Scott Wagner Wants to be Pa.’s Anti-Education Governor. Will We Let Him?

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Art by Sue Goncarovs

 

If there’s one thing Scott Wagner hates, it’s education.

 

He hates science. He hates schools. He hates teachers. And if students get in the way, he’ll hate them, too.

 

These are the qualities he thinks Pennsylvanians are looking for in their next governor.

 

The York Township Republican will challenge incumbent Democrat Tom Wolf on Nov. 6, 2018.

 

So who is this guy?

 

Wagner’s a college dropout who made a fortune starting a garbage hauling firm. He became a state senator four years ago after winning a write in campaign during a special election where only 17% of the electorate could be bothered to vote.

 

And ever since, he’s been consistent about one thing: he really, Really, REALLY hates teachers.

 

 

“We have 180,000 teachers in the state of Pennsylvania,” Wagner said in 2015. “If we laid off 10 percent of the teachers in the state of Pennsylvania, we’d never miss them.”

 

Let’s be clear.

 

Scott wouldn’t miss them. But the 1.75 million Commonwealth school children would.

 

 

Ever since the last Republican Governor, Tom Corbett, slashed funding by almost $1 billion a year to the poorest schools with the full help of a state legislature that is even now still under GOP control, our institutions of learning have been reeling.

 

We lost 27,000 education jobs, most of which were teaching positions.

 

That’s a deficit we still haven’t recovered from. Even today, state schools are staffed at a 10-year low. Class sizes are at an all time high.

 

Yet Wagner wants to fire even more teachers!?

 

That’s not the policy of a man who wants to help improve life throughout the state for all. That’s not the policy of a man who wants to help kids learn.

 

It’s the policy of a man who has a personal grudge against educators.

 

And his other legislative objectives?

 

Wagner wants to further slash education funding. He wants to spend whatever is left inequitably. And he really wants to help his heroes Donald Trump and Betsy DeVos enact school vouchers so business people like him can continue to cash in on children from Pittsburgh to Philadelphia and all places between.

 

 

By contrast, in his four years in office, Gov. Wolf has pushed to increase education funding, pushed to spend it more fairly, and even cut the time it takes for students to take high stakes standardized tests.

 

 

The good news: voters throughout the Commonwealth have never had a clearer choice for governor.

 

 

The bad news: when has that ever stopped them from getting it wrong?

 

 

Here’s a couple of Wagner’s other big ideas cribbed from the American Legislative Exchange Council (ALEC) and his buddies the Koch Brothers.

 

 

 

He Thinks Teachers Make Too Much Money

 

“We have created a special class in this state and the special class is the public sector union employee,” Wagner told Keystone Crossroads in a 2015 interview.

 

“Teachers are doing very well in this state,” he said. “People would be appalled if they knew what their teachers made, in certain areas.”

 

Unfortunately, Wagner has no idea, himself.

 

He keeps quoting a bogus salary figure that I’m not going to repeat. It’s not true statewide, it’s not an average, nor is it true in his home district.

 

In truth, the low end for teachers entering the field nationwide is around $30,000, according to the National Association of Colleges and Employers (NACE). So go to college, get a four – sometimes five – year degree including a rigorous internship of student teaching and you make a mere $10,000 above the most generous minimum wage!?

 

However, Pennsylvania pays its teachers better than average. We have the 12th highest pay in the country, according to financial services outlet GOBankingRates which compiled average teacher salaries by state using 2015 federal data.

 

According to that data, Pennsylvania teachers make on average $63,063 per year. Of neighboring states, teachers in Maryland ($65,247) and New Jersey ($71,687) make more. Teachers in Ohio (59,063) and Delaware ($59,853) make less.

 

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Highest and Lowest Teacher Salaries – Source: GoBankingRates

 

But those numbers are deceiving. They’re averages. Districts serving the wealthy pay their teachers much better than those serving the poor. Actual pay ranges from $99,253 in the affluent Philadelphia district of Lower Merion to $27,592 at Wonderland Charter School in Centre Country.

 

As everywhere else, many teachers struggle to make ends meet working multiple jobs while others are well compensated.

 

 

No matter how you slice it, nationwide teachers’ salaries are 14% less than those from professions that require similar levels of education, according to the Economic Policy Institute.

 

In other words, if prospective teachers want to make more money, all they have to do is switch majors.

 

That may be part of the reason for our national teachers shortage. Not only have states like ours laid off tens of thousands of educators, many don’t stay in the field if given the chance. Across the country , 46 percent of educators quit before reaching the five year mark. And it’s worse in urban districts, where 20 percent quit every single year!

 

We could take steps to ensure all teachers earned a living wage and even encouraged our best and brightest to enter the field. But, nah, Wagner thinks Pennsylvania already spends “enough” money on public schools.

 

As Governor, he would do whatever he could to win his personal crusade against teachers even if Pennsylvania’s school children were collateral damage.

 

 

He Wants to Eliminate Teachers Sick Days

 

Wagner has been vocal about eliminating benefits that educators earn, including sick days. He introduced a bill that’s still floating around in the state senate to strip sick days from the school code and make teachers bargain for them with their districts.

 

So forcing sick teachers to come to school and spread the germs to children is fine with Wagner as long as it hurts his nemesis – those evil teachers.

 

He Wants to Cut Teachers Pensions

 

He also plans to end pensions for working educators, and even wants retired educators to give back 10% of the retirement they earned.

 

He’s right to want reform to the state pension system but disingenuous or misinformed about the cause.

 

Pennsylvania pension costs have increased primarily because our legislature made bad plans and bad investments that were upended by the crash of 2008. You don’t fix that by stiffing your employees. If you do that, no one will believe any promises the state makes and no one of any substance will want to work for the state.

 

He Wants To Pay Teachers Based on Student Test Scores

 

No kidding:

 

“There are teachers that will exceed expectations while teaching a classroom of 100 of the toughest-to-teach students. There are also teachers that would struggle to teach just one student at a time. I want the first teacher to make a small fortune, and I want the second teacher to find a new career that is better suited for him or her.”

 

So if you teach the best students, you should make the most money? And if you teach struggling students, you should be fired?

 

 

But It’s Not Just Teachers. He Hates Other Working People, Too

 

If there is a corner to cut, he wants to take it – especially if it screws a working person. As a state senator, Wagner even introduced a bill that would exempt school districts from paying laborers the “prevailing wage” on construction projects.

 

Cheaper labor, shoddier work. That’s surely a recipe for success in buildings housing school children!

 

 

He Wants to Disband Unions

 

Oh, but he’s not done.

 

 

The man who once compared the tactics of public employee unions – including those representing teachers – to those of Adolf Hitler and Vladimir Putin also wants to end tenure end tenure, seniority, and disband unions.

 

 

I’m sure reducing teaching to a career without benefits, workers rights or protections will do wonders for the educational quality students receive.

 

Teachers working conditions are students learning conditions. Putting children in a building that has fewer safety precautions because there’s no union to collectively bargain for them is a great way to cut costs. But parents aren’t thrilled about having their kids try to learn in a sweat shop filled with Trump brand Russian asbestos.

 

 

He Loves School Vouchers and Charter Schools

 

 

Call them education saving accounts, education tax credits, personalized learning accounts or opportunity scholarships. It doesn’t matter. Wagner loves them all.

 

“I support all school choice,” he said in an interview.

 

Charter schools, funding private and parochial schools with public tax dollars. He’s in for all of it.

 

So long as it hurts public schools and enriches private businesses without helping students learn at all.

 

Go ahead! Take scarce funding from public schools and divert it to programs with little to no accountability. Let private school operators fraudulently misrepresent enrollment data. Let them fail to provide safe and academically appropriate learning environments. Let them game the system in any and every way.

 

That’s what Wagner calls fiscal accountability.

 

It doesn’t matter that these schools don’t improve student achievement. Evaluations of voucher programs in Milwaukee, Cleveland, and Washington, D.C., have all found no statistically significant differences in the academic achievement of voucher students compared to public school students. And recent evaluations of programs in Ohio, Indiana, and Louisiana revealed that voucher students scored lower than their peers attending public school.

 

But who cares about facts? This is all ideology for Wagner.

