Eight Things I Love About Elizabeth Warren’s Education Plan – And One I Don’t

105863950-1555953359609senatorelizabethwarren

 
My daughter had bad news for me yesterday at dinner.

 

She turned to me with all the seriousness her 10-year-old self could muster and said, “Daddy, I know you love Bernie but I’m voting for Elizabeth.”

 
“Elizabeth Warren?” I said choking back a laugh.

 

Her pronouncement had come out of nowhere. We had just been discussing how disgusting the pierogies were in the cafeteria for lunch.

 
And she nodded with the kind of earnestness you can only have in middle school.

 

So I tried to match the sobriety on her face and remarked, “That’s okay, Honey. You support whomever you want. You could certainly do worse than Elizabeth Warren.”

 

And you know what? She’s right.

 

Warren has a lot of things to offer – especially now that her education plan has dropped.

 

In the 15 years or so that I’ve been a public school teacher, there have been few candidates who even understand the issues we are facing less than any who actually promote positive education policy.

 

But then Bernie Sanders came out with his amazing Thurgood Marshall plan and I thought, “This is it! The policy platform I’ve been waiting for!”

 
I knew Warren was progressive on certain issues but I never expected her to in some ways match and even surpass Bernie on education.

 

What times we live in! There are two major political candidates for the Democratic nomination for President who don’t want to privatize every public school in sight! There are two candidates who are against standardized testing!

 

It’s beyond amazing!

 

Before we gripe and pick at loose ends in both platforms, we should pause and acknowledge this.

 

 

Woo-hoo!

 

 
Both Sanders AND Warren are excellent choices for President. And Biden might even do in a pinch.

 

So in honor of my precocious political princess backing Elizabeth Warren – I THINK she knows she doesn’t actually get to vote, herself, yet! – I give you eight things I love and one I don’t in Warren’s education plan.

 

Things I like:

 

1)       IT INVESTS IN PUBLIC SCHOOLS.

 

WARREN’S PROPOSAL:  Quadrupling Title I funding — an additional $450 billion over the next 10 years for the neediest children and their schools. Finally have the federal government pay 40% of all special education costs – a promise lawmakers made years ago but never kept. Invest an additional $100 billion over ten years in “Excellence Grants” to any public school. That’s roughly $1 million for every public school in the country to buy state-of-the art labs, restore afterschool arts programs, implement school-based student mentoring programs, etc. By 2030, she’ll help 25,000 public schools become community schools. Invest at least an additional $50 billion in school infrastructure — targeted at the schools most in need.

 
WHAT I LIKE: Everything! Our public schools are crumbling under decades of neglect and targeted disinvestment – especially those serving the poor and minorities. This could be a game changer for the entire country!

 

 

2)       IT ACTIVELY WORKS TO INTEGRATE PUBLIC SCHOOLS.

 

 
WARREN’S PROPOSAL: Spend billions of dollars annually that states can use to promote residential and public school integration. This includes infrastructure like magnet schools but also integrating communities. Support strengthening and robust enforcement of Title VI of the Civil Rights Act of 1964. This prohibits discrimination on the basis of race in any program receiving federal funding.

 
WHAT I LIKE: Segregation is the elephant in the room in our nation. We can’t be a single country pursuing liberty and justice for all when we keep our people “separate but equal.” If you want to undo our history of racism, prejudice and xenophobia, we must get to know and appreciate each other from a young age. Plus it’s harder to horde resources for one group or another when all children are in one place.

 

 

3)       IT SUPPORTS ALL OUR STUDENTS.

 

WARREN PROPOSES: Protecting the rights of LGBTQ+ students, immigrant students and their families, English Language Learners, students of color, etc.

 
WHY I LIKE IT: I love my students – all of my students. It breaks my heart that the same system that’s supposed to provide them an education oftentimes allows them to be discriminated against.

 

 

4)       IT ELIMINATES HIGH-STAKES TESTING.

 

 

WARREN PROPOSES: In particular:

“The push toward high-stakes standardized testing has hurt both students and teachers. Schools have eliminated critical courses that are not subject to federally mandated testing, like social studies and the arts. They can exclude students who don’t perform well on tests. Teachers feel pressured to teach to the test, rather than ensuring that students have a rich learning experience. I oppose high-stakes testing, and I co-sponsored successful legislation in Congress to eliminate unnecessary and low-quality standardized tests. As president, I’ll push to prohibit the use of standardized testing as a primary or significant factor in closing a school, firing a teacher, or making any other high-stakes decisions, and encourage schools to use authentic assessments that allow students to demonstrate learning in multiple ways.”

 

 
WHY I LIKE IT: High stakes testing is a curse on the education field. It warps nearly every aspect of our school system with biased and inappropriate assessments. Good riddance!

 

5)       IT SUPPORTS FEEDING ALL STUDENTS – NOT SHAMING THEM FOR THEIR POVERTY.

 

 

WARREN PROPOSES: Canceling student breakfast and lunch debt. In particular:

“I will also push to cancel all existing student meal debt and increase federal funding to school meals programs so that students everywhere get free breakfast and lunch.”

 

 
WHY I LIKE IT: No child should have to go hungry – especially at school. No child should have to feel guilty for their parent’s economic situation. And feeding all children removes any stigma and helps create community.

 

 

 

6)       IT SUPPORTS TEACHERS.

 
WARREN PROPOSES: Providing funding for schools to increase pay and support for all public school educators, strengthen the ability of teachers, paraprofessionals, and staff to organize and bargain. In particular:

 

“I pledged to enact the Public Service Freedom to Negotiate Act, which ensures that public employees like teachers can organize and bargain collectively in each state, and authorizes voluntary deduction of fees to support a union.”

 
WHY I LIKE IT: A robust system of public education needs teachers who are respected and appreciated. You cannot have this when salary is based on the wealth of the community you serve. The only choice as far as I see it is to have the spender of last resort (the federal government) take up the slack. I know some of my fellow bloggers are nervous about this because these funds could come with strings attached. Pay could be contingent on teachers increasing student test scores or using certain corporate curriculum, etc. However, any tool can be misused. I don’t see this as necessarily being a backdoor for corporate shenanigans, but we certainly must be cautious.

 

7)       IT FIGHTS THE CORRUPT SCHOOL PRIVATIZATION INDUSTRY.

 

 

WARREN PROPOSES: Ensuring charter schools are subject to at least the same level of transparency and accountability as traditional public schools. In particular:

 

“…I support the NAACP’s recommendations to only allow school districts to serve as charter authorizers, and to empower school districts to reject applications that do not meet transparency and accountability standards, consider the fiscal impact and strain on district resources, and establish policies for aggressive oversight of charter schools.”

 

Ending federal funding for the expansion of charter schools. Banning for-profit charter schools including non-profit charter schools that outsource their operations to for-profit companies. Directing the Internal Revenue Service (IRS) to investigate “so-called nonprofit schools that are violating the statutory requirements for nonprofits.”

 
WHAT I LIKE ABOUT IT: Everything! This is where Warren’s proposal really shines! She is even more comprehensive than Sanders’! She doesn’t stop with just “for-profit” charter schools but understands that many of these institutions circumvent the rules even without that tax status.

 

 

8)       IT PROTECTS STUDENT DATA FROM ED TECH COMPANIES AND BEYOND.

 

 

WARREN PROPOSES: Banning the sharing, storing, and sale of student data. In particular:

 

“My plan would extend the Family Educational Rights and Privacy Act (FERPA) to ban the sharing, storing, and sale of student data that includes names or other information that can identify individual students. Violations should be punishable by civil and criminal penalties.”

 
WHAT I LIKE ABOUT IT: Ed tech companies are seen for the danger they bring to education. Students are protected from having their entire lives impacted by the choices of ignorant school administrators or school directors. The road to the replacement of public school with digital alternatives is recognized and blocked.

 

And this just scratches the surface. These are just the points that jumped out at me on a first read.

 

I’m sure there is more policy gold in here we’ll find as the election season progresses.

 

However, there was one thing that jumped out at me in a less positive light.
 
One thing I did not like:

 

1)      WARREN’S EMPHASIS ON “CAREER AND COLLEGE READINESS” SOUNDS TOO MUCH LIKE THE WORST OF BARACK OBAMA’S EDUCATION POLICY.

