Trump says our schools are “Flush with Cash!?” They’re Falling Apart!

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Donald Trump lies.

If you haven’t learned that yet, America, you’ve got four more cringe-inducing years to do so.

Even in his inaugural address, he couldn’t help but let loose a whooper about US public schools.

“Americans want great schools for their children, safe neighborhoods for their families and good jobs for themselves,” he said. “But for too many of our citizens, a different reality exists. … An education system flush with cash but which leaves our young and beautiful students deprived of all knowledge.”

To which nearly every poor, nonwhite public school parent, student and teacher in the country replied, “What’s that heck did he just say now!?”

Los Angeles Unified School district routinely has broken desks and chairs, missing ceiling tiles, damaged flooring, broken sprinklers, damaged lunch tables and broken toilet paper dispensers.

They’re flush with cash!?

New York City public schools removed more than 160 toxic light fixtures containing polychlorinated biphenyls, a cancer causing agent that also hinders cognitive and neurological development. Yet many schools are still waiting on a fix, especially those serving minority students.

They’re flush with cash!?

At Charles L. Spain school in Detroit, the air vents are so warped and moldy, turning on the heat brings a rancid stench. Water drips from a leaky roof into the gym, warping the floor tiles. Cockroaches literally scurry around some children’s classrooms until they are squashed by student volunteers.

They’re flush with freakin cash!?

Are you serious, Donald Trump!?

And this same picture is repeated at thousands of public schools across the nation especially in impoverished neighborhoods. Especially in communities serving a disproportionate number of black, Latino or other minority students.

In predominantly white, upper class neighborhoods, the schools often ARE “flush with cash.” Olympic size swimming pools, pristine bathrooms – heck – air conditioning! But in another America across the tracks, schools are defunded, ignored and left to rot.

A full 35 states provide less overall state funding for education today than they did in 2008, according to the Center on Budget and Policy Priorities, which focuses on reducing poverty and inequality. Most states still haven’t recovered from George W. Bush’s Great Recession and the subsequent state and local budget cuts it caused. In fact, over the same period, per pupil funding fell in 27 states and still hasn’t recovered.

And the federal government has done little to help alleviate the situation. Since 2011, spending on major K-12 programs – including Title I grants for underprivileged students and special education – has been basically flat.

The problem is further exacerbated by the incredibly backward way we allocate funding at the local level which bears the majority of the cost of education.

While most advanced countries divide their school dollars evenly between students, the United States does not. Some students get more, some get less. It all depends on local wealth.

The average per pupil expenditure for U.S. secondary students is $12,731. But that figure is deceiving. It is an average. Some kids get much more. Many get much less. It all depends on where you live. If your home is in a rich neighborhood, more money is spent on your education than if you live in a poor neighborhood.

The U.S. is one of the only countries in the world – if not probably the ONLY country – that funds schools based largely on local taxes. Other developed nations either equalize funding or provide extra money for kids in need. In the Netherlands, for example, national funding is provided to all schools based on the number of pupils enrolled. But for every guilder allocated to a middle-class Dutch child, 1.25 guilders are allocated for a lower-class child and 1.9 guilders for a minority child – exactly the opposite of the situation in the U.S.

So, no. Our schools are not “flush with cash.” Just the opposite in many cases.
But what about Trump’s other claim – the much touted narrative of failing schools?

Trump says our schools “leave… our young and beautiful students deprived of all knowledge.”

Not true.

Graduation rates are at an all-time high of 83.2 percent. Moreover, for the first time minority students are catching up with their white counterparts.

It’s only international comparisons of standardized test scores that support this popular myth of academic failure. And, frankly, even that is based on a warped and unfair reading of those results.

It depends on how you interpret the data.

Raw data shows US children far from the top of the scale. It puts us somewhere in the middle – where we’ve always been for all the decades since they’ve been making these comparisons. Our schools have not gotten worse. They have stayed the same.

However, this ignores a critical factor – poverty. We’ve known for decades that standardized tests are poor measures of academic success. Bubble tests can assess simple things but nothing complex. After all, they’re scored based on answers to multiple choice questions. In fact, the only thing they seem to measure with any degree of accuracy is the parental income of the test-taker. Kids from rich families score well, and poor kids score badly.

Virtually all of the top scoring countries taking these exams have much less child poverty than the U.S. If they had the same percentage of poor students that we do, their scores would be lower than ours. Likewise, if we had the same percentage of poor students that they do, our scores would go through the roof! We would have the best scores in the world!

Moreover, the U.S. education system does something that many international systems do not. We educate everyone! Foreign systems often weed children out by high school. They don’t let every child get 13 years of grade school (counting kindergarten). They only school their highest achievers.

So when we compare ourselves to these countries, we’re comparing ALL of our students to only SOME of theirs – their best academic pupils, to be exact. Yet we still hold our own given these handicaps!

