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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Vulture Voucher Bill Latest in Mike Turzai’s Quest to Please Betsy DeVos in PA

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The best way to help a struggling public school is to cannibalize it.

 

 

At least that’s what Betsy DeVos thinks – and so does her Pennsylvania puppet Mike Turzai.

 

 

The Republican Speaker of the state House is expected to propose a school voucher bill Monday that will treat Harrisburg Schools as nothing more than carrion fit for plunder by school privatization vultures.

 

 

Sure the district is in state receivership after decades of neglect and bad decisions by five members of the elected school board and administrators.

 

 

But instead of helping the school and its students get back on their feet, Turzai proposes siphoning away as much as $8.5 million in state funding set aside for the school’s aide. Alternatively, that money would go to help offset some of the cost of sending Harrisburg students to private or parochial schools if they so desire.

 

 

There are already 612 children living in district boundaries who attend nonpublic schools who would immediately benefit. So even if no additional students decided to take advantage of the program, that’s a $2.5 million cost to cover partial tuition for students the state is not currently paying to educate. If any additional students decided to take advantage of the program, the cost would increase.

 

 

However in lieu of any safeguards to make sure these children fleeing from the public system receive the same quality of services required by state law, Turzai’s bill goes out of its way to protect the vultures!

 

 

Under House Bill 1800, private or parochial schools won’t be held as accountable for how they spend the money they plunder from Harrisburg nor will it force them to enroll all comers like authentic public schools are required to do.

 

 

Specifically, non-public schools would be allowed to take public tax dollars but refuse any students they wished – based on gender, race, religion, even special educational needs.

 

 
It’s bad policy and bad politics.

 

 
Essentially Turzai is proposing we swoop in and tear the district to pieces – for its own good.

 

 

The bill would force state taxpayers to pay for half the cost of the voucher program – essentially making us shell out our hard earned money for two parallel education systems.

 

 

It’s unclear where the other half of the money would even come from that the state is supposed to match.

 

 
Thinking people know this is nonsense on so many levels. If the public schools have problems, there’s no reason to believe school vouchers hold the answer. After all, the best way to save yourself from drowning is to patch up the boat you’re already on. You shouldn’t jump to a lifeboat willy-nilly with no assurance that your escape craft is more seaworthy than the one you’re already sailing on.

 

 

And in fact, there is no evidence that voucher schools are better than authentic public schools.

 

 

Countless academic studies back this up. A recent 25-year meta analysis from Stanford University concluded that school vouchers do nothing to improve student achievement and distract from real solutions that could yield better results.

 

 

A 2018 Study from the University of Virginia found that once you take family income out of the equation, there are absolutely zero benefits of going to a private school. The majority of the advantage comes from simply having money and all that comes with it – physical, emotional, and mental well-being, living in a stable and secure environment, knowing where your next meal will come from, etc.

 

 

A 2018 Department of Education evaluation of the Washington, D.C., voucher program found that public school students permitted to attend a private or parochial school at public expense ended up getting worse scores than they had at public school.

 

 

Their scores went down 10 points in math and stayed about the same in reading.

 

 

The results of these studies were so damaging that school voucher lobbyists no longer even try to make the argument that sending kids to private or parochial schools has academic benefits. Instead they rely on the ideological belief that privatization is always better than public services.

 

 

Turzai is literally proposing legislation on an outdated far right talking point. But his whole plan isn’t exactly fresh. We’ve seen versions of it almost every legislative session.

 

Once Turzai introduces the bill next week, it’s expected that his Republican colleagues who have a majority in both the House and Senate due to grossly gerrymandered districts will vote to pass it. Democratic Gov. Tom Wolf has promised to veto it.

 

While Republicans have the numbers to overturn any veto, it is doubtful they would actually do so. Historically they only need to show DeVos and her billionaire friends like the Koch Brothers that they tried to pass their ALEC-written legislation. They don’t actually have to pass it. In fact, doing so would make them responsible for it and could result in voters – even in such gerrymandered districts – turning against them.

 

After all, school vouchers are incredibly unpopular. Every time the issue has been left to a popular vote, it has been turned down.

 

And Republicans know that. This is just theater to please the wealthy donor class.

 

Unless people stop paying attention. Then they may try to sneak it through.

 

Because there’s a lot more at stake than just disrupting the recovery process at Harrisburg schools.

 

The bill as drafted would only currently apply to Harrisburg – specifically when a receiver is appointed in a school district of the second class located in a city of the third class, within a county of the third class.

 

But all it would take is a receiver to be appointed for the following districts to be affected:

 

Allentown City, Bethlehem Area, Coatesville Area, Easton Area, Erie City, Hazleton Area, Hempfield Area, Lancaster, Penn-Trafford, Reading, Wilkes-Barre Area and York City school districts.

