Defund the Police to Fund Public Schools

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Back in the pre-Coronavirus days when we still had in-person classes I used to come to school in a suit.

 

Every day, suit and tie.

 

I didn’t have to – the dress code allowed me to wear pretty much whatever I wanted and most teachers dressed much more casually.

 

Now let me be clear – I’m not saying my way was the only way. Each teacher has his or her own way of doing things that work in their particular cases. But as for me, I’ve always agreed with the old adage that you should come dressed for the job you want, not necessarily the job you have.

 

I think educators are professionals. They should be respected and taken seriously.

 

And on the first day of school that’s what I want to tell my students without even opening my mouth: Hey! We’re doing important work here today.

 

However, as time goes on I often wear whimsical ties. A saxophone, multicolored fish, Space Invaders on test days.

 

In fact, this year some of the kids nicknamed me “tie man” and even if they didn’t have me as their teacher they’d pop their heads into the room to see what was hanging from my neck that day.

 

So when I see police officers lined up at George Floyd rallies, I’m aware of what they’re saying without saying a word.

 
Wearing riot gear, armed with billy clubs and shields. Tear gas canisters and rubber bullets at the ready. Backed by military style tanks and helicopters flying overhead.

 

That all sends a message: We’re not here to protect and serve. We’re here to pacify and put down.

 

And like my choice of school attire, this message isn’t just for the observer. It’s for the wearer, too.

 

There’s no mistaking what you’re there to do with a sport jacket across your shoulders and a piece of fabric knotted around your neck. Just as I’m sure there’s no mistaking your intent when you survey the public behind a plexiglass helmet with a heavy wooden club in your gloved fist.

 

You’re a soldier and the protesters are your enemy.

 

Any individual police officer can act differently, but if they do, they’re going against the tide.

 

That’s why many people are saying “Defund the Police.”

 

To some that may sound kind of scary.

 

Defund the police? If we do that, who will protect us from violent criminals?

 

But hear me out.

 

Defunding the police doesn’t have to mean abolishing the police (though some would go that far).

 

For me, it means a radical reinvention of what it means to be a police officer and their role in our society.

 

Let’s not forget that policing began in this country not so much as law enforcement but as a way to catch runaway slaves and put down labor unions.

 

It’s not enough to suggest our law enforcers not dress like stormtroopers.

 

It’s not enough that we ask often progressive mayors not to use their police as thugs and bullies.

 

It’s not enough that we demand racists be screened out of the hiring process and for more rigorous training before officers become a permanent part of the force.

 

We should do all of that, but let’s not be blind to what we’ve seen the last week.

 

A 75-year-old man shoved to the ground and left to bleed in Buffalo, NY. A police SUV driving through a crowd of protestors in Brooklyn knocking several to the ground. A group of police in Philadelphia using a baton to hit a man on the head before pinning him to the ground. In Minneapolis police shouting “Light ‘em up” before firing paint canisters at a woman standing on her own front porch. And in many cities police using teargas, flash-bangs and rubber bullets on a peaceful protesters.

 

The fact that there was so much police brutality at nationwide anti-police brutality protests proves the need to radically rethink what it means to be law enforcement. And that starts with the money we put aside for this purpose.

 

If the police are not an occupying army, we shouldn’t fund them or outfit them like the military.

 

According to a recent analysis of U.S. Census Bureau data conducted by the Urban Institute, the cost of policing has tripled in the last four decades to $115 billion while violent crime has declined.

 

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In most cities, the police budget is orders of magnitude greater than many other departments. For example, Los Angeles spends $1.8 billion annually on law enforcement – nearly 18% of the city’s entire budget.

 

From 2014-19, New York City spent $41.1 billion on police and corrections while spending $9.9 billion on homeless services and $6.8 billion on housing preservation and development. If you combined the city’s spending on homelessness and housing and quadrupled it, that would still be less than what the city spent on policing and corrections.

 

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Even before the Coronavirus pandemic ravaged the economy, legislators made deep cuts to other services like education, parks, libraries, housing, public transportation, youth programs, arts and culture, and many more. But police budgets have only gotten bigger or remained largely untouched.

 

As Joe Biden said while Vice President, “Don’t tell me what you value, show me your budget, and I’ll tell you what you value.”

 

If we don’t want the police to be militarized thugs that keep people in line by force, we shouldn’t give them the tools to do so. 
Officer Friendly doesn’t patrol in a tank and Barney Fife never fired a rubber bullet or tear gas canister at anyone in Mayberry.

 

Likewise, if we value things like social services and public schools, we should give a lot of the savings to them. A culture of life invests in future generations. The land of the brave and home of the free does not value obedience over free thought and the learning necessary to become an educated participant in our democracy.

 

I live in Pennsylvania.

 

No other state in the country has a bigger gap between what it spends on rich vs. poor students, according to the U.S. Department of Education.

 

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The state legislature has been paying less and less of public schools’ budgets over the last four decades. The Commonwealth used to contribute 54% of all public school costs in the early 1970s. Today it pays only 35% of the costs, leaving local taxpayers to take up the slack. Since districts are not equally wealthy, that increases the disparity of resources between rich and poor districts.

 

The difference is significant. Rich districts spend $10,000 to $20,000 on each student, while poorer districts barely pull together $5,000-$6,000.

 

In addition, impoverished students have greater needs than rich ones. They often don’t have books in the home or access to Pre-kindergarten. Poor students often suffer from food insecurity, malnutrition, a lack of neonatal care, worse attendance, are less well rested and have greater special needs and suffer greater traumas than wealthier students. Moreover, it is no accident that the group privileged with an abundance of funding is made up mostly of white students and those being underprivileged are mostly students of color.

 
What better way to show that black lives really do matter than to invest in black minds?

 

The situation isn’t limited to Pennsylvania.

 

Education still hasn’t recovered from the Great Recession. You see today’s public schools employ 250,000 fewer people than they did before the recession of 2008–09. Meanwhile enrollment has increased by 800,000 students.

 

So if we wanted today’s children to have the same quality of service kids received in this country only a decade ago, we’d need to hire almost 400,000 more teachers!

 

Instead, our children are packed into classes of 25, 30 even 40 students!

 
And it’s about to get worse!

 

Across the nation with the inevitable loss of taxes after shutting down the economy to save lives during the global Coronavirus outbreak, local districts are bracing for a 15-25% loss in revenues next fiscal year.

In Pennsylvania, districts anticipate $850 million to $1 billion in revenue shortfalls.

That could result in massive teacher layoffs and cuts to student services just as the cost to provide schooling increases with additional difficulties of life during a worldwide pandemic.

 

If police are there to protect people, what are they protecting us from?

 

The system is set up to criminalize citizens and keep them in line with brutality.

 

We’ve criminalized homelessness, drug addiction, even poverty, itself. And lacking a quality education increases a student’s chances of becoming part of the criminal justice system – the school-to-prison pipeline.

 

We need a new system that works for us.

 

We need a system where murdering black people – even if you’re wearing a uniform – sends you to jail, and not only after global protests.

 

We need a system where people feel safe, where no one has to worry about being targeted because of skin color, nationality, religion, immigration status, sexuality, gender or creed.

 

We need a system where mass gatherings don’t trigger a police response but a political one to redress our grievances.

 

And to get there we need to defund the police.


 

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Why High Stakes Testing Was Cancelled This Year (and Probably Will Be Next Year, Too)

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There are at least two silver linings to the current Coronavirus catastrophe for education.

 

One – with nearly all public schools closed, March was the first month since 2002 without a school shooting.

 

Two – districts nationwide cancelled high stakes standardized tests in April and May.

 

Taken together, these are two victories that no one could have predicted before November.

 

Gun safety restrictions remain laughably lax in the US compared to the rest of the world. And our system’s reliance on high stakes testing to hold schools and teachers accountable for economic inequalities and racially biased standards has been thoroughly criticized for nearly a century.

 

In short, the virus succeeded where policy did not.

 
The pandemic’s other effects have been more damaging as students, parents and teachers have struggled to move education online at home.

 

Teachers are seeing high absences especially among poor, underprivileged and special needs children. Not to mention worries about the quality and depth of education provided virtually and the stress it places on families.

 

To make matters worse, the situation seems likely to continue in some form when next school year begins in the fall.

 

With the COVID-19 virus likely to endure spreading unchecked due to a lack of adequate health screenings, the time it takes to make a vaccine, and an unwillingness by the government to save everyday people from the economic consequences of a nearly stopped economy, not to mention an increasing unwillingness among people to continue thorough social distancing procedures, schools may be left to solve the crisis themselves.

 

There’s been talk that when schools start up in August and September they may simply continue with cyber curriculum. Or they may open the physical buildings with safety protocols including half day classes of smaller size to keep students a safe distance apart.

 

In any case, the question of standardized testing arises again with a vengeance.

 

While there is some wiggle room, federal law (The Every Student Succeeds Act) requires all public school students be given standardized tests in grades 3-8 and once in high school.

 

The U.S. Department of Education waived that mandate this year because of the virus.

 

That was great news – a sound decision from a government agency known more for market solutions than rationality.

 

The question remains: why did the department do it?

 

Whether staffed by Democrats or Republicans, this doesn’t sound like them.

 

Why was this exception made and will it be extended again given that the circumstances may be little different in 2020-21 than they were in 2019-20?

 

The answer seems to be rooted in the tests, themselves, and the economic circumstances which create and sustains them.

 

WHY TESTS WERE CANCELLED

 
In late March, Education Secretary Betsy DeVos said that her department would streamline the paperwork for states to request a waiver allowing them not to give high stakes testing this year and that the government wouldn’t use this year’s testing data in future school accountability ratings.

 

DeVos said in a statement:

 

“Students need to be focused on staying healthy and continuing to learn. Teachers need to be able to focus on remote learning and other adaptations. Neither students nor teachers need to be focused on high-stakes tests during this difficult time.”

 

How did we get here?

 

Well, imagine a world where this didn’t happen.

 

Before DeVos made her statement, some states like Colorado and Texas had already eliminated testing requirements without waiting for a response from DeVos.

 

If the federal government hadn’t answered these requests in the affirmative, it would have had to engage in an open power struggle with the states over control of public schooling.

 

This would be especially damaging for a Republican administration because of the party’s stance on state’s rights.

