Why Even the Best Charter Schools are Fundamentally Inequitable

Not MY charter school!

That’s the usual reaction from charter school fans to any criticism of the industry.

I say many of these institutions lack accountability about how tax dollars are spent…

Not MY charter school!

I say they waste millions of taxpayer dollars to duplicate services already in existence….

Not MY charter school!

I talk about frequent scandals where unscrupulous charter school operators use copious loopholes in state law to enrich themselves without providing services to parents, students and the community…

Not MY charter school!

I mention charter school lotteries, cherry-picking students, not providing adequate special education services, zero tolerance discipline policies, teaching to standardized tests, targeting black and brown kids for profit and feeding the school to prison pipeline….

Not MY charter school! Not MY charter school! Not MY…

Really!?

If the industry is subject to this much malfeasance and corruption, doesn’t that reflect badly on the entire educational model – even the examples that avoid the worst of it?

One model has daily scandals. The other – authentic public schools – is far from perfect but relatively tame by comparison. You can’t blame people for generalizing.

Not My….

Okay. We get it!

But sadly this defensiveness against any criticism hides an enormous ignorance of exactly what charter schools are and how they operate at the most basic level.

Yes, there is a difference between how the best and worst charter schools act.

Yes, there are some charter schools that are run much better, more humanely and responsibly than others.

But that doesn’t mean the very concept of a charter school isn’t rotten to the core.

It’s like colonialism.

Yes, there were colonies where the invaders treated the conquered with more respect and dignity than others.

But not a single colony was a good thing. Not a single colonial enterprise avoided subjugating people who should have been free to determine their own destinies.

The same goes with charter schools.

When I discuss the industry, it’s surprising how many people – especially supporters of the enterprise – don’t understand what charter schools really are.

Let’s start with a simple definition.

A charter school is a school with a charter.

Get it?

And a charter is a contract – a special agreement with the state or some other governmental entity that this school can exist.

Why is that necessary?

Because there are rules laid out by each state in their school codes detailing what schools must do in order to qualify for taxpayer funding.

For example, under normal circumstances they must have an elected school board made up of members from the community where the school is located.

All authentic public schools must follow these rules. But not Charter schools.

Instead, they get to follow whatever rules are set down in their charter.

So without even examining exactly which special rules are stipulated in that charter, these schools are founded on the very concept of privilege.

They get to abide by their own rules tailor-made just for them.

Why does that matter? Because they get public funding.

And, yes, ALL charter schools are publicly funded – they get at least part of their money from taxpayers, usually all or the majority of their funding.

That opens a huge divide in accountability between types of schools.

On the one hand, authentic public schools are publicly funded but required by law to be run by elected members of the public. You pay your taxes and you get a say in how those taxes are spent.

However, many states allow charter schools to avoid this stipulation. They can be run by appointed boards or other functionaries that taxpayers have no say in hiring.

It’s a common feature of most charter agreements and often exploited.

You pay taxes and have no say in how that money is spent at these charter schools.

Parents of students enrolled in the school can vote with their feet and remove their kids if they don’t like the direction the school is taking. But the overwhelming majority of taxpayers don’t have kids in the charter school – they might not have kids at all. But their money is still being collected and their voice is silenced.

That is fundamentally unjust.

In fact, it’s one of the main reasons given for the American colonies fighting a war with Great Britain. No taxation without representation.

And most charter schools are guilty of it.

But not all!

There are charter schools run by elected school boards. They either choose this management system though it is not required by their charter or their charter explicitly requires it – like any other taxpayer funded school.

Does this excuse these charter schools from the same inequities as their more privileged brethren?

No.

And this is an important point.

How does a charter school open in the first place?

Most authentic public schools were started many years ago by the communities where they operate.

Community members got together, agreed they needed a school, elected board members to manage it, collected tax money, etc.

Charter schools are much newer inventions that come about differently.

Instead of starting with a community, they start with a charter operator. This could be a single individual, a group, an organization or a corporation.

The operator then goes to the state, community or usually school district where they propose to open the charter (it depends on the state charter law) and puts forward a proposal. Then the state, community or board decides to approve or deny that proposal.

However, nearly every charter school law does not give local communities an unlimited right of refusal. After all, if they did, there would be hardly any charter schools in existence.

Think about it.

When an authentic public school district decides to open a charter school inside its borders, it is agreeing to give a portion of the tax dollars it already receives to the charter school. It is agreeing to run its existing schools on less money so the charter can open up.

Why would any authentic public school do this? Only if it saw a real need for a new school and did not want to open a new school, itself. That’s a pretty rare situation.

However, nearly every charter school law gives very narrow reasons that new charter applications can be refused. So most of the time, the district has no choice but to approve these proposals. And if a district does refuse, the matter often goes to a state charter approval board which almost always reverses the decision. The community says no – state functionaries say yes.

So even when one of these so-called good charter schools managed by an elected school board opens up, it does so by overruling the decisions of the community it serves.

Charter schools create burdens for their communities. They siphon tax dollars from the existent public schools without reducing costs by much at all. So the authentic public school board is forced to make a hard decision – cut services for students and run with their reduced tax revenue or increase taxes to make up the difference.

Charter schools equal higher taxes in districts that can afford it and a reduction in educational quality in those districts that can’t.

This is a situation the community did not ask for. The community did not demand a new charter school. A handful of charter operators did to enroll a handful of students.

This is not fair.

And, yes, it applies to every charter school.

School choice is based on lack of choice in the first place.

However, my favorite response from charter school fans is that their school doesn’t have any special agreement at all.

Their school has no charter.

It’s like saying your ice cube isn’t cold, or your fire isn’t hot.

What is a charter school without a charter? Not a charter school.

If there really is such an institution out there, I would say it is a charter school in name only. Best to rename it as an authentic public school just for the sake of accuracy.

And if anyone does find a yellowed document for one of these schools labeled “charter,” best to tear it up. You don’t need it since your charter school has no need of special agreements.

Keep in mind, this is long before we get into the specifics of how charter schools can (and often do) exploit children and communities.

If the very existence of your school is predicated on the existence of a charter agreement, that is inequitable.

It does not need to follow all of the rules that authentic public schools must.

These are rules about being accountable for how you spend tax dollars, having minimum academic standards, hiring qualified staff, etc.


If there really are some rules that charter schools should be freed from obeying, why not just free all taxpayer funded schools from these rules? You don’t need a special agreement. You need to renegotiate the state school code.

Otherwise, this is giving special treatment to some schools rather than others.

That is the point.

Charter schools – ALL CHARTER SCHOOLS – are inequitable by definition and design.

It is an unjust system.

And no amount of defensiveness will avoid this truth.


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

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

A prime example of this is the charter school industry.

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

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

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

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

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

According to the Oxford English Dictionary, colonialism is:

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

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

Consider what a charter school does.

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


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

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

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

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

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

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

Think about what a transformation has been thus accomplished.

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

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

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

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

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

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

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

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

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

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

He writes:

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

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

He writes about the experience first hand:

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

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

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

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

It’s way past time we admit it.

This is colonialism.

Charter schools are colonial enterprises.

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

But we mustn’t stop there.

Colonialism is on our streets and in our schools.

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

We must end the charter school experiment.

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

Further Reading:

Fisher, David R.   Education in the Settler Colony: Displacement, Inequality, and Disappearance via Charter Schools. University of South Florida ProQuest Dissertations Publishing,  2019. 27548561.

-Vasquez Heilig, J., Khalifa, M., & Tillman, L. (2013). Why have NCLB and high-stakes reforms failed?: Reframing the discourse with a post-colonial lens. In K. Lomotey and R. Milner (Eds.), Handbook of Urban Education. New York: Routledge.


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Great Replacement Theory and School Choice

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

Answer: ideology.

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

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

For example, take Great Replacement Theory and School Choice.

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

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

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

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

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

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

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

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

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

Carlson has used his media empire to promote both ideas.

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

In July, he said:

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

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

So what do the two concepts have in common?

In short: racism and white supremacy.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

“Segregation now, segregation tomorrow and segregation forever!”

As Malcolm X observed:

“America preaches integration and practices segregation.”

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

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


 

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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. 


 

 


 

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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. 


 

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

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.


 

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

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

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

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

End of story. Let’s move on.

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

First, no public school actually teaches Critical Race Theory.

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

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

Let’s start with Critical Race Theory.

It is entirely absent from public school curriculum.

Laughably so.

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

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

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

Facts are facts.

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

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

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

And on and on.

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

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

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

Except maybe ignorance.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

It’s misdirected anger.

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

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

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

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


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Can Unions Defang Charter School Vampires?

What if a vampire suddenly lost its fangs?

Would it still be a vampire?

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

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

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

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

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

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

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

And the reason is pretty obvious.

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

Though publicly financed, they are often privately operated.

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

They can legally cut services and pocket the savings.

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

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

So how do unions change this system?

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

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

How much will union power beat back charter bosses?

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

But will it?

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

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

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

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



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

Standardized Testing During a Pandemic is Stupid. And Cruel.

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

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

“I can’t even.”

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

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

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

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

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

It’s literally that dumb.

No, it’s worse.

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

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

First, there’s the idea of learning loss.

What does it mean?

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

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

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

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

It is pure fantasy.

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

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

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

Do a thought experiment with me.

Imagine you needed directions to the store.

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

Was your brain irreparably harmed?

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

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

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

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

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

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

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

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

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

So learning loss is nonsense.

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

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

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

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

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

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


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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

But let’s say you needed some independent variable.

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

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

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

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

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

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

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

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

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

But unfortunately that doesn’t end the stupid.

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

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

Are you freaking kidding me!?

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

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

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

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

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

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

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

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

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

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

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

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

In any normal year, that would be bad enough.

But this year it’s even worse.

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

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

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

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

That takes time. A lot if it.

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

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

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

So President Biden can stop the charade.

America’s teachers aren’t buying it.

We know how deeply stupid this testing mandate is.

Stupid and cruel.

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


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

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

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!