 

So this could easily become a backdoor voucher initiative for our poorest districts to become the next course on the buzzards’ menu.

 

 

But perhaps the strangest turn in this whole concern is Turzai’s apparent ambition.

 

 

He seems to be trying to position himself once again as the next gubernatorial challenger to Democrat Wolf.

 

 

And how is he planning to define that challenge? As a clone of the last dope who tried it – Scott Wagner.

 

 

Republicans don’t seem to get the message. Voters – regardless of political affiliation – care about public schools.

 

 

They ousted Tom Corbett when he slashed school funding. They voted against Wagner in droves. And the best Turzai can think to do is ape these two fools?

 

 

DeVos, herself, is perhaps the most unpopular Education Secretary in history – and that’s even with the stiff competition of Arne Duncan and John King.

 

 

School privatization is a political loser.

 

 

No one wants to violate the separation of church and state just to give private businesses a larger cut of our tax dollars.

 

 

We want equity for our public schools so all our students can learn.

 

 

Why can’t birdbrains like Turzai get that through their skulls?

 

 

Perhaps if they stopped picking through the bones of struggling schools they would.

 

 


If you live in Pennsylvania, please click here to ask your state representative to vote against the bill.


 

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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Gov. Wolf Tries to Stop Charter Schools Gorging on Public School Funding

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Sooey! Here Pig Pig Pig!

 

No one minds that healthy call at the hog farm when it’s time to feed the sows.

 

But taxpayers do take issue with it when it’s the call of the state legislature gathering a different kind of swine around public tax dollars.

 

Pennsylvania’s 180 charter schools gobbled up $1.8 billion last year from the Commonwealth’s public schools.

 

And Gov. Tom Wolf is refusing to let them continue to gorge on public funding meant to nourish everyone.

 
Last week, he took executive action to hold these schools accountable and force them to be more transparent – even if the legislature won’t.

 
Charter schools are publicly financed but privately run. Unlike authentic public schools, charters are often administered by appointed boards. They don’t have to provide the same level of services for children, don’t have to accept all students, can make a profit and don’t even have to be transparent about how they spend their money.

 

 

Yet that money comes from taxpayers.

 

For years fiscal watchdogs have complained that the state’s 22-year-old charter school law needs revising. However, after lining lawmakers pockets with charter school cash, the legislature continually refuses to do anything about it.

 

A few Democrats have offered plans that would increase accountability, but they’ve gotten no traction. And Republican plans have almost exclusively offered to make matters worse by dumping more money in the trough and putting up a thicker curtain so we don’t see the school privatizers eat.

 

So finally Gov. Wolf, a Democrat, took action on his own.

 

He has directed his Department of Education to circumvent the legislature to develop regulations that he says,  “will level the playing field for all taxpayer-funded public schools, strengthen the accountability and transparency of charter and cyber charter schools and better serve all students.”

 

His plan would:

 
•Allow districts to limit student enrollment in charter schools where students aren’t making academic gains.

 

•Require charter schools to stop turning away students based on race, ethnicity, gender, disability, intellectual deficits, lack of athletics or other student characteristics.

 
•Make charter schools as transparent as authentic public schools.

 

 

•Stop conflicts of interests for charter school board members and operating companies so that they can’t make decisions on behalf of the school that would enrich themselves, their families and/or friends.

 
•Make charters submit to financial audits to state regulators, make them publicly bid contracts for supplies and services and use fair contracting practices.

 
•Provide greater oversight of charter school management companies so they can’t profit off of the students enrolled in the schools they’re managing.

 
•Seek more information about how prospective charters will be run in a new model state application to be used when charters seek to open up shop or renew existing charters.

 

 

•Require charters to accurately document their costs.

 
•Prevent charters from overcharging for services they provide to students.

 

•Make charters pay to cover the state’s costs for implementing the charter school law.

 

•Recoup money from charter schools for the time and services the state provides when it reviews applications, distributes payments and provides legal and administrative support to them.

 
It’s a bold step for a governor, but apparently Wolf is tired of waiting on a dysfunctional legislature to actually legislate.

 

The problem is Wolf has to be more than a governor. He has to be a goalie.

 

The state House and state Senate are deeply gerrymandered and controlled by Republicans.

 
Every year, lawmakers pass mostly crap bills written by Koch Brothers proxies only to be vetoed by Wolf.

 

 

Occasionally, the GOP convinces enough right-leaning Democrats to go with them and Wolf can’t or won’t veto the bills.

 
And that’s pretty much how things work in Harrisburg.

 

However, this time Wolf wasn’t content to just guard the net. He actually took the puck down the ice, himself, and made a slap shot on the opposing team.

 

Can he do this? Is he still operating within the law?

