School Vouchers Will Indoctrinate a Generation in Alternative Truths

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My middle school students are good at telling the difference between facts and opinions.

Facts, they’ll tell you, are things that can be proven.

They don’t even have to be true. They just have to be provable – one way or the other.

For instance: “I’m six feet tall.” It’s not true, but you could conceivably measure me and determine my height.

Opinions, on the other hand, are statements that have no way of being proven. They are value judgements: That is good. This is bad. Mr. Singer is short. Mr. Singer is tall.

It doesn’t make them less important – in fact, their relative importance to facts is, itself, an opinion.

But today the very ability to prove facts has been called into question.

Our government has put forward statements that are demonstrably false: The Bowling Green Massacre. Undocumented immigrants commit massive amounts of crime. Donald Trump had the largest electoral college victory of modern times.

All of these should objectively be viewed as facts. They’re false, but they are provable. Yet when we resort to the kinds of things that should count as proof, we refuse to agree, we come to a clash of epistemologies.

Today, your truth depends more on your political affiliation than your commitment to objective reality.

There was no Bowling Green Massacre. No one was killed in Bowling Green, Kentucky. Certainly there was no large scale mass death perpetrated by terrorists. There were two Iraqi nationals arrested who had been planning an attack outside of the U.S. They had been buying guns and materials here because they were easier to get.

However, many conservatives refuse to accept this. They believe there was a Bowling Green Massacre. And they believe that it justifies Trump’s immigration ban.

The same goes for undocumented immigrants committing crime. They do NOT actually commit more crime than U.S. citizens. In fact, they commit less. They don’t want to attract unnecessary attention and risk deportation.

But once again many conservatives refuse to believe it. With no hard evidence, maybe some anecdotal evidence blown way out of proportion, they simply accept what they’re told by their government and their chosen media.

And Trump’s electoral college victory? He won 306 of 538 electoral votes and lost the popular vote. Forty-five Presidents won by a greater margin. And only two Presidents had a lower popular vote tally.

These are just numbers. I don’t know how they’re controversial or how anyone can disagree, but many conservatives do.

Don’t get me wrong. Liberals do it, too, though to a lesser degree. Ask most liberals about President Barack Obama’s education policy and you’ll get a gooey story about support and progressivism. It isn’t true.

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One popular meme shows Obama lecturing a tiny Trump about how he should invest in education and respect parents and teachers. Yet Obama never really did those things, himself. He held federal education funding hostage unless districts increased standardized testing, Common Core and charter schools. THAT’S not what parents and teachers wanted! It’s what huge corporations wanted so they could profit off our public schools!

But to many liberals Obama is some kind of saint, and any evidence to the contrary will be accepted only with great reluctance.

THIS is our modern world. A world of alternative facts and competing narratives.
Part of it is due to the Internet and the way knowledge has been democratized. Part of it is due to the media conglomerates where almost all traditional news is disseminated by a handful of biased corporations that slant the story to maximize their profits.

People end up picking the sources of information they think are trustworthy and shutting themselves off to other viewpoints. There is no more news. There is conservative news and liberal news. And the one you consume determines what you’ll accept as a fact.

As bad as that is, Trump’s education policy is poised to make it much worse.

He wants to radically increase the amount of school vouchers given to students. These allow federal dollars to be used to send children to private and parochial schools. As if the fly-by-night charter schools weren’t enough.

It’s a scam. A get rich quick scheme for corporations at the expense of students. But perhaps the worst part is how it exacerbates our world of alternative facts.

Students at private and parochial schools don’t learn the same things as public school students. At many religious schools they are indoctrinated in conservative market theory and a Biblical view of history and science.

You think we can’t agree on the truth or falsity of facts now? Just wait! What counts as a source will be radically different for the first generation of kids sent to such disparate schools.

This isn’t just about cashing in on education dollars today. It’s about creating a generation of adults educated with school vouchers who accept far right ideas about the world as bedrock truths. Climate change and evolution are hoaxes. Trickle down economics works. Slavery benefited slave and master alike.

These are the false truths the Trump administration hopes to seed into a larger portion of the next generation. And when you indoctrinate children so young, there is little hope they’ll ever be able to see beyond what they’ve been taught.

Conservatives counter that liberals are doing the same thing today in our public schools. That’s why they want to send their children to the private and parochial schools. They don’t want their kids taught about modern science without reference to God. They don’t want them to learn history that puts socialistic policies in a positive light. They don’t want them to learn that white people were ever inhuman to people of color.

And how do you argue with them? How do you have a productive conversation when you can’t agree on what proves a fact true or false?

This is the challenge of our generation.

I don’t know how to solve it, but I know that school vouchers will make it exponentially worse.