 

Vouchers have a record of undermining student’s civil rights – especially students with disabilities. Private school students give up due process and other rights guaranteed in public schools. Private schools are allowed to discriminate by denying admission based on religion, sexual orientation, citizenship status, English language proficiency and disability. Private schools that enroll students with disabilities may decide not to provide the services or accommodations guaranteed to such students in public schools. Or they may charge parents extra for them. Moreover, there is nothing to stop them from segregating these kids from other children. And, finally, private schools often suspend or expel students without due process.

 

This may be Trump and Wagner’s ideal. But it is certainly not what Commonwealth voters want for their children.

 

 

 

He Wants to Get Rid of Many State Colleges

 

Wagner caused an uproar when he said the state’s 14 state colleges will not be around in four years. “So, for those of you who think your school’s going to be around four years from now, it isn’t going to be around,” Wagner said.

 

Fewer institutions of higher learning. Fewer opportunities to get a college degree. That sounds like the policy of a college dropout.

 

 

He Wants to Slash School Funding

 

Wagner has made no bones about this from day one.

 

This is a guy who took a television reporter on a helicopter tour of schools in his district in 2015 to highlight the fact that “we spend a lot of money on schools.”

 

“They think the solution is more money,” he said of Wolf and the Democrats. “Every time you do that the money disappears and the problem is still there.”

 

It’s like taking a bath, Scott. You can’t just do it once and be clean for the rest of your life. You need to bathe every day. One-time funding windfalls don’t work. You need equitable and sustainable funding revenues.

 

But that’s either too complicated for Wagner or he just doesn’t care.

 

He supported Gov. Corbett’s plan to decimate Pennsylvania’s schools. And he doesn’t think the culling should be over.

 

When asked point blank about Corbett’s cuts in 2011, he said, “Yes, I believe that Governor Corbett needs to stick to his plan.”

 

He’s said repeatedly that we spend “enough money” on public schools, while stressing the need for frugality and fewer regulations.

 

 

He Wants to Play with How Schools Are Funded

 

He’s an advocate for legislation that would eliminate school property taxes and replace them with increased state sales and income taxes.

 

True we need a better funding mechanism than local property taxes. But you can bet Wagner’s plan is worse than the current system.

 

It would lock funding inequities among Pennsylvania’s 500 school districts into place.

 

He Thinks Global Warming is Caused by the Earth Getting Closer to the Sun

 

 

Wagner is an incredibly stupid man who thinks he’s rather intelligent.

 

But of all the dumb or evil things that come spewing out of his mouth, this one has to be my favorite.

 

When asked about global climate change, he didn’t simply deny that it was happening. He had an alternative theory to why it was taking place.

 

It’s not business and industry or fossil fuels that is causing global temperatures to rise. He actually said that it’s because the earth is getting closer to the sun every year. Another cause? Human bodies on the planet are giving off enough heat to raise the global temperature.

 

Perhaps it shouldn’t be surprising that a person who hates schools and teachers so much knows very little, himself.

 

These comments made him a national laughing stock.

 

His words were repeated on every late night comedy show across the country for giggles and guffaws.

 

The question is “Will the joke be on us come Election Day?”

 

It’s not “How dumb is Scott Wagner?”

 

It’s “Is Pennsylvania dumb enough to vote for him?”

 


NOTE: Special Thank you to Sue Goncarovs for the Wagner cartoon with which I began this piece. I love your work!


 

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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You Don’t Have to Be Perfect to Fight Racism. But You Have to Try

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I am a white guy who talks about racism.

 

I teach mostly students of color in a western Pennsylvania public school. I write a blog about education and issues of prejudice. And I participate in social justice campaigns to try and redress the inequality all around me.

 

But in my quest to be an anti-racist, one of the most common criticisms people hurl my way is to call me smug:

 

You think you’re so perfect!

 

You’re just suffering from white guilt.

 

You love black people more than your own people.

 

Things like that.

 

Well, I’ll let you in on a little secret.

 

I make mistakes.

 

All. The. Time.

 

I am just like every other white person out there. But I have recognized certain facts about my world and I’m trying to do something about them.

 

America is built on the genocide of over 110 million indigenous Americans and the enslavement of 30 million Africans. The idea of concentration camps didn’t originate with the Nazis. Hitler got the idea from U.S. treatment of Native Americans. Racism didn’t end with the Civil Rights Movement. It just changed shape and was hidden in the way we practiced health care, education, and policing all the way to mass incarceration.

 

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

 

It does not make me special that I am trying to do what little I can about that. It just makes me human.

 

That’s it.

 

I am not perfect.

 

I am no better than anyone else.

 

But I am trying to do the right thing.

 

When I first became a teacher, I had the chance to go to the rich white schools and work with the wealthy white kids. I hated it.

 

I found that I had a real affinity for the struggling students, the poor and minorities.

 

 

Why? Probably because I have more in common with them than the kids who drove to school in better cars than me, wore more expensive clothes and partied with designer drugs.

 

Does that make me better than a teacher who stayed in the suburbs? No. But hopefully it gives me the chance to make a greater difference against white supremacy.

 

 

When I saw how unjust our school system is, I could have gotten out. Law school was definitely an option. So was becoming a technical writer or a job as a pharmaceutical ad rep.

 

 

But I dug in and spoke out.

 

 

I could have left, but who would be there to speak for my students? Who would speak truth to power about high stakes standardized tests, unaccountable charter and voucher schools, inequitable funding and the boondoggle of Common Core Standards?

 

 

So I got active in my union, spoke at rallies, lead marches on incorrigible law-makers and started a blog.

 

Does that make me better than teachers who kept plugging away at their jobs but didn’t rock the boat? No way. But hopefully I have a better chance at helping change things for the better.

 

 

When I saw that politicians in my state wanted to stop the parents of my students from voting by trampling their civil rights with a voter ID law, I started a campaign asking the officials that were tasked with enacting the law to ignore it.

 

 

It was a hard battle that made me do things I was not at all comfortable doing. You try asking a public servant on camera to break the law and go to jail for what he knew was right.

 

Strangely enough, it worked. Along with several other campaigns throughout the state, we got the voter ID law declared unconstitutional by the state Supreme Court.

 

Some people look at that and other accomplishments and think I’m conceited.

 

They say I’m a white savior hogging the spotlight for myself and keeping the very people I’m trying to help in my shadow.

 

That’s not my intention at all.

 

I wouldn’t be anywhere without the help and support of people of color.

 

Everything I’ve done in this fight has been with their help and encouragement.

 

Does that mean I’m impervious to making a racist comment? Does it mean I’ve never participated in a microaggression? Does it mean I see every racist impact of my society and my place in it?

 

Absolutely not.

 

I screw up every day.

 

Multiple times.

 

But that’s the point. You don’t have to be perfect. You just have to try.

 

One of the books that has helped guide me on this journey is Dismantling Racism: A Workbook for Social Change Groups, by Kenneth Jones and Tema Okun.

 

The chapter on “White Supremacy Culture” should be required reading for every activist organization or budding civil rights warrior.

 

The authors offer a list of characteristics that stem from white supremacy that can affect even the best intentioned of groups and individuals. These norms are difficult to name or identify but can lead to major dysfunction:

 

 

“They are damaging to both people of color and to white people. Organizations that are people of color led or a majority people of color can also demonstrate many damaging characteristics of white supremacy culture.”

 

 

And the number one characteristic is Perfectionism.

 

This involves the following bullet points:

 

  • “little appreciation expressed among people for the work that others are doing; appreciation that is expressed usually directed to those who get most of the credit anyway

 

  • more common is to point out either how the person or work is inadequate

 

  • or even more common, to talk to others about the inadequacies of a person or their work without ever talking directly to them

 

  • mistakes are seen as personal, i.e. they reflect badly on the person making them as opposed to being seen for what they are – mistakes

 

  • making a mistake is confused with being a mistake, doing wrong with being wrong

 

  • little time, energy, or money put into reflection or identifying lessons learned that can improve practice, in other words little or no learning from mistakes

 

  • tendency to identify what is wrong; little ability to identify, name, and appreciate what is right”

 

 

Solutions offered to this problem are:

 

“Develop a culture of appreciation, where the organization takes time to make sure that people’s work and efforts are appreciated;

 

develop a learning organization, where it is expected that everyone will make mistakes and those mistakes offer opportunities for learning;

 

create an environment where people can recognize that mistakes sometimes lead to positive results;

 

separate the person from the mistake;

 

when offering feedback, always speak to the things that went well before offering criticism;

 

ask people to offer specific suggestions for how to do things differently when offering criticism.”

