What Will It Take to Get Equitable School Funding in Pennsylvania – a Statewide Teachers Strike!?

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What if every public school teacher in Pennsylvania refused to come to work on Monday?

What if instead they took to the streets with signs and placards, bullhorns and chanted slogans.

Maybe:

“Hey! HEY! Ho! HO! This Unfair Funding Has to Go!”
Or:

“What do we want!? FAIR FUNDING! When do we want it? YESTERDAY!”

The problem is that from Pittsburgh to Philadelphia and all places in between, the Keystone state has the most unequal school funding system in the country. And no one in Harrisburg seems able and/or willing to do a damn thing about it.

Nor is anyone going to do much again this year.

Gov. Tom Wolf didn’t mention it once last week during the Democrat’s first budget speech to the legislature after being re-elected.

Don’t get me wrong. He’s not exactly ignoring the issue. His newly proposed budget asks for a $200 million increase in education funding.

But that’s far from what’s needed to heal the billions of dollars schools lost during the massive budget cuts of Tom Corbett, the former Republican governor, nor does it address the underlying inequity of how we fund these schools in the first place.

Sadly, failing to fix education funding gaps is par for the course in Harrisburg.

Every year Democrats complain about the problem, suggest repairing it, and then are denied everything but an incremental increase by the Republican-controlled legislature.

Every year, that is, until this one.

This is the first time Democrats have seemingly given up on solving the problem and just proposed the incremental increase that they suspect Republicans will approve.

It’s a pitiful situation to accept as status quo.

One could argue that it’s the electorate’s fault. After all, if they keep voting for Republicans that make it clear they don’t support equity in education, that must represent the will of the people.

Except it doesn’t. Fair funding is popular among voters everywhere in the Commonwealth. And it’s one of the reasons they elected and re-elected Wolf. However, when it comes to state government, legislative districts are so gerrymandered, the will of the people gets ignored.

In November, Democrats got 381,000 more Pennsylvania votes than Republicans to represent them in the state House. But Republicans still kept the majority.

So what can you do when your voice is smothered by red tape?

You can turn to the Democratic governor who is the only thing stopping the opposition from gutting schools even further. You can ask him to push lawmakers on both sides of the aisle to get off their collective asses and do their jobs.

But Wolf does not seem ready to spend his political capital in this way.

According to an Associated Press article by Marc Levy:

 

“For his part, Wolf’s office says he remains open to a discussion with the Legislature on making school funding fairer. However, someone else may have to carry the torch.”

Just who could this “someone else” be?

As usual, it may have to be the Commonwealth’s teachers.

As in every state, when governments and communities can’t or won’t do right by their children, educators step up.

We buy classroom supplies, we feed the hungry, we dry the tears, and when all else fails we put our jobs on the line and strike until school boards, legislatures and governors do the right thing.

Some have suggested that’s what’s needed here.

There have been at least nine large-scale teachers strikes across various states in the last 12 months. This includes actions in Arizona, Georgia, Kentucky, North Carolina, Oklahoma, Virginia, West Virginia, and – most recently – Los Angeles, California, and Denver, Colorado.

They began in Republican dominated states but have spread to those governed mostly by Democrats.

The Denver strike ended Thursday morning with an agreement between the Denver Classroom Teachers Association and Denver Public Schools. After three days on the picket line, teachers may be returning to their classrooms having achieved their goals.

In today’s climate of dark money and political gridlock, collective action seems the only way to get anything done.

Perhaps we need an army of the state’s 123,000 educators to walk out of their classes in unison demanding fair funding for our most vulnerable students.

Such a move would be unprecedented. To my knowledge, teachers strikes in the Commonwealth have always involved educators and staff at one of the hundreds of districts, not a unified action of teachers throughout the state. A movement on this scale would require cooperation and buy in from the Pennsylvania State Education Association (PSEA), National Education Association (NEA) and American Federation of Teachers (AFT). And union bosses are rarely motivated to endorse such measures without being forced to it by grassroots pressure from members.

Moreover, it would put teachers unions in a dangerous position. Each district contract has a no strike/no lockout clause guaranteeing that membership won’t walkout during the life of a contract. Where we’re seeing these major nationwide strikes either the contract has expired like in Denver and Los Angeles or they’re so-called “Right-to-Work” states without these explicit worker protections.

It’s doubtful the state could actually fire and replace the more than 100,000 teachers in its employ, but the worst case scenario for a state-wide strike in Pennsylvania would be the invalidation of all existing contracts, the loss of arbitration, grievances, collective bargaining and even putting retirement at risk.

That’s a lot to ask of educators – though creative organizers could find ways to avoid or mitigate the risk – for instance with a sick out or mass demonstrations on weekends or holidays.

I – for one – am sick of watching my middle school students overstuffed into classrooms with crumbling infrastructure and meager resources while a few miles down the road the rich kids have small classes and schools that look like palaces. I’ll bet there are a lot of teachers and parents who feel the same way.

Perhaps it’s time for us to take to the streets.

Perhaps it’s long past time.

When I say the state is the most inequitable in the country, that’s not hyperbole.

It’s according to several studies done over multiple years by groups like the Associated Press and the U.S. Department of Education.

More than any other, the Keystone State gives a boost to rich kids and a boot to poor ones.

Why?

You have to understand where the money comes from to educate kids in America.

Public schools have basically three revenue streams – the federal government, the state and local neighborhoods.

The federal government pays about 10% of the cost across the board. The problem in Pennsylvania is that the state isn’t meeting its obligation thereby forcing local neighborhoods to shoulder most of the cost.

Pennsylvania state government pays a ridiculously low percentage of the bill – 38%.  That’s the 46th lowest in the country. The national average is 51%.

In rich neighborhoods, this is no problem. In middle class communities, it’s not much of one. But in poor communities, there isn’t enough money to make up the difference. Their kids have no choice but to do without.

So kids from rich communities get everything. Kids from middle class communities get most of what they need. And kids from poor communities get whatever scraps are left at the bottom of the barrel.

It’s trickle down economics – Pennsylvania style.

And it’s an intolerable situation!

According to an Associated Press analysis of 2016-17 state data on school district spending, middle class districts spend as much as $673 more per student than poor districts. Rich districts spend about $4,300 more per student.

