Report: US Shortchanged Public Schools by Hundreds of Billions of Dollars Over Decades

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Fun Fact: Between 2005 and 2017, the federal government withheld $580 billion it had promised to spend on students from poor families and students with disabilities.

 

Fun Fact: Over that same period, the personal net worth of the nation’s 400 wealthiest people ballooned by $1.57 trillion.

 

So, rich people, consider this the bill.

 

A new report called “Confronting the Education Debt” commissioned by the Alliance to Reclaim Our Schools (AROS) details the shortfall in minute detail.

 

For instance:

 

  • $347 billion owed to educate low-income students most of whom are children of color.

 

  • $233 billion owed to provide services for students with disabilities.

 

And this is just the shortfall of the last dozen years! That’s just money due to children who recently graduated or are currently in the school system!

 

We’ve been cheating our children out of the money we owe them for more than half a century!

 

Federal education funding levels were first established in 1965 as part of Pres. Lyndon Johnson’s War on Poverty in the landmark education law, the Elementary and Secondary Education Act (ESEA).

 

That law, which has become little more than a boondoggle for the standardized testing and school privatization industries, originally was passed to address inequality in America’s education funding.

 

Now this report from a coalition of groups including the Education Justice Research and Organizing Center, the National Education Association, the American Federation of Teachers, Center for Popular Democracy and the Action Center on Race and the Economy points out the multifarious ways we have failed to live up to the standards we set in that original legislation and beyond.

 

One of the most glaring examples of neglect is Title I funding.

 

The Johnson administration admitted that schools with a high concentration of students living below the poverty line needed extra support to succeed at the same levels as students from middle class or more affluent backgrounds. So the law promised to provide an additional 40 percent for each poor child above what the state already spent per pupil.

 

And then it promptly failed to fund it. In 1965 and every year since!

 

These are not just numbers. With this money, high poverty schools could provide:

 

  • “health and mental health services for every student, including dental and vision services; and

  • a full-time nurse in every Title I school; and

  • a full-time librarian for every Title I school; and

  • a full-time additional counselor in every Title I school, or

  • a full-time teaching assistant in every Title I classroom.”

 

A decade later, in 1975, the same thing happened with The Individuals with Disabilities Education Act (IDEA).

 

Congress told local districts they’d have to do more to help disabled students succeed academically. However, doing so costs money. Lawmakers admitted that disabled students cost more to educate and that local districts often struggle to find the funding to help them succeed.

 

Once again, Congress pledged to pay up to 40 percent of that additional cost, with local and state funds covering the remainder.

 

Once again, Congress failed to fund it.

 

STATE AND LOCAL FAILURE

 

But it’s not just the federal government that has shirked its duties to school children.

 

State and local governments also stiffed generations of students out of the resources they deserved – especially if those students have black or brown skin.

 

Beside the federal government, public schools are funded by their local municipalities and the state. Local governments pay for about 45 percent of school budgets.

 

However, since most of this allotment is determined by property tax revenues, it ensures the poor get fewer resources than the rich. Kids from rich neighborhoods get lots of resources. Kids from poor areas get the scraps. Inequality is built into the funding formula to ensure that students don’t start out on an even playing field and that economic handicaps are passed on from one generation to the next.

 

State governments are no better. They provide about 47 percent of school budgets.

 

As such, they are in the position to right the wrongs of the local community by offsetting the inequality of local governments – but only 11 states do so. Twenty states close their eyes and provide the same funding to each school – rich and poor alike – regardless of need or what each community can afford to provide for its own children. But 17 states are even worse. They actually play Robin Hood in reverse – they funnel more money to wealthier districts than to poor ones.

 

As a result, schools nationwide serving mostly students of color and/or poor children spend less on each child than districts serving mostly white and/or affluent children.

 

TAX CUTS

 

And while our federal, state and local governments have failed to meet their responsibilities to students, they have required fewer taxes from business and industry.

 

In the late 1940s and 1950s, the top marginal tax rate was more than 90 percent. Today it is 37 percent.

 

Congress just passed a series of whooping tax cuts that go into effect in 2019. More than half of the benefit of these cuts will go to the richest five percent of taxpayers. The law is expected to cost the federal treasury as much as $1.5 trillion in lost revenues over the next decade.

 

Nearly every state levies a much greater share of taxes from low- and middle-income families than from the wealthy.

 

And that’s before we even start talking about corporations!

 

While the US federal corporate tax is 35 percent, the effective tax rate that corporations pay after loopholes and deductions is only about 14 percent. This costs the federal government at least $181 billion in annual revenue, based on 2013 estimates by the Government Accountability Office. Local and state corporate tax and abatement programs make it even worse.

 

This is a choice. We are not requiring the rich to pay their fair share.

 

SCHOOL-TO-PRISON

 

Instead of investing in ways to help educate children, one of the only areas we’ve increased funding is incarceration.

 

The private prison industry is booming, fueled in part by a lack of opportunities in schools.

 

According to the report:

 

“In 2017, the National Association of School Resource Officers claimed that school policing was the fastest-growing area of law enforcement. The school safety and security industry was reported to be a $2.7 billion market as of 2015. Most of that $2.7 billion is public money now enriching the private security industry instead of providing real supports to students.”