 

These are things we should keep in mind as we try to move forward in this fight.

 

Certainly white people can be resistant to criticism and see any and every comment or appraisal as personal or demeaning – especially if that remark is made by a person of color.

 

Frankly, white people need to get a thicker skin about it. We need to realize that this impulse to personalize analysis is often a psychological attempt to avoid looking at oneself and what unconscious aspects of the social order one has internalized.

 

However, those offering criticism must realize that context is everything. We must create an environment where such remarks are constructive. Otherwise, they’ll do more harm than good.

 

None of this is easy.

 

But if we want to be anti-racists, that’s not the job we signed up to do.


 

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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STEM Education Severs the Arts from the Sciences

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What’s the most effective way to dumb down a nation?

 

 

Focus on How without Why.

 

 

That’s really the biggest problem with the pedagogical fad of STEM education.

 

 

There’s nothing objectively wrong with teaching science, technology, engineering and math – the disciplines that make up STEM.

 

 

In many cases, doing so is essential to a well-rounded education.

 

 

But therein lies the problem – you can’t have a well-rounded education if you purposely leave out some of the most vital aspects of knowledge.

 

 

Where’s the art? Where’s the literature? Where’s the social studies, government, citizenship, drawing, painting, music – heck! Where’s the philosophical understanding of life, itself?

 

 

STEM initiatives often involve creating two tiers of school subjects. You have the serious disciplines that will earn you respect and a job. And you have the soft, mamby pamby humanities that are no good to anyone.

 

 

The problem is one of focus not content.

 

 

Corporate-minded bureaucrats who know nothing of human psychology, child development or education look solely at standardized test scores and get hysterical.

 

 

The U.S. is falling behind other nations – especially in science and math, they say. So we must do whatever we can to bring those test scores up, Up, UP!

 

 

Yet they have never bothered to see that our student test scores have never been at the top of the pack for all the decades we’ve been making international comparisons.

 

 

We started contrasting multiple choice assessment results for 13-year-olds in a dozen countries back in 1964. And ever since, America has always been right in the middle.

 

Yet for those five decades we’ve dominated the world in science, technology, research and innovation.

 

 

In that time we sent the first people to the moon, mapped the human genome, and invented the Internet – all while getting middling test scores.

 

 

In short, standardized assessments are a fantastically unreliable indicator of national success, just as they are poor indicators of individual learning.

 

 

We’ve never been a nation content with picking our answers from four options – A,B,C,D. We blaze new paths!

 

 

But number obsessed fools have convinced a public blinded by sports statistics that these tests mean our kids are deficient. And the only cure is to put on blinders and focus almost exclusively on those subjects most featured on the tests.

 

Even reading and writing are only valuable if they let us guess what a normalized reader is supposed to comprehend from a given passage and if they allow us to express ourselves in the most rudimentary and generic ways.

 

 

This is exactly what they do in countries with the highest test scores – countries that are LESS innovative than the U.S.

 

 

Asian countries from Singapore to South Korea to India are not blind to this irony. While we are trying to imitate them, they are trying to imitate the kind of broad liberal arts education in which we used to pride ourselves.

 

“Many painters learn by having fun,” said Jack Ma, founder of one of China’s biggest Internet companies Alibaba.

 

“Many works of art and literature are the products of having fun. So, our entrepreneurs need to learn how to have fun, too.”

 

Ma worries that his country is not as innovative as those in the West because China’s educational system focuses too much on the basics and does not foster a student’s complete intelligence, allowing him or her to experiment and enjoy the learning process.

 

In other words, no matter how good you are at math and science, you still need to know how to learn, think and express yourself.

 

To be fair, these criticisms of STEM are not new.

 

Even global pundits like Fareed Zakaria have made similar arguments.

 

The result has been a hasty addition – change STEM to STEAM by adding in the arts.

 

Unfortunately, this hasn’t always worked out for the best.

 

Most of the time, the arts component is either an after thought or merely a sweetener to get students interested in beginning the journey – a journey that is all STEM all the time.

 

There is still an education hierarchy with the sciences and math at the top and the humanities and social studies at the bottom.

 

This is extremely unfortunate and will cause long-term detrimental effects to our society.

 

For instance, we pride ourselves in being democratically ruled. Political power does not come from authority, it comes from the consent of the governed.

 

This requires a public that knows how to do more than just add and subtract. Voters need to understand the mechanisms of government so they grasp their rights. They need a knowledge of history so they don’t repeat the mistakes of the past. They need to grasp human psychology, anthropology, and sociology to understand how people work in groups and individually.

 

Moreover, as human beings, they need the humanities. People have thoughts and feelings. They need to know how to express those thoughts and feelings and not just by writing a five-paragraph essay. They need to be able to create works of art. They need to be able to write a story or poem. They need to be able to manipulate images. They need to understand and create music.

 

Without these things, it can be difficult to become fully actualized people.

 

That used to be the goal of education. Provide students with the tools to become the best version of themselves.

 

But this focus on STEM and STEAM only endeavors to make them the best cogs the workforce needs.

 

We have relinquished our commitment to students and replaced it with a commitment to business and industry.

 

The idea is that schools owe the job market workers. That could not be further from the truth. We owe our students the tools that will help them live the best lives. And employment is only one small facet of that goal.

 

I’m not saying we shouldn’t teach math and science. We should – we MUST. But those can’t be prioritized over and above other essential human endeavors.

 

We need to fund and encourage a broad liberal arts education for all students. As they get older and move on to post-secondary studies including industrial arts they will inevitably specialize in areas that they find most interesting.

 

But until then, it is our job to give them every opportunity to learn – not to mold them into future wage slaves or boost national pride with arbitrary and meaningless test scores.


 

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

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The Only Way to Survive Trump is Together

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There are days when I feel like a broken man.

 

And it is Donald Trump who has broken me.

 

Not his political victories. Not the failures of his opposition.

 

But the very fact that this piece of shit is President of the United States – that fact sits on my brain like an insect I can’t swat.

 

On those days my belief in this country wavers and disappears.

 

 

Oh, I’ve always recognized its faults, how our reality hardly ever lived up to our ideals. But I also thought that the United States was populated by mostly good people who knew right from wrong.

 

To run this country we wouldn’t choose an obvious conman, a racist and sexist, a person of low IQ, a man with little to no experience, a reality TV star. We wouldn’t let him pick the next Supreme Court justices. We wouldn’t give him the power to pardon whomever he likes. We wouldn’t give him the ability to write almost whatever he wants into law through signing statements. And we certainly wouldn’t give him the nuclear codes.

 

But we did.

 

We did all of that.

 

Or we allowed it to happen by ignoring a broken electoral system that overturns the popular vote with frightening regularity.

 

So there he sits in the Oval Office – when he isn’t on vacation at Mar-a-Lago – like a smear of feces on the American flag.

 

Therapists call this feeling “Trump Anxiety Disorder” and I have it. Boy! Do I have it!

 

The D.C. Counseling and Psychotherapy Center has identified it as a “collective politically induced anxiety among patients.”

 

Apparently, Trump’s name comes up frequently in sessions with mental health professionals. Patients say they feel on edge because of the President’s ill-chosen, childish and undiplomatic words, fear of his bad decision making, and anxiety over his xenophobic and prejudicial policies.

 

Trump Anxiety Disorder is not yet an official diagnosis, but symptoms seem to include lack of sleep, a feeling of losing control and helplessness in an unpredictable political scene, along with endless negative headlines and excessive time spent on social media.

 

Elisabeth LaMotte, a therapist at the Washington, DC, center, said, “There is a fear of the world ending. It’s very disorienting and constantly unsettling.”

 

I’m not sure I fear that Armageddon is close at hand, but I certainly feel like the world I thought I knew is unraveling.

 

Fox News was quick to frame this story as a joke – those silly “libtards” are losing their minds over Trump. But it’s not just people on the left who suffer from the disorder, says LaMotte.