 

However, even if we put aside this power dynamic, the decision was inevitable.

 

CORPORATIONS FIRST

 

 

All of these assessments are the property of private corporations. These include Harcourt Educational Measurement, CTB McGraw-Hill, Riverside Publishing (a Houghton Mifflin company), and NCS Pearson.

 

States purchase the right to use these tests but assessment material is the ideological property of the parent corporation. And so they want it guarded from theft.

 

That’s why nearly all high stakes testing requires proctors – people whose job it is to set up, monitor and secure the testing environment. They make sure test takers don’t cheat, but they also are responsible for ensuring no information about specific test questions leaves the assessment environment.

 

This is true for standardized assessments at the K-12 level as well as college and certification tests.

 

I know because I’ve spent every year of my teaching career employed as a proctor throughout most of April as my students take the Pennsylvania System of School Assessments (PSSA) tests. But also when I got my degree I had to go to a designated testing center where I could be monitored as I took a series of assessments necessary to get my certification.

 

I had to sign in, empty my pockets including giving over my cell phone, and submit to being observed by the proctors and video surveillance. I even had to sign out and back in when I needed to use the restroom.

 

With physical classrooms closed, there was simply no way effectively to do this.

 

The College Board tried anyway with an abbreviated Advanced Placement test taken online from home this month to disastrous results – glitches, server issues and a failure by the organization to take responsibility.

 

However, the problem isn’t essentially technological. These assessments could be given online. Many districts do exactly that, but with teachers in the room acting as proctors.

 

The technological infrastructure may not yet be in place for widespread virtual testing, but that’s not an insurmountable hurdle.

 

Test security is a much stickier issue – without real, live people policing the environment, testing information would be at risk.

 

Rival companies could get access to trade secrets. The value of scores could come under scrutiny due to concerns of student cheating. And the tests, themselves, would for the first time be visible to parents and the general public.

 

TESTING SECRECY

 

 

As a classroom teacher, I get to see these infernal tests. I get to see the questions.

 

They are not good. They are not well-written, well considered, developmentally appropriate or even good at evaluating student understanding of the knowledge they claim to be assessing.

 

But up to this point, anyone who gets to see the tests is sworn to secrecy including the students.

 

The kids taking these exams – regardless of age – are no longer treated as children. They are clients entering into a contract.

 

At the start of these tests, they are warned of the legal consequences of violating the terms of this agreement.

 

THE PSSAS

 
In particular,the PSSAs require students to read the following warning on the first day of the assessment:

 

DO NOT PHOTOGRAPH, COPY OR REPRODUCE MATERIALS FROM THIS ASSESSMENT IN ANY MANNER. All material contained in this assessment is secure and copyrighted material owned by the Pennsylvania Department of Education. Copying of material in any manner, including the taking of a photograph, is a violation of the federal Copyright Act. Penalties for violations of the Copyright Act may include the cost of replacing the compromised test item(s) or a fine of no less than $750 up to $30,000 for a single violation. 17 U.S.C. $ 101 et seq

 

So the first act of testing is a threat of legal consequences and possible fines.

 

In the commonwealth, we also force kids to abide by a specific code of conduct for test takers. They must enter a quasi-legal relationship before they are even permitted to begin.

 

Much of this code is common sense. Get a good night’s sleep. Fill in bubbles completely using a number two pencil.

 

But some of it is deeply disturbing.

 

For example, students are told to “report any suspected cheating to your teacher or principal.”

 

They have to agree to be an informer or snitch to a government agency. My students aren’t old enough to vote or even drive a car, but they are directed to collaborate with the government against their classmates.

 

In addition, they are told NOT to:

 

-talk with others about questions on the test during or after the test.

 

-take notes about the test to share with others.

 

Students are compelled into a legalistic vow that they won’t break this code. On the test, itself, we make them fill in a bubble next to the following statement:

 

By marking this bubble I verify that I understand the “Code of Conduct for Test Takers” that my Test Administrator went over with me.

 

As a test administrator, I am not allowed to move on until all students have filled in that bubble.

 

Technically, we are not making them promise TO ABIDE by the code of test takers. Perhaps we lack that legal authority. We are, however, making them swear they understand it. Thus we remove ignorance as an excuse for noncompliance.

 

As a proctor, I have to sign a similar statement that I understand the “Ethical Standards of Test Administration.” Again, much of this is common sense, but it includes such statements as:

 

DO NOT:

 
-Discuss, disseminate or otherwise reveal contents of the test to anyone.

 

-Assist in, direct, aid, counsel, encourage, or fail to report any of the actions prohibited in this section.

 

So even teachers technically are not allowed to discuss the test and should report students or colleagues seen doing so.

 

And according to the “Pennsylvania System of School Assessment Directions for Administration Manuel”:

 

Those individuals who divulge test questions, falsify student scores, or compromise the integrity of the state assessment system in any manner will be subject to professional disciplinary action under the Professional Educator Discipline Act, 24 P.S. $ 2070. 1a et seq, including a private reprimand, a public reprimand, a suspension of their teaching certificate(s), a revocation of their teaching certificate(s), and/or a suspension or prohibition from being employed by a charter school. [emphasis added]

 

CORPORATE VULNERABILITY

 

 

If students were allowed to take these tests unsupervised at home, all of this legal protection would disappear.

 

The corporations would be much more exposed and defenseless.

 

THAT’S why the tests were cancelled this year.

 

It wasn’t because anyone rethought the value of high stakes tests – though they should have. It wasn’t because anyone had considered standardized testing’s history in the eugenics movement – which they should have. It wasn’t because anyone was worried that giving these tests would take away precious academic time – though they should have.

 

It was to protect the business interests that would be at risk otherwise.

 

THE DYSTOPIAN TESTING FUTURE

 

 

The need for proctors is a problem that the testing companies know about and are working to eliminate.

 

In fact, they’ve been trying to line things up in their favor for years.

 

Their answer is something called Competency Based Education (CBE) or Proficiency Based Education (PBE). But don’t let these names fool you. It has nothing to do with making children competent or proficient in anything except taking computer-based tests.

 

Paradoxically, it’s sold as a reduction in testing, but really it’s about changing the paradigm.

 
It’s a scheme that ed tech corporations privately call stealth assessments. Students take high stakes tests without even knowing they are doing it. They’re asked the same kinds of multiple-choice nonsense you’d find on state mandated standardized assessments but programmers make it look like a game.

 

This safeguards the tests because kids aren’t aware of being tested. Constant micro-assessments blend in with test prep curriculum until there is little to no difference between the two. Academics gets dumbed down to the level of multiple choice and critical thinking is redefined as asking “What does the questioner want me to think?”

 

Yet the results could still be used to label schools “failing” regardless of how under-resourced they are or how students are suffering the effects of poverty. Mountains of data will still be collected on your children and sold to commercial interests to better market their products.

 

But that’s just how it is used in schools today.

 

The potential is to make this a replacement for physical schools.

 

It’s a disaster capitalism reform tailor made for the Coronavirus age, but not yet ready for large scale implementation.

 

Imagine a world where there are no schools – just free range children plopped in front of a computer or an iPad and told to go learn something.

 

No schools, no teachers, just gangs of students walking the streets, stopping along the way to thumb messages to each other on social media, play a video game or take an on-line test.

 

That’s the world many ed tech entrepreneurs are trying to build.

 

One thing they need is a pet policy of DeVos and the Trump administration – Education Savings Accounts (ESAs).

 

Normally, the federal, state and local government collect taxes to fund an individual child’s education, which is then spent at a public or charter school.

 

 

However, ESAs would allow that money to go elsewhere. It could go to funding the tuition at a private or parochial school like a traditional school voucher.

 

 

Or it could be used for discrete education services provided by the ed tech industry.

 

It’s almost like homeschooling – without a parent or guardian in charge.

 

The idea is often called a learning ecosystem.

 

 
But it’s just a single person cyber school with little to no guiding principles, management or oversight.

 

Education is reduced to a series of badges students can earn by completing certain tasks.

 
Reading a book or an article gives you a badge. Answering a series of multiple-choice questions on a reading earns you more badges. And if you’ve completed a certain task satisfactorily, you can even earn a badge by teaching that same material to others.

 

It’s the low wage gig economy applied to education. Children would bounce from a few hours of Khan Academy videos here to a software package there and Voila! “Modern” education!

 

And as an added benefit, the badge structure creates a market where investors can bet and profit off of who gains badges and to what degree on the model of crypto-currencies like Bitcoin!

 

 

Make no mistake, it’s not about improving the quality of education. It’s about providing the cheapest possible alternative and selling it to the rubes as innovation.

 

 

It’s school without the school or teachers.

 

 

CONCLUSIONS

 

 

This is where the testing industry is going.

 

This is where we would be today if the legal framework were in place and the technology were widespread, adequate and capable of safeguarding corporate intellectual property without the need for test proctors.

 

In the short term, this is good news.

 

As long as the pandemic keeps school buildings closed or keeps them running at less than capacity, the chances of mandating high stakes testing during the crisis goes down.

 

On the flip side that’s detrimental to student learning in the here and now, but it does offer hope for the future. It at least opens the door to cancelling high stakes testing in 2020-21 like we did this year. And the longer we keep those tests at bay, the greater likelihood they will go away for good.

 

However, the people at the testing corporations are far from stupid. They know that each year we forgo the tests proves how unnecessary they are.

 

A coalition of six neoliberal organizations warned against cancelling the tests nationwide in March.

 

“As the coronavirus pandemic evolves on a daily basis, it would be premature to issue blanket national waivers from core components of the law. Thus, case-by-case consideration of each state’s needs is, at this time, most appropriate,” said a letter signed by testing industry lobbyists including John King, the former secretary of education and head of the Education Trust.

 
They have the future mapped out – a future with immense earnings for their companies and shareholders.

 

We must be fully aware of what is happening and why if we are to have any chance of opposing the next disaster and coming out of the current crisis with better school policy than we went in.

 

If we are to safeguard an authentic education for our children, we must learn these lessons, ourselves, now.


 

 

 

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The Internet is NOT the Best Place for Kids to Learn After the Coronavirus Pandemic

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If the Coronavirus quarantine has taught educators one thing, it’s this.

 

Online learning is not better than in-person schooling.

