The Same People Who Think Antiracists Have Gone Too Far Think Standardized Testing Hasn’t Gone Far Enough

Some folks are fed up with modern anti-racism.

Why?

For one, all this focus on equity has made it harder to support standardized testing.

That’s a big problem for these folks.

They think that if being against discrimination means also turning against something as obviously innocuous as fill-in-the-bubble tests, maybe it’s today’s brand of anti-racism that has to go.

However, most of us probably don’t see this as a difficult choice.

High stakes testing – like racism – is one of those really bad ideas that just won’t go away.

Since 2001 unless their parents actively opted out their children, standardized tests have been forced on all public school students in 3-8th grade and at least once in high school.

The scores have been used to judge students, teachers, schools – everything except the corporations who make and score the tests and then sell remediation needed to improve failing test scores. Good money if you can get it.

Low test scores have been used to justify closing schools in poor and minority communities, narrowing the curriculum in those communities to just the basics of reading, writing and arithmetic, and increasing racial and economic segregation through charter schools and voucher programs.

Most people can see it’s a scam and a racist one to boot.

In the United States, standardized testing was invented by eugenicists trying to prove white Europeans were better than darker skinned immigrants and thus deserved a privileged position in society. This is no hyperbole – in the early 20th Century they were literally used to justify the forced sterilization of tens of thousands of mostly poor, brown-skinned people.

And today the scores still routinely fail Black and Brown people while passing whites thus barring many people of color from graduation or college entrance.

However, describing such a state of affairs as “racist” has been criticized by a self-described anti-woke backlash.

People as diverse as Fox News correspondents, old school neoliberals and contrarian progressive academicians have taken arms together to fight against what they see as an overstatement of the degree of racism present in modern America and an attack on free speech.

John McWhorter, a linguistics professor at Columbia University, has long been an apologist for standardized testing and included his decades old arguments defending the practice in his new book, “Woke Racism: How a New Religion Has Betrayed Black America.”

Tony Norman, a columnist at the Pittsburgh Post Gazette, writes that McWhorter is:

“…an old-school Black progressive who doesn’t hide his disdain for white liberals and what he considers their Black enablers in academia and the culture. He argues that the anti-racism movement of the “elected” is more performative than intellectually serious and that the white allies who provide the shock troops at universities and street rallies are just as gross as white supremacists because their virtue signaling hides their condescension.”

Ultimately Norman concludes, “I agreed with so much of what the writer had to say about specific hypocrisies of white saviors while disagreeing with much of its premise.”

As a white person, I make no judgment on McWhorter’s overall thesis because I don’t feel qualified to do so.

However, as a classroom educator with more than two decades experience teaching mostly poor and minority students, I feel qualified to address the issue of testing.

After all, I have proctored hundreds of these assessments, seen their impact, studied the history and spoken with hundreds of people of color who oppose the tests and a few like McWhorter who defend them.

The linguist’s main argument can be summed up as follows.

Excusing people of color from the tests because they generally score lower is mere pity. People of color don’t need your pity. Give them the tools necessary to pass the tests like everyone else.

In 2014 he wrote:

“Is it the moral thing to exempt black and Latino kids from the serious competition we consider a normal part of life for all other children, instead of making an effort to prepare them for it?”

However, McWhorter seems to be missing the point.

Critics of standardized testing do not think the tests should be a “serious competition we consider a normal part of life for all other children.” It should be abolished altogether.

First of all, testing should not be about competition. It should be about assessment – telling who knows what, not judging who is worthy of what social and economic position later in life.

Second, it’s not just Black and Brown children who are hurt by the testing. It is ALL children.

These test are not unfair just to students of color. They are unfair to the poor, people from non-white cultures, the neurodivergent, and others.

The very term “standardized test” means an assessment based around a standard. It privileges the kinds of questions white students are more likely to get correct. After all, that’s how test questions are chosen – not based on the quality of the question but on whether the majority (i.e. white people) get the questions right and the minority (i.e. people of color and others) consistently get it wrong.

It’s not just about knowing math. It’s about knowing the cultural terms, shared experiences and assumptions the math question is embedded in.

McWhorter sees nothing wrong in this. He thinks people of color simply need the tools necessary to pass the tests even if that means being taught to respond as a white person would and to make the same linguistic assumptions and have the same cultural knowledge as privileged white people.

I think it’s kind of sad that in McWhorter’s view Black people would have to engage in such a radical and complete double consciousness or more likely give up their own uniqueness and assimilate as much as possible just to be considered the equal of a white person.

However, another thing he doesn’t seem to understand is that even if he got his wish and the playing field were level giving all children the same chances on the tests, it wouldn’t change a thing.

Standardized tests are bad at their job of assessing student learning – even when all test takers are white.

These exams are made up of multiple choice questions. This is not the best way to determine whether learning has taken place on complex topics. How a linguist could ever suppose even the most rudimentary subtleties of meaning could be captured by a simple A, B, C and D is beyond me.

Wittgenstein, Jakobson, Chomsky… all just so you could choose between a narrow set of prewritten answers!?

That seems to be McWhorter’s position because he criticizes proposed remedies to the problem:

“And yet it is considered beyond the pale to discuss getting the kids up to speed: Instead we are to change the standards—the current idea is to bring GPA, performance on a state test, and even attendance into the equation as well. What an honor to black kids to have attendance treated as a measure of excellence. What’s next, rhythm?”

However, it’s not a matter of adding ridiculous or insulting data to the mix to make Black kids look better. It’s about adding enough data to give a clear enough picture of a student’s learning.

At best a standardized test is a snapshot of a student’s learning. It shows what a student answers on a single day or even two or three. By contrast, grade point average (GPA) is made up of student assessments (informal, formal, formative and summative) over the course of 360 some days.

By that metric, alone, you should expect a GPA to be more accurate than a standardized test.

Whether you take other things into account like attendance, poverty level, per pupil spending at the school, etc. – that would just give more information.

It could be argued that some of these things are necessary and some irrelevant. But to consider standardized tests as the ne plus ultra is patently absurd.

In fact, if I were using a metric to accurately assess student learning, I would not include standardized testing at all. I would look at many of these other measures like GPA instead.

Standardized assessments are not being used because they are effective or accurate. They are a money-making scheme that victimizes those groups society doesn’t care about – the poor, people of color, English language learners, etc.

It is yet another system that enables and promotes white supremacy.

But don’t just take my word for it. Look to Black thinkers like Jesse Hagopian, Dr. Denisha Jones, Dr. Yohuru Williams, Jitu Brown, and Dr. Ibram X. Kendi who have spoken out against standardized testing. Look to the NAACP and the Black Lives Matter movement which have called for an end to standardized testing. Look to the Journey for Justice Alliance (JJA), a group made up of 38 organizations of Black and Brown parents and students in 23 states, who have never wavered in their opposition to high stakes standardized testing.

These tests are not just immoral because they’re racist, but they’re bad at the act of fairly assessing.

And part of the reason for that is their embedded prejudice.

An assessment that unfairly singles out certain groups not because of their lack of knowledge of the subject being tested but their different enculturation and lack of similar opportunities as the dominant culture can never be a good assessment.

But even if they didn’t do that, they would be like using a pencil to eat soup.

The systems of our society matter. Using the right tool matters.

Whether we call an appreciation of these facts being “woke,” “antiracist” or anything else does not.


 


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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!

Gadfly’s Most Outrageous Articles in 2021 That You May Have Missed or Been Too Polite to Share

The most popular topic people wanted to read about on my blog this year has been how teachers are dealing with the Covid-19 pandemic.

In short, it’s a mess.

We’re struggling big time.

In the media, they call it a teacher shortage, but it’s really an Exodus away from the profession for educators who are fed up with being treated like crap.

But that’s not the only thing I wrote about in 2021.

At this point in my career with everything crumbling around me, I have no more F’s to give.

I’m laying it all out straight. And this is from a blogger who has often been criticized for not holding anything back BEFORE!

Now I am pointing out all the elephants in the room.

And jaws have been hitting the floor.

Sacred cows? Not here. Have a burger.

So after already publishing a top 10 list of my most popular articles from the past year, I’ve compiled a list of ten more (or so) that didn’t get the acclaim but deserve it.

Some of these articles are not for the faint of heart.

If you’re tired of being polite and ignoring all the flaming dumpster fires that well behaved teachers aren’t supposed to mention, then you might enjoy some of these stories.

So buckle up. Here we go:


10) Lesson Plans Are a Complete Waste of Time 

Published: Sept. 16


 Views: 2,971


 Description: The title says it all. Stop wasting teachers’ time by making us fill out paperwork that won’t help us do our jobs but will make administrators and principals look good. We make our own plans for ourselves. We don’t need to share with you a bunch of BS with Common Core nonsense and step-by-step blah-blah that will probably have to change in the heat of the moment anyway. 

Fun Fact: Teachers in my building rarely say anything to me about my blog. But I got some serious appreciation on my home turf for this one.


