Gov. Wolf, You Can’t Shirk Your Duty to Close PA Schools During the Pandemic

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“The Buck Stops Here!”

 

President Harry S. Truman famously displayed a sign on his desk saying exactly that.

 

It indicated that he didn’t pass the buck but accepted responsibility for the way the country was run.

 

What does it say on your desk, Gov. Tom Wolf?

 

Your latest Tweets don’t fill Pennsylvania residents with confidence:

 

“There are widespread rumors that I will soon be announcing a statewide school building closure or cancelling classes this fall. I want to be clear: I am not closing school buildings or cancelling classes.”

 

“School governing boards and administrators will determine if school buildings reopen and if classes resume in person, remotely, or a combination of the two. The best way to find out about these local decisions is to contact your school’s governing board or administration.”

 

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Well, that’s two things you now have in common with President Donald Trump.

 

First, you’re making policy by Tweet.

 

Second, you are side stepping your obligations.

 

“I don’t take responsibility at all,” Trump said when asked about his administration’s inability to test Americans for the Coronavirus during the outbreak.

 

That’s what you sound like today.

 

COVID-19 cases have been spiking throughout the Commonwealth since early June – especially in Allegheny, Philadelphia, Delaware and Montgomery counties.

 

Today in Allegheny County, where I live, the Health Department reported the second highest increase in new cases – 244.

 
That is the most new cases in the state. Philadelphia comes next with 130 new cases. Together, these two counties make up more than 38% of the state’s new COVID-19 cases.

 

And yet we have school directors looking at this same data and making different decisions.

 

In the Pittsburgh region, school boards at East Allegheny, Woodland Hills and Wilkinsburg districts have all decided to reopen schools with classes completely on-line – at least to start. Meanwhile, in neighboring districts like McKeesport Area School District and Steel Valley School District, they are moving forward with hybrid plans that incorporate on-line and in-person classes in the physical school buildings.

 

And those are the outliers.

 

The majority haven’t made decisions yet complaining of a lack of safety guidelines from the county and a lack of direction from you, the governor.

 

You don’t get to decide what schools teach or how local communities make educational decisions.

 

But whether school buildings physically reopen or not during a pandemic is not an educational decision. It is a public safety decision.

 
Back in March when the virus started spreading throughout the state, you choose to close down businesses and schools.

 

As chief executive of the state, you had an obligation to do that.

 

It’s a crying shame that many in government have politicized every aspect of this disaster and the response to it.

 

I know you have taken a lot of criticism from Republicans trying to score points off your quick and sound judgement in this matter. They call you a tyrant because you did what every previous governor has done during a statewide disaster – you made decisions to safeguard lives.

 

Nothing has changed. If anything, there are significantly more cases reported every day now than in March.

 

If schools needed to be closed to in-person classes and education needed to be conducted on-line back then, that is still true today.

 

Perhaps this doesn’t have to be statewide. Perhaps it can be decided county-by-county. But you need to work collaboratively with county officials and school boards to coordinate the response to the virus.

 

Otherwise, there inevitably will be outbreaks at schools that reopen to in-person schooling. And since most districts are not separated by wide open spaces and residents frequently travel between them to buy groceries or other necessities, those outbreaks will spread.

 

A district that wisely decides to keep children 100% online will be susceptible to infections from residents in neighboring districts and bring those infections home.

 

This is not the responsibility of local school directors. It requires an authority that goes beyond the neighborhood and provincial decision making.

 

This is YOUR responsibility.

 

Frankly, the federal government, too, should be playing a larger role to help coordinate state responses. After all, the virus is not limited by state lines either.

 

But just because this President has neglected his duties, that does not give you the right to do the same.

 

If you refuse to make this decision, many more people will get sick from COVID-19 than would otherwise. Many more people will eventually die.

 

These are teachers, mothers, fathers, grandparents, and – yes – even children.

 

You can do something about that.

 

You have a responsibility to do something about it.

 

Do your duty.


 

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The Hybrid Model of School Reopening is Not Safe Either

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Safety is in the eye of the beholder.

 

No matter what you do, life involves some risk.

 

The question is whether certain actions or courses of action involve acceptable risk and exactly what you consider to be acceptable.

 

These issues are not academic. School directors across the country are juggling such questions in their reopening plans.

 

With federal and state officials largely leaving the decision up to local elected school boards of how to hold classes in August and September, people used to choosing between bids for text books and whether to renovate the gymnasium are forced to make life and death decisions for hundreds or thousands of students, staff and their families.

 

There are three main options:

 

  • (1) Open schools completely to in-person learning with safety precautions
  • (2) Keep classes entirely on-line as they were in April and May
  • (3) Offer some kind of hybrid of the two

 

Many schools are opting for this hybrid model.

 

This means reopening to in-person classes part of the time and on-line learning for the rest.

 

There are many ways to do this.

 

In my home district of McKeesport, this means having half of the students attend in the morning and the other half in the afternoon with the balance of their class work being done via the Internet.

 

In Steel Valley, the district where I work as a middle school teacher, this means half of the students attending full days on Mondays and Tuesdays, half on Thursdays and Fridays and the building is deep cleaned while students are taught completely on-line on Wednesdays.

 

In either case, parents can opt-in to an entirely virtual plan, but it’s expected that most adults would choose the hybrid model with its partial in-person classes for their children.

 

Let me be clear – the hybrid plan is preferable to the completely in-person proposal.

 

It reduces exposure to other people and environments compared to the entirely in-person program.

 

For instance, being in class half the day reduces student exposure by half. Being in class two out of five days reduces it by 60%.

 

However, let’s be real.

 

Any in-person instruction during a global pandemic incurs some risk. And that risk is far from negligible.

 

Moreover, the amount of risk is greater for adults than it is for children – both because adults would experience much higher exposure under such systems and because COVID-19 seems to affect adults more severely than children.

 

The hybrid model, then, is tantamount to putting children, teachers and families at risk for a reduced amount of time.

 

Why take the risk? On the premise that in-person instruction is more robust than on-line learning. Students learn more in the classroom from educators who are physically present than they do on the Internet.

 

There is significant evidence to back that up. However, this premise ignores the fact that invasive but necessary safety measures like wearing masks and practicing social distancing throughout the day will inevitably have negative effects on learning.

 

In short, mask-to-mask learning will not be as productive as face-to-face learning. We are in uncharted territory. It is entirely up in the air whether the necessary safety precautions of in-person learning – even during a hybrid model – will be better or worse than distance learning.

 

So the hybrid model tries to balance the unproven and questionable promise of increased academics against the threat of increased danger of disease.

 

How much danger? Well that depends to a large degree on where you live and the rate of infection present there.

 
I live in western Pennsylvania just south of Pittsburgh.

 

When schools closed in Allegheny County last academic year, a handful of people got sick each day, a hundred or more a week. For instance, 23 new COVID-19 cases were reported on March 19, and 133 for the week.

 

Now there are hundreds of new cases in the county every day and a thousand a week – 198 on July 24, alone, and 1,363 for the week.

 

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Source: PA Department of Health
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Source: PA Department of Health

 

That is not an insignificant risk. We have an infection rate of nearly 10%. We have some of the highest numbers in the state.

 

I don’t know how anyone can look at those numbers and conclude anything except that the risk of infection is GREATER today than it was when we took more precautions against it.

 

Moreover, the situation is little better nationwide.

 

Not a single state has met guidelines for reopening schools issued by the Center for Disease Control (CDC) in May.

 

Moving into Phase 1 would require a “Downward trajectory or near-zero incidence of documented cases over a 14-day period.” Moving to Phase 2 would require a “Downward trajectory or near-zero incidence of documented cases for at least 14 days after entering Phase 1.”

 

No state has experienced a “downward trajectory” for COVID-19 cases for 28 straight days. In most states, cases are increasing.

 

Nor does any reopening plan that I have seen – including McKeesport’s and Steel Valley’s – follow the 69-page CDC guidelines published by The New York Times earlier this month, marked “For Internal Use Only,” which was intended for federal public health response teams as they are deployed to hot spots around the country.

 

That document suggested several expensive and difficult safety measures such as broad testing of students and faculty and contact tracing to find people exposed to an infected student or teacher – none of which is being done locally.

 
The issue gets complicated though because this month the CDC bowed to pressure from the Trump administration and publicly softened its tone about reopening.

 
However, no matter how you look at it, reopening school buildings – even with a hybrid approach – increases risk significantly.

 
If school buildings are reopened with students and staff coming and going – even at a reduced rate through a hybrid plan – one would expect the virus already present in the community to gain access to our schools where it would be further spread to different segments of the community.

 

Schools are great meeting points. They are where local neighborhoods connect, learn, grow and share. Reopening them in a physical fashion allows for greater sharing of any easily communicable diseases in the area.

 

So exactly how communicable is COVID-19?

 

It’s often compared to influenza which infects millions of people every year yet these outbreaks rarely close schools.

 

Unfortunately, the consequences of getting COVID-19 are much more severe. So far the Coronavirus has shown itself to be 52 times as deadly as the flu.

 

Only about 0.1 percent of the people who got the flu in the US last year died of it, according to the CDC. Yet about 5.2 percent of those who came down with COVID-19 have died, based on the reported totals of cases and deaths.

 

During the 2018-19 flu season, about 34,000 people in the US died, according to the CDC. So far, 143,193 people have died of COVID-19 in the US, as of July 23.

 

And keep in mind there is a vaccine for the flu. There is nothing as yet that fights COVID-19.

 

Some say that even given such statistics, children are less susceptible than adults.

 

However, the virus was only discovered in 2019. So little is known about it – for instance, the low percentage of cases in children may be because schools were closed in April and May before many kids were exposed to it.

 

A recent South Korean study – the most in depth of its kind to examine how the virus affects children – found that it is especially active in older kids.

 

“For people who lived with parents between the ages of 10 and 19, 18.6% tested positive for the virus within about 10 days after the initial case was detected — the highest rate of transmission among the groups studied. Children younger than 10 spread the virus at the lowest rate, though researchers warned that could change when schools reopen,” wrote Stephen Stapczynski for Bloomberg News.

 

Jeffrey Shaman, an epidemiologist at Columbia University agreed.

