Pittsburgh School Board Candidate Anna Batista Takes Big Money From Special Interests

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“Few men have virtue to withstand the highest bidder.”

-George Washington

 

Anna Batista, a corporate consultant at Highstreet Consulting running for Pittsburgh School Board, is taking thousands of dollars in donations from big money interests.

 

A quick look at campaign finance reports on Allegheny County’s Website shows Batista took beaucoup bucks from school privatization lobbyists, real estate developers, lawyers, and financial advisors.

 

Meanwhile, her opponent Pam Harbin, a public school watchdog, is supported almost exclusively by grassroots donations.

 

 

Both candidates are running for District 4, which serves parts of Squirrel Hill, Point Breeze, Shadyside and North Oakland. Since they’ve cross filed and will appear on both the Republican and Democratic primary ballots, the seat should be decided in the May 21 primary.

 

Batista and Harbin have raised similar amounts for their campaigns. Harbin has $33,412.95 while Batista has $32,414.

 

Batista has support from at least two troubling industries – school privatizers and corporate crusaders – which are nowhere to be seen in her opponents financials.

 

Particularly troubling to me are the charter school and voucher advocates.

 

Someone shouldn’t be running for a public school board with backing from the same vultures demanding public schools be dismantled and their assets and funding siphoned away to private industry. Charter schools cost the Pittsburgh Public district more than $85 million per year in tuition payments. While the district has no plans to open new public schools, it is forced to open new charter schools every time one of these publicly financed but privately run institutions appeals to the state Charter Appeal Board, further draining resources away from remaining public schools.

 

In fact, Batista is using “Students First” as a title on her campaign mailers. This is the name of a well-known school privatization group founded by infamous public school saboteur Michelle Rhee. The education justice movement across the country and here in Pittsburgh has been fighting Students First for years. They are infamous for dumping money into Pennsylvania politics to back legislators friendly to school privatization. No one who is serious about education justice would use this title: either Batista does not know about Students First, she knows and doesn’t care, or she is being intentional in signaling to privatizers that she is on their side.

 

Students First merged with 50CAN, a national group focused on vouchers and school privatization that grew out of ConCAN, started by Connecticut hedge fund managers. Betsy DeVos, now U.S. Secretary of Education, praised the merger and has done similar work for years through her own organization with the same privatization agenda. Here in Pennsylvania, the local branch is PennCAN. Their director, who also sits on the board of a local charter school asking for approval to set up shop in Pittsburgh, is one of Batista’s donors.

 

The largest donations are noted below. Chief among these are:

 

-Rachel Amankulor, PennCAN and Catalyst Charter School board member. (Pittsburgh Public School Board denied Catalyst’s application citing problems with its plan to accommodate students with disabilities, among other issues, but the state Charter Appeal Board overturned the board’s decision and the case may now go to Pennsylvania Supreme Court.)

 

-Catherine Axtman, spouse of William Axtman who sits on the Propel Charter School Board

 

-Kirk Burkley ($500) and Robert Bernstein ($250), of Bernstein- Burkley, a Pittsburgh law firm specializing in Business Law, Creditors Rights, Oil & Gas, Bankruptcy, & Real Estate. (Burkley ran against school board member Lynda Wrenn in 2015 – a race fought in large part around privatization issues!)

 

-Allison McCarthy, Vice President of Teach for America; Catalyst Charter School Board Member; and Broad Academy graduate (Eli Broad is a major privatizer who started the Broad Academy of which Devos is a graduate.)

 

-Nathaniel Yap, spouse of Brian Smith, Catalyst Charter Founder and CEO ($1,000)

 

And then we come to the big business partisans.

 

Many of these advocate for tax deferment programs to entice businesses into the Pittsburgh area on the condition that they are allowed to escape paying taxes or pay at a reduced rate for a certain number of years. Programs such as Tax Incremental Financing (TIFs) put a heavier burden on the schools than other public resources. They cost the school district 50% as opposed to the county and city, which only lose 25% of their owed taxes each.

 

Local politicians like County Executive Rich Fitzgerald and Pittsburgh Mayor Bill Peduto  – though Democrats – are chief advocates of these types of neoliberal, business friendly programs. While the city and county have nothing to do with Pittsburgh Public Schools, they do often expect the School Board to rubber stamp TIFs. The School Board is an independent taxing body, but they are rarely brought to the table at the beginning of the process.