9) Where Are the Parents? The School Shortage We Ignore 

Published: Nov. 17


 Views: 2,997


 Description: We talk about missing teachers, subs, aides, bus drivers, but not parents or guardians. We should. They are absolutely essential to student learning. I think there are a lot of good reasons why parents don’t participate in their children’s schooling, but they will never get the help they need if we continue to ignore this issue and throw everything on teachers and the school.


 Fun Fact: So many liberals lost their minds on this article saying I was attacking parents. I’m not. If people were drowning, you would not be attacking them by pointing that out and demanding help fishing them out of the water. It is not “deficit thinking” to acknowledge that someone needs help. It’s authentic advocacy for both students and parents.


8) I Triggered Bill Maher By Writing About Standardized Testing and White Supremacy 

Published: Nov. 3


 Views: 2,076


 Description: It wasn’t just liberals who were butt hurt by my writing – it was neoliberals, too. Comedian Bill Maher actually mentioned my article “Standardized Testing is a Tool of White Supremacy” on his HBO show. He joked that I was devaluing the term ‘white supremacy.” Sure. These assessments only help white people unfairly maintain their collective boot on the throats of black and brown people. That’s not white supremacy. It’s melanin deficient hegemony. Happy now!?

 Fun Fact: Maher’s assertion (I can’t claim it’s an argument because he never actually argued for anything) seems to be popular with neoliberals trying to counter the negative press standardized testing has been receiving lately. We need to arm against this latest corporate talking point and this article and the original give plenty of ammunition. My article was republished on Alternet and CommonDreams.org.

7) School Sports are Overwhelming Academics. Time to Kick Them Out

Published: Dec. 10


 Views: 2,080


 Description: Most of the world does not have competitive after school sports. Kids participate in sports through clubs – not through the schools. I suggested we might do that in the US, too. This would allow schools to use more of their budgets on learning. It would stop crucial school board decisions from being made for the athletics department at the expense of academics. It would remove litigation for serious injuries. Simple. Right?


 Fun Fact: So many folks heads simply exploded at this. They thought I was saying we should do away with youth sports. No. Youth sports would still exist, just not competitive sports through the school. They thought poor kids wouldn’t be able to participate. No, sports clubs could be subsidized by the government just as they are in other countries. Some folks said there are kids who wouldn’t go to school without sports. No, that’s hyperbole. True, some kids love sports but they also love socialization, routine, feeling safe, interaction with caring adults and even learning! But I know this is a radical idea in this country, and I have no illusions that anyone is going to take me up on it.

6) Critical Race Theory Articles

A) If You’re Afraid Kids Will Learn Racism is Bad, Perhaps Public School is Not For You 

B) Public Schools Are Not Indoctrinating Kids About Racism. Voucher Schools ARE

C) Muzzling America’s Teachers with a Ban on Critical Race Theory is What Orwell Warned Us About

Published: (A) Oct. 14, (B) Jun3 17, (C) July 2


 Views: (A) 1,918, (B) 1,869 , (C) 1,207


 Description: Republicans have a new racist dog whistle. They pretend white people are being taught to hate themselves by reference to a fake history of the US called Critical Race Theory. In reality, schools are teaching the tiniest fraction of the actual history of racism and Republicans need that to stop or else they won’t have any new members in a few generations. I wrote three articles about it this year from different points of view than I thought were being offered elsewhere.


 Fun Fact: I’m proud of this work. It looks at the topic from the viewpoint of academic freedom, the indoctrination actually happening (often at taxpayer expense) at private and parochial schools, and the worthy goal of education at authentic public schools. Article B was republished on CommonDreams.org.

5) County Council Election Articles


A) Why a Public School Teacher is Running for Allegheny County Council

B) A New Children’s Fund – Reducing Student Inequality Through Allegheny County Council


C) I Fought the Do-Nothing-Incumbent, and He Won

Published: (A) March 19, (B) April 2, (C) May 26


 Views: (A) 514 (B) 111 (C) 248


 Description: I ran for office this year in western Pennsylvania. I tried for Allegheny County Council – a mid-sized position covering the City of Pittsburgh and the rest of the second largest county in the state. Ultimately, I lost, but these three articles document the effort. 

Fun Fact: These articles explain why a teacher like me ran for office, how I could have helped public schools, and why it didn’t work out. Article C was republished on CommonDreams.org.

4) Vaccine Articles


A) How I Got the Covid Vaccine: an Immunization Odyssey

B) Hope During a Pandemic is Both Hard and Inescapable


Published: (A) Jan. 30, (B) March 11


 Views: (A) 451 (B) 229

 Description: These are terrifying times. In the future people may look back and wonder what happened. These two articles document how I got vaccinated against Covid-19 and my thoughts and feelings about the process, the pandemic, and life in general.


 Fun Fact: It hasn’t even been a full year since I wrote these pieces but they somehow feel like they were written a million years ago. So much has changed – and so little.

3) What is Taught in Public Schools? Volunteer as a Substitute Teacher and See for Yourself! 

Published: Oct. 20


 Views: 733


Description: Pennsylvania Republican state legislators were whining that they didn’t know what teachers were doing in public school. So they proposed a BS law demanding teachers spend even more of their never-ending time giving updates. I suggested legislators could just volunteer as subs and see for themselves.


 Fun Fact: So far no Republicans have taken me up on the offer and their cute bit of performative lawmaking still hasn’t made it through Harrisburg.

2) We Don’t Need More ADVICE on How to Safely Reopen Schools. We Need RULES.


Published: July 29


 Views: 1,180 

Description: When it comes to stopping a global pandemic, we need federal action. This can’t be left up to the states, or the counties, or the townships or every small town. But all we get from the federal government about Covid mitigation in schools are guidelines. Stand up and do your F-ing jobs! Make some rules already, you freaking cowards!


 Fun Fact: As I write this, President Joe Biden just came out and said there is no federal solution to the pandemic. It’s not that I think the other guy would have done better, but this was a softball, Joe. History will remember. If there is a history after all this is over.


1) What I Told My Students About Yesterday’s Attempted Trump Coup


Published: Jan. 8


 Views: 2,297 

Description: On January 6, a bunch of far right traitors stormed the Capitol. This articles documents what it was like to experience that as a public school teacher with on-line classes during the pandemic.


 Fun Fact: Once again, history may want to know. Posterity may have questions. At least, I hope so. The article was republished on CommonDreams.org.


Gadfly’s Other Year End Round Ups

This wasn’t the first year I’ve done a countdown of the year’s greatest hits. I usually write one counting down my most popular articles and one listing articles that I thought deserved a second look (like this one). Here are all my end of the year articles since I began my blog in 2014:

 

2021:

Gadfly’s Top 10 Articles of 2021 – Shouts in the Dark

2020:

The Most Important Education Articles (By Me) That You Probably Missed in 2020

Outrunning the Pandemic – Racing Through Gadfly’s Top 10 Stories of 2020

 

2019:

Sixteen Gadfly Articles That Made Betsy DeVos Itch in 2019


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2018:

A Gadfly’s Dozen: Top 13 Education Articles of 2018 (By Me)

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2017:

 

What’s the Buzz? A Crown of Gadflies! Top 10 Articles (by Me) in 2017

 

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Hidden Gadfly – Top 5 Stories (By Me) You May Have Missed in 2017

 

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2016

Worse Than Fake News – Ignored News. Top 5 Education Stories You May Have Missed in 2016

 

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Goodbye, 2016, and Good Riddance – Top 10 Blog Post by Me From a Crappy Year

 

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2015

 

Gadfly’s Choice – Top 5 Blogs (By Me) You May Have Missed from 2015

 

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Who’s Your Favorite Gadfly? Top 10 Blog Posts (By Me) That Enlightened, Entertained and Enraged in 2015

 

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2014

 

 

Off the Beaten Gadfly – the Best Education Blog Pieces You Never Read in 2014

 

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Top 10 Education Blog Posts (By Me) You Should Be Reading Right Now!

 

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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!

Gadfly’s Top 10 Articles of 2021 – Shouts in the Dark

I work very hard on this blog.

It’s not exactly easy to fit in so many articles – 53 so far this year – between teaching full time.

And I’ve been doing it for 8 years – since July 2014.

In that time, this site has earned 2.3 million hits – 218,603 just this year.

I’m proud of the work I’ve done here.

I haven’t changed the world, but I’ve been heard. Occasionally.

As a classroom teacher, that’s really what I’m trying to do. In my everyday work, few people whose grade I’m not calculating actually listen to me. And even then it’s not always a given.

I want to believe my words have an impact – that policymakers read what I write and consider it before offering new measures and revising old ones.

But as time goes on, I wonder if any of that actually happens. These days my writing feels more like a shout in the dark than anything else.

At best, from the comments I often get on my articles (and the fact that 14,887 people have signed up to follow my work), it seems at least that I am not shouting alone.

We are all yearning to be heard.

These are the cries that most of us seemed to have in common this year:


10) Top 6 Administrative Failures of the Pandemic Classroom

Published: May 22


 Views: 3,014


 Description: This is a postmortem on the 2020-21 school year. Here are the six policies that really weren’t working from social distancing, to cyber school, hybrid models, and more.


