Test-Based Accountability – Smokescreen for Cowardly Politicians and Unscrupulous Corporations

Screen Shot 2017-07-16 at 9.28.59 AM

There is no single education policy more harmful than test-based accountability.

 

The idea goes like this: We need to make sure public schools actually teach children, and the best way to do that is with high stakes standardized testing.

 

It starts from the assumption that the problems with our school system are all service-based. Individual schools or districts are not providing quality services. Teachers and administrators are either screwing up or don’t care enough to do the job.

 

But this is untrue. In reality, most of our problems are resource-based. From the get-go, schools and districts get inequitable resources with which to work.

 

This is not a guess. This is not a theory. It is demonstrable. It has been demonstrated. It is a fact.

 

No one even disputes it.

 

What is in question is its importance.

 

However, any lack of intention or ability on the part of schools to actually teach is, in fact, pure conjecture. It is a presumption, an excuse by those responsible for allocating resources (i.e. lawmakers) from doing their jobs.

 

Any time you hear senators or representatives at the state or federal level talking about test-based accountability, they are ignoring their own duties to properly provide for our public school children and pushing everything onto the schools, themselves.

 

That is the foundation of the concept. It’s hard to imagine more unstable ground from which to base national education policy.

 

But it gets worse.

 

With our eyes closed and this assumption swallowed like a poison pill, we are asked to accept further toxic premises.

 

Next comes the concept of trustworthiness.

 

We are being asked to question the trustworthiness of teachers. Instead, we are pushed to trust corporations – corporations that manufacture standardized tests.

 

I have no idea why anyone would think that big business is inherently moral or ethical. The history of the world demonstrates this lie. Nor do I understand why anyone would start from the proposition that teachers are inherently untrustworthy. Like any other group of human beings, educators include individuals that are more or less honest, but the profession is not motivated by a creed that specifically prescribes lying if it maximizes profit.

 

Business is.

 

Test manufacturers are motivated by profit. They will do that which maximizes the corporate bottom line. And student failure does just that.

 

Most of these companies don’t just manufacturer tests. They also provide the books, workbooks, software and other materials schools use to get students ready to take the tests. They produce the remediation materials for students who fail the tests. And they provide and grade the tests in the first place.

 

When students fail their tests, it means more money for the corporation. More money to give and grade the retests. More money to provide additional remediation materials. And it justifies the need for tests to begin with.

 

Is it any wonder then that so many kids fail? That’s what’s profitable.

 

There was a time when classroom teachers were not so motivated.

 

They were not paid based on how many of their students passed the test. Their evaluations were not based on student test scores. Their effectiveness used to be judged based on what they actually did in the classroom. If they could demonstrate to their administrators that they were actually making good faith efforts to teach kids, they were considered effective. If not, they were ineffective. It was a system that was both empirical and fair – and one to which we should return.

 

In fact, it was so fair that it demonstrated the partisanship of the corporations. Laws were changed to bring teacher motivation more in line with those of big business. Their evaluations became based on student test scores. Their salaries were increasingly tied to student success on these tests. And when some teachers inevitably felt the pressure to cheat on the tests, they were scapegoated and fired. There is no mechanism available to even determine if testing corporations cheat less than penalties for it.

 

After all, what is cheating for a testing corporation when they determine the cut score for passing and failing?

 

Yet this is a major premise behind test-based accountability – the untrustworthiness of teachers compared to the dependable, credibility of corporations.

 

Next, come the scores, themselves.

 

Time-after-time, standardized test scores show a striking correspondence: poor and minority students often do badly while middle class and wealthy white students do well.

 

Why is that?

 

Well, it could mean, as we’ve already mentioned, that poor and minority students aren’t receiving the proper resources. Or it could mean that teachers are neglecting these children.

 

There is a mountain of evidenceundisputed evidence – to support the former. There is nothing to support the later.

 

I’m not saying that there aren’t individual teachers out there who may be doing a bad job educating poor and minority children. There certainly are some. But there is no evidence of a systemic conspiracy by teachers to educate the rich white kids and ignore all others. However, there IS an unquestionable, proven system of disinvestment in these exact same kids by lawmakers.

 

If we used standardized tests to shine a light on the funding inequalities of the system, perhaps they would be doing some good. But this is not how we interpret the data.

 

Finally comes the evidence of history.

 

Standardized testing is not new. It is a practice with a past that is entirely uncomplimentary.

 

These kinds of assessments are poor indicators of understanding complex processes. Answering multiple choice questions is not the best way to determine comprehension.

 

Moreover, this process is tainted by the eugenicist movement from which it originates. Standardized testing is a product of the belief that some races are better than others. It is a product of white supremacy. It was designed by racist psychologists who used it to justify the social structure of past generations and roundly praised and emulated by literal Nazis.

 

It is therefore not surprising that test scores show privileged white kids as superior to underprivileged students of color. That is how the system was designed.

 

Why any educated person would unquestionably accept these scores as valid assessments of student learning is beyond me.

 

Yet these are the assumptions and premises upon which the house of test-based accountability is built.