 

According to the US Department of Education, 1.6 million students go to a school that employs a law enforcement officer but not a guidance counselor.

 

That is not an unalterable economic reality. It is a failure of priorities. It is the mark of a society that is not willing to help children but will swoop in to punish them if they get out of line.

 

SCHOOL PRIVATIZATION

 

 

Finally, the report identifies school privatization as a contributing factor to this systemic neglect.

 

Charter schools are legal in 44 states plus Washington, D.C. and Puerto Rico. They have “systematically stripped public school budgets through the creation of parallel structures of privately-operated, publicly-funded schools.”

 

Cost studies in San Diego, Los Angeles, Nashville, Michigan, Pennsylvania, Durham and other localities have come to the same conclusion: “the privatization of schools has contributed to austerity conditions in traditional public schools.”

 

Yet Congress continues to appropriate millions of dollars to the Department of Education’s Charter Schools Program (CSP), which funds new charter start-ups and expansions. The program has a budget of $500 million this year, alone. It is the largest single backer of charter schools in the nation.

 

According to the report, “In other words, the U.S. Department of Education is operating a program that directly undermines public schools.”

 

SOLUTIONS

 

But the report isn’t just about what’s wrong. It outlines how we can make it right.

 

It outlines three policy initiatives:

 

1)      “Full funding of Title I and IDEA to target federal support to low-income children and students with disabilities.

2)      The creation of 25,000 Sustainable Community Schools by 2025.

3)      A new focus for the U.S. Department of Education, on ensuring and incentivizing equity in public schools across the country.”

 

And we can pay for it by:

 

A. “Make the wealthy pay their fair share of taxes.

  • Rescind the 2017 tax code changes, which overwhelmingly favor the top 1 percent of income earners.
  • Close the federal carried interest loophole, a step that could increase federal revenues by between $1.8 and $2 billion annually or, according to some researchers, by as much as $18 billion annually.
  • If the carried interest loophole is not closed at the federal level, states can impose a surcharge on carried interest income at the state level, raising millions for state budgets.
  • Enact so-called “millionaire’s taxes” that increase the tax rate on a state’s highest earners. New York and California have already passed such law.

 

B. Require wealthy corporations to pay their fair share.

  • End or reduce corporate tax breaks that cost the federal government at least $181 billion annually.

  • Reduce state and local subsidies to businesses for economic development projects and hold school funding immune from tax abatements.

  • Enforce and strengthen programs like Payment in Lieu of Taxes (PILOT) to ensure that wealthy institutions pay their fair share towards local budgets.

 

C. Divest from the school-to-prison pipeline.

  • School safety and security is now a $2.7 billion industry. Much of that money is public money, going to profitable corporations instead of schools.
  • Divest from expensive security systems, metal detectors and legions of school-based police officers and instead invest in counselors, health and mental-health providers and other supports that make schools safer.

 

D. Place a moratorium on new charter schools and voucher programs.

  • A moratorium on the federal Charter Schools Program would free up $500 million annually, which could be used to support the creation of Sustainable Community schools.”

 

The executive summary concludes with the following statistic.

 

Even a 10 percent increase in funding for each high poverty student maintained through 12 years of public school can dramatically change the likelihood of academic success. It can boost the chances that students will graduate high school, achieve 10 percent higher earnings as adults and a 6 percentage point reduction in the annual incidence of adult poverty, according to a 2015 report.

“Ten percent is pocket-change for a nation that has orchestrated the rise of an unmatched billionaire class. In the richest nation in the world, it is possible to fully fund all our public schools, and to provide Black, Brown and low-income children with the educational resources and additional supports and services they need to achieve at the highest levels.”

 

The facts are in, folks.

 

We can no longer gripe and complain about a public education system we fail to support without recognizing the cause. We have failed to meet our responsibilities to our children – especially our children of color.

 

The solution is simple – equity.

 

We need to demand the rich do the right thing.

 

We cannot achieve greatness as a nation when wealth and privilege continue to shirk their duties and our lawmakers do little more than enable greed and corruption.

 

The bill is here.

 

Time to settle up.


READ THE WHOLE REPORT.


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Meet the Test Before the Test – Pennsylvania’s Classroom Diagnostic Tools (CDT)

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It’s test time.

 

My students are dutifully pecking answers onto their iPads before a hand goes up.

 

“Mr. Singer, I can’t log in to the server.”

 

Another hand.

 

“It keeps kicking me out.”

 

Another.

 

“Mr. Singer, what does this question mean?”

 

Then every single hand in the room pops up all at once.

 

“What’s the matter!?” I say, trying not to let the frustration into my voice.

 

A lone student in the front offers to speak for the group.

 

“The Website just kicked us all off.”

 

If that sounds like the optimum environment to assess student learning, then you must work for Data Recognition Corp (DRC).

 

It is typical of the company’s Classroom Diagnostic Tools (CDT) test in Pennsylvania.

 

The assessment, which cannot be taken with pencil and paper but must instead be taken on a computer or personal device, has always been glitchy.