 

 

On the one hand, Warren says unequivocally that she’s against high stakes testing. Then on the other she writes:

 

“We must also ensure that students are able to take advantage of those opportunities and that high schools are funded and designed to prepare students for careers, college, and life…

…I’ll work with states to align high school graduation requirements with their public college admission requirements. And I’ll also direct the Department of Education to issue guidance on how schools can leverage existing federal programs to facilitate education-to-workforce preparedness.”

 

This sounds an awful lot like Race to the Top and Common Core.

 

Is she really proposing all public schools have the same top-down academic standards? Is she proposing states force corporate-created academic standards on their schools? And is she threatening to use the power of the federal government – possibly the power of the purse – to make states and schools fall into line?

 

Warren needs to understand that Common Core cannot be separated into curriculum and testing. The testing drives the curriculum. You can’t say you’re against testing being used to make high stakes decisions and then have that same testing determine what is taught in schools.

 

Perhaps this isn’t her intention at all. But she needs to be asked and she needs to give a definitive answer.

 

Obama was all about teacher autonomy, too, before he got into office.

 

And that’s really the biggest issue for most education advocates like me.

 

We’ve been burned so many times before by politicians, it’s hard to accept that any of them might actually be serious about doing something positive for children’s educations.

 

I’m still a Bernie Sanders supporter. I’ll admit that.

 

But Warren has gone a long way with this proposal to getting me into her corner, too.

 

In the primary, I’ll probably continue to feel the Bern.

 

But who knows? In the general election, perhaps my daughter and I will get to root for the same candidate.

 

I’m extremely thankful to Warren and her team for coming up with such a thoughtful and detailed education plan. It couldn’t have been easy – either to draft or politically.

 

It really does appear to be an attempt not just to sway voters but to actually get things right.

 

Here’s hoping that voters do the same in about a year.

 


 

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

book-4

Top 10 Reasons Bernie Sanders’ Education Policies Are Light Years Ahead of Everyone Else’s

Screen Shot 2019-06-18 at 11.07.04 AM

 

 

For most of my life, the United States has been neglecting its public school children – especially the black and brown ones.

 

Since the mid 1970s, instead of integrating our schools, we’ve been slowly resegregating them on the basis of race and social class.

 

Since the 1980s, instead of measuring academic success by the satisfaction of an individuals curiosity and authentic learning, we’ve been slowly redefining it to mean nothing but achievement on standardized tests.

 

And since the 1990s, instead of making sure our schools meet the needs of all students, we’ve been slowly allowing charter schools to infect our system of authentic public education so that business interests are education’s organizing principle.

 

But now, for the first time in at least 60 years, a mainstream political candidate running for President has had the courage to go another way.

 

And that person is Bernie Sanders.

 

We didn’t see this with Barack Obama. We didn’t see it with Bill Clinton. We certainly didn’t see it with any Republican Presidents from Reagan to the Bushes to Trump.

 

Only Sanders in his 2020 campaign. Even among his Democratic rivals for the party’s nomination – Warren, Biden, Harris, Booker and a host of others – he stands apart and unique. Heck! He’s even more progressive today on this issue than he was when he ran in 2015.

 

It doesn’t take a deep dive into the mass media to find this out. You don’t have to parse disparate comments he made at this rally or in that interview. If you want to know what Bernie thinks about education policy, you can just go on his campaign Website and read all about it.

 

The other candidates barely address these issues at all. They may be open about one or even two of them, but to understand where they stand on education in total – especially K-12 schooling – you have to read the tea leaves of who they’ve selected as an education advisor or what they wrote in decades old books or what offhand comments they made in interviews.

 

In almost every regard, only Sanders has the guts to tell you straight out exactly what he thinks. And that’s clear right from the name of his proposal.

 

He calls it “A Thurgood Marshall Plan for Public Education.”

 

Why name his agenda after the first black Supreme Court justice? Because prior to accepting a nomination to the highest court in the land, Marshall argued several cases before that court including the landmark Brown v. Board of Education. He also founded the NAACP Legal Defense and Education Fund. Not only did Marshall successfully argue that school segregation violated the equal protection clause of the U.S. Constitution, but he spent his life fighting for civil rights.

 

Sanders is the only candidate out there today brave enough to connect those dots. The fight against segregation, high stakes testing and school privatization is a fight for civil rights.

 

That is clear in nearly every aspect of his plan.

 

I’m not saying it’s perfect. He doesn’t go as far as he might in some areas – especially against high stakes testing. But his plan is so far advanced of anything anyone else has even considered, it deserves recognition and strong consideration.

 

So without further ado, I give you the top 10 reasons Bernie Sanders’ education platform is the most progressive in modern American history:

 

1) He Proposes Fighting School Segregation and Racial Discrimination

 

Sanders understands that many of our public schools today are more segregated than they were 65 years ago when Brown v. Board was decided. Only 20 percent of our teachers are nonwhite – even in schools that serve a majority of black and brown children. Implicit racial bias puts these students at risk of higher suspensions, unfair discipline policies and an early introduction into the criminal justice system through the school-to-prison pipeline.

 

Bernie proposes we increase funding to integrate schools, enforce desegregation orders and appoint federal judges who will support these measures. He wants to triple Title I funding for schools serving poor and minority children and increase funding for English as a Second Language programs. He even suggests racial sensitivity training for teachers and better review of civil rights complaints and discipline policies.

 

This could have an amazingly positive impact on our schools. Imagine a school system where people of all different races, nationalities, sexualities and creeds could meet and get to know one another. It’s harder to be racist and prejudiced adults when as children you learned not to consider people different than you as an other. It’s also harder to withhold funding and opportunities to minority populations when you mix all children together in the same schools.

 

2) He Would Ban For-Profit Charter Schools

 

This is a case of Bernie just listening to what educators, school directors and civil rights organizations like the NAACP are already saying. Charter schools are publicly funded but privately operated. Though this differs somewhat from state to state, in general it means that charters don’t have to abide by the same rules as the authentic public schools in the same neighborhoods. They can run without an elected school board, have selective enrollment, don’t have to provide the same services for students especially those requiring special education, and they can even cut services for children and pocket the savings as profit.

 

Moreover, charters increase segregation – 17 percent of charter schools are 99 percent minority, compared to 4 percent of traditional public schools.
To reverse this trend, Bernie would ban for-profit charter schools and impose a moratorium on federal dollars for charter expansion until a national audit was conducted. That means no more federal funds for new charter schools.

 

Moving forward, charter schools would have to be more accountable for their actions. They would have to comply with the same rules as authentic public schools, open their records about what happens at these schools, have the same employment practices as at the neighborhood authentic public school, and abide by local union contracts.

 

I know. I know. I might have gone a bit further regulating charter schools, myself, especially since the real difference between a for-profit charter school and a non-profit one is often just its tax status. But let’s pause a moment here to consider what he’s actually proposing.

 

If all charter schools had to actually abide by all these rules, they would almost be the same as authentic public schools. This is almost tantamount to eliminating charter schools unless they can meet the same standards as authentic public schools.

 

I think we would find very few that could meet this standard – but those that did could – with financial help – be integrated into the community school system as a productive part of it and not – as too many are now – as parasites.

 

Could Bernie as President actually do all of this? Probably not considering that much of charter school law is controlled by the states. But holding the bully pulpit and (with the help of an ascendant Democratic legislature?) the federal purse strings, he could have a transformative impact on the industry. It would at least change the narrative and the direction these policies have been going. It would provide activists the impetus to make real change in their state legislatures supporting local politicians who likewise back the President’s agenda.

 

3) He’d Push for Equitable School Funding

 

Bernie understands that our public school funding system is a mess. Most schools rely on local property taxes to make up the majority of their funding. State legislatures and the federal government shoulder very little of the financial burden. As a result, schools in rich neighborhoods are well-funded and schools in poor neighborhoods go wanting. This means more opportunities for the already privileged and less for the needy.

 

Bernie proposes rethinking this ubiquitous connection between property taxes and education, establishing a nationwide minimum that must be allocated for every student, funding initiatives to decrease class size, and supporting the arts, foreign language acquisition and music education.