 

“So long as children are not just a complete dead end – incapable of passing the virus on, which does not seem to be the case – putting them together in schools, having them mix with teachers and other students will provide additional opportunities for the virus to move from person to person,” he said.

 

Do such facts represent an acceptable risk for opening schools – even with a hybrid model?

 

Education Secretary Betsy DeVos says it does.

 

She said, “there’s nothing in the data that suggests that kids being in school is in any way dangerous.”

 

However, if even .02% of public school students were likely to die if school buildings were reopened, that’s 11,320 children!

 
Are we willing to risk the lives of tens of thousands – perhaps more – children on the unproven promise of a slight improvement in academics?

 
And keep in mind that doesn’t even take into account the cost to adults.

 
According to a new report from the Kaiser Family Foundation (KFF), 1 in 4 teachers in the U.S. – roughly 1.5 million people – are at increased risk for complications if they become infected with the Coronavirus. This includes educators over the age of 65 and those – like myself – with a pre-existing health condition that makes them more vulnerable.

 
According to the CDC, death from COVID-19 is significantly more common in older adults. Though the median age of U.S. teachers is 42.4 years, nearly 19 percent of teachers are 55 and older, reports the National Center for Education Statistics.

 

Health conditions such as diabetes, cardiovascular disease and kidney disease also increase one’s risk for serious illness from the virus. The CDC warns that roughly 60 percent of American adults have at least one chronic medical condition, and about 40 percent have two or more.

 

The situation is even more dire when we look at parents and grandparents in students’ homes. The KFF issued a report in July concluding that 3.3 million adults 65 or older live in a household with school-age children.

 

And let’s not forget the racial component.

 

Most minorities are more susceptible to COVID-19 because of the higher rates of social inequality they are forced to live under.

 

According to the CDC, Native Americans and Black people are hospitalized from the Coronavirus five times more often than White people. Hispanic and Latino people are hospitalized four times more often than White people.

 

Physically reopening school buildings in communities that serve large populations of people of color, then, invites greater risk than in predominantly white communities.

 

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SOURCE: the CDC

 

In any case, though, reopening school buildings – even under a hybrid model – significantly increases the risk for all the people living there.

 

So in summary, it is clear that the three basic options for reopening schools each offer different levels of risk.

 

A full reopening of schools even with safety precautions brings the highest risk. However, the hybrid model also brings significant danger to students, teachers and families – even if somewhat less than full reopening.

 

Distance learning has the lowest risk of all. It keeps most children physically separate from each other and thus limits exposure to the virus to the greatest extent. Likewise, it limits jeopardy for educators and other adults because teachers would mostly come into contact with children through the internet and parents would not be further complicated through potential viral contacts of their children.

 

From an academic standpoint, distance learning certainly has its drawbacks compared with face-to-face learning. But compared with mask-to-mask learning, virtual instruction may actually be preferable.

 

In any case, increased risk of death or debilitating disease has a chilling effect on learning for all involved.

 

In most communities – perhaps all – a decision on school reopening that balances safety with academics would lean toward distance learning above anything else.

 

Even if on-line learning turns out to be less effective than that provided in the hybrid model, any deficiencies can be targeted and ameliorated once the pandemic ends.

 

As yet, death admits of no such remedies.


 

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McKeesport Area School District’s Reopening Plan is Based on Dubious Facts, Bad Reasoning & Takes Unnecessary Risks: An Open Letter to the Superintendent

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Dr. Mark Holtzman:

 

I am extremely concerned about the reopening plan for the McKeesport Area School District you offered on video Tuesday.

 

As a parent of a child in the district and a teacher in a neighboring district, I find the plan you put forward to be absolutely terrifying. It is badly reasoned, based on unproven facts, and takes unnecessary risks with students and staff.

 

In short, you propose reducing social distancing by half, requiring students to wear masks only occasionally, having zero temperature screenings and keeping schools open when students, staff and/or family get sick.

 

This is unacceptable.

 

And given that you said all superintendents in Allegheny County are meeting weekly to discuss reopening, my concern about McKeesport’s plan extends to all other local districts working under similar miscalculations.

 

Be assured I will send my concerns to the email hotline you provided because it was impossible to have public meetings to discuss this matter. Which brings me to my first concern – how can it be unsafe to meet in-person with the public to discuss reopening schools yet still be safe to open them for our kids?

 

I am an alumni of McKeesport. So is my wife, my brother and most of the people in my family. I’ve lived here my whole life.

 

My daughter is set to enter 6th grade this year. Up to this point I have been extremely happy with the education she has received in the district.

 

I am thankful that you’ve decided to give parents the option of virtual learning for their kids if they do not feel it is safe for them to return to school buildings, but your reopening plan will have impacts far beyond our individual households. A spike in COVID-19 throughout the community due to a bad school reopening plan will not be in anyone’s interests.

 

I know you are an educator and want to do what is best for the students in your care. However, in this case you have let your drive to ensure the best academics overshadow what is in the best interests of the safety and well being of the children, families and staff in the district.

 

You say you’re relying on facts as provided by the the Center for Disease Control (CDC), and health departments of Allegheny, Chester and Bucks County. However, almost everything you cite on the video is from one source – Bucks County.

 
Bucks County is very different from where we live in Western Pennsylvania. It encompasses a smaller area north of Philadelphia and has a reduced population – about 628,000 people.

 

Allegheny County includes the City of Pittsburgh, is geographically larger and has a more numerous population – about 1.216 million people.

 

Looking at the numbers, Bucks County has not handled the pandemic as well as Allegheny County. Though it has fewer people, they have more cases of COVID-19 – 5,841 compared to our 5,610. What’s worse, their death rate is substantially higher than ours – 511 to our 204.

 

Frankly, I do not feel comfortable basing almost our entire reopening plan on data provided by one county in the Commonwealth that may or may not have done a good job handling this pandemic.

 

We need to base our plan on county specific data from Western Pennsylvania and guidelines for the entire state.

 

In short, the plans provided by Bucks County are reckless and based on sketchy facts.

 

For instance, in the video you said people only get COVID-19 if they have been within 6 feet of someone not wearing a mask for 15 minutes consecutively. That or there has to be an exchange of fluid – someone sneezing, spraying spittle, etc.

 

It is true that the CDC has cautioned against being in such close proximity to someone else for such a prolonged period of time – within 6 feet for 15 minutes. However, the organization does NOT claim that this is the only way you can get the virus. They claim that being in this situation with someone who has tested positive for the virus (with or without a mask) means you should quarantine yourself for two weeks.

 

I am extremely upset that you plan to reduce social distancing in district schools from 6 feet to between 3 and 4 feet.

 

You again cite Bucks County to justify the position.

 

“…SARS-CoV-2 is spread most commonly through large respiratory droplets when someone coughs or sneezes. A minimum three-foot distance is clearly associated with significant reductions in infection via respiratory droplets, as most droplets do not travel more than 3 feet due to gravity. This is the current standard used by the World Health Organization (WHO) successfully in many countries throughout the world today.”

 

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Once again this is not true. The WHO says people should keep at least 3 feet apart but doing so puts you at higher risk than 6 feet.

 

While it is nice to be assured that respiratory droplets don’t travel beyond three feet, experience tells us otherwise. It shouldn’t take much imagination or memory to recall a time when one of your own droplets traveled further in a moment of excitement. As a classroom teacher, I can tell you this happens often. When kids get excited, teachers better back up.

 

Be honest. This has nothing to do with 
Bucks County. You let slip the real reason here:

 

“Our classrooms are not very large – to put children 6 feet apart in school buses, classrooms, hallways, cafeterias, will be next to impossible with the overall square footage of those particular areas.”

 

I get it. You’re probably right. But that’s not a reason to skimp on safety. There are other alternatives to in-person classes.

 

If we cannot do it safely, we shouldn’t do it at all. Let’s not pretend it’s safe because of something Bucks County officials pulled out of their butts.

 

Then we get to temperature screenings – a precaution you say will not be taken when students enter our buildings at the beginning of the day.

 

This is highly imprudent.

 

It takes seconds to gauge someone’s temperature with an infrared thermometer – significantly less than getting through a metal detector – something we do routinely everyday at all district schools.

 

Yes, there is the problem of kids getting backed up in long lines, but that is not insurmountable. Staff can at least try to keep kids separated – perhaps having a staggered start for each grade would help.

 

Yes, I know the absence of a temperature does not guarantee someone is not infected. But any sense of safety is good. You know the metal detectors are not 100% accurate either.

 

You say it is up to the parents to make sure their kids don’t come to school with a raised temperature. Now that IS unreasonable. It is unfair to put the health concerns of an entire population on one or two parents who may not comply with the expectation.

 

I think the bigger concern is something you didn’t mention. What do you do with a child who has a temperature? How will you send him home? Who will see to him until a parent can come and get him? And will that person be at risk of getting sick?

 

These are hard questions to answer, but going in ignorance of a symptomatic student is worse.

 
Your position on masks is one of the most problematic in your entire reopening plan.

 

You propose to have children wear masks on buses but not in their classes. And the reason – because it’s just too hard to make kids wear them.

 

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Wearing masks has been a universal precaution when going out in public. It is one of the best things we can do to reduce the risk of getting the Coronavirus. Respiratory droplets here, there and everywhere, and you are just going to let them fly.

 

This is unfair to district children and the staff who serve them.

 

Look. I understand it would be incredibly difficult to get kids to wear masks. But if you cannot do it, pursue a different kind of schooling. Do not have in-person classes if you cannot do so safely.

 
Then we come to your position on what to do if someone gets sick.

 

First, it is telling that both you and your advisors in Bucks County are pretty sure this WILL eventually happen.

 

You do not think the precautions you’re taking will stop people from getting sick. You simply find it acceptable if the number of sick people is low.

 

“As COVID-19 will likely be with us for an extended period of time, and given that all school districts will almost certainly have cases, we want school districts to begin treating it similarly to the way we have successfully handled other communicable diseases in our schools, including pertussis (whooping cough), measles, strep throat, mumps, influenza, and meningitis. It is our strong intention to keep all classrooms, schools, and districts open, in the event of confirmed cases of COVID-19. One closure decision can lead to a potential crippling, and precedent setting domino effect of closures…”

 

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COVID-19 is not any of the diseases mentioned above. It can be more infectious and the consequences of getting it can be much more severe.