 

Many Trump supporters feel isolated from friends and family who don’t blindly follow their diminutive Furor. I guess it’s hard to pal around with someone who thinks it’s completely justified to separate children from their parents and lock them up in cages – unless you think the same thing.

 

Even the American Psychological Association (APA) has recorded a rise in anxiety since the 2016 election that increases depending on how political a person is regardless of affiliation.

 

The APA also noted that electronic news consumption increases that risk.

 

In my own case, my symptoms manifested physically on Election Day, itself.

 

I literally had a heart attack in 2016 after casting my ballot. And I had another one a short while later.

 

The first one may have had something to do with depression over the political options.

 

I didn’t know Trump would win. I thought the chances of it were infinitesimal. But I didn’t want Hillary Clinton, either.

 

I wanted Bernie Sanders, and since I thought the Democratic National Convention stacked the deck against him (and therefore voters) in the primaries, I voted for Jill Stein.

 

In the months since, I’ve run that decision over in my mind a million times.

 

Was I right? Was I wrong? Could I have given Trump the margin of victory with my one stupid vote?

 

When I examine all the information I had at the time, it still makes sense.

 

The media was telling us that there was no way Trump could win. Clinton was going to come storming into the White House and continue or worsen the neoliberal policies of Barack Obama.

 

As a school teacher, I was concerned that she would continue to wage war on public education – she would continue to boost charter schools and standardized testing while shrugging at funding inequity, increased segregation and the school-to-prison pipeline.

 

It’s not that I didn’t realize Trump would be worse. It’s that I didn’t think Clinton would be that much better.

 

But had she won, I don’t think I would be suffering the same anxiety.

 

We would have a sane and sensible leader who wouldn’t do anything much to make things better, but certainly wouldn’t be plunging us into an abyss. She wouldn’t betray every single American value while blatantly using her office for personal gain and gaslighting anyone who had the temerity to point out what was happening in plain sight.

 

So maybe some of it is guilt in my case.

 

Maybe I caused all this chaos. But I’ve looked at the numbers and that doesn’t add up.

 

Even if my position as a blogger who criticized Clinton (and Trump) convinced thousands of voters to cast ballots like I did, I could not have significantly affected the outcome.

 

But on those days of doubt and depression, I still feel guilty.

 

This is not the world I want to live in.

 

Things would be different if I thought there were any real hope of change.

 

Sure Trump may be defeated. If there’s a blue wave in the midterms, the orange one may be impeached. Or he may find it increasingly difficult to continue his corruption and be ousted in 2020.

 

But long term I don’t see much changing.

 

The Democrats are almost as corrupt as the Republicans.

 

Don’t give me this false equivalency crap. I’m not saying they’re the same. The Democrats are unequivocally better. But with the exception of social issues, their policies are almost the same as Republicans. The only difference is timeframe.

 

Republicans will destroy the world tomorrow. Democrats will destroy it next week.

 

And the system is just not set up to offer any challenge to the duopoly.

 

I desperately want to believe that insurgent progressives like Alexandria Ocasio-Cortez and Zephyr Teachout will somehow wrest control of the Democrats and steer the party back to real populist goals, but on most days it’s hard to keep that hope alive.

 

On those days it seems like the rich and powerful own our government and will never allow us to take it back no matter how many of us try to vote, no matter how often we take to the streets, no matter what we do.

 

We live in a world of shit.

 

And none of it will ever change for the better.

 

I don’t want to feel this way.

 

I still want to believe that the moral arc of the universe is long but it bends toward justice.

 

But on most days that feels like an illusion.

 

Is that a mental disorder? Or do I finally see the world for the way it is?

 

I have no answers.

 

Perhaps this article has no point.

 

I only offer it as a mark of solidarity.

 

If you’re feeling this way, you are not alone.

 

There are many more out there like you.

 

I don’t know how we get through this or even if we can. But this much seems certain.

 

If we are to survive, the only way is together.

 

So I send out this missive of hope and fear with all my love and a big virtual hug.

 

Be kind to each other. We’re all we’ve got.


 

For a peak at my views on more positive days, see HERE and HERE.


 

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

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I’m a public school teacher.

 

Am I any good at my job?

 

There are many ways to find out. You could look at how hard I work, how many hours I put in. You could look at the kinds of things I do in my classroom and examine if I’m adhering to best practices. You could look at how well I know my students and their families, how well I’m attempting to meet their needs.

 

Or you could just look at my students’ test scores and give me a passing or failing grade based on whether they pass or fail their assessments.

 

It’s called Value-Added Measures (VAM) and at one time it was the coming fad in education. However, after numerous studies and lawsuits, the shine is fading from this particularly narrow-minded corporate policy.

 

Most states that evaluate their teachers using VAM do so because under President Barack Obama they were offered Race to the Top grants and/or waivers.

 

Now that the government isn’t offering cash incentives, seven states have stopped using VAM and many more have reduced the weight given to these assessments. The new federal K-12 education law – the Every Student Succeeds Act (ESSA) – does not require states to have educator evaluation systems at all. And if a state chooses to enact one, it does not have to use VAM.

 

That’s a good thing because the evidence is mounting against this controversial policy. An evaluation released in June of 2018 found that a $575 million push by the Bill and Melinda Gates Foundation to make teachers (and thereby students) better through the use of VAM was a complete waste of money.

 

Meanwhile a teacher fired from the Washington, DC, district because of low VAM scores just won a 9-year legal battle with the district and could be owed hundreds of thousands of dollars in back pay as well as getting his job back.

 

But putting aside the waste of public tax dollars and the threat of litigation, is VAM a good way to evaluate teachers?

 

Is it fair to judge educators on their students’ test scores?

 

Here are the top 10 reasons why the answer is unequivocally negative:

 

 

1) VAM was Invented to Assess Cows.

I’m not kidding. The process was created by William L. Sanders, a statistician in the college of business at the University of Knoxville, Tennessee. He thought the same kinds of statistics used to model genetic and reproductive trends among cattle could be used to measure growth among teachers and hold them accountable. You’ve heard of the Tennessee Value-Added Assessment System (TVAAS) or TxVAAS in Texas or PVAAS in Pennsylvania or more generically named EVAAS in states like Ohio, North Carolina, and South Carolina. That’s his work. The problem is that educating children is much more complex than feeding and growing cows. Not only is it insulting to assume otherwise, it’s incredibly naïve.

 

2) You can’t assess teachers on tests that were made to assess students.

This violates fundamental principles of both statistics and assessment. If you make a test to assess A, you can’t use it to assess B. That’s why many researchers have labeled the process “junk science” – most notably the American Statistical Association in 2014. Put simply, the standardized tests on which VAM estimates are based have always been, and continue to be, developed to assess student achievement and not growth in student achievement nor growth in teacher effectiveness. The tests on which VAM estimates are based were never designed to estimate teachers’ effects. Doing otherwise is like assuming all healthy people go to the best doctors and all sick people go to the bad ones. If I fail a dental screening because I have cavities, that doesn’t mean my dentist is bad at his job. It means I need to brush more and lay off the sugary snacks.

 

3) There’s No Consistency in the Scores.

Valid assessments produce consistent results. This is why doctors often run the same medical test more than once. If the first try comes up positive for cancer, let’s say, they’re hoping the second time will come up negative. However, if multiple runs of the same test produce the same result, that diagnosis gains credence. Unfortunately, VAM scores are notoriously inconsistent. When you evaluate teachers with the same test (but different students) over multiple years, you often get divergent results. And not just by a little. Teachers who do well one year may do terribly the next. This makes VAM estimates extremely unreliable. Teachers who should be (more or less) consistently effective are being classified in sometimes highly inconsistent ways over time. A teacher classified as “adding value” has a 25 to 50% chance of being classified as “subtracting value” the next year, and vice versa. This can make the probability of a teacher being identified as effective no different than the flip of a coin.

 

4) Changing the test can change the VAM score.

If you know how to add, it doesn’t matter if you’re asked to solve 2 +2 or 3+ 3. Changing the test shouldn’t have a major impact on the result. If both tests are evaluating the same learning and at the same level of difficulty, changing the test shouldn’t change the result. But when you change the tests used in VAM assessments, scores and rankings can change substantially. Using a different model or a different test often produces a different VAM score. This may indicate a problem with value added measures or with the standardized tests used in conjunction with it. Either way, it makes VAM scores invalid.