 

Once again, this isn’t something the President can do alone. He needs the support of Congress and state legislatures. But he could have tremendous influence from the Oval Office and even putting this issue on the map would be powerful. We can’t solve problems we don’t talk about – and no one else is really talking much about this. Imagine if the President was talking about it every day on the news.

 

4) He’d Provide More Funding for Special Education Students

Students with special needs cost more to educate than those without them. More than four decades ago, the federal government made a promise to school districts around the country to fund 40 percent of the cost of special education. It’s never happened. This chronic lack of funding translates to a shortage of special education teachers and physical and speech therapists. Moreover, the turnover rate for these specialists is incredibly high.

 

Bernie wants to not only fulfill the age old promise of special education funding but to go beyond it. He proposes the federal government meet half the cost for each special needs student. That, alone, would go a long way to providing financial help to districts and ensuring these children get the extra help they need.

5) He Wants to Give Teachers a Raise

 

Teachers are flooding out of the classroom because they often can’t survive on the salaries they’re being paid. Moreover, considering the amount of responsibilities heaped on their shoulders, such undervaluing is not only economically untenable, it is psychologically demoralizing and morally unfair. As a result, 20 percent of teachers leave the profession within five years – 40 percent more than the historical average.

 

Bernie suggests working with states to ensure a minimum starting salary of $60,000 tied to cost of living, years of service, etc. He also wants to protect and expand collective bargaining and tenure, allow teachers to write off at least $500 of expenses for supplies they buy for their classrooms, and end gender and racial discrepancies in teacher salaries.

 

It’s an ambitious project. I criticized Kamala Harris for proposing a more modest teacher pay raise because it wasn’t connected to a broad progressive education platform like Sanders. In short, we’ve heard neoliberal candidates make good suggestions in the past that quickly morphed into faustian bargains like merit pay programs – an initiative that would be entirely out of place among Sanders initiatives.

 

In Harris’ case, the devil is in the details. In Sanders, it’s a matter of the totality of the proposal.

6) He Wants to Expand Summer School and After School Programs

 

It’s no secret that while on summer break students forget some of what they’ve learned during the year and that summer programs can help reduce this learning loss. Moreover, after school programs provide a similar function throughout the year and help kids not just academically but socially. Children with a safe place to go before parents get home from work avoid risky behaviors and the temptations of the streets. Plus they tend to have better school attendance, better relationships with peers, better social and emotional skills, etc.

 

Under the guidance of Betsy Devos, the Trump administration has proposed cutting such programs by $2 billion. Bernie is suggesting to increase them by $5 billion. It’s as simple as that. Sanders wants to more than double our current investment in summer and after school programs. It’s emblematic of humane and rational treatment of children.

 

7) He Wants to Provide Free Meals for All Students Year-Round

 

One in six children go hungry in America today. Instead of shaming them with lunch debts and wondering why they have difficulty learning on an empty stomach, Bernie wants to feed them free breakfast, lunch and even snacks. In addition, he doesn’t want to shame them by having the needy be the only ones eligible for these free meals. This program would be open to every child, regardless of parental wealth.

 

It’s an initiative that already exists at many Title I schools like the one where I teach and the one where my daughter goes to school. I can say from experience that it is incredibly successful. This goes in the opposite direction of boot strapped conservatives like Paul Ryan who suggested a free meal gives kids an empty soul. Instead, it creates a community of children who know that their society cares about them and will ensure they don’t go hungry.

 

That may seem like a small thing to some, but to a hungry child it can make all the difference.

 

8) He Wants to Transform all Schools into Community Schools

 

This is a beautiful model of exactly what public education should be.

 

Schools shouldn’t be businesses run to make a profit for investors. They should be the beating heart of the communities they serve. Bernie thinks all schools should be made in this image and provide medical care, dental services, mental health resources, and substance abuse prevention. They should furnish programs for adults as well as students including job training, continuing education, art spaces, English language classes and places to get your GED.
Many schools already do this. Instead of eliminating funding for these types of schools as the Trump administration has suggested, Bernie proposes providing an additional $5 billion in annual funding for them.

 

9) He Would Fix Crumbling Schools

 

America’s schools, just like her roads and bridges, are falling into disrepair. A 2014 study found that at least 53 percent of the nation’s schools need immediate repair. At least 2.3 million students, mostly in rural communities, attend schools without high-speed internet access. Heating and cooling systems don’t work. 
Some schools have leaks in their roofs. This is just not acceptable.

 

Bernie wants to fix these infrastructure issues while modernizing and making our schools green and welcoming.

 

10) He Wants to Ensure All Students are Safe and Included

 

Our LGBTQ students are at increased risk of bullying, self harm and suicide. We need schools where everyone can be safe and accepted for who they are.

 

Bernie wants to pass legislation that would explicitly protect the rights of LGBTQ students and protect them from harassment, discrimination and violence. He is also calling for protection of immigrant students to ensure that they are not put under surveillance or harassed due to their immigration status. Finally, this project includes gun violence prevention to make school shootings increasingly unlikely.

 

There are a lot of issues that fall under this umbrella, but they are each essential to a 21st Century school. Solutions here are not easy, but it is telling that the Sanders campaign includes them as part of his platform.
So there you have it – a truly progressive series of policy proposals for our schools.
Not since Lyndon Johnson envisioned the Elementary and Secondary Education Act (ESEA) has there been a more far reaching and progressive set of education initiatives.

 

What About High Stakes Testing?

 

Unfortunately, that also highlights Sanders biggest weakness.

 

Johnson’s signature legislation which had been focused on addressing funding disparities in 1965 became under George W. Bush in the 2000s a way of punishing poor schools for low standardized test scores.

 

The glaring omission from Sanders plan is anything substantive to do with high stakes testing.

 

The Thurgood Marshall plan hardly mentions it at all. In fact, the only place you’ll find testing is in the introduction to illustrate how far American education has fallen behind other countries and in this somewhat vague condemnation:

 

“We must put an end to high-stakes testing and “teaching to the test” so that our students have a more fulfilling educational life and our teachers are afforded professional respect.”

 

However, it’s troubling that for once Bernie doesn’t tie a political position with a specific policy. If he wants to “end high-stakes testing,” what exactly is his plan to do so? Where does it fit within his education platform? And why wasn’t it a specific part of the overall plan?

 

Thankfully, it is addressed in more detail on FeelTheBern.org – a Website not officially affiliated with Sanders but created by volunteers to spread his policy positions.

 

After giving a fairly good explanation of the problems with high stakes testing, it references this quote from Sanders:

 

“I voted against No Child Left Behind in 2001, and continue to oppose the bill’s reliance on high-stakes standardized testing to direct draconian interventions. In my view, No Child Left Behind ignores several important factors in a student’s academic performance, specifically the impact of poverty, access to adequate health care, mental health, nutrition, and a wide variety of supports that children in poverty should have access to. By placing so much emphasis on standardized testing, No Child Left Behind ignores many of the skills and qualities that are vitally important in our 21st century economy, like problem solving, critical thinking, and teamwork, in favor of test preparation that provides no benefit to students after they leave school.”

 

The site suggests that Bernie supports more flexibility in how we determine academic success. It references Sanders 2015 vote for the Every Child Achieves Act which allows for states to create their own accountability systems to assess student performance.

 

However, the full impact of this bill has not been as far reaching as advocates claimed it would be. In retrospect, it seems to represent a missed opportunity to curtail high stakes testing more than a workaround of its faults.

 

In addition, the site notes the problems with Common Core and while citing Sanders reticence with certain aspects of the project admits that he voted in early 2015 against an anti-Common Core amendment thereby indicating opposition to its repeal.

 

I’ll admit this is disappointing. And perplexing in light of the rest of his education platform.

 

It’s like watching a vegan buy all of his veggies at Whole Foods and then start crunching on a slice of bacon, or like a gay rights activist who takes a lunch break at Chick-fil-a.

 

My guess is that Sanders hasn’t quite got up to speed on the issue of standardized testing yet. However, I can’t imagine him supporting it because, frankly, it doesn’t fit in with his platform at all.

 

One wonders what the purpose of high stakes testing could possibly be in a world where all of his other education goals were fulfilled.

