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

 
 
 
Is public education worth saving? 


 
That’s the question in the air these days.  


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


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


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


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

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


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


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


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


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


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


 
 
The Pandemic Effect 


 
 
Public schools got a bloody nose from the Coronavirus crisis.

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


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


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


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


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


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


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


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


 
Public health should be decided by scientists not school directors


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


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


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


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


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


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


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


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

 
 
 
Why Are Public Schools Important? 


 
 
Because of what they are and what they represent.  


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


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


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


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


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


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


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


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


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


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


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


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


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

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


 
Without public schools, equity is definitely not on offer. 


 
 
 Public is Better Than Private 


 
 
That’s really the point.  


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


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


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


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


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


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


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


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


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


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


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


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


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


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


 
We Must Fight 


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


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


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


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


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

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


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

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


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


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


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


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


 
It will require collective action. 


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


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


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


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


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


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


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


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


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


 

 


 

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Every Teacher Knows

I tried to compile a list of things that every teacher knows. I thought it might be helpful to see what kinds of things all teachers understand but that the general public probably doesn’t grasp.

Here’s my list.

Every teacher knows:  

You can’t force students to learn.  

You can’t control what students learn or think. You can only encourage them to learn and think. 

All students can learn something. Most will not learn everything you’re trying to teach

Relationships are more important than curriculum. 

Race, ethnicity, gender, sexuality, identity all matter in the classroom.  

Students who feel safe and cared for engage more in the process of schooling than those who don’t. 

Home life affects academics – positively and negatively. 

Almost all parents want the best for their kids, but most are struggling to achieve it. 

The best teacher cannot make up for an absent or abusive parent. 

It is important to differentiate instruction but there is only so much differentiation a single person can do effectively. 

Special education is vitally important but it is an unfunded mandate that demands teachers and schools provide services without providing the funding or tools to get things done. 

Class size is important, and most classes would be better with fewer students. 

Education is more of an art than a science

Learning is not quantifiable. It cannot be measured like a physical quantity.  

Standardized tests are poor ways to assess learning. Teacher created tests are better ways to assess learning. Student projects are often the best way to assess learning. 

Student test scores are poor ways to assess teachers. The best way is peer observation of teachers in a classroom context with the nonpunitive goal of improving instruction. 

Per pupil spending has a positive impact on academic outcomes. And in general the more per pupil spending, the better. 

Teachers get no respect

Politicians are afraid of the power teachers have over the next generation. 

Education is a pawn in the culture war. Most things politicians and policymakers say about education are untrue. 

Decision makers rarely listen to teachers

There are very few bad teachers who last beyond 3-5 years in the classroom. There are many bad administrators who spent very little time in the classroom. 

Public school teachers with 4-year (or more) degrees are generally better at their jobs than teachers with emergency certifications, Teach for America temps and uncertified charter school teachers

Teachers’ working conditions are students’ learning conditions. 

Teachers absorb student trauma. Whether intentionally or not, students often hurt their teachers – emotionally and/or physically. Teachers sometimes hurt their students. 

Teachers’ safety, well-being and health are not valued by most school districts. 

Teachers are not paid a fair wage for the work they do, the amount of education required to get the job, and the impact they have on the lives of their students. 

Teachers are not able to use the bathroom during most of the school day

Teachers do not have enough time untethered to students to plan, collaborate and speak to parents effectively. 

Most paperwork teachers are required to complete, most meetings teachers are required to attend, and most professional development teachers are required to undergo is meaningless. 

Teachers are expected to put their students before their own children and families. 

Teachers are expected to take work home every day, and they often feel guilty if they don’t. 

Teachers are expected to correct the wrongs of every level of society – and accept all the blame. 

Teaching is one of the most important jobs in the world. 

Teachers make a difference every day. 

Many teachers who love their jobs are considering leaving at the first opportunity


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Teachers Absorb Student Trauma But Don’t Know How to Get Rid of the Pain

 
 
Today a middle school student said he hated me.  


 
He told me to go F- myself.  


 
He wrote all over his desk.  


 
He shouted insults at the other students. 


 
He asked to be sent home.  


 
He said he wished he was dead.  


 
He asked to see the school counselor.  


 
I let him. 


 
And this was all in one 42 minute period. 


 
By the time the bell rang for the next class, I was exhausted.  


 
I was worried about my student. I wondered how I could help


 
But I could barely stand up. 


 
I wiped at my eyes. They were unaccountably filled with tears. My hands were shaking.  


 
I didn’t have time for this now. I had to put on a smile and welcome in the next class. 


 
Perhaps there would be time to feel all this later. 


 
Incidents like this take a tremendous toll on educators. 


 
We’re highly trained adults, but people forget – we’re human, too.  


 
When someone unexpectedly yells at you or gets in your face, you feel it. 


 
This is especially true when it’s a child. 


 
When a student is crying out in pain and that pain manifests itself as negative and violent behavior, it impacts you. 


 
We end up absorbing it all like a sponge.  


 
But what do we do with all that poison once it’s over? 


 
Psychologists call this experience vicarious trauma


 
According to the American Counseling Association, this is sometimes called the “cost of caring” and can result from “hearing [people’s] trauma stories and becom[ing] witnesses to the pain, fear, and terror that trauma survivors have endured.” 


 
Vicarious trauma affects teachers the same way it does students


 
The brain emits a fear response releasing cortisol and adrenaline which, in turn, increases heart rate, blood pressure, and respiration, followed by a rush of emotions.  


 
The biological response can display itself in mental symptoms such as anger, headaches, or even physical ones like missing staff meetings, lateness to work or avoiding certain students or situations. 

You want to know why classroom teachers are taking an increasing number of sick days lately? Dealing with vicarious trauma is a big part of it.


 
“Being a teacher is a stressful enough job, but teachers are now responsible for a lot more things than just providing education,” says LeAnn Keck, a manager at Trauma Smart, an organization that helps children and adults navigate trauma.  


 
“It seems like teachers have in some ways become case workers. They get to know about their students’ lives and the needs of their families, and with that can come secondary trauma.” 


 
This is an aspect of the job for which most teachers are unprepared.  


 
According to a 2020 survey by the New York Life Foundation and American Federation of Teachers, only 15% of teachers felt comfortable addressing grief or trauma.  


 
When I first entered the field two decades ago, I was taught how to design lessons, sequence curriculum, manage classes, calculate grades, etc. Never once did anyone mention that I would be standing between a hurting child and a world he is desperately trying to lash out against. 


 
Most teachers aren’t taught how to help students who have experienced trauma. Nor are we taught how to handle the toll it takes on our own health and personal lives.  


 
And unfortunately things are getting much worse. 


 
According to the Centers for Disease Control and Prevention (CDC), more than half of all U.S. children have experienced some kind of trauma. This includes abuse, neglect, violence, or challenging household circumstances. And 35 percent of kids have experienced more than one type of traumatic event. 


 
In class, these traumas can manifest in many ways such as acting out. However, they can also be more subtle such as failure to make eye contact, repeated foot tapping, etc. 


 
Childhood trauma was not unknown before the pandemic, but it was much less frequent.  


 
Since returning to the physical classroom after months or more of on-line learning, many students are having a difficult time readjusting. And some show signs of compounded emotional trauma. 


 
The student who exploded today is a prime example. 


 
Clearly something may have happened to him. 


 
A few years ago he had been an A student. He was academically gifted. But when we went to on-line classes to protect against Covid-19, he disappeared.  


 
Only to come back like this. 


 
As a classroom teacher with two decades of experience, I know that when a student acts this way, punishing him won’t help. He needs support coping, but that’s easier said than done. 