 

It is a smokescreen to protect politicians from having to provide adequate, equitable, sustainable resources for all children. It likewise protects unscrupulous business people so they can continue to cash in on the school system without providing any real value for students.

 

We must no longer allow policymakers to hide behind this blatant and immoral lie.

 

Not only should voters refrain from re-electing any lawmakers whose constituents children are receiving inequitable school resources, they should not be eligible for re-election.

 

Not only should corporations not be trusted more than teachers, they should be barred from determining success or failure while also profiting off of that same failure.

 

In short, we need to stop worshipping at the altar of test-based accountability.

 

Schools can and should be held accountable. But it cannot be done with standardized tests.

 

Moreover, we must stop ignoring the role of policymakers and business in this system. They must also be responsible. We are allowing them to get away with murder.

 

It’s time to wake up and make them answer for what they’ve done to our nation’s children.

The Problem With Public Schools Isn’t Low Test Scores. It’s Strategic Disinvestment

We-Shall-Overcome-School-Closings

Imagine you’re settling in to enjoy an article on-line or in your favorite print newspaper and you come across this headline:

 

U.S. Schools Ranked Low Internationally!

 

Or

 

Out of X Countries, U.S. Places Far From the Top in Math!

 

You feel embarrassed.

 

Soon that embarrassment turns to anger.

 

Sweat starts to break out on your brow.

 

And then you start to grasp for a solution to the problem – something major, something to disrupt the current system and bring us back to our proper place in the lead.

 

TWEEEEEEEET!

 

That was me blowing a gym teacher’s whistle. I’ll do it again:

 

TWWEEEEEEEEEEEEEEEEEEEEEEEEEEET!

 

Hold it right there, consumer of corporate media. You’ve just been had by one of the oldest tricks in the book.

 

It’s the old manipulate-the-data-to-make-it-look-like-there’s-a-crisis-that-can-only-be-solved-by-drastic-measures-that-you-would-never-approve-of-normally.

 

We also call it disaster capitalism or the shock doctrine.

 

It’s been used to get people to agree to terrible solutions like preemptive wars of choice, warrantless wiretapping of civilians, torturing prisoners, defunding public health programs and scientific research – just about everything the Koch Brothers, the Waltons, the Broads, Gateses and other billionaire hegemonists have on their fire sale wish list.

 

In the case of the American educational system, it’s the impetus behind high stakes standardized testing, Common Core, Teach for America, and charter and voucher schools.

 

And they’re all justified by misinformation about student test scores.

 

The argument goes like this: Our Kids Are Failing!? Quick! Standardize and Privatize Their Schools!

 

First, education isn’t a race.

 

There is no best education system followed by a second best, etc. There are only countries that meet their students needs better than others.

 

And if you really wanted to determine if our country was meeting student needs, you wouldn’t appeal to test scores. You’d look at specific needs and assess them individually.

 

But you rarely see that. You rarely see an article with the headline:

 

U.S. Schools More Segregated Than Any In The Industrialized World!

 

Or

 

Out of X Countries, U.S. Spends Most on Rich Students and Least on Poor Ones!

 

Second, we need to ask ourselves if standardized test scores are really the best way to assess (1) student learning and (2) the education system as a whole.

 

Multiple choice tests are written by large corporations that profit more off of student failure than success. That’s not exactly an objective measure.

Students are considered passing or failing based on an arbitrary cut score that changes every year. That’s not exactly unbiased.

 

Moreover, standardized tests are always graded on a curve. That means no matter how well students do, some will always be considered failing. We cannot have No Child Left Behind when our assessments are designed to do just the opposite – it’s logically impossible.

 

But whenever the media turns to these international rankings, they ignore these facts.

 

They pretend it’s a horse race and we’re losing.

 

I kind of expect this from the corporate media. But when so-called progressive writers fall into this trap, I have to wonder if they’re just lazy or ignorant.

 

At best, these test scores are a second hand indication of structural inequalities in our public education system. It’s no accident that student from wealthy families generally score higher than those from poor ones. Nor is it pure misadventure that minority children also tend to score lower than their white counterparts.

 

These tests are economically, racially and culturally biased. They are completely unhelpful in determining root causes.

 

Thankfully, they’re unnecessary. It doesn’t take a standardized test to determine which students are receiving the least funding. Nor does it take a corporate intermediary to show us which schools have the largest class sizes and lowest resources.

 

The sad fact is that there are an awful lot of poor children attending public school. The U.S. has one of the highest child poverty rates in the industrialized world. And despite spending a lot on our middle class and wealthy students, we’re doing next to nothing to actually help our neediest children.

 

A large portion of U.S. public schools have been left to their own devices for decades. What’s worse, when they struggle to meet students’ needs, we don’t swoop in with help. We level blame. We fire teachers, close buildings and privatize.

 

There’s absolutely zero proof that changing a public school to a charter school will help, but we do it anyway. There’s not a scrap of evidence that sending poor kids to a low end private school with a tax-funded voucher will help, but we do it anyway.

