Fact Checking Propel Charter Schools – Do They Live Up to Their Own Hype?

January 20, 2023 stevenmsinger #BlackLivesMatter, Accountability, Allegheny County, Budget, capitalism, Charter Schools, Child Safety, Civil Rights, computers, Corporate Education "Reform", Data, edtech, Education, history, Learning, Local Control, McKeesport Area School District, Parents, Pennsylvania, Pittsburgh, Politics, Poverty, Prejudice, principals, privatization, Propaganda, Racism, School Choice, School Funding, school violence, Schools, segregation, small class size, Social Justice, Standardized Testing, Student Mobility, Students, Taxation, Teachers, Technology, Uncategorized Allegheny County, charter schools, Homestead, McKeesport, Munhall, Pennsylvania, Pittsburgh, Politics, Propel Andrew Street High School, Propel Braddock Hills Elementary School, Propel Braddock Hills High School, Propel Braddock Hills Middle School, Propel Charter Schools, Propel East K-8, Propel Hazelwood K-8, Propel Homestead K-8, Propel McKeesport K-8, Propel Montour Elementary School, Propel Montour High School, Propel Montour Middle School, Propel Northside K-8, Propel Pitcairn K-8, public schools, schools, Steel Valley Schools, Students, teachers

The Propel Charter School network has a history of making fabulous claims for its schools – claims not always backed up by reality.

The non-profit chain of 13 schools based in Pittsburgh, Pa, boasts high academics, safe campuses and certified teachers.

At least, that’s what its advertising blitz proclaims from every grocery store cart, newspaper page, radio announcement and billboard. Which just goes to show that anyone will tout your virtues if you pay them enough money – taxpayer money, that is.

Take Propel McKeesport – the franchise located in my own neighborhood.

The other day I saw a bus advertisement bragging:

“Catch Your Star!

#1 Elementary Charter School in the Nation – Just Blocks Away!

Propel McKeesport”

Unfortunately, I couldn’t find any support for this claim anywhere.

When I went to Propel’s own Website, in fact, there was nothing about it. Instead, it claimed Propel McKeesport was:

“…ranked as ONE OF THE BEST charter schools in the nation by U.S. News World Report” (Emphasis mine).

One of the best is not THE best. But it’s still good. Let’s call it embellishing the school’s resume.

According to Propel’s Website, in 2021, the McKeesport location was #11 in the state’s charter elementary schools and #7 in the state’s charter middle schools.

I suppose that is impressive, too, though being one of the best CHARTER SCHOOLS isn’t the same as being one of the best SCHOOLS.

In fact, when compared with all schools in the state, Propel McKeesport is in the bottom half for standardized test scores in both math and reading – one of the main metrics used to calculate its rank by US News and World Report.

The percentage of students achieving proficiency in math was 7% (which is lower than the Pennsylvania state average of 38%) for the 2020-21 school year. The percentage of students achieving proficiency in reading was 34% (which is lower than the Pennsylvania state average of 55%) for the 2020-21 school year.

Moreover, test scores in both subjects were higher at the McKeesport Area School District, the local authentic public school – 17% higher in math and 3.5% higher in reading at the elementary level and 6% higher in math and 2% higher in reading at the middle school level. Propel McKeesport does not teach beyond 8th grade.

So what exactly is Propel celebrating?

Maybe it’s the fact that its McKeesport location achieved these standardized test scores while teaching an intensely racially segregated student body – 86% minority (mostly Black). By comparison, the authentic public schools range from 52-71% minority students (mostly Black).

I’m not sure that’s much of a victory. Wasn’t one of the major tenants of the civil rights movement having racially integrated schools – that doing so would help students of color achieve academically because resources couldn’t be horded away from them?

That still sounds like a worthy goal – and one that is being actively worked against by Propel’s business model.

Moreover, Propel McKeesport is the only school in the charter chain where students of color outscore white students. Across the Propel system, white kids do anywhere from 17.6% better in math at Propel Pitcairn to 32.6% better in science at Propel Braddock Hills.

Not exactly a civil rights victory.

So what about the rest of Propel’s claims?

Since charter schools are paid for with tax dollars but can be privately operated (like Propel), they are free from many of the safety regulations that make authentic public schools great – like elected school boards, and transparent curriculum and finances.

The corporation runs the following schools in Allegheny County: Propel Andrew Street High School, Propel Hazelwood K-8, Propel Montour Middle School, Propel Braddock Hills Elementary School, Propel Homestead K-8, Propel Northside K-8, Propel McKeesport K-8, Propel Pitcairn K-8, Propel Braddock Hills High School, Propel Montour Elementary School, Propel Braddock Hills Middle School, Propel Montour High School, and Propel East K-8.

According to an advertisement in mass circulation, each of the schools in the charter chain provides:

“Safe Learning Environment

Individual Attention

Small Class Size

100% Certified and Qualified Teachers

Award Winning Arts Programs

Leaders in Technology Integration

Uniforms

Tuition Free”

Let’s take a look at each claim in turn.

-Safe Learning Environment

What exactly does that mean?

Propel schools are no more safe than other schools in the area. There certainly isn’t any evidence they are somehow MORE safe.

There have been numerous incidents of arrest, criminality and danger in and around Propel Schools.

In 2021, a security guard at Turtle Creek, Pitcairn and McKeesport Propel Schools was fired after being charged with open lewdness and indecent exposure, according to court documents. North Versailles Police said the suspect was captured on video exposing and fondling himself inside a Walmart. When confronted by police, he allegedly showed officers his Propel School ID badge.

In 2015, two teenagers at Propel Braddock Hills High School were arrested after one allegedly tried to sell guns to another in a bathroom during the school day. Two guns were recovered by police and the students were taken into custody on campus. The rest of the students were placed on lockdown until police cleared the area.

In 2015, a visiting dance instructor at the Propel Middle School in Braddock was fired and arrested after allegedly sexting a 13-year-old female student. He allegedly told the girl not to tell anyone about it. In a statement from Propel, school officials say it happened “after school hours and off of Propel property.”

In 2019, Pitcairn Propel was evacuated when fumes made three teachers and four students nauseous. Roughly 280 teachers and students were evacuated from the school and the affected people were taken to nearby hospitals. Monroeville Borough was doing work on a sewer when fumes got into the school.

In 2019, police arrested four people in connection with a scheme to steal nearly $23,000 from Propel Schools by forging checks in the charter school operator’s name. The Propel Schools Foundation filed a report with police after discovering nearly two dozen fraudulent checks in Propel’s name had been cashed at various places, a Pittsburgh Public Safety spokeswoman said. At least 28 checks drawn against the school’s bank account were counterfeit, the complaint said. The fake checks were cashed using the forged signature of the school’s co-founder, Jeremy Resnick.

So does Propel provide a safe learning environment? Maybe. But not more so than any other district.

Individual Attention and Small Class Size

The problem here is verification.

Charter schools are not nearly as transparent as authentic public schools. They are not required by law to provide as much information about their operations as neighborhood public schools. For instance, nearly every authentic public school district is run by an elected school board which has open meetings and open records.

For Propel it is unclear exactly how members are chosen for its corporate board, but it is difficult for parents and community members to be appointed.

According to an article in Public Source, individuals can only become board members if they are already members of the “Friends of Propel,” but the charter chain did not provide information on this group or how its members are selected.

So for most details we’re really left with just taking Propel’s word without any method of verifying it.

When it comes to class size, most Propel schools report having student-to-teacher ratios slightly smaller or the same as at neighborhood authentic public schools. But who knows? There’s no way to tell whether classes may actually be larger.

However, individual attention is even harder to verify.

Most schools focus on more individual attention these days.

Unfortunately, the network provides very little detailed information about its curriculum.

Even in 2018 when Propel had submitted applications to the state to consolidate its network into a Multiple Charter School Organization, it did not submit its entire curriculum which had been requested to see if it was aligned to state academic standards. The state ultimately denied this request due to insufficient information.

So does Propel provide individual attention? Your guess is as good as mine.

-100% Certified and Qualified Teachers

Authentic public schools need to have certified and qualified teachers by law. To teach math, for example, you usually need someone with at least a 4-year teaching degree or more. Only in the case of shortages can positions by temporarily filled by individuals with emergency certifications. Not so with charter schools. They only have to have certified and qualified teachers in core content areas – English, Math, Science and Social Studies.

So this claim by Propel is a way of bragging that the network doesn’t have to have certified and qualified teachers, but it does so anyway.

Unfortunately, it is definitively false.

According to those US News and World Report spotlights that the charter school network likes to highlight, several Propel schools do not have all certified teachers. For instance, Propel McKeesport only has 92% full-time certified teachers, Propel Homestead only has 94%, Propel Pitcairn only has 96%, etc.

Moreover, a state audit of the Propel network conducted in 2016, found that even in core content areas, Propel charter schools did not have “highly qualified” teachers in accordance with state law.

So does Propel have 100% Certified and Qualified Teachers? Absolutely not.

Award Winning Arts Programs

Kudos to Propel for recognizing that arts are an important part of the curriculum. Or at least using it as a selling point on its advertisements. However, without details of its curriculum submitted to the state and verifiable by audit, there is nothing to back this claim up factually.

In fact, on Propel’s own Website, the only reference I see to awards for art is a brief mention in its after-school program which they label as “award-winning.”

What award did it win? The ‘Propel Presents Itself with an Award’ Award? Is there anything more substantial to this claim?

-Leaders in Technology Integration

Some Propel charter schools do claim to provide laptops to students. However, details are pretty sketchy beyond this point.

Moreover, technology in school is a terrible end in itself. It really matters how it’s being used. There are very few details on this that I can find.

-Uniforms

Yes! Propel does require students to wear blue, black or khaki clothing of a particular type. And you can even buy clothing on the network’s Website.

But is this really such a positive? Standardized testing is bad enough? Do we have to standardized dress, too?