 
I need help coping with HIM! 


 
These adverse childhood experiences (ACEs) can impact kids well into adulthood with higher risks for alcoholism, liver disease, suicide, and other health problems. 


 
And it affects their teachers, too. 


 
Since schools have reopened, many kids don’t seem to know how to interact without teasing, goading or tormenting each other. We’re seeing children scream at each other in class over things as simple as finding a pencil. There are more frequent fights, vandalism, bullying, cyber bullying and even attacks against teachers.

 
 
Last week at my school, a student in the hall pushed another student into a teacher’s back. The first student was trying to fulfill the infamous TikTok challenge of hitting a teacher, but he wanted to avoid punishment by being able to claim it was an accident. 


 
This increase in negative behaviors can be directly attributed to the pandemic. 


 
More than 750,000 Americans have died from COVID.  


 
According to the CDC, more than 140,000 children in the U.S. have lost a primary or secondary caregiver such as a live-in grandparent or another family member to the virus.  


 
No wonder kids are having trouble with self-control! Their support systems are in tatters!  


 
With fewer role models at home and less time in the classroom over the last year and a half, kids are suffering. And that’s not just anecdotal. The facts back it up. 


 
The CDC reports that children between the ages of 5 and 11 visiting an emergency department because of a mental health crisis increased 24 percent from April through October of 2020 compared to the previous year. Among 12- to 17-year-olds, the number increased by 31 percent.   


 
Suicide attempts among 12- to 17-year-old girls increased by about 50 percent over winter 2019, according to the CDC.  


 
And these numbers are probably under reported since these increases took place at the height of the pandemic when many people were hesitant to seek medical attention.   


 
The increase in student trauma and the lack of additional supports is undoubtedly contributing to the speed at which teachers are leaving the profession. 


 
We want to help our students but many of us feel ill-equipped to do so. And it’s negatively affecting our own health.  


 
As we are constantly attacked in the media for everything from teaching an accurate history of America to failing to meet every need our students have, many educators are throwing up their hands and moving on. 


 
It is vital that people stop hurling stones and understand the increased burden placed on teachers’ shoulders. Not only that, but it’s well past time for people to get off the side lines and actually support educators.  


 
We can’t do it all alone.  


 
For example, one of the most important things teachers need is time.  


 
This is time untethered to students, time without classes to teach or papers to grade or paperwork to fill out or even duties to perform.  


 
We need time to talk with our colleagues about what we’re experiencing. 


 
That’s not just gossiping or socializing. It’s necessary to function. 


 
Educators need the ability to talk through what they’re experiencing and what they’re feeling with other teachers coping with secondary trauma, according to Micere Keels, an associate professor at the University of Chicago and founder of the TREP Project, a trauma-informed curriculum for urban teachers. 


 
“Reducing professional isolation is critical,” said Keels. “It allows educators to see that others are struggling with the same issues, prevents the feeling that one’s struggles are due to incompetence, and makes one aware of alternative strategies for working with students exhibiting challenging behavior.” 


 
However, this can’t be something teaches do on their own. This is an essential part of the job.  


 
Part of our profession has become being put in harm’s way. We need the time to cope with that on the job with our colleagues.

 
 
In addition, this allows teachers to work together to develop coping strategies.  


 
For instance, it’s never good to meet a student’s anger with yelling or fury of your own. Educators need to find ways to de-escalate and bring the tension down in the classroom.  


 
However, there’s no need to reinvent the wheel, either. Investing in high quality professional development for trauma-informed practices and enacting them school-wide would also be incredibly helpful. As would an influx of professional counselors, social workers and psychologists who are actually trained to deal with these situations.


 
Finally, it is essential that teachers are allowed the latitude to go home from their jobs. 


 
By that, I don’t mean that teachers are held hostage, that any district forces their staff to stay in the building 24/7. I mean that many teachers find it difficult to go home and stop being teachers. We’re always on. We need time to turn off and tune out. 


 
Educators often take mountains of work home, grade papers, call parents, etc. All on their own time. 


 
There needs to be a demarcating line between our professional and personal lives. And the district, administrators, school directors and parents need to respect that line. 


 
Teachers cannot be there for children if they do not have time for themselves and their families. 


 
And these are really just the tip of the iceberg.  


 
Teachers need higher salaries, lower class sizes, and above all – RESPECT.  


 
Accomplishing all of this will not be easy. But I’ll bet every district can accomplish SOME of it.  


 
Every district can accomplish some of it TOMORROW.  


 
If we want to continue having teachers – I mean flesh-and-blood teachers with college degrees and hard won experience, not just technology, apps or a rotating cast of minders and babysitters – we have to take care of them.  


 
They take care of our children.  


 
It’s time we gave back what they need to get the job done. 


 
It’s time we gave back the respect they deserve. 


 
It’s time we gave them the opportunity to heal from the trauma of coping with our children. 


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

Plus you get subscriber only extras!

Just CLICK HERE.

Patreon+Circle

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

Lesson Plans Are a Complete Waste of Time     

Lesson plans are a complete waste of time. 

There. I said it.   

Few demands get under the skin of classroom teachers more than being told to hand in detailed lesson plans.  

It’s not that teachers don’t need to plan.  

Planning is an essential part of the job. 

Every day before students come in, you decide which activities, assignments and discussions would be effective for you and your students.   

However, that’s personal, idiosyncratic and informal. It’s the FORMAL lesson plans that have next to nothing to do with what goes on in the classroom.

I’m talking about the kind with detailed objectives often written in behavioral terms (i.e. Students Will Be Able To…), essential questions that are supposed to link your units into cohesive blocks, explicit reference to the formative and summative assessments you plan to give and exhaustive reference to every Common Core Academic Standard non-educators ever wrote to sell text books, workbooks, software and other boondoggles.


 
They are simply busy work – useless paper that is often filed away in the office and never seen again.  


 
Certain kinds of principals – and we know who you are – have checklists of every teacher in the building and simply mark off your name to designate that you turned in your lesson plans like a good doggie. 


 
But even worse are administrators who read every word and send you pages of comments asking you to change this or that so it more closely adheres to the Common Core Academic Standards. As if parroting a bunch of shoddy benchmarks made by standardized testing companies is going to have any real effect on classroom practices. 


 
Either way it’s an exercise in futility. 


 
Whether administrators pour over these plans or just file them away, making teachers hand them in every week has nothing to do with improving teacher effectiveness or even making us more reflective and adventurous educators. It’s about administrators justifying their own jobs.  


 
It’s like saying, “Look what a tough principal I am! I make my teachers hand in their lesson plans. I don’t let them get away with anything!” 


 
And perhaps that’s one of the things that really irritates educators – this idea that we need taskmasters set over us to ensure we’re actually teaching. 

If principals were really worried about that, it would be better for all involved if they just poked their heads into our classrooms more often and actually observed what we are doing.


 
Here’s a dirty little secret about education – No one gets into this profession to sit behind a desk with their feet up. 


 
If they do, they soon realize that teaching isn’t the place for them. There is so much we have to do everyday – from grading papers, to counseling students, to calling parents, to scaffolding group work, tutoring, mentoring, modeling, lunch duty, hall duty, in-school suspension – and that’s before we even begin to talk about teaching and planning! 


 
We don’t have time to write up a detailed plan of what we think we’ll be doing in class every single day with an equally detailed justification for everything we’ll do! 


 
Because we know we’ll never actually use it in the classroom! 


 
The very idea of lesson plans is antithetical to 90% of classroom practice. 


