PA Officials Want to Replace Bad Keystone Exams with Bad College Entrance Exams

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Pennsylvania officials are scandalized that the Commonwealth is wasting more than $100 million on unnecessary and unfair Keystone Exams.

 
They’d rather the state spend slightly less on biased college entrance exams.

 
State Auditor General Eugene DePasquale and State Sen. Andy Dinniman held a joint press conference last week to introduce a new report compiled by DePasquale’s office on the subject which concludes with this recommendation.

 

Replacing bad with bad will somehow equal good?

 
Under the proposal, elementary and middle school students would still take the Pennsylvania System of School Assessment (PSSA) tests. However, instead of requiring all high school students to take the Keystone Exams in Algebra I, Literature and Science, the report proposes the same students be required to take the SAT or ACT test at state expense.

 

This is certainly an improvement over what the state demands now, but it’s really just replacing one faulty test with another – albeit at about a $1 million annual cost savings to taxpayers.

 

The report does a good job of outlining the fiscal waste, lack of accountability and dubious academic merits of the Keystone Exams, but it fails to note similar qualities in its own proposal.

 

From 2008 to 2019, the state already paid Minnesota-based Data Recognition Corp. more than $426 million for the PSSAs, Keystone Exams and Classroom Diagnostic Tools (an optional pretesting program). The federal government paid the company more than an additional $106 million. Officials wonder if this money couldn’t have been better spent elsewhere, like in helping students actually learn.

 

DePasquale, who recently launched a congressional bid, puts it like this:

 

“When the federal law changed in 2015, why didn’t Pennsylvania begin to phase out Keystone Exams? I could understand if they use them for a short period of time after that, but it’s been four years, and will cost taxpayers nearly $100 million by the end of the contract for tests our students do not even need to take.”

 

The federal government dropped its mandate four years ago and the state legislature did the same last year.

 

Originally, state lawmakers intended to make the Keystone Exams a graduation requirement, but in 2018 they passed legislation to make the assessments one of many avenues to qualify for graduation starting in 2021-22. Students can instead pass their core courses and get into college among other things.

 

“The Department of Education itself said they [the Keystone Exams] are not an accurate or adequate indicator of career or academic readiness,” Dinniman said. “So what I’m always surprised about is, they said it and then they continue to use it. These tests have faced opposition from almost every educational organization that exists. And when we got rid of the requirement and put in [more] pathways to graduation, this was passed unanimously by both the Senate and the House.”

 

The federal government also changed its testing mandate. It used to require all public school students to take state-specific assessments in grades 3-8 and once in high school.

 

When Congress reauthorized the federal law overseeing education in 2015, it offered states more flexibility in this regard. Elementary and middle school students still have to take a state-specific test. But now the high school portion can be fulfilled with college admissions tests – and, in fact, a dozen other states legislate just such a requirement.

 
Democrats DePasquale and Dinniman think the SAT and ACT test are an improvement because students who taken them are more likely to go to college. But that’s a classic case of confusing correlation and causation.

 

Students motivated to go to college often take these exams because they are required to get in to a lot of these schools. Taking these tests doesn’t make students MORE motivated and determined to enroll in post-secondary education. They’re ALREADY motivated and determined.

 

Moreover, one of the faults the report finds with the Keystone Exams is that the assessments measure student’s parental income more than children’s academics.

 

Kids in wealthier districts almost always do better on the Keystone Exams than those in poorer districts. In fact, the report notes that of the 100 state schools with the highest scores, only five were located in impoverished districts —where the average household income is below $50,000.

 

Yet the report fails to note that this same discrepancy holds for the SAT and ACT tests. Poor kids tend to get low scores and rich kids get the highest scores.

 

In fact, the College Board – the corporation that makes and distributes the SAT – recently started adjusting scores on its test in an attempt to counteract this effect thereby accounting for high schools and neighborhoods “level of disadvantage.”

 

Does this creative scoring actually work? Who knows – but it’s kind of like being forced to swallow poison and an antidote at the same time when any sensible person would simply refuse to swallow poison in the first place.

 

And that’s the best solution state officials have for our children.

 

They’re suggesting we replace discriminatory Keystone Exams with discriminatory college entrance exams.

 

To be fair, DePasquale and Dinniman are somewhat constrained by boneheaded federal law here.

 

Though the Every Student Succeeds Act (ESSA) is an improvement over No Child Left Behind, it still requires all high school students to take standardized tests.

 

Given what we know about the limits and biases of these assessments, policymakers should remove that hurdle altogether. But until the federal government gets its act together, one could argue that DePasquale and Dinniman’s policy suggestion may be the best available.

 

When you can’t do right, maybe it’s best to do less wrong.

 

But we must acknowledge that this isn’t the ultimate solution, it’s only a stopgap. We must continue to push for intelligent assessment policy that’s best for our children.