Certainly every school should have a dress code, but can’t students express themselves freely anymore? I just don’t see why emulating the worst qualities of private schools is a great thing – especially when it adds an unnecessary cost for parents.

-Tuition Free

Charter schools are funded with public tax dollars. So, yes, you don’t have to pay a tuition to attend. However, you do have to pay for extras like school uniforms.

Also having multiple schools that provide duplicate services is instrumental in raising your local taxes.

Think about it. You already have an authentic public school you pay to operate. Now here comes Propel, a charter school network, demanding to open up shop. That means an additional tax burden on all residents and a reduction in resources for the neighborhood schools already in service.

In fact, overcoming the unpopularity of charter schools because of the increased expense for taxpayers is cited by Droz Marketing – the company that made all those glossy Propel advertisements – on its Website portfolio as an obstacle the company had to overcome to sell Propel to the masses.

Which brings us back to the beginning.

Does Propel go beyond the facts in its claims for itself?

Certainly.

Many businesses do that these days. And make no mistake – Propel IS a business. If it can cut a corner or find a loophole to put more money in operators’ pockets, it will.

Don’t let its non-profit status fool you.

For instance, in 2016 the state caught Propel stealing $376,922 of your tax dollars to pay for rental fees on properties it already owns. It was literally charging itself an unnecessary fee and paying itself with your money.

Technically, this is not illegal. But it certainly doesn’t help educate children. It just goes to enrich the charter school operators.

Non-profit? Yeah, in name only.

However, let me end with what may be the most telling indicator of what it is like at Propel’s charter schools.

indeed.com is a Website workers use to decide if they should apply at a given job site. Employees anonymously review their current place of employment to let prospective job applicants know what it is like there and if they should consider seeking a job there.

The site has many entries on schools in the Propel network. Some are positive. Some are glowing. But most are incredibly negative.

Here in their own words is what it’s like inside the Propel network from the people who work (or worked) there.

Propel Schools – Insiders’ Accounts:

Students rule.

Para Educator (Former Employee) – Propel East, Turtle Creek – July 19, 2020

Pandering to the cultural climate and using all the right talking points still doesn’t provide a quality education because of the many behavior problems.

Lack of diversity among educators

Educator (Current Employee) – Pittsburgh, PA – August 4, 2022

Management verbalizes a desire, but does not actively seek to improve diversity within the ranks of educators. The lack of diversity directly impacts how the student body is educated.

Stressful, consuming place to work with little support from administration.

First Grade Teacher (Former Employee) – McKeesport, PA – April 15, 2022
I worked at Propel McKeesport for 9 days before I realized it would negatively affect my mental health greatly if I stayed. Everything about the school was chaotic and unorganized. There is so much asked of the teachers, and they are given little to no support in the process. The people that are put in place to act as supports are spread so thin, that you aren’t able to receive the support necessary. I would have to get to work early and stay late in order to get all of my tasks done. I had no time for my personal life, and I was constantly overwhelmed. Leaving was the best decision I could’ve made for myself and my well being.
Pros
Higher than average starting pay for new teachers, healthcare benefits
Cons
Unorganized, consuming, little support/structure

Hope you have a good therapist if you get hired at the Hazelwood location.

Elementary School Teacher (Former Employee) – Hazelwood, PA – February 3, 2022
My time at Propel Hazelwood was the worst experience I have ever had in a professional setting. The principal, at the time, had all sorts of big ideas, and no clue how to make them actionable. Behavior was managed through a failed token economy… so I’m sure you can imagine what behavior looked like. But good news, they’ll just fire you before you qualify for benefits, and trick the next poor sap. For reference, I was the 3rd of 5 teachers to go through that position in 2 years.

In summary, I hope you line up a therapist before you sign your soul away to Propel. I know I needed one.
Pros
There were no pros. I can’t even make one up.
Cons
Pitiful everything. People, leadership, attitudes, slogans, curriculum (or lack there of). Run away… fast.

Principal puts you down and has FAVORITES

Teacher (Former Employee) – McKeesport, PA – September 3, 2021
Propel McKeesport cannot keep their staff members. They have so many open positions because their lesson plan template is 6 pages long, and the work pile-up is more than loving your scholars. The wonderful scholars don’t get a chance to love who you are because you (if you are not a favorite) are swamped with work. The job is a nightmare.
Pros
There is not one pro I can think of.
Cons
Flooded with work. Lies and says it is “Propel-Wide”

Don’t work for them

Janitor (Current Employee) – Pittsburgh, PA – January 3, 2022

Hr treats you bad
Teachers treat you bad
You are less then nothing to everyone even your bosses
Never work for Braddock propel worst school I’ve seen
Pros
Nothing
Cons
You will be treated like you are worthless

Pure and total chaos

Teacher (Former Employee) – Braddock Hills, PA – September 27, 2021
Wow. It sounds good from the outside but is terrible in the inside. High school students were out of control. Administration offered little help. The parents were just as aggressive as their children. The teachers will throw anyone under the bus as soon as possible.
Pros
Great pay. Amazing benefits. Stellar retirement and health insurance.
Cons
Terribly behaved students, aggressive parents, woke and offended staff

Long school day, longer school year, longest time spent working outside of contractual hours

Educator (Current Employee) – Pittsburgh, PA – May 21, 2021
Even though I went in knowing the hours would be long and the school year would be longer, I was not prepared for the lack of work life balance. I have worked with Propel for 3 years and I will say that it is all consuming. I have been expected to not only do my job during building hours, but outside of work as well. This would be fine if it was occasional, but especially during COVID, it has become constant. Not only is the work never ending, but in my buildng we are not given adequate time to eat (25 minutes) or plan (50 minutes, but this time is often taken up by meetings almost daily). On top of limited planning time and expectations that never seem to stop coming, many of us have been forced into taking on additional, unpaid roles that we did not ask or agree to, and “no thank you” is not accepted as an answer. The district struggles to employee substitutes, so teachers are often expected to split classes when other grade level members are out. This has resulted in 30+ students in classrooms during non-COVID times, with one educator.
Pros
Good benefits, reasonable pay for the area, great curriculum
Cons
Short breaks, underqualified building administration, limited support

Schools care for kids but profit can get in the way

Teacher (Current Employee) – Pittsburgh, PA – January 13, 2021
Propel staff does care a lot about the students, but it doesn’t feel like those who are higher up care as much about them. Having a CEO/Superintendent may be the reason for this.
Pros
Dedicated cohorts
Cons
Work-life balance off

Administration had a lack of trust for teachers and lack of discipline for students.

teacher (Former Employee) – Montour, PA – July 24, 2020
There was always a feeling of being watched in a critical way throughout the day. Administration was constantly evaluating teacher performance in the classroom which created a negative work environment.
When a student became disruptive in the classroom administrators were difficult to locate. If an administrator did come to the classroom he/she would coddle the student with candy or a fun activity before returning him/her to the classroom. Needless to say the disruptive behavior would continue within an hour. Positive effective leadership was nonexistent.

Not very friendly

Accounting Manager (Former Employee) – Pittsburgh, PA – March 4, 2020
Did not get the job I was hired to do. Turnover was high. Cannot speak to majority of the the issues that I had due to a clause in my severance package.

Ehhh.

Educator (Former Employee) – Pitcairn, PA – February 3, 2020
Challenging work environment, burn out is high, little support from administration. Propel varies from building to building, but overall its sounds great in theory and in their “plans”, but they’re not able to carry out what they promise to students or staff.

This is a good ole boys system

Principal (Former Employee) – Pittsburgh, PA – January 26, 2020

Pros: Let me start by saying, the students are amazing! The parents can be challenging but they truly want what’s best for their children. Cons: If you aren’t LIKED by the superintendent and assistant superintendent your days with Propel are numbered. From the onset, I was deceived by this organization. I spent 4-months interviewing for a High School principal position. I was offered the position of high school principal only to find out I would be a K-8 principal. This was the first red flag of many. Unfortunately, I wasn’t well liked therefore I received very little of what I needed to effectively lead the school. Instead, I got the unhelpful support they thought I needed and none of which I requested. By Feb. I had lost both my APs – one by choice and the other by force. In March I was given a replacement AP that wasn’t a good fit. Work-life balance does NOT exist at Propel Charter Schools. On average, I worked 12 -14-hour days. Sadly, this is the norm for principals in this network. If you are considering Propel for a position as a school administrator, I would not recommend it.

Staff is great! Students have major behavior problems

Teacher (Former Employee) – Hazelwood, PA – September 18, 2019

The staff is wonderful and very supportive. However, the students there are very disrespectful, rude, and have major problems with authority. As a teacher walking into the classroom, they refuse to listen, talk over you, cuss you, and not a lot is done about it.

Cons

Being cussed at and put down by students daily

Poor working place

Teacher (Former Employee) – Homestead, PA – August 10, 2019

Propel is not ran like a school, it is ran like a business. They do not give the students a fighting chance for a bright future. They are more worried about the name ‘propel’ than anything. The work-life balance is awful. They expect way too much of your own time and when they don’t get it, you are looked down on for it. They create cliques and if you are not in the clique, consider yourself gone. They place you wherever they want, certified or not, and will watch you fail. There is lack of help and support from the administration. The only decent people around are your co-workers. I would never recommend this as a work environment nor for parents to send their kids there. No learning takes place. You constantly deal with behavior problems while the children who want to learn are put on the back burner. They change rules half way into the school year and fudge their data. At the rate they are going, they will never compare to peers across the state for PSSAs due to behavior issues and poor management. Not to mention, your lunch is 20 minutes so I hope you can eat fast and 9X out of 10, your planning time to taken away from you for meetings! Be prepared for meetings!!!