 

Think about it: why would getting rid of duly-elected school boards help kids learn? Why would allowing schools to spend money behind close doors with zero public accountability boost children’s ability to learn?

 

Yet our policymakers continue to push for these measures because they have no intention of helping poor and minority public school students. They just want to enrich their friends in the school privatization industry. They just want to divert public money to testing corporations and book publishers.

 

THAT is the problem with America’s education system.

 

Not test scores.

 

It’s time our nation’s journalists give up this old canard.

 

We must be honest about why our public schools struggle. That’s the only way to find real solutions.

 

We must acknowledge the increasing segregation – both racially and economically. We must acknowledge the blatant funding disparities. And we must acknowledge how the majority of education policy at the federal, state and local level has done little to help alleviate these problems – in fact it has exacerbated them.

 

We need to stop testing and start investing in our schools. We need to stop privatizing and start participating in our neighborhood schools.

 

And most of all, we need to stop the lies and disinformation.

Where Did All The Integrated Schools Go? Why Segregation is Still Bad

 Screen Shot 2017-07-05 at 2.22.58 AM

School segregation is bad.

 

Still.

 

It is shocking to me that in 2017 making this argument remains necessary.

 

But everywhere you look in the education debate you’ll find people clinging to their segregated charter schools, pushing for more segregated school vouchers, and lobbying to increase segregation at our traditional public schools.

 

You might be forgiven for thinking that the issue was resolved way back in 1954 when the US Supreme Court ruled in the landmark Brown vs. Board of Education case.

 

Justices decided that it was unconstitutional to have substandard schools for black and minority students while also maintaining pristine schools for white children, as was the practice in most parts of the country at the time.

 

They struck down the previous justification of “separate but equal” because when you have separate schools, they are rarely equal.

 

You might think that’s just common sense. When you have schools just for blacks and schools just for whites, the resources aren’t going to be divided fairly or evenly. One group will always get the upper hand. Better to mix the two groups so it’s harder to select against one or the other.

 

And this is true of almost every cultural division you can think of: race, gender, class, religion, etc. The only way to protect everyone is to make it harder to hurt one group without hurting them all.

 

Everyone should already know that. But it still strikes some as news.

 

What may be less well known is the long, racist history of resistance to this ruling. In fact, what we now call “school choice” was invented during this time as an explicit attempt to avoid desegregation. “Charter Schools” and “School Vouchers” are modern terms that could almost as easily be used to describe the multifarious discriminatory attempts to stop racial mixing by reference to “choice.”

 

Take vouchers – allocating tax dollars to parents so they could “choose” to send their kids to private schools that won’t accept minorities – they tried it.

 

Or charters – setting up schools that are privately run but publicly funded so parents can “choose” to send their kids to schools allowed to discriminate against minorities during enrollment – they tried it.

 

And they’re still trying it and getting away with it.

 

It took decades for Brown v. Board to truly be enforced nationwide, and even after it became unavoidable, the fight to undermine it never truly died.

 

Betsy DeVos probably doesn’t consider herself a segregationist. Barack Obama probably doesn’t consider himself an advocate of “apartheid education”. But that’s what the policies each of them support actually accomplish. Both major political parties have been complicit – and are still complicit – in keeping our public schools separated by race and class.

 

There’s big bucks in it. Privatization means reducing accountability and transparency for how tax dollars are spent, which means unscrupulous corporations can pocket public money with no questions asked.

 

But it’s not just the charter and voucher industry that increase segregation. Our traditional public schools have also become separate and unequal.

 

After initial progress, our traditional public schools have been allowed to slip back into segregation. In many parts of the country, they are actually more segregated today than they were at the height of the civil rights movement in the 1960s.

 

According to a report from the U.S. Government Accountability Office, from 2000 to 2014, school segregation has more than doubled nationwide. That’s twice the number of schools comprised almost entirely of students living in high poverty and/or students of color.

 

The number went from 7,009 to 15,089 schools. And that’s just the worst offenders – schools with more than three quarters of students from only one race or class. Throughout the country there are thousands more schools not as extreme but still serving mostly poor and/or minority students, and thus receiving fewer resources, more teacher layoffs, dealing with larger classes and crumbling infrastructure.

 

It wasn’t always like this.

 

Classrooms were the most diverse from the 1970s through the early 1990s. At peak integration, four out of 10 black southern students attended a white school, while less than a third of all black students attended majority black schools.

 

What went wrong? The Supreme Court.

 

The highest court in the land laid down a series of decisions, starting with Milliken vs. Bradley in 1974, that effectively put the breaks on school integration. In fact, that first case is often criticized as “one of the worst Supreme Court decisions” ever.

 

It dealt with Detroit’s plan to integrate students by busing them from the inner city to the suburbs. The court ruled that such a plan was unconstitutional, because black students only had the right to attend integrated schools WITHIN THEIR OWN SCHOOL DISTRICT. If few white people lived there, well oh well.

 

And thus, de facto segregation was born.