 

If it were up to me, I’d scrap high stakes testing as a waste of education spending that did next to nothing to show how students or schools were doing. Real accountability would come from looking at the resources actually provided to schools and what schools did with them. It would result from observing teachers and principals to see what education they actually provided – not some second hand guessing game based on the whims of corporations making money on the tests, the grading of the tests and the subsequent remediation materials when students failed.

 

For me, the omission of high stakes testing from Sanders platform is acceptable only because of the degree of detail he has already provided in nearly every other aspect. There are few areas of uncertainty here. Unlike any other candidate, we know pretty well where Sanders is going.

 

It is way more likely that advocates could get Sanders to take a more progressive and substantial policy stand on this issue than that he would suddenly become a standardized testing champion while opposing everything else in the school privatization handbook.

 

Conclusion

 

So there it is.

 

Bernie Sanders has put forth the most progressive education plan in more than half a century.

 

It’s not perfect, but it’s orders of magnitude better than the plans of even his closest rival.

 

This isn’t to say that other candidates might not improve their education projects before the primary election. I hope that happens. Sanders has a knack for moving the conversation further left.

 

However, he is so far ahead, I seriously doubt that anyone else will be able to catch him here.

 

Who knows what the future will bring, but education advocates have a clear first choice in this race – Bernie Sanders.

 

He is the only one offering us a real future we can believe in.

 


 

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

book-4

The Forgotten Disaster of America’s First Standardized Test

Screen Shot 2019-04-22 at 10.35.05 PM

“Those who cannot remember the past are condemned to repeat it.”

George Santayana (1905)

 

The merry-go-round of history continues to spin because the riders forget they are free to get off at any time.

 

But we rarely do it. We keep to our seats and commit the same stupid mistakes over and over again.

 

Take high stakes standardized testing.

 

It was a disaster the very first time it was attempted in America – in Boston, Massachusetts, in 1845.

 

Yet we continue to prescribe the same error to students in schools today.

 

Judging learners, schools and teachers based on standardized assessments has the same problems now as it did 174 years ago. Yet we act as if it’s the only accurate way to assess knowledge, the only fair and equitable way to assign resources and judge the professionalism of our schools and teachers.

 

IT IS NONE OF THOSE THINGS.

 

If we simply remembered our history, we’d know that. But our collective amnesia allows this bad policy to reappear every generation despite any criticisms or protests.

 

So let me take you back to Boston in the middle of the 19th Century and show you exactly where things first went wrong and how they still go wrong in nearly the same way.

BOSTON SCHOOLS

 

Even back then Boston had a history of excellent schools.

 

One of the country’s most prestigious institutions – the city Latin School – was founded in 1635 and had a list of alumni that reads like a who’s who of American history up through modern times. This includes Cotton Mather, Sam Adams, John Hancock, Ralph Waldo Emerson, Leonard Bernstein and even Santayana, himself!

 

But Boston wasn’t known just for educating the elite. The city’s school committee had opened the nation’s first public high school in 1821. This wasn’t a charity. The community funded its public schools relatively well and took pride in its students’ accomplishments.

 

Testing was a much different affair in the early 1800s than it is today.

 

At the local English Grammar Schools, most examinations were strictly oral. Students were questioned in person about the various subjects in which they had received instruction. Teachers tested students’ memory in a recitation to find out whether or not they were proficient in the subject at hand.

 

The purpose behind such an assessment wasn’t to assign a grade like children were eggs or melons. It was to give the teacher information about how much his students had learned and where the students’ teacher should begin instruction next year.

 

However, critics complained that such assessments weren’t impartial and that a written exam might be better. Unfortunately, having every student complete one was impractical before the pencil and steel pen came into common usage in the late 1800s. Besides, teachers – then called School Masters – were trusted to use their judgment measuring student achievement and ability based on empirical observation of students’ day-to-day work.

 

It should also be noted that many more teachers were men at this time. This changed by the 1920s, when the majority of educators were women while most men had fled to the administrative offices. As this transformation took place, it accompanied greater trust in administrators and decreasing confidence in classroom teachers. And if you don’t see the sexism in that, you aren’t paying attention.

 

This shift began with standardized testing – an innovation first introduced by a Massachusetts lawyer and legislator named Horace Mann.

HORACE MANN’S TEST

 

To this day Mann remains a somewhat controversial figure. To some he was a reformer seeking to modernize education. To others he was a self-serving politician looking to increase his own power and that of his party no matter what the cost.

 

In 1837, Mann was appointed secretary of the newly created State Board of Education. As a member of the Whig Party, he wanted to centralize authority. To do that, he needed to discredit the history of excellence in Boston.

 

Mann had traveled abroad to see the innovations of European schools and concluded that Prussia’s schools, in particular, were far superior to America’s. His remarks were included in a highly publicized 1844 report that demanded action lest our country’s children be left behind. (Sound familiar?)

 

When other prominent Whigs including his friend Samuel Gridley Howe were elected to the School Committee and later the examining committee, Mann had everything he needed to make a change.

 

Howe dispensed with the oral exams in favor of written tests, what today we’d call short-answer exams. Without any warning to teachers or students, this new committee came to Boston’s grammar schools with preprinted questions. Teachers and administrators were furious. Students were terrified.

 

The examiners picked 530 out of the city’s approximately 7,000 students — allegedly the best below high school age – and made them take the new exams. This was about 20 or 30 children from each school. Students had an hour to write their responses on each subject to questions taken from assigned textbooks -geography, grammar, history, rhetoric, and philosophy.

 

Most failed.

 

A contemporary report on the exams concluded that the results “show beyond all doubt, that a large proportion of the scholars in our first classes, boys and girls of 14 or 15 years of age, when called upon to write simple sentences, to express their thoughts on common subjects, without the aid of a dictionary or a master, cannot write, without such errors in grammar, in spelling, and in punctuation.”

 

Examiners explained in a subsequent report that they had been looking for “positive information, in black and white,” exactly what students had learned. Teachers took no offense at that goal, but complained that the test questions had not pertained to what students had been taught.

 

Howe and his examiners countered that they had ensured their new assessment was valid with field testing – a practice that modern day corporations like Pearson and Data Recognition Corp. still do today.

 

Howe’s committee gave the same test in towns outside of Boston, including Roxbury, then a prosperous suburb. In all, the committee tested 31,159 students the previous summer. The result – an average score of 30 percent correct.

 

However, the wealthy Roxbury students outscored all the other schools. Therefore, they were made the standard of excellence that all other schools were expected to reach.

 

So when Boston students – all of whom did not have the privileges of Roxbury students – didn’t achieve the same scores, they were deemed failing, inadequate, losers.

 

Thus Mann could justify criticizing the district, firing teachers and administrators and consolidating control over the city’s schools.

BACKLASH

 

The result was pandemonium. Howe issued a scathing report lambasting the schools and even naming individual teachers who should be fired. Mann published the results in his influential Common School Journal and these kinds of tests started to appear at urban schools across the country.

 

However, Bostonians were not all convinced. Editorials were published both for and against the tests.

 

Every aspect of the exam was disputed – and in similar ways to the testing controversies we still see today.

 

To start, raising the stakes of the exams invited cheating. One teacher was caught leaking questions to his students before the testing session began.

 

The assessments also showed a racial achievement gap that far from helping diagnose structural inequalities was instead weaponized against the very people working hardest to help minority students learn. Examiners criticized the head teacher of the segregated Smith School because his African American students had scored particularly low. He was accused of not seeing the potential in black children. Never mind that these students were the most different from the Roxbury standard in terms of culture and privilege.

 

The tests also began the endless failing schools narrative that has been used by ambitious policymakers and disaster capitalists to get support for risky and unproven policies. Rivalries began between city and suburban schools with Bostonians wondering why their schools had been allowed to get so much worse.

 

Much of the criticism came back on Mann and Howe who reacted by throwing it back on the teachers for doing such a bad job.

 

In the end, a few educators were let go, but the voters had had enough of Mann.

 

Parents accused him of deliberately embarrassing students and in 1848 he was not re-elected to office.

 

The tests were given again in 1846, but by 1850, Boston had abandoned its strategy and reverted to non-standarized exams that were mostly based on oral presentations.

