Muzzling America’s Teachers with a Ban on Critical Race Theory is What Orwell Warned Us About

I first read George Orwell’s dystopian novel “1984” while in high school almost a decade past its titular date.

At that time, it didn’t seem to be a prediction. It seemed to be a description of life in the Soviet Union.

I never would have guessed that it could be a warning of what the public school system could become in this country if Republican lawmakers have their way.

Far right legislators have proposed bans on so-called Critical Race Theory in at least 20 states that would muzzle classroom teachers from discussing racism and other “controversial” and “divisive” topics or risk being disciplined, fired or facing other legal consequences if they don’t obey.

It is an attempt to legislate history.

These lawmakers are working to control information and let politics – not facts – be the guiding principle of what gets accepted in our chronicle of the past.

Those of us who’ve read “1984” have seen this before.

The text is set in Oceania, a state where the government controls the media, education and even people’s thoughts.

The main character, Winston Smith, works at the Ministry of Truth where he rewrites history to match the party line – whatever it is this week.

For example, at a “Hate Week” demonstration near the beginning of the story, people are gathered to cheer their country’s alliance with Eastasia. However, when the speaker abruptly declares that Eastasia is the enemy, people quickly crumple up their banners and acknowledge that Eastasia was always the enemy and they must have been mistaken to think otherwise.

The prospective ban on Critical Race Theory is strikingly similar.

Politicos are trying to erase the United States’ troubled history of systemic racism, gas light any discussion of its current existence and otherwise stifle and control any topic that goes against their party line.

It’s a policy enshrined in page after page of the most famous description of totalitarianism in modern literature.

Let’s take a closer look at some key passages.

TRUTH

‘”There was truth and there was untruth, and if you clung to the truth even against the whole world, you were not mad.”‘

Central to the book is a belief in objective truth.

No matter what we think or say, there are facts out there in the world.

For example, throughout the 17th and 18th centuries, millions of people were kidnapped from Africa, forced into slavery in the American colonies and exploited in the production of tobacco and cotton. Any denial of that fact, any minimization of the degree of dehumanization in it, is a rejection of reality.

Sanity is our adherence to that reality. Psychological well being is the attempt to bring our thoughts and ideas about what was and what is in line with these facts.

Moreover, doing so is the definition of freedom, itself.

“Freedom is the freedom to say that two plus two make four. If that is granted, all else follows.”

If we take away an individual’s right to try and square the reality of the world with their internal ideas about it, we take away all of their freedoms.

One must come to an understanding of the world. It cannot be handed down. It must be the result of observation and understanding.

In short, it is a product of education. We’re taught the facts, but it is up to us to make sense of them.

If the facts are obscured from us or if they are misrepresented, our freedom is impinged.

REWRITING HISTORY

“Every record has been destroyed or falsified, every book rewritten, every picture has been repainted, every statue and street building has been renamed, every date has been altered. And the process is continuing day by day and minute by minute. History has stopped. Nothing exists except an endless present…”

In direct opposition to the idea of objective truth is the mutability of history.

To some extent it is completely natural. Over time we come to new understandings. We discover things that had been accepted as facts were misunderstood.

For example, it was long accepted as true that Christopher Columbus discovered America. Now we realize that not only wasn’t he the first European to come to these shores, the idea that he “discovered” anything is incoherent. You can’t “discover” lands where people are already living. More over, given the details of pillage, rape and violence in his own journals, Columbus’ accomplishment should be viewed in far less positive terms than it has been up to this point.

Ideas change and we must keep up with that changing understanding.

However, the danger is when that change is NOT the result of new information or recontextualizing what we already knew. It’s when we allow history to be dictated by politics.

“And if all others accepted the lie which the Party imposed – if all records told the same tale – then the lie passed into history and became truth. ‘Who controls the past’ ran the Party slogan, ‘controls the future: who controls the present controls the past.'”

This idea is essential to the work Winston does at the Ministry of Truth. By rewriting the events of the past and controlling the narrative of history, the Party maintains its authority.

This is the goal of the proposed bans on Critical Race Theory. One political party is attempting to stop the freedom of history based on facts and replace it with history based on whatever is in the best interests of that party maintaining power.

Whitewashing the history of slavery as less exploitative and more mutually beneficial to both the white owners and black enslaved peoples helps to reduce the impetus to contemporary reform in the systems of racism maintained in this country since our failed Reconstruction. Likewise, representing Columbus as a hero and adventurer instead of a murderer and tyrant helps justify similar actions today.

Or as Orwell puts it:

‘”The masses never revolt of their own accord, and they never revolt merely because they are oppressed. Indeed, so long as they are not permitted to have standards of comparison, they never even become aware they are oppressed.”‘

EDUCATION

Much of the book is focused on how fascist regimes control thought. And primarily this is done through education and the media.

“Power is in tearing human minds to pieces and putting them together again in new shapes of your own choosing.”

That’s a kind of education. Replacing what is known with whatever the Party wants to be known.

“Don’t you see that the whole aim of Newspeak is to narrow the range of thought? In the end we shall make thoughtcrime literally impossible, because there will be no words in which to express it.”

If you don’t have the words to express an idea, it’s incredibly difficult to have that idea. We do, after all, think in language.

For example, the definition of “Racism” has shifted over time to mean more than just prejudice or discrimination against a person or people based on their race or ethnicity.

It is now more commonly understood as prejudice plus power – racial prejudice, AND social power to codify and enforce this prejudice into an entire society.

This is what is meant by Systemic Racism, a concept at the core of this fight. Much of the battle against Critical Race Theory is really an attempt to stop this concept of racism from becoming widespread and codified through our school system.

It is an attempt to keep the original definition of racism, to stop people from seeing systemic racism by refusing to accept its reality through control over speech.

Yet the movement, itself, is based on redefinitions and insinuations.

Critical Race Theory is not a concept taught at public schools. It’s a decades old legal framework. It’s about how laws function to create and maintain social, economic, and political inequalities.

It’s as much a part of K-12 public schools curriculum as torts, contract law or civil forfeiture. Which is to say, not at all.

However, the GOP is using it because they think it sounds scary. It’s a self-created boogeyman to incite the Republican base against a nebulous and ever changing idea of what they take to be liberal indoctrination.

As Orwell wrote:

‘”It’s a beautiful thing, the destruction of words.”‘

And that’s what we have here. The destruction of words, the destruction of Critical Race Theory from its actual meaning into a trigger point.

It is about insinuation instead of talking about Republican grievances of what this so-called liberal indoctrination is head on. Because if they were to discuss the issue openly, it could never be proven. However, to imply, to hint, to whisper avoids the ability to disprove.

It is Newspeak, the fictional language of Oceania where simplified grammar and restricted vocabulary limit the individual’s ability to think and even articulate certain facts or concepts.

PURPOSE OF EDUCATION

But what is the difference between what Republicans are doing with these bans and the naturally evolving course of history? If education is the process of forming an individual’s ideas and thoughts, how is any of it ever free?

Consider this. Orwell describes the goal of education in Oceania:

‘”Doublethink means the power of holding two contradictory beliefs in one’s mind simultaneously, and accepting both of them.”‘

That is not the goal of our current education system.

We do not want students to be handed down information and simply accept it even if it doesn’t make sense.

Teachers strive to get their students to interact with information, to look at it critically.

And that is the important point – CRITICALLY.

At some point even in Oceania, everyone comes across different ideas, concepts that you may not have considered before or may have actively rejected.

What do you do when this happens?

Winston is expected to believe what the Party tells him to believe. And even in the USA we often act as if being confronted with this reality is the worst case scenario for students. It is the end of the world if they are confronted with a different point of view.

Nothing could be further from the truth.

It is essential that they be confronted with opposing views so that they can think critically.

That is the purpose of education.

Not to tell students what to think, but to give them the tools to think.

It is up to each and every student to come to their own conclusions.

Educators should give them the facts and even expose them to varying concepts about the facts.

But it is up to the individual student what to do with them.

This makes some parents and politicians uneasy because it treats students as human beings with freedom of choice.

Such freedom is not allowed in Oceania, and if Republicans have their way, it will not be allowed here, either.

We must preserve academic freedom for both students and their teachers.

It is absolutely essential.

Otherwise Orwell’s book will be less a warning than a guide.



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Public Schools Are Not Indoctrinating Kids About Racism. Voucher Schools ARE

Republican frenzy has reached a fever pitch with attacks in at least 16 states on schools that allegedly teach Critical Race Theory.