 

Moreover, we cannot prioritize keeping schools open over public health and safety concerns. But that is what you are proposing here.

 

You said:

 

“We won’t close schools if someone gets infected. It takes 6-8 days to get an accurate result from a COVID test. So that disease will have passed through and will no longer exist on any surfaces, classroom areas, people, etc. in the school by the time the COVID is confirmed. Therefore, there’s no reason to close schools. We’ll clean every inch of our classrooms on a daily basis.”

 

This does not mean that the danger is any less. It means that the danger may have passed by the time we know about it. How many people may be sick by then?

 

Mark, this is a bad plan. Let me give you a better one.

 

Start school this year with universal distance learning.

 

You already mentioned how the district will make sure all students have a one-to-one iPad initiative. You mentioned how virtual learning will be revamped to include face-to-face instruction.

 

Take it a step further.

 

Have all teachers develop their own unique distance learning initiatives.

 

And keep with such a plan until Allegheny County reports zero new cases for at least two weeks.

 

Then and only then – move forward with in-person schooling that includes as many social distancing protocols as possible.

 

It’s not perfect, but that would be the safest plan.

 

I’ll admit it would not be as academically effective as in-person learning.

 

But be honest. No matter what you do, in-person learning will be less effective this year due to the pandemic.

 

Kids will not learn to the best of their ability under the shadow of COVID-19. They will be scared and on edge – if they even show up.

 

We can go back and fix any academic deficits in the years to come. But no one can bring the dead back to life.

 

It’s much better to err on the side of safety.

 

I hope you’ll do that.

 

Our families deserve to be healthy. Your staff deserves to work without having to risk their lives. Our children deserve the chance at a future.

 

Yours,

 

Steven Singer

 

Dr. Holtzman’s full video:

Dr. Holtzman’s Slides on Reopening:

 


 

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Do NOT Play Russian Roulette with Our Lives – No In-Person Schooling During a Pandemic

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Are you responsible for gambling with another person’s life?

 

The Pennsylvania Supreme Court says “yes.”

 

Back in 1947, James Malone, 17, and William Long, 13, played a version of Russian Roulette during a sleepover.

 

Malone stole a revolver from his uncle and Long sneaked into his father’s room and got a bullet.

 

They put the cartridge in a chamber, spun the cylinder and then took turns pointing the gun at each other and pulling the trigger. On the third try, Malone put the gun to Long’s head, pulled the trigger and the gun fired, killing Long.

 

Malone was convicted of second degree murder even though he said he hadn’t intended to kill his friend.

 

The case, Commonwealth v. Malone, eventually went to the state Supreme Court where justices upheld the conviction.

 

They ruled:

 

“When an individual commits an act of gross recklessness without regard to the probability that death to another is likely to result, that individual exhibits the state of mind required to uphold a conviction of manslaughter even if the individual did not intend for death to ensue.”

Lawmakers and school administrators better pay heed to this and similar nationwide decisions.

 

Reopening schools to in-person classes during the COVID-19 pandemic is tantamount to Russian Roulette with the lives of students, teachers and families.

 

Every day with this virus in the physical classroom is like spinning the cylinder and pulling the trigger.

 

You might survive, but every time you enter the building your chances of getting sick increase until the law of averages will come for someone… perhaps many someones.

 

The safest course is to continue with distance learning in the fall despite the numerous academic problems with that method of instruction.

 

With Coronavirus cases rising by about 50,000 a day in the United States, there is simply too much virus out there to ensure anyone’s safety in the physical classroom.

 

Students inevitably will get sick and spread the disease to adults – teachers and their own families.

 

We can’t take such chances with people’s lives.

 

But don’t just take my word for it.

 

Decisions makers are taking the possibility seriously enough to try to change the laws to reduce their liability.

 

They want to ensure they won’t end up in court if they reopen schools and people get sick.

 
In May,Senate Majority Leader Mitch McConnell called for schools to be legally protected from lawsuits that could arise due to resuming classes.

 

Along with fellow Republican Senator John Cornyn, McConnell proposed new liability laws protecting schools and businesses from Coronavirus-related lawsuits.

 

McConnell told reporters:

 

“Can you image the nightmare that could unfold this fall when K-12 kids are still at home, when colleges and universities are still not open? That is a scenario that would only be further aggravated in the absence of some kind of liability protection that reassures school administrators that they can actually open up again… Without it, frankly that’s just not going to happen as soon as it should have.”

 

The Kentucky Senator went on Fox News in late April saying that such legal protections would be necessary for Republicans to even consider any new Coronavirus relief bills.

 

And it’s not just lawmakers. In May, 14 college presidents from around the country teleconferenced with Vice President Mike Pence and U.S. Education Secretary Betsy DeVos asking for the same thing.

 

According to those who were either on the call or were knowledgeable about the conversation, the college presidents said they needed to know their institutions would not get sued if people got sick – which they thought was almost a certainty.

 

One way the federal government can help “is to have some kind of liability protection,” said University of Texas at El Paso president Heather Wilson, who was on the call. Wilson is a former Republican congresswoman from New Mexico.

 

Big business is also calling for liability protection. Groups like the U.S. Chamber of Commerce have been asking to be freed during the pandemic from being held liable if workers, customers or others get sick on their property. Notably, a lawyer for Texas Christian University told senators such a situation is “foreseeable, perhaps inevitable.”

 

All of which begs the question of what we mean by safety.

 

Is it our responsibility to make sure customers, workers, students and teachers are safe from the virus? Or is it our responsibility to make sure businesses and schools aren’t sued for taking chances with our lives?

 

There are things we can do to increase safety.

 

We should not reopen schools until the county where it is located reports zero new Coronavirus cases for two weeks. That would be taking safety seriously.

 

And it shouldn’t be too much to ask because other countries have been able to do such things.

 

Other nations have been able to test for the virus and identify those who have the disease. They have been able to trace these people’s contacts and isolate them from the rest of the population.

 

But that requires a vast expansion of our testing ability through coordinated federal action.

 

The problem is our lawmakers don’t care enough to do this.

 

Nor are they willing to provide us with federal relief checks, personal protective equipment (PPE), protection from evictions, and universal healthcare so that were can weather the storm.

 

It’s much easier to protect business from consumers and protect schools from the kids, teachers and families who make up the community.

 

Some will say the danger is overblown.

 

Children, in particular, are less susceptible to COVID-19 than older people.

 

And while it’s true that young people have shown fewer symptoms and include the lowest numbers of deaths, this virus has been around barely more than a year. We simply don’t know much about it and its long term effects.

 
A recent study from the journal the Lancet found that teenagers are just as susceptible to the disease as older people.

 

 

Researchers found few children 5-9 (the youngest included in the study) who had contracted the disease but those ages 10-19 were as likely to contract it as people ages 20-49 – and more likely than adults older than that.

 
So even if young people remain mostly asymptomatic, it is entirely possible they can spread the disease to older people who have a more difficult time fighting it off.

 
The only consensus about children and COVID-19 is that we don’t know enough about how it affects young people.

 

 

We certainly don’t want to end up like countries that have opened schools too quickly with too high infection rates.

 
In May, two weeks after Israel fully reopened schools, there was a COVID-19 outbreak. There were at least 130 cases at a single school. Students and staff were infected at dozens of schools causing a rash of renewed closings.

 
We should not be taking chances with schools.

 
Any action comes with some level of risk, but we should err on the side of caution.

 

 


Our government needs to serve us.

 
Representatives who do not serve our interests need to be sent packing.

 

And anyone who gambles with our lives needs to be held liable.

 

Anyone who demands we place our heads against the barrel of a loaded gun as a prerequisite to jump start the economy, needs to be held responsible for that decision.

 

The chances of dying during the first round of a game of Russian Roulette using a standard six-shot revolver is 1/6. With each pull, the chances increase – 1/5, 1/4, etc.
The average number of consecutive pulls before the gun fires is 3.5.

 

We know more about that than the Coronavirus.

 

In effect, we don’t know how many chambers are loaded, but we know there are bullets in the gun.

 

There are too many hidden factors to be able to say for sure what our chances are exactly. And in the presence of such ignorance, we should assume the worst.

 

That’s exactly what decision makers are doing by trying to protect themselves from responsibility.

 

We should take that as seriously as a loaded gun put to our temples.


 

 

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Trapped On a Runaway Train to a Public School Disaster

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Congratulations, America.

 

We did it.

 

We screwed up the response to COVID-19 so badly that things can only get worse in the fall.

 

I’m a public school teacher and the father of a public school student.

 

I spent the last 9 weeks of class trying to create a new on-line curriculum for my 7th and 8th grade students out of thin air. Meanwhile, I had to assure my 11-year-old daughter that everything was okay during a global pandemic that robbed her of friends and teachers – all while trying to help her with her own school work.

 

And now at the end of June during Summer break I look at the upward curve of Coronavirus infections in the United States, and I want to cry.

 

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We had this thing on a downward trajectory in May. It continued until about the middle of June and then took off like a rocket to the moon – straight up.

 

 

More than 126,000 deaths, and 2.5 million cases – with 40,000 new cases for each of the last four days, according to the Center for Disease Control (CDC).

 

To put that in context, the CDC also says our testing is so inadequate, there are likely 10 times more actual cases than that!

 
The coronavirus is spreading too quickly and too widely for us to bring it under control, said Dr. Anne Schuchat, principal CDC deputy director.

 

“We’re not in the situation of New Zealand or Singapore or Korea where a new case is rapidly identified and all the contacts are traced and people are isolated who are sick and people who are exposed are quarantined and they can keep things under control,” she said. “We have way too much virus across the country for that right now, so it’s very discouraging.”

 

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Source: European CDC

 
Nearly every other comparable country kept that downward trend. But not us.

 

The United Kingdom, France, Italy, Germany, Canada…

 

But the United States!?

 

Ha!

 

You think we can wear masks in public to guard against the spread of infection? No way! Our President politicized them.

 

Stay indoors to keep away from infected people? It’s summer and the beaches are open.

 

And – heck! – we’ve got to make sure restaurants and bars and other businesses are open, too, or else the economy will suffer – and we can’t figure out how to run the country without a never-ending game of Monopoly going.

 

Gotta find out who owns Boardwalk and Park Place. (Surprise! It’s the same 1% who always have and now they’ve got enough to buy a few more hotels!)

