Dear Teachers, Don’t Be Good Soldiers for the EdTech Industry

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Dear fellow teachers,

Thank you for coming to this meeting on such short notice.

I know you have plenty more important matters to attend to this morning. I, myself, left a pile of ungraded papers on my desk so I could get here. Not to mention I urgently need to fix my seating charts now that I’ve finally met my students and know who can sit with whom. And I’ve got to track down phone numbers for my kids’ parents and go through a  mountain of Individual Education Plans, and… Well, I just want you to know that I get it.

There are a lot of seemingly more pressing concerns than listening to a teacher-blogger jabber about the intersection of politics and our profession.

Is that all of us? Okay, would someone please close the door?

Good. No administrators in here, right? Just classroom teachers? Excellent.

Let’s speak openly. There’s something very important we need to talk about.

There is a force out there that’s working to destroy our profession.

Yes, ANOTHER one!

We’ve got lawmakers beholden to the corporate education reform industry on the right and media pundits spewing Wall Street propaganda on the left. The last thing we need is yet another group dedicated to tearing down our public schools.

But there is. And it is us.

You heard me right.

It’s us.

There is an entire parasitic industry making billions of dollars selling us things we don’t need – standardized tests, Common Core workbook drivel, software test prep THIS, and computer test crap THAT.

We didn’t decide to use it. We didn’t buy it. But who is it who actually introduces most of this garbage in the classroom?

That’s right. US.

We do it. Often willingly.

We need to stop.

And before someone calls me a luddite, let me explain. I’m not saying technology is bad. It’s a tool like anything else. There are plenty of ways to use it to advance student learning. But the things we’re being asked to do… You know in your heart that they aren’t in the best interests of children.

I know. Some of you have no choice. You live in a state or district where teacher autonomy is a pathetic joke. There are ways to fight that, but they’re probably not in the classroom.

It’s not you who I’m talking to. I’m addressing everyone else. I’m talking to all the teachers out there who DO have some modicum of control over their own classrooms and who are told by their administrators to do things that they honestly disagree with – but they do it anyway.

We’ve got to stop doing it.

Corporations want to replace us with software packages. They want to create a world where kids sit in front of computers or iPads or some other devices for hours at a time doing endless test prep. You know it’s true because your administrator probably is telling you to proctor such rubbish in your own classroom so many hours a week. I know MINE is.

Listen, there are several reasons why we should refuse.

First, there’s simple job security. If your principal brought in a Teach for America temp and told you this lightly trained fresh from college kid was going to take over your classes, would you really sit down and instruct her how to do your job!?

I wouldn’t.

That’s the entire point behind this tech industry garbage. You are piloting a program that means your own redundancy.

You are engaged in an effort to prove that they don’t need a fully trained, experienced, 4-year degree professional to do this job. They just need a glorified WalMart greeter to watch the kids as they push buttons and stare at a screen. They just need a minimum wage drone to take up space while the children bask in the warm glow of the program, while it maps their eye movements, catalogues how long it takes them to answer, records their commercial preferences and sells all this data to other companies so they can better market products – educational and otherwise – back to these kids, their school and their parents.

This isn’t about improving educational outcomes. It’s about bringing the cost down and pocketing the savings as profit.

It’s about replacing the end-of-the-year standardized test with daily mini stealth assessments that are just as high stakes and just as effective at providing an excuse for the state or the feds to swoop in and steal control, disband the school board and give the whole shebang to the charter school operator who gives them the most generous campaign donations.

Do NOT be a good soldier here. Do not just follow orders. Doing so is weakening our entire profession. It is putting our jobs in jeopardy. And it’s about time our national teachers unions figured this out instead of conceding the point so their leaders can keep a seat at the table. Someone needs to tell them they shouldn’t be sitting inside the building. They should be with us, outside surrounding it with signs and pitchforks.

The EdTech shell game is not about improving student learning. It’s a commercial coup, not a progressive renaissance.

Think about it.

They call this trash “personalized learning.” How can it really be personalized if kids do the same exercises just at different rates? How is it personalized if it’s standardized? How is it personalized if it omits the presence of actual people in the education process?

It’s teach-by-numbers, correspondence school guano with graphics and a high speed Internet connection.

But we give in. We don’t want to rock the boat. We’re rule followers, most of us. We do what we’re told.

Most teachers were good students, and obedience is too often a defining quality of those who succeed in our education system.

I get it. You don’t want to be a fly in the ointment. You don’t want to make yourself a target.

Me, too.

How dearly I would love to be able to just comply. But I can’t simply go along with something I know in my heart to be wrong. And this is wrong on so many levels.

I sat through a meeting much like this one earlier this year where I was told exactly which programs to force on my students. All the while good teachers whom I respect went through the motions as if nothing was wrong. They talked about how to organize our classes in the system, how to assign test prep and how often, and how to access the data.

But we never discussed why.

We never discussed if doing so was a good idea. That was all taken for granted. It was a decision reserved for someone else, someone from a higher pay grade.

Yet classroom experience is rarely commensurate with salary scale especially once you cross the line into management. Nor is the experience of a handful of administrators equal to that of a plentitude of staff!

No. I’m sorry. At very least that is a discussion WE should be having.