 

If black and white people didn’t live together in the same neighborhoods – and they rarely do – then they wouldn’t be forced to go to school together. Forget that banks and insurance companies often refuse or limit loans, mortgages, and insurance to people of color for properties within specific geographical areas – a practice known as red lining. There was nothing municipal or school officials from minority jurisdictions could do to force integration across these artificial borders.

 

Between 1991 and 1995, the Court made matters even worse in three additional rulings. Justices decided that integration was merely a temporary federal policy and once the imbalance was righted, school districts should be released from any desegregation orders.

 

The results can be seen in almost every traditional public school in the country. There are rich schools and poor schools. There are black schools and white schools. And our federal and state education policies take advantage of the separation making sure that privileged schools get the lions share of resources while the others have to make do with less.

 

It is the key issue holding back our system of public education. Almost every school where students have low test scores has a disproportionately high level of poverty and students of color. If our schools were truly integrated, there would be none labeled “failing.” There would only be students who need extra help though they would be equally distributed throughout and thus not stigmatized. Unfortunately, re-segregation has allowed an easy scapegoat, and this, in turn, has been an excuse to build more charter schools and pass more school vouchers that drastically increase that same segregation.

 

Some people look at this situation and claim that it means we should abandon traditional public schools. If they’re already segregated, they argue, we should just invest in the choice schools.

 

However, doing so would not solve any of our problems. It would only exacerbate them. The solution to smoking is not more cigarettes. It’s quitting.

 

School segregation is terrible. That’s true at charter, voucher and traditional public schools.

 

The presence of segregation is no reason to abandon public education. It just means we need to fix it.

 

We need to overturn these destructive and short-sighted Supreme Court decisions. We need federal and state policies that recommit us to integration. At very least, we need a moratorium on new charter and voucher programs.

 

We need to value all children, not just those who resemble us racially, socially and/or economically.

 

That’s why school segregation is so bad.

 

It divides our children into discrete groups. It sets up the social structure and ensures the privileged will continue to be prized and the underprivileged will continue to be devalued. It teaches children to trust those like themselves and to distrust those who are different.

 

School segregation is the mother of racism and prejudice. And until we, adults, have the courage to tackle it, the next generation will grow up just like us – selfish, racist and blind.

 


John Oliver recently reported on the same issue (Warning: vulgarity):

 

Charter School Lotteries – Why Most Families Don’t Even Apply

Screen Shot 2017-07-03 at 1.33.34 PM

Who gets to enroll in your school?

 

This question is at the heart of the charter school debate.

 

While traditional public schools have to accept any student who meets residency requirements, charter schools can be entirely more selective.

 

They don’t have to take just any student. They can pick and choose based on pretty much whatever criteria they want.

 

Despite the fact that charters are publicly funded and privately run, transparency requirements are so low in most states that regulators aren’t even allowed to check up on their enrollment practices.

 

It’s a situation rife with the potential for fraud and abuse with America’s most vulnerable students often being victimized and huge corporations raking in record profits.

 

Critics say that charter schools routinely accept only the easiest students to educate. They take those with the best academic records, without disciplinary problems or special education needs. This allows them to spend less money to run their schools and claim all their students are doing well because of artificially inflated test scores.
But when critics level such charges against the charter school industry, the most common reply is an appeal to charter school lotteries.

 

When these privatized schools get more applications than they have seats, they often resort to a lottery to determine which students get to enroll.

 

The infamous propaganda movie “Waiting for Superman” had a much quoted scene where poor children held onto their lottery tickets as they hoped and prayed to be saved from a “failing public school.”

 

Advocates claim this is what makes charters fair: Students get in by pure chance.

 

But it’s not true.

 

More often than not, whenever enrollment data is available, it shows that charter administrators are, in fact, selective.

 

Take BASIS School Inc., a charter chain with 18 schools in Arizona, three in Texas and one in Washington D.C. The chain’s schools in Tucson and Scottsdale are highly ranked on Newsweek’s “America’s Most Challenging High Schools” list, and on the Best High Schools list of U.S. News & World Report.

 

However, their enrollment figures show them to be out-and-out cherry pickers.

 

They typically over-enroll Asian-American students and under enroll Latinos. They also enroll a much lower proportion of special education students than the state average and – shockingly – have zero English Language Learners.

 

Despite corporate accolades, this is not a successful model of public education. It is prejudicial, exclusionary and entirely the goal of for-profit educational institutions everywhere.

 

But besides outright corruption from charter administrators, there are other factors that suppress the neediest students from even applying to charter schools.

 

In short, they don’t want to go to these types of schools. They can’t afford losing the services and amenities they would typically receive at traditional public schools. They can’t afford the extra out-of-pocket costs charters demand.

 

Frankly, many charter schools are set up for middle class or wealthier students. Even if accepted, the poor would get fewer services and be forced to pay more than they could afford.

 

1) They Can’t Afford Uniforms

 

Many charter schools require students to wear uniforms. Most traditional public schools do not. Therefore, even though your local charter school is funded by tax dollars, it can be a hefty financial burden to attend.

 

How much more does it cost? That depends. Each charter school has different requirements.