 

Corporate donors include:

 

-Friends of Rich Fitzgerald ($500)

 

-People for Bill Peduto ($2,000)

 

-Gregg Perelmann, Walnut Capital ($1,000)

 

-Todd Reidbord, Walnut Capital (Developers of Bakery Square and other projects that have received a number of TIFs)

 

-Helen Casey, CEO of Howard Hanna

 

-John Katz, Brandywine Agency ($1,000 plus in-kind) (His office in the Squirrel Hill business district is worth thousands)

 

-Paul Katz, Brandywine Agency ($250)

 

-Patricia Katz, Brandywine Agency ($1,000)

 

-Rod Werstil, McKinney Properties ($500)

 

-Kevin McKeegan, Meyer, Unkovic & Scott LLP (Pittsburgh Real Estate Law)

 

-Luke Meyers, Skadden, Arps, Slate, Meagher & Flom LLP and Affiliates (New York Real Estate Law)

 

-Nancy Finkelstein, Schulte Roth & Zabel (Finkelstein’s Linkedin Profile includes this quote: “I have concentrated my practice on representing private equity funds, investment banks, hedge funds, financial institutions, finance companies and high-net-worth individuals in a wide variety of transactions, including financings, debt restructurings, leveraged acquisitions, and collateralized loan facilities.”)

 

-Steven Massey, Federated Investors

 

-Richard Lerach, Gateway Financial

 

-William Sheridan, Reed Smith LLP (“Represented managed care defendants in obtaining dismissal of antitrust conspiracy and monopolization claims.”)

 

All of this is truly troubling for someone running to serve as a school board director.

 

Compare Batista’s financials with that of her opponent Harbin.

 

In at least two instances, Harbin won endorsements and donations from organizations Batista had been courting.

 

Pittsburgh Federation of Teachers gave Harbin $5,000 instead of Batista.

 

Likewise, Unite! Pittsburgh gave Harbin $1,500 over Batista. This is State Rep. Summer Lee’s PAC. The organization supports candidates running on a criminal justice slate who are committed to ending the school-to-prison, poverty-to-prison, and addiction-to-prison pipelines.

 

Other notable donations to Harbin’s campaign include:

 

-Women for the Future Pittsburgh ($500)

 

-Friends of Chelsea Wagner ($500) (Wagner is Allegheny County Controller and one of the founders of Women for the Future Pittsburgh)

 

-Michael Fine ($2,800) physician for the Veterans Administration

 

-Kathy Fine ($2,800)  Michael’s wife and long-time education justice activist who fought against the closing of Pittsburgh’s Schenley High School.

 

-Nancy Bernstein ($1,000) J Street Board Member (J Street organizes and mobilizes pro-Israel, pro-peace Americans who want Israel to be secure and democratic.)

 

These are exactly the kind of donations you’d expect from a grassroots candidate – labor unions, progressive political promoters and activists.

 

Full disclosure: Though I live just outside of the Pittsburgh area, I am not unbiased in this race. I consider Harbin a friend and fully support her run for school board.

 

However, the donations outlined in this article are all facts. Feel free to go to the county Website and see for yourself.

 

Our children deserve better than Batista – a school director in the employ of the same forces out to sabotage education and pick the remains clean for their own individual ends.

 

Call me crazy, but I think children should be an end in themselves.

 

School board candidates who put themselves up for sale like Batista don’t deserve your vote. They’ve already sold theirs to the highest bidder.


 

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

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The Best School Innovation Would Be More People

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Public schools thrive on innovation.

 

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

 

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

 

Education Technologies.

 

School privatization.

 

Standardized tests and Common Core.

 

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

 

And each and every one of them is pure bullshit.

 

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

 

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

 

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

 

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

 

But BusinessDictionary.com finds a tellingly distinct meaning:

 

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

 

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

 

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

 

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

It’s really that simple.

 

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

 

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

 

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

 

People.

 


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

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Let Voters Fix Harrisburg School Board – Not State Takeover

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Pushing the self-destruct button is the ultimate measure of last resort.

 

But that’s how several Pennsylvania lawmakers are suggesting we fix the dysfunctional Harrisburg School Board.

 

An election that could oust most of the very school directors responsible for the district’s troubles is less than a month away. But Democratic Representative Patty Kim, Republican Senator John DiSanto and Harrisburg Mayor Eric Papenfuse all say we shouldn’t wait – The state should takeover the Harrisburg School District immediately.

 

This would effectively destroy all democratic government in a district located in the state capital.

 

While senators and representatives from all over the Commonwealth work to enact the will of their constituents from Pittsburgh to Philadelphia, residents at city schools a few miles away would be robbed of their own voices.

 

Under state law, if the district were put into receivership, a court-appointed receiver would assume all the functions of a locally elected school board, except the power to raise and levy taxes. This appointee would effectively take charge of the district’s personnel and finances.

 

Oversight and public input essentially would be repealed. The receiver could do whatever he or she liked and there’s little anyone could do about it.

 

It’s a bad idea anywhere, though one can understand why state lawmakers have suggested it here.

 

Harrisburg Schools are a mess, and it’s largely because of the inept leadership of Superintendent Sybil Knight-Burney and five of the nine-member school board who consistently support her every move.

 

Declining academic performance, high teacher turnover rates, and poor fiscal management – all are hallmarks of the way Harrisburg schools have been run.

 

The state even suspended more than $10 million in funding to the district after the board voted not to cooperate with an audit requested because of allegations administration had mismanaged federal grant funds.

 

But the district’s problems begin before the school board even enters into the picture.