 

The experiment deeply disturbed many people. No one could explain why there was a discrepancy between scores of rich vs. poor students. The original justification of these exams was that they would eliminate partiality and treat students fairly and equally. Yet the results showed a racial and economic bias that didn’t escape contemporaries. In 1850 as the tests were being discontinued, the chairman of the examination committee wrote:

“Comparison of schools cannot be just while the subjects of instruction are so differently situated as to fire-side influence, and subjected to the draw-backs inseparable from place of birth, of age, of residence, and many other adverse circumstances.”

 

And that’s how standardized testing began.

 

It was a political power play justified by so-called universal testing.

 

Numbers, charts and graphs were used to mesmerize people into going along with policies that were never meant to help children learn, but instead to gain power for certain policymakers while taking it away from others.

HISTORY OF STANDARDIZED TESTING

 

In the years that followed, standardized testing became much more efficient. In 1915, the first test was given with multiple-choice questions – Frederick J. Kelly’s Kansas Silent Reading Test. It was roundly criticized and eventually disowned by Kelly for focusing almost exclusively on lower order thinking skills.

 

Then in the 1920s eugenicists like Robert Yerkes and Carl Brigham went a step further with similar IQ tests to justify privileging upper class whites from lower class immigrants, blacks and Hispanics. Their work was even used to justify the forced sterilization of 60,000 to 70,000 people from groups with low test scores, thus preventing them from “polluting” the gene pool. Ultimately this lead Brigham to create the Scholastic Assessment Test (SAT) to keep such undesirables out of higher education. It is still in wide use today.

 

It wasn’t until 1938 that Kaplan Inc. was founded to tutor students in these same tests. Stanley Kaplan, son of Jewish immigrants, showed that far from assessing learning, these tests merely assessed students’ ability to take the tests. Thus he was able to provide a gateway to higher education for many Jews and other minorities who had been unfairly excluded because of testing.

 

In the 1960s black plaintiffs began winning innumerable lawsuits against the testing industry. Perhaps the most famous case is Hobson v. Hansen in 1967, which was filed on behalf of a group of Black students in Washington, DC. The court ruled that the policy of using tests to assign students to tracks was racially biased because the tests were standardized to a White, middle class group.

 

And then in 2001, President George W. Bush’s No Child Left Behind legislation revved the whole thing up into overdrive. With bipartisan support, he tied federal funding of schools to standardized test performance and annual academic progress – a policy that was only intensified under President Barack Obama who added competitive grants for additional funding based on test performance under Race to the Top.

 

Since then, standardized testing has grown from a $423 million industry before 2001 to a multi-billion dollar one decades later. If we add in test prep, new text books, software, and consultancy, that figure easily tops the trillion dollar mark.

 

Despite hundreds of principal, teacher, parent and student protests, tens of thousands of opt outs and a slew of lawsuits, high stakes testing continues to be the law of the land.

 

Yet the problems today are almost the same as those in Boston nearly two centuries ago.

LEGACY

 

These tests are political smokescreens used to stop policymakers from having to enact real reforms like equitable funding, wraparound services and addressing the trauma our most impoverished students deal with everyday. Instead, we push a school privatization and testing industry that makes trillions of dollars for corporations at the expense of our children.

 

“Those who cannot remember the past are condemned to repeat it.”

 

Here’s hoping that one day we remember and get the heck off this runaway merry-go-round.


Like this post? I’ve written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!
book-1

Betsy DeVos’s Right Wing School Indoctrination Program

Betsy DeVos

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

 
You get rid of thinking people.

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

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

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

 

 

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

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

 

 

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

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

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

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

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

 
To which DeVos tweeted her glowing approval.

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

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

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

 
Public schools are supposed to be ideologically neutral.

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

 

 

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

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

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

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

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

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

 

 

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

 

 

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

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

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

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

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

 

 

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

 
We should not be funding the spread of such ignorance.

 

 

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

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

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

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

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

 

 

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

 
And this is true even though indoctrination is sometimes unavoidable.

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

 

 

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

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

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

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

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

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

 


 

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

book-2

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

thumbnail_IMG_8445

 

 

I’m not going to mince words.

 

This year, 2018, has been a monster.

 

We’ve been fighting the dumbest and most corrupt President of our lives – Donald Trump. And we’ve been making progress.

 

Thanks to the midterm election blue wave in the U.S. House, Trump will finally have a check on his power.

 

We have more black and brown representatives, more women, more nationalities, ethnicities and faiths in the halls of power than ever before.

 

Charter schools and vouchers are more unpopular today than at any other point in history. High stakes testing is on the decline. And everywhere you look educators and education activists are being heard and making a difference.

 

But it’s taken an incredible toll on the activist community.

 

We have had to be out there fighting this ridiculous crap day-in-day-out 365 days a year.

 

And even then, we’ve suffered devastating losses – family separations at the border, children dying in detention, an increase in hate crimes and gun deaths, all while climate change runs rapidly out of control.

 

I wish I felt more hopeful. But as I cast my eyes back on the year that was, I’m struck with a sense of bone-deep despair.

 

I am confident Trump will go down and he will take so many with him.

 

But the forces of regression, prejudice and stupidity that forced him upon us don’t appear to be going anywhere.

 

Behind Donald is another Trump waiting to take his place. And behind him another one – like an infinite set of Russian Matryoshka dolls.

 

Oh, many of them look more appealing than Donald. They dress better, are more articulate and can remember all the words to the National Anthem. But they are just as committed to serving themselves at our expense.

 

So with that in mind, I invite you to join me on a brief look back at the year that was.

 

First, let me thank everyone who bought my book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform” from Garn Press. It was amazing to have finally achieved the dream of being published (in paper with a binding and everything)! I never made anyone’s best seller list, but it was gratifying to have hundreds of copies make it into readers’ hands. I hope people found it helpful (and still do because it’s still out there where better books are sold).

 

Also, I got to check another item off my bucket list with the invitation to film a TED Talk at Central Connecticut State University. My topic was “The Plot to Destroy Public Education.” It’s been viewed almost 1,000 times. I invite you to watch it here.

 

As to the blog, itself, I’ve been writing now for four and a half years. This year, I’ve had more than 211,000 hits. To be honest, that’s quite a drop. In 2017, I had 366,000 hits. But I’m hearing about similar dips all over the blogosphere. Facebook changed its algorithm this year making it much harder for people to see the work of amateurs like me. Zuckerberg’s multi-billion dollar corporation doesn’t refuse to spread the written word – it just charges a fee that I can’t afford. Moreover, the Federal Communications Commission (FCC) repealed Net Neutrality at about this time last year making things even more dodgy.

 

However, on the plus side, the blog is up to more than 1,429,000 hits total! That’s pretty good for a publication that’s only been around since July 2014. And it doesn’t count all the readers I get from articles reposted on the Badass Teachers Association Blog, Huffington Post, Commondreams.org, the LA Progressive, Alternet, BillMoyers.com or other sites.

 

In addition, about 500 more people followed me this year for a total of 13,361.

 

That should do it for an overview.

 

One final item before I get to the look back. I’m making a slight change this year to how I do things. Instead of publishing two separate articles – a Top 10 list and a List of Honorable Mentions – I’m combing the two into this one.

 

I’ll begin with three pieces that didn’t necessarily get the number of hits I thought they were worth. Then I’ll count down my 10 most popular pieces of 2018.

 

So without further ado, here’s what’s kept Gadfly buzzing this year:

 


 

Honorable Mentions

 

 13) The Necessity and Importance of Teachers

 

Published: June 29 teacher-elementary-Getty-blog

 

Views: 520

 

Description: There’s an increasing (unspoken) insistence that schools do away with teachers and replace them with technology, apps, algorithms and other edtech marvels with more strings attached than your standard marionette. This is my attempt to prove how and why real, live teachers are important.

 

Fun Fact: How sad this article was and remains necessary.


 

 

12) There is Virtually No Difference Between Nonprofit and For-Profit Charter Schools

 

Published: Sept. 7 Screen Shot 2018-09-06 at 3.18.04 PM

 

Views: 1,464

 

Description: You often hear privatization cheerleaders defend charter schools by making a distinction between the good ones and the bad ones. This usually just means those that are for-profit and those that are not-for-profit. But in this article, I show that this distinction is bogus.