Right-wingers claim public schools are indoctrinating America’s youth in lies and deception about race and racism – namely the “lie” that these things remain problems.

They grudgingly concede that racism was a (slight) problem in this country before the civil rights movement, but then Rosa sat down and Martin stood up and – POOF – racism was over.

End of story. Let’s move on.

However, there are several things wrong with this besides its basic reductivism.

First, no public school actually teaches Critical Race Theory.

Second, racism is not over in the US, and talking about the facts of history and how they led to our current situation is not indoctrination. It’s education – the job of public schools.

And finally, if you really want to see taxpayer funded indoctrination, look at private and parochial schools accepting taxpayer funding through voucher and tax credit programs.

Let’s start with Critical Race Theory.

It is entirely absent from public school curriculum.

Laughably so.

Critical Race Theory is a legal framework that’s been taught for decades in law schools around the country. And just like torts, contract law, civil forfeiture and a host of other valid topics in law school, the K-12 public schools really don’t cover them much.

But right wing lawmakers and the billionaire funded think tanks that provide their propaganda ideas want to turn Critical Race Theory into a scare tactic to close down discussions of race and racism in America’s classrooms.

Which brings us to the second point – racism is not over in America.

Facts are facts.

In a country where the average Black worker earns just 62% of what the average white worker makes, and where black people are 3.23 times more likely than white people to be killed by police – racism is not over.

One out of every three Black boys born today can expect to be sentenced to prison, compared to 1 out 6 for Latino boys, and one out of 17 for White boys.

Black people are convicted at higher rates and given longer sentences than white people for the same crimes – 5% of illicit drug users are African American, yet Black people represent 29% of those arrested and 33% of those incarcerated for drug offenses. Moreover, African Americans and White people use drugs at similar rates, but the imprisonment rate of African Americans for drug charges is almost 6 times that of White people.

And on and on.

One has to live in a factually neutral bubble to insist that racism no longer exists in this country, but that’s exactly where these right wing lawmakers are coming from.

The GOP is terrified they might actually have to protect voting rights or provide equitable school funding for black kids up to par with white kids, so they have to keep creating scary monsters to frighten the populace into believing their bogus world view.

After all, their base is almost exclusively White. If they can’t find something to rile up these people and make them feel unduly put upon, they won’t come to the polls. And nothing gets people more eager to vote than fear and anger.

Except maybe ignorance.

Which brings us to the third point – indoctrination doesn’t happen at public schools; it happens at taxpayer funded voucher schools.

The last decade has seen a steady, incremental increase in taxpayer funding in most states for private and parochial schools as public school budgets have been robbed and raided to pay for it.

In some states, this comes from outright school voucher programs. In others like Pennsylvania, this comes from tax credit programs like the Educational Improvement Tax Credit (EITC) and Opportunity Scholarship Tax Credit (OSTC) programs.

In essence, they all do the same thing. They take taxpayer money that was (or would have been) put aside for public education and funnel it to parochial or private schools.

The schools that accept this money have little to no oversight in how they spend it nor do they have to follow any of the rules that public schools do.

And many of these schools actually do indoctrinate their students into untruths about science, history and politics. On our dime.

How do we know that? We know which books they use in their curriculum. And many of them are filled with factually incorrect bigotry and bias.

For example, here’s a few justifications of slavery from America: Land I Love, an A Beka Book:

“The slave who knew Christ had more freedom than a free person who did not know the Savior…”

“…Although the slaves faced great difficulties, many found faith in Christ and learned to look to God for strength. By 1860, most slaveholders provided Christian instruction on their plantations.”

“To help them endure the difficulties of slavery, God gave Christian slaves the ability to combine the African heritage of song with the dignity of Christian praise. Through the Negro spiritual, the slaves developed the patience to wait on the Lord and discovered that the truest freedom is from the bondage of sin…”

And here’s a defense of the kindness of most slave owners from United States History for Christian Schools published by Bob Jones University Press (BJU):

“A few slave holders were undeniably cruel. Examples of slaves beaten to death were not common, neither were they unknown. The majority of slave holders treated their slaves well.”

And here’s another excerpt from the same book teaching that black people were just as responsible for slavery as white people and that white people suffered from slavery just as much:

The story of slavery in America is an excellent example of the far-reaching consequences of sin. The sin in this case was greed – greed on the part of the African tribal leaders, on the part of the slave traders, and on the part of slave owners, all of whom allowed their love for profit to outweigh their love for their fellow man. The consequences of such greed and racism extended across society and far into the future. It resulted in untold suffering – most obviously for the black race but for the white race as well.(emphasis mine)

Here’s another excerpt from the same book about the benefits of the KKK:

“[The Ku Klux] Klan in some areas of the country tried to be a means of reform, fighting the decline in morality and using the symbol of the cross. Klan targets were bootleggers, wife-beaters, and immoral movies. In some communities it achieved a certain respectability as it worked with politicians.”

Meanwhile, the Teacher’s Resource Guide to Current Events for Christian Schools published by BJU wrote this about how liberal Democrats and desegregation were bad:

“While the end was a noble one – ending discrimination in schools – the means were troublesome. Liberals were not willing to wait for a political solution.”

As bad as these excerpt are, they focus only on racism.

The books are riddled with counter factual claims and political bias in every subject imaginable such as abortion, gay rights and the Endangered Species Act, which one labels a “radical social agenda.” They disparage religions other than Protestant Christianity and cultures other than those descended from White Europeans.

They teach that humans and dinosaurs lived at the same time, some dinosaurs survive into the present day (i.e. the Loch Ness monster), evolution is a myth disproved by REAL science as is the claim that homosexuality is anything but a choice.

Teaching these things in school is not just educational malpractice, it’s exactly the kind of indoctrination the right is claiming without evidence happens at public schools.

And this kind of brain washing is common at voucher schools.

Along with publisher Accelerated Christian Education, A Beka and BJP are being used in countless taxpayer-funded schools. Nearly 6 million students attend private schools in the United States and about three-quarters of those are Christian schools. And that doesn’t even count the roughly 1.7 million American children who are homeschooled many of whom use these texts.

These books are used almost exclusively at religious schools or through homeschooling. However, that’s the majority of the school voucher program – even the tax credit scholarship programs.

Nearly 80 percent of scholarship students attend religious schools, and most of those institutions are Christian, according to an investigation by the Orlando Sentinel. The books mentioned above all come from a Protestant point of view. However, roughly 16 percent of scholarship schools are Catholic and use their own curriculum as do other schools including Islamic or Jewish institutions (which combined make up about 5 percent of the schools).

It is clear then that this controversy is worse than a tempest in a teacup.

It’s misdirected anger.

Political indoctrination IS going on in the United States, but it is not happening at our public schools.

It is happening at our private and parochial schools through school voucher programs.

If we ban anything, it shouldn’t be Critical Race Theory – It should be school vouchers.

For more on this subject, see the short documentary film, “School Choice: Taxpayer-Funded Creationism, Bigotry and Bias” by Rachel Tabachnick.


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

Diversity is the Most Important Reason to Save Public Schools

Public schools are under attack.


So what else is new?


It’s been so since the first moment the institution was suggested in this country  by revolutionaries like Thomas Jefferson:

“Education is here placed among the articles of public care… a public institution can alone supply those sciences…”


And John Adams:


“The whole people must take upon themselves the education of the whole people and be willing to bear the expenses of it.


But as the founders saw public education as primarily a means of securing democracy by creating informed citizens able to intelligently vote, that is only one of its many benefits today.


Compared to its main alternatives – charter, voucher, and private schools – public schools are more fiscally responsible, democratically controlled and community oriented.


However, these are not the most important reasons to cherish our system of public schools.


For all the system’s benefits, there is one advantage that outshines all the others – one gleaming facet that makes public schools not just preferable but necessary.


That is diversity. 


Public schools ARE the American Dream


They are the melting pot made real. 

Where else can you go and see so many different races, cultures, ethnicities, religions, abilities and genders learning together side-by-side from adolescence to adulthood?


Nowhere. 


I don’t think you can understate how important that is.


When you grow up with someone, you can’t really remain strangers. Not entirely.


When you sit beside different kinds of people in every class, you learn that you and people like you aren’t the center of the universe. You learn that there are many other ways to be human.


And make no mistake. I’m not talking about mere tolerance. I mean seeing the beauty in difference.