 

Time will tell – though I’d argue that in the absence of legislative action, he is within his job description.

 

Moreover, this is only a first step.

 

Wolf, himself, has said that more needs to be done by the legislature. Even after his executive actions, much needs to be done to make charter schools function properly in the Commonwealth.

 

Specifically, Wolf asked the legislature to pass a moratorium on new cyber charter schools, cap enrollment in low-performing charter schools until they improve, subject charter management companies to the same transparency rules that districts must follow, and create a fair, predictable and equitable charter school funding formula.

 

I’d like them to go even further.

 

Frankly, I’d like to see charter schools ended as educational institutions.
Why should the public pay for schools that aren’t locally controlled? Why pay for privatized schools at all?

 

I suppose if there are some that are functioning well for students, they can be grandfathered in, but they should be funded separately. When two districts have to compete for the same funding, the students lose.

 

At least, we should not be opening up new charters. The public should not be in the business of funding privatized schools.

 

I am grateful to Gov. Wolf for finally having the guts to stand up to this powerful industry.

 

The state exists to further the public good – not enrich private corporations like those running many charter schools.

 

It’s time we admitted that charter schools are a failed experiment and shut them down.

 

It’s time to block these pigs from chowing down on public funding without public oversight.

 


See how much each charter school gets of Commonwealth tax dollars.


 

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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Pennsylvania Law Meant to Forbid Arming Teachers May Have Done Just the Opposite

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Pennsylvania teachers, don’t forget to pack your Glock when returning to school this year.

 

A new law meant to close the door on arming teachers may have cracked it open.

 

Despite warnings from gun safety activists, the bill, SB 621, was approved by the legislature and signed into law by Gov. Tom Wolf this summer.

 

The legislation explicitly allows security guards – independent contractors who are not members of law enforcement – to carry guns in schools if they go through special training.

 

And that’s bad enough.

 

Why you’d want glorified rent-a-cops with guns strapped to their hips running around schools full of children is beyond me.

 

That’s not going to make anyone safer. It’s going to do just the opposite.

 

But that’s not even the worst of it.

 

Commonwealth law already allowed for armed police and school resource officers in school buildings.

 

The new bill just adds security guards to the accepted list – so long as they go through special training.

 

So some observers are asking what happens if teachers and administrators go through the same training? Wouldn’t they then qualify as “security personnel” and thus be eligible to be armed as part of their jobs?

 

Some say yes.

 

But others go even farther.

 

The bill only says who may be armed in schools. It doesn’t say anything about who may not be armed.

 

So if a district were to arm teachers – even without that special security guard training – it wouldn’t be specifically breaking the law. It would be operating in a huge loophole left open by the legislature and Gov. Wolf.

 

In fact, the original version of the bill would have covered just such an ambiguity. It included language saying that ONLY the people specifically mentioned in the law (police, resource officers and security guards) were allowed to be armed. However, Wolf could not get legislators to agree on it, so this language was stripped from the bill that was eventually passed.

 

This isn’t just theoretical.

 

Several school administrators have already taken advantage of it.

A handful of superintendents in rural parts of the state have already gotten permission from country law enforcement officials and are now carrying guns to school, according to a lawyer representing 50 Commonwealth districts.

 

Attorney Ronald Repak, of Altoona-based Beard Legal Group, gave a presentation at a school safety conference saying that his firm had secured permission from local district attorneys for administrators to carry firearms as part of their jobs. They cited ambiguity in the law that allowed for different interpretations.

 

Repak said that fewer than six superintendents had been approved, but he would not say which ones or which districts employed them.

 

Meanwhile, a district in the eastern part of the state between Hershey and Allentown has already passed a policy to arm teachers and staff.

 

Tamaqua Area School District in Schuylkill County, approved the policy last year but suspended it following litigation from the teachers association and a parent group.

 

Since Harrisburg passed this new measure, school board members and administration have been going back and forth about how it pertains to their policy and whether they can legally reinstate it even with pending litigation.

 
SB 621 was supposed to fix the ambiguity of previous statutes on the matter.

 

Title 18, Section 912 of the Pa. Crimes Code says that no one except recognized security personnel may bring a weapon onto school grounds, unless it is for a supervised school activity or “other lawful purpose.”

 

But again that leaves a huge loophole.

 

Secretary of Education Pedro Rivera wrote in 2016 that the Pennsylvania Department of Education considers “the scope of ‘lawful purpose’…unclear and unsettled.”

 

That’s what originally prompted Tamaqua school directors to pass their policy to arm teachers – the first of its kind in the state.

 

The Republican majority in the legislature has been trying to pass a law explicitly allowing teachers to be armed for years.

 

In June of 2017, the state Senate even passed just such a bill but it got nowhere in the House. Moreover, Gov. Wolf threatened to veto it.