Republicans Suggest Federal Role in Education Be Limited to Bribery

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Hey! Let’s repeal the Elementary and Secondary Education Act of 1965!

Let’s hobble the Department of Education!

Let’s make the federal role just handing out bundles of cash to private and parochial schools!

That’s apparently how you improve public education. You make it private.

And you completely eliminate any protections for students’ civil rights.

THIS is the brave new world of Trumpian education policy. It’s called HR 610 and was introduced by Republican Congressman Steve King of Iowa.

You may Remember King. He introduced an amendment in the U.S. House that would have prevented Harriet Tubman from replacing President Andrew Jackson on the front of the $20 bill. Sure she was an abolitionist, women’s suffragist and hero who rescued scores of black people from slavery in the Underground Railroad. Why would we want her to replace a former slave trader and architect of the Indian Removal Act and Trail of Tears!?

His new piece of wonderful legislation – not at all written by the American Legislative Exchange Council (ALEC) – would turn the U.S. Department of Education into merely an authorizer of block grants to qualified states to participate in a nationwide voucher program.

The department would give out money to local districts to give to parents to home school or send their children to private schools.

In effect, the federal government would become a booster for private and parochial schools. Uncle Sam would be offering free cash to private interests, corporations, entrepreneurs and business people if they can just convince parents to choose them over the public school system.

Which brings up the question – what about that public school system? Would it still receive the federal help it currently does? Would there still be Title I Grants to schools serving impoverished students? What would happen to Pell Grants? Who would make sure states are doing their jobs? Where could we go to find accurate data about how our schools are doing nationally and not just state-by-state?

These are questions that have not fully been answered. It’s possible some of these services could fall back on other governmental departments as they did before the creation of the Department of Education in 1980. However, more likely this would be a redistribution of billions of dollars that used to go to public schools now going to private hands.

Moreover, abuses against students on the grounds of civil rights, gender, special education, etc. would skyrocket with little to no recourse. And we would be in the dark about how well we were educating our nation’s children.

Oh! And the bill also would reduce nutrition standards for school lunches and breakfasts.

I’m not kidding.

King apparently is troubled that kids are eating too many fruits and vegetables, whole grains, and drinking low-fat or fat free milk. He is against reducing salt, saturated fat, and trans fat in school meals. And he doesn’t think children’s nutritional needs should be met within their caloric requirements.

I’m sure this has nothing to do with the fact that these regulations were proposed by the Obama administration. It has nothing to do with undoing legislation from our first black President. It’s all about the children.

King’s bill, HR 610, is not to be confused with a similar bill by Kentucky Rep. Thomas Massie that would simply dismantle the Department of Education in one year.

Massie, who introduced his one page, one sentence bill on the same day DeVos was confirmed, is a Tea Party Republican Libertarian. He supports disbanding the Environmental Protection Agency (EPA) and allowing guns at the nation’s schools.

He is a hardcore Trump believer. During the election cycle after revelations about the candidate’s admitted sexual molestation of women surfaced, Massie famously said, “Trump is better than 90 percent of the congressmen I serve with.”

His bill, HR 899, reads in total:

“The Department of Education shall terminate on December 31, 2018.”

As crazy as it sounds, Massie’s motivations are comprehensible. He wants to return complete control of education to the states.

It must be admitted that the Department of Education has overstepped the bounds of its authority during the last two administrations. When it was formed three decades ago, it was supposed to be a tool to support public schools, ensure student’s rights weren’t being violated and giving a boost to the poor. However, President George W. Bush made it all about standardized testing and giving slush money to charter schools. Obama was supposed to right these wrongs but, being a corporate Democrat, he only increased and administered them more efficiently.

The Department of Education is a tool, and like any tool, it can be misused. That doesn’t mean it should be disbanded. Republicans wouldn’t ban all guns because of instances of gun violence. Why disband the Department of Education because administrations of both parties misused it? Put it in check with proper regulations…

Oops. I think I’ve lost them.

Anyway, despite Massie’s slavish devotion for all things Trump, the President appears to be siding with King.

Trump and his mega-donor Education Secretary, Betsy DeVos, have already shown their commitment to King’s voucher legislation.

On Tuesday, they invited ten parents and teachers to Washington, D.C., to talk about their education agenda.

Who did they invite? One was a public school teacher. One was a public school principal for a building specializing in special education. One was a public school parent who also had children in private school.  The rest were homeschoolers, charter school parents or private school representatives.

So 70-80% of the people they invited were not associated with public schools. The Trump administration has made it clear that they are not interested in serving public school students. They are primarily concerned with children going to private and parochial schools who currently make up less than 10 percent of the country’s students.

