Bernie Sanders Supporters Have Every Right to Be Furious

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Dear non-Bernie Sanders supporters,

 

Shut up.

 

Seriously.

 

Sit down, and shut the fuck up.

 

You’ve been doing an awful lot of talking lately, and there’s a few things you need to hear.

 

We, the Bernie supports, are sick and tired of the never-ending flow of bullshit coming out of your mouths.

 

For the past five years you’ve called us Bernie Bros, Bernie’s Internet army, Russian bots, naive, sexist, racist, privileged, pigs.

 

Yet women, people of color, LGBTQ folks, social, racial and ethnic minorities make up a sizable portion of our numbers, but somehow we’re prejudiced.

 

You didn’t listen to us in 2016 when we said Hilary Clinton was unelectable. You didn’t listen to us when we said Donald Trump had a real chance at winning. But you blamed the entire catastrophe on the handful of us who didn’t vote for your candidate.

 

And now the second Bernie Sanders suspends his 2020 campaign, you’re all over us to commit to your boy, Joe Biden.

 

We’ve been here before. We have a pretty good idea how this story ends. Maybe you’d do well to listen to us for once.

 
We’ve spent years of intense effort changing the narrative of politics in America. We’ve held live streams, phone banked, knocked on doors, overfilled arenas. We’ve pushed Medicare for all, raising the minimum wage, universal college, a Green New Deal.

 

And the only thing you can say is “I told you so”?

 

All you have to say is “blue no matter who”?

 

It’s just “Get in line or you’ll be responsible – again.”

 

Let me ask you a question: what are YOU responsible for?

 

When Bernie was winning state after state, the media acted like it was a literal invasion of brownshirts. When Biden was winning, it was the best news since sliced bread.

 

Who’s responsible for that?

 

Bernie was running away with the primary until nearly all the other candidates mysteriously dropped out all at once right before Super Tuesday. And now we find out Barack Obama gave them each a call before hand – putting his finger on the scale.

 

Who’s responsible?

 

The Democratic National Committee literally pushed to continue primaries in Illinois, Florida and Arizona during a pandemic in case waiting might bolster Bernie – the candidate with policies tailor made to fight COVID-19. And the result has been a flood of sick people and a nearly insurmountable delegate lead.

 

Who’s responsible?

 

Once again – no one.

 

Not a single establishment Democrat, Hillary or Biden supporter has ever said, “We fucked up.” It’s only what everyone else did. No accountability for your actions at all.

 

Don’t Bernie supporters have a right to be pissed off about it?

 

Can we just have a moment to express our authentic human rage?

 
This may come as a shock but almost all Bernie supporters want to beat Trump in November.

 

And now we have no choice but Biden with which to do it.

 

We have a candidate with a long history of outrageous and provable lies – including statements only a month old that he was arrested while visiting Nelson Mandela in South Africa.

 

We have only a candidate with a history of inappropriate touching of women and a credible rape allegation.

 

We have a candidate who degraded Anita Hill to help far right Republican Clarence Thomas get on the Supreme Court.

 

We have a candidate who wrote the bankruptcy bill that stopped protection from millions right before a recession.

 

We have a candidate who has repeatedly been willing to cut social security.

 

We have a candidate who refuses to support Medicare for all – even during a global pandemic.

 

And you think Berners are somehow out of line for expressing anger over this shit?

 

You need to wake up.

 

At this point, we need unity more than ever.

 

We need to come together and defeat Trump.

 

But to do that, we need more than just hatred of the incumbent.

 

Sure we need someone who will nominate sane Supreme Court justices, but we need a base that will give him the support to get these nominees approved and not leave them in the wind like Merrick Garland.

 

We need real policies that people can get behind. And even if Bernie came up short on delegates, his policies are still incredibly popular – more popular than he is.

 

If you want some of us to pull the lever for your boy in November, you’d do a lot better fixing Biden’s policy positions than gaslighting Bernie folk.

 

You’d do a lot better getting Biden to pick strong progressives for cabinet positions and leadership positions in his electoral campaign than trying to bully us into obedience.

 

You’d do a lot better committing to Bernie as a second choice if Biden somehow demonstrates he’s unable to continue with the campaign (and you KNOW what I mean).

 

And perhaps more than anything – you’d do well to give us a little fucking space.

 

Berners need time to mourn.

 

I said that before and someone thought I was joking. I’m not.

 

If Bernie folk have a weakness, it’s that we’re believers.

 

We believed in our political revolution.

 

We believed in the idea of “Not me. Us.”

 

We believed a better world was possible.

 

Now that better world is further out of reach.

 

And all you have to offer us is one that’s slightly less fucked.

 


 

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Top 10 Reasons to Vote for Joe Biden in the 2020 General Election

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With Bernie Sanders dropping out of the 2020 Democratic Primary, I can think of only these 10 reasons to vote for Joe Biden in the November general election:

 

10) He’s not Donald Trump.

9) He’s not Donald Trump.

8) He’s not Donald Trump.

7) He’s not Donald Trump.

6) He’s not Donald Trump.

5) He’s not Donald Trump.

4) He’s not Donald Trump.

3) He’s not Donald Trump.

2) He’s not Donald Trump.

1) He’s not Donald Trump.

 


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

Plus you get subscriber only extras!

Just CLICK HERE.

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

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

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Where did all the money go?

 

 

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

 

 

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

 

 

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

 

 

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

 

 

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

 

 

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

 

 

CHARTER SCHOOLS

 

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

 

 

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

 

 

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

 

 

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

 

 

 

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

 

 

And this is money that need not be spent.

 

 

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

 

 

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

 

 

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

 

 

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

 

 

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

 

 

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

 

 

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

 

 

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

 

 

RETIREMENT COSTS

 

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

 

 

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

 

 

Why the increase?

 

 

Because our state lawmakers were fiscally irresponsible.

 

 

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

 

 

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

 

 

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

 

 

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

 

 

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

 

 

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

 

 

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

 

 

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

 

 

MAYOR PEDUTO

 

 

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

 

 

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

 

 

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

 

 

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

 

 

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

 

 

Frankly, it’s a real dick move.

 

 

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

 

 

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

 

 

SOLUTIONS

 

 

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

 

 

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

 

 

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

 

 

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

 

 

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

 

 

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

 

 

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

 

 

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

 

 

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

 

 

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

 

 

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

 

 

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

 

 

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

 

 

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

 

 

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

 

 

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

 

 

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

 

 

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

 

 

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

 


 

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

 

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Charter Schools Exploit Children of Color

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Go to most impoverished black neighborhoods and you’re bound to find three things in abundance.

 

 

Liquor stores, payday lenders and charter schools.

 

 

It is no accident.

 

 

In the inner city, the underemployed compete for a shortage of minimum wage jobs, healthcare is minimal, public transportation inadequate and the schools are underfunded and short staffed.