I’m talking about seeing the grace and originality in black names and hairstyles, the fluidity of Arabic writing, the serenity of Asian philosophy…


When you make friends that are diverse, have different beliefs, styles, cultures, you open your mind to different ideas and concepts.


If children are our future, we become that future in school. If we’re educated together in a multifaceted society, we are more at home with our country’s true face, the diversity that truly is America. By contrast, if we become adults in secluded segregation, we find difference to be alien and frightening. We hide behind privilege and uphold our ways as the only ways worth considering.


In fact, privilege is born of segregation. It is nurtured and thrives there.


If we want to truly understand our fellow citizens and see them as neighbors and equals, it is best to come to terms with difference from an early age in school.


Integration breeds multiculturalism, understanding and love. 


I’m not saying this happens in every circumstance. All flowers don’t bloom in fertile soil and not all die in a desert. But the best chance we can give our kids is by providing them with the best possible environment to become egalitarian.


That’s public schools.


Of course, diversity was not there from the beginning. 


Through much of our history, we had schools for boys and schools for girls that taught very different things. We had schools for white children and schools (if at all) for black children – each with very different sets of resources.


But as time has gone on, the ideal embodied by the concept of public schooling has come closer to realization. Brown v. Board took away the legality of blatant segregation and brought us together as children in ways that few could have dreamed of previously.


Unfortunately, a lot as happened since then. That ruling has been chipped at and weakened in subsequent decades and today’s schools still suffer from de facto segregation. In many places our children are kept separate by laws that eschew that name but cherish its intent. Instead of outright racial or economic discrimination, our kids are kept apart by municipal borders, by who goes to which school buildings and even by which classes students are sorted into in the same building.


But it’s really just segregation all over again. The poor black kids are enrolled here and the rich white kids there.


The surprising fact is how much we’ve managed to preserve against this regression. Even with its faults, the degree of diversity in public schools far outshines what you’ll find at any other institution.


That’s no accident. It’s by design. 



Each type of education has a different goal, different priorities that guide the kind of experiences it provides for students.


Privatized schools are by definition discriminatory. They only want those students of a certain type – whatever that is – which they specialize in serving. This is true even if their selection criteria is merely who can pay the entrance fee.


After all, the root word of privatization is “private.” It means “only for some.” Exclusion is baked in from the start.


By contrast, public schools have to take whoever lives in their coverage area. Sure you can write laws to exclude one group or another based on redlining or other discriminatory housing schemes, but you can’t discriminate outright. Yes, you can use standardized testing to keep children of color out of the classes with the best resources, but you need a gatekeeper to be intolerant in your place. You can’t just be openly prejudiced.


That’s because you’re starting from a place of integration. The system of public education is essentially inclusive. It takes work to pervert it.


And I think that’s worth preserving.


It gives us a place from which to start, to strengthen and expand.


There are so many aspects of public schools to cherish. 


But for me it is increased diversity, understanding and integration that is the most important.


What kind of a future would we have as a country if all children were educated in such an environment!?



Like this post?  You might want to consider becoming a Patreon subscriber. This helps me continue to keep the blog going and get on with this difficult and challenging work.

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

How to Vote on Ballot Measures in Pennsylvania’s 2021 Primary Election

Can you feel it?

The primary election is just a few weeks away.

Voters will decide all kinds of things like who will represent their respective parties for school board, judges, magistrates, county council, etc.

However, that’s not all.

There also will be four statewide ballot initiatives. All Allegheny County residents will get a fifth. And Pittsburgh residents will get a sixth.

If you’re like me, you don’t want these questions to come as a surprise on May 18 or before (if you’re casting a mail in ballot).

These queries can change the state for better or worse in dramatic ways, yet for some reason, they don’t write these things in the way everyday people talk.

This is lawyer speak. You have to wear a long black robe and put on a white haired wig (called a peruke) just to understand these things.

But don’t get your gavel in a tizzy.

As a public service, I’m going to translate each question and make a suggestion on how you should vote.

QUESTION 1:

“Shall the Pennsylvania Constitution be amended to change existing law and increase the power of the General Assembly to unilaterally terminate or extend a disaster emergency declaration—and the powers of Commonwealth agencies to address the disaster regardless of its severity pursuant to that declaration—through passing a concurrent resolution by simple majority, thereby removing the existing check and balance of presenting a resolution to the Governor for approval or disapproval?”

Translation: Allow the legislature to second guess the governor and terminate an emergency disaster declaration without just cause

Suggestion: VOTE NO

This is yet another example of the endless far right hissy fit from science denying lawmakers still mad that Gov. Tom Wolf had the gall to close down the state because of the global Covid-19 pandemic. If passed, this would erode the powers of the governor and give them to our gerrymandered Harrisburg legislature.

We have three branches of government for a reason – checks and balances. Robbing the executive to boost a dysfunctional legislature would make the declaration of emergencies and natural disasters a matter or politics not facts.

Emergencies could be terminated at a moment’s notice without cause sending our first responders into chaos. Emergency managers could lose precious time and resources, communities could lose relief and recovery funding from the state and federal governments, all while our chuckleheaded legislature debates reality.

The Covid-19 pandemic may not be over yet. We’re working overtime to distribute vaccines and combat threats from emerging variants. The last thing we need is a political show prematurely eliminating masking, social distancing and other safety precautions so performative ideologues can win points on Fox News.

QUESTION 2:

“Shall the Pennsylvania Constitution be amended to change existing law so that: a disaster emergency declaration will expire automatically after 21 days, regardless of the severity of the emergency, unless the General Assembly takes action to extend the disaster emergency; the Governor may not declare a new disaster emergency to respond to the dangers facing the Commonwealth unless the General Assembly passes a concurrent resolution; the General Assembly enacts new laws for disaster management?”

Translation: Limit an emergency disaster declaration to 21 days regardless of the severity of the emergency

Suggestion: VOTE NO

Disasters do not come with time limits. But randomly limiting them all to 21 days again takes power away from the Governor and gives it to the legislature. The only way to extend emergency declarations would be passage of a resolution by the state House and Senate.

Do we really want our emergency responses tied to the endless back and forth of legislators who rarely even pass their annual budgets on time? This is unnecessary bureaucracy so politicians can grandstand while emergency personnel wait for the go ahead to save lives.


QUESTION 3:

“Shall the Pennsylvania Constitution be amended by adding a new section providing that equality of rights under the law shall not be denied or abridged because of an individual’s race or ethnicity?”

Translation: Make it illegal to deny or cut short anyone’s rights because of race or ethnicity

Suggestion: VOTE YES

This should be a no brainer. No one should be able to deny a person’s civil rights because of race or ethnicity. Or any other reason!

However, we just lived through four years of a reality TV show President who packed the federal courts with dozens of questionable and unqualified judges who made their careers discriminating against people of color, people of different creeds, religions, etc.

So it makes sense to enshrine equal protection for all at the state level and protect Commonwealth residents from federally sanctioned prejudice especially focused around workers’ rights, criminal justice reform, housing and healthcare.


Moreover, as a part of the state Constitution, this amendment would stop even our own state legislature from passing any laws inconsistent with it.

QUESTION 4:

“Do you favor expanding the use of the indebtedness authorized under the referendum for loans to volunteer fire companies, volunteer ambulance services and volunteer rescue squads under 35 PA.C.S. §7378.1 (related to referendum for additional indebtedness) to include loans to municipal fire departments or companies that provide services through paid personnel and emergency medical services companies for the purpose of establishing and modernizing facilities to house apparatus equipment, ambulances and rescue vehicles, and for purchasing apparatus equipment, ambulances and rescue vehicles, protective and communications equipment and any other accessory equipment necessary for the proper performance of the duties of the fire companies and emergency medical services companies?”


Translation: Allow municipal fire departments and EMS companies to apply for state loans to modernize critical safety equipment

Suggestion: VOTE YES

Both municipal fire departments and EMS companies with paid employees and volunteer departments and companies would be able to apply for state loans.

This vital funding could be used to modernize or purchase necessary safety equipment for first responders. It would keep fire fighters up to date and able to serve residents – especially those in rural areas. It would make sure every fire department could have up to date equipment.

Question 5 (Allegheny County Only):

“Shall the Allegheny County Code, Chapter 205. Allegheny County Jail, be amended and supplemented to include a new Article III, as set forth below, which shall set forth standards governing conditions of confinement in the Allegheny County Jail?”

Translation: Should we prohibit solitary confinement at Allegheny County Jail except in extreme emergencies?

Suggestion: VOTE YES!