It is the TEACHER’S job to determine what is educationally appropriate. Not the administrators. At most, the building principal should be part of that discussion in her role as lead teacher. But the resolution to go ahead or not should be made together as a staff.

And if an individual teacher thinks based on their own experience with their own students that they should go in a different direction, they should be respected enough as a professional to have the autonomy to do so.

Teachers have to abide by best practices, but test prep in any form is NOT a best practice.

It’s time we stood up en masse and made that clear.

We are our own worst enemy in this regard.

We are too submissive. Too meek.

This world requires teachers to be revolutionaries, to be radicals.

And that doesn’t end in the classroom.

We need to educate parents and the community about what’s happening. The classroom doors are too often closed to the public. The only information they get is from anemic administrators and a mass media that invariably just reports whatever propaganda the corporation puts on the press releases.

We are responsible for our students. We must protect them from the vultures out there trying to water down their educations and reduce the quality of their learning.

We are not the only ones who can take a stand. In fact, IF we are the only ones who do it, we will certainly fail.

But, along with parents, students and concerned citizens, we MUST be part of that resistance.

We MUST take a stand for our children and our profession.

Because without us, there is no hope of success.

So we can no longer afford to be good soldiers in someone else’s army.

It’s time to have the courage of our convictions.

It’s time to rise up, walk hand-in-hand to the front of the staff meeting and tell our administrators:

NO.

Because if we don’t, no one else will.

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

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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.

More Truth in Teacher-Written Education Blogs Than Corporate Media

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Let’s get one thing straight right from the get go: I am biased.

 

But so are you.

 

So are the parents, students, principals and school directors. So are the policymakers, the corporate donors and professional journalists.

 

Everyone involved in education policy is interested in one side or another of the debate. It’s just that some pretend to practice a kind of objectivity while others are open about their partiality.

 

It’s unavoidable. I’m a public school teacher. Not merely someone who’s taught in a public school for a few years – I’m an educator with more than 15 years experience in the classroom. And I’m still there.

 

I’m not a Teach for America recruit who committed myself to three years in front of children after a few weeks crash course. Where I am now was my goal in the first place. I’m not doing this to get the credentials for my real dream job, being an education policy advisor for a Congressperson or Senator. Nor do I plan to become a Superintendent, Principal or school administrator someday.

 

All along, my goal was to have a classroom of my own where I could help children learn.

 

Moreover, I’m a public school parent. My daughter goes to the same public school my wife and I both attended as children. We could have sent her to a charter or private school. But we made the conscious choice not to, and we’ve never regretted it.

 

Our local district serves a mostly high poverty population. More than half of the students are minorities. The facilities aren’t as up to date as you’ll find in richer neighborhoods. Class sizes are too large. But we decided that being a part of the community school was important, and much of what my child has learned there simply isn’t taught at schools where everyone is the same.

 

So when you read one of my blogs (even this one), it comes from a certain point of view. And I’m okay with that. You should be, too.

 

However, when you read an article in the Wall Street Journal, New York Times or Pittsburgh Tribune Review, there is a presumption of detachment and neutrality. But it’s bogus.

 

Those articles are written by human beings, too, and thus they are likewise biased.

 

The only difference is what exactly that bias is.

 

My preference is plain and on the surface. I am in favor of public schools over privatized ones. I support teachers over corporations making decisions about how to educate. I’m an advocate for children and families.

 

When you read an article in the mainstream media, you frankly have no idea which direction their inclinations swerve.

 

However, you do know that money often plays a major role in their editorial spin.

 

Journalism is a business. Perhaps it should be a public good. We used to look at it that way. We used to try to keep it separate from advertising. It didn’t have to make a profit.

 

But that’s all changed. Now it’s expected to bring in money. It’s expected to generate “value” for the corporation that owns it. However, we rarely stop to think how corrupting an influence that is.

 

For some people, my position as an educator discredits my knowledge of schools. Yet getting paid by huge testing corporations doesn’t discredit journalists!?

 

I speak here from experience, too. I used to be a professional journalist.

 

Before becoming a teacher, I worked full-time at various daily and weekly newspapers in Western Pennsylvania. I can tell you first hand that sometimes editors encouraged or physically rewrote articles to spin the story the way they wanted.

 

I remember writing a story about a local tax collector seeking re-election. I didn’t know him, personally, but I had heard several rumors about unsavory practices he had allegedly engaged in while employed in a different capacity as a public servant. So I did research and found that they were true. I had proof. I even confronted him, personally, with what I had found to give him a chance to explain.

 

However, when I submitted the article, my editor had a conniption. Apparently, the tax collector had called the paper threatening to cause trouble. So the article was completely rewritten to downplay what I had discovered.

 

None of it mattered that much. It was just a local tax collector’s race. Frankly, I can’t even remember if he won re-election. But it was demonstrative of what happens in editorial departments.

 

I’ve seen businesses complain about news articles and threaten to withdraw advertising. I’ve seen colorful, glossy info-packets sent to reporters seeking articles about subjects enticing them with the ease of approaching it from their point of view. I’ve had editors assign me stories that I thought were non-issues and then they tweaked my finished product so it had the implications they intended from the get-go.

 

If that happens at the local level, imagine what happens at the biggest corporate offices.

