Every Charter School Must Be Closed Down – Every. Single. One.

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The problem with charter schools isn’t that they have been implemented badly.

 

Nor is it that some are for-profit and others are not.

 

The problem is the concept, itself.

 

Put simply: charter schools are a bad idea. They always were a bad idea. And it is high time we put an end to them.

 

I am overjoyed that lawmakers on both sides of the aisle are starting to hear the criticisms leveled against the charter school industry in the face of the naked greed and bias of the Trump administration and its high priestess of privatization, Betsy DeVos. However, I am also disappointed in the lack of courage displayed by many of these same lawmakers when proposing solutions.

 

Charter schools enroll only 6 percent of students nationwide yet they gobble up billions of dollars in funding. In my home state of Pennsylvania, they cost Commonwealth taxpayers more than $1.8 billion a year and take more than 25 percent of the state’s basic education funding. That’s for merely 180 schools with 135,000 students!

 

Charter schools are privately run but publicly financed. They are what happens when the public abrogates its responsibility to run a school and signs that right away (in a charter agreement) with another entity, usually a business or corporation.
As such, these schools are not held to the same standards as authentic public schools. Unlike your neighborhood school, charters are not required to be run by elected boards, to have public meetings, to have open records, or to spend all their money in the service of their students. Nor do they have to provide the same standard of services for students – even children with special needs. Nor do they have to accept all students within their coverage area who enroll. And that’s to say nothing of how they increase racial segregation, are susceptible to fraud and malfeasance, often produce much worse academic results, close without notice, hire many uncertified teachers, trample workers rights and destabilize the authentic neighborhood public schools.

 

These are not problems that can be solved by fiddling around the edges.

 

 

We cannot simply constrain them from stealing AS MUCH from authentic public schools and consider it a victory.

 

We need to address the issue head on – and that issue is the very concept of charter schools.

 

Why would the public give up its schools to a private entity? Why allow someone else to take our money and do whatever they want with it behind closed doors? Why allow anyone to give our children less of an education than we’re already providing at our own schools?

 

We must end this failed experiment. Nothing less will do. It will only provide more breathing room so  that this unjust situation can drag on for another generation.

 

In Pennsylvania, Gov. Tom Wolf has proposed sweeping reforms via executive order that would make real progress toward holding charter schools accountable. He has asked that the state senate and house take the next step with legislation to finish the job.

 

Just this past week, Wolf visited Twin Rivers Elementary School in McKeesport along with state Senator Jim Brewster and state Reps Austin Davis and Jake Wheatley to listen to resident and teachers’ concerns and propose solutions.

 

Such a move is unprecedented and represents a seismic shift in the political landscape. However, I am concerned that lawmakers are too timid to fix the real problem here.

 

No one has the bravery to come out and say what I’ve said here.

 

Consider this statement from Brewster, my state Senator:

 

I have legislation to address some of these issues, but it’s not an indictment on charter school teachers. It’s not an indictment on the charter school concept. It’s an indictment on the process that was put in place 20 some years ago that has put in a playing field that’s not level. Together I believe if we get the charter school folks to the table we can iron this out, we can fix several things that need to be fixed – the funding formula, the capacity, the cap and those sort of things – and when we do that, then the mission statements of the charter schools and the public schools are the same – educate our children, bring their skill sets out, help them achieve their dreams.”

 

 

I am deeply grateful for Brewster’s support and willingness to take on the charter industry. And he is right about many things. But not all of them.

 

He is right, for example, about the financial impact of charter schools on authentic neighborhood public schools.

 

At the same meeting, McKeesport superintendent Mark Holtzman said, “Charter schools are depleting our resources with no accountability or without being financially responsible. Taxpayer money is being used to flood the media with commercials and billboards right before the start of school so that they can take our students.”

 

There are roughly 500 students living in the McKeesport district enrolled in brick-and-mortar charter schools and 100 students enrolled in cyber charters. The district spends about $7 million — or 10% of its budget — on charter school payments, according to Holtzman.

 

It’s roughly the same at other districts in the Mon-Valley. Steel Valley Schools, where I work as a middle school teacher, has budgeted a $6 million payment to charter schools this year – 16% of our spending plan.

 

Again, I am extremely grateful that Wolf and other state Democrats recognize this fact and are willing to take measures to make matters more fair. I hope many Republicans will join them in this.

 

However, fixing the way charters are funded alone will not correct the problem.

 

Charter schools are a parallel service to authentic public schools. If you’re suggesting we fund them both, you’re asking taxpayers to pay for two complete and separate school systems.

 

Why should we do that? Why should we waste our money on it? I don’t think the people of Pennsylvania – or any state of the union – have money to spare on a pointless duplication of services.

 

It is a politically impossible position that has zero justification – especially when you consider all the inequitable practices charter schools are allowed to get away with.

 

In his executive orders, Wolf proposes putting a stop to some of this.

 

For example, he wants to require charter schools to stop turning away students based on race, ethnicity, gender, disability, intellectual deficits, or other factors. He wants to make charter schools as transparent as authentic public schools. He wants to stop conflicts of interests for charter school board members and operating companies so that they can’t make decisions on behalf of the school that would enrich themselves, their families and/or friends.

 

These are excellent suggestions and I hope he is able to make them a reality.

 

However, these “fixes” are all things that authentic public schools already do. They don’t discriminate in enrollment. They are financially accountable and transparent. They aren’t allowed to engage in conflicts of interest.

 

Why bother making charter schools act like authentic public schools when we already have authentic public schools? That’s like genetically engineering your cat to have a longer snout and say “woof.” Why bother when you already have a dog?