Pros

Good benefits

Cons

Everything

School that runs like a corporation

Teacher (Current Employee) – Pitcairn, PA – May 6, 2017

There was little time to be able to practice individualized teaching practices and spend time working with students. Leaders were only focused on enrollment and test scores, and did not focus on the important needs of the child. Work/Home life balance did not exist, as emails and texts were sent at 9:00 PM at night. Money is the number one focus, and for a school system, it was not what was expected.

Pros

Teaching children, benefits and compensation

Cons

Bad work/home life balance

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No, Public School Teachers are Not Turning Their Students into Communists

January 8, 2023January 8, 2023 stevenmsinger academic freedom, Accountability, Betsy DeVos, capitalism, Charter Schools, Civil Rights, Corporate Education "Reform", Credibility, Data, Democrat, Donald Trump, Education, Election, Florida, history, Labor, Learning, Local Control, Philosophy, Politics, Poverty, Prejudice, privatization, Propaganda, Racism, Republican, School Choice, school vouchers, Schools, Student Mobility, Students, Taxation, teacher autonomy, Teachers, Uncategorized Betsy DeVos, capitalism, communism, critical thinking, Douglas Blair, economics, Heritage Foundation, lies, Politics, public schools, Republicans, Ron DeSantis, socialism, Students, teachers, Winston Churchill

Have you heard the latest Republican lie?

There are so many it’s hard to keep track, but here’s the newest one.

Public school teachers are turning their students into communists.

I’m not kidding.

That’s what they’re saying on far right blogs, podcasts and TV shows.

Everyone from Betsy DeVos to Ron DeSantis and the sober fellows of the Heritage Foundation are up in arms.

All because Mr. Singer wore a red sweater vest one day to class.

Not really, but that might have been a better provocation than the reality – which is all in far right pundits’ heads.

So for the GOP, it’s all about fear – what can you scare voters to believe that will shepherd them to support your agenda?

So to start with, Republicans want you to be terrified of public schools.

The reason?

They want you to have to pay to get your kids educated – but public schools give learning away for free to everyone – just for paying taxes.

Right-wingers would much rather make it all a business where the more you pay, the better the education your kids get. There’d be poor quality charter schools for those who can’t afford the entry fee, but the best of everything would be reserved for the kids of the rich and powerful whose parents would use school vouchers to offset some of their tuition at private institutions.

Public schools would undo all that – especially if they were adequately funded.

Can you imagine a country where EVERYONE was fully educated!?

People might become informed voters and demand freedom and justice for all!

Lawmakers might have to create real policies, a platform, solutions – to actually govern!

So GOP operatives spread hysterical lies about public schools. They call them “government schools” as if that meant some imposed bureaucracy of outsiders and not what it actually does – schools governed by elected members of the community.

The lies and innuendo are never ending. Public school educators teach fake history where the civil rights movement was a good thing. They refuse to instill the truth of Creationism over fake Evolution. Teachers are pedophile groomers – never mind the actual Republican lawmakers charged with pedophilia and rape. And on and on and on.

Which brings us to the latest one – the new red scare that public school teachers are raising the next generation to hate Adam Smith and love Karl Marx.

The whole idea seems to have started with DeVos, the billionaire heiress and former Secretary of Education under President Donald Trump.

Robert Bluey, vice president of publishing for the Heritage Foundation, asked her a question on The Daily Signal Podcast (a Heritage Foundation mouthpiece) about the growing popularity of socialism among young people.

And it’s true, according to a 2018 Gallup poll, Americans aged 18 to 29 are almost as positive about socialism (51%) as they are about capitalism (45%).

So on behalf of the right-wing think tank behind the critical race theory brouhaha, transphobic legislation, climate change denial and a host of other regressive causes, Bluey asked DeVos why young people aren’t as firmly championing capitalism as previous generations.

DeVos, of course, blamed teachers. She responded:

“I recall visiting a classroom not too long ago where one of the teachers was wearing a shirt that said “Find Your Truth,” suggesting that, of course, truth is a very fungible and mutable thing instead of focusing on the fact that there is objective truth and part of learning is actually pursuing that truth.”

This is a rather strange answer. It may be the case that there are absolute truths in the world, but economic theories certainly don’t qualify. In matters of opinion, isn’t it better to tell students the facts and let them think for themselves about their relative virtues?

Not for DeVos. Indoctrination apparently is just fine so long as you’re indoctrinating kids into the right things.

Tell them capitalism is great. Tell them socialism is terrible. Screw critical thinking.

The Heritage Foundation, at least, liked her answer, using it as a template to fund a plethora of stories about public schools – not just leaving the matter up to students to decide – but actually bullying kids into championing communism.

Douglas Blair, a Daily Signal producer, codified the idea in his article “I’m a Former Teacher. Here’s How Your Children Are Getting Indoctrinated in Leftist Ideology.”

In the text of article, Blair admits he was only “in education” for 4 years, but it seems he was not a full-time classroom teacher for most of that time. According to his Linked-In account, he was a French teacher for 9 months in a school in Portland, Oregon. Before that he was an Extracurricular Aide, an English Language Assistant and Language Immersion Counselor at various schools in the US and France.

His evidence of indoctrination reads like “Kids Say the Darndest Things – Republican Edition.”

For example, he says he asked an elementary school girl if she liked Winston Churchill, and she frowned calling Churchill racist.

I’m not sure why that’s so upsetting. Churchill led Great Britain through WWII, but he undeniably WAS a racist, too. Churchill said that he hated people with “slit eyes and pig tails.” To him, people from India were “the beastliest people in the world next to the Germans.” He admitted that he “did not really think that black people were as capable or as efficient as white people.”

So Blair’s examples of indoctrination come out to complaining that kids learned accurate history.

If only the GOP could use history and education to change minds instead of decrying them.

Florida Gov. DeSantis is giving it a try. In 2022, he signed a law requiring schools in the sunshine state to actively teach about the horrors of communism.

That’s right. Whether teachers need to or not, they have to spend at least 45 minutes on it every November.

“We want to make sure that every year folks in Florida, but particularly our students, will learn about the evils of communism. The dictators that have led communist regimes and the hundreds of millions of individuals who suffered and continue to suffer under the weight of this discredited ideology,” DeSantis said, adding that “a lot of young people don’t really know that much” about the political ideology.

At first blush, this may sound like a good idea. More historical knowledge is a good thing, but it’s the context that makes this troubling.

Florida Republicans already have passed a battalion of laws telling educators what they CANNOT teach.

So you can’t teach about racial issues including the history of slavery if it makes any student “feel uncomfortable.” Math books are censored from depicting “prohibited topics.” You can’t talk about a wide range of human sexuality including LGBTQ people because of the infamous “Don’t Say Gay” bill.

But you’d better teach about how bad communism is! Or else!

First, this is the very definition of a GOVERNMENT SCHOOL – the legislature dictating what teachers teach on a given day and not trusting them to do their own jobs.

Second, why single out communism? Certainly it has lead to horrors and misery, but so has capitalism. Are we to teach about the terrors of rampant greed, sweatshops, wars for oil, runaway inequality? After all, students in impoverished neighborhoods going to underfunded schools are actual victims of free enterprise, not collectivism. The free hand of the market is soaked in blood, too.

Third, there’s the subtext. This sounds to me like an invitation to conflate communism with socialism (which are two different ideas with different histories) and to champion one ideology over another.

Finally, let’s not forget this all comes from state law. It’s politics, not pedagogy, and in politics it’s only indoctrination when someone else does it.

So are public school teachers really molding their students into young Bolsheviks?

I seriously doubt it.

Economic theory rarely comes up in math, reading or science. Maybe it comes up occasionally in social studies.

In my middle school language arts classes, we discuss all kinds of things that come out of the books we’re reading.

Sometimes economic inequality comes out of S. E. Hinton’s “The Outsiders” or Harper Lee’s “To Kill a Mockingbird.” When we read Lois Lowry’s “The Giver” the concept of distribution of resources is broached.

In each case, I encourage my students to think about the problems from the stories, the solutions offered in the narratives and to discuss the matter with classmates. We hold Socratic Seminars and write critical essays. For “The Giver,” students work in groups to create their own utopias – you’d be surprised how many are socialist, though there are also a number of capitalist republics, dictatorships and anarchies. Kids love anarchy.

And I admit it – I encourage my students to think for themselves. I try not to give them my answers – my truths.

Facts are facts and opinions are opinions.

I would be a bad teacher if I forced my conclusions on my students.

So why ARE young people increasingly more critical of capitalism these days and more friendly toward socialism?

I’d say it’s because of the income inequality they see in the world around them.

Despite Republican’s claims, capitalism is not a perfect system. To be fair, no system is. But criticizing capitalism is not a bad thing, and finding value in aspects of socialism is no crime.

To achieve a better world, we have to do more than simply recreate the one in which we live.

That’s why education is so important. It is one of the chief engines of change, and nothing can truly stop that.

If Republicans think they can, they’re in for a shock.

Perhaps they should have paid more attention in school.

Or exposed their opinions to more rigorous critical thinking…

Nah!

I wonder what lie about public school they’ll try next.

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Gadfly’s Other Year End Round Ups

This wasn’t the first year I’ve done a countdown of the year’s greatest hits. I usually write one counting down my most popular articles and one listing articles that I thought deserved a second look. Here are all my end of the year articles since I began my blog in 2014:

2021:

Gadfly’s Most Outrageous Articles in 2021 That You May Have Missed or Been Too Polite to Share

Gadfly’s Top 10 Articles of 2021 – Shouts in the Dark

2020:

The Most Important Education Articles (By Me) That You Probably Missed in 2020

Outrunning the Pandemic – Racing Through Gadfly’s Top 10 Stories of 2020

2019:

Sixteen Gadfly Articles That Made Betsy DeVos Itch in 2019 

2018:

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

2017:

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

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

2016

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

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

2015

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

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

2014

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

Artificially Intelligent Chatbots Will Not Replace Teachers

December 6, 2022 stevenmsinger academic freedom, Accountability, capitalism, Child Predators, Child Safety, Civil Rights, computers, Corporate Education "Reform", Data, Data Driven Instruction, Data Mining, edtech, Education, Labor, Learning, literature, Politics, Prejudice, privatization, Propaganda, Racism, Schools, student privacy, Students, teacher autonomy, Teachers, Technology, Uncategorized artificial intelligence, chatbot, ChatGPT, Distracted Boyfriend, edtech, education, Elon Musk, OpenAI, Politics, school, teachers

Education pundits are a lot like the guy in the “Distracted Boyfriend”meme.