 

Standardized testing should be eliminated altogether – especially in high stakes situations. Instead we should rely on classroom grades, portfolios of student work and/or other authentic measures of what children have learned in school.

 

Accountability – the typical reason given behind these assessments – should be determined by the resources provided to students, not a highly dubious score given by a corporation making a profit off of its testing, test prep and ed tech enterprises.

 

The most we can expect from DePasquale and Dinniman’s program if it is even considered by the legislature is a band-aid on a gaping wound.

 


Read the full report, Where Did Your Money Go? A Special Report on Improving Standardized Testing in Pennsylvania.


 

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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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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What Happened to 2018 As The Year of the Teacher?

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This year teachers took their mission way beyond the classroom.

 

Starting in West Virginia, we staged half-a-dozen walkouts in red states across the country demanding a better investment in children’s educations and often getting it.

 

Then we took that momentum and stormed our state capitals and Washington, DC, with thousands of grassroots campaigns that translated into seats in government.

 

It was so effective and unprecedented that the story began circulating that 2018 would be known as “The Year of the Teacher.”

 

And then, just as suddenly, the story stopped.

 

No more headlines. No more editorials. No more exposes.

 

So what happened?

 

The gum in the works seems to have been a story in The Atlantic by Alia Wong called “The Questionable Year of the Teacher Politician.”

 

In it, she writes that the teacher insurgence was overblown by unions and marks little more than a moment in time and not an authentic movement.

 

It really comes down to a numbers game. Numerous sources cite high numbers of teachers running for office. Wong disputes them.

 

National Education Association (NEA) senior political director Carrie Pugh says about 1,800 educators – both Republicans and Democrats – sought seats in state legislatures this year. Likewise, the Democratic Legislative Campaign Committee (DLCC), a group that works to elect Democrats to state legislatures, puts the number at 1,456 educators.

 

Wong disputes these figures because she says most of these people aren’t currently K-12 classroom teachers.

 

She writes:

 

 “The NEA uses the word educator liberally, counting essentially anyone who currently works in or used to work in an education-related job, such as professors, guidance counselors, and school administrators.”

 

Maddy Will and others at Education Week agree with Wong’s assessment. According to their analysis, out of the thousands of education-related candidates, they could only prove that 177 were K-12 classroom teachers.

 

And there you have it.

 

A story about teachers taking over their own destinies is dead in the water.

 

However, this begs two important questions: (1) Is not being able to corroborate the facts the same as disproving them? And (2) Is being a K-12 classroom teacher a fair metric by which to judge education candidates?

 

First, there’s the issue of corroboration.

 

Wong, herself, notes that part of the disparity, “…may come down to the inconsistent ways in which candidate lists are compiled from state to state and organization to organization.” It’s unclear why that, by itself, throws doubt on the NEA’s and DLCC’s numbers. These are verifiable facts. Journalists could – in theory – track down their truth or falsity if their parent companies ponied up the dough for enough staff to do the hard work of researching them. The fact that this hasn’t happened is not proof of anything except low journalistic standards.

 

Second, there’s the question of whether Wong and Will are holding teachers up to a fair standard.

 

Since the Great Recession, more than 116,000 educators have been out of work. If roughly 1-2% of them decide to run for office, doesn’t that represent a rising tide of teachers striking back at the very representatives responsible for neglecting schools and students? Aren’t they seeking to right the wrongs that put them out of work in the first place?

 

Even if we look at just the people currently employed in an education field, why are college professors defined out of existence? Why are guidance counselors and principals not worthy of notice?

 

Certainly K-12 classroom teachers are at the heart of the day-to-day workings of the education system. But these others are by no means unrelated.

 

Carol Burris was an award-winning principal at South Side High School in the Rockville Centre School District of New York before becoming Executive Director of the Network for Public Education (NPE). Diane Ravitch, who co-founded NPE, is an education historian and research professor at New York University.

 

If Wong and Will are to be believed, the work of Burris and Ravitch on behalf of public education should be discounted because they are not currently working in the classroom. That’s just ridiculous.

 

This isn’t about logic or facts. It’s about controlling the narrative.

 

The Atlantic and Education Week are artificially massaging the numbers to support the narrative their owners prefer.

 

And let’s not forget, both publications are in bed with the forces of standardization and privatization that educators of every stripe have been taking arms against this year and beyond.

 

Though The Atlantic is a 162-year-old pillar of the journalistic establishment, it was purchased on July 28, 2017, by the Emerson Collective. This is Laurne Powell Jobs’ philanthrocapitalist cover organization which she’s been using in a media blitz to reinvent high schools by way of corporate education reform.

 

Likewise, Education Week has always had a corporatist slant on its editorial page and sometimes even in the way it reports news. Nowhere is this more blatant than the publication’s annual Quality Counts issue which promotes the standards-and-testing industrial school complex of No Child Left Behind, Race to the Top, Common Core, etc.