 

The same could be said about for-profit and non-profit charter schools.

 

Apologists want to pretend that the former is the “bad” type of charter and the latter is the “good” type.

 

Wrong.

 

As Jeff Bryant, an editor at Education Opportunity Network, puts it, this is a “Distinction without a difference.”

 

These terms only define an organization’s tax status – not whether it is engaged in gathering large sums of money for investors.

 

With a knowledgeable accountant or hedge fund manager, almost anyone can claim nonprofit status while still enriching yourself. It happens all the time.

 

For instance, take the use of management companies.

 

A for-profit charter school can simply cut services to students and pocket the savings as profit.

A nonprofit charter school can do the same thing after engaging in one additional step.

All they have to do is start a “nonprofit” charter school and then hire a for-profit management company to run it. Then the management company can cut services and pocket the profits!

 

 

Yet we call such a school “nonprofit.” It’s meaningless.

 

 

It doesn’t even matter who owns the for-profit management company. It could even be the same people who own the nonprofit charter school.

 

The law actually allows you to wear one hat saying you’re nonprofit and then put on a different hat and rake in the cash! The only difference is what hat you’re wearing at the time! You get to claim to be a nonprofit while enjoying all the advantages of being for-profit.

 

You can even buy things with public tax dollars through your for-profit management company and then if your “nonprofit” school goes bankrupt, you get to keep everything you bought! Or your management company does.

 

So the public takes all the risk and you reap all the reward. And you’re still called a “nonprofit.”

 

 

But let’s not forget real estate shenanigans.

 

 

If I own property X, I can sell it to my own charter school and pay myself whatever I want. And I can do the same thing with a nonprofit charter school, I just need to sell it to my for-profit management company which will still buy my property for whatever I decide to pay myself.

 

 

Face it – charter schools are a scam.

 

They are a failed policy initiative.

 

It’s time they were ended.

 

But don’t get me wrong. I’m not suggesting we simply throw away the people who work there or the students who are enrolled there.

 

We need to look at each charter on a case-by-case basis and decide how best to transition them to an authentic public school system.

 

In some cases, it may make sense to rehabilitate charters into fully public schools with all the transparency and regulations that means. However, in most cases it will mean eventually closing them.

 

If there are any charters that actually provide valuable services for students and their families wish to keep children enrolled there, we should allow these students to finish their academic careers there. But let the present classes be the last.

 

In schools that do not offer better outcomes than the neighborhood public school (i.e. the overwhelming majority) students should be transitioned back to the neighborhood schools.

 

If there are any charters that do not wish to abide by such changes, they should have the opportunity to become what they already are except in name – private schools. The only difference is that taxpayers will no longer take up the tab.

 

And when it comes to charter school teachers, they should not be punished for having worked in the industry. In fact, we should find ways to bring them into the authentic public schools.

 

Our public schools need more teachers. Charter teachers who are fully certified should be given first chance to fill some of those vacancies. And charter teachers who are not certified should be given the opportunity to go back to school and complete their education degrees.

 

Any sane solution to the charter school mess would include these measures with the ultimate goal of ending school privatization in all its forms financed at public expense.

 

We don’t want privatized prisons. We don’t want privatized mercenary armies like Blackwater. We don’t want privatized schools.

 

Tax dollars should go to our authentic neighborhood public schools so that we can make them even better than they already are.

 

Our students deserve the best we can give them – and we can’t give them the best when we’re needlessly paying for two separate school systems and passing legislation with more of an eye on private investors than the welfare of the next generation.

 

It is my sincere hope that this push for real charter school reform becomes an effort to solve this problem once and for all.

 

Are we brave enough to do it?

 

 

Do we have the courage and conviction to take that on?


 

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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Gov. Wolf Tries to Stop Charter Schools Gorging on Public School Funding

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Sooey! Here Pig Pig Pig!

 

No one minds that healthy call at the hog farm when it’s time to feed the sows.

 

But taxpayers do take issue with it when it’s the call of the state legislature gathering a different kind of swine around public tax dollars.

 

Pennsylvania’s 180 charter schools gobbled up $1.8 billion last year from the Commonwealth’s public schools.

 

And Gov. Tom Wolf is refusing to let them continue to gorge on public funding meant to nourish everyone.

 
Last week, he took executive action to hold these schools accountable and force them to be more transparent – even if the legislature won’t.

 
Charter schools are publicly financed but privately run. Unlike authentic public schools, charters are often administered by appointed boards. They don’t have to provide the same level of services for children, don’t have to accept all students, can make a profit and don’t even have to be transparent about how they spend their money.

 

 

Yet that money comes from taxpayers.

 

For years fiscal watchdogs have complained that the state’s 22-year-old charter school law needs revising. However, after lining lawmakers pockets with charter school cash, the legislature continually refuses to do anything about it.

 

A few Democrats have offered plans that would increase accountability, but they’ve gotten no traction. And Republican plans have almost exclusively offered to make matters worse by dumping more money in the trough and putting up a thicker curtain so we don’t see the school privatizers eat.

 

So finally Gov. Wolf, a Democrat, took action on his own.

 

He has directed his Department of Education to circumvent the legislature to develop regulations that he says,  “will level the playing field for all taxpayer-funded public schools, strengthen the accountability and transparency of charter and cyber charter schools and better serve all students.”

 

His plan would:

 
•Allow districts to limit student enrollment in charter schools where students aren’t making academic gains.

 

•Require charter schools to stop turning away students based on race, ethnicity, gender, disability, intellectual deficits, lack of athletics or other student characteristics.

 
•Make charter schools as transparent as authentic public schools.