 

Now don’t get me wrong.

 

I’m not saying that mainstream media is nothing but lies. I’ll leave that claim for the President. But it IS biased. And as smart consumers of media, we need to be aware of it.

 

We need to be aware that corporate media is often going to take the side of big corporations. They’re going to be in favor of standardized testing, Common Core, charter and voucher schools. They’re going to talk up computer-based depersonalized learning. They’re going to uncritically criticize those standing in the way of corporate profits – i.e. teachers.

 

This doesn’t mean readers shouldn’t trust education reporting from professional journalists. There are writers out there who are trying to present both sides of the issue without editorial meddling. There are reporters who understand the big picture and are trying to expose the truth. Moreover, they have resources that bloggers often don’t – copy editors, fact checkers, knowledgeable and experienced colleagues in media, etc.

 

However, they are frankly working with significant limitations that teacher bloggers don’t have.

 

When I want to know how public schools work, I can simply appeal to my first hand experience. When a reporter want to do that, she is often stymied by rules and regulations that keep people like them out.

 

They are rarely permitted inside our schools to see the day-to-day classroom experience. Legal issues about which students may be photographed, filmed or interviewed, the difficulty of getting parental permissions and the possibility of embarrassment to principals and administrators often keeps the doors closed. In many districts, teachers aren’t even allowed to speak on the record to the media or doing so can make them a political target. So reporters are often in the position of being unable to directly experience the very thing they’re reporting on.

 

If I read a book about baseball, I might know a lot of facts about the players. But that can’t compare with someone who’s actually been to the games, been on the field, even played in the World Series!

 

 

At the same time, education blogs aren’t perfect either. For one, you have to be cognizant of who is writing them.

 

You’re currently reading The Gadfly on the Wall Blog. But that’s worlds different than reading the Education Gadfly. The latter site is owned and operated by the Thomas B. Fordham Institute. This organization actually runs charter schools in Ohio. They spend millions of dollars spreading propaganda on charter authorization, school choice, standardized curriculum, digital learning, standards, testing, etc.

 

I, on the other hand, am just a school teacher with a laptop. Education Gadfly has a paid staff. No one pays me a dime nor do I even sell advertisements.

 

To be fair, I operate on a free WordPress site and sometimes WordPress puts ads on my page. But I don’t see any of that money. It’s just the cost of having a free site. If I wanted to pay for it, I could get an ad-free site.

 

Also, once in a blue moon a Website that reposts my blog pays me a couple of bucks for the privilege. So maybe I’ve ordered a pizza or two with money from the blog, but I certainly couldn’t survive off the revenue from it. I would literally make more money working one week at WalMart than I’ve ever pulled in from three years of education bloggery.

 

 

These are the reasons why teacher-written education blogs are superior to the competition.

 

They aren’t beholden to corporate money or influence. They have first-hand experience of the subject.

 

Journalists have a hard job and they deserve our respect. But they can’t compare to the expertise of practicing educators.

 

If editors included our voices more, perhaps the mainstream media wouldn’t be so skewed towards corporate interests.

 

But that’s really the goal, in the first place.

I May Have Just Been Murdered By House Republicans

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I may be dead already.

 

And House Republicans may be the ones who killed me.

 

With the passage of a healthcare bill they, themselves, haven’t read – haven’t studied – haven’t thoughtfully considered in any way – it seems they’ve opened the door for insurance companies to deny people coverage due to pre-existing conditions.

 

I have one.

 

I’ve had two small heart attacks this year.

 

So I sit here stunned at the news on my computer feeling very much at a loss.

 

People have legitimate political differences, but this… it’s just beyond anything I’ve ever experienced personally.

 

There are people who count on me – my daughter, my wife, my students. I’m not so vain as to imagine that they can’t get along without me, but my loss will hurt them. I think at the very least they’ll miss me.

 

I’m 43-years-old. I’ve lived a good life. I just never expected to be abandoned in such a way by a society I’d always thought was more humane.

 

But if this legislation becomes the law of the land, what will I do?

 

I take six or seven pills a day to control my cholesterol, keep the stints in my heart clean, control my blood pressure, slow my heartbeat, etc. Without them, I almost certainly will have another heart attack. Yet I have no idea how I could possibly afford to take them without insurance.

 

And if I get sick, I won’t be able to work. I’ll bring in even less money. I won’t be able to help support my family. I’ll end up being a liability, a burden.

 

House Republicans have to know there are people out there like me. There have to be a lot of people in even worse shape than I am.

 

Are they really going to just let all of us die?

 

I had hoped to see my daughter grow up. She’s only 8-years-old, the most precious person in my life. No one is more full of energy, more vivacious and joyful. She loves to draw and write short stories. She pretends to be a teacher just like her father and gives her stuffed animals assignments.

 

I guess I’ll never get to see the person she becomes. I’ll never find out if she goes to college, if she finds love, if she has children of her own.

 

Can it really all come down to this?

 

My wife and I have been through a lot together. We met back in high school. Before I became a public school teacher, we worked together at various local newspapers. She supports me when I can’t go on. I hope I am able to give her back even a fraction of the strength she lends me.

 

Does this mean we’ll have to say goodbye, and so much sooner than I ever imagined?