 

5) VAM measures correlation, not causation.

Sometimes A causes B. Sometimes A and B simply occur at the same time. For example, most people in wheelchairs have been in an accident. That doesn’t mean being in a wheelchair causes accidents. The same goes for education. Students who fail a test didn’t learn the material. But that doesn’t mean their teacher didn’t try to teach them. VAM does not measure teacher effectiveness. At best it measures student learning. Effects – positive or negative – attributed to a teacher may actually be caused by other factors that are not captured in the model. For instance, the student may have a learning disability, the student may have been chronically absent or the test, itself, may be an invalid measure of the learning that has taken place.

 

6) Vam Scores are Based on Flawed Standardized Tests.

When you base teacher evaluations on student tests, at very least the student tests have to be valid. Otherwise, you’ll have unfairly assessed BOTH students AND teachers. Unfortunately standardized tests are narrow, limited indicators of student learning. They leave out a wide range of important knowledge and skills leaving only the easiest-to-measure parts of math and English curriculum. Test scores are not universal, abstract measures of student learning. They greatly depend on a student’s class, race, disability status and knowledge of English. Researchers have been decrying this for decades – standardized tests often measure the life circumstances of the students not how well those students learn – and therefore by extension they cannot assess how well teachers teach.

 

7) VAM Ignores Too Many Factors.

When a student learns or fails to learn something, there is so much more going on than just a duality between student and teacher. Teachers cannot simply touch students’ heads and magically make learning take place. It is a complex process involving multiple factors some of which are poorly understood by human psychology and neuroscience. There are inordinate amounts of inaccurate or missing data that cannot be easily replaced or disregardedvariables that cannot be statistically controlled for such as: differential summer learning gains and losses, prior teachers’ residual effects, the impact of school policies such as grouping and tracking students, the impact of race and class segregation, etc. When so many variables cannot be accounted for, any measure returned by VAMs remains essentially incomplete.

 

8) VAM Has Never been Proven to Increase Student Learning or Produce Better Teachers.

That’s the whole purpose behind using VAM. It’s supposed to do these two things but there is zero research to suggest it can do them. You’d think we wouldn’t waste billions of dollars and generations of students on a policy that has never been proven effective. But there you have it. This is a faith-based initiative. It is the pet project of philanthrocapitalists, tech gurus and politicians. There is no research yet which suggests that VAM has ever improved teachers’ instruction or student learning and achievement. This means VAM estimates are typically of no informative, formative, or instructional value.

 

9) VAM Often Makes Things Worse.

Using these measures has many unintended consequences that adversely affect the learning environment. When you use VAMs for teacher evaluations, you often end up changing the way the tests are viewed and ultimately the school culture, itself. This is actually one of the intents of using VAMs. However, the changes are rarely positive. For example, this often leads to a greater emphasis on test preparation and specific tested content to the exclusion of content that may lead to better long-term learning gains or increasing student motivation. VAM incentivizes teachers to wish for the most advanced students in their classes and to push the struggling students onto someone else so as to maximize their own personal VAM score. Instead of a collaborative environment where everyone works together to help all students learn, VAM fosters a competitive environment where innovation is horded and not shared with the rest of the staff. It increases turnover and job dissatisfaction. Principals stack classes to make sure certain teachers are more likely to get better evaluations or vice versa. Finally, being unfairly evaluated disincentives new teachers to stay in the profession and it discourages the best and the brightest from ever entering the field in the first place. You’ve heard about that “teacher shortage” everyone’s talking about. VAM is a big part of it.

 

10) An emphasis on VAM overshadows real reforms that actually would help students learn.

Research shows the best way to improve education is system wide reforms – not targeting individual teachers. We need to equitably fund our schools. We can no longer segregate children by class and race and give the majority of the money to the rich white kids while withholding it from the poor brown ones. Students need help dealing with the effects of generational poverty – food security, psychological counseling, academic tutoring, safety initiatives, wide curriculum and anti-poverty programs. A narrow focus on teacher effectiveness dwarfs all these other factors and hides them under the rug. Researchers calculate teacher influence on student test scores at about 14%. Out-of-school factors are the most important. That doesn’t mean teachers are unimportant – they are the most important single factor inside the school building. But we need to realize that outside the school has a greater impact. We must learn to see the whole child and all her relationships –not just the student-teacher dynamic. Until we do so, we will continue to do these children a disservice with corporate privatization scams like VAM which demoralize and destroy the people who dedicate their lives to helping them learn – their teachers.

 


NOTE: Special thanks to the amazingly detailed research of Audrey Amrein-Beardsley whose Vamboozled Website is THE on-line resource for scholarship about VAM.


 

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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Republicans, Democrats – Let’s Scrap Them Both!

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Political parties are a huge mistake.

 

Our founding fathers knew this.

 

Though it was their constant squabbling and political power struggles that gave way to the party system in the first place, they also were incredibly vocal about the errors they, themselves, were committing.

 

Thomas Jefferson and James Madison preferred state power that would protect southern interests including slave-holding. George Washington, John Adams and Alexander Hamilton favored federal authority that would benefit the north and manufacturing.

 

But in taking sides to protect their own power, they split into the very factions they knew would poison the newborn Republic.

 

At his farewell address in 1796, Washington put it this way:

 

“However [political parties] may now and then answer popular ends, they are likely in the course of time and things, to become potent engines, by which cunning, ambitious, and unprincipled men will be enabled to subvert the power of the people and to usurp for themselves the reins of government, destroying afterwards the very engines which have lifted them to unjust dominion.”

 

His successor, Adams wrote:

 

“There is nothing which I dread so much as a division of the republic into two great parties, each arranged under its leader, and concerting measures in opposition to each other. This, in my humble apprehension, is to be dreaded as the greatest political evil under our Constitution.”

 

In 1789, Jefferson put it more succinctly:

 

“If I could not go to heaven but with a party, I would not go there at all.”

 

So why do we today enshrine political parties in our system of government?

 

In short, it keeps the wealthy in power.

 

Nothing robs democracy of its populism so much as the party system.

 

Backward legislation and regressive court decisions equating money with speech only make this worse. But they are simply exacerbating a sickness that’s already there.

 

Political parties condense the world of advertising and commerce to that of government.

 

Political ideas are sorted and processed until they can become tasty sound bites – one accorded to one group and the corresponding response to another.

 

Federalism vs. States.

 

Taxation vs. Business

 

Guns vs. Regulations

 

It’s all bullshit.

 

No one really cares whether rules are made by an aggregation of the entire nation or merely an aggregation from each individual state. We only care that laws are fair and just.

 

No one really wants businesses to be taxed to death, nor do they want individuals to be unfairly burdened. They want a just system of taxation where everyone pays their fair share and supports an equitable distribution of the wealth.

 

No one really wants to unilaterally prohibit individual freedoms – including the freedom to own a gun. They want sane regulations so that killers and maniacs can’t as easily destroy innocent lives.

 

But political parties obscure these simple truths and sort us all into one of two teams. Yet both sides support the same unchangeable status quo.

 

As writer Gore Vidal put it:

 

“Officially we have two parties which are in fact wings of a common party of property with two right wings. Corporate wealth finances each. Since the property party controls every aspect of media they have had decades to create a false reality for a citizenry largely uneducated by public schools that teach conformity with an occasional advanced degree in consumerism.”

 

Part of this is due to our insistence that the party system be limited to two groups – Republicans and Democrats. We make it incredibly difficult – nearly impossible – for any third party candidate to appear on the ballot less than win a major election.

 

But increasing the party system would only minimize the damage. It wouldn’t stop it.

 

When issues are divided into political camps, they obscure basic similarities about voters.

 

Fairness and justice are not political. They are human.

 

By making them political, we obscure basic truths to convince subsections of the populace onto our side.

 

And these are rarely legitimate differences of opinion. They are often a matter of truth or falsity.

 

For instance, take trickle down economics. Either it is a fair and just distribution of wealth or it is not. Either it provides both rich and poor with a means of equitable economic advancement or it does not.

 

We have tried this policy for decades. There is a plethora of evidence that this system does not work. It unjustly favors the rich and starves the poor.

 

To understand this, one need not have an advanced degree in political science. A simple understanding of mathematics will suffice.