 

 

But that doesn’t mean money isn’t being made.

 

 

In capitalist America, we make sure to turn a profit off of everything – including our peculiar institutions of racial inequality.

 

 

Businesses are on every corner, but they aren’t set up for the convenience of those living there.

 

 

Ethnic isolation – whether caused by poverty, legal coercion, safety in numbers or white flight – often puts the segregated at a disadvantage. It creates a quarantined economy set up for profiteers and carpetbaggers to get rich off the misery of the poor.

 

 

The system is set up to wring as much blood as it can from people forced to live as stones.

 

 

Families struggle to survive in a community where they are exploited by grasping landlords and greedy grocers. And the system is kept in check by law enforcement officers who are either disposed to turn the other way or so overzealous as to shoot first and ask questions later.

 

 

As W.E.B. DuBois described it nearly a century ago, “Murder sat on our doorstep, police were our government, and philanthropy dropped in with periodic advice.”

 

 

The economy is glutted with enterprises offering cheap promises of relief but which actually reinforce the status quo.

 

Predominantly black, low-income neighborhoods are eight times more likely to have carry-out liquor stores than white or racially integrated neighborhoods, according to researchers at the Johns Hopkins School of Public Health.

 

Yet in higher income black neighborhoods in the same cities, you don’t find these same liquor stores.

 

They are established in the poorest neighborhoods to offer cheap, temporary respite from the trauma of living in poverty. Yet they increase the likelihood of alcoholism, addiction and violence.

 

The same goes for payday lenders.

 

These are basically legal loan sharks who offer ready cash at exorbitant interest rates.  Typically these payday loans are meant to last the length between paychecks – approximately two weeks. However, they come with extremely high interest rates. For instance, the average $375 loan ends up costing $520 (139%) in interest.

 

These businesses aren’t located in the suburbs or wealthy parts of town. You find them typically in the inner cities and poor black neighborhoods. They promise temporary help with one-time purchases and unexpected expenses, but in truth most are used to pay for necessities like rent or food.

 

They end up trapping users in a debt spiral where they have to take out payday loans to pay off previous payday loans. This is mostly because these loans are made based on the lender’s ability to collect, not the borrower’s ability to repay while meeting other financial obligations.

 

And these are just two of the most common features of this predatory economy – capitalist enterprises designed to enrich businesses for exploiting consumers beyond their ability to cope.

 

Others include high priced but limited stock grocery markets, fast food restaurants, gun stores, inner city rental properties and charter schools.

 

That last one may seem out of place.

 

Most descriptions of urban neighborhoods neglect to mention charter schools, but in the last few decades they have become an increasingly common part of the landscape. And this is no wonder. They fit the same pattern of exploitation as the other establishments mentioned above.

 

 

Think about it: (1) charter schools disproportionately locate in poor black communities, (2) offer the promise of relief from inequality but end up recreating or worsening the same unjust circumstances and (3) they are often owned by rich white folks from outside the neighborhood who profit off the venture.

 

1) LOCATION

 

Who attends charter schools and where are they located?

 

The charter sector represents only a tiny fraction of students attending public school.

 

Of the 50.4 million students in the public school system in 2015, only about 3.2 million students were enrolled in roughly 7,000 privately-operated charter schools across the country.

 

To put that in context, that means just a little more than 6% of all public school students are enrolled in charter schools.

 

According to 2016 data from the National Center for Education Statistics, only 26% of all charter school students are black (832,000) compared with 33% of Hispanics (1,056,000) and 32% of whites (1,024,000).

 

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Source: NCES

 

This doesn’t come close to a majority for any racial group. Consider the fact that authentic public schools enroll approximately:

 

•7 million black students (14% of the total)

 

•12 million Hispanic students (24% of the total)

 

•24 million white students (48% of the total)

 

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NOTE: These figures include charter school students. To get the totals of authentic public school students (above) I subtracted the charter students out. SOURCE: NCES

 

 

More students of all ethnicities attend authentic public schools than charter schools – by orders of magnitude. However, those that are enrolled at charter schools are not distributed evenly. Charter schools do educate a disproportionate percentage of students of color – especially among Hispanic students.

 

Why? Do black and brown families seek them out or is it just the opposite – charters seek out melanin abundant children.

 

 

Approximately 57% of charter schools are located in cities, according to 2017 data from the National Center for Education Statistics. That’s comparable with only 25% of authentic public schools.

 

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So like liquor stores and payday lenders, charter schools are disproportionately located in highly segregated, urban communities often with a majority black and Hispanic population. And since they are businesses (unlike their authentic public school counterparts), they literally target this demographic because it fits their profit model.

 

These are the people they think they can sell on the charter model. And they often do.

 

 

2) EXPLOITATION

 

How do charter schools disadvantage the students enrolled there?

 

Like other vulture capitalist enterprises, they exploit the students they purport to serve by convincing people of color to accept fewer services than they already get at authentic public schools.

 

Authentic public schools invariably are run by school directors elected from the community who have to make all possible decisions in public and present their records for review.

 

Charter schools are permitted to run without elected school boards. Decisions are often made by appointed bureaucrats behind closed doors. They are not required to hold public meetings or present school documents as public records. Parents have no way of having their voices heard except that they can take it or leave it.

 

Authentic public schools have to use all their funding for the benefit of the students.

 

Charter schools can cut student services and pocket the savings. This is true regardless of whether they are designated for-profit or non-profit. It’s just a matter of which loopholes you have to go through. In both circumstances there are ways for the business people running charter schools to make financial gains at the expense of the community and its children. And the result is larger class sizes, narrower curriculum, fewer field trips and extra-curricular activities – but also larger salaries and perks for administrators and investors.

 

Authentic public schools have to accept all students who live within their boundaries.

 

Charter schools are not required to accept all students who live in their coverage areas or even all who apply for enrollment. They can and often do cherry pick the easiest students to educate. The can dissuade special needs students or students with less stable families from applying by forgoing special services and/or requiring prerequisites like costly uniforms and parental voluntarism. Or they can simply choose whomever they wish from the applicant pool and claim the decision was based on a lottery that never needs to be audited for fairness.

 

Despite a lack of adequate funding and an abundance of high needs students, authentic public schools provide the best academic outcomes possible given their limitations.

 

 

Despite having every advantage, charter schools get the same or worse academic outcomes as authentic public schools.

 

Charters market themselves as providing a superior education, but this is not supported by the facts.

 

Nearly every study conducted on the matter has found that charter schools do NOT outperform authentic public schools. In fact, many charters get much worse results – especially cyber charter schools.

 

Moreover, according to the Department of Education’s National Assessment of Educational Progress (NAEP), authentic public school students in fourth, eighth and 12th grades outperform charter school students in math, reading and science. 
In addition, no other high performing nation even has charter schools.