 

A sane country would come together and provide people with federal relief checks, personal protective equipment (PPE), protection from evictions, and universal healthcare. But we don’t live in that country.

 

Instead we’re all just going to have to suffer.

 

Not only you and me, but our kids, too.

 

Because they will have to somehow try to continue their educations through all this madness – again. And this time it won’t merely be for the last quarter of the year. It will be at the start of a new grade when everything is new and fresh and the groundwork is being laid for the entire academic year.

 

I don’t even know what to hope for anymore.

 

Would it be better to try to do a whole year of distance learning?

 

I speak from experience here – April and May were a cluster.

 

Kids didn’t have the necessary technology, infrastructure or understanding of how to navigate it. And there was no way to give it to them when those were the prerequisites to instruction.

 

Not to mention resources. All the books and papers and lessons were back in the classroom – difficult to digitize. Teachers had to figure out how to do everything from scratch with little to no training at the drop of a hat. (And guess what – not much has changed in the subsequent weeks.)

 

Let’s talk motivation. Kids can be hard to motivate under the best of circumstances, but try doing it through a screen! Try building a trusting instructional relationship with a child when you’re just a noisy bunch of pixels. Try meeting individual special needs.

 

A lot of things inevitably end up falling through the cracks and it’s up to parents to pick up the pieces. But how can they do that when they’re trying to work from home or working outside of the home or paralyzed with anxiety and fear?

 

And this is probably the BEST option, because what else do we have?

 

Are we really going to open the school buildings and teach in-person? While that would be much better from an academic standpoint, there’s still the problem of a global pandemic.

 

Kids will get sick. As time goes on we see increasingly younger people getting infected with worsening symptoms. We really don’t know what the long term effects of this disease will be.

 

And even if young people are mostly asymptomatic, chances are good they’ll spread this thing to the rest of us.

 

They’ll bring it home to their families. They’ll give it to their teachers.

 

Even if we only have half the kids one day and the other half on another day, that won’t help much. We’re still being exposed to at least a hundred kids every week. (Not to mention the question of how to effectively teach some kids in-person while the rest are on-line!)

 
Even with masks on – and can you imagine teaching in a mask!? Can you imagine kids wearing masks all day!? – those respiratory droplets will spread through our buildings like mad!

 

Many of us are in the most susceptible groups because of age or health.

 
Don’t get me wrong – I want to get back to my classroom and teach my students in-person more than almost anything – except dying.

 

I’d rather live a little bit longer, thank you.

 

And even if you could guarantee I’d eventually pull through,I really don’t want a ventilator shoved down my throat in order to breathe.

 

It’s better than not breathing at all, but I’m not taking unnecessary risks, thank you.

 

So even with all its dysfunctions and discontents, I guess I’d rather teach on-line.

 

On the plus side, the state where I live, Pennsylvania, has done better with infections than many others.

 

Cases are generally down though we had more than 600 new ones a few days ago.

 

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Pennsylvania Cases – Source: PA Dept. of Health

 

But the Commonwealth is not a closed system. It just takes one fool to travel across state lines from a closed arena of thousands where he heard an insecure public figure spout racist diatribes. One fool like that can spread his infection to thousands more.

 

And he can spread Coronavirus, too!

 

So we seem to be facing a no win situation here.

 

We seem to be hurtling forward in time from July to August while a hard reality is waiting to smack us in the face like a brick wall.

 

We’ll have to make a final decision about what to do with schools soon.

 

And as much as I hate the idea, there seems only one sensible solution.

 

We can’t reopen the classroom until it is safe to do so.

 

It is not yet safe. It does not appear that it will be in August.

 

COVID-19 cases are not trending downward. We do not have adequate testing to ensure that it is doing so. And we have no vaccine.

 

We have to protect our children, families and teachers.

 

A crappy year of education is better than mass death.

 

We will pay for it, but that’s the best we can hope for – that we’ll all survive long enough to make it right somewhere down the line.


 

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The Student-Teacher Relationship is One of the Most Misunderstood and Underrated Aspects of Education

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When I came back to school for the first time since the Coronavirus closed the building, there were a pile of letters waiting for me in my mailbox.

 

I took them to my empty classroom and read the first one:

 

“Hello Mr. Singer, I just thought you should know that you are the greatest teacher I’ve had since Kindergarten all the way to my freshman year of High School and probably will remain that way forever. You always helped me with my work when I was behind and gave me extra time to finish it. Your class was the class I looked forward to every day. You were always a nice and funny man. Thank you for being there for me and everyone else in your classes. I’ll be sure to visit you after school every now and then…”

 

I picked up another:

 

“You have no idea how much I miss you… I quite miss our talks after class about video games, movies and musicals. As cheesy as it sounds, I always looked forward to them; especially during the days I was having problems with other students, your wise words always helped…”

 

And another:

 

“…we had fun times in your class. There wasn’t one non-fun day that we had because if we was going to have a bad day you made it better and way more fun. You also helped us a lot even when we didn’t ask for it. When people didn’t want to do our work, you got them happy and got them to do their work. Thanks for everything and thanks for helping me be a smarter kid.”

 

I felt a lump forming in my throat.

 

My cheeks were hot.

 

And why was my face wet?

 

I hadn’t expected any of this.

 

After a semester of distance learning, I’d come back to school to return all the materials I had hastily marauded from my own filing cabinets and book shelves.

 

I had stopped in the office merely as a matter of course.

 

With the school year at a close, I had gathered the odds and ends in my mailbox including this bundle of correspondence.

 

Now as I sat at my desk smiling, laughing and crying – experiencing each letter like a warm hug on a winters day – I remembered something Ms. Williams had said in an email.

 

She had assigned a thank you letter to her high school business classes. Her students had to write a formal thank you to a previous teacher. But that was all that was required. Who they wrote to and what they said was entirely up to them.

 

She had written to me months ago to let me know these letters were coming.
It was just bad luck that the assignment was due just as the global pandemic closed everything down so I was only reading them now.

 

Kids usually spend about 1,000 hours with their teachers in a single year.

 

During that time we build strong relationships.

 

While just about everyone will tell you this is important, we’re often talking about different things.

 

Some policymakers will insist on limiting that relationship to connections that increase academic outcomes. Others advise a more holistic approach.

 

Both are backed by research.

 

A review of 46 educational studies concluded that strong student-teacher relationships are associated with positive outcomes in everything from higher student academic engagement, attendance and grades, better behavior and fewer suspensions to higher graduation rates. And this is true of both short term and long term effects and even after controlling for differences in student backgrounds.

 

However, many studies disregard everything but standardized test scores. That is the primary goal and arbiter of effectiveness. As such, in those cases the relationship they are looking for is much different than in those with broader aims.

 

A 2018 study from Arizona State University found a disparity in teacher-training programs that highlighted this difference.

 

Some programs prioritized an “instrumental focus” with students where teachers were encouraged to use personal information on students to get them to behave and do their work. The goal was compliance not autonomy or problem solving.

 

Other programs valued a more “reciprocal focus” where students and teachers exchanged information to come to a mutual understanding and shared knowledge. Here the goal was free thought, questioning, and engagement with authority figures.

 

Moreover, the study found that the differences in focus corresponded to where aspiring teachers were expected to get a job after the training was complete. The instrumental focused teacher prep programs invariably trained incoming educators for low-income and high-minority schools. The reciprocal approach was preferred for teachers preparing for wealthier and whiter students.

 

So once again the physical segregation of our children becomes “the soft bigotry of low expectations.” But while President George W. Bush used that famous phrase to demonize anyone who thought poverty and racism were barriers to achievement, it is actually a focus on test scores that is bigoted.

 

We expect teachers to care about their wealthy white students but merely manipulate their poor brown ones.

 
This just goes to justify my own reciprocal approach in the classroom.

 

Test-obsessed policy makers will tell educators to manage everything with a clipboard and a spreadsheet – for example, to increase the percentage of positive interactions vs negative ones in a given class period. But such a data-centric mindset dehumanizes both student and teacher.

 

The goal cannot be to maximize numbers whether they be test scores or some other metric. It has to be about the relationship, itself.

 

Teachers have to care about their students. All teachers. All students.

 

Or at least we have to try.

 

A little bit of empathy goes a long way. And not just to get students to jump through hoops.

You have to care about each student as a person.

 

The goal can never be a test score. It has to be self actualization.

 

Teachers have to help kids become their best selves. And the definition of what counts as your best self is largely defined by the student, his- or herself.

 

How telling that we implicitly understand this when it comes to high socioeconomic kids with lighter skin! How pathetic that we lower our sights when it comes to poor kids and children of color.

 

I teach mostly minority students in a low income school in Western Pennsylvania. Like many of my colleagues, I’ve always fought against this prescription to see student relationships as instrumental to their outcomes.

 

And the results are evident in what they wrote to me.

 

“…now that I’m no longer in your class I’ve decided it was about time that I give you a proper thank you for all you did, putting up with me and dealing with me in class… You helped me learn how to write essays. But most important of all, for two years you made school fun for me again, which was something I thought was impossible.”

 

***

 

“…Everyday I was always looking forward to having your class because I knew that having your class would be thrilling. I miss having your class because you made me laugh and in return I made you laugh a couple of times.”

***

 

“…Being in your class made me enjoy learning and reading more. It was almost always something I looked forward to throughout my day. We were always learning about interesting topics and I was never bored in your class… Thank you for being the greatest teacher ever and a cool dude.”

 

***

 

“…I’ll never forget you as long as I live.”

 

***

 

“You were my favorite teacher because your class was always fun and we were always doing fun things and fun projects in your class and your class was never boring. You also taught us a lot of useful things… we’ve been using them so far this year. You were also never in a bad mood and always were positive in the morning so you always brought my energy up… I never looked forward to a morning class besides your class because I knew that we were going to do something fun.”

 

***

 

“…Your class was the only class that I got excited for because we always read good stories and did fun things… I also wanted to say I’m sorry for talking and disrupting the classroom when I was carrying on. I should have been paying attention to what you had to say and what you were trying to teach me.”

 

***

 

“It was interesting to have a teacher that wrote a book because not a lot of teachers write books. It was also interesting [you had a] TED Talk…”

 

***

 

“You have had some pretty good accomplishments in your life if I may say so. Like your book “Gadfly on the Wall”, and I have to say it’s a pretty good book. I read some of it and I get what you’re saying.”