 

It’s no wonder that these organizations would want to stop the narrative of insurgent teachers taking a stand against the very things these publications and their owners hold dear.

 

They want to cast doubt on the record-breaking activism of parents, students, citizens and, yes, teachers.

 

But the facts tell a very different story.

 

From West Virginia, Oklahoma, and Kentucky to Colorado and Arizona, educators took to the streets last spring to rally for adequate, equitable and sustainable K–12 funding.

 

All over the country, we’re demanding properly equipped classrooms, better wages, and stronger public schools.

 

In Connecticut we sent the first black woman to the legislature from the state, Jahana Hayes, a school administrator and Teacher of the Year.

 

We took down Wisconsin’s anti-education Governor Scott Walker. Not only that, but we replaced him with the state superintendent of public instruction, Tony Evers, on a platform centered on schools and learning.

 

And he wasn’t the only educator with a gubernatorial win. Tim Walz, a former high school teacher, became governor of Minnesota.

 

In Oklahoma, former teachers Carri Hicks, Jacob Rosencrants, and John Waldron all won seats in the state legislature, who along with others riding the pro-school tide increased the state’s “education caucus” – a group of bipartisan lawmakers committed to improving schools – from nine members to 25.

 

Even where candidates weren’t explicitly educators, mobilizing around the issue of education brought electoral victories. Democratic candidates were able to break the Republican supermajority in North Carolina because of their schools advocacy.

 

Even in Michigan – home of our anti-education Education Secretary Betsy DeVos – Gretchen Whitmer was elected governor after campaigning against public-school funding cuts.

 

In Illinois, anti-education governor Bruce Rauner got the boot, while Democrat J.B. Pritzker unseated him on a schools platform.

 

And in Kansas, not only did school districts successfully sue the state for more funding, Laura Kelly defeated conservative incumbent governor Kris Kobach on a platform of further expanding school funding.

 

These victories didn’t just happen. They were the result of grassroots people power.

 

The NEA says even beyond educators seeking office, members and their families showed a 165% increase in activism and volunteering during the midterm election over 2016. This is especially significant because participation tends to flag, not increase, around midterms.

 

So let’s return to the disputed numbers of teachers who sought election this campaign season.

 

Of the 1,800 educators the NEA identified, 1,080 of them were elected to their state legislatures. When it comes to the smaller American Federation of Teachers (AFT), 109 of 178 educators won.

 

If we go by Education Week’s numbers, just 43 of 177 won.

 

Clearly, this is not the whole picture.

 

The education insurgency was more than even getting candidates elected. It was also about changes in policy.

 

In Massachusetts, we successfully repealed the Ban on Bilingual Education so educators will be able to teach English Language Learners in a mix of the students’ native language and English as a bridge to greater English proficiency.

 

In North Carolina, we successfully lobbied state lawmakers to stop for-profit charter schools from taking over four of five public schools.

 

And everywhere you look the stranglehold of high stakes standardized testing is losing its grip.

 

Because of our advocacy, the amount of time spent on these deeply biased assessments has been cut in states like Maryland, New Mexico, West Virginia, Hawaii, and Pennsylvania.

 

The highly suspect practice of evaluating teachers on student test scores has been dropped in Connecticut and the weight it is given has been reduced in New Mexico.

 

Now with new policies in Idaho and North Dakota, 10 states have explicit laws on the books allowing parents to opt their children out of some or all of these exams.

 

Half of New Hampshire’s school districts have replaced standardized tests in most grades with local, teacher-made performance assessments.

 

I don’t care what corporate journalists are being forced to report by their billionaire owners.

 

These accomplishments should not be minimized.

 

Teachers are at the heart of communities fighting the good fight everywhere.

 

And in most places we’re winning!

 

We’re teaching our lawmakers what it means to support public education – and if they refuse to learn that lesson, we’re replacing them.

 

If that’s not “Year of the Teacher,” I don’t know what is.

 


 

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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Billionaire Heiress Lashes Out at Unions Because Her Fortune Didn’t Buy Election

U.S. Education Secretary Betsy DeVos Speaks To Media After Visiting Students At Marjory Stoneman Douglas High School

 

Betsy DeVos is furious!

 

She and her family spent boatloads of money this election cycle and few of their candidates won.

 

Instead, lawmakers were largely selected by these things called… ew… voters.

 

She was so enraged that she used her platform as Secretary of Education – another prudent purchase by her family – to lash out at teachers unions for – get this – having too much influence!!!!!

 

She told Fox Business Network:

 

“The teachers union has a stranglehold on many of the politicians in this country, both at the federal level and at the state-level.”

 

That’s rich coming from her, but one can see where she’s coming from.

 

In the midterms 23 states had double-digit percentage-point increases in turnout compared with 1982-2014. That resulted in a blue wave in the U.S. House – one of the largest and most diverse groups of freshman Congresspeople ever.