 

Like nearly every urban district in the Commonwealth, Harrisburg has a history of being neglected and underfunded. One estimate puts the Harrisburg shortfall between $35 million and $38 million a year.

 

That’s why the district is already under a state-mandated recovery plan. It serves a poor community whose tax base simply cannot support the needs of its own children. Like other impoverished schools, the administration and board are required to work with a recovery officer.

 

This recovery plan has not miraculously fixed the district’s problems. It’s magical thinking to suppose that a court-appointed receiver would do any better.

 

If the state wants to help, it should provide equitable and sustainable funding. However, it is completely reasonable that state lawmakers wait until responsible adults have taken back the school board first.

 

A citizen-led school reform group called CATCH (Concerned About the Children of Harrisburg) has been pushing to oust the incumbents who have consistently supported the administration’s disastrous decisions, most of whom are up for re-election.

 

There are nine board members. Five invariably vote with the administration: Danielle Robinson, Ellis Roy, Lola Lawson, Patricia Whitehead-Myers, and Lionel Gonzalez.

 

 

Three unfailingly vote against the administration: Brian Carter, Judd Pittman and Carrie Fowler. There is one wild card: Joseph Brown, who was just appointed to take a vacant seat on the board this month and has mostly abstained from voting.

 

Of these, Brown and all of those supporting the administration but Robinson are up for re-election.

 

To flip these seats on the board CATCH is pushing for Gerald Welch, Doug Thomson-Leader, Steven Williams, and Jayne Buchwach. The local teachers union, the Harrisburg Education Association (HEA), and the local chapter of The American Federation of State, County and Municipal Employees (AFSCME) endorsed all of them and an additional one – James Thompson.

 

If even two of the newcomers are elected, that will shift the balance of power away from those who have enabled an administration infamous for irresponsible errors and neglect purchased at the expense of personal favors to weak willed school directors.

 

This includes an accounting error that kept 54 former employees on its healthcare plan, an investigation into improper grading allegations at one of its high schools, rapid teacher turnover, and falling student test scores. Administrators haven’t even presented a budget for the 2019-20 school year yet!

 

Meanwhile, this same quintet of school directors rewarded administration by reappointed Superintendent Knight-Burney last spring, hiring controversial attorney James Ellison as solicitor despite a record of fraud, lawsuits and delinquent taxes, and three times refused to fill Melvin Wilson’s vacant board seat with a candidate who had broad public support and instead punted the decision to the courts.

 

Despite an almost laughable record of corruption in the district, voters have a chance to change course in less than a month.

 

All of the reform candidates are Democrats so the matter could be settled by the May 21 primary.

 

It would be beyond absurd for the state to step in and deny the public the right to correct its own ship.

 

However, though new candidates could be elected in a matter of weeks, they wouldn’t be sworn in until December. So even under the best of circumstances, city schools would remain under the dysfunctional board for the foreseeable future.

 

That’s not good. There’s a lot of damage a lame duck board could do in that time. However, the alternative of receivership is worse.

 

Once you take away a school district’s right to govern itself, it’s hard to get it back again. Plus there is no guarantee that appointed bureaucrats will do a better job. In fact, they rarely do.

 

Education Secretary Pedro Rivera has remained silent on the issue of receivership. But in a recent statement he said his department “will consider all actions allowable by law” to guide the district through a financial recovery plan.

 

Here’s hoping that democracy is allowed to flourish in the capital of Pennsylvania.


 

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

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Sell Your Soul to the Testocracy: Kamala Harris’s Faustian Teacher Raises

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I love the idea of Kamala Harris’ plan to give teachers a pay raise.
 

But once we get past ideas, it’s way more troubling.

 

The California Senator and Democratic Presidential hopeful is proposing a $13,500 pay increase for the average teacher, with the exact number based on the size of each state’s pay gap.
 

That’s $315 billion more over a decade through federal matching funds, which amounts to a 23 percent salary increase for most educators.

 

Yes, please!

 
I could certainly use a raise.
 

But as Joe Moore said, “You can’t trust a promise someone makes while they’re drunk, in love, hungry, or running for office.”

 
And Harris IS running for office.

 

With this policy she’s wooing the national teachers unions and filling the neoliberal seat left by Hillary Clinton in 2016.

 
I love my union, but its leadership is like a college kid during spring break – ready to jump into bed with anyone who says the right words.
 

The fact of the matter is this plan also is favored by the people out to destroy my profession from the inside out.
 

Arne Duncan likes it.
 

Yes, THAT Arne Duncan!

 
Obama’s first Education Secretary. The guy who thought Hurricane Katrina was the best thing to happen to New Orleans because it allowed the government to close the public schools and replace them with charter schools.

The man who held federal grant money hostage unless schools enacted his unproven and disastrous corporate driven education reforms.
 

 
The man who encouraged pushing out teachers of color who had four year education degrees in favor of mostly white Teach for America temps with a few weeks crash course training.
 

 
The man who encouraged a rapid increase in high stakes standardized testing, narrowed curriculum, let class sizes balloon and decreased authentic lessons.

 
THAT Arne Duncan wrote this about Harris’ plan on Twitter:
 

 

“Radical idea: pay the professionals we entrust to teach, nurture and mentor our children a better salary!”

 

 

 

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How to reconcile the two?

 

 
I draw your attention to what he said on a recent book tour:

 

 

 

“If we were willing to invest in high-quality early childhood education, if we’re willing to pay great teachers and great principals significantly more, the benefits to our society, the benefits to our economy, the benefits to our democracy I think would be extraordinary…

[But] Money is never enough. So you’ll never hear me say, it’s only about money. For me it’s always about your high expectations as well as high support. And we have to hold ourselves accountable for great results. When schools aren’t working, we have to be willing to challenge the status quo. So investment is part of it, but high expectations have to go with that, and we have to hold ourselves accountable as educators for results, absolutely.”

 

 
So for Duncan this plan is entirely consistent with corporate education reform.
 

 
In fact, it makes sense as a continuation of those policies.

 

 

When privatization cheerleaders like Duncan talk about “high quality teachers” and “accountability” what they really mean are strings attached.

 

 

In this case, they probably mean merit pay – giving bonuses to teachers whose students get high test scores.

 

 

It’s a terrible idea because it encourages bad behavior from teachers, administrators and districts, which in turn hurts kids.

 

 
Having all your teachers fight over the rich white kids who get the highest test scores doesn’t help the struggling students. It just means fewer educators will want to teach the underprivileged because they can’t take the financial hit that comes with it.
 

 
The result is test prep all day, every day.

 

 
I want a raise, but not if it means I have to bastardize my own profession down to that!
 

 
And it’s not just Duncan who loves this idea.

 

 

Catherine Brown, a senior fellow at the Center for American Progress (CAP), actually helped Harris write this proposal.

 

 

“It could be transformative in terms of how we think about elevating and modernizing the teaching profession and the federal role in doing so,” Brown said.

 

 

CAP is a neoliberal think tank that worked closely with the Obama and Clinton administrations. And Brown is also the co-author of “The Progressive Case for Charter Schools”.
 

 
Any plan to raise teacher salary that is consistent with increased privatization is inherently suspect.
 

 
You can’t champion authentic public schools and public school teachers while also pushing for more institutions run without the same transparency, democratic government, and enrollment standards. If you think schools should be able to cherrypick which students to accept, they should be run by appointed bureaucrats, and it’s fine to cut student services while pocketing the profits, you aren’t a friend of public education.

 

 

In an article she co-wrote published by CAP called “Fact Sheet: Yes, Increase the Salaries of All Teachers,” she made it clear that merit pay is a good idea.

 

 

She wrote:

 

 

“…there is still debate surrounding whether all teachers need a raise, or if it is enough to make changes for a select group of teachers through differentiated or merit-based pay. While differentiated and merit-based pay can help alleviate some specific teacher shortages, such as those in subjects or schools that are high-needs, they are not a substitute for higher base pay.”

 

 

Ultimately, Brown comes out in favor of an across the board salary increase for teachers, but in her view merit pay is part of that solution.

 

 
This is a backdoor for the same snake oil the privatizaters have been selling for years.

 

 

As education blogger Peter Greene points out, the language used in Harris’ proposal is right from the neoliberal playbook. It is full of the same euphemisms and code words that have signaled school privatization, high stakes testing and merit pay.
 

 
Consider this gem:

 

 

“Every child deserves a world-class education, regardless of their ZIP code. Of all in-school factors that impact their success, there’s nothing more important than our teachers.”

 

 
“World class education” and  “regardless of ZIP code” mean charter schools galore. And the only “success” these folks are interested in is high test scores.
 

 

Or this:
 

 

“Our plan will include a multi-billion dollar investment in programs that help elevate the teaching profession and support principals and other school leaders. This includes high-quality teacher and principal residencies early-career induction programs that pair new teachers with mentors and master teachers, career ladder models that allow for advancement opportunities for teacher leaders, and “Grow Your Own” programs that help increase teacher diversity.”

 

 

Greene says that the term “Career ladders” is a red flag because it usually denotes career stagnation. It’s code for adding more duties and responsibilities on teachers without actually furthering their careers.

 

 

If I’m honest, these are all red flags.
 

 

As much as I want a raise, I’m doubtful Harris’ plan would actually accomplish much other than selling my soul to the testocracy.
 

 
Ultimately that’s what this is – a Faustian bargain.

 

 
We need to invest in greater per pupil spending and let that translate into higher teacher salaries.

 

 
We need equitable and sustainable funding formulas that aren’t tied to testing or that don’t open the door for privatization.

 

 

 
And most of all, we need an understanding of the real challenges in education and not a piece of parchment where teachers are supposed to sign in blood.

 


 

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

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Pam Harbin Wants to Go From Pittsburgh School Board Watchdog to School Board Member

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My friend Pam Harbin is trying to undergo a startling metamorphosis.