 

***

 

“…middle school was hard for me. I had difficult days with tons of IXLS piled [on from other classes] but instead of you giving them to me you actually taught me by yourself. Also we were able to joke around a lot about books and just random things in class.”

 

***

 

“…you taught me how to write and put punctuation in my sentences and in my paragraphs. Coming into your class in the beginning of 7th grade I didn’t know how to read that good or consistent… My vocabulary and speech increased in your class.”

 
***

 

“…You always had a way to make the class fun or easy. Also you always had a way to keep me on track and prepared… If I didn’t have you for 7th and 8th grade I don’t think I would be able to handle 9th grade… I’m glad to of had you for two years because I learned double the stuff and was double ready for 9th grade. I’m doing well [now] because of you…”

 
***

 

“I wanted to write to you because you’re honestly my favorite teacher and you kept my spirits up. I had your class for two years [7th and 8th grade]; the first year I wasn’t sure how I felt about you but overtime I realized you’re pretty cool. I loved Socratic Seminars . They were a way to voice your opinion and that’s always fun… You helped me find a few of my favorite books like “The Outsiders”, “To Kill a Mockingbird”, and “The Diary of Anne Frank” which my friends and I still mention to this day… I’m in the musical this year and… without you I don’t think I would have been able to build up the courage to try out… You made me the person I am today. You taught me to challenge things that are unfair and to treat people with respect.”

 
Those are just some of the highlights.

 

I think more than anything I could say, they prove the point.

 

But to put a cherry on top, I’ll add one last thing.

 

In my 8th grade poetry unit, we watch “Dead Poets Society.”

 

Last year my students threatened to reenact the ending of the film where the kids stand on their desks to honor Mr. Keating, their English teacher who taught them to think for themselves instead of being cogs in the machine.

 

On the last day of school, they did it, too.

 

I cautioned against it because I didn’t want anyone to fall and get hurt. But when the last bell rang and emotions ran high, I simply took the compliment.

 

A year later, they must have remembered the moment as much as I did because many, many of the letters weren’t addressed just to Mr. Singer.

 

They were addressed to “Oh Captain! My Captain!”

 

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I wrote each student a personal response and sent it to them via the US Post Office. For many this may be the first actual letter they’ve received.

 


 

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

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Just CLICK HERE.

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

book-3

 

 

Defund the Police to Fund Public Schools

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Back in the pre-Coronavirus days when we still had in-person classes I used to come to school in a suit.

 

Every day, suit and tie.

 

I didn’t have to – the dress code allowed me to wear pretty much whatever I wanted and most teachers dressed much more casually.

 

Now let me be clear – I’m not saying my way was the only way. Each teacher has his or her own way of doing things that work in their particular cases. But as for me, I’ve always agreed with the old adage that you should come dressed for the job you want, not necessarily the job you have.

 

I think educators are professionals. They should be respected and taken seriously.

 

And on the first day of school that’s what I want to tell my students without even opening my mouth: Hey! We’re doing important work here today.

 

However, as time goes on I often wear whimsical ties. A saxophone, multicolored fish, Space Invaders on test days.

 

In fact, this year some of the kids nicknamed me “tie man” and even if they didn’t have me as their teacher they’d pop their heads into the room to see what was hanging from my neck that day.

 

So when I see police officers lined up at George Floyd rallies, I’m aware of what they’re saying without saying a word.

 
Wearing riot gear, armed with billy clubs and shields. Tear gas canisters and rubber bullets at the ready. Backed by military style tanks and helicopters flying overhead.

 

That all sends a message: We’re not here to protect and serve. We’re here to pacify and put down.

 

And like my choice of school attire, this message isn’t just for the observer. It’s for the wearer, too.

 

There’s no mistaking what you’re there to do with a sport jacket across your shoulders and a piece of fabric knotted around your neck. Just as I’m sure there’s no mistaking your intent when you survey the public behind a plexiglass helmet with a heavy wooden club in your gloved fist.

 

You’re a soldier and the protesters are your enemy.

 

Any individual police officer can act differently, but if they do, they’re going against the tide.

 

That’s why many people are saying “Defund the Police.”

 

To some that may sound kind of scary.

 

Defund the police? If we do that, who will protect us from violent criminals?

 

But hear me out.

 

Defunding the police doesn’t have to mean abolishing the police (though some would go that far).

 

For me, it means a radical reinvention of what it means to be a police officer and their role in our society.

 

Let’s not forget that policing began in this country not so much as law enforcement but as a way to catch runaway slaves and put down labor unions.

 

It’s not enough to suggest our law enforcers not dress like stormtroopers.

 

It’s not enough that we ask often progressive mayors not to use their police as thugs and bullies.

 

It’s not enough that we demand racists be screened out of the hiring process and for more rigorous training before officers become a permanent part of the force.

 

We should do all of that, but let’s not be blind to what we’ve seen the last week.

 

A 75-year-old man shoved to the ground and left to bleed in Buffalo, NY. A police SUV driving through a crowd of protestors in Brooklyn knocking several to the ground. A group of police in Philadelphia using a baton to hit a man on the head before pinning him to the ground. In Minneapolis police shouting “Light ‘em up” before firing paint canisters at a woman standing on her own front porch. And in many cities police using teargas, flash-bangs and rubber bullets on a peaceful protesters.

 

The fact that there was so much police brutality at nationwide anti-police brutality protests proves the need to radically rethink what it means to be law enforcement. And that starts with the money we put aside for this purpose.

 

If the police are not an occupying army, we shouldn’t fund them or outfit them like the military.

 

According to a recent analysis of U.S. Census Bureau data conducted by the Urban Institute, the cost of policing has tripled in the last four decades to $115 billion while violent crime has declined.

 

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In most cities, the police budget is orders of magnitude greater than many other departments. For example, Los Angeles spends $1.8 billion annually on law enforcement – nearly 18% of the city’s entire budget.

 

From 2014-19, New York City spent $41.1 billion on police and corrections while spending $9.9 billion on homeless services and $6.8 billion on housing preservation and development. If you combined the city’s spending on homelessness and housing and quadrupled it, that would still be less than what the city spent on policing and corrections.

 

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Even before the Coronavirus pandemic ravaged the economy, legislators made deep cuts to other services like education, parks, libraries, housing, public transportation, youth programs, arts and culture, and many more. But police budgets have only gotten bigger or remained largely untouched.

 

As Joe Biden said while Vice President, “Don’t tell me what you value, show me your budget, and I’ll tell you what you value.”

 

If we don’t want the police to be militarized thugs that keep people in line by force, we shouldn’t give them the tools to do so. 
Officer Friendly doesn’t patrol in a tank and Barney Fife never fired a rubber bullet or tear gas canister at anyone in Mayberry.

 

Likewise, if we value things like social services and public schools, we should give a lot of the savings to them. A culture of life invests in future generations. The land of the brave and home of the free does not value obedience over free thought and the learning necessary to become an educated participant in our democracy.

 

I live in Pennsylvania.

 

No other state in the country has a bigger gap between what it spends on rich vs. poor students, according to the U.S. Department of Education.

 

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The state legislature has been paying less and less of public schools’ budgets over the last four decades. The Commonwealth used to contribute 54% of all public school costs in the early 1970s. Today it pays only 35% of the costs, leaving local taxpayers to take up the slack. Since districts are not equally wealthy, that increases the disparity of resources between rich and poor districts.

 

The difference is significant. Rich districts spend $10,000 to $20,000 on each student, while poorer districts barely pull together $5,000-$6,000.

 

In addition, impoverished students have greater needs than rich ones. They often don’t have books in the home or access to Pre-kindergarten. Poor students often suffer from food insecurity, malnutrition, a lack of neonatal care, worse attendance, are less well rested and have greater special needs and suffer greater traumas than wealthier students. Moreover, it is no accident that the group privileged with an abundance of funding is made up mostly of white students and those being underprivileged are mostly students of color.

 
What better way to show that black lives really do matter than to invest in black minds?

 

The situation isn’t limited to Pennsylvania.

 

Education still hasn’t recovered from the Great Recession. You see today’s public schools employ 250,000 fewer people than they did before the recession of 2008–09. Meanwhile enrollment has increased by 800,000 students.

 

So if we wanted today’s children to have the same quality of service kids received in this country only a decade ago, we’d need to hire almost 400,000 more teachers!

 

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

 
And it’s about to get worse!

 

Across the nation with the inevitable loss of taxes after shutting down the economy to save lives during the global Coronavirus outbreak, local districts are bracing for a 15-25% loss in revenues next fiscal year.

In Pennsylvania, districts anticipate $850 million to $1 billion in revenue shortfalls.

That could result in massive teacher layoffs and cuts to student services just as the cost to provide schooling increases with additional difficulties of life during a worldwide pandemic.

 

If police are there to protect people, what are they protecting us from?

 

The system is set up to criminalize citizens and keep them in line with brutality.

 

We’ve criminalized homelessness, drug addiction, even poverty, itself. And lacking a quality education increases a student’s chances of becoming part of the criminal justice system – the school-to-prison pipeline.

 

We need a new system that works for us.

 

We need a system where murdering black people – even if you’re wearing a uniform – sends you to jail, and not only after global protests.

 

We need a system where people feel safe, where no one has to worry about being targeted because of skin color, nationality, religion, immigration status, sexuality, gender or creed.

 

We need a system where mass gatherings don’t trigger a police response but a political one to redress our grievances.

 

And to get there we need to defund the police.


 

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

Plus you get subscriber only extras!

Just CLICK HERE.

Patreon+Circle

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

book-1

Pennsylvania Wants YOU to Give Standardized Tests to Your Kids at Home

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A multi-million dollar corporation wants to make sure Pennsylvania’s children keep getting standardized tests.

 
Data Recognition Corporation (DRC) and the state Department of Education are providing the optional Classroom Diagnostic Tools (CDT) assessments for use in students’ homes.

 

 

Students are not required to take the CDT in the Commonwealth unless their district decides to give it. The test is encouraged by the state as a way of telling how students will do on the required tests.

 
With this new option, parents finally can give multiple choice standardized tests to their own children on-line.

 
Which is kind of hilarious because no one really asked for that.