 

 

•Stop conflicts of interests for charter school board members and operating companies so that they can’t make decisions on behalf of the school that would enrich themselves, their families and/or friends.

 
•Make charters submit to financial audits to state regulators, make them publicly bid contracts for supplies and services and use fair contracting practices.

 
•Provide greater oversight of charter school management companies so they can’t profit off of the students enrolled in the schools they’re managing.

 
•Seek more information about how prospective charters will be run in a new model state application to be used when charters seek to open up shop or renew existing charters.

 

 

•Require charters to accurately document their costs.

 
•Prevent charters from overcharging for services they provide to students.

 

•Make charters pay to cover the state’s costs for implementing the charter school law.

 

•Recoup money from charter schools for the time and services the state provides when it reviews applications, distributes payments and provides legal and administrative support to them.

 
It’s a bold step for a governor, but apparently Wolf is tired of waiting on a dysfunctional legislature to actually legislate.

 

The problem is Wolf has to be more than a governor. He has to be a goalie.

 

The state House and state Senate are deeply gerrymandered and controlled by Republicans.

 
Every year, lawmakers pass mostly crap bills written by Koch Brothers proxies only to be vetoed by Wolf.

 

 

Occasionally, the GOP convinces enough right-leaning Democrats to go with them and Wolf can’t or won’t veto the bills.

 
And that’s pretty much how things work in Harrisburg.

 

However, this time Wolf wasn’t content to just guard the net. He actually took the puck down the ice, himself, and made a slap shot on the opposing team.

 

Can he do this? Is he still operating within the law?

 

Time will tell – though I’d argue that in the absence of legislative action, he is within his job description.

 

Moreover, this is only a first step.

 

Wolf, himself, has said that more needs to be done by the legislature. Even after his executive actions, much needs to be done to make charter schools function properly in the Commonwealth.

 

Specifically, Wolf asked the legislature to pass a moratorium on new cyber charter schools, cap enrollment in low-performing charter schools until they improve, subject charter management companies to the same transparency rules that districts must follow, and create a fair, predictable and equitable charter school funding formula.

 

I’d like them to go even further.

 

Frankly, I’d like to see charter schools ended as educational institutions.
Why should the public pay for schools that aren’t locally controlled? Why pay for privatized schools at all?

 

I suppose if there are some that are functioning well for students, they can be grandfathered in, but they should be funded separately. When two districts have to compete for the same funding, the students lose.

 

At least, we should not be opening up new charters. The public should not be in the business of funding privatized schools.

 

I am grateful to Gov. Wolf for finally having the guts to stand up to this powerful industry.

 

The state exists to further the public good – not enrich private corporations like those running many charter schools.

 

It’s time we admitted that charter schools are a failed experiment and shut them down.

 

It’s time to block these pigs from chowing down on public funding without public oversight.

 


See how much each charter school gets of Commonwealth tax dollars.


 

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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Who’s Trading Public School Funding for a Tax Credit?

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Ever wonder why our roads and public school buildings are crumbling?

 

Ever wonder why schools can’t afford books, buses and nurses?

 

Ever wonder why classroom teachers are forced to buy paper, pencils and supplies for their students out of pocket?

 

Because businesses like Giant Eagle, American Eagle Outfitters, and Eat’n Park aren’t paying their fair share.

 

It’s a simple concept – you belong to a society, you should help pay for the roads, bridges, schools, etc. that everyone needs to keep that society healthy.

 

After all, as a stockholder, CEO or business owner, you directly benefit from that society. If it didn’t exist, you wouldn’t have nearly as many customers – if any.

 

Many of us learned this kind of stuff in kindergarten or grade school.

 
But ironically programs that allow businesses to avoid paying their fair share are being used to short change many of those same kindergarten and grade schools.

 

In Pennsylvania, one such program is called the Educational Improvement Tax Credit (EITC), and everyone from local banks to Duquesne Light to UPMC healthcare providers are using it to lower their taxes while stealing from the public school cookie jar.

 
Here’s how it works.

 
If you expect a tax bill of $X at the end of the year, you can donate that same amount to the state for the purpose of helping parents pay off enrollment at a private or religious school for their children. Then you get between 75-90% of that donation back.

 

So if your tax bill is $100 and you donate $100, you can get back $90 – reducing your total tax bill to a mere 10 bucks.

 

Heck! Since this money is classified as a “donation” you can even claim it on your taxes and get an additional refund – even to the point where you end up making money on the deal! Pennsylvania even allows a “triple dip” – so you get the EITC tax credit, a reduction in your taxable income, and a reduction in your federal taxable income. We actually pay you to shortchange us on your taxes!

 

Now I’m oversimplifying a bit since you can only use the EITC for up to $750,000 a year, but it’s still a sweet deal for businesses. It just really hurts nearly everyone else because it reduces the state’s general fund – by $124 million last year, alone.

 

When we give away hundreds of millions of dollars every year to religious and parochial schools, we have less money to spend on public schools, roads and all other services that benefit the majority of our citizens – especially the poor who rely more heavily on these services.

 
So why doesn’t the state just budget this amount of money directly to religious and private schools instead of ransacking the general fund after businesses donate it to the tax incentive program?

 

Because it’s illegal to give taxpayer dollars to religious and private schools. The establishment clause of the First Amendment forbids it.

 

The founders of our country didn’t want a state religion with schools teaching theological propaganda like we had in Great Britain. Moreover, they demanded tax dollars be spent with accountability to the whole public – something you cannot do in a private or religious school which isn’t set up for everyone but only those who choose and can afford to go there.