During the meeting, Trump even praised a “Nevada charter school” that he had visited.  This school is a religious school where students pledged allegiance to the Bible for the former Reality TV star. (Don’t believe me? Watch the video by clicking here.) Like many private or parochial schools, the one Trump praised is notorious for regularly excluding students with disabilities.

The Trump administration is apparently not very concerned with special education students. DeVos refused to commit herself to defending these students during her confirmation hearing (and still was confirmed by Republican legislators!). Moreover, one of the first things the Department did after DeVos took over was to shut down its Webpage for students with disabilities and direct users to another page with fewer resources.

Currently, Republicans control both houses of Congress. They could easily ram through this legislation and Trump would almost certainly sign it. Moreover, there are numerous corporate Democrats like Sen. Cory Booker of New Jersey who may be overjoyed that the ideology they have pushed for their entire careers have finally been proposed by Trump.

The only thing standing in the way of this wrecking ball bill is parents and teachers.

We flooded our lawmakers phones, emails and town halls during the DeVos confirmation. We demanded a qualified candidate with a commitment to public education. But because she and her family have paid more than $200 million to these same GOP lawmakers, they voted for her anyway.

Will they continue to override their constituents? Only time will tell.

As the Trump administration continues to unravel and public support plummets for him and his corporate agenda, resistance will become more politically possible.

All we can do is keep up the pressure. Keep calling. Keep emailing. Keep showing up at lawmakers offices. Keep marching in the streets.

Eventually, these people will have to listen to us – or else we’ll stop them at the voting booth.

But will public schools last that long?


You can email your U.S. Representative about HR 610 by clicking HERE.

America’s Founding Fathers Were Against School Choice

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One of the founding principles of the United States is public education.

 

We fought a bloody revolution against England for many reasons, but chief among them was to create a society where all people could be educated.

 

Certainly we had disagreements about who counted as a person. Women? Probably not. Black people? Doubtful. But the ideal of providing a quality education for all was a central part of our fledgling Democracy regardless of how well we actually lived up to it.

 

In fact, without it, our system of self-government just wouldn’t work. A functioning Democracy, it was thought, couldn’t exist in a nation where the common person was ignorant. We needed everyone to be knowledgeable and enlightened.

 

That’s why we have public schools – so that an educated citizenry will lead to a good government.

 

Our founders didn’t want a system of private schools each teaching students various things about the world coloring their minds with religious dogma. They didn’t want a system of schools run like businesses that were only concerned with pumping out students to be good cogs in the machinery of the marketplace.

 

No. They wanted one public system created for the good of all, paid for at public expense, and democratically governed by the taxpayers, themselves.

 

Don’t believe me?

 

Just look at what the founders, themselves, had to say about it.

 

More than any other fathers of the Revolution, Thomas Jefferson preached the Gospel of education and its necessity for free governance.

 

As he wrote in a letter to Dr. Price (1789), “Whenever the people are well-informed, they can be trusted with their own government.”

 

He expanded on it in a letter to C. Yancy (1816), “If a nation expects to be ignorant and free, in a state of civilization, it expects what never was and never will be.”

 

James Madison agreed. As the author of the Second Amendment, he is often credited with giving gun rights primary importance. However, he clearly thought education similarly indispensable. In a letter to W. T. Barry (1822), he wrote:

“A popular Government, without popular information, or the means of acquiring it, is but a Prologue to a Farce or a Tragedy; or, perhaps both. Knowledge will forever govern ignorance: And a people who mean to be their own Governors, must arm themselves with the power which knowledge gives.”

 

Our first President, George Washington, saw this to mean that the goal of education should be knowledge of good government. He wrote in Maxims (1854):

“And a primary object of such an Institution [Public Education], should be the education of our youth in the SCIENCE OF GOVERNMENT. In a Republic what species of knowledge can be equally important? And what duty is more pressing on its legislature, than to patronize a plan, for communicating it to those who are to be the future guardians of the liberties of the country?”

 

For his part, Jefferson had even more egalitarian ends in mind. For him, the most important aspect of public schooling was that it should be open to all social strata of society.

 

He wrote in his response to the American Philosophical Society, (1808), “I feel … an ardent desire to see knowledge so disseminated through the mass of mankind that it may, at length, reach even the extremes of society: beggars and kings.”

 

In short, Jefferson envisioned a public school system that educated everyone regardless of social class or wealth.

 

This is very different from 18th Century education in the United Kingdom. Rich children went to grammar schools with vastly different curriculums for boys and girls. But the poor were left to their own devices. Though many English towns had established charity schools – sometimes called Blue Coat Schools because of the color of children’s uniforms – there was no general law guaranteeing an education to the poor. Moreover, most schools included religious instruction, usually that of the Church of England. Children who belonged to other denominations often went to their own academies. In many cases, a formal education was eschewed altogether in favor of a 7-year apprenticeship for a trade or working at home.