 

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According to the U.S. Department of Education, poor schools in the Commonwealth spend 33 percent less on their students than rich ones. That’s a significantly larger difference than the next-closest state, Vermont, where the spending difference between rich and poor schools is only 18 percent. Three other states — Illinois, Missouri and Virginia — have gaps of 17 percent.

 

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We can’t keep kicking minorities and the destitute to the curb. We can’t keep giving the rich and middle class every opportunity to succeed while depriving the poor of that same chance.

Wolf, the Democrats and a few Republicans have tried several times to fix the problem.

First, they attempted large increases in education funding to catch up to where funding would be if the Corbett cuts hadn’t happened coupled with the rising costs caused by inflation.

In 2015, the governor proposed a $400 million increase but funded it with a tax increase on the rich that almost all Republicans refused.

Then he tried to bring the state share of education funding up to 50% by using a more equitable tax plan. He proposed cutting property taxes in poorer districts and replacing them with higher state taxes elsewhere. However, Republicans saw it as an opportunity to completely eliminate property taxes and cut school funding even further. It ended in a stalemate and another incremental education increase.

If the legislature wouldn’t approve the necessary spending increases to heal the cuts it made under Corbett, Wolf at least wanted lawmakers to approve dividing the money up more fairly among the state’s 500 school districts.

A funding formula had been approved four years ago to reflect changes in school district attendance and wealth that had been ignored for a quarter century. This would result in more support for poorer schools and less for wealthier ones.

And there’s the sticking point. Lawmakers wouldn’t approve a plan that would provide less funding to 70% of the state’s districts – but neither would they increase school spending to make up the difference.

You’d think that such legislative gridlock might make voters lose hope. However, there is a mass movement of people at the grassroots level demanding change for our children.

Most notably, the parents of six school children, six school districts, the NAACP and a rural schools group are suing the state over education funding.

The lawsuit – now in its fourth year – is scheduled for trial before the state Supreme Court in 2020. So at best, relief is still a ways in the future. Many are hoping justices will order the legislature to dramatically increase its investment in public schools. But the outcome is certainly not a sure thing.

Could striking teachers in red and blue states be showing us in Pennsylvania the solution?

Might it be time to raise our teacher voices in the purple states, too?

And is there a path to equity through collective action that doesn’t hang teachers out to dry?

 


 

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

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Rahm Emanuel’s Non-Apology Apology for Being a School Privatization Cheerleader

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Rahm Emanuel’s recent op-ed in The Atlantic may be one of the dumbest things I have ever read.

 

The title “I Used to Preach the Gospel of Education Reform. Then I Became the Mayor” seems to imply Emanuel has finally seen the light.

 

The outgoing Chicago Mayor USED TO subscribe to the radical right view that public schools should be privatized, student success should be defined almost entirely by standardized testing, teachers should be stripped of union protections and autonomy and poor black and brown people have no right to elect their own school directors.

 

But far from divorcing any of this Reagan-Bush-Trump-Clinton-Obama crap, he renews his vows to it.

 

This isn’t an apologia. It’s rebranding.

 

Emanuel had been White House Chief of Staff at the beginning of President Barack Obama’s first term. He’s a former U.S. Representative, and senior adviser to President Bill Clinton.

 

Yet he’s persona non grata.

 

Now that the extremely unpopular chief executive has decided not to seek re-election, he’s trying to secure his legacy – to make sure the history books don’t remember him as the Democrat In Name Only (DINO) mayor who closed an unprecedented number of schools serving mostly minority students while catering to the will of rich investors. He doesn’t want to be remembered as the lord on a hill whose own children went to private school while he cut services and increased class size for black and brown kids. He’s trying to save a series of abysmal policy failures so that he and his neoliberal pals like Cory Booker and Arne Duncan can still hold their heads high in Democratic circles. In a time when authentic progressives like Alexandria Ocasio-Cortez and Bernie Sanders have won the heart of the party, he wants to ensure there’s still room for that old time corporate education reform he is infamous for.

 

Like I said – dumb.

 

To quote the Principal in Billy Madison:

 

 

“…what you’ve just said is one of the most insanely idiotic things I have ever heard. At no point in your rambling, incoherent response were you even close to anything that could be considered a rational thought. Everyone in this room is now dumber for having listened to it. I award you no points, and may God have mercy on your soul.”

 
If only he’d respond like Madison:

 

Okay, a simple ‘wrong’ would’ve done just fine, but thanks.”

 

But like that straight man school administrator in an Adam Sandler movie, I’m going to give you the long answer. I’m going to explain why what Emanuel said was supremely stupid.

 

He begins the piece with a lengthy description of how he got one over on those darn teachers unions.

 

He wanted what was best for children, but those pesky teachers just wouldn’t do it until he twisted their arms and got them to play ball.

 

And keep in mind – this is the softer, gentler Emanuel who wants you to like him! This is the Emanuel who’s trying on progressive clothing to look more appealing!

 

Hey, Rahm, attacking working people while casting yourself as a savior is so two years ago. We’ve had a conservative Supreme Court hobble unions’ ability to stop free riders and a teacher uprising since then. Union educators from West Virginia to Oklahoma to Los Angeles, California, have gone on strike demanding Republican and Democratic chief executives like yourself make positive change for children.

 

No one’s buying your fairytales anymore.

 

But it leads into a series of important points he wants to make:

 

“For most of my career, I preached the old gospel of education reform. But now research and experience suggest that policy makers need to embrace a new path forward and leave the old gospel behind. Principals, not just teachers, drive educational gains. The brain-dead debate between charter and neighborhood schools should be replaced with a focus on quality over mediocrity. To get kids to finish high school, the student experience should center on preparing them for what’s next in life. Finally, classroom success hinges on the support that students get outside school. If other cities follow Chicago’s lead in embracing those ideas, they’re likely to also replicate its results.”

 

Oh and what results those are! But we’ll come back to that.

 

He reasons that principals drive educational gains. In fact, this is his a-ha moment. Don’t focus on teachers, focus on principals.

 

He pats himself on the back for raising principals’ salaries and recruiting only people who think and believe just like him. Then he didn’t have to watch over them so closely and they were even promoted to higher administrative positions.