 

And that has been the pattern in Harrisburg on most matters – a gerrymandered GOP-controlled legislature narrowly passing far right legislation checked by a popularly elected Democratic governor.

 

However, Republicans may have gotten one passed the goal with SB 621.

 

Wolf had hoped the bill would end the matter once and for all. When he signed it into law, he released a statement saying:

 

“The students, parents, and educators in this commonwealth can now be secure in the knowledge that teachers can dedicate themselves to teaching our children, and that the security of school facilities rests in the hands of trained, professional security personnel.”

 

Ceasefire Pennsylvania, a statewide gun safety organization, saw the danger and warned against it. The organization urged the legislature not to pass the bill and the governor not to sign it.

 

In a letter sent to lawmakers, the group wrote:

 

“…adding security personnel who do not have the same law enforcement background, training and experience of those personnel already authorized to serve as school security in the School Code is misguided.

[In addition] …although we understand that the legislation initially was intended only to address security personnel, we believe SB 621 could be manipulated by school districts intent on arming teachers as a ‘security’ measure… We hope you will Vote No on SB 621.”

 
The matter is bound to wind up in the courts where it will ultimately be decided.

 
Concerned citizens should probably go to their local school board and let directors know they don’t want school personnel – security guards or others – packing heat.

 

To be clear, the new bill doesn’t require security guards to be armed, but it does allow districts to arm them if they go through the necessary training.

 

The instruction outlined in the law required before guards can be armed costs less than $500 per person.

 

It includes lessons on developing relationships with diverse students, understanding special needs students, how to deal with violence, victimization, threat response and the prevention of violence in schools. It also includes Act 235 lethal weapons training on specifically how to carry and use lethal weapons.

 

Some legislators wanted security guards to have to go through the same training as police officers – a 900-hour municipal course. However, since this would include instruction school security officers would not need such as lessons on traffic laws and the vehicle code – not to mention its hefty cost of $9,000 per person – it was scrapped.

 

Don’t get me wrong. I have nothing against security guards. There are several good ones at my district.

 

However, putting guns in their hands doesn’t make me feel any safer.

 

A few years ago, a security guard at my school lost his job because he slammed one of my students into a lunch table.

 

The child in question was certainly difficult and could be defiant. But he was a middle school age child. He didn’t deserve to have his head slammed into a table – nor would I want someone with so little impulse control to have to police his trigger finger during tense confrontations with students.

 

Arming security guards is just plain dumb. Heck! So is arming teachers and administrators!

 

This isn’t the wild west. It’s a classroom.

 

In real-world shootings, police officers miss their targets about 4-in-5 shots, according to Dr. Peter Langman, a psychologist who’s studied school shootings. Do you really expect rent-a-cops and teachers to be more accurate?

 

Even armed police don’t do much to stop school shootings.

 

The four high-profile school shootings in 2018 — including the one in Parkland, Florida and Santa Fe, Texas — had armed guards. All failed to stop the gunmen.

 

But research consistently shows that increasing the number of guns in schools increases the likelihood that students will get hold of them.

 

What we need are sensible gun regulations to limit the number of people who have access to firearms. We need mandatory background checks and a ban on assault weapons – the murder instrument of choice for mass shooters. We need buy back programs to reduce the ridiculous numbers of guns available.

 

This new law does none of that. It was a Faustian bargain at best – and like always happens when you try to best the Devil, you end up losing.

 

Only this time, the losers are our teachers and school children.


 

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

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Student Test Scores May Play a Smaller Role in Future PA Teacher Evaluations

Group Of Elementary Age Children In Art Class With Teacher

 

Pennsylvania lawmakers may have finally realized that treating teachers like crap isn’t a good way to improve public schools.

 

Across the country it’s getting harder to fill teaching positions with qualified educators. And that’s because of the way we treat the people who volunteer to educate the next generation.

 

You can’t raise expectations while taking away resources, union protections, and fair ways to evaluate their work.

 

And to his credit, state Sen. Ryan Aument seems to have finally seen the light.

 

In 2012, the Republican from Lancaster County was one of the leading proponents of the Commonwealth’s new teacher evaluation system which drastically increased the amount student test scores are used to assess educators.

 

But now Aument and other Republicans are proposing new legislation to cut back on these same measures.

 

Under the current system, only 50 percent of state teachers annual evaluations come from observations of what they actually do in the classroom. The rest comes from student test scores and other factors that are out of their control.

 

The proposed legislation would increase teacher observations to 70 percent of their evaluations and try to account for student poverty – in addition to student test scores – in the remaining 30 percent.

 

If passed, the new evaluation system would begin in the 2021-22 school year.

 

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Source: PSEA

The proposed legislation – Senate Bill 751passed in the Senate by a vote of 38-11.

