Covid Has Hobbled Public Schools. Here’s Why They’re Worth Saving 

 
 
 
Is public education worth saving? 


 
That’s the question in the air these days.  


 
In the last century, the US academic system helped us reach the moon, defeat Communism and become the world’s largest super power.    


 
However, today our public schools are more damaged than ever before.  


 
An increasing number of families are leaving them for charter and voucher schools.  


 
Teachers are quitting their jobs in droves with few people willing to fill the vacancies they leave behind.

 
 
And above all, many people seem to think the schools, themselves, are failing


 
Isn’t it time to move on to something else? 


 
I’m here to tell you – no, it is not. 


 
In fact, we need to guard and cherish our public schools more than ever before. Because we face the real possibility of losing them for good.  


 
The Covid-19 pandemic on top of years of corporate sabotage and propaganda have obscured what public education really means and why it is absolutely necessary to the functioning of our society and any possibility of social, racial or economic justice. 


 
Let’s begin by looking at how the current disaster exacerbated an already difficult situation and then consider why we should care enough to fix the mess. 


 
 
The Pandemic Effect 


 
 
Public schools got a bloody nose from the Coronavirus crisis.

 
 
After decades of segregation, inequitable funding, incentives to privatize, and federally mandated standardized testing, it took a deadly virus to finally hobble the system.  


 
Being forced to contend with the uncertainties of Covid-19 damaged people’s faith in public education more than anything that had come before it. 


 
Issues of masking, contact tracing, safety of immunocompromised students and staff, and when to open or close buildings (among other issues) lead to inevitable dissatisfaction from all fronts.  


 
However, none of these issues should have been decided at the local level in the first place.  


 
These were issues of national significance. We needed a unified strategy to fight a global pandemic as it washed over our shores – not scattershot policies by part-time officials unequipped to deal with them


 
These problems should have been tackled by the Centers for Disease Control (CDC) and enforced by the federal government without deference to big business.  


 
Instead, the CDC made conflicting decisions based more on the needs of the economy than public health (many of which were roundly ignored anyway). Then federal and state governments either refused to decide safety protocols leaving it up to individuals or municipalities, or when they did decide matters, they were embroiled in partisan battles over any kind of restrictions.  


 
In fact, it was the failure of federal, state and even local municipal governments that often made public schools the de facto legislators of last resort. And this is something they were never meant to be. 


 
Public health should be decided by scientists not school directors


 
The result was widespread dissatisfaction no matter what school boards decided and an exodus of students and faculty. 


 
Many families, upset at local school board decisions, enrolled their children in charter, cyber or voucher schools.  


 
Overall, charters saw a 7% increase in enrollment – an influx of roughly 240,000 students -during the 2020-21 school year, according to a new report from the National Alliance for Public Charter Schools. This is the largest increase in five years. By comparison, public school enrollment dropped by 3.3% – or 1.4 million students – in the same period. 


 
The biggest increases were in cyber charter schools. For example, in Pennsylvania 99.7 percent of the charter enrollment growth occurred in virtual charter schools. Enrollment at the Commonwealth’s 14 cyber charter schools swelled from about 38,000 students in October 2019 to more than 60,000 students in October 2020, according to the Pennsylvania Department of Education. 


 
But it wasn’t just students leaving our public schools. It was staff, too. 


 
Teachers and other school employees who felt unsafe or were crushed by the incredible pressure thrust on their shoulders either quit or retired in droves.  


 
According to the Bureau of Labor Statistics, there are 567,000 fewer educators in our public schools today than there were before the pandemic. And finding replacements has been difficult. Nationwide, an average of one educator is hired for every two jobs available. 


 
 
This has left us with a weakened system suffering from more problems than before the pandemic hit.

 
 
 
Why Are Public Schools Important? 


 
 
Because of what they are and what they represent.  


 
We hear about public education so often – usually in deprecating terms – that we forget exactly what the term signifies.  


 
A public school is a school meant for everybody and anybody.  


 
It is a school where any child can go to get an education.  


 
You don’t have to pay tuition. You don’t have to have a special ability or qualification. You don’t have to be neurotypical, a certain race, ethnicity, belong to a certain faith or socioeconomic status. If you’re living in the US – even if you’re here illegally – you get to go there.  


 
That may seem simple, but it is vitally important and really quite special.  


 
Not all nations have robust systems of public education like we do in the US. 


 
This country has a commitment to every single child regardless of what their parents can afford to pay, regardless of their access to transportation, regardless of whether they can afford uniforms, lunch or even if they have a home.  


 
We simply define education differently. We look at it as a right, not a privilege. And for a full 13 years (counting kindergarten) it’s a right for every child, not just some. 


Perhaps even more significant is our commitment to children with special needs. 


We have developed a special education system to help children at the edges that many other countries just can’t touch. In some nations these students are simply excluded. In others they are institutionalized. In some countries it’s up to parents to find ways to pay for special services. The United States is one of the only countries where these children are not only included and offered full and free access, but the schools go above and beyond to teach these children well beyond their 12th academic year. 


In every authentic public school in the United States these students are included. In math, reading, science and social studies, they benefit from instruction with the rest of the class. And this, in turn, benefits even our neurotypical students who gain lessons in empathy and experience the full range of human abilities. 


That isn’t to say the system has ever been perfect. Far from it. 


 
There are plenty of ways we could improve. Even before the pandemic, we were incredibly segregated by race and class. Our funding formulas were often regressive and inadequate. Schools serving mostly poor students didn’t have nearly the resources of those serving rich students.

 
 
But at least at the very outset what we were trying to do was better than what most of the world takes on. You can’t achieve equity if it isn’t even on the menu. 


