility is to demonstrate how many more test prep materials we need to buy from the same company or industry.

 

It’s too bad we’re not interested in that FIRST definition of innovation, or at least innovation tied with the motive of providing quality education for children.

 

If we were interested in that kind of real, authentic school reform, we would focus on things that really matter. And chief among those would be one main thing, one major innovation that would be easy to accomplish but could change the fabric of our schools from top to bottom – people.

 

After all, that is what our public schools need the most – more people.

 

Have you walked into a public school lately? Peak your head into the faculty room. It’s like snatching a glance of the flying Dutchman. There are plenty of students, but at the front of the overcrowded classrooms, you’ll find a skeleton crew.

 

Today’s public schools employ 250,000 fewer people than they did before the recession of 2008–09. Meanwhile enrollment has increased by 800,000 students. So if we want today’s children to have not better but just the same quality of services kids received in this country only a decade ago, we’d need to hire almost 400,000 more teachers!

 

 

Instead, our children are packed into classes of 25, 30 even 40 students!

 

 

And the solution is really pretty simple – people not apps. Human beings willing and able to get the job done.

 

If we were fighting a war, we’d find ways to increase the number of soldiers in our military. Well, this is a war on ignorance – so we need real folks to get in the trenches and win the battle.

 

We need teachers, counselors, aides and administrators promoted from within and not functionaries from some think tank’s management program.

 

We need more people with masters or even more advanced teaching degrees – not business students with a three-week crash course in education under their belts who are willing to teach for a few years before becoming a self-professed expert and then writing education policy in the halls of government.

 

We need people from the community taking a leadership role deciding how our schools should be run, not simply appointing corporate lackeys to these positions at charter or voucher schools and narrowing down the only choices parents have to “Take It” or “Leave It.”

 

We need people. Real live people who can come into our schools and do the actual work with students.

 

And that means money. It means cutting the crap boondoggles to corporations and spending on flesh and blood reform.

 

It means fixing the funding inequality at the heart of nearly every public school in the country. No more spending tens or hundreds of thousands on wealthy students and merely hundreds on poor ones. No more dilapidated school buildings for the poor and palaces for the rich. No more socialistic pulling together for the wealthy and rugged individualism for the poor.

 

THIS is how you solve our education crisis – a crisis not caused by falling test scores or failing schools. A crisis caused by vulture capitalists preying on our educational institutions and our students as if they were some bloated carcass on the side of the road and not our best hope for the future.

 

It’s really that simple.

 

It’s a matter of ideology based on empiricism not “common sense” Laissezfaire maxims of “This is how we’ve always done it.”

 

We’ve been trying so-called corporate education reform for decades now – through Bush and Obama and now Trump. It doesn’t work.

 

It’s time we stopped making excuses for failing policies and got back to the best thing that works.

 

People.

 


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

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

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

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

 
You’ve probably heard of Ravitch before.

 

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

 

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

 

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

 

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

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

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

 
They’re perfect for perusing and really quite addictive.

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

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

 

 

At least that’s how I read the book.

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

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

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

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

 

 

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

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

 

 

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

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

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

 

 

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

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

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

 
Just keep a good supply of highlighters and bookmarks handy.


 

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

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