So what Jefferson and others were proposing – free, secular education for all – was revolutionary.

 

Moreover, it would be essentially public, not private. Jefferson’s immediate predecessor as President, John Adams, famously said in Defense of Constitutions (1787):

 

“The whole people must take upon themselves the education of the whole people and be willing to bear the expenses of it. There should not be a district of one mile square, without a school in it, not founded by a charitable individual, but maintained at the public expense of the people themselves.”

 

 

The result of such a national commitment to public education was immediately felt. Schools were built quickly throughout the country but especially in the more urban North. By 1800, the literacy rate exceeded 90 percent in some regions – extraordinary for the time period.

 

Data from indentured servant contracts of German immigrant children in Pennsylvania show that the number of children receiving an education increased from 33.3% in 1771–1773 to 69% in 1787–1804.

 

 

By 1900, there were 34 states with compulsory schooling laws; four of which were in the South. Thirty of those states even required attendance until age 14 or higher. As a result, by 1910, a full 72 percent of American children attended school. By 1918, every state required students to complete at least elementary school.

 

 

And these schools became increasingly public. Though the Colonial period was marked by more private schools than public, by the close of the 19th century, public secondary schools began to outnumber private ones. This was just as Jefferson had foreseen.

 

He believed there was a place for private enterprise, but education wasn’t it. In his sixth Annual Message (1806) as President, Jefferson wrote:

 

“Education is here placed among the articles of public care, not that it would be proposed to take its ordinary branches out of the hands of private enterprise, which manages so much better all the concerns to which it is equal; but a public institution can alone supply those sciences which, though rarely called for, are yet necessary to complete the circle, all the parts of which contribute to the improvement of the country, and some of them to its preservation.”

 

In other words, Jefferson saw room for some aspects of schooling to be private such as selling books, supplies, etc. Some things are accomplished better by private enterprise, but not all. Only the “ordinary branches” of schooling can be best served by “private enterprise.” The roots of the tree, however, must be public. It just makes sense, after all. You wouldn’t run a business like a school. Why would you want to run a school like a business?

 

He stressed that only an institution focused on the public good, only a public school system, can provide the best education. And he again stressed its necessity for the health of the entire country.

 

In Notes on Virginia (1782), Jefferson wrote:

 

“An amendment of our constitution must here come in aid of the public education. The influence over government must be shared among all the people. If every individual which composes their mass participates of the ultimate authority, the government will be safe; because the corrupting the whole mass will exceed any private resources of wealth: and public ones cannot be provided but by levies on the people. In this case every man would have to pay his own price. The government of Great-Britain has been corrupted, because but one man in ten has a right to vote for members of parliament. The sellers of the government therefore get nine-tenths of their price clear. It has been thought that corruption is restrained by confining the right of suffrage to a few of the wealthier of the people: but it would be more effectually restrained by an extension of that right to such numbers as would bid defiance to the means of corruption.”

 

Truly, the founders saw public education as a way of stopping their new nation from becoming as corrupt as England. By spreading the vote to more people, it was necessary to increase the education of the citizenry. That way, it would be difficult for special interests to sway the government unless what they were proposing was for the good of all.

 

Chief among the corrupting influences of English education was religion. It wasn’t that our founders were irreligious. They were skeptical of dogma, of the close relationship between church and state in the United Kingdom and how the one was used to enforce the other.

 

As Madison wrote in a letter to Edward Livingston (1822), “Religion and Government will both exist in greater purity, the less they are mixed together.”

 

Jefferson made this clear in his letter to Thomas Cooper (1822):

 

“After stating the constitutional reasons against a public establishment of any religious instruction, we suggest the expediency of encouraging the different religious sects to establish, each for itself, a professorship of their own tenets on the confines of the university, so near as that their students may attend the lectures there and have the free use of our library and every other accommodation we can give them; preserving, however, their independence of us and of each other. This fills the chasm objected to ours, as a defect in an institution professing to give instruction in all useful sciences… And by bringing the sects together, and mixing them with the mass of other students, we shall soften their asperities, liberalize and neutralize their prejudices, and make the general religion a religion of peace, reason, and morality.”

 

In other words, Jefferson desired those interested in religious matters to broaden their knowledge beyond their own belief system. It was essential that American minds were not closed by strict canonical religious instruction. He saw this as necessary to the exercise of free government.

 

One can only imagine at what horror he would regard the modern voucher system, where tax dollars are used to fund parochial schools teaching just this same primacy of doctrine in the formation of students’ worldviews. He wanted Americans with open minds full of competing ideas, not mentalities instructed in the one “right” way to act and think.