 

This is the third-highest turnover since 1974. We showed 104 incumbents the door.

 

DeVos didn’t pay for THAT!

 

How dare those Joe and Jane Sixpacks come out to the polls and upset the plans the billionaire class had plunked down their hard-inherited wealth to ensure!

 

How dare teachers and school employees pool their nickles and dimes to have a say about their own professions!

 

The only people who should have a voice in public policy are the… uh, public?

 

No.

 

Parents and students?

 

No!

 

Plutocrats like DeVos and family?

 

Yeah! That’s right!

 

You can’t spell Democracy without DEMOnstrative Wealth!

 

We can’t let our schools be run by parents or students  or the people who work there. Decisions can’t be made by just anyone. It has to be by the BEST people. And who better than the rich?

 

That’s why this election cycle has DeVos so irate.

 

She spent $1 million through her affiliated Students First PAC to elect Scott Wagner Governor of Pennsylvania – but those darn VOTERS spoiled everything by re-electing Gov. Tom Wolf instead!

 

The DeVos family spent more than $635,000 to keep Scott Walker as Governor of Wisconsin, but those naysaying nellies who pay taxes decided to go with Democratic challenger Tony Evers, instead.

 

I mean, come on, people! That’s just not fair!

 

We’re making her waste her enormous fortune without getting any return on the investment!

 

And she DOES expect tit-for-tat.

 

She famously wrote:

 

“I have decided to stop taking offense at the suggestion that we are buying influence. Now I simply concede the point. They are right. We do expect something in return. We expect to foster a conservative governing philosophy consisting of limited government and respect for traditional American virtues. We expect a return on our investment.”

 

Her boss – and philosophical soul mate – Donald Trump feels the same way. He once bragged at a rally:

 

 “I’ve given to everybody because that was my job. I gotta give it to them, because when I want something I get it. When I call, they kiss my ass.”

 

DeVos doesn’t just talk the talk. She walks the walk.

 

One of the most infamous examples of quid pro quo was when the DeVos family gave Michigan Republicans $1.45 million over a seven-week period as an apparent reward for passing a no-accountability charter school law in 2016. That’s $25,000 per day! The editors of the Detroit Free Pressdescribed it as a “filthy, moneyed kiss.”

 

Yet somehow it’s unions that have a “stranglehold” on politicians and policy!?

 

Let’s get one thing straight – money should not be able to buy political influence. Period.

 

That’s union money. That’s billionaire money. That’s anyone’s money.

 

But that requires major reforms to how we finance political campaigns. It requires several Supreme Court decisions such as Citizens United to be overturned. It requires additional regulations and transparency from our legislature.

 

Until that happens, no one can afford to stop making these campaign contributions.

 

In Buckley v. Valeo and several additional rulings that built on it, The Supreme Court wrongly ruled that money equals speech and thus any limitation on political spending would violate the First Amendment.

 

Therefore, no one can afford to limit their voice by voluntarily closing their pocketbook.

 

People with truckloads of cash – like DeVos – cry wolf when the unwashed masses pool their resources to the point where they can come close to matching the wealthy.

 

But make no mistake – with the rampant economic inequality in this country, the rich can outspend the poor. And they often do.

 

It doesn’t take a political genius to see that our national policies invariably favor the wealthy and ignore the poor. That’s no accident. It’s the rich getting what they’ve paid for.

 

If anyone has a “stranglehold” on politicians it’s silver spooned magnates like DeVos who can transform the whims of winning a lottery of birth into political appointments and massive influence on policy.

 

But DeVos wasn’t done whining to a sympathetic audience on Fox Business Channel.

 

She continued:

 

“…they [i.e. teachers unions] are very resistant to the kind of changes that need to happen. They are very protective of what they know, and there are protective, really protective of adult jobs and not really focused on what is right for individual students.”

 

Really? How would you know? You never sent your kids to public school. You never went to public school, yourself. You’ve only ever visited a handful of public schools after purchasing your position in Trump’s cabinet (Check the receipts to the Senators who confirmed her!).

 

Moreover, it takes a certain level of ignorance to claim that teachers get into the classroom because they DON’T care about children. That’s like saying firemen don’t want to protect people from fires or lawyers don’t want to serve their clients legal needs.

 

Having a well-educated, experienced, caring teacher in the classroom IS what’s in the best interests of students. That means having a teacher with collective bargaining rights so she can grade her students fairly without fear of political ramifications if someone complains to the school board. That means being able to blow the whistle if classroom conditions are unsafe or policies handed down by functionaries (like DeVos) aren’t helping kids learn.

 

Teachers want change. They’re begging for change – just not the kinds of change DeVos is pushing.

 

But she went on:

 

 “One of the most fundamental things again is focusing on individual children and knowing that all students are different, they learn differently. I have four children, they were all very different, very different learners.”