 

After all these years of corporations throwing apps at us and well-meaning administrators providing us with devices and philanthrocapitalists pumping billions of dollars into ed tech first academic schemes, we can all see now that the emperor has no clothes.

 

When schools nationwide are closed to stop the spread of a global pandemic and learning is restricted to whatever teachers can cobble together on sites like Google Classroom and ZOOM, we can all see the Imperial scepter blowing in the wind.

 

The problem is that this is only clear to parents, students and teachers.

 

The people who get to make ed policy decisions are as blind as ever – as witnessed by New York Gov. Andrew Cuomo’s tone deaf insistence that his state reimagine schools with the help of billionaire school saboteur Bill Gates.

 

But the rest of us – you know, those grounded in reality – can see the problems with remote learning staring us in the face.

 

Most importantly, the Internet is not a conducive environment for learning.

 

I don’t mean that learning can’t take place there.

 

You could learn in a fox hole while being shelled by enemy forces. But if your content extends to something more complex than “Duck” or other survival tactics, this may not be the best place to learn it. After all, environment plays a key role in knowledge acquisition.

 

Moreover, different people learn things better in different circumstances. And, contrary to our current education policies that view children as stakeholders or consumers, they are in fact people.

 

There are some children who learn better online than in a brick and mortar classroom. But these kids are few and far between.

 

In general, the younger the child (both physically and psychologically), the more important it is that he or she be given the opportunity to learn in an actual classroom.

 

Why?

 

It really comes down to who controls the environment.

 

In a classroom, the teacher decides most everything about the physical space and what possibilities there will be. She places the books, hangs the posters, sets the lighting, displays student work, etc.

 

In a virtual environment, the space is defined to a small degree by the teacher, but it is mostly determined by the ed tech provider and the open world of the Internet.

 

In short, teachers have much more control over physical classrooms and can remove distractions.

 

Online, educators have very little control over this.

 

LINE OF SIGHT

 
For instance, in my physical classroom, if I wanted to see what a student was doing, all I had to do is walk up to him and look.

 

I controlled what I see, and hiding things from me was difficult.

 

Online, if I want to see what a student is doing (let’s say on a video communications platform like ZOOM), I have little control over what I see. The student is in control of the camera. If it is pointing at the student or placed so as to hide certain behavior or even if the camera is currently on or not is not in my control. Students are empowered to hide anything they want, and there’s not much I can do about it.

 

When teaching online, I’ve had students texting on cell phones, playing video games on computers, having side conversations with friends in their bedrooms, playing with pets – and trying to hide this with the way they display themselves on camera.

 

I’ve had kids mysteriously turn off the camera or point it away from their faces until I ask them to switch it back on or swivel it back to themselves.

 

DO YOU HEAR WHAT I HEAR?

 
When I first started teaching online a few weeks ago, one of the most powerful tools at my disposal seemed to be the mute button.

 

If several kids weren’t hearing me because of side chatter, I could simply mute everyone and fill the blessed silence with instruction.

 

However, I soon discovered that this is deceptive.

 

Just because you don’t hear the students, doesn’t mean they aren’t talking. Some kids use the online chat stream to continue side chatter. Others forgo that entirely for text and Facebook messaging.

 

What’s worse, it’s often hard for the teacher to even know whether anything she said is actually being heard.

 

TOO MUCH CHOICE

 
One of the great strengths of online learning is that it gives students an incredible amount of choice. But that is also its greatest weakness.

 

I can give assignments through a file sharing site like Google Classroom and let students complete it at their own pace.

 

The problem is that kids (especially young kids) need their pace monitored.

 

You can’t give them too much time to get something done because many will procrastinate through the deadline.

 

In my physical classroom, I would often give an assignment and then provide at least some time for them to start it. The idea was that even if they don’t finish it with me, they are more likely to complete something they already began.

 

However, online it is completely up to them when to do an assignment. They are responsible for their own time management – and that’s a skill we, as educators, struggle to teach them.

 

As a result, most students don’t get these assignments done on time – if at all.

 

Even when they do the work, I’m bombarded by a slew of submissions around midnight or the early hours of the AM.

 

HOW TO ASK A QUESTION YOU DON’T KNOW YOU HAVE

 

 

Then there’s the question of… well… questions.

 

In my brick and mortar classroom, if a child was unsure of something, all she had to do was raise her hand and ask. Online, there are multiple ways to communicate with me – kids can send me an email, message me or verbally ask me something during a video chat.

 

The problem is that sometimes they don’t know they’re confused.

 

In my physical classroom, since all students are working on an assignment together in that same time and space, I can go from desk to desk and see how they’re progressing.

 

If they’re getting something wrong, I can correct it in real time. I can give suggestions and encouragement even before the work is done.

 

Online, I’m mostly limited to commenting on the final project. If a student didn’t understand the directions – and didn’t even understand that he didn’t understand the directions – I don’t know until the work is done.

 

This presents a problem. Do I explain the error and ask him to to do the work all over again? Or do I explain the error but accept the work for what it is?

 

I’ll admit, I usually do the later.

 

STUDENTS M.I.A.

 

 

Which brings me to mysterious absences.

 

I don’t mean kids who don’t show up to video conferences – though there are many of those.

 

I mean kids who for all intents and purposes appear to be there in ZOOM and then suddenly disappear never to return that day.

 

They could have a device or Internet issue. And if this happens every once in a while, it’s understandable. But what about kids who do this all the time?

 

If your iPad isn’t charged one day, I guess things happen. But if it isn’t charged everyday, that’s a problem. Your problem – one you need to solve.

 

I know every district is different in this regard, but my school provides every student with devices and even WiFi if necessary. Even in the physical classroom, using devices always came with a chorus of whines about them not being charged.

 

Once again, we’re putting this responsibility on students and families. In the days before distance learning, we could question whether that was fair. In the Coronavirus dystopia, we have little choice but to do it.

 

However, this brave new world even makes an issue out of bathroom breaks.

 

In the brick and mortar classroom, kids would ask to go to the restroom and then be sent one at a time. Online some kids just turn off their camera or leave it idling on an empty seat or the ceiling. It is next to impossible to tell whether these breaks are genuine or even to estimate their duration.

 

Some students are gone for the majority of the meeting. In a world where video conferences are few and far between, is it so much to ask that you use the restroom BEFORE going to ZOOM?

 

INVADERS

 
But let’s not forget unwanted guests.

 

These platforms require students to know a dedicated Web address and sometimes a password to get in.

 

Yet these are children. They sometimes share these security measures with people who were not invited.

 

Even in my physical classroom, sometimes students not on my roster would try to get in to talk with a friend or even just sit in on my amazing lessons. I could stop them at the door and send them on their way.

 

Online, some sites like ZOOM give me similar power, and others like Kahoot (a game based learning platform) do not. Even when every person entering has to be approved by me, all I see is the name they’ve given their device. If an enterprising stranger wanted to rename their device to that of one of my students, I probably wouldn’t catch it until they were in.

 

There have been several times when someone with one of my students’ names got into a ZOOM meeting, but either refused or couldn’t turn on their camera. I had no choice but to boot them out.

 

On some sites like Kahoot, there is no video. I had no idea who was signing in – I just saw the name they input.

 

So sometimes I had two students with the same name. Or I had let’s say 8 kids in the class but 9 kids were signing on to Kahoot.

 

It’s maddening!

 

ASSESSMENTS AND CHEATING

 
Now let’s talk tests.

 

I don’t like tests. I think they can too easily become cruel games of “guess what the testmaker was thinking.”

 

But they are a necessary evil to judge what information students have learned. Moreover, a creative teacher can design them to reduce the regurgitation of facts and increase critical analysis backed by facts.

 

In a physical classroom, teachers can monitor students during test taking. Online, they can’t. So there’s always a question of cheating.

 

Every scrap of information in human history is available somewhere online. If students try hard enough, they can find the answer to any question with a deft Google search.

 

However, to be honest I don’t think I’ve had too much trouble with this as yet. My students either don’t care enough to cheat, cannot figure out how to do so effectively or have too much self respect.

 

Or maybe I just haven’t caught them.

 

In the physical classroom, I had several students try to pass off others work – essays or poems – as their own. But I haven’t assigned anything so ambitious through distance learning yet.

 

CONCLUSIONS

 
Perhaps that’s why it drives me nuts when policymakers and media types make statements about what an overwhelming success this has all been.

 

Teachers and districts have tried their best. Students and families are giving their all. But this experiment does not demonstrate why we should all embrace distance learning once the Coronavirus pandemic is under control.

 

It shows why we MUST return to the brick and mortar classroom as soon as it is safe to do so.

 

Reimagining school will not require more ed tech.

 

It may require much less.

 

Kids need to be in the presence of physical human beings in a real environment with their peers to maximize their learning.

 

We need smaller classes, equitable funding, desegregation, social justice, wide curriculum, and an end to high stakes testing, school privatization, science denial and anti-intellectualism.

 

But more than anything, we need policymakers who are willing to listen to and include the people on the ground when making decisions that affect us all.


 

 

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You Can’t Have My Students’ Lives to Restart Your Economy

 

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It’s okay if a few children die to start up the economy.

 

That is literally the opinion being offered by media influencers and policymakers as Coronavirus social distancing efforts continue passed the 30-day mark.

 

In the midst of a global pandemic, we’ve closed down all nonessential businesses while people self quarantine at home waiting for the curve of infection to plateau and then drop off. Medical experts tell us this is the only way to ensure there are enough ventilators and hospital beds for those who get sick.

 

As it is, more than 700,000 Americans have tested positive for COVID-19 and 38,000 have died – more than the wars in Iraq and Afghanistan, the September 11 terrorist attacks, Hurricane Katrina and the Oklahoma City bombing – combined. In fact, the United States has the highest number of Coronavirus deaths in the world.

 

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Yet there is a concerted effort by the Trump Administration and plutocrats everywhere to get business back up and running. And to do that, they need the schools to reopen so parents can return to work.

 

They literally want to reopen schools as soon as possible – even if it isn’t 100% safe.

 

And if that means students, teachers and parents die, at least their sacrifices will have been worth it.

 

“Schools are a very appetizing opportunity,” said Dr. Mehmet Oz as a guest on Fox News’ Sean Hannity show.