 

But that’s just academics. There are even clearer economic indications of how charter schools squander the tax dollars that fund them while authentic public schools are more stable and provide better value for the money.

 

Authentic public schools don’t have nearly the same amount or degree of financial scandals because they are required to be much more transparent and their budgets are subject to frequent audits. By contrast, in many cases charter schools take public tax dollars and provide literally nothing in return.

 

According to a 2015 report by Wisconsin-based Center for Media and Democracy, dozens of charter schools that have accepted federal funding closed without even opening in the first place! The federal government has spent $3.7 billion to boost the charter sector only to have these “ghost schools” pop up and spirit away our tax dollars.

 

This includes:

 

•In 2011 and 2012, the federal government gave $3.7 million in taxpayer dollars to 25 Michigan “ghost” schools that never even opened to students.

 

 

•In California, more than $4.7 million in federal taxpayer money was handed out to create charter schools that subsequently closed within a few years.

 

•In Ohio, out of the 88 schools created by planning and implementation grants under the federal “Charter School Program” (CSP) for state education agencies between 2008 and 2013, at least 15 closed within a few years; a further seven schools never even opened. These charters received more than $4 million in federal taxpayer dollars.

 

 

 

There is even more evidence that charter schools are not nearly as stable as authentic public schools.

 

According to the National Center for Education Statistics, one in ten charter schools have closed over a three year period. That’s more than 765 charter schools that have been shuttered between 2014-15 and 2016-17.

 

This leaves thousands of families scrambling to find an education for their children.

 

Such scandals simply do not happen at authentic public schools.

 

So charter schools provide fewer services, worse results, and a greater chance of closure or wasting limited funding without even opening at all – not a good return on investment for students of color.

 

 

3) OWNERSHIP

 

And who owns and operates these charter schools?

 

There has been very little research on this topic.

 

The most detailed information I could find comes from the charter school industry, itself, specifically the National Alliance for Public Charter Schools (NAPCS), a nonprofit that describes itself as “committed to advancing the public charter school movement.”

 

According to the NAPCS, about one-third of charter schools in 2016-17 were operated by management organizations that run multiple schools. This includes KIPP, Success Academy, Green Dot Charter Schools, Uncommon Schools and Rocketship Charter Schools.

 

The remainder (57%) are owned by what they call freestanding charter schools – which just means organizations that run only one school.

 

These institutions can be run by a wide range of groups including religious organizations and local business organizations such as chambers of commerce or economic development authorities.

 

While it’s true that community groups also sometimes run charter schools, they are invariably funded by huge foundations such as the Bill and Melinda Gates Foundation, the Dick and Betsy DeVos Family Foundation, or the Walton Family Fund – all of whom profit off the industry.

 

Are these community groups authentic representations of an abiding belief in the power of school privatization to achieve equity or are they mere fronts for the big money behind them? Even when individuals approach the matter with an open mind, is it fair to say they’ve independently reached a decision when there is a huge paycheck from a prestigious name behind one option and nothing but logic and history behind the other? Billionaires are literally paying you to favor solutions that help their bottom line. Is it any wonder some folks can’t see past all that green?

 

Even with a lack of good data, it seems clear that the overwhelming majority of the industry is owned, operated and/or supported by rich white people from outside of the black and Hispanic community.

 

 

CONCLUSIONS

 

Charter schools are not a grassroots response to the problems of educating the urban poor.

 

They are not an authentic expression of what the majority of people of color want for their children.

 

They are a kind of “false consciousness,” an extension of the segregation economy exploiting black and brown children.

 

They are disproportionately located in poor and minority neighborhoods because operators think they can sell their educational model to people of color fed up with the inequality of their neighborhoods.

 

Yet they provide fewer services at greater cost to black communities – they convince impoverished minorities to give up the few educational guarantees they already have in favor of a worse situation. And the result is a continuation or worsening of the status quo while enriching vulture capitalists.

 

It’s a scam, a flimflam ripoff, a bamboozling hoax.

 

Like the liquor stores and payday lenders that dot the inner city landscape, charter schools are yet another way to exploit black people for the crime of putting their faith once again in capitalism to break their chains.

 

The only truly effective way to achieve equity is with collective action against white supremacy.

 

We need to tear down the systems of inequality that privilege some at the expense of others – and doing that requires a robust system of public education for all.

 

It is not only a prerequisite for social justice but it is one of the central facets of the fight, itself.

 

You can’t use capitalism – a system that relies on inequality – as a method to assure equity.

 

Justice requires fairness. And the road to fairness can only be discerned by enlightenment.

 

Education is both the path and the goal.

 

It’s passed time we stop exploiting those who wish to walk that path by convincing them to go another way.

 


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

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GUEST POST: How Charter Schools Trick Parents into Thinking They are Private Schools

GuestPost

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By Lisa Lightner

 

 

If you take a walk through any Costco on a weekend afternoon, you can see that Americans LOVE to get free stuff, no matter how small it is. Why else would we wait in line for a morsel of food that likely has lots of germs on it?

 

 

Because, it’s FREE.

 

 

So, what if I offered you the chance to send your child to private school, for free? You’d likely jump at the chance, right? After all, our perception is that private schools are exclusive. Private schools are much better than public schools, right?

 

 

You must pay for private schools, which puts them out of reach for many families. So, the chance to attend one for free? Sure!

 

 

But much like you might regret eating that bite of bacteria-laden food from the sample lady at Costco, you might want to really examine that “free” private school before you send your child.

 

 

Because that “private” school is not a private school at all. It’s a charter school. And charter schools are public schools. Besides, except for a few exceptions (that charter supporters never miss an opportunity to point out), they do not perform as well as traditional public schools. In fact, right here in Pennsylvania, we do not have one cyber charter school that is performing at an acceptable level per our own Pennsylvania Department of Education (PDE) reports.

 

 

First, let me be clear. I have never once heard a charter school say that they are a private school. However, they use smoke and mirrors to trick parents into thinking that they are a private school. And, they usually refer to themselves as “charter schools” instead of “public charter schools” and many taxpayers do not even know what a charter school is.

 

 

So, the lack of the word “public” combined with a few tricks leads parents to believe that they are getting something special, something exclusive, when in fact they are not.

 

 

School Uniforms: Now, mind you, I’m not against the idea of school uniforms. There certainly is a lot of value in the concept. But I think we’d all agree that school uniforms are not a public school kinda thing. Right? If I say the words “school uniform” my guess is that the first vision that pops into your brain is dark blue, dark green, maybe even plaid….but the vision of a Catholic/private school uniform.