 

This is not exactly a news flash to any teacher anywhere. We’re constantly differentiating our instruction to help students with different learning styles, kids in special education, kids who are gifted, kids on the autistic spectrum, kids with dyslexia, etc. It’s just too bad that policy mavens like DeVos keep pushing more standardized tests and Common Core. Sure today she’s saying all kids learn differently. Tomorrow she’ll be pushing us to assess them the same way.

 

But she went on:

 

 “We have to allow for more kinds of schools, more kinds of educational experiences, and to do that we need to empower more families to make those decisions on behalf of their students.”

 

And there it is! Her obsession with school privatization – charter and voucher schools! She’s selling them because her portfolio is heavily invested in them. She is not a philosophical believer in a certain kind of pedagogy. She’s a privatization pimp, pushing schools without transparency, accountability or regulations so that public tax dollars can flow into private pockets – and to Hell with what that does to the students enrolled there!

 

To enable her scheme, she needs to attack teachers:

 

“We have a lot of forces that are protecting what is and what is known, a lot of forces protecting the status quo. We need to combat those, break them, and again empower and allow parents to make decisions on behalf of their individual children because they know their children best.”

 

Betsy, charter and voucher schools are not reform. They ARE the status quo. They’re the same crap championed by Obama and the Bushes and the Clintons.

 

Republicans are famous for their privatization advocacy. But most Democrats are in favor of it, too.

 

Sure most career Democrats will argue against school vouchers while quietly approving Opportunity Scholarship Tax Credits (OSTC), Educational Improvement Tax Credits (EITC) and a host of other Trojan horse programs that do the same thing under a different name.

 

We’ve been increasing school privatization and standardized testing for decades. It hasn’t helped anyone except investors.

 

More than 90% of parents throughout the country send their children to public schools. That’s not because they have no other choices. Every time – literally every time – there is a referendum on school vouchers, voters turn it down. Civil rights organizations from the National Association for the Advancement of Colored People (NAACP) to Black Lives Matter and Journey for Justice are calling for a moratorium on charter schools. In fact, for the last three years, charter school growth has stalled. It’s  dropped each year – from 7 to 5 to 2 percent.

 

That’s because people are sick of these far right and neoliberal policies. If we listen to what parents and students really want, it’s not the garbage DeVos is selling.

 

This whole unseemly tantrum from our Education Secretary is just sour grapes.

 

Her stranglehold is loosening. And she doesn’t know how to regain her grip.

 


 

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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Dear Lawmakers, Please Hire Teachers as Education Aides – Not TFA Alumni

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Dear freshmen lawmakers,

 

We did it!

 

After a fiercely contested election, we have finally begun to turn the tide back toward progressive politics.

 

Midterms usually are sparsely attended, but this year we had an unprecedented turnout.  A total of 23 states had double-digit percentage-point increases compared with their 1982-2014 midterm election averages.

 

And the result is one of the largest and most diverse groups of freshman Congresspeople ever!

 

We got rid of a ton of incumbents – 104 lawmakers won’t be returning to Washington, DC, in January, making this the third-highest turnover since 1974.

 

 

And those taking their place will be largely female. Out of 256 women who ran for U.S. House or Senate seats, 114 have won so far (Some races are still too close to call), according to the Center for American Women and Politics at Rutgers University. That makes the 116th Congress the largest class of female lawmakers ever.

 

Moreover, this incoming group will be incredibly diverse.

 

We have Jahana Hayes, a nationally-recognized teacher, who will be the first Black Congresswoman from Connecticut. Ayanna Presley, the first black Congresswoman from Massachusetts.

 

Angie Craig will be the first out LGBTQ Congresswoman from Minnesota. Chris Pappas, the first openly gay Congressman from New Hampshire.

 

Sharice Davids and Deb Haaland from Kansas and New Mexico will be the first Native American women elected to Congress – ever. And Davids will also be the first openly LGBTQ Congresswoman from the Sunflower State.

 

Ilhan Omar and Rashida Tlaib will be the first-ever Muslim women in Congress. Omar, a former refugee, will also be the first Somali-American and Tlaib will be the first Palestinian-American woman in Congress. This is especially noteworthy because there have only been two other Muslims to serve in the legislative branch, both men: Rep. Keith Ellison and Rep. André Carson.

 

And let’s not forget New York’s Alexandria Ocasio-Cortez. Not only is she a Democratic Socialist, but the 29-year-old will be the youngest woman ever elected to Congress!

 

With so many new faces and so much more representation, is it too much to ask for a change in the way things are done in Washington?

 

Many progressives are hoping not.

 

After all, it was people power that propelled these new lawmakers into government.

 

We marched in the rain, licked envelopes, made phone calls, wrote letters, and knocked on doors. We went to rallies and bake sales and stood by the polls with our little signs and fliers.