 
“I just saw a nice piece in [British medical journal] The Lancet arguing the opening of schools may only cost us 2 to 3%, in terms of total mortality. Any, you know, any life is a life lost, but … that might be a tradeoff some folks would consider.”

 
Dr. Oz walked back the comment after popular backlash, but I believed him the first time. Many people would find that acceptable.

 

Dr. Phil McGraw (who unlike Dr. Oz is not a licensed doctor) said the following on Fox News’ The Ingraham Angle:

 

“The fact of the matter is, the longer this lockdown goes on, the more vulnerable people get. And it’s like there’s a tipping point. There’s a point at which people start having enough problems in lockdown that it will actually create more destruction and actually more deaths across time than the actual virus will itself.”

 

He then compared coronavirus deaths to deaths from smoking, swimming pools and car crashes – which critics pointed out result from mostly voluntary behavior.

 

Once again, Dr. Phil walked back his comments after public outrage. And once again, I saw where he was coming from – because it’s clear where these celebrity talking heads are getting their information.

 

You find the same opinion tucked into many otherwise informative articles about the virus and education.

 

Education Next published a piece by Walton Family Foundation advisor and American Enterprise Institute fellow John Bailey with this precious little nugget tucked in its middle:

 

“Currently, the public health benefits of school closures and home quarantining outweigh the costs. But at what point does that equation flip? When do the economic, societal, and educational costs outweigh the public health benefits of these aggressive social distancing actions?”

 

The rich need the poor to get back to work. And they’re willing to put our lives on the line to do it.

 

What’s worse, they’re willing to put our children’s lives on the line.

 

I don’t know about you, but I’m not willing to risk my daughter’s life so that the stock market can open back up.

 

As a public school teacher, I’m not willing to bet my students lives so that the airlines and cruise industry can get back in the green.

 

Nor am I willing to gamble with my own life even if it means the NBA, NFL and MLB can start playing games and Hollywood can start premiering first run movies again.

 

There’s still so much we don’t know about COVID-19.

 

Initial reports concluded that older people were more susceptible to it, but as infections have played out worldwide, we’ve seen that 40% of patients are between 20-50 years of age. Children seem mostly asymptomatic. However, many immunologists suspect they are acting as carriers spreading the virus to the older people with whom they come into contact.

 
Children have a more difficult time with the constant hand washing and separating themselves at least 6 feet apart recommended by health experts. This is one of the justifications for closing schools in the first place. If we reopen schools too quickly, it could jumpstart another wave of infections.

 

In fact, that’s exactly what the Imperial College of London found in its own modeling study on likely U.S. and U.K. outcomes.

 

School closures can be effective to help suppress the transmission rates and flatten the curve, the report concluded, IF CONTINUED OVER FIVE MONTHS.

 

That’s a long time. But it gets worse.

 

In the absences of mass vaccinations – which may be as much as two years away – the study found the virus is likely to rebound for a second and third wave.

 

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So when would it be safe to reopen schools?

 

Honestly, no one really knows.

 
Former US Food and Drug Administration Commissioner Scott Gottlieb released a more optimistic answer in the “National Coronavirus Response: Roadmap to Reopening.”

 

The report maintains the need to continue social distancing including school closures until cases peak and we see sustained declines in new cases for 14 days.

 

That seems to be a fair minimum standard.

 

However, we are not there yet. The death toll continues to rise in the US and may continue to do so for some time yet.

 

Despite the science, every state has a different date in mind for when schools will reopen.

 

Since the beginning of April,a total of 21 state departments of education (including Pennsylvania’s) have decided to keep schools closed for the remainder of the academic year until at least August or September. Six states plus Washington, D.C., still have plans to reopen their schools before the end of the month.

 

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Beyond the question of WHEN to reopen schools is the even more complicated one of HOW or IF.

 

President and chief executive of the National Association of State Boards of Education Robert Hull said administrators across the country are asking not how – but if – schools will reopen in the fall.

 

“Everybody says we hope we return to normal,” Hull said. “It’s not going to return to normal anytime soon because the new normal is going to be different.”

 

Multiple possibilities are being considered.

 

A major factor will be how well districts can test incoming students for infection.

 

The best solution would be quick and cheap Coronavirus screenings. If we could mass produce such tests and distribute them to schools or have the results be a precondition to coming to school, things might be able to run pretty much as normal.

 

If US schools all had digital thermometers (as they do in Singapore), students temperatures could be taken before letting them in to the building. Anyone running a fever could be sent home.

 

Some policymakers are even considering spot checking students throughout the day with thermometers and using video cameras to trace the path of any students running a temperature to tell who they may have come into contact with before being identified. However, this seems pretty disruptive to me and – especially in the younger grades – might terrify students and make them conversely feel less safe in school because of the very efforts done to ensure their safety.

 

In all likelihood, policymakers see to think schools will probably have to run while engaging in some sort of social distancing. And that’s not easy. Nearly everything from the way the academic day is organized to the maturity level of most students goes against this need.

 

One thought provoking proposal is reducing class size to no more than 10 students.

 

This would also have educational benefits allowing teachers the ability to give more one-on-one instruction. However, most classes are double or triple this size now. Few school buildings are large enough to double or triple the number of classrooms needed at the same time.

 

One solution to this is that children could attend on alternate days or on a half day basis – one group in the morning, another in the afternoon. The drawback is that this would reduce the hours students are in class. Lessons would either have to be cut down to essentials or some part of assignments may have to go online.

 

This might also narrow the curriculum so that the arts, music, and other subjects would be eliminated. Gym classes would probably have to be cancelled and lunches might have to be in the classroom, itself, instead of allowing large groups of students to congregate in the cafeteria.

 

Just ensuring that students aren’t all in the hallway at the same time would be a challenge. Class dismissals might be staggered or perhaps the teachers would move from room-to-room while the students stay put.

 

Moreover, the simple act of busing students to-and-from school is likewise complicated. If students sit further apart on the bus, that means each district needs either more buses at the same time or double the time to transport students at arrival and dismissal.

 

None of this would be cheap. It could necessitate more money on transportation, support staff and teachers. In a country where education budgets haven’t yet recovered from the Great Recession of George W. Bush, reopening schools safely would require an influx of cash.

 

But without it, the economy cannot get back under way.

 

When schools closed in March, many districts switched to some kind of distance learning. Teachers put assignments on-line and even teach through Internet meeting sites like ZOOM. Continuing this in some form – for part or all of the day – is also being considered. However, it causes as many problems as it solves.

 

Parents need to be able to get back to work. Many can’t stay at home taking care of their children indefinitely. And they can’t leave their kids to their own devices while trying to learn via computer, device or app.

 

Moreover, these cyber schooling efforts come with educational drawbacks. Just about every educational expert acknowledges that learning in-person is preferable. Students with special needs are particularly at risk because many of their individual education plans (IEPs) cannot be met remotely. And even though efforts have been made to help impoverished students gain access to the necessary technology and Internet access, the problem has by no means been universally solved. Not to mention privacy concerns with student data being pirated by unscrupulous ed tech companies.

 

Another issue is high stakes standardized testing.

 

With the Coronavirus crisis, the tests were cancelled this year – and no one has really missed them.

 

If lessons have to be cut to essentials, standardized testing and the need for endless test prep should be the first things to go. In fact, students, educators, parents and college professors will tell you how useless these assessments are. They reflect basic economic inequalities and enforce them by tying education funding to the test scores.

 

Poor kids score badly and rich kids score well, so the funding becomes a reward for the privileged and a punishment for the underprivileged.

 

That’s why it’s laughable when Hull laments “issues of equity” including how to measure what students are learning and how to help those who have fallen behind.

 

Equity is a matter of funding and opportunities – not test scores. Regardless of the problems with reopening schools, we could solve a long standing issue by erasing high stakes testing from the academic map.

 

But that’s been the elephant in the classroom for a long time.

 

Economic interests have trumped academic ones for decades.

 

Will we continue to value money over children? Will we pave the post-Coronavirus future over the bodies of sick children and adults?

 

Like any crisis, COVID-19 is another opportunity to get things right.

 

Here’s hoping we have our priorities straight this time.

 

Here’s hoping schools stay closed until we’re certain reopening them won’t endanger students, teachers and the community.

 


 

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Top 10 Things I Want My Students to do During the Coronavirus Quarantine

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Dear Students,

 

A schoolteacher without a classroom is kind of like a firefighter without a fire.

 

Or a police officer without crime.

 

But here we are – self-quarantined at home.

 

Our classroom sits empty, and everyday this week we sit here at home wondering what to do.

 

I want you to know that I’ve been thinking about all of you.

 

I hope you’re doing alright during this unprecedented moment in history. It probably seemed like a lot of fun when it first happened.

 

No school for the foreseeable future!

 

The whole thing came together so quickly that our district didn’t even have time to get together work to send home with you. And like most schools throughout the country, many of you don’t have home internet access so we can’t fairly give you on-line lessons, either.

 

So you’ve been at home with little guidance from us. Sure we have free breakfast and lunches available for pick up at the school, but you’re probably growing a bit stir crazy.

 

I know I am. (And I’m sure your folks are, too!)

 

I’m at home with my daughter trying to keep her busy.

 

We’ve been creating Mario Maker boards for each other on our Nintendo 3DS and Switch.

 

We keep trying to stump each other, and me, being a teacher, I keep trying to get her to think outside of the box.

 

“Why don’t you try making a board where you have to get a mushroom through a maze?”

 

Or

 

“Why don’t you try making a board where the walls close in?”
Or

 

“I wonder if you could beat a Thwomp in a race down a pit?”

 

We were having a really good time until I tried to get her to watch a science video. I put on the original Carl Sagan’s “Cosmos” from the early 1980s.

 

My daughter loves looking up at the stars and asking me questions about the constellations. I thought this would be a perfect fit – after all, Sagan was an astronomer and can answer her questions way better than I can.

 

However, the old school effects were simply no match for today’s aesthetic. She revolted after about 20 minutes.

 

Today I won her over though with the new Cosmos series featuring Neil deGrasse Tyson. She turned to me after about five minutes and said, “Much better.”

 

We’ve been drawing and reading and playing video games and having a good ol’ time.

 

I hope you have people at home who can help you get through all this, too.