 

However, some smart ass thought of an alleged loophole. He said that if tax money is turned into a tax credit, it’s no longer tax money and it doesn’t violate the rules to spend it on religious and private schools.

 

So this is a fiscal sleight of hand meant to give businesses a tax break while boosting private schools.

 
Who’s guilty of hiding behind this loophole to bolster their bottom line while short changing ours?

 

Probably a lot of businesses you know.

 

Thankfully, their donations to the EITC Program are a matter of public record as is how much money returned to them as savings.

 

You can find a handy database of state businesses right HERE searchable by county compiled by Pennsylvania Capital-Star.

 

 

I happen to live in Allegheny County in the Pittsburgh region – the second highest area of the Commonwealth for these tax dodge…. I mean credits.

 

 

Across the county in 2017-18 (the most recent year for which data is available), Allegheny County businesses donated $15,741,544. They got back $14,180,261 in tax credits.

 
A quick search came up with these noteworthy businesses:

 
Fatheads – the Southside sports bar along Carson Street in Pittsburgh
Contribution: $ 10,000
Tax Credit: $ 9,000

 
AEO Management, Co. 
(American Eagle Outfitters Corporate Office in the South Side, Pittsburgh)
Contribution: $ 350,000
Tax Credit: $ 315,000

 
Apex Diamonds, Inc. (A Pittsburgh jeweler)
Contribution: $ 149,000
Tax Credit: $ 134,100

 
Cochran Motors, Inc. (car dealership in Monroeville)
Donation: $ 100,000
Tax Credit: $ 90,000

 
Deer Leasing Co. (freight and cargo business) THREE ENTRIES:
Donation: $ 444,444
Tax Credit: $ 400,000

 

Deer Leasing Co.
Donation: $ 221,111
Tax Credit: $ 200,000

 

Deer Leasing Co.
Donation: $ 388,888
Tax Credit: $ 349,999

 
-Dollar BankTWO ENTRIES
Donation: $ 225,000
Tax Credit: $ 202,500

 

Dollar Bank
Donation: $ 400,000
Tax Credit: $ 360,000

 
Duquesne Light CompanyTHREE ENTRIES
Donation: $ 10,000
Tax Credit $ 10,000
(So 100% return on investment!?)

 

Duquesne Light Company
Donation: $ 50,000
Tax Credit: $ 45,000

 

Duquesne Light Company
Donation: $ 240,000
Tax Credit: $ 216,000

 

-Eat’n Park Hospitality Group, Inc. (Corporate headquarters in Homestead)
Donation: $ 25,000
Tax Credit: $ 23,500

 

-Federated Advisory Services Company (Asset management company) – THREE ENTRIES
Donation: $ 111,111
Tax Credit: $ 100,000

 

Federated Investment Counseling
Donation: $ 111,111
Tax Credit: $ 100,000

 

Federated Investment Counseling
Donation: $ 222,222
Tax Credit: $ 200,000

 
Giant Eagle, Inc.TWO ENTRIES
Donation: $ 833,333
Tax Credit: $ 750,000

 

Giant Eagle, Inc.
Donation: $ 221,111
Tax Credit: $ 200,000

 
Glimcher Brokerage, Inc. (Real estate company) – TWO ENTRIES
Donation: $ 380,000
Tax Credit: $ 342,000

 

Glimcher Group, Inc.
Donation: $ 300,000
Tax Credit: $ 270,000

 
HM Health Insurance Company (Camp Hill, Pa) – THREE ENTRIES
Donation: $ 50,000
Tax Credit: $ 45,000

 

HM Health Insurance Company
Donation: $ 243,333
Tax Credit: $ 219,000

 

HM Health Insurance Company
Donation: $ 165,556
Tax Credit: $ 150,000

 
PNC Bank, N.A. – TWO ENTRIES
Donation: $ 685,000
Tax Credit: $ 616,500

 

PNC Bank, N.A.
Donation: $ 148,303
Tax Credit: $ 133,500

 
Rohrich Imports, Inc. (Luxury Pittsburgh Car Dealership)
Donation: $ 60,000
Tax Credit: $ 54,000

 
The Buncher Company (property management company) – THREE ENTRIES
Donation: $ 416,667
Tax Credit: $ 375,000

 

The Buncher Company
Donation: $ 416,667
Tax Credit: $ 375,000

 

The Buncher Company
Donation: $ 221,111
Tax Credit: $ 200,000

 

The Huntington National BankTWO ENTRIES
Donation: $ 549,556
Tax Credit: $ 494,600

 

The Huntington National Bank
Donation: $ 111,111
Tax Credit: $ 100,000

 
UnitedHealthcare of Pennsylvania, Inc.
Donation: $ 200,000
Tax Credit: $ 180,000

 

-UPMC Diversified Services, Inc. (Healthcare provider) – SIX ENTRIES
Donation: $ 200,000
Tax Credit: $ 180,000

 
UPMC Diversified Services, Inc.
Donation: $ 200,000
Tax Credit: $ 181,000

 

UPMC Diversified Services, Inc.
Donation: $ 190,000
Tax Credit: $ 171,000

 

UPMC Health Benefits, Inc.
Donation: $ 200,000
Tax Credit: $ 180,000

 

UPMC Health Benefits, Inc.
Donation: $ 200,000
Tax Credit: $ 181,000

 

UPMC Health Benefits, Inc.
Donation: $ 200,000
Tax Credit: $ 180,000

 

But this leaves out the largest and shadiest group donating to the EITC Program – Limited Liability Corporations (LLCs).

 

 

These “special purpose entities” are set up to represent individual donors so they can more easily divert tax dollars to private and parochial schools.