Solitary confinement is cruel and unusual punishment. A lawsuit filed in September by ACJ inmates alleges that solitary confinement was being used as a punishment against inmates seeking mental health care. Recent research from Cornell University demonstrates that even a short amount of time in solitary confinement can increase recidivism rates, as well as unemployment rates.

Question 6 (Pittsburgh residents only):

“Shall the Pittsburgh Home Rule Charter be amended and supplemented by adding a new Article 10: Powers of the Pittsburgh Police, containing Section 1001, which shall bar employees of the Pittsburgh Bureau of Police from executing warrants at any residence without knocking and announcing themselves?”

Translation: Should we eliminate no-knock warrants?

Suggestion: VOTE YES!

This would require all Pittsburgh Police to physically knock and announce themselves before gaining entry to execute a warrant.

No knock warrants are dangerous and often a component of racial discrimination in law enforcement.

Briana Taylor’s death in Louisville, KY, during the execution of a “no knock” warrant clearly shows how this practice recklessly endangers human life. Many municipalities now have banned no-knock warrants including Louisville, KY. Pittsburgh City Council also introduced legislation to ban the use of no-knock warrants by Pittsburgh Police officers.

So those are my suggestions for this race’s ballot initiatives.

NO. NO. YES. YES. YES.

And if you happen to be a Democrat living in Allegheny County’s District 9, please vote for me for County Council.

Together we can build a better world.


Like this post?  You might want to consider becoming a Patreon subscriber. This helps me continue to keep the blog going and get on with this difficult and challenging work.

Plus you get subscriber only extras!

Just CLICK HERE.

Patreon+Circle

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

The Year Without Standardized Testing

Last year was the first in nearly two decades that the US did not give standardized tests to virtually every student in public school.

Think about that.

Since 2001 almost every child took the tests unless their parents explicitly demanded they be opted out.

For 19 years almost every child in grades 3-8 and once in high school took standardized assessments.

And then came 2019-20 and – nothing.

No multiple guess fill-in the bubble questions.

No sorting students into classes based on the results.

No evaluating teachers and schools based on the poverty, race and ethnicities of the children they serve.

And all it took to make us stop was a global pandemic.

What are the results of that discontinuity?

We may never really know.

There are so many variables at play.

The Covid-19 pandemic closed school rooms across the nation for various lengths of time. Some are still closed. Some are beginning to close again.

Many classes were conducted remotely through conferencing software like Zoom and file sharing programs like Google Classroom. Others were conducted through a hybrid model combining in-person instruction and cyber instruction. While still others met in-person with numerous mitigation efforts like masks, social distancing and air purifiers.

Many students were absent, struggled to learn and experienced countless traumas due to the isolation, sickness and deaths.

About 561,000 people are dead in the United States because of Covid-19.

That’s more than Americans who died in the attack on Pear Harbor (2,403), the 9/11 terrorists attacks (3,000), WWI (116,000) or WWII (405,000).

Only the Civil War (600,000 – 850,000) has a larger death toll. For now.

As of April 1, nearly 3.47 million children have tested positive for COVID-19, most with mild symptoms, according to the American Academy of Pediatrics. A few hundred have died, mostly children of color. Many more kids probably contracted the virus but were asymptomatic spreaders of the disease to adults.

As a result, between 37,000 and 43,000 children in the United States have lost at least one parent to COVID-19, according to USC research.

How do you sort through all these tragedies and traumas and say THIS was caused by a lack of standardized testing?

You probably can’t.

But you can ask questions.

For example, how many teachers really missed the data the standardized tests would have shown?

How many students and parents agonized over what last year’s test scores would have been?

How many government agencies really wanted to provide resources to schools but couldn’t figure out where they should go because they didn’t have test scores to guide them?

I’m not sure exactly how we could find answers.

We could survey teachers and staff about it.

We could survey parents and students.

We could even subpoena Congresspeople and ask them under oath if a lack of test scores determined their legislative priorities.

But we’re not really doing any of that.

It’s a prime opportunity to find out something valuable about standardized tests – mainly if people really think they’re valuable.

But we’re not going to stop and do it.

Instead we’re rushing back onto the testing treadmill this year while the Coronavirus pandemic still rages.

Is that logical behavior?

Not really.

We already have almost 20 years of data showing that annual testing did not improve student learning nationally. US kids were no better off from 2001-2019 having yearly tests than students in Scandinavia who were tested much less frequently. In fact, the countries with the highest academic achievement give far fewer assessments.

The effectiveness and fairness of standardized testing have come into question since before George W. Bush’s No Child Left Behind legislation enshrined them into law.

They were designed by eugenicists to justify racism and prejudice. Their partiality for wealthier whiter students and discrimination against poorer browner students has been demonstrated time and again.

But in 2001 we created an industry. Huge corporations write the tests, grade the tests and provide the remediation for the tests. Billions of dollars in taxes are funneled into this captive market which creates monetary incentives for our lawmakers to keep the system going.

Yes, some civil rights organizations have waffled back and forth over this as big donors who value the tests make or withhold contributions. Meanwhile, many other more grassroots civil rights organizations such as Journey for Justice Alliance (JJA), a group made up of 38 organizations of Black and Brown parents and students in 23 states, have continuously called for the abolition of high stakes testing.

It should be no surprise then that President Joe Biden – though as a candidate he promised to stop standardized testing if he were elected – did an immediate about face this year and insisted we reinstate the assessments.

A scientific mind would be empirical about this. It would examine the results as much as possible and determine whether moving forward made any sense.

This is especially true as the pandemic health crisis continues to make the act of giving the tests difficult at best and dangerous at worst.


There is no way a logical mind can look at the situation and not come to the conclusion that the status quo on testing is a triumph of capitalism over science and reason.

In a month or so, the year without testing will be just that – a single year.

To paraphrase Winston Churchill:

We shall go on to the end. We shall test during Covid, we shall test in the classes and on-line, we shall test with growing confidence and growing strength wearing masks, we shall defend our industry, whatever the cost may be. We shall test in the homes, we shall fill in bubbles on sanitized desks, we shall test in the fields and in the streets, we shall test in the hospitals; we shall never surrender!



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Lawmakers Backing Standardized Tests Should Practice What They Preach

When it comes to the whip, one side is definitely better than the other.

Everyone wants to hold it by the stock. No one wants to get hit by the lash. 

That’s why politicians as diverse as Donald Trump and Joe Biden have struggled so desperately to defend standardized testing.

They want to keep control of the torture device they’ve inherited from their predecessors without feeling its sting, themselves.

Take the current Covid crisis in our public schools.


 
Educators are scrambling to teach safely and most lawmakers stand aside unsure how to help.

We can’t figure out which students to assist, they say, without first giving them all a batch of standardized tests.


 


It’s absurd, like paramedics arriving at a car crash, finding one person in a pool of blood and another completely unscathed – but before they know which person needs first aid, they have to take everyone’s blood pressure. 


 
I mean come on! We’re living through a global pandemic.  


 
Nearly every single class has been majorly disrupted by it. 


 
So just about every single student needs helpBUT SOMEHOW WE NEED DATA TO NARROW THAT DOWN!?  


 

Our duly-elected decision-makers seem to be saying they can only make decisions based on a bunch of numbers


 


The fact that they have so little imagination that they can’t visualize the problem without a bar graph is truly disturbing. 


 
But this isn’t rocket science. They don’t HAVE TO be creative thinkers.  


 


Just use class attendance to see which students have received consistent instruction and which have been absent all year.


 
Look at classroom grades, which outline students’ academic performance from day to day.  


 
Those are numbers. And they clearly show which kids have been impacted the most by Covid-19. 


 
But for some reason actually using the data we already have is just crazy talk! 


 


Scores on a standardized test are the ONLY data that counts


 
Okay.

Then I have a suggestion for these legislators. 


 
Why don’t you practice what you preach? 


 
If the only logical way to make decisions is based on test scores, you should provide those scores to the greatest decision-making body in the country: voters.  


 
Every lawmaker who CHAMPIONS standardized tests should have to TAKE standardized tests.  


 
I don’t mean the same tests as the students.  


 
That would be silly.  


 
After all, student tests are designed to favor answers from privileged white people. Most of these lawmakers are the target demographic already. They passed a standardized test (or paid someone to pass the test for them) as a smokescreen getting into whichever prep school or ivy league college where they were legacy enrollments, anyway.  


 
I’m talking about a new series of standardized tests designed to show how much these lawmakers adhere to the principles of their respective political parties. 