They’re walking with teachers but looking around at the first thing possible to replace them.

This weekend it’s AI chatbots.

If you’ve ever had a conversation with Siri from Apple or Alexa from Amazon, you’ve interacted with a chatbot.

Bill Gates already invested more than $240 million in personalized learning and called it the future of education.

And many on social media were ready to second his claim when ChatGPT, a chatbot developed by artificial intelligence company OpenAI, responded in seemingly creative ways to users on-line.

It answered users requests to rewrite the 90s hit song, “Baby Got Back,” in the style of “The Canterbury Tales.” It wrote a letter to remove a bad account from a credit report (rather than using a credit repair lawyer). It explained nuclear fusion in a limerick.

It even wrote a 5-paragraph essay on the novel “Wuthering Heights” for the AP English exam.

Josh Ong, the Twitter user who asked for the Emily Bronte essay, wrote, “Teachers are in so much trouble with AI.”

But are they? Really?

Teachers do a lot more than provide right answers. They ask the right questions.

They get students to think and find the answers on their own.

They get to know students on a personal level and develop lessons individually suited to each child’s learning style.

That MIGHT involve explaining a math concept as a limerick or rewriting a 90’s rap song in Middle English, but only if that’s what students need to help them learn.

It’s interpersonal relationships that guide the journey and even the most sophisticated chatbot can’t do that yet and probably never will have that capacity.

ChatGPT’s responses are entertaining because we know we’re not communicating with a human being. But that’s exactly what you need to encourage the most complex learning.

Human interaction is an essential part of good teaching. You can’t do that with something that is not, in itself, human – something that cannot form relationships but can only mimic what it thinks good communication and good relationships sound like.

Even when it comes to providing right answers, chatbots have an extremely high error rate. People extolling these AI’s virtues are overlooking how often they get things wrong.

Anyone who has used Siri or Alexa knows that – sometimes they reply to your questions with non sequiturs or a bunch of random words that don’t even make sense.

ChatGPT is no different.

As more people used it, ChatGPT’s answers became so erratic that Stack Overflow – a Q&A platform for coders and programmers – temporarily banned users from sharing information from ChatGPT, noting that it’s “substantially harmful to the site and to users who are asking or looking for correct answers.”

The answers it provides are not thought out responses. They are approximations – good approximations – of what it calculates would be a correct answer if asked of a human being.

The chatbot is operating “without a contextual understanding of the language,” said Lian Jye Su, a research director at market research firm ABI Research.

“It is very easy for the model to give plausible-sounding but incorrect or nonsensical answers,” she said. “It guessed when it was supposed to clarify and sometimes responded to harmful instructions or exhibited biased behavior. It also lacks regional and country-specific understanding.”

Which brings up another major problem with chatbots. They learn to mimic users, including racist and prejudicial assumptions, language and biases.

For example, Microsoft Corp.’s AI bot ‘Tay’ was taken down in 2016 after Twitter users taught it to say racist, sexist and offensive remarks. Another developed by Meta Platforms Inc. had similar problems just this year.

Great! Just what we need! Racist Chatbots!

This kind of technology is not new, and has historically been used with mixed success at best.

ChatGPT may have received increased media coverage because its parent company, OpenAI, was co-founded by Tesla Inc. CEO Elon Musk, one of the richest men in the world.

Eager for any headline that didn’t center on his disastrous takeover of Twitter, Musk endorsed the new AI even though he left the company in 2018 after disagreements over its direction.

However, AI and even chatbots have been used in some classrooms successfully.

Professor Ashok Goel secretly used a chatbot called Jill Watson as an assistant teacher of online courses at the Georgia Institute of Technology. The AI answered routine questions from students, while professors concentrated on more complicated issues. At the end of the course, when Goel revealed that Jill Watson was a chatbot, many students expressed surprise and said they had thought she was a real person.

This appears to be the primary use of a chatbot in education.

“Students have a lot of the same questions over and over again. They’re looking for the answers to easy administrative questions, and they have similar questions regarding their subjects each year. Chatbots help to get rid of some of the noise. Students are able to get to answers as quickly as possible and move on,” said Erik Bøylestad Nilsen from BI Norwegian Business School.

However, even in such instances, chatbots are expensive as yet to install, run and maintain, and (as with most EdTech) they almost always collect student data that is often sold to businesses.

Much better to rely on teachers.

You remember us? Warm blooded, fallible, human teachers.

The best innovation is still people.

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School Vouchers Don’t Increase Academics; They Increase Bigotry

November 19, 2022November 20, 2022 stevenmsinger Accountability, capitalism, Charter Schools, church and state, Civil Rights, Corporate Education "Reform", Data, Democrat, Donald Trump, Education, Florida, Learning, Local Control, Parents, Politics, Prejudice, private schools, privatization, Racism, Republican, School Choice, school closings, School Funding, school vouchers, Schools, Standardized Testing, Student Mobility, Students, Teachers academics, bigotry, Politics, religious fanaticism, school vouchers, test scores

Let’s be honest.

At best, school vouchers are a failed education policy experiment.

At worst, they’re an attempt to normalize bigotry.

Using taxpayer money to send your child to a private or parochial school has got nothing to do with getting a quality education.

If we look at the facts, using a school voucher to go from a public school to a private one actually hurts kids academically.

Large-scale independent studies in Indiana, Louisiana, Ohio and Washington, D.C., show that students who used vouchers were as negatively impacted as if they had experienced a natural disaster. Their standardized test scores went down as much or more than students during the Covid-19 pandemic or Hurricane Katrina in 2005.

This should come as no surprise. When we give children school vouchers, we’re removing their support systems already in place.

They lose the friends, teachers, and communities where they grew up. It’s like yanking a sapling from out of the ground and transplanting it to another climate with another type of soil which may not be suited to it at all.

Vouchers have nothing to do with helping kids escape struggling public schools.

School vouchers overwhelmingly go to kids who already attend private or parochial schools.

In the states that have released their data, more than three quarters of families who apply for vouchers for their children already send their kids to private schools. That’s 75% of voucher students in Wisconsin, 80% in Arizona, and 89% in New Hampshire. So these kids didn’t need our tax dollars in the first place. We’re just paying for services they’re already receiving.

Moreover, the very idea is absurd. If the school where the student is enrolled is struggling, why wouldn’t you simply invest in that school to make it better and fix the underlying problem? Why disrupt children’s educations by moving them to another school in another system that is entirely unproven, itself?

Vouchers have nothing to do with more efficient schools.

Let’s get one thing straight – voucher schools are businesses, often new businesses just opening up. And like any other start-up, the failure rate is extremely high. According to Forbes, 90% of start-ups fail – often within the first few years.

The same is true here. Like charter schools (another privatized education scheme), most voucher schools close in the first few years after they open. In Wisconsin, for example, 41% of voucher-receiving schools have opened and subsequently closed since public funding began in the early 1990s.

Yet when they close, they take our tax dollars with them leaving less funding available to educate all kids in the community.

Public schools, by contrast, are community institutions that usually last (and have been around) for generations. Their goal isn’t profit – it’s providing a quality education.

Lastly, vouchers have nothing to do with freedom or choice.

Unless it’s the choice to be a bigot and indoctrinate your child into your own bigotry.

Vouchers are about exclusion – who gets to attend these PRIVATE schools – and indoctrination – what nonsense they can teach that public schools cannot.

Private schools can and do discriminate against children based on religion, race, gender, sexuality, special needs – you name it – even if those schools take public money.

For example, in Florida, Grace Christian School, a private institution that refuses to enroll LGBTQ kids has received $1.6 million so far in taxpayer funding. In Indiana, more than $16 million has gone to schools banning LGBTQ kids—or even kids with LGBTQ parents! That’s roughly 1 out of every 10 private schools in the state with just this one discriminatory enrollment.

Meanwhile thousands of parochial schools that receive public funding use textbooks provided by The American Christian Education (ACE) group. This includes the A Beka Book and Bob Jones University Press textbooks. A Beka publishers, in particular, reported that about 9,000 schools nationwide purchase their textbooks.

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

Call me crazy, but I don’t think that’s a curriculum worthy of taxpayer dollars. I think if you’re going to take public money, you should have to accept all of the public, and you shouldn’t be allowed to teach counterfactual claims and prejudice as if they were fact.

You want freedom? Fine.

You are free to be as intolerant as you want to be, but do it on your own dime.

If racism, homophobia, classism or xenophobia is your thing, you can jolly well pay for it, yourself.

But biased, partisan and sectarian education isn’t in the interest of the public good.

We should reserve our tax dollars to pay for things in the common interest. Not Klan camp.

Don’t get me wrong.

Every private or parochial school isn’t like that.

But a heck of a lot of them are!

We shouldn’t be wasting our time trying to sort through other people’s businesses when we have our own educational enterprise – public schools – which cumulatively do a much better job.

And our public system would do an even better job than that if instead of trying to “save kids” from underfunded public schools, we simply funded them enough to meet student need and beyond.

It should come as no surprise that removing students from public school and sending them to a private or parochial school doesn’t work to help them academically.

It would be much more effective to provide support where students are than make them undergo the trauma of uprooting.

Finally let me say something about the issue of standardized testing.

I still believe that standardized test scores are a terrible way to try to assess student learning. And the fact that voucher students tank their tests – by itself – does not prove to me that private and parochial schools provide a substandard education compared to public schools.