 

LLCs represent hundreds of individuals who allow the LLC to donate on their behalf and then they get the tax credits passed back to them. It’s a way to encourage the wealthy to get the tax cut and support school privatization without all the hassle of doing the paperwork themselves.

 

And most (if not all) of these LLCs are set up by religious organizations to boost their own parochial schools.

 

For instance, Business Leadership Organized for Catholic Schools is perhaps the largest LLC receiving EITC funds.

 

Across the state, these organization made $15.6 million in donations and claimed $14 million in tax credits.

 

In Allegheny County, the largest are CASTA-SOS LLC and Pittsburgh Jewish Scholarship LLC.

 

CASTA was set up by the Catholic Diocese of Pittsburgh. Pittsburgh Jewish Scholarship benefits Jewish schools in the city.

 

Here’s how much they took from the state general fund last year:

 

CASTA-SOS I LLC
Donation: $ 509,500
Tax Credit: $ 458,550

 

CASTA-SOS II LLC
Donation: $ 460,890
Tax Credit: $ 414,801

 
Pittsburgh Jewish Scholarship I LLC
Donation: $ 675,250
Tax Credit: $ 607,725

 

Pittsburgh Jewish Scholarship II LLC
Donation: $ 750,000
Tax Credit: $ 675,000

 

EITC money went to almost 1,170 different organizations across the state. A fraction were YMCA’s, the Salvation Army and preschools. But the vast majority were private and religious schools.

 

Defenders of the project claim this money goes to fund “scholarships” for poor children to help defray the costs of enrollment at these schools.

 

However, a family making as much as $100,608 per year can qualify for an EITC scholarship for their child. A family with two children could make up to $116,216 and still qualify.

 

Consider this: one of the largest single recipients of this money in Allegheny County was the exclusive Shady Side Academy in Pittsburgh. The private secular school took in almost $1 million last year so that its wealthy students didn’t have to spend as much on enrollment.

 

Why are we subsidizing the rich?

 

Why are we robbing the poor to do so?

 

Why are we using public money to fund the teaching of climate denial, creationism, indoctrination in religious and political ideologies?

 

The short answer – our politicians are spineless and indebted to the people this benefits.

 

Just this summer, the Pennsylvania legislature AGAIN increased the limit for the program by an additional $25 million.

 

That’s the pattern. Every year, the Republican-controlled (and heavily gerrymandered) legislature can’t get their regressive policies passed Democratic Gov. Tom Wolf. They need some Democrats to support their spending priorities. So they entice right-leaning Democrats with increases to these tax incentive programs in order to reach compromises.

 

The result – every year we allow more tax dollars to fly away to private and religious schools while further undermining funding for public schools.

 

But it could have been worse. Earlier in the year, the legislature passed a measure to increase the EITC Program by $100 million. Thankfully it was vetoed by Gov. Wolf. Unfortunately, he let the $25 million increase get through.

 

This is a problem that is not going away.

 

We need to let our lawmakers know in no uncertain terms that we do NOT support these programs. And this isn’t just Republican lawmakers. We especially need to pressure Democrats and even run challengers to those who are not progressive enough in the primaries.

 

And we need to let businesses who partake of the smorgasbord of tax credits that doing so will lose them our business.

 

If we want to stop theft disguised as “tax credits,” we have to start hitting these businesses where it hurts – in the pocketbook.

 

Because they certainly don’t feel it in their hearts.


 

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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Pennsylvania Law Meant to Forbid Arming Teachers May Have Done Just the Opposite

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Pennsylvania teachers, don’t forget to pack your Glock when returning to school this year.

 

A new law meant to close the door on arming teachers may have cracked it open.

 

Despite warnings from gun safety activists, the bill, SB 621, was approved by the legislature and signed into law by Gov. Tom Wolf this summer.

 

The legislation explicitly allows security guards – independent contractors who are not members of law enforcement – to carry guns in schools if they go through special training.

 

And that’s bad enough.

 

Why you’d want glorified rent-a-cops with guns strapped to their hips running around schools full of children is beyond me.

 

That’s not going to make anyone safer. It’s going to do just the opposite.

 

But that’s not even the worst of it.

 

Commonwealth law already allowed for armed police and school resource officers in school buildings.

 

The new bill just adds security guards to the accepted list – so long as they go through special training.

 

So some observers are asking what happens if teachers and administrators go through the same training? Wouldn’t they then qualify as “security personnel” and thus be eligible to be armed as part of their jobs?

 

Some say yes.

 

But others go even farther.

 

The bill only says who may be armed in schools. It doesn’t say anything about who may not be armed.

 

So if a district were to arm teachers – even without that special security guard training – it wouldn’t be specifically breaking the law. It would be operating in a huge loophole left open by the legislature and Gov. Wolf.

 

In fact, the original version of the bill would have covered just such an ambiguity. It included language saying that ONLY the people specifically mentioned in the law (police, resource officers and security guards) were allowed to be armed. However, Wolf could not get legislators to agree on it, so this language was stripped from the bill that was eventually passed.

 

This isn’t just theoretical.

 

Several school administrators have already taken advantage of it.

A handful of superintendents in rural parts of the state have already gotten permission from country law enforcement officials and are now carrying guns to school, according to a lawyer representing 50 Commonwealth districts.

 

Attorney Ronald Repak, of Altoona-based Beard Legal Group, gave a presentation at a school safety conference saying that his firm had secured permission from local district attorneys for administrators to carry firearms as part of their jobs. They cited ambiguity in the law that allowed for different interpretations.