 

You type in a response and what you typed only appears after a delay.

 

When moving from one screen to another, you have to wait through a seemingly endless interval until the next screen loads.

 

And during this year’s first sessions, multiple teachers told me of students whose tests cycled through all the questions without input from the students and then gave them an unalterable grade.

 

This is not the best way to diagnose students’ abilities in reading, math and science.

 

Yet that’s what the state Department of Education strongly encourages we use it for – three to five times a year!

 

This is not a mandatory test.

 

It’s strongly suggested by administrators in Harrisburg. And that’s enough to make some local principals march wherever they’re told.

 

Ironically, Gov. Tom Wolf proudly proclaimed that he was reducing the amount of time students in the Keystone state would take standardized tests. But he’s only talking about the federally mandated Pennsylvania System of School Assessment (PSSA) and Keystone Exams which he’s cut by a total of almost 2 hours a year.

 

There are still a battery of suggested pretests on the state’s wish list – tests that are supposed to predict success on the PSSA or Keystone Exams – tests used to show whether kids are getting the skills they need.

 

Do you understand it now?

 

No.

 

Do you understand it Now?

 

No.

 

Do you understand it NOW!!!!!!!?

 

 

Of these, the most common is the CDT.

 

If schools follow the state’s instructions and give students this exam in reading, math and science 3 to 5 times a year, that’s an additional 50-90 minutes per test. That comes to 22.5 hours of additional testing!

 

So 22.5 hours minus 2 hours equals… NOT A REDUCATION IN TESTING!

 

Moreover, the CDT test is cumbersome to proctor.

 

I’ve given my students this test for about seven years now and it never fails to be anywhere from tricky to an outright disaster.

 

This week, I had a class of students on their iPads unable to log on to their accounts at DRC headquarters. In another group, five students were dropped from the server without warning and couldn’t finish.

 

Defective software and having to repeatedly log back in to the system are hallmarks of even the most successful CDT session.
Even if you like standardized tests and think they are the best way to assess students, the product and service provided by DRC is extremely low quality.

 

But keep in mind – you’re paying for it, folks! In the last 8 years alone, taxpayers forked over more than $1 billion for this service and the PSSA and Keystone tests, which DRC also produces.

 

It’s incredibly frustrating, a waste of classroom time and taxpayer money.

 

No one does their best when they’re exasperated, and this test is almost designed to make students feel that way.

 

Yet some local administrators are trying to use the assessment as part of a high stakes matrix to determine classroom placement.

 

Whether your child is registered in the remedial, general or advanced class could be determined by this shoddy excuse for an assessment. Whether your son or daughter has the advantages and esteem of the advanced class could rest on a malfunctioning data system. Whether he or she has to settle for months of mind numbing test prep instead of authentic education could be decided by defective software.

 

No matter how you look at it, this doesn’t help the teacher diagnose academic deficiencies and remediate them. That is, unless your idea of remediation is printing out a worksheet of test look-a-like questions based on the ones the student got wrong on the CDT.

 

This is bad assessment supporting bad pedagogy forced on us by bad policy.

 

But that’s not even the worst part.

 

Why are we doing this in the first place?

 

Have standardized tests ever been proven accurate assessments of student learning? Moreover, has it ever been proven useful to give pre-test after pre-test before we even give the ultimate high-stakes test?

 

Answer: No.

 

Most countries don’t test their students nearly as much as we do in the United States. Finland, which has students who routinely return some of the highest scores among developed nations, only makes its children take one standardized test.

 

One test from K-12!

 

In addition, countries like those in Scandinavia don’t have nearly the child poverty rate we do. Nor do they fund their schools based on local property taxes. They provide more funding and resources for needy students than rich ones – we do just the opposite.

 

Numerous studies have shown a strong correlation between parental income and the test scores of their children. In short, kids from wealthy families who go to schools with the best of everything generally score very well on standardized tests. Students from poor homes who go to underprivileged schools do much worse.

 

So all this testing does nothing to help students learn. It simply reinforces the inequality already in place. And then it’s used as a justification for that same inequality.

 

High stakes standardized testing is not about increasing student outcomes. It’s about boosting corporate incomes – corporations like Data Recognition Corp.

 

Finally, there’s another danger we haven’t even hinted at involved with the CDT.

 

As an on-line test, it collects an awful lot of data about the children taking it. This information is kept in a database for students entire academic career so that it can be compared with subsequent results.

 

This is private student data in the hands of a private company.

 

The chances that this information and thus students’ privacy will be violated are extremely high.

 

We are putting our children’s futures in the hands of a for-profit company with little to no assurance that it is safe. There is little oversight, accountability or even awareness of the issue.

 

Therefore, any knowledgeable parent would be entirely within his or her rights by refusing to let their child take any of these tests.

 

Yes, you can refuse to let your child participate in test prep the same way you can opt out of the PSSA and Keystone Exams.

 

You need refer to the same part of the law:

 

“PA School Code Chapter 4.4(d)(1)(2)(3):

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

(1) Access to information about the curriculum, including academic standards to be achieved, instructional materials and assessment techniques.

