Can Unions Defang Charter School Vampires?

What if a vampire suddenly lost its fangs?

Would it still be a vampire?

That’s the question at the heart of a major change in the largest charter school network in western Pennsylvania.

This week, staff at the Propel network of charter schools voted overwhelmingly to unionize.

So the money men behind the Allegheny County system of charter schools are probably wondering if they’re still investing in charter schools at all.

After all, when encumbered by the need to collectively bargain with employees, can a charter still do all its usual profitizing tricks?

Thursday, Propel teachers and other staff voted 236-82 to join the Pennsylvania State Education Association (PSEA).

The drive took 9 months to achieve. Propel enrolls about 4,000 students at 13 schools in Braddock Hills, Hazelwood, Homestead, McKeesport, Pitcairn, Turtle Creek, Munhall, McKees Rocks and the North Side.

Though PSEA represents staff at about a dozen charters throughout the state, unionization is a rarity at charter schools.

And the reason is pretty obvious.

Charter schools are all about escaping the rules that authentic public schools have to abide by.

Though publicly financed, they are often privately operated.

They don’t have to be run by elected school boards. They don’t have to manage their business at public meetings. They don’t have to open their budgets to public review. Heck! They don’t even have to spend all the money they get from taxes on their students.

They can legally cut services and pocket the savings.

Nor do they have to accept every student in their coverage area. They can cherry pick whichever students they figure are cheapest to educate and those who they predict will have the highest test scores. And they can hide this discrimination behind a lottery or whatever other smoke screen they want because – Hey! The rules don’t apply to them!

I’m not saying every charter school does all this, but they all can. It’s perfectly legal to do so, and we rarely even see it happening until the school goes belly up and taxpayers are left paying the tab.

So how do unions change this system?

Most obviously, they put a check on the nearly limitless power of the charter operators.

Now you have to pay a living wage. You can’t demand people work evenings and weekends without paying them overtime. You have to provide safe working conditions for students and staff. And if you want to cut student services and pocket the difference, the staff is going to have something to say about that – AND YOU HAVE TO LISTEN!

How much will union power beat back charter bosses?

It’s hard to say. But there is no doubt that it will play a moderating influence.

And how much it does so may depend to a large degree on the individuals working at the school and the degree of solidarity they can exercise against their bosses.

One thing is for sure, with a union the gravy train is over.

Wall Street speculators often fawn over the charter industry because it’s possible to double or triple your investment in seven years.

This will probably not be the case in a unionized charter. And the impact of such a reality has yet to be felt.

Will the worst financial gamblers abandon school privatization because unions make it too difficult to make handfuls of cash? One can hope.

If it happened, the only charters left standing would be those created without profit as their guiding principle. The goal would really have to be doing the best thing for children, not making shadowy figures in the background a truckload of money.

Do such charter schools even exist? Maybe. With staff continuing to unionize, maybe there will be even more of them.

However, even if all of them become altruistic, there still remains a problem.

There still remains an authentic public school with which the charter must compete for limited funding.

Even a positive charter school that only does the best for its students still needs money to operate. And most districts barely have enough funding for one education system – certainly not two parallel ones.

This is a problem I don’t think unions can solve.

The state and federal government will have to find a better way to fund education. Relying on local property taxes to make up the largest share as we do in most parts of the country must come to an end.

But even if we figure out how to adequately, equitably and sustainably fund one education system, the presence of a charter school requires we do it twice.

Fiscal watchdogs may object to this as irresponsible, and one can certainly see their point.

However, in a country where we spend more on the military than the next ten nations combined, perhaps it isn’t so much to ask that we more than double spending on education.

Maybe there is something to be gained by having two parallel school systems. But there are certainly dangers.

Obviously the situation would be rife for de facto segregation. Charter schools already increase racial and economic segregation wherever these schools exist. However, if we regulated them to eliminate this risk, it is at least conceivable that these two systems could coexist.

It could certainly solve the problem of large class sizes by decreasing student to teacher ratios.