It is the surrounding factors – like that most voucher schools don’t have to use certified teachers with the same quality degrees as public schools, that they don’t have to use the same kind of high-quality curriculum or pass the same kinds of public scrutiny.

However, test scores do matter to policymakers. They are using the same test scores to disparage public schools and then in the same breath ignore the scores when they delegate more taxpayer funding for school vouchers.

This is hypocritical. We need to demand more from our lawmakers in this regard.

The same far right ideologues that support Trump and the MAGA fascists are the driving force behind the push for more school vouchers.

Undoubtedly, they are helped by unscrupulous Democrats, but at least the Dems CLAIM to still believe in facts and representative government.

It’s time they paid heed to the facts and represented us by ending their support for school vouchers and the MAGA factories most of these vouchers go to support.

Bigotry is a losing proposition in a democracy where you need as many votes as possible to get elected to office.

And dressing up indoctrination as if it were just freedom and economics only works if we’re foolish enough to let it.

NOTE: In this article, I am indebted to the work of Josh Cowen, a professor at Michigan State University who has been studying school vouchers for more than two decades.

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Standardized Test Scores are Incompatible with Your School’s Equity Plan

November 4, 2022 stevenmsinger #BlackLivesMatter, Accountability, Budget, capitalism, Child Predators, Civil Rights, Corporate Education "Reform", Data, Education, Eugenics, history, Junk science, Learning, Local Control, Philosophy, Politics, Poverty, Prejudice, privatization, Racism, School Funding, Schools, Scripted Lessons, small class size, Social Justice, Standardized Testing, Students, teacher autonomy, Teachers, Toxic Testing, White Privilege antiracist, education, equity, field test, high stakes testing, Ibram X. Kendi, MAP test, Martin Shapiro, Politics, prejudice, public schools, racism, standardized testing, teachers, teaching to the test, test makers, Test Prep, test scores, test-based accountability, testocracy, W. James Popham

The primary goal of public education is to teach all children fairly.

But since its inception, the system has never been set up to actually accomplish this.

So these days you hear a lot of talk about fixing the problem – of how we can ensure students of color and other historically underserved children get the same high-quality education racially and economically privileged kids always have received.

This almost always concludes with two types of plan.

First, there is the serious venture made up of things like increasing spending to meet student need, wraparound services, early intervention, reducing class size, redistributive justice and cultural competence – a plan that looks the reality in the face and makes bold attempts to come to terms with it.

Then there is the cheap knockoff proposition – a buzzword-laden scheme where someone is trying to convince you their half hearted proposal is actually a solution to the very real problem of educational inequality.

And the number one thing you can use to tell the difference between the two is this – standardized test scores.

The first plan that is centered around actually fixing disparities makes no mention of test scores – or at least relegates them to obstacles. The second is built all around them – as an essential component of the overall scheme.

This is because the second feel-good-accomplish-nothing plan is essentially performative.

Therefore, it is constructed around standardized test scores as a metric of success.

Planners think: We’re going to do A, B and C to make our schools more equitable. And how will we know we’re doing it right? We’ll use our standardized test scores!

That’s not accuracy. It’s ostentation. These scores don’t demonstrate anything at all about equity. True, they purport to show readily apparent increases or decreases in academics.

However, even this is an illusion.

A rise or fall in test scores is not, in fact, based on authentic academic success but merely success at taking standardized tests designed for very different purposes.

And anyone who understands the history of these types of assessments and how they still work will know that this mirage is built at the cost of genuine equity.

In fact, the inequalities plaguing our public school system are due in large part to our national insistence that standardized test scores be the ultimate measure of success.

So constructing your plan to fix this problem around one of its root causes is like claiming you can fix a sinking ship by drilling more holes in its hull.

At best, it’s naive. At worst, it’s self-defeating and disingenuous.

The problem centers around the difference between standardized tests and assessments created by classroom teachers.

Both types of assessment are supposed to measure what students have learned. But not all learning is equal.

For example, a beginning chef needs to know how to use the stove, have good knife skills and how to chop an onion. But if you give her a standardized test, it instead might focus on how to make foie gras – something that would only come in handy at a high end French restaurant.

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

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

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

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

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

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

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

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

He writes:

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

Think about what this means.

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

This is important when it comes to equity.

If we are guided in large part by standardized test scores, we aren’t guided by authentic learning. We’re guided by a false picture of learning. Therefore, the most effective way – perhaps the only practical way – of raising test scores is to teach directly to a specific test. And not only the test, but the specific version of the test being given that year.

So if we do somehow manage to raise test scores, we haven’t improved academics at all but a mere semblance of it. And thus the equity we might celebrate in such a situation would be just as false.

You got a good score on the MAP test. Hurrah! But that doesn’t mean you know anything of real value except how to take this particular MAP test which, itself, will change after the next round of questions are field tested.

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

And if we insist on evaluating the equity of our schools on these test scores, we will only make things that much worse.

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

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

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

It’s a dangerous feedback loop, a cycle that promotes artificially prized snippets of knowledge over constructive wholes.

And let’s not forget where these tests come from.

They were created in the 1910s and 20s by eugenicists to prove the supremacy of white Europeans over other racial and ethnic groups.

While these original tests are no longer in circulation, the assumptions behind them are an essential part of our modern day standardized tests.

The very method of question selection in today’s tests builds economic and racial bias into the very fabric of the enterprise.

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

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

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

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

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

This is incompatible with any enterprise aimed at increasing equity.

You are engaged in a never-ending cycle of teaching to the test at the expense of authentic learning. You’re engaged in making minorities think like their privileged peers – of overcoming who they are just to be accepted into a game.

This is not education. It is assimilation, and it will always put the assimilated at a disadvantage to the majority – those they are being forced to imitate.

Equity and standardized testing do not go together.

They CANNOT go together. They are anathema.

Those who suggest otherwise are either well-meaning fools or duplicitous malefactors.

There is a multi-billion dollar standardized testing industry dependent on keeping us testing our kids.

But we can no longer continue feeding that beast and pretending that we can somehow provide equity to our underserved children, too.

We have to choose – equity or testing. Fairness or unrestrained capitalism.

Do not believe anyone who tells you to support a plan built on both.

It does not exist.

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Top Five Republican Nightmare Fantasies About Public Schools

October 15, 2022 stevenmsinger #BlackLivesMatter, academic freedom, Accountability, capitalism, Censorship, Charter Schools, Child Predators, Child Safety, Civil Rights, Corporate Education "Reform", Credibility, Data, Democrat, Education, Feminism, history, Learning, LGBT, Local Control, Media, Parents, Pennsylvania, Philadelphia, Philosophy, Politics, Prejudice, privatization, protest, Racism, Republican, School Choice, school vouchers, Schools, Social Justice, Students, teacher autonomy, Teachers, Uncategorized, Unions, video games, voting, Whiteness charter schools, Doug Mastriano, education, Election, fantasy, gay, lgbtq, Marjorie Taylor Greene, Politics, prejudice, propaganda, public schools, racism, sexism, teachers, trans

Republicans are fighting against a version of public education that does not exist.

Critical race theory, pornographic school books, and other bogeymen haunt their platforms without any evidence that this stuff is a reality.

Doug Mastriano, the GOP nominee for Governor of Pennsylvania, actually promises to ban pole dancing in public schools.

Pole dancing!

“On day one, the sexualization of our kids, pole dancing, and all this other crap that’s going on will be forbidden in our schools,” he says.

Mr. Mastriano, I hate to tell you this, but the only school in the commonwealth where there was anything like what you describe was one of those charter schools you love so much. The Harambee Institute of Science and Technology Charter School in Philadelphia used to run an illegal nightclub in the cafeteria after dark.

But at authentic public schools with things like regulations and school boards – no. That just doesn’t happen here.

Maybe if your plan to waste taxpayer dollars on universal school vouchers goes through you’ll get your wish.

But reality has never stopped the state Senator from complaining about a list of fictional public education woes.

On Twitter he routinely makes statements like this from August:

“Democrats are pushing woke ideology, racism, and sexuality on children in the classroom. As your governor, I will ban this on day one…”

Yikes. This is like promising to ban sorcery in school – another thing we don’t teach.

This isn’t the Republican Party I remember when I was growing up.

Instead of personal autonomy and free trade, today’s GOP solemnly swears to eliminate a series of racially and sexually motivated phantasms that are like shadows under a child’s bed. I suppose it’s easier to get rid of something that’s never existed than to fix the real problems we actually have.

But let’s be honest – for some folks this kind of unhinged messaging works.

Perhaps if we examine the most common claims against public schools, maybe we can see through the mist and electioneering to the very real fears the GOP is using in a desperate attempt to manipulate voters to their side.

So here are the top 5 Republican nightmare fantasies about public schools:

1) Teaching boys to hate themselves

“I believe that white men are the most persecuted identity in America.”

Georgia Congressperson Marjorie Taylor Greene actually said this – out loud – in an interview.

And the GOP attention-seeker is not alone.

Many Republicans claim anti-male discrimination is wide spread. Men are blamed for so many things in our society they’re forced to turn to porn and video games because they have no other options, Green claimed.

And women have become “… too weak and pathetic to take care of themselves. They want a great big giant government to take care of them. It’s such a hypocrisy. They claim they want the future to be female, but they aren’t capable of taking care of themself.”

How did we get here? Public schools that teach sexual politics.

But, Marjorie, the following ARE facts:

-The US is one of only eight countries in the world that does not provide any form of paid maternity leave by federal law.

-Women earn 83 cents for every dollar a man makes.

-Despite being almost 60% of the population, women hold only 26% of the seats in Congress.

Should we teach such facts in school?

Contrary to Republican opinion, teaching about the many ways women are unfairly treated in the US does not turn men into victims or make women helpless.