 

Wow. What an innovation! Stack your school system with yes-people and your initiatives will get done. Great. No room for diversity of thought. No one who thinks outside of the box. Just functionaries and flunkies who do what you say.

 

This is sounding like a great case for progressive education reforms already! If you’re a fascist dictator.

 

Next comes my favorite – a further commitment to school privatization hidden behind the flimsiest rechristening in history.

 

Stop talking about charter schools vs. authentic public schools, he writes. Talk about quality schools vs. mediocre ones.

 

What bull crap!

 

Imagine if pirates were robbing ships on the high seas. Would you talk about good pirates and bad pirates? Imagine if vampires were attacking people in the night and draining their blood. Would you talk about good vampires and bad vampires?

 

I mean Dracula did suck Mina dry, but he spends the rest of his nights reading to orphan children. Long John Silver may have stolen hundreds of chests of gold from merchant ships, but he donates every tenth doubloon to fighting global warming!

 

Hey, Rahm, you can’t escape from the argument of whether school privatization is good or bad. Charter schools drain funding from authentic public schools and give it to private investors. They allow unscrupulous operators to cut services and pocket the profits. They increase segregation, decrease democracy and transparency, give choice mainly to business people who get to decide if your child is allowed to enroll in their school – all while getting similar or worse results than authentic public schools.

 

If you stopped taking corporate money for one second, maybe you could understand this simple point – no system will ever be fair that allows theft and then protects the thieves.

 

But on to your next point. You want to focus the student experience on what comes next in life. You want to focus on jobs and career readiness.

 

This is just dumbing down what it means to get an education. Going to school shouldn’t be reduced to a career training program. If we only teach kids how to manufacture widgets, what will they do when the widget factory closes?

 

We need to teach them how to think for themselves. We need to offer them real opportunities for self-discovery and challenge them to think deeply through an issue.

 

When kids graduate, we don’t want to have simply made a generation of workers. We need them to be thinking adults and citizens who can participate fully in our democratic process and help lead our country toward a better and brighter future – not just learn how to code.

 

Finally you talk about the support students get out of school. That’s stupid because…

 

Actually it’s not.

 

You’ve got a point there. We do need to support programs to help students succeed outside the classroom – summer reading, after school tutoring, etc. However, making kids sign a pledge to go to college in order to be eligible for a summer job? That’s kind of cruel when many have no way to pay for college in the first place. Moreover, it completely ignores the huge section of children who have no desire to go to college and would rather go to career or technical schools.

 

And that brings me to his dismal record of failure described by neoliberals as success.

 

Emanuel pushed forward a policy that in order to graduate, Chicago seniors must prove that after 12th grade they’re going to college, trade school, an internship, the military or would otherwise be gainfully employed. OR ELSE they can’t get a diploma!

 

Rahm’s all about adding more hoops for poor minority kids to jump through. Very rarely is he about providing any help for them to make the jump.

 

He’s a pull-yourself-up-by-your-own-bootstraps Democrat. Or what we used to call – a Republican.

 

Emanuel wants to tout his record as “proof” that his methods worked.

 

Let’s look at them.

 

He has closed 50 public schools46 of which serve mostly black students. Southside residents had to resort to a month-long hunger strike to keep their last neighborhood school open. He laid off hundreds of teachers and staff – many just before school opened. Yet he always had money for state of the art charter schools like the $27 million new charter school for the University of Chicago as part of the Obama Presidential Library. In addition, his economic policy consisted of closing public health clinics for the poor and installing red light cameras to increase fines – none of which actually boosted the economy.

 

And then we get to the scandal that made a third term as mayor impossible. Emanuel actually covered up the police killing of unarmed black teen, Laquan McDonald, so it wouldn’t hurt his re-election campaign.

 

In October of 2014, Officer Jason Van Dyke shot the 17-year-old 16 times. Most of those bullets went into the teenager after he was already flat on the ground and the officer was at least 10 feet away.

 

Emanuel quickly issued a $5 million settlement to McDonald’s family on the condition they keep quiet about the incident. It wasn’t until after Emanuel had won re-election, that an independent journalist put two-and-two together and asked for the officer’s dashcam video to be released. It took the full power of the media and a lawsuit to accomplish this resulting in charges against Van Dyke for first degree murder. Just last year the officer was found guilty of second degree murder and 16 counts of aggravated battery with a firearm, but was found not guilty of official misconduct. He was sentenced to 6.75 years in prison.

 

This is not a sterling mayoral record. It is not a proven record of success.

 

He says graduation rates are up as are rates of Chicago students who go on to college. He neglects to mention that they’re up nationwide. He neglects to mention that the quality of education these kids receive is often watered down to whatever will help them pass the federally mandated standardized test. He neglects to mention the loss of teacher autonomy, and the rise in class size.

 

Face it. Emanuel is a crappy mayor. Chicago and the nation will be better if he fades into the sunset.

 

His political career was backed by the same big money conservatives that back Republicans like Chris Christie, Mitt Romney and Bruce Rauner. He was a puppet of charter schools, hedge fund managers and the Koch Brothers.

 

In fact, his corruption was so bad that during the 2016 primary, he became an issue for Democratic Presidential contenders.

 

Bernie Sanders actually called him out in a tweet saying: “I want to thank Rahm Emanuel for not endorsing me. I don’t want the endorsement of a mayor shutting down schools and firing teachers.”

 

Emanuel had endorsed Hilary Clinton, and her education advisor Ann O’Leary wrote in a private email to senior campaign staff that this might actually hurt the candidate’s primary chances. She wanted Clinton to distance herself from the troubled mayor or at least explain how she differed from his troubled policies.

 

They eventually settled on saying nothing. That didn’t backfire at all!

 

Look. Democrats need to learn the exact opposite of the lesson Rahm is selling here.

 

Corporate education reform is poison. School privatization is not progressive. High stakes testing is not progressive. Hiring like-minded flunkies to run your schools is not progressive. Closing black kids’ schools is not progressive.

 

Emanuel has learned nothing. Have we?


 

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

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The Trouble with Test-Obsessed Principals

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When I was a child, I couldn’t spell the word “principal.”

 

I kept getting confused with its homonym “principle.”

 

I remember Mr. Vay, the friendly head of our middle school, set me straight. He said, “You want to end the word with P-A-L because I’m not just your principal, I’m your pal!”