 

 

“Tuition Free”: Look at any magazine or TV advertisements for charter schools, and you’re likely to see the phrase “tuition free.” Wow! Free! I love free! But guess what? It’s a public school. There never was any tuition. Again, another trick to make parents think that they are getting a private school for free.

 

 

Advertising: When was the last time you saw a television commercial for your local elementary school? Yeah, me neither. The very fact that they advertise on TV, billboards and magazines leads you to believe that they are private schools. After all, a public school wouldn’t spend millions of dollars on advertising, would they? No, traditional public schools wouldn’t, as the community likely would have a meltdown over it. But it’s standard practice with the public charter schools. Millions of taxpayer dollars are spent on advertising, much of it deceitful to attract students. And take note: one thing that is absent from the advertising is mention of how well that charter school is performing. Because it’s nothing to brag about!

 

 

Tricky Words: In their advertising and promotions, charter schools use tricky words to persuade parents into believing something, without outright saying it. Here are a few examples.

 

 

The most obvious is the lack of the word “school” in many of the names. I perused a list of all the charter schools in Pennsylvania. Almost a third of them contain the words “preparatory,” “academy,” “institute” or “center” in their name. When you see or hear those words, you don’t think about public education, do you?

 

 

“Specialized” or “tailored” curriculum are a few others. The words are actually pretty meaningless, but lead parents to believe that this school must be better than a public school, right?

 

 

Wrong.

 

 

Admissions Process: When you want to put your child in your local public school, it usually is called enrollment or registration. Charter schools call it an “admissions” process, which gives it an air of exclusivity about it. Truth is, they do get to pick their students. The lottery admissions process they use are not transparent, and they’re not accountable to telling anyone how they enroll students. But using the word ‘admissions’ is very much a loaded and slanted word, compared to enroll or register.

 

 

Marketing Exclusivity: Some charters like to promote themselves as exclusive or only being for a select group of students. Again, these are public charter schools using taxpayer dollars to operate. Allowing taxpayer money to promote exclusivity in our schools is a dangerous path to go down, in my opinion. After all, minorities and disabled children have only been in public schools for a few decades. Excluding groups of children, or insinuating that you do, is backwards progress.

 

 

Charter schools are public schools. Many parents and taxpayers do not know this due to deceptive marketing tactics. Charters in PA have been allowed to play by their own set of rules, and that has to stop.

 

 

I’ll be the first to stand up and say that our traditional public schools need some assistance. But diverting funds away from them and to charters with little accountability is not the way to improve our schools.

 

 


Lisa Lightner is a Special Education Advocate who lives in southeastern PA with her family. Her blog, A Day in our Shoes, offers free (yes really, free) IEP advice for parents.

 

 

 

 

 

Hey, Teachers’ Unions, Let’s Get This One Right – No Early Presidential Endorsements & Lots of Membership Engagement

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Let’s not mince words.

 

The last Presidential election was a cluster.

 

And we were at least partially to blame for it.

 

The Democratic primary process was a mess, the media gave free airtime to the most regressive candidate, and our national teachers unions – the National 
Education Association (NEA) and American Federation of Teachers (AFT) – endorsed a Democratic challenger too early and without getting membership support first.

 

This time we have a chance to get it right.

 

Edu-blogger Peter Greene spoke my feelings when he took to Twitter:

 

“Just so we’re clear, and so we don’t screw it up again—- NEA and AFT, please wait at least a couple more weeks before endorsing a Democratic Presidential candidate for 2020.”

 

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He’s being snarky.

 
No one would endorse two years before people actually enter a voting booth.

 
But fairness. Evenhandedness. Moderation.

 
Let’s be honest. That didn’t happen in 2015.

 
So let’s take a brief trip down memory lane and review our history for just a moment in order to prevent these same mistakes.

 

The NEA represents 3 million educators. It is the largest labor union in the country. However only about 180 people made the decision to back Hillary Clinton last time around.

 

In October of 2015, the NEA Board of Directors voted 118 to 39 in favor of the endorsement with 8 abstentions and 5 absences.

 

The 74 member PAC Council voted to endorse Clinton with 82% in favor, 18% against and some of the largest delegations – California and New Jersey – abstaining.

 

Check my math here. So 61 PAC votes plus 118 Directors plus one President Lily Eskelsen Garcia equals 180 in favor.

 

That’s about .00006% of the membership.

 

We may call it such, but that is not an endorsement.

 

We need more than just the leadership to support a candidate. We need that to translate to actual votes.

 

When you circumvent membership, you see the result – Donald Trump.

 

To be fair, some NEA directors may have polled state union leaders. But according to NEA by-laws, the organization need go no further to obtain input from individual members for a primary endorsement. Even these straw polls are a formality.
The 8,000 strong Representative Assembly (RA) did not get a say. This larger body representing state and local affiliates did get to vote on an endorsement in the general election when the field was narrowed down to only two major candidates.

 

But anything like a poll of individual members was apparently not desired by leadership – now or later.

 

We can’t do that again.

 

The process at the AFT was likewise perplexing.

The AFT endorsed Clinton in July of 2015 – a half year before the primaries and more than a year before the general election.

 

This much seems certain:

 

1) The AFT executive board invited all of the candidates to meet with them and submit to an interview. No Republican candidates responded.

 

2) Democrats including Bernie Sanders, Martin O’Malley and Clinton were interviewed in private.

 

3) The executive committee voted to endorse Clinton.

 

4) THEN the interviews were released to the public.

 

How can the AFT claim its endorsement was a result of membership opinion when the organization didn’t even release the interviews to members until AFTER the endorsement?

 

Ostensibly, the executive council used these interviews to help make its decision. Shouldn’t that same information have been available to rank and file members of the union before an endorsement was made?

 

Which brings up another question: were AFT members asked AT ALL about who to endorse before the executive council made the final decision?

 

According to the AFT press release, they were:

 

“The AFT has conducted a long, deliberative process to assess which candidate would best champion the issues of importance to our members, their families and communities. Members have been engaged online, through the “You Decide” website, through several telephone town halls, and through multiple surveys—reaching more than 1 million members.

Additionally, over the past few weeks, the AFT has conducted a scientific poll of our membership on the candidates and key issues. The top issues members raised were jobs and the economy and public education. Seventy-nine percent of our members who vote in Democratic primaries said we should endorse a candidate. And by more than a 3-to-1 margin, these members said the AFT should endorse Clinton.”

 

So the AFT claims union members said to endorse Clinton on-line, on telephone town halls, surveys and a scientific poll of membership.

 

But did they really?

 

I’m not a member of the AFT but I know many teachers who are. Very few of them have ever been surveyed.

 

The press release says AFT members preferred Clinton 3-1. Yet to my knowledge they never released the raw data of any polls or surveys of membership.
This can’t happen again.

 
AFT President Randi Weingarten said something similar during an interview Friday on C-SPAN.

