The Completely Avoidable Teacher Shortage and What To Do About It

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Hello?

Lo-lo-lo-lo…

Is anybody here?

Ere-ere-ere-ere…

Is anyone else left? Am I the only one still employed here?

Somedays it feels like it.

Somedays teaching in a public school is kind of like trying to run a resort hotel – ALL BY YOURSELF.

 
You’ve got to teach the classes and watch the lunch periods and cover the absences and monitor the halls and buy the pencils and tissues and fill out the lesson plans and conduct the staff meetings and…

Wouldn’t it be better if there were more people here?

I mean seriously. Why do we put the entire responsibility for everything – almost everything – involved in public education and put it all on the shoulders of school teachers?

And since we’re asking questions, why do we ALSO challenge their right to a fair wage, decent healthcare, benefits, reasonable hours, overtime, sick leave, training, collective bargaining… just about ANYTHING to encourage them to stay in the profession and to get the next generation interested in replacing them when they retire?

Why?

Well, that’s part of the design.

You see today’s public schools employ 250,000 fewer people than they did before the recession of 2008–09. Meanwhile enrollment has increased by 800,000 students.

So if we wanted today’s children to have the same quality of service kids received in this country only a decade ago, we’d need to hire almost 400,000 more teachers!

Instead, our children are packed into classes of 25, 30 even 40 students!

There’s no way a single teacher can give all those children her undivided attention at all times. There’s no way she can provide them with the kind of individualized instruction we know kids need in order to fulfill their potentials.

So why did we let this happen? Why do we continue to let this happen?

First, you have to understand that there are two very different kinds of public school experience. There is the kind provided by the rich schools where the local tax base has enough money to give kids everything they need including small class sizes and hiring enough teachers to get things done efficiently. And there’s the poor schools where the majority of our kids get educated by the most dedicated put upon teachers who give 110% everyday but somehow can’t manage to keep all those plates spinning in the air at the same time so the media swoops in, wags its finger and proclaims them a “failure.”

Bull.

It’s not teachers who are failing. It’s a system that stacks the deck against them and anxiously anticipates them being unable to meet unfair and impossible expectations.

Why do we let THAT happen?

Mainly because the people with money don’t care about poor and middle class children.

But also because they see the supposed failure of public schools as a business opportunity.

This is a chance to open a new market and scoop up buckets of juicy profit all for themselves and their donors.

It’s called privatized education. You know – charter schools and vouchers schools. Educational institutions not run by the public, not beholden to elected officials, but instead by bureaucrats who have the freedom to act in the shadows, cut student services and pocket the savings.

THAT’S why there’s a teacher shortage.

They want to deprofessionalize the job of teaching.

They don’t want it to be a lifelong career for highly trained, creative and caring individuals.

Why?

Those are people they have to pay a living wage. Those are people who know a thing or two and might complain about how the corporate scheme adversely affects the children in their care.

That’s why!

So these business people would rather teaching become a minimum wage stepping stone for young adults before they move on to something that pays them enough to actually support themselves and their families.

And to do that, the powers that be need to get rid of professional teachers.

People like me – folks with national board certification and a masters degree – they need to go.

THAT’S why class sizes are so large. That’s why so few young people are picking teaching as a major in college.

It’s exactly what the super-rich want.

And it doesn’t have to be some half mad Mr. Burns who makes the decisions. In my own district, the school board just decided to save money by cutting middle school math and language arts teachers – the core educators who teach the most important subjects on the standardized tests they pretend to value so much!

I’m under no illusions that my neighborhood school directors are in bed with the privatization industry. Some are clueless and some know the score. But the decision was prompted mostly by need. We’re losing too many kids to the local charter school despite its terrible academic track record, despite that an army of kids slowly trickle back to us each year after they get the boot from the privatizers, our district coffers are suffering because marketing is winning over common sense.

So number crunching administrators had a choice – straighten their backbones and fight, or suggest cutting flesh and bone to make the budget.

They chose the easier path.

As a result, middle school classes are noticeably larger, teachers have been moved to areas where they aren’t necessarily most prepared to teach and administrators actually have the gall to hold out their clipboards, show us the state test scores and cluck their tongues.

I actually heard an administrator this week claim that my subject, language arts, counts for double points on the state achievement rubric. I responded that this information should be presented to the school board as a reason to hire another language arts teacher, reduce class sizes and increase the chances of boosting test scores!

That went over like a lead balloon.

But it demonstrates why we’ve lost so much ground.

Everyone knows larger class sizes are bad – especially in core subjects, especially for younger students, especially for struggling students. Yet no one wants to do anything to cut class sizes.