 
So there’d be two versions – one for Republicans and one for Democrats.  


 
A high score means the test taker is a bona fide example of their party’s ideals. A low score means they should probably be booted out on their butts. 


 
For example, a question for Democrats might be: 


 


Which policy is progressive? 


 
A) School privatization 
B) Fracking on native lands 
C) Drone strikes 
D) Universal healthcare 


 


And an example for Republicans: 


 
Which policy is fiscally responsible? 


 
A) School privatization 
B) Tax cuts for billionaires 
C) More unnecessary wars  
D) Investing in infrastructure  


 
The answers are both D and that’s because this test would be in high De-mand! Get it? 


 
Think of what we could do with these scores! 


 
Lawmakers could tout their assessment achievements as they campaign. 


 
They could say, “Vote for Sam Smith. He got an Advanced Score on the Democratic System of Statesperson Assessments (DSSA).”  


 
Or “Don’t vote for Megan Mission. She only scored a Satisfactory on the Partnership for Assessment of Republicanism for Congress or Klan (PARCK).” 


 
What an improvement that would be! 


 
Finally, we wouldn’t have to rely on a politician’s voting record or campaign contributions or platform….  We could just look at the score and vote accordingly. 


 
But who would we get to make and grade the tests? 


 
It couldn’t be the politicians, themselves, or even their respective political parties. That wouldn’t be standardized somehow.  


 
If we can’t let teachers create tests for their own students, we certainly can’t trust politicians to do the same for their fellow campaigners. 


 
I guess we could task the testing corporations with making these assessments, but that’s a conflict of interests. We should instead rely on the educational experts, people with the credentials and the most experience actually giving standardized tests. 


 
And that would be…. Classroom teachers


 
So these tests should be written by the National Education Association (NEA) and American Federation of Teachers (AFT).  
 


But, of course, this isn’t free. We’ll have to pay these test-creators, and pay them handsomely.  


 
That’s billions more dollars spent on assessment. What an expense! What a waste of tax dollars! 


 
Still, can we really afford not to?  


 
I’m sure would-be lawmakers would like a leg up on the competition, so the teachers’ unions could make workbooks and software packages and apps and teach remedial courses to help folks pass the tests. That would probably bring in more money than the tests, themselves.  


 
And since the teachers would get to grade the assessments, they could make sure the scores are curved so only a very limited number pass each year. We can’t have grade inflation, after all.  


 
What would the teachers do with this money, I wonder?  


 
Well, they could reinvest it in our schools.  


 
See? We’ve just solved two problems at once.  


 
No more under-resourced schools. No more educational inequality. Every school in the country could be like the Taj Mahal!  


 
And all of this just because of standardized testing! 


 
Maybe the lawmakers have the right idea in prioritizing high stakes testing! 


 
Or maybe they understand the value of benefiting from the testing industrial complex and not being subjected to it. 


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Standardized Testing During a Pandemic is Stupid. And Cruel.

When the Biden administration announced that schools across the nation would have to give standardized tests during the global Coronavirus pandemic this year, America’s teachers let out a collective sigh of disgust.

If it had to be put into words, it might be this:

“I can’t even.”

Imagine a marine biologist being told she had to determine if the water in the dolphin tank is wet.

That’s kind of what the demand to test is like.

Determine if the water is wet and THEN you can feed the dolphin.

Imagine a person on fire being told to measure the temperature of the flames before you could put them out.

Imagine a person staving in the desert being required to take a blood test to determine previous caloric intake before anyone would offer food or water.

It’s literally that dumb.

No, it’s worse.

The reason the Biden administration gave for requiring testing this year was to determine the amount of learning loss students had suffered during the pandemic.

I wrote that in one sentence but it will take several to show how dumb that idea is.

First, there’s the idea of learning loss.

What does it mean?

It’s based on the idea that kids learn on a schedule.

You need to know A, B and C when you’re in 3rd Grade. You need to learn D, E, F in 4th grade. And so on.

And if you miss one of the letters somewhere in there, you’re learning will be disrupted forever.

The Biden administration seems to be worried that kids are not intellectually where they SHOULD be because of the pandemic and that if we don’t do something about it now, they will be irreparably harmed.

It is pure fantasy.

There is no developmental, psychological or neurological basis to it.

Some fool at a standardized testing company just made it up to sell more product.

And it doesn’t take much to prove it wrong.

Do a thought experiment with me.

Imagine you needed directions to the store.

You didn’t get them yesterday. You got them today.

Was your brain irreparably harmed?

You were still able to learn how to get to the store, weren’t you? You just did it one day later. No problem.

It might have stopped you from getting your groceries yesterday, but you can certainly go shopping today.

Now imagine we weren’t talking about directions. Imagine we were talking about addition and subtraction.

Some kids are ready to learn these concepts earlier than others. Does that mean there’s something wrong with them?

No. Absolutely not. It’s just that people’s brains develop at different rates.

And if you don’t learn something one year, that doesn’t mean you can’t learn it a year or two later.

There may be issues with core concepts like language acquisition being delayed too long over larger amounts of time, but these are extreme cases.

Delaying one or two years of school curriculum won’t make or break you.

For most of us, not learning something now doesn’t preclude learning it later.

So learning loss is nonsense.

No child has lost the ability to learn because of the pandemic – except any who died as a result of catching Covid.

That’s perhaps the biggest way the Biden administration’s testing requirement is dumb. It’s justified on assessing something that doesn’t exist.

But if we redefine learning loss into the next best thing that DOES exist – learning – it at least makes sense.

So maybe Joe meant that we need standardized tests to find out how much kids have learned (not what learning they’ve lost).

It’s still deeply stupid, but at least it’s coherent.

Here’s the problem. Standardized tests are completely unnecessary to assess learning. In fact, they’re notoriously terrible at measuring this.


Under normal circumstances, standardized tests don’t show how much a child has learned. They show how well the child can take the test. They show how well the test taker can play the game of test taking.

Most questions on these tests are multiple choice. They limit the possible answers to 4 or 5 choices.

If you’re asking something extremely simple and clear, this is achievable. However, the more complex you get – and by necessity the more subjective the question gets – the more the test taker has to think like the person who wrote the question.

That’s why it’s a standardized test. That’s what it means – conforming to a standard.

Out of all the possible ways to answer the question, the standard test taker will answer like THIS. And whatever that is becomes the correct answer.

The test makers get to decide what kind of person to set the standard as, and most of the time it’s white, male, Eurocentric kids.

This doesn’t matter so much when you’re asking them to calculate 2+2. But when you’re asking them to determine the meaning behind a literary passage or the importance of a historical event or the cultural significance of a scientific invention – it matters.

As a result, kids from richer, whiter homes tend to score better on these tests than those from poorer, browner homes.

And that doesn’t mean poor, brown kids aren’t intelligent. It just means they don’t necessarily think like the standard rich, white kids.

We don’t need to give standardized tests to tell us who gets low scores during a pandemic. It will be the poor minority kids. During a pandemic, during a recession, during a stock market boom, during a revolution, during anything.

Moreover, the idea that the amount of learning children have done in school is a mystery is, itself, a farce.

Of course, most kids have learned less during the pandemic than under normal years.

Schools have been disrupted. Classes have been given remotely, in-person and/or in some hybrid mix of the two. Parents, families, friends have gotten sick, jobs have been lost or put in jeopardy, social interactions have been limited.

You really need a standardized test to tell you that affected learning?

You might as well ask if water’s wet. Or fire’s hot? Or if a starving person is hungry?

But let’s say you needed some independent variable.

Okay. How about looking at the classroom grades students have earned? Look at the amount of learning the teacher has calculated for each student.

After all, most of these kids have been in school to some degree. They have attended some kind of classes. Teachers have done their best to assess what has been learned and to what degree.

Look at teachers’ grades. They will give you 180-some days worth of data.

Look at student attendance. See how often children have been in class. I’m not saying that there aren’t justifiable reasons for missing instruction – there are. But attendance will tell you as lot about how much students have learned.

Ask the parents about their kids. Ask how they think their children are doing. Ask what kind of struggles they’ve gone through this year and how resilient or not their children have been. Ask about the traumas the children have experienced and what solutions they have tried and what kind of help they think they need.

And while you’re at it, make sure to ask the students, themselves. I’m sure they have stories to tell about this year. In fact, many teachers have suggested students keep Covid diaries of what they’ve been going through.