 

She said the executive council passed a four step process just last week to ensure members were behind whoever the union eventually endorsed this time around:

 

“Our Executive Council just passed a process last week which has four components. Number One is what do the members want? What are their aspirations? What are their needs in terms of Presidential candidates? And so we will be doing a lot of listening and engaging with members.

 

Number Two – There’s a lot of candidates that want access to our membership. What we would like them to spend a day with our members. We would like them to see the challenges in classrooms. The challenges that nurses have. [The AFT also represents nurses.] Listen to the challenges of adjunct professors who have student loan debt that is well beyond what salaries they get per month.

 

Number Three – People are really active these days. So we don’t want them to wait until there is a nationwide endorsement to involve or get engaged with candidates. So there’s going to be an ability to be involved or engaged as delegates to do these kinds of things.

 

Number Four – At one point or another we’ll get to an endorsement.”

 

Frankly, this seems kind of vague to me. I hope this new process gets better results than the last one.

 
We need to be able to trust our unions.

 
Don’t get me wrong. I love my union. I bleed collective bargaining and labor rights.

 
I teach in Homestead, Pennsylvania, just a few miles away from the site of the famous steel strike.

 
I want a union that represents me and my colleagues.

 
We must do better this time around.

 
We need a candidate that has broad popular support of members, not just leadership. Broad popular support will lead to engaged members at the polls and that engagement will translate into actual votes for our endorsed candidate.

 
So NEA and AFT leaders, your members want to know:
What is your process for selecting our next U.S. presidential candidate?

 
What questions will you ask potential candidates?

 
How will members have a democratic voice in the process?

 
Please be transparent and publish your process to share with members through multiple sources.

 
And my union brothers and sisters, get involved. Engage in the endorsement process now! Call on our NEA and AFT leadership to invite early and widespread, as well as transparent, involvement in the endorsement process.

 

 

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Do you know your NEA Board Members?

http://www.nea.org/home/1686.htm

 

NEA Leadership Contact INFO here:

http://www.nea.org/home/49809.htm

 

AFT Leadership:

https://www.aft.org/about/leadership

 

AFT Contact Info:

https://www.aft.org/contact

 
Let’s get it right this time.

 
Everything is riding on it.

 
Our vote is our future.


Special Thanks to Susan DuFresne for inspiring this article.


Still can’t get enough Gadfly? I’ve written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

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Public School Students are Being Erased From TV, Movies and Other Media

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Ninety percent of America’s students go to public schools.

 

But you wouldn’t know that if you opened a book, turned on the TV or went to a movie.

 

The media is engaged in a disinformation campaign erasing public schools and public school students from our entertainments.

 

It’s another way marketing and advertising is forced down our throats and into our leisure hours.

 

Not only do the multi-billion dollar corporations who fund these entertainments want to convince us we need this pill, that appliance, those technological doo-hickeys — they need to cajole and inveigle us that we need school privatization, too.

 

And what better way to do that than to give us heroes that  – what-do-you-know – just happen to go to charter, voucher and private schools?

 

No one takes Betsy DeVos, the billionaire heiress who bought her position as education secretary to tear down public schools, seriously. But we certainly do when it comes to Hollywood, the Boob Tube and Young Adult literature.

 

Take Miles Morales, an Afro-Latino Spiderman, who just made his big screen debut in Marvel’s “Spiderman: Into the Spiderverse.”

 

It’s refreshing to see the iconic Spideysuite worn by a character of color, but why change his alma mater, too?

 

The original webslinger, Peter Parker, was an everyperson teen who went to a public school. But Morales goes to a private school in the movie and a charter school in the comic books on which the film is loosely based.

 

 

Then we have “The Kid Who Would Be King” a modern day retelling of the King Arthur legend. In the film, Alex finds Excalibur and becomes king – while attending a British academy, the U.K.’s version of an American charter school.

 

And let’s not forget “The Hate U Give.” In both the book and the movie, the protagonist, 16-year-old African American Starr Carter, deals with a white police officer murdering her black friend. And her struggle is worsened by the incomprehension she meets at her mostly white, privileged private school.

 

Why are all these stories taking place where a tiny sliver of kids are educated?

 

What happened to all the public school students?

 

It’s not like privatized education has ever been starving for representation in the mass media.

 

If anything, private schools have historically been overrepresented – Lord of the Flies, A Separate Peace, Dead Poets Society, Catcher in the Rye, etc.

 

At least in the past you could count on the default setting for kids to be public school. Unless it was an integral part of the plot, it was just assumed that everyday kids went to everyday public schools.

 

John Travolta and Olivia Newton John dreamed of those summer nights, but they went to Rydell High.

 

Molly Ringwald and the rest of the Breakfast Club attended Saturday detention, but during the week they were in class at Shermer High.

 

Sarah Michelle Gellar’s Buffy and co. fought off vampires, but they had homework at Sunnydale High.

 

Even Bella Swann navigated her vampire-werewolf love triangle at Forks High!

 

But today’s fictional teens wouldn’t be caught dead in one of those traditional institutions.

 

 

And nothing could be more unrealistic!

 

 

We’re whitewashing the reality to make America’s children and parents feel deficient for the schools they actually attend and – for the most part – are quite satisfied with.

 

 

It’s not about representation for the 10 percent enrolled in privatized schools. It’s about expanding the market to get more children and families to abandon public schools and pony up the dough (or siphon off the taxes) to enroll in these institutions, too.

 

Or at least TRY to enroll.

 

 

MILES MORALES

 

 

 

 

 

Back in 2011, when writer Brian Bendis and artist Sara Pichelli created Morales for Marvel comics, he was a reaction to the election of Barack Obama. As such, even his schooling had to reflect that.

 

In Ultimate Comics Spider-Man, he is shown winning the last spot in a charter school lottery to enroll in Brooklyn Visions Academy.

 

 

The comic book panels mirror almost frame-for-frame the school privatization propaganda film “Waiting for Superman.” Pro-charter school Obama becomes pro-privatization Spider-man.

 

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It’s almost like the big corporations who own the super heroes can’t tell who the good guys and the bad guys are anymore.

 

Here we have an American icon hawking a solution to child education that increases segregation, does away with duly-elected school boards, does away with the kinds of regulations that protect kids’ rights and instead allows unscrupulous charter operators to reduce services for children and pocket the difference.

 

It’s like watching Mickey Mouse explain how your folks should invest all their money with Bernie Madoff.

 

For some reason, in the movie version Morales’ charter school is rewritten as a private school for smart kids. I wonder why they made the change. It’s almost like there’s no appreciable difference between private schools and charter schools. And there isn’t!

 

THE KID WHO WOULD BE KING

 

 

 

Speaking of which, let’s examine the strange case of “The Kid Who Would be King.” The movie is technically not out yet, so it’s hard to see if it will make much use of its apparent Academy setting.

