Pittsburgh Mayor’s Tantrum About School Finances Proves He Doesn’t Understand Education or Equity

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Pittsburgh Mayor Bill Peduto is steaming mad and he doesn’t care who knows it.

 

On Tuesday he raved that Pittsburgh Public Schools’ finances should be taken over by the state – the same fate the city had suffered during its own economic troubles from 2004-18.

 

The reason Peduto thinks the school should submit to a financial recovery plan overseen by a state appointed board? School Superintendent Dr. Anthony Hamlet is proposing a 2.3% tax increase in 2020 for a reserve fund while Peduto’s municipal government allegedly is managing with a surplus.

 

If the city can manage its finances without a tax increase, wonders Peduto, why can’t the school district?

 

However, the Mayor’s narrative conveniently leaves out a few pertinent facts.

 

Most importantly – during the city’s economic trouble 14 years ago, Pittsburgh Public Schools gave a portion of their tax revenue to the municipal government to help it pay the bills.

 

Now that the city is doing better, school officials are suggesting Peduto should give that tax revenue back to the schools. And that suggestion infuriates the mayor.

 

In addition, it’s not true that Pittsburgh’s 2020 budget includes no tax increase.

 

The city is raising taxes by about 6% to pay for upkeep at its parks. However, since this tax is the result of a referendum approved by the voters, it is being spun as a “no new taxes” budget.

 

The city has a surplus due to construction of new high-end apartments. City Council could have budgeted some of this money to pay for the parks. Instead, leaders like Peduto were too cowardly to take the blame, themselves, and put it out as a question to voters.

 

It is entirely unfair to criticize Pittsburgh Public Schools for raising taxes a smaller degree (2.3%) than the city is (6%).

 

Both entities spend about the same amount annually. In 2020, the city has a proposed $608 million budget, and the schools have a proposed $665.6 million budget.

 

Moreover, there is nothing unfair about school officials asking for the tax revenue back from the city that they generously offered it when the municipality was in need.

 

Now that the city is out of peril (and has been since 2018), it should pay back that money. To be honest, it should do so with 14 years worth of interest – but no one is suggesting that.

 

At least it is time for Pittsburgh to stop leeching off its schools and give this revenue back.

 

The fact that Peduto is whining about something so obviously fair and equitable makes him look like a spoiled child.

 

The same goes for his suggestion of state takeover of district finances.

 

Pittsburgh Public Schools already is audited by the state every year. It is not on the state watchlist for districts in financial distress.

 

District spokeswoman Ebony Pugh said, “There have been no significant issues raised related to how the district conducts its finances.”

 

Peduto just wants the schools to have to endure the same indignity the city did thereby putting municipal leaders in a better light.

 

After all, it was the school district which helped the city – not the other way round. And it was the city that needed the state to take over its finances, not the schools.

 

It was Pittsburgh Public School’s Chief Financial Officer Ronald Joseph who explicitly proposed a take-back of wage tax revenue that was diverted to the city in 2005.

 

City residents pay a 3% wage tax. Of this money, originally 2% went to the schools and 1% to the city.

 

When the city was placed under Act 47 state oversight, the formula was changed to give a quarter percent more to the city from the school’s allotment – thus 1.75% went to the schools and 1.25% went to the city.

 

Pittsburgh left Act 47 in 2018 but the wage tax distribution has remained the same.

 

“Why in the heck can’t the school board balance their budget?” Peduto said. “Where is all this money going?”

 

Answer: Some of it is still going unnecessarily to fill your municipal coffers.

 

Peduto added:

 

“If they are looking to have part of the city’s wage tax, then they should be willing to open the books and let the state come in and do exactly what we had to do through Act 47, which was difficult restructuring for the future. If we didn’t have that, the city would be bankrupt.”

 

So let me get this straight. In order to give back the revenue the schools generously loaned the city, you need a look at their finances? I sure wouldn’t lend you a dollar or else I’d have to show you my tax returns and checking account just to get the loan repaid.

 

Peduto went on:

 

“If they simply say, ‘We’re going to take your revenue to fix our hole,’ and not be the leaders that they were elected to be in making tough decisions like raising taxes, then I have no time for that, absolutely none, and I will fight them in Harrisburg.”

 

How generous! That’s like threatening to go to Mom and Dad to settle your dispute. A real leader would know he was in the wrong and just pay up.

 

This isn’t the first time Peduto has clashed with city schools.

 

He seems to think his role as mayor supersedes that of the school district which operates independently through an elected nine-member board.

 
He said as much in 2018 when district negotiations with the Pittsburgh Federation of Teachers (PFT) threatened to spill over into the first teachers strike in more than 40 years.

 

Peduto wanted to mediate between the teachers and school administrators – a measure Dr. Hamlet patently refused.

 

Peduto said:

 

“They have to remember they’re a board. They’re not a government. They’re no different than the water board or the Port Authority board or the airport board. They’re a board of education. Their job should be solely making sure that kids are getting a good education. When there becomes labor strife in the city, labor strife that could affect the economic development of the city for years to come, they need to move out of the way and let [elected] leaders lead.”

 

Dr, Hamlet said this was a “bargaining process, not a political” one, and that Peduto needed to let administration continue the process of bargaining with the teachers – a process that resulted in a new contract without a strike.

 

The relationship has been chilly even before Hamlet was hired in 2016.

 

In a community where district funding is constantly at risk from unregulated and unaccountable charter schools, Peduto actually presided over a 2014 ribbon cutting ceremony at the Hill House Passport Academy Charter School.

 

 

Charter school costs are one of the largest expenses the district pays annually.

 

 

According to PennLive.com, the district paid $79 million (or about 12% of its budget) in 2017-18 to these institutions which are funded with public tax dollars but privately run.

 
Like many charter schools, the Hill District institution is incredibly segregated. According to ProPublica, 96% of students are children of color. It has no gifted program, offers no AP courses, has no students taking the SAT or ACT test, no calculus classes, no advanced math, no physics, geometry, chemistry or 8th grade algebra courses.

 

In short, this is not the type of school the mayor of a major metropolitan center should be promoting.

 

And Peduto would know that if he had any knowledge of how school systems actually work. Before entering city politics, the Democrat ran a consulting business and served as Chief of Staff to City Councilman Dan Cohen.

 

Since his first successful campaign for mayor in 2013, Peduto has had a history of making bold promises to the Pittsburgh Public Schools that have not always come to fruition.

 

Peduto said he would lobby for additional funding for city schools in Harrisburg but district solicitor Ira Weiss said the mayor never followed through.