 
Teaching isn’t something you can sit back and plan and then recreate with 100% fidelity day-in, day-out.

 


 
When you’re there in front of students, you need to use your natural empiricism to tell what the needs are of your students on a given day at a given time.  


 
Today we may need to go back and reteach yesterday’s lesson. Or we may have to jump right back into a discussion we were having last week. Or we may need to switch tacks and focus on something else so students can calm down or won’t get frustrated.  


 
The reality of the classroom determines what a good educator does inside it. And this cannot accurately be guessed at from a distance of time and/or space.  


 
Sure, as a language arts teacher I may know I want to teach vocabulary skills, or complete sentence construction, reading comprehension or anything else. I can pick out my texts and my assignments, figure out which activities would best get across the idea, what kind of practice could be useful, etc. But HOW all that comes together is more of an art than a science.  


 
And the more experienced you are as a teacher and the better you know your students, the more effectively you’ll be able to meet the needs of a class of students on a given day.  


 
Because you aren’t teaching widgets. You’re teaching people. And people resist the most rigid of plans.  


 
Moreover, the need to justify every move you make has a chilling effect on what you’re willing to do.  


 
Teachers need the freedom to experiment – to try new things and see how they work.  


 
If you have to stop and justify every action for an authority figure, you’ll only do the things you already know will work – or at least the things you feel most confident that you can explain. 


 
Teachers need to be free to try something and not be able to codify why they’re doing it at the moment. Only later, perhaps at the end of the day, can it be helpful to sit back and reflect on what you did and judge for yourself whether it was effective and worth repeating.  


 
But that’s where the emphasis needs to be – on you as the teacher and your students as a class.  


 
YOU get to decide the effectiveness of your teaching – not your principal, not an administrator in central office or the superintendent. YOU. 

That’s because you’re the expert here.


 
Your administrator may not even be trained in your discipline. How’s a gym teacher going to evaluate language arts? How’s an elementary special education teacher going to evaluate calculus?  


 
And it’s even worse when compounded by experience – or perhaps I should say inexperience.  


 
Most principals only taught for a handful of years before becoming administrators. And many of them haven’t even had much time to figure out how best to BE administrators.  


 
Yet our warped work culture puts them in charge of the actual professionals in the classroom – the classroom teachers – and encourages them to disrupt the normal flow of things in the name of what? School improvement? Or parasitical management?  


 
Principals should be focused on two things – (1) providing the best work environment for students and teachers; and (2) advocating for teachers and students. They should make sure teachers have what they need to get their jobs done effectively. And that means listening to exactly what those needs are. If those needs aren’t being met inside the district, the principal should go outside and work to get those resources brought in. 


 
Educators don’t need you to stand in judgement of them and then brag to your superiors about being a hard ass. They need you to get them the resources necessary – time, salary, lower class size, counselors, anything really that reduces the unnecessary from a teacher’s day so she can focus on her students.  


 
But demanding educators hand in lesson plans is just the opposite. You’re ADDING to the unnecessary work load, not reducing it.  
 


So lesson plans are an antiquated notion that need to go the way of mimeographs, transparencies and overhead projectors.   


 
Stop torturing educators with mindless busy work when there are so many mindful tasks begging to be done.  


 
Let teachers teach.  
 


And if you can’t figure that out, at least get out of the way. 


 


 

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

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

There were so many explosive stories in 2020.

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

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

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

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

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

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

Published: June 13 

Views: 940


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


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

4) Standardized Tests Increase School Segregation

Published: June 19 

Views: 690


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


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

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

Published: October 11


 Views: 622


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

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

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

Published: February 2


 Views: 303


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

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

1) Did Rosa Parks Really Support Charter Schools?

Published: January 29


 Views: 233


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

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


Gadfly’s Other Year End Round Ups

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

 

2020:

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

 

2019:

Sixteen Gadfly Articles That Made Betsy DeVos Itch in 2019


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2018:

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

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2017:

 

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

 

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

 

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2016

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

 

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

 

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2015

 

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

 

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

 

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2014

 

 

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

 

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

 

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

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Just CLICK HERE.

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


INCONVENIENT TRUTH: Remote Teaching is Better Than In-Person Instruction During a Pandemic

Hundreds of teachers have died from Covid-19.

More than 1 million children have been diagnosed with the disease.

Yet a bipartisan group of seven state Governors said in a joint statement Thursday that in-person schools are safe even when community transmission rates are high.

Safe – despite hundreds of preventable deaths of school employees.

Safe – despite mass outbreaks among students.

Safe – despite quarantines, staffing shortages, longterm illnesses and mounting uncertainty about the longterm effects of the disease on children and adults.

State Governors must have a different definition of safety than the rest of us.

The message was signed by New Jersey Governor Phil Murphy, New York Governor Andrew Cuomo, Pennsylvania Governor Tom Wolf, Delaware Governor John Carney, Connecticut Governor Ned Lamont, Rhode Island Governor Gina Raimondo, and Massachusetts Governor Charlie Baker.

Only Baker is a Republican. The rest are all Democrats.

We expect such blatant untruth from the Trump administration, and Vice-President Mike Pence was quick to add his voice to the septet.

But the facts remain.

More than 300 teachers and other school employees have died across the country from the virus, according to the Associated Press.

In fact, 72 school employees died of the virus in New York City, alone, according to the city Department of Education.

More than 1 million children have been diagnosed with Covid-19 according to a report by the American Academy of Pediatrics released Monday.

More than 250,000 people have died nationwide.

More than 11 million Americans have been diagnosed with the disease at an ever increasing rate. One million of those cases came about over just six days last week.

In many states like Pennsylvania, hospitalizations have passed their peak in April.

That is not safety.

And it is beyond reckless that these Governors would make such a counterfactual statement.

FACT: It is NOT safe to have in-person schooling in any community where infections are high.

FACT: It is BETTER to have remote education unless the virus has been contained.

But these are inconvenient truths that business leaders, politicians and policymakers are doing everything in their power to ignore.

The Governors’ statement begins:

“Medical research as well as the data from Northeastern states, from across the country, and from around the world make clear that in-person learning is safe when the appropriate protections are in place, even in communities with high transmission rates.”

This is just not true.

It is based not on research by epidemiologists, not on studies conducted by doctors, scientists or pharmacologists.

It comes from the work of an economist – Emily Oster.

The Brown University professor analyzed data from all 50 states over a two week period in September and came to the conclusion that when students or teachers get Covid, they rarely catch it at school.

And her analysis has become the Gospel truth for supply-side marketeers all over the country.

However, Oster has been wrong before.

Notoriously wrong.

Oster is infamous for publishing a paper advising women that drinking alcohol during pregnancy is safe. WRONG, says the National Organization on Fetal Alcohol Syndrome. WRONG, says a slew of recent studies from the University of Bristol, Oxford, the British Department of Health and the Centers for Disease Control (CDC).

She wrote her dissertation explaining that there were less women in China not because of the one child policy and traditional attitudes toward girl children, but instead because Hepatitis B skewed sex ratios.

And then after that paper made her famous, she published another one proving herself wrong.

Oster is not a serious academic. She is someone who constantly says something controversial to court the media and public opinion.

She is a contrarian, an attention seeker, a celebutante – the economist version of someone who shouts “fire” in a crowded movie theater and then sells fire extinguishers to those rushing for the exits.

It is because of people like her that Mark Twain is reported to have remarked, ”There are three kinds of lies: lies, damned lies, and statistics.”

She was shopping her thesis around about people not catching Covid at school back in May before there was any data one way or another.

Moreover, she homeschools her own children. She has nothing to lose getting us to believe her latest economic whopper.