 
In fact, many parents, teachers and students breathed a sigh of relief when the requirement that students take high stakes assessments was waived this year nationwide.

 
With the Coronavirus pandemic closing most school buildings and students transitioning to on-line classes created from scratch by their teachers, there hasn’t been much time for anything else.

 
But the folks at DRC, a division of CTB McGraw-Hill, have been busy, too.

 
The Minnesota-based corporation sent out an email written by Matthew Stem, Deputy Secretary of Elementary and Secondary Education at the Pennsylvania Department of Education (PDE) to district contacts from Pittsburgh to Philadelphia encouraging the use of this newly available online CDT.

 
“I am pleased to announce that PDE is providing the Classroom Diagnostic Tools (CDT) as an optional additional resource for your Continuity of Education Plan,” Stem began.

 
“We anticipate that this option will be available through the reopening of schools in 2020.”

 
So if school boards and administrators choose, districts could assign the CDT at the end of this school year, during the summer or at the start of next school year even if school buildings are not yet open due to lingering pandemic problems.

 
This is the kind of academic continuity we should be rethinking not finding new ways to force on children.

 
For some state officials and testing executives perhaps it’s comforting that no matter what happens in this crazy world, at least we’ll still be able to sort and rank kids into Below Basic, Basic, Proficient or Advanced.

 
The rest of us would prefer more authentic education and assessment.

 

 

EVERYDAY USAGE

 

 

It should be noted that the CDT is not, in itself, a high stakes test.

 
It’s an optional test districts can assign to students in reading, math and science to predict how well they’ll do on the actual high stakes tests.

 
Normally, districts are encouraged (but not required) to give the CDT to students multiple times a year to determine where they’ll struggle on DRC’s other fine products like the Pennsylvania System of School Assessment (PSSA) tests given to children in grades 3-8 and the Keystone Exams given to high schoolers.

 
Of course this data is often used to determine which classes students are placed in, so it can play a huge role in deciding which resources and opportunities kids have.

 
A child who scores well can get in the advanced courses and gain access to all the field trips, guest speakers, pizza parties and other perks. Kids who score badly are often placed in remedial courses where they forgo all the glitz for extra test prep and the abiding label that they’re inferior to their classmates in the higher academic tracks.

 
However, you don’t really need the CDT to make such placements. Just put all the kids from wealthier families in the higher courses and kids living in poverty in the lower courses and you’ll have pretty much the same distribution.

 
Because standardized testing doesn’t really measure academics. It appraises socio-economics. And race. Let’s not forget race!

 
The Coronavirus pandemic actually leveled the playing field for the first time in nearly a century. Everyone – rich and poor – had their education disrupted.

 
But at least now with the reintroduction of the CDT, we can continue to discriminate against the poor black kids while privileging the richer whiter ones.

 
In some ways, that’s just the everyday injustice of American school policy.

 
However, the method DRC and PDE are using to clear the way for this particular scheme is truly spectacular.

 

 

A DISASTER WAITING TO HAPPEN

 

 

They’re enlisting parents as test proctors.

 
Normally, as a classroom teacher when my administrator demands I give the CDT to my students, I have to block out a few days and give the tests, myself.

 
I have to pass out entry tickets with each student’s username and password so they can login to the DRC app on their iPads and take the test.

 
If there’s a problem signing in, I have to try and fix it.

 
If kids are kicked out of the testing program and can’t sign back in, I have to deal with it.

 
If there’s a problem with the Internet connection…. I think you get the idea.

 
And all of these problems are extremely common.

 
In the last five years of giving the CDT, I have never had a single day go by when I didn’t experience multiple technological snafus, disruptions or downright clusters.

 
And that’s not to say anything of the times students read a question, don’t understand what it’s asking, wave me over and I’m just as dumbfounded as they are.

 
In fact, the only positive I can imagine from such a situation is that parents will finally get to see how badly written and full of errors these tests truly are. Even the guidance materials are full of misspellings and confusing verbiage.

 
When presented with this nonsense, many kids simply zone out, clicking random answers so they can be done as soon as possible and then put their heads down for the remainder of the time.

 
This is the lions den the state wants to throw parents into.

 

 

PARENTS AS CORPORATE DEFENSE

 
Admittedly, parents won’t have a full class of 20-30 students to deal with, but complications are guaranteed.

 
However, the good folks at DRC are prepared for that.

 
They have a handy “Parent/Guardian Test Administration Guide.”

 
Here’s what it has to say on ASSESSMENT SECURITY:

 

 

“Parents/Guardians should remind their student that the CDT test content must remain secure at all times. None of the materials from the online test may be copied or recorded in any manner.”

 
That’s quite a step down from what the same company warns students on the PSSA:

 

 

“…Copying of material in any manner, including the taking of a photograph, is a violation of the federal Copyright Act. Penalties for violations of the Copyright Act may include the cost of replacing the compromised test item(s) or a fine of no less than $750 up to $30,000 for a single violation. 17 U.S.C. $ 101 et seq”

 
I guess that since the CDT questions are just the ones that prepare you for the REAL test questions, it doesn’t matter as much if their security is put at risk here. Or perhaps the risk of letting kids go without testing and having people realize how unnecessary these tests are is greater than any loss in test security or accuracy.

 

 

TECHNICAL ISSUES EXPECTED

 
The guide also cautions that the test only may be taken using a Google Chrome Internet browser. If students don’t have one installed, there is a link for parents to follow so they can install it for their kids.

 
For some parents, I’m sure this would be no problem. But many of my students’ parents have little access or knowledge of technology. They would pull out their hair at the very suggestion and come running to teachers and administrators for help.

 
Which is exactly what DRC suggests they do.

 
Here’s what the guide recommends for technical support:

 

 

“If technical issues arise during testing, parents/guardians are asked to contact the student’s teacher and/or the student’s school office for technical support. DRC customer service staff cannot directly support issues related to each home’s technology configurations.[Emphasis mine.]

 
And this is true even if the test, itself, directs parents to contact the corporation:

 

 

“If a student receives an error message during the test administration that includes instructions to contact DRC for technical support, the parent or guardian who is assisting with the test administration should contact the student’s teacher or school office for additional instructions. Parents or students should not attempt to contact DRC’s customer service directly for technical assistance.

 
Teachers and/or a school’s technology staff will have the information needed to provide parents/guardians with the level of support to resolve most technology issues. If additional support is required, a school or district representative will reach out to DRC to determine a resolution.”

 
This is certain to put quite a strain on districts since these technological problems will occur not as they normally do within school buildings but potentially miles away in students’ homes.

 
Moreover, one of the most common glitches with the CDT often occurs with the entry tickets. These are typically printed by administrators and distributed to teachers who give them to students on test day. Students use the logins and passwords to gain access to the tests.

 
Stem’s plan would have these tickets distributed digitally over Google Classroom or whatever file sharing service is being utilized.

 
So this requires yet another level of distance and technological competency from parents and students just to access the tests. And once that access is gained, these logins need to be readily available in the highly likely event that students get booted from the program and have to reenter this data.

 

 

I’m sure there will be noooooooo problems at all with this. It will run very smoothly.

 

 

PARENTS AS PRISON GUARDS

 
But let’s say parents are able to help their children login to the test and no technical problems arise.

 
Can parents let their kids simply take the test alone up in their rooms?

 
No.

 
As a test proctor, you are expected to watch your children every second they’re testing to ensure they aren’t copying any information or cheating.

 
You can let your child have scratch paper, highlighters and calculators. But no preprinted graphic organizers, cell phones, dictionaries, thesauri, grammar or spell checkers, other computers or devices.

 
One concession DRC makes is that parents are encouraged to give the shorter Diagnostic Category CDT and not the full version. I’m sure distinguishing between the two on your child’s screen will be no problem at all.

 
This would reduce the test to 35-45 minutes – about half of the full CDT. However, times may vary – my own students have taken more than 180 minutes sometimes to finish the full version.

 
Still, none of this comes close to my favorite part of this catastrophe in waiting.

 
If parents still are uncertain about how to do all this, there is a link to a series of training videos on the PDE Website.

 
These are pretty much the same videos teachers are required to watch every year before giving the CDTs.

 

 

As you can imagine, they are perhaps our favorite moments of the year. We sometimes watch them over and over again. Not because they’re so riveting but because we’re required to before we give these infernal tests!

 
Oh, parents, you are in for a treat if your district decides to take advantage of this wonderful opportunity!

 

 

AN IMPOSITION ON PARENT’S TIME

 

 

Speaking of which, I wonder when Stem thinks parents will have the time to do all this.

 
Parents are working hard just to make ends meet. They’re trying to earn enough money to support the household, cook dinner, clean house, do laundry, and a host of other things.

 
Teaching is a full-time job and most parents don’t have the privilege to set aside that kind of time nor are they disposed to do this stuff in the first place.

 
When I teach my students over ZOOM, I rarely see parents guiding their kids through the lessons.

 
If a kid falls asleep, it’s up to me to somehow prod him awake over the Internet. If a child isn’t paying attention or playing on her phone, it’s up to me to direct her back on task.

 
In class, that’s fine. It’s my job and I’m right there in front of the child.

 
On-line, I cannot do it nearly as effectively. But I do my best because I can’t realistically expect all parents to step in here.

 
Yet DRC is expecting parents to do just that by becoming test proctors.

 

 

CONCLUSIONS

 
This is a terrible idea.

 
It will lead to fabulous disasters where teachers, administrators and parents fumble to make things work as DRC pockets our tax dollars.

 

 

Over the past decade, Pennsylvania and local school districts paid more than $1.3 billion for standardized testing. In particular, the state paid DRC more than $741 million for the PSSAs, Keystone Exams and CDT tests. Two of three DRC contracts were given sole source no-bid extensions.

 
Imagine what cash-strapped districts could do with that money.

 
Yet Stem, a former assistant superintendent in Berks County and former administrator in Lancaster, thinks we should give this money to corporations and then break our own backs meeting their needs.

 

 

Even if we could give the CDTs seamlessly online at home, it would hurt our most underprivileged children by taking away opportunities and unjustly labeling them failures.

 
No, if you ask me,it is not time to try to save standardized testing with a tone deaf plan to enlist parents as test proctors while kids are chained to the Internet.

 
It’s well past time to rethink the value of these tests in the first place.

 
We don’t need them.