 

 

Peduto proposed increasing school revenue by helping to rent out unused school space. That hasn’t happened, either, said Weiss.

 

Peduto suggested increasing student after school programs by working together with the district and others like the YMCA and the Student Conservation Association. While a few such programs do exist, there is no broad collaboration, said Errika Fearby Jones, the executive director of Dr. Hamlet’s office.

 

Peduto’s summer reading program with the city and the Carnegie Library of Pittsburgh likewise never materialized – though the library runs its own program.

 

Moreover, Peduto’s plan to restart the Generations Together program with the University of Pittsburgh to promote cross-generational learning never happened either. Pitt shut down the program in 2002.

 

Curtiss Porter, who served as Peduto’s chief education and neighborhood reinvestment officer during the first year of his administration, blames the problem on a disagreement about who should be in charge.

 

The city and school district had a good working relationship when he was there, he said, but there was “a clear demarcation” between the two bodies, which made it difficult to implement some of Peduto’s ideas.

 
“At critical junctures…the school district made it clear that they were willing partners but that they did not have to bow to the city,” he said. “[They] made it clear the city had no jurisdiction over education.”

 

And that disconnect appears to continue today.

 

Peduto is engaged in an ignorant and arrogant power struggle with city schools that helps no one.

 


 

 

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

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The Stink of Segregation Needs to End in Steel Valley Schools

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I am a teacher at Steel Valley Schools.

 

I am also an education blogger.

 

In order to belong to both worlds, I’ve had to abide by one ironclad rule that I’m about to break:

 

Never write about my home district.

 

Oh, I write about issues affecting my district. I write about charter schools, standardized testing, child poverty, etc. But I rarely mention how these things directly impact my school, my classroom, or my students.

 

I change the names to protect the innocent or gloss over the specifics with ambiguity.

 

In six years, it’s a maxim I’ve disregarded maybe once before – when writing specifically about how charter schools are gobbling up Steel Valley.

 

Today I’ll set it aside once more – specifically to talk about the insidious school segregation at work in Steel Valley elementary schools.

 
But let me be clear about one thing – I do this not because I want to needlessly agitate school board members, administrators or community members.

 

I do it because the district has specifically asked for input from stakeholders – and for the first time in years, teachers (even those living outside district boundaries) have been included in that designation.

 

School directors held a town hall meeting in October where 246 people crowded into the high school auditorium to present their views.

 

Last week there was a meeting with teachers and administrators to discuss the same matter.

 

I didn’t say anything at either gathering though I had many thoughts circling my head.

 

Instead I have decided to commit them here to my blog.

 

Maybe no one will read them.

 

Maybe that would even be best. I know that no matter what invitations are publicly presented, in private what I write could be used against me.

 

Yet I feel compelled to say it anyway.

 

So here goes.

 

Something stinks in Steel Valley School District.

 

It’s not the smell of excrement or body odor.

 

It’s a metaphysical stink like crime or poverty.

 

But it’s neither of those.

 

It’s school segregation.

 

To put it bluntly, we have two elementary schools – one mostly for white kids and one mostly for black kids.

 

Our district is located on a steep hill with Barrett Elementary at the bottom and the other schools – Park Elementary, the middle and high school – at the top.

 

The student population at Barrett Elementary in Homestead is 78% black. The student population at Park Elementary in Munhall is 84% white.

 

These schools serve students from K-4th grade. By 5th grade they are integrated once again when they all come to the middle school and then the high school. There the mix is about 40% black to 60% white.

 

But having each group start their education in distinctly segregated fashion has long lasting effects.

 

By and large, black students don’t do as well academically as white students. This is due partially to how we assess academic achievement – through flawed and biased standardized tests. But even if we look solely at classroom grades and graduation rates, black kids don’t do as well as the white ones.

 

Maybe it has something to do with the differences in services we provide at each elementary school. Maybe it has to do with the resources we allocate to each school. Maybe it has something to do with how modern each building is, how new the textbooks, the prevalence of extracurricular activities, tutoring and support each school provides.

 

But it also has to do with the communities these kids come from and the needs they bring with them to school. It has something to do with the increasing need for special education services especially for children growing up in poverty. It has something to do with the need for structure lacking in home environments, the need for safety, for counseling, for proper nutrition and medical services.

 

No one group has a monopoly on need. But one group has greater numbers in need and deeper hurts that require healing. And that group is the poor.

 

According to 2017 Census data, around 27% of our Steel Valley children live in poverty – much more than the Allegheny County average of 17% or the Pennsylvania average of 18%.

 

And of those poor children, many more are children of color.

 

Integrating our schools, alone, won’t solve this problem.

 

Putting children under one roof is an important step, but we have to ensure they get what they need under that roof. Money and resources that flow to white schools can almost as easily be diverted to white classes in the same building. Equity and need must be addressed together.

 

However, we must recognize that one of those things our children need is each other.

 

Integration isn’t good just because it raises test scores. It’s good because it teaches our children from an early age what the world really looks like. It teaches them that we’re all human. It teaches tolerance, acceptance and love of all people – and that’s a lesson the white kids need perhaps more than the black kids need help with academics.

 

I say this from experience.

 

I grew up in nearby McKeesport – a district very similar to Steel Valley economically, racially and culturally.

 

I am the product of integrated schools and have benefited greatly from that experience. My daughter goes to McKeesport and likewise benefits from growing up in that inclusive environment.

 

I could have enrolled her elsewhere. But I didn’t because I value integration.

 

So when Mary Niederberger wrote her bombshell article in Public Source about the segregated Steel Valley elementary schools, I was embarrassed like everyone else.

 

But I wasn’t shocked.

 
To be frank, none of us were shocked.

 

We all knew about the segregation problem at the elementaries. Anyone who had been to them and can see knew about it.

 

In fact, to the district’s credit, Steel Valley had already tried a partial remedy. The elementaries used to house K-5th grade. We moved the 5th grade students from each elementary up to the middle school thereby at least reducing the years in which our students were segregated.

 

The result was state penalty.

 

Moving Barrett kids who got low test scores up to the middle school – which had some of the best test scores in the district – tipped the scales. The state penalized both Barrett and the middle school for low test scores and required that students in each school be allowed to take their per pupil funding as a tax voucher and use it toward tuition at a private or parochial schoolas if there was any evidence doing so would help them academically.

 

Not exactly an encouragement to increase the program.

 

But school segregation has a certain smell that’s hard to ignore.