 

And the cost of providing such an education – though considerable – was worth it.

 

Ben Franklin (as later quoted in Exercises in English Grammar (1909) by M. A. Morse) allegedly said:

“If a man empties his purse into his head no man can take it from him. An investment in knowledge pays the best interest.”

 

Adams concurred in his 1776 Papers:

 

“Laws for the liberal education of youth, especially of the lower class of people, are so extremely wise and useful, that, to a humane and generous mind, no expense for this purpose would be thought extravagant.”

 

And Jefferson in a letter to Joseph C. Cabell (1816) wrote, “If the children are untaught, their ignorance and vices will in future life cost us much dearer in their consequences than it would have done in their correction by a good education.”

 

Moreover, as a man of wealth, himself, Jefferson had no problem bearing the burden of the cost of a robust public school system. In his Autobiography (1821), he wrote, “The expenses of [the elementary] schools should be borne by the inhabitants of the county, every one in proportion to his general tax-rate. This would throw on wealth the education of the poor.”

 

How far we have strayed from these ideals.

 

Our current policymakers are doing just the opposite of the founders. They skimp on education, slashing budgets especially for the poor. They seem to champion both private schools and ignorance. Education is not a necessary public good – it is something to be hidden and kept away from the masses.

 

Today’s policymakers and politicians seem to actually want voters to be uninformed so they’ll vote for ignorant lawmakers and bad policies. They’ll vote against their own interests.

 

This goes against everything our founders stood for. It is counter to the ideals of the American Revolution. It is un-American.

 

There is nothing more representative of the ideals of our nation than the public school system. And anyone who attacks it attacks the heart of the nation.

Betsy DeVos and the Cowardice of Republicans

Betsy DeVos testifies before the Senate Health, Education and Labor Committee confirmation hearing

“If all your friends jumped off a bridge, would you, too?”

If you’re a Senate Republican, the answer is apparently “YES!”

Otherwise, why would all but two such lawmakers vote to confirm Betsy DeVos, the most unqualified candidate for Education Secretary in U.S. history?

During a hearing of the Senate Committee on Health, Education, Labor and Pensions (HELP), DeVos showed herself to be hopelessly out of her depth.

She wouldn’t commit to protecting students with special needs.

She wouldn’t commit to keeping guns out of school campuses (because of rampaging Grizzlies).

She wouldn’t commit to holding charter and voucher schools to the same standards as traditional public schools.

She didn’t know the Individuals with Disabilities Education Act (IDEA) was a federal law.

And she couldn’t explain the difference between proficiency and growth, two extremely common education terms.

Yet only Republican Sens. Lisa Murkowski (Alaska) and Susan Collins (Maine) joined all Democrats to vote against her. It took Vice President Mike Pence to cast the deciding vote and break the 50-50 tie – the first time that has happened for a Cabinet position.

This is a classic example of money speaking louder than people.

DeVos is a Republican mega-donor. She’s given $200 million to GOP candidates over the years – including many of the Senators who voted to confirm her.

Constituents flooded Senator’s phone lines in the past week, demanding they vote against DeVos. The progressive network CREDO Action received over 1.4 million signatures on a petition opposing DeVos ― the most a petition from the organization has ever received.

In a satirical move, Katherine Fritz, a Philadelphia teacher started a GoFundMe page to “buy back” Sen. Pat Toomey’s (R-PA) support of DeVos. Though the stunt generated more than $71,000, Toomey still voted for the woman who gave him $60,500 in campaign funds.

Sen. John McCain (Arizona), known as a maverick, also voted along with the crowd. He has the courage to speak up against Donald Trump’s advocacy of torture – having endured it, himself, as a POW during WWII – but when it comes to our nation’s children, he chose to hide behind his party.

At least the Democrats showed a little bit of life, having held the Senate floor for 24 hours straight before the vote. Ostensibly this was to pressure another Republican to join their side, but they had to know it was merely a stunt. If Republicans refused to listen to their own constituents for this long, another 24 hours probably wouldn’t have mattered that much.

To be fair, Democrats deserve a lot of the blame for what happened – for everything that happens under President Steve Bannon – I mean Trump. It was their hubris, political weakness and willingness to go further and further right that gave us this disaster. Not only couldn’t they defeat the least popular Presidential candidate in history this November, they paved the way for much of the corporate education reform we can expect from the DeVos administration.

Both of President Barack Obama’s Education Secretaries were clearly more knowledgeable and qualified than DeVos. But they all think public schools should be run like businesses. They all think the way to improve public schools is to make them less public – more charter schools, more Common Core, more standardized testing. They’ve all given up on committing to quality schools and instead push choice – as if choice and quality were somehow the same. They aren’t.