 

However, the identical House Bill 1607 proposed by Rep. Jesse Topper (R-Bedford County) was not considered in time before the legislative session ended. It is expected to come up for a vote in the fall.

 

J.J. Abbott, a spokesperson for Democratic Gov. Tom Wolf, said that the governor generally supports the proposal. It has also been endorsed by the Pennsylvania State Education Association (PSEA) and the Pennsylvania Association of School Administrators (PASA).

 

Each year teachers are judged either Distinguished, Proficient, Needs Improvement or Failing. The first two are passing scores. The last two are not and require teachers to be more closely monitored, more frequently evaluated, complete a performance improvement plan and if improvements are not made, they can be fired.

 

If approved, the new bill would shorten the window when teachers are penalized for bad evaluations.

 

Under the current system, teachers who get two “Needs Improvement” ratings in 10 years can be sacked. The new bill shortens that period to four years. This incentivizes improvement and doesn’t hold a bad evaluation over a teacher’s head for a decade.

 

Moreover, the current law only allows principals to judge a very small percentage of their staff as Distinguished – the top of the scale. The proposed law puts no cap on this allowing them to give more honest and accurate evaluations.

 

Finally, there’s the issue of Student Learning Outcomes or SLOs. These are cumbersome and time consuming evaluations teachers are currently required to create and submit to their administrators for approval before conducting complicated performance measures of their classes that must be reviewed a second time by administrators as part of the annual evaluation.

 

I can’t find anywhere in either bill that spells out that these SLOs would be discontinued, but that does appear to be the case. There is no mention of them whatsoever in the new proposals where in the current law they make up 20% of the total evaluation.

 

The only thing I see that’s even close to the SLO is the requirement under Section 1138.7. Overall performance rating. Part II:

 

“A classroom teacher shall provide documented input to an evaluator on the development of teacher-specific data measures and annual results of data. The documented input shall be included with documentation of the classroom teacher’s overall annual rating.”

 

However, I don’t think this is the same thing.

 

Despite bipartisan support, there are important groups calling for caution on the proposal.

 

Teachers in the Philadelphia and Pittsburgh districts – the areas of the state with the highest percentage of impoverished students – say that they weren’t consulted on the bill and have not had time to fully consider it. Both groups belong to the American Federation of Teachers (AFT).

 

They worry that the poverty index included in the bill may not accurately account for  economic disparities and whether the proposal really reduces the influence of standardized testing on teacher evaluations. After all, test scores are part of the teacher specific evaluation which under the proposal would go from 15-20 percent of educator’s evaluations. It may be the elimination of the SLOs which rely on student performance that ultimately reduce student outcomes from the evaluation while slightly increasing standardized test scores.

 

In any case, educators and advocates should scour the proposed legislation in the summer months to ensure that legislators know the full impact of what they’ll be asked to vote on as early as September.

 

The proposal may have been initiated in part to deal with the nationwide plague of teachers walking off the job due to unfair legislative practices and the demonization of educators. Since 1996, the number of undergraduate education majors has declined by 55 percent. And, according to the Pennsylvania Department of Education, the number of newly issued instructional teaching certificates in the Commonwealth has dropped by 71 percent since 2009. The state used to issue more than 14,000 new teachers licenses  annually. In 2016-17, the state only gave out 4,412.

 

Perhaps offering educators more equitable evaluations may help stem the tide – otherwise we’ll soon find our classrooms filled with students that no one is willing to teach.

 

Another reason behind the new proposal may be a reaction to previous bad legislation in Harrisburg.

 

It seems to be an attempt to numb some of the sting from a 2017 bill that ended seniority-based teacher layoffs in the Commonwealth and instead tied those decisions to these teacher evaluations.

 

Now teachers who receive Unsatisfactory evaluations – even if that only means they need improvement – are the first to go. It allows administrators to stack the deck against teachers they don’t like, teachers at the top of the pay scale or who advocate for policies different than those favored by the bosses.

 

Frankly, it’s a lawsuit waiting to happen.

 

That bill was passed mostly by the Republican majority and though Wolf could have vetoed it, he chose to let it become law without his signature.

 

As bad as it is, it set a fire under legislators to at least create a better system for teacher evaluation which they seem to have actually taken seriously.

 

One concern lawmakers have with the current system is that it tends to penalize the best teachers and buoy the worst ones.

 

The best teachers get their evaluations dragged down if they work in low performing districts just as struggling teachers get theirs pushed up if they work in high performing ones.

 

It’s hoped that judging teachers more on what they actually do and trying to account for the poverty level of the students they teach will avoid this trap.

 

In truth, it’s unfair to judge teachers on student test scores at all. Mountains of research have concluded that such so-called Value-Added Measures (VAM) are inaccurate and discriminatory.