 

If you’ll allow me a brief diversion, it reminds me of a historical analogue of which you’ve probably never heard – the Great Stink of 1858.

 

Let me take you back to London, England, in Victorian times.

 

The British had been using the Thames River to wash away their garbage and sewage for centuries, but the river being a tidal body wasn’t able to keep up with the mess.

 

Moreover, getting your drinking water from the same place you use to wash away your sewage isn’t exactly a healthy way to live.

 

But people ignored it and went on with their lives as they always did (if they didn’t die of periodic cholera outbreaks) until 1858.

 

That year was a particularly dry and hot one and the Thames nearly evaporated into a dung-colored slime.

 

It stunk.

 

People from miles away could smell it.

 

There’s a funny story of Queen Victoria traveling by barge down the river with a bouquet of flowers shoved in her face so she could breathe. Charles Dickens and others made humorous remarks.

 

But the politicians of the time refused to do anything to fix the problem. They sprayed lime on the curtains. They even sprayed it onto the fecal water – all to no avail.

 

Finally, when they had exhausted every other option, they did what needed to be done. They spent 4.2 million pounds to build a more than 1,000 mile modern sewage system under London.

 

It took two decades but they did it right and almost immediately the cholera outbreaks stopped.

 

They calculated how big a sewage system would have to be constructed for the contemporary population and then made it twice as big. And the result is still working today!

 

Scientists estimate if they hadn’t doubled the size it would have given out by the 1950s.

 

This seems to be an especially important bit of history – even for Americans more than a continent and a century distant.

 

It seems to me an apt metaphor for what we’re experiencing here in Steel Valley.

 

Everyone knows what’s causing the stink in our district – school segregation.

 

Likewise, we know what needs to be done to fix it.

 

We need a new elementary complex for all students K-4. (I’d actually like to see 5th grade there, too.) And we need busing to get these kids to school regardless of where they live.

 

The excuse for having two segregated elementary schools has typically been our segregated communities and lack of adequate public transportation.

 

We’re just a school district. We can’t fix the complex web of economic, social and racial issues behind where people live (though these are matters our local, state and federal governments can and should address). However, we can take steps to minimize their impact at least so far as education is concerned.

 

But this requires busing – something leaders decades ago decided against in favor of additional funding in the classroom.

 

In short, our kids have always walked to school. Kids at the bottom of the hill in Homestead and West Homestead walk to Barrett. Kids at the top in Munhall walk to Park. But we never required elementary kids to traverse that hill up to the middle and high school until they were at least 10 years old.

 

We didn’t think it fair to ask young kids to walk all the way up the hill. Neighborhood schools reduced the distance – but kept the races mostly separate.

 

We need busing to remove this excuse.

 

I’ve heard many people deny both propositions. They say we can jury rig a solution where certain grades go to certain schools that already exist just not on a segregated basis. Maybe K-2 could go to Park and 3-4 could go to Barrett.

 

It wouldn’t work. The existent buildings will not accommodate all the children we have. Frankly, the facilities at Barrett just aren’t up to standard. Even Park has seen better days.

 

We could renovate and build new wings onto existing schools, but it just makes more sense to build a new school.

 

After all, we want a solution that will last for years to come. We don’t want a Band-Aid that only lasts for a few years.

 

Some complain that this is impossible – that there just isn’t enough money to get this done.

 

And I do sympathize with this position. After all, as Superintendent Ed Wehrer said, the district is still paying off construction of the high school, which was built in the 1970s.

 

But solutions do exist – even for financial problems.

 

My home district of McKeesport is very similar to Steel Valley and in the last decade has built a new 6th grade wing to Founders Hall Middle School and Twin Rivers, a new K-4 school on the old Cornell site.

 

I’m sure McKeesport administrators and school board members along with those at other neighboring districts could provide Steel Valley with the expertise we need to get this done. I’m sure we could find the political will to help us get this done.

 

And that’s really my point: our problem is less about what needs to happen than how to do it.

 

We should at least try to do this right!

 

We can’t just give up before we’ve even begun.

 

Debates can and should be had about where to build the new school, how extensive to have the busing and other details. But the main plan is obvious.

 

I truly believe this is doable.

 

I believe we can integrate Steel Valley elementary schools. And I believe we can – and MUST – do so without any staff furloughs.

 

We’re already running our classes with a skeleton crew. We can ensure the help and participation of teachers by making them this promise.

 

That’s what true leaders would do.

 

Sure, some fools will complain about sending their little white kids to class with black kids. We heard similar comments at the town hall meeting. But – frankly – who cares what people like that think? The best thing we could do for their children would be to integrate the schools so that parental prejudices come smack into conflict with the realities of life.

 

 

And if doing so makes them pull out of Steel Valley, good riddance. You never need to justify doing the right thing.

 

 
Again this will not solve all of our problems. We will still need to work to meet all student needs in their buildings. We will have to continue to fight the charter school parasites sucking at our district tax revenues.

 

But this is the right thing to do.

 

It is the only way to clear the air and remove the stink of decades of segregation.

 

 
So let’s do it.

 

 
Let’s join together and get it done.

 

Who’s with me?

 

 


 

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

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Charter Schools Cherry Pick Students & Call it Choice – PART 2: The “EVERYONE’S DOING IT!” Excuse

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“Got school choice?” asks a charter school supporter.

 

But who exactly is she addressing – families or charter school operators?

 

Because it is the later group who is offered choice by school privatization – not parents, families or students.

 
Billionaire investors and charter school managers answer, “Heck yeah – we’ve got school choice! We get to choose to take your tax dollars but not your child!”

 

As we’ve seen in Part 1 of this article, charter schools unequivocally cherry pick the children who get to enroll there.

 

These institutions are funded by tax dollars but privately managed – and the private interests who run them get to decide how to spend that money with little oversight or strings attached. As businesses, they can increase their bottom line by letting in only the easiest kids to teach.

 

This is not opinion. It is fact.

 

Admittedly, every single charter school in the country is not guilty of this crime. Yet the charter concept explicitly allows such unscrupulous behavior, and it is widespread.

 

It’s like permitting a bank to work on the honor system – the safe being unlocked, people could just walk in and make withdrawals and deposits on their own. Not everyone would cheat, but that doesn’t make this a good way to safeguard your finances.

 

And that’s the situation at charter schools. Operators can pick and choose which students to enroll – so many do.

 

Charter school supporters usually respond to this critique in one of two ways. They either deny it happens or admit the truth while deflecting its importance.