If the state and federal government were really committed to increasing test scores, that’s the reform they would mandate when scores drop. Your kids aren’t doing as well in math and reading. Here’s some money to hire more teachers.

But NO.

Instead we’re warned that if we don’t somehow pull ourselves up by our bootstraps, they’ll close our school and give it to a private company to run – as if there were any evidence at all that this would help.

But, the school privatization cheerleader rebuts, why should we reward failing schools with more money?

The same reason you reward a starving stomach with more food. So the hungry person will survive!

Right now you’re doing the same thing with the testing corporations. They make the tests and grade the tests. So if students fail, the testing corporations get more money because then students have to take — MORE TESTS! And they are forced to take testing remediation classes that have to buy testing remediation materials produced by – wait for it – the same companies that make and grade the tests!

It’s a scam, ladies and gentlemen! And anyone who looks can see it.

But when you bring this up to administrators, they usually just nod and say that there’s nothing we can do about it. All we can do is keep trying to win the game – a game that’s rigged against us.

That’s exactly the attitude that’s gotten us where we are.

We can’t just keep doing it, keep appeasing the testing and privatization industry and their patsies in the media and government.

We must fight the system, itself, not go along with it.

We need to get on a bus and go to the state capital and Washington, DC, as a staff and protest. We need our school boards to pass resolutions against the unfair system. We need class action lawsuits. We need to tell everyone in the media what we know and repeat it again and again until it becomes a refrain.

And when we get these unfair evaluations of our under-resourced impoverished and multicultural districts, we need to cry foul. “Oh look! Pearson’s tests failed another group of mostly brown and black kids! I wonder what they have against children of color!”

Force them to change. Provide adequate, equitable and sustainable funding so we can hire the number of teachers necessary to actually get the job done. Make the profession attractive to the next generation by increasing teacher pay, autonomy, resources and respect. And stop evaluating educators with unproven, disproven and debunked evaluation schemes like value-added measures and standardized test scores. Judge them on what they do and not a trussed up series of expected outcomes designed by people who either have no idea what they’re talking about or actively work to stack the deck against students and teachers.

But most of all — No more going along.

No more taking the path most traveled.

Because we’ve seen where it leads.

It leads to our destruction.

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Making Puerto Rico the New New Orleans – Steal the Schools and Give Them to Big Business to Run For Profit

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Charter school backers can’t help it.

 

They see a bunch of black or brown kids displaced by a natural disaster and they have to swoop in to help…

 

Help themselves, that is.

 

They did it in 2005 to New Orleans schools after Hurricane Katrina. Now they want to do it again in Puerto Rico after Hurricane Maria.

 

“This is a real opportunity to press the reset button,” said Puerto Rican Secretary of Education Julia Keleher.

 

“…this [is a] transformational opportunity for us to start to think fundamentally differently about what it is to be in school, and how one goes about getting an education.”

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A dozen years ago in Louisiana, that meant stealing almost the entire New Orleans public school system in the aftermath of Katrina. About 90 percent of the city’s 126 schools were given to the Louisiana Recovery School District, which turned them all into charter schools.

 

In effect, Louisiana state officials elected by the white majority stole control from local school boards elected by the city’s black majority. More than 7,000 teachers most of whom were people of color and had been displaced by the hurricane found themselves replaced by mostly white teachers brought in from other parts of the country.

 

Now, more than 10 years later, the New Orleans experiment has been shown to be a failure. Scores on standardized tests have improved (kinda), but the curriculum has narrowed, teacher turnover has doubled, disadvantaged and special education students have even fewer resources while schools fight over high achieving children, students spend hours being bused to schools far from their homes, communities have been erased, and parents have less control over how their own tax dollars are spent.

 

That is what Keleher and others want to repeat in Puerto Rico – wrest control away from the public and give it to big business all wrapped up in a bow.

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Why?

 

 

Public schools come with expensive perks like local control, transparent budgets and regulations to ensure all the money is being spent on students. It’s much cheaper to run these districts with unelected bureaucrats, closed-door budgets and the ability to grab as much of the cash as possible and stuff it into their own pockets.

 

It ’s not like anyone’s going to complain. These schools aren’t for rich white kids. They’re for poor brown ones.

 

It’s just colonialism, 2017 style!

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Jeanne Allen thinks that’s a great idea.

The founder and CEO of school privatization lobbying group, the Center For Education Reform, said that charterization is the best thing that could happen to Puerto Rican schools.