 

Fun Fact: This may be one of the most important facts you can share with someone who’s had a big gulp of the charter school Kool-aide.


 

11) Top 10 Reasons You Can’t Fairly Evaluate Teachers on Student Test Scores

 

Published: Aug. 6 Screen Shot 2018-08-02 at 12.49.24 AM

 

Views: 1,552

 

Description: Policy makers don’t talk about it as much these days, but there are still plenty of laws on the books requiring states to evaluate teachers on student test scores. It’s called VAM or Value Added Measures. Here’s why it’s totally unfair.

 

Fun Fact: I’m not sure if anyone else has ever put together all these arguments against VAM. Hopefully, it can serve as a good go-to article when a corporate shill starts rhapsodizing on the benefits of this farce.


Top 10 by Popularity

 

10) Grit is Sh!t – It’s Just an Excuse to do Nothing for Struggling Students

 

Published: Nov. 8 Screen Shot 2018-11-08 at 3.29.01 PM

 

Views: 3,102

 

Description: Ask a Common Core propagandizer why their canned academic standards haven’t resulted in an increase in test scores and you’ll get this whooper: ‘It’s the students’ fault. They need more grit.’ Here’s why that’s a steaming pile of something that rhymes with grit.

 

Fun Fact: Some folks hated this article simply because of my potty mouth. But a whole lot of people were as fed up with this particular suit of the Emperor’s new clothes as I am.


9) Twenty-One Reasons People Hate, Hate, HATE Betsy DeVos

 

Published: March 12 n7kdmgvgx13jmo6cvmpu

 

Views: 3,824

 

Description: During Betsy Devos’ 60 Minutes interview, the billionaire heiress turned Education Secretary just couldn’t figure out why people hated her so much. It thought I’d send her a clue – or 21.

 

Fun Fact: The biggest criticism I got on this article was that I stopped at only 21 reasons. I should have gone on – but then I might still be writing…


 

8) The Best Charter School Cannot Hold a Candle to the Worst Public School

 

Published: May 26 Screen Shot 2018-05-24 at 7.43.41 AM

 

Views: 3,929

 

Description: A question I often get is this: Why do you think Charter Schools are always a bad thing? Here is my answer.

 

Fun Fact: This article shocked a lot of progressives who backed Obama and Clinton. But it had to be said. Democracy is always better than tyranny just as public schools are always better than charter schools.


 

7) Few Kids in the World Can Pass America’s Common Core Tests, According to New Study

 

 

Published: Jan 23 chinese-children-crush-americans-in-math-thanks-to-a-mindset-americans-only-display-in-one-place-sports

 

Views: 5,061

 

Description: If all students the world over had to pass America’s Common Core tests, they wouldn’t be able to do it. You’d think that would have implications for how we assess learning in the USA. But nope. Standardized tests are big business. Wouldn’t want to kill that cash cow just because we’re hurting our children, now would we?

 

Fun Fact: This should have been a bigger story, but we already rewrote our federal education law, the Every Student Succeeds Act, which enshrines standardized testing in most states. So nothing can be done until it comes up for another revision in a few years where lawmakers will again drag their feet and somehow rediscover their love of standardized testing all over again!


 

 

6) When You Mistreat Teachers, Beware the Unintended Lessons for Students

 

Published: Jan 10 5a552b35785e6.image

 

Views: 7.048

 

Description: A Louisiana school resource officer threw a school teacher to the ground and arrested her for asking a question at a school board meeting. This was my analysis of what such actions were teaching students.

 

Fun Fact: A Lafayette judge ruled 10 months later that the school board violated Louisiana’s open meetings law and had to negate the pay raise for the superintendent that the teacher was asking about.


 

5) The Six Biggest Problems with Data-Driven Instruction

 

Published: Sept 25 0

 

Views: 7,525

 

Description: A lot of folks in education think that everything in our schools should be data driven. Here’s why they’re wrong. It should be data-informed but student driven.

 

Fun Fact: A lot of educators, parents and students were as sick of hearing about “date-driven” instruction as I was. Feel free to use this article on the next fool who brings out this stale chestnut.


 

4) Teacher Autonomy – An Often Ignored Victim of High Stakes Testing

 

Published: Oct 12 Screen Shot 2018-10-12 at 12.12.38 PM

 

Views: 11.405

 

Description: Standardized testing is terrible in so many ways. It hurts students. It hurts schools. But we often forget how it stops teachers from effectively doing their jobs.

 

Fun Fact: This one brought a lot of memories to educators – memories of how things are supposed to be and how they’ve changed for the worst. We need to continue asking questions about the purpose of education and how our school policies are betraying that purpose.


 

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

 

Published: Nov 30

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

 

Views: 11,723

 

Description: Poor Betsy. She and her family spent a lot of money on this election on regressive candidates who had no intention of working in your best interest. And many of them lost!

 

Fun Fact: Wouldn’t it be great if everyone got one vote? Wouldn’t it be great if money couldn’t buy elections?


 

2) Five Reasons to Vote NO on the Allegheny County Children’s Fund

 

Published: Oct 18 Screen Shot 2018-10-17 at 12.14.03 PM

 

Views: 18,593

 

Description: In the Pittsburgh area, we were asked to vote on a referendum to increase spending on children. It sounded like a great idea until you looked at the details. It was just a power grab by the forces of privatization.

 

Fun Fact: The referendum lost by about as many votes as this article received. I can’t prove my writing changed anyone’s mind, but it was hugely popular here in the ‘Burgh. I’d see people passing around printed copies at council meetings. It was reposted everywhere. I feel like this one made a real difference and helped us stop a bad law. Too bad it couldn’t help us enact a good one.


 

  1. African Immigrants Excel Academically. Why Don’t African Americans?

 

Published: June 6 static.politico.com

 

Views: 20,022

 

Description: I start with a basic fact about native born African Americans vs. foreign born African Immigrants. Then I try to account for the difference.

 

Fun Fact: This seems like an important question to me. But it was a controversial one. Some folks were furious I even asked the question. But more people were interested in this piece than anything else I wrote all year.


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 (like the one you just read from 2018) and one listing articles that I thought deserved a second look. Here are all my end of the year articles since I began this crazy journey in 2014:

 

 

2017:

 

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

 

thumbnail_Screen shot 2017-12-26 at 3.44.17 PM

 

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

 

7fd6a56c2ffc7a03c9fd2f431a543e92

 

2016

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

 

ignoring-wisdom

 

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

 

screen-shot-2016-12-27-at-3-29-49-am

2015

 

 

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

Screen shot 2016-01-02 at 11.01.09 PM

 

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

Screen shot 2015-12-30 at 12.57.49 AM

 

2014

 

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

Wonderfull illusion art painting

 

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

 

computer-people-png-300x202


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

thumbnail_IMG_8249

Why is There a Racial Achievement Gap?

Screen Shot 2018-11-16 at 12.15.01 PM

 

Sometimes the most racist aspects of a society are right there in front of you, but no one seems to notice.

 

Take the racial achievement gap.

 

It’s a term used to describe the fact that black and Latino students don’t do as well academically as white students.

 

Why does it even exist?

 

Why do students of color in the United States achieve less than their white peers?

 

They have worse grades, lower test scores, meager graduation rates and fewer achieve advanced degrees.

 

As of 2018, they had the lowest mean score of any racial group on the Scholastic Aptitude Test (SAT).

 

And it’s been like that for more than half a century.

 

In 1964, a Department of Education report found that the average black high school senior scored below 87% of white seniors (in the 13 percentile). Fifty years later, the National Assessment of Educational Progress (NAEP) found that black seniors had narrowed the gap until they were merely behind 81% of white seniors (scoring in the 19th percentile).

 

So what does that mean?

 

It’s a question that has haunted our education system for more than a century.

 

And the various answers that have been offered to explain it often reveal more about our society than they do about black and Latino children.

 

CLAIM 1: People of color are just genetically inferior

 

 

I know. This sounds glaringly racist.

 

And it is.

 

Yet this was the favorite answer for the achievement gap at the start of the 20th Century (More on that later).

 

However, it has been espoused as recently as 1995 by Charles Murray and Richard Herrnstein in The Bell Curve where the authors attributed relative black failure and low socio-economic status to biological inadequacy.