 
Without public schools, equity is definitely not on offer. 


 
 
 Public is Better Than Private 


 
 
That’s really the point.  


 
Charter, cyber and voucher schools are not set up around this ideal.  


 
They are not instruments of inclusion. They are instruments of exclusion.  


 
They are about who is sent away, not about letting everyone in.  


The United States is a big country – the third most populous in the world. We have 332,630,000 people and growing. That’s about 50 million students in public schools. 


 
No private system in the world has ever been able to work at that scale. If we lose our public schools, many kids will be left wanting.  


The market-driven approach does not guarantee an education. It guarantees competition for an education


 
It forces students to compete to get into schools and schools to compete for their very existence. Think of how that affects instruction. Schools have to spend a considerable amount of time and money attracting students to enroll. That’s time and money that doesn’t go to education. It goes to advertising. 


  
Moreover, any school that attracts a surplus of students can choose which ones its wants to enroll. The choice becomes the school’s – not the parents’ or students’. In fact, administrators can turn away students for any reason – race, religion, behavior, special needs, how difficult it would be to teach him or her. This is much different from authentic public schools. There, any student who lives in the district may attend regardless of factors such as how easy or difficult he or she is to educate. 


  
Another major change with this approach is how privatized schools are run. Many are operated behind closed doors without the input of a duly-elected school board, without transparency for how they spend tax dollars, without even the guide rails of most regulations


  
Like in the charter school sector, these schools get almost free reign to do whatever they want.  


This means corporate interests get to run charter schools while cutting services and increasing profits. In fact, administrative costs at charter schools are much higher than at traditional public schools. Students lose, the market wins. 


  
Moreover, many charter schools provide a sub-par education. To put it more bluntly, they do things that would be impossible for public schools to do. One in Philadelphia literally transformed into a nightclub after dark. Another funneled profits into the CEO’s personal bank account to be used as a slush fund to buy gifts and pay for rent at an apartment for his girlfriend. Another CEO used tax dollars to buy a yacht cheekily called “Fishin’ 4 Schools.”  


 
And virtual charter schools are even worse. A study found that cyber-charters provide almost less education than not going to school at all. Even brick and mortar charter schools can close on a moments notice leaving students in the lurch. 


  
It’s a Darwinian model made to benefit the predators, not the prey. It’s a boon for any unselfconscious businessman who doesn’t mind getting rich stealing an education from children. 


 
We Must Fight 


 
That’s why we must fight to keep our public schools.  


 
As flawed and bruised as they are, the public school model is far superior to the alternative.  


 
But many will look only at their own individual situation and stop there.  


 
They will say, “At MY charter school we do this…” Or “That’s not the way things are at MY voucher academy…” 


 
First of all, a well-functioning privatized school is like a castle built precariously on a cliff. Things may work well now, but they could change at any moment and there’s nothing you could do but vote with your feet. When authentic public schools go bad, you have a democratic process to fix the problem.

 
 
But you may luck out. Every privatized school isn’t a scam. Just most of them. So if you have found a charter, cyber or voucher school that is working for your child and doesn’t self-destruct in the time your child is enrolled, you may wonder why you should worry about the rest of us – the kids caught up in a web of privatized predation and neglect?  


 
Because it’s not all about you and your child. Selfishness cannot be the foundation of a just society.

 
 
Even a well-functioning charter or voucher school is publicly funded. It splits the funding that would normally go to one school and divides it among two or more. So students at both have to make do with less. 


You have to live in this society. Do you really want to live in a country with a large population of undereducated citizens who cannot figure out how to vote in their own interests? Do you really want to live in a society where crime is a better career choice for those who were not properly educated?  


 
That’s why we can’t let public education disappear.  


 
It is a necessary condition for democracy, shared economic prosperity and a just society.  


 
I know it may sound like an insurmountable task, but saving our public schools can be done.  


 
It will require collective action. 


 
We will need to actively participate in our school board elections, go to school board meetings and possibly even run to serve on the board, ourselves. 


 
Many people are upset with what local boards did during the pandemic, but the way to solve this isn’t to flee to schools without democratic principles. It is to seize those principles and make them work for you and your community. 


 
We will need to change the way our system treats teachers. If we want to encourage educators to stay on the job and even entice young people to enter the field, we need to make the profession more rewarding. That means higher salaries, more autonomy, more respect, smaller classes, less paperwork, and actually listening to educators on the subject of education.  


 
We also need to discontinue countless policies and programs that have been dragging our public schools down for decades. We need to eliminate high stakes standardized testing. We need to ensure every school is adequately, equitably and sustainably funded. We need to actively integrate our schools and classrooms. We need to stop supporting privatization through charter and voucher schools and instead support authentic public schools.  


 
And to do that, we need real political change at every level of government – local, municipal, state and federal.  


 
None of this is easy. All of it takes work.  


 
But it is the fight we must wage if we are ever to keep our democracy.  


 
It is the fight we must win to create the better world our children deserve.  


 
Public schools are worth saving, but it is up to you and me to do 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!

 

It’s Open Season on Teachers – Again  

  
I am so sick of being a scapegoat.  


  
But Republican lawmakers seem to think they can’t get elected without finding some boogeyman with which to terrify their base.  


  
Whether it’s climate scientists or Hollywood elites or a mythical caravan of brown people determined to burst through our southern border, the GOP cannot function without someone to cast as the monster. 


  
For a political party that scornfully calls others snowflakes, you will never find a more concentrated gathering of self-proclaimed victims than today’s GOP.   


  
Now they’re turning their attention once again to teachers like me.  


 
Across the country, Republican politicians are refusing to let educators give an accurate recounting of history. 


 
In Florida, the GOP is banning math books.   


 
And on Fox News, Tucker Carlson is even calling for mad dads to storm the school and “thrash” the teacher.   


  
In my home state of Pennsylvania, it’s no different.  


 
State Rep. Barbara Gleim (R – Cumberland County) stoked the flames in the Commonwealth this week with the following message to her social media crew:  


  
“We also need conservative eyes and ears in the schools. If anyone can substitute even one day a week, the teachers who are activists and indoctrinating children can be revealed. Not all teachers are for [Critical Race Theory] CRT, etc. We need to identify the ones who are pushing the professional development they received over the summer. Are they putting black children’s tests in separate piles and grading them differently? Have they separated the classrooms? We won’t know these things until parents are allowed back into schools, so the best way is to sub.”  


  
What a load of crap! 


 
Pennsylvania’s public schools are experiencing a sub shortage. I WISH people would volunteer to sub in our public schools.  


 
In fact, back in October I even suggested lawmakers like Gleim volunteer to sub a few times a week to see what’s going on in the classroom instead of pulling vacuous lies out of their butts.  


 
 
They certainly have the time!  Legislators from the Keystone State make the third highest salary in the country, and they’re only in session a few weeks every month! They could easily spend a few days a week struggling with overstuffed classes, in-school suspension, hall duty and the like. 


 
To be a sub in most public school districts in Pennsylvania, essentially all you need is a bachelors degree (it doesn’t even have to be in education) and pass criminal background checks. 


 
Districts that aren’t experiencing a shortage may require a teaching certificate as well, but beggars can’t be choosers. In districts where it is hard to get subs (i.e. those serving poor and minority kids) you can get emergency certified for a year. 


 
But when I made such a suggestion, I naively thought lawmakers might see the problems schools actually have and start to support them.  


 
Fat chance of that! 


 
People with an agenda like Gleim would simply take the most innocent of interactions and pretend they were examples of indoctrination.  


 
In Florida they banned 41% of the math books for being “woke” without a single concrete example and then patted themselves on the back for being transparent. It would be the same here. It would be like the Puritan girls in “The Crucible” finding witches in every classroom and hallway.  


 
This state representative really thinks teachers are putting black children’s tests in separate piles and grading them differently!? As if we’re somehow changing their grades or assessing them more leniently?

 
 
NEWS FLASH: Children of color are not suddenly acing all their tests or rocketing to the head of the class. In fact, just the opposite. There has been a racial proficiency gap for decades based on segregation, lack of resources and punitive and biased standardized tests. 


 
For decades teachers like me have been screaming for change but lawmakers like Gleim either shrug or double down on it. 


 
But back to her social media tirade. She wonders if there are separated classrooms – by which I assume she means classrooms segregated by race. 


 
BINGO! She got that one right! But it’s not what she seems to think.  


 
A majority of children of color are not getting privileged treatment. They’re being underprivileged. They’re in the lower academic tracks and a majority of the white kids are in the honors courses.  


 
Using standardized tests to sort students into academic tracks has hurt minority children and benefited richer white kids.  


 
But back to her social media bubble. She wants parents to be allowed “back” into public schools!? Parents have never been excluded. As long as they can pass the background check, they can come in almost any time.  


 
And if they want to know what’s going on, they can come to any school board meeting and be in the room where all things are decided and be heard during public comment periods. They can even run for school board and make those decisions, themselves.  


 
But way better to pretend a grievance where no such problem exists.  


 
Public schools do not indoctrinate kids.  


 
We teach them to think and come to their own conclusions.  


 
Yes, we teach history, science, English and math. But it’s up to kids to decide what to make of it all.  


 
However, if she wants to see REAL indoctrination all she has to do is look at the private and parochial schools who accept school vouchers – a policy her party usually supports.  


 
These schools use books like America: Land I Love, an A Beka Book; United States History for Christian Schools; and the Teacher’s Resource Guide to Current Events for Christian Schools, the last two published by Bob Jones University Press (BJU). 


 
 
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 text 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. 


 
 
If there’s one thing we need to understand about today’s GOP leaders, it’s this: their accusations are always admissions.  


 
They accuse Democrats of the pedophilia Republican congresspeople like Matt Gaetz are already under investigation for.  


 
They accuse Democrats of fixing elections while the last GOP President actually tried to steal an election. 


 
They accuse public schools of indoctrination while private schools routinely do that already


 
Or as the old proverb puts it: 


 
“I looked, and looked, 
 And this I came to see:  
That what I thought was you and you, 
 Was really me and me.”   


  
 
We could stop these shenanigans if the rest of society actually took it seriously.  


 
But that would require news sources to point out the hypocrisy above every time a MAGA supporter started making these sorts of claims.  


 
And that won’t happen because modern media is committed to giving equal measure to both sides of a story – even if one is patently false. They’re too afraid to appear biased to report the truth.  


 
It would stop if the Democrats actually prosecuted the former President and his cronies for the Jan. 6 insurrection.  


 
But that won’t happen because they’re terrified it might lose them a vote. They’re too afraid of being called partisan. Yet there is no middle ground with justice. You either have it or you don’t. 


 
It would require a stance on principle.  


 
So far, it hasn’t happened, and I doubt it will.  


 
So Republicans will continue to take aim at all the usual scapegoats like teachers.  


 
Like when Chris Christie threatened to punch educators in the face.  


 
Their base will get fired up – perhaps maybe even too fired up – and someone will walk into a school with gun-in-hand to take down all these indoctrinating teachers.  


 
That’s the kind of thing that happened a few years ago at the Tree of Life Synagogue in Pittsburgh. A MAGA gunman was convinced by Trump that Jews were helping immigrants come into the country illegally. So he decided to kill as many Saturday worshipers as he could. 


 
If we don’t stand up to this, it’s only a matter of time before it happens again.

 
 
Look. I don’t want to be at the center of this ridiculous culture war.  


 
I just want to teach. I just want to do right by my students and their families.
 


But as our country burns to the ground, the school house often seems to be the center of the blaze.  


 
I am sick of it. 


 
I am sick of it.  
 


I am just so sick of 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!

Top 5 Charter School Myths Debunked 

If there’s one thing people love to argue about, it’s charter schools.

Go to any school board meeting, PTA forum or editorial page, and you’re bound to see folks from all different walks of life getting red in the face over these institutions.

But what are they anyway? And why do they generate so much passionate disagreement?

To answer these questions and many more, I’m going to examine five of the most pernicious myths about charter schools, debunk the fallacies and come to the simple truths.

1. Charter Schools are Public Schools 

That’s what charter school supporters say, anyway. But it’s only partially true.

In short, charter schools are schools that were opened by special arrangement (or charter) with a state or authentic public school district that allows them to exist without having to abide by all the rules and regulations that govern all the other schools. Thus, the charter school can go without an elected board, it can pocket public money as private profit, hire uncertified teachers, refuse to admit special education students, etc. The degree of latitude depends on the special arrangement.

Is that a public school? In one way it most certainly is. All charter schools are funded by public tax dollars. Everything else is up for grabs.

They don’t even have to accept all the students in their coverage area like authentic public schools do. You still have to support them with your taxes though.

Is that a public school?

QUICK ANSWER: NO.

2. Charter Schools Save Money 

This is another claim by the charter school industry that has been in contention for their entire 30 year existence.

Charter schools were invented in 1991 and only exist in 43 states and the District of Columbia. They enroll about 6% of the students in the country – roughly three million children.

However, the idea that they could save money is pretty absurd. They duplicate services that already exist at neighborhood public schools. When you pay for two providers to do the same thing, that doesn’t lower the cost.

It drains money from the existing public schools and often forces school directors to raise taxes so they can continue to provide the same services as before.

However, not only do charter schools increase costs, they often waste the extra money taxpayers are forced to provide.

Consider that more than a quarter of charter schools close within 5 years of opening. By year 15, roughly 50% of charter schools close. That’s not a stable model of public education.

Moreover, 1,779 charter schools (37 percent that receive federal grants) never opened in the first place or were quickly shut down. Since 1994, the federal government has spent $4 billion on these types of schools. Think of how much money has been wasted that could have been put to better use in our much more dependable authentic public schools!

To be fair, some charter defenders will argue that since they are free from the same regulations as public schools, they can cut costs WITHIN their institutions and provide the same services for less. However, they never return that savings to the taxpayers. They simply cut services for their students and then pocket the savings. Lowering quality may be a way to cut costs, but it’s not exactly an innovation – and certainly not something to be envied.

This may be cost effective to the bureaucrats and profiteers running charter schools, but it is not a savings to you and me – to speak nothing of how it hurts the students hoping to receive a quality education.

So do charter schools save money?

QUICK ANSWER: NO!

 
 
3. Students do Better Academically in Charter Schools 

This is what it says on all those charter school advertisements you see popping up everywhere. But is it true?

The problem with answering that is one of apples and oranges. How do you fairly compare charter and public school students when each group is so different?

Charter schools can legally cherry pick their students. They serve far fewer students with disabilities and English Language Learners. If a student is hard to teach, they “convince” them to go somewhere else.

Meanwhile, authentic public schools can’t do that. They take all comers.

As a result, charter schools can APPEAR to do better for their students but that appearance is due to privileged rules not better teaching or academic programs.

However, even with such advantages, charter schools have failed to show consistent results over authentic public schools on comparative studies.

According to a 2010 Mathematica Policy Research study funded by the federal government, middle-school students who were selected by lottery to attend charter schools performed no better than their peers who lost out in the lottery and attended nearby public schools. This was the most rigorous and most expensive study of charter school performance commissioned by the US Department of Education, and it found no overall positive benefit for charter schools.

And there have been many others. A 2016 study found that Texas charter schools had no overall positive impact on test scores and, in fact, had a negative impact on students’ earnings later in life.

Even a 2020 study by the charter-friendly Center for Research on Education Outcomes (CREDO) found that charter schools are not exceeding public schools in most areas of the country. In addition, the study found vast variations in the quality of charter schools – some being better and many being much worse than the norm.

So, taken as a whole, do charter schools outperform authentic public schools?

QUICK ANSWER: NO!

 
4. Charter Schools are About Innovation 

This was, in fact, one of the selling points of the charter school concept when it was first proposed. Being freed of the regulations that authentic public schools have to abide by would allow charter schools to be laboratories for innovation.

However, after 31 years, practices at charter schools can be seen as somewhat different than at authentic public schools, but are they innovative?

According to a 2018 report by IBM Center Visiting Fellow for Evidence-Based Practices, the practices connected with most positive academic outcomes at charter schools are:

1) Longer school days or academic years


2) Zero tolerance and other strict discipline policies associated with rewards and sanctions


3) Centering the curriculum on improving test scores and test prep.

These are pretty much the opposite of what developmental psychologists, education experts and civil rights activists want for children.

Forcing adolescents to spend more time in the classroom is the exact opposite of what other high achieving countries (like those in Scandinavia) do. Treating children like prisoners with harsh punishments for not conforming to strict rules is not considered best for developing young minds. And narrowing the curriculum to drill and kill reading and math test prep may improve scores but it certainly doesn’t create well-rounded adults with strong critical thinking skills.

Moreover, those few charter schools that do engage in creative practices such as organizing the curriculum around a theme like creative arts or racial justice issues aren’t doing anything that isn’t already being done at authentic public schools – specifically magnet and lab schools.

The creativity and innovation you find at most charter schools is in the accounting department – finding new ways to reduce the services students would find at the neighborhood public school and redefining the savings as profit. That and circumventing conflict of interest regulations to allow the corporation that manages the charter school to buy properties from itself at a hefty mark up.

Is any of this innovation?

QUICK ANSWER: NO!

 
5. Charter Schools Improve Civil Rights 

This is perhaps the most often cited benefit of charter schools. In fact, the impression has been that charters are the choice of people of color and serve them better than their neighborhood public school.

However, the facts show a somewhat different reality.

Yes, charter schools do serve a disproportionately high percentage of children of color. According to 2016 data from the National Center for Education Statistics, 26% of all charter school students are black (832,000) compared with 33% of Hispanics (1,056,000) and 32% of whites (1,024,000).

However, approximately 57% of charter schools are located in cities compared to only 25% of authentic public schools.

So black people aren’t selecting charter schools more often as much as charter schools are deciding to locate in areas where more black people live and are often marketing their services directly to black and brown populations.

Are these schools doing a better job of meeting the needs of these children? A 2016 report from UCLA casts doubt on this idea.

Charter schools are notorious for suspending their black students at much higher rates than their white students. While suspensions for students of color are high at public schools as well, they are much more extreme at charter schools.

More than 500 charter schools suspended Black students 10 percent more often than white students. Moreover, the same figure holds for students with disabilities at 1,093 charter schools. In fact, 374 charter schools suspended 25% of their entire student bodies at least once.

Charter schools are also notorious for increasing racial segregation in the neighborhoods where they locate. Nearly half of all Black secondary charter school students attended a charter schools that was hyper-segregated (80% Black) and where the aggregate Black suspension rate was 25%.

However, this increased segregation isn’t just something that affects Black charter school students. It affects white charter school students, as well.

A 2018 report by The Hechinger Report found that 10 percent of charter schools enrolled a disproportionately high number of White students as compared to the racial demographics of the district at large. Writer Kimberly Quick calls these “White-Flight Charters”. 

In the first case, the charter schools end up with a disproportionate percentage of Black students and the white students are left in the public schools. In the later case, the Black students are left in the authentic public schools and the white kids flee to the charter schools.

Both cases are not good for civil rights. They allow students of color to be targeted for disinvestment and reductive curriculum while further privileging the white students.

Don’t Black students deserve the right to an education where corporations can’t teach them on the cheap? Don’t they deserve educations free from developmentally inappropriate long days, harsh discipline policies and narrowed curriculum? Don’t their parents deserve the right to participate in the running of their schools through elected school boards?

The idea that it is somehow in the best interest of children of color to be provided with schools containing fewer safety precautions is kind of insulting.

Far from improving civil rights, charter schools too often violate them.

This is why the NAACP has repeatedly called for a moratorium on new charter schools. Members of the organization’s educational task force released a statement saying:

“With the expansion of charter schools and their concentration in low-income communities, concerns have been raised within the African American community about the quality, accessibility and accountability of some charters, as well as their broader effects on the funding and management of school districts that serve most students of color.”

Black Lives Matter organizers also called for a charter school moratorium. Charters, they wrote, represent a shift of public funds and control to private entities. Along with “an end to the privatization of education,” the Movement for Black Lives organizers are demanding increased investments in traditional community schools and the health and social services they provide.

Moreover, the Journey for Justice Alliance – a coalition of grassroots community, youth, and parent-led organizations in over 30 cities – has gone even further calling for an end to all school privatization.

The organization posted on it’s Website:

“The evidence is clear and aligns with the lived experience of parents, students and community residents in America’s cities: school privatization has failed in improving the education outcomes for young people. There is no such thing as “school choice” in Black and Brown communities in this country. We want the choice of a world class neighborhood school within safe walking distance of our homes. We want an end to school closings, turnarounds, phase-outs, and charter expansion.”

So do charters improve civil rights?

QUICK ANSWER: NO!


There are a lot of myths spread about charter schools – many of them being propagated by the charter school industry, itself.

Most of these are not facts; they are marketing.

While there are some charter schools that do a decent job educating children, the charter school concept is deeply flawed.

Authentic public schools are far from perfect, but taken as a whole they are much more effective, reliable, economical, transparent and democratic than the alternatives.

We should take steps to end the charter school model and transition those schools that are working back to the authentic public school system that has served our students well for more than a century.


 

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!

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.


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!

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?



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!

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.

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.


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!

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

The moment I had been dreading happened.

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

What was I going to say to them?

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

What would I tell my middle schoolers?

What COULD I say?

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

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

I started clicking on their names.

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

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

And then it was time.

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

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

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

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

And I waited.

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

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

So I explained it to them.

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

At this point I noticed something strange on my screen.

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

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

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

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

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

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

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

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

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

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

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

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

I tried to put the event in historical context.

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

That’s when the first black student spoke up.

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

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

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

“Why didn’t the police stop them?”

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

“Why they so mad?”

I smiled and said that these were all excellent questions.


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

No one responded.

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

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

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

“Didn’t someone die?”

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

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

“Why none?” I asked.

“Because they was white.”

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

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

“Is Trump still President?” Someone asked.

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

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

And then it quieted down.

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

They were still.

A few cameras clicked off.

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

And then that was it.

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

Did it help any?

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

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

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

As a teacher, sometimes I feel so helpless.

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

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

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

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

The truth.


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

Plus you get subscriber only extras!

Just CLICK HERE.

Patreon+Circle

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

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

There were so many explosive stories in 2020.

From the never ending antics of our clown President to the Coronavirus to the continuing rise of White Supremacy, it seemed you couldn’t go more than a few days without some ridiculous headline assaulting your senses.

As a result, there were a lot of worthy, important articles that fell between the cracks – more so this year than any other.

Before we charge into the New Year, it might be a good idea to spare a look over our shoulders at these vital nuggets many of us may have missed.

On my blog, alone, I’ve found at least five posts that I thought were particularly important but that didn’t get the attention they deserved.

So come with me please through this survey of the top 5 education articles (by me) that you probably missed in 2020:

5) The Student-Teacher Relationship is One of the Most Misunderstood and Underrated Aspects of Education

Published: June 13 

Views: 940


 Description: Kids usually spend about 1,000 hours with their teachers in a single year. During that time we build strong relationships. And though just about everyone will tell you this is important, we’re often talking about different things. Some policymakers insist we prioritize an “instrumental focus” with students using their personal information to get them to behave and do their work. The goal is compliance not autonomy or problem solving. However, increasing evidence is showing the value of a more “reciprocal focus” where students and teachers exchanged information to come to a mutual understanding and shared knowledge. Here the goal is free thought, questioning, and engagement with authority figures. I provide my own personal experience to support the latter approach.


 
 Fun Fact: This post is full of letters my former students wrote to me during the pandemic. They highlight better than any study the value of authentic relationships to both students and their teachers.

4) Standardized Tests Increase School Segregation

Published: June 19 

Views: 690


 Description: The link between standardized testing and segregation is obvious but hardly ever discussed. In short, it goes like this. Even when students from different racial or ethnic groups aren’t physically separated by district boundaries or school buildings, the way we rate and sort these students within the same space causes segregation. This is because our manner of placing kids into classes, itself, is discriminatory, unfairly resulting in more children of color in lower academic tracks and more white kids in advanced placement. If segregation is an evil, so is the standardized testing often used to place kids in remedial, academic or advanced classes.


 Fun Fact: It seems to me this has immediate and important policy implications. There are so many reasons to end the failed regime of high stakes testing. This is just another one.

3) Virtual Instruction: Top 5 Pros & Top 5 Cons

Published: October 11


 Views: 622


 Description: Virtual instruction has been a hot button issue this year in the wake of school closings caused by the COVID-19 pandemic. The fact that in-person instruction is more effective has been used as an excuse to keep many schools open when logic, reason and facts would dictate otherwise. However, the kind of in-person instruction being offered in a pandemic is, itself, not as effective as the kind of in-person instruction offered under normal circumstances. Moreover, distance learning is not all bad. It does have some advantages such as it being generally low pressure, more difficult to disrupt class and easier to contact parents. At the same time, it presents unique challenges such as increased student absences, the problem of when and if to keep the camera on and difficulties with special needs students. 

Fun Fact: We desperately need an honest accounting of what is going on with real virtual classrooms around the country and how students and teachers are meeting these challenges. If there was more discussion about how to make distance learning better, the education being provided during the pandemic would be so much more effective than spending all our time and effort trying to reopen school buildings regardless of the risks of infection to all involved.

2) The Ongoing Study of How and When Teachers Should Praise Students

Published: February 2


 Views: 303


 Description: When should teachers praise students and when should they use reprimands? The research is all over the place. Some studies say praise is good but only so much and only in certain circumstances. Others say reprimands are more effective and still others caution against when and how to use them. My own experience has shown that honest praise and thoughtful reprimands are more effective than not.

 Fun Fact: This may seem like a simple issue but it highlights the complexities of teaching. Educators are not working with widgets. We’re working with real, live human beings. There is no simple solution that will work every time with every student. Effective teaching takes good judgement and experience. If we ever want to improve our school system, it is vital that we understand that moving forward.

1) Did Rosa Parks Really Support Charter Schools?

Published: January 29


 Views: 233


 Description: Forty years after the Montgomery bus boycott that was sparked by Rosa Park’s refusal to give up her seat to a white man, the civil rights icon lent her name to a charter school proposal in 1997. However, the Detroit school that would have been named for her and her late husband, the Raymond and Rosa Parks Academy for Self Development, was never approved. In any case, Charter school advocates like to pretend this mere proposal means Parks was an early champion of charter schools and thus that school privatization is an extension of the civil rights movement. Yet a closer look at the facts shows a sadder story. At the time of the proposal, Parks was suffering from dementia and under the sway of countless corporate consultants who used her name and clout to enact several projects. It ended in a protracted legal battle after her death between her family and the consultants to whom she willed a treasure trove of civil rights artifacts. 

Fun Fact: I think this is one of the most important articles I wrote in 2020. It’s not a pretty story, but it’s the truth. The school privatization movement likes to co-opt the language of the civil rights movement while violating the civil rights of students and families with substandard education and pocketing tax dollars as profit that were meant to educate children. The exploitation of Parks in this way is symptomatic of what you’ll see in any inner city charter school where entrepreneurs are getting rich off of the children of color whom they pretend to be serving.


Gadfly’s Other Year End Round Ups

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

 

2020:

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

 

2019:

Sixteen Gadfly Articles That Made Betsy DeVos Itch in 2019


Screen Shot 2019-12-28 at 3.51.03 PM

 

2018:

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

thumbnail_IMG_8445

 

 

2017:

 

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

 

thumbnail_Screen shot 2017-12-26 at 3.44.17 PM

 

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

 

7fd6a56c2ffc7a03c9fd2f431a543e92

 

2016

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

 

ignoring-wisdom

 

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

 

screen-shot-2016-12-27-at-3-29-49-am

 

 

2015

 

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

 

Screen shot 2016-01-02 at 11.01.09 PM

 

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

 

Screen shot 2015-12-30 at 12.57.49 AM

 

2014

 

 

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

 

Wonderfull illusion art painting

 

Top 10 Education Blog Posts (By Me) You Should Be Reading Right Now!

 

computer-people-png-300x202


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!


Five Reasons to be Cautiously Optimistic About the Biden Presidency

President-elect Joe Biden.

Go ahead and say that aloud once.

“President-elect Joe Biden.”

How does it feel?

If you’re like me, it feels pretty good.

And to be honest I never expected that it would.

Sure, I voted for Joe. I gave money to the campaign. I volunteered.

But Biden was far from my first choice. In fact, looking over the field of Democrats seeking the party’s nomination, he might have been my last pick.

I was a Bernie Sanders guy and probably will be until the day I die.

But damn if it doesn’t feel good to say “President-elect Joe Biden!”

Before today, I would have said the best thing about Joe was that he isn’t Trump. And, frankly, I think that is mainly the fact that won him the election.

It was a repudiation of Trump more than a celebration of Biden.

However, now that the dust has cleared and all the states but Georgia, Alaska and North Carolina have been called, I’m starting to have some thoughts about what a Biden administration might actually look like.

And it might not be too bad.

So here are what I see as the five main hurdles coming up for the Biden administration and why we might be cautiously optimistic about their outcomes:

1) Trump Will Fail to Successfully Challenge the Election Results

As of this writing, Biden has 290 electoral votes to Trump’s 214.

Alaska will probably go to Trump and North Carolina is a bit of a toss up. Georgia will almost certainly go to Biden.

It actually doesn’t really matter.


The world and the media have already accepted the results.

Biden has been elected the 46th President of the United States.

In the absence of solid evidence of massive voter fraud in multiple states – many of which are controlled by Republican governments – it is unlikely that these results can be successfully changed.

Many Republican leaders like Pat Toomey, Rick Santorum and Mitt Romney have already accepted this fact. Far right leaders of other countries like Boris Johnson and Benjamin Netanyahu have already congratulated Biden.

It’s over.

And if there were any doubt about it, the Trump administration accidentally booking a press conference at Four Seasons Total Landscaping in Philadelphia instead of the Four Seasons hotel – and then pretending that’s what they intended all along – should put the final nail in the coffin.

You don’t know Four Seasons Total Landscaping? It’s a landscape gardeners located between a crematorium and a dildo shop.

That is not the work of people capable of running an effective challenge to a national election.

Yes, there are enough far right justices on the Supreme Court to pull off this Coup d’état. But I don’t think even they would have the guts to do it in light of the world’s acceptance of Biden, the acceptance of many in the GOP and the blatant incompetence of the Trump administration.

I admit that I could be wrong. And I certainly don’t think we should underestimate these neofacists.

Trump is a cornered rat, and that is when rats are at their most dangerous.

However, I think there is good reason to think he will not be able to steal this election no matter how many tantrums he throws on the floor of the Oval Office or Mar-a-Lago.

2) Control of the Senate Rests on Georgia

It appears that the election will not, by itself, change the balance of power in Congress.

The Democrats have lost seats in the House but not enough to lose a majority. They do not appear to have picked up enough seats in the Senate to rest control away from the GOP.

However, on January 5th there will be runoff elections for both U.S. Senate seats in Georgia.

Yes, you read that right – Georgia!

If Democrats Raphael Warnock and Jon Osoff both win, Joe Biden will have a congressional majority to actually get his policies passed.

No more Mitch McConnell as Senate Majority Leader.

No more obstruction.

It would be HUGE.

And it is incredibly positive that this is taking place in Georgia where Stacey Abrams has done an amazing job organizing grassroots efforts to turn the state blue.

We have a real chance here.

No doubt Republicans will try to throw whatever they have left to stopping the Dems in these races. But how much do they really have after being beaten nationwide?

Will momentum and an existent grassroots network be enough to flip the script for Dems?

Chances are good. It all depends on what we do in the next few months.

3) Progressives Will Not Let Neoliberals Ignore Them

A huge hurdle for the Biden Administration and the Democratic Party will be how we try to move forward together.

Biden won a huge national majority of votes – 75 million – the most any candidate ever has received.

However, a similar record was true of Hillary Clinton in 2016 and she still lost because of the electoral college.

Thankfully things are not playing out that way in 2020. But they could have very easily.

Frankly, the fact that Biden didn’t beat Trump by an even greater margin is extremely troubling.

Almost half of the voting public – 71 million – support this racist, neofacist, incompetent fool. And only a slight majority oppose him.

I believe firmly that this is because of the Democrats’ strategy in this campaign.

Both this year and in 2016, there was very little positive policy being offered – very little popular positive policy positions that would have directly impacted the majority of Americans.

Many folks voted for Trump out of despair. They wanted a change – any change – burn it all down if necessary.

Had Medicare For All or the Green New Deal been on the ballot, things might have gone differently – or more emphatically – our way.

But, instead, it was all about getting rid of Trump.

Thankfully, that was enough. But had the party actually offered voters something more – things that are overwhelmingly popular with everyday people but unpopular with party elites and their wealthy backers – the results could have been a landslide in Biden’s favor.

Representative Alexandria Ocasio-Cortez spoke for many progressives in a New York Times interview.

She said that every candidate that co-sponsored Medicare for All in a swing district was reelected. Even Mike Levin, who many thought had committed political suicide by co-sponsoring the Green New Deal, kept his seat.

Supporting progressive policies did not sink anyone’s campaigns. In fact, that’s how insurgent Democrats have been unseating centrists across the nation.

“I’ve been unseating Democrats for two years,” Ocasio-Cortez said. “I have been defeating D.C.C.C.-run campaigns for two years. That’s how I got to Congress. That’s how we elected Ayanna Pressley. That’s how Jamaal Bowman won. That’s how Cori Bush won. And so we know about extreme vulnerabilities in how Democrats run campaigns.”

This is a fight for the heart and soul of the Democratic party.

We cannot continue to move to the right and expect the base – which are much further left – to continue to vote for increasingly conservative candidates.

There is already a party for that – it’s the Republicans.

“I need my colleagues to understand that we are not the enemy,” she said. “And that their base is not the enemy. That the Movement for Black Lives is not the enemy, that Medicare For All is not the enemy. This isn’t even just about winning an argument. It’s that if they keep going after the wrong thing, I mean, they’re just setting up their own obsolescence.”

We will see if the Biden administration learns these lessons or not.

I think there is good reason to be cautiously optimistic here. It is in the party’s own self interest.

But only the future will tell.

4) Biden will Take Steps to Control the Coronavirus

Unlike his predecessor, Biden has been a consistent voice of sanity on the COVID-19 pandemic.

Yesterday, he tweeted:

“We cannot repair the economy, restore our vitality, or relish life’s most precious moments — hugging a grandchild, birthdays, weddings, graduations, all the moments that matter most to us — until we get this virus under control.”

And true to his word, this appears to be the first thing on his agenda.

Tomorrow he is expected to name a group of leading scientists and experts as transition advisers so his administration can get started combating the virus on inauguration day, Jan. 20, 2021.

The Coronavirus Task Force is expected to be led by former Surgeon General Dr. Vivek Murthy and Dr. David Kessler, who led the Food and Drug Administration during the 1990s.

Specifically, Biden’s plan calls for empowering scientists at the Centers for Disease Control and Prevention (CDC) to help set national guidance based on evidence to stop outbreaks, work on a vaccine, testing, contact tracing and other services.

His administration would use the CDC to provide specific guidance — based on the degree of viral spread in a community — for how to open schools and businesses, when to impose restrictions on gathering sizes or when stay-at-home orders may be necessary.

He would create a national “pandemic dashboard” to share this information with the public.

He would work with every governor to make mask-wearing in public mandatory in their state – a measure that, alone, could save more than 100,000 lives.

He would make sure that everyone has access to regular, reliable, free testing.

He would hire 100,000 additional public health workers to coordinate with local organizations around the country to perform contact tracing and other health services. These people would help with everything from food insecurity and affordable housing to training school officials about when and how to make it safe to reopen buildings.

He proposes the federal government cover 100% of the cost of Consolidated Omnibus Budget Reconciliation Act (COBRA) coverage for the duration of the crisis for people who get sick from the virus. If someone loses employer-based health insurance, they would still have health insurance through this plan.

He also will push to strengthen the Affordable Care Act, expanding coverage by making more people eligible.

He’d use the Defense Production Act to increase production of masks, face shields and other personal protective equipment so that supply exceeds demand.

I don’t know about you, but to me this seems a breath of fresh air. It is what the federal government should do and what it hasn’t been doing under Trump.

And I see no reason why the Biden administration can’t get it done.

5) Biden Can’t Afford to Re-up Betsy DeVos’ Education Policies

When it comes to public education, neither party has really been an ally to teachers and students.

Betsy DeVos was worse than President Obama’s Education Secretaries – Arne Duncan and John King. But let’s not fool ourselves that these Democratic functionaries were any good, either.

They all supported charter schools, high stakes testing, increased segregation, the school-to-prison pipeline, evaluating teachers on student test scores, targeted disinvestment to schools in poor neighborhoods serving mostly students of color, and more.

Duncan and King were competent at destroying public education while hiding behind neoliberal rhetoric. DeVos was incompetent in every conceivable way and could barely hide her glee at the prospect of destroying public education.

Since Biden’s wife, Jill, was an actual teacher, he has more to lose than previous chief executives if he gets this wrong. He can’t take schools for granted and he can’t appear to be doubling down on the same policies of Trump and DeVos – which to be honest were mostly the same as those of Obama and Bush but on steroids.

Biden promised a public school teacher would be his next education secretary and Politico is already making predictions. The media outlet suggests ex-National Education Association (NEA) President Lily Eskelsen Garcia, American Federation of Teachers (AFT) President Randi Weingarten or Stanford Education Professor Linda Darling-Hammond.

Frankly, we could do much worse than any of these people. Hammond, in particular, was Obama’s education policy advisor UNTIL he was elected and changed courses to the neoliberal set.

Of all the hurdles coming his way, I have the least hope Biden will overcome this one.

Pressure will be huge for him to pick another supply side hack with little actual education experience.

But who knows? The stakes are high. Jill has his ear.

We can make our voices heard, cross our fingers and hope for the best.

At a time when teachers are struggling just to have a safe environment in which to work, actual education policy is almost a distant luxury.

For the meantime, I’ll give Joe a chance and remain cautiously optimistic.

The ball is in Biden’s hands. He deserves the right to make a shot.

And if he misses, at least we can celebrate the end of the Muslim ban, reinstating the DREAM Act, rejoining the Paris Climate Accords, rejoining the World Health Organization and the restoration of a functioning federal government to the USA.


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!