 

After dealing with the immediate effects of the hurricane, reformers “should be thinking about how to recreate the public education system in Puerto Rico.” And she should know. Allen was also involved in the New Orleans fiasco turning that system over to big business.

 

She added that charter school operators across the nation, including cyber charter school managers (whose schools often have even more wretched academic results), should be thinking about how to get involved in Puerto Rico post-Maria.

 

Keleher has already begun laying the groundwork.

 

Even though many Puerto Rican schools are only operational because of the work of teachers who have cleaned them up and have opened them despite being told not to by Keleher’s administration, the Education Secretary has pledged to lay off massive amounts of teachers and permanently close more schools – even schools that are structurally sound.

 

“Consolidating schools makes sense,” Keleher said in October. “They can go out and protest in the streets, but that doesn’t change the fact that we can’t go back to life being the same as it was before the hurricane.”

 

Puerto Rican teachers aren’t letting the vultures swoop in without protest.

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Just this week twenty-one teachers in the capitol of San Juan were arrested during a rally at the Education Department headquarters. They were demanding all structurally sound schools be opened immediately.

 

“Our schools have served students well and although we recognize that it can be expensive to repair some schools, what we are asking is that schools that are ready be opened,” said social worker Alba Toro just before the arrests.

 

Administration officials are claiming the teachers were taken into custody because they physically attacked the civil servants, but witnesses say the protest was entirely peaceful.

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According to Education Safety Commissioner César González, the protesters assaulted at least three security employees and a public relations employee while inside the building.
However, protestors dispute this version of events. Eulalia Centeno, who was part of the group that went inside the building, but left before the arrests began, said that no violent acts were committed and that the protesters only demanded to see the secretary to request the opening of public schools.

 

Seven weeks after the hurricane, less than half of the island’s nearly 1,200 public schools are open in any capacity. Though many schools endured severe storm and flood damage, others were repaired and cleaned to shelter hurricane victims and are ready to take in students.

“Keleher is using the crisis as an opportunity to close hundreds of public schools, lay off senior teachers and privatize public education,” says Mercedes Martinez, President of the Federacion de Maestros of Puerto Rico, an island teachers union.

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Martinez was one of the teachers arrested during the protest.

 

When she was taken out of the building in handcuffs, her son was photographed leaning over a railing and patting his mother on the shoulder.

 

This is what real heroes do.

 

They refuse to back down despite the forces of prejudice and commerce stacked against them.

 

Will we let the charter school vampires suck Puerto Rico dry?

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Top 10 Reasons Public Schools are the BEST Choice for Children, Parents & Communities

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Everywhere you look today you’ll find profits prophets of doom bemoaning the quality of our public school system.

 

We’ve got too many failing schools, they say. The only thing to do is to invest in private and privatized institutions vouchers, charters, ANYTHING but public.

 

But as education professors Christopher and Sarah Lubienski wrote in their landmark book “The Public School Advantage: Why Public Schools Outperform Private Schoolsthere’s little evidence behind the hype. Public schools are far from perfect, but even given their deficiencies, they have benefits that far outweigh those of privatized schools. Indeed, market-based educational reform, wrote the Lubienskis, is “increasingly a belief system rather than a policy theory.”

 

Privatized schools are sometimes great at boosting standardized test scores, but when it comes to authentic indicators of student learning, they often fall well behind their traditional public school counterparts.

 

And when you stop to consider things like finances, accountability, self-governance, social justice and life-long learning, then public schools prove themselves to be a much better choice than any privatized system.

 

Clearly we’re speaking in generalities here. Every school – public or privatized – is different. But there is enough commonality to identify certain trends between each type of school to make general conclusions about each category. In short, despite any media or political propaganda to the contrary, public schools come out on top.

 

Here are the top 10 reasons public schools are the best choice for children, families and communities

 

1) Public Schools Attract the Best Teachers

 

When choosing a school for your children, you want them to have the best teachers possible. You want life-long, committed educators – people who entered the profession as a calling, who dedicate their lives to young people.

 

This is not the case at many charter or private schools. Their teachers often don’t have the same high level of education, experience, or commitment. In many states, they aren’t required to earn a 4-year degree from an accredited college, they routinely have less experience and higher turnover.

 

Compare that with public schools. With rare exceptions, teachers must have at least one bachelors degree in a specialized education field, and many have masters degrees or more. In addition, teacher turnover is much lower. This is partly because public school teachers usually earn a higher salary than those at privatized schools. (It’s still not comparable with professionals in other fields with similar levels of education, but it’s better than they get at privatized schools.) In addition they have higher job satisfaction because of increased union membership, which enables greater stability and helps create a safer workplace for teachers and their students.