 

In Part 1, we saw how the denial (or the “I Didn’t Do It” Excuse”) flies in the face of facts.

 

In this article, we will be examining those who relent that charter school do, in fact, cherry pick students but claim there’s nothing wrong with that.

 

In particular, we will look at their claim that charter schools are doing nothing different than what authentic public schools do.

 

In sum, they’re claiming that “Everyone’s doing it!”

 

In truth, everyone is NOT doing it. School privatizers are doing it while the rest of us aren’t allowed to do it and actually try to equitably educate all the children in our neighborhoods.

 

THE “EVERYONE’S DOING IT!” EXCUSE

Some charter school apologists admit this much.

 

They see the mountain of evidence that cherry picking exists at their schools and concede the point.

 

However, they claim that this is a practice at authentic public schools as well. After all, public schools expel students for all sorts of reasons and even have special magnet schools that enroll only certain students.

 

MAGNET SCHOOLS

 

One of the most frequent criticisms of authentic public schools is that they don’t give students and families enough choice. But that’s exactly what magnet schools are – institutions WITHIN the district that cater to individual choice and needs.

 

Magnet schools came into existence in the late 1960slong before the first charter school law was passed in 1991. They were a method of encouraging voluntary desegregation by attracting diverse groups to enroll around specific academic specialties.

 

Magnet schools are organized around a theme. This could be STEM – science, technology, engineering and mathematics – or fine and performing arts. As such, they cater to students with an interest and ability in that theme. This is not true of most charter schools, which have no particular theme or specialty.

 

The goal in magnet schools is to attract so many applicants that the school can select a racially diverse student body. However, this is exactly the opposite of what we find at charter schools where racial integration is extremely rare. As we’ve seen, many charter schools have students of one-race or ethnicity. Charters increase – not decrease – segregation wherever they are located.

 

 

Moreover, though a particular magnet school DOES allow only certain students enrollment, the public district does not. The district accepts everyone at SOME school within its boundaries. By comparison, charter schools are usually just one building and even when they are chains of schools owned and operated by the same people, they generally make no effort to accept all who apply.

 

There are many other differences between charter schools and magnet schools not the least of which is who runs them. Charters are often managed by appointed bureaucrats. Magnet schools are still run by the elected school board of the district. As such, they are still subject to all the rules and regulations of authentic public school districts. As we’ve seen, this is not true of charters.

 

In addition, many charter schools are run for-profit. Even those not directly labeled as such often contract with a for-profit management company thereby avoiding the negative connotations of the name while still indulging in the money-making practices. However, no authentic public schools do this. None. That removes the motivation for selective enrollment. Authentic public schools would get no financial benefit from doing so – in fact just the opposite.

 
One similarity about the two types of school, at least superficially, is enrollment. At both magnets and charters, admission is often determined by the use of a lottery system, due to high demand for limited seats.

 

In the 2015-16 school year, more than 2.6 million students were enrolled in magnet schools nationwide, compared with more than 2.8 million in charters across 43 states and the District of Columbia, according to the National Center for Education Statistics.

 

Does this mean that BOTH charter and magnet schools cherry pick students?

 
No, because of the most distinguishing feature between charters and authentic public schools: transparency.

 

When a charter school conducts a lottery, it does so behind closed doors. There is no one watching over its shoulder to make sure it is doing so fairly. And as we’ve seen those charter school lotteries result in student bodies that could not come from chance.

 

However, magnets are fully authentic public schools, which means that everything has to happen out in the open and in the light of day. Not only that but all nonsensitive public school documents are a matter of public record. Anyone can see that these lotteries are being conducted fairly, and the results of these lotteries produce much more equitable student distributions than we find at charter schools.

 

Magnet schools are like first class restaurants where the health inspector comes in and writes a glowing report of the kitchens. Charter schools are shady dives where the health inspector is not allowed where the food is prepared – ever.

 

Where would you take your family for dinner?

 

DISCIPLINE AND EXPULSIONS

 

Putting aside the issue of magnet schools, some critics of authentic public schools claim that they still engage in selective enrollment through discipline and expulsion policies.

 

But there are big differences in the ways both types of school engage in disciplinary actions.

 

Charter schools are known for excessive discipline policies that encourage difficult children to go elsewhere. They also kick out kids with behavior problems.

 

Do authentic public schools do the same?

 

Yes and no.

 

It has been documented that all school types suspend and expel black students at a higher rate than white students. However, the most draconian discipline policies – such as those designated zero tolerance – are to be found at charter schools.

 

Authentic public schools are restrained by state and federal law in this regard coupled with increased transparency. There’s less they’re legally allowed to do and a greater chance they’d get caught if they tried to do it anyway.

 

However, the biggest difference is one of motivation.

 

Think about it.

 

Charter schools only gain by getting rid of difficult children. It costs them less money to educate more well-behaved students and increases academic outcomes that they can use as marketing materials to entice greater enrollment.

 

Authentic public school districts lose out when students go elsewhere because they still are responsible for those students.

 

Authentic public school districts must ensure that all children living in their communities get a Free and Appropriate Public Education (FAPE). This is true whether a child attends the district or not.

 

If a child goes to a neighborhood charter school, the public school district has to pay that charter school to educate him or her. If the child has such special needs that make it necessary for him or her to attend a school outside of the district that specializes in ways to meet those needs, the district is responsible for paying. And in this case the cost will almost definitely be greater than the district receives in tax revenue – by orders of magnitude.

 

It costs authentic public school districts much more money to expel or outsource services for a child than to keep him or her in the district. Public schools are encouraged to find ways to meet student needs WITHIN the district and to send them elsewhere only as a last resort.

 

Even a child who attacked classmates in school with a weapon and ended up in jail would be the district’s responsibility. The district would still have to pay to educate that child at an alternative sight – probably in the prison system.

 

Authentic public schools are even responsible for homeless students and undocumented children.

 

This is all in the best interests of the child and represents an inclusive ideal of education you won’t find in many other countries.

 

But it’s not present in charter schools.

 

Charter schools are there to make a buck. If administrators don’t see how to do that with a given child, it makes economic sense to get rid of that child.

 

Not so at your local, neighborhood authentic public school.

 

CONCLUSIONS

So we’ve seen that charter schools really do cherry pick which students to enroll.

 


It’s all about the Benjamins.

 

Families with the easiest kids to educate are encouraged to enroll and all others are dissuaded away. Charters pick and choose between applicants often relying on test scores and academic records. And they kick out or otherwise encourage difficult students to find an education elsewhere – usually the local neighborhood authentic public school.