 

I’ve been getting a lot of emails recently from your folks.

 

They want to know what they should be doing to help you academically.

 

Whenever this whole thing is over – and it will be over someday soon I hope – they want to make sure you won’t fall too far behind.

 

Let me start with a word of caution.

 

We don’t know how long this self-quarantine will last.

 

We’re trying to stay home to stop the spread of this virus – COVID-19. It can be deadly to some people – even some young people like you.

 

It’s in everybody’s best interest that we wait this thing out so that the hospitals can deal with the people who get sick.

 

Then when the disease has passed, we can continue our normal lives.

 

But no one knows how long that will take. It could be a few more weeks – but more likely months.

 

It is very possible that we will not go back to school again until after the summer.

 

So it’s hard to say exactly what you should do to keep yourself in the best academic shape because we don’t know what you’ll be coming back to.

 

We DO know that we won’t have to make up some or all of the days we missed.

 

And we know we won’t (here in Pennsylvania) have to take the PSSA or Keystone tests this year.

 

But when this is over, what grade will you be in? Will you just move on to the next grade or will there be a bit of mopping up to do first? And if you don’t finish the curriculum, will you be ready for the challenges ahead?

 

We don’t know any of that yet.

 

But here are a few guidelines and some things you might want to do while you’re at home.

 

You don’t have to do all of them, but they’re some things to think about.

 

So here’s my top 10 things for my students to do during quarantine:

 

1) Finish Whatever School Work You Can

 

You may have some outstanding school work with you in your book bag. I know I sent my seventh graders home with their poetry projects. My eighth graders should either be done or have taken their projects home to finish.

 

So if you have work that’s not done, finish it to the best of your ability. You certainly have enough time.

 

2) Read a Book

 

I ask all of may students to have a self-selected book handy for sustained silent reading in class. Hopefully you brought it home. If not, take a look around the house. Maybe you’ve got a dusty tome hanging out in some corner. Or – hey – if you have Internet access, you probably have the ability to get an ebook.

 

Read something – anything you want.

 

It will while away the hours, relax you and maybe get your mind to thinking about things above and beyond how much mac and cheese you’ve got stored in the cupboard.

 

3) Keep a Journal

 

Do you realize you’re living through a moment of history? People will look back on this and wonder how people got through it. You could fill in the blanks for some future researcher. Just a description of your everyday activities, what you’re thinking and feeling, your hopes and dreams – all of it has historical value. Plus, you’ll get some practice expressing yourself in writing. And just think – a simple story about how you survived the great toilet paper shortage of 2020 could end up being taught in the classrooms of the future!

 

Make it a good one!

4) Take a Break from Video Games

 

I know some of you have built a fort out of sofa cushions, covered it in blankets and are nestled in this hideaway doing nothing but playing Fortnite or Roblox or Minecraft with friends on-line. And you know what? There’s nothing wrong with that. You go ahead and do that.

 

Just remember to take breaks for more than just food and the bathroom. Getting lost in a fantasy world is great so long as you leave yourself a trail of breadcrumbs to get back out again.

 

Don’t forget the trail. Don’t forget there’s a world out there that needs you. Set definite limits for how long you spend in there and try really hard to adhere to them.

 

5) Watch Something Educational on TV or the Internet

 

Education isn’t limited to something a teacher told you to do. Find a video or TV show that explains something you never knew before. Youtube is great for this if you know what to look for.

 

I don’t mean to find some rant by your favorite Youtuber. I mean find something about science, history, art, literature, math, etc. Make it something you care about but might not watch just for fun.

 

You’ll be surprised at what you can find out there. The channel CrashCourse with author John Greene (“The Fault in Our Stars”) and his brother Hank is particularly informative, entertaining and far reaching. I also love John Michael Godier for all things astronomy and Composer David Bruce for discussions of music.

 

6) Watch/Read the News

 

There are extraordinary things happening every day. Knowing about them can help you prepare for what’s next and think about what we can and should be doing to make things better.

 

7) Listen to Music/ Draw/ Do Something Creative

 

I know you. You’re a bundle of creative energy bound together waiting to explode. Go do that. Whatever you enjoy doing, create something. Write a song, make a comic book, paste together a collage. Express yourself, and if you’re not in the mood for that – enjoy the expressions of others. Listen to music, read a poem, watch a movie.

 

8) Help Out Your Folks

 

We, adults, can seem like we’ve got it all under control. We don’t. We’re just as anxious, fearful and uncertain as you about this whole self-quarantine thing. None of us were around the last time something like this happened (the 1918 Spanish Flu epidemic). Anything you can do – helping take out the trash, cleaning up messes, even just trying extra hard not to argue with your siblings – can be a big help.

 

9) Talk to Friends and Family about How You’re Feeling

 

No one expects you to be a robot. These are trying times. It’s okay to feel a certain way about that. Share those feelings with someone you trust. And be a sympathetic ear for them to do the same. The best way we can get through all this is with each other’s help.

 

10) Know That You Are Loved

 

My dear precious little students! There are people out there who love you so much. There are people who would move Heaven and Earth to keep you safe. I know you’re scared and bored and anxious. But remember we’re in this together. And no matter where you are or what you’re doing there’s at least your crazy English teacher who loves you very much and can’t wait to see you all again.

 

Stay safe!

 

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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!

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AstroTurf Alert: National Parents Union is Thinly Veiled Union Busting Backed by Billionaire Cash

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How do you do something disgusting without hurting your image?

 

 

If you’re the Walton Family, you hide behind a mask.

 

 

That’s what their latest AstroTurf front group is – the so-called National Parents Union (NPU).

 

 

 

It’s a way to bust teachers unions, destroy public schools and profit off of students behind the guise of a friendly parents organization.

 

 

Oh, it’s all funded with oodles of cash from the Walton family and other billionaires but they get to pretend to be nothing but supporters on the sidelines.

 

 

The people who bust unions before most of us have even had breakfast yet claim they have nothing to do with this anti-union movement. It is all the parents doing. The Walmart heirs just put up the money to let these parents live their dream of union free schools – as if schools where educators have no rights or intellectual freedom were somehow in the best interests of students.

 
The group is set to officially launch operations on Thursday, Jan. 16.

 

 

It is very different to another organization with the same name – the National Parents Union founded by Mona Davids and other New York parents. That organization which has existed since 2012 fights for the rights of students at both charter and authentic public schools and is not funded by supply side billionaires.

 

 

The NEW and unimproved National Parents Union is simply co-opting the existing organization’s name.

 

 

This shell group for corporate profiteers and union busters formally begins operating today at a meeting in New Orleans.

 

 

The site is well chosen. It’s where Hurricane Katrina allowed radical Republicans and neoliberal Democrats to demolish the public schools and replace them with a nearly all charter school district to disastrous effect. Neighborhoods were destroyed more by the redistricting than the natural disaster, many poor and minority families and teachers were forced out, and those left behind were forced to subsist on low quality schools obsessed with test prep and zero tolerance discipline policies. THIS is where NPU expects to trumpet the same policies that have devastated the Big Easy.

 

 

And it’s not just the Waltons behind the curtain.

 

 

Backers include a veritable who’s who of education disruption, school privatization, and failed programs that treat education like a floundering business that needs dismantling and fed to vulture capitalists.

 

 

We’ve got Barack Obama’s former education secretary John King who now serves as president and CEO of The Education Trust – itself an AstroTurf standardized testing lobbying firm funded by another billionaire, Bill Gates.

 

 

King has a record of union busting and corporate collaboration at the expense of children and parents. He was also New York Commissioner of Education, where he refused to fix a school system he was responsible for destroying all the while pointing his finger at teachers. He tied teacher evaluations to unproven and inferior Common Core tests, approved an obviously fraudulent charter school run by an obviously fraudulent con man, ignored and dismissed parents at various education forums, and sparked the largest opt out movement in the country.

 

 

And don’t forget Shavar Jeffries, the president of Democrats for Education Reform (DFER) – a right wing school privatization lobbying firm that pretends to represent progressives. DFER is notorious for laundering billionaire cash and trying to make its initiatives look like they come from the grass roots. The organization is bankrolled by Rupert Murdoch and other conservative billionaires. It’s so antithetical to the Democratic Party platform that the California and Colorado Democratic State Assemblies voted to demand DFER remove “Democrat” from its name.

 

 

However, DFER demurred and continues to pass itself off as part of a political movement that wants nothing to do with it.

 

 

In similar fashion, NPU is lead by Keri Rodriguez. She’s on the advisory board of DFER.

 

 

But she also spearheaded an effort to set up a referendum in Massachusetts to raise the cap on charter schools in 2016. The measure would have allowed a dozen new charters every year forever, located wherever they chose. But voters overwhelmingly defeated the proposition.

 

 

All of these individuals have deep ties to the Walton Family.

 

 

You might even say they are puppets of the oligarch family.

 

 

In just 2018 alone, the Walton Family Foundation awarded more than $595 million in grants, according to its own financial reports, much of which funded the efforts of the same folks behind NPU.

 

 

Rodrigues’ school privatization lobbyist group, Massachusetts Parents United, got more than $886,000 just in two years – 2017 and 2018.

 

 

Maurice Cunningham, a Dark Money investigator, estimates the total is up to at least $1 million by now.

 

 

If we add DFER and other NPU associated groups, Walton funding tops at least $5 million for the fiscal year 2018, alone.

 

 

But somehow NPU expects us to believe this is a parent lead movement.

 

 

The facts don’t back it up.

 

 

In 2018, the country was rocked by a wave of teacher walkouts mostly in red states beginning with West Virginia. In every state parents and students overwhelmingly supported the teachers.

 

 

The movement to fight for better working conditions for educators is also a fight to increase learning conditions for students.

 

 

Teachers aren’t just fighting for higher wages. They’re fighting for smaller class sizes, more tutors, counselors and librarians. They’re fighting for more funding and resources for students. They’re fighting for relief from school privatization and high stakes standardized testing.

 

 

In short, teachers, parents and students are fighting against exactly the same kind of nonsense the Walmart heirs are hoping they can get the gullible public to believe parents actually really, REALLY want.

 

 

It’s ridiculous when you look at it.

 

 

The same company that pays poverty wages wants you to believe parents support policies that help enable low paychecks.