When Democrats don’t show a strong contrast to Republicans, Republicans win. After all, why would someone vote for a Conservative-wannabe when they can just as easily have the real thing?

However, there is a ray of hope.

This fight has shown that a considerable grassroots network exists to both fight Trump and to champion public education.

What the Trump administration is doing is not at the behest of the people of the United States. He is a rogue leader who only gained power because of antiquated election laws, gerrymandering and the appalling weakness of corporate Democrats.

Already the grassroots has pushed the Democrats to wake up and actually fight for things again. Admittedly, it’s been too little too late. It remains to be seen whether the party has enough life in it to pose a real resistance to the Trump status quo.

But if it can’t, the people will not be contained. We will start our own third party from the ground up.

The pushback against DeVos shows that the resistance is out there. It shows our strength.

We just need to turn that into real victories. We have two years until the midterm elections and four years until we send Trump packing (assuming he doesn’t implode first).

If I were one of the Senate Republicans who voted for DeVos, I would not feel at all safe about my chances for re-election.

Why Are So Many Democrats Behind Backdoor School Voucher Expansion in Pennsylvania?

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Democrats are supposed to be liberals, progressives.

 

That means upholding the Constitution and the Separation of Church and State.

 

So why are so many Pennsylvania Democrats sponsoring an expansion of the state’s de facto school voucher bill?

 

A total of 11 out of 84 sponsors of HB 250 are Democrats. The bill would expand the Educational Improvement Tax Credit (EITC) and Opportunity Scholarship Tax Credit (OSTC) programs.

 

The Commonwealth already diverts $200 million of business taxes to private and parochial schools. That’s money that should be going to support our struggling public school system.

 

The new bill would add $50 million to each program for a total of $100 million more flushed down the drain.

 

Pennsylvania has a budget deficit. We’ve cut almost $1 billion a year from public schools. We can’t afford to burn an additional $300 million on private and church schools.

 

 

We expect Republicans to support this regressive nonsense. Especially in gerrymandered Pennsylvania, they’ve gone further and further right to please their Tea Party base and avoid being primaried.

 

But the few Democrats left in the House and Senate are likewise in districts that would never vote Republican. You’d expect them to get more and more progressive. Instead, even here we see them taking steps to the right!

 

Democratic sponsors of the bill are almost exclusively from the state’s urban centers – Philadelphia and Pittsburgh.

 

They are:

 

Vanessa Lowery Brown (Philadelphia County)

Donna Bullock (Philadelphia County)

Dom Costa (Allegheny County)

Daniel J. Deasy (Allegheny County)

Michael J. Driscoll (Philadelphia County)

Jordan A. Harris (Philadelphia County)

William F. Keller (Philadelphia County)

William C. Kortz II (Allegheny County)

Joanna E. McClinton (Delaware & Philadelphia County)

Harry Readshaw (Allegheny County)

Mark Rozzi (Berks County)

 

These corporate tax giveaways are based on the premise that our public schools are failures and that students must be rescued from them. The Commonwealth has developed a list of approximately 400 “failing schools” and created a voucher-like system allowing students living near them to take public taxpayer money to go to private and religious schools. Students can also go to another public school in a different district, if they will accept them. However, few public schools take part in the program because school boards know it’s just another attempt to weaken their districts.

 

How does the state define a “failing school”?

 

Partially it’s based on standardized test scores. Districts with the bottom 15% of reading and math scores on the Pennsylvania System of School Assessments (PSSA) and Keystone tests are supposed to earn this label. However, the state has been notorious for including districts that actually are making academic progress.

 

Since low test scores are highly correlated with poverty, that’s the real indicator. If you live in a poor enough district, you’re probably eligible.

 

What about charter schools?

 

It’s funny you asked. Though they often have subpar test scores, they rarely are included on the state’s list of “failing schools.” They even exclude most of the state’s execrable cyber charter schools. The Center for Research on Education Outcomes (CREDO) at Stanford University found that students in every single Pennsylvania cyber charter school performed “significantly worse” in reading and math than their peers in conventional public schools. But somehow that’s generally not failing enough to earn you a voucher-like tax credit.

 

How can we tell that students at private and parochial schools are doing better than those in public schools?

 

We can’t.

 

The scholarship organizations have no auditing requirements and almost no reporting requirements. Moreover, private and parochial schools don’t have to take the federally-mandated standardized tests! So there’s no way to do an apples-to-apples comparison!

 

But here’s the best part. The EITC law prohibits state administrators from requesting any information related to academic achievement. You’re not even allowed to ask!

 

However, the law goes out of its way to remove regulations on how these tax dollars are spent. For instance, schools taking these tax credits can spend as much as 20% of the money to cover pure administrative costs.