 

Moreover, these practices are radically different than what you find at authentic public schools.

 

It’s true that public districts sometimes include magnet schools organized around a theme that use lotteries to determine which kids get enrolled there. However, the standards of transparency are so much higher at public schools and the results so much more equitable that any charge of unfairness is much harder to support.

 

In addition, it’s true that public schools also discipline and sometimes expel students. But the discipline policies at public schools are never as extreme as the zero tolerance policies you’ll find at many charter schools.

 

Finally, expelling a difficult student is all gain for a charter school and all cost at authentic public districts. No matter which school a student attends, the district where that child resides is still responsible for FAPE, and the cost of educating that child outside the district is nearly always greater than inside the district.

 

These are just some of the reasons why the charter school experiment should end.

 

No reform in the world can make equity out of schools that are by definition “separate but equal.”

 

Schools paid for with tax dollars need to be accountable and transparent. And the only way to do that is to rip up every bogus charter contract in the country and make them all abide by the same rules and regulations that ensure every child gets the high quality education he or she deserves.

 

In other words, reverse the privatization. Public-ize them all.

 

 


 

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

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

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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!

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Greater Test Scores Often Mean Less Authentic Learning

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The main goal of schooling is no longer learning.

 

It is test scores.

 

Raising them. Measuring growth. Determining what each score means in terms of future instruction, opportunities, class placement, special education services, funding incentives and punishments, and judging the effectiveness of individual teachers, administrators, buildings and districts.

 

We’ve become so obsessed with these scores – a set of discrete numbers – that we’ve lost sight of what they always were supposed to be about in the first place – learning.

 

In fact, properly understood, that’s the mission of the public school system – to promote the acquisition of knowledge and skills. Test scores are just supposed to be tools to help us quantify that learning in meaningful ways.

 
Somewhere along the line we’ve misconstrued the tool for the goal. And when you do that, it should come as no surprise that you achieve the goal less successfully.

 

There are two kinds of standardized assessment – aptitude and achievement tests. Both are supposed to measure scholarship and skill – though in different ways.

 

Aptitude tests are designed to predict how well a student will do in the future. Achievement tests are designed to determine how much a student knows now.

 

There is, of course, intense overlap between these two types because aptitude tests base their predictions on assessment of achievements. So they’re basically achievements tests that go one step further. They ask questions designed to give more information than just the present state but also about whether a student has progressed to a state which is most likely to then give way to another state in the future.

 

Either way, standardized assessments are supposed to be based on what students have learned. But the problem is that not all learning is equal.

 

For example, a beginning chef needs to know how to use the stove, have good knife skills and how to chop an onion. But if you give her a standardized test, it instead might focus on how long to stir the risotto.

 

That’s not as important in your everyday life, but the tests make it important by focusing on it.

 

The fact of the matter is that standardized tests do NOT necessarily focus on the most important aspects of a given task. They focus on obscurities – things that most students don’t know.

 

This is implicit in the design of these exams and is very different from the kinds of tests designed by classroom teachers.

 

When a teacher makes a test for her students, she’s focused on the individuals in her classes. She asks primarily about the most essential aspects of the subject and in such a way that her students will best understand. There may be a few obscure questions, but the focus is on whether the test takers have learned the material or not.

 

When psychometricians design a standardized test, on the other hand, they aren’t centered on the student. They aren’t trying to find out if the test taker knows the most important facts or has the most essential skills in each field. Instead, there is a tendency to eliminate the most important test questions so that the test – not the student – will be better equipped to make comparisons between students based on a small set of questions. After all, a standardize test isn’t designed for a few classes – it is one size fits all.

 

New questions are field tested. They are placed randomly on an active test but don’t count toward the final score. Test takers aren’t told which questions they’ll be graded on and which are just practice questions being tried out on students for the first time. So students presumably give their best effort to both types. Then when the test is scored, the results of the field test questions determine if they’ll be used again as graded questions on a subsequent test.

 

According to W. James Popham, professor emeritus at the University of California and a former president of the American Educational Research Association, standardized test makers take pains to spread out the scores. Questions answered correctly by too many students – regardless of their importance or quality – are often left off the test.

 

If 40 to 60 percent of test takers answer the question correctly, it might make it onto the test. But questions that are answered correctly by 80 percent or more of test takers are usually jettisoned.

 

He writes:

 

“As a consequence of the quest for score variance in a standardized achievement test, items on which students perform well are often excluded. However, items on which students perform well often cover the content that, because of its importance, teachers stress. Thus, the better the job that teachers do in teaching important knowledge and/or skills, the less likely it is that there will be items on a standardized achievement test measuring such knowledge and/or skills.”

 

Think about what this means.

 

We are engaged in a system of assessment that isn’t concerned with learning so much as weeding people out. It’s not about who knows what, but about which questions to ask that will achieve the predetermined bell curve.

 

We talk about leaving no child left behind, and making sure all students do better on standardized tests, but these tests are norm-referenced. By definition, all students cannot score well no matter how great their knowledge or skills. If you gave a standardized test to a class of genius-level intellects, there would still be the same percentage of failures and outstanding scores with the majority clustered in the middle. That’s how the tests are designed.

 

And if this highly suspect method of question selection, alone, doesn’t achieve that end, the test companies have a way to correct the scores at the end of the process through the way they grade them.

 

These tests are graded with cut scores. In other words, the state or the testing company or the graders, themselves, decide anew each year which scores are passing and which failing.

 

One year a 1200 might be proficient. Another year it’s basic. It all depends on what the decision makers come up with on a given year.

 

What do they base this on? No one has ever given a definitive answer. In fact, I doubt there is one. In each case, the deciding body just makes it up.

 

We’ve seen countless times when state scores are criticized for being too low one year, and then they miraculously bounce up the next. It’s not that students score differently, it’s that the cut score was raised. Why? Perhaps to stifle questions about the test’s validity. After all, people are less angry when more students pass.

 

The goal is always getting the bell curve. That is what validates the tests. But it’s a human construction, not a function of assessment. It says less about the test takers than the test makers and their enablers.

 

This has huge implications for the quality of education being provided at our schools. Since most administrators have drunk deep of the testing Kool-Aid, they now force teachers to use test scores to drive instruction. So since the tests don’t focus on the most essential parts of Reading, Writing, Math, and Science, neither does much of our instruction.

 

We end up chasing the psychometricians. We try to guess which aspects of a subject they think most students don’t know and then we teach our students that to the exclusion of more important information. And since what students don’t know changes, we end up having to change our instructional focus every few years based on the few bread crumbs surreptitiously left for us by the state and the testing corporations.