 

For instance, in the New Orleans Parents’ Guide, the cost for a single uniform is estimated at more than $70. That’s at least $350 for a week’s worth of clothes. However, many estimates I’ve seen have been much higher.

 

Many charters require students to wear blazers – something a traditional public school student wouldn’t be caught dead wearing. These are pretty expensive items. They can cost anywhere from $80-$250 each.

 

Moreover, some charters, like most in the KIPP network, require everyday items like socks and shirts to contain an embroidered school logo. That’s at least an additional $10-15 per item.

 

For impoverished parents who routinely shop at local thrift stores or the Salvation Army, charter school uniforms can put them out of reach.

 

To be fair, about 19% of traditional public schools also require uniforms. However, they are typically much less expensive. In fact, they rarely amount to more than requiring clothing to be of a wide variety of colors and/or styles.

 

And if parents can’t afford the extra cost, traditional districts are required to either forgo the requirement or help parents meet it. They cannot deny children an education based on their parents inability to buy uniforms. Charter schools, on the other hand, can.

 

2) They Need Special Education Programs

 

 

Charter schools are rarely – if ever – known for their special education programs. Traditional public schools, on the other hand, are renowned for meeting the needs of diverse students with various abilities. If your child has special needs, going to a charter school simply may not be an option.

 

One reason for this is the basic structure of each type of institution. Traditional public schools are usually much bigger than charter schools. As a result, they can pool their resources to better meet special students needs.

 

At charter schools nationally, disabled students represent only about 7-8% of all students enrolled. At traditional public schools, they average a little more than 11%, according to a Government Accountability Office analysis of Department of Education data. So traditional public schools already have the staff, infrastructure and experience to help these children. Moreover, it would be cost prohibitive for charters to add them, especially when they’re designed specifically to make a profit.

 

Perhaps more troubling is this: charter schools rarely identify students as having special needs. Students who would get extra help and services in a traditional public school setting, do without in charter schools. In fact, parents who feel their children’s needs aren’t being met at charters, often disenroll them and place them back in their traditional public school for the extra help.

 

Parents with students who have learning disabilities or extra needs simply can’t afford letting their children languish in a privatized school setting that may well ignore their child’s individual needs.

 

3) They Need Free/Reduced Breakfast and Lunches

 

Though the state and federal government pay for free or reduced breakfast or lunch programs, charter schools often don’t offer them. Traditional public schools do. It’s that simple. If you’re having trouble feeding your children, sending them to a charter school can mean letting them go hungry.

 

Take Arizona. Statewide, more than 47% of all students receive free or reduced-priced lunch. However, charter schools in the BASIS network have none.  This doesn’t mean none of their students qualify. Clearly some of them do. The BASIS chain has chosen not to participate.

 

Why? Perhaps it’s to keep away students who have greater needs.

 

If so, it’s working.

 

Even when charters don’t actively weed out hard to teach students, they can set things up to make them less likely to apply.

 

4) They Need Busing To-And-From School

 

Often students don’t live within walking distance of their school. Traditional public schools routinely provide busing. Charter schools often do not. If you can drive your child to-and-from school, this is not an issue. If you’re poor and don’t have your own means of transportation, this is an added burden.

 

And if you think this is only a feature of the most fly-by-night charters, think again. The BASIS network – again, which includes some of the highest rated charters in the country – does not provide busing.

 

Traditional public schools are often at the heart of the community. They spring up around community centers, parks, and social gathering places. Charter schools are more often located at new or repurposed sites that can be miles away from the people they serve.

 

When the traditional public school offers a free ride to-and-from school, it can be an insurmountable burden to go to a charter where you have to find another way to get there. Parents who are working multiple jobs and/or the night shift may find it impossible to take their kids to the local charter. But perhaps this is exactly why charters aren’t offering busing in the first place. They don’t want these children.

 

5) They Don’t Have Time and/or Money For Extra Charter Demands

 

Charter schools demand an awful lot from parents. Traditional public schools do not. While children often benefit from involved parents, that’s not always possible. It’s unfair to require parental involvement as a prerequisite of enrollment.

 

Many charter schools require parents to volunteer at the school for so many hours a week. They often require “suggested” donations for extra services and for parents to buy books, supplies, or to pay an additional fee for extra curricular activities that would be provided for free at traditional public schools.

 

The BASIS network, for instance, requests that families contribute at least $1,500 a year per child to the school to fund its teacher bonus program. Families are also required to pay a $300 security deposit, purchase books, and pay for activities that would be free if the student attended a public school.

 

This is simply out of reach for the most disadvantaged students. Their parents are out of work or working multiple jobs to support them. They can’t volunteer at the school when they have to serve a shift at WalMart. They can’t afford the additional costs.

 

So, yes, charters often select against the poorest and neediest students when deciding whom to enroll.

 

However, even when they conduct fair lotteries to determine enrollment, they often set things up to discourage the neediest families from even applying in the first place.

 


NOTE: Special thanks to Priscilla Sanstead on this article.

Supreme Court Paves the Way to Taxing Churches

Screen Shot 2017-06-27 at 11.39.13 AM

 

Finally some good news!