 

If there were no political parties, this would be self-evident. But the rich have used both parties to obscure this fact and make it a game of policy football. You support whichever team you’ve signed up for regardless of how doing so impacts you, personally.

 

It is the victory of tribalism over common sense.

 

The same goes for almost every issue facing the nation.

 

Should schools be public or private?

 

Should LGBT people be allowed the same rights as cis citizens?

 

Should we spend the majority of our federal budget on the military?

 

Should there be a path to citizenship for those wishing to immigrate?

 

Each and every one of these questions could be decided on facts. Instead evidence is hardly mentioned at all. We use the issues to elect the legislators who then can’t do anything about them for fear that action one way or another would upset the political power struggle against them.

 

Some economists suggest that the principle behind Democrats and Republicans, the principle behind liberals and conservatives, really comes down to economics.

 

It is an innate psychological reaction to scarcity and abundance.

 

In times of little food or resources, conservative tendencies are ascendant because they help us survive the lean times. However, in an era where there is enough for all, liberal tendencies flourish because they help the growing population thrive.

 

Even if this were true, it is a factual question of whether we live in times of abundance or scarcity.

 

In the 21st Century United States, we have more wealth than we have ever had. There is enough food for everyone. We grow more than we can eat and end up throwing much of it away. Yet a tremendous amount of us live in abject poverty. More than half of public school students live below the poverty line.

 

This is not because we live in a time of scarcity. We live in a time of abundance where we keep much of that surplus away from the majority in order to create a false sense of scarcity so that the richest among us can horde as much as they possibly can.

 

That is the ugly truth hidden behind the party system.

 

It is a truth that could not be maintained without the easy marketing and tribalism of political parties – Republicans, Democrats, Whigs, the Judean Peoples Front or the People’s Front of Judea.

 

Until we remove the stranglehold of political parties, until we set up a government that makes factionalism difficult, until we establish a government that welcomes candidates regardless of party – our politics will be forever immobilized by wealth, sectarianism and voter apathy.

 

This could mean holding nonpartisan primaries where all candidates irrespective of party who meet a certain signature threshold are welcome, followed by a general election of the two highest vote-getters. Or it could mean something radically different like not voting at all but filling government with ordinary citizens randomly drafted into public service.

 

The point is that we can do better than party politics.

 

If we’re to survive as a nation, we’ll need to find a more just way.

 

Or as Hamilton put it:

 

“Nothing could be more ill-judged than that intolerant spirit which has, at all times, characterized political parties.”


 

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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Since School Vouchers Don’t Increase Test Scores, Racism is an Acceptable Reason for Privatization, Says Advocate

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For decades, school voucher advocates claimed that sending poor kids to private schools with public tax dollars was acceptable because doing so would raise students’ test scores.

 

However, in the few cases where voucher students are even required to take the same standardized tests as public school students, the results have been dismal.

 

In short, poor kids at private schools don’t get better test scores.

 

So why are we spending billions of public tax dollars to send kids to privately run schools?

 

A 2018 Department of Education evaluation of the Washington, D.C., voucher program found that public school students permitted to attend a private or parochial school at public expense ended up getting worse scores than they had at public school.

 

Their scores went down 10 points in math and stayed about the same in reading.

 

These are not the pie in the sky results we were promised when we poured our tax money into private hands.

 

However, corporate education propaganda site, The 74, published a defense of these results that – frankly – makes some pretty jaw dropping claims.

 

The article is “More Regulation of D.C. School Vouchers Won’t Help Students. It Will Just Give Families Fewer Choices for Their Kids” by far right Cato Institute think tanker Corey DeAngelis.

 

In his piece, not only does he call for less accountability for voucher schools, he downplays the importance of standardized test scores.

 

And he has a point. Test scores aren’t a valid reflection of student learning – but that’s something public school advocates have been saying for decades in response to charter and voucher school cheerleaders like DeAngelis.

 

Supply side lobbyists have been claiming we need school privatization BECAUSE it will increase test scores. Now that we find this claim is completely bogus, the privatizers are changing their tune.

 

But that’s not the most shocking irony in DeAngelis article.

 

Parents don’t really care about the scores, he says. Instead they send their children to voucher schools because… You know what? I’ll let him tell it.

 

“Families choose schools for their children based on several important factors, including culture, individual attention, and, of course, safety. Research tells us that parents — unsurprisingly — often value these things more than standardized test scores.”

 

Certainly parents prefer their children have more individual attention. But many private schools have larger class sizes than public schools.

 

Moreover, reducing class size at all schools would be a more equitable reform than letting some kids enjoy smaller classes if they can just get into the right school.

 

However, it is his other two claims that sent my racist dog whistle senses tingling.

 

So parents don’t like the CULTURE of public schools. And they’re afraid public schools aren’t as SAFE.

 

Hmm. I wonder what culture these parents are objecting to. I wonder why they would think public schools wouldn’t be as safe.

 

Could it perhaps be fear of black students!?

 

I don’t want my little Billy to be exposed to all that rap music and kids with sagging pants. I don’t want my little Susie to cower in a class full of thugs and gangstas.

 

This is racist, stereotypical and just plain wrong about what you’ll actually find in public schools.

 

But it’s also typical white flight – the impulse behind the charter and voucher school movement in the first place.

 

Where did the boom for privatized schools come from historically?

 

It was a reaction to Brown vs. Board. When the US Supreme Court ruled in 1954 that segregated schools were unconstitutional, many white parents rebelled. They didn’t want their kids to go to school with THOSE kids. Hence, Georgia Gov. Herman Talmadge’s aborted plan to close all state schools and issue vouchers to private schools instead.

 

Hence, the plan that actually did take place in Price Edward County, Virginia, in 1959 where the public schools were closed and all taxpayer money for education was funneled to segregated white academies that would not admit black students. Though the term had yet to be invented, these were proto-“charter schools.” They were publicly funded but privately run. They were housed in privately owned facilities such as churches and the local Moose Lodge.

 

Hence, various segregationist “freedom of choice” plans in several states that allowed white students to transfer out of desegregated schools. Black students could apply but because of various administrative hurdles were never admitted.

 

This is the history of so-called school choice. And it is a history that DeAngelis, the 74 and the Cato Institute are willing to bring full circle.

 

School privatization advocates pretend they’re defending choice, but what choice are they championing?

 

The choice to segregate?

 

Pardon me, but I don’t think we should be spending public tax dollars to enable bigots.

 

If you want to shield your children from the horrors of kids with darker skin, do so on your own dime.

 

Public money should only be spent on policies that are in the public good – and that’s not segregation. It’s the exact opposite – integration.

 

Learning how to get along with people who are different than you is an essential skill for good citizens. Understanding that people of different races, ethnicities, religions and cultures are also human is vital if our nation is to survive.

 

Being exposed to another culture isn’t a bad thing. It’s the definition of the American melting pot.

 

Our public schools are not perfect. They suffer from targeted disinvestment – especially those situated in urban neighborhoods and those serving larger populations of children of color.

 

But that is because of the same segregation school privatization lobbyists are empowering. If all students went to the same schools, parents wouldn’t allow this kind of inequity.

 

In protecting their own kids, parents with power and resources would be protecting all kids.

 

But this isn’t the goal of privatization promoters. They don’t care about what’s best for children. They’re looking out for what’s best for the businesses running the privatized schools.

 

So what have we learned?

 

School vouchers do not increase test scores.

 

And when that excuse behind the entire school privatization movement is exposed as nonsense, opportunists have no problem using racism and prejudice to defend their industry.


 

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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Wealth – Not Enrollment in Private School – Increases Student Achievement, According to New Study

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Students enrolled in private schools often get good grades and high test scores.

 

And there’s a reason for that – they’re from wealthier families.

 

A new peer-reviewed study from Professors Richard C. Pianta and Arya Ansari of the University of Virginia found that once you take family income out of the equation, there are absolutely zero benefits of going to a private school. The majority of the advantage comes from simply having money and all that comes with it – physical, emotional, and mental well-being, living in a stable and secure environment, knowing where your next meal will come from, etc.

 

The study published in July 2018 attempts to correct for selection bias – the factors that contribute to a student choosing private school rather than the benefits of the school, itself.