 

And we did it, because we wanted a change.

 

So, incoming lawmakers, that’s why I’m writing to you.

 

As a public school teacher, a father of a school-age child, an education activist and a concerned citizen, it really matters to me what happens to our schools.

 

Yet so many politicians – Republicans and Democrats – have turned a blind eye to our concerns for years.

 

No matter their party affiliation, they’ve pushed for increasing school privatization – charter and voucher schools. They’ve hammered us with biased and unscientific standardized tests and used the results to justify any number of atrocities including school closures, withholding funding and even stealing the democratic process from taxpayers. Instead of listening to the concerns of teachers and parents, they’ve followed the caprice of every bored billionaire who thinks they know how to better our schools with halfcocked schemes that cost us billions in taxpayer dollars while wasting children’s time and depriving them of an authentic education.

 

They’ve chased every new technological fad without regard to how it affects students or their privacy. They’ve let our schools become increasingly more segregated and made deals with private prison companies and unscrupulous security and business interests that made our schools a gateway to incarceration as much as they are to college or careers. They’ve actively engaged or silently stood by as classroom teachers lost autonomy, rights and professionalism. And finally, though many of them talk a good game, they haven’t done nearly enough to ensure that every student gets the same opportunities, resources and equitable funding.

 

Why?

 

Often the answer is ignorance.

 

They don’t properly understand the issues facing our schools. They don’t hear from parents, teachers and students – the rank and file. They only hear from the wealthy businesses and philanthrocapitalists preying on our schools like vultures over road kill.

 

In many cases this is because of the poor quality of education aides on Capital Hill.

 

Several years ago, I went to DC with other education advocates to ask our representatives to change course. Though we made reservations to speak with our duly-elected lawmakers months in advance, very few of them had the guts to see us face-to-face. We were almost always sent to education aides – well meaning and fresh faced kids only a few years out of college – who wrote down our concerns and sent us on our way with rarely any follow up from the people we’d come to see.

 

And more often than not, these eager young go-getters were Teach for America (TFA) alumni.

 

I’m not sure if you know what that means.

 

TFA is a nefarious neoliberal organization more interested in busting unions and influencing policy than helping kids learn.

 

They recruit people in college who didn’t major in education to become teachers for a few years before moving on to bigger and better things.

 

Often these rookies have only a few weeks training and just hours of experience before taking over their own classrooms. And unlike education majors, they only need to commit to the job for two years.

 

This not only does our children a disservice, it does very little to make these former teaching temps into education experts.

 

But that’s how they’re treated on Capital Hill.

 

Through programs like TFA’s Capitol Hill Fellows Program, alumni are placed in full-time, paid staff positions with legislators so they can “gain insights into the legislative process by working in a Congressional office” and work “on projects that impact education and opportunities for youth.”

 

Why do so many lawmakers hire them? Because they don’t cost anything.

 

Their salaries are paid in full by TFA through a fund established by Arthur Rock, a California tech billionaire who hands the organization bags of cash to pay these educational aides’ salaries. From 2006 to 2008, alone, Rock – who also sits on TFA’s board – contributed $16.5 million for this purpose.

 

This isn’t about helping lawmakers understand the issues. It’s about framing the issues to meet the policy initiatives of the elite and wealthy donors.

 

It’s about selling school privatization, high stakes testing and ed-tech solutions.

 

As Ocasio-Cortez said on a recent call with Justice Democrats, “I don’t think people who are taking money from pharmaceutical companies should be drafting health care legislation. I don’t think people who are taking money from oil and gas companies should be drafting our climate legislation.”

 

I’d like to add the following: people taking money from the testing and school privatization industry shouldn’t be drafting education policy. People who worked as temps in order to give themselves a veneer of credibility should not be treated the same as bona fide experts who dedicate their lives to kids in the classroom.

 

But that’s what many lawmakers of both parties have been enabling.

 

It’s not hard to find authentic experts on education.

 

There are 3.2 million public school teachers working in this country.

 

There are still 116,000 fewer public education jobs than there were before the recession of 2007, according to a report by the Economic Policy Institute, a progressive nonprofit think tank.

 

If we add the number of teaching jobs needed to keep up with growing enrollment, we’re missing 389,000 educators.

 

So that’s hundreds of thousands of laid off and retired teachers out there – a huge brain trust, a plethora of professionals who know – really know – what goes on in our schools, what they need to succeed and what policies could fix them.

 

THAT’S where you should go to find your educational aides – not TFA.

 

And these experts are not hard to find. You can contact the teachers unions – the National Education Association and American Federation of Teachers. Or, better yet, contact the various education activist groups focused on policy – the Badass Teachers Association or the Network for Public Education. And if you want experts at the crossroads of education and equity, you can contact civil rights groups who focus on our schools like Journey for Justice, a nationwide collective of more than 38 organizations of Black and Brown parents and students in several cities.