 

A U.S. Supreme Court decision yesterday pokes a hole in the separation of church and state. But that hole goes both ways.

 

Justices ruled 7-2 that Missouri could not withhold tax dollars to resurface a playground at a church preschool simply on the grounds that it’s a religious institution.

 

Therefore, one can expect any day now a ruling that the church can’t be exempted from paying taxes for the same reason.

 

Here’s the key issue.

 

Traditionally, the government doesn’t pay for the church. But now our highest court in the land has ruled that’s discriminatory!

 

Never mind that Missouri actually relented in this case and paid for the concrete anyway making the entire ruling moot and something that no other Supreme Court in history would have voted on because doing so would expose justices as being activists legislating from the bench.

 

No. Now that Republicans stole the seat of President Barack Obama’s rightful nominee, Merrick Garland, with President Donald Trump’s nominee, Neil Gorsuch (i.e. Scalia 2.0), the court is a decidedly fascist institution.

 

In other words, it’s no longer a body of scholarly justices dedicated to interpreting the law. It’s now a shell corporation of paid corporate lobbyists issuing justifications to support the mandates of the billionaire class.

 

The five wealthiest people in the country have as much money as 750 million people – each. And most of these mega-rich want to destroy our public school system so they can hoover up tax dollars into their private portfolios. (Once you’ve got that much money, it’s just a game where you’re playing against other multi-billionaires to see who can get all the money, flip over the board and proclaim themselves King.)

 

To do this, they need school vouchers to help destabilize the system. Chop it down, remove any pretense of accountability to taxpayers about how that money is being spent and then sweep up that sweet, sweet money.

 

It also has the added benefit of ensuring the next generation is dumb enough to – I don’t know – continue voting for reality TV stars as President.

 

But that’s just the most obvious implication.

 

Now that the state has been shown to be responsible to support the church, the reverse has also been proven: the church has responsibilities to support the state.

 

That’s right. No more tax free status for houses of worship.

 

Get ready to dig deep into your pockets, parishioners. Uncle Sam needs a new pair of shoes.

 

Who’s paying for all those needless wars of aggression? The Church Lady! That’s who!

 

Where are we going to get the money to keep up the counterproductive war on drugs? The collection plate!

 

Yep. The assembled flock is about to get fleeced!

 

What conservatives seem to forget is that the wall of separation between church and state wasn’t erected just to protect the state from influence by religion. It also was set up to protect religion from the state.

 

Once you have money flowing from one to the other, regulations are soon to follow.

 

Expect your cute little parochial school to put away the Bible and replace it with “The Origin of Species”.

 

What? Your faith compels you to believe in the Creation of Man by God and not scientific evolution of organisms through heritable traits? I guess you’ll just have to teach the controversy.

 

 

Some people in America still think that there’s value in having both public and private schools. They seem to think that it’s actually a benefit having school systems where people are taught differently. But this new ruling paves the way (pun intended) to breaking down the walls between each type of institution.

 

Yes, public schools will become more like religious schools. But religious schools will also become more like public schools.

 

The entire education system will become one big watered down whole. And – giggle – those pushing for it actually call the process “School Choice”!

 

Oh the plutocrats will do their best to cover it all up with culture war nonsense. You’ll hear hours of cable news blather about poor conservative bakers fighting not to make cupcakes for gay people. But behind this high profile grist for the mill will be active efforts at homogenization, government overreach and oligarchy.

 

There’s one way in which this is good news. Some people have always thought churches were getting off easy, that they were being allowed undue influence on politics without having to pay the entrance fee of taxation like the rest of us.

 

However, this was only ever true at some houses of worship. Others were dedicated to spirituality, community and charity while eschewing affairs of state altogether.

 

This new ruling rips away protections from those authentically beneficent congregations as it does those more politically inclined. It exposes the preacher and the partisan equally.

 

Moreover, anyone who doesn’t want their tax dollars supporting someone else’s religious beliefs can expect their cries to fall on deaf ears. Christians will fund Muslims and Jews will fund Christians and all will pay for the Church of Satan and whatever sect is formed to take advantage of this brave new source of tax revenue. Religion is now decidedly in the public domain and all that goes with it.

 

The results are bound to displease everyone – except the mega-rich.

 

In short, you can’t tear down the rules that were set up to protect everyone without opening us all up to ruin.

 

America’s religious people are about to find that out.

 

It’s almost poetic justice.

 

Get ready to reap what you sow.

Here’s an Idea: Guarantee Every Child an Excellent Education

Little African Girl At Wooden Fence With Thumbs Up.

Let’s get one thing straight: there are plenty of things wrong with America’s school system. But they almost all stem from one major error.

We don’t guarantee every child an excellent education.

Instead, we strive to guarantee every child THE CHANCE at an excellent education. In other words, we’ll provide a bunch of different options that parents and children can choose from – public schools, charter schools, cyber schools, voucher schools, etc.

Some of these options will be great. Some will be terrible. It’s up to the consumer (i.e. parents and children) to decide which one to bet on.