 

My middle school students and I just finished reading “The Diary of Anne Frank.” When we closed the book, there were some tears shed. I passed around the tissues, and we discussed how we felt. Many of them expressed anger that some people could hold others’ lives so cheaply as the Nazis did Anne and her family. Are House Republicans guilty of a similar crime? They aren’t rounding anyone up to send to death camps, but they’re apparently content to let many of us just die.

 

The pundits tell me I have nothing to worry about. The bill won’t pass the Senate, they say. And even if it does, the President would be breaking every campaign promise he ever made, if he signs it.

 

So what else is new?

 

This is the world we live in now.

 

It’s not the country I was born into. It’s a cold place. A heartless reality.

 

Perhaps tomorrow I’ll gather the strength to resist, to call my Congressperson again, to protest, to organize.

 

But as for today…

 

I can’t even.

 

So I’ll head home, and give my family a big hug, spend whatever time I can with them.

 

Because if my life now depends on the compassion of Republican lawmakers, I may not have much of it left.

 

 

 

 

 

Trump Can’t Fight Anti-Semites. They’re His Base!

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“In a short time, a large number of Jews are going to be slaughtered. Their heads are going to [sic] blown off from the shrapnel. There’s a lot of shrapnel. There’s going to be a bloodbath that’s going to take place in a short time. I think I told you enough. I must go.”

This is one of at least 89 bomb threats at Jewish institutions since Donald Trump was inaugurated.

Just yesterday, alone, at least 21 Jewish community centers and Jewish day schools across the country received bomb threats.

So far, at least 72 Jewish cultural centers in 30 U.S. states and one Canadian province have been affected, according to the Jewish Community Center Association of North America.

Besides bomb threats, hundreds of graves at Jewish cemeteries were desecrated, there was a foiled massacre at a synagogue and swastika graffiti has dramatically increased in public spaces.

American Jews are victims of more reported hate crimes than any other group in the United States, and have been subject to the majority of religiously motivated offenses every year since the FBI started reporting these statistics in 1995.

Such offenses were not unknown in this country before Trump’s rise, but the rate is increasing.

This is consistent with a rise in hate crimes for all ethnic groups across the country. Southern Poverty Law Centre recorded more than 1,000 hate crimes in January alone – the same amount usually reported over a six-month period.

Far from helping the situation, Trump has made it worse.

His statement for Holocaust Remembrance Day deliberately left out any mention of Jewish people – a direct nod to Holocaust deniers everywhere.

At a press conference, an Orthodox Jewish reporter asked him about “an uptick in anti-Semitism and how the government is planning to take care of it.” Trump asked him to sit down, saying it was “not a fair question” and “I am the least anti-Semitic person that you’ve ever seen in your entire life.”

His supporters would cheerfully disagree. Ex-Ku Klux Klan leader David Duke is one of his biggest boosters. White nationalists have been recorded literally shouting, “Hail Trump!” and making a gesture similar to the Hitler salute.

In fact, his entire Presidential campaign was predicated on race baiting and xenophobia. He has gone after undocumented immigrants, African Americans, Latinos, Asians, women, Muslims and the disabled.

He led the “birther” movement challenging President Obama’s standing as a natural-born American; used various vulgar expressions to refer to women; spoke of Mexico sending rapists and other criminals across the border; called for rounding up and deporting 11 million undocumented immigrants; had public feuds with prominent Latino journalists and news outlets; mocked Asian accents; let stand a charge made in his presence that Obama is a Muslim and that Muslims are a “problem” in America; embraced the notion of forcing Muslims to register in a database; falsely claimed thousands of Muslims celebrated the 9/11 attacks in New Jersey; tweeted false statistics asserting that most killings of whites are done by blacks; approved of beating up a black demonstrator at one of his events; and publicly mocked the movements of journalist Serge Kovaleski, who has a chronic condition limiting his mobility.

If that’s not prejudiced, racist and bigoted, I don’t know what is.

But when it comes to anti-Semitism, the situation gets complicated.

His supporters will counter that Trump can’t be anti-Semitic because his daughter, Ivanka, converted to Judaism to marry his son-in-law and senior adviser, Jared Kushner.

But does that really follow?

Trump appears either to be an anti-Semite, himself, or certainly to be tolerant of anti-Semitism.

Even Ivanka’s behavior is suspect. She offered the following strange tweet about recent bomb threats: “America is a nation built on the principle of religious tolerance. We must protect our houses of worship & religious centers. #JCC”.

On the surface of it, she’s asking for the violence to stop. But why is her only mention of Judaism an abbreviation in a hashtag? Doesn’t that minimize the point just like Trump’s Holocaust Remembrance Day message?

This appears to be a kind of plausible deniability.

It’s like a black person telling racist jokes about black people. We might let him get away with it because he’s black. We might say, It’s Okay because he can’t be prejudiced against black people.

However, actions speak louder than words. And Trump’s are clearly on the side of prejudice – even anti-Jewish prejudice.

The Alt Right movement tries to pull the same kind of thing with Breitbart News. The publication has been rife with anti-Jewish conspiracy theories, yet many of its editors and/or writers claim Jewish ancestry. Andrew Breitbart – the conservative media pundit for which the site is named and who died in 2012 – was Jewish. So were many of his colleagues and successors, among them former editor-in-chief Joel Pollak and former editor-at-large Ben Shapiro. Even former senior editor and provocateur Milo Yiannopoulos claims some Jewish ancestry.