 

Think about it. If you were one of the best teachers in the country, wouldn’t you want to work where you get the highest salary and benefits? Of course!

 

2) Public Schools Have a Greater Sense of Community

 

Most public schools have been around for a long time. They are the heart of the communities they serve. They do so much more than just teach children. They host continuing education courses for adults, extracurricular activities, sporting events, academic clubs, public swimming pools, open libraries, and invite the community for local events, concerts, seminars, etc.

 

This is rarely the case at privatized schools. Charters and private institutions are often fledgling startups. They’re located in rented office spaces, renovated store fronts and other locations chosen more for their cost benefits to investors and not for their efficacy as places of education or community outreach.

 

Public schools have histories that go back generations. Everyone in the community knows the teachers who work there. Parents often send their kids to the same educators who taught them when they were young. Sometimes this goes back to grandparents and even great grandparents. Older brothers can advise younger sisters what it was like to have this teacher or that principal. The kinds of relationships you get at public school just aren’t there at institutions that model themselves on big box stores like WalMart and Target.

 

3) Public Schools Increase Educational Choice

 

Privatizers often talk about charters and voucher schools as if they are the only places that offer parents and students choice. It’s simply untrue. Many public school districts offer a tremendous amount of alternatives for students living in their neighborhoods. Larger urban districts often have magnet or theme schools. But even beyond that, most schools offer a wide variety of classes and curriculum. Students can take foreign languages, vo-tech, arts and humanities, independent studies, and advanced placement or college credit courses. Students can take advantage of a plethora of services designed to personalize their academic experience to meet their individual needs with special and gifted education, even choosing which teachers are the best fit for their learning styles.

Obviously, these options increase with the degree of wealth in a community, but they prove that increasing choice doesn’t have to mean privatization. It means equitable funding.

 

 

4) Public Schools Have Greater Diversity

 

Students learn a lot more than reading, writing and arithmetic in school. They also learn how to deal with different kinds of people – they learn to share this world with other humans from various racial, ethnic, religious, and sexual backgrounds. The more diverse an environment they grow up in, the more well-adjusted they will be for the adult world, and the less racist, sexist and prejudiced they’ll probably become.

 

Public schools are often a sea of diversity. They are the best place to meet the entire spectrum of humanity. On the other hand, charter and voucher schools are routinely segregated and homogenous. Sometimes privatized schools make efforts to fight against this, but you can’t make much headway when your entire system is based on sorting out the underprivileged in favor of white, affluent children whose parents can afford tuition (private schools) or poor black but high achieving children (charter schools).

 

5) Public Schools Are More Fiscally Responsible

 

Public schools spend their money more wisely than privatized schools. They have to! Their records are an open book. All the spending decisions happen in public view. And the law requires that all expenses must relate to educating children.

 

Privatized schools rarely do this, and if they do, it’s by choice not necessity. They could close their books any day, make whatever decisions they like behind closed doors and layout bundles of cash for their CEOs or investors. Privatized schools are for-profit. Even when they aren’t explicitly labeled as such, they usually operate in the same way – cut student services to increase the bottom line. Their explicit goal is to make money off your child – not simply earn a middle class income like public schools. No, they want to get rich off of your dime.

 

Privatizers buy mansions and yachts with your money. Public school teachers pay off their mortgages. And in the rare instances where public school employees break the law and try to embezzle funds, they are much more likely to be caught because the books are right there for all to see.

 

6) Public Schools Are More Reliable

 

When you send your child to most privatized schools, you never really know if it’s going to be there tomorrow. Charter schools often close without a moments notice. Private schools declare bankruptcy.

 

If there’s one thing you can be reasonably sure of, it’s that your neighborhood public school will still be there. It’s been there for decades, sometimes hundreds of years. Charter and voucher schools are often fly-by-night affairs. Public schools are solid bedrock. If public schools close, it’s only after considerable public comment and a protracted political process. No one ever shows up to find the local public school chained shut. Not the same at charters or private schools.

 

 

7) Public Schools Have Greater Commitment to Students

 

Charter and vouchers schools don’t have to accept your child. Public schools do.

 

When you enroll in a privatized school, the choice is all up to administrators. Is your child a safe bet? Can they let your little one in without breaking the bank? Will he or she make the school look good with better test scores? Will he or she be easy to educate?

 

Public schools, on the other hand, have a commitment to educating every child who lives in the district. They even take homeless children. Only under the most extreme circumstances would they expel a young person. No matter who your offspring is, no matter how good or bad a student, public school operators have faith they can help the youngster succeed.