 

Relying on these measures even to a lessor degree opens the state and individual districts up to legal challenges as has happened in other states.

 

But at least this new suggestion improves over the present system in many ways.

 

We’ll have to see if Philadelphia and Pittsburgh teachers end up endorsing the plan and whether the House finally passes the measure and Wolf signs it.

 

Stay tuned.

 


 

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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What Will It Take to Get Equitable School Funding in Pennsylvania – a Statewide Teachers Strike!?

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What if every public school teacher in Pennsylvania refused to come to work on Monday?

What if instead they took to the streets with signs and placards, bullhorns and chanted slogans.

Maybe:

“Hey! HEY! Ho! HO! This Unfair Funding Has to Go!”
Or:

“What do we want!? FAIR FUNDING! When do we want it? YESTERDAY!”

The problem is that from Pittsburgh to Philadelphia and all places in between, the Keystone state has the most unequal school funding system in the country. And no one in Harrisburg seems able and/or willing to do a damn thing about it.

Nor is anyone going to do much again this year.

Gov. Tom Wolf didn’t mention it once last week during the Democrat’s first budget speech to the legislature after being re-elected.

Don’t get me wrong. He’s not exactly ignoring the issue. His newly proposed budget asks for a $200 million increase in education funding.

But that’s far from what’s needed to heal the billions of dollars schools lost during the massive budget cuts of Tom Corbett, the former Republican governor, nor does it address the underlying inequity of how we fund these schools in the first place.

Sadly, failing to fix education funding gaps is par for the course in Harrisburg.

Every year Democrats complain about the problem, suggest repairing it, and then are denied everything but an incremental increase by the Republican-controlled legislature.

Every year, that is, until this one.

This is the first time Democrats have seemingly given up on solving the problem and just proposed the incremental increase that they suspect Republicans will approve.

It’s a pitiful situation to accept as status quo.

One could argue that it’s the electorate’s fault. After all, if they keep voting for Republicans that make it clear they don’t support equity in education, that must represent the will of the people.

Except it doesn’t. Fair funding is popular among voters everywhere in the Commonwealth. And it’s one of the reasons they elected and re-elected Wolf. However, when it comes to state government, legislative districts are so gerrymandered, the will of the people gets ignored.

In November, Democrats got 381,000 more Pennsylvania votes than Republicans to represent them in the state House. But Republicans still kept the majority.

So what can you do when your voice is smothered by red tape?

You can turn to the Democratic governor who is the only thing stopping the opposition from gutting schools even further. You can ask him to push lawmakers on both sides of the aisle to get off their collective asses and do their jobs.

But Wolf does not seem ready to spend his political capital in this way.

According to an Associated Press article by Marc Levy:

 

“For his part, Wolf’s office says he remains open to a discussion with the Legislature on making school funding fairer. However, someone else may have to carry the torch.”

Just who could this “someone else” be?

As usual, it may have to be the Commonwealth’s teachers.

As in every state, when governments and communities can’t or won’t do right by their children, educators step up.

We buy classroom supplies, we feed the hungry, we dry the tears, and when all else fails we put our jobs on the line and strike until school boards, legislatures and governors do the right thing.

Some have suggested that’s what’s needed here.

There have been at least nine large-scale teachers strikes across various states in the last 12 months. This includes actions in Arizona, Georgia, Kentucky, North Carolina, Oklahoma, Virginia, West Virginia, and – most recently – Los Angeles, California, and Denver, Colorado.

They began in Republican dominated states but have spread to those governed mostly by Democrats.

The Denver strike ended Thursday morning with an agreement between the Denver Classroom Teachers Association and Denver Public Schools. After three days on the picket line, teachers may be returning to their classrooms having achieved their goals.

In today’s climate of dark money and political gridlock, collective action seems the only way to get anything done.

Perhaps we need an army of the state’s 123,000 educators to walk out of their classes in unison demanding fair funding for our most vulnerable students.

Such a move would be unprecedented. To my knowledge, teachers strikes in the Commonwealth have always involved educators and staff at one of the hundreds of districts, not a unified action of teachers throughout the state. A movement on this scale would require cooperation and buy in from the Pennsylvania State Education Association (PSEA), National Education Association (NEA) and American Federation of Teachers (AFT). And union bosses are rarely motivated to endorse such measures without being forced to it by grassroots pressure from members.

Moreover, it would put teachers unions in a dangerous position. Each district contract has a no strike/no lockout clause guaranteeing that membership won’t walkout during the life of a contract. Where we’re seeing these major nationwide strikes either the contract has expired like in Denver and Los Angeles or they’re so-called “Right-to-Work” states without these explicit worker protections.

It’s doubtful the state could actually fire and replace the more than 100,000 teachers in its employ, but the worst case scenario for a state-wide strike in Pennsylvania would be the invalidation of all existing contracts, the loss of arbitration, grievances, collective bargaining and even putting retirement at risk.

That’s a lot to ask of educators – though creative organizers could find ways to avoid or mitigate the risk – for instance with a sick out or mass demonstrations on weekends or holidays.

I – for one – am sick of watching my middle school students overstuffed into classrooms with crumbling infrastructure and meager resources while a few miles down the road the rich kids have small classes and schools that look like palaces. I’ll bet there are a lot of teachers and parents who feel the same way.

Perhaps it’s time for us to take to the streets.

Perhaps it’s long past time.

When I say the state is the most inequitable in the country, that’s not hyperbole.

It’s according to several studies done over multiple years by groups like the Associated Press and the U.S. Department of Education.

More than any other, the Keystone State gives a boost to rich kids and a boot to poor ones.

Why?

You have to understand where the money comes from to educate kids in America.

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

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

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, this is no problem. In middle class communities, it’s not much of one. But in poor communities, there isn’t enough money to make up the difference. Their kids have no choice but to do without.

So kids from rich communities get everything. Kids from middle class communities get most of what they need. And kids from poor communities get whatever scraps are left at the bottom of the barrel.

It’s trickle down economics – Pennsylvania style.

And it’s an intolerable situation!

According to an Associated Press analysis of 2016-17 state data on school district spending, middle class districts spend as much as $673 more per student than poor districts. Rich districts spend about $4,300 more per student.

 

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According to the U.S. Department of Education, poor schools in the Commonwealth spend 33 percent less on their students than rich ones. That’s a significantly larger difference than the next-closest state, Vermont, where the spending difference between rich and poor schools is only 18 percent. Three other states — Illinois, Missouri and Virginia — have gaps of 17 percent.

 

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We can’t keep kicking minorities and the destitute to the curb. We can’t keep giving the rich and middle class every opportunity to succeed while depriving the poor of that same chance.

Wolf, the Democrats and a few Republicans have tried several times to fix the problem.

First, they attempted large increases in education funding to catch up to where funding would be if the Corbett cuts hadn’t happened coupled with the rising costs caused by inflation.

In 2015, the governor proposed a $400 million increase but funded it with a tax increase on the rich that almost all Republicans refused.

Then he tried to bring the state share of education funding up to 50% by using a more equitable tax plan. He proposed cutting property taxes in poorer districts and replacing them with higher state taxes elsewhere. However, Republicans saw it as an opportunity to completely eliminate property taxes and cut school funding even further. It ended in a stalemate and another incremental education increase.

If the legislature wouldn’t approve the necessary spending increases to heal the cuts it made under Corbett, Wolf at least wanted lawmakers to approve dividing the money up more fairly among the state’s 500 school districts.

A funding formula had been approved four years ago to reflect changes in school district attendance and wealth that had been ignored for a quarter century. This would result in more support for poorer schools and less for wealthier ones.

And there’s the sticking point. Lawmakers wouldn’t approve a plan that would provide less funding to 70% of the state’s districts – but neither would they increase school spending to make up the difference.

You’d think that such legislative gridlock might make voters lose hope. However, there is a mass movement of people at the grassroots level demanding change for our children.

Most notably, the parents of six school children, six school districts, the NAACP and a rural schools group are suing the state over education funding.

The lawsuit – now in its fourth year – is scheduled for trial before the state Supreme Court in 2020. So at best, relief is still a ways in the future. Many are hoping justices will order the legislature to dramatically increase its investment in public schools. But the outcome is certainly not a sure thing.

Could striking teachers in red and blue states be showing us in Pennsylvania the solution?

Might it be time to raise our teacher voices in the purple states, too?

And is there a path to equity through collective action that doesn’t hang teachers out to dry?

 


 

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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Pennsylvania’s Keystone Exam – the Monster We Refuse to Let Die

 

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Let’s say there was a monster loose in Pennsylvania and you caught it.

 

Its days of wandering loose causing chaos and destruction were over.

 

But what would you do with such a beast now?

 

Would you kill it outright? Stop it from ever hurting anyone ever again?

 

Or would you simply neutralize it – place it perhaps in the center of a labyrinth, continue feeding it, and in fact create a whole religion based on worshipping it?

 

In the keystone state, we have just such a creature, and we’re going with the second option – the maze, nourishment and a cult.

 

The monster is, of course, the Keystone Exams. And like the Minotaur of ancient myth, we’re building a bureaucratic prison in which to house it.

 

Sure, we’ve spent billions of dollars on these unnecessary, badly written and biased graduation assessments.

 

And, heck, it would just make more sense to stop doing something that isn’t working, wastes money and causes legitimate problems for students.

 

But this is Pennsylvania! We’re not going to admit we made a mistake. Better to bury it under red tape and pretend like this is what we meant all along. Nothing to see here, folks. Nothing to see…

 

When lawmakers originally came up with this plan… correction: when testing companies bribed federal lawmakers to force state lawmakers to enact this cockamamey plan – it was supposed to function as a graduation requirement.

 

Pass these tests or no diploma for you.

 

However, somehow Harrisburg politicians couldn’t get up the nerve to actually bar tens of thousands of worthy students from graduating when they had already proven they deserved it by passing 12 years of grade school.

 

So after kicking the can down the road for more than 6 years, they came up with this solution. Make it a graduation requirement, but include a whole truckload of other options that could count instead.

 

In short, we’re creating endless corridors of paperwork, placing the tests in the center and going on with our day.

 

The good news: if students can make it through the labyrinth, they never need to take or pass the Keystone Exams!

 

The bad news: we’re still paying millions of dollars to support these tests and we’re still forcing our teachers to make all instruction about them.

 

And that’s what we in the Commonwealth call a “victory.”

 

Yippee!

 

The bill to circumvent the Keystone Exams by providing multiple means of getting a diploma was passed by the state house and senate. Gov. Tom Wolf is expected to sign it into law this week.

 

If he does, students will still be given the Keystone Exams (unless opted out) and could demonstrate they’re worthy of a diploma by passing them. But students will have many additional ways to prove they’re worthy of a cap and gown, such as:

 

  • Show proficiency on the SAT, PSAT or ACT;
  • Pass an Advanced Placement or International Baccalaureate exam;
  • Complete a dual-enrollment program;
  • Complete an apprenticeship program;
  • Get accepted to an accredited four-year nonprofit institution of higher education;
  • Complete a service-learning project;
  • Secure a letter of full-time employment;
  • Achieve an acceptable score on a WorkKeys assessment, an exam administered by the ACT which assesses workplace skills including math, reading comprehension and applied technology.

 

To sweeten the pot even further, this won’t even go into effect until the 2021-22 school year.

 

So in four years, high school seniors will be racing to submit their letters of college admission, or letters of employment or SAT scores or whatever to prove they actually deserve that diploma.

 

But that will not be the end of it.

 

Just because victims thrown into the labyrinth have an easy path to avoiding the monster doesn’t mean the monster won’t affect them.

 

Teaching evaluations are still based on test scores. Schools evaluations are still based on test scores.

 

This continues the tremendous state pressure for local districts to make instruction all about testing.

 

Kids don’t have to pass the test, but their everyday classroom experiences will still be largely determined by these test.

 

Heck, many districts will probably “voluntarily” decide to make passing the test a graduation requirement just to force their students to take them seriously.

 

So anyone who’s out celebrating that the Keystone Exams are dead is premature.

 

State Sen. Andy Dinniman, at least, understands this.

 

“Remember, the Keystones have been delayed and the graduation requirement associated with them has been stopped, but they will still be required in Pennsylvania schools for federal accountability,” he said in statement.

 

“Meanwhile, we know they are expensive, redundant and unnecessary and I will continue to work to end them once and for all.”

 

Dinniman, a Democrat, is minority chair of the Senate Education Committee.

 

It’s a problem all too typical in the state.

 

Most lawmakers are too timid to take any type of real stand. They’d rather support some half-measure so they can claim to be in favor of either or both sides of an argument.

 

For instance, consider the time it takes to finish the tests.

 

Parents, teachers and students have complained about how these assessments waste academic time that could be better used to teach the necessary skills needed to pass.

 

So Gov. Wolf cut the Keystone Exams and Pennsylvania System of School Assessment (PSSA) test by a total of almost 2 hours a year.

 

However, at the same time, his administration suggests students take a series of additional pretests that are supposed to predict success on the PSSA or Keystone Exams – tests such as the Classroom Diagnostic Tools (CDT) assessment.

 

If schools follow the state’s instructions and give students this exam in reading, math and science 3 to 5 times a year, that’s an additional 50-90 minutes per test. That comes to 22.5 hours of additional testing!

 

So 22.5 hours minus 2 hours equals… NOT A REDUCATION IN TESTING!

 

But it gives lawmakers plausible deniability.

 

They can claim to be cutting testing while actually suggesting we increase it.

 

And we see the same sort of thing here.

 

Lawmakers can claim to be reducing the power of the Keystone Exams while still enshrining it as the driving force behind all instruction in the state.

 

What we need are leaders and not politicians.

 

We need people willing to take a stand and do what’s right even if that puts them at odds with the moneyed special interests.

 

That takes more than polls and market analysis.

 

It takes moral courage.

 

But there’s no test for that.


 

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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