 

Or you can give education bloggers (many of whom are teachers or former teachers) a call – people like Peter Greene, Mercedes Schneider, Nancy Flanagan, Jose Luis Vilson, Julian Vasquez-Helig, and others.

 

Heck! You can give me a shout out.

 

We’re here.

 

We want to help.

 

So congratulations on your election victories. Let’s work together to transform them into intelligent policies for all our children everywhere.


 

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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Dear Non-Voters, Your Country Needs You

Voting.

 

Four in 10 Americans who were eligible to vote in 2016 didn’t do so.

 

That’s some 92 million U.S. Citizens.

 

These people weren’t purged from the polls.

 

They weren’t barred from voting.

 

They just didn’t bother.

 

So, the way I see it, the responsibility for President Donald Trump rests with you.

 

The United States has a Reality TV Show clown in the oval office.

 

He is a dimwitted narcissist who panders to racists, sexists and xenophobes to stay in power.

 

He is an incurious liar who constantly trolls the media and the public.

 

He is an admirer of dictators and fascists across the globe with no qualms about enriching himself and those like him at the expense of you and me.

 

Everyday he provides aide and comfort to anti-American regimes from Moscow to Riyadh by diminishing our international stature, withdrawing us from treaties and contracts, leaking sensitive information and otherwise pursuing foreign interests over those of American citizens.

 

And that’s before we even begin to examine his colossal impact on human rights – emboldening terrorists and white supremacists while his own administration throws children in cages and forcibly separates them from their families.

 

This is on you, non-voters.

 

You did this.

 

A democratic republic is like any other machine – it only functions properly if all of its parts are working.

 

You can’t have majority rule when 40% of voters shirk their duty.

 

A study by the Pew Research Center found that not only were non-voters likely to be younger, less educated, less affluent, and nonwhite, but 55% of them were Democrats and Democratic-leaning independents.

 

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If more non-voters under the age of 30 had gotten their acts together in just a few swing states, we wouldn’t all be living through this national nightmare.

 

So if you think voting doesn’t make a difference, look around.

 

Look at your bank account for instance.

 

Wonder why your wages continue to stagnate while the rich pocket more and more of the economy?

 

Look at your neighborhood. Wonder why our schools, roads, bridges and other public services are crumbling into disrepair?

 

It’s because you didn’t vote.

 

I’m not saying everything would have been great under President Hillary Clinton. But Trump sets an awfully low bar for competency.

 

 

You think your vote doesn’t matter?

 

Republicans disagree with you.

 

They aren’t working overtime to stop people like you from voting because it makes no difference.

 

Robert Kennedy put it this way:

 

“The most significant civil rights problem is voting. Each citizen’s right to vote is fundamental to all the other rights of citizenship and the Civil Rights Act of 1957 and 1960 make it the responsibility of the Department of Justice to protect that right.”

 

Our courts have given up that responsibility.

 

Since 2013 when the Supreme Court invalidated a key part of the Voting Rights Act, millions of people have been barred from casting a ballot.

 

The federal government used to require nine states with a history of racial discrimination to obtain federal approval before making such changes. Now that they no longer need to do so, between 2014 and 2016 there’s been a 33% increase in voter purges in these states.

 

This isn’t just cleaning the polls of the names of people who’ve died. It’s actively preventing people – especially the poor and people of color – from having their voices heard.

 

In Arkansas, thousands of voters were erroneously flagged in 2016 under the guise of removing people who had been convicted of felonies. In Virginia, voters were wrongly deleted from the rolls in 2013 under the excuse of removing people who allegedly had moved.

 

And this election cycle more than one hundred thousand Georgia voters were removed because they didn’t respond to a mailer or there was a typo on their registration form.

 

To make matters worse, the purge was overseen by Secretary of State Brian Kemp, a Republican candidate for governor. Since most of the people being removed from the polls are people of color, the poor and other Democrats or leaning Democrat voters, the move makes it harder for Democrat Stacey Abrams to challenge him.

 

Kemp and his Republican buddies wouldn’t be going through all this trouble if voting made no difference.

 

“Too many people struggled, suffered, and died to make it possible for every American to exercise their right to vote,” said civil rights icon and U.S. Senator John Lewis.

 

And people have died for the opportunity that millions of people decide not to exercise.

 

People like James Chaney, Andrew Goodman and Michael Schwerner, who were murdered in 1964 while trying to register black voters in Mississippi. People like Viola Liuzzo, who was murdered a year later by the Ku Klux Klan during the Selma march for voting rights.

 

When you willingly give up an opportunity that was purchased so dear, you disrespect the memories of the dead.

 

President Franklin D. Roosevelt put it like this:

 

“Nobody will ever deprive the American people of the right to vote except themselves and the only way they could do this is by not voting.”