 Fun Fact: I had hoped that laying out last year’s failures might stop them from being tried again this year or at least we might revise them into policies that worked. In some instances – like cyber school – there seems to have been an attempt to accomplish this. In others – like standardized testing – we just can’t seem to stop ourselves from repeating the same old mistakes.

9) Why Does Your Right to Unmask Usurp My Child’s Right to a Safe School?

Published: Aug 17


 Views: 3,151


 Description: It seemed like a pretty easy concept when I first learned it back in civics class. Your right to freedom ends when it comes into conflict with mine. But in 2021, that’s all out the window. Certain people’s rights to comfort (i.e. being unmasked) are more important than other people’s right to life (i.e. being free from your potential Covid).


 Fun Fact: This was republished in CommonDreams.org and discussed on Diane Ravitch’s blog.

8) Stop Normalizing the Exploitation of Teachers 


Published: Nov. 26


 Views: 3,716


 Description: Demands on teachers are out of control – everything from new scattershot initiatives to more paperwork to having to forgo our planning periods and sub for missing staff nearly every day. And the worse part is that each time it’s done, it becomes the new normal. Teaching should not be death by a million cuts.


 Fun Fact: This was another in what seemed to be a series of articles about how teaching has gotten more intolerable this year. If anyone ever wonders what happened to all the teachers once we all leave, refer to this series.

7) Top Five Actions to Stop the Teacher Exodus During COVID and Beyond


Published: Oct. 7


 Views: 5,112


 Description: Teachers are leaving the profession at an unprecedented rate this year. So what do we do about it? Here are five simple things any district can do that don’t require a lot of money or political will. They just require wanting to fix the problem. These are things like eliminating unnecessary tasks and forgoing formal lesson plans while increasing planning time.


 Fun Fact: Few districts seems to be doing any of this. It shows that they really don’t care.


6) I Love Teaching, But…


Published: Dec. 20


 Views: 5,380


 Description: This is almost a poem. It’s just a description of many of the things I love about teaching and many of the things I don’t. It’s an attempt to show how the negatives are overwhelming the positives.


 Fun Fact: This started as a Facebook post: “I love teaching. I don’t love the exhaustion, the lack of planning & grading time, the impossibly high expectations & low pay, the lack of autonomy, the gaslighting, the disrespect, being used as a political football and the death threats.”

5) My Students Haven’t Lost Learning. They’ve Lost Social and Emotional Development  


Published: Sept. 30


 Views: 6,422


 Description: Policymakers and pundits keep saying students are suffering learning loss from last year and the interrupted and online classes required during the pandemic. It’s total nonsense. Students are suffering from a lack of social skills. They don’t know how to interact with each other and how to emotionally process what’s been going on. 

Fun Fact: This idea is so obvious to anyone who’s actually in school buildings that it has gotten through somewhat to the mass media. However, the drum of bogus learning loss is still being beaten by powerful companies determined to make money off of this catastrophe.

4) You’re Going to Miss Us When We’re Gone – What School May Look Like Once All the Teachers Quit


Published: Feb. 20


 Views: 9,385


 Description: Imagine a world without teachers. You don’t have to. I’ve done it for you. This is a fictional story of two kids, DeShaun and Marco, and what their educational experience may well be like once we’ve chased away all the education professionals. 

Fun Fact: This is one of my own favorite pieces of the year, and it is based on what the ed tech companies have already proposed.

3) The Teacher Trauma of Repeatedly Justifying Your Right To Life During Covid


Published: Jan 16


 Views: 9,794


 Description: How many times have teachers had to go to their administrators and school directors asking for policies that will keep them and their students safe? How many times have we been turned down? How many times can we keep repeating this cycle? It’s like something out of Kafka or Gogol. 

Fun Fact: It may not be over.

2) Teachers Are Not Okay


Published: Sept. 23


 Views: 14,592


 Description: This was my first attempt to discuss how much worse 2021-2022 is starting than the previous school year. Teachers are struggling with doing their jobs and staying healthy. And no one seems to care. 

Fun Fact: My own health was extremely poor when I wrote this. I was in and out of the hospital. Though I feel somewhat better now, not much has changed. This article was republished in the Washington Post, on CommonDreams.org, and discussed on Diane Ravitch’s blog.

1) Teachers Absorb Student Trauma But Don’t Know How to Get Rid of the Pain


Published: Nov. 10


 Views: 40,853


 Description: Being there for students who are traumatized by the pandemic makes teachers subject to vicarious trauma, ourselves. We are subject to verbal and physical abuse in the classroom. It is one of the major factors wearing us down, and there appears to be no help in site – nor does anyone even seem to acknowledge what is happening.


 Fun Fact: This one really seemed to strike a nerve with my fellow teachers. I heard so many similar stories from educators across the country who are going through these same things.


 

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!

I Love Teaching, But…

 
 
I love teaching. 


 
I love greeting the kids as they come into class every day. I love listening to their stories, making them laugh, giving advice, and calming their fears. I love accepting assignments, helping with problems, and making connections about things we talked about last week


 
I don’t love being perpetually exhausted.  


 
I don’t love struggling to keep my eyes open as I drive home every day. I don’t love shuffling through the door, dropping my bag on the floor and collapsing into bed for a few hours before I can even think about cooking dinner. I don’t love the paralysis every tiny decision gives me after making thousands of choices all day long in class. I don’t love missing giant chunks of my family’s life. 


 
I love teaching. 


 
I love inspiring kids to write. I love coming up with creative and interesting journal topics and poetry assignments. I love explaining the far out concepts – hyperbole, alliteration, onomatopoeia. I love jamming to Blackalicious’ “Alphabet Aerobics,” sharing “Whose Line is it Anyway” videos and trying to write paragraphs to the melodies of Miles Davis. 


 
I don’t love having so little planning time.  


 
I don’t love having to fly by the seat of my pants rehashing lessons that were getting stale two years ago but having no time to make them fresh or original. I don’t love trying to fit in as much grading as I can in class, trying to call or email parents on my lunch break. I don’t love having to fill in for missing staff 4 out of 5 days a week, being a glorified security guard in lunch duty, subbing for a teacher who isn’t absent but who has been called into an unnecessary staff meeting for yet another scattershot initiative to fight bogus learning loss.  


 
I don’t love the impossibly high expectations. 


 
I don’t love being praised for being the most important factor in school for student learning but bullied to ignore the importance of out of school factors. I don’t love being blamed for a child’s poverty or home life or the bias of standardized test questions. I don’t love being held responsible for everything by people who don’t listen to me and are, themselves, responsible for nothing


 
 
I love teaching. 
 


I love reading books with my students – both together and separately. I love going to the library and helping them find something suited to their tastes – try a Ray Bradbury classic;  maybe a new anime; and when you’re ready, a deep meditation by Toni Morrison. I love reading “The Outsiders” with my classes and experiencing Ponyboy’s story anew every year – feeling the highs, the lows, the losses, the victories. I love seeing the look on children’s faces when the realization dawns that they can no longer honestly say they hate reading, but only that sometimes it’s hard. I love catching them with a book in their bags or the same book on their desks being read over and over again because they love it so much. 


 
 
I don’t love the low pay.  


 
I don’t love that starting salary for most teachers is just $10,000 above the most generous minimum wage. I don’t love that becoming a teacher often means going into debt so you can earn a four-year degree in education and serve an (often unpaid) internship in the classroom just to make 14 percent less than those from professions that require similar levels of education. I don’t love that our salaries start low and grow even more slowly. I don’t love that many of us need a second or third job just to make ends meet. I don’t love that teachers get crap for having summers off (unpaid) but average 53 hours a week during the school year – making up for any downtime in June, July and August. 


 
I don’t love the lack of autonomy.  


 
I don’t love having to waste time writing formal lesson plans detailing what I hope to do every minute of every day complete with justifications and references to developmentally inappropriate academic standards written by the testing industry and political hacks. I don’t love being told to differentiate student learning but standardize my assessments. And when things go wrong, I don’t love being forced to enact scripted lessons when everything my students do and ask and feel and care about is unscripted. 


 
I don’t love the gaslighting. 


 
I don’t love having my health concerns about Covid-19 ignored as the school board votes to make our buildings mask optional while their children are quietly quarantined in greater numbers. I don’t love explaining to my administrators or principals about how useless standardized tests are and being told that my opinion is wrong. I don’t love how my educated viewpoints based on decades of classroom experience are always silenced by charter school operators, think tank goons and newly minted principals fresh out of prep schools funded by billionaire philanthropists who make money off the standardized testing industry. I don’t love being called a hero if I put my life on the line to keep children safe during a shooting or emergency but vilified if I ask for reforms to make sure it doesn’t happen (again).  


 
 
I love teaching.  


 
I love conferencing with students every step of the way as they write essays. I love providing whole group instruction, mini-lessons, and even reteaching it all at individual desks when they didn’t catch it the first time. I love watching students’ abilities grow with each passing day, with each line they write, with each assignment they turn in. I love cheerleading, championing and boosting their confidence until they can see their own powers increase. 