 

The study’s abstract puts it this way:

 

“Results from this investigation revealed that in unadjusted models, children with a history of enrollment in private schools performed better on nearly all outcomes assessed in adolescence. However, by simply controlling for the sociodemographic characteristics that selected children and families into these schools, all of the advantages of private school education were eliminated. There was also no evidence to suggest that low-income children or children enrolled in urban schools benefited more from private school enrollment.”

 

This has major policy implications.

 

Corporate school reformers from Barack Obama to Donald Trump, from Arne Duncan to Betsy DeVos, from Cory Booker to Charles and David Koch, have proposed increasing privatized school options to help students struggling in public schools.

 

Whether it be increasing charter schools or vouchers to attend private and parochial schools, the implication is the same – such measures will not help students achieve.

 

We need programs aimed at poverty, itself, not at replacing public schools with private alternatives.

 

According to the abstract:

 

“By and large, the evidence on the impact of school voucher programs casts doubt on any clear conclusion that private schools are superior in producing student performance…

 

“In sum, we find no evidence for policies that would support widespread enrollment in private schools, as a group, as a solution for achievement gaps associated with income or race. In most discussions of such gaps and educational opportunities, it is assumed that poor children attend poor quality schools and that their families, given resources and flexibility, could choose among the existing supply of private schools to select and then enroll their children in a school that is more effective and a better match for their student’s needs. It is not at all clear that this logic holds in the real world of a limited supply of effective schools (both private and public) and the indication that once one accounts for family background, the existing supply of heterogeneous private schools (from which parents select) does not result in a superior education (even for higher income students).”

 

Researchers repeatedly noted that this study was not simply a snapshot of student performance. It is unique because of how long and how in depth students were observed.

 

The study looks at student outcomes at multiple intervals giving it a much longer time frame and much greater detail than other similar investigations. Researchers examined wide ranging family backgrounds and contextual processes to reduce selection bias.

 

Participants were recruited in 1991 from ten different cities: Little Rock, Arkansas; Irvine, California; Lawrence, Kansas; Boston, Massachusetts; Philadelphia and Pittsburgh, Pennsylvania; Charlottesville, Virginia; Seattle, Washington; Hickory and Morganton, North Carolina; and Madison, Wisconsin. They were followed for 15 years and had to complete a month long home visit. In addition, they submitted to both annual interviews and home, school, and neighborhood observations.

 

The final analytic sample consisted of 1,097 children – 24% of whom were children of color, 15% had single mothers, and 10% had mothers without a high school diploma.

 

Moreover, student academic achievement wasn’t the only factor examined.

 

Researchers also assessed students social adjustment, attitudes, motivation, and risky behavior. This is significant because they noted that no other study of private schools to date has examined factors beyond academics. Also, there is a general assumption that private school has a positive effect on these nonacademic factors – an assumption for which the study could find no evidence.

 

From the abstract:

 

“In short, despite the frequent and pronounced arguments in favor of the use of vouchers or other mechanisms to support enrollment in private schools as a solution for vulnerable children and families attending local or neighborhood schools, the present study found no evidence that private schools, net of family background (particularly income), are more effective for promoting student success.”

 

One reason behind these results may be the startling variation in “the nature and quality of private school classrooms.” There is no consistency between what you’ll get from one private school to the next.

 

The x-factor appears to be family income and all that comes with it.

 

We see this again and again in education. For instance, standardized test scores, themselves, are highly correlated with parental wealth. Kids from wealthier families get better test scores than those from poorer families regardless of whether they attend public, charter or private schools.

 

It’s time our policymakers stop ignoring the effect of income inequality on our nations students.

 

If we really want to help our children, the solution is not increased privatization. It is increased funding and support for anti-poverty programs, teachers and a robust public school system.


 

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

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The NAACP Once Again Opposes High Stakes Standardized Testing!

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The nation’s oldest and largest civil rights organization has come out against high stakes standardized testing.

 

The National Association for the Advancement of Colored People (NAACP) distributed an issue brief yesterday at its national convention in San Antonio, Texas, titled “NAACP OPPOSES HIGH-STAKES EDUCATIONAL TESTING.”

 

The brief stated that the organization has concerns about using a single standardized test as a graduation requirement, as a prerequisite for advancement to the next grade or otherwise blocking students from receiving various educational opportunities. In its place, the organization favors the use of multiple measures, which may include standardized testing but should also include other assessments such as student grades and teacher evaluations.

 

In short, the brief concluded:

 

“Using a single standardized test as the sole determinant for promotion, tracking, ability grouping and graduation is not fair and does not foster equality or opportunity for students regardless of race, income, or gender.”

 

This is a huge policy shift from where the organization was just three years ago.

 

In 2015, the NAACP along with several other larger and older civil rights groups changed its position against testing to one in favor of it.

 

At the time, Congress was getting ready to pass a new education law, the Every Student Succeeds Act (ESSA). The civil rights organizations – many of whom had just asked Congress a year earlier to reduce standardized testing – suddenly demanded it be kept a federal accountability standard and that taking these tests was, itself, a civil right.

 

At the time, many education activists were shocked by the turnaround obviously coerced by the standardized testing and school privatization industry. For instance, see this email from Teach for America alum Liz King giving organizations an ultimatum to sign.

 

The new issue brief is more in-line with the NAACP’s history of opposition and activism against corporate education reform.

 

Once again we have the NAACP that advocated against standardized testing in the Debra P v. Turlington case (1981), where the Florida legislature made passing a single standardized test a graduation requirement. The NAACP supported black students who had a disproportionate failing rate on the test and claimed the Florida legislature was violating the Fourteenth Amendment. The courts eventually ruled against the plaintiffs but the issue has remained contentious to this day.

 

The new issue brief isn’t just a return to form. It builds on concerns that are still plaguing our schools.

 

Of particular note in the new issue brief is the caution that, “…when standardized tests are used by schools and school districts, that the tests be valid and reliable, measure what the student was taught and provide appropriate accommodations for disabled children.”

 

Many would argue that the new batch of Common Core aligned tests being used by states do not meet this requirement. They do not test what students have been taught – they test students’ ability to spit back the same kind of thinking of the person who wrote the test. Moreover, special needs students are rarely afforded the same accommodations on federally mandated standardized test day that they are allowed during every other assessment they take during the school year.

 

The brief continues:

 

“Furthermore, the NAACP is opposed to individual students being unfairly denied critical educational opportunities because of their performance on a single, standardized test.

 

This, itself, is a nationwide problem. Administrators are pressured to make district policies “data-driven” and thus deny students the chance to take advanced classes or go on special field trips because of performance on one multiple choice test.

 

The NAACP certainly could go farther in its criticism of high stakes testing.

 

Organizations like the Journey for Justice Alliance (JJA), a group made up of 38 organizations of Black and Brown parents and students in 23 states, have never wavered in their opposition to high stakes standardized testing. In 2015 while the NAACP and other well established groups defended testing, JJA was joined by 175 other national and local grassroots community, youth and civil rights organizations asking Congress to stop requiring standardized tests at all.

 

Standardized testing violates students civil rights – especially the poor and students of color.

 

It is nice to see the NAACP returning to the activism on which it built its justly deserved reputation.

 

What follows is the full text of the new NAACP issue brief:

 

 

 

“ISSUE BRIEF

 

Date: Summer, 2018

 

To: Concerned Parties

 

From: Hilary O. Shelton, Director, Washington Bureau

 

NAACP OPPOSES HIGH-STAKES EDUCATIONAL TESTING

 

THE ISSUE

 

Many states are relying on a single examination to determine decisions (such as graduating from high school or promoting students to the next grade), despite the fact that leading education experts nationwide recommend multiple measures of student performance for such decisions. While these “high-stakes” tests serve an important role in education settings, they are not perfect and when used improperly can create real barriers to educational opportunity and progress. Furthermore, one-time, standardized tests may have a disparate impact on students of color, many of whom have not had the benefit of high quality teaching staff (urban school districts have the greatest challenge in attracting and keeping high qualified teachers), adequate classroom resources, or instruction on the content and skills being tested by the standardized tests. Considering additional measures of student achievement, such as grades and teacher evaluations, adds not only to the fairness of a decision with major consequences for students but also increases the validity of such high stakes decisions.