 

And somehow that corny little mnemonic device did the trick.

 

Today’s principals have come a long way since Mr. Vay.

 

Many of them have little interest in becoming anyone’s pal. They’re too obsessed with standardized test scores.

 

I’m serious.

 

They’re not concerned with student culture, creativity, citizenship, empathy, health, justice – they only care about ways to maximize that little number the state wants to transform our children into.

 

And there’s a reason for that. It’s how the school system is designed to operate.

 

A new research brief from the Tennessee Education Research Alliance concluded that the lowest rated principals generally work at schools with the most economically disadvantaged students.

 

So schools serving students with the highest poverty and lowest test scores often have the least experienced and least effective principals.

 

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Now the first question I had when reading this report was “How do they measure effectiveness?” After all, if they rate principals primarily on student test scores, then obviously those working at the poorest schools will be least effective. Poor kids earn low test scores. That’s all the scores consistently show – the relative wealth of students’ parents. If you define an ineffective principal as one who works in a building with low scoring students, it would be no shock that those principals worked in the poorest schools.

 

However, researchers didn’t fall entirely into this trap. According to the working paper:

 

“We measure principal quality in two ways: years of experience in the principal position and rubric-based ratings of effective principal practice taken from the state’s evaluation system.”

 

 

In Tennessee this means evaluating principals partially on student test scores at their buildings – 35%, in fact – higher than the 20% of classroom teachers’ evaluations. However, the remaining pieces of principals’ effectiveness are determined by an observation from a more senior administrator (50%) and an agreed upon score by the principal and district (15%).

 

 

Since researchers are relying at least in part on the state’s evaluation system, they’re including student test scores in their own metric of whether principals are effective or not. However, since they add experience, they’ve actually created a more authentic and equitable measure than the one used by the state.

 

It just goes to show how standardized testing affects nearly every aspect of the public education system.

 

The testing industrial complex is like a black hole. Not only does it suck up funding that is desperately needed elsewhere without providing anything of real value in return, its enormous gravity subverts and distorts everything around it.

 

It’s no wonder then that so many principals at high poverty schools are motivated primarily by test scores, test prep, and test readiness. After all, it makes up a third of their own evaluations.

 

They’ve been dropped into difficult situations and made to feel that they were responsible for numerous factors beyond their control. They didn’t create the problem. They didn’t disadvantage these students, but they feel the need to prove to their bosses that they’re making positive change.

 

But how do you easily prove you’ve bettered the lives of students?

 

Once again, standardized test scores – a faux objective measurement of success.

 

Too many principals buy into the idea that if they can just make a difference on this one metric, it will demonstrate that they’re effective and thus deserve to be promoted out of the high poverty schools and into the well-resourced havens.

 

Yet it’s a game that few principals are able to win. Even those who do distinguish themselves in this way end up doing little more for their students than setting up a façade to hide the underlying problems of poverty and disinvestment.

 

Most principals at these schools wind up endlessly chasing their tails while ignoring opportunities for real positive change. Thus they end up renewing the self-fulfilling prophesy of failure.

 

Researchers noticed the pattern of low performing principals at high poverty schools after examining a decade’s worth of data and found it to hold true in urban, rural and suburban areas. And even though it is based on Tennessee data, the results hold true pretty consistently nationwide, researchers say.

 

Interestingly enough, the correlation doesn’t hold for teachers.

 

Jason Grissom, an associate professor at Vanderbilt University and the faculty director of the Research Alliance, says that the problem stems from issues related specifically to principals.

 

For instance, districts are hiring lower-rated principals for high poverty schools while saving their more effective leaders for buildings with greater wealth and resources.

 

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As a result, turnover rates for principals at these schools are much higher than those for classroom educators. Think about what that means – schools serving disadvantaged students are more likely to have new principal after new principal. These are leaders with little experience who never stick around long enough to learn from their mistakes.

 

And since these principals rarely have had the chance to learn on the job as assistant principals, they’re more likely to be flying by the seat of their pants when installed at the head of a school without first receiving the proper training and mentorship that principals at more privileged buildings routinely have.

 

As such, it’s easy for inexperienced principles to fall into the testing trap. They buy into the easy answers of the industry but haven’t been around long enough to learn that the solution they’re being sold is pure snake oil.

 

This has such a large effect because of how important principals are. Though they rarely teach their own classes, they have a huge impact on students. Out-of-school factors are ultimately more important, but in the school building, itself, only teachers are more vital.

 

This is because principals set the tone. They either create the environment where learning can flourish or smother it before the spark of curiosity can ignite. Not only that, but they create the work environment that draws and keeps the best teachers or sends them running for the hills.

 

 

The solution isn’t complicated, says Grissom. Districts need to work to place and keep effective and experienced principals in the most disadvantaged schools. This includes higher salaries and cash bonuses to entice the best leaders to those buildings. It also involves providing equitable resources for disadvantaged schools so that principals have the tools needed to make authentic positive change.

 

I would add that we also need to design fair evaluation systems for both principals and teachers that aren’t based on student test scores. We need to stop contracting out our assessments to corporations and trust our systems of government and schools to make equitable judgments about the people in their employ.

 

Ultimately, what’s required is a change in attitude.

 

Too many principals look at high poverty schools as a stepping stone to working at a school with endless resources and a different class of social issues. Instead, the goal of every excellent school leader should be to end their career working where they are needed most.

 

Such professionalism and experience would loosen the stranglehold of test-and-punish and allow our schools not to simply recreate the inequalities already present in our society. It would enable them to heal the divide.

 

As John Dewey wrote in 1916:

 

“Were all instructors to realize that the quality of mental process, not the production of correct answers, is the measure of educative growth, something hardly less than a revolution in teaching would be worked.”

 

And that’s what’s needed – a revolution.


 

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

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Teaching Through Lockdown

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“Excuse the interruption. We are under a lockdown.”

 

That was it.

 

Not an explanation of what caused it.

 

Not any idea of how much danger we were in.

 

Not any idea of how long it would last.

 

Just a vague warning that teachers knew meant to keep all their students in class until further notice.

 

As an educator, you’re expected to teach.

 

It doesn’t matter what’s happening around you. There can be yelling or screaming. There can be a scuffle in the next room. The lights may flicker off and on.