 
I don’t love the disrespect – sometimes in the classroom but often outside of it
. I don’t love being told I’m not man enough, not woman enough, too black, too brown, not black enough, not brown enough, not bilingual, not poor enough, too poor, too selfish, too selfless, too anything and everything. I don’t love being blamed for all the evils of society while having none of the power to change anything


 
I don’t love being used as a political football. I don’t love being scapegoated for the latest scare tactic jargon used to trick people into thinking public education is a failure when it works better than almost any other social program we have and would work even better than it does if we adequately, equitably and sustainably funded it. I don’t love having my work compared to that of teachers in other countries when our public education system teaches everyone and most others are extremely selective about who gets 12 years of schooling. I don’t love having to explain why complaints about per pupil spending in the US are misleading since they’re talking about averages and we don’t spend the money equally – some kids get riches and many get pennies. I don’t love getting hate mail and risking pink slips for teaching honest history or science while politicians foam at the mouth hurling racist dog whistles like “Critical Race Theory.” 


 
I don’t love getting death threats just for doing my job. I don’t love TikTok challenging students to slap a teacher or encouraging nationwide school bomb threats and shootings.  I don’t love going to trainings where the police offer advice on how to fight back if there’s a shooter because at that point it’s survival of the fittest in the middle school. I don’t love being in class and all of a sudden everything goes quiet and you hear a strange noise in the distance and wonder if this is the moment you have to make sure the door is locked and get the kids to take up their positions in the dark.  


 
 
I love teaching. 


 
I do.  


 
I really love teaching.  


 
But all this other stuff makes it hard to keep coming back and doing this thing I love


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The Endless Humiliation of Teachers


 
 
Comedian Rodney Dangerfield used to joke that he got no respect. 


 
For this punchline to work today he’d probably have to be a teacher. 


 
Because few other professions are less appreciated. 


 
A viral video making the rounds on social media shows South Dakota educators scrambling to pick up $1 bills in a hockey game sideshow.  


 
This was an opportunity for them to grab a few hundred dollars to buy school supplies for their classrooms.  


 
Can you imagine any other professional doing that?  


 
Lawyers giving foot rubs so their clients can get an appeal. Doctors grubbing on a bathroom floor for their patients’ pain pills. Police squeezing into a cash grab booth to fund new bullet proof vests. 


 
Nope. It would never happen because these careers are held in high esteem. And you can tell that based on their salaries and/or the resources provided to do their jobs.  


 
But teachers… We seem to have a perpetual “Kick Me” sign taped to our backs


 
We’re underpaid given the years of schooling necessary for employment. 


 
We’re given huge classes and few supplies. (In fact, we’re expected to buy pencils, books, tissues – whatever our students need.)  


 
We’re scapegoated for every social ill in the country but whenever it comes time to find solutions, we’re ignored completely in favor of tech billionaires many of whom dropped out of school and “earned” their fortunes based on loans from rich parents or corporate welfare.  


 
But somehow WE have to grovel on the floor to scrape together enough money to take care of other people’s kids. 


 
It makes me want to throw up.  


 
I can almost hear the reality show TV producers queuing up to make pitches for their next project.  


 
“How about this? Teachers trapped in the woods have to take each other out with paint guns and the last one gets a new set of textbooks!” 


 
“What’ll we call it?” 


 
“How about The Hungry for Education… er… Games?” 


 
“I’ve got a better one. We have high school biology teachers compete for a chance to pay off their student loans by answering trivia questions about marine biology…” 


 
“Yeah and we could call it Squid… er… Game?” 


 
“Try this one on for size. Teachers competing in a marathon to win a HEPA filter to reduce Covid-19 in their classrooms …” 


 
“Ooooh! We could call it The Running… er… Man?” 


 
I’d say this is post-apocalyptic humor but there’s nothing post about our pandemic world.

 
 
The disrespect for teachers has been a fact of our society for decades


 
The University of Pittsburgh made headlines recently for bringing back its undergraduate teaching program. For the last 30 years the school only offered masters or higher teaching degrees. But now that so few college students are entering the field, the university thought it made sense to entice them with the relatively lower cost of undergraduate classes.  


 
To which I thought – yeah but who is going to apply? 

Who wants a job that requires you to be a rodeo clown?

Who wants to have to mortify themselves in the Circus Maximus?

“Are you not entertained!?”


 
“Come one, come all – to be underappreciated, underpaid and overworked!” 


 
“Hurry! Hurry! HURRY to proctor standardized tests for poor students and be judged by their low socioeconomic test scores!” 


 
“Gather Round! Gather Round! The one! The only job that takes a genuine calling to help kids learn and makes you so miserable you’ll run away screaming!” 


 
Undergraduate classes won’t be enough. 


 
We need structural solutions to the problem:  


 
Money


 
Autonomy


 
Respect
 


And in the meantime: 


 
Less Paperwork


 
Reduced case load


 
Dedicated planning periods


 
But the problem goes deep.  


 
We live in a country where a significant percentage of the population is skeptical of the value of education.  


 
They don’t want anyone to challenge their preconceptions about race, religion, economics, politics, science, history! No wonder they hate teachers so much! 


 
We might inspire their kids to have an original thought!  


 
We might light the flame that would burn down a different path, and if there’s one thing these people hate, it’s difference.  


 
The worst thing in the world for some folks is raising kids that aren’t carbon copies of their example.  


 
So why not degrade teachers at every opportunity?  


 
Why not have them panhandle for cash instead of funding their classrooms? 


 
Why not have them hustle and scrounge to make their jobs even slightly bearable? 


 
Why not have them beg, borrow and steal for the slightest fraction of economic viability?  


 
Because the less attractive we make the job, the fewer people who’ll apply.  


 
As a society that suits us just fine. 


 
Humiliating teachers is about avoiding humiliation. 


 
For those who refuse to be educated. 


 
 
 
 


 

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School Sports are Overwhelming Academics. Time to Kick Them Out

  
  
The United States is obsessed with sports in ways that other countries are not.  


  
Nowhere is this more apparent than in our public schools.   


  
Crucial hiring decisions are often made based – not on how they will impact academics – but on how they will improve the school’s athletics program.   


    
US districts spend exorbitant amounts of their budgets staffing, managing, transporting, insuring, and promoting their sports teams.   


  
And millions of students are unnecessarily injured every year with the risk of life-long health consequences while also being encouraged to be less empathetic and hyper competitive.  


  
This may sound hard to believe, but it’s not this way in the rest of the world.   


  
Most countries don’t have school sports teams at all, and even those that do rarely compete with each other.   


  
In places like Finland and Germany, kids play sports in local and national clubs. These clubs identify and train children from an early age to become athletes – especially in soccer, which is much more popular there.   


  
Even Canada follows this practice with hockey. Young athletes don’t play for their high schools; they play for one of three national hockey leagues – the Ontario Hockey League, the Western Hockey League or the Quebec Major Junior Hockey League.  


  
Schools in these countries still have physical education classes. Students still exercise and play games including sports during the day. However, the schools don’t organize extracurricular teams that play matches against each other transporting students far and wide.  

 
  
The way we do things in the US – combining athletics and academics under one roof – ends up making each undertaking enemies.  


 
Kids are unnecessarily injured in the games and indoctrinated in an ethic of dominance. In addition, sports programs gobble up limited resources meant for the classroom, and incentivize bad decisions that prize athletics over everything else.  


 
  
Let’s look at each in turn:  

  
1)    Injuries  
  
  

School sports began as a way to keep kids safe.

About 120 years ago, schools were not involved in organized athletics.


  
Around 1900, if children wanted to play sports, they did so in pickup games wherever they could – in parks, fields and alleys. However, these were chaotic affairs rife with cheating that often degraded into brawls.  


 
It got bad enough that adults thought organizing sports in the schools would be safer for all involved.  

However, after more than a century, these games, themselves, have become a source of injury.  


 
“High school athletes suffer two million injuries, 500,000 doctor visits and 30,000 hospitalizations each year,” According to Youth Sports Safety Statistics.  


 
Perhaps the most dangerous are concussions. These are especially frequent in contact sports like football where athletes bump or smash their heads or bodies into each other. Even with protective equipment like helmets and pads, such collisions can cause traumatic brain injuries that can alter the way brains function for a lifetime.  


 
An estimated 300, 000 sport-related traumatic brain injuries occur annually in the United States, according to a 2007 study by the Journal of Athletic Training. There is some evidence that the number may be even higher today.   


  
In fact, sports are second only to motor vehicle accidents as the leading cause of traumatic brain injuries among people aged 15 to 24.  


 
During the 2005-06 season, high school football players sustained more than half a million injuries nationally, according to the Center for Injury Research and Policy at Columbus Children’s Hospital. While football easily incurs the highest risk, even sports like soccer and baseball are responsible for thousands of injuries to adolescents between the ages of 10 to 14 every year.  

 
 
And that’s only the most obvious danger. It doesn’t even include increased steroid use, fighting during games, hazing violence, excessive training, verbal abuse, and failure to provide proper care during important matches.  


 
Competitive extracurricular sports can be dangerous to young people’s health. It is certainly valid to question whether schools should be involved in such practices incurring liability and potentially harming their own students.  