Yet Breitbart is the publication of choice for Neo-Nazis and white supremacists. The organization is pushing an anti-Jewish agenda and appealing to racists and bigots as its readership.

The organization has published multiple articles denigrating minorities, championing white nationalism and denying the existence of anti-Semitism – or at very least claiming it only exists on the left.

Trump is deeply connected with the organization through his senior adviser Steve Bannon, one of its founders.

This is the same constituency that propelled the President into the national spotlight. It’s naive to ask Trump for help stop the wave of anti-Jewish hate crimes. The people perpetrating them are most likely his hard core supporters.

Though Trump eventually did make a weak denunciation of the bomb threats and anti-Semitic violence, he can’t be too forceful. He can’t send out a series of tweets critical of Nazis and white nationalists. He can’t turn to his supporters demanding peace. He needs them. They’re just about the only folks left who support him.

In the latest national Quinnipiac poll, only 38% of American voters approve of Trump’s job performance, while 55% disapprove. These are the lowest numbers for a new President in at least 40 years, according to the Washington Post.

If Trump proposes spending federal dollars to fight anti-Semitism with tolerance programs in schools, he’s bound to upset his base. If he appoints a special task force to catch those committing hate crimes, he’s going to anger the only reliable group committed to supporting his political agenda at the polls.

So instead we get half measures. He’ll make a Holocaust Remembrance Day statement – but not mention Jews. He might admit that anti-Semitism is bad but refuse to acknowledge that it still exists.

He’s hoping to make his statements vague enough to be interpreted in two ways. He hopes his critics will interpret them as asking to stop the violence, but he wants his supporters to interpret them as tacit agreement with their anti-Semitism.

This is the exact opposite of moral courage. And it is taking its toll on the Jewish community, and every other minority.

U.S. Public Schools Are NOT Failing. They’re Among the Best in the World

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Everyone knows U.S. public schools are failing.

Just like everyone knows you should never wake sleepwalkers, bulls hate red and Napoleon was short.

Wrong on all counts. Waking sleepwalkers will cause them no harm – in fact, they’re more likely to harm themselves while sleepwalking. Bulls are colorblind; they’re attracted to movement. And Napoleon was 5’7”, which was above average height for Frenchman during his lifetime.

So why do we believe that American public schools are doing such a terrible job?

Because far right policymakers have convinced us all that it’s true.

It’s not.

Let me repeat that in no uncertain terms – America’s public schools are NOT failing. They are among the best in the world. Really!

Here’s why: the United States educates everyone. Most other countries do not.

We have made a commitment to every single child regardless of what their parents can afford to pay, regardless of their access to transportation, regardless of whether they can afford uniforms, lunch or even if they have a home. Heck! We even provide education to children who are here illegally.

That can’t be said of many countries with which we’re often compared – especially countries comparable to the U.S. in size or diversity. So from the get-go, we have an advantage over most of the world.

We define education differently. Though our laws are woefully backward, in practice we look at it as a right, not a privilege. And for a full 13 years (counting kindergarten) it’s a right for every child, not just some.

But that’s not all! We also provide some of the highest quality education you can get in the world! We teach more, help more, achieve more and yet we are criticized more than any system in any country in the world.

TEST SCORES

Critics argue that our scores on international tests don’t justify such a claim. But they’re wrong before you even look at the numbers. They’re comparing apples to pears. You simply can’t compare the United States to countries that leave hundreds of thousands of rural and poor children without any education whatsoever. The Bates Motel may have the softest pillows in town, but it’s immediately disqualified because of the high chance of being murdered in the shower.

No school system of this size anywhere in the world exceeds the United States in providing free access to education for everyone. And that, alone, makes us one of the best.

It doesn’t mean our system is problem free. There are plenty of ways we could improve. We’re still incredibly segregated by race and class. Our funding formulas are often regressive and inadequate. Schools serving mostly poor students don’t have nearly the resources of those serving rich students. But at least at the very outset what we’re trying to do is better than what most of the world takes on. You can’t achieve equity if it isn’t even on the menu.

However, for some people, this will not be enough. They’ll say that despite our high ideals, the quality of what we actually provide our students is low. After all, those international test scores are so low.

First point: it depends on the scores you’re looking at. American elementary and middle school students have improved on the Trends in International Mathematics and Science Study every four years since the tests began in 1995. They are above the international average in all categories and within a few percentage points of the global leaders (something rarely mentioned on the nightly news).

Even on the PISA test administered by the Organization for Economic Cooperation and Development to 15-year-olds in about 60 countries, US children are far from the bottom of the scale. We’re somewhere in the middle. We’ve always been in the middle for all the decades since they’ve been making these comparisons. Our schools have not gotten worse. They have stayed the same.

IDEALS AND POVERTY

To some this just demonstrates that our schools have always been mediocre. But again you’re overlooking the consequences of our ideals.

The broader the spectrum of children who take a test, the lower the average score will be. In other words, if only your top students take the test, your average score will be very high. If only your top and middle students take the test, your average score will still be quite high. But if ALL of your students take the test, your average score will be lower.