In many places this results in children bouncing from school-to-school. One school is woefully deficient, they enroll in another one. One school closes suddenly, they start over again at another.

It’s terribly inefficient and does very little good for most children.

But that’s because it’s not designed with them in mind. It does not put the child first. It puts the education provider first.

It is a distinctly privatized system. As such, the most important element in this system is the corporation, business, administrator or entrepreneurial entity that provides an education.

We guarantee the businessperson a potential client. We guarantee the investor a market. We guarantee the hedge fund manager a path to increased equity. We guarantee the entrepreneur a chance to exploit the system for a profit.

What we do NOT guarantee is anything for the students. Caveat emptor – “Let the buyer beware.”

Imagine if, instead, we started from this proposition: every child in America will be provided with an excellent education.

Sound impossible? Maybe. But it’s certainly a better goal than the one we’re using.

And even if we somehow managed to do it – even if every school was excellent – that doesn’t mean every child would become a genius. You can only provide the basis for an excellent education; it is up to the individual learner – with help from parents, teachers, and other stakeholders – to take advantage of what is put before him or her.

That is not a crazy goal to have. Nor does it mean that education would necessarily become stagnated.

It doesn’t matter what kind of school students go to – it matters that each and every school that receives public funding must be excellent.

That doesn’t mean they each must be excellent in the same ways. One wouldn’t expect them to be carbon copies of each other. Students have different needs. One would expect each classroom and each teacher to be doing different things at different times.

However, there are some things that are universal. There are some principles that are just better than others. Here are four:

First, it is better for schools receiving public funding to have to spend that money openly. They shouldn’t be able to spend that money behind closed doors without any public scrutiny or accountability.

Second, it’s better that the majority of the decisions made about how the school is run are made in public by duly-elected school board members drawn from the community, itself. That is much more preferable to political appointees who are not accountable to the parents and community.

Third, it is better if a school cannot deny a student enrollment based on that student’s special needs, race, religion, creed, sexual orientation, academic record or other factors. If the school receives public funds, it should not be allowed to turn anyone away.

Finally, it is better if a school teaches material that is academically appropriate, generally accepted as mainstream core concepts of the subject and Constitutional. Schools funded with tax money should not teach religious concepts like Creationism. They should not teach history and science from a Biblical point of view. They should not teach racial, sexual and religious discrimination.

None of these four principles should really be controversial. But each of them is violated by our current education system.

Some voucher schools violate the latter proposition. The other three are often violated by charter, cyber and voucher schools.

The only type of school that does not routinely violate these propositions is traditional public schools. Yet that is also the type of school being consistently undermined by most of our current educational policies.

So if we start from the idea that every student should get an excellent education, we start with the proposition to support and renew our public schools.

In doing so, we would need a national commitment to bringing every public school up to snuff.

Many of them already are – Hint: they’re found in rich neighborhoods. The ones that struggle are almost always found in poorer neighborhoods, and that’s no accident. It’s the result of savage funding inequalities.

What we’d need to do is ensure schools serving impoverished students receive equitable funding compared with schools serving the middle class and wealthy kids. Impoverished students must by necessity receive as much funding as the privileged ones. In fact, given the deprivations and increased needs of impoverished students, they should actually receive more funding. Middle class and rich kids have academic advantages over poor kids before they even enter kindergarten. They have more books in the home, more educated parents, better nutrition, better neonatal care, and often more stable home environments. If we really committed ourselves to making sure even these kids got the best possible education, we’d need to start spending more money on them.

Next, we’d need to do something about school segregation. Our public school system is now almost as segregated – and in some places even more segregated – than it was before the landmark Brown vs. Board decision 50 years ago. The only way to guarantee everyone an excellent education is to make it increasingly difficult to hurt some students without hurting all. There is no separate but equal. When we keep students apart by race or class, we ensure inequality among them.

And perhaps most important is this: we must remove the profit principle from education. We cannot allow decisions to be made based on what is best for corporations. Academic decisions about how to teach, how to assess student learning and how to assess teaching should be made by professional classroom educators.

This means no more high stakes standardized testing. No more Common Core. No more depersonalized computer-based learning. No more value added measures used to evaluated teachers. No more union busting. No more Teach for America.

We need to start valuing teachers and teaching again. And we need to pay and treat them as one of the most valuable parts of our society.

These measures would not be easy to accomplish, but they would have an immense impact on our schools.

This would require a substantial outlay of additional funding. We could save money by discontinuing costly practices that don’t benefit children (i.e. testing, charter and voucher funding, etc.). But make no mistake, it would cost money. However, we’re one of the richest countries in the world. We spend a ridiculous amount already on the military. You’re telling me we can’t find the money to spend on our children? If we’re not willing to spend on our future, we don’t deserve to have one.

It requires only a change in focus, a reevaluation of our priorities and goals.

Education should not be market driven. It should be student driven.

We should no longer guarantee business a class of consumers.

Instead, every student in this country no matter if they are rich or poor, black or white, male or female, gay or straight, religious or not – every student should be guaranteed an excellent education.

It’s really that simple.