 

Repak said that fewer than six superintendents had been approved, but he would not say which ones or which districts employed them.

 

Meanwhile, a district in the eastern part of the state between Hershey and Allentown has already passed a policy to arm teachers and staff.

 

Tamaqua Area School District in Schuylkill County, approved the policy last year but suspended it following litigation from the teachers association and a parent group.

 

Since Harrisburg passed this new measure, school board members and administration have been going back and forth about how it pertains to their policy and whether they can legally reinstate it even with pending litigation.

 
SB 621 was supposed to fix the ambiguity of previous statutes on the matter.

 

Title 18, Section 912 of the Pa. Crimes Code says that no one except recognized security personnel may bring a weapon onto school grounds, unless it is for a supervised school activity or “other lawful purpose.”

 

But again that leaves a huge loophole.

 

Secretary of Education Pedro Rivera wrote in 2016 that the Pennsylvania Department of Education considers “the scope of ‘lawful purpose’…unclear and unsettled.”

 

That’s what originally prompted Tamaqua school directors to pass their policy to arm teachers – the first of its kind in the state.

 

The Republican majority in the legislature has been trying to pass a law explicitly allowing teachers to be armed for years.

 

In June of 2017, the state Senate even passed just such a bill but it got nowhere in the House. Moreover, Gov. Wolf threatened to veto it.

 

And that has been the pattern in Harrisburg on most matters – a gerrymandered GOP-controlled legislature narrowly passing far right legislation checked by a popularly elected Democratic governor.

 

However, Republicans may have gotten one passed the goal with SB 621.

 

Wolf had hoped the bill would end the matter once and for all. When he signed it into law, he released a statement saying:

 

“The students, parents, and educators in this commonwealth can now be secure in the knowledge that teachers can dedicate themselves to teaching our children, and that the security of school facilities rests in the hands of trained, professional security personnel.”

 

Ceasefire Pennsylvania, a statewide gun safety organization, saw the danger and warned against it. The organization urged the legislature not to pass the bill and the governor not to sign it.

 

In a letter sent to lawmakers, the group wrote:

 

“…adding security personnel who do not have the same law enforcement background, training and experience of those personnel already authorized to serve as school security in the School Code is misguided.

[In addition] …although we understand that the legislation initially was intended only to address security personnel, we believe SB 621 could be manipulated by school districts intent on arming teachers as a ‘security’ measure… We hope you will Vote No on SB 621.”

 
The matter is bound to wind up in the courts where it will ultimately be decided.

 
Concerned citizens should probably go to their local school board and let directors know they don’t want school personnel – security guards or others – packing heat.

 

To be clear, the new bill doesn’t require security guards to be armed, but it does allow districts to arm them if they go through the necessary training.

 

The instruction outlined in the law required before guards can be armed costs less than $500 per person.

 

It includes lessons on developing relationships with diverse students, understanding special needs students, how to deal with violence, victimization, threat response and the prevention of violence in schools. It also includes Act 235 lethal weapons training on specifically how to carry and use lethal weapons.

 

Some legislators wanted security guards to have to go through the same training as police officers – a 900-hour municipal course. However, since this would include instruction school security officers would not need such as lessons on traffic laws and the vehicle code – not to mention its hefty cost of $9,000 per person – it was scrapped.

 

Don’t get me wrong. I have nothing against security guards. There are several good ones at my district.

 

However, putting guns in their hands doesn’t make me feel any safer.

 

A few years ago, a security guard at my school lost his job because he slammed one of my students into a lunch table.

 

The child in question was certainly difficult and could be defiant. But he was a middle school age child. He didn’t deserve to have his head slammed into a table – nor would I want someone with so little impulse control to have to police his trigger finger during tense confrontations with students.

 

Arming security guards is just plain dumb. Heck! So is arming teachers and administrators!

 

This isn’t the wild west. It’s a classroom.

 

In real-world shootings, police officers miss their targets about 4-in-5 shots, according to Dr. Peter Langman, a psychologist who’s studied school shootings. Do you really expect rent-a-cops and teachers to be more accurate?

 

Even armed police don’t do much to stop school shootings.

 

The four high-profile school shootings in 2018 — including the one in Parkland, Florida and Santa Fe, Texas — had armed guards. All failed to stop the gunmen.

 

But research consistently shows that increasing the number of guns in schools increases the likelihood that students will get hold of them.

 

What we need are sensible gun regulations to limit the number of people who have access to firearms. We need mandatory background checks and a ban on assault weapons – the murder instrument of choice for mass shooters. We need buy back programs to reduce the ridiculous numbers of guns available.

 

This new law does none of that. It was a Faustian bargain at best – and like always happens when you try to best the Devil, you end up losing.

 

Only this time, the losers are our teachers and school children.


 

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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PA Officials Want to Replace Bad Keystone Exams with Bad College Entrance Exams

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Pennsylvania officials are scandalized that the Commonwealth is wasting more than $100 million on unnecessary and unfair Keystone Exams.

 
They’d rather the state spend slightly less on biased college entrance exams.

 
State Auditor General Eugene DePasquale and State Sen. Andy Dinniman held a joint press conference last week to introduce a new report compiled by DePasquale’s office on the subject which concludes with this recommendation.

 

Replacing bad with bad will somehow equal good?

 
Under the proposal, elementary and middle school students would still take the Pennsylvania System of School Assessment (PSSA) tests. However, instead of requiring all high school students to take the Keystone Exams in Algebra I, Literature and Science, the report proposes the same students be required to take the SAT or ACT test at state expense.