 

Murray and Herrnstein sparked such an intense academic debate at the time that the American Psychological Association (APA) convened a Task Force on Intelligence. Instead of soundly disproving this theory, the resulting APA report could come to no definite conclusion: “At this time, no one knows what is responsible for the differential,” the authors wrote.

 

Today the idea that people of color are genetically inferior has been soundly defeated.

 

There is simply no evidence that racial characteristics are strongly correlated with intelligence.

 

If it were true, for example, you’d expect to see the same achievement gap from native born Africans immigrating to this country as those who are born in the US. But that is not the case. In fact, we see just the opposite effect – a sizable percentage of African immigrants earn some of the best grades, have some of the highest test scores, and disproportionately graduate from high school and achieve advanced degrees.

 

This is something that distinguishes foreign-born Africans – especially those from Sub-Saharan Africa – even from other immigrants. African immigrants sit near the top of the scale of so-called model minorities.

 

If the problem was mere genes, this wouldn’t be so.

 

CLAIM 2: America’s people of color are culturally inferior

 

You’d think it would be obvious how racist such a claim is, but it is an increasingly popular explanation of the achievement gap.

 

In The End of Racism, popular conservative writer Dinesh D’Souza blamed the racial accomplishment gap on black cultural defects. “[T]he old discrimination” has declined and been replaced by “rational discrimination” based “on accurate group generalizations,” wrote D’Souza.

 

In other words, it’s not genes, but pathological community values that keep many people of color at the bottom. Black and brown students would do better in school if their culture fostered hard work, determination, grit and valued learning. They’d learn more if their parents weren’t always in jail or having innumerable children to increase their food stamp benefits.

 

From a purely ideological standpoint, this is textbook racism – the belief that some racially defined groups are in some sense better or worse than others.

 

It’s the minstrel show as case study. It boils down the attributes of 40 million people to mere stereotypes and pretends that they’re real.

 

The truth is most people of color don’t fit the corny clichés. In the real world, most black folks do not commit crime, only about 6 percent of unmarried black women give birth each year, and most black people are not recipients of welfare benefits. Indeed, fewer than 200,000 black adults in the entire US currently receive cash welfare benefits from the government. That’s out of about 30 million black adults in all. So these are not cultural norms.

 

Furthermore, black crime rates, out-of-wedlock birthrates, and welfare dependence have gone down in recent years, while white rates have increased.

 

Such claims show more about those making them than the people the claims are supposed to be about. When a black person struggles, the cause is assumed to be a deeply ingrained cultural attribute. When the same happens to white people, it’s an anomaly.

 

For instance, in the 80’s and 90’s the media blamed black culture and black communities for the crack epidemic. But today those same talking heads excuse the mostly white and rural opioid crisis as an aberration. No one seems to claim that it is because the white family is breaking down or white culture is in decline.

 

Black families are disproportionately poor and thus suffer higher rates of everything that comes with it.

 

But this is not an artifact of their culture anymore than it is for poor whites.

 

CLAIM 3: People of color experience higher rates of poverty and thus struggle more academically.

 

Finally we have a claim based in fact and not racial stereotypes!

 

When we look at test scores, like those on the NAEP, we see that state racial achievement gaps are strongly correlated with state racial socioeconomic disparities.

 

Poor people achieve worse academic outcomes than wealthier people. And this is true across race and ethnicity.

 

It just makes sense. Living in poverty means less access to healthcare, neonatal care, pre-kindergarten, and fewer books in the home. It often means fewer educated family members to serve as a model. And it often means suffering from malnutrition and psychological trauma. Impoverished parents usually have to work multiple jobs just to make ends meet and thus have less time to help with homework or see to their children. All of this has a direct impact on education.

 

The fact that a larger percentage of people of color are poor, helps explain the disparity of achievement between races.

 

The fact that achievement gaps tend to be largest in places where racial socioeconomic disparities are largest, supports this theory. Moreover, in neighborhoods with greater socioeconomic equality, the racial achievement gap is likewise smaller or nonexistent.

 

Achievement gaps are strongly correlated with racial gaps in income, poverty rates, unemployment rates, and educational attainment.

 

However, poverty, alone, does not explain away the problem.

 

Even when racial disparities are few and far between (typically in states with small black and/or Hispanic populations), the gap can persist.

 

We shouldn’t discount poverty. It goes a long way to explaining the problem. It just doesn’t go all the way.

 

CLAIM 4: Racist policies and bias widen the achievement gap

 

There are numerous factors that can adversely affect achievement for children of color above and beyond poverty. These include the availability and quality of early childhood education, the quality of public schools, patterns of residential and school segregation, and state educational and social policies.

 

For example, more than 60 years after Brown v. Board, school segregation is still a problem. In fact, in many parts of the country, they are actually more segregated today than they were at the height of the civil rights movement in the 1960s.

 

According to a report from the U.S. Government Accountability Office, from 2000 to 2014, school segregation has more than doubled nationwide. That’s twice the number of schools comprised almost entirely of students living in high poverty and/or students of color.

 

The number went from 7,009 to 15,089 schools. And that’s just the worst offenders – schools with more than three quarters of students from only one race or class. Throughout the country there are thousands more schools not as extreme but still serving mostly poor and/or minority students, and thus receiving fewer resources, more teacher layoffs, dealing with larger classes and crumbling infrastructure.

 

Even where segregation isn’t a problem, racist policies can creep into the academic culture.

 

A report by the Government Accountability Office (GAO) found that black students in K-12 schools are far more likely to be disciplined — whether through suspension or referral to law enforcement — than their racial counterparts.

 

A 2014 study found that people generally view black boys as older and less innocent starting at the age of 10. Another study released in 2017 produced similar results, finding that Americans overall view black girls as less innocent and more mature for their age, from ages 5 to 14.

 

These have real world consequences for children’s academic development. If even well-meaning (and mostly white) teachers are more likely to see children of color as potential trouble makers, that can be a self-fulfilling prophecy. And kids who are in trouble often have more difficulty making the grade.

 

Finally, there is the influence of charter and voucher schools, many of which target their enrollment at students of color.

 

These are schools that are (at least in part) publicly funded but privately managed. They are not required to have nearly the same transparency as traditional public schools, don’t have to be democratically controlled and can often be run for a profit.

 

They can cut services to students on a whim and if students struggle, they can give them the boot forcing them to try to catch up at the local public school.

 

These practices are so worrying that the National Association for the Advancement of Colored People (NAACP) and Black Lives Matter have both called for a moratorium on all new charter schools. Journey for Justice has gone even further with a call for more community schools.

 

Bias and policies like these can have a big impact on students, but we haven’t even discussed the largest culprit.

 

CLAIM 5: The standardized testing industry is essentially biased

 

We’ve talked a lot about why there’s a racial achievement gap.

 

We haven’t talked that much about if.

 

You have to admit, it’s counterintuitive to think that there should be academic hierarchies based on race. One race is better than others at school? Really? Isn’t that, itself, a racist assumption?

 

If there is no evidence for genetic or social differences along racial lines, can we explain everything else by way of socioeconomics and racist policies?

 

Perhaps. But even more so, we need to question the mechanism that started this whole debate in the first place – standardized testing.

 

 

That is the primary mechanism used to determine if there is a racial achievement gap at all.

 

If that mechanism is biased, so is the result.

 

This is particularly troubling for an industry that was built on the eugenicist premises with which we started this article.

 

Standardized testing, as we know it, originates from the work of Francis Galton – Charles Darwin’s cousin and an English statistician. In 1869, he wrote in Hereditary Genius that “[t]he average intellectual standard of the negro race is some two grades below our own.” Galton nearly invented the western eugenics movement, but couldn’t find a method to test his theories.

 

Enter France’s Alfred Binet and Thodore Simon. In 1905 they developed an IQ test that 11 years later was revised by Stanford University psychologist Lewis Terman for use in America.

 

In his book, The Measurement of Intelligence, Terman wrote that these “experimental” tests will show “enormously significant racial differences in general intelligence, differences which cannot be wiped out by any scheme of mental culture.”

 

For Terman, the achievement gap wasn’t a problem. It was a feature he was actively trying to prove, and he thought he had done so with his experiments on 1.7 million U.S. servicemen in World War I.