But will it?

Most of the people who work at charter schools are dedicated to their students and want them to succeed. They deserve every opportunity to thrive in a profession centered around children, not profit.

But can a system created to enrich the few ever be fully rehabilitated into one that puts children first?

When you defang a charter school, are you left with something harmless?

Or have you simply forced the beast to find other ways to feed?



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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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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.


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.

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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!


 


 
 
 
 
 
 
 
 

Why a Public School Teacher is Running for Allegheny County Council

People seem surprised when I knock on their doors.

Perhaps it’s the fact that they weren’t expecting anyone to drop by.

Perhaps it’s because we’re still in a global pandemic.

But when they peek through their screens or poke their heads out with a quizzical look, the one thing that seems to put them at ease is when I tell them I’m a public school teacher.

It’s certainly not that I’m running for Allegheny County Council near Pittsburgh, Pa.

A teacher, they know and understand. Their kids had teachers. They had teachers when they were young.

But County Council?

Many of them seem to struggle with what that governmental body even is.

Municipal council, they know. School board, magistrate, even their local dog catcher.

But County Council is the kind of thing that falls through the cracks between state and local.

So why is a public school teacher like me trying to get their support on May 18 and get elected?

In truth, it’s been a long time coming.

I teach at Steel Valley Middle School in Munhall, just outside of District 9 where I’m running for office.

Being an educator is the greatest job I’ve ever had.

It’s challenging, time consuming, exhausting, but at the end of every day I go home with the feeling that I really did something worthwhile.

I help kids learn to read and write. I open them up to new possibilities and give them opportunities to express themselves.

Sure, I teach grammar and vocabulary, but we also read “The Diary of Anne Frank.” We read “The Outsiders” and “To Kill a Mockingbird.” We read authors from Edgar Allan Poe to Charles Dickens to Langston Hughes, Toni Cade Bambera and Gwendolyn Brooks.

We have heated discussions about race, class, gender, punishment, justice.

For 17 years I’ve watched my students learn and grow as the resources available to them withered and died. Privatization expanded like a new frontier as constraints upon what counts as learning became more rigid and reductive.

Class sizes got larger every year. Electives, extra curricular activities, tutoring all disappeared.

They were replaced with standardized testing, test prep for the standardized testing, testing before the testing, and workbooks about how to do the testing right.

Every year it got a little harder.

Then came Covid-19 and the response to it.

In one year the system nearly collapsed.

The only thing that kept us going was the tenacity of teachers.

They closed our classrooms and we figured out how to do the job from home with our laptops and home computers. We became experts overnight in Zoom, Google Meets, Google Classroom and every other file sharing, digital conference software there is.

And that would have been okay I guess – if the rest of society had held up its side of the bargain.

Immunologists told us we had to shelter in place but our governments didn’t provide the means to do so.

The economy needed a kickstart. People just got a kick.

And schools were caught in the maelstrom.

Many schools reopened unsafely. Not only did people get sick, but the quality of education was subordinate to babysitting services so parents could get back to nonessential jobs that kept their bosses showered in profit.

Too many school directors became like the mayor in Jaws, proudly announcing the beaches were open, then trying desperately to find any excuse for the mangled bodies washing up on shore other than a hungry shark.

I will never forget the calm certainty with which policymakers announced schools were reopening without even mentioning the impact on the teachers who still had to staff these schools and put themselves and their families at increase risk of infection. Nor will I forget the CDC advising that vaccinating teachers first was nice but not necessary.

However, as bad as all of that was, it was the insurrection at the Capitol that pushed me over the edge.

Here we had a group of white terrorists dressed up for comic-con proudly rushing our highest legislative body to kill lawmakers who wouldn’t perform a coup.

I had had enough.

Somewhere inside myself – as I tried to calm my students and explain the significance of what was happening – I promised that I would try to make a change.

If so few people tasked with making the important decisions couldn’t do it, I would offer to do it, myself.

If so many easily corrupted fools could cheer the destruction of democracy, I would do what I could to defend it.

So when the opportunity arose to run for County Council, I took it.

Like I said, it’s a strange position.

Allegheny County is one of the biggest counties in Pennsylvania second only to Philadelphia. Being on council would allow me to have a say in everything from transportation to law enforcement to business to – yes – education.

First, the area where I live – the Mon Valley – is made up of former steel towns left behind by the rest of the county. In most parts of the city, if you need to get somewhere, you can just take a bus. Not in the Mon Valley.

So many Port Authority routes have been cut that getting in to the city on public transportation is nearly an all day affair – if possible at all. I should know. My wife used to ride to work on the bus, but after the latest round of cuts, that become too hard to fathom.

On County Council, I could do something about that.

Then there’s our air quality – some of the worst in the state.

When the steel mills closed, we lost most of the smog and haze, but it didn’t last. With the fracking boom and well-meaning efforts to keep as many mills open as possible, the air became a thick, rusty tasting mess.

On County Council, I could do something about that.

Well-paying union jobs are harder to come by these days, and those that do exist shouldn’t require us to poison the environment. We have all these rivers, all these corridors free from trees or phone lines. We could build wind turbines on the shores and generate more power than we’d know what to do with. We could checker the rooftops with solar panels and not have to worry about the latest thunderstorm knocking out our power.

And doing so would require hiring people to build, maintain and improve this green infrastructure. No more sewage overflowing into the river during flood times. No more pollution from industries not required to monitor and regulate their output. No more lead from flaking paint getting into our food and water.

On County Council, I could do something about that.

Let’s not forget law enforcement.

The County Jail is located right in the middle of Pittsburgh, and the way it’s run is a disgrace.

About 80% of the people incarcerated there have not been convicted of any crime. They simply can’t afford cash bail, failed a drug test (often for something like marijuana) or violated our county’s inordinately long parole period. It’s ridiculously expensive not to mention inhumane. It costs $100 a day to keep someone in lockup. That’s $100 million a year or 27 cents from every dollar of county taxes collected.

We need to stop this madness, get civilian oversight of police and cut out the military style policing.

On County Council, I could do something about that.

And of course there’s education.

According to state law, community colleges are supposed to be bankrolled completely by the state, the county and student tuition. However, the state and the county have always shortchanged the college, only paying about 20% instead of the 33% they owe. The result has been an increased burden on students and families with rising tuition and fewer services. That’s appalling, especially in a county where one third of all residents have taken at least one class through Community College of Allegheny County (CCAC). I, myself, took a math course there when I was preparing to become a teacher. And my father-in-law was a teacher there until they cut his job.

Moreover, County Council plays a role in appointing people to boards and authorities including those that administer CCAC. Yet council has rarely appointed any educators or people who understand the profession.

On County Council, I could do something about that.

Which brings me to my final point.

What about public schools?

Does the county have any role to play in what happens to them?

At present, the answer is mostly no. But it doesn’t have to be.

In Pennsylvania, as in most states, public schools are primarily funded by local property taxes. So rich communities spend a boatload per student and poor communities scrape together whatever they can afford.

It’s a problem only the state and federal government can truly solve, but that doesn’t mean we’re helpless at the county level.

We have a $2 billion budget. We have an awful lot of big corporations that hide behind a non-profit status but act a lot more like for-profit companies.

We wouldn’t have to scrape together much to make a real difference in the lives of underserved students.

We could help them get pre-kindergarten services, decrease class size, increase arts and humanities, get more after-school tutoring

On County Council, I could do something about that, too.

So that’s why I’m running for office.

That’s why I’m willing to trade in a few nights from the classroom to the council chambers.

I’d still be a teacher. I wouldn’t be giving up my day job.

But if people see fit to support my candidacy, I could get a seat at the table, a chance to form coalitions to bring real change for the people of my district and the county as a whole.

That’s why I’m going door-to-door, introducing myself and asking for support.

I want to make a difference.