 

8) You Have Ownership of Public Schools

 

With privatized schools, you’re paying for a business to provide services. Public schools belong to you. In fact, you’re the boss.

 

Public schools are run by your friends, neighbors and co-workers. Privatized schools are most often run by appointed boards of directors who are not beholden to you but to the investors. As education blogger Peter Greene puts it, “The charter is a business, run by people who don’t ever have to let you into their board room.”

 

In addition, many public schools go beyond even this level of parental involvement. They more often have PTAs or PTOs. They have advisory councils where elected parents, teachers and community members can work together to advise the school board on important maters like hiring superintendents. If parents and the community want a voice, the public school system is overflowing with options. Ironically, the community rarely has any say over privatized schools and parents can only vote with their feet.

 

9) Public Schools Provide More Amenities

 

Public schools routinely offer so much more than privatized schools. At many charter and voucher schools, parents are required to buy supplies for the whole institution. Public schools accept donations and sometimes teachers ask for help, but if parents can’t (or won’t) send in pencils or tissues, the school provides it gratis. And even when the district is cheap in this regard, teachers often make up the difference from their own pockets. It’s not right that they have to do so, but they constantly step up for your children.

Moreover, public schools offer a much expanded range of services for your children than privatized schools. Special education and gifted programs are first rate at public schools while often intermittent or nonexistent at privatized schools. And the requirements put on parents at public schools are much lower – less restrictive dress codes, fewer demands on parents’ time and they take a greater responsibility for your children.

Heck, private schools rarely even pay for transportation. Public schools offer a free ride via the school bus from home and back again.

 

10) Public Schools Match or Outperform Privatized Schools

 

When it comes to academic performance, comparisons all come down to what data you think is indicative of student learning and which factors you exclude. You can find plenty of studies funded by privatizers that unsurprisingly conclude their backers business model is the best. However, when you look at peer reviewed and nonpartisan studies, the story changes.

The Lubienskis, in particular, paint an extremely compelling picture of public school superiority based on numerous complex statistical models including hierarchical linear modeling and multivariate regression. In short, the authors conclude that after accounting for the demographic differences among various school sector populations, traditional public school students outperform those at private schools over time. Students typically enter public schools with much greater degrees of poverty than those entering private schools. As such, public school students start with greater academic deficiencies. Even so, public schools are able to make up for these deficiencies over time more easily than privatized schools. And by fourth grade, public school students actually have greater academic success than their demographically similar peers at private or charter schools. The Lubienskis call it “The Public School Effect.”

 

With all these benefits, you’d think we’d be cheering on our public school system, not denigrating it. However, the failing schools narrative sells a lot of people on privatized alternatives. But it’s not fact. It’s marketing.

 

It’s time someone explicitly outlined the benefits of our public schools. We could be doing a lot more to help make them even better. But the first step is recognizing what an asset these schools already are.

 

Public schools, they’re what happens when we value children over profit.

After Hurricane Harvey, Will Houston Public Schools be Charterized?

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It’s an all too familiar scene in America.

A natural disaster devastates a major metropolitan city.

And then the forces of profit and privatization use the chaos and uncertainty as cover to steal public services and turn them into mechanisms to increase their own bottom line.

That’s what happened to New Orleans in the wake of Hurricane Katrina in 2005. And, if Houston residents aren’t careful, it’s what could happen there in the wake of Hurricane Harvey, which struck this weekend.

Right now the immediate danger is the weather.

The storm has already affected about a quarter of the Texas population, or 6.8 million people in 18 counties. It’s been blamed for at least 8 deaths so far.

Thousands of people have evacuated to rooftops as rushing waters flooded streets and neighborhoods. Many roadways are only navigable by boat, and emergency services are so overtaxed that civilian volunteers have stepped up to help rescue stranded residents. By the time the weather system passes through, Houston could get as much as 50 inches of rain – the highest amount ever recorded in Texas.

U.S. Education Secretary Betsy DeVos was so overwhelmed by the news that she took to Twitter, saying, “Our prayers are with all those in the path of #HurricaneHarvey. @usedgov stands ready to assist impacted schools.”

 

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To which noted liberal commentator Keith Olbermann responded, “The hurricane is going to do less damage to schools than you are, Motherfucker.”
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And, if history is any guide, he may not be wrong.

In the aftermath of Katrina, New Orleans lost almost its entire public school system. About 90 percent of the city’s 126 schools were given to the Louisiana Recovery School District, which turned them all into charter schools.