 

His deeply biased work convinced a generation of scholars. Princeton University psychologist Carl C. Brigham presented the results as evidence of genetic racial hierarchy in A Study of American Intelligence – merely three years before he used these same ideas to craft the SAT test in 1926.

 

Though that same SAT test has been revised since Brigham’s time, the fundamental principals behind it remain the same. Along with the PSAT, it was taken by more than 6.7 million students in the 2015-16 school year.

 

The ideals of the eugenicists lost popularity after World War II, but they were by no means finished. Famed physicist William Shockley and educational psychologist Arthur Jensen carried these concepts into the 1960s before they were revived again in The Bell Curve in the ‘90s.

 

These are not just bugs in the system. They are what the system was meant to prove in the first place.

 

Our worship of the data has made us all unwitting accomplices of an ideal that is prejudiced in its axioms.

 

By defining academic success or failure primarily as success or failure on standardized tests, we’ve effectively barred generations of children of color from the benefits of an education. And in using these same tests for “accountability” purposes to reward or punish their schools by granting or denying resources, high stakes testing has become the academic gatekeeper. Biased assessments have been used to grant real world opportunity.

 

How many opportunities have been denied because of them? How many black and brown children have been denied entry to college, professions, graduate schools, jobs, places at the highest ranked schools?

 

How many young black and brown children have been convinced of their own ignorance because of a test score of dubious quality?

 

CONCLUSIONS

 

So we return to the question with which we began this article:

 

Why is there a racial achievement gap?

 

The answer is NOT because of genetic or cultural deficiencies in children of color.

 

The gap stems from a combination of disproportionate levels of poverty among black and brown people, racist bias and policies embedded in our public school system and – more than anything else – reliance on a flawed assessment system.

 

If we want to really close the achievement gap, we must do several things. First, we must continually discredit and criticize the genetic and social critique of racial minorities at the heart of the conservative movement.

 

Next, we must create a more just and equitable education system. This means fairly funding our schools. We must increase integration. We must halt the spread of charter and voucher schools. We need to make sure all our teachers and principals have cultural sensitivity training and increase the numbers of teachers of color in our school system.

 

And we must get rid of our system of standardized testing.

 

It’s a tall order, but that’s the only way to close an even more pressing gap – the gap between our reality and our ideals.

 


 

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

book-4

The World Mourns for Jews After Pittsburgh’s Synagogue Shooting. What About Other Targets of Hate?

Chin110118RallyAgainstAntisemitismMet5

 

When a white supremacist killed 11 people and wounded 6 others at a Pittsburgh synagogue last weekend, the world took notice.

 

Lights dimmed at the Eiffel Tower and Empire State building.

 

Candlelight vigils were held nationwide – including in Boston, Houston, Washington D.C., Philadelphia, New Orleans, Atlanta, Chicago, New York City and Los Angeles.

 

A host of international leaders from the Pope to Canadian Prime Minister Justin Trudeau to German Chancellor Angela Merkel expressed outrage, sadness and solidarity.

 

I’ll admit that as a native Pittsburgher and person of Jewish descent, it touched me deeply.

 

For a moment, it seemed like the whole world had stopped spinning and from every corner of the globe people were with us in our tragedy.

 

But at the same time, it was troubling.

 

After all, there were at least two other major hate crimes in the U.S. perpetrated within 72 hours of the shooting.

 

In Kentucky, a white man shot and killed two African-Americans at a Kroger grocery store following a failed attempt to break into a black church.

 

Only two days later, a deranged man who had railed against Democrats and minorities with hate-filled messages online was arrested for allegedly sending mail bombs to people who’d been criticized by President Donald Trump.

 

IMG_8311

 

Where were the candlelight vigils for those atrocities?

 

Where were the international landmarks going dark?

 

Where was the worldwide condemnation?

 

In the wake of Pittsburgh’s tragedy, these other violent acts have been almost forgotten.

 

Yet they’re all symptoms of the same disease – hate and bigotry.

 

Don’t get me wrong.

 

What happened in Pittsburgh was terrible.

 

The Anti-Defamation League estimates that the shooting at the Tree of Life Synagogue may be the most deadly attack on Jews on American Soil in our history.

 

694940094001_5854810496001_5854807723001-vs

 

But me and mine do not have a monopoly on sorrow.

 

We suffer, but we are not the only ones hurting.

 

This all happened not far from my home.

 

I’ll admit that I am having a really hard time dealing with it.

 

I am not sleeping well.

 

I find myself zoning out in the middle of everyday activities.

 

And I feel this constant anxiety like part of me is expecting to hear a gunshot ringing down the hall at any time.

 

When the alleged shooter entered the sanctuary armed to the teeth and shouted “All Jews must die!” before carrying out his plan, he included me in his declaration.

 

All Jews.

 

That’s me.

 

That’s my daughter. My parents. My family.

 

It means something to me that so many people have come together to repudiate this crime.

 

The Islamic Center of Pittsburgh and other U.S. based Muslim groups donated more than $200,000 for funeral expenses. An Iranian refugee (who hadn’t even been to the three rivers) started a GoFundMe that brought in $1 million for the victims and their families.

 

You can’t go anywhere in Pittsburgh without a memorial, a moment of silence, a shared statement of solidarity and love.

 

At the symphony, musicians read two statements from the stage against hate before playing a Hebrew melody with string quartet.

 

At my school – I’m a teacher – the union decided to collect money for the victims.

 

 

I saw a barge floating down one of the rivers that had the message “Stronger Than Hate” on the side next to the modified Steelers logo where the top star had been replaced by a Star of David.

 

IMG_8309

 

I even saw a similar message on a Wendy’s sign: “PittsburghStrong/ Stronger/ Than Hate”.

 

IMG_8312

 

The community has come together in a way I’ve never seen before.

 

 

But I can’t help wondering why.

 

 

Even after Richard Baumhammers went on a racially motivated killing spree in 2000 murdering five people including two Jews, the response wasn’t this overwhelming.

 

 

Perhaps it’s just that this latest shooting is the final straw.

 

Perhaps it is the moment when our nation finally pulls together and says that enough is enough – We won’t tolerate this kind of hate and violence.

 

I hope that’s it.

 

However, in the shadows of my mind I wonder if it might not be a reflection of the same beast that struck us last weekend.

 

Could it be that we’re willing to put up with violence against brown people, but only draw the line when those targeted have lighter skin?

 

I guess my point – if I have one – is this: Thank you, But.

 

On behalf of Pittsburgh’s Jews, thank you for having our back.

 

If we’re going to survive this, we’re going to need your continued support and solidarity.

 

But it’s not just us.

 

Hate crimes have jumped from about 70 incidents a year in the 1990s to more than 300 a year since 2001. And after Trump was elected, 900 bias-related incidents were reported against minorities within the first 10 days.

 

Our country was built on the genocide of over 110 million indigenous Americans and the enslavement of 30 million Africans.

 

The idea of concentration camps didn’t originate with the Nazis. Hitler got the idea from U.S. treatment of Native Americans.

 

Racism didn’t end with the Civil Rights Movement. It just changed shape and is hidden in the way we practice health care, education, and policing all the way to mass incarceration.

 

 

The shock and solidarity in the wake of the synagogue shooting is appreciated, but it’s not enough to mourn only when 11 Jews are murdered in cold blood.

 

It’s not enough to take a stand against anti-Semitism.

 

We need to join together to fight all of it.

 

We need to be unified against school segregation, police brutality, xenophobia and prejudice in all of its forms.

 

The white supremacist who killed my friends and neighbors targeted us because he thought we were helping brown-skinned immigrants into the country.

 

We can’t just stand for the helpers. We need to stand for those in need of that help.

 

It just won’t work any other way.

 

We can’t just be against violence to light skinned minorities. We have to empathize and protect our brown skinned brothers and sisters, too. We have to love and cherish our LGBTQ neighbors, as well.

 

IMG_8310

 

We have to realize that our freedom, our safety, our very lives depend not just on what rights we have – but on what rights we give to all.

 

That is the only way any of us will ever feel safe again.

 

Through love and solidarity for every. Single. Human. Being.

 

AR-181029559.jpg&MaxH=500&MaxW=900


 

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

book-3