Now add in poverty. Living in poverty reduces your access to health care, books, early childhood education and many other factors that increase learning throughout your life. Children from poor families are already more than a year behind those of rich parents on the first day of kindergarten. If you only test the wealthiest students, the average test score will probably be quite high. The average score will drop dramatically if you test all of your students.

That’s why many of these countries where the poorest children do not have access to education have higher test scores than the United States. You’re not comparing equals. The United States has the highest child poverty rate in the Western World. And we don’t hide them away. We include them on our tests. That has a major impact on our scores. But talking heads on TV almost always ignore it. They pretend it doesn’t exist. It’s the only way they can use these test scores to “prove” to a gullible audience that America’s schools are failing.

But if you fairly compare education systems and factor in the equal access we provide for all children to an education, our system comes out way on top. We have one of the best systems in the world.

But wait! There’s more!

SPECIAL EDUCATION

Not only does the United States serve all children regardless of academic achievement or poverty. We also serve far more students with disabilities.

Why are there so many special education children in the USA? Because we have a higher standard of living.

A standard pregnancy lasts about 280 days or 40 weeks. However, some mothers give birth to children after only 28 weeks. Two decades ago, these babies would not have survived. Today, they often do. Five years later that child will enter kindergarten and our school system will be responsible for teaching that student to read, write and learn math. In other countries, premature babies have a much lower chance of survival. They don’t survive to become the special education population. So things as diverse as the live-birth rate actually affect average test scores.

Another counterintuitive factor is the suicide rate. In many countries where pressure to perform at the highest levels on standardized tests is extreme, many children are actually driven to suicide. This is especially true in numerous Asian countries with a record of high scores on these international tests. So a higher suicide rate actually increases test scores.

Would you say this makes other countries superior to the United States? Heck no! In fact, just the opposite. I certainly wouldn’t wish more underperforming U.S. students were ending their lives so we could do better on international tests. Nor would I wish that more premature babies died to improve our international standing.

We have developed a special education system to help children at the edges that many other countries just can’t touch. In some countries these students are simply excluded. In others they are institutionalized. In some countries it’s up to parents to find ways to pay for special services. The United States is one of the only countries where these children are not only included and offered full and free access, but the schools go above and beyond to teach these children well beyond their 12th academic year.

In every public school in the United States these students are included. In math, reading, science and social studies, they are there benefiting from instruction with the rest of the class. And this, in turn, benefits even our non-special education students who gain lessons in empathy and experience the full range of human abilities.

Of course, most of our special education students are also included in our test scores. Yes, other countries that ignore these children and exclude them from testing get higher scores. But so what? Do you mean to tell me this makes them better? No, it makes them worse.

In many ways, we are the gold standard, not them. They should be emulating us, not the other way around. They should be jealous of the way we prize each other’s humanity. We shouldn’t be salivating at test scores achieved through shunning certain students in favor of others.

CURRICULUM AND STRATIFICATION

But it’s not just who we teach, it’s also what we teach.

Compared to many other countries, U.S. school curriculum is often much wider and varied. Countries that focus only on testing often leave out sciences, arts, literature and humanities.

Unfortunately, the push from policymakers even in the U.S. has been to narrow curriculum to imitate some of the worst practices of our competitors. But in many districts we still strive to create well-rounded graduates and not just good test-takers.

The bottom line: the curriculum at most American schools is more inclusive than that found internationally. We even include societal issues like alcohol and drug abuse prevention, stress reduction and relaxation, and physical fitness programs.

In addition we don’t stratify our children based on academic ability to nearly the same degree as many international schools. We don’t weed out our worst students through middle and high school until only our most capable are left in 12th grade. Nor is college only open to our best and brightest. We make a much greater effort than many other countries to keep this option open to as many students as possible regardless of whether they can afford it or not. The number of Americans with at least some college education has soared over the past 70 years, from 10 percent in 1940 to 56 percent today, even as the population has tripled and the nation has grown vastly more diverse. Meanwhile, Graduation rates are at an all-time high of 83.2 percent, and for the first time minority students are catching up with their white counterparts.

It’s not easy. But it’s something we’re committed to as a nation. And that’s not true around the world.

SIZE MATTERS

Finally, there’s the issue of size. The United States is a big country – the third most populous in the world. We have 324,450,000 people and growing. That’s about 50 million students in public schools.

It’s much easier to educate fewer children. Even excellent education systems would struggle with our sheer numbers. Small systems often outshine bigger ones. For instance, I might be able to make dinner for my immediate family, but I’d find it much more challenging to prepare a meal for a banquet hall of hundreds. Similarly, it remains to be seen whether smaller nations could handle educating a population as big and diverse as ours without collapsing.

By any fair measure, America’s public education system is simply stunning. But the media perpetuates the myth that we’re failing.

PUBLIC PERCEPTION AND THE MEDIA

After decades of hearing these falsehoods, the American public is strikingly divided. On a 2011 Gallup poll, parents were asked their opinion of their local school and the public was asked its opinion of schools in general. The results are enlightening. Parents who gave their local school an A grade were at the highest percentage ever (37%) whereas only 1% of respondents rated the nations schools that way. Why the difference? Respondents said it was mostly because people knew about their local schools through direct experience. They only learned about the state of education nationally through the news media.