 

None of that matters.

 

If you have students and aren’t in immediate danger, you’re expected to teach them.

 

And that’s what I did. Even then.

 

I teach mostly poor and minority students in a western Pennsylvania school near Pittsburgh.

 

 

My 8th grade language arts class was in the middle of taking a final exam on The Outsiders by S. E. Hinton.

 

Most of my students were finished, but it was still quiet as two or three students struggled through their last responses.

 

Then the announcement came over the PA.

 

“…lockdown.”

 

 

The voice was the high school secretary. Since the middle and high school are connected, she rarely makes announcements in my building – only when something is important happening for both buildings.

 

The kids looked up at me with worried faces.

 

“What’s going on, Mr. Singer?” one of them asked.

 

I told them the truth – I really had no idea. There were no drills planned for today. In fact, it would have been a really poor time for one. We had just had ALICE training the day before where the resource officer and the principal had met with students to go over what to do in case of an active shooter. The program is named for the courses of actions it recommends – Alert, Lockdown, Inform, Counter, Evacuate.

 

So we were apparently in the L.

 

During the assembly, the resource officer had said quite bluntly that there would be no coded messages. If a school shooter entered the building, officials would tell us in plain language what was happening so we could make an informed decision what to do.

 

But there was no additional message over the PA. That was it.

 

I went over to my computer to see if there was an email. Nope. Nothing.

 

I pressed refresh a few times. Nothing.

 

I asked the students to hush and just listened.

 

It was extremely quiet. Even the hallway was silent and it’s never that silent except during standardized testing.

 

My room has no windows to the outside. It’s a brick box with one wooden door containing a sliver of window.

 

The door was already closed and locked. We’re told to keep it that way just in case. But there’s an additional deadbolt you can click to make it even harder to gain access to the room.

 

“It’s probably nothing,” I said as I walked over to the door and surreptitiously clicked the deadbolt.

 

I asked student to finish their tests.

 

It seemed the best course of action. We could either worry about an unknown that was extremely unlikely or else just take care of our business.

 

It was hard getting the students to calm down. They were scared, and, frankly, so was I.

 

But this seemed the best thing we could do – Seek normalcy but stay vigilant in case things changed.

 

“Mr. Singer, may I use the bathroom?” asked one child.

 

“I’m sorry, but no.” I said. “Not until the lockdown is over.”

 

Somehow I quieted them down and the remaining students finished their tests.

 

It seemed to take them forever.

 

I stood by those who were finalizing answers in the hope that my physical presence would get them to concentrate.

 

For the millionth time I pondered the wisdom of grouping kids into classes based on test scores. All you end up doing is sorting them by poverty, race, trauma and behavior problems.

 

But they were soon done.

 

So they handed in the tests and we went over the answers.

 

“May I use the bathroom?”

 

“No. Not yet. Sorry.”

 

For about five minutes things went as they would on any other day.

 

But as soon as there was a lull in the activity, the fear and worry returned.

 

Students wanted to take out their cell phones and call or text home.

 

I told them not to.

 

“Why?” asked a boy in the front.

 

I knew the answer. We had nothing we could tell parents other than that there was a lockdown. We didn’t know what caused it or what was happening. If there was something bad going on, having parents come to the school would only make things worse.

 

But I just told him to put it away. I didn’t want to debate the situation. I didn’t want them (or me) to think about what might be happening.

 

We hadn’t finished watching the movie version of “The Outsiders” so I quickly put that on.

 

We only had about 15 minutes to go. And watching Dally get shot down by police probably wasn’t the best choice under the circumstances.

 

Still, the kids were focused on the film and not the lockdown.

 

We discussed how the movie and the book differed for a few moments.

 

But inevitably there was a lull.

 

We all got quiet and just listened. Nothing.

 

No. Down the hall we could hear something. Maybe a scuffle. Voices. It was hard to tell.

 

I started thinking of options, what to do if someone tried to enter the room. But it got quiet again.

 

Still no email. No message. Nothing.

 

I could call the office on my school phone, but that just might make things worse.

 

“Mr. Singer, I’ve GOT to use the bathroom!”

 

I looked around. I wasn’t sure what to do. I couldn’t let him out there. It would literally be better if he peed his pants.

 

He must have seen my confusion. “Can I just pee in a bottle or something?”

 

“Do you have a bottle?”

 

“No.”

 

I was about to tell him to take the garbage can into the corner and pee into it but there was no empty corner in the room.

 

Before I could remark any further, he said, “It’s okay. I’ll just hold it.”

 

That’s when I noticed the time. We had already spent more than the 40 minutes in the allotted period. The bell should have rung to get students to move to another room. That meant the bells were off.

 

The students noticed, too.

 

I kept telling them that everything was probably fine and that I wouldn’t let anything happen to them.

 

Then we noticed something weird out of the window in the door.

 

One of the school custodians was standing right outside the room.

 

He didn’t seem alarmed. He appeared to be looking for something.

 

Then another custodian walked up to him and they conferred in the hall.

 

We heard talking. Perhaps the principal in the distance.

 

Whatever was happening they seemed to have it under control and didn’t appear worried.

 

I had nothing planned for my students to do. We were well off book here. I couldn’t just start a new unit. I had no idea how long we’d be here.

 

So I asked them to take out their self-selected books and read.

 

They groaned.

 

“How are we going to concentrate on that?” someone asked.

 

I didn’t really have an answer but it was better to try than to worry needlessly.

 

So after some cajoling, they dutifully took their books out. Most just stared around the room listening to every nonexistent sound. But some at least appeared to be reading.

 

“Mr. Singer…”

 

NO YOU CAN’T USE THE BATHROOM!

 

Then not long after, the announcement came that the lockdown was over and students could move to their next class.

 

There was no explanation. Kids just breathed a collective sigh and went to their classes.

 

I let anyone use the restroom who asked. And I tried to teach through another class.

 

I truly expected a printed letter from the superintendent to be hand delivered to the room so the kids could take it home. But no. Perhaps there hadn’t been enough time to write, print and disperse one.

 

After the students were dismissed, I expected administrators to announce a staff meeting to let the teachers know, at least, what had happened. But there was nothing.

 

I went into another teacher’s room and saw a group talking. THAT was when I found out about what had happened.