For those uninitiated into the mysteries of corporate education reform, charter schools differ from traditional public schools because they are financed by tax dollars but privately operated. They often are controlled by appointed boards with little to no transparency, and are rife with opportunities for investors to profit through fraud and neglect – opportunities that just aren’t present at traditional districts.

So, in effect, Louisiana state officials elected by the white majority stole control from local school boards elected by the city’s black majority. More than 7,000 teachers most of whom were people of color and had been displaced by the hurricane found themselves replaced by mostly white teachers brought in from other parts of the country.

Now, more than 10 years later, the New Orleans experiment has been shown to be a failure. Scores on standardized tests have improved (kinda), but the curriculum has narrowed, teacher turnover has doubled, disadvantaged and special education students have even fewer resources while schools fight over high achieving children, students spend hours being bused to schools far from their homes, communities have been erased, and parents have less control over how their own tax dollars are spent.

This could be the future for the Houston Independent School District (HISD).

After all, Houston is where the infamous Knowledge is Power Program (KIPP) charter school network got its start.

KIPP is known for two things: draconian discipline and high attrition rates. Even those kids who do well there often don’t go on to graduate from college. Two thirds of KIPP students who passed the 8th grade still haven’t achieved a bachelor’s degree 10 years later.

Moreover, its methods aren’t reproducible elsewhere. The one time KIPP tried to take over an existing public school district and apply its approach without skimming the best and brightest off the top, it failed miserably – so much so that KIPP isn’t in the school turnaround business anymore.

Yet, the charter network, one of the largest such chains with 209 schools nationwide, has one of the best propaganda departments in the industry. They pass off inhumanity to children as “rigor” and gloss over inability to teach difficult students as “high standards.”

 

Will Texas lawmakers be swayed by powerful charter operators to use the current catastrophe as a business opportunity to gobble up the existing school system?

 
Perhaps. But there are some significant differences between Houston and New Orleans.

 
For instance, the students served by the New Orleans system a dozen years ago were almost all living below the poverty line. By contrast, Houston has high and low poverty areas. In fact, many neighborhoods cater to upper middle class children.

 
It’s doubtful that parents from more affluent neighborhoods would put up with losing local control and all that goes with it. Their political and economic power would probably stop any wholesale charterization of the district. That’s why KIPP schools – and in fact most charter schools – are nearly nonexistent in wealthy neighborhoods.

 
However, there are plenty of community schools serving high poverty populations suffering from systemic disinvestment and neglect that could be in danger of just such “reforms.” In fact, many of those are exactly the ones that have been worst hit by flooding and weather damage. At least 10 consistently struggling schools could find themselves targeted for the New Orleans treatment. The state and federal government could withhold relief funding on the condition these schools give up their elected school boards and embrace the kind of Wild West, laissez-faire, free market deregulation that charter schools bring.

 
The Republican controlled state legislature already has a law on the books to swipe local control from struggling districts and turn them into charters. It’s a blatant threat to takeover entire districts like HISD if certain schools within the district don’t improve standardized test scores and other measures favored by corporate education reformers.

 

 

Hurricane damage could become a pretext to empowering state lawmakers to expedite this process. Perhaps they might even ask local school boards to give up control of their struggling schools in exchange for leaving alone the more affluent white schools.

I had the pleasure of visiting Houston a year ago for the United Opt Out Education and Civil Rights Summit. There I met with parents, students, concerned community members and representatives of the local teachers union – the Houston Federation of Teachers.

They helped me understand that Texas has a unique perspective on school choice.

For instance, they aren’t generally too fond of school vouchers.

This session a Tea Party favored voucher initiative was squashed by more moderate Republicans. In fact, in Texas even religious leaders don’t like vouchers. This is surprising because the program usually allows tax dollars to be used at private or parochial schools. An organization, Pastors for Texas Children, has been particularly vocal about supporting public education over BOTH vouchers and charters.

However, this is the land of former Gov. George W. Bush, one of the biggest charter cheerleaders in the country. His party broadly supports charter schools, yet the Texas legislature has struggled to increase them.

Last year, Gov. Greg Abbott and Lieutenant Gov. Dan Patrick made a big push to increase charter schools across the state. In an unusual move, state House Speaker Joe Straus refused to bring the bill to the floor for a vote. Straus held the issue hostage because he couldn’t get support for a new school funding formula.

It should be noted that all of these players are Republicans. Democrats are a minority with the ability to impact policy almost not at all.

DeVos and the Trump administration are unquestionably supportive of voucher and charter school expansion.

It’s still too early to tell if the state and/or federal government will take a page from the Shock Doctrine playbook and use Harvey as a distraction to embolden their agenda.