National Education Association Seems to Endorse Replacing Teachers With Computers

robots-replace-humans-840x420

 

When all the teachers are gone, will America’s iPads pay union dues?

 

It’s a question educators across the country are beginning to ask after yet another move by our national unions that seems to undercut the profession they’re supposed to be supporting.

 

The National Education Association (NEA), the largest labor union in the U.S., published a shortsighted puff piece on its Website that seemingly applauds doing away with human beings working as teachers.

 

In their place would be computers, iPads, Web applications and a host of “devices” that at best would need human beings to serve as merely lightly trained facilitators while children are placed in front of endless screens.

 

The article is called, “As More Schools Look to Personalized Learning, Teaching May Be About to Change,” by Tim Walker.

 

Teacher-blogger Emily Talmage led the charge with a counter article on her site called “Anatomy of a Betrayal.” She outlined the NEA’s change from being critical of such initiatives to joining with the likes of Jeb Bush and various foundations, tech firms and school voucher advocates in celebrating it.

 

Make no mistake.

 

This is not merely an examination of changing teaching practices. It is a movement by tech giants to further standardize and privatize America’s public schools.

 

This isn’t to say that technology can’t enhance learning. But classroom teachers with any kind of experience know that simply plopping a child in front of a computer screen is a terrible way to do it. It’s the equivalent of having all your questions answered by an automated voice on the telephone versus being able to ask questions of a living, breathing person.

 

And they have the gall to call it “personalized learning” as if it were meeting all the needs of students one-on-one. It isn’t.

 

It’s one-on-one, but it isn’t meeting anyone’s needs except bankers, hedge fund managers, charter school operators and tech investors.

 

It’s a way to drastically reduce the cost of education for poor and minority students by removing the need for a teacher. It’s the educational equivalent of an automated cashier in the grocery store, but unlike at Giant Eagle, it doesn’t just tally your bill, it pretends to teach.

 

This is the definition of a McEducation. It’s the logical extension of policymakers who think that 5-week trained Teach for America recruits are equivalent to education graduates with four-five year degrees and years of classroom experience. They’re just replacing TFA recruits with Apps.

 

Don’t get me wrong. America’s public schools have a lot of problems. They’re segregated by both economics and race. The poor and minority schools are inadequately funded and inequitably resourced. They are forced to compete for what little money remains with charter school vampires who are allowed to spend it however they like with little to no accountability or transparency. More money disappears down the gullets of voucher schools to subsidize the rich and indoctrinate Christian fundamentalists. And to top it all off, our public schools are forced to give scientifically invalid standardized assessments that are incentivized to fail as many students as possible so the same corporations that make the tests can sell districts remediation materials. Meanwhile, a large portion of these profits earned off public schools are reinvested in lawmakers reelection campaigns so they’ll pass legislation that continues to treat our children as golden geese for business and industry.

 

The NEA should know that. We have more than enough enemies to fight. But instead of taking arms, our national unions have been racing toward the bottom to compromise and keep that proverbial seat at the table. They’ll fight for teacher tenure. They’ll fight right-to-work legislation. But policies that undermine the very fabric of the profession? NAH.

 

 

We saw the same thing with Common Core. Educators knew you can’t teach higher order thinking skills to children without first doing the groundwork of process. But the book publishers had new textbooks to market so the NEA backed a horse they knew was dead at the starting gate.

 

And now we have the tech giants – the Zuckerbergs and Gates – slobbering over the profits they can make by callously removing teachers from the equation.

 

I’ve seen this first hand.

 

My district has a one-to-one iPad initiative. For two years, each of my students has had a device in every class. It hasn’t dramatically improved learning. At best, it’s increased students’ computer literacy. At worst, it’s a toy that actually distracts from authentic learning.

 

They allow me, the teacher, to give all assignments digitally. But that requires the network to function perfectly, the devices to be fully charged, the assignments to be entered precisely, the students to engage with them correctly and creatively – when handing students a paper and having them hand it back is actually much more efficient.

 

They allow students to look up unfamiliar vocabulary quickly, but they rob students of the context skills necessary to know which definition is appropriate, and experience using prefixes, suffixes and roots.

 

They allow students to easily access infinite information but without the skills to critically read it. More kids read the summary on the Internet than read the book – and even then, they don’t understand it.

 

They allow students to make colorful Keynote presentations and iMovies, but do nothing to prepare them how to intelligently organize the materials.

 

And – worst of all – they convince number crunching administrators that assignments, tests and lessons can be given digitally with hours of screen time. As if that was equivalent to authentic learning.

 

That is the end goal.

 

Everyone knows it. Isaac Asimov wrote about it in 1954 with his classic science fiction story “The Fun They Had” about a future where computerized home schooling was the norm. But even in his story, kids felt like they were being cheated out of something important that their ancestors had experienced in a traditional public school setting.

 

Instead of heeding his warning, our unions are rushing to make that world a reality.

 

You don’t strengthen unions by undercutting the professionals they’re supposed to represent.

 

Somebody needs to tell our union leaders – preferably by replacing them.

teacher-left-behind11