 

That is not a good way to teach someone anything. It’s like teaching your child how to ride a bike based on what the neighbor kid doesn’t know.

 

It’s an endless game of catch up that only benefits the testing industry because they cash in at every level. They get paid to give the tests, to grade the tests and when students fail, they get paid to sell us this year’s remediation material before kids take the test again, and – you guessed it – the testing companies get another check!

 

It’s a dangerous feedback loop, a cycle that promotes artificially prized snippets of knowledge over constructive wholes. But this degradation of education isn’t even the worst part.

 

The same method of question selection also builds economic and racial bias into the very fabric of the enterprise.

 

According to Prof. Martin Shapiro of Emory University, when test makers select questions with the greatest gaps between high and low scorers, they are selecting against minorities. Think about it – if they pick questions based on the majority getting it right, which minority got it wrong? In many cases, it’s a racial minority. In fact, this may explain why white students historically do better on standardized tests than black and Hispanic students.

 

This process may factor non-school learning and social background into the questions. They are based on the experiences of white middle-to-upper class children.

 

So when we continually push for higher test scores, not only are we ultimately dumbing down the quality of education in our schools, but we’re also explicitly lobbying for greater economic and racial bias in our curriculum trickling down from our assessments.

 

As Ibram X. Kendi, author of “How to be an Antiracist” puts it:

 

“Standardized tests have become the most effective racist weapon ever devised to objectively degrade Black minds and legally exclude their bodies.”

 

 

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Popham is less critical of high stakes testing. He sees more of a problem in using student test scores to assess teacher performance. But even he thinks the tests and the scores are being over valued and misunderstood in a wider context.

 

He writes:

 

“Merely because these test scores are reported in numbers (sometimes even with decimals!) should not incline anyone to attribute unwarranted precision to them. Standardized achievement test scores should be regarded as rough approximations of a student’s status with respect to the content domain represented by the test.”

 

I’d go even further.

 

Standardized test scores are tools used by big business to make money. That is as far as their validity goes.

 

And the fact that we make so many vital educational decisions on them is nothing less than criminal.

 

The tests are bogus nonsense at best and a conspiracy against the poor and minorities at worst.

 

When well-meaning people let themselves get wrapped up in knots over low scores and what that means for student learning, they are actually hurting the very thing that they value.

 

Student learning is not bettered by higher test scores. It is often made worse by them.

 

High test scores don’t mean greater learning. They often mean learning the knowledge du jour to the detriment of what’s really important. They mean biased education against the poor and minorities.

 

And they make those with real concerns complicit in a sham being perpetrated on our children and our society.

 


 

 

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

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Teachers Are More Stressed Out Than You Probably Think

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When I was just a new teacher, I remember my doctor asking me if I had a high stress job.

 

I said that I taught middle school, as if that answered his question. But he took it to mean that I had it easy. After all – as he put it – I just played with children all day.

 

Now after 16 years in the classroom and a series of chronic medical conditions including heart disease, Crohn’s Disease and a recent battle with shingles though I’m only in my 40s, he knows better.

 

Teaching is one of the most stressful jobs you can have.

 

You don’t put your life on the line in the same way the police or a soldier does. You don’t risk having a finger chopped off like someone working in a machine shop. You don’t even have to worry like a truck driver about falling asleep and drifting off the road.

 

But you do work a ridiculous amount of hours per day. You lose time with family, children and friends. And no matter how hard you work, you’re given next to no resources to get it done with, your autonomy is stripped away, you’re given mountains of unnecessary bureaucratic paperwork, you’re told how to do your job by people who know nothing about education, and you’re scapegoated for all of society’s ills.

 

Not to mention that you’re expected to buy supplies for your students out of your own pocket, somehow magically raise student test scores but still authentically teach, convince parents not to send their children to the local fly-by-night charter or voucher school and prepare for an unlikely but possible school shooter!

 

Oh! And the pay isn’t competitive given the years of schooling you need just to qualify to do the work!!

 

 

That causes a mighty amount of stress.

 

 
One in five teachers (20%) feels tense about their job most or all of the time, according to an analysis by the National Foundation for Educational Research (NFER) in England. In similar professions, only one in eight feel this way (13%).

 

 

But those are conservative estimates.

 

 

A representative survey of more than 4,000 educators conducted in 2017 by the American Federation of Teachers (AFT) and the Badass Teachers Association (BATs) found even more stark results.

 

Educators and school staff find their work “always” or “often” stressful 61 percent of the time. Workers in similar professions say that their job is “always” or “often” stressful only 30 percent of the time.

 

That kind of tension among teachers has consequences. More than half of educators reported that they have less enthusiasm now than at the beginning of their careers.

 

One respondent commented:

 

“This job is stressful, overwhelming and hard. I am overworked, underpaid, underappreciated, questioned and blamed for things that are out of my control.”

WORK LOAD

 

 

The most obvious cause of teacher stress is the workload.

 

 

Though the details vary slightly from study to study, the vast majority highlight this as the number one factor.

 

 

The NFER study concluded that teachers work longer hours than people in other professions though a less number of official days. This is because of the school year – classes meet for about 9-10 months but require far more than 40 hours a week to get everything done. In fact, teachers are putting in a full years work or more in those limited days.

 

 

For instance, an average American puts in about 260 days at work a year. Teachers average 70 less days but do the same (or more) hours that other employees put in during the full 260 days. But teachers are only paid for 190 days. So they do roughly the same amount of work in a shorter time span and are paid less for it. The result is a poor work-life balance and higher stress levels.

 

 

But exactly how many hours do teachers routinely work? It depends on who you ask.

 

 

The University College London Institute of Education estimates that one in four teachers works 60 hours a week or more – a figure that has remained consistent for the past 25 years.

 

 
According to NFER, teachers work an average of 47 hours a week, with a quarter working 60 hours a week or more and one in 10 working more than 65 hours a week.

 

 

Four in 10 teachers said they usually worked in the evenings, and one in 10 work on weekends.

 

 

Both of these studies refer to British teachers but estimates are similar for teachers in the United States.

 

 

The Organization for Economic Co-operation and Development (OECD) reports that teachers in both countries are among those who work the most hours annually. The average secondary teacher in England teaches 1,225 hours a year. The average secondary teacher in the United States teaches 1,080 hours a year. Across the OECD, the average for most countries is 709 hours.