 

 

The same billionaires terrified their workers will unionize want you to believe that parents barely making ends meet are also horrified that people like them might have dignity at work.

 

 

The same corporation making record profits wants you to believe that hurting the people who volunteer to help your kids learn will somehow help them learn better.

 

 

A National Parents Union that’s anti-teacher and pro-corporation is like Chickens for McNuggets.

 

 

They think you’re that stupid.

 

 

And if these rich folks continue to get their way, they’ll ensure that the next generation is as dumb as they hope we are today.

 


 

Like this post? I’ve 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!

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Charter Schools, Harrisburg & Mayor Peduto Created Pittsburgh Public Schools’ Budget Deficit

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Where did all the money go?

 

 

Pittsburgh Public Schools will start 2020 with a $25.1 million budget deficit.

 

 

Superintendent Dr. Anthony Hamlet has asked for a 2.3% tax increase to cover the shortfall, but school directors ended up approving his spending plan without approving the tax increase.

 

 

The school board will meet on Friday to decide whether to ultimately raise taxes or make cuts including possible staff furloughs.

 

 

But in the meantime, city residents are left wondering why the measure was necessary in the first place.

 

 

After all, student enrollment has gone down at the second biggest district in the state after Philadelphia, yet spending is up 2.4% from 2019.

 

 

It really all comes down to three things: charter schools, retirement costs and tax revenue differed to the city.

 

 

CHARTER SCHOOLS

 

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Charter schools are funded with tax dollars but often privately run. As such, any student living within district boundaries takes funding away from the district.

 

 

And the amount of money keeps rising even though enrollment has not increased at these charter schools.

 

 

Since 2014, the amount the district has sent to these privatized schools has gone up by 88%.

 

 

In 2019, the district paid $95,129,023 to charter schools. In the proposed 2020 budget, new district projections put the expenditure at $102,150,444. That’s an increase of $7,021,421 in a single year.

 

 

 

So the cost of charter schools is 15% of the entire proposed budget. If it were eliminated, the district wouldn’t have a budget deficit at all – it would be running with a dramatic surplus.

 

 

And this is money that need not be spent.

 

 

Only about 6% of public school students state-wide are enrolled in these schools, and they duplicate services students are already receiving. Yet charter schools provide little value for students.

 

 

Nearly every study has found that charter schools do not produce better academic results than authentic public schools – in fact, many drastically underperform their public school counterparts.

 

 

For instance, a recent study of charter school students in Pennsylvania conducted by the school privatization friendly Center for Research on EDucation Outcomes (CREDO), found that charter students do about the same on reading exams but score worse in math than students in authentic public schools. The study also found major disparities between charter schools – with cyber charters performing especially poorly.

 

 

In addition they have been found to increase racial segregation, cherrypick students, increase administrative overhead and discriminate against students with special needs.

 

 

But the state passed a law in 1997 allowing charter schools and there is nothing Pittsburgh Public Schools can do but continue to pay for them.

 

 

School directors, administrators, teachers, students, parents and concerned citizens can lobby their representatives in Harrisburg to fix these problems, but until they do there is little local districts can do.

 

 

However, the fact that charter schools increase local taxes is beyond doubt.

 

 

According to a recent report by the Pennsylvania Association of School Business Officials (PASBO), state charter schools are growing at a rate of 10 percent a year. The PASBO calculates at least 37 cents of every new dollar of property taxes in the fiscal year 2017-2018 went right to charters. And that percentage is only expected to grow.

 

 

RETIREMENT COSTS

 

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Another large expenditure beyond the district’s control is retirement costs.

 

 

In 2019, the district spent $73,769,809 on contributions to the Public School Employees’ Retirement System (PSERS). In 2020, that number is expected to increase to $76,770,577. That’s an increase of $3,000,768.

 

 

Why the increase?

 

 

Because our state lawmakers were fiscally irresponsible.

 

 

Basically, the legislature stopped paying the bills for nearly two decades.

 

 

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The state government, local school districts and commonwealth employees are responsible for paying into the pension system. Districts and state workers made all their payments. Employees put aside 7.5% of their salaries every year to pay for their retirement.

 

 

But the legislature didn’t make its payments. It pushed them off to the future, and now that the future’s here, a larger percentage of the cost has fallen on local school districts.

 

 

It’s a problem of Harrisburg’s making and – frankly – the legislature should be buckling down to find a solution.

 

 

But instead they’re planning on the cynical assumption that voters are too stupid to understand it all and will just blame public school employees for demanding what we promised them when they were hired. The legislature has continuously reduced benefits for future employees and tried to illegally cut benefits for current ones.

 

 

What they should do is increase taxes on the wealthy and pay their damn bills.

 

 

We had a contract with employees when they were hired. We can’t renege on it now that they’ve retired.

 

 

Once again this is something Pittsburgh Public school directors and administrators have no control over. It will take a combined effort by local communities across the Commonwealth to lobby Harrisburg to get off its ass and fix the problem it made.

 

 

MAYOR PEDUTO

 

 

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The final factor behind the proposed tax increase is Pittsburgh Mayor Bill Peduto.

 

 

When the city was on the verge of financial collapse 15 years ago, the school district agreed to help by diverting a portion of its tax revenue to the city.

 

 

Now that the city is out of financial distress (and has been since 2018), Dr. Hamlet has suggested the city should return that money – not back payments, just stop taking the additional tax revenue. Administrators estimate that would bring in another $20 million for the city school district.

 

 

It wouldn’t heal the budget shortfall all by itself, but it would certainly help.

 

 

However, Peduto has furiously raged that he would not support such a measure and would fight it in Harrisburg.

 

 

Frankly, it’s a real dick move.

 

 

When asked about it he deflects to criticisms of the Hamlet administration that really have nothing to do with anything.

 

 

It’s really a simple matter. The schools lent the city money when it was in distress. The city is no longer in distress, so it should stop taking that additional money.

 

 

SOLUTIONS

 

 

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The first thing that has to be done is for Pittsburgh Public School directors to put on their grown up pants and raise taxes.

 

 

Look, I get it. No one wants to raise millage. But sometimes being an adult means doing things you don’t want to do.

 

 

And frankly, it’s not really that hard a call.

 

 

Pittsburgh Public Schools has the lowest tax rate in Allegheny County at only 9.84 mills. Most suburban districts range from 12 to 31 mils.

 

 

The proposed tax increase would mean paying an additional $23 for a property valued at $100,000.

 

 

This is not an unbearable burden.
Some complain that it would push city residents to move – but really anywhere else you move will have higher taxes! Anyone who packs up and moves away will not be doing it for financial reasons.

 

 

According to the district’s own Website, 67% of its students are non-white. Only 33% are white, with 53% African American and 14% other races.

 

 

Anyone complaining about money being spent on district students is upset about money being spent on THOSE KIDS. Just as so many of the criticisms of Dr. Hamlet, who is black, come down to an inability to accept a person of color in a position of power – especially if he isn’t going to simply give in to corporate interests looking to pick the district dry.

 

 

The fact is the majority of district students live in poverty. Though enrollment has gone down, that has allowed per pupil expenditures to increase and help heal the trauma of penury.

 

 

These kids need smaller class sizes, more tutoring, librarians, counselors, wider curriculum, etc. The money being spent on them is not wasted. In fact, in a perfect world it would be increased. We need to spend MORE on our poorest students than our most privileged ones to help them catch up.

 

 

I am thankful that board members Veronica Edwards, Pam Harbin, Devon Taliaferro, and Sylvia Wilson understood that by voting for both the proposed budget and the tax increase.

 

 

Kevin Carter, at least approved the spending plan, but he abstained from voting on whether the district should raise taxes, explaining later that he promised his constituents that was something he wouldn’t do.

 

 

Board members Cindy Falls, Bill Gallagher, Terry Kennedy, and Sala Udin voted against both measures.

 

 

Here’s hoping they find the courage to do what’s right after the holidays.

 

 

But even if they do, there is much more we must accomplish – and it requires everyone.

 

 

City residents need to rise up and demand their representatives put out the raging dumpster fires they keep lighting.

 

 

We need a state legislature willing to take on the charter school industry and at very least stop making it compete with authentic public schools for funding.

 

 

We need lawmakers willing to make the wealthy pay their fair share so the rest of us get the civil society we deserve – and that includes paying for the pension obligations we’ve already incurred.

 

 

And Pittsburgh needs a mayor who isn’t going to rage and foam at the prospect of FairPlay and will return the money Pittsburgh Public lent to the city.

 


 

Like this post? I’ve 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!

 

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Teachers Are Not Responsible for Student Growth or Achievement

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Earlier this week, I was rushed to another urgent early morning staff meeting at my school.

 

I had my laptop with me and was frantically trying to get everything ready that I’d need for the day.

 

Text dependent analysis question? Check.

 

Discussion guide to introduce the concept of science fiction? Check.

 

Questions on literacy, analogy, vocabulary and sentence structure suitable for 7th grade? Check.

 

The same suitable for 8th grade? Check.

 

And as I was anxiously trying to get all this together in time for me to rush to my morning duty when the meeting was over, I quickly took a sip of my tea and tried to listen to what my administrator was saying from the front of the room.

 

He handed out two white sheets of paper with a compilation of standardized test scores – last year’s and those from the year before.

 

He asked us what we noticed about these two sets of scores and I almost spit out my tea.

 

“THIS IS WHAT YOU BROUGHT US HERE FOR!?” I wanted to shout.

 

“THIS IS WHAT YOU’RE STOPPING US FROM DOING OUR WORK TO DISCUSS!?”

 

But I choked down my response and waited for someone to tell him what he wanted to hear.

 

The scores have gone down in the preceding year.

 
 
Nothing drastic but enough.

 

When he got his answer – actually he had to say it himself because none of us were ready to play this game so early in the morning – he offered us an olive branch.

 

Isn’t that the way of it? Shame then reconciliation. Blame then peace.

 

Those are just the achievement scores, he said. Admin. generously doesn’t expect us to be able to do much about those. They go up one year and down the next.

 

But look at these growth scores!

 

That’s where we can have an impact!

 

And again I felt my throat convulse and a mouthful of Earl Grey came back up my gullet.

 

Growth!?

 

It doesn’t make that much difference whether you look at growth or achievement. If you’re holding teachers accountable for either, you’re expecting us to be able to do things beyond our powers as mere mortal human beings.

 

I hate to break it to you, but teachers are not magical.

 

We cannot MAKE things happen in student brains.

 

Nothing we say or do can cause a specific reaction inside a human mind.

 

That’s just not how learning and teaching works.

 

We can INFLUENCE learning.
 
We can try to create some kind of optimum condition that is most likely to spark learning.

 

But we cannot make it happen like turning on a switch or lighting a candle.

 

Let me give you a real world example.

 

The day before the meeting I was conferencing with a student about his essay on Charles Dickens’ “A Christmas Carol.” I pointed out that he had misspelled Christmas as “Crismist.”

 

He refused to fix it.

 

Literally refused.
 
I pointed out that the word was already typed out and spelled correctly in the prompt. All he had to do was erase what he had written and rewrite it correctly.

 

He said he didn’t care – that it didn’t matter.

 

So I tried to explain how people who don’t know him would read this paper and make snap judgments about him based on simple mistakes like this.

 

I told him that I knew he was smart, that I had heard his verbal discussion of the story and was impressed by his arguments about Scrooge’s character. He had made good points about Scrooge’s guilt being motivated by fear and that once the ghosts were gone he might return to his old ways.

 

But no one was going to get that far or give him the benefit of the doubt if he didn’t even try to spell Christmas correctly!
 
And he still wouldn’t do it.

 

That is literally where I was yesterday – yet today my administrator wanted to hold ME accountable for this kid’s growth!

 

As this child’s teacher, it IS my responsibility to try to reach him.

 

I am responsible for providing him with every tool I know how that can help him succeed.

 

I am responsible for trying to motivate, inspire and explain. I am responsible for knowing what are best practices and using them.

 

By all means – evaluate me on that.

 

But I can do nothing about what a student actually does with all I give him.

 

To paraphrase the old adage about horses, I can lead a student to knowledge, but I can’t make him think.

 

And, moreover, I shouldn’t be forced, myself, only to be able to acknowledge certain kinds of thinking. If a student’s ideas don’t fit neatly into a multiple choice framework, I shouldn’t be impelled to ignore or constrain them.

 

That may seem simple or even obvious with reflection, but it also goes counter to nearly every teacher evaluation system in practice in the United States.

 

Because that’s really what’s motivating my administrator’s directives here.
 
He’s just being real, he said. This is what we’ll be evaluated on and it’s something we can impact.

 

Then he asked us what each of us can do to better impact student growth.

 

Hands went flying into the air to offer suggestions about how administration could help us better accomplish these goals.

 

How about some consistency in which courses we’re instructed to teach from year-to-year?

 

How about not splitting up classes so that students leave one room to have a special and then return to finish a course already in progress?

 

How about mandating fewer diagnostic tests so there’d be more instruction time?

 

Well that last one was just too much. We were told that Admin. planned to do just the opposite – to make the Classroom Diagnostic Tools (CDT) tests MORE invasive by changing the schedule to make them appear more like the end of the year state mandated tests.

 

He said eventually we could look at some of these other ways to change things administratively, but he wanted to put the onus on us. What can WE do to increase growth?

 

A hand went up.
 
If we help a student grow this year, won’t there be less room for him to grow next year – at least within a given academic standard? Don’t we reach a point of diminishing returns?

 

To which I wanted to add – where are we measuring growth from? One standardized test to another? That’s not authentic learning – it’s assessing how well students take a test and how well they think like the corporation that makes and grades it.

 

But the meeting was already over.

 

The bell rang and we had to rush to our duties.

 

I scrambled back to my classroom to deposit my computer before getting to the cafeteria just as student breakfast began.

 

This is madness, I thought.

 

Growth and achievement. It’s all just gas lighting educators for not being superhuman.

 

The decision makers either don’t understand how learning works or they don’t care to understand.

 

They are putting everything on teachers and students without providing either of us with the tools we need to succeed.

 

Students need more than another standardized test. And they need more than another teacher who only cares about their test scores – regardless of whether you measure them in growth or achievement.

 

These kids are stressed out, living under immense pressure, coping with poverty, prejudice, an unstable society, climate change, an uncertain future and an economy that promises them little more than crushing debt as a best case scenario.

 

Educators are supposed to wade into all that, say a few incantations and it will all just go away?

 

Many parents are struggling so much to provide for their kids they don’t have time to help with homework, provide guidance or support. And you think I’ve somehow got the secret sauce in my teacher’s bag?

 

Wake up, America.

 

It’s time we faced a truth about our schools.

 

Teachers can’t do it all alone.
 
Growth, achievement, whatever.

 

Until society commits to supporting its children with equitable resources, social justice and an evaluation system that’s more valid than standardized testing, the next generation will continue to struggle.

 

If you want to make an impact, a good place to start would be a realistic conception of what it means to be a teacher and what we actually can and should be held responsible for.

 


 

Like this post? I’ve 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!

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NAEP Test Scores Show How Stupid We Are… To Pay Attention to NAEP Test Scores

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Brace yourselves!

 

America’s NAEP test scores in 2019 stayed pretty much the same as they were in 2018!

 

And the media typically set its collective hair on fire trying to interpret the data.

 

Sometimes called the Nations Report Card, the National Assessment of Educational Progress (NAEP) test is given to a random sampling of elementary, middle and high school students in member countries to compare the education systems of nations.

 

And this year there was one particular area where US kids did worse than usual!

 

Our scores went down in 8th grade reading!

 

To be honest, scores usually go up or down by about one or two points every year averaging out to about the same range.

 

But this year! Gulp! They went down four points!

 

FOUR POINTS!

 

What does that mean?

 

Absolutely nothing.

 

They’re standardized test scores. They’re terrible assessments of student learning.

 

You might as well compare the relative body temperatures of randomly selected students and wonder why we aren’t bridging the body warmth gap with the somber hummingbird! I mean it has an average  temperature of 114 F! And the best we can do is a measly 98.6 F! Why won’t enough kids get a fever for America!?

 

If test scores have any meaning at all – it’s parental wealth. Rich kids tend to score higher than poor kids. That’s partially because of the inequality of resources each receive, but also because of racial, cultural and economic bias embedded in the questions.

 

So the NAEP shows us what any study of parental income would show. America has a lot of poor kids and underfunded schools.

 

Thanks, NAEP! There’s no way we could ever have figured that out without you!

 

But having this information come to us via test scores allows us to deflect from the real problem and instead continually blame the victim.

 

Why can’t these poor kids from impoverished schools score as well as kids from richer countries with more well-funded schools?

 

I can’t imagine!

 

Typically politicians used the results to push their pet policies.

 

Education Secretary Betsy DeVos used the scores to wash her hands of the entire public education system. I know – isn’t her job to safeguard public schools? It’s like a zoo keeper complaining that the penguins aren’t bringing in enough visitors and then refusing to feed them.

 

DeVos proposed we improve test scores by cutting $4.8 billion from public schools in 2020 and instead pumping $5 billion to a tax credit school voucher scheme that props up private schools.

 

I know that sounds dumb, but before you judge her, realize she also proposed cutting federal funding for afterschool programs, teacher professional development, student support and enrichment programs.

 

So there.

 

Education Blogger Peter Greene claims that this move is based on a reading comprehension problem the Education Secretary is having, herself.

 

She says that the NAEP results mean that 2/3 of American students read below grade level. However, Greene points out that she is conflating two different things – grade level proficiency and NAEP proficiency.

 

Here’s what the NAEP wrote:

 

“The NAEP Proficient achievement level does not represent grade-level proficiency, but rather competency over challenging subject matter. NAEP Achievement levels are to be used on a trial basis and should be interpreted and used with caution.”

 
Which kind of begs the question of why we need these scores in the first place.

 

There is much clearer data out there.

 

A study by the Center on Budget and Policy Priorities concluded that 29 states spent less per student in 2015 than they had before the Great Recession.

 

And the federal government has done little to help. Since 2011, spending on major K-12 programs – including Title I grants for underprivileged students and special education – has been basically flat.

 

According to the Economic Policy Institute in Washington, today’s public schools employ at least 250,000 fewer people than they did before the recession of 2008–09. Meanwhile enrollment has increased by at least 800,000 students.

 

So to ensure our students had the same quality of service children received only a decade ago, we’d need to hire almost 400,000 more teachers!

 

That’s how you cut class size down from the 20, 30, even 40 students packed into a room that you can routinely find in some districts today.

 

If we looked at realities like these instead of test scores – which at best provide us data at several removes – we might actually be motivated to reach solutions.

 

For instance, the U.S. is one of the only countries in the world – if not probably the ONLY country – that funds schools based largely on local taxes. Other developed nations either equalize funding or provide extra money for kids in need. In the Netherlands, for example, national funding is provided to all schools based on the number of pupils enrolled. But for every guilder allocated to a middle-class Dutch child, 1.25 guilders are allocated for a lower-class child and 1.9 guilders for a minority child – exactly the opposite of the situation in the U.S.

 

If we want to compare the US to other countries, this is a perfect place to start.

 

But a focus on test scores obscures the differences.

 

Virtually all of the top scoring countries taking these exams have much less child poverty than the U.S. If they had the same percentage of poor students that we do, their scores would be lower than ours. Likewise, if we had the same percentage of poor students that they do, our scores would go through the roof! We would have the best scores in the world!

 

These scores just mirror back to us our child poverty rate – that more than 1/3 of our students live below the poverty line and more than half of public school students qualify for free or reduced lunches.

 

But this myopic focus on standardized tests also blinds us to the ways our system is superior to that of many other countries.

 

We do something that many international systems do not. We educate everyone! Foreign systems often weed children out by high school. They don’t let every child get 13 years of grade school (counting kindergarten). They only school their highest achievers.

 

So when we compare ourselves to these countries, we’re comparing ALL of our students to only SOME of theirs – their best academic pupils, to be exact. Yet we still hold our own given these handicaps!

 
This suggests that the majority of problems with our public schools are monetary. Pure and simple.

 

At least House Democrats passed a Labor-HHS-Education funding bill to increase public school funding by $3.5 billion. Even if it were somehow passed by the Republican controlled Senate, that’s a drop in the bucket after decades of neglect – but it’s something!