 

However, the trailer includes lots of shots of kids in traditional prep school dress with a stylized formal crest on blazers and pants. It almost seems like the setting is little more than an excuse to embrace a certain aesthetic in the costumes more than a plot point.

 

Or perhaps the marketing department just wants moviegoers to associate the film with the Harry Potter movies.

 

After all, Hogwarts is the ultimate in quasi-privatization. Special kids go to a special school where they are taught special classes. It’s never quite clear how it’s all paid for, though the kids do have to buy their own supplies.

 

 

Would “The Kid Who Would Be King” be any better if the kids in it went to public schools? They certainly would be more relatable to the average child.

 

First conceived in the early 2000s, British academies are not bound by national rules for staffing and curriculum, and receive more money from the government for administration while reducing funding to the traditional schools nearby.  However, according to a new peer-reviewed study by the London School of Economics, primary academies have not been able to meet the promise of increasing test scores.

 

The authors conclude:

 

“The English government has radically restructured its school system under an assumption that academisation delivers benefits to schools and students. There is neither any sign of a positive effect nor any suggestion that benefits might be increasing with years of exposure. If anything, the opposite is the case.”

 

Oh whatever! The blazers look nice!

 

THE HATE U GIVE

 

 

And that brings me to “The Hate U Give.”

 

 

Starr’s private school does at least seem to be important to the plot. After her best friend is gunned down by a gangbanger, a 10-year-old Starr is sent to Williamson Prep, a private school in the white suburbs. The family remains in the neighborhood and even takes great pride in living among other black people. But for some reason the idea of public school and the trauma of this event are entwined in their minds. They want more for Starr than just a public school experience.

 

Consider this bit of narration:

 

“The high school is where you go to get jumped, high or pregnant. We don’t go there. Williamson is another world. So when I’m here, I’m Starr version 2. Basically Williamson Starr doesn’t give anyone a reason to call her ghetto. And I hate myself for doing it.”

 

 

Years later, she’s one of very few African American students at the private school. When another black friend is subsequently murdered by the police before her eyes during a traffic stop, her white privileged classmates don’t understand what she’s going through.

 

I wonder if things would have been different at a public school. I wonder if by enrolling her in private school her parents hadn’t taken away the kind of support system she could have used to help deal with the tragedy.

 

Starr overcomes it all, and symbolically pulls a “Rest in Peace Khalil” T-shirt over her school uniform signaling her refusal to be a divided person any longer. It might have been even stronger had she re-enrolled in her public school, too.

 

 

Let me be clear: I’m not saying these are bad movies, books or comics. I actually quite like most of them. But I wonder if most people realize that when they consume this stuff they’re getting something a little extra with their entertainment – corporate propaganda.

 

It doesn’t seem to be an accident that so few schools are being so overrepresented in the mass media.

 

The global conglomerates are always looking for a way to make a buck, and product placement has always been a surefire way to do it.

 

Unfortunately, such underhand tricks can have a large impact on the cultural landscape.

 

If we continue to be bombarded by unsubstantiated images of public schools not being good enough and privatized education as the savior for our children, we will lose our system of public education.

 

Schools will no longer be funded by tax dollars. Parents will have to pay for them out of their own pockets.

 

At very least this will result in an even more stratified education system where wealth not only buys comfort and resources but knowledge, as well.



 

Still can’t get enough Gadfly? I’ve written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

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College Remediation is Less About Bad Students Than Academic Elitism

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Ah, college.

 

The school on a hill.

 

The marble columns, wood paneled studies and ivy encrusted gardens.

 

It’s never really been a place for everybody. But in rhapsodizing the college experience, our lawmakers have pushed for universities to enroll an increasing number of students. The demand for free or reduced tuition – especially for low-income students – has meant more kids putting on a letterman jersey and giving it the ol’ college try.

 

Teenagers who wouldn’t dream of higher education in previous decades are going for it today.

 

And the result has been a greater proportion of incoming college freshman taking remedial courses before they can even begin the normal post-secondary track.

 

According to a 2017 report by the Hechinger Report, more than half a million students at two- and four-year colleges in 44 states had to take such courses.

 

This costs up to an estimated $7 billion a year.

 

So, as usual in our country, we’re looking for someone to blame. And look! Here’s our favorite scapegoat – the public school system!

 

The gripe goes like this: Incoming college freshman wouldn’t need remediation if the public schools had bothered to teach them correctly!

 

However, the argument ignores several important factors and jumps to a completely unearned conclusion.

 

 

1) Public schools don’t decide who is accepted at colleges. College admissions departments do.

 

 

If people in higher learning think all these teenagers don’t belong in college, don’t accept them. Period.

 

But that would mean fewer students, less tuition and forgoing the lucrative revenue stream provided by – surprise! – these same remediation courses!

 

We pretend that colleges are special places where honor and scholarship rule the day. It isn’t necessarily so.

 

They are run by people, and like anywhere else, those people can be ethical and egalitarian or petty and materialistic.

 

Colleges aren’t immune to small mindedness or the economic realities facing institutions of learning everywhere.

 

Like most schools, they’re starved for funding.

 

The state and federal government have slashed subsidies to colleges and universities just as they have to public schools. Colleges have to make up the shortfall somewhere.

 

So they enroll students who don’t meet their own academic standards and then charge them for the privilege of attempting to get up to snuff.

 

It’s a good deal. You get to blame kids coming in AND reap the rewards.

 

 

2) How exactly do we determine that these kids need remediation?

 

 

 

In many schools, they use standardized tests like the SAT or ACT to make this determination. Others give their own pretest to all incoming freshman and assign remediation based on the results.

 

You’d expect more from institutions of higher learning.

 

You’d expect them to know how inadequate standardized tests are at assessing student knowledge. After all, most of the mountain of studies that conclude these tests are worthless are conducted at the college level. However, it seems people in admissions don’t always read the scholarly work of their colleagues in the departments of education and psychology.

 

I remember when I was in college, several classmates were being pressured to take remedial courses but refused. It didn’t stop them from graduating with honors.

 

 

3) Let’s say some of this remediation actually is necessary. Why would that be so?

 

 

These are high school graduates. What has changed in public schools over the past few decades to increase the need for these additional services at colleges?

 

It seems to me the answer is three-fold:

 

1) School budgets have been cut to the bare bone

2) Schools have to fight for limited funding with charter and voucher institutions

3) Standardized testing and Common Core have been dominating the curriculum.

 

If you cut funding to schools, they won’t be able to prepare students as well.

 

That’s a pretty simple axiom. I know business-minded number crunchers will extol the virtue of “doing more with less” and other such self-help platitudes, but much of it is nonsense.

