With Education Such a Low Priority in America, It’s No Wonder The Holocaust is Fading From Memory

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The Holocaust has never been more relevant than it is today.

 

Racism and prejudice are on the rise. Hate crimes are becoming more common. Anti-immigrant sentiment is becoming more widespread.

 

And anti-Semitic incidents have increased by 57 percent in the past year, according to the Anti-Defamation League.

 

Yet just last week, a comprehensive study of Holocaust awareness was released concluding that Americans are forgetting this vital chapter of our history.

 

After more than 1,350 interviews, Schoen Consulting found that 11 percent of U.S. adults and more than one-fifth of millennials either haven’t heard of the European Holocaust or aren’t sure what it is.

 

From 1933-1945, approximately 12 million people – 6 million of whom were Jews – were systematically put to death by Nazi forces.

 

However, even many of those who admitted to having some knowledge of these events were unsure about the specifics. For instance, one third of respondents – and 41% of millennials – said that only 2 million people were killed.

 

This is unacceptable.

 

But not unexpected.

 

Not in a country that has made education such a low priority for decades.

 

Only a handful of states mandate Holocaust curriculum in schools – Florida, Illinois, New Jersey, California, Michigan, Indiana, New York and Rhode Island – and each one does so to varying degrees of detail.

 

Other states like Pennsylvania have laws strongly encouraging the teaching of the Holocaust but not requiring it outright.

 

Wasn’t this why 42 states adopted Common Core – to make sure all students were learning the same things?

 

Well, first of all those standards were only adopted in English and Math. Social studies standards were far too controversial to make it over the partisan divide.

 

Moreover, Common Core has actually been an impediment to Holocaust studies, not a help.

 

A principal in Delaware refused to let a concentration camp survivor speak to students because he didn’t think it was rigorous enough under Common Core.

 

Another district tried to encourage critical thinking by asking students if the Holocaust was true or if it had been exaggerated – as if proven facts were up for debate.

 

Additionally, the reading standards push for texts to be taught as if they were standardized test items without proper context for a robust understanding. Combine that with an emphasis on texts that are exceedingly complex and it’s no wonder that young people’s understanding of this important part of history is fuzzy.

 

And I write this as an educator who taught the Holocaust in middle school for more than a decade.

 

The first thing I did was throw those corporate-written standards in the trash.

 

My 8th graders and I watched various award-winning documentaries such as “Auschwitz: If You Cried, You Died.” We read the play version of “The Diary of Anne Frank,” but supplemented it with various interviews and autobiographical articles from concentration camp survivors and even a presentation from community members who had first-hand experience of these events until their age and health made that impossible.

 

The whole unit culminated in a trip to the Holocaust Museum in Washington, DC.

 

Unfortunately, this does not appear to be the norm.

 

Though America students make up one third of the 1.7 million visitors to the National Holocaust Museum, 80 percent of Americans say they have never visited any Holocaust museum.

 

I get it. Teaching about this is hard.

 

It’s ugly and scary and repulsive – but it’s meant to be.

 

The DC National Holocaust Memorial  recommends the following guidelines for teaching about the European Holocaust:

 

“Be sensitive to appropriate written and audiovisual content. One of the primary concerns of educators teaching the history of the Holocaust is how to present horrific images in a sensitive and appropriate manner. Graphic material should be used judiciously and only to the extent necessary to achieve the objective of the lesson. You should remind yourself that each student and each class is different and that what seems appropriate for one may not be appropriate for all . . . Some students may be so appalled by the images of brutality and mass murder that they are discouraged from studying the subject further. Others may become fascinated in a more voyeuristic fashion, subordinating further critical analysis of the history to the superficial titillation of looking at images of starvation, disfigurement, and death . . . There is also a tendency among students to glorify power, even when it is used to kill innocent people. Many teachers indicated that their students are intrigued and, in some cases, intellectually seduced by the symbols of power that pervaded Nazi propaganda (e.g., the swastika and/or Nazi flags, regalia, slogans, rituals, and music). Rather than highlight the trappings of Nazi power, you should ask your students to evaluate how such elements are used by governments (including our own) to build, protect, and mobilize a society. Students should also be encouraged to contemplate how such elements can be abused and manipulated by governments to implement and legitimize acts of terror and even genocide.”

 

That’s what I tried to do.

 

This is the first year that I’m not explicitly teaching the Holocaust – and the only reason is because I’m not teaching 8th grade, I’m teaching 7th.

 

It’s not in my curriculum.

 

However, I know my students will get it when they advance to the next grade.

 

I wish that were true everywhere.

 

Unfortunately, a deep knowledge of history does not come from a society obsessed with standardization and privatization.

 

In fact, our policy of high stakes testing is an artifact of the eugenicist movement that inspired the Nazis. Our privatization movement is a holdover from the white flight reactionaries trying to circumvent the integration of Brown vs. Board.

 

We don’t do a comprehensive job teaching the Holocaust because we haven’t, as a society, learned its lessons.

 

We don’t teach the consequences of the European Holocaust because we haven’t come to terms with the consequences of our own American varieties. We haven’t acknowledged the effects of Europeans conquest and genocide of Native Americans, the slave trade, Jim Crow, Japanese internment or the prison industrial complex.

 

To teach the Holocaust we must take a step toward understanding where we, as a nation, have engaged in similar practices.

 

These are lessons vital to our survival and progress.

 

And that is exactly why it hasn’t been made a priority. It is exactly why we don’t have equitable education for all children in America.

 

Doing so would upset the status quo.

 

Doing so would be troublesome to the powers that be who use a racial and economic caste system to keep us all in line.

 

Understanding the Holocaust prevents us from reliving it.

 

And the people in power want to keep that door unequivocally open.


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Would Democrats Really Do Better Than Betsy DeVos on Education?

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Everybody hates Betsy DeVos.

 

 

As Donald Trump’s Secretary of Education, she’s ignorant, unqualified and insincere.

 

 

But would the Democrats really do much better if they had control of the Executive Branch?

 

 

The Center for American Progress (CAP), a left leaning think tank, wants you to believe that they would.

 

 

The organization founded by John Podesta and deeply tied to both the Clinton and Obama administrations has come out with a list of seven policy goals if Democrats take back the House and/or Senate in the midterm elections this November.

 

 

On the face of it, many of these goals are smart and worthy ends to pursue.

 

 

But this is the Center for American Progress, after all! These are the same people who pushed charter schools down our throats, the same people who never met a standardized test they didn’t love, the same people who think Teach for America temps are just as good – if not better – than fully licensed, fully trained teachers with 4 or 5 year education degrees.

 

 

Frankly, I don’t trust a thing they say.

 

 

The last two Democratic administrations pushed almost the same education policies as the last three Republican ones. They often use different rhetoric and pretend to dislike policies that BOTH parties have championed for decades.

 

 

So when an organization with a history like CAP offers school policy proposals – even if they’re innocuous on the surface – a closer look often reveals something disturbing hiding just under the skin.

 

 

In any case, it’s worth taking a look at this new report to examine what’s helpful in these think tank proposals and in what ways they might hide dangers for students, teachers, parents and society.

 

 

 

THE BAD

 

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CAP proposes we:

 

  1. Provide a tutor for all students who are below grade level:

 

 

This includes both academic and emotional support. And it sounds great! Imagine what struggling students could do with more one-on-one help!

 

However, according to the report, CAP’s major problem with previous tutoring initiatives like those provided under the No Child Left Behind Act was that they weren’t “high-quality.” Moreover, “tutoring could grow at the local level, helped along by things like an AmeriCorps expansion.”

 

Oh great! “high-quality” is often used by think tanks as a euphemism for standardized testing. And AmeriCorp has helped push more Teach for America temps into positions that should be held by teaching professionals.

 

I would love for struggling students to have extra help, but this sounds too much like sending Teach for America to give poor and minority students test prep and skill drills for hours and hours after school.

 

2) Go to a 9-to-5 school day:

 

 

Child psychologists have been suggesting we start school later in the day for at least a decade to better suit growing bodies and brains. Students would be able to get more sleep and come to school more rested and ready to learn. It would also help parents if students didn’t get out of school up to two hours before most adults are home.

 

 

In addition, CAP is cognizant that this would have to be a local decision – it couldn’t be handed down at the federal level. They suggest encouraging the move with more Title I funding and other sweeteners.

 

 

However, this ignores the fact that U.S. kids already spend more time in class than their international peers. Few countries make their children suffer through an 8-hour day. In Finland, for example, where kids start later and are released earlier than U.S. children, students get a 15-minute break for every 45 minutes of class work.

 

 

This suggestion, coming as it does from test-obsessed partisans, could be just another way to try to increase the amount of work piled on students in order to raise test scores. I advise caution.

 

3) Pay teachers more

 

 

I’m certainly not against this one. CAP notes that teachers only take home about 60 percent of the salaries that employees with similar levels of education earn. They suggest a base salary of $50,000 – up from the current average of $38,000 for incoming educators.

 

 

“More-experienced educators with a track record of success should make at least $100,000,” the report suggests (emphasis mine). And THAT’S where I start to feel queasy. What exactly do they mean “track record of success”? Well, this is CAP, so that probably means teachers whose students score well on standardized tests.

 

 

So I’m guessing it’s a back door merit pay policy. In other words, they want to offer more money to teachers who clobber their students with the test prep club so they’ll magically score Advanced on high stakes tests. This is yet another attempt to bribe educators to narrow the curriculum, avoid collaboration and sideline students who don’t traditionally score well on these kinds of assessments – the poor and minorities.

 

 

I want a raise, believe me. I DESERVE a raise! But not if you’re going to make me sign a Faustian bargain first.

 

 

 

THE GOOD

 

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CAP proposes we:

 

4) Offer free breakfast and lunch to all students, no matter what their parents income:

 

We have this at both my daughter’s school and the district where I teach in western Pennsylvania. It is a tremendous success. Making it a nationwide initiative is an excellent idea.

 

 

It’s hard to argue with this, even if the main justification is that better nutrition will lead to better academic outcomes (read: test scores). Plus this removes the stigma of a free meal because all students receive it, and once initiated it would be harder to take away.

 

5) Provide more opportunity for students going to college to get technical workplace experience:

 

 

Students should be able to get real world experience to help them decide if certain careers are for them. I’m struggling to see a downside.

 

6) Hire more social workers, counselors and school psychologists:

 

 

Heck to the yeah. I see no downside there.

 

 7) Initiate a national infrastructure program to fix crumbling school facilities:

 

It’s about time! Schools in impoverished neighborhoods are falling apart. We need to bring them up to the same level as those in the upper middle class and wealthy communities. Obviously, we’ll need to audit these programs and make sure money isn’t being wasted or embezzled, but this is a worthy goal well past due.

 

 

AND THE OTHER SHOE DROPS

 

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And that’s it.

 

 

Not a bad list, over all.

 

 

I do have some reservations as noted above. However, many of these proposals would be really positive…

 

 

…until the other shoe drops.

 

 

Queue Lisette Partelow, CAP’s director of K-12 Strategic Initiatives and the lead author of the report. Pay careful attention to her remarks about the report in Education Week.

 

 

The think tank doesn’t expect these policies to be introduced or enacted anytime soon, she says. And even if they were, Partelow understands they would probably go under significant legislative changes before becoming law.

 

“We’re really excited about this as a counter balance, as an answer to the ideas we’re seeing put forward by [U.S. Secretary of Education] Betsy DeVos and the Trump administration,” Partelow says.

 

So THAT’S their game!

 

CAP is playing the long con here. They are putting forward a bunch of puppy dog and teddy bear proposals to contrast with Trump and DeVos.

 

These aren’t policies as much as they are advertisements for the Democratic party. It’s the equivalent of saying, “We promise we’ll do good things like THESE if you elect Democrats – despite the fact that we mainly focused on standardization and privatization when we were in power.”

 

Look. Maybe I’m being too cynical.

 

Maybe the Democrats really, really are going to do a better job this time, cross their hearts and hope to die, if we give them just one more chance.

 

But words aren’t nearly enough.

 

I like many of these policy suggestions. But I just don’t trust the Democrats.

 

The brand has been tainted for me by the Clinton and Obama administrations – by leadership from the same people who are making these suggestions.

 

In short – I’ll believe it when I see it.

 

Perhaps the greatest lesson organizations like CAP have taught is not to trust organizations like CAP and the faux progressives they’re selling.

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For more, Read CAP’s Full report: HERE.


 

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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Testing Corporations Rake in Cash while Teachers Sell Plasma to Survive

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If you want to get rich in education, don’t become a teacher.

 

Open a charter school or take a job at a testing corporation.

 

Sure, charter schools are elaborate scams to make money off children while providing fewer services.

 

Sure, standardized tests are just corporate welfare that labels poor and minority kids failures and pretends that’s their fault.

 

And teachers? They’re just the people who do all the actual work of educating children. Yet there’s never enough money, never enough resources for the job they do.

 

 

According to the U.S. Bureau of Labor Statistics, the average salary of public school teachers in Pennsylvania is between $53,000 and $59,000 per year.

 

Compare that with the salaries of the people who make and distribute the state’s federally mandated standardized tests – employees at Data Recognition Corporation (DRC).

 

DRC publishes numerous assessments in various states. However, in the Keystone state, the corporation makes everything from the Pennsylvania System of School Assessments (PSSA) to the Keystone Exams in Algebra, Literature and Biology.

 

At its 14 locations across the country, the company has more than 750 full time employees and 5,000 seasonal ones used mainly to help grade the tests.

 

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According to glassdoor.com, a site that showcases job listings, here are some openings at DRC and their associated salaries:

 

Test Development Specialist – $68K-$86K

 

Quality Assurance Analyst – $77K-$83K

 

Technology Manager – $77K-$84K

 

Business Analyst – $81,856

 

Software Developer – $83,199

 

Psychometrician – $95,870

 

Senior Software Developer – $96,363

 

So teachers spend 180 days in overcrowded classrooms with fewer resources than they need – often forced to buy school supplies for their students out of pocket – to get their students ready to take the high stakes tests.

 

Meanwhile, the test makers sit in luxury office buildings taking home tens of thousands of dollars more just to make the tests that students take over the course of a few weeks.

 

And these corporate test employees DO work in luxury.

 

Here are some of the benefits they receive listed on DRC’s own Website:

 

 

“DRC offers a comprehensive benefits program that allows employees to make choices that best meet their current and future needs.

Key Benefits

  • Choice of medical plans
  • Choice of dental plans
  • Flexible spending accounts
  • HSA account
  • 401K savings plan
  • Profit sharing
  • Short- and long-term disability plans

Wellbeing Benefits

  • Paid vacation
  • Paid holidays
  • Personal time off
  • Workout facilities/locker rooms at select locations
  • Tuition reimbursement
  • Community service hours
  • Discount programs
  • Adoption assistance
  • Fitness classes
  • On-site massage
  • Walking paths

Convenience Benefits

  • Business casual attire

  • On-site subsidized cafeterias

  • Dry cleaning pick-up and delivery

  • Company store”

 

It’s funny. Some folks get all in a lather about the much less extravagant benefits given to teachers, but I’ve never heard anyone in a rage about these benefits being paid to corporate test makers.

 

And keep in mind, both teachers and test makers are being paid with public tax dollars. YOU are funding the test makers on-the-job massage break just as you’re funding the public school teachers trip to the doctor for anti-anxiety meds.

 

The Pennsylvania legislature has entered into three contracts with DRC through 6/30/21 for services related to standardized testing for a total of $741,158,039.60, according to State Sen. Andrew Dinniman (D-West Chester).

 

That is your money funding the test makers workout facilities and flexible spending accounts. You pay for their walking trails, fitness classes, dry cleaning services and subsidized cafeterias.

 

Meanwhile, public school teachers – who do the bulk of the work educating children – are left struggling to make ends meet.

 

According to estimates by the National Education Association (NEA), teaching salaries from Pittsburgh to Philadelphia have stagnated by 2.3% in the past 15 years.

 

But that’s way better than in most parts of the country.

 

In West Virginia, teachers across the state went on a 9-day strike to get a 5% pay raise.

 

Teachers in Arizona and Oklahoma are planning their own strike due to even worse neglect.

 

In Oklahoma, some educators have actually had to resort to selling plasma in order to survive.

 

KOCO News 5, in the Sooner State, reported on a fifth grade teacher at Newcastle Elementary school, Jay Thomas, who sells blood to supplement his income.

 

“I’ve got a permanent scar doing that. Just did it yesterday,” Thomas said.

 

“I’ve been doing it for a couple of years. I’ve given over 100 times. It’s twice a week.”

 

Though Thomas has been an Oklahoma teacher for 16 years, he makes less than $40,000 a year after taxes.

 

Selling plasma nets him about $65 a week.

 

And if you think Thomas is the anomaly, when this story was spread on Twitter, other teachers responded that they do the same, some even including pictures of themselves at the blood bank.

 

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This is why there is a teacher shortage in many states. This is why fewer college students are entering the field. And it is why many of those educators who have stayed in the classroom are considering strikes.

 

We take teachers for granted. We value the work they do but not the people who do that work.

 

 

Meanwhile, we give extravagant rewards to the corporate vultures who provide very little for children but divert funding that should be going to educate students – the standardized testing corporations and the privatized school operators.

 

If we really want to improve our education system in this country, the first step is to value those who work in it.

 

We need to turn the money hose off for unnecessary expenses like standardized testing and allowing charter and voucher operators to pocket tax money as profit.

 

And we need to spend more on the people in the trenches day-in-day-out making sure our children get the quality education they deserve.

 

We need to give teachers the resources and respect they need to succeed and end the scams of high stakes testing and school privatization.

 

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

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The Alt Right Has a Friend in Common Core

 

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Let’s say you’re a modern-day hipster Nazi.

 

 

You’re bummed out.

 

 

No one wants to hang out with you because of your bald head and your red suspenders and your commitment to the ideals of a defeated and disgraced totalitarian regime.

 

 

What are you to do?

 

 

REBRAND, son!

 

 

It’s simple.

 

 

No more National Socialist German Workers Party! That sounds too pinko!

 

 

Now you’re simply a member of the Alt Right!

 

 

It’s not racist! You’re just committed to traditional attitudes and values — if those traditional attitudes and values come from 1945 Berlin!

 

 

Heck, you don’t even have to call yourself Alt Right.

 

 

You can call yourself a White Identitarian.

 

You aren’t over-concerned with any one side of the political spectrum or other. You just strongly identify with whiteness — and by extension increasing the political power of white people at the expense of all others.

 

 

That’s all.

 

 

It should be obvious that this isn’t merely rebranding. It’s propaganda.

 

In today’s fast paced information age – where every fact is merely a Google away – that can be hard to get away with – UNLESS

 

 

Unless you already have a readymade tool to protect propaganda from the kind of informed critical thought that can pop it like a bubble. Something to insolate the ignorance and keep out the enlightened analysis.

 

 

I am, of course, talking about Common Core.

 

 

What!?

 

 

How does Common Core have anything to do with white nationalism?

 

 

Common Core is just a set of academic standards for what should be taught in public schools adopted by 42 of 50 states.

 

 

Academic standards aren’t political. Are they?

 

Actually, they are. Quite political.

 

Just take a look at how the standards came to be adopted in the first place.

 

The Obama administration bribed and coerced the states to adopt these standards before many of them were even done being written.

 

 

Hold your horses. The Obama administration!? That doesn’t sound exactly like a friend of the Third Reich.

 

And it wasn’t.

 

 

It was a friend to big business.

 

When first created, these standards weren’t the result of a real educational need, nor were they written by classroom educators and psychologists. They were written by the standardized testing industry as a ploy to get federal, state and local governments to recommit to standardized testing through buying new tests, new text books, new software and new remediation materials.

 

 

It was a bipartisan effort supported by the likes of Obama, the Clintons and Bill Gates on the left and Jeb Bush, Betsy DeVos and Bobby Jindal on the right.

 

 

After Obama’s success pushing them down our collective throats, many Republicans vocally decried the standards – often while quietly supporting them.

 

That’s why after all this time very few state legislatures have repealed them despite being controlled predominantly by Republicans.

 

Okay, so what does this have to do with the Alt Right?

 

 

People like Steve Bannon and Donald Trump are engaged in redefining the conservative movement. Instead of circulating ideas with a merely racist and classist undertone, they want to make those subtleties more explicit.

 

Most aren’t about to hop out of the closet and declare themselves open Nazis or members of the Hitler fan club, but they want to make it clear exactly how wunderbar the Fuhrer’s ideals are with a wink and a smirk.

 

For instance, Trump’s campaign slogan: Make America Great Again.

 

 

When exactly was America great? When white people had unchallenged political and social power and minorities and people of color knew their place. That’s when.

 

 

This is obvious to some of us, but we face a real obstacle making it obvious to others.

 

And that obstacle is Common Core.

 

 

A generation of Americans have been brought up with these shoddy academic standards that don’t develop critical thinking but actively suppress it.

 

 

For instance, take the absurd ravings of the Core’s chief writer – and current head of the College Board – David Coleman.

 

 

Going counter to the thinking of nearly every expert on literacy, he emphasized cold or close reading over reading text in context.

 

 

In particular, he said:

 

 

“Do you know the two most popular forms of writing in the American high school today?…It is either the exposition of a personal opinion or the presentation of a personal matter. The only problem, forgive me for saying this so bluntly, the only problem with these two forms of writing is as you grow up in this world you realize people don’t really give a shit about what you feel or think… It is a rare working environment that someone says, “Johnson, I need a market analysis by Friday but before that I need a compelling account of your childhood.”

 

 

Later, he added:

 

 

“The most popular 3rd grade standard in American today…is what is the difference between a fable, a myth, a tale, and a legend? The only problem with that question is that no one knows what the difference is and no one probably cares what the difference is either.”

 

And finally:

 

 

“This close reading approach forces students to rely exclusively on the text instead of privileging background knowledge, and levels the playing field for all students.”

 

 

However, Coleman was dead wrong on all counts.

 

 

What you think and feel IS important. The requirements of the corporate world ARE NOT the only reasons to teach something. Being able to distinguish between similar but different concepts IS important. And context is ABSOLUTELY ESSENTIAL to understanding!

 

For instance, today’s spin doctor Nazis soon realized that you can’t go goose stepping down main street blindly espousing how much better it is to be white — better than, say, being black or Jewish.

 

 

But you can hang up posters in college campuses that say the same sort of thing in a cutesy, passive aggressive way. For instance: “It’s okay to be white.”

 

If we look just at the text, as Coleman advises, we see a rather innocuous statement.

 

 

There’s nothing racist here. It’s just a simple statement that being white is also acceptable.

 

 

However, if we add back the context, we find an indirect racial undertone.

 

These posters weren’t put up willy nilly. They were hung on college campuses where white nationalists wearing MAGA hats were recruiting. They were pasted over Black Lives Matter posters, accompanying drawings of Donald Trump.

 

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In context, then, this statement doesn’t just mean “It’s okay to be white.” It means “It’s okay to be pro-white supremacist, to be pro-white power.”

 

 

And that brings up two other examples.

 

 

MAGA – Make America Great Again.

 

Take it out of context and it’s innocuous. It just means to increase the abstract greatness of the country to what it was at some unspecified time in the past.

 

However, if we put that statement in the context of the Trump campaign and its xenophobia, homophobia, Islamophobia, transphobia, etc. — then it’s meaning becomes clear. As noted above, it’s an ode to white power and nostalgia for greater white privilege.

 

 

And “Black Lives Matter”? Why do many of these same Identitarians take exception to that slogan and the movement behind it?

 

 

The Alt Right says BLM is reverse racist. They claim the name BLM means “ONLY black lives matter.”

 

 

Context tells us differently.

 

 

The BLM group was formed in response to the indiscriminate murder of people of color and those who committed these crimes not behind held accountable. Officer Darren Wilson not indicted for killing Michael Brown. Officer Daniel Pantaleo not indicted for killing Eric Garner. Officers Timothy Loehmann and Frank Garmback not indicted for killing Tamir Rice. And on and on.

 

 

Yet the Alt Right is allowed to mischaracterize a simple call for peace as if it identified a terrorist organization.

 

 

Why? Because context has been banished from the building.

 

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I’m not saying that Common Core has caused these problems, but it has allowed them.

 

I doubt this is what Coleman, who is Jewish, intended.

 

 

But whenever you water down critical thinking – even if it’s for purely practical ends – you end up hurting everyone.

 

 

The best societies praise intellect and tolerance.

 

 

For all their faults, our founders knew this. That’s why they emphasized the importance of public education.

 

 

If we had ensured everyone in the country had access to the best possible education, this modern Nazi subculture wouldn’t be able to make as much headway as it has.

 

 

This is yet another way that our obsession with unrestrained capitalism, neoliberalism and plutocracy has put us on a road that may end in fascism.

The Lone Voice of Dissent Against Standardized Testing

Businesswoman shouting through the megaphone in the open air.

 

Everybody wants to fight the good fight.

 

Until the battle begins.

 

Then many of us are all too ready to give in to what was intolerable just a moment before.

 

To paraphrase Thomas Paine:

 

 

These are the times that try men’s souls. The summer soldier and the sunshine patriot will, in times of crisis, shrink from service, but those who stand up in time of need deserve the love and thanks of every man and woman.

 

I see this almost every day in our schools.

 

Ask nearly any teacher what they think about high stakes standardized testing, and they’ll complain until they’re blue in the face.

 

They’ll give you gripes and grievances galore.

 

The tests take too long. They’re not valid assessments. They narrow the curriculum. They’re dumbing down the teaching profession and ripping away our autonomy.

 

To which I say – Amen, Sister!

 

Standardized tests more accurately measure economics than academics – poor kids generally fail and rich kids pass. They’re culturally biased, poorly put together, unscientifically graded and demonstrate a gobbsmacking conflict of interest.

 

Two conflicts of interest, actually.

 

First, the people who make the tests, grade the tests and thus have a financial interest in failing the most students possible because that means we have to buy more remediation material which they also conveniently sell.

 

Second, these test scores are used by the school privatization industry to unfairly label public schools failures so they can more easily sell fly-by-night charter and voucher schools.

 

So, yeah. Almost all of us agree standardized testing sucks.

 

But when there’s an administrator present, I too often find I’m the only one willing to speak that truth. My colleagues, who are pleased as punch to gripe in private, suddenly go quiet in the presence of their superiors.

 

What’s worse, some of them don’t just stay quiet – they offer arguments to support whatever nonsensical test-based solution our boss has in mind today.

 

Let’s say an administrator suggests we do something about the handful of students who opt out of standardized tests.

 

We could just respect the rights of parents who have handed in their written intention to opt their children out under a religious exemption – the only option in Pennsylvania. Or we could do as the administrator suggests and force kids who’ve been opted out to take a standardized look-a-like assessment.

 

I hear something like that, and I’m on my feet ready to fight.

 

But I find myself standing there alone.

 

“You can’t do that,” I say.

 

“It violates state law. In particular, Pennsylvania Code Title 22 Chapter 4, section 4.4.

 

(Okay, I had to look up the particulars later, but I made sure the administrator got them.)

 

Consider subsection (d) (4). And I quote:

 

If upon inspection of a State assessment parents or guardians find the assessment to be in conflict with their religious belief and wish their students to be excused from the assessment, the right of the parents or guardians will not be denied…”

 

Or how about subsection (d) (3):

 

“School entities shall adopt policies to assure that parents or guardians [have]… (3) The right to have their children excused from specific instruction that conflicts with their religious beliefs, upon receipt by the school entity of a written request from the parent or guardians.” (Emphasis mine)

 

In other words, parents have a right to excuse their children from the tests and/or instruction such as test look-a-likes.

 

If we go forward with requiring students who are opted out to take tests that are just like the ones their parents instructed us NOT to give, we will be violating parents’ rights under state law.”

 

That seems pretty airtight to me.

 

But the administrator disagrees.

 

And I look around at the assembled mass of workaday teachers for support.

 

Not a peep.

 

Instead I get this:

 

-We’re being evaluated on these standardized tests, we have to make sure kids take them seriously.

 

-I see where you’re coming from but we have to do something about these kids who are opting out just to get out of doing the work. They don’t have any real intellectual objection. They’re just lazy.

 

-We’ve got to do something about grade inflation.

 

Oh. Em. Gee.

 

Yet after the meeting, some of them cautiously walk up to me asking my opinion of what went down.

 

YOU DON’T WANT TO HEAR MY OPINION RIGHT NOW!

 

Take my word for it.

 

Tomorrow or the next day or the next week, they’ll be complaining again.

 

I’ve seen some of these people reduced to tears by administrators unfairly manipulating them based on their students’ test scores.

 

Yet none of them have the guts to stand up and be counted when the moment comes.

 

I say again – everyone wants to fight. But no one wants to do the fighting.

 

They want someone else to do it for them.

 

Does that make you angry?

 

It makes me furious.

 

But if you feel that way, you’ve got to do something about it.

 

You think teachers are too cowardly? What have YOU done to fight corporate education reform today?

 

You think too many administrators are quislings. You think the lawmakers are bought and sold. You think the public schools are under attack.

 

Well, get off your ass and do something.

 

I am tired of being the lone voice of dissent here.

 

All across the country there are people like me – people willing to stand up and fight.

 

But it’s a big country, and we’re usually spread pretty thin.

 

We need people willing to put their money where their mouths are – right here, in our hometowns.

 

Put up or shut up, America.

 

Do you want a school system that serves the needs of children?

 

You’ve got to make it happen.

 

I can’t do this all by myself.

Economists Don’t Know Crap About Education

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I hate to be blunt here, but economists need to shut the heck up.

 

 

Never has there been a group more concerned about the value of everything that was more incapable of determining anything’s true worth.

 

 

They boil everything down to numbers and data and never realize that the essence has evaporated away.

 

 

I’m sorry but every human interaction isn’t reducible to a monetary transaction. Every relationship isn’t an equation.

 

 

Some things are just intrinsically valuable. And that’s not some mystical statement of faith – it’s just what it means to be human.

 

 

Take education.

 

 

Economists love to pontificate on every aspect of the student experience – what’s most effective – what kinds of schools, which methods of assessment, teaching, curriculum, technology, etc. Seen through that lens, every tiny aspect of schooling becomes a cost analysis.

 

 

And, stupid us, we listen to them as if they had some monopoly on truth.

 

 

But what do you expect from a society that worships wealth? Just as money is our god, the economists are our clergy.

 

 

How else can you explain something as monumentally stupid as Bryan Caplan’s article published in the LA Times “What Students Know That Experts Don’t: School is All About Signaling, Not Skill-Building”?

 

 

In it, Caplan, a professor of economics at George Mason University, theorizes why schooling is pointless and thus education spending is a waste of money.

 

It would be far better in Caplan’s view to use that money to buy things like… oh… his new book “The Case Against Education: Why the Education System Is a Waste of Time and Money.”

 

His argument goes something like this: the only value of an education is getting a job after graduation.

 

Businesses only care about school because they think it signifies whether prospective employees will be good or bad at their jobs. And students don’t care about learning – they only care about appearing to have learned something to lure prospective employers. Once you’re hired, if you don’t have the skills, employers have an incentive to give you on the job training. Getting an education is just about getting a foot in the door. It’s all just a charade.

 

Therefore, we should cut education funding and put kids to work in high school where they can learn how to do the jobs they’ll need to survive.

 

No wonder economics is sometimes called “The Dismal Science.” Can you imagine having such a dim view of the world where THAT load of crap makes sense?

 

We’re all just worker drones and education is the human equivalent of a mating dance or brilliant plumage – but instead of attracting the opposite sex, we’re attracting a new boss.

 

Bleh! I think I just threw up in my mouth a little bit.

 

This is what comes of listening to economists on a subject they know nothing about.

 

I’m a public school teacher. I am engaged in the act of learning on a daily basis. And let me tell you something – it’s not about merely signifying.

 

I teach 7th and 8th grade language arts. My students aren’t simply working to appear literate. They’re actually attempting to express themselves in words and language. Likewise, my students aren’t just working to appear as if they can comprehend written language. They’re actually trying to read and understand what the author is saying.

 

But that’s only the half of it.

 

Education isn’t even just the accumulation of skills. Students aren’t hard drives and we’re not simply downloading information and subroutines into their impressionable brains.

 

Students are engaged in the activity of becoming themselves.

 

Education isn’t a transaction – it’s a transformation.

 

When my students read “The Diary of Anne Frank” or To Kill a Mockingbird, for example, they become fundamentally different people. They gain deep understandings about what it means to be human, celebrating social differences and respecting human dignity.

 

When my students write poetry, short fiction and essays, they aren’t merely communicating. They’re compelled to think, to have an informed opinion, to become conscious citizens and fellow people.

 

They get grades – sure – but what we’re doing is about so much more than A-E, advanced, proficient, basic or below basic.

 

When the year is over, they KNOW they can read and understand complex novels, plays, essays and poems. The maelstrom of emotions swirling round in their heads has an outlet, can be shared, examined and changed.

 

Caplan is selling all of that short because he sees no value in it. He argues from the lowest common denominator – no, he argues from the lowest actions of the lowest common denominator to extrapolate a world where everything is neatly quantifiable.

 

It’s not hard to imagine why an economist would be seduced by such a vision. He’s turned the multi-color world into black and white hues that best suit his profession.

 

In a way, I can’t blame him for that. For a carpenter, I’m sure most problems look like a hammer and a nail. For a surgeon, everything looks like a scalpel and sutures.

 

But shame on us for letting one field’s myopia dominate the conversation.

 

No one seems all that interested in my economic theories about how to maximize gross domestic product. And why would they? I’m not an economist.

 

However, it’s just as absurd to privilege the ramblings of economists on education. They are just as ignorant – perhaps more so.

 

It is a symptom of our sick society.

 

We turn everything into numbers and pretend they can capture the reality around us.

 

This works great for measuring angles or determining the speed of a rocket. But it is laughably unequipped to measure interior states and statements of real human value.

 

That’s why standardized tests are inadequate.

 

It’s why value added teacher evaluations are absurd. It’s why Common Core is poppycock.

 

Use the right tool for the right job.

 

If you want to measure production and consumption or the transfer of wealth, call an economist.

 

If you want to understand education, call a teacher.

When Will It Happen Here?

 

classroom

 

It could happen at anytime in my classroom.

 

The thing we’ve all been dreading.

 

A hasty announcement of lock down. An unexpected fire alarm. The sounds of shouting, running feet and… gunshots.

 

The lights could go out. The door could burst in.

 

There’s really very little we could do.

 

My room has no windows. No closets. Nowhere to hide.

 

These are the thoughts going through my head as my students sit at their desks during homeroom this morning.

 

Jayden is taking off his hoodie before the principal catches him out of dress code.

 

Alaina is pestering me for a pass to the library.

 

Darnell is surreptitiously munching on a pixie stick stashed in his book bag.

 

It’s all so mundane, so subdued, so quiet.

 

A few kids are on the computers in the back, others at their desks reading books, writing papers, or listening to music on their iPads.

 

But there’s very little conversation.

 

The class of middle schoolers is restrained, thoughtful – which is unusual for children of 12 or 13.

 

I sit slumped at my desk – exhausted though I haven’t even taught my first class yet.

 

The news from last night still plays in my head.

 

Seventeen people killed by an expelled student at a high school in Parkland, Florida.

 

Or was it two killed in Kentucky?

 

How long was it since the last one?

 

And now here we are – back in the line of fire.

 

I can’t help but think about my daughter somewhere across town. She’s probably just entering her third grade classroom maybe munching on the remains of a candy heart from Valentine’s Day. Just like me and my students, she’s in the cross hairs.

 

But what can we do about it?

 

I can’t hold her out of school forever. I can’t quit my job and work from home. Even if I could, there’s absolutely nothing I can do for the twenty children quietly sitting at their desks in the room with me, abiding the rules of a society too broken to protect us.

 

After last night, it feels like things have changed somehow.

 

There have been 18 school shootings so far this year. And it’s only February. Most have resulted in zero injuries.

 

Of those where people were hurt, the person most in danger was the shooter. But I can’t stop thinking about those cases where a hunter came to school to kill children and teachers.

 

As an educator, I’ve been taught how to handle just about every situation.

 

If one of my children acts out, or doesn’t hand in her homework, or even throws up – I know what to do.

 

But none of my training has prepared me to out teach a semiautomatic weapon.

 

I can’t differentiate past a bullet.

 

There is no paperwork that will invalidate the gunpowder or slow the endless rounds through whatever they come into contact.

 

If someone comes to school with a gun and a will to kill, I will be little more than a target.

 

But don’t get me wrong.

 

This doesn’t mean society should gift me a handgun to keep in my desk next to the chalk.

 

I am not a law enforcement officer or an action hero. I’m a teacher.

 

You don’t want me returning fire at every mindless bureaucratic hitch in the schedule. You want me assigning essays and chapter readings. You don’t want me keeping a gun out of reach of curious youngsters always at my desk and in my personal space. You want me safeguarding student assignments and – heck – my cell phone that kids keep trying to snatch and look through my camera roll.

 

What we need is real gun control legislation.

 

We need an assault weapons ban.

 

We need to close the gun show loophole.

 

We need buyback programs to get the mountains of firearms off the streets and out of the arsenals of a handful of paranoid “survivalists”.

 

In short, we need lawmakers willing to make laws.

 

We need legislators who will represent the overwhelming majority of the public and take sensible action to protect the people of this country.

 

What we don’t need are the trolls who hijack every conversation arguing the semantics of the term “assault rifle” or “terrorist.”

 

We don’t need weak politicians cautioning against “politicizing” mass shootings because the violence is too fresh.

 

We don’t need anyone’s thoughts and prayers.

 

We need action.

 

And we need it yesterday.

 

Some people are calling on teachers to take action to force our lawmakers to finally do something.

 

They suggest a national teachers strike on May 1st – May Day – if Congress refuses to act.

 

That sounds like a good idea to me.

 

I’m game.

 

But we need more than that.

 

We need everyone who feels the same way to join in the fight.

 

Parents, children, grandparents, principals, police, firefighters, soldiers and nurses – the multitudinous faces of America must come together to fight this monstrosity as one.

 

I may sit in that classroom.

 

My students and my daughter may be in danger.

 

But America must be the shield.

 

America must rise up and protect our future.

 

WE must take charge.

 

Otherwise, it is not a case of can it happen here.

 

It is a case of when.