 

Our country is under attack. Our very freedoms are on the line.

 

Will you be a willing accomplice by standing idly by and allowing these miscreants to defecate all over the flag?

 

Or will you take a stand, do your duty and vote!?

 

 

“Bad politicians are sent to Washington by good people who don’t vote.”

-William E. Simon

 


 

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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Kavanaugh Confirmation Begs the Question – Does Truth Matter?

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“The very concept of objective truth is fading out of the world. Lies will pass into history.”

-George Orwell

 

 

Does the truth matter?

 

It seems to be one of the central questions of our age.

 

We just held a Senate confirmation hearing for Brett Kavanaugh’s lifetime appointment to the Supreme Court.

 

And despite multiple women making credible allegations of sexual misconduct against him…

 

Despite an FBI investigation so grossly limited in scope that investigators couldn’t even interview either the accusers or the accused…

 

Despite the withdrawal of support from some of the most conservative organizations including the National Council of Churches representing more than 100,000 congregations, the magazine of the Jesuit religious order, and even former Supreme Court Justice John Paul Stevens…

 

Despite all that, the Republican majority gave their wholehearted approval.

 

 

Only Alaska Senator Lisa Murkowski bucked her party and voted against him – while Senator Joe Manchin of West Virginia was the only Democrat to vote for him.

 

 

The result was a forgone conclusion – a Republican majority who blatantly ignored any evidence and made a decision based purely on party politics.

 

Dr. Christine Blasey Ford testified in front of these people only a week earlier about a drunk Kavanaugh’s attempted rape when they were both in school.

 

She put her life, her security and her family’s happiness on the line to come forward. She still can’t return to her home after multiple death threats.

 

Yet those in power chose to ignore her.

 

They looked at the facts presented to them and chose to interpret them in a way that allowed them to do what they wanted to do in the first place.

 

Many said that they believed Ford was accosted but not by Kavanaugh.

 

Yet they refused to allow the kind of investigation that might have gotten at the truth.

 

These are not the actions of lawmakers interested in what happened all those years ago between Kavanaugh and Ford – or between Kavanaugh and multiple other women who they didn’t even give a hearing.

 

These are not the actions of lawmakers concerned about picking the best person for the job.

 

Instead, they are the actions of partisans who put power over objective reality.

 

They’d rather craft a story that fits their desires than the other way around.

 

It is craven, cowardly and disrespectful to their office and their charge.

 

This article began with a quote from George Orwell, author of 1984. Let me offer another:

 

“Totalitarianism, however, does not so much promise an age of faith as an age of schizophrenia. A society becomes totalitarian when its structure becomes flagrantly artificial: that is, when its ruling class has lost its function but succeeds in clinging to power by force or fraud. Such a society, no matter how long it persists, can never afford to become tolerant or intellectually stable.”

 

That is what happened here. A ruling class resorting to force and fraud to broaden its power.

 

 

Republicans already have control of two branches of government. Now they have stolen a third – a power grab that will echo down the halls of history for decades to come.

 

 

This is a senate majority representing fewer people than the so-called minority, lead by a President who lost the popular vote.

 

It is not democracy or a just republic. It is a coup.

 

 

As Orwell warns, when we ignore an inconvenient reality, we are on the road to totalitarianism.

 

 

It didn’t matter to those senators whether Kavanaugh was a blackout drunk, whether he still drinks to excess, whether he engaged in sexual harassment or attempted rape.

 

Heck. He could have attacked Ford on the floor of the Senate, itself, on live TV.

 

None of it would have mattered.

 

He was simply a means to an end – the increased power of the Republican Party and the donor class it represents.

 

GOP senators (and even Kavanaugh, himself) complained about dark money influencing the nomination process, yet the overwhelming majority of that money came from conservative backers!

 

They raved and foamed at Democrats for stalling the nomination yet refused to take responsibility for sabotaging Barack Obama’s nomination of Merrick Garland.

 

Instead they offered bad faith distinctions between what you can do during an election year vs. a presidential election year – as if it made any difference.

 

It is not just the spirit of the Constitution that lay in tatters on the Senate floor – but the fabric of reality, itself.

 

Thankfully, voters have an opportunity to have their voices heard in a few weeks.

 

We can take to the polls and let these people know how we feel about it.

 

Honestly, this may be our last chance.

 

I am absolutely devastated by these events.

 

I find myself at the ripe old age of 44 chiding myself for being naïve.

 

I watched the hearing as if it were a TV show or a Frank Capra movie. At the last minute, goodness will prevail.

 

That didn’t happen.

 

I, too, was blind to reality.

 

Well, the blinders are off.

 

Like so many of you, I am in mourning for a country that never really existed.

 

But the wake is in November.

 

Let’s hope it will be the start of a rebirth.

 


Click here to find ways to get involved in the November 6 midterm election.


 

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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