 

You never hear them explain how cutting CEO salaries will mean corporations will run more effectively. It’s only workers and schools that they think deserve tough love and penury.

 

Look, schools with less funding mean fewer teachers. That means larger class sizes. That means it’s more difficult to learn – especially for students who don’t already come from privileged backgrounds.

 

None of this is bettered by the addition of charter and voucher schools sucking up the limited money available. We don’t have enough for one school system – yet we’re asking two or more parallel systems to exist on that same amount. And we’re stacking the deck in favor of privatized systems by prioritizing their funding and not holding them to the same accountability and transparency standards as traditional public schools.

 

It’s like deliberately placing leeches on a runners back and wondering why she’s started going so slowly.

 

Moreover, it’s ironic that the Common Core revolution was conducted to make students “college and career ready.” It has done just the opposite.

 

Narrowing the curriculum to weeks and months of test prep has consequences. You can increase students ability to jump through the hoops of your one federally mandated state test. But that doesn’t translate to other assessments. It doesn’t mean they’ll do better on the SAT or other college entrance exams. Nor does it mean they’ll possess the authentic learning we pretend we’re after in the first place.

 

The bottom line: if we really want to improve student academic outcomes in public schools, we need to fully and equitably fund them. We need to abandon school privatization schemes and fully support public schools. And we need to stop the obsession with standardized assessments, curriculum and – yes – even canned standards, themselves.

 

That might actually reduce the numbers of students who allegedly need remediation at the college level.

 

However, there is another aspect that we need to consider that is harder to remedy…

 

4) Developmental psychology.

 

 

Schools – whether they be post-secondary, secondary or primary – are built to meet the needs of human beings. And human beings don’t grow according to a preconceived schedule.

 

Just because you think someone should be able to do X at a certain age, doesn’t mean they’re developmentally ready to do so.

 

Speaking from experience, I was a C student in math through high school. It wasn’t until I got to college that I started to excel in that subject and earned top marks.

 

I didn’t have to take any remedial courses, but I was forced to take a quantitative reasoning course as part of my liberal arts majors.

 

I’m not alone in this. Many people aren’t cognitively ready for certain concepts and skills until later. That doesn’t make them deficient in any way nor does it betray any problems in their schooling.

 

That’s just how their brains work. We can whine about it or we can accept human nature and do what we can to help students cope.

 

 

And this brings me to my final reason behind the college remediation trend – a problem that is more insidious than all the others combined.

 

 

5) The elitism behind the whole post-secondary system.

 

 

For centuries, higher learning has been seen as a privilege of the wealthy and the upper class. Sure a few exceptional plebians were let into our hallowed halls just to “prove” how egalitarian we were.

 

But college was never seen as something fit for everyone.

 

As such, the attitude has always been that students are on their own. Many who enroll will not end up graduating. And that’s seen as perfectly acceptable. It’s part of the design.

 

It’s the baby sea turtle school of education – thousands of hatchlings but few survive to adulthood.

 

However, if you really want to make college the right fit for an increasing number of students, you have to get rid of the elitist attitude.

 

If students come to college and need remediation, stop whining and provide it.

 

And it shouldn’t incur an extra cost from students, either. This should just be a normal part of the process.

 

If a patient comes to the emergency room with heart disease, you don’t penalize him because he didn’t eat heart healthy. You do what you can to help him heal. Period.

 

That’s how colleges and universities need to approach their students.

 

You know – the way public schools already do.

 

 

SOLUTIONS

 

 

In summary, it’s not a case of colleges vs. public schools. And anyone who tells you differently probably has a hidden agenda – the standardization and privatization industry, for instance.

 

We need to support colleges and universities. We need to support public schools. Both need additional funding and political will.

 

However, colleges need to become more accepting and supportive of the students enrolled there. They need to meet them where they are and provide whatever they need to succeed.

 

Moreover, public schools need the autonomy and respect routinely given to college professors.

 

The answer is a transformation of BOTH institutions.

 

That’s how you make a better school system for everyone.

 

That or we could just keep grumbling at each other, forever pointing fingers instead of working together to find solutions.


 

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

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No One Ever Remembered a Teacher for Raising Standardized Test Scores

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It’s the day before school begins.

 

I’m out to eat with my family and have just taken a big bite of a juicy beef taco.

 

That’s when I notice someone standing right next to me at the restaurant.

 

So I raise my eyes upward, a meat filled tortilla overfilled with lettuce and beans hanging from my mouth, and I’m greeted with a familiar face.

 

“Mr. Singer!” the woman says with a nervous smile on her lips.

 

“Do you remember me?”

 

I think for a moment but realize I have more pressing concerns. I couldn’t reply with an answer to the woman’s question even if I did remember her.

 

So I chew and swallow and then look again.

 

“It’s me,” she says. “Tamarind.”

 

And then it hits me like a flash.

 

The face in front of me ages backward. The adult eyes soften. The taut cheeks become chubbier. And her whole figure shrinks three feet closer to the ground.

 

“Oh my God! Tamarind! Of course I remember you!” I say.

 

She smiles and blushes. I’m surprised by how nervous she is. I’m no one to inspire anxiety. I’m just a guy out with his wife, daughter and father-in-law shoving a taco in his face.

 

“When I saw you here I just had to come up to you,” she said. “I was in your 6th grade class.”

 

“I think it was 8th grade, wasn’t it?” I said.

 

“Yes! That’s right! Eighth grade!”

 

“How old are you now? My gosh I remember you when you only came up to here off the ground.”

 

“I’m 22. I’m doing really well. I just wanted you to know that you taught me how to write. If it wasn’t for you I never would have made it anywhere. I just wanted to thank you so much for everything you did for me.”

 

We chatted a bit more and then she left us to finish our meal.

 

But, of course, the whole interaction got me thinking.

 

As a teacher, you are something of a minor public figure.

 

When you’re out and about – especially if you’re somewhere in your district – you’re bound to be recognized and invariably someone will want to chat.

 

I remember one time at the bakery counter a former student gave me my order and told me he threw in a few donuts.

 

I remember laughing and telling him he didn’t need to do that.

 

“Nah, Mr. Singer, you never wrote me up for falling asleep in your class. You knew I was watching my brothers and sisters at home and never gave me shit for it. You keep those donuts.”

 

Another time at the theater I was almost late to my movie because I was listening to a former student at the concession stand catch me up on her life and what all of her friends from my class were doing these days.

 

So many students. So many kids that have now become adults.

 

You lose track of how many lives you’ve had an impact on.

 

The first few days of school are always filled with endless administrative meetings. The superintendent welcomes you with testing data. Then your principal breaks it down by building and subject.

 

You find out which diagnostic exams you have to give your students and when. You find out what your Pennsylvania Value Added Assessment Score (PVAAS) is – how good a teacher you are based on how well your students from last year did on the state standardized test.