 

 

She wants to transform from an education activist into a Pittsburgh School Director.

 

 
Now that Board President Lynda Wrenn is stepping down after 4 years, city voters in District 4 will have to decide whether Harbin can make the change. The election is on May 21.

 

 

Residents in parts of Squirrel Hill, Point Breeze, Shadyside and North Oakland already know Harbin as a fierce warrior for children’s civil rights, the plight of disabled kids and authentic public schools.

 
I’ve known Pam, personally, for years in my own role as an education activist. Though I don’t live in the city, I’ve participated in numerous collective actions to fight for the schools all our children deserve. And right beside me in every case – often in front of me – was Pam.

 

 

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I may not live in the district, but I wish I could vote for her. Harbin is an amazing leader with boundless energy, piercing intelligence, a deep knowledge of education policy, an advanced degree in finance and marketing, and an impressive track record of education justice achievements.

 
“I am deeply concerned for our system of public education,” she says. “The status quo isn’t working for all children. Thankfully, there are many people here in Pittsburgh and across the country who are fighting for investment in, and transformation of, our public schools. Unfortunately, their efforts are hindered by the well-funded organizations who fight for public school disinvestment, privatization, and for the elimination of teachers’ right to unionize.”

 

 

 

For the past 12 years, Harbin has been at the forefront of every major battle for the future of Pittsburgh’s public schools and the rights of its students.

 
Harbin was instrumental in pushing city school board directors to enact a suspension ban from Pk-2nd grade for minor non-violent conduct. She successfully fought to stop the district from implementing a physical restraint protocol that wasn’t trauma informed. She successfully fought against a policy that would have allowed school police officers to carry guns. She supported a successful Sanctuary Schools Policy for immigrant students. She also supported changes to the districts policies that would better welcome and include Pittsburgh’s LGBTQ students, including a change that allows students to use the bathroom that best fits their own gender identity.

 
Harbin and her coalition of local activists even made national news when they stopped the district from contracting with Teach for America, stopped the closing of 10 schools (after 23 were previously closed), pushed the board to hire a new Superintendent using an inclusive process that relied heavily on community input, and led the fight for a Community School Policy and the creation of 8 Community Schools.

 
Harbin has two challengers in the election: Anna Batista, a corporate consultant at Highstreet Consulting and Ashley Priore, a 19-year-old first year student at the University of Pittsburgh studying Business and English, who started a successful after school chess program for girls.

 
But despite facing a crowded field, Harbin has earned every organizational endorsement she has sought thus far, including the Allegheny County Democratic Committee, the Young Democrats of Allegheny County, the Stonewall Democrats and the Network for Public Education—an organization that frequently reposts my own writing as an education blogger and which is on the frontlines of education justice nationwide.

 

 

 

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Harbin is one of the most experienced education leaders ever to run for school board in the city. She co-founded the Education Rights Network (ERN), a parent-led organization working for fully resourced, inclusive and quality education for students throughout Pennsylvania. The ERN is part of One Pennsylvania, an organization that unites low income and working class activists to tackle the fundamental economic justice and political problems of local communities.

 
“Our members are workers, students, parents, seniors, people with disabilities, and retirees who are excited to learn, collaborate, and build power,” she says. “We follow the money, confront the power, and make the change.”

 

 

ERN is a member of Great Public Schools Pittsburgh, a coalition of community, faith, and labor organizations working together to create sustainable public schools in Pittsburgh—an alliance which Harbin also helped to found in 2013. Great Public Schools is affiliated on the national level with the Journey for Justice Alliance, the Dignity in Schools Campaign, and the Alliance to Reclaim our Schools.

 
Harbin is also a member and past Co-Chair of the Pittsburgh Local Task Force on the Right to Education (LTF), a parent-majority organization that works with administrators of Pittsburgh Public Schools and community agencies to improve services for students with disabilities.

 
And she serves on the board of directors and was past President of Evolve Coaching (formerly Arts for Autism Foundation of Pittsburgh), supporting individuals with disabilities and their communities through education, employment, and the arts.

 
No one else in the race—and maybe in the whole city—has a resume like Harbin’s.

 
Harbin believes her years of leadership for and service to Pittsburgh students and families have provided her with the needed foundation for a transition from community leader to school board member. She has attended or streamed more than 2,000 hours of school board meetings. She has served on Pittsburgh Public Schools (PPS) district-wide advisory committees, including the Community Schools Steering Committee, Envisioning Educational Excellence Advisory Committee, Parental Involvement Policy Committee, Excellence for All Steering Committee, and the Special Education Delivery Model Advisory Committee. And through these many committees and organizations Harbin has helped more than 100 individual families secure an IEP or a 504 plan for their children—in part because she understands better than most the byzantine world of public school special education services.

 
No one is better suited to this position than Harbin. I literally wish we could clone her and have her fill every vacancy on the board. She is that qualified, that experienced, and that effective.

 
If this sounds a bit like a love letter, it kind of is.