Since providing this cover story, various county departments of health have claimed that contact tracing rarely indicates students or teachers catch the virus at school. However, these conclusions are based on voluntary anecdotes, not hard data. At the local level, there is often a lot of pressure to find the cause of an outbreak somewhere else when childcare is at stake or administrative coercion involved.

There has, however, been actual science done on the matter that sheds increasing doubt on Oster’s findings and those like her.

A study of more than a half-million people who were exposed to Coronavirus suggests that the virus’ continued spread is driven by only a small percentage of those who become infected.

Moreover, children and young adults were found to be potentially much more important to transmitting the virus than previous studies had identified, according to the study by researchers at Princeton, John Hopkins and the University of California at Berkeley.

This was the largest contact tracing study for any disease ever conducted.

It suggests the role of schools in the spread of the virus is also much greater than previously believed.

The evidence is so convincing that the CDC took down controversial guidance pushing for schools to remain open during periods of increased infections.

This is a lot more important than what some dipshit economist said.

However, the Governors’ statement continues:

“In-person learning is the best possible scenario for children, especially those with special needs and from low-income families. There is also growing evidence that the more time children spend outside of school increases the risk of mental health harm and affects their ability to truly learn.”

Talk about overstating the issue!

So kids can’t learn if their instruction is interrupted? It’s a good thing we never take any time off school, say during the summer months.

And way to use poor and special needs kids as props to drum up support. Funny how you never seem to care so much about them when issuing budget priorities or school funding formulas.

But it’s the callousness with which these governors paper over health concerns that really sounds like Oster, herself.

“There are people who would say if even one teacher acquires COVID at a school and dies, then it would not have been worth it to open schools,” Oster said. “I think that argument is complicated because people are going to suffer tremendously from schools being closed, but that is a tricky calculus.”

One would have hoped only an economist would weigh people’s lives vs the cost of health care and boosting standardized test scores. But apparently Democratic Governors feel the same way.

In-person schooling IS preferable to remote instruction if everything else is equal. But everything else is not equal right now.

What kind of mental health issues do children experience whose teachers die suddenly and preventably? How do kids suffer with the loss of a loved one knowing full well that they may have inadvertently been the cause of that person’s death?

What is the longterm cost to children or adults who have their lungs, digestive system or brains suffer irreparable damage as a result of Covid complications?

This disease was only discovered two years ago.

We cannot make bold statements of certainly about its effects without being deeply dishonest. There’s a lot we don’t know about it and how it affects people. And in light of that uncertainty it makes more sense to be extra cautious than reckless.

The fact is remote learning can be done effectively.

We can focus on ensuring that all students have the technology, infrastructure and training to access instruction on-line.

We can prioritize virtual curriculum created by classroom teachers and taught synchronously over video platforms like zoom instead of canned ed tech credit recovery programs like Edmentum.

Administrators and academic coaches can be of more use helping struggling students stay on track than endlessly spinning their wheels about how best to reopen schools.

Bottom line: No one should have to go to school in an unsafe classroom.

Students shouldn’t feel like the only way to get a quality education is to risk their health and put their families in jeopardy.

Teachers shouldn’t be bullied into working in unsafe environments where they or their loved ones may get sick – especially since educators are more susceptible to the virus and often suffer worse consequences of getting ill.

But despite all these arguments, it is the daily reality of schooling during a pandemic that is winning the argument.

Schools simply can’t operate in-person when large segments of the staff are sick and/or quarantined.

No one is buying the argument that in-person schooling is safe when whole kindergarten classes are quarantined as happened at my district this week.

The problem of childcare and other economic hardships are very real. But we will not solve them by closing our eyes to reality and putting our kids and teachers into unsafe classrooms.

It’s high time our government passed a new round of Covid relief. We need to pay people to stay home so they don’t spread the virus. We need mortgage protection, universal healthcare and a host of services to help people weather the storm.

It is embarrassing that so many Governors don’t have the courage to do that and instead indulge in the deranged fantasies of an economic death cult.

It sad that so many Governors lack the courage to issue real Stay-at-Home orders, close schools, bars and restaurants, and issue stiff penalties for those who disobey them.

We do not need in-person learning while Covid runs wild.

Until the danger has passed, we need quality remote learning conducted, planned and supported by educators.

And we need Governors with the guts to listen to science, not B.S. economists.


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

Plus you get subscriber only extras!

Just CLICK HERE.

Patreon+Circle

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

Virtual Instruction: Top 5 Pros & Top 5 Cons

Teaching today is not the same as it was just a year ago.

The global Coronavirus pandemic has forced schools to change the way they do almost everything.

With infection rates moderate to high in most areas of the country, many schools have resorted to full virtual instruction while others have adopted a hybrid model incorporating a mix of cyber and in-person classes.

Only in the most sparsely populated, secluded or reckless areas have schools been allowed to reopen 100% without safety precautions.

For many districts trying to juggle both in-person and virtual classes, the online component has been left to ed tech companies like Edmentum often specializing in credit recovery.

These have been an absolute disaster.

Corporate America has no business educating our youth – and moreover they’re terribly bad at it.

However, in many districts, virtual instruction has come to mean something else entirely.

It has meant classroom teachers creating their own online instruction and assignments while teaching synchronously through applications like Zoom.

I want to be clear that I think this is the best possible model under current circumstances.

It is the best way to balance the needs of safety for students and staff with the needs of academics.

However, this isn’t to say it is trouble free or even preferable if the world were ever to snap back into the shape it was before the pandemic.

The people best situated to tell us this are classroom teachers.

Along with students whose input and experiences should not be ignored, it is our collective educator core who have been thrust into this strange experiment. But unlike children, they have the knowledge, maturity, skills and life experience to evaluate it best. And being one of those intrepid individuals, I here offer my thoughts.

After more than four months teaching this way, I’d say these are the top 5 pros and cons of virtual instruction:

Pros

1) There is Less Pressure Day-to-Day

Right off the bat there is something to be said for virtual instruction – it feels more low stakes.

You sleep longer, can more easily access amenities, the bathroom, food and drink.

For one, you sure can’t beat the commute.

Some students admit that they roll out of bed each morning and onto the computer. This is not always optimal for learning in that the mind needs time to wake up and focus itself. However, the fact that one has more choice over how to prepare for school, what to wear, more leeway about breaks and whether to eat or drink in class – all that leads to an increased casual feeling to the day.

And that’s not all bad.

As a teacher, I love being able to go to the restroom whenever I need – something that I cannot do in my school building. Back there, I have to literally train my bladder to be ready when I have breaks in my schedule.

Though I certainly don’t roll from my bed to class, the extra sleep I get from not having to drive to the building and the reduced stress of forgoing a commute, traffic, bad weather, etc. are extremely positive.

It helps me be more relaxed and ready to meet my students needs. It makes me a better teacher.

This doesn’t mean teachers aren’t incredibly stressed by the pressure to create new curriculum, using new technology and new district rules that are being rewritten by the hour. But at least the day-to-day instruction, itself, is more low key.

2) It is Harder for Students to Disrupt Class

We’ve all been there. An unruly student or two brings a dispute to class and picks on each other back and forth.

In the physical classroom, this can be a real problem requiring a lot of effort to resolve. You have to de-escalate the situation or else it could turn into an exchange of fists.

Online it’s a snap. You can simply mute the participants. The teacher has much more control over what communication enters the classroom space and physical violence is impossible.

True, a dedicated disruptor can find a way to cause a ruckus. He or she can try to use the chat or even the video camera. They may even have each others cell phone numbers and communicate back and forth that way.

However, few students are aggravated enough to take such measures. I haven’t noticed much beyond simple teasing.

Some of my students put pictures of each other as the backgrounds on their camera screens – but these have always been friends trying to get a laugh. A comment from me and it stops.

If worse comes to worse, I can still remove them from the Zoom meeting and alert the principal or dean of students for disciplinary action.

But I haven’t had to do that yet. I’ll bet disciplinary referrals have dropped to record lows. And without them, virtual learning may have all but dismantled the school-to-prison pipeline.

3) It’s Easier to Communicate with Parents and Students Individually

There are many reasons for this.

In the physical classroom, the most common form of communication is verbal. But digital spaces allow for several other methods.

You can email individual students messages, work, assignments, grades, etc. You can utilize the chat feature to send a private message. You can simply talk to them in the Zoom meeting. You can set up an individual Zoom meeting like office hours to answer questions. You can ask or answer questions about assignments in the stream function of Google Classroom.

All these options allow for students to talk with their teacher one-on-one more easily than in the physical classroom.

Consider this: let’s say a student has a question about the homework after class. In the physical classroom environment, there may be little they can do but wait until the next day. Before last March, I’d had students send me emails, but I never checked them as regularly as I need to now.

In the digital world, students can easily send a message through email or stream at any time. This certainly puts a strain on educators but most questions I receive are during school hours and easily answerable in a timely fashion.

When it comes to parents, just having the contact information at your fingertips is a plus. Also teachers have more time to communicate with them when you remove lunch duty, hall duty, in-school suspension and other necessities of the physical classroom. When teachers don’t have to function as security guards, we get more time to be teachers.

I find that in the virtual classroom, I have the time to communicate with every parent at least once a week – or at least I try. Even in the digital world, some parents are incommunicado.

4) It’s Easier to Read a Text Together


As a language arts teacher, this is really important to me.

For more than 15 years, I’ve read texts aloud with my students and asked them to follow along. I tell them to take their index fingers, put them in the text and move along with where we are in the passage.

Few actually do it, and there’s really nothing I can do to make them. Except beg.

In the virtual classroom, I can easily put the text on all their screens, place the cursor under the words and follow with the reader or the audio recording.

Students can try to ignore it, but that’s harder than just following along. It also allows me to point to specific parts of the text.

If a student is reading and struggling with a word, I can point to prefixes, suffixes, roots, etc. to help them. And I’ve honestly seen improvements in some struggling readers fluency.

5) It’s Easier for Students to Work at Their Own Pace

This isn’t really a core value of the physical classroom.

Teachers give assignments, set due dates and students have to get things done in the time frame.

Online it isn’t such a straight line.

Teachers instruct in a Zoom meeting, but students are not required to attend. They can catch up with a video of the meeting if they need or prefer.

And since we all anticipate students may have issues throughout the day with connectivity, the technology, home responsibilities, distractions, etc. teachers haven’t been so firm on those due dates.

I freely give extensions and tell my students that assignments can still be made up for full credit well past the deadline. It’s about getting the work done, not so much about when.

I find myself explaining assignments more often than usual, but it’s somehow not as annoying as it sometimes is in the physical classroom.

We’ve created a culture of care and understanding. I think that’s a positive thing even if it doesn’t emphasize due dates and time frames as much.

Cons

1) Student Absences

No matter how you look at it, there are an alarming number of students absent throughout the day.

For my own classes, this was much worse in the spring when we first went online. Starting in September, more students have been attending regularly.

However, there are two important points to be made.

First, there are some students who do not attend the live Zoom meetings but instead watch the videos and do the assignments. Their work is not worse than those who attend – in fact, it is sometimes much better.

I suppose it’s possible students in the Zoom meetings could feed information to those not attending, but with the videos and the ability to communicate with me at will, it’s almost more work to cheat.

Second, though some students have neither attended many (or any) Zoom meetings or handed in many (or any) assignments, this was true in the physical classroom, too.

Some parents do not provide the structure necessary to ensure their children are doing their school work. This is true no matter how that work is presented – physically or virtually.

In my classes, about 20% are regularly absent. Of those, 10-15% are not participating much at all.

That’s about the same as I would expect to see in the physical classroom.

We need to identify these students and provide them with the resources necessary to succeed. But that’s always been true.

2) The Camera Conundrum

To turn your camera off or not? That is the question.

Zoom meetings can be an awfully lonely place for teachers when every student has their camera off.

The general consensus is that we should allow them this freedom. It encourages them to attend the Zoom meetings on their own terms and avoid the stress of seeing themselves constantly on their own screens. It allows them to avoid the fear of being judged for their surroundings.

Allowing them this latitude certainly does increase attendance and create a more positive attitude. But the teacher is in a worse position to monitor student engagement.

Most days I feel like a medium at a seance asking if so-and-so is here. Give me a sign.

I try to pose questions to get students involved – even more than I would in the physical classroom – and sometimes it works and sometimes it doesn’t.

There are times when I yearn just to be able to look at my students again and see what they’re doing. Because I know some of them are not paying attention.

Some are texting on their cell phones. Some are playing video games on another screen. Some are talking with brothers, sisters, friends or parents in their house.

There’s not much I can do except try to keep my classes as engaging as possible. Most of the time, I think it works.

But not always.

3) It’s Harder to Monitor/Push Students with Special Needs

This is related to the previous point.

The problem of the camera is particularly pernicious for students with special needs. I can’t tell you how many IEPs and service plans want me to monitor students with ADHD and bring them back when they lose focus.

This is nearly impossible for a student with his or her camera off. I can try verbal queues, but students don’t always answer. I can ask them to turn on their cameras if that has been added to their IEPs, but they rarely comply. And if they do, they just point the camera at the ceiling or otherwise away from their faces.

The human contact of actually being present in a physical space has many advantages – especially for students with special needs.

I try my hardest and do everything I can to help them. But I feel that some of them are falling through the cracks – at least more than they would be in a physical classroom.

4) Technological Issues

Even under the best of circumstances, there are always technological issues.

Students do their assignments and their devices don’t save the work. Their batteries run low. They haven’t downloaded the proper apps. They’re using the wrong emails to access a google form.

The list is endless.

Thankfully, my district has a help desk students can access. But teachers need to be aware and permissive about technology issues. We have to air on the side of letting them get away with something rather than being too strict.

And the technology issues aren’t limited to the students.

One Friday I found the wi/fi in my home was down. I had class in 30 minutes and had to find someway to connect online to teach.

I still don’t quite understand what happened. The Today Show was in the neighborhood doing a live broadcast that morning. Perhaps that had an effect.

For whatever reason my Mac laptop could not connect to the Internet. I had a barely functional PC that for reasons I cannot explain was able to connect.

So that’s what I did. I connected with the PC and taught my classes. The connection was still spotty and I got kicked out of my own Zoom meeting once.

When I got back on moments later, the students were terrified. But we got on with it and managed.

I don’t know why, but the issue seemed to fix itself about 2 hours later and I was able to get onto my laptop and experienced no further problems.

I suppose the point is that we have to realize technology issues will crop up. We need contingency plans. Lots and lots of contingency plans. For ourselves, as teachers, and for our students.

5) Danger of a New Normal

This is particularly scary.

Ed tech companies have been trying to take over public education for years.
Unscrupulous business people have been trying successfully to privatize and profitize education.

The pandemic has made that possible to degrees never before imagined.

Charter and private schools are packed with students these days. This is partially because their smaller size and greater resources allows them to more easily meet in-person safety standards. Where public schools have recklessly reopened, cyber schools have swooped in to provide a safer option, too.

When even many public schools become less focused on doing the right thing than on doing the popular thing, they open the door to privatization.

It’s the wild west out there and no one can really tell how this will all affect what the future of education will be.

If the pandemic ended tomorrow, I would like to return to the physical classroom. But I can’t say I’d willingly leave every innovation of virtual instruction on the cutting room floor.

I like giving tests through Google Forms.

I like giving paperless assignments on Google Classroom.

I like being free to contact parents and students easily and not being tied to duties more suited to school security officers.

I like being able to pee whenever I need.

But I don’t want to lose the best aspects of the physical classroom.

I don’t want to lose autonomy and have everything micromanaged and predetermined by ed tech companies.

I don’t want ridiculously large class sizes justified by a digital space.

I don’t want to have to teach live on-line and in-person at the same time, curating and managing the virtual space and the physical classroom.

I don’t want to be under constant digital surveillance.

These are all dangers of the new normal.

I don’t know what the future will be, but I know it will not be what it was before all this started.

That’s equal parts scary and exciting.

But right now teachers really can’t afford to worry about it too much.

We’re too busy trying to get through the current crisis.


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

Pittsburgh Charter Schools Take Federal Bailout Money Meant for Small Businesses

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Are charter schools small businesses or public schools?

 

They can’t be both.

 

Several Pittsburgh area charter schools took a bailout meant for small businesses after already getting monetary relief meant for public schools.

 

Environmental Charter School at Frick Park, Hill House Passport Academy Charter School, Manchester Academic Charter School and Penn Hills Charter School of Entrepreneurship all applied for and received substantial low-interest loans from the federal government’s Paycheck Protection Program (PPP).

 

The $660 billion federal initiative was intended to help businesses keep employees on the payroll and off unemployment benefits during the COVID-19 pandemic. The loans will be forgiven if businesses meet certain conditions such as retaining or rehiring employees.

 

However, charter schools – including those in the Pittsburgh region – already should have received financial relief through the federal CARES Act.

 

Pennsylvania got $523 million to distribute to both authentic public schools and charters. However, of the two, only charters were eligible for additional PPP funds.

 

So these ‘Burgh charters are double dipping. They’re receiving aid from two different federal sources while authentic public schools only can get aid from one.

 

The Environmental Charter School at Frick Park got a $2 million – $5 million cash infusion from PPP.

 

The Environmental Charter calls itself a nonprofit organization but there are many reasons to be dubious.

 

First, nonprofits usually are dedicated to furthering some social cause like helping the poor and minorities.

 

However, The Environmental Charter actually caters to upper socioeconomic and white students.

 

It serves wealthier children than surrounding schools. Just one-third of Environmental Charter students are eligible for free or reduced lunches compared to 71% at Pittsburgh Public schools.

 

Moreover, only 30% of the charter’s students are minorities. Pittsburgh Public serves a student body of which nearly half are African American.

 

Next, there’s the issue of who runs the institution.

 

All charter schools in the Commonwealth have to be designated as nonprofits. However, many like the Environmental Charter School hire for-profit companies to actually operate their day-to-day functions and make almost all of their major administrative decisions.

 

The Environmental Charter is run by Virginia-based Imagine Schools, one of the nation’s largest charter-management companies with more than 71 charters nationwide.

 

Since Imagine writes the Environmental Charter’s operating budget, the management company ends up paying itself for a number of services.

 

After the school gets funding from state, federal and community taxes (this year including bailouts from PPP and the CARES act), it pays 12 percent back to Imagine. This came to $406,000 in 2009, according to an independent financial audit.

 

The school also pays Imagine on a $250,000 loan that the charter operating company took out to launch the program. Payments come out to about $2,500 per month over 20 years with an interest rate of 10.524 percent.

 

The charter also pays Imagine rent on its building which was purchased in 2006 by Schoolhouse Finance – Imagine’s real estate arm – for $3 million.

 

The lease costs $526,000 annually and is binding until 2032 unless the school loses its charter.

 

Given such facts, it’s hard to imagine why we’ve allowed our tax dollars to prop up a business venture that could certainly afford to reduce its profit margins rather than rely on public support.

 
Hill House Passport Academy Charter School got a $150,000 – $350,000 bailout from PPP.

 

Unlike the Environmental Charter, Hill House does actually cater to low income and minority children. In fact, it was founded to help Pittsburgh students who are failing in another district and in danger of dropping out unless they receive some kind of academic intervention.

 

However, the results haven’t been stellar. Where the Environmental Charter was too white, Hill House serves almost exclusively black students. It is exponentially more segregated than neighboring authentic public schools (96% minority) and its students still have extremely poor academic performance.

 

The question remains whether these results are better than they would be at an authentic public school. Does the charter provide any value for these students or is it just a holding area?

 

Like the Environmental Charter, this so-called nonprofit hires a management company. In this case, it’s the infamous K12 Incorporated – a nationwide cyber charter network with a record of academic failure and financial shenanigans.

 

In 2016, the company reached a $168.5 million settlement with the state of California. The state claimed K12 had reported incorrect student attendance records and otherwise lied about its academic programs. The company ended up settling with the state for $2.5 million with an additional $6 million to cover the state’s investigation and K12 voided $160 million in credits it had given to the affiliated schools to cover the cost of their contracts.

 

Hill House offers a blended model with in-person teachers and virtual classes somewhat different than most K12 schools.

 

However, why the state should bailout such a dubious endeavor is beyond me.

 

Manchester Academic Charter School got a $350,000 – $1 million loan from PPP.

 

It is one of the oldest charter schools in the city, having started as a tutoring program in 1968 and becoming a full fledged charter school in 1998.

 

However, like Hill House, it is infamous for racial segregation and low academic performance. Approximately 99% of students are minorities.

 

In 2016-17,only 12% of the school’s students were proficient in math (state average is 46%) and 37% were proficient in language arts (state average is 63%).

 

Where Manchester fails at academics, it excels at administrative salaries. The school’s administrators take home beaucoup bucks while being responsible for fewer students than those at authentic public schools.

 

For example, Vasilios Scoumis, Manchester CEO for more than two decades, is given a $146,000 salary not counting a potential $15,000 yearly bonus though he is only responsible for 340 students.

 

Compare that with Pittsburgh Public Schools Superintendent Dr. Anthony Hamlet. He earns a $210,000 salary for managing a district of about 24,000 students.

 

But such high salaries for relatively little work aren’t only a hallmark at Manchester.
Environmental Charter School CEO John McCann earned $120,000 with a school enrollment of 630 students.

 

Nice work if you can get it!

 

Speaking of which, Penn Hills Charter School of Entrepreneurship got $350,000 – $1 million from PPP.

 

This is another so-called non-profit school run by the Imagine Schools company. It is highly segregated with 82% minority children.

 

Only 32% of students are proficient in math and 57% in reading – again below state averages.

 

The school suffered a scandal in 2015 when the state Charter Review Board overruled Penn Hills School Directors decision to deny allowing the charter to expand into a second building.

 

But given that the Charter Review Board is made up of six members – charter school advocates chosen by former Republican Governor Tom Corbett – any pretense to impartiality is laughable.

 

Penn Hills School Board – a duly elected body, not government appointees – outlined criticisms of the charter that do not put the entrepreneurial venture in a positive light.

 

Penn Hills School Board said the charter had failed to produce current student rosters, failed in record management, failed to accurately maintain student tuition payments, improperly billed the school district for special education students, failed to maintain and develop Individual Education Plans (IEPs), had poor academic growth and is under a Department of Education Corrective Action Plan setting forth 31 areas of needed improvement.

 
Directors were also leery of the venture because the charter planned to use half of the new building for students and to lease the remainder as office space.

 

Finally, the charter school sucks away necessary funding from the authentic public school. The Penn Hills School District paid Imagine about $3 million in 2014-15. Costs increased to $12 million a year and continue to rise.

 

So one wonders why we’re throwing more money at these charter schools.

 

Nina Rees, executive director of the National Alliance for Public Charter Schools (NAPCS) has spoken out of both sides of her mouth on the issue. She has insisted that charter schools be regarded as public schools and eligible for emergency aid – all the while advising charter schools also to apply for federal rescue funds for small businesses devastated by the pandemic.

 

Carol Burris, Executive Director of the Network for Public Education, did not mince words.

 

“Once again, the charter sector, through the lobbying efforts of Nina Rees…worked behind the scenes to gain fiscal advantage for the privately operated schools they claim are public schools.”

 

Education historian Diane Ravitch agreed.

 

“Charters claim to be ‘public schools’ when that’s where the money is,” she said. “But when the money is available for small businesses, they claim to be small businesses.”

 

Charters go where the money is.

 

We get the privilege of paying the tab.

 

If it were up to U.S. Treasury Secretary Steve Mnuchin, we wouldn’t even know about it.

 

Mnuchin only released the information to the public after 11 news organizations sued the Small Business Administration .

 

Even now, not all of it is available.

 

Moreover, the deadline to apply for a PPP loan has been extended to Aug. 8.

 

So if you haven’t seen some of the most infamous neighborhood charter schools taking advantage of the program, it may only be a matter of time.

 

ProPublica has put all the information into an easy to use search engine. Just enter a zip code and it will display all the businesses located there that received PPP loans.

 

This includes high tuition private prep schools like Sewickley Academy and Shady Side Academy both of which got $2 – $5 million, Winchester Thurston School which got $1 million – $2 million, and the charter schools listed above.

 

You can check it out here: https://projects.propublica.org/coronavirus/bailouts/


 

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Trapped On a Runaway Train to a Public School Disaster

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Congratulations, America.

 

We did it.

 

We screwed up the response to COVID-19 so badly that things can only get worse in the fall.

 

I’m a public school teacher and the father of a public school student.

 

I spent the last 9 weeks of class trying to create a new on-line curriculum for my 7th and 8th grade students out of thin air. Meanwhile, I had to assure my 11-year-old daughter that everything was okay during a global pandemic that robbed her of friends and teachers – all while trying to help her with her own school work.

 

And now at the end of June during Summer break I look at the upward curve of Coronavirus infections in the United States, and I want to cry.

 

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We had this thing on a downward trajectory in May. It continued until about the middle of June and then took off like a rocket to the moon – straight up.

 

 

More than 126,000 deaths, and 2.5 million cases – with 40,000 new cases for each of the last four days, according to the Center for Disease Control (CDC).

 

To put that in context, the CDC also says our testing is so inadequate, there are likely 10 times more actual cases than that!

 
The coronavirus is spreading too quickly and too widely for us to bring it under control, said Dr. Anne Schuchat, principal CDC deputy director.

 

“We’re not in the situation of New Zealand or Singapore or Korea where a new case is rapidly identified and all the contacts are traced and people are isolated who are sick and people who are exposed are quarantined and they can keep things under control,” she said. “We have way too much virus across the country for that right now, so it’s very discouraging.”

 

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Source: European CDC

 
Nearly every other comparable country kept that downward trend. But not us.

 

The United Kingdom, France, Italy, Germany, Canada…

 

But the United States!?

 

Ha!

 

You think we can wear masks in public to guard against the spread of infection? No way! Our President politicized them.

 

Stay indoors to keep away from infected people? It’s summer and the beaches are open.

 

And – heck! – we’ve got to make sure restaurants and bars and other businesses are open, too, or else the economy will suffer – and we can’t figure out how to run the country without a never-ending game of Monopoly going.

 

Gotta find out who owns Boardwalk and Park Place. (Surprise! It’s the same 1% who always have and now they’ve got enough to buy a few more hotels!)

 

A sane country would come together and provide people with federal relief checks, personal protective equipment (PPE), protection from evictions, and universal healthcare. But we don’t live in that country.

 

Instead we’re all just going to have to suffer.

 

Not only you and me, but our kids, too.

 

Because they will have to somehow try to continue their educations through all this madness – again. And this time it won’t merely be for the last quarter of the year. It will be at the start of a new grade when everything is new and fresh and the groundwork is being laid for the entire academic year.

 

I don’t even know what to hope for anymore.

 

Would it be better to try to do a whole year of distance learning?

 

I speak from experience here – April and May were a cluster.

 

Kids didn’t have the necessary technology, infrastructure or understanding of how to navigate it. And there was no way to give it to them when those were the prerequisites to instruction.

 

Not to mention resources. All the books and papers and lessons were back in the classroom – difficult to digitize. Teachers had to figure out how to do everything from scratch with little to no training at the drop of a hat. (And guess what – not much has changed in the subsequent weeks.)

 

Let’s talk motivation. Kids can be hard to motivate under the best of circumstances, but try doing it through a screen! Try building a trusting instructional relationship with a child when you’re just a noisy bunch of pixels. Try meeting individual special needs.

 

A lot of things inevitably end up falling through the cracks and it’s up to parents to pick up the pieces. But how can they do that when they’re trying to work from home or working outside of the home or paralyzed with anxiety and fear?

 

And this is probably the BEST option, because what else do we have?

 

Are we really going to open the school buildings and teach in-person? While that would be much better from an academic standpoint, there’s still the problem of a global pandemic.

 

Kids will get sick. As time goes on we see increasingly younger people getting infected with worsening symptoms. We really don’t know what the long term effects of this disease will be.

 

And even if young people are mostly asymptomatic, chances are good they’ll spread this thing to the rest of us.

 

They’ll bring it home to their families. They’ll give it to their teachers.

 

Even if we only have half the kids one day and the other half on another day, that won’t help much. We’re still being exposed to at least a hundred kids every week. (Not to mention the question of how to effectively teach some kids in-person while the rest are on-line!)

 
Even with masks on – and can you imagine teaching in a mask!? Can you imagine kids wearing masks all day!? – those respiratory droplets will spread through our buildings like mad!

 

Many of us are in the most susceptible groups because of age or health.

 
Don’t get me wrong – I want to get back to my classroom and teach my students in-person more than almost anything – except dying.

 

I’d rather live a little bit longer, thank you.

 

And even if you could guarantee I’d eventually pull through,I really don’t want a ventilator shoved down my throat in order to breathe.

 

It’s better than not breathing at all, but I’m not taking unnecessary risks, thank you.

 

So even with all its dysfunctions and discontents, I guess I’d rather teach on-line.

 

On the plus side, the state where I live, Pennsylvania, has done better with infections than many others.

 

Cases are generally down though we had more than 600 new ones a few days ago.

 

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Pennsylvania Cases – Source: PA Dept. of Health

 

But the Commonwealth is not a closed system. It just takes one fool to travel across state lines from a closed arena of thousands where he heard an insecure public figure spout racist diatribes. One fool like that can spread his infection to thousands more.

 

And he can spread Coronavirus, too!

 

So we seem to be facing a no win situation here.

 

We seem to be hurtling forward in time from July to August while a hard reality is waiting to smack us in the face like a brick wall.

 

We’ll have to make a final decision about what to do with schools soon.

 

And as much as I hate the idea, there seems only one sensible solution.