 

Due to our concerns about the fairness of such testing, as well as the potential impact these tests have on the lives of our children, the NAACP has supported legislation in the past that would require that States follow the recommendation of the National Academy of Sciences and the National Research Council of the National Academy of Sciences. Specifically, the bills require that High Stakes decisions be based upon multiple measures of student performance and, when standardized tests are used by schools and school districts, that the tests be valid and reliable, measure what the student was taught and provide appropriate accommodations for disabled children. Furthermore, the NAACP is opposed to individual students being unfairly denied critical educational opportunities because of their performance on a single, standardized test.

 

The NAACP will continue to promote the initiatives that ensure equal opportunity, fairness, and accuracy in education by coupling standardized tests with other measures of academic achievement. Using a single standardized test as the sole determinant for promotion, tracking, ability grouping and graduation is not fair and does not foster equality or opportunity for students regardless of race, income, or gender.”

 

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Special thanks to Dr. Julian Vasquez Heilig who first released the issue brief on his education blog.


 

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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Don’t Tread on Me, But Let Me Tread All Over You: The Credo of Personal Freedom and Limitless Greed

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Every neighborhood has one.

 

A yellow flag showing a coiled spring of a snake above the motto, “Don’t Tread on Me.”

 

In my usually well-manicured suburb, you’ll find it waving bravely over the garbage house.

 

There’s three broken down RVs sitting on the lawn, a busted sofa in the back yard, a rotten picnic bench and several rusted out vehicles in various states of disrepair.

 

I’m not sure why the owners think anyone would want to tread on them. We’d much rather walk quickly on by without being seen or commented on.

 

Because in my experience that’s the thing about most of the people who fly this flag.

 

They’re indignant about anyone stepping on their rights but all too ready to step all over yours.

 

I remember it wasn’t really too long ago that this flag had no such connotations.

 

It was simply the Gadsen flag, a relic of the American Revolution. It was nothing more than a reminder of a time when we cherished our national independence from Great Britain and wanted to make sure they knew we didn’t want the King to come back and start ordering us around.

 

In fact, it was designed by American general and politician Christopher Gadsden in 1775. This “Sam Adams of South Carolina” modeled his patriotic statement first used by the Continental Marines on an earlier famous cartoon from Benjamin Franklin’s Pennsylvania Gazette.

 

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You’ve probably seen it. A snake is cut into several pieces – each representing one of the colonies – with the motto, “Join or Die.”

 

So originally it was a call for unity, perhaps even federalism. It was a way of framing the argument that we’d be stronger as one nation than as a group of separate states.

 

Gadsen’s version was really a continuation of that same thought. It was as if he were saying, “Here we are, one unified nation ready to strike to protect itself from tyranny.”

 

It wasn’t until 2009 that Gadsen’s flag became associated with the radical right.

 

Like so many hitherto nonpartisan symbols, it was appropriated by the Tea Party movement, which tried to cast their libertarian extremism as somehow harkening back to the American Revolution.

 

Even the name Tea Party is a misnomer. The original Boston members of the Sons of Liberty who threw British tea into the harbor in 1773 were protesting taxation without representation. Modern day Tea Partiers were protesting the taxes levied by their own duly elected representatives.

 

They were poor people duped into thinking the rich paid too much despite the fact of gross income inequality and the wealthy not paying their fair share.

 

It’s this willful ignorance that typifies the contemporary right.

 

The truth doesn’t matter. It only matters what can be spun into a pithy sound bite that can be broadcast on Fox News or some other propaganda source and then repeated ad infinitum in place of any real debate or conversation.

 

To be fair, the left does it, too, but not nearly to the same degree.

 

When a topic makes the rounds of the 24-hour news cycle, you can hear the same canned responses from right and left on just about every channel regardless of who is speaking. The only difference is that the left usually makes at least passing reference to reality while the right closes its eyes and says whatever it believes to be true with perfect conviction.

 

The Gadsen flag is a perfect example of this hypocrisy.

 

The motto “Don’t Tread on Me” has come to mean radical individual freedom.

 

I can do whatever I like and there’s nothing you can do about it.

 

I can own as many guns as I like. I can teach my kids whatever facts I like. I can discriminate against anyone I like.

 

But there’s never a mention about other people except to limit what they can do in relation to the speaker.

 

In short, there’s nothing explicit about making this rule universal – I won’t tread on you if you won’t tread on me.

 

It’s just don’t tread on me and I’ll do whatever I like in relation to you.

 

After all, many of these personal freedoms the radical right cherishes actually do impact the rest of us.

 

Unregulated gun ownership means more shootings, more suicides, more deadly instances of domestic violence, more kids coming to school with semi-automatic guns in their book bags and more malls and theaters slick with bystander blood.

 

Moreover, if you teach your kids whatever facts you like, that means you indoctrinate them into your worldview. You don’t give them the chance to see the real world for what it is in case they may have different views on it than you do. This impacts both your children and the country, itself, which will have to somehow run with a greater portion of ignorant and close-minded citizens.

 

And don’t get me started on discrimination! You think you should be able to say whatever you like to whomever you like whenever you like. It’s fine to wear a t-shirt calling Hillary Clinton a “cunt” but when late night comedian Samantha Bee does the same to Ivanka Trump, you’re up in arms!

 

You think you can support laws that allow bakers to refuse to make wedding cakes for gay couples but are raving mad when a restaurateur refuses service to Sarah Huckabee Sanders!

 

 

This kind of sanctimonious duplicity has real world consequences.

 

 

Unarmed black people are shot and killed by police at a much higher rate than white people. Yet you won’t tolerate any protest, condemnation or protest. People can’t assemble in the streets, athletes can’t kneel during the national anthem, you won’t even allow the slogan “Black Lives Matter,” because you say, “All Lives Matter,” while in reality you mean “All Lives Except Black Ones.”

 

You oppose abortion but no one is forcing anyone to have abortions. In your headlong crusade for individual freedom you want to ensure that others don’t have this choice because they might choose differently than you. Or at least they might choose differently than you SAY you do, because when the light of day is cast upon you, we find an alarming number of hypocrites here, too.

 

There are too many far right politicians who campaign on overturning Roe v. Wade who pressure their mistresses to abort the unwanted issue of their indiscretion.

 

The underlying cause of such myopia is a perverse focus only on the self.

 

You look at what you want for you and pay no attention at all to what others should likewise be allowed.

 

It is the underlying selfishness of post Enlightenment Western thought come back to haunt us.

 

Hobbes and Locke and Smith told us that greed was good.

 

It’s what makes the world go round.

 

You look to your self-interest, and I’ll look to mine, and that’s what’s best for everyone.

 

However, they forgot that everyone doesn’t have the same power – physical, social, financial or political. Some people are strong and some are weak. Some are rich and some are poor. If you pull the shortest straw at the lottery of birth, you won’t be able to get the same things for yourself as those who won it as soon as the doctor slapped their newborn bums.

 

So we have layers and layers of class and economics. We have social structures designed to keep black people here and Hispanics there and white people at the top. We have a society that worships the rich and bedevils the poor. We have belief systems that praise one kind of sexuality only and demonizes anything that diverges from that norm. And the most defining thing of any newborn baby is what you’ll find between its legs.

 

“Don’t Tread on Me” has become a farce.

 

It’s a maxim hoisted on those with very little individual power to convince them to join together and become powerful while guarding the door for the wealthy.

 

They sit atop their mountains of trash as if they were dragons on piles of gold.

 

And they point their pitchforks at the rest of us as if we wanted a piece of it.

 

In this way, they make themselves the willing patsies of the ruling class.

 

It’s a sad thing to behold.

 

Because if we all just stopped for a second and recognized our common humanity, we’d agree that the status quo is unacceptable.

 

If we were more concerned about the rights of all than just our own rights, we’d agree that the wealth of this great nation has not been fairly distributed.

 

The snake is coiled and ready to strike but it is pointed in the wrong direction.

 

It shouldn’t be pointed at 99% of us. And it shouldn’t be so solitary.

 

It should be a sea of snakes, a great slithering mass of humanity, hissing and spitting with venom, our reptilian eyes focused on the elites.

 

Don’t tread on me?

 

Don’t tread on USSSSSSSSSSS!


 

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!

WANT A SIGNED COPY?

Click here to order one directly from me to your door!

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