 

Yet the public schools are still responsible for many of the costs of students living in their attendance areas but who use these de facto vouchers. For instance, there’s no limit to how far away an EITC student can go with their publicly-subsidized scholarship. But the student’s home district is legally obligated to provide transportation for up to ten miles.

 

Vouchers have been repeatedly defeated on every referendum held on the subject in the entire country. One of the reasons people have been up in arms against Donald Trump’s nomination of Betsy DeVos as U.S. Education Secretary has been her support of vouchers.

 

What do voters have to do to tell legislators that they don’t want school vouchers – no matter what you call them? What do voters have to do to show that they support our public school system – a system that despite being underfunded and weighed down with corporate education reforms remains one of the best in the world?

 

And when will Pennsylvania’s Democrats start acting like Democrats on the subject?

PA Legislature Plans Taking Away Teachers’ Sick Days

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Dear Pennsylvania legislators:

So now you want to take away teachers’ sick days.

Sabbatical, sick days, bereavement leaves – the Senate Education Committee voted 7-5 to strip them from the law and make teachers bargain for them with their districts.

So the next time I get sick, you don’t want to guarantee I can take the day off. If my mother dies, you don’t want to protect my right to attend her funeral.

The full legislature still has to vote on it, but that’s pretty cold.

Which brings me to my first question: Why do you hate public school teachers so much?

Seriously. What did teachers ever do to you? Did we give you a bad grade when you were kids? Did we give you detention? What did we ever do to earn such animosity?

You obviously must have something personal against teachers.

It’s understandable. Even though the majority of Pennsylvanians voted for Democrats, most of you are Republicans. You have gerrymandered the state so that you artificially have the majority, and as such you must espouse the most radical positions possible. Otherwise, you’ll be primaried by someone even farther right – a Tea Partier, a plutocrat, an anarcho-capitalist, a fascist.

We see the same thing playing out nationally. Hello, Donald Trump!

So it’s no surprise that after stripping public schools of almost $1 billion every year for the past five years, after tens of thousands of teachers have been laid off, after you’ve given away millions of dollars to private corporations to run fly-by-night charter schools or through tax credits to religious schools – well, it’s no surprise that you feel the need to continue the war on teachers.

It’s paying off for you big time.

Not so much for our school children. They have had to deal with increases in class size, narrowing of the curriculum, reductions in extra-curriculars, cuts in tutoring – just about every deprivation imaginable.

I wonder – do you realize that every attack against teachers is also an attack against students? Making sick teachers come to school won’t improve kids’ educations. Forcing educators to choose between work or seeing their loved ones off to their final resting places won’t boost test scores. Do you understand that or do you just not care?

Follow-up, if I may: do you realize that most public school teachers are women? Does that factor in at all? Which do you hate more, the gender of most teachers or the fact that we are unionized?

Oh, and Pennsylvania School Boards Association, don’t think we’ve forgotten you. We know you requested this mess, Senate Bill 229. Instead of standing with your teachers to fight for fair, equitable, sustainable funding, you’ve decided to ask the legislature if you can stiff teachers to make ends meet. We’re there for your kids everyday, and this is how you thank us. That’s gratitude.

It’s what we get for being one of the last workforces to be unionized. We have the temerity to demand fair treatment. You can’t just do whatever you like with us, you have to actually sit down with us at the bargaining table and talk.

Legislators, we know it’s something that infuriates your base. No, I don’t mean the people who vote for you. I mean your real base – the corporations, millionaires and billionaires who pay your real salaries – the unlimited and shadowy campaign contributions that, let’s be honest, are really nothing less than legal bribes.

We shouldn’t be surprised that you have prioritized taking away legal protections for teachers’ sick days. It is quite in line with what you want to do to the profession. You no longer want highly qualified teachers making a middle class income who then can stay in our schools for their entire careers. You want lightly trained temps who use teaching as a stepping stone to a job that pays enough to live.

After all, if we afford teachers the status of professionals, they might actually be able to jump all the other hurdles we’ve put in front of them and educate the poor.

That would be terrible.

Despite all the standardized testing, Common Core, value-added measures, budget cuts, and constant propaganda about “failing schools,” they might actually teach these kids to think. That’s the last thing you want.

A thinking public might see how much you’re screwing them over. They might actually rise up and fight. They might refuse to accept the status quo that you are so desperately trying to protect.

That’s your real endgame. And though it makes me sick, I suppose I will no longer be able to take off.

I’ll just spend the day, coughing and wheezing with the children.

Yours,

Steven Singer

The Gadfly on the Wall

Kids Deserve a Quality Education – not the PURSUIT of a Quality Education

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On Tuesday, Dannah Wilson, a 17-year-old student in Detroit came to Washington, D.C., with a message for Betsy DeVos, the current nominee for Education Secretary.