 

Finally, a study focusing just on US teachers by Scholastic, found that educators usually work 53 hours a week. That comes out to 7.5 hours a day in the classroom teaching. In addition, teachers spend 90 minutes before and/or after school mentoring, tutoring, attending staff meetings and collaborating with peers. Plus 95 additional minutes at home grading papers, preparing classroom activities and other job-related tasks.

 

And teachers who oversee extracurricular clubs put in an additional 11-20 hours a week.

 

 

No matter how you slice it, that’s a lot of extra hours.

 

 

According to the NFER study, two out of five teachers (41%) are dissatisfied with their amount of leisure time, compared to 32% of people in similar professionals.

 

This is a prime factor in the exodus of trained professionals leaving the field in droves, sometimes miscalled a teacher “shortage.”

 

 

It’s why one in six new teachers leave the profession after just a year in the classroom.

 

 

 

SALARY

 

 

Another contributing factor is salary.

 

 

Teacher pay in the United States (and many other countries) is not competitive for the amount of training required and responsibilities put on employees.

 

 

According to the Economic Policy Institute, teachers in the United States make 14 percent less than people from professions that require similar levels of education.

 

Sadly, it only gets worse as time goes on.

 

Teacher salary starts low, and grows even more slowly.

 

 

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According to a report by the Center for American Progress, on average teachers with 10 years experience only get a roughly $800 raise per year. No wonder more than 16 percent of teachers have a second or third job outside of the school system. They simply can’t survive on the salary.

 

They can’t buy a home or even rent an apartment in most metropolitan areas. They can’t afford to marry, raise children, or eke out a middle class existence.

 

 

BACK TO WORKLOAD

 

 

This mixture of refusing to pay teachers what they’re worth and expecting them to do more-and-more with less-and-less is unsustainable.

 

 
Today’s public schools employ at least 250,000 fewer people than they did before the recession of 2008–09. Meanwhile enrollment has increased by at least 800,000 students.

 

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

 

That’s how you cut class size down from the 20, 30, even 40 students packed into a room that you can routinely find in some districts today.

 

 

The fact that we refuse to invest in our schools only increases the workload of the teachers who are still there. They look around and see students in desperate need and have to choose between what’s good for them, personally, and what’s good for their students.

 

 

THAT’S why teachers are working so many unpaid hours. They’re giving all they have to help their students despite a society that refuses to provide the necessary time and resources.

 

 

And make no mistake, one of those resources is having enough teachers to get the job done.

 

 

RESPECT

 

 

For a lot of teachers, the issue boils down to respect – lack of it.

 

 

Teachers are expected to do everything and then denigrated when they can’t accomplish miracles every single day.

 

 

The fact is teachers are extremely important – the most important in-school factor for student success.

 

 

However, that doesn’t make them the most important factor in the entire learning process.

 

 
Roughly 60% of academic achievement can be explained by family background – things like income and poverty level. School factors only account for 20% – and of that, teachers account for 15%. (see Hanushek et al. 1998; Rockoff 2003; Goldhaber et al. 1999; Rowan et al. 2002; Nye et al. 2004).

 

Estimates vary somewhat from study to study, but the basic structure holds. The vast majority of impact on learning comes from the home and out-of-school factors. Teachers are a small part of the picture. They are the largest single factor in the school building, but the school, itself, is only one of many components.

 

 

The people who know teachers the best—parents, co-workers and students—show much more respect for teachers than elected officials and media pundits, many of whom rarely set foot in a classroom, according to the 2017 BATs and AFT Quality of Work Life Survey.

 

 
While educators feel most respected by their colleagues, they also indicated that their direct supervisors showed them much more respect than their school boards, the media, elected officials and U.S. Secretary of Education Betsy DeVos. A total of 86 percent of respondents did not feel respected by DeVos.

 

 
Most educators said they felt like they had moderate to high control over basic decisions within their own classrooms, but their level of influence and control dropped significantly on policy decisions that directly impact their classroom – such as setting discipline policy, performance standards and deciding how resources are spent.

 

 

“This lack of voice over important instructional decisions is a tangible example of the limited respect policymakers have for educators,” the report concluded.

 

 

Sometimes this lack of respect leads to outright bullying.

 

A total of 43 percent of respondents in the public survey group reported having been bullied, harassed or threatened at work in the last year. Of these reports, 35% included claims of having been bullied by administrators, principals or supervisors, 23% by co-workers, 50% by students, 31% by students’ parents. Many claimed to have been bullied by multiple sources.

 

 

This is a much higher rate of bullying, harassment and threats than workers in the general population.

 

 

I, myself, have experienced this even to the point of being physically injured by students multiple times – nothing so serious that it put me in the hospital, but enough to require a doctor’s visit.

 

 

And to make matters worse, one-third of respondents said that teachers and faculty at their schools did not felt safe bringing up problems and addressing issues.

 

 

CONCLUSIONS

 

 

Teacher stress is a real problem in our schools.

 

 

If we want to provide our children with a world class education, we need to look out for the educators who do the actual work.

 

 

We need to drastically reduce the workload expected of them. We need to hire more teachers so the burden can be more adequately sustained. We need to increase teacher salary to retain those already on the job and to attract the most qualified applicants in the future. We need to stop blaming teachers for every problem in society and give them the respect and autonomy they deserve for having volunteered to do one of the most important jobs in any society. And we have to stop bullying and harassing them.

 

 

As a nation, our children are our most valuable resource. If we want to do what’s best for the generations to come, we need to stop stressing out those brave people who step up to guide our kids into a brighter tomorrow.

 

 

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

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Charter School’s Two Dads – How a Hatred for Public School Gave Us School Privatization

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If bad ideas can be said to have fathers, then charter schools have two.

 

And I’m not talking about greed and racism.

 

No, I mean two flesh and blood men who did more than any others to give this terrible idea life – Minnesota ideologues Ted Kolderie, 89, and Joe Nathan, 71.

 

In my article “Charter Schools Were Never a Good Idea. They Were a Corporate Plot All Along,” I wrote about Kolderie’s role but neglected to mention Nathan’s.

 

And of the two men, Nathan has actually commented on this blog.

 

He flamed on your humble narrator when I dared to say that charter schools and voucher schools are virtually identical.

 

I guess he didn’t like me connecting “liberal” charters with “conservative” vouchers. And in the years since, with Trump’s universally hated Billionaire Education Secretary Betsy Devos assuming the face of both regressive policies, he was right to fear the public relations nightmare for his brainchild, the charter school.