  
 
 
  
2)  Warrior Mindset  


  
And then there’s the question of whether school sports are healthy for our minds as well as our bodies. 


 
At the turn of the 20th Century, schools started organizing their own teams because they wanted to not just keep kids physically safe, but provide a healthy alternative to the kinds of activities they might be lured into on the streets. Based on the Victorian ideal of “Muscular Christianity,” sports was considered something wholesome that would district American children (especially boys) from social ills like gambling and prostitution.   


 
However, even then it was a manifestation of the period’s xenophobia. 


 
In the early 1900s, the US had just admitted a surge of European immigrants. Some people were worried that immigrant children would overrun the kids already here. Physician and poet Oliver Wendell Holmes Sr. described this class of American-born kids as “stiff-jointed, soft-muscled, paste-complexioned youth.” It was suggested that organized sports would help them become as brawny as those just coming to our shores. 


 
So the driving motives behind the creation of school sports were bigotry and fear.  


 
Sadly, not much has changed in the intervening years. 


 
Sports culture creates understandings of the world and self that are not entirely healthy in a democratic society. 


 
For instance, an emphasis on competition instills the ethic that it is the outcome – winning or losing – that is most important. As kids become adults, this informs the way they frame ethical choices. Moreover, it dampens empathy. You’re discouraged from caring about members of the other team and encouraged to be hostile to anyone considered an other. Even teammates are only worthy of care in so much as they help you win. There is always latent competition because there is a constant danger that one of your teammates could take your place. 


 
Moreover, sports do not value critical thinking or individuality. You listen to your coach or team captain or whoever in the hierarchy is above you. Questioning authority is discouraged. Instead, you’re impressed with the duty to follow and accept the decisions of those in charge. 


 
These values would be more helpful in the development of warriors or soldiers – not democratic citizens. We need people who value tolerance, discussion, justice, caring, and diversity of ideals – exactly the opposite of what organized sports instills.  


 
The world view promoted by organized athletic competition is not healthy for our students. 


 
 
  
3)  Expense   


  
However, even if school sports didn’t hurt kids physically and mentally, they cost a ridiculous amount of money! 


 
On average, American schools spend $100 billion on sporting events and more than $56 billion in catering for food and beverages every year.  


  
About 8 million high school students participate in sports annually – roughly 3 million girls and 5 million boys.  


However, this is actually a minority of students, only about 42%. That’s because it often costs parents an additional fee for their kids to play on school teams – between $670 – $1,000 a year. This includes sporting registration fees, uniforms, coaching, and lessons.

Contrary to popular belief, ticket and concession sales do not generate a profit for most high schools. They often don’t even cover costs.

This is true even in colleges. According to the NCAA, among the 65 schools in Division I, only 25 recorded a positive net generated revenue in 2019.


   
 
Costs to districts are hard to quantify but significant. 


  
Football is easily the most expensive high school sport. Consider that many football teams have half a dozen or more coaches, all of whom usually receive a stipend. And some schools go even further hiring professional coaches at full salaries or designate a teacher as the full-time athletic director. The cost of new bleachers can top half a million dollars – about the same as artificial turf. Even maintaining a grass field can cost more than $20,000 a year. Not to mention annual expenses like reconditioning helmets, which can cost more than $1,500 for a large team. To help offset these costs, some communities collect private donations or levy a special tax for initiatives like new gyms or sports facilities.  


 
There are so many costs people rarely consider. For example, when teachers who also serve as coaches travel for game days, schools need to hire substitute teachers. They also need to pay for buses for the team, the band, and the cheerleaders. And that’s before you even take into account meals and hotels during away games. Even when events are at home, schools typically cover the cost of hiring officials, providing security, painting the lines on the field, and cleaning up afterward. 


 
They often end up spending more per student athlete than they do per pupil in the classroom. 


 
Marguerite Roza, the author of Educational Economics, analyzed the finances of one public high school in the Pacific Northwest. She and her colleagues found that the school was spending $328 a student for math instruction and more than four times that much for cheerleading—$1,348 a cheerleader.  


 
In an age when school budget cuts are the norm, spending on academics is shrinking just as spending on sports is increasing. Athletics is increasing by up to 40% every year. Meanwhile, teachers are furloughed and academic programs cut as school budgets haven’t even returned to the level they were before the Great Recession. 


 
One wonders – can we afford school athletics? Wouldn’t it be better to spend school budgets on learning – something all students participate in – rather than something that only benefits a fraction of the student body?  


 
 
  
4)    Decision Making  


 
The cost of school sports isn’t measured just in dollars and cents but in the kinds of decisions administrators and school board members make for the sake of athletics – regardless of how it impacts academics. 


 
People are often hired for important school positions based on their sports credentials even when their jobs are supposed to be mainly focused on improving student learning. 


   
This is especially true where I live in Western Pennsylvania.  


  
In my home district of McKeesport, when our superintendent, Dr. Mark Holtzman, was hired, he did not have any proven track record of scholastic success but had been a football star when he was a student here.   


  
Likewise, the district where I work as a teacher, Steel Valley, hired Eddie Wehrer as superintendent without any degree in education but experience as a football coach.   


  
And until recently, the biggest district in the region, Pittsburgh Public Schools, had a former NFL player, Dr. Anthony Hamlet, as superintendent.   


 
The same goes for principals recommending new staff. 


Sometimes administrators will lower their standards and recommend a less qualified applicant if he or she has experience as an athletic coach.  


 
Whether they’ll admit it or not, the prospect of a winning season for the football team is often prioritized over new textbooks, smaller class sizes or other improvements. 


 
The act of running for school board is often seen as a way to have greater control over district athletics. Go to most local school board meetings and you’ll hear much more discussion of various teams and extracurricular activities than academic programs.  


 
Even during the Covid-19 pandemic, we saw many schools reopening against the recommendations of county, state and national health organizations because of the needs of sports. The teams couldn’t get back on the fields when school buildings were closed and classes on-line. Moreover, they ignored safety concerns for players who would by necessity come into close contact and could not realistically practice social distancing or masks wearing.  


 
This is partly because American sports is big business.  


 
National organizations like the NFL, NBA and Major League Baseball recruit most of their players from colleges who recruit most of their players from K-12 schools. It’s a lucrative system with billions of dollars in profit on the line.  


 
If students get an excellent education, that’s seen as a personal benefit to them, alone. But if a student athlete gets signed to a sports contract, that enriches the team and the corporation orders of magnitude more than the athlete.

Schools bask in the reflected glory of successful athletes, teams and programs. Grown adults who are too old to participate, themselves, take vicarious pleasure in these successes.  

I understand that this is a very controversial topic.  

There is a small minority of students who benefits from school athletics and even come to school primarily just to participate in sports.  

However, the negatives far outweigh the benefits.  


I think it’s time we begin considering separating sports and schools. 

Students who want to participate in such activities can do so through private athletic clubs just like kids all over the world.

  
And before I’m criticized as being anti-sports, consider that such a separation would benefit both endeavors. Students would have more time and resources to focus on learning, while athletes could concentrate more on their chosen sport and train all year long instead of just during a certain season.

I have no illusions that anyone will take my advice. Sports are way too entrenched in American schools and our elected officials can’t even seem to find the courage to enact obvious reforms like gun control, repealing charter schools, ending standardized testing and funding schools equitably.

However, if we really want the best for US children, we should give them what kids the world over already have – schools separate from organized sports.  


 

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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!

I Triggered Bill Maher By Writing About Standardized Testing and White Supremacy 

 


Bill Maher is mad at me. 


 
And I’ve never even met the man.  


 
I guess you could say we’re from different worlds. 


 
He’s on the West Coast. I’m on the East.  


 
He’s a political comedian. I’m a public school teacher. 


 
He’s a multimillionaire. I can barely make ends meet. 


 
What could I possibly do to provoke the ire of this man so much so that he took aim at me on his HBO TV show? 


 
 As near as I can tell, it started when I wrote a blog.  


 
Then people read that blog.  


 
It got popular and was republished throughout the Internet.  


 
And Maher disagrees with what I wrote.  


 
In fact, the very idea annoyed him as a prime example of namby-pamby liberals taking their agenda too far. 


 
What did I write in the article?  


 
Only that standardized testing is a tool of white supremacy


 
In fact, that was the title of the article, which seems to be about as far as Bill read because he ignored any arguments, facts or historical citations in the piece.  


 
On his show, “Real Time with Bill Maher” this week, he posted the title of the article and the graphic that appeared with it when it was republished on commondreams.org


 
What he didn’t post was my name. I am the author, after all, but I guess that’s not important.  


 
The crucial bit was how triggered Bill was by my assertion.  


 
By connecting such allegedly alien concepts as standardized testing and racism, Maher thinks I devalued the meaning of “white supremacy.” 
 


Maher never actually examined my claim or what I wrote backing it up. Never mind the arguments I made in favor of my point, the sources I cited, the examples of actual bias or the documented history of standardized testing as a creation of the eugenicist movement.  
 


He was content to speak in a smarmy tone and make a pretty lame joke about what a racially biased test question might look like.