 

 

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I have many fond memories of fighting the power alongside Pam Harbin. I remember organizing events through Yinzercation with Pam, even canvasing local candidates door-to-door with her and my (then) 9-year-old daughter. No matter what, you could always count on Pam to be there for children.

 
“When our public schools are strong, our children and community thrive,” she says. “We have many great Pittsburgh Public Schools, teachers, and programs. But, in each school, there are children who can’t excel because their individual needs have not been met. We must do better.”

 

 

“We must remove the barriers that keep all of our children from fulfilling their dreams. This requires transformational, sustainable change in policy and practice at the local, state, and national level.”

 

 

If anyone can make that change happen, it’s Harbin. As someone who has a degree in finance, who is an experienced negotiator and a proven coalition builder, she is uniquely qualified to do so from within the board as she has been successful doing so from outside of it.

 

 

She has an ambitious set of goals and priorities if elected:

 

 

-Strengthening relationships between all stake-holders with an emphasis on child wellness.

 

-Defining success beyond standardized test scores to include authentic education practices, addressing trauma, disengagement, hunger, the quality of school food programs, the condition of our buildings and bathrooms, and children’s need for exercise and play.

 

 

-Achieving smaller class sizes and a smaller ratio of kids to adults in each building with more teachers, counselors, social workers, paraprofessionals, nurses, librarians, and other staff that keeps the building functioning at its best.

 

 

-Restoring funding to art, music, physical education, and other programming that keep kids wanting to come to school.

 

-Stopping criminalization and over-policing of students, and stopping the use of ineffective punishments that keep children away from their learning and put them on the track to drop out, to jail, and to poverty.

 

 

-Intentionally recruiting, retaining, and supporting educators of color and those who identify as LGBTQ.

 

 

-Working to make teacher mentoring, new teacher induction, and professional development better to make the very best use of teachers’ time and address key gaps in preparation to teach the wide spectrum of students in the district.

 

 

-Making teacher evaluation fair and consistent, not based solely on test scores or value added models.

 

 

-Ensuring teachers (and all school staff) are well paid, treated fairly, and valued for the critical work they do for children every day.

 

 

-Protecting collective bargaining rights so teachers (and all staff) have a voice to improve their schools – because teaching conditions are students’ learning conditions.

 

 

-Investing in the proven Community Schools model and work collaboratively with community partners to bring resources to each school.

 

 

-Working at the state level to force our legislators to finally provide adequate, equitable, and sustainable funding for public education and stop efforts to dismantle public education through vouchers and other privatization schemes.

 

 

-Building coalitions to improve the flawed state Charter School Law – Charter Schools must have more accountability for the delivery of education to all students, including disabled children, English Language Learners, and kids who are homeless or who are in foster care.

 

 

angel and pam

 

 

I could literally go on about Pam for another 10,000 words. Easy.

 

 

But let me close with this.

 

Harbin began her journey as an education leader when she started advocating for her own children at their first elementary school—Liberty elementary in the Shadyside neighborhood of Pittsburgh. She found that she could make a difference for a few children at a time by throwing herself into volunteer work at the school.

 

 

But then she realized that if she wanted to make a difference for more than just a few children that she needed to work with others. Indeed, to do this work effectively Pam has had to work with people of different backgrounds, races, opinions and ideologies. She has had to listen to others, to compromise, to build bridges, and to prioritize common goals in each of her coalitions. In short, she gets things done.

 

 

And she’s been doing that for more than a dozen years.

 

 

Not because she has no choice. Not because anyone is paying her to do so. Not because doing so is bringing her any riches or fame.

 

 

But because it has been the right thing to do.

 

 

And that’s the best endorsement I can imagine.


NOTE: Special thanks to Professor Kathleen M. Newman who helped edit this article.

 

Click HERE to join Pam’s campaign!


 

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

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Betsy DeVos’s Right Wing School Indoctrination Program

Betsy DeVos

 
What do you do when thinking people reject your political ideology?

 
You get rid of thinking people.

 
That’s Betsy DeVos’ plan to rejuvenate and renew the Republican Party.

 
The billionaire heiress who bought her position as Donald Trump’s Education Secretary plans to spend $5 billion of your tax dollars on private, religious and parochial schools.

 
This would be federal tax credits to fund scholarships to private and religious institutions – school vouchers in all but name.

 

 

It’s a federal child indoctrination program to ensure that the next generation has an increasing number of voters who think science is a lie, white supremacy is heritage and the Bible is history – you know, people just gullible enough to believe a reality show TV star who regularly cheats on his many wives with porn stars is God’s chosen representative on Earth. A measure to make child kidnapping, imprisonment and wrongful death seem like a measured response to backward immigration policy. A measure to make collusion and fraternization with the world’s worst dictators and strongmen seem like global pragmatism.

 
To make matters even more galling, consider the timing of DeVos’ proposal.

 

 

In the beginning of February, Donald Trump Jr. criticized “loser teachers” who he said were indoctrinating school children into – gasp – socialism.