 
Teachers can assess learning without the help of corporate America.

 

 

Our kids and their families deserve better than this.

 
Contact your local school directors and demand they NOT give the CDT – not now, not during the Coronavirus pandemic, not when the crisis is over, not ever again.

 
And if they won’t listen, opt your children out of standardized testing including diagnostics like the CDT. Then run for school board, yourself, with other likeminded parents and community members.

 
Write letters to the editor of your local paper, make some noise.

 

 

The people still hold the power. And we’re all being tested in more ways than one.

 

 

 

THE FULL EMAIL:

The following communication was initially broadcast by the Pennsylvania Department of Education on May 18, 2020. DRC is forwarding the same message to the district and school contacts on file in our databases.

 

 

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May 18, 2020

 
To: Superintendents, Principals, Charter School CEOs, and IU Directors
From: Matt Stem, Deputy Secretary
Subject: Availability of the Classroom Diagnostic Tools (CDT) for use by students at home

 

 

I am pleased to announce that PDE is providing the Classroom Diagnostic Tools (CDT) as an optional additional resource for your Continuity of Education Plan. The CDT is a set of online tools designed to provide diagnostic information to guide instruction and provide support to students and teachers. It is aligned with the content assessed on the PSSA and Keystone exams. We anticipate that this option will be available through the reopening of schools in 2020.

 

 

This at-home testing option will allow students to access the CDT from a “public” browser without having it installed on their computers or being configured to their District’s Central Office Services network. The test-setup tasks that teachers/school assessment coordinators routinely complete for classroom administrations of the CDT are the same for the at-home administrations. Test tickets (login credentials) will be distributed directly to the students by school staff. Teachers will have access to all CDT data/reports from the at-home administrations as usual. An overview of the at-home testing option and a guidance document for parents/guardians can be accessed from the following links (or directly from DRC’s INSIGHT Portal under General Information >> Documents >> 2019-2020 Classroom Diagnostic Tools >> Memos/Documents).

 

 

At-Home Testing Overview: https://pa.drcedirect.com/Documents/Unsecure/Doc.aspx?id=32997b8e-13cf-42f0-9c2c-af1689d89323 
Parent/Guardian Guidance: https://pa.drcedirect.com/Documents/Unsecure/Doc.aspx?id=cc242168-e06e-44d1-9fd4-ef859a519dab 

 

All CDTs (Full and Diagnostic Category) are available for use. However, it is highly recommended to only have students take the Diagnostic Category CDTs at this time. Students and their parents/guardians may benefit from a much shorter testing experience using the Diagnostic Category CDTs that are aligned to current instructional content. The shorter, more focused testing will still provide teachers and administrators with the same level of reporting and resources to adjust instruction and planning during distance learning.

 

Thank you for all your efforts to support students during this challenging time. If you have any questions, comments, or concerns, please contact the curriculum coordinator or CDT point of contact at your local Intermediate Unit. If you are interested in using CDT for the first time, contact PDE here.

 

 

Sincerely,

 

Matthew Stem
Deputy Secretary, Office of Elementary and Secondary Education
Pennsylvania Department of Education

 

 

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Why High Stakes Testing Was Cancelled This Year (and Probably Will Be Next Year, Too)

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There are at least two silver linings to the current Coronavirus catastrophe for education.

 

One – with nearly all public schools closed, March was the first month since 2002 without a school shooting.

 

Two – districts nationwide cancelled high stakes standardized tests in April and May.

 

Taken together, these are two victories that no one could have predicted before November.

 

Gun safety restrictions remain laughably lax in the US compared to the rest of the world. And our system’s reliance on high stakes testing to hold schools and teachers accountable for economic inequalities and racially biased standards has been thoroughly criticized for nearly a century.

 

In short, the virus succeeded where policy did not.

 
The pandemic’s other effects have been more damaging as students, parents and teachers have struggled to move education online at home.

 

Teachers are seeing high absences especially among poor, underprivileged and special needs children. Not to mention worries about the quality and depth of education provided virtually and the stress it places on families.

 

To make matters worse, the situation seems likely to continue in some form when next school year begins in the fall.

 

With the COVID-19 virus likely to endure spreading unchecked due to a lack of adequate health screenings, the time it takes to make a vaccine, and an unwillingness by the government to save everyday people from the economic consequences of a nearly stopped economy, not to mention an increasing unwillingness among people to continue thorough social distancing procedures, schools may be left to solve the crisis themselves.

 

There’s been talk that when schools start up in August and September they may simply continue with cyber curriculum. Or they may open the physical buildings with safety protocols including half day classes of smaller size to keep students a safe distance apart.

 

In any case, the question of standardized testing arises again with a vengeance.

 

While there is some wiggle room, federal law (The Every Student Succeeds Act) requires all public school students be given standardized tests in grades 3-8 and once in high school.

 

The U.S. Department of Education waived that mandate this year because of the virus.

 

That was great news – a sound decision from a government agency known more for market solutions than rationality.

 

The question remains: why did the department do it?

 

Whether staffed by Democrats or Republicans, this doesn’t sound like them.

 

Why was this exception made and will it be extended again given that the circumstances may be little different in 2020-21 than they were in 2019-20?

 

The answer seems to be rooted in the tests, themselves, and the economic circumstances which create and sustains them.

 

WHY TESTS WERE CANCELLED

 
In late March, Education Secretary Betsy DeVos said that her department would streamline the paperwork for states to request a waiver allowing them not to give high stakes testing this year and that the government wouldn’t use this year’s testing data in future school accountability ratings.

 

DeVos said in a statement:

 

“Students need to be focused on staying healthy and continuing to learn. Teachers need to be able to focus on remote learning and other adaptations. Neither students nor teachers need to be focused on high-stakes tests during this difficult time.”

 

How did we get here?

 

Well, imagine a world where this didn’t happen.

 

Before DeVos made her statement, some states like Colorado and Texas had already eliminated testing requirements without waiting for a response from DeVos.

 

If the federal government hadn’t answered these requests in the affirmative, it would have had to engage in an open power struggle with the states over control of public schooling.

 

This would be especially damaging for a Republican administration because of the party’s stance on state’s rights.

 

However, even if we put aside this power dynamic, the decision was inevitable.

 

CORPORATIONS FIRST

 

 

All of these assessments are the property of private corporations. These include Harcourt Educational Measurement, CTB McGraw-Hill, Riverside Publishing (a Houghton Mifflin company), and NCS Pearson.

 

States purchase the right to use these tests but assessment material is the ideological property of the parent corporation. And so they want it guarded from theft.

 

That’s why nearly all high stakes testing requires proctors – people whose job it is to set up, monitor and secure the testing environment. They make sure test takers don’t cheat, but they also are responsible for ensuring no information about specific test questions leaves the assessment environment.

 

This is true for standardized assessments at the K-12 level as well as college and certification tests.

 

I know because I’ve spent every year of my teaching career employed as a proctor throughout most of April as my students take the Pennsylvania System of School Assessments (PSSA) tests. But also when I got my degree I had to go to a designated testing center where I could be monitored as I took a series of assessments necessary to get my certification.

 

I had to sign in, empty my pockets including giving over my cell phone, and submit to being observed by the proctors and video surveillance. I even had to sign out and back in when I needed to use the restroom.

 

With physical classrooms closed, there was simply no way effectively to do this.

 

The College Board tried anyway with an abbreviated Advanced Placement test taken online from home this month to disastrous results – glitches, server issues and a failure by the organization to take responsibility.

 

However, the problem isn’t essentially technological. These assessments could be given online. Many districts do exactly that, but with teachers in the room acting as proctors.

 

The technological infrastructure may not yet be in place for widespread virtual testing, but that’s not an insurmountable hurdle.

 

Test security is a much stickier issue – without real, live people policing the environment, testing information would be at risk.

 

Rival companies could get access to trade secrets. The value of scores could come under scrutiny due to concerns of student cheating. And the tests, themselves, would for the first time be visible to parents and the general public.

 

TESTING SECRECY

 

 

As a classroom teacher, I get to see these infernal tests. I get to see the questions.

 

They are not good. They are not well-written, well considered, developmentally appropriate or even good at evaluating student understanding of the knowledge they claim to be assessing.

 

But up to this point, anyone who gets to see the tests is sworn to secrecy including the students.

 

The kids taking these exams – regardless of age – are no longer treated as children. They are clients entering into a contract.

 

At the start of these tests, they are warned of the legal consequences of violating the terms of this agreement.

 

THE PSSAS

 
In particular,the PSSAs require students to read the following warning on the first day of the assessment:

 

DO NOT PHOTOGRAPH, COPY OR REPRODUCE MATERIALS FROM THIS ASSESSMENT IN ANY MANNER. All material contained in this assessment is secure and copyrighted material owned by the Pennsylvania Department of Education. Copying of material in any manner, including the taking of a photograph, is a violation of the federal Copyright Act. Penalties for violations of the Copyright Act may include the cost of replacing the compromised test item(s) or a fine of no less than $750 up to $30,000 for a single violation. 17 U.S.C. $ 101 et seq

 

So the first act of testing is a threat of legal consequences and possible fines.

 

In the commonwealth, we also force kids to abide by a specific code of conduct for test takers. They must enter a quasi-legal relationship before they are even permitted to begin.

 

Much of this code is common sense. Get a good night’s sleep. Fill in bubbles completely using a number two pencil.

 

But some of it is deeply disturbing.

 

For example, students are told to “report any suspected cheating to your teacher or principal.”

 

They have to agree to be an informer or snitch to a government agency. My students aren’t old enough to vote or even drive a car, but they are directed to collaborate with the government against their classmates.

 

In addition, they are told NOT to:

 

-talk with others about questions on the test during or after the test.

 

-take notes about the test to share with others.

 

Students are compelled into a legalistic vow that they won’t break this code. On the test, itself, we make them fill in a bubble next to the following statement:

 

By marking this bubble I verify that I understand the “Code of Conduct for Test Takers” that my Test Administrator went over with me.

 

As a test administrator, I am not allowed to move on until all students have filled in that bubble.

 

Technically, we are not making them promise TO ABIDE by the code of test takers. Perhaps we lack that legal authority. We are, however, making them swear they understand it. Thus we remove ignorance as an excuse for noncompliance.