 

A group of students in the high school had been fighting.

 

Apparently it was pretty bad – almost a riot. One child had been knocked cold and taken out of the building on a stretcher. The others had been removed by police.

 

When teachers had broken it up, some of the kids had run and were hiding in the building. That’s why the lockdown.

 

There was more on the 11 O’clock News. Some of the kids had filmed the fight with their phones and put it up on Snapchat.

 

We eventually got a letter from the superintendent and an email from another administrator saying that it had just been a minor fight.

 

Parents were on the news saying that administration hadn’t handled it properly, but no one showed up at the next school board meeting to complain.

 

And so life goes on.

 

The threat of violence always hangs over our heads.

 

It probably won’t ever come down to the worst case scenario. Yet the fact that it might and that no one really seems to be doing much of anything to stop it from getting to that point – that changes what it means to be in school.

 

We live with this reality everyday now.

 

It’s not fair to students. It’s not fair to teachers or parents.

 

But when you live in a society so broken that it can’t even begin to address its own problems, this is what you get.

 


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

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LA Teachers Strike is About Charter Schools and High Stakes Testing

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On Monday more than 30,000 teachers at 900 schools in Los Angeles, California, will be on strike.

 

And unlike the wave of teachers strikes last year in red states like West Virginia, this time educators are taking to the streets due to the policies of Democrats.

 

At issue are things like lowering class sizes and providing more nurses, librarians and counselors.

 

But behind these issues lies one of the most important facts about our country.

 

When you get right down to it, there is very little difference between many Democratic policymakers and their Republican counterparts.

 

You think Betsy Devos is the opposite of Arne Duncan? Wrong.

 

You think Barack Obama is the opposite of Donald Trump? Wrong again.

 

Though there are differences, those often amount to differences of degree.

 

Corporate Democrats like almost all Republicans support the same education policies – school privatization and high stakes testing – that are robbing the LA Unified School District of the funding it needs to meet the needs of its students.

 

THAT’S why class sizes have ballooned to more than 45 students in secondary schools; 35 students in upper elementary grades; and 25 students in lower elementary grades.

 

THAT’S why the district does not have nearly enough counselors, psychologists or librarians to give students the support they need.

 

THAT’S why 80% of schools don’t have full-time nurses.

 

The second largest district in the country has more charter schools than any other. The overwhelming majority of them are operated by corporate chains and have expanded by 287% over the last 10 years.

 

These are publicly funded but privately run schools. They don’t have to meet the same standards of accountability or transparency about how they spend taxpayer dollars – all while gobbling up $600 million a year!

 

That is money that parents and community members are forced to pay but about which they have very little say. It’s money that can – and often does – go right into the pockets of charter school operators without providing its full value to the students it was meant help educate. It’s money set aside for all children but given to educate merely a handful of students chosen by those same businesspeople who run these charters because they think these children will be cheaper and easier to educate.

 

That’s not Democracy. No self-respecting Democrat should support such a thing – but you’ll find luminaries from Obama to the Clintons to Cory Booker who will tell you what a great idea it is. Along with DeVos, Trump, Jeb Bush and the Koch Brothers.

 

 

LA Superintendent Austin Beutner is a Democrat, but he’s also a multimillionaire with experience in corporate downsizing and none in education.

 

According to an op-ed by President of United Teachers Los Angeles (UTLA) Alex Caputo-Pearl published in the LA Times:

 

“…Beutner has moved ahead with what we believe is his agenda to dismantle the district. Through an outside foundation, he has brought on firms that have led public school closures and charter expansion in some districts where they have worked, from New Orleans to Washington, D.C. This approach, drawn from Wall Street, is called the “portfolio” model, and it has been criticized for having a negative effect on student equity and parent inclusion.”

 

These are policies in direct opposition to the progressive ideals at the heart of the Democratic Party. They are, in fact, bedrock Republican ideology and demonstrate the vast divide among Democrats.

 

New Democrats oppose them. Grassroots Democrats oppose them. Democratic voters oppose them. And it will be telling whether the policymakers in our halls of power will follow the lead of the people or try to shepherd the power behind the party into doing what the patricians think best.

 

That’s why this strike is important way beyond California. Whatever happens will send echoes throughout the country, because school districts from sea to shining sea are facing similar issues.

 

In the meantime, the LA Unified District has a $1.8 Billion budget surplus it can use to help meet these needs. But the solutions to the district’s woes require a long-term commitment to public education.

 

Certainly the state of California needs to increase its per pupil spending. It’s the richest state in the country, yet ranks 43rd out of 50 in this regard.

 

This would help the district raise teacher salaries to match those of surrounding districts.

 

But the root problem is a lack of ideological support among policymakers.

 

Too many Democrats inside and outside the district don’t support the very idea of public schools. They’d rather boost privatization.

 

Too many Democrats support unnecessary and harmful high stakes standardized testing which not only unfairly paints the district as a failure for the poverty of its students but forces out things of real education value like the arts and ethnic studies.

 

Too many Democrats have no problem doing this in a district that serves a majority of students of color while providing only the best for middle class white kids.

 

That’s why today the American people stand with the UTLA as they go on strike.

 

It’s why we always stand with educators – You can’t put students first if you put teachers last.

 

Democrats need to get their priorities straight.

 

It’s time to decide if they’re going to continue being Trump lite or reclaim their progressive heritage and rejoin the rest of the nation.


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

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Public School Students are Being Erased From TV, Movies and Other Media

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Ninety percent of America’s students go to public schools.

 

But you wouldn’t know that if you opened a book, turned on the TV or went to a movie.

 

The media is engaged in a disinformation campaign erasing public schools and public school students from our entertainments.

 

It’s another way marketing and advertising is forced down our throats and into our leisure hours.

 

Not only do the multi-billion dollar corporations who fund these entertainments want to convince us we need this pill, that appliance, those technological doo-hickeys — they need to cajole and inveigle us that we need school privatization, too.

 

And what better way to do that than to give us heroes that  – what-do-you-know – just happen to go to charter, voucher and private schools?

 

No one takes Betsy DeVos, the billionaire heiress who bought her position as education secretary to tear down public schools, seriously. But we certainly do when it comes to Hollywood, the Boob Tube and Young Adult literature.