Male students are not responsible for a world created by past generations but they ARE responsible for picking a side and doing something about it as they become adult members of society.

In a country where a GOP-controlled Supreme Court has usurped women’s bodily autonomy by overturning Roe v. Wade and men still have untold economic advantages, redefining men as victims and education as infantalizing is, itself, a fantasy.

2) Teaching kids to be gay

Republicans literally think public school teachers are turning kids gay.

That’s the impetus behind Florida Gov. Ron DeSantis’s controversial “Don’t Say Gay” bill and several copycat bits of legislation the American Legislative Exchange Council (ALEC) is pumping out across the country.

They insist that even mentioning LGBTQ people exist is grooming children into a sexuality they wouldn’t otherwise have.

First, believing this shows massive ignorance.

No one can really be coerced into a sexuality they didn’t already possess. As you grow and mature, you have sexual preferences. It’s not really a matter of nurture – it’s nature. People are born this way.

Second, stubbornly refusing to acknowledge that there are other ways to express your sexuality is not going to make people ignore their innate inclinations. The idea seems to be that if kids never find out there are other options, they’ll simply be satisfied with heterosexuality – how they’re told to think and feel.

And finally, it is extremely unfair to LGBTQ people. We already live in a culture that celebrates cis hetero-normativity. Trying to erase everyone else causes real harm and trauma to both people who are different and to those who are not but never get to fully understand the entire spectrum of humanity.

Teachers are not making kids gay, but they are telling kids that gay people are real. We are trying to stop bullying and homophobia. And let’s be honest – that’s really what Republicans are objecting to here.

They want it to be okay to hate gay people.

Sorry. Not in public school.

3) Teaching kids to be trans

This is where the backlash against using appropriate pronouns and recognizing trans people is coming from.

As much as Republicans hate gay people, they absolutely despise and fear the trans community.

Once again they conflate acknowledging the existence of the other with coercing students to become the other. Just knowing that trans is an authentic way human beings can live is seen as a threat. But if this kind of knowledge makes you trans, you almost certainly were trans already.

It hurts no one to call another person by the pronouns they would prefer you use. That’s just respect – treating others like you would want to be treated.

It hurts no one to see the world as bigger than just one way of living. This is reality, after all. And that’s what Republicans are rebelling against.

Far from teachers coercing students to become trans, the GOP wants us to bully children not to be. They want to constrain difference, punish and hide it.

This cannot be the mission of public schools. At its best, it is for everyone and must respect each child on their own terms.

It’s not easy. Recognizing such differences can be messy and challenging, but that’s life. Deal with it.

4) Teaching kids to hate white people

This is one of the most common complaints of Republicans everywhere.

Thy say public schools are woke. Public school teachers talk about racism and prejudice. They teach what was, what is and encourage kids to act to dismantle systems of injustice against people of color that persist.

Yeah. We do that.

I make no apologies.

It’s not Critical Race Theory (which is a legal framework) nor do we teach anyone to hate white people. But we do teach what whiteness has done and continues to do.

It’s called history and current events.

White kids today are not responsible for slavery, Jim Crow or a host of evils perpetrated throughout our collective past. But that doesn’t remove their responsibility to do something about it today.

Republicans, though, try to flip the script and call this teaching, itself, racism. That’s absurd! It is not racist to show kids injustice.

For example:

-Median household income for Black people, at $43,862, is 37 precent less than that of white people, at $69,823.

-Census data shows Black couples are more than twice as likely as whites to be denied a mortgage or a home improvement loan, which leads to just 59 percent of the median home equity white households have, and just 13 percent of Black wealth.

-A Black child born today can expect to live four years less than a white one.

-Black people have been more than twice as likely as white people to experience threats or uses of force during police encounters, and three times more likely to be jailed if arrested.

These facts matter.

They shouldn’t make children hate white people, but they may encourage them to hate white supremacy.

And that’s what Republicans are really against.

5) Teaching kids to be sexually active

This may be the strangest fantasy the GOP is trying to spread about public school.

They say we’re making kids engage in sexual activity. Which is strange because according to the Centers for Disease Control, fewer US children are choosing to engage in sexual activity.

An estimated 55% of male and female teens have had sexual intercourse by age 18, according to the CDC’s National Center for Health Statistics (NCHS).

However, these percentages have declined since 1988 when 51% of female and 60% of male teens had engaged in sexual activity.

If public schools are teaching kids to bump uglies, we’re doing a bad job.

Are kids more sexualized today than in the past? Probably. But that’s a result of the culture. When you sell teenagers shorts with the word “juicy” on the butt, don’t complain about public schools.

Some schools offer sex education classes, but they are focused on health and wellness. There is no encouragement to have sex. In fact, many such classes are still teaching abstinence only instead of safe contraception.

The idea that public schools are teaching sex is just dog whistle politics. It is Republicans trying to scare parents that public schools are instilling values they don’t share. It is blaming public schools for social ills that the schools didn’t cause and don’t control.

Looked at calmly and rationally, all of these fantasies are just scare tactics to get the gullible to react emotionally on election day.

They want to terrify responsive voters into giving GOP candidates the power to stop a host of things that never really existed. They want an excuse for doing nothing to solve the actual problems of the day.

There’s a reason they spend so much time railing against woke education – they want to ensure America remains asleep.

A fitful sleep – tossing and turning in various Republican nightmares.

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The Racist Origins of Standardized Testing Still Matter

October 6, 2022 stevenmsinger Accountability, Civil Rights, Corporate Education "Reform", Education, history, Learning, Prejudice, Racism, Schools, Social Justice, Standardized Testing, Students, Teachers, Toxic Testing, Uncategorized annual testing, Carl Brigham, education, Eugenics, high stakes testing, history, Lewis Terman, Politics, Robert M. Yerkes, standardized testing, teaching to the test, test makers, test scores, test-based accountability, testocracy

Would you walk across a bridge that was designed to break?

Of course you wouldn’t.

But what if someone told you the bridge had been fixed?

Would you trust it – especially if people were still falling off of it all the time?

That’s the situation we’re in with standardized testing.

The tests were explicitly created more than a century ago to fail minorities and the poor.

And today, after countless revisions and new editions, they still do exactly the same thing.

Yet we’re exhorted to keep using them.

A BRIEF HISTORY LESSON

Modern testing comes out of U.S. Army IQ tests developed during World War I.

In 1916, a group of psychologists led by Robert M. Yerkes, president of the American Psychological Association (APA), created the Army Alpha and Beta tests. These were specifically designed to measure the intelligence of recruits and help the military distinguish those of “superior mental ability” from those who were “mentally inferior.”

These assessments were based on explicitly eugenicist foundations – the idea that certain races were distinctly superior to others.

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

In 1923, another psychologist, Carl Brigham, took these ideas further in his seminal work A Study of American Intelligence. In it, he used data gathered from these IQ tests to argue the following:

“The decline of American intelligence will be more rapid than the decline of the intelligence of European national groups, owing to the presence here of the negro. These are the plain, if somewhat ugly, facts that our study shows. The deterioration of American intelligence is not inevitable, however, if public action can be aroused to prevent it.”

Thus, Yerkes, Terman and Brigham’s pseudoscientific tests were used to justify Jim Crow laws, segregation, and even lynchings. Anything for “racial purity.”

People took this research very seriously. States passed forced sterilization laws for people with “defective” traits, preventing between 60,000 and 70,000 people from “polluting” America’s ruling class.

The practice was even upheld by the US Supreme Court in the 1927 Buck v. Bell decision. Justices decided that mandatory sterilization of “feeble-minded” individuals was, in fact, Constitutional.

Of the ruling, which has never been explicitly overturned, Justice Oliver Wendell Holmes wrote, “It is better for all the world, if instead of waiting to execute degenerate offspring for crime, or to let them starve for their imbecility, society can prevent those who are manifestly unfit from continuing their kind…. Three generations of imbeciles are enough.”

Eventually Brigham took his experience with Army IQ tests to create a new assessment for the College Board – the Scholastic Aptitude Test – now known as the Scholastic Assessment Test or SAT. It was first given to high school students in 1926 as a gatekeeper. Just as the Army intelligence tests were designed to distinguish the superior from the inferior, the SAT was designed to predict which students would do well in college and which would not. It was meant to show which students should be given the chance at a higher education and which should be left behind.

And unsurprisingly it has always – and continues to – privilege white students over children of color. The same as nearly every standardized test still does.

HAS IT CHANGED?

None of this can be challenged. These are historical facts. They are simply what happened justified in the words of the people who perpetrated them.

However, champions of continuing the practice of standardized testing most often defend the practice by appealing to time.

This was all a long time ago, they say. Much has changed between now and then.

But has it? Really?

We certainly don’t use the editions of the tests written by the original eugenicists, but the practices used to create them and the results of these assessments are extremely similar.

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

Is that really the kind of progress you want to champion?

The reason for the disparity has nothing to do with the learning students of color (and the poor whose scores are similar) achieve nor their worth as human beings.

It is in the very concept of standardized testing.

Discrimination is purposefully built in to the standardization process, according to W. James Popham, PhD, Professor Emeritus at the University of California at Los Angeles and former test maker. He explained in an interview with Frontline:

“Traditionally constructed standardized achievements, the kinds that we’ve used in this country for a long while, are intended chiefly to discriminate among students … to say that someone was in the 83rd percentile and someone is at 43rd percentile. And the reason you do that is so you can make judgments among these kids. But in order to do so, you have to make sure that the test has in fact a spread of scores. One of the ways to have that test create a spread of scores is to limit items in the test to socioeconomic variables, because socioeconomic status is a nicely spread out distribution, and that distribution does in fact spread kids’ scores out on a test.”

The scores have to fall into categories – Below Basic, Basic, Proficient and Advanced, for instance. If too many students cluster in the middle, the results are invalid. We need the scores spread out – even if we must resort to non-educational factors to get there.