 

On the one hand, I suppose I have no reason to feel like much of a good teacher.

 

Most of my students didn’t pass the test. They rarely do.

 

The same number of 7th graders (that’s what I taught last year) passed the reading test as in previous years. However, many more passed that were expected to fail.

 

The state uses a mystery metric based on Classroom Diagnostic Assessment (CDT) data to come up with a prediction of who they expect to pass and who they expect to fail. No one really knows how they calculate this. For all we know, the state secretary of education could examine a pile of chicken entrails before entering it all into the system.

 

Does all that data mean I’m a good teacher or not?

 

I don’t know.

 

But I do know what Tamarind thinks.

 

And I know what a host of former students have told me. I know how they react when they see me out in the wild, just living my life.

 

I’m sure there are probably former students who don’t like me. There must be those who hold a grudge for getting a 59% on an assignment. Or maybe they remember me yelling at them for something. Or – who knows – maybe they just didn’t respond to The Singer Charm.

 

But an awful lot of people come up to me who don’t have to.

 

Yesterday was the first day of classes for the year.

 

For the first time, all my classes were looped. I taught 7th grade Language Arts last year and I’m teaching the 8th grade course this year.

 

When those kids came into the class on Friday, it was like a homecoming.

 

So many smiles. So much laughter and joy. And, yes, impromptu hugs.

 

It felt like a family gathering, not a school function.

 

As I left the building feeling more exhausted than I have in months, another teacher stopped me.

 

“Steve! I wanted to catch you before you left!” she said.

 

She told me that she gave her students a survey in her class as an icebreaker. One of the questions was to name their favorite teacher from last year. My name came up a lot.

 

What can you say about that?

 

I’m actually getting choked up just typing this.

 

In my years in the classroom, I’ve helped a lot of kids get better test scores.

 

But that’s not why they come up to me. That’s not why they remember me.

 

I touched their lives in some meaningful way.

 

And they have done the same for me.

 

I’m just a guy who should really take smaller bites of his tacos.

 

But they make me feel like a hero.

 

I am so grateful.


 

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

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book-2

Gadfly on the Road – Reflections on My First Book Signing

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So there I was standing at a podium in Barnes and Noble before an audience of 25 people who had come to hear me talk about my book.

 

Speech uploaded to my iPad – check.

 

Cough drop – check.

 

Fear that no one would take me seriously – Oh, double, triple check!

 

Let me just say there is a big difference between sitting behind a keyboard pounding out your thoughts for consumption on the Internet, and being somewhere – anywhere – in person.

 

I’ve spoken at rallies. I’ve spoken at school board meetings. I’ve spoken in private with lawmakers and news people.

 

But none of that is quite like being the center of attention at your own invitation, asking people to take time out of their busy lives and drag their physical selves to some prearranged place at some prearranged time just to hear whatever it is you’ve got to say.

 

I had been practicing my remarks for weeks after school.

 

I had a 15-20 minute speech ready to go – a distillation of the main themes in my book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform.”

 

Would people hear what I had to say?

 

 

I surveyed the audience. A few people I didn’t know. But there was my mom and dad, a bit more grey haired than I remembered yet doing their parental duty. There were a few colleagues from work – teachers, aides and substitutes. There were a few students standing in the back with their parents. One of my old high school buddies even showed up though he lived about a half hour away.

 

And there in the second row was my daughter.

 

For a moment, the whole world seemed to be nothing but her 9-year-old face – a mix of emotions – curiosity, nervousness, boredom.

 

In that moment, everything else disappeared. I had an audience of one.

 

I began.

 

It was surreal.

 

I spoke the words I had written weeks before, pausing to look up at the audience when I could.

 

Somehow I was both more and less nervous. I stumbled over parts that had caused no problems when alone. And I hit other points with more passion and purpose than ever before.

 

At certain points I found myself getting angry at the people behind the standardization and privatization of public education.

 

I rebuke these greedy saboteurs just about every week on my blog. But there was something different about putting the words on my tongue in public and letting the vibrations beat a rhythm on the ear drums of those assembled before me.

 

It was like reciting a spell, an incantation. And the effect was visible on the faces of those in front of me.

 

I glanced at my daughter, expecting her to be nagging her Pap to take her to the children’s section, but she was as entranced as the others.

 

And was I kidding myself or was there another emotion there? Pride?

 

 

I finished my remarks, getting a few laughs here and there. Anger and mirth in equal measure.

 

I thanked everyone for coming and took questions.

 

There were quite a bit.

 

Which aspect of corporate education reform was the worst?

 

Is there any way for parents to protect their children from standardized testing?

 

How has the gun debate impacted the move to privatization?

 

My mother even asked what alternative methods of assessment were preferable to standardized testing.

 

It went back and forth for a while.

 

When it seemed to die down, I thanked everyone for coming and said I would be there for as long as anyone would like to talk one-on-one and sign any books if people would like.

 

I had a line.

 

Thankfully, my wife brought me the nicest sharpie marker just before I got up there.

 

I tried to personalize as much as I could but everything seemed to be a variation on “Thanks for Coming.”

 

Students came up to me with huge grins. Parents asked more questions about their children. Lots of handshaking and hugs.

 

Teachers came up to tell me I had done a great job. Many introduced me to their kids – most itty bitty toddlers.

 

A former student who had already graduated got really serious and said, “It was about time someone said that.”

 

 

And it was over.

 

The store manager told me how many books we sold. I had no idea if that was good or bad, but he seemed well satisfied.

 

I packed everything up in my car and then went looking for my family.

 

I found them in the children’s section.

 

They had picked out a few books Mommy was purchasing. A really nice one about Harriet Tubman among them.

 

My daughter was sitting alone by a toy train set. She was worn out. It had been a long day.

 

“Daddy!” she said when she saw me. “You were amazing!”

 

And that was it.

 

That was all I’d needed.

 

She asked me about this or that from the speech. Obviously she didn’t understand the ins and outs of what I had said, but some of it had penetrated.

 

We talked about racism and why that was bad. We talked about what we could do to help stop it.

 

The rest of the time she held my hand and took me on a tour of the store.

 

I have hope for a better world, but if I’m honest, I’m not sure if writing this book or my activism or any of it will ever actually achieve its goal.

 

As ethicist Reinhold Niebuhr wrote, “Nothing that is worth doing can be achieved in our lifetime.”

 

But I’ve shown my daughter where I stand.

 

I’ve shown her where I think it’s appropriate to stand.

 

I’ve shown the same to my students, my family, my community.

 

They’ll do with that what they will.

 

I just hope that one day when I’m gone, my daughter will remember what I taught her.

 

She’ll remember and feel my presence though I’m long gone.


 

Photos:

 

Videos of the majority of my speech:

Part 1:

Part 2:

Part 3: