I Am So Sick of White People’s Excuses (And I’m White!)

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What the heck is wrong with us, white people?

Systematic racism is all around, but we refuse to see it.

Oh, and I do mean REFUSE. It’s not a matter of being unable to see it. Our eyes and minds work just as well as anyone else’s. We can perceive reality. Too many of us just choose not to.

According to the Guardian, at least 793 Americans have been killed by police so far this year. That number includes 194 black people or 4.86 per million. That’s more than double the rate for white people at 1.96 per million.

This is not an opinion. This is an undeniable fact. Every number is backed up with verifiable data. And moreover, it follows the same pattern we’ve seen for a couple of years now since news organizations have taken up the slack from the federal government and started counting.

Why does that not worry more white people? It worries me. I don’t want to live in a country where police use lethal force so often against civilians, so much more than almost any other developed country on Earth. And I don’t want my black friends and neighbors to be targeted so much more.

I’m a middle school teacher. Most of my students are black. I don’t want to have to worry that they or their parents are going to be murdered just because of an excess of melanin. Street gangs are worrisome enough without having to add into the mix many of the very law enforcement officers that are supposed to keep us safe from those gangbangers.

But when you bring this up to white folks and other facts detailing the systemic racism that pervades our society, you get every excuse in the book.

They simply refuse to engage with what you’re saying. They deflect and redirect and change the subject – and they don’t even seem to realize they’re doing it.

Blue lives matter, they say. All lives matter. Every form of life seems to matter to white people – except explicitly black lives.

We seem to think it’s impossible to care about both police and African Americans. We seem to think any expression of the value of human life has to be universal without mentioning individual groups that are at a higher risk than others.

It’s wacko, clearly a way of shutting down a conversation white folks will do anything to avoid.

The easiest dodge seems to be talking about black-on-black crime. As if somehow that makes it right.

It goes something like this: You’re worried about police killing black people, what about other black people? Most African Americans are killed by other African Americans.

Of course what they omit is that the same is true for white Americans. White folks kill each other much more than any other race does. But you never see people wringing their hands about white-on-white crime, do you?

Moreover, it’s irrelevant. If I point to a single incident of a white person killing a black person, it is not therefore justified because black people kill black people more often. Would you think an African American is justified for popping a cap in your Caucasian mom’s ass because most of us, honkies, usually off other honkies? Of course not!

But so much for logic. One of the most popular evasions is to blame it all on inferior black culture.

It goes like this: Black people don’t suffer systemic racism. If there are any ways in which they are selected against in society, it’s because they’ve earned that treatment because of the way they act.

Black people come from unmarried parents. They are on Welfare and a host of other social ills. THESE are the reasons behind so-called racism, not unjust systems.

It’s pure nonsense.

How does coming from unmarried parents mean you deserve to be killed by police at a greater rate than white people? How does parental marital status affect the justice system handing out more severe and longer sentences for blacks than for whites who commit the same crimes? How does the Facebook status of your pops and your moms somehow translate into difficulty getting a job due to your black sounding name?

In short, the two have nothing to do with each other.

Yes, black people have children out of wedlock about twice as often as white people. So what? Some people aren’t meant to be married. Often it’s better for the children if the parents don’t stay married to people who mistreat each other, a marriage where there is no love. Would racism suddenly disappear if black people just kept their chins up and married each other irregardless of whether the relationship was healthy for them and their children?

Let’s get to what white people are really saying here. Whites aren’t saying marriage is a magical shield against prejudice. They’re saying: Damn! Look at these strangers! These others! These people who aren’t like you and me!

The fact that many of them don’t get married before having children just shows how morally inferior they are to us. They deserve their treatment because they don’t share our sensibilities.

This is a pretty heartless way to think. Not only do the parents, apparently, deserve to be selected against, but so do their kids who had nothing to do with whether daddy gave mommy a ring or not. Moreover, where did the culture of marriageless childbirth come from for black people? When their ancestors were kidnapped from Africa and brought to these shores as slaves, it was the white slave masters who forbade them from marrying. In many cases, that tradition doesn’t exist because we took it away. Meanwhile, about a quarter of white couples have children out of wedlock, too. What’s our excuse?

But this won’t be enough to convince most white interlocutors.

They’ll just huff and puff and spout some nonsense about welfare.

They’ll say Black people fall into immoral and violent behavior because they’ve been taught by liberals to exist on welfare and not get jobs of their own.

Again, the problem is black people, themselves, aided by bleeding heart liberals trying to give them a helping hand. Some white folks even go so far as to say this is real racism because by giving black folks such sweet benefits for not working, liberals purposefully destroyed black people’s natural inclination to productivity.

Think about it for about two seconds, and you can see how crazy it is.

Black people deserve to be killed at twice the rate of whites because they don’t have jobs? They deserve to be gunned down because they’re too lazy to work?

Or alternatively, they deserve not to get call backs when they turn in resumes with black sounding names because they’re lazy!? These people just handed in job applications. We can imagine they did that because they wanted freaking jobs! But being lazy makes them unqualified for the very jobs they tried to apply for in the first place?

Let’s look at the facts for a moment. Black people don’t accept the Supplemental Nutrition Assistance Program (SNAP) more than whites. It’s the other way around.

More than 40% of SNAP recipients are white. Only 25% are black.

But that’s raw data. When we look at it as a percentage of the population, black people are twice as likely to be on Welfare as Whites. Only 12% of the country is African American, after all.

So why bring up the raw data? Because if you’re upset about the sheer numbers of people on assistance, you’re mad at more white people than black people.

Moreover, black people actually need it more than whites. More than 27% of black people live in poverty compared to only 10% of whites. Hence the larger percentage of blacks on SNAP.

This isn’t meant to throw anyone under the bus for being on public assistance. Times are tough and well paying jobs are hard to come by. For instance, most of the people who accept SNAP benefits actually are employed, but their pay is too small to sustain them. Thanks, Walmart.

So how much does a family of four get on SNAP? It depends on how much money the household earns, but the total income must be below the federal poverty level – $23,050. For many families it comes to about $399 a month. That’s $1.10 per person, per meal.

This isn’t exactly living high off the hog. I can’t imagine anyone making bank who would throw it all away to live so luxuriously on food stamps.

However, this is exactly what a lot of white people think about blacks.

It goes against the facts, and it doesn’t explain the reality of systemic racism.

In so many ways our society is set up to give white people an advantage and black people a disadvantage. That doesn’t mean all white people have it perfectly. There are an awful lot of dirt poor white folks out there – many of their kids are in my classes, too. But while they may be disadvantaged socially, economically or many other ways, they aren’t disadvantaged racially.

That’s the whole point.

Racism still exists and talking about it doesn’t make you anti-white. It makes you pro-black and pro-justice.

Those aren’t bad things to be.

We, white people, have to stop being so fragile when racism is brought up. Though I’ve artificially concerned myself only with black people here, we need to listen to what all people of color are telling us about how they’re treated. We need to take a hard look at the facts.

Being white and admitting racism exists doesn’t make you a racist – though you probably benefit from it. It just means that if you want to stand on the right side of history, on the side of equity and justice, you may need to bring your thinking into agreement with reality.

The Child Predator We Invite into Our Schools

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There is a good chance a predator is in the classroom with your child right now.

He is reading her homework assignments, quizzes and emails. He is timing how long it takes her to answer questions, noting her right and wrong answers. He’s even watching her body language to determine if she’s engaged in the lesson.

He has given her a full battery of psychological assessments, and she doesn’t even notice. He knows her academic strengths and weaknesses, when she’ll give up, when she’ll preserver, how she thinks.

And he’s not a teacher, counselor or even another student. In fact, your child can’t even see him – he’s on her computer or hand-held device.

It’s called data mining, and it’s one of the major revenue sources of ed-tech companies. These are for-profit business ventures that produce education software: programs to organize student information and help them learn. They make databases and classroom management tools as well as educational video games and test prep software.

As schools have relied more heavily on technology to enhance lessons, they’ve invited big business into a space that is supposed to be private.

The Family Educational Rights and Privacy Act (FERPA) protects student privacy, but it also gives school districts the right to share students’ personal information with private companies for educational reasons.

Companies are supposed to keep test scores, disciplinary history and other official records confidential. They’re not supposed to use them for their own ends. But the law was written in 1974 before the Internet went mainstream or many of these technologies were even conceived.

It’s unclear exactly who owns this data or whether FERPA protects it.

For every child utilizing these programs, there’s a good chance their data has been put into a portfolio with their name on it. That portfolio could be sold to advertisers and other business interests so they can better market their products to young consumers. With this information, these companies are turning children into guinea pigs so they can improve the profitability of their products.

Let me be clear. It’s not that technology is essentially evil. There are many ways in which it can be used to enhance student learning when provided under the supervision of a trained educator. But the current laws offer little protection for children and parents from rampant abuse by the ed-tech industry.

In most cases no one explicitly gives permission for student data to be shared. No one knew it was even happening.

This is an area that is almost completely unregulated. Hardly anyone is investigating it. After all, why should they? It’s just harmless big business. It’s just corporations we invited to the party; we may even have paid them to be there.

Individual school districts could write privacy protections into their contracts with ed-tech corporations, but few do.

According to a nationwide study by the Center on Law and Information Policy at Fordham University, just 7 percent of the contracts between districts and ed-tech corporations barred the companies from selling student data for profit.

Few contracts require companies to delete sensitive data when they are done with it. And just a quarter of companies clearly explain why they need personal student information in the first place, according to the same study.

To make matters worse, the publicly stated privacy policies of these corporations can be extremely dense and full of provisos. You may need a lawyer specializing in this field to truly understand what they’re promising to keep private and what might fall under a loophole.

For instance, even if a company promises not to share student information for nonacademic reasons, it can farm out some of its services to third party companies that have no such compunction about student privacy. These third party vendors or even the primary ed-tech company can put cookies on your child’s computer or device that continue to gather data on her and report back on it indefinitely. Moreover, even if the ed-tech company is diligent about protecting student privacy, that policy can change without notice and without parents being notified. For instance, many of these ed-tech companies are rag tag start-ups that are just hoping to be purchased by a bigger organization. In that case the privacy policy will almost certainly alter, possibly without notice.

Data mining isn’t exclusive to education software applications. If you’ve ever passed up a product on-line and then immediately saw an advertisement for that product on a different Website – congratulations – You’ve been data mined. Many of the applications adults use every day in their virtual lives practice this to some extent – Facebook, Google, Netflix, etc. However, there’s a difference between an adult user who enters into virtual relationships with eyes wide open and a child just completing the classwork her teacher assigned in school.

But even beyond the philosophical difference is the extent to which our children are being data mined. No where is it more pervasive than in our schools.

A really efficient ed-tech firm can collect as much as 10 million unique data points on each child, every day. That’s exponentially more than Facebook, Google or Netflix collect on their users.

Moreover, the ed-tech industry hungers for even more data on our children.

The Bill & Melinda Gates Foundation funded a $1.4 million research project to provide middle-school students with biometric sensors designed to detect how kids responded on a subconscious level to each minute of each lesson. Like Common Core State Standards – Gates’ attempt to force uniform academic standards on the nation’s public schools – data mining is all about turning real children into information. Intelligence and knowledge are reduced to numbers. Biological functions, heat indexes, even eye movements are tabulated as a function of a salable commodity – your child.

In the not too distant future, ed-tech companies could sell information about which prospective job applicants or college students have the proper aptitude to be successful. In some ways, this is just an extension of the ways standardized tests like the Scholastic Aptitude Test (SAT) are used to unfairly label students worthy or not of a post-secondary education. However, those tests are taken by high school juniors and seniors. The coming data mining boom would judge children based on their performance all the way back to kindergarten or even pre-kindergarten.

As usual the American Legislative Exchange Council (ALEC) is already planning for this dystopian nightmare. The conservative lobbying organization has drafted a model bill to make this a reality.  If picked up and offered in any state legislature, the bill would set up a central database for student records and allow colleges or businesses to browse them in search of potential recruits.

In addition, these student portfolios could allow corporate vultures to prey on customers vulnerable to particular sales pitches. For instance, young adults who had struggled at math in high school would make dandy targets for high-priced payday loans.

In the meantime, hedge fund managers and other investors are pouring money into the ed-tech market. More than $650 million flowed into technology firms serving K-12 and higher education each year for the past three years. That’s nearly double the $331 million invested in these markets in 2009. The national market for education software and digital content is nearly $8 billion, according to the Software & Information Industry Association.

Yet there is little evidence these applications are truly helpful in educating children. Even the technology-loving Gates Foundation, found in a national survey that only 54 percent of teachers thought the digital tools used most frequently by their students were effective.

Let’s get something straight: the reason most of these firms exist is not education. It is spying on children. It is stealing their valuable data for corporations’ own ends.

The ed-tech market is intimately entwined with the latest fad in education policy – Competency Based Education (CBE).

This has come to mean teaching and assessment conducted online, where students’ learning is continuously monitored, measured, and analyzed.

However, the goal seems to be replacing big end of the year standardized tests with daily stealth assessments. In this way, it would be more difficult for parents to refuse testing for their children. It would hide the ways in which a standardized curriculum narrowed student learning to the very basics. It would hide how children’s every tiniest action is being used to judge and evaluate their schools and teachers. And this information of dubious validity could be used to close public schools and replace them with shoddy but more profitable charter schools.

Education historian Diane Ravitch talks about a meeting in August of 2015 with The State Commissioner of Education in New York, Mary Ellen Elia, and several board members of New York State Allies for Public Education (NYSAPE), a highly successful state opt out organization.

She says:

 

“At one point, Commissioner Elia said that the annual tests would eventually be phased out and replaced by embedded assessment. When asked to explain, she said that students would do their school work online, and they would be continuously assessed. The computer could tell teachers what the students were able to do, minute by minute.”

The plan has been laid bare. Our students privacy has been compromised and is being used against them. If big business has its say, our children will be forever pawns in a system that reduces them to data and profit.

That’s not what public school should be about.

It should be a place centered on learning not earning.

It should be a place that values the student and not her data.

It should be a place of creativity, imagination and wonder.

But as long as we allow ed-tech companies to run unregulated in the shadows, it will always be susceptible to these dangers.

The only one who can stop these predators in your child’s classroom is you.

Racism Never Ended – It Just Keeps Evolving

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“One of our founding principles as a nation [is] that Black lives and Black bodies don’t matter; you see that in all our headlines today. This original sin lingers on, that’s why we got to call it sin… Slavery never ended, it just evolved. Mass incarceration is the current evolution of slavery.”
Jim Wallis  
 
 
“Even the most casual student of our country’s legal system should know that racism hasn’t existed since 1964 when we passed the Civil Rights Act. So obviously there’s no possible way for my statement to be considered racist if racism hasn’t existed for fifty years! I mean come on, racism? It’s 2015 people, racism is over.”

Antonin Scalia
 

When does brutality end – when it stops being practiced or when its effects stop being felt?

Neither condition has been met in the United States today. Black people still suffer under state-sanctioned barbarism just as the echoes of cruelty from years past continue to ring in our ears.

People of color – whether they be black, Latino, Hispanic, etc. – experience a much different reality than whites. They live under the constant threat of violence without justice. Their rights are continually being re-evaluated. They are subject to systems that wait for them to step out of line in even the most innocuous ways and then pounce.

And the white majority goes around blind to these perceptions while repeating the fairy tale that all wrongdoings were only in the past.

But it’s not in the past. Our history, written in blood, has never been allowed to dry on our forgotten chronicles of yesterday. When white eyes examine the facts, they often see a series of unrelated dots which they cannot – or will not – logically connect.

The Civil War is over, they say.

No. It’s not.

Slavery is over, they say.

No. It’s not.

Racism is over, they say.

No. It’s not.

We still are engaged in the struggle for basic human dignity. And the only way to even begin on that path is to recognize the truth staring us in the face.

Nothing has ended. It has only evolved.

 

THE CIVIL WAR

 

When did the American Civil War end?

This may seem a strange question to ask.

But when a country goes to war with itself, it may be difficult to discern when that conflict actually comes to completion.

History gives us many important dates to consider.

On April 9, 1865, commander of the Confederate armies General Robert E. Lee surrendered at Appomattox, Virginia. But there were still sizable Confederate troops left standing.

In fact, the bloodshed was far from over. President Abraham Lincoln was murdered a mere 5 days later by John Wilkes Booth, a Southern sympathizer. Andrew Johnson was sworn in as President on April 15, the next morning.

It wasn’t until April 26, that General Joseph E. Johnson surrendered nearly 90,000 Tennessee soldiers – the largest of a series of subsequent capitulations.

President Johnson declared the insurrection to be over on May 9. However, the last Confederate general didn’t surrender until June 23.

Which date shall we choose? Perhaps it doesn’t matter. The point is that the conflict clearly came to an end.

Clearly the Confederacy was defeated by the Union.

Wasn’t it?

The problem is how to tell.

The Southern states were brought back into the union. But the overwhelming reason behind their secession has not been settled.

Today partisans and talking heads will argue that slavery was but one of many reasons behind the split. But during the 1860s, there was no such confusion.

Four of the Southern states explicitly gave slavery as the impetus for the break.

But Alexander H. Stephens, the Vice President of the Confederacy, removed all doubt when he said:

“The new Constitution has put at rest forever all the agitating questions relating to our peculiar institutions–African slavery as it exists among us–the proper status of the negro in our form of civilization.

[…] The general opinion of the men of that day
[Revolutionary Period] was, that, somehow or other, in the order of Providence, the institution [slavery] would be evanescent and pass away.

[…] Our new Government is founded upon exactly the opposite ideas; its foundations are laid, its cornerstone rests, upon the great truth that the negro is not equal to the white man; that slavery, subordination to the superior race, is his natural and normal condition.”

So if the war was fought over the issue of slavery and the subjugation of black people, its end can be traced to the date at which slavery ended and black people were treated as equals with whites.

That day has not yet come.

Outright slavery came to an eventual end, but – as we shall see – it was replaced with another institution. Moreover, in the aftermath of Reconstruction, we were left with Jim Crow laws cementing white supremacy. Most newly “freed” blacks lived in squalid conditions with few rights, little pay and education. Their situation was only slightly different in fact from their state under slavery. These laws had to be struck down by the collective actions of the Civil Rights movement of the 1950s and ‘60s.

Only then were black people truly permitted to vote en mass. Only then were they permitted in the same public spaces and offered some actionable protections under the law. But social and economic change still lags behind.

Today, more than 150 years since the end of the war’s military conflicts, we’re left to ponder: have things really changed so much?

Certainly there are cosmetic differences. There are no open air slave markets, no rolling cotton plantations staffed by bare backed, lash marked, kidnapped Africans. But have black people really been put on an equal footing with whites? Do they enjoy the same freedoms and privileges? Are they truly free from bondage and oppression?

If we look with open eyes, the answer is no.

 

SLAVERY

 

Today no one is legally allowed to own another person. You can’t purchase human beings. You can’t deprive them of their liberty and rights. You can’t use them as a source of revenue for your own benefit.

At least, that’s what the law says. But it happens every day.

What is the modern prison industry if not a new form of slavery? No matter how you look at it, we lock up a higher percentage of our population than any other country in the world. The US represents 5% of the world’s population but has 25% of the world’s prisoners. And the majority of those inmates have brown skin.

Whether federal, state, or privately run, the result is a massive increase in incarceration for people of color. In fact, more black people are in prison today than were in bondage in 1865. That’s a higher percentage of the black population than South Africa locked up at the height of apartheid. Today one in three black males is likely to spend some time incarcerated. That’s not insignificant.

Technically no one owns these people, but they are deprived of their freedom. They are kept in prison and unable to leave. In lockup, they are forced to work and the profit from that cheap labor goes to the prison industry. Moreover, state and federal governments often farm out these prison services to private industry which then profits off that incarceration. In many cases, the government has a contract with these corporations to fill X number of beds or else be penalized with Y dollars. So the incentive is to provide a continual stream of persons bound to labor.

This looks a lot like slavery. It is a kind of plantation where big business is paid to keep people in chains.

However, one can anticipate the following objection: Slaves were born into their servitude. Prisoners are not. They are thrown behind bars because they freely broke the law.

This does represent a difference. But is it more than cosmetic?

People of color – especially black males – commit crimes at about the same rate as white people but are imprisoned nearly six times the rate of whites. They also get much harsher sentences than whites for the same crimes. They are often imprisoned for nonviolent drug violations. And once in the system, it’s hard to get out. To survive in prison, it is often necessary to become a criminal even if you weren’t much of one when you entered.

Even if you manage to get out, you now are a second-class citizen deprived of many of the rights and privileges of your neighbors. Spend any time in the system and you’ll increasingly be deprived of your right to vote and may find it difficult to achieve gainful employment. The chances of going back inside for someone who has already been there are huge.

That is not slavery. But it’s not far from it.

As Michelle Alexander writes in her landmark book The New Jim Crow: Mass Incarceration in the Age of Colorblindness:

“The genius of the current caste system, and what most distinguishes it from its predecessors, is that it appears voluntary. People choose to commit crimes, and that’s why they are locked up or locked out, we are told. This feature makes the politics of responsibility particularly tempting, as it appears the system can be avoided with good behavior. But herein lies the trap. All people make mistakes. All of us are sinners. All of us are criminals. All of us violate the law at some point in our lives. In fact, if the worst thing you have ever done is speed ten miles over the speed limit on the freeway, you have put yourself and others at more risk of harm than someone smoking marijuana in the privacy of his or her living room. Yet there are people in the United States serving life sentences for first-time drug offenses, something virtually unheard of anywhere else in the world.”

 

THE EVOLUTION OF RACISM

 

Even for those people of color who have never been incarcerated, there is the constant burden of living in a racist society.

It’s not so much that white individuals consciously practice bigotry and hate in their daily lives. It’s the systematic abuse that’s built into the very fabric of our governments and communities. No one has to decide to be racist. They just go along with the status quo without seeing how that status quo puts black people at risk.

And it doesn’t take much imagination to recognize how the realities of today grew from the prejudices of the past.

 

LYNCHING

 

Before the 1960s, it was common for black people – especially men – to be brutalized and murdered with little to no provocation. A look, a word, even the suspicion of violating unspoken social codes could earn a death sentence. Nor was the accused even given a chance to defend himself or explain. That generally doesn’t happen today. Southern trees no longer bare such ‘strange fruit.’

But the same cannot be said for our inner city streets, playgrounds and churches.

It doesn’t take much beyond suspicion of wrongdoing, a suspicion that only requires the sight of black skin to justify deadly force. People of color still are publicly executed with little to no provocation. Black people have been slaughtered in the last few years for the following offenses: buying Skittles and iced tea, driving with a broken tail light, being suspected of selling loose cigarettes, selling CDs in a parking lot, being scared and running the other way or even just attending a house of worship.

Instead of a white robe, a disturbing number of their executioners wear a badge and police blues. Many of these hits were conducted by the very law enforcement officers that are charged with the duty to protect and serve. And when these incidents come before a grand jury, they rarely go on to criminal court. In the eyes of the law, an unarmed black person killed by police rarely inspires any suspicion of wrongdoing on the officer’s part. To the courts, it’s not even conceivable that a crime may have been committed.

As Slate’s Chief Political Correspondent Jamelle Bouie put it:

“Our courts and juries aren’t impartial arbiters — they exist inside society, not outside of it — and they can only provide as much justice as society is willing to give.”

This phenomenon isn’t the same as the lynchings of old – but it’s awfully similar. In both cases, there is little provocation, no quarter given and no justice afterwards. In fact, the modern variety may be worse. US Police killed more black citizens in 2015 than were lynched at the height of segregation.

 

SEGREGATION

 

At first glance, one might assume segregation to be a thing of the past. There are no more separate lunch counters, separate bathrooms, separate schools, etc.

Brown vs. Board of Education made it illegal for public schools to be “separate but equal” because if they were separate, they were rarely equal.

Certainly progress was made in this regard during the 1960s, ‘70s and ‘80s. But as time has gone on, integrated schools just haven’t been a priority – even for the Obama Administration.

When you look at public schools today what you see is increasing segregation. Many districts are as segregated or worse than they were before the 1950s. So-called school choice initiatives have only made it worse with charter and voucher schools springing up that cater to one race at the expense of another. Cadillac charters open in otherwise economically diverse neighborhoods swooping in to provide white flight. Big corporations start cut-rate charters with empty promises for black kids while bleaching the student body at the neighborhood’s traditional public school.

But school choice isn’t the only problem. Economics plays a factor, too. Public schools often are funded based on local property taxes, so poor kids get much fewer resources for their schools than rich kids. And since most black students are poor, this provides a stealthy way to funnel more money and resources to the white kids than the black ones.

We don’t call it segregation because it doesn’t just affect minority children. It affects poor whites, too. Everyone agrees there’s a problem, but policymakers only propose measures that make it worse. Instead of fixing underlying inequalities, we punish under-resourced schools for the very academic problems they don’t have the resources to successfully eliminate. Instead of providing more and better equipped teachers, we hire lightly trained temps through Teach for America thereby reducing both the quality of education and the cost. Meanwhile private corporations line-up to start testing corporations, test prep publishers and for-profit charter schools at the expense of black and brown kids.

None of it would be possible without segregation. Our schools today are at least as separate and unequal as they’ve ever been. And no one in power cares.

 

VOTING RIGHTS

 

Perhaps the only progress we’ve made is in black people’s suffrage. At the time of the Civil War even in the North, blacks couldn’t cast a ballot or their vote was worth significantly less than that of white people. At least today people of color get the same say in the political arena as anyone else.

Or do they?

Since the Supreme Court gutted the Voting Rights Act, a plethora of states in both the North and the South have passed laws to make it harder for people of color to vote.

Voter ID laws have sprung up across the country requiring citizens to present photo identification at the polls. However, just any picture ID won’t do. These laws require exactly the types of identification black people are least likely to have. In addition, states pass restrictions on early voting making it difficult for black churches to help the majority of their congregations who don’t own cars to physically get to a ballot box. Likewise, polling places in black areas of town are closed forcing minorities to endure long lines to vote while people from white areas of town just waltz right in.

It’s not an outright ban on black voting. But it represents continued hurdles just as the Jim Crow laws of old required literacy tests, poll taxes and other forms of intimidation.

 

CONCLUSIONS

 

When we look closely at our society and how it treats blacks vs. whites, it becomes clear that something is terribly wrong.

There is deep inequality, deep inequity, deep assumptions about the relative worth of various peoples. In fact, our society creates and perpetuated these injustices. It’s baked into the system, taught to us in our unspoken assumptions, our prescriptions of right and wrong, propriety and norms.

If we step back and look at it from the long view, we can see exactly where this came from. It’s not new. It didn’t fall from the sky like a mysterious alien artifact.

The racism of today is merely the continuation of the racism of yesterday. We pride ourselves that we’re better than our forbears, but it’s only a slight matter of degree.

Black people still are subject to a form of slavery in our system of mass incarceration. They are lynched – often by law enforcement – with little to no consequences for their killers. They go to increasingly segregated schools. And they often endure severe obstacles in order to vote.

Therefore, the battles of the 1860s and 1960s have never fully been decided. The Civil War is not yet over. Slavery continues in a new form. And racism is entrenched in our nation, communities and people.

But if we recognize that, we’ve taken the first step to building a new and better world.

Former NFL Quarterback Supports Public Schools. That’s Right. PUBLIC Schools!

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So I’m in my classroom today, teaching, when I see something that stops me cold.

The door opens and in comes former Steelers backup quarterback Charlie Batch.

My mouth falls open. I don’t know what I was talking about. Vocabulary words or something.

The class of 8th graders falls silent, too. All eyes are on the two of us.

Batch looks me right in face with a big smile.

“Here you go,” he says and hands me a shopping bag full to bursting with school supplies and an extra-large tub of hand sanitizer.

By this time I’m probably blushing and grinning like my teeth are about to escape my face.

I hope I was able to mouth a “Thank you,” before he left, but I’m not really sure.

It all kind of happened in a daze.

He came. He gave me supplies. He left.

I guess I shouldn’t have been so taken by surprise.

Batch is a frequent face in my district. After all, he graduated from here, himself, before moving on to college and professional sports.

At the beginning of every year, Batch brings school supplies to every teacher in every building in the district. This was just the first time I was actually in the classroom when he dropped them off. Usually he sneaks in when I’m at lunch duty or in the computer lab. I find them in a neat pile on my desk with a note of thanks – to me!

It’s almost like he doesn’t want to draw attention to it. Almost like he doesn’t want to make us feel like we need to thank him.

It’s his quiet way of giving back to the community that made him.

In some ways it’s the most natural thing in the world. In others it’s truly amazing.

Lots of celebrities make charitable contributions to their communities. Many even put that money into their hometown. But how many invest in the public school system?

Most only seem to have eyes for charter schools. You know – those often cut rate, fly-by-night institutions that are privately managed and publicly funded. Schools that pop up in store fronts or in the mall with a celebrity name on the door and little else.

Rapper Pitbull has opened three of these dubious institutions. Pro-Football Hall-of-Famer Deion Sanders opened two – and closed them both last year. Tennis star Andre Agassi has founded a few and co-founded an organization that rents out properties to other charter schools at a profit. Former NBA players Jalen Rose and Kevin Johnson opened some, too, though Johnson is being investigated for misusing federal funds at his institutions. He likes the industry so much, he even married one of its chief advocates, former D.C. Schools chief Michelle Rhee.

But Charlie Batch? He hasn’t opened a single charter school.

There is no shiny building with his name on it. He hasn’t hired a corporate management team to increase his brand. He isn’t bragging in the newspaper about how he’s “Mr. Education” as Pitbull tried to rename himself.

No. He gives his money to the same public school from which he graduated. And then some!

He did start a charity called the Best of the Batch Foundation, which engages in several initiatives to help underprivileged children in the Pittsburgh region. The organization gives out free backpacks – or Batch Packs – to children in need. More than 7,500 have been distributed to date. About two thirds of my students have them. I can’t imagine what they’d do without them.

Batch also participates in Read Across America Day every March 2. The two-time Superbowl champ visits several western Pennsylvania schools to celebrate Dr. Seuss’ birthday while reading to children his favorite works by the author.

The project is sponsored by the National Education Association (NEA). That’s right. The largest teachers union in the nation. Batch isn’t throwing stones at teachers. He’s out there on the front lines helping us reach children.

In addition, every year Batch partners with the local Rotary Club to help promote literacy. He goes into the schools to read to third graders and give each one a free dictionary. Children also receive lessons how to use them and become word conscious. For some students, this is the only dictionary in their house, and it becomes a tool for all their brothers and sisters up through high school.

Batch also works with local business partners to provide 13 college scholarships to help defer the cost of higher education for needy children. Scholarships range from $1,000 to $8,000 per recipient.

Batch also knows the importance of pre-school. He works with local businesses to provide pre-kindergarten scholarships through the Educational Improvement Tax Credit (EITC) and Opportunity Scholarship Tax Credit (OSTC) programs.

And those bundles of school supplies that he hands out every year – each one contains more than $250 worth of pencils, paper, tissues, etc.

That’s not just a donation. It’s a pencil in the hand of a student who doesn’t have one. It’s notebook paper for a child whose parents are working three jobs just to make ends meet. It’s tissues and hand sanitizer so kids won’t get sick and miss class.

I can’t tell you how much it means to my students and me that Batch is there for us.

He knows what challenges we face because he’s there with us. He isn’t criticizing. He’s taking action.

If only more celebrities would value deeds more than words. If only more people would put themselves out there for our public schools.

If only more people were like Charlie Batch.


NOTE: Charlie Batch also donates school supplies to teachers at our local Propel Charter School. It’s a fact noted nowhere on the Batch Foundation Website. In fact, nowhere does he boast of all the schools he visits. In an age of philanthrocapitalists more concerned about controlling the fields where they donate, Batch is an anomaly. He is apolitical and pro-child.

If You’re Not a Feminist – What the Hell is Wrong with You!!?

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I am a male human being.

And you’d better believe I’m a feminist.

I wear that label proudly.

The other day a friend of mine heard one of my articles was published in Everyday Feminism. And he said, “Kind of a backhanded compliment. Isn’t it?”

Hell no!

What does that mean? Would someone suppose that a man being considered a feminist somehow made him less of a man?

On the contrary. I think it makes him more of one. It makes him a decent freakin’ person.

I just don’t understand this ridicule and fear of being called a feminist. I see it in both men and women.

The other day a co-worker said she’s all for the idea that men and women deserve equal pay for the same job, but she doesn’t consider herself a feminist.

Why the Hell not? That is a distinctly feminist point of view.

There seems to be this stigma about the term as if being a feminist was tantamount to being some sort of radical troublemaker. Some folks seem to think that feminists essentially hate men and seek them grievous harm.

It’s ridiculous.

A feminist is just someone who thinks men and women should have the same rights and opportunities.

That’s it. You can add more complicated terms, talk about economic, social and political rights, but it’s the same darn thing.

Being a feminist just means you’re not an asshole. That’s not a gender-specific value. Nor should it depend on your political affiliation, sexual preference or spirituality.

If you think all people, regardless of what they’ve got between their legs, deserve to be treated fairly, then SURPRISE! You’re feminist!

In the words of activist and academic Cheris Kramarae, feminism is “the radical notion that women are people.”

Some folks try to convince you otherwise. They play a card from the racist playbook. It goes like this:

Stop saying ‘Feminism.’ Women don’t deserve equal rights. All people do.

It’s the same passive aggressive trick of the closeted white supremacists who attack Black Lives Matter activists because “All Lives Matter!”

Listen, skeezicks, no one said “ONLY Black Lives Matter” just like no one said “ONLY women’s rights matter.” What you’re complaining about is pure baloney – a way to shut down the conversation and stop people from talking about inequalities that actually exist for women and people of color.

And don’t assume I’m excluding transgender people, either. LGBTs are just as deserving of fair treatment as cisgender folks, heterosexuals or anyone else.

Yes, feminism calls attention to the plight of women. It deserves that attention. We have a lot of work to do making that right. Why should I feel guilty about bringing that up?

I am perfectly comfortable being called a feminist. I have a mother, and I love her. I have two grandmothers, an aunt, a wife, a daughter. Most of us, whether we’re women or not, have important relationships with someone of the female persuasion. I can’t imagine why anyone would want to deny those loved ones equal treatment.

But you don’t have to know or care about a single woman. You could have sprung from the ground like a mushroom and lived in a dark corner without meeting anyone all your life. Why would you want to deny half of the human race fair treatment?

It’s a deep seated psychosis. Like so much else, the current Presidential election has brought it even more to the forefront.

For the first time in American history, a woman tops the ticket of a major political party. (She’s not even the only one. The Green Party has an impressive female candidate, too!) And just like in 2008 when Barack Obama became the our first President of color, the crazies are coming out of the woodwork.

I even had a female acquaintance tell me she couldn’t support Hillary Clinton because she didn’t feel comfortable with a woman in the Oval Office. She thought a woman would be too emotional to make those kinds of life-and-death decisions.

What a pile of crap!

It doesn’t matter if you support Clinton or not. Being a woman does not disqualify her from the Presidency. Women make life-and-death decisions every day. In fact, given that many women have the very machinery of life embedded in their own bodies, they may be MORE suited to these decisions than men. After all, they are empowered to decide whether new life comes into the world. They literally give birth to the future.

Men can be important parts of the process. But it’s not biologically required to the same degree.

Being the father of a daughter is the most important relationship in my life.

And I’ll admit it made me think about gender issues more deeply.

All parents see the world anew through their children’s eyes, and what I see from my little one’s point of view doesn’t fill me with confidence.

I see everywhere women have to prove themselves just to get in the door while men are assumed to be worthy of a shot just by virtue of their masculinity.

People listen to men more seriously than they do women. People expect men to take the lead. They expect women to follow. Men have much higher representation in almost all valued professions – doctors, lawyers, politicians.

It’s no wonder school teachers get no respect. They’re mostly women. As one of the few males in front of the classroom, I see this first hand on a daily basis.

So I try to do what I can to protect my daughter from ingesting these cultural stereotypes and sick ways of thinking.

Just the other day, we were listening to a Joan Jett song, and my little one asked if there were many good women rock stars. I responded by making her a playlist on my iPod filled with nothing but female fronted music groups. It’s full of artists like No Doubt, Cyndi Lauper, the Pretenders, Heart, Lauryn Hill, Patti LaBelle and Fiona Apple.

My daughter loves it. When we ride around in the car she invariably asks for “The Girl Album,” and I get it. She likes hearing people like her in that role. She likes seeing that it’s a possibility, that girls don’t have to take a backseat. They can lead. They’re just as important as boys any day.

That’s what being a feminist means.

It’s challenging your own patriarchal ways of thinking. It’s continually asking ‘Is this fair?” It’s having the courage to challenge the status quo and siding with the oppressed against the oppressor – even if the oppressor looks like you.

So Hell Yeah I’m a feminist. And if you’re not – really – what is wrong with you!!?

Instead of Nixing the Keystone Exams, PDE Recommends a Cornucopia of Tests

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The answer is in.

After a summer of intense study, the Pennsylvania Department of Education (PDE) has a solution to our exit exam problem.

Last year we almost failed half of our high school seniors state wide because they couldn’t pass all three of our poorly constructed Keystone Exams. So we decided not to count the scores for two years in order to find a way to fix the problem.

And now PDE has a recommendation for the legislature.

Drop the Keystone Exams? Base graduation on the completion of high school classwork?

NOPE.

PDE still loves standardized testing. It just wants to give kids more choice about which standardized tests they can take.

Instead of having to pass the Keystone Exams in Algebra I, Literature and Biology, state policy-makers suggest a veritable Whitman’s Sampler of test-heavy paths to graduation.

Four choices.

Four paths to a diploma.

And they all involve lots and lots of multiple choice, sharpen-your-number-two-pencil, standardized tests.

PDE suggests that students can:

1)         Achieve scores on all three Keystone Exams that when averaged out produce a passing score. So maybe you fail the Biology test but your Algebra I and Literature scores are high enough to even out to a passing score.

2)         Achieve a passing score on some other standardized test approved by the state – SAT, ACT, etc. So maybe you take the Keystone Biology exam and the SAT for English and Math.

3)         For vocational students only – get passing grades in your high school classes, and pass a standardized assessment made for vocational students or otherwise provide evidence of success in that field of study.

4)         Get passing grades in your high school courses and provide at least three pieces of evidence of postsecondary success. More on what counts as evidence later.

PDE estimates these new alternative graduation requirements will be much more effective than the old ones.

The first option of allowing an average score on all three Keystone Exams, for instance, would mean that 72% of Pennsylvania students would thus be eligible for graduation vs. 51% under the old requirement.

The remaining 28% of high schoolers could then meet the graduation requirement by following one of the other three paths.

In most cases, this means more standardized testing – you just get to choose which test to take.

Under the fourth option, students only need to pass their courses and provide three pieces of evidence that they deserve to graduate. But what counts as evidence?
Please pick three from the following menu:

1)         Earn a passing grade in a dual enrollment course. In other words, pass a class in high school that will count as a college credit – maybe an advanced foreign language or math.

2)         Pass the Armed Services Vocational Aptitude Battery (ASVAB) – the entrance exam to qualify for military service. I don’t think you have to actually enlist, but you have to take and pass the test.

3)         Get a letter from an employer guaranteeing you have full-time employment after high school.

4)         Attain a high value industry credential.

5)         Get a certificate that you successfully  completed an internship related to your career goals.

6)         Pass a standardized test such as the PA Career Academic Work Standards assessment and/or SAT.

One notable absence from these choices is a Project Based Assessment (PBA).

Previous legislation allowed students who failed the Keystones to complete PBAs in place of one or more tests. Students would research a specific topic with a trained tutor who would evaluate students’ work and provide feedback. It was designed for students unable or unwilling to pass specific Keystone Exams.

However, this was extremely expensive.

Over the past year, approximately 6,700 students throughout the state completed 15,700 PBAs. In many cases, it took them more than 30 hours to finish each assessment. This put a tremendous burden on local school districts to hire additional staff and remediate students from missed coursework. It also cost the state more money to hire additional people to score the PBAs.

According to the report, an unnamed suburban southeastern district told PDE it had to hire nine specialists at a cost of $900,000. A large unnamed urban district estimated PBAs would cost it an additional $4.1 million. PDE, itself, would need an additional $7 million to grade these assessments.

There were also concerns of whether the PBAs could be completed in a secure fashion to make sure students weren’t cheating. However, the majority of concerns were financial.

As a result, PDE recommended doing away with PBAs.

This leaves the question of what to do with students whose parents opt them out of standardized testing. Under previous legislation, these kids could take PBAs. It is unclear what they could do now to achieve the graduation requirement since so many of the options suggested by PDE involve taking some form of standardized test.

It remains to be seen if lawmakers decide to trample on parents rights in this way.

So that’s it. Four paths to graduation.

There are many ways in which these alternatives are an improvement to the old pass-the-Keystones-or-else requirement.

First, the new plan acknowledges that students don’t need to be equally strong in all academic areas. Someone going into technical school has less reason to demonstrate skill in Biology than someone entering the medical field, for instance.

Also, this provides different options to qualify for a diploma instead of different kinds of diplomas. It had been suggested that students who don’t pass all tests might get a second tier diploma, perhaps even one of several tiers of diploma. So a blue diploma might mean you did pretty good, but not as good as a gold diploma, etc. We can be thankful PDE nixed that terrible idea.

Another positive is that PDE acknowledges standardized tests are not the only possible measure of success. Moreover, some measures of that success can be fairly determined at the district level.

Personally, I wish they went further with this. The authors of the report admit that colleges and employers rarely look at standardized test scores. Report card grades are a much better predictor of future success at both the college and career level. PDE cites three different peer-reviewed academic studies that come to this conclusion, but state education officials don’t have the bravery to likewise conclude that standardized assessments are unnecessary. Instead they play around at the edges, allow choice among standardized assessments and a complicated metric relying heavily on these assessments.

Moreover, as refreshing as it is to have state government admit that we can trust our local school districts to make some decisions about their students, why can’t we go one step further and say local districts can determine who deserves a diploma, in the first place? For centuries this is exactly what our schools did. In fact, the majority of people currently holding down jobs were determined to be ready for those jobs or their college experiences by just those same local school districts. Is America so incompetent that it needs standardized test corporations to bless everyone before being allowed to graduate? Would we be a better nation if everyone had to pass a standardized test to qualify for the workforce?

In short, the report from PDE certainly represents an improvement on the current Keystone Exam graduation requirement. However, it shows a real lack of courage and conviction by state functionaries.

There is no academic reason to have a graduation requirement beyond traditional coursework. It will only suppress the graduation rate as it has in other states in which it has been enacted. If we really wanted to increase the quality of high school graduates, we’d invest in them. We’d lower class size. We’d provide a wide curriculum. We’d provide equitable funding for children at different points on the socioeconomic scale. We’d provide services and tutoring for our most disadvantaged students.

Instead, we’re still just putting up more hurdles and demanding kids pull themselves up by their own bootstraps.

Something clearly must be done.

If the legislature doesn’t make changes, the requirement to pass all three Keystone Exams will apply to current high school freshman and sophomores.

There’s never been an exit exam like this in Pennsylvania before – in fact, almost the entire workforce, business community and state leadership somehow managed to get by without one. But whatever; these children today need to prove themselves.

Kids, passing your courses isn’t enough anymore. You’ve got to pass a test. Several of them in fact.

Never mind that you have to pass tests to succeed in your courses. THOSE tests are designed by teachers. You have to pass a real test – something designed by a corporation.

As big business continues to floods our lawmakers with campaign cash, somewhere along the way our representatives decided to spend a truckload of our tax dollars on big business – to make tests. Can’t imagine why.

In 2014, the legislature decided you’d have to pass a series of 10 Keystone Exams in core subjects. Fail even one of them and you’d get nothing but a certificate of attendance. So 12-13 years of schooling and you get this:

“Hey! Remember Paulie?”
 
 
“Yeah?”
 
 
“He was here.”

However, creating 10 brand new tests costs an awful lot of money. Pennsylvania shelled out more than $200 million before lawmakers said, “Okay, that’s enough,” and stopped with just the three we have. But before even these could be made permanent prerequisites of graduation, the scores came in.

It wasn’t good. About half of all students in both traditional public schools and charter schools couldn’t pass them all.

Why?

Well, the Common Core aligned tests were of dubious quality and zero validity based on actual educational research. Also, we cut off educational supports by slashing school budgets by almost $1 billion a year. Oh, and we spent way more money on rich students than poor students earning us the dubious distinction of having the most inequitable school funding in the nation.

Not exactly a recipe for success.

So what was the state to do – move forward and withhold diplomas for half of all students? Or Toss out the tests and move on?

Instead, lawmakers came up with a unanimous compromise – more time. The legislature decided to pause the Keystone requirement for two years in order to better study what could be done.

And now PDE has it’s test heavy solution to move forward.

People of conscience need to stand up and oppose any kind of additional exit exam in Pennsylvania. Parents, teachers and students need to band together. School board directors need to pass resolutions. Thoughtful lawmakers need to put forward progressive legislation.
The resistance has already begun.

State Senator: Get Ready to Sue the PA Department of Education Over Common Core Testing

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Pennsylvania State Sen. Andrew Dinniman is mad as Hell and he’s not going to take it anymore.

The West Chester Democrat is furious at the state Department of Education (PDE) over the Keystone Exams.

In February, the legislature unanimously passed a law to delay for two years using the Keystones as a graduation requirement for public school students. The exams will still be given to high school students in Algebra I, Biology and English, but passing them is not necessary to receive a diploma. During this time, the legislature is supposed to investigate alternate assessments above and beyond standardized testing.

However, Dinniman sent out an email to supporters this week claiming PDE is “blatantly ignoring the law and issuing directives to local school districts to use the exam if they want to for graduation.”

This goes against the delay, says Dinniman. The legislature is unsure requiring the Keystone Exam is a good idea, yet the state Senator contends the current administration is advising districts to move forward anyway.

Under the old law that was put on hold by the delay, if parents decided to opt their children out of standardized testing, students had to complete a Project Based Assessment. However, even though there is no test-based graduation requirement for current seniors, Dinniman says PDE still is forcing these children to complete Project Based Assessments.

“It appears that PDE is forcing the children of parents who opted out to take the Project Based Assessment, whose use is currently suspended by the legislature,” he says.

“There seems to be no respect by PDE for the rights of parents concerning their own children.”

Dinniman, who also serves as minority chair of the Senate Education Committee, has long been a critic of the Keystone Exams. He lead the charge to delay their implementation.

Now that PDE seems committed to the project despite concerns by legislators, he is asking for parents and other concerned citizens to contact him about suing the organization.

“If you know parents or organizations who might want to take PDE to court or file amicus briefs, let me know…  This is a matter of great importance. A number of us have been working for years against excessive testing and have serious concerns about Common Core.”

He will hold an open meeting for those concerned about the issue on Monday, Sept. 12, at 7:30 pm in his district office along One North Church Street in West Chester.

One of the issues at stake is the exorbitant costs of the Keystone and Pennsylvania System of School Assessment (PSSA) tests. With education budgets shrinking at the federal, state and local level, this money diverted to huge testing corporations could be better spent elsewhere.

Since 2008, the Commonwealth has spent $1 billion to proctor, grade and create new versions of the PSSA and the new Common Core-aligned Keystone Exams. Of that figure, $741 million went to Data Recognition Corporation.

Dinniman included in his email an explanation of the Commonwealth’s contract with Data Recognition Corp., a chart showing how much has been paid to the company, a list of materials PDE requested from the company but that has not yet been provided and an article written by education historian Diane Ravitch published in the New York Times explaining why these tests are troublesome.

In 2013, the state Conference of NAACP Branches issued a statement condemning the Keystone graduation requirement in extremely strong terms.

The organization called it a “present day form of Eugenics”, “a human rights violation”, “a clandestine social movement that strips children of their dignity and self worth” and that it would deprive impoverished and minority students  “of decent income, decent food, decent homes, and hopeful prospects as well as the security of justice.”

The statement can be read in full here.

In the halls of state government, Dinniman has been one of the most vocal critics of high stakes testing and national academic standards.

“I have been fighting against the use of these standardized tests as the sole determinants of high school graduation since they were first proposed by the previous [Corbett] administration in 2012.”

“Strong standards and effective assessments are needed in our schools, but they must come with the necessary resources and support to be implemented in a way that does not negatively impact both students and taxpayers,” he says.

Chester County, where Dinniman is from, has been a hotbed of testing criticism. Located in the southeastern most part of the state, parents, teachers and students publicly spoke out against the exams. Almost all school boards in the county passed resolutions opposing the Keystones and 58 superintendents and Intermediate Unit Directors up through the Philadelphia suburbs also expressed opposition.

If the delay had not been approved, this year’s seniors would have been required to pass all three Keystone Exams in order to graduate. Now the exams won’t be a graduation requirement until the 2018-19 school year.

The federal government still requires the exams be given for evaluative purposes, but it was the Republican dominated Tom Corbett administration that went the extra step of making the exams necessary to receive a diploma.

The delay is supposed to provide additional time to resolve consequences of implementing the exams. This means investigating and reporting on the following:

    • Alternative methods for students to demonstrate proficiency for graduation in addition to the Keystone Exams and project-based assessments.
    • Improving and expediting the evaluation of the project-based assessments.
    • Ensuring that students are not prohibited from participating in vocational-technical education or elective courses or programs as a requirement of supplemental instruction.

Moreover, the newly passed federal K-12 education legislation, the Every Student Succeeds Act (ESSA), allows the Commonwealth even more leeway to implement fairer and more affective means of assessment, Dinniman says.

“Until now, education policy has been largely dominated by regulations implemented by the State Board of Education in accordance with the federal government. Some of these regulations seemed to be enacted with little to no consideration of fiscal impacts or educational value,” Dinniman said.

“However, the state legislature has a Constitutional duty and responsibility to oversee and provide for ‘a thorough and efficient system of public education.’ Going forward, I believe the legislature will be more aggressive in reasserting its role in the process.”

Dinniman can be reached by phone at 610-692-2112 (District Office) and 717-787-5709 (Harrisburg Office).

He can be reached by email here.

He is on Facebook and Twitter.

Below is the full text of Dinniman’s Email:


(Source: optoutpa.blogspot.com)

 

To Supporters of Ending Common Core Exams in Pennsylvania:

Despite Act 1 of 2016, which suspended any use of the Keystone exams or the Project Based Assessments for graduation purposes during the two year period of 2016-18, the Pennsylvania Department of Education (PDE) is blatantly ignoring the law and issuing directives to local school districts to use the exam if they want to for graduation.

It certainly appears that PDE has shown their solid commitment to the Common Core testing process and the continued collection of data.  They don’t seem to care about or respect the law.  This is not government by the elected legislature but government by the bureaucracy.

You will be interested to learn the taxpayers of Pennsylvania, since 2008, spent $1.1 billion on these Common Core tests, with $741 million of that going to one testing company, Data Recognition Corporation (DRC).

Please view the supporting material at the following links:
1. An explanation of the Data Recognition Corp. (DRC) contracts.

2. A chart showing the DRC contracts, which come to $741,158,039.60, and the total paid to date of $440,512,625.69.

3. A listing of material requested from PDE but, as of this date, not provided.
4. A column from the July 23, 2016 New York Times providing background on these Common Core Exams, which in Pennsylvania are the Pennsylvania System of School Assessment (PSSA) and Keystone Exams.

Additionally, it appears that PDE is forcing the children of parents who opted out to take the Project Based Assessment, whose use is currently suspended by the legislature.  There seems to be no respect by PDE for the rights of parents concerning their own children.

So the question now is “what will we do about this situation?”  If you know parents or organizations who might want to take PDE to court or file amicus briefs, let me know.

In the meantime, I am having a meeting for those concerned about PDE’s actions in my district office, One North Church Street, West Chester, on Monday, September 12th, 2016 at 7:30 p.m.

This is a matter of great importance.  A number of us have been working for years against excessive testing and have serious concerns about Common Core.  Please invite your friends to join in the September 12th meeting.

Respectfully,

Andrew E. Dinniman

State Senator, 19th District