 

It’s certainly better than DeVos who claims that funding somehow doesn’t matter for public schools – only for her pet charter and voucher schools.

 

A 2018 review by Northwestern University found that in 12 out of 13 studies increased spending had a positive effect on student outcomes. And that result has been verified by studies since then in California, Texas, Wisconsin and other states.

 
Money makes a difference.

 

Money spent on students – not more testing.

 

So why the drop in this year’s 8th grade reading scores?

 

Who knows? It could be a spike in the rate or effect of child poverty in the middle school years.

 

It could be the impact of decades of high stakes testing on middle school curriculum – narrowing what is taught and muscling out authentic instruction.

 

Frankly it doesn’t matter because the data is suspect.

 

Standardized testing will never give us an accurate picture of what is going on with our students or our schools.

 

And until we, as a society, finally realize that and focus on things that actually matter, we will continue to fail the only test that matters – how well we provide for our children.

 

 


 

Like this post? I’ve 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!

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Teachers Are More Stressed Out Than You Probably Think

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When I was just a new teacher, I remember my doctor asking me if I had a high stress job.

 

I said that I taught middle school, as if that answered his question. But he took it to mean that I had it easy. After all – as he put it – I just played with children all day.

 

Now after 16 years in the classroom and a series of chronic medical conditions including heart disease, Crohn’s Disease and a recent battle with shingles though I’m only in my 40s, he knows better.

 

Teaching is one of the most stressful jobs you can have.

 

You don’t put your life on the line in the same way the police or a soldier does. You don’t risk having a finger chopped off like someone working in a machine shop. You don’t even have to worry like a truck driver about falling asleep and drifting off the road.

 

But you do work a ridiculous amount of hours per day. You lose time with family, children and friends. And no matter how hard you work, you’re given next to no resources to get it done with, your autonomy is stripped away, you’re given mountains of unnecessary bureaucratic paperwork, you’re told how to do your job by people who know nothing about education, and you’re scapegoated for all of society’s ills.

 

Not to mention that you’re expected to buy supplies for your students out of your own pocket, somehow magically raise student test scores but still authentically teach, convince parents not to send their children to the local fly-by-night charter or voucher school and prepare for an unlikely but possible school shooter!

 

Oh! And the pay isn’t competitive given the years of schooling you need just to qualify to do the work!!

 

 

That causes a mighty amount of stress.

 

 
One in five teachers (20%) feels tense about their job most or all of the time, according to an analysis by the National Foundation for Educational Research (NFER) in England. In similar professions, only one in eight feel this way (13%).

 

 

But those are conservative estimates.

 

 

A representative survey of more than 4,000 educators conducted in 2017 by the American Federation of Teachers (AFT) and the Badass Teachers Association (BATs) found even more stark results.

 

Educators and school staff find their work “always” or “often” stressful 61 percent of the time. Workers in similar professions say that their job is “always” or “often” stressful only 30 percent of the time.

 

That kind of tension among teachers has consequences. More than half of educators reported that they have less enthusiasm now than at the beginning of their careers.

 

One respondent commented:

 

“This job is stressful, overwhelming and hard. I am overworked, underpaid, underappreciated, questioned and blamed for things that are out of my control.”

WORK LOAD

 

 

The most obvious cause of teacher stress is the workload.

 

 

Though the details vary slightly from study to study, the vast majority highlight this as the number one factor.

 

 

The NFER study concluded that teachers work longer hours than people in other professions though a less number of official days. This is because of the school year – classes meet for about 9-10 months but require far more than 40 hours a week to get everything done. In fact, teachers are putting in a full years work or more in those limited days.

 

 

For instance, an average American puts in about 260 days at work a year. Teachers average 70 less days but do the same (or more) hours that other employees put in during the full 260 days. But teachers are only paid for 190 days. So they do roughly the same amount of work in a shorter time span and are paid less for it. The result is a poor work-life balance and higher stress levels.

 

 

But exactly how many hours do teachers routinely work? It depends on who you ask.

 

 

The University College London Institute of Education estimates that one in four teachers works 60 hours a week or more – a figure that has remained consistent for the past 25 years.

 

 
According to NFER, teachers work an average of 47 hours a week, with a quarter working 60 hours a week or more and one in 10 working more than 65 hours a week.

 

 

Four in 10 teachers said they usually worked in the evenings, and one in 10 work on weekends.

 

 

Both of these studies refer to British teachers but estimates are similar for teachers in the United States.

 

 

The Organization for Economic Co-operation and Development (OECD) reports that teachers in both countries are among those who work the most hours annually. The average secondary teacher in England teaches 1,225 hours a year. The average secondary teacher in the United States teaches 1,080 hours a year. Across the OECD, the average for most countries is 709 hours.

 

Finally, a study focusing just on US teachers by Scholastic, found that educators usually work 53 hours a week. That comes out to 7.5 hours a day in the classroom teaching. In addition, teachers spend 90 minutes before and/or after school mentoring, tutoring, attending staff meetings and collaborating with peers. Plus 95 additional minutes at home grading papers, preparing classroom activities and other job-related tasks.

 

And teachers who oversee extracurricular clubs put in an additional 11-20 hours a week.

 

 

No matter how you slice it, that’s a lot of extra hours.

 

 

According to the NFER study, two out of five teachers (41%) are dissatisfied with their amount of leisure time, compared to 32% of people in similar professionals.

 

This is a prime factor in the exodus of trained professionals leaving the field in droves, sometimes miscalled a teacher “shortage.”

 

 

It’s why one in six new teachers leave the profession after just a year in the classroom.

 

 

 

SALARY

 

 

Another contributing factor is salary.

 

 

Teacher pay in the United States (and many other countries) is not competitive for the amount of training required and responsibilities put on employees.

 

 

According to the Economic Policy Institute, teachers in the United States make 14 percent less than people from professions that require similar levels of education.

 

Sadly, it only gets worse as time goes on.

 

Teacher salary starts low, and grows even more slowly.

 

 

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According to a report by the Center for American Progress, on average teachers with 10 years experience only get a roughly $800 raise per year. No wonder more than 16 percent of teachers have a second or third job outside of the school system. They simply can’t survive on the salary.

 

They can’t buy a home or even rent an apartment in most metropolitan areas. They can’t afford to marry, raise children, or eke out a middle class existence.

 

 

BACK TO WORKLOAD

 

 

This mixture of refusing to pay teachers what they’re worth and expecting them to do more-and-more with less-and-less is unsustainable.

 

 
Today’s public schools employ at least 250,000 fewer people than they did before the recession of 2008–09. Meanwhile enrollment has increased by at least 800,000 students.

 

So if we wanted our kids to have the same quality of service children received in this country only a decade ago, we’d need to hire almost 400,000 more teachers!

 

That’s how you cut class size down from the 20, 30, even 40 students packed into a room that you can routinely find in some districts today.

 

 

The fact that we refuse to invest in our schools only increases the workload of the teachers who are still there. They look around and see students in desperate need and have to choose between what’s good for them, personally, and what’s good for their students.

 

 

THAT’S why teachers are working so many unpaid hours. They’re giving all they have to help their students despite a society that refuses to provide the necessary time and resources.

 

 

And make no mistake, one of those resources is having enough teachers to get the job done.

 

 

RESPECT

 

 

For a lot of teachers, the issue boils down to respect – lack of it.

 

 

Teachers are expected to do everything and then denigrated when they can’t accomplish miracles every single day.

 

 

The fact is teachers are extremely important – the most important in-school factor for student success.

 

 

However, that doesn’t make them the most important factor in the entire learning process.

 

 
Roughly 60% of academic achievement can be explained by family background – things like income and poverty level. School factors only account for 20% – and of that, teachers account for 15%. (see Hanushek et al. 1998; Rockoff 2003; Goldhaber et al. 1999; Rowan et al. 2002; Nye et al. 2004).

 

Estimates vary somewhat from study to study, but the basic structure holds. The vast majority of impact on learning comes from the home and out-of-school factors. Teachers are a small part of the picture. They are the largest single factor in the school building, but the school, itself, is only one of many components.

 

 

The people who know teachers the best—parents, co-workers and students—show much more respect for teachers than elected officials and media pundits, many of whom rarely set foot in a classroom, according to the 2017 BATs and AFT Quality of Work Life Survey.

 

 
While educators feel most respected by their colleagues, they also indicated that their direct supervisors showed them much more respect than their school boards, the media, elected officials and U.S. Secretary of Education Betsy DeVos. A total of 86 percent of respondents did not feel respected by DeVos.

 

 
Most educators said they felt like they had moderate to high control over basic decisions within their own classrooms, but their level of influence and control dropped significantly on policy decisions that directly impact their classroom – such as setting discipline policy, performance standards and deciding how resources are spent.

 

 

“This lack of voice over important instructional decisions is a tangible example of the limited respect policymakers have for educators,” the report concluded.

 

 

Sometimes this lack of respect leads to outright bullying.

 

A total of 43 percent of respondents in the public survey group reported having been bullied, harassed or threatened at work in the last year. Of these reports, 35% included claims of having been bullied by administrators, principals or supervisors, 23% by co-workers, 50% by students, 31% by students’ parents. Many claimed to have been bullied by multiple sources.

 

 

This is a much higher rate of bullying, harassment and threats than workers in the general population.

 

 

I, myself, have experienced this even to the point of being physically injured by students multiple times – nothing so serious that it put me in the hospital, but enough to require a doctor’s visit.

 

 

And to make matters worse, one-third of respondents said that teachers and faculty at their schools did not felt safe bringing up problems and addressing issues.

 

 

CONCLUSIONS

 

 

Teacher stress is a real problem in our schools.

 

 

If we want to provide our children with a world class education, we need to look out for the educators who do the actual work.

 

 

We need to drastically reduce the workload expected of them. We need to hire more teachers so the burden can be more adequately sustained. We need to increase teacher salary to retain those already on the job and to attract the most qualified applicants in the future. We need to stop blaming teachers for every problem in society and give them the respect and autonomy they deserve for having volunteered to do one of the most important jobs in any society. And we have to stop bullying and harassing them.

 

 

As a nation, our children are our most valuable resource. If we want to do what’s best for the generations to come, we need to stop stressing out those brave people who step up to guide our kids into a brighter tomorrow.

 

 

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Like this post? I’ve 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!

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