Why is education reporting so biased? Part of it is monetary. Huge corporations make hundreds of millions of dollars off of the failing schools narrative. They sell new standardized tests, new test prep materials, new Common Core books, trainings for teachers, materials, etc. If they can’t demonstrate that our schools are failing, their market shrinks. And who do you think owns the shrinking media conglomerates? That’s right, many of these same corporations.

But even when journalists want to be fair, it’s difficult for them to get the inside story of how our public schools work. They are rarely permitted inside our schools to see the day-to-day classroom experience. Legal issues about which students may be photographed, filmed or interviewed, the difficulty of getting parental permissions and the possibility of embarrassment to principals and administrators often keeps the doors closed. In many districts, teachers aren’t even allowed to speak on the record to the media or doing so can make them a political target. So reporters are often in the position of being unable to directly experience the very thing they’re reporting on. Imagine if sportswriters never got to see athletes play or political reporters never attended a campaign rally. Of course there would be a disconnect!

So we’re left with a public education system that should be the envy of the world being portrayed as a loser.

THE BOTTOM LINE

As ever, far right politicians on both sides of the aisle, whether they be Democratic Neoliberals or Republican Tea Partiers, are using falsehoods about our public schools to sell an alternative. They say our public schools are beyond saving and that we need to privatize. They call it school choice but it’s really just an attempt to destroy the system that has so much going for it.

We should strengthen public education not undermine it. We should roll up our sleeves and fix the real problems we have, not invent fake ones.

People act as if “alternative facts” were invented by the Trump administration. Our policymakers have been using them for decades in a libelous and dishonest campaign against our public schools.

They are some of the best in the world – if only people knew it.

Worse Than Fake News – Ignored News. Top 5 Education Stories You May Have Missed in 2016

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Fake news!

Watch out for fake news!

In the wake of the disastrous 2016 election cycle that left us with a conman turned reality TV star as President, the media has suddenly decided the whole thing can be blamed on too much fake news.

How else to explain the words “President” and “Donald Trump” combined together in one sentence without adding “will never be” between them?

Voters must have been swayed by fake news not to select saintly Hillary Clinton against Trump. Oh! What a spotless angel she was that everyone loved without reservation and there was never any warning that trouble might be brewing so it must be that those regular folks were swayed by false stories, otherwise… I mean why wouldn’t they vote for Clinton? She was just so great and we were paid to say that, but whatever.

Sure Trump won with an unheard of 60% unfavorability rating on election day. Sure even 17% of his own voters said he was unqualified for the job on election day! Sure millions of Democrats in the primary who supported Bernie Sanders were turned away from the polls, had their party affiliation mysteriously changed, and/or had to wait in ridiculously long lines while the news media called the race for Hillary before polls even opened! That certainly wouldn’t have had any impact on the general election! Sure voters everywhere made it clear the last thing they wanted was an establishment candidate and the Democrats ran the most establishment candidate of all time but it couldn’t be that the Democrats did anything wrong! No! IT. HAD. TO. BE. FAKE! NEEEEWWWWWWWSSSSSSS!!!!!!!!!!!!!!

And the Russians!

But mostly fake news…

Okay.

Deep breaths.

I’d like to postulate a theory – it wasn’t that too many people paid attention to stories that weren’t true. (Those email leaks from the DNC may or may not have been hacked by the Russians, but they were written by actual Democratic party operatives and proved the party to be just as corrupt as cynics claimed.) Maybe the problem wasn’t what people read – it’s what they didn’t read. It’s not the falsities that were out there but the truths that we refused to acknowledge.

We ignored the deep truths about Hillary’s unfavorables.

We ignored the deep truths that the Democrats haven’t done much for working people in years. That Democrats rely on minority votes to get into office, but once they get there, they pass few policies to actually improve the lives of people of color. That Democrats like Obama and Clinton support almost the same damn corporate education reform policies of the Bushes, the Waltons, and the Kochs.

As a public school teacher, the father of a school-age child and an education blogger, that last point is the most obvious to me.

There is so little daylight between Democrats and Republicans when it comes to public schools. Teachers and working people used to be a key constituency for Democrats. More than 90 percent of all US children go to public schools. Listening to the needs of teachers, students, parents and communities would seem to be a winning strategy. But instead – here as almost everywhere else – the Democrats continue to be the party of the donor class and not the working class. And for this remarkable sell-out, they get only a fraction of the campaign contributions of the Republicans. They’re weak, spineless and cheaply bought.

If only someone had warned us.

Wait a minute. Someone did. Many someones.

People like me wrote our fingers to the bone explicating the wrongs being done to our children, the civil rights violations being ignored and the errors of progressive party policy.

In that spirit, I’d like to offer a countdown of five stories from my own blog this year that I thought were pretty important but only got limited attention. To repeat, these aren’t my most popular stories. I provided a countdown of my ten most read articles of 2016 a few days ago. Instead, these are pieces that were read but not as much as they should have been.

I’m used to being a Cassandra, and nothing can be done but to cement that role in the history of the year that was. But the New Year beckons. With it comes new opportunities, new hopes.