(2) A process for the review of instructional materials.

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

 

That includes the CDT.

 

Opt Out PA has provided this helpful form letter you can use and modify to meet your needs before sending it to your local principal:

 

“Dear Principal/Teacher(s):

Pursuant to Pennsylvania Code Title 22 Chapter 4, section 4.4 (d)(1)(2)(3) I am hereby exercising my right as a parent to have my child, [NAME], excused from PSSA test prep, including (but not limited to) CDT’s and Study Island because of religious beliefs.

Sincerely,”

 

 

So while Pennsylvania’s lawmakers dither back and forth about the political realities of standardized testing as an accountability measure and as they blithely ignore the threat posed to student privacy by on-line testing, parents can take matters into their own hands.

 

 

Your child’s teacher would like nothing better!

 

Imagine being able to actually teach and not have to spend days of instruction time troubleshooting a Website while corporate lackies cash our check!

 

 

Imagine students in school to actually learn something – instead of testing them into oblivion.

 

 

Imagine a student raising her hand to ask a question about the curriculum and not the software!

 


 

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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Nationwide Poll Shows Overwhelming Support for Public Schools in All Areas Except One

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Waylon Jennings classic country hit advises Mama’s not to let their babies grow up to be cowboys.

 

Now, I guess we can add teachers to that list.

 

According to the 50th annual PDK Poll of attitudes about public schools, Americans trust and support teachers, but don’t want their own children to join a profession they see as underpaid and undervalued.

 

In almost every other way, they support public schools and the educators who work there.

 

When it comes to increasing school funding, increasing teacher salary, allowing teachers to strike, and an abundance of other issues, the poll found a majority of people unequivocally in favor of endeavors meant to bolster learning.

 

In fact, support for education and educators has never been so high in half a century.

 

“Two-thirds of Americans say teachers are underpaid, and an overwhelming 78% of public school parents say they would support teachers in their community if they went on strike for more pay,” according to PDK’s Website.

 

If true, this result illuminates an incredible tone deafness among politicians like Scott Wagner in Pennsylvania who is running for governor on the platform that teachers make too much money. According to the poll, only 6% of Americans agree with him.

 

Moreover, those who support teachers strikes include 6 in 10 Republicans.

 

“Those who would be most affected by a teacher walk-out — say they would support teachers in their community if they went on strike for more pay. Among the general public, 73% say they would support a job action for higher wages.”

 

These are record high results that are also reflected in respondents unwillingness to encourage their own children to become teachers in the current political landscape.

 

For the first time since the question was asked in 1969, a majority of 54% say they would not want their child to become a teacher.

 

The reason? Poor pay and benefits.

 

Moreover, a lack of adequate funding is cited as the most common problem facing public schools – a finding that’s held true since the early 2000s. In fact, for the 17th consecutive year, Americans have named the lack of funding as the biggest problem facing their local schools.

 

It seems that either or both major political parties could easily pick up broad popular support by doing an about face on education. Instead of backing standardization and privatization, they should get behind public education.

 

The topic has typically served as a wedge issue between progressives and corporate Democrats while Republicans have almost exclusively backed a strategy to “starve the beast” and promote privatization.

 

However, Democrats and/or Republicans who ran on respecting and remunerating teachers as well as increasing support for the public schools that employ them would find major support among voters.

 

The PDK poll is based on responses from 1,042 adults including 515 parents of school-age children. They were randomly and representatively sampled in May 2018 through on-line surveys.

 

The 2018 results include particular support for the public school system as opposed to charter and voucher schools.

 

Nearly 8 in 10 people said they prefer reforming the existing public school system rather than finding an alternative approach.

 

That’s a higher response than any year since the question was first asked 20 years ago. Moreover, it’s not just an opinion about nationwide schooling: 78% say they’d rather reform than replace the local school system, as well.

 

In addition, there is support among Americans to not only increase funding, but also spend it more equitably.

 

A majority (60%) support spending more on students who need extra help than spending the same amount on every child (39%).

 

Responds were more divided on where the influx of funding should come from.

 

Half of respondents favor raising taxes and half say the schools should spend less on students who require fewer resources.

 

This is related to public perception of exactly which students are receiving unfair funding. The poll revealed that most people recognize some resource inequality based on race and geographic region but they think most is based on parental wealth: 75% of respondent say public school students serving mostly poor students have fewer resources than those serving rich students.

 

One of the most interesting findings is always the public’s overall perception of schools.

 

And this poll – as in previous editions – found a sharp difference in respondents appraisal of schools nationwide vs. the schools in their own neighborhoods.

 

 

Fifty-five percent say that on a national scale students today get a worse education than those in previous generations.

 

However:

 

The public schools continue to suffer from an image deficit. Among those who know them best, parents of current students, 70% give their oldest child’s school an A or B grade. Among the public more broadly, by contrast, only four in 10 give their local schools an A or B. In results that are typical across the years, far fewer give top grades to the public schools nationally, just 19%.”

 

In other words, people seem to think that nationally our schools stink. But the schools in our own neighborhoods are pretty good.