One can only hope that voters have learned the lessons from Katrina and Louisiana.

Otherwise, over time a manmade disaster could once again eclipse the damage done by a natural one.


Special Thanks to Zakary Rodriguez for help navigating the Texas education scene.

Study: Closing Schools Doesn’t Increase Test Scores

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You might be tempted to file this under ‘No Shit, Sherlock.’

But a new study found that closing schools where students achieve low test scores doesn’t end up helping them learn. Moreover, such closures disproportionately affect students of color.

What’s surprising, however, is who conducted the study – corporate education reform cheerleaders, the Center for Research on EDucation Outcomes (CREDO).

Like their 2013 study that found little evidence charter schools outperform traditional public schools, this year’s research found little evidence for another key plank in the school privatization platform.

These are the same folks who have suggested for at least a decade that THE solution to low test scores was to simply close struggling public schools, replace them with charter schools and voilà.

But now their own research says “no voilà.” Not to the charter part. Not to the school closing part. Not to any single part of their own backward agenda.

Stanford-based CREDO is funded by the Hoover Institution, the Walton Foundation and testing giant Pearson, among others. They have close ties to the KIPP charter school network and privatization propaganda organizations like the Center for Education Reform.

If THEY can’t find evidence to support these policies, no one can!

After funding one of the largest studies of school closures ever conducted, looking at data from 26 states from 2003 to 2013, they could find zero support that closing struggling schools increases student test scores.

The best they could do was find no evidence that it hurt.

But this is because they defined student achievement solely by raw standardized scores. No other measure – not student grades, not graduation rates, attendance, support networks, community involvement, not even improvement on those same assessments – nothing else was even considered.

Perhaps this is due to the plethora of studies showing that school closures negatively impact students in these ways. Closing schools crushes the entire community economically and socially. It affects students well beyond academic achievement.

The CREDO study did, however, find that where displaced students enrolled after their original school was closed made a difference.

If Sally moves to School B after School A is closed, her success is significantly affected by the quality of her new educational institution. Students who moved to schools that suffered from the same structural deficiencies and chronic underfunding as did their original alma mater, did not improve. But students who moved to schools that were overflowing with resources, smaller class sizes, etc. did better. However, the latter rarely happened. Displaced students almost always ended up at schools that were just about as neglected as their original institution.

Even in the fleeting instances where students traded up, researchers noted that the difference between School A and B had to be massive for students to experience positive results.

Does that mean school closures can be a constructive  reform strategy?

No. It only supports the obvious fact that increasing resources and providing equitable funding can help improve student achievement. It doesn’t justify killing struggling schools. It justifies saving them.

Another finding of the CREDO study was the racial component of school closings.

Schools with higher populations of blacks and Hispanics were more likely to be shuttered than institutions serving mostly white students. In addition, schools with higher poverty populations were also more likely to be closed than those serving middle class or rich children.

Yet you really don’t need an academic study to know that. All you have to do is read the news. Read about the closings in Chicago, New Orleans, Detroit – really any major metropolitan area.

The fact that CREDO admits it, only adds credence to arguments by critics like myself.

It is no accident that poor black schools get closed more than rich white ones. Poor students of color are targeted for this exact treatment.

Corporate education reform is not just bad policy; it is racist and classist as well.

Greg Richmond, President of the National Association of Charter School Authorizers, was shocked by these findings.

“We are especially troubled by the report’s observation of different school closure patterns based on race, ethnicity, and poverty,” he said in a statement. “These differences were present among both charter schools and traditional public schools and serve as a wake-up call to examine our practices to ensure all schools and students are being treated equitably.”

But his industry benefits from these practices. Just as CREDO’s backers do.

Never has our country been less prepared to deal with the real problems besieging it. But if the time ever comes when sanity returns, we cannot simply go back to familiar habits.

School closures and charter school proliferation are bad no matter who proposes it – Republicans or Democrats.

Regardless of who sits in the Oval Office, regardless of who represents us in federal, state and local government, we have to make sure they do the right things for our children.

That means learning from our mistakes. Beyond partisanship. Beyond economics.

It’s the only way to build a better world.

CREDO’s study just adds fuel to the fire surrounding the regressive education policies of the last decade.

If we’re ever in the position to hold a match, will we have the courage to strike it?

Florida Looks to Hide Minority Students with Accountability Waiver

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What do you do with minority students?

 

The state of Florida is looking to hide them under the rug.

 

The state is seeking a waiver from the U.S. Department of Education for certain provisions of the Every Student Succeeds Act (ESSA) – a move that has some civil rights groups alarmed.