 

This is certainly an improvement over what the state demands now, but it’s really just replacing one faulty test with another – albeit at about a $1 million annual cost savings to taxpayers.

 

The report does a good job of outlining the fiscal waste, lack of accountability and dubious academic merits of the Keystone Exams, but it fails to note similar qualities in its own proposal.

 

From 2008 to 2019, the state already paid Minnesota-based Data Recognition Corp. more than $426 million for the PSSAs, Keystone Exams and Classroom Diagnostic Tools (an optional pretesting program). The federal government paid the company more than an additional $106 million. Officials wonder if this money couldn’t have been better spent elsewhere, like in helping students actually learn.

 

DePasquale, who recently launched a congressional bid, puts it like this:

 

“When the federal law changed in 2015, why didn’t Pennsylvania begin to phase out Keystone Exams? I could understand if they use them for a short period of time after that, but it’s been four years, and will cost taxpayers nearly $100 million by the end of the contract for tests our students do not even need to take.”

 

The federal government dropped its mandate four years ago and the state legislature did the same last year.

 

Originally, state lawmakers intended to make the Keystone Exams a graduation requirement, but in 2018 they passed legislation to make the assessments one of many avenues to qualify for graduation starting in 2021-22. Students can instead pass their core courses and get into college among other things.

 

“The Department of Education itself said they [the Keystone Exams] are not an accurate or adequate indicator of career or academic readiness,” Dinniman said. “So what I’m always surprised about is, they said it and then they continue to use it. These tests have faced opposition from almost every educational organization that exists. And when we got rid of the requirement and put in [more] pathways to graduation, this was passed unanimously by both the Senate and the House.”

 

The federal government also changed its testing mandate. It used to require all public school students to take state-specific assessments in grades 3-8 and once in high school.

 

When Congress reauthorized the federal law overseeing education in 2015, it offered states more flexibility in this regard. Elementary and middle school students still have to take a state-specific test. But now the high school portion can be fulfilled with college admissions tests – and, in fact, a dozen other states legislate just such a requirement.

 
Democrats DePasquale and Dinniman think the SAT and ACT test are an improvement because students who taken them are more likely to go to college. But that’s a classic case of confusing correlation and causation.

 

Students motivated to go to college often take these exams because they are required to get in to a lot of these schools. Taking these tests doesn’t make students MORE motivated and determined to enroll in post-secondary education. They’re ALREADY motivated and determined.

 

Moreover, one of the faults the report finds with the Keystone Exams is that the assessments measure student’s parental income more than children’s academics.

 

Kids in wealthier districts almost always do better on the Keystone Exams than those in poorer districts. In fact, the report notes that of the 100 state schools with the highest scores, only five were located in impoverished districts —where the average household income is below $50,000.

 

Yet the report fails to note that this same discrepancy holds for the SAT and ACT tests. Poor kids tend to get low scores and rich kids get the highest scores.

 

In fact, the College Board – the corporation that makes and distributes the SAT – recently started adjusting scores on its test in an attempt to counteract this effect thereby accounting for high schools and neighborhoods “level of disadvantage.”

 

Does this creative scoring actually work? Who knows – but it’s kind of like being forced to swallow poison and an antidote at the same time when any sensible person would simply refuse to swallow poison in the first place.

 

And that’s the best solution state officials have for our children.

 

They’re suggesting we replace discriminatory Keystone Exams with discriminatory college entrance exams.

 

To be fair, DePasquale and Dinniman are somewhat constrained by boneheaded federal law here.

 

Though the Every Student Succeeds Act (ESSA) is an improvement over No Child Left Behind, it still requires all high school students to take standardized tests.

 

Given what we know about the limits and biases of these assessments, policymakers should remove that hurdle altogether. But until the federal government gets its act together, one could argue that DePasquale and Dinniman’s policy suggestion may be the best available.

 

When you can’t do right, maybe it’s best to do less wrong.

 

But we must acknowledge that this isn’t the ultimate solution, it’s only a stopgap. We must continue to push for intelligent assessment policy that’s best for our children.

 

Standardized testing should be eliminated altogether – especially in high stakes situations. Instead we should rely on classroom grades, portfolios of student work and/or other authentic measures of what children have learned in school.

 

Accountability – the typical reason given behind these assessments – should be determined by the resources provided to students, not a highly dubious score given by a corporation making a profit off of its testing, test prep and ed tech enterprises.

 

The most we can expect from DePasquale and Dinniman’s program if it is even considered by the legislature is a band-aid on a gaping wound.

 


Read the full report, Where Did Your Money Go? A Special Report on Improving Standardized Testing in Pennsylvania.


 

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

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Let Voters Fix Harrisburg School Board – Not State Takeover

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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


 

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

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Schools That Hinder Opt Outs Are Participating in Their Own Demise

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You can’t be a public school and still ignore the will of the people.

 

That’s the problem at too many districts across the country where narrow-minded administrators are waging an all out war on parents opting their children out of standardized testing.

 

The federal government still requires all states to give high stakes tests to public school students in grades 3-8 and once in high school. So states require their districts to give the tests – despite increasing criticism over the assessments’ validity, age appropriateness, racial and economic bias and the very manner in which the scores are used to justify narrowing the curriculum, school privatization, funding cuts, teacher firings and closing buildings serving the most underprivileged children.

 

In response, parents from coast to coast continue to fight the havoc being forced upon their communities by refusing the tests for their children.

 

Yet instead of welcoming this rush of familial interest, at some schools we find principals, superintendents and every level of functionary in between doing whatever they can to impede parental will.

 

Most administrators don’t actually go so far as out right refusal of a parent’s demand to opt out their children.