 

As a proctor, I have to sign a similar statement that I understand the “Ethical Standards of Test Administration.” Again, much of this is common sense, but it includes such statements as:

 

DO NOT:

 
-Discuss, disseminate or otherwise reveal contents of the test to anyone.

 

-Assist in, direct, aid, counsel, encourage, or fail to report any of the actions prohibited in this section.

 

So even teachers technically are not allowed to discuss the test and should report students or colleagues seen doing so.

 

And according to the “Pennsylvania System of School Assessment Directions for Administration Manuel”:

 

Those individuals who divulge test questions, falsify student scores, or compromise the integrity of the state assessment system in any manner will be subject to professional disciplinary action under the Professional Educator Discipline Act, 24 P.S. $ 2070. 1a et seq, including a private reprimand, a public reprimand, a suspension of their teaching certificate(s), a revocation of their teaching certificate(s), and/or a suspension or prohibition from being employed by a charter school. [emphasis added]

 

CORPORATE VULNERABILITY

 

 

If students were allowed to take these tests unsupervised at home, all of this legal protection would disappear.

 

The corporations would be much more exposed and defenseless.

 

THAT’S why the tests were cancelled this year.

 

It wasn’t because anyone rethought the value of high stakes tests – though they should have. It wasn’t because anyone had considered standardized testing’s history in the eugenics movement – which they should have. It wasn’t because anyone was worried that giving these tests would take away precious academic time – though they should have.

 

It was to protect the business interests that would be at risk otherwise.

 

THE DYSTOPIAN TESTING FUTURE

 

 

The need for proctors is a problem that the testing companies know about and are working to eliminate.

 

In fact, they’ve been trying to line things up in their favor for years.

 

Their answer is something called Competency Based Education (CBE) or Proficiency Based Education (PBE). But don’t let these names fool you. It has nothing to do with making children competent or proficient in anything except taking computer-based tests.

 

Paradoxically, it’s sold as a reduction in testing, but really it’s about changing the paradigm.

 
It’s a scheme that ed tech corporations privately call stealth assessments. Students take high stakes tests without even knowing they are doing it. They’re asked the same kinds of multiple-choice nonsense you’d find on state mandated standardized assessments but programmers make it look like a game.

 

This safeguards the tests because kids aren’t aware of being tested. Constant micro-assessments blend in with test prep curriculum until there is little to no difference between the two. Academics gets dumbed down to the level of multiple choice and critical thinking is redefined as asking “What does the questioner want me to think?”

 

Yet the results could still be used to label schools “failing” regardless of how under-resourced they are or how students are suffering the effects of poverty. Mountains of data will still be collected on your children and sold to commercial interests to better market their products.

 

But that’s just how it is used in schools today.

 

The potential is to make this a replacement for physical schools.

 

It’s a disaster capitalism reform tailor made for the Coronavirus age, but not yet ready for large scale implementation.

 

Imagine a world where there are no schools – just free range children plopped in front of a computer or an iPad and told to go learn something.

 

No schools, no teachers, just gangs of students walking the streets, stopping along the way to thumb messages to each other on social media, play a video game or take an on-line test.

 

That’s the world many ed tech entrepreneurs are trying to build.

 

One thing they need is a pet policy of DeVos and the Trump administration – Education Savings Accounts (ESAs).

 

Normally, the federal, state and local government collect taxes to fund an individual child’s education, which is then spent at a public or charter school.

 

 

However, ESAs would allow that money to go elsewhere. It could go to funding the tuition at a private or parochial school like a traditional school voucher.

 

 

Or it could be used for discrete education services provided by the ed tech industry.

 

It’s almost like homeschooling – without a parent or guardian in charge.

 

The idea is often called a learning ecosystem.

 

 
But it’s just a single person cyber school with little to no guiding principles, management or oversight.

 

Education is reduced to a series of badges students can earn by completing certain tasks.

 
Reading a book or an article gives you a badge. Answering a series of multiple-choice questions on a reading earns you more badges. And if you’ve completed a certain task satisfactorily, you can even earn a badge by teaching that same material to others.

 

It’s the low wage gig economy applied to education. Children would bounce from a few hours of Khan Academy videos here to a software package there and Voila! “Modern” education!

 

And as an added benefit, the badge structure creates a market where investors can bet and profit off of who gains badges and to what degree on the model of crypto-currencies like Bitcoin!

 

 

Make no mistake, it’s not about improving the quality of education. It’s about providing the cheapest possible alternative and selling it to the rubes as innovation.

 

 

It’s school without the school or teachers.

 

 

CONCLUSIONS

 

 

This is where the testing industry is going.

 

This is where we would be today if the legal framework were in place and the technology were widespread, adequate and capable of safeguarding corporate intellectual property without the need for test proctors.

 

In the short term, this is good news.

 

As long as the pandemic keeps school buildings closed or keeps them running at less than capacity, the chances of mandating high stakes testing during the crisis goes down.

 

On the flip side that’s detrimental to student learning in the here and now, but it does offer hope for the future. It at least opens the door to cancelling high stakes testing in 2020-21 like we did this year. And the longer we keep those tests at bay, the greater likelihood they will go away for good.

 

However, the people at the testing corporations are far from stupid. They know that each year we forgo the tests proves how unnecessary they are.

 

A coalition of six neoliberal organizations warned against cancelling the tests nationwide in March.

 

“As the coronavirus pandemic evolves on a daily basis, it would be premature to issue blanket national waivers from core components of the law. Thus, case-by-case consideration of each state’s needs is, at this time, most appropriate,” said a letter signed by testing industry lobbyists including John King, the former secretary of education and head of the Education Trust.

 
They have the future mapped out – a future with immense earnings for their companies and shareholders.

 

We must be fully aware of what is happening and why if we are to have any chance of opposing the next disaster and coming out of the current crisis with better school policy than we went in.

 

If we are to safeguard an authentic education for our children, we must learn these lessons, ourselves, now.


 

 

 

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

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Save Our Schools From Coronavirus Budget Cuts

 

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America is one dumbass country.

 

We don’t do the metric system.

 

We don’t do universal healthcare.

 

And during a global pandemic, we don’t demand the government pay us to stay home and stop the spread of the disease.

 

Instead, we demand the government let us go out and get sick.

 

It should come as no surprise, then, that we deeply under-fund our public schools.

 

There’s always money for a new war or to subsidize fossil fuels or give billionaires another tax cut, but when it comes to teaching kids how to think critically about their world – time to take out the scissors and slash some budgets.

 

And now with the inevitable loss of taxes after shutting down the economy to save lives during the global Coronavirus outbreak, experts are expecting the deepest budget cuts to schools – well, ever.

 

Sixty two district superintendents from urban districts wrote to Congress in April warning of a 15-25% loss in revenues next fiscal year.

 

The school leaders from cities like New York City, Los Angeles, Chicago and Miami, say that a 20% loss in both state and local taxes, alone, would result in laying off about 275,000 teachers.

 

And this would come after students had already suffered significant academic losses during the current (2019-20) school year because of school closings and distance learning initiatives that could not possibly meet the needs of students as well as in-person learning.

 

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They ask legislators to enact a plan devised by the Albert Shanker Institute – a policy organization aligned with the American Federation for Teachers (AFT) – in which the federal government would give billions of dollars to districts in several phases to keep schools open. Then states would increase funding to levels before the Great Recession (2009-13), build up budget reserves and more equitably distribute capital.

 

How much money would be necessary?

 

It’s hard to say at this point.

 

Most districts get about 90% of their funding from state and local taxes and these haven’t been tallied yet for March, when social distancing began.

 

Some experts expect to have a better picture of the damage by the end of the first or second week of May.

 

There has been no mass evictions (though that may eventually happen), so property taxes are probably stable at this point. But it’s unclear how much shuttered storefronts and skyrocketing unemployment will affect the picture.

 

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The National Governors Association and non-partisan Center on Budget and Policy Priorities, though, are expecting the worst.

 

They estimate a possible $500 billion state shortfall mostly concentrated in the 2020-21 fiscal year.

 

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That’s less than three months away.

 

Even if you subtract fiscal aide already provided by Congress and state rainy day funds (if present), legislatures would still be at least $360 billion short.

 

The National Association of Teachers (NEA) is calling for an additional $175 billion just to stabilize the country’s schools.

 

“The seniors graduating this spring started kindergarten in the fall of 2007,” says Bruce Baker, professor at the Graduate School of Education at Rutgers University and co-author of the Shanker Institute report.

 

“Most of these students have spent almost their entire K-12 careers in schools with less funding than there was when they started. If this happens again, it will be because we let it happen.”

 

And that’s just it.

 

This Coronavirus crisis is a wake-up call for all of us about the elements of our society that had to fail for us to get to this point.

 

Everything from how we deal with climate change, to infrastructure, to healthcare, to economic inequality needs to be reconsidered if we are to survive.

 

Education is an essential piece of that puzzle.

 

We cannot continue to consume resources like there is no tomorrow – or there will be none.

 

We cannot continue to treat billionaires like the most vital part of our society when they are really nothing but parasites on it.

 

And we cannot continue to undercut our public education system and expect our next generation to be in a better position than we are today. In fact, doing so ensures that it won’t be.

 

Not only do we have to pay for our kids to be educated, we have to pay for ALL kids – black, white, brown, girls, boys, Christians, Jews, Muslims, immigrants, native born — all of them.

 

We have to integrate, educate and eliminate the school-to-prison pipeline.

 

And we have to stop wasting the money we do allocate on pointless profit-making endeavors for corporations that give little to nothing back to the children they are meant to be serving. That means no more privatized schools, no more high stakes standardized testing, no more shady ed tech, corporate written academic standards and union busting initiatives.

 

We have to ask ourselves – will we continue to support a culture of death where war and inequality are prioritized over nurturing and care? Or will we finally engage in a culture of life, where education and equity are the driving forces of society?

 

We can continue to be the laughing stocks of the world with our guns and superstitions, or we can get off our asses and start working toward a better world for all.

 

The old ways will not work in this new millennium.

 

It is entirely unclear whether we will heed the call from this crisis or hide our heads in the sand.

 

But the future of our nation and the well-being of our children are being decided right here, right now, this very minute.

 

Time to invest.

 


Email your members of Congress and tell them to keep students learning and educators working.


 

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

book-2