 

Take Miles Morales, an Afro-Latino Spiderman, who just made his big screen debut in Marvel’s “Spiderman: Into the Spiderverse.”

 

It’s refreshing to see the iconic Spideysuite worn by a character of color, but why change his alma mater, too?

 

The original webslinger, Peter Parker, was an everyperson teen who went to a public school. But Morales goes to a private school in the movie and a charter school in the comic books on which the film is loosely based.

 

 

Then we have “The Kid Who Would Be King” a modern day retelling of the King Arthur legend. In the film, Alex finds Excalibur and becomes king – while attending a British academy, the U.K.’s version of an American charter school.

 

And let’s not forget “The Hate U Give.” In both the book and the movie, the protagonist, 16-year-old African American Starr Carter, deals with a white police officer murdering her black friend. And her struggle is worsened by the incomprehension she meets at her mostly white, privileged private school.

 

Why are all these stories taking place where a tiny sliver of kids are educated?

 

What happened to all the public school students?

 

It’s not like privatized education has ever been starving for representation in the mass media.

 

If anything, private schools have historically been overrepresented – Lord of the Flies, A Separate Peace, Dead Poets Society, Catcher in the Rye, etc.

 

At least in the past you could count on the default setting for kids to be public school. Unless it was an integral part of the plot, it was just assumed that everyday kids went to everyday public schools.

 

John Travolta and Olivia Newton John dreamed of those summer nights, but they went to Rydell High.

 

Molly Ringwald and the rest of the Breakfast Club attended Saturday detention, but during the week they were in class at Shermer High.

 

Sarah Michelle Gellar’s Buffy and co. fought off vampires, but they had homework at Sunnydale High.

 

Even Bella Swann navigated her vampire-werewolf love triangle at Forks High!

 

But today’s fictional teens wouldn’t be caught dead in one of those traditional institutions.

 

 

And nothing could be more unrealistic!

 

 

We’re whitewashing the reality to make America’s children and parents feel deficient for the schools they actually attend and – for the most part – are quite satisfied with.

 

 

It’s not about representation for the 10 percent enrolled in privatized schools. It’s about expanding the market to get more children and families to abandon public schools and pony up the dough (or siphon off the taxes) to enroll in these institutions, too.

 

Or at least TRY to enroll.

 

 

MILES MORALES

 

 

 

 

 

Back in 2011, when writer Brian Bendis and artist Sara Pichelli created Morales for Marvel comics, he was a reaction to the election of Barack Obama. As such, even his schooling had to reflect that.

 

In Ultimate Comics Spider-Man, he is shown winning the last spot in a charter school lottery to enroll in Brooklyn Visions Academy.

 

 

The comic book panels mirror almost frame-for-frame the school privatization propaganda film “Waiting for Superman.” Pro-charter school Obama becomes pro-privatization Spider-man.

 

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It’s almost like the big corporations who own the super heroes can’t tell who the good guys and the bad guys are anymore.

 

Here we have an American icon hawking a solution to child education that increases segregation, does away with duly-elected school boards, does away with the kinds of regulations that protect kids’ rights and instead allows unscrupulous charter operators to reduce services for children and pocket the difference.

 

It’s like watching Mickey Mouse explain how your folks should invest all their money with Bernie Madoff.

 

For some reason, in the movie version Morales’ charter school is rewritten as a private school for smart kids. I wonder why they made the change. It’s almost like there’s no appreciable difference between private schools and charter schools. And there isn’t!

 

THE KID WHO WOULD BE KING

 

 

 

Speaking of which, let’s examine the strange case of “The Kid Who Would be King.” The movie is technically not out yet, so it’s hard to see if it will make much use of its apparent Academy setting.

 

However, the trailer includes lots of shots of kids in traditional prep school dress with a stylized formal crest on blazers and pants. It almost seems like the setting is little more than an excuse to embrace a certain aesthetic in the costumes more than a plot point.

 

Or perhaps the marketing department just wants moviegoers to associate the film with the Harry Potter movies.

 

After all, Hogwarts is the ultimate in quasi-privatization. Special kids go to a special school where they are taught special classes. It’s never quite clear how it’s all paid for, though the kids do have to buy their own supplies.

 

 

Would “The Kid Who Would Be King” be any better if the kids in it went to public schools? They certainly would be more relatable to the average child.

 

First conceived in the early 2000s, British academies are not bound by national rules for staffing and curriculum, and receive more money from the government for administration while reducing funding to the traditional schools nearby.  However, according to a new peer-reviewed study by the London School of Economics, primary academies have not been able to meet the promise of increasing test scores.

 

The authors conclude:

 

“The English government has radically restructured its school system under an assumption that academisation delivers benefits to schools and students. There is neither any sign of a positive effect nor any suggestion that benefits might be increasing with years of exposure. If anything, the opposite is the case.”

 

Oh whatever! The blazers look nice!

 

THE HATE U GIVE

 

 

And that brings me to “The Hate U Give.”

 

 

Starr’s private school does at least seem to be important to the plot. After her best friend is gunned down by a gangbanger, a 10-year-old Starr is sent to Williamson Prep, a private school in the white suburbs. The family remains in the neighborhood and even takes great pride in living among other black people. But for some reason the idea of public school and the trauma of this event are entwined in their minds. They want more for Starr than just a public school experience.

 

Consider this bit of narration:

 

“The high school is where you go to get jumped, high or pregnant. We don’t go there. Williamson is another world. So when I’m here, I’m Starr version 2. Basically Williamson Starr doesn’t give anyone a reason to call her ghetto. And I hate myself for doing it.”

 

 

Years later, she’s one of very few African American students at the private school. When another black friend is subsequently murdered by the police before her eyes during a traffic stop, her white privileged classmates don’t understand what she’s going through.

 

I wonder if things would have been different at a public school. I wonder if by enrolling her in private school her parents hadn’t taken away the kind of support system she could have used to help deal with the tragedy.

 

Starr overcomes it all, and symbolically pulls a “Rest in Peace Khalil” T-shirt over her school uniform signaling her refusal to be a divided person any longer. It might have been even stronger had she re-enrolled in her public school, too.

 

 

Let me be clear: I’m not saying these are bad movies, books or comics. I actually quite like most of them. But I wonder if most people realize that when they consume this stuff they’re getting something a little extra with their entertainment – corporate propaganda.