I want to be able to look my students in the eye with the full knowledge that I’m doing everything I can to ensure they have a future.

But I can’t do it alone.

We can only do it together.


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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!

Hope During a Pandemic is Both Hard and Inescapable

I cried when I got my second Covid-19 shot.

Not a lot.

Just a few drops.

But the flood of emotions I felt that accompanied that tiny pinch in my arm was totally unexpected.

It was like I gasped for breath and hadn’t realized until then that I was suffocating.

I looked up at the volunteer who had injected me to see if she’d noticed, but it’s hard to read someone’s expression under a mask.

So I found myself shrugging the feeling off, giving her a brisk “Thank you” and heading off to file my paperwork, get another stamp on my vaccination card and plopping in a chair for 15 minutes of observation before heading on my way.

As I sat there, I started to feel this growing sense of excitement in my chest.

Two weeks, I thought.

In two weeks I will be fully vaccinated.

Moderna is 94.1% effective at preventing infection. That means I should be able to return to school and teach my students in-person. Safely.

Some of them have been back in the classroom for weeks now, but I’ve had to stay remote putting up assignments in Google Classroom for the sub to teach.

My pre-existing health conditions make me too susceptible to the virus to take chances with stuffy classrooms and interacting with tens of students for prolonged periods every day.

So instead I spend my daylight hours grading virtual papers and writing digital comments, but I only get to hear student voices on Fridays when all classes are conducted remotely.

Rarely do I get to see a face in one of those austere Zoom boxes.

It’s a lonely life being sidelined this way.

But there seems to be an end in sight.

I can actually plot it on the calendar.

THAT day I can return.

And I wonder, is this hope?

I haven’t really felt anything like it in quite a while.

The world has been such a mess for so long.

A global pandemic that’s infected nearly 29 million Americans and killed 523,000 is bad enough. But it’s the constant bungling of local, state and federal governments response to the virus that has been absolutely demoralizing.

In fact, my second shot was delayed a week because health officials accidentally gave out the dose that had been set aside for me to someone else.

Thankfully waiting an extra 7 days isn’t supposed to have any ill effects. But that’s a week more I have to be out of the classroom and burning my sick days, trying to do 40 hours worth of work in the handful of hours the district allows me.

It’s just that this isn’t an anomaly. All through this process those in charge have dropped the ball.

At every step – bungled, mismanaged, and carelessly misjudged.

The school board refused to value my health and reopened recklessly even putting the community’s own children in danger. The state refused to mandate almost anything to keep people safe, instead offering a truckload of take-it-or-leave-it suggestions.

Hope, I thought. Is it possible to believe in hope anymore?

Barack Obama made it a campaign slogan. Hope and change.

His book was “The Audacity of Hope.”

He wrote:

“Hope is not blind optimism. It’s not ignoring the enormity of the task ahead or the roadblocks that stand in our path. It’s not sitting on the sidelines or shirking from a fight. Hope is that thing inside us that insists, despite all evidence to the contrary, that something better awaits us if we have the courage to reach for it, and to work for it, and to fight for it. Hope is the belief that destiny will not be written for us, but by us, by the men and women who are not content to settle for the world as it is, who have the courage to remake the world as it should be.”

These words ring so empty today after a presidency full of promises and very little else.

True, much of his domestic agenda was blocked by Republicans. But even when they couldn’t stop him from getting things done, the results were often disappointing. His foreign policy was hawkish full of drone strikes, his immigration policy unduly cruel and his education programs were the fever dreams of Milton Friedman made real – charter schools, high stakes testing and ed tech handouts.

You think Trump was bad!? He was the logical consequence of dashed hopes and neoliberal triumphs. You can’t run, as Obama did, as a once-in-a-lifetime transformational candidate and then legislate to support a status quo that is destroying the majority of Americans.

If you do, you get Trump.

At least now the pendulum has swung back the other way. We’ve got Biden.

Cool, smooth, dependable Biden.