Family income is not something the tests ignore, says Popham. It is an essential component specifically tested for in question construction. In fact, he claims that between 15-80% of the questions (depending on the subject area) on norm-referenced exams are linked to socio-economic status (SES).

Thus minorities with higher percentages of impoverished people are selected against. Not because of any explicit racist ideology – but to get the pretty bell curve standardized assessments require.

Young Whan Choi, Manager of Performance Assessments at Oakland Unified School District in Oakland, California, agreed.

“Too often, test designers rely on questions which assume background knowledge more often held by White, middle-class students. It’s not just that the designers have unconscious racial bias; the standardized testing industry depends on these kinds of biased questions in order to create a wide range of scores.”

For example, Choi recalled a 10th grade student in his class asking him about a standardized test question. “With a puzzled look, she pointed to the prompt asking students to write about the qualities of someone who would deserve a “key to the city.” Many of my students, nearly all of whom qualified for free and reduced lunch, were not familiar with the idea of a ‘key to the city.’”

So when they get such a question wrong, it isn’t necessarily because they don’t know the concept being tested, but they don’t understand what was being asked in the first place.

Test makers could work to eliminate such instances but that would reduce the spread of answers. It would destroy the bell curve – and thus invalidate the goal of the test which ultimately is not assessing learning but sorting and ranking students.

Jay Rosner, a national admissions test expert, explained how this bias is built-in to the process for each revision of assessments like the SAT:

“Compare two 1998 SAT verbal [section] sentence-completion items with similar themes: The item correctly answered by more blacks than whites was discarded by the Educational Testing Service, whereas the item that has a higher disparate impact against blacks became part of the actual SAT. On one of the items, which was of medium difficulty, 62% of whites and 38% of African-Americans answered correctly, resulting in a large impact of 24%…On this second item, 8% more African-Americans than whites answered correctly…”

In other words, the criteria for whether a question is chosen for future tests is if it replicates the outcomes of previous exams – specifically tests where students of color score lower than white children. And this is still the criteria test makers use to determine which questions to use on future editions of nearly every assessment in wide use in the US.

Public schools have no control over these factors. That’s why schools serving poor and minority students invariably have lower test scores. Popham concludes there will always be a testing gap because that’s the way the system is designed.

He says it’s “A game without winners.” Or more likely a game where the poor and minorities cannot win.

And that’s how the system was designed.

Whether it’s the 1920s or the 2020s.

Standardized tests came from racists assumptions about human intelligence.

And that still matters today.

We no longer profess eugenicist ideas of racial purity embedded in our assessments as self evident or based on science. But they’re there none-the-less.

Today, the very concept of intelligence being quantifiable remains in question.

In “The Mismeasurement of Man,” evolutionary biologist Stephen Jay Gould challenged many of these ideas – in particular those of Terman. Rather than see intelligence as a genetic trait, Gould envisioned it more abstractly and thus shattered the idea that any mere number could capture human value.

Complex instances of learning cannot be accurately standardized. They have to be measured in context of the students and the learning community where they were acquired.

But this is a relatively new idea. Accepting it requires us to turn the page on a rather dark passage of our national history.

We must move on from the original test makers narrow-minded, racist ideas about intelligence and human worth.

And to do that we must leave standardized testing far, far behind.

We can’t just give a faulty bridge a new coat of paint. We must demolish it and rebuild an entirely new structure to carry us into the future.

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With the Death of Queen Elizabeth II, the US Should End Its Biggest Colonial Enterprise – Charter Schools

September 10, 2022September 11, 2022 stevenmsinger #BlackLivesMatter, Accountability, Betsy DeVos, Bill Gates, bloggers, Budget, capitalism, Charter Schools, Child Predators, Civil Rights, Corporate Education "Reform", Democrat, Education, history, Learning, Local Control, Parents, Politics, Prejudice, privatization, Racism, Republican, School Choice, School Funding, school segregation, Schools, Social Justice, Student Mobility, Students, Taxation, Teachers, Uncategorized charter schools, colonialism, education, exploitation, Politics, public schools, Queen Elizabeth II, United States

In the United States, colonialism isn’t just something we do to other people – we do it to our own citizens.

A prime example of this is the charter school industry.

Now that the UK’s longest-reigning monarch has died, perhaps we can admit that.

To many people, Queen Elizabeth II is more than just a 70-year figure head – she remains a symbol of the British colonial empire — an institution that enriched itself through violence, theft and oppression.

But one needn’t look solely at European nations pillaging Africa and Asia to condemn the practice.

Nor should we limit ourselves to United States’ hegemony in the Caribbean, Pacific and Middle East.

We’ve got colonialism right here – down the street, in our own neighborhoods.

According to the Oxford English Dictionary, colonialism is:

“the policy or practice of acquiring full or partial political control over another country, occupying it with settlers, and exploiting it economically.”

That’s a pretty good description of the relationship between charter schools and the communities where they insert themselves.

Consider what a charter school does.

It is a school funded by taxpayer dollars but free from regulations protecting the people it supposedly serves.

Like a colonial power, a charter school loots and pillages the local tax base but is not required to be governed by the local taxpayers.

This is fundamentally different from authentic public schools which are funded in the same way but subject to the leadership of an elected board of directors made up of members of the community. At charter schools, decisions can be made entirely by an appointed board who are not beholden to the public but to the organizers and investors who created the charter school in the first place.

And often those investors do not come from the community in question. They are outsiders come merely for personal profit.

These invaders are quite literally taking local, community resources and liquidating them for their own use – the maximization of personal profit. The public is removed from the decision-making process about how its own resources are utilized and/or spent.

To be fair, a charter school cannot exist in a community unless its operators can convince enough parents to enroll their children. However, no one needs to invite the charter school into the community in the first place.

Like with any business, these entrepreneurs can decide to set up shop pretty much anywhere, and though local public schools are tasked with approving or disapproving their request to locate within district boundaries, most state charter school laws provide very few resources to authentic public schools to turn charter schools away. Moreover, when charter applications are denied, the community that turned them away are often overruled by unelected privatization-friendly functionaries in state government.

Think about what a transformation has been thus accomplished.

Stakeholders such as students, families, teachers, and communities become merely economic resources ripe for hegemony – not free people with the right to control their own destinies.

After all, just because a small number of parents have decided to enroll their kids at a charter school, that doesn’t mean the community at large – which is far more numerous and will have to fund this endeavor – supports it. Moreover, the money taxpayers are expected to offload on the charter school come from their existent public schools – and the slight reduction in students does not equal a proportionate reduction in cost. Most expenses are fixed regardless of enrollment. You still have to heat and cool the building, staff the classes, etc. So the community has to decide whether to shortchange the majority of children who continue to be enrolled at the authentic public school or (as often is the case) pay more in taxes to make up the difference.

In this context, the colonizers aren’t foreign governments but hedge fund managers and other investors who treat the charter school in the same manner as real estate or stocks, playing a gambler’s game of speculation while local taxpayers are left with the tab and the lion’s share of risk. After all, if the speculators lose, they are out a certain dollar amount. If the charter school fails, the community loses a quality education for its children. Moreover, money that should have been spent according to community needs and priorities—hiring school nurses, keeping music programs, reductions in class size, etc. – is wasted.

Make no mistake – this is theft. It is pillaging and looting a community. The citizens lose their right to self government, how their land is used and how their resources are utilized. They become enslaved to the so-called free market.

Perhaps the most pernicious effect is the change in attitude, as Ohio social studies teacher Dr. Chuck Greanoff writes:

“Our minds are targets of colonization, the goal being the replacement of any sense of a common good and shared responsibly with the neoliberal axiom that economic self-interest is the only right and natural course of action. You are to think like consumers, not citizens. You are to shop for the best schools for your student, not invest your time and effort in improving them for everyone.”

Others have gone even farther finding racism in the daily administration of charter schools, themselves. After all, many charter schools locate themselves around inner city black communities and therefore exploit the children of color they find there.

Bloggers Russ Walsh and Jonathan Pelto noted how similarly both colonialists and charter school operators often treat the people in the communities where they are located.

Colonialism is often white Europeans acting on brown indigenous people. The colonizers are going to “raise those savages up” or in the words of noted imperialist Rudyard Kipling, ease the “white man’s burden.”

Walsh notes that we see the same apparent motivation among charter school operators with regard to the often black and brown children enrolled in their schools. They use militaristic, highly autocratic systems of discipline to keep these children in-line.

He writes:

“The children of the inner city are being treated by their “benefactors” as inferiors. Charter schools are colonial enterprises.”

However, the most damning testimony comes from Julian Vasquez Heilig’s Cloaking Inequality blog. He published a guest piece written by a former New Orleans charter school dean of students decrying just such colonial practices.

He writes about the experience first hand:

“…while working as the Dean of Students for a charter school in New Orleans, it took me some time to realize that I had been enforcing rules and policies that stymied creativity, culture and student voice…

My daily routine consisted of running around chasing young Black ladies to see if their nails were polished, or if they added a different color streak to their hair, or following young men to make sure that their hair wasn’t styled naturally as students were not able to wear their hair in uncombed afro styles. None of which had anything to do with teaching and learning, but administration was keen on making sure that before Black students entered the classroom that they looked “appropriate” for learning. As if students whose hair was natural or those whose parents could not afford a uniform tie could not achieve like others who possessed these items…

…everything at the school was done in a militaristic/prison fashion. Students had to walk in lines everywhere they went, including to class and the cafeteria. The behavioral norms and expectations called for all students to stand in unison with their hands to their sides, facing forward, silent until given further instruction.”

Students should not be treated like prisoners. Children should not be forced to comply with such harsh rules of conduct. And no one should be compelled to give up their cultural heritage for any reason – but especially because those in charge don’t value them as human beings.

It’s way past time we admit it.

This is colonialism.

Charter schools are colonial enterprises.