Finally, take a look at the resources each school has. How much do they spend per pupil and how does that compare with surrounding districts? Look at how segregated the school is both in comparison to other districts, other schools in the district and class-by-class within the school. Look at class size, how wide or narrow the curriculum is, how robust the extra curricular activities offered, what kind of counseling and tutoring each school offers. That will tell you a lot about how much learning students have achieved – not just during Covid times but ANYTIME!

If that’s not enough data, I don’t know what to tell you.

There are plenty of measures of student learning this year. Standardized testing is completely unnecessary.

But unfortunately that doesn’t end the stupid.

Now we come to the rationale behind assessing learning in the first place.

The Biden administration says we have to give standardized tests to tell how much students have learned SO THAT WE CAN PROVIDE RESOURCES TO HELP KIDS CATCH UP!

Are you freaking kidding me!?

That’s the reason behind this fool’s errand?

You need something to tell you where to direct the resources?

Let me give you a little advice. If you’ve got a hungry dolphin, stop worrying about the wetness of the water. Feed the dang thing!

If someone’s on fire, put away the thermometer and take out the hose.

If someone’s starving, put away the needle and take out a glass of water and a sandwich.

Because that’s the ultimate problem with test-based accountability.

It purports to offer resources to students in need but never really does so.

There is no additional funding coming to help kids overcome the hurdles of Covid. Just as there were no additional resources to help children of color after many failed standardized assessments.

There’s just a boondoggle to be given to the testing companies on the dubious promise that the next time kids take the tests, they’ll do better.

There’s no money for tutoring or counselors or extra curricular activities or reducing class size. But there’s a treasure chest full of gold doubloons (i.e. tax dollars) for testing companies to give us test prep materials.

Common Core workbooks, standardized test prep software, test look-a-like apps – they’re all there.

It’s all just corporate welfare for the standardized testing industry. It’s not about helping kids learn.

In any normal year, that would be bad enough.

But this year it’s even worse.

Not only will the tests fail to bring any relief to children struggling to learn in a pandemic, they will actually stop them from learning.

Because, after all, one of the most precious resources this year is time. And that’s exactly what these tests will gobble up.

Wasting time on testing is bad in any year, but in a year when school buildings have been closed and learning has been conducted remotely, when we’ve struggled with new technologies and safety precautions, when we’ve seen our friends and neighbors get sick, quarantine and hospitalize… Every second learning is that much more valuable.

Instead of using what few days remain of the academic year to reinforce skills, discuss new concepts or practice problems, the Biden administration insists teachers proctor standardized tests.

That takes time. A lot if it.

Yes, Biden is allowing all kinds of leniency in HOW we take the tests. They can be shortened, taken in school, taken remotely, even taken at a later date – but they must be taken.

So goodbye, time that could have been spent on authentic learning. Hello, hours, days and weeks of test-taking drudgery.

That’s not a trade off many teachers, parents or students think is fair.

So President Biden can stop the charade.

America’s teachers aren’t buying it.

We know how deeply stupid this testing mandate is.

Stupid and cruel.

Paging, Dr. Jill Biden. Paging, Dr. Jill Biden. Where you at?


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

Standardized Testing During the Pandemic is Corporate Welfare Not Student Equity

We’ve got to be able to tell how badly the pandemic is affecting student learning.

So let’s give standardized tests.

That’s the rationale behind the Biden administration’s mandate that schools across the country still struggling just to keep buildings open somehow manage to proctor standardized assessments.

Nearly 29 million people have contracted Covid-19 in the United States. More than 514,000 people have died from the virus.

Only about half of the nation’s schools are open for in-person learning, and many of those are operating on a hybrid basis. The rest are completely virtual.

Children have lost parents, siblings, family members, friends, teachers. Families are struggling just to survive with some members still recovering from the longterm health consequences of contracting Covid.

It is absurd to claim that only standardized tests can show whether the pandemic has impacted student learning.

It has. Nearly everywhere.

Insisting on testing is like bringing a thermometer into a burning building to tell firefighters where to spray the hose.

But pay attention to the messenger.

In this case, it’s acting education secretary Ian Rosenblum, former executive director of pro-testing organization, the Education Trust.

He sent the letter to state superintendents on behalf of the Biden administration telling them that blanket waivers of the federal testing mandate would not be considered this year as they were in 2019-20.

Let’s be honest. Rosenblum is not an educator.

He is a corporate lobbyist given a government job where he has continued to lobby for his industry.

This has nothing to do with helping students overcome the problems of a pandemic.

It is corporate welfare. Plain and simple.

Standardized testing is a multi-million dollar business.

States spend more than $1.7 billion every year on testing. In 45 states, assessments at the primary level alone cost taxpayers $669 million.

This money isn’t going to mom and pop organizations. The four major testing companies are Wall Street heavy hitters – Harcourt Educational Measurement, CTB McGraw-Hill, Riverside Publishing (a Houghton Mifflin company), and NCS Pearson.

In 2001 the first three agencies accounted for 96% of the tests administered, while Pearson was the leading scoring agency of those tests. And since then the market has exploded.

In 1955 the industry was valued at only $7 million. By 1997 it had ballooned to $263 million. This is a 3ooo% increase. Today the estimated worth of the industry is $700 million.

However, that only takes into account actual assessment.

When you consider that many of these companies (or their parent conglomerates) also provide remedial materials for students who fail the tests, the profits really start rolling in. It’s no coincidence that McGraw-Hill, for example, also publishes books and other materials many of which are used by schools to remediate the same students who fail the company’s tests.

It’s a captive market. The testing company makes and distributes the test (for a fee), scores the test so that a majority fail (for another fee), and then sells schools the materials it claims will help students pass next time (for an even further fee).

However, for the first time in two decades, the pandemic threw a monkey wrench into the machine.

Last year, the Trump administration cancelled all standardized tests as schools were closed to protect students from Covid-19.

Former Education Secretary Betsy DeVos had already signaled that she would not cancel them again this year, but when Trump lost the election, many educators and families had hoped in-coming President Joe Biden would think differently.

He had, in fact, promised that if he were elected he would not continue forcing states to give standardized testing.

I was there at the Education Forum in Pittsburgh in 2020 when my friend Dr. Denisha Jones asked him about it point blank.

You can watch his full answer here, but the crux of it was “Teaching to a standardized test makes no sense.”

Unfortunately, caving to a powerful corporate lobby does. And that’s exactly what Biden has done here.

In fact, it goes a long way to explaining his perplexing rush to reopen schools in his first 100 days regardless of the level of community infection.

Biden, who ran on being friendly to teachers and that his wife Dr. Jill Biden was an educator, has pushed some extremely absurd education policies in his short time in office.

Not only has his administration decided to ignore community infections, he has insisted that schools can be opened safely if districts follow certain safety precautions like universal masking, contact tracing and social distancing.

However, many schools are not following these protocols and even more simply cannot because doing so would be exorbitantly expensive. For example, you can’t have all students return to a cramped school building AND have them be 6 feet apart. There simply isn’t the available space. Moreover, contact tracing doesn’t effectively track Covid cases since most students who contract the virus are asymptomatic.

Then there is the absurd prescription that schools don’t even have to prioritize teachers for the Covid vaccine before reopening. In many states educators aren’t even eligible yet to receive the vaccine. Yet the Biden administration expects them to enter the classroom without necessary protections to keep them, their families and students safe.

These are all perplexing policies until one looks at it from an economic vantage.

Waiting for all teachers to have the opportunity to take a two dose vaccine would take at least a month and a half – that’s if every teacher could start the process today.

In addition, if we wait for community infections of the virus to dissipate, testing season will be far from over. In fact, it’s likely the rest of the school year would be gone.

So if the Biden administration had prioritized safety, it would have been forced to cancel standardized tests again this year.

Instead, it has prioritized the testing-industrial complex.

The economy is more important to the powers that be once again.

As a compromise measure, Biden is allowing flexibility in just about every way the tests are given. They can be shortened. They can be given remotely. They don’t have to be given now – they can be given in the fall.

However, this completely erases any measure of standardization in the processes.

Standardization means conforming to a standard. It means sameness. A test taken by a student at home is not the same as one taken by a student in school. A short version of a test is not the same as a long one. A test taken with 180 days to prepare is not the same as one taken with 250.

And if standardization is not NECESSARY in this case, why can’t we rely on non-standardized assessments teachers are already giving to their students? For example, nearly every teacher gives her students a grade based on the work the child has done. Why isn’t that a good enough measure of student learning?

It’s based on a year’s worth of work, not just a snapshot. It’s in context. And it’s actually more standardized than the hodge podge of assessments the Biden administration is allowing this year.

Why isn’t that allowed?

Because the testing companies won’t make any money.

Moreover, it could ruin their future profits.

If student grades are enough to demonstrate student learning during a pandemic, why aren’t they enough at other times?

The very project of high stakes standardized testing is thrown into question – as it should be.

Educators across the country will tell you how worthless standardized tests are. They’ve been telling people that for decades but policymakers from Republicans to Democrats refuse to listen. It’s almost as if they’re distracted by another sound – the jingle of money perhaps?

Those who claim standardized testing is necessary to determine where students are struggling have the weight of history to overcome.

Standardized assessments were created as a justification of racism and eugenics. They have never shown learning gaps that couldn’t be explained by socio-economics. Impoverished and minority students score poorly on the tests while privileged and white students score well.

If one really wanted to invest more resources where these alleged deficiencies exist, one wouldn’t need standardized assessments. You could just look at the poverty level of the community and the percentage of minority students.

But even more telling is the fact that this has never happened. Testing has never resulted in more resources being provided to needy children other than providing more remedial test prep material purchased from – you guessed it – the testing industry.

Under normal circumstances standardized testing is a scam.

During a pandemic, it’s the most perverse kind of corruption imaginable.


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

Reckless School Reopenings Cause Long-Term Academic Deficits

The American education system is under attack.

And just like at the Jan. 6 assault on the U.S. Capitol, it’s an inside job.

At nearly every level of government – from Presidents to Congress to state legislatures all the way down to local school boards – decision makers have ignored science and sound policy to prioritize anything that will give the economy a quick boost.

It didn’t have to be this way. We could have put humanity first. We could have taken every step possible to protect our children from a deadly virus whose full effects on the human body are unknown. We could have protected their teachers and teachers families who by all accounts are even more susceptible.

But that would mean socialism – giving everyday people survival checks so they can stay home and not go into unsafe work environments. That would mean providing money to parents so they could stay home with their own kids and ensure they were doing their best academically in remote learning.

Unfortunately, we don’t live in that kind of country. We have no problem spending $1.8 trillion on tax breaks for the ultra rich, but $2,000 a month for the working class is too extravagant.

Better to make us unnecessarily congregate at non-essential jobs and spread Covid-19 all over the place. No wonder we only have 4% of the world’s population but 25% of the world’s Covid cases. No wonder we have about 20% of the world’s Covid fatalities.

Instead of acting like responsible adults, we’ve invariably reopened schools while infection rates are high in surrounding communities.

And efforts at mitigating spread of the disease have been inadequate to lax to nonexistent.

The main excuse for such irresponsible behavior has been that it is in the best interests of children’s academic success.

Kids learn better in-person. So we should reopen schools to in-person instruction.

However, this kind of thinking is hypothetical to a fault. It ignores the specific facts of the situation and pretends they don’t exist.

In-person learning IS better under normal circumstances. But a global pandemic is not normal circumstances.

At so many levels, rushed, unsafe reopenings have already caused long-term academic deficits that will haunt our school system for decades if not longer.

In the short term, most academic programs being practiced during the pandemic are not as effective as alternative plans that would also safeguard student health and safety.

In the long term, factors such as faith in the school system, devastation of the teaching profession and potential lingering health effects of the virus may spell absolute disaster in the coming years even if Covid, itself, becomes nothing but a bad memory.

SHORT TERM EFFECTS

The kind of academics parents are accepting from their duly elected school directors is a national embarrassment.
It’s not that too many schools are providing instruction remotely. It’s that not enough are.

Instead, about 47% of students attend schools providing some kind of in-person instruction, according to a poll by Education Next. That’s about 19% of the districts in the country providing some kind of substandard hybrid program and 28% trying to run blindly as if the pandemic wasn’t happening. Moreover, those open to in-person instruction are most often located in communities with the highest Covid infection rates!

Let’s start with hybrid models. Most involve some kind of in-person instruction combined with remote learning. Partial groups of students come to the buildings certain days and stay remote on others. Meanwhile, a significant percentage of the student body refuses to participate and remains remote entirely.

The result is inconsistent programs. Students switch from one method to another – either because of changes at home or schools rapidly going from one model to another. Kids get used to learning one way and then have to change to another. They have to keep track of elaborate schedules and often fall through the cracks.

No wonder grades are tanking. We’re asking students to do things that are simply too complicated for their ages. And parents who are struggling with their own Covid-inspired juggling acts are often just as confused.

As a parent, it’s hard to make sure your child attends in-person or remote learning sessions when you aren’t even sure when these sessions are. The result is a spike in student absences which can come as a surprise to both parents and students.

And since only a portion of students remain remote – even if that portion is half or more of the total student body – their needs are usually ignored in favor of those willing to attend in person. Time and resources are prioritized for in-person students and taken away from remote students. This should be no surprise since students who remain on remote are much more likely to be poor and/or minorities while those attending in person are more likely to be wealthier and white.

Critics of remote instruction complain that it exacerbates existent inequalities. However, the hybrid model does so to an even greater degree – all with the sanction of the school board. And once inequalities are no longer the result of federal or state legislators or lack of resources but come directly from decision makers in your hometown refusing to care about all students, you have a deep systemic problem that no amount of moving students around from place-to-place can fix.

Even when everyone is on the same page and in the school building for instruction, the normal benefits of having students in-person are outweighed by necessary mitigation factors in schools.

Teachers help students by observing their work and stepping in if students are making mistakes or need help. However, teachers who are attempting to stay outside of 6 feet of their students cannot help because they cannot adequately see what their students are doing.

Moreover, kids benefit by working with each other in small groups. But this cannot be easily accomplished when they have to stay 6 feet apart.

In fact, both situations are best remedied by some kind of remote instruction. Students can share work through devices with both teachers and other students. They can collaborate virtually and get help. Being in-person gives no benefit. In fact, it just obscures the real solution.

IN-PERSON AND REMOTE SIMULTANEOUSLY

Then we have the unreasonable demand that teachers attempt to instruct students in-person while also instructing those on-line at the same time.

This has been an absolute disaster.

Either teachers burn themselves out trying to address the needs of two different groups with two different styles of instruction simultaneously, or they teach the entire group as if it were meeting remotely.

This results in one of two possibilities. One, teachers pay more attention to those in-person and mostly ignore those on-line. Two, they have to spend so much time dealing with technological issues that crop up or that they didn’t have time or training to anticipate that they end up ignoring in-person students.

This is a method that looks good on paper. It makes school boards seem like they are trying to meet the needs of all learners. But what they’re really doing is meeting the needs of none.

And there’s the added benefit that some children and staff may get sick in the process.

BENEFITS OF REMOTE

In the time of high infections, it’s best to keep all students remote. Not only is this the safest option for the health of everyone involved, it provides the best available education.

Academics can be consistent and schedules predictable. Problems can be anticipated, planned for and best solved. And the needs of the most students can be met. Districts can ensure everyone has the necessary technology and wi-fi. They can make sure teachers are trained and have help.

But too many decision makers see this as a defeat. We’re giving in to the virus instead of molding it to our will.

The sad fact is, if we want to defeat Covid, we need to defeat THE VIRUS. Pretending it doesn’t exist will not help anyone.

LONG-TERM EFFECTS

The short-sightedness of current academic plans that try to circumvent remote learning when infections are high will have lasting consequences on American education for years to come.

When politicians and school boards promote reckless policies, it destroys public faith in self-governance. There are plenty of private corporations just chomping at the bit to take over our schools. How can we forestall them when our duly-elected representatives repeatedly show themselves to be unfit for the job? If parents lose their faith in school boards, the beneficiaries will most likely be private corporations.

The same goes for larger government institutions like the President, Congress, the CDC and state legislatures. The Trump administration was a never ending dumpster fire. The hope was that a new administration would be better – and the Biden administration has been more efficient in many ways.

However, it is nearly as pro-corporate as the previous regime. The CDC under Trump commonly rewrote scientific guidance to agree with whatever mad dictate the idiot in the Oval Office just tweeted. Under Biden, the CDC has been more constrained, but it still ignores the world consensus on school closings and countless scientific studies.

Biden needs to rebuild faith in government. That won’t happen when his CDC issues official policy stating that teacher vaccinations are not necessary to reopen schools.

TEACHERS

And that brings me to the teacher shortage.

First, it’s not a shortage. It’s an exodus. Highly trained professionals refuse to submit to ill treatment, loss of autonomy and lack of adequate wages and benefits.

This is not a new problem. Educators have been leaving the profession in droves long before Trump or Biden.

But the current situation is finishing the job.

Few people are going to want to be teachers when they’re treated like this. Their health and safety is taken completely for granted. It isn’t even considered part of the equation or a certain amount of educator deaths are considered acceptable.

Teachers are expected to do multiple jobs at the same time in dangerous conditions at the drop of a hat and accept all the blame and none of the credit for what happens.

Ed tech companies have been waiting in the wings to take over the job of educating children. And the result will not be a superior education. It will be the complete dumbing down of American academics. Instruction will become a way corporations can sell products to students and families. It will not be centered on what is best for individual children.

As much as some people scream and foam at teachers who have the audacity to stand up for their own health and safety, they will miss us when we’re gone.

HEALTH ISSUES

And finally, there’s the lingering health issues caused by ignoring safety protocols for students and staff.

The problem with Covid isn’t just the possibility that you’ll die. Even if you survive, the most common long term effects are fatigue, shortness of breath, cough, joint pain, and chest pain.

However, other reported long-term symptoms include difficulty with thinking and concentration, depression, muscle pain, headache, intermittent fever and heart palpitations.

Long-term complications can include cardiovascular, respiratory, renal, dermatologic, neurological and/or psychiatric problems.

We don’t know how serious or widespread these issues will be. However, we could be dooming a generation of children to increased depression, anxiety, changes in mood, smell and taste problems, sleep issues, difficulty with concentration, or memory problems.

How will the job market be impacted by large numbers of young people on disability due to inflammation of the heart muscle, lung function abnormalities, acute kidney damage or even crippling rashes and hair loss?

There could be thousands of Covid’s Kids who have to pay the rest of their lives for the recklessness of adults today.

Not to mention adults suffering from these conditions and having to leave the workforce immediately.

So rushing to reopen schools is a bad idea.

It robs kids of the best possible education given pandemic conditions. It increases racial and economic inequality. It erodes faith in government at all levels. And it gambles with the health and safety of everyone – adults and children – caught in the middle.

The best way to promote student learning isn’t to attack the very system providing it. Nor is it to endanger the lives of those who do the work and provide instruction.

The current crisis can be a temporary situation to survive with a minimum of risk and a maximum of support and caution.

Or we can recklessly pretend it isn’t happening and put the future of our children and the nation at large in unnecessary jeopardy.

 


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What I Told My Students About Yesterday’s Attempted Trump Coup

The moment I had been dreading happened.

Student names started popping up on my screen waiting to be admitted into this morning’s first Zoom meeting.

What was I going to say to them?

Yesterday in Washington, DC, thousands of Trump supporters charged into the Capitol Building at his urging in an attempt to stop Congress from certifying his Presidential defeat.

What would I tell my middle schoolers?

What COULD I say?

We can’t offer you equitable resources. We can’t stop judging you with biased standardized tests. We can’t desegregate your schools. We can’t protect you from gun violence. We can’t even give you in-person classes because of a global pandemic the government has given up even trying to control!

And now I’m supposed to say that even the semblance of our democracy is up for grabs?

I started clicking on their names.

I only had a few moments before I had to speak.

I cleared my throat and began welcoming them, one-by-one as always.

And then it was time.

I stared at all these empty black boxes, and began.

“We’ve got to talk about yesterday,” I said.

“Not yesterday in class. That was fine. Everyone did an outstanding job on yesterday’s assignment.

“We have to talk about what happened yesterday in Washington, DC. Does anyone know what that was?”

And I waited.

Eventually I saw a few messages that individuals had their hands raised.

A few kids said that people had charged the Capitol. But that they didn’t know why.

So I explained it to them.

I told them how Trump was refusing to accept the results of the election. That he had lost, but continued to challenge it in the courts. Both Republican and Democratic judges had turned him down saying that he had no proof. So Trump spoke outside of the White House yesterday telling his followers to march on the Capitol, which they did.

At this point I noticed something strange on my screen.

The rows of empty boxes had turned into windows. No more memes or messages or generic names. Most of my kids had turned on their cameras and were meeting my eyes – in some cases – for the first time.

So that’s what Kelsey looks like, I thought. Wow! Marquis is really built. Is that little kid in the grey hoodie really Caulin?

I got flustered and stopped talking, but the students took up the narrative for me.

Some of them mentioned watching videos on-line of the riot. They saw a guy with horns in the President’s chair?

“No, I said. “That was the Vice-President’s chair in the Senate.”

“Wasn’t there someone at someone’s desk?”

“Yes, that was Nancy Pelosi’s desk,” I said. “A rioter broke into her office and put his feet up. She’s the Speaker of the House.”

And so it went on for a few minutes. They brought up things they had seen and I either clarified or supported them.

As a whole, they were wealthy in details but poor in meaning.

Most of the white kids seemed to be taking it ironically. The black and brown kids were more quiet and subdued.

A white boy wrote in the chat that it was “Civil War 2: electric bugaloo.”

I said, “Yes, you’ve hit on an important point. Some of these folks may have been trying to start a new Civil War.”

I tried to put the event in historical context.

I told them how nothing like this had ever happened in my lifetime. That the last time people broke into the Capitol Building like this was during the War of 1812 when the British tried to force the US to become a colony again. However, that was a foreign power invading our country. Wednesday was our own citizens seeking to overturn the results of an election, trying to overwrite the will of the people.

That’s when the first black student spoke up.

“Mr. Singer, why were they waving Confederate flags?”

“Yes! That’s true, Jamal. Many of them DID have Confederate flags and that’s really important.”

Before I could say more I got a series of rapid-fire questions from the same group who had been silent up to this point.

“Why didn’t the police stop them?”

“Why’d they steal stuff? I saw some guy walking away with a podium.”

“Why they so mad?”

I smiled and said that these were all excellent questions.


I asked if any of them knew who George Floyd was.

No one responded.

I told them he was a black guy who was murdered by police when an officer knelt on his neck.

After that happened, there were protests by Black Lives Matter activists and others in several cities including Pittsburgh. The police showed up in riot gear. As these protestors demonstrated almost entirely peacefully – certainly more peacefully than what we saw in DC yesterday – more than 14,000 people were arrested.

“How many people do you think were arrested yesterday?” I asked.

“Didn’t someone die?”

“Yes, a woman was shot in the Capitol and three others died of medical emergencies. How many people were arrested?”

“None,” said a student of color who hadn’t participated before.

“Why none?” I asked.

“Because they was white.”

I told him that he right and wrong. Out of thousands of rioters who broke into the Capitol, thirteen people were arrested. And the reason there were only 13 was because they were white.

I told them that this whole affair needed to be investigated. That we needed to know how and why the police responded the way they did. That we needed to hold the rioters accountable. That we needed to make sure those who instigated this violence were made to pay for it, too.

“Is Trump still President?” Someone asked.

“Yes,” I said. “For about two more weeks. But there are a lot of people who think he should have to step down sooner.”

So we talked about how he could be removed from office. We talked about impeachment and the 25th Amendment. We even talked about how Trump was banned from Twitter and Facebook – how he couldn’t post or tweet but still could send a nuclear missile anywhere he wanted.

And then it quieted down.

I asked them if there was anything more they wanted to know or if there was anything else they wanted to say.

They were still.

A few cameras clicked off.

I told them that I was there if anyone needed anything, that their teachers were here if they were feeling anything and wanted someone to talk to.

And then that was it.

I made one of the most abrupt and inelegant transitions in my career and we returned to our normally scheduled lesson.

Did it help any?

I don’t know, but I told them what I could. I told them the truth as I saw it.

There was a time when I would have been more reticent about it.

But the day after domestic terrorists try to steal our system of government isn’t the time to hold back.

As a teacher, sometimes I feel so helpless.

There’s so much I’d like to do for my students.

I want them to get the resources they need. I want to stop the unfair testing, integrate their schools, keep them safe from gun violence and control Covid-19 so we can return to the classroom.

I want to live in a country where majority rule is cherished and protected, where no one thinks the collective will should be trumped by white privilege.

But when all those things are out of reach, I still have one thing left to give.

The truth.


Like this post?  You might want to consider becoming a Patreon subscriber. This helps me continue to keep the blog going and get on with this difficult and challenging work.

Plus you get subscriber only extras!

Just CLICK HERE.

Patreon+Circle

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