 

We can’t reopen the classroom until it is safe to do so.

 

It is not yet safe. It does not appear that it will be in August.

 

COVID-19 cases are not trending downward. We do not have adequate testing to ensure that it is doing so. And we have no vaccine.

 

We have to protect our children, families and teachers.

 

A crappy year of education is better than mass death.

 

We will pay for it, but that’s the best we can hope for – that we’ll all survive long enough to make it right somewhere down the line.


 

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

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

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Good News: Harrisburg is Not Cutting Education Funding! Bad News: Handouts for the Rich & Charter Schools

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If you live in Pennsylvania, you can breathe a sigh of relief now that the legislature has passed a stopgap budget that does not cut education funding.

 

But you can let out that breath in a cry of disgust when you see where much of that money is going and how many underprivileged kids will be left wanting.

 

GOOD NEWS

 

With the economy in tatters due to the Coronavirus pandemic, the state legislature never-the-less passed a budget this week providing flat funding for most state programs for five months.

 

The major exception is public schooling. That has been fully funded for the entire year.

 

So for 12 months, there will be no state cuts to basic and special education or block grant programs for K-12 schools. Nor will there be state cuts to pre-kindergarten programs or colleges and universities receiving state funding such as community colleges.

 

That’s really good news in such uncertain times.

 

School directors can get their own financial houses in order for 2020-2021 without wondering whether the state is going to pull the rug out from under them.

 

In any other year, flat funding would be a disappointment though.

 

Public schools have basically three revenue streams – the federal government, the state and local neighborhood taxpayers.

 

The federal government pays about 10% of the cost across the board. The problem in Pennsylvania is that the state isn’t meeting its obligations thereby forcing local neighborhoods to shoulder most of the costs.

 

Pennsylvania state government pays a ridiculously low percentage of the bill – 38%.  That’s the 46th lowest in the country. The national average is 51%.

 

In rich neighborhoods, the local tax base can pick up the slack. In middle class neighborhoods, they can try. But poor communities end up relying more on the state to help or else their kids (who already have greater needs growing up in poverty) have to do without.

 

Last year, Democratic Gov. Tom Wolf was able to increase funding for K-12 schools by $160 million, $50 million more for special education and $25 million for Pre-K programs.

 

Even this victory was a baby step to healing the billions of dollars looted from our schools during Republican Tom Corbett’s administration which has never been fully replaced or outpaced with increased inflationary costs.

 

Flat funding is great in a time of a global pandemic.

 

But in the broader view, it still shirks our duties to subsequent generations.

 

BAD NEWS

 

The 2020-21 state budget also includes $200 million in one-time funds to help districts pay for additional costs incurred during the Coronavirus crisis.

 

This includes the price of new technology to allow for distance learning, as well as deep cleanings in school buildings, new materials, remodeling, etc.

 

This money includes $150 million received from the federal government’s CARES Act and $50 million from state taxpayers.

 

That’s good news. Districts need extra money to help with unforeseen costs during this health crisis.

 

Unfortunately, this money is not being allocated by need.

 

Those with greater problems are not given more money to deal with them. Instead, the money is being divided nearly evenly.

 

If you think that’s fair, imagine dividing $10 so a rich person, a middle class person and a poor person could get lunch. They’d each get $3 and change. The poor person can eat off the dollar menu at a fast food restaurant. The middle class person can use it to pay for tip at a sit-down restaurant. And the rich person can light his cigar with it on the way to a fine dining establishment.

 

In the case of theCOVID-19 stimulus money, each school district will get a minimum of $120,000 while each intermediate unit, career and technical center, charter school, regional charter school and cyber charter school gets $90,000. If there is any money left over, those funds will be distributed to school districts based on 2018-19 average daily membership.

 

However, why should cyber charter schools receive this money at all? They don’t have any extra costs for transitioning to distance learning. That is their stock and trade already. Moreover, they don’t have buildings that need deep cleaning or remodeling. This money is a no strings gift to such enterprises while other educational institutions go wanting.

 

Moreover, brick and mortar charter schools almost always serve smaller student populations than authentic public schools. Why should they receive a flat $90,000? Wouldn’t it be better to given them a portion of this money based on the number of students they serve and the degree of poverty these kids live in?

 

In fact, wouldn’t it make more sense to do the same among authentic public school districts, too? Why should a rich district where almost everyone already has wi-fi and personal technology devices get the same as a poor one where these services are much less widespread? Why should the state give the wealthy as much help as those who can’t meet their basic obligations to children without it?

 

It’s not like the Commonwealth doesn’t already have a measure to allocate funding more fairly. The legislature passed a bipartisan Basic Education Funding formula that we could have used to ensured districts would have received funding proportionate to the needs of their students.

 

The fact that the legislature neglected to use it here shows too many in the Republican majority are not committed to equity. In fact, they revel in being able to bring unnecessary money to their wealthier districts.

THE COMING STORM

 
These measures from the state legislature are a start at addressing the financial impact of the 
Coronavirus crisis.

 

But the worst is yet to come.

 

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.

 

The state legislature can’t fix the problem alone.

 

The $13.5 billion in CARES Act stimulus provided to states is a fraction of the $79 billion that the federal government provided during the Great Recession. U.S. Congress needs to step up federal aide to protect our children and ensure their educations aren’t forfeit for economic woes they played no part in causing.

 

At the same time, Harrisburg can do more to stop giving handouts to educational entities that don’t need or deserve it thereby freeing up that money to patching holes in funding streams to local districts.

 

At the top of the list is charter school funding reforms already proposed by Gov. Wolf.

 

It is way passed time to end gross overpayments to cyber charter schools and eliminate all charter schools ability to profit off of students with disabilities. Gov. Wolf estimates this would save districts more than $200 million while stopping wasteful spending by charters on advertising and other things that should not be bankrolled by taxpayers.

 

Another way to generate extra money is to stop letting businesses and the wealthy cut their own taxes to support private and parochial schools.

 

The Educational Improvement Tax Credit (EITC) program allows people and businesses to donate their expected tax bill to the state for the purpose of helping parents pay off enrollment at a private or religious school for their children. Then these same people or businesses get between 75-90% of that donation back.

 

So if your tax bill is $100 and you donate $100, you can get back $90 – reducing your total tax bill to a mere 10 bucks.

Heck! Since this money is classified as a “donation” you can even claim it on your taxes and get an additional refund – even to the point where you end up making money on the deal! Pennsylvania even allows a “triple dip” – so you get the EITC tax credit, a reduction in your taxable income, and a reduction in your federal taxable income. We actually pay you to shortchange us on your taxes!

Now I’m oversimplifying a bit since you can only use the EITC for up to $750,000 a year, but it’s still a sweet deal for those who take advantage of it.

 

Meanwhile, this is less money for the rest of us to pay for much needed services. We lost $124 million in 2018-19, alone, to this program. Yet the legislature still voted to increase the program by $25 million last year.

 

We cannot afford to give away hundreds of millions of dollars annually to private and parochial schools while our authentic public schools which serve more than 90% of our children are underfunded.

 

And this doesn’t even address the blatant unconstitutionality of the program which, itself, is an obvious workaround to the separation of church and state!

 

It’s high time we closed this and many other loopholes that allow unscrupulous people and businesses to get away without paying their fair share.

 

Societies only work when everyone pulls their weight.

 

The commonwealth will only weather this storm if we stop the fiscal shenanigans and pull together for the benefit of all.

 

We are all being tested here.

 

Will Pennsylvania pass or fail?


 

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

Plus you get subscriber only extras!

Just CLICK HERE.

Patreon+Circle

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

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