The Trump administration will be easily defeated. They are greedy fools who are taking office with the highest unfavorability ratings in history. And given their stated plans to enrich themselves at taxpayer expense, that’s only likely to get worse for them.

What concerns me is the progressive response. We will get a chance to challenge Trump. But who will we be – the second choice to do the one percenters bidding? Or an authentic movement of people-powered progress?
I offer these articles in the hopes that they may finally pierce public perception and we will give up our excuses about fake news and instead start paying attention to what really matters:


5) Stories About the Racist Roots of Standardized Testing:

Blinded by Pseudoscience: Standardized Testing is Modern Day Eugenics

(March, 3,655 hits)

Standardized Tests Have Always Been About Keeping People in Their Place

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(April, 3,412)
Published: March, April

Views: 7,067 TOTAL

Description: Standardized testing is the keystone of modern education policy. High test scores are how we determine if students, their schools and their teachers are a success. However, these tests are based on racist eugenics theories about human biology and have been used throughout our history to enforce the existing social structure. They were literally an inspiration to the Nazis and though terms have changed post-Nuremberg Trials, our modern tests rely on the same implicit social and economic biases. Yet no one dares discontinue them. In fact, they are held up as being necessary to ensure civil rights when they actually ensure that students rights will continue to be violated.

Fun Fact: When I wrote the first article, readers were shocked by the connection I researched between the creation of American tests like the SAT and Nazi Germany. Some simply refused to accept it because it was too in your face. I wrote the second article to make a similar point more gently. The facts presented here should be common knowledge and spark protests nationwide. Instead, they are treated like secrets when all that is needed to uncover them is a library card, internet connection and a critical mind.


4) The DNC is Giving Trump the Greatest Gift of All – a Weak OpponentDonald-Trump-Hillary-Clinton

Published: July

Views: 4,779

Description: It was obvious to many campaign watchers that the Democrats were all but giving up the general election to the Republicans. If you only paid attention to the media talking heads, Hillary Clinton’s candidacy seemed like a slam dunk. But if you looked at the facts, the truth was laid bare. The disaster that will be the Trump administration could have been avoided. I called it here.

Fun Fact: It’s hard to think of anything fun with inauguration day coming so soon. I wish I had been wrong. But even more I wish that progressives will learn their lesson from this travesty and become all the stronger for it. Only time will tell.


3) How to Get Rich From Public Schools (Without Actually Educating)

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Published: February

Views: 4,483

Description: Public Schools are big business, and that’s the first problem with them. Schools should never be about making a profit. They should be about educating children, first, second and third. However, lawmakers on both sides of the aisle think it’s just perfect to use them as a vehicle for personal economic gain. Charter schools, in particular, are a super easy way to generate tons of cash at taxpayer expense without having to put hardly any effort into the act of educating. This article can be used as a blueprint to get rich or a vomit bag for anyone disgusted at what we’ve allowed happen to our system of public education.

Fun Fact: I’m hoping for vomit and outrage. Still waiting. And hoping for the best.


2) New PAC Descends on Pittsburgh Public Schools to Charterize and Take Over School Board

Published: April Screen Shot 2016-04-11 at 11.39.31 AM

Views: 3,891

Description: Pittsburgh, the town of my birth. This one hits close to home but is indicative of what’s going on across the nation. Wealthy elites are using our perverted tax and campaign finance laws to attempt to steal control of our duly-elected school boards. Public schools are some of the last truly democratic institutions left in this country. That’s why the rich are funding attacks against them. They don’t want Joe and Jane taxpayer to have any say in their kids’ schools. So they gather money, meet at private fundraisers and draw their plans against us. Pittsburgh voters have turned away from the plutocrats plans of late and that’s something the upper crust simply will not accept.

Fun Fact: So far we’ve been winning this battle along the three rivers. Fingers crossed that votes will continue to triumph over cash.


1) My Daughter is Not a Widget

Published: January Father Holding Daughter's Hand

Views: 2,860

Description: It’s all about the children. That’s what everyone says as they pass laws to pull the rug out from under them. Take Exxon CEO and soon-to-be Secretary of State Rex Tillerson. Last year, he had the gall to complain about struggling students in impoverished public schools. He called them “defective products” as if they were irregular widgets stamped out in a factory. I wasn’t having it. However, this attitude shows exactly how the powerful view our children. They have no intrinsic value. They only matter if they meet the needs of business – society has no responsibility to meet their needs, only that of the corporations and CEOs.

Fun Fact: The media turned this story into a case of a famous man misspeaking. But he didn’t misspeak. This is a rare case of someone saying what he actually thinks. No one held him accountable and now he will reap the rewards of the in-crowd – power in the Trump administration. When will we hold cowards like this accountable? When will we rise up and throw them out of the corridors of power? Perhaps on the same day that we stop harping about “fake news” and start paying attention to what’s actually going on around us.


NOTE: Special thanks to my fellow education blogger, Russ Walsh, who originally gave me the idea to write a countdown of under-read articles. He does it, himself, every year at his own excellent blog. If you’re new to the fight against corporate education reform, Russ has written an excellent primer on the subject – A Parent’s Guide to Public Education in the 21st Century: Navigating Education Reform to Get the Best Education for My Child.