 

The reason is simple. National perception is formed by the media. Local perception is formed by actual empirical evidence.

 

The forces of school privatization and their propaganda network has pushed the lie of “failing schools” for so long, that people believe it – except in their own neighborhoods where they see it to be false.

 

But the questions weren’t all about how schools should be run. They also asked about security – a hot topic when school shootings happen at least once a month.

 

“Parents lack strong confidence that schools can protect their children against a school shooting but favor armed police, mental health screenings, and metal detectors more than arming teachers to protect their children.”

 

This bodes badly for the Trump administrations plans to push guns on public school teachers instead of enacting common sense gun regulations.

 

As usual, policymakers are trying to herd Americans to their point of view instead of listening to their constituencies.

 

And that seems to be the big take away from this year’s poll.

 

Americans want and support public education.

 

It’s time our so-called leaders got with the program.


 

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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No One Ever Remembered a Teacher for Raising Standardized Test Scores

gradhug

 

It’s the day before school begins.

 

I’m out to eat with my family and have just taken a big bite of a juicy beef taco.

 

That’s when I notice someone standing right next to me at the restaurant.

 

So I raise my eyes upward, a meat filled tortilla overfilled with lettuce and beans hanging from my mouth, and I’m greeted with a familiar face.

 

“Mr. Singer!” the woman says with a nervous smile on her lips.

 

“Do you remember me?”

 

I think for a moment but realize I have more pressing concerns. I couldn’t reply with an answer to the woman’s question even if I did remember her.

 

So I chew and swallow and then look again.

 

“It’s me,” she says. “Tamarind.”

 

And then it hits me like a flash.

 

The face in front of me ages backward. The adult eyes soften. The taut cheeks become chubbier. And her whole figure shrinks three feet closer to the ground.

 

“Oh my God! Tamarind! Of course I remember you!” I say.

 

She smiles and blushes. I’m surprised by how nervous she is. I’m no one to inspire anxiety. I’m just a guy out with his wife, daughter and father-in-law shoving a taco in his face.

 

“When I saw you here I just had to come up to you,” she said. “I was in your 6th grade class.”

 

“I think it was 8th grade, wasn’t it?” I said.

 

“Yes! That’s right! Eighth grade!”

 

“How old are you now? My gosh I remember you when you only came up to here off the ground.”

 

“I’m 22. I’m doing really well. I just wanted you to know that you taught me how to write. If it wasn’t for you I never would have made it anywhere. I just wanted to thank you so much for everything you did for me.”

 

We chatted a bit more and then she left us to finish our meal.

 

But, of course, the whole interaction got me thinking.

 

As a teacher, you are something of a minor public figure.

 

When you’re out and about – especially if you’re somewhere in your district – you’re bound to be recognized and invariably someone will want to chat.

 

I remember one time at the bakery counter a former student gave me my order and told me he threw in a few donuts.

 

I remember laughing and telling him he didn’t need to do that.

 

“Nah, Mr. Singer, you never wrote me up for falling asleep in your class. You knew I was watching my brothers and sisters at home and never gave me shit for it. You keep those donuts.”

 

Another time at the theater I was almost late to my movie because I was listening to a former student at the concession stand catch me up on her life and what all of her friends from my class were doing these days.

 

So many students. So many kids that have now become adults.

 

You lose track of how many lives you’ve had an impact on.

 

The first few days of school are always filled with endless administrative meetings. The superintendent welcomes you with testing data. Then your principal breaks it down by building and subject.

 

You find out which diagnostic exams you have to give your students and when. You find out what your Pennsylvania Value Added Assessment Score (PVAAS) is – how good a teacher you are based on how well your students from last year did on the state standardized test.

 

On the one hand, I suppose I have no reason to feel like much of a good teacher.

 

Most of my students didn’t pass the test. They rarely do.

 

The same number of 7th graders (that’s what I taught last year) passed the reading test as in previous years. However, many more passed that were expected to fail.

 

The state uses a mystery metric based on Classroom Diagnostic Assessment (CDT) data to come up with a prediction of who they expect to pass and who they expect to fail. No one really knows how they calculate this. For all we know, the state secretary of education could examine a pile of chicken entrails before entering it all into the system.

 

Does all that data mean I’m a good teacher or not?

 

I don’t know.

 

But I do know what Tamarind thinks.

 

And I know what a host of former students have told me. I know how they react when they see me out in the wild, just living my life.

 

I’m sure there are probably former students who don’t like me. There must be those who hold a grudge for getting a 59% on an assignment. Or maybe they remember me yelling at them for something. Or – who knows – maybe they just didn’t respond to The Singer Charm.

 

But an awful lot of people come up to me who don’t have to.

 

Yesterday was the first day of classes for the year.

 

For the first time, all my classes were looped. I taught 7th grade Language Arts last year and I’m teaching the 8th grade course this year.

 

When those kids came into the class on Friday, it was like a homecoming.

 

So many smiles. So much laughter and joy. And, yes, impromptu hugs.

 

It felt like a family gathering, not a school function.

 

As I left the building feeling more exhausted than I have in months, another teacher stopped me.

 

“Steve! I wanted to catch you before you left!” she said.

 

She told me that she gave her students a survey in her class as an icebreaker. One of the questions was to name their favorite teacher from last year. My name came up a lot.

 

What can you say about that?

 

I’m actually getting choked up just typing this.

 

In my years in the classroom, I’ve helped a lot of kids get better test scores.

 

But that’s not why they come up to me. That’s not why they remember me.

 

I touched their lives in some meaningful way.

 

And they have done the same for me.

 

I’m just a guy who should really take smaller bites of his tacos.

 

But they make me feel like a hero.

 

I am so grateful.


 

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!

WANT A SIGNED COPY?

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STEM Education Severs the Arts from the Sciences

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What’s the most effective way to dumb down a nation?

 

 

Focus on How without Why.

 

 

That’s really the biggest problem with the pedagogical fad of STEM education.

 

 

There’s nothing objectively wrong with teaching science, technology, engineering and math – the disciplines that make up STEM.

 

 

In many cases, doing so is essential to a well-rounded education.

 

 

But therein lies the problem – you can’t have a well-rounded education if you purposely leave out some of the most vital aspects of knowledge.

 

 

Where’s the art? Where’s the literature? Where’s the social studies, government, citizenship, drawing, painting, music – heck! Where’s the philosophical understanding of life, itself?

 

 

STEM initiatives often involve creating two tiers of school subjects. You have the serious disciplines that will earn you respect and a job. And you have the soft, mamby pamby humanities that are no good to anyone.

 

 

The problem is one of focus not content.

 

 

Corporate-minded bureaucrats who know nothing of human psychology, child development or education look solely at standardized test scores and get hysterical.

 

 

The U.S. is falling behind other nations – especially in science and math, they say. So we must do whatever we can to bring those test scores up, Up, UP!

 

 

Yet they have never bothered to see that our student test scores have never been at the top of the pack for all the decades we’ve been making international comparisons.

 

 

We started contrasting multiple choice assessment results for 13-year-olds in a dozen countries back in 1964. And ever since, America has always been right in the middle.

 

Yet for those five decades we’ve dominated the world in science, technology, research and innovation.

 

 

In that time we sent the first people to the moon, mapped the human genome, and invented the Internet – all while getting middling test scores.

 

 

In short, standardized assessments are a fantastically unreliable indicator of national success, just as they are poor indicators of individual learning.

 

 

We’ve never been a nation content with picking our answers from four options – A,B,C,D. We blaze new paths!

 

 

But number obsessed fools have convinced a public blinded by sports statistics that these tests mean our kids are deficient. And the only cure is to put on blinders and focus almost exclusively on those subjects most featured on the tests.

 

Even reading and writing are only valuable if they let us guess what a normalized reader is supposed to comprehend from a given passage and if they allow us to express ourselves in the most rudimentary and generic ways.

 

 

This is exactly what they do in countries with the highest test scores – countries that are LESS innovative than the U.S.

 

 

Asian countries from Singapore to South Korea to India are not blind to this irony. While we are trying to imitate them, they are trying to imitate the kind of broad liberal arts education in which we used to pride ourselves.

 

“Many painters learn by having fun,” said Jack Ma, founder of one of China’s biggest Internet companies Alibaba.

 

“Many works of art and literature are the products of having fun. So, our entrepreneurs need to learn how to have fun, too.”

 

Ma worries that his country is not as innovative as those in the West because China’s educational system focuses too much on the basics and does not foster a student’s complete intelligence, allowing him or her to experiment and enjoy the learning process.

 

In other words, no matter how good you are at math and science, you still need to know how to learn, think and express yourself.

 

To be fair, these criticisms of STEM are not new.

 

Even global pundits like Fareed Zakaria have made similar arguments.

 

The result has been a hasty addition – change STEM to STEAM by adding in the arts.

 

Unfortunately, this hasn’t always worked out for the best.

 

Most of the time, the arts component is either an after thought or merely a sweetener to get students interested in beginning the journey – a journey that is all STEM all the time.

 

There is still an education hierarchy with the sciences and math at the top and the humanities and social studies at the bottom.

 

This is extremely unfortunate and will cause long-term detrimental effects to our society.

 

For instance, we pride ourselves in being democratically ruled. Political power does not come from authority, it comes from the consent of the governed.

 

This requires a public that knows how to do more than just add and subtract. Voters need to understand the mechanisms of government so they grasp their rights. They need a knowledge of history so they don’t repeat the mistakes of the past. They need to grasp human psychology, anthropology, and sociology to understand how people work in groups and individually.

 

Moreover, as human beings, they need the humanities. People have thoughts and feelings. They need to know how to express those thoughts and feelings and not just by writing a five-paragraph essay. They need to be able to create works of art. They need to be able to write a story or poem. They need to be able to manipulate images. They need to understand and create music.

 

Without these things, it can be difficult to become fully actualized people.

 

That used to be the goal of education. Provide students with the tools to become the best version of themselves.

 

But this focus on STEM and STEAM only endeavors to make them the best cogs the workforce needs.