He’s slowly reversing the catastrophes of Trump while quietly committing a few of his own along the way. (Reopening school buildings without mandating the opportunity for teachers to be vaccinated first!? Requiring standardized testing to tell if students have been affected by the pandemic!?)

How does one continue to hope in the wake of such disappointment?

The fabric of our society and our governmental institutions are frayed to the breaking point. They could fall apart any day now.

How does one continue to hope in light of all this?

My phone buzzes. I shake my head to dispel all these gloomy thoughts.

Well! Here’s some good news. Apparently there are no ill effects from the shot. Time to go.

I stand up and look around at the busy vaccination center.

Volunteers continue to welcome patients. They’re much more organized than when I got my first shot only weeks earlier.

Everyone is friendly and there’s even a sparkle in their eyes.

What is that sparkle?

Why does everyone smile?


Why did I cry?

There’s only one possibility.

It’s hope.

Goddamit.

It’s hope.

The teardrop that escaped my eye wasn’t a response to any pain from the injection. It was pain at the possibility that all this would end.

It was the feeling – the certainty – that the pandemic was only temporary and that I would come out the other side. We all would.

Because in the part of our hearts where hope grows, the past doesn’t matter.

What’s happened is always past.

The only thing that counts is the future.

And when you have a future you have to hope.

It’s simply built in. There’s no way around it.

It would be easier not to hope. But the only way to do that is to die, and apparently I’m going to live.

So you pick yourself up, you dust off your knees and you get to the work ahead.

Because no matter how disappointing the past, how demoralizing the events you’ve lived through, there is always the possibility that things will be better tomorrow.

If only you work to make it so.


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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 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?

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!

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.


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!

You’re Going to Miss Us When We’re Gone – What School May Look Like Once All the Teachers Quit

The alarm buzzed at 4:30 am. Time to get up.

DeShaun and his little brother Marco got out of bed and threw on their clothes.

Mom was in the other room hastily getting her work bag together.

“Are you two ready yet? We’ve got to go in 20 minutes.”

Marco just yawned, but Deshaun dared to complain about the hour.

“We didn’t used to have to get up so early,” he said.

“That was when you still had school. Now I’ve got to get you all to the daycare by 5 or they’ll be full up.”

DeShaun frowned but got ready anyway. He didn’t want to have to sit outside all day again. There were older kids in the park who got kids like him to run drugs during the day. He could make some money that way, but the only kids he knew who did that got hooked on their own supply. That or arrested.

Heck! He’d been arrested for loitering twice this year already.

“Hurry! Let’s go!” Mom shouted as she handed each child a yogurt and a bag of chips.

The bus was full even at this hour.


DeShaun recognized a bunch of kids who usually went to the daycare.

His best friend, Paul, used to ride the bus, but then his mom got him into the private school in the city. She and his dad had to cash in his entire school voucher AND pay an additional $10,000 a year, but they said it was worth it. Still, DeShaun missed his friend.

Octavia was standing a bit further down the aisle though. She was usually good for a trade. He guessed she’d take his yogurt for some Hot Cheetos.

When they got to the right stop, Mom gave his shoulder a squeeze and told him to watch out for his brother. She’d see him at the end of the day.

He and Marco made it just in time.


He saw Octavia get turned away at the door.

“Dang!” He said. He really wanted those Hot Cheetos.

He and Marco took their seats in the back of the room and got out their iPads.

He wanted to play with the toys in the Reward Room, but no one got in there before lunch.

Marco was crying.

“What’s wrong?” He said.

“I can’t find my iPad.”

“Didn’t you pack it?”

“I think I left it on the charger.”

“You dummy!” DeShaun said and handed Marco his own iPad.

“Take this,” he said. “I can use my phone.”

It had a huge crack on the screen but he could probably read through the jagged edges if he tried hard enough. That probably meant no Reward Room though.

First, he clicked on Edu-Mental. It wanted him to read through some stuff about math and do some problems. He couldn’t really see them but he could hear about them through his earbuds.

Then he did Lang-izzy. There was a fun game where you had to shoot all the verbs in these sentences that scrolled across the screen faster and faster. But DeShaun’s timing was off and even though he knew the answers, he couldn’t get a high enough score to get a badge.

He skipped to Sky-ba-Bomb. It had a lot of videos but it was his least favorite. He couldn’t tell which ones were about history and which were advertisements. Plus he got so many pop ups after just a few minutes, he often had to disconnect from the wi-fi or restart his phone.

Oh, what now?

“Miss Lady,” Marco was saying.

The blonde haired new girl came over to him.

“What is it, Sweetie?”

“Can I go to the bathroom?”

She checked her iPad.

“Oh, I’m sorry, Honey. You’ve only been logged on for half an hour. Answer a few more questions and then you can go.”

DeShaun grabbed his shoulder and shook him.

“Why didn’t you go before we left home?”

“I didn’t have-ta go then. I have-ta go NOW!”

He could leave the daycare and go outside. There was even a filthy bathroom at the gas station a few blocks away. But if he left now someone outside was bound to take his spot. And Mom wouldn’t get a refund or nothing.

The blonde was about to walk away when DeShaun stopped her.

“He can take my pass. I’ve been on long enough.”

“That means you won’t get to go until after lunch,” she reminded him.

“I won’t drink anything,” he said.

She shrugged. That seemed to be her main way of communicating with people. She looked barely old enough to be out of daycare, herself.

DeShaun gave Marco his phone and sat there waiting for him to come back.

He remembered what it used to be like.

Back before the pandemic, they used to go to school.

Now that had been SOMETHING!

They had real teachers, not just minimum wage babysitters.

He remembered back in Mrs. Lemon’s class he could go to the bathroom anytime he wanted. In fact, he’d often wait until her period everyday to go to the bathroom. That way he’d have time to walk halfway around the building and look in all the open doorways and see what everyone was doing.

There were groups of kids huddled around desks working on projects together. Other times kids would be sitting in their rows of desks with their hands raised asking questions – and actually getting ANSWERS!


Teachers would stand at the front of the room and talk to them – actually talk and wait to hear their answers!

And if you finished your work, you could draw or read…. Reading…. Yeah they had real books made of paper and everything!

He remembered sitting in a circle in Mr. Sicely’s class and discussing the book they’d read. “The Diary of Anne Frank.” And people got really into it and excited.

We used to complain about the homework, he thought stifling a laugh. What he wouldn’t give for one more day of that homework!

He wondered why they no longer did stuff like that. Why DID the schools close after Covid?

He picked up his iPad that his brother had abandoned on the seat beside him and asked Siri.

He got a bunch of articles about teachers being asked to work in unsafe conditions, getting sick and some even died. He read about the CDC saying that schools could reopen “at any level of community transmission” and that vaccinating teachers wasn’t even necessary.

The government – under both Republicans and Democrats – wouldn’t pay people to stay home so they had to keep working even at nonessential jobs, and doing so just spread the disease. And instead of blaming lawmakers, lots of folks blamed teachers for refusing to risk their lives to teach kids in-person.

Wasn’t that like today, DeShaun thought. But, no, he answered himself. They still taught kids on-line back then. Now there are hardly ever any real people on-line. Kids like him just went from app to app earning various badges in different subjects until they had enough to take the test. Those horrible multiple choice standardized tests!

He could email a question to someone but rarely got an answer back.

When he first started going to daycare, he asked one of the workers a question. There used to be this nice lady, Miss Weathers. She would at least try to answer the kids questions but he thought she got in trouble for doing it and he hadn’t seen her here since.

Now there was rarely the same adult here for more than a week or two. And they kept getting younger. Maybe HE could get a job here if he was good.

Marco came back, snatched the iPad and said “Thanks.”

DeShaun just sat there looking at his cracked phone.

Was this really all he had to look forward to, he thought.

He missed school.

He missed teachers.

He missed everything that used to be.


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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.

 


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!