 
At the end of that same month, DeVos proposed funding Christian madrasas from sea-to-shinning-sea.

 
Apparently indoctrination is just fine for conservatives so long as it’s the right kind of indoctrination.

 
But even beyond the blatant hypocrisy, this betrays a fundamental misunderstanding of the differences between public and private schools.

 
Florida’s GOP Governor Ron DeSantis tweeted that if a school receives public funding – whether it be a charter or voucher institution – it is a public school.

 
To which DeVos tweeted her glowing approval.

 
This makes a few things strikingly clear: either (1) these folks have no idea what happens at authentic public schools or (2) they’re pretending not to know so as to further their political and financial ambitions.

 
Authentic public schools do not indoctrinate children into socialism or any other ideology.

 
They’ll teach what socialism is and how it has functioned historically without commenting on its merits or deficiencies. It’s up to individual students to decide whether it’s a good thing or not.

 
Public schools are supposed to be ideologically neutral.

 
At most, they teach children how to think. They teach media literacy, skepticism and critical thinking skills.

 

 

If that leads kids away from Republican orthodoxy, it’s not the fault of the teacher or the child. It’s a problem with your orthodoxy.

 
You can’t proclaim the benefits of a marketplace of ideas and then decry that too many ideas are on display.

 
Nor can you conflate the way a school is funded with what that school actually does and how it teaches.

 
There is a world of difference between authentic public schools and their market based alternatives – especially the parochial and religious variety.

 
It’s the difference between telling students the answer and getting them to think about the answer. It’s the difference between total certainty and doubt, between trite truths and useful skills that can help you arrive at deeper truths.

 
When you ask children to think, you never know what conclusions they’ll draw. When you tell children what to think, you know exactly what conclusions you want them to hold.

 

 

Authentic public schools do not indoctrinate. Conservatives graduate from these hallowed halls the same as liberals, moderates and the politically checked out. The difference is that in a world where facts are prized and logic is exercised, conservatism becomes less appealing.

 

 

I’m not saying liberalism or progressivism is guaranteed, but they are certainly more fact-based world views than their opposites.

 
The same cannot be said of the kinds of institutions DeVos wants to bankroll.

 
They educate kids behind closed doors with little to no transparency for the public about how their money is being spent. But word seeps out of the cracks in the system.

 
We’ve seen the textbooks they use to teach. Their graduates have returned to the public square to tell us about the instruction they received.

 
The American Christian Education (ACE) group provides fundamentalist school curriculum to thousands of religious schools throughout the country. Included in this curriculum is the A Beka Book and Bob Jones University Press textbooks. A Beka publishers, in particular, reported that about 9,000 schools nationwide purchase their textbooks.

 

 

In their pages you’ll find glowing descriptions of the Ku Klux Klan, how the massacre of Native Americans saved many souls, African slaves had really good lives, homosexuals are no better than rapists and child molesters, and progressive attempts at equal rights such as Brown vs. Board of Education were illegal and misguided. You know – all the greatest Trump campaign hits!

 
We should not be funding the spread of such ignorance.

 

 

Frankly, DeVos’ ambitions have little chance of coming to fruition.

 
Two years ago, when Republicans controlled both houses of Congress, she wanted to spend $20 billion on the same nonsense. Her party refused to back her.

 
Now with Democrats in control of the House, it seems even more unlikely that her plan will pass.

 
But sadly smaller scale versions of it have been allowed by state legislatures throughout the country – often with full support from Democrats.

 
My own state of Pennsylvania spends $125 million in taxpayer dollars on the Educational Improvement Tax Credit (EITC) and Opportunity Scholarship Tax Credit (OSTC) programs to send children to private/religious schools. And every year legislators ask for more.

 

 

Why any Democrat would support conservative indoctrination programs is beyond me.

 
And this is true even though indoctrination is sometimes unavoidable.

 
To a limited degree, it may even be desirable. You might even say it’s a normal part of growing up.

 

 

Even the most fair-minded parents often want their children to hold at least some of the same values as they do. They want to be able to relate to their kids and view them as a continuation of the kinds of lives they lived.

 
But what’s okay for parents is not okay for governments.

 
If Mom and Dad want their kids to have a Biblical education, they should pay for it. The burden should not be shouldered by society since it’s not in society’s interest.

 
Governments have no right taking public money and using it to prop up private interests. And that’s exactly what this is.

 
It is political and religious interest. It is a way to circumvent skepticism and free thought.

 
It’s a way to ensure that in a time where information flows freely and dogmas crumble, people like Donald Trump continue to be elected.

 


 

Still can’t get enough Gadfly? I’ve written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

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Tying Kids’ Lunch Money to Test Scores? It’s No Crueler Than High Stakes Testing

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UPDATED

 

Most people agree that the best way to get kids to read isn’t by threatening to take away their lunch.

 
But an Arkansas state Representative is threatening to do just that – sort of.

 

Rep. Alan Clark, a West Memphis Republican, proposed a bill that would cut “Lunch Funding” for impoverished children in state schools where students struggle with standardized reading tests.