 

We have relinquished our commitment to students and replaced it with a commitment to business and industry.

 

The idea is that schools owe the job market workers. That could not be further from the truth. We owe our students the tools that will help them live the best lives. And employment is only one small facet of that goal.

 

I’m not saying we shouldn’t teach math and science. We should – we MUST. But those can’t be prioritized over and above other essential human endeavors.

 

We need to fund and encourage a broad liberal arts education for all students. As they get older and move on to post-secondary studies including industrial arts they will inevitably specialize in areas that they find most interesting.

 

But until then, it is our job to give them every opportunity to learn – not to mold them into future wage slaves or boost national pride with arbitrary and meaningless test scores.


 

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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Wealth – Not Enrollment in Private School – Increases Student Achievement, According to New Study

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Students enrolled in private schools often get good grades and high test scores.

 

And there’s a reason for that – they’re from wealthier families.

 

A new peer-reviewed study from Professors Richard C. Pianta and Arya Ansari of the University of Virginia found that once you take family income out of the equation, there are absolutely zero benefits of going to a private school. The majority of the advantage comes from simply having money and all that comes with it – physical, emotional, and mental well-being, living in a stable and secure environment, knowing where your next meal will come from, etc.

 

The study published in July 2018 attempts to correct for selection bias – the factors that contribute to a student choosing private school rather than the benefits of the school, itself.

 

The study’s abstract puts it this way:

 

“Results from this investigation revealed that in unadjusted models, children with a history of enrollment in private schools performed better on nearly all outcomes assessed in adolescence. However, by simply controlling for the sociodemographic characteristics that selected children and families into these schools, all of the advantages of private school education were eliminated. There was also no evidence to suggest that low-income children or children enrolled in urban schools benefited more from private school enrollment.”

 

This has major policy implications.

 

Corporate school reformers from Barack Obama to Donald Trump, from Arne Duncan to Betsy DeVos, from Cory Booker to Charles and David Koch, have proposed increasing privatized school options to help students struggling in public schools.

 

Whether it be increasing charter schools or vouchers to attend private and parochial schools, the implication is the same – such measures will not help students achieve.

 

We need programs aimed at poverty, itself, not at replacing public schools with private alternatives.

 

According to the abstract:

 

“By and large, the evidence on the impact of school voucher programs casts doubt on any clear conclusion that private schools are superior in producing student performance…

 

“In sum, we find no evidence for policies that would support widespread enrollment in private schools, as a group, as a solution for achievement gaps associated with income or race. In most discussions of such gaps and educational opportunities, it is assumed that poor children attend poor quality schools and that their families, given resources and flexibility, could choose among the existing supply of private schools to select and then enroll their children in a school that is more effective and a better match for their student’s needs. It is not at all clear that this logic holds in the real world of a limited supply of effective schools (both private and public) and the indication that once one accounts for family background, the existing supply of heterogeneous private schools (from which parents select) does not result in a superior education (even for higher income students).”

 

Researchers repeatedly noted that this study was not simply a snapshot of student performance. It is unique because of how long and how in depth students were observed.

 

The study looks at student outcomes at multiple intervals giving it a much longer time frame and much greater detail than other similar investigations. Researchers examined wide ranging family backgrounds and contextual processes to reduce selection bias.

 

Participants were recruited in 1991 from ten different cities: Little Rock, Arkansas; Irvine, California; Lawrence, Kansas; Boston, Massachusetts; Philadelphia and Pittsburgh, Pennsylvania; Charlottesville, Virginia; Seattle, Washington; Hickory and Morganton, North Carolina; and Madison, Wisconsin. They were followed for 15 years and had to complete a month long home visit. In addition, they submitted to both annual interviews and home, school, and neighborhood observations.

 

The final analytic sample consisted of 1,097 children – 24% of whom were children of color, 15% had single mothers, and 10% had mothers without a high school diploma.

 

Moreover, student academic achievement wasn’t the only factor examined.

 

Researchers also assessed students social adjustment, attitudes, motivation, and risky behavior. This is significant because they noted that no other study of private schools to date has examined factors beyond academics. Also, there is a general assumption that private school has a positive effect on these nonacademic factors – an assumption for which the study could find no evidence.

 

From the abstract:

 

“In short, despite the frequent and pronounced arguments in favor of the use of vouchers or other mechanisms to support enrollment in private schools as a solution for vulnerable children and families attending local or neighborhood schools, the present study found no evidence that private schools, net of family background (particularly income), are more effective for promoting student success.”

 

One reason behind these results may be the startling variation in “the nature and quality of private school classrooms.” There is no consistency between what you’ll get from one private school to the next.

 

The x-factor appears to be family income and all that comes with it.

 

We see this again and again in education. For instance, standardized test scores, themselves, are highly correlated with parental wealth. Kids from wealthier families get better test scores than those from poorer families regardless of whether they attend public, charter or private schools.

 

It’s time our policymakers stop ignoring the effect of income inequality on our nations students.

 

If we really want to help our children, the solution is not increased privatization. It is increased funding and support for anti-poverty programs, teachers and a robust public school system.