 
 
In fact, that’s probably why he (and his staff) picked my piece in the first place. They saw it as an opportunity to make a joke and whiffed at it pretty terribly. 


 
Here’s the relevant bit of his monologue: 


 
 
“In 2010 the New York Times used the term “White Supremacist” on 75 occasions. Last year, over 700 times. Now some of that to be sure is because Trump came along and emboldened the faction of this country that is truly white supremacist. It is of course still a real thing. But it shouldn’t apply to something like – as more than a few have suggested – getting rid of the SAT test. Now if we find the SAT test is slanted in such a way as to stack the deck in favor of Caucasians, if there are questions like Biff and Chip are sailing a yacht traveling at 12 knots to an Ed Sheeran concert on Catalina – if Catalina is 12 miles away, how many White Claws should they bring? Yes, then maybe. But of course the SAT doesn’t have questions like that so it becomes a kind of ludicrous exaggeration that makes lovers of common sense roll their eyes – and then vote for Trump.”  


 


Queue audience laughter and applause.  


 
Funny stuff I guess.  


 
Not the comedy staff’s fake SAT question but Maher’s assurance that “The SAT doesn’t have questions like that.” 


 
Really, Bill? 


 
How about this one? 


 
Runner: Marathon 
(a) envoy: embassy 
(b) martyr: massacre 
(c) oarsman: regatta 
(d) horse: stable 


 
It’s a real SAT question famously discussed in the infamous 1994 book, The Bell Curve, by Richard Herrnstein and Charles Murray – a book that tried to use discrepancies in test scores to prove white people are smarter than black people. 


 
The answer is C, and it relies on a test taker’s knowing the meaning of regatta – something more likely to have come up in the daily lives of affluent white students than in the lives of less affluent minority students. If you don’t live by a body of water and/or don’t have much experience with rowing, you’re probably going to fail this question.  

It’s the same kind of question Maher’s comedy team came up with – find something white people are more likely to know than black people – but the Real Time writers just pilled it on over-and-over.

It doesn’t take five repetitions of something to make it biased. All it takes is one.


 
To be fair, my example is from the SAT analogy section, which was removed from the test in 2005. However, that doesn’t mean they got rid of the bias. 

In fact, the College Board, the organization that develops and administers the SAT, tacitly admits its test is biased.

It now provides an “adversity score” for poor and minority students to adjust raw SAT scores to account for high schools and neighborhoods “level of disadvantage.”

In other words, they know that poor and minority kids get lower scores so they’re trying to fudge the results to give them a boost.

Which would be entirely unnecessary if the SAT assessed them accurately in the first place.

They are literally trying to make up for how biased their test scores are.

Consider this.

Total SAT scores range from 400 to 1600 – or from 200-800 in both Math and Reading respectively.

According to 2018 data, combined SAT scores for Asian and White students average over 1100, while all other groups average below 1000. Meanwhile, students with family income less than $20,000 score lowest on the test, and those with family income above $200,000 scored highest, according to 2015 data. And the difference is significant – a 433 average Reading score for those with the lowest family incomes compared to an average Reading score of 570 for those with the highest family income. That’s a 137 point difference!

And it holds for racial groups, too. The average Reading score on the SAT was 429 for black students – 99 points behind the average for white students.

However, the College Board is trying to justify this by saying the discrepancy is because poor and minority students are more disadvantaged than white, affluent ones. In other words, it’s not the test that is unfair, but American society in providing better resourced schools with lower class sizes and more resources for white kids than children of color.

And while American society IS unfair to the poor and minorities, several studies indicate that the problem is even deeper than that.

The SAT is biased, too.

Several studies ( Roy Freedle of the Educational Testing Service from 2003, Maria Santelices and Mark Wilson from 2010, etc.) find notable differences between the verbal scores of black and white students whose educational background and skill set suggest that they should get similar scores.

Freedle says this is because SAT questions likely reflect the cultural expressions that are used commonly in the dominant (white) society, so white students have an edge based not on education or study skills or aptitude, but because they are most likely growing up around white people.

This makes sense if you examine how test questions are selected for the SAT. In his book How the SAT Creates Built-in-Headwinds, national admissions-test expert, Jay Rosner, explains the process:


 
“Compare two 1998 SAT verbal [section] sentence-completion items with similar themes: The item correctly answered by more blacks than whites was discarded by the Educational Testing Service, whereas the item that has a higher disparate impact against blacks became part of the actual SAT. On one of the items, which was of medium difficulty, 62% of whites and 38% of African-Americans answered correctly, resulting in a large impact of 24%…On this second item, 8% more African-Americans than whites answered correctly…”


 In other words, the criteria for whether a question is chosen for future tests is if it replicates the outcomes of previous exams – specifically tests where students of color score lower than white children. And this is still the criteria test makers use to determine which questions to use on future editions of nearly every assessment in wide use in the US.

But if all this isn’t enough to convince you that standardized tests really are a tool of white supremacy, consider their sordid history.

They are literally the product of the American eugenics movement.

Modern testing comes out of Army IQ tests developed during World War I.


 In 1917, a group of psychologists led by Robert M. Yerkes, president of the American Psychological Association (APA), created the Army Alpha and Beta tests. These were specifically designed to measure the intelligence of recruits and help the military distinguish those of “superior mental ability” from those who were “mentally inferior.” 


These assessments were based on explicitly eugenicist foundations – the idea that certain races were distinctly superior to others. In 1923, one of the men who developed these intelligence tests, Carl Brigham, took these ideas further in his seminal work A Study of American Intelligence. In it, he used data gathered from these IQ tests to argue the following: 


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


 
Eventually Brigham took his experience with Army IQ tests to create a new assessment for the College Board – the Scholastic Aptitude Test – now known as the Scholastic Assessment Test or SAT. It was first given to high school students in 1926 as a gatekeeper. Just as the Army intelligence tests were designed to distinguish the superior from the inferior, the SAT was designed to predict which students would do well in college and which would not. It was meant to show which students should be given the chance at a higher education and which should be left behind. 


And unsurprisingly it has always – and continues to – privilege white students over children of color.

Is it an exaggeration to say that assessments specifically designed to favor affluent white people over impoverished minorities still does the same thing?

Is it ridiculous to describe the century long racial and economic discrepancy in test scores as something that supports white supremacy – especially when these results are shown time and again to be a feature of the tests and not just an artifact that recreates economic inequality?

Is it going too far to call out the racism of the SAT and other standardized tests like it when even the College Board admits its own scores are biased?

Does it devalue the term “White Supremacy” to point out real world white supremacy?

But Maher apparently isn’t interested in these questions.

After a few moments he moved on to another example of the left gone wild.


 
But I can’t do that because this isn’t just a bit for me.  


 
As I mentioned, I’m a public school teacher.  


 
I deal with the impact of standardized testing every day.  


 
I watch my students degraded, depressed and dehumanized by it year after year.  

It’s become cliche for privileged white people like Bill Maher to get cranky when someone points out real world prejudice.

But for those of us in the trenches, it is an everyday reality.

And that’s what triggers me.


Here’s the segment from “Real Time with Bill Maher”: (the relevant bit starts at 4:45)


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If You’re Afraid Kids Will Learn Racism is Bad, Perhaps Public School is Not For You   

Some people are terrified that kids will learn about racism.   
  
Especially white people.   
  
Especially that white KIDS might learn about it.   
  
How would that affect a white child’s self-esteem, they say.   
  
Imagine learning that racism existed in the United States.   
  
A country founded by white people.   
  
(Taken from brown people.   
  
Made largely profitable by the enslavement of black people.) 
  
Wouldn’t that make white kids feel bad?   
  
It’s a strange question.  
 
First of all, wouldn’t it make the black and brown kids feel worse than the white kids?  
 
After all, it was their ancestors who were brutalized and subjugated.  
  
Second of all, what does history have to do with your feelings? 
 
This isn’t aroma therapy or yoga. It’s the past.   
  
We never worry about how learning any other subject will impact a student’s emotional states.   
  
It makes me wonder about all the sentiments pedagogues ignore when designing curriculum.  
  
Does learning to read harm a happy illiterate’s self-respect?  
  
Does learning science make a know-it-all feel less confident?  
  
How does learning fractions dispel a person’s sense of the oneness of being?  
  
No. We never even stop to consider such things.   
  
We don’t bother with emotions or feelings. We just fuss over whether it’s true.   
  
Moreover, how would one even teach American history without talking about racism?  
  
This is the United States – a country that built much of its economy on the backs of black people kidnapped from their homes across the sea and then bought and sold here as property.  
  
Not only that but the very land we stand on was once the domain of dark-skinned indigenous people.  
  
People who were tricked, coerced and killed if they did not give up this land – if they did not move on to ever shrinking corners of the continent until they were almost all dead, assimilated or stashed away on reservations.  
   
  
What would it do to a white child to learn all this?   
  
Provide an accurate account of events, I suppose.   
  
These people terrified that children will learn about racism – I don’t think it’s facts that they’re trying to deny. 
 