 

That’s especially true in states where the right to opt out is codified in the law.

 

Three states – California, Utah, and Wisconsin – have enacted legislation permitting parents to opt their children out of standardized tests. However, at least five others, including my home of Pennsylvania, have laws respecting parents’ opt-out wishes for certain reasons. In others states there may not be specific legislation permitting it, but none have laws forbidding it either. At worst, test refusal is an act of civil disobedience like tearing down a confederate monument or freedom rides.

 

In Pennsylvania, the school code specifies that parents can refuse the test for their children for “religious reasons.” Those reasons and the religion in question never need be named. Citing “religious reasons” is rationale enough.

 

Consider:

 

“PA School Code Chapter 4.4(d):

 

(4)  …If upon inspection of a State assessment parents or guardians find the assessment to be in conflict with their religious belief and wish their students to be excused from the assessment, the right of the parents or guardians will not be denied upon written request that states the objection to the applicable school district superintendent, charter school chief executive officer or AVTS director.”

 

So when a parent provides just such an objection, it’s there in black and white that administrators must comply with that request.

 

However, some administrators are trying to game the system. When the other students are taking the state standardized test, the opt out students are rounded up and forced instead to take a district created assessment that just so happens to look almost exactly like the test their parents explicitly asked they not be subjected to.

 

So in my state, some parents have opted their children out of the Pennsylvania System of School Assessment (PSSA) or Keystone Exams, but administrators are requiring them instead to take an assessment they cobbled together themselves that closely resembles the PSSA and/or Keystone Exam.

 

They take a little bit from the PSSA, a bit from the Partnership for Assessment of Reading Readiness for College and Careers (PARRC) test, a question or two from the Scholastic Assessment Test (SAT) and voila! A brand new Frankenstein’s monster of standardized assessment.

 

But that’s not all. Some districts go one step further. They tie the results of this bogus “district” assessment with class placement. The results of the faux test are used to determine whether students are placed in the remedial, academic or the honors class in a given subject (English Language Arts, Math or Science) in the next grade.

 

Does that violate the law? Parents did not want their children to be assessed with a standardized test, and that’s exactly what the school did anyway. The only difference is the name of the standardized test they used.

 

I am not a lawyer, but I’ve contacted several. The answer I’ve gotten is that this may not be technically illegal, but it does at least violate the spirit of the law.

 

Districts are given a certain latitude to determine their own curriculum and assessments. This kind of runaround is ugly, petty and possibly just on the line of legality.

 

But our administrators are not done. Not only are they requiring such students to take a cobbled together standardized assessment, when children are done, they are forced to do hours of test prep for the state assessment that their parents refused for them.

 

Imagine opting out of the PSSA and then being forced to spend that time preparing for that very test. Imagine refusing to allow your children to take the Keystone Exam but then having them forced to prepare for it instead.

 

Petty, small-minded, punitive and – in this case – possibly illegal.

 

The school code is specifically against this. From the same section (4.4):

 

“(d) School entities shall adopt policies to assure that parents or guardians have the following:

 

(3) …The right to have their children excused from specific instruction that conflicts with their religious beliefs, upon receipt by the school entity of a written request from the parent or guardians.”

 

Again, I am not a lawyer, but it seems pretty clear that this, at least, is a violation of the law.

 

They can request their children not be given specific instruction – in this case test prep. Yet that’s exactly what administrators are doing anyway.

 

So what are opt out parents to do? Should they lawyer up?

 

Possibly. Though no one likes to have to take their own school to court. Any monetary damages thus recovered come from the collective pot that should go to help all students learn. It’s unfortunate that some administrators play so freely with taxpayer dollars when it would be a simple matter to safeguard them AND respect parental rights.

 

A better course of action may be for opt out parents in such situations to seek redress directly from the school board.

 

School directors are elected officials, after all. They may not be appraised of the actions of the administrators in their employ.

 

And that is really where the buck stops. If school directors don’t approve of this sort of chicanery, they can easily put a stop to it.

 

These are public schools. They are supposed to be run by the public. Our democracy is supposed to be what defines us. We are run by the people, for the people.

 

We’re not some charter school where school directors are appointed to their positions, hold their meetings in private and rarely if ever have to account for their decisions.

 

It’s shocking that in an age when public schools are often set against privatized ones that we’d allow such foolishness.

 

We need to set ourselves apart. Instead of denying parental requests, we should go out of our way to accommodate them.

 

Parents could, after all, remove their children and try their luck elsewhere.

 

At charter schools, they would probably get an even worse welcome. After all, most such schools pride themselves on their test scores and test prep curriculum having kicked out any students who don’t score well.

 

However, parents of means could enroll their children in private or parochial schools that are not required by law to even take these high stakes tests.

 

I’m not recommending that course of action. These schools are expensive, restrictive, insular and extremely racially and economically segregated.

 

But how short sighted must public school administrators be if they play these sorts of games with parents and children in just such an environment?

 

Any public school leader who wars against opt outs is participating in their own schools demise.

 

This is doubly so at schools serving high poverty populations.

 

Children of the poor and minorities historically get lower test scores than those from wealthier families. These tests are used to justify budget cuts and firing school staff – including these administrators.

 

Opting out of testing is one way to deny this data to the state so that they can’t use it against the school.

 

Certainly having high numbers of students opting out can, itself, become an excuse for punitive action from the state. But nowhere in the country has it ever actually happened.

 

State legislatures, too, are run by majority rule. The same with the federal government.

 

Our lawmakers have no authority to tell voters they can’t opt their children out of testing. It is the voters who are the boss.

 

We’d all best remember that.


 

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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