 

It doesn’t seem to be an accident that so few schools are being so overrepresented in the mass media.

 

The global conglomerates are always looking for a way to make a buck, and product placement has always been a surefire way to do it.

 

Unfortunately, such underhand tricks can have a large impact on the cultural landscape.

 

If we continue to be bombarded by unsubstantiated images of public schools not being good enough and privatized education as the savior for our children, we will lose our system of public education.

 

Schools will no longer be funded by tax dollars. Parents will have to pay for them out of their own pockets.

 

At very least this will result in an even more stratified education system where wealth not only buys comfort and resources but knowledge, as well.



 

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

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Yellow Vest Protests Include Resistance to School Corporatization

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If you want to know what the French Yellow Vest Protests are all about, just refer to the arrest of 153 teenage students this month near Paris.

 

 

The kids at a high school in Mantes-La-Jolie were forced to kneel down, hands on their heads or secured behind their backs with zip ties as riot police circled them with assault weapons.

 

 

Why did law enforcement take such extreme measures? The students had been protesting their government’s education policies.

 

 

“What a well-behaved class!” French police commented ironically on a video documenting the arrest on social media by Violences Policières, a watchdog group.

 

Yes, how well behaved!

 

 

Of course! Children should be seen and not heard. Speaking out for yourself is a definite faux pas.

 

 

So is detaining minors without a lawyer, which the officers did and which is illegal in France.

 

But C’est la vie!

 

 

 

Unfortunately such scenes have been repeated throughout the country since November. Despite police opposition, high school students from a number of French schools have joined the Yellow Vests to protest French President Emmanuel Macron’s education policies – inaccurately dubbed “reforms” – among other austerity measures resulting in stagnant wages and a high cost of living.

 

 

Macron was elected in 2017 on a neoliberal platform much like that of Barack Obama. And though he was praised for his demeanor, especially in comparison to the boorish Donald Trump, his policies at first met with criticism and then outright protests in the streets.

 

 

Citizens took issue with new labor laws, the rail system and taxes. You can’t save the environment by cutting taxes for the wealthy and raising them for the poor to discourage them from driving. You can’t stomp on workers rights in order to create more low-paying jobs.

 

 

Protestors repurposed the yellow vests they are required to keep in their cars in case of an emergency into an iconic image of resistance to the gas tax. Hundreds of thousands demanded not just a repeal of Macron’s policies but a new platform to bolster social services and the economy.

 

 

The Macron administration has met these demands by at first violently stifling them and then agreeing to individual points before returning to suppression.

 

 

Perhaps it is the administration’s insistence that it is beset by violent “hooligans” while most protestors do no more than block traffic that has resulted in a continued rejection of Macron. Protestors even spray-painted a demand that Macron resign on the Arc de Triomphe, the arch on the Champs-Elysées.

 

 

Though the American media has mostly ignored the situation, critics blame widespread police brutality including the use of tear gas and clubs for at least four deaths and 700 people wounded in weeks of political challenges that some have compared to the French Revolution.

 

 

In particular, students take issue with at least three components of Macron’s plan: (1) changes to the high school graduation exam, (2) changes to college admissions and (3) a new requirement that all students participate in a lengthy volunteer national service project.

 

 

First, protestors oppose changes to the end-of-school exams known as baccalaureate or ‘bac.’ Though the proposal includes positive reforms such as reducing the number of exams and providing a longer time frame to take them, it also changes focus from academics to careers.

 

 

Much like Common Core did in the United States, the exams would be revised and rewritten. Instead of being tested on broad subjects such as science, literature or social sciences, students would be assessed on much narrower content.

 

 

Macron seems to be taking his queue from US philanthrocapitalists like Bill Gates in order to make French students more “college and career ready.”

 

 

The new assessments would push students toward specific degrees sooner. Before their final undergraduate year, high school students would have to choose two specific majors and two specific minors alongside the standard curriculum – similar to American colleges.

 

 

Students are against this because of what they call “hyper-specialization.” They say these changes would deprive them of exposure to a wide range of disciplines and force them to make life-long choices too early. This would be especially harmful for poor students because, as Liberation editorialist Laurent Joffrin put it, “Those who have more, know more.” In other words, wealthier students would probably be better prepared to navigate the choices open to them than those in poorer areas.

 

 

Next, students also want the repeal of stricter selection criteria to universities – a law passed just last year – which they say increases economic inequality between rich and poor schools.

 

 

The government provides free college to any student who passes the high school exit exams. However, just like in the US, corporate interests complain that college students struggle with the increased workload and pressures at universities. The new measure solves this by ensuring that fewer students are admitted.

 

 

Students say Macron has it backwards. The government shouldn’t be undermining free access to higher education. It should be investing more in the country’s universities and helping students succeed.

 

 

Finally, students want to get rid of a mandate that all 16-year-olds will have to participate in a national civic service program scheduled to begin in 2026.

 

 

French youths would have to volunteer in fields like defense, environment, tutoring or culture. During the long school breaks, they would have to undergo a one-month placement, consisting of two weeks in collective housing to promote a “social mix,” and then another two weeks in smaller, more “personalized” groups.

 

 

The measure doesn’t go as far as Macron wanted. He originally proposed mandatory military service.

 

 

Students object to the plan because they say it’s unnecessary and extremely expensive. The program is estimated to cost $1.8 billion ($1.6 billion Euros) with a $1.98 billion ($1.75 Euro) investment up front.

 

In addition to these demands, some have included limits on class size. Protestors have demanded no more than 25 students per class from nursery school through high school. Low class size ensures each student gets more personal attention from the teacher and a better chance to ask questions and learn.

 

 

 

What we’re seeing in France is extremely important for those living in the US.

 

 

It shows that as terrible as the Trump administration is, there are many flavors of bad government. When your representatives are more interested in seeing to corporate whims than the will of the people, chaos can ensue.

 

 

Perhaps the US media has been so adverse to reporting on the Yellow Vests because of corporate fear that protests will jump the pond and land on our shores, as well. We have many similar neoliberal and neofascist policies in the US of A, some passed by Republicans and others passed by Democrats.

 

 

Here’s hoping that we all can establish legitimate governments that seek to further the ends of liberty, equality and fraternity.


 

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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