 

However, he’s not proposing we take away kids’ food.

 

If passed, the bill would reduce a district’s National School Lunch funding – a state mechanism that distributes extra resources to schools with high concentrations of students who qualify for free lunch programs – if student test scores don’t rise over a period of time. This would cut things like professional development and tutoring.

 

However, this has been confused with the federal program of the same name and drawn almost universal condemnation.

 

“I would never starve kids,” Clark said. But he would starve their schools of resources.

 

Either way, his proposal is obviously unfair.

 

Only a monster would think you can incentivize reading comprehension by threats and coercion.

 

It’s like saying “You’d better understand this complex puzzle OR ELSE!

 

Learning doesn’t work that way.

 

But Clark sees things from a different perspective – that of business and industry. He told KTHV, a state television network:

 

“In most businesses I would be laughed at for suggesting such a small goal. But sadly many educators act like I have asked them to storm the beaches at Normandy… It appears I have much more faith in our schools than many of our educators do.”

 

This is what happens when you elect people without empathy or intelligence to public office.

 

I wonder if Clark would do a better job representing the people of his state if they threatened to lower his salary based on his popularity polls.

 

It says a lot about us that people react so viscerally to the inaccurate idea that Clark is suggestion we withhold food from bad test takers. That’s unthinkable. But it isn’t really that much more cruel than the way we actually treat students.

 

Our entire federal education policy is based on just such inhuman treatment of children.

 

After all, we still hold kids, schools and teachers “accountable” by student test scores. The consequences though aren’t an empty belly. They’re crowded classrooms and fewer tutors.

 

In every state of the union, students are required to take high stakes standardized tests in reading and math. If they don’t do well, we take away their resources.

 

Sure, we don’t deny them food, but we deny them many other things they need to learn.

 

We lower funding to their schools so that they have larger class sizes, fewer teachers, narrowed curriculum, etc. We threaten to withhold their diplomas and any chance of ever earning more than minimum wage. In many cases we tie teachers salaries, reputations and even employment to these same scores. Sometimes we even take away their parents right to govern their children’s schools so that all administrative decisions are made by state flunkies. Or we force their authentic public schools to become charter institutions so that spending decisions happen behind closed doors without accountability and even whether a student can enroll or not becomes a decision of the private management company and not simply something that is the students’ by right of living in the district.

 

It may not be as severe as the idea of Test Scores for Food, but it’s the same in kind.

 

In both cases, we tell kids – “Increase test scores, OR ELSE!” It’s just a difference of consequence.

 

Call me crazy, but that’s nearly as cruel and wrongheaded.

 

Keep in mind, all of this takes for granted that standardized tests are adequate and fair assessments of student learning in the first place. This has never been proven. In fact, it has been cast in serious doubt after more than a century of academic study. Ask anyone to narrow their thinking down to four prepackaged choices and you’ll find them trying to guess what the test-maker wanted more than what the truth is. Critical thinking, analysis, innovation – these escape any multiple choice exam.

 

But even if we go with this empty assumption, it flies in the face of everything we know about the way human beings acquire knowledge and demonstrate skills.

 

When kids struggle with learning, you can’t get them to do better with threats. Or at least you can only do that if those children are doing poorly on purpose.

 

Kids who just aren’t trying hard enough might be incentivized by threats. But even then it transforms learning into a means to an end. Once you do that, you destroy their natural curiosity. Learning will never again be an end in itself. It will be a menial task you only do to get something else that you really want.

 

However, in most cases kids don’t struggle because they’re just lazy. They don’t need an incentive. They need help. They need resources.

 

It’s no wonder that children in rich and middle class neighborhoods have less trouble getting higher test scores. They have lower class sizes, more teachers, wider curriculum, more extra curricular activities, access to tutors, counselors, nurses and after school programs.

 

Poor kids don’t. THAT’S why they struggle.

 

And what do we do when that happens? We take away the meager resources they have!

 

If a teacher tried any of this crap in her classroom, she’d be fired for dereliction of duty – and she’d deserve it!

 

Just imagine if you told the kids who were struggling in your class that they didn’t deserve tutoring. Instead you were going to give extra help to the kids who got the best scores on the exam!

 

And if the struggling children continued to do poorly, you took away their desks. Now they had to sit on the floor!

 

THIS is the kind of thing we’re doing to our children nationwide.

 

It’s called TEST AND PUNISH, and it’s federal policy – often backed up by state and local law.

 

Moreover, it’s supported by both Republicans and Democrats alike.

 

We may not be  denying poor kids a meal, but we are denying them an equal opportunity at an education just the same.

 

It’s way past time that we wake up and see that.

 

We can point and jeer at what we thought this regressive Arkansas nitwit was doing, but we’re really pointing and jeering at ourselves.

 


NOTE: An earlier version of this story – like many in the state and national press – wrongly suggested that Clark wanted to withhold lunches from poor children based on test scores.


Still can’t get enough Gadfly? I’ve written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

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