I mean I’m sure they would certainly like to gloss over the ugliest atrocities committed by their ancestors, but they don’t really seem to dispute the story of conquest that makes up our founding. It’s more the way the facts are being presented.  
  
History is written by the winners and these white people won.  
  
That’s not what they want to hide.  
  
It’s the TONE in which the story is told.  
  
If we talked about the ingenuity of white people in colonizing these others, they might find that tolerable.   
  
If we talked about how great the white people were and how bad the brown and black people were, that might be acceptable.   
  
Even if we spun a tall tale about how subjugating these others was really in their best interests in the long run, that would be okay.   
  
After all, that’s what they do in many private and parochial schools.   
  
They use textbooks that frame the history of our country just like that – books from The American Christian Education group, the A Beka Book and Bob Jones University Press textbooks. A Beka publishers, in particular, report that about 9,000 schools nationwide purchase their textbooks.  
  
So it’s not the story, it’s the way it’s told.  
 
We can’t focus on the victims.   
  
We can’t humanize them by looking at things from their point of view.   
  
We can’t empathize or admit wrongdoing in any way.  
  
In fact, that’s the problem, they say, with public schools. 
  
That’s what they object to. 
  
Public schools teach what it was like to live as an enslaved person. How you could be beaten and murdered with no cause. How you had no rights to anything. How your own children were likewise doomed to a life of servitude and could even be taken away from you never to be seen again.   
  
And not just that but they’re teaching about Jim Crow. They’re teaching about how even after slavery, black people’s rights were almost nonexistent. How they were denied an education, kept in menial jobs, red-lined into ghettos, and often lynched without the slightest provocation.   
  
When children hear about all that, they start to get ideas.   
 
Even the white kids. 
  
It’s not just the history of racism these children are learning, but they’re starting to think that racism is WRONG.   
  
And that’s a problem because it has an impact on how we view the modern world today.   
  
Because there are still black and brown people in the United States.   
  
They make up about 40% of the population and still protest the way they’re treated.  
  
They say it’s harder to get well-paying jobs than whites with the same education and experience. They say their neighborhoods and schools are segregated. They say their right to vote is being suppressed. They say they’re incarcerated at greater rates even though they don’t commit more crimes. They say they’re being killed by police at greater rates even though they aren’t more violent.   
  
And the facts back them up!  
  
So if we teach the history of racism, how do we justify saying that it ever ended?   
  
How do we not admit that it merely evolved into the status quo?  
  
That’s really the issue.   
 
Not the past but the present. 
   
It’s not the racism of the antebellum South or even the pre-civil rights period North of the Mason-Dixon line.  
  
It’s the everyday racism of today that they want to ignore.  
  
It’s voter ID laws spreading across the country.   
  
It’s military style policing, especially in neighborhoods housing mostly people of color.  
  
It’s providing less education funding to schools serving mostly brown and black students than those serving mostly white kids.  
  
The people complaining about teaching the history of racism don’t want to have to do anything about all that.  
  
They want to ensure that the extra rights and privileges given to people like them don’t come to an end. Especially as more black and brown people are born and white skin becomes less common.  
  
This is not about educational transparency.   
  
It’s not about history, truth or pedagogy.   
  
It’s about indoctrination.   
  
They want to ensure that white kids ARE indoctrinated into the world view of their parents – a world of white nationalism.  
  
We can do two things about this.   
  
One, we can give in to them and water down the public school curriculum until it contains nothing of any importance about our history of racial subjugation and white hegemony.   
  
Two, we can ignore them and teach the truth.   
  
The way I see it, the second is our only real option.   
  
There are many reasons for this, but perhaps the most obvious is representation.  
 
Everyone doesn’t want to whitewash our history. Most people want us to actually teach the facts.  
  
Some of these people even have white skin.   
  
Moreover, public schools serve a large population of students of color. They certainly don’t want to be denied an accurate record of how we got to this time and place.  
  
Public schools serve the public, and these history censors are a small minority of the whole.  
  
Moreover, even if we gave in to them, it wouldn’t be enough.  
 
At their best, public schools don’t actively inculcate kids. We don’t tell students what to think. We tell them the facts and then exhort them TO think.   
  
The conclusions are all up to them.   
  
Even if we did as these people want, it would still be up to their kids to make the same twisted conclusions as their parents. They don’t just want us to refrain from pointing in any given direction, but to stop providing counter examples and facts so their kids can’t come to an educated decision. 
 
And that is unacceptable. 
  
As a public school system, it is our responsibility to provide those facts.   
  
We must provide children with the truth about what came before them. We must show them how things were and what injustices occurred.  
  
We must even point out how the inequalities of the past lead to the wrongs of today.   
  
What kids make of all this is up to them.   
  
If after knowing the truth, they still decide that today’s racist practices are acceptable, that is their right.   
  
But we cannot hide the reality from them.  
  
If that is objectionable to some people, then perhaps public school is not for them.   
  
Perhaps a system of education where truth is considered a human right is not what they’re looking for.   
  
In that case, there are plenty of private and parochial schools that will indoctrinate their children into whatever shape they’d like.   
  
That’s where they’ll probably send them anyway.  
  
And public schools are foolish to try and court the kinds of people with value systems antithetical to them.   
 
If you want to abolish public schools, if you don’t share the community values of truth and independent thinking, perhaps public school is not for you. 


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Teachers Are Not Okay

At the staff meeting the other day, one of my fellow teachers turned to me and said he was having trouble seeing.

He rushed home and had to have his blood pressure meds adjusted.

Another co-worker was sent home because one of her students had tested positive for Covid-19 and she had gone over to his desk to help him with his assignment.

I, myself, came home on Friday and was so beat down I just collapsed into bed having to spend the next week going from one medical procedure to another to regain my health.


The teachers are not okay.

This pandemic has been particularly hard on us.

Through every twist and turn, teachers have been at the center of the storm.

When schools first closed, we were heroes for teaching on-line.

When they remained closed, we were villains for wanting to remain there – safe from infection.

Then there was a vaccine and many of us wanted to reopen our schools but only if we were prioritized to be vaccinated first. We actually had to fight for the right to be vaccinated.

When our students got sick, we sounded the alarm – only to get gas lighting from the CDC that kids don’t catch Covid and even if they do, they certainly never catch it at school.

We were asked to redo our entire curriculums on-line, then in-person for handfuls of students in funky two-day blocks, then teach BOTH on-line and in-person at the same time.

The summer was squandered with easing of precautions and not enough adults and teens getting vaccinated. Then schools reopened in August and September to debates over whether we should continue safety precautions like requiring students and staff wear masks and if we should expand them to include mandatory vaccinations for all staff and eligible students to protect kids 11 and younger who can’t take the vaccine yet.

It’s been a rough year and a half, and I can tell you from experience – TEACHERS ARE EXHAUSTED.

As of Sept. 17, 2021, at least 1,116 active and retired K-12 educators have died of COVID-19, according to Education Week. Of that number, at least 361 were active teachers still on the job.

I’m sure the real number is much higher.

According to the Associated Press, the Covid pandemic has triggered a spike in teacher retirements and resignations not to mention a shortage of tutors and special aides.

Difficulties filling teacher openings have been reported in Tennessee, New Jersey and South Dakota. In the Mount Rushmore State, one district started the school year with 120 teacher vacancies.

In Texas, districts in Houston, Waco and other neighborhoods reported teacher vacancies in the hundreds as the school year began.

Several schools nationwide have had to shut down classrooms because there just weren’t enough teachers.

The problem didn’t start with Covid.

Educators have been quietly walking away from the profession for years now due to poor compensation, lack of respect, autonomy and support.

For instance, teachers are paid 20% less than other college-educated workers with similar experience. A 2020 survey found that 67% of teachers have or had a second job to make ends meet.

This isn’t rocket science. If people refuse to work for a certain wage, you need to increase compensation.

But it’s not just pay.

According to a survey in June of 2,690 members of the National Education Association, 32% said the pandemic was likely to make them leave the profession earlier than expected. That’s almost a third of educators – one in three – who plan to abandon teaching because of the pandemic.

Another survey by the RAND Corp. said the pandemic increased teacher attrition, burnout and stress. In fact, educators were almost twice as likely as other adult workers to have frequent job-related stress and almost three times more likely to experience depression.

The CDC Foundation in May released similar results – 27% of teachers reporting depression and 37% reporting anxiety.

However, the RAND survey went even deeper pinpointing several causes of stressful working conditions. These were (1) a mismatch between actual and preferred mode of instruction, (2) lack of administrator and technical support, (3) technical issues with remote teaching, and (4) lack of implementation of COVID-19 safety measures. 

I have to admit that’s what I’m seeing in the district where I teach.

We have had several staff meetings in the four weeks since students have been back in the classroom and none of them have focused on how we are keeping students and staff safe from Covid. In fact, administration seems happy to simply ignore that a pandemic is even going on.

We’ve talked about academic standards, data driven instruction, behavior plans, lesson planning, dividing the students up based on standardized test scores but NOTHING on the spikey viral ball in the room!

We get emails and phone calls every few days from the district about how many students and staff have tested positive and if close contacts were identified. But nothing is done to stop the steady stream of illness.