This suggests that the majority of problems with our public schools aren’t bad teachers, or a lack of charter schools and school choice. It’s money, pure and simple.

We invest the majority of our education funding in rich white kids. The poor and minorities are left to fend for themselves.

This won’t be solved by Trump’s pick for Education Secretary, Betsy DeVos and her school choice schemes. In fact, that’s exactly what’s weakened public schools across the country by leaching away what meager funding these districts have left. Nor will it be solved by a demagogue telling fairy tales to Washington’s credulous and ignorant.

We need to make a real investment in our public schools. We need to make a commitment to funding poor black kids as fairly as we do rich white kids.

Otherwise, the only thing flushed will be children’s future.

The Racists Roots and Racist Indoctrination of School Choice

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“Simple justice requires that public funds, to which all taxpayers of all races contribute, not be spent in any fashion which encourages, subsidizes, or results in racial discrimination.”
-President John F. Kennedy

“Injustice anywhere is a threat to justice everywhere.”
-Dr. Martin Luther King, Jr.

Billionaires and far right policymakers are pushing for school choice.

I say they’re pushing for it because voters always turn it down.

Every single referendum held on school choice in the United States has been defeated despite billions of dollars in spending to convince people to vote for it.

But advocates aren’t discouraged that the public isn’t on their side. They have money, and in America that translates to speech.

The Donald Trump administration is dedicated to making our public schools accept this policy whether people want it or not.

But don’t think that’s some huge change in policy. The previous administration championed a lighter version of these market-driven plans. The main difference goes like this: Democrats are for charter schools and tax credits for private and parochial schools. Republicans are for anything that calls itself a school getting your tax dollars – charter schools, private schools, religious schools – if some charlatan opens a stand on the side of the road with the word “school”in the title, they get tax dollars.

In all this rush to give away federal and state money, no political party really champions traditional public schools. Ninety percent of children attend them. In opinion polls, a majority of Americans like their local community schools. But like most things Americans want, politics goes the other way. Universal healthcare? Have Romneycare. Universal background checks on all gun sales? Nah. That sort of thing.

However, what often gets lost in the rush of politicians cashing in on this policy is its racist roots.

You read that right. School choice was invented as a mechanism of white flight. Before the federal government forced schools to desegregate, no one was all that interested in having an alternative to traditional public schools. But once whites got wind that the Supreme Court might make their kids go to school with black kids, lots of white parents started clamoring for “choice.”

It was intended as a way to get around Brown vs. Board. In 1953, a year before that landmark decision, many white southerners felt it was vitally important to continue a segregated education. They deeply desired to continue having “separate but equal” schools for the races, yet the US Supreme Court seemed ready to strike that down.

Enter Georgia’s Gov. Herman Talmadge who created what became known as the “private-school plan.” Talmadge proposed an amendment to the Georgia Constitution to empower the general assembly to privatize the state’s public education system. “We can maintain separate schools regardless of the US Supreme Court by reverting to a private system, subsidizing the child rather than the political subdivision,” Talmadge said.

The plan goes like this. If the Supreme Court mandates desegregation (as it did), the state would close the schools and issue vouchers allowing students to enroll in segregated private schools.

Fortunately, Talmadge’s plan was never implemented in Georgia. But it became the model for segregationists everywhere.

In Prince Edward County, Virginia, the plan actually came to fruition – sort of.

Two years before the 1959 federal desegregation deadline, local newspaper publisher J. Barrye Wall explained what county leaders were planning:

“We are working [on] a scheme in which we will abandon public schools, sell the buildings to our corporation, reopen as privately operated schools with tuition grants from [Virginia] and P.E. county as the basic financial program,” he wrote. “Those wishing to go to integrated schools can take their tuition grants and operate their own schools. To hell with ’em.”

Ultimately the county refused to sell the public school buildings. However, public education in Prince Edward County was nevertheless abandoned for five years, from 1959 to 1964. During that time, taxpayer dollars were funneled to the segregated white academies, which were housed in privately owned facilities such as churches and the local Moose Lodge.

The federal government struck down the program as a misuse of taxpayer funds after only a year, but even so whites benefited and blacks lost. Since there were no local taxes collected to operate public schools during those years, whites could invest in private schools for their children, while blacks in the county were left to fend for themselves. Since they were unable and unwilling to finance their own private, segregated schools, many black children were simply shut out of school for multiple years.

In other states, segregationists enacted “freedom of choice” plans that allowed white students to transfer out of desegregated schools. Any black students that tried to do the same had to clear numerous administrative hurdles. Moreover, entering formerly all-white schools would subject them to harassment from teachers and students. Anything to keep the races apart in the classroom – and usually the entire building.