She said:

“My four siblings and I have attended 22 schools in search of satisfaction. … A satisfaction that our eyes haven’t seen. A satisfaction that our hearts can only hope for. A satisfaction that has been stolen from me for way too long because of the naive and narrow policies pushed by Betsy DeVos. That Detroit students are denied daily due to the privately institutional lies by Betsy DeVos and her duplicates.”

After three hours of confirmation hearings, DeVos was nowhere to be seen.

Running on only 3 hours of sleep and after waiting for 7 hours to speak with DeVos, Wilson spoke, instead, to people who would listen – a gathering of members of the AFL-CIO.

Her powerful statement was recorded by the members of the American Federation of Teachers (AFT) and posted to their Facebook page where it has gone viral.

As with anything involving unions, skeptics will dismiss the whole thing as a publicity stunt. That the AFT decided to add an annoying musical score to the video will only heighten that skepticism.

However, there is one thing that can’t be denied – Wilson’s sincerity. Her eyes tear up and her voice chokes as she tries to get the words out. You may discount her as a talented actress, but she rings true to me.

Moreover, speaking out in this way is decidedly against her own self interest. She attends Cornerstone Leadership and Business High School, a Detroit private school with a $5,000 annual tuition. Expanding voucher programs likely would reduce the cost of attending her school.

But no. Wilson is firmly against DeVos, who has spent $200 million or more pushing lawmakers in Michigan and throughout the nation to enact vouchers and reduce charter school regulations.

What struck me most was her story of searching for a quality school and being unable to find one.

Corporate school reformers aren’t pushing for quality schools. They’re pushing for choice.

It’s the difference between a right and a freedom.

The Declaration of Independence famously defines “Life, Liberty and the pursuit of Happiness” as “inalienable rights.” As such, it guarantees “Life” and “Liberty” outright, but as to “Happiness” we are only guaranteed “the pursuit” of it.

(Today we recognize certain limitation on both Life and Liberty, but even at its inception, the framers limited our right to Happiness as merely the freedom with which to pursue it.)

There is a similar limitation being made with regard to school choice.

Supporters want students to be able to pick between public and private schools. But that doesn’t mean they have to do anything about ensuring any of these schools actually do a good job at helping kids learn.

It’s a subtle point but one that’s often overlooked.

Parents and children want a quality education. They don’t want choice unless it will lead to that quality education.

If we only guarantee choice, we aren’t giving parents and children what they want and need. In fact, we’re ignoring them in favor of those who would benefit from mere choice – charter and private school operators.

Parents don’t want to have to search through dozens of schools to find one that will actually teach their children. Nor would transferring from school-to-school in a desperate attempt to find one of quality be beneficial to students. No, parents want whichever school their children attend to be excellent.

And once we see that, we see Wilson’s point.

There is no federal right to an education. The Individuals with Disabilities Education Act (IDEA) ensures that students with disabilities are provided a “Free Appropriate Public Education” (FAPE), but that’s as far as the federal government goes. As it stands, it only applies to certain children who qualify, and even then it is under constant legal challenge and review.

Traditionally the responsibility has fallen to the states through interpretation of the 10th and 14th amendments. Likewise, most states explicitly guarantee an education as part of their individual state constitutions. However, issues of fairness, quality and equity are constantly in doubt.

It’s hard to underestimate how backwards the US is in this regard. According to the Constitute Project, 174 countries include a right to education in their Constitutions – nearly every one included in the available global record. A child’s right to an education is included in international laws like the International Covenant on Economic, Social and Cultural Rights, and in the Convention on the Rights of the Child. The latter agreement, the most widely accepted human rights treaty in history, has been ratified by every member of the United Nations except Somalia and the United States.

Policymakers love to demean the US education system in relation to international test scores. It should be noted that almost all of the countries our students are being compared to guarantee their children’s right to be educated.

Instead, we’re trying to avoid any national responsibility. States are trying to limit their responsibility. And school choice legislation is attempting to throw it all on parents without giving them any tools except guaranteed options.

The real issue at the heart of this debate is the value of private vs public systems. Choice advocates say only privatized schools will provide the best schools, but this is demonstrably false.

Many of our public schools are excellent. You’ll find them especially in richer neighborhoods where they spend more per pupil than poorer districts with less local tax revenue to draw upon. Imagine if we committed to fairly funding them all. Imagine if we committed to bringing all of them up to that same standard.

School choice is a shell game meant to district you from this point. If the goal is providing all children with an equal, free, and adequate education, the policies of someone like Betsy DeVos take us in the wrong direction.

They will only lead us to more tears from brave children like Wilson who have to travel far from their homes to confront uncaring would-be Education Secretaries.