And these communiques willfully hide the extent of these outbreaks. For example, here’s an announcement from Sept. 13:

“We have learned that a Middle School staff member has tested positive for COVID-19. There were no close contacts associated with that case. We also have learned that a Middle School student has tested positive. Close contacts for this case have been identified and notified. Thank you.”

This announcement failed to disclose that contacts for the student were the entire middle school girl’s volleyball team. That’s 16-17 students who were all quarantined as a result.

Teachers are tired of this.

And I don’t mean palm-on-my-head, woe-is-me tired.

I mean collapsing-in-a-heap tired.

We are getting physically ill – even when it isn’t directly attributed to Covid, it’s from the stress.

At my district, the school board even refused to mandate masks. It took action from the governor to require this simplest of safety precautions. Do you know how much these kind of senseless shenanigans drain educators who just want to make it through the day without catching a potentially fatal illness!?

There are so many teachers absent every day. We know because there aren’t enough subs, either, so those of us who do show up usually have to cover missing teachers classes between teaching our own classes and fulfilling our other duties.

Things cannot continue this way.

We need help and support.

We can’t be the only people responsible for dealing with society’s problems anymore.

You can’t just put us in a room with kids and tell us to work it all out.

You can’t refuse to listen to us but blame us when things go wrong.

No one’s going to stay for that – not even for the kids.

We are literally falling apart here.

We want to be there for our students, to give as much as we can, but many of us are running out of things to give.

The system is built on the backs of teachers.

And we are ready to collapse.


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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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!

Lack of Trusted Authority is Why Covid-19 is Kicking Our Butts

We have faced tough times before.

World wars, famines, pandemics, economic ruin.

But in each of these disasters, the majority of people thought they had somewhere to turn for knowledge and advice.

We had trusted authorities to tell us what to do, to counsel us how to handle these seemingly insurmountable disasters.

Today many of us face the Covid-19 pandemic feeling there are few sources to believe in – and that more than anything else – is why we are having such a difficult time coming together to overcome this crisis.

The media, government, science, religion – none hold a central place of confidence in most people’s lives. So when tough decisions about health and safety come into play, many of us aren’t sure what to do.

This wasn’t always the case.

Look back to World War II.

Not only did we defeat fascism but new vaccines put a wallop on illness and disease.

When we entered the fray, the US government organized new research initiatives targeting influenza, bacterial meningitis, bacterial pneumonia, measles, mumps, neurotropic diseases, tropical diseases and acute respiratory diseases.

And because there was an immense trust in government – after all, as a nation we had been attacked together as one at Pearl Harbor – there was enormous trust in these initiatives.

Before World War II, soldiers died more often of disease than of battle injuries. The ratio of disease-to-battle casualties was approximately 5-to-1 in the Spanish-American War and 2-to-1 in the Civil War. In World War I, we were able to reduce casualties due to disease through better sanitation efforts, but we could not protect troops from the 1918 influenza pandemic. During that outbreak, flu accounted for roughly half of US military casualties in Europe.

Much of the groundwork for innovation in vaccinations had already been laid before WWII. However, it was the organization of the war effort and the trust both the civilian and military population had in government that catapulted us ahead.

I’m not ignoring that some of this trust was misplaced. The US government has never been fully trustworthy – just ask the Asian American population forced into internment camps. However, the general feeling at the time that the government was a force for good, that we were all in this together and we all had to do our part had a vast effect on how we handled this crisis.

Today that kind of trust is gone.

In some ways that’s a good thing. It could be argued that “The Greatest Generation” put too much faith in government and the following years showed why too credulous belief in the good will of our leaders was unearned and unhealthy.

From Richard Nixon’s Watergate scandal to Bill Clinton’s sexual misconduct to George W. Bush lying us into a war of choice to Barack Obama’s neoliberalism to Donald Trump’s gross mismanagement and blatant racism – we can never go back to a WWII mentality.

Skepticism of government is kind of like seasoning. A certain amount is a good thing, but the inability to trust even government’s most basic ability to take care of its citizens and function in any meaningful way is hugely detrimental.

And this earned distrust has seeped into just about every source of possible certitude that might have helped us survive the current crisis.

The media used to be considered the fourth estate – one of the most important pillars of our society. After all, the freedom of information is essential to the free exercise of democracy.

However, the erosion of impartiality has been going on since at least the 1980s when the FCC under President Ronald Reagan abolished the Fairness Doctrine. Since 1949 this had required the media to present both sides’ of opinions. In 1987 a Democratic Congress passed a bill to reinstate the Fairness Doctrine but it was vetoed by Reagan.

This, along with the rise of talk radio and the insistence that news departments turn a profit, lead directly to the creation of more biased reporting skewed to a particular audience – Fox News and Sinclair Broadcast Group being the most prominent.

The fact that just six corporations own 90% of the media outlets in the country skew coverage to what’s in the best interests of big business. These corporations are GE, Newscorp, Disney, Viacom, Time Warner and CBS.


Finally, the loss of local newspapers and the purchase of those few that do exist by large media conglomerates further increase bias.

Few people feel they can trust the news anymore. They turn to the Internet, social media, Twitter and other sources that often are just echo chambers for what they already believe.

The irony is not lost on me that you are reading a blog by a public school teacher, not a professional journalist. But my aim is to use my experience in education to inform the debate.

It’s just too bad that I’m often forced to report the news when traditional news sources drops the ball.

Again skepticism of mass media is a good thing, but we should at least be able to count on the press as a reliable source of facts. However, these days few facts are free from bias, spin and editorial comment.

Even science is not immune.

The Centers for Disease Control (CDC) made several blunders handling this pandemic which hurt the organization’s credibility.

At the beginning of the pandemic, the organization refused to acknowledge and later emphasize the airborne spread of the virus. It took until May 2021 for the organization to fully recognize that fact.

Another blunder was the guidelines on what counts as “close contact.” It went from “within 6 feet” to “within 3 feet”, and the duration went from 30 minutes consecutively to 30 minutes cumulatively. It’s not so much that the evidence changed, but that political pressure forced the CDC to lower its standards.

World scientific consensus now is that the coronavirus is capable of airborne spread without close contact between two people. Airborne droplets can linger in the air indoors and infect any number of people from one superspreading host subject.

The CDC’s advice on close contact is based on old scientific research that just isn’t as good as modern experiments.

And the organization has misjudged so much more from the importance of masking (at first they said it wasn’t important, now they say it is important), whether children can catch the virus (at first they said this was unlikely and now they admit it happens but is often asymptomatic), whether Covid spreads in schools (they used to say the limited protections in place at schools made this unlikely and now they admit it is happening), etc.

One could argue that these were simple mistakes that have changed as better science comes in. However, in each case they appear to have initially been politically motivated and justified with limited or flawed studies that could not continue to be supported as new data came in.

At first the CDC told us that masking wasn’t important not because it was true, but to hide a shortage of masks that needed to be prioritized for medical staff. These needs are understandable, but hiding the truth and then changing your messaging doesn’t engender trust.

Misinformation about the impact of Covid on children was an attempt to keep schools open and stop the economy from shutting down as parents were unable to work. Not only did this put children at risk for economic gain, it has contributed to the current refusal of so many people to follow CDC guidelines about reopening schools.

Why do so many people refuse to have their children wear masks at school? Why is there so much vaccine hesitancy? Why anxiety about reopening plans that focus on close contacts?

The CDC owns a lot of the responsibility because it has repeatedly earned our distrust.

This isn’t to say everything coming from them is dubious. I think the guidelines the CDC has put in place for the current school year are supported by the facts.

I think there is evidence that people need to wear masks in schools. I think we need to vaccinate as many people as possible.

But these are just bare minimums.

I think the CDC is still focusing too much on the economic impact of its guidelines when it should be solely focused on the health and safety of students, staff and the community.

This is not a time for scientists to be playing politics.

We need them to be as transparent as possible – as trustworthy as they can be.

Unfortunately, the erosion of institutional credibility at so many levels has become a cycle to itself.

At multiple levels, sources that should be bedrock have become wet sand.

The federal government has not taken enough action to keep people safe. State governments have not taken enough action – and some have even taken action to prevent safety.

Even at the local level, many school boards have cowardly refused to put in place mask or vaccine mandates.

It is the systematic breakdown of a society.

We have few places left we can trust.

And that is why we are fractured and scared.

We don’t know what to do to keep our loved ones safe.

People seem forced to choose between taking the virus seriously and ignoring it.

Many refuse to admit that it could hurt them. They think it’s just the sniffles. Few healthy people die and they discount the potential longterm effects of catching it.

The US has only 4% of the world population but nearly a quarter of all Covid cases.

That’s not a coincidence.

In large part, it’s because we don’t know how to combat the virus because we don’t know who to trust.

And the resulting credibility vacuum has enabled unscrupulous politicians, agents of chaos and other charlatans to position themselves as experts.

When all information is equal, disinformation is king.

The solution to the pandemic may end up being easier than this riddle.

How our institutions can regain their credibility.

Especially when our politics doesn’t allow them to be honest, and fewer people are even listening to them every day.


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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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!