 

The request goes something like this:

 

Federal Government: How are your English Language Learners doing?

 

Florida: Dunno. We lumped them in with everyone else.

 

Fed: Are there any big discrepancies between white students and poor, black or Latino students?

 

Florida: Dunno. We don’t look at that.

 

Fed: Do you at least allow English Language Learners to take tests in their native language?

 

Florida: Nope. They need to speak English or fail.

 

Aaaaand scene.

 

The waiver hasn’t even been fully drafted yet and submitted to the federal Department of Education.

 

However, civil rights groups such as The Leadership Conference on Civil and Human Rights, The League of United Latin American Citizens (LULAC), and several local activists are asking that the state reconsider sending it and/or the federal government categorically deny it.

 

These organizations are worried that such measures, if approved, would allow Florida to ignore the needs of minority students.

 

In fact, lumping minority students’ test scores in with the majority white population would obscure whether they were struggling at all. So would explicitly ignoring any achievement gaps between the majority and minority populations.

 

And forcing students to take tests in a language with which they aren’t even proficient yet is just plain cruel.

 

But it highlights several conflicts at the forefront of the public education debate.

 

First, there’s the question of who controls our schools – the state, local or federal government.

 

Second, there’s the question of what is the best way to ensure every child is getting a quality education.

 

The first question is at the heart of a disagreement between many on the political left and right. Democrats generally favor more federal intervention, while Republicans favor more state control.

 

Which side will end up victorious is hard to say. In situations like this, it’s even hard to say who SHOULD be victorious.

 

In general, local control is better than administration from a far. But it’s kind of hard to stand up for a state legislature that has no problem segregating minorities, under funding their schools and then trying to hush it all up.

 

It’s kind of like parenting. It’s better that children stay with their parents, but if their mom and dad are abusive jerks, perhaps all bets are off.

 

Secondly, we have the question of accountability. What is the best measure of whether a school is providing a quality education?

 

Like the No Child Left Behind legislation before it, the ESSA specifically uses standardized test scores for this purpose.

 

However, test scores are terrible at determining accountability. They’re economically and culturally biased. Rich kids tend to pass and poor kids tend to fail. At best, they show which students have been the most economically privileged and which have not.

 

But we don’t need test scores to see that. We can simply look at students’ socio-economic status. We can look at whether they’re living below the poverty line or not. We can look at their nutrition and health. We can look at whether they belong to a group that has historically been selected against in this country or not.

 

And once we find that out, we shouldn’t punish the school for having the audacity to teach poor and minority children. We should give them extra funding and resources to meet those students’ needs. But the current test-based accountability system doesn’t do that. Instead it cuts off funding to schools that need it most while pushing public schools to be closed and replaced with charter and voucher institutions that have a worse record of success.

 

In short, accountability is vital in our public schools, but the way we determine who needs help and what we consider help are drastically out of step with student needs.

 

These are two issues that desperately need resolution, and we’re putting them on the desk of the one Education Secretary in our nation’s history least equipped to deal with them – Betsy DeVos.

 

Fed vs. states? She’s for whichever pushes school privatization.

 

Test scores? She loves them!

 

Civil rights? Her administration is infamous for expressing doubts that such things even exist.

 

But at the same time, some on the corporate left may use her dunderheaded opposition to justify test-based accountability.

 

“See?” They’ll say. “We need standardized tests to protect minority children!”

 

Um. No. You don’t.

 

Likewise, some on the right might try to characterize Florida’s attempted waiver as an act of defiance against test-based accountability.

 

It’s not. Officials in the Sunshine State aren’t concerned with undoing the testocracy. They’re perfectly fine with high stakes testing – so long as they don’t have to do anything special to help black and brown kids.

 

It’s a situation where blatant self-interest can easily be hidden under a fake concern for children.

 

On balance, civil rights groups’ concerns are justified in relation to Florida’s drafted ESSA waiver. But they’re wrong if they think test-based accountability is in the best interests of the minorities they serve.

 

If you’re going to use standardized tests to hold schools accountable for providing a quality education – and that’s a Big IF – it’s unfair to obscure data about minority students and possible achievement gaps. Moreover, it’s reprehensible that you wouldn’t even bother to test them fairly by letting them take these assessments in their native languages.

 

However, it would be even better to dispense with test-based accountability in the first place. It would be better to see student needs directly and not as a reflection of test scores. That would more easily allow help to reach the students and not the vulture industries circling above our public schools waiting to pick them apart in the name of accountability.

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.