We can and should criticize the UK for its history of violence and oppression. We can and should include many US international policies in the same condemnation.

But we mustn’t stop there.

Colonialism is on our streets and in our schools.

We have been colonized by the rich and powerful and our children of color have received the worst of it.

We must end the charter school experiment.

We must end the neighborhood colonialism that too few are willing to call by its rightful name.

Great Replacement Theory and School Choice

August 10, 2022 stevenmsinger Accountability, antisemitism, capitalism, Charter Schools, Child Predators, Civil Rights, Corporate Education "Reform", Data, Democrat, Education, Hate Crimes, history, Learning, Local Control, Mass Shooting, Parents, Politics, Prejudice, privatization, Propaganda, Racism, Republican, School Choice, School Funding, school segregation, school vouchers, Schools, segregation, Shooting, Social Justice, Student Mobility, Students, Supreme Court, Teachers, Uncategorized antisemitism, charter schools, Daily Caller, Democrat, education, Fox News, great replacement theory, Politics, public schools, QAnon, Republican, School Choice, school privatization, school segregation, schools, Tucker Carlson, white supremacy

What do QAnon conspiracy theorists and school privatization promoters have in common?

Answer: ideology.

The two groups do everything they can to disassociate with each other in public.

But examine their ideas and you’ll see a lot of family resemblances.

For example, take Great Replacement Theory and School Choice.

Great Replacement Theory is the idea that people of color are replacing white people both numerically and politically. Adherents claim Democrats are overrunning native-born white people with brown skinned immigrants in order to wrest political power. The claims have no basis in fact, but that doesn’t stop the narrative from gaining traction in the darkest corners of the Internet and right wing circles.

It is a favorite of far right pundits, immigration catastrophists and mass shooters. In fact, several white men have used it as justification for mass murder.

In May a white teenager cited it as his motivation for killing 10 black people and wounding several others at a supermarket in Buffalo, New York.

In 2018, another white man claimed he was trying to stop Jewish people facilitating immigration by killing 11 Jewish people at the Tree of Life synagogue in Pittsburgh.

School choice, on the other hand, seems to be something much less extreme.

At least you don’t have to be a card carrying member of the lunatic fringe to espouse its supposed virtues.

It’s the idea that kids should be segregated into different school systems based on parental choice. This means that parallel systems will compete for students in a Darwinian marketplace where some will get better resources than others with profit being the prime motivator for school operators most of whom are private corporations. In practice, this usually means that the worst racial and economic segregation is justified and even preferable so long as consumers think doing so will get them some kind of advantage.

It’s quite a popular idea among certain market first ideologues. This includes both Democrats and Republicans, investment bankers, and even some social justice advocates.

These are not always the same people who publicly champion Great Replacement Theory. However, as Tucker Carlson proves on his Fox News platform, sometimes they are.

Carlson has used his media empire to promote both ideas.

For more than a year he’s been claiming on Fox News that there’s a deliberate effort by the Democrats to undermine Republicans by replacing native-born Americans with immigrants.

In July, he said:

“You can’t just replace the electorate because you didn’t like the last election outcomes. That would be the definition of undermining democracy, changing the voters… The great replacement. It’s not a conspiracy theory. It’s their electoral strategy.”

And when it comes to school choice, he goes even further. Not only has he promoted it on Fox News, he is co-founder and editor-in-chief of The Daily Caller, a media source that constantly promotes school privatization and other corporate education reform strategies – school vouchers, charter schools, etc.

So what do the two concepts have in common?

In short: racism and white supremacy.

Great Replacement Theory is a kind of grievance politics complaining about the steady loss of white privilege.

School choice is an attempt to recapture or maintain white privilege at the educational level and by extension into the adult economic and political world.

Great Replacement Theory has its roots in French nationalism books dating back to the early 1900s, according to the Anti-Defamation League (ADL).

Chief among these is French Author, Jean Raspail, whose 1973 novel, The Camp of the Saints, told a fictional tale of migrants banding together to take over France. However, the concept’s more contemporary use is attributed to Renaud Camus, a French writer who wrote “Le Grand Remplacement” (“The Great Replacement”) in 2011.

White supremacists blame Jewish people for nonwhite immigration to the U.S., and the concept is closely associated with antisemitism, according to the ADL.

Adolphus Belk Jr., professor of political science and African American studies at Winthrop University, said white nationalist movements arise when people of color are seen as a threat politically and economically.

Belk said white nationalists are worried that, “whites will no longer be a majority of the general population, but a plurality, and see that as a threat to their own well-being and the well-being of the nation.”

What makes individual extremists and white nationalist groups so dangerous, according to Belk, are the lengths they are willing to go to in order protect their position in society:

“They are willing to use any means that are available to preserve and defend their position in society … it’s almost like a sort of holy war, a conflict, where they see themselves as taking the action directly to the offending culture and people by eliminating them.”

By contrast, school choice is a quieter ideology, but based on similar foundations.

School choice originated in America’s racially segregated past. Around the time when the Supreme Court’s Brown v. Board ruling outlawed direct segregation in public schools, white lawmakers created programs for redirecting public money to private institutions so that white families didn’t have to send their children to schools with their Black peers.

And we see the same in charter schools and private schools accepting taxpayer funded vouchers today. The prime motivation behind sending children to these schools is often “white flight”. White parents use these options to flee schools with higher percentages of non-white students. And choice options tend to lure the more motivated and compliant students away from public schools.

This isn’t to say that the authentic public school system is unequivocally integrated, either. While there has been tremendous progress in many districts, unscrupulous school boards, administrators and lawmakers have drawn district lines in such a way as to limit integration even in a substantial number of public schools. However, the degree of segregation at privatized schools dwarfs anything you’ll see in public education.

School choice programs create the ideal situation for Black-white segregation. An analysis of high schools in more than 100 of the largest U.S. public school districts found a positive correlation between districts that offer school choice programs and the degree to which their high schools were racially imbalanced for Black and white students.

A national study of the trends in the racial makeup of nearly every school district in the U.S. found that charter expansions made segregation worse within school districts. An analysis of national enrollment data of charter schools, conducted by the Associated Press in the 2014-2015 school year, found more than 1,000 of the nation’s 6,747 charter schools had minority enrollments of at least 99%, and the number has been rising ever since.

We see the same effect with school vouchers. A 2018 study of Washington, D.C.’s voucher program found that 70% of voucher students were enrolled in heavily segregated schools with 90% or more minority students, and 58% were enrolled in all-minority schools.

So both concepts – Great Replacement Theory and school choice – center around increasing white supremacy.

Both seek to shore up white political and economic power regardless of white people’s numeric majority. In fact, as white people become less of the majority – not through any importing of people of color from other nations but as a natural consequence of birth rates – they seek to disempower people of color.

In education, this means keeping Black and white students separate and unequal. It’s a way to divert more resources to the white students and ensure the Black students do not receive the same opportunities.

Sadly, these ideas are not really new in this country. Both share the spirit of George Wallace who in 1963 proudly proclaimed:

“Segregation now, segregation tomorrow and segregation forever!”

As Malcolm X observed:

“America preaches integration and practices segregation.”

The question remains whether voters will support such artifacts of the past or turn to a future where our ideals of equality and fairness triumph over our reality of inequality and injustice.

QAnon and school privatization may share a family resemblance, but it is up to us whether we reject that family or not.

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gadflyonthewallblog

"To sting people and whip them into a fury, all in the service of truth."

Racism

No, Public School Teachers are Not Turning Their Students into Communists

Artificially Intelligent Chatbots Will Not Replace Teachers

School Vouchers Don’t Increase Academics; They Increase Bigotry

Using taxpayer money to send your child to a private or parochial school has got nothing to do with getting a quality education.

Vouchers have nothing to do with helping kids escape struggling public schools.

Vouchers have nothing to do with more efficient schools.

Lastly, vouchers have nothing to do with freedom or choice.

NOTE: In this article, I am indebted to the work of Josh Cowen, a professor at Michigan State University who has been studying school vouchers for more than two decades.

-Safe Learning Environment

Individual Attention and Small Class Size

-100% Certified and Qualified Teachers

Award Winning Arts Programs

-Leaders in Technology Integration

-Uniforms

-Tuition Free

Propel Schools – Insiders’ Accounts:

HONORABLE MENTION

11) WPIAL is Wrong! Racist Taunts at a Football Game are NOT a Matter of Both Sides

10) Federal or State Legislature May Raise Teacher Salaries so Schools Have Enough Staff to Reopen

9) Why Even the Best Charter Schools are Fundamentally Inequitable

8) Every Teacher Knows

7) With the Death of Queen Elizabeth II, the US Should End Its Biggest Colonial Enterprise – Charter Schools

6) Holtzman Resigns as MASD Superintendent After Questions Over Contract Shenanigans

5) Silencing School Whistleblowers Through Social Media

4) If Standardized Tests Were Going to Succeed, They Would Have Done So By Now

3) Top 5 Charter School Myths Debunked

2) The MAP Test – Selling Schools Unnecessary Junk at Student Expense

1) Posting Learning Objectives in the Classroom is Still a Dumb Idea

Gadfly’s Other Year End Round Ups

2021:

2020:

2019:

2018:

2017:

2016

2015

2014

Using taxpayer money to send your child to a private or parochial school has got nothing to do with getting a quality education.

Vouchers have nothing to do with helping kids escape struggling public schools.

Vouchers have nothing to do with more efficient schools.

Lastly, vouchers have nothing to do with freedom or choice.

NOTE: In this article, I am indebted to the work of Josh Cowen, a professor at Michigan State University who has been studying school vouchers for more than two decades.

1) Teaching boys to hate themselves

2) Teaching kids to be gay

3) Teaching kids to be trans

4) Teaching kids to hate white people

5) Teaching kids to be sexually active

A BRIEF HISTORY LESSON

HAS IT CHANGED?

Further Reading: