The Government Should Make Unvaccinated Students & Staff Mask Up in Schools

As a classroom teacher, I cannot enforce safety protocols in my school all by myself.

I can’t make students and coworkers wear masks.

I can’t require people to show me their medical records to determine with any degree of certainty who is and is not fully vaccinated.

But when it comes to Covid-19, the federal government is again throwing up its hands and leaving all safety protocols to small town government officials, local school directors, and schmucks like me.


The result is a patchwork of inconsistent and inadequate safety directives that put far too many at risk.

Here we go again.

The Centers for Disease Control and Prevention (CDC) issued new guidelines Friday that it is safe for public schools to open for in-person learning so long as unvaccinated students and staff wear masks and an attempt is made to keep people 3 feet apart.

Children and adults who are fully vaccinated do not need to wear masks, according to the CDC.

However, these are all just suggestions.

There are no laws backing them up.

There is no federal mandate that anyone wear masks, that anyone prove their vaccination status or ANYTHING!

And as many parts of the world are battling new and more virulent strains of Covid-19 and some of the worst such as the Delta Variant are even beginning to show up on our shores, I want to know WHY.

Why is our government abrogating its responsibility to keep us safe?

It’s not like lawmakers aren’t already dedicated to protecting us in other ways.

The federal government has strict regulations to keep our foods and medicines safe. It has regulations to keep our motor vehicles and buildings safe. It even has specific regulations about which other vaccines children must have before they can enter the public school system.

Why is Covid-19 any different?

The government won’t let you drive without putting on a seat belt, it regulates your speed on the highway, and it won’t let you smoke a cigarette in a public place.

Why won’t it do the same kind of thing with Covid-19?

If the CDC is correct that unvaccinated people should wear masks in schools particularly in indoor and crowded settings, then our government should mandate we follow those guidelines.

Period.

“Vaccination is currently the leading public health prevention strategy to end the Covid-19 pandemic. Promoting vaccination can help schools safely return to in-person learning as well as extracurricular activities and sports,” the CDC said in a statement.

Unfortunately, CDC Director Rochelle Walensky has been her own worst enemy often garbling the organization’s message to avoid controversy. For instance, she stressed that decisions on safety measures should be put in place locally.

This has often been interpreted as leaving room for fewer safety precautions.

But this goes against Walensky’s other statements that MORE RESTRICTIONS may be necessary, not less.

In areas with low vaccination rates, higher viral spread or with increasing cases of new strains of the virus, she has suggested universal masking and other measures.

Whether this miscommunication is a result of a cowardly Joe Biden administration or Walensky’s own fault, it has hurt the vaccination effort. Instead of meeting the goal of 70% of Americans fully vaccinated by the July 4th holiday, we’re stalled at nearly 50%.

If there were actual mandates about what vaccinated people were allowed to do and those mandates were enforced, it would probably incentivize more people to get the shots.

At very least we should mandate masks at every elementary school in the nation. After all, children 11 or younger aren’t even eligible for the vaccine because it hasn’t been cleared for that age group yet. No need to check medical records. Elementary schools will be filled with the unvaccinated.

But no. Nothing.

It’s not even like these new CDC guidelines are extreme.

They fall well short of safety guidance in other parts of the globe.

The World Health Organization (WHO) is calling for all vaccinated people to continue to wear masks because of increased spread of variants of the virus.

The CDC isn’t going that far because of confidence that the vaccines being used in the US – the ones made by Pfizer, Moderna and Johnson and Johnson – are effective against new variants, according to Dr. Anthony Fauci.

“We know from good studies that the Delta variant is protected against by the vaccines that fundamentally are being used here. And that’s the reason why the CDC feels at this point they should not change their recommendation,” he said.

If the CDC guidelines are sensible and moderate, why won’t the federal government enforce them?

The answer seems to be multifaceted.

First, the vaccine and even Covid-19, itself, have been politicized by the Republican Party.

At this summer’s Conservative Political Action Conference (CPAC), participants cheered low vaccination numbers. Though vaccinated, himself, the former President has continually used fear of the vaccine as a tool to rally support.

There may be reluctance among Democrats to let their own political agenda be derailed by bogus cries of tyranny at public safety measures. (Of course given that those efforts already seem to be mostly derailed by reluctance to override the filibuster, this hardly seems to matter.)

Another overriding concern throughout the pandemic has been the economy.

Governmental officials from the federal to the state to the local level have been unwilling to put safety concerns ahead of capitalism. Business interests have repeatedly been prioritized over protections for human life.

In short, keeping schools open to in-person learning is necessary to keep parents working at their jobs. So any safety precautions that could jeopardize keeping the schools open jeopardizes profits.

Without the federal government stepping in, the decision probably will fall to most local school districts.

And this is entirely unfair to school directors. They should not have to make these kinds of life and death decisions.

In most cases, I would expect they’ll pass the buck on to individual teachers, parents and students.

If you want to mask up, you can. If you don’t, you won’t have to do it.

This will make individuals essentially powerless to protect themselves from the virus since wearing a mask doesn’t provide much protection to the wearer – it mostly protects others from the wearer.

And as to 3 feet social distancing, that’s impossible in most school buildings so it will just be ignored.

Like last school year, people will unnecessarily catch the virus.

The question is how much this will affect the national picture.

With schools closed for the summer, infection rates are mostly down. However, that could change in late August and September as they reopen.

If enough people don’t get the vaccine, that increases the chances for new variants of the virus to come into existence. With enough time, they can become resistant to the vaccines we have.

On the other hand, the pandemic could be over.

I fervently hope it is.

I want my classroom to return to normal.

I want to continue to make it better than normal.

But without the government stepping in here, we’re all just engaged in a game of chicken.

A game of chicken with a pandemic.


 

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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!

Pittsburgh Media Runs Right Wing Propaganda About Public Schools As If It Were Real News

The Commonwealth Foundation is not a reliable news source


 
It’s a right wing propaganda network that provides the motivation behind American Legislative Exchange Council (ALEC) sponsored bills.  


 
ALEC writes the laws. The Commonwealth Foundation justifies them. And GOP lawmakers pass them (often with help from neoliberal Democrats). 


 
So why are otherwise reputable Pittsburgh television and radio stations running stories based on Commonwealth Foundation reports?  


 
On May 25, WTAE-TV ran a story called “Pennsylvania school districts flush with federal cash, but many still considering tax hikes.” It was a love letter to the Koch Brothers funded ideological network. 

The basic thrust of the story is captured in the headline. It says that public schools throughout Pennsylvania have received an influx of funding to deal with the COVID-19 pandemic but school directors are unnecessarily planning to increase taxes anyway.

For example, Pittsburgh Public Schools has received $161 million in three rounds of federal disaster funding. Yet the district is still projecting a $38 million deficit this year. 


 
Ideologues at the Harrisburg based Commonwealth Foundation don’t understand how that’s possible. They want to know why districts can’t just use the disaster funding to pay for continuing expenses?

Because it’s illegal. Duh.

Pittsburgh Superintendent Dr. Anthony Hamlet explains:


 

“That’s one-time dollars. That money cannot supplant the general fund so the general fund is different. These are supplementary dollars that can’t be used for personnel or anything like that.”

Most of those funds will go to pay for after-school or summer school programs to help students with declining academics after they spent much of the past year at home, he continues.

Moreover, if districts spent that money (illegally) to fill pre-existing budget holes, all they’d be doing is kicking the can of funding deficits down the road a year or two.

Ideologues at the Commonwealth Foundation know that.

In fact, later on in the exact same story, they worry about this very thing.

At the beginning of the story, Elizabeth Stelle, Director of Policy Analysis for the Commonwealth Foundation, says, “We see no reason why the federal funding is not more than enough to cover the needs of districts today.”

But then later in the same story she says, “I’m very concerned they’re going to spend that money on ongoing needs and we’ll be in a very difficult situation a couple years from now.”

Well, which is it Stelle? Are you worried about districts REFUSING to use disaster funds to pay for ongoing needs or are you worried that they WILL use disaster funds for this exact purpose?

You can’t have it both ways.

Stelle made headlines in March lobbying to eliminate the minimum wage in Pennsylvania and allowing slave labor.

WTAE should have had the journalistic integrity to ask her about her blatant contradiction in this story and her reprehensible positions on record. Or perhaps have the integrity not to invite such members of the lunatic fringe on their network and legitimize her position with coverage.

Unfortunately, producers are content to broadcast clickbait to get low information voters agitated against schools without any good reason.

I suppose it gets ratings.

If it bleeds it leads, and if it antagonizes it televises.

Sadly, WTAE wasn’t the only local television station to do so.

On march 15, WPXI ran a similar story under the headline, “Study claims Pa. schools don’t need COVID-19 relief money, local districts pushing back.” 

This at least was a more skeptical look at the same Commonwealth Foundation report.

But why run anything on the report to begin with?

Were the Flat Earthers busy? Was Q-anon out of conspiracies? Has no one spotted the Illuminati lately? 

WPXI characterized the report less about COVID funding misuse than additional funds being unnecessary to begin with.

Reporters said the Commonwealth Foundation report concluded that state districts were not hurting from the pandemic in the first place. And then journalists went to local districts who flatly contradicted that statement with facts. 


Gateway School Board President Brian Goppman, for example, said the district cut $3 million from its operating budget due to the pandemic. Moreover, the tax base, itself, has suffered from COVID. When businesses close, that’s less tax revenue to fund social programs like schools.

“Monroeville and especially our district… we get a lot of money from the businesses. Every day that we’re in the pandemic with these restrictions is another day we’re wondering if that business will be around tomorrow,” Goppman said. 

And this doesn’t even factor in additional costs to hire more teachers and support staff to help students deal with a year and a half of less than ideal academics caused by quarantines and other safety measures.

However, the worst of all may have been the report on The KDKA Radio Morning Show with Larry Richert and Kevin Battle from May 27.

They had on Jennifer Stefano, Chief Strategist and Vice President at the Commonwealth Foundation, to talk about public school funding. Stefano is a former Tea Party member and frequent talking head on Fox News and other radical right propaganda networks who famously attacked the Head Start Program that provides early childhood education, health, nutrition, and parent services for low-income families.

She could not have found a more friendly audience in Richert and Battle.

KDKA is one of the oldest commercial broadcasting radio stations in the US with a more than 100 year history. However, in 2017, KDKA Radio split from the television station of the same name and was purchased by radio conglomerate Entercom. Since then it has become increasingly rightwing and reactionary.

Richert and Battle were pathetically begging for relevance and ratings while letting Stefano spout nonsense statistics about public schools for 8 minutes.

This may come as a shock, but a group like the Commonwealth Foundation that advocates for cutting governmental services doesn’t like public schools.

They think schools have too much money. Privatized institutions like charter and voucher schools need and deserve an influx of cash, but those pesky government schools are already rolling in it.  

Of course, this isn’t true at all. 


 
A real investigative journalist might have just walked into an inner city school to check it out. She would have seen that many schools are literally falling apart.  


 
Or she could look up actual statistics. A full 35 states provide less overall state funding for education today than they did in 2008. Most states still haven’t recovered from George W. Bush’s Great Recession and the subsequent state and local budget cuts it caused. And schools in 27 of those states actually saw per pupil funding fall even further.  


 
Moreover, Pennsylvania is one of the worst. The state government pays only 38% of the cost to educate children leaving the majority up to local communities to make up the difference.  That’s the 46th lowest in the country. The national average is 51%. 


 
In fact, our funding inequality is the worst in the nation. According to the U.S. Department of Education, poor schools in the Commonwealth spend 33 percent less on their students than rich ones. 


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


 
Not because public schools are “flush with cash” – a characterization right out of the mouth of Donald Trump. 

However, the Commonwealth Foundation plays with the numbers to mask this reality.

For example, they claim the US spends more per student than nearly any other country in the developed world. But that figure varies tremendously by state with some spending much more than others. Moreover, American schools have costs educational institutions in other countries don’t have such as security and other non-instructional costs.

As we’ve seen, even when you look at per pupil spending across the state, you’re masking funding inequalities from district to district. You’re looking at an average of all spending, which ignores how little we spend at lower income schools and how much we spend at districts catering to rich communities.

Moreover, if we compare the percentage of GDP spent on education with other countries, you’ll see the US spends much less than comparable nations. For example, we spend about 5% of our GDP on schools compared with 6.4% in New Zealand, 6.9% in Finland, 7.5% in Iceland and 7.6% in Denmark.

This has been the situation for decades and it relies on one basic fundamental catastrophe – much of American education funding is determined by local property taxes.

If you live in a rich neighborhood, your kids get all the best. If you live in a poor one, you don’t get comparable services.

Trolls like the Commonwealth Foundation feed off this burning dumpster fire by covering the inequity of our taxing system which relies too heavily on the poor and middle class and lets the wealthy get by without paying their fair share.

Instead of pointing out the real problem and demanding the rich do their part, the Commonwealth Foundation covers for their billionaire masters. Partisans at the foundation ignore low taxes on the wealthy and blame high taxes on the poor and middle class on things like public schools.

And stories like these only go to further enrage taxpayers so that they’ll support tearing down the very systems that help keep them and their kids afloat.

No news organization should be falling for these lies.

WTAE, KDKA and WPXI should know better.

They are helping tear down media trust in this post truth age.

How ironic that in doing so they are helping destroy education – the one tool essential to navigating through such a landscape.

Find out more about state education funding shortfalls HERE.


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I Fought the Do-Nothing-Incumbent, and He Won

The best candidate doesn’t always win.

If there’s one thing I’ve learned from running for office, it’s that.

This spring, I ran for Allegheny County Council in the Pittsburgh region of Pennsylvania – and got my butt handed to me.

My opponent was a 15-year incumbent, a nominal Democrat known for doing next to nothing, and he promised to do the same upon re-election.

I am a public school teacher, activist and blogger who ran on change and getting things done – education, infrastructure, transportation, jobs, justice.

Sounds like a slam dunk, right?

Wrong.

My opponent took majorities in nearly every community, nearly every ward or precinct. However, it was close in many of them. I even whipped him in a few places – mostly in White Oak and West Mifflin – my home town and his respectively.

But 41% to 58% just wasn’t enough to carry the day.

And if you’re wondering why that doesn’t equal 100%, there were about 1% write in voters, many of whom scribbled my opponent’s name so he could launch a Republican write-in challenge in the general election should he lose the primary.

That’s politics, I guess.

It wouldn’t be so bad if I hadn’t worked so hard.

Or if I had seen him getting out there, too, and actively fighting for votes.

However, other than a single mailer, some signs and a few ads, he didn’t seem to do much more than he does on council – which is to say nothing.

I definitely outworked him.

I knocked on more than a thousand doors. During Covid. With a pre-existing health condition. I’d be surprised if he knocked on one.

I sent out several mailers, posted signs all over, made more than 1,600 texts, hundreds of phone calls. And I went to more events, rallies and Meet the Candidate Forums.

At the closest thing we had to a debate, the Take Action Mon-Valley Candidate’s Forum – one of only two events he even attended – I mopped the floor with him. I’m not bragging about it. Watch the video. It is an objective fact.

He couldn’t get his camera to work in the Zoom meeting, when he finally got his audio to work, he couldn’t finish his sentences and when he did, he invariably stuck his foot in his mouth.

He literally told an audience of black voters that all lives matter.

That on top of his whining about not having the power to do anything in office so please vote for him.

I actually felt embarrassed for him.

That anyone could watch that forum and choose him is stupefying.

But only a few hundred voters saw it just days before the election.

I offered hope and change. He offered what? A familiar name and incompetence?

When it was all over, he called me.

Actually he returned my call when I offered my concession.

He was still complaining about someone he heard was passing out my cards on election day who he thought should have been committed to him. As if I knew what all of my supporters were doing and ruled them with an iron fist.

They were just a loose confederation of people who wanted more from county government. I wasn’t telling them what to do. Actually it was just the opposite.

But I’ll give him this – he’s a friendly cuss, the kind of guy with whom you’d probably enjoy having a beer.

Just not a person who should be representing people’s interests on council.

And he’s not representing voters’ interests. Not really.

County Council is supposed to be the legislative arm of county government. It’s supposed to be a check and balance on the County Executive.

Seems to me there’s a conflict of interest when year-after-year County Executive Rich Fitzgerald is your biggest donor.


But that’s just how we roll here.

Bias and impropriety grease the wheels of government.

Speaking of which, wasn’t this supposed to be a Democratic Primary?

My opponent and I were both seeking the party’s nomination.

We have closed primaries, which means only party members get to vote on each ticket.

So why are there Donald Trump supporters on the county Democratic Committee?

Really! According to an expose by the Washington Post, Allegheny County’s Democratic Committee is full of countless members in good standing whose social media accounts are full of right wing Trump memes and slanders on prominent Democrats. This includes the chair of the committee, herself.

There are 2,400 elected members – more than my opponent’s 1,800 margin of victory.

Sure, our district was the only part of the county that went to Trump in the last two Presidential elections – though just slightly.

However, nearly every elected official is a Democrat. Has been for as long as I can recall.

That doesn’t make sense.

Democrats don’t fill every legislative seat in districts that lean Republican…

Unless they’re not really Democrats.

Do right wing Democrats thrive here and Progressives like me face an uphill battle because the Democratic Committee has been compromised?

I don’t know.

I really don’t.

But I guess most people don’t seem to mind it much.

If they did, they missed their chance to do something about it.

For now…


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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!

PA Gov. Wolf Fires Charter School Appeals Board. Every. Single. Member.

Being Governor of Pennsylvania must be one of the most thankless but important jobs ever.

With a hopelessly gerrymandered legislature, a majority of Republican lawmakers representing a minority of voters stops nearly anything from getting done for the rest of us.

If it weren’t for a Democratic Governor to act as a check and balance on this lunatic fringe, the state would devolve into chaos.

Case in point: the Charter School Appeals Board (CAB).

It took Gov. Tom Wolf, a Democrat, seven years to fire his predecessor’s appointments and nominate replacements to the CAB.

Yet the GOP legislature is crying crocodile tears that he’s exceeding his authority by doing so.

The board is supposed to be a place where charter schools can challenge decisions made by their local school boards.

Charters are schools that are funded by taxpayer dollars but can be privately operated.

They have to ask the local school board for permission to open a new school in their district. Since the new charter would double services already present at the existent public school and require both schools to split existing funding, there is little incentive for school boards to grant these requests.

But charters can bypass local government by going to the CAB. Or at least they could when the board still had sitting members on it.

The CAB consists of the Secretary of Education and six members who are appointed by the Governor and approved by the state senate.

However, closed door negotiations with the Republican controlled senate over who they would even consider approving over the years continually stopped Wolf from putting people forward as official nominees.

After all, why would Republicans work with Wolf? What incentive did they have to do so?

Refusing to work with the Democratic Governor kept the previous Republican Governor’s appointees in place long after their tenure should have expired.

This kept the CAB ideologically right wing so the members could rubber stamp charter schools left and right bypassing the will of duly elected school boards all over the Commonwealth.

Take the most recent approval in March of the Pennsylvania STEAM Academy – a school founded by Carolyn Dumaresq, former Republican Gov. Tom Corbett’s Education Secretary.

She literally sat on the board and worked with several sitting members of CAB when she was part of the Corbett administration. Now all these years later she appears before CAB for a hearing asking them to overrule the Harrisburg School Board that had originally denied her charter school’s application.

Guess who won?

The CAB unanimously sided with Dumaresq over elected members of the local community.

So Wolf finally gave these privatization zealots their walking papers.

It’s a pattern we’ve become sickeningly familiar with in Pennsylvania.

A problem arises. The GOP legislature does nothing or has no power so the Governor takes action to fix it. Then the GOP throws a hissy fit.

The house was just on fire and you doused the flames! You shouldn’t be allowed a bucket of water!

We saw the same thing with COVID. Wolf closed the state down to stop a global pandemic. And Republicans are still crying “Tyrant” over his use of executive power.

The far right love crying “Wolf” and blaming everything on the Governor, but make no mistake –  gridlock is exactly what they want.

That’s why Wolf’s action on CAB is so clever.

By firing the remaining members of the board, Wolf has functionally erased it from existence.

If the senate wants there to be a charter school appeals board, lawmakers need to vote on his nominees.

Wolf has nominated the following people to the board:

-Jodi Schwartz, a school board member from the Central Bucks School District

-Shanna Danielson, a teacher in the East Pennsboro School District in Cumberland County and former state senate candidate

-Stacey Marten, a teacher in the Hempfield School District in Lancaster County

-Ghadah Makoshi, a business owner and former candidate for Pittsburgh’s school board

-Nathan Barrett, superintendent of the Hanover Area School District in Luzerne County

 
One of the most exciting things about these nominees is how they might interpret the state’s 20-year-old charter school law.

Previous CAB members have refused to let school boards consider the financial impact of opening a new charter school. However, the state constitution requires public schools to provide a quality education to students in their district. Therefore, if opening a new charter school would adversely affect a districts finances, doesn’t the constitutional necessity to provide a quality education take precedence?

Many school privatization critics think it does. Will Wolf’s nominees?

Unfortunately, they have several hurdles to clear before the senate would vote on them and we’d find out.

Senate Republicans are already throwing a tantrum because Wolf placed Pennsylvania in a regional initiative to reduce greenhouse gas emissions.

How dare he endanger short term fossil fuel profits just to provide a cleaner environment for our kids and grandkids!

As a result, they’ve vowed to block the Governor’s appointment to a state utility commission. It’s doubtful they’d let CAB nominees through while blocking Wolf’s other appointment.

Moreover, there will doubtless be legal challenges to the Governor’s firing of previous CAB members.  

In the meantime, there are at least nine cases scheduled to be decided by CAB from Souderton, Southeast Delco, Pittsburgh, Harrisburg and Philadelphia. And that’s not even counting a recent pair of charter schools in Philadelphia where backers said they would appeal the local school board’s decision to deny their request to open.

Republicans may find themselves forced to choose between waiting out protracted legal challenges while their pet charters languish in appeals limbo or swallowing their pride, doing their damn jobs and voting on Wolf’s nominees!



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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.

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Just CLICK HERE.

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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!

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!



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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Just CLICK HERE.

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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!

A New Children’s Fund – Reducing Student Inequality Through Allegheny County Council

Public schools are not funded fairly.

Every child does not receive equitable resources or even close to what they need.

The state and federal government provide some funding, but they leave it up to each neighborhood to take the brunt of the burden.

So the majority of funding comes from local tax revenues – rich communities give their kids more than enough and poor ones struggle to give them enough to even get by.

This means things like class size, access to tutoring and remediation, extracurricular activities, advanced placement courses, field trips, counseling, even access to a school nurse often depends on how rich of a community kids live in.

It’s a backward and barbaric way of supporting children – a kind of economic Darwinism that gives the richest kids the most advantages from the very start while holding back everyone else.

It doesn’t have to be this way, but don’t look to the state or federal government to fix it.

No matter who has been in power in the Oval Office or held majorities in Congress, national lawmakers don’t seem to care much about public schools unless it has to do with standardized testing or school privatization – policies that only make things worse.

In Pennsylvania, Gov. Tom Wolf has been working his entire tenure to make the system more fair, but the Republican controlled legislature has blocked him at nearly every turn. And given our hopeless gerrymandered legislative districts, this isn’t about to be rectified anytime soon.

So what are we to do? Give up?

No.

In the Pittsburgh area, we have a solution ready at hand to at least reduce the inequality among rich and poor kids. All we have to do is reach into the trash.

Three years ago we had a ballot initiative called The Children’s Fund. It would have created a voluntary 5% property tax hike to pay for early learning, after-school programs and healthy meals for kids. It was defeated by voters.

And for good reason.

The proposal was an absolute mess.

As a local teacher, education activist and blogger, I advised against the plan because it raised taxes without stipulating where the money would go, it was unclear who would have been in charge of the money and other reasons.

But that doesn’t mean there was nothing of value there.

The idea of county tax revenues being used to help balance the scales of public school funding is not a bad one.

We could fix the problems with the original children’s fund and create a new one.

In fact, that’s one of the reasons I’m running for county council. I want to increase our local investment in children and the future.

Here’s how we do it.

The 2018 Children’s Fund would have raised taxes by 0.25 mills of property tax — $25 on each $100,000 of assessed value. This would have generated an estimate $18 million a year and gone to a newly created government office under the supervision of the county manager. There would have been an advisory commission but it was really left under the discretion of the County Executive to figure out how all this would work. He’d get to pick who was in charge of the money and where it went.

This was a terrible idea.

We don’t need a big pot of money that a king gets to dole out as he chooses. Nor do we need to created unnecessary bureaucracy.

All we need is a funding formula. Collect X amount of tax revenues and send it to Y schools according to these guidelines prioritizing Title I schools and other institutions serving needy children.

Moreover, the fund doesn’t even need to include a tax increase. Council should first look to cut wasteful spending already in the budget to generate the money needed.

We already have a $2 billion budget. We spend $100 million of it to keep people locked up in the county jail, and 80 percent of them are nonviolent offenders who haven’t been convicted of anything. Many simply can’t pay cash bail, failed a drug test for something like marijuana or violated our ridiculously long parole period.

Finding $18 million might not be too difficult if we took a hard look at our finances and our priorities. And even if we couldn’t find the full amount, we could propose a lower tax increase. And if we do have to increase revenues, we can look to do so by making corporations and the wealthy pay their fair share before putting more burden on residents.

We should at least explore these options before jumping on another across the board tax increase even if the cause is a good one.

Another problem with the 2018 proposal was that it was too broad. For instance, it suggested some of this money be used to offer meals to children in school. However, much of that need has been met by a program called the Community Eligibility Provision which is available nationwide as part of the Healthy, Hunger-Free Kids Act passed in 2010.

While food insecurity remains a problem for low income students and their families, I think there are better solutions such as increasing the minimum wage and creating more well-paying union jobs.

We should limit the new children’s fund to increasing pre-K access to needy children, offering funding to school districts to create or fund existent after school tutoring programs, reduce class size and increase teacher salaries at low income schools.

Another problem with the 2018 proposal was that it worked around instead of with local government.

Though almost everyone agreed with the stated goals of the proposal, many organizations and government officials complained that they were not consulted and made a part of the process.

There’s an easy fix for that.

Before enacting any new legislation, County Council should seek input from school districts and pre-K programs. That way, the legislation can be best crafted to meet need.

I care about schools, students and families, but I don’t know everything and neither does County Council or the County Executive. We should be humble enough to listen to what stakeholders tell us they need and then find a way to meet it.

Finally, there’s the question of fraud and mismanagement of funds.

One of the biggest red flags around the 2018 campaign is that it was not grass roots.

Financial documents show that the whole initiative had been funded by various nonprofit organizations that could, themselves, become beneficiaries of this same fund.

We have to make sure that the money is going to help children, not corporate raiders or profit-obsessed philanthrocapitalists.


To ensure this does not happen, we should put some restrictions on how the money can be used.

For example, the federal government is infamous for offering money to schools with strings attached. President Barack Obama’s Race to the Top, for example, was a huge corporate welfare scheme to enrich standardized testing and school privatization corporations. Schools could compete for limited funds by increasing test scores, and then if they won, they’d have to spend that money on test prep or privatization.

We don’t need any of those shenanigans in Allegheny County.

The new Children’s Fund should be barred from use in standardized testing preparation programs, it should not be available to buy new technologies or apps, and it should be used at the K-12 level ONLY at strictly public schools.

County residents cannot afford to bankroll people’s kids to private schools.

This money should not be available at any private schools even if those schools use school vouchers, Educational Improvement Tax Credit (EITC), Opportunity Scholarship Tax Credit (OSTC) programs or other tax scholarship programs that function like school vouchers.

Moreover, county residents shouldn’t be pouring our tax dollars into schools that don’t have the same high fiscal accountability requirements as our fully public schools even if these schools claim to be fully public.

Unlike public institutions, charter schools do not have to be run by elected school boards, do not have to have school board meetings open to the public or even open their budgets to annual public review.

That’s why this new funding should be available at charter schools ONLY if those schools charters are in good standing AND if the charter schools will admit to a yearly public audit of how the money has been spent. Any misappropriation or unaccounted for funding would disqualify the charter school from further funding and prompt an immediate full state audit.

I think if we enacted legislation along those lines, we could really make a difference for the children of our county.

We have to face the facts.

Pennsylvania is one of the worst states in the country when it comes to educational equity for poor and non-white students.

The commonwealth ranks 47th in the nation for the share of K-12 public education funding that comes from the state.

The state ranks 48th nationally in opportunity gaps for high school students of color compared with white students and 47th for Hispanic students, according to a 2018 report from the Philadelphia-based nonprofit Research for Action.

A separate 2016 study found that Pennsylvania has one of the widest gaps between students along racial and socioeconomic divides in the country.

And the list goes on and on.

Only the federal and state government can truly fix the problem long term. But that’s not going to happen anytime soon.

We can sit idly by as our children get left behind or we can stand up and do something about it.

If elected to county council, I will do everything in my power to right this wrong.

Our kids deserve more than governmental dysfunction, class warfare and de facto racism.

Please stand with me to enact a new children’s fund that helps support our kids.

Please help me gain a seat on Allegheny County Council.


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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!

 

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. 


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!