 

It’s kind of amazing that these two white men tried to convince scores of minorities that giving up self-governance of their children’s schools is in their own best interests, that children of color don’t need the same services white kids routinely get at their neighborhood public schools and that letting appointed bureaucrats decide whether your child actually gets to enroll in their school is somehow school choice!

 

 

But now that Nathan and Kolderie’s progeny policy initiative is waning in popularity, the NAACP and Black Lives Matter are calling for moratoriums on new charters and even progressive politicians are calling for legislative oversight, it’s important that people know exactly who is responsible for this monster.

 

And more than anyone else, that’s Kolderie and Nathan.

 

Over the last three decades, Nathan has made a career of sabotaging authentic public schools while pushing for school privatization.

 

He is director of the Center for School Change, a Minneapolis charter school cheerleading organization, that’s received at least $1,317,813 in grants to undermine neighborhood schools and replace them with fly-by-night privatized monstrosities.

 

He’s written extensively in newspapers around the country and nationwide magazines and Websites like the Huffington Post.

 

But it all started for Nathan back in 1987 when he happened to see an advertisement on TV, according to Ember Reichgott, the former Minnesota State Senator who originally proposed the first charter school bill.

 

The ad was called “Ah, Those Marvelous Minnesota Schools,” writes Reichgott.

 

 

It dared to dispute the Reagan administration’s propaganda hit piece “A Nation at Risk” which painted public schools as failures that needed to be disrupted and replaced.

 

 

Well Nathan wasn’t about to take it.

 

According to Reichgott’s book, “Zero Chance of Passage: The Pioneering Charter School Story”, Nathan:

 

“…talked with the Minneapolis Foundation, among others, about what they might do. ‘The Minneapolis Foundation decided it was time to introduce into Minnesota some pretty radical ideas,’ said Nathan. So plans got underway for the Itasca Seminar, with a focus on public education.”

 

This seminar was instrumental in turning the tide in Minnesota that ultimately birthed the most infectious school privatization virus on an unwitting nation.

 

Nathan had always been a fan of transferring public services to private control. In fact, he had just finished lobbying for privatization in the National Governors Association. Now back in Minnesota, he joined together with Kolderie, a former journalist and self professed “policy entrepreneur” who had been pushing for the same thing since at least the 1970s.

 

Their ideology – expounded by southern segregationists and people like the divisive economist Milton Friedman – was extremely unpopular, but they were about to get a break.

 

In 1988, Albert Shanker, the union hero President of the American Federation of Teachers, had just given an infamous speech to the National Press Club praising the idea of a new concept called “charter schools.”

 

However, he wasn’t talking about the modern idea of a charter school. Shanker was building off an idea originally proposed by Ray Budde, a little-known professor of education from upstate New York.

 

It was Budde who actually coined the term “charter school.” He thought school boards could offer “charters” directly to teachers allowing them to create new programs or departments.

 

Shanker liked this idea because of his own teaching experience in East Harlem where administrators constantly got in the way of educators. “One of the things that discourages people from bringing about change in schools is the experience of having that effort stopped for no good reason,” he said.

 

Nathan saw in this an opportunity and invited Shanker to speak at the Itasca Seminar. His goal was to hide his side’s privatization aims under the shadow of progressive unionism.

 

 

And it worked. In fact, if you look up the history of charter schools, you’ll STILL find people who insist they were invented by Shanker.

 

 

With this cover, the Citizen’s League, which was underwritten by the Minneapolis Foundation, was able to pass a bill requiring mandatory statewide standardized testing. The bill, authored by the Minnesota Business Partnership put forth the evaluation system necessary to demonize the public schools and prepare the way for the ultimate goal – privatization.

 

 

In 1991, the same forces passed the nation’s first charter school bill.

 

 

But let’s be clear on this – the charter schools created in this bill and the “charter schools” talked about by Shanker and Budde are very different concepts.

 

 

Nathan and Kolderie wrote the majority of the bill and they stripped out almost everything any educator had ever proposed.

 

 

According to Budde’s conception, charters would be authorized by school districts and run by teachers. Central office administrators would step out of the way, but charter schools would still operate within collective bargaining arrangements negotiated between districts and unions.

 

 

Instead, Nathan and Kolderie proposed that schools be authorized by statewide agencies that were separate from local districts. The state had the power, not communities or their elected representatives. That meant charters could be run not just by teachers but also by entrepreneurs. And that’s almost always who has been in charge of them ever since – corporations and business interests.

 

 

This was the goal Friedman and the deregulators had been fighting for since the 1950s finally realized – almost the same goal, it should be noted, as that behind school vouchers.

 

 

From the start, this was a business initiative. Competition between charters and authentic public schools was encouraged. And that included union busting. Thus charters were free of all the constraints of collective bargaining that districts had negotiated with their unions. The needs of workers and students were secondary to those of big business and the profit principle.

 

 

Shanker eventually realized this and repudiated what charter schools had become. But by then the damage was done.

 

 

Shanker hadn’t created charter schools. He had suggested something very different. And that suggestion was used to help usher in a concept that has haunted our public school system ever since.

 

 

Kolderie had been working on it for two decades, and with Nathan’s help it became a reality.

 

 

With the backing of the American Legislative Exchange Council (ALEC), the two men went on to push a version of this same bill from legislature to legislature. Kolderie even boasts of helping 25 other states enact charter school legislation.

 

 

Today 43 states are afflicted with charter schools enrolling about 6% of the students in the country. An additional 4% go to private and parochial schools some of which are funded with school vouchers.

 

 

This distinction between charter and voucher schools is important to political pundits, but it’s really just hair splitting.  It’s like saying vanilla chocolate swirl ice cream is nothing like chocolate vanilla swirl.

 

 

Consider: charter schools are privatized schools paid for with taxes. Voucher schools are private schools paid for with money diverted from taxes.

 

 

False distinctions like these are another way of managing public perception just like the pettifogging contrast between for-profit and non-profit charter schools. Again they’re pretty much the same thing. They can each cut services to students and pocket the left overs – the only difference is which loopholes they have to jump through and how they designate their tax status.

 

 

They are both the flowering of the deregulationist dream of destroying public education and replacing it with business-operated schools. They are attempts to destabilize, defame and destroy public education.

 

 

And though the plan has worked for decades, here’s hoping that the current political pause represents the beginning of a change of course.

 

 

Kolderie and Nathan’s monster has devoured too many schools and with them too many children’s hopes of an excellent education.

 

 

It’s time to pin the monster down with facts and shove a stake through its heart.

 


 

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

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