 

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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Thank You, Wealthy Robber Barons, for the Freedom to be a Free Rider!

 

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Wow! I now have a real choice when it comes to my union!

 

At least, that’s what the email I got from the Mackinac Center says!

 

Now that the Supreme Court ruled 5-4 in the Janus vs. AFSCME case, I don’t have to pay any of my hard earned cash to my union!

 

I can be a free rider! I can get all the advantages of belonging to a union – higher salary, better benefits, better safety precautions – and I can leave it to the rest of the membership to pay for me!

 

That’s amazing!

 

And what’s even more amazing is who is sending this email to me!

 

I mean the Mackinac Center is funded by Betsy DeVos and her family, the Koch Brothers, Eli Broad, the Scaifes, and the Walton family!

 

Who would have ever thought some of the richest people in the world would take an interest in my union membership!?

 

How nice of them!

 

I’m merely a public school teacher! In my more than a decade in the classroom, they’ve spent billions of dollars to weaken my profession!

 

They lobbied for education funding nationwide to be gutted so they could get another tax cut!

 

They invested in charter and voucher schools and then demanded we build more of these privatized institutions with little to no accountability so they could rake in record profits!

 

They’ve weakened education at schools serving the highest populations of students of color and then benefited when those same kids turned to crime and were incarcerated in their private prisons!

 

Instead of holding politicians accountable for inequitable funding and instead of supporting teacher autonomy, they forced high stakes standardized testing and Common Core on me and my students!

 

They demanded my administrators undervalue what I actually do in the classroom but instead evaluate me based on my student test scores – so being given struggling students means I’m somehow a worse teacher than the person across the hall with the honors class!

 

They did all that but suddenly they’re concerned about my freedom to withhold union dues!?

 

Well Golly!

 

Jeepers!

 

Gee Willikers!

 

Goodness gracious and bless my soul!

 

I must have been wrong about these fellers and these ladies all along!

 

They really DO care about little people like me!

 

Did you know that a 2011 study by researchers at Harvard and the University of Washington concluded that higher union membership encourages higher pay across the economy!?

 

It’s true!

 

They said the decline of unions accounts for as much as one-third of the increase in wage inequality since the 1970s!

 

According to the Economic Policy Institute, when union membership goes down, the wealthy make more money! Conversely, the more union membership goes up, the less money goes to the wealthy!

 

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And despite all that, the rich are concerned that I have the right to stop paying union dues!

 

I mean if I stop paying my dues and my fellow working stiffs stop paying their dues, then my union might just have to close up shop!

 

And that would mean my wages would go down!

 

But these same rich people who just sent me an email would see their investments go up!

 

They’d take home sacks of cash! So much money that they’d probably drop some and maybe I might be able to pick up a few pennies they leave on the curb!

 

Isn’t that great!?

 

You know public sector employees including firefighters and police, and teachers like me are the largest sector left of the workforce still represented by unions!

 

According to BLS statistics, 38 percent of public sector employees are represented by unions!

 

It’s true!

 

Back in 1945, union membership nationwide was at its highest rate of 33.4%! That means back then about a third of all American workers belonged to a union!

 

Last year it was down to 10.7 percent!

 

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In the intervening years, manufacturing jobs have declined, blue collar jobs have been outsourced and both political parties have passed laws making it harder to unionize and collectively bargain!

 

But thank goodness I now have the right to get something for nothing from my union!

 

That’s going to perk things right up!

 

Sure, numerous studies have shown that declining union membership is one of the major causes why middle class wages have remained basically flat! But I get to keep a hundred bucks in my pocket so everything’s square!

 

One thing worries me, though!

 

I’m not sure many union workers are going to take advantage of this new freedom!

 

Don’t get me wrong – I don’t agree with everything my union does! No one could say that!

 

I don’t agree with everything my government does, either, but I still pay taxes!

 

And I wouldn’t stop paying taxes even if I could! I like being an American citizen, and I like much of what my government provides by way of our military, infrastructure and social programs!

 

It’s the same with my union!

 

I mean I LIKE earning higher wages! I LIKE getting better benefits! I LIKE knowing I work in a safe environment!

 

And when I have a better working environment, my students have a better learning environment!

 

I doubt many of my co-workers are going to stop paying their dues just because they can!

 

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We’re not stupid! We know that if you want union benefits, you have to pay union dues! The Supreme Court can say whatever it likes! It can’t legislate passed reality!

 

Moreover, who would want to associate with a co-worker who refuses to pull his or her own weight!?

 

If I found out one of my colleagues was leaving it to me to pay for both of us, I’d throw a fit! I wouldn’t associate with that person!

 

If he or she came to my room asking for advice, I’d tell them to get lost! I wouldn’t eat with them at lunch, I wouldn’t chat about their day, I’d give them their walking papers, myself!

 

Frankly, the social cost would be higher than just paying your union dues!

 

So thanks anyway, Mackinac Center! Thanks anyway, Charles and David Koch! Thanks anyway, Betsy DeVos!

 

I’m sticking with my union.

 

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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!

WANT A SIGNED COPY?

Click here to order one directly from me to your door!

 

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