Eventually, segregationists began to realize that separate black and white schools would no longer be tolerated by the courts, so they had to devise other means to eliminate these “undesirables.”

Attorney David Mays, who advised high-ranking Virginia politicians on school strategy, reasoned:

“Negroes could be let in [to white schools] and then chased out by setting high academic standards they could not maintain, by hazing if necessary, by economic pressures in some cases, etc. This should leave few Negroes in the white schools. The federal courts can easily force Negroes into our white schools, but they can’t possibly administer them and listen to the merits of thousands of bellyaches.”

Mays turned out to be somewhat prescient. Though desegregation efforts largely succeeded at first, in the last 20-30 years whites accomplished through housing and neighborhood segregation what they couldn’t legally enforce through outright school segregation. District lines were drawn to minimize the number of blacks at predominantly white schools and vice versa. Moreover, since funding was often tied to local property taxes, whites could legally ensure black schools got less resources than white schools. And with standardized tests constantly showing students at these schools as failing, policymakers could just blame the school instead of what they’d done to set the school up for failure.

Today racist policies undermine much of the structure of our public schools. We should acknowledge this and work to peel it back. We need to ensure all schools are equitably funded, that class sizes are under control, that all students get a broad curriculum and the services they need. But in the absence of a new, robust desegregation policy, our schools will always be in danger of racist programs that can easily select which students to benefit and which to ignore.

Instead of doing this hard work, we’re engaged in resurrecting the school choice policies of the deep South and universalizing them across the country. School vouchers are extremely similar to Talmadge’s private school plan. The main difference is that vouchers don’t close public schools outright, they simply allow them to be defunded and ignored. With universal school vouchers, public schools often become the de facto holding area for whichever group of children the private schools refuse to accept or who can’t afford private school tuition even with the vouchers.

Charter schools are built on the Prince Edward County model. They’re administered as private institutions yet claim to be somehow public. As a result, they’re allowed to bypass many of the rules that protect students at public schools from discrimination and fraud. In effect, they’re largely unregulated. In the modern age, that means they can be incredibly substandard for long periods of time and no one knows or intervenes. The kinds of scandals perpetrated at some charter schools are simply not possible at traditional public schools. Some charters close without notice, have facilities used as nightclubs, involve taxpayer funds used for non-school purposes such as apartments for mistresses, the purchase of yachts, etc.

In both cases, charters and voucher schools often cater to mostly one race rather than another. That increases segregation at both these facilities and traditional public schools. But voucher schools can go a step further. They can even put racism on the curriculum.

Supporting the racial order is often what’s actually being taught at private and religious schools. They are infamous for revisionist history and denying climate science. What’s less well-known is how they often try to normalize racist attitudes.

The American Christian Education (ACE) group provides fundamentalist school curriculum to thousands of religious schools throughout the country. Included in this curriculum is the A Beka Book and Bob Jones University Press textbooks.  A Beka publishers, in particular, reported that about 9,000 schools nationwide purchase their textbooks.

These books include the following gobsmackers:

“[The Ku Klux] Klan in some areas of the country tried to be a means of reform, fighting the decline in morality and using the symbol of the cross. Klan targets were bootleggers, wife-beaters, and immoral movies. In some communities it achieved a certain respectability as it worked with politicians.”
—United States History for Christian Schools, 3rd ed., Bob Jones University Press, 2001

“God used the Trail of Tears to bring many Indians to Christ.”
—America: Land That I Love, Teacher ed., A Beka Book, 1994

“A few slave holders were undeniably cruel. Examples of slaves beaten to death were not common, neither were they unknown. The majority of slave holders treated their slaves well.”
—United States History for Christian Schools, 2nd ed., Bob Jones University Press, 1991

“To help them endure the difficulties of slavery, God gave Christian slaves the ability to combine the African heritage of song with the dignity of Christian praise.  Through the Negro spiritual, the slaves developed the patience to wait on the Lord and discovered that the truest freedom is from the bondage of sin. By first giving them their spiritual freedom, God prepared the slaves for their coming physical freedom. ”
-Michael R. Lowman, George Thompson, and Kurt Grussendorf, United States History:  Heritage of Freedom, 2nd ed. (Pensacola, FL: A Beka Book, 1996), p. 219.

“Africa is a continent with many needs. It is still in need of the gospel…Only about ten percent of Africans can read and write. In some areas the mission schools have been shut down by Communists who have taken over the government.”
—Old World History and Geography in Christian Perspective, 3rd ed., A Beka Book, 2004

Gay people “have no more claims to special rights than child molesters or rapists.”
—Teacher’s Resource Guide to Current Events for Christian Schools, 1998-1999, Bob Jones University Press, 1998

Brown v. Board of Education is described as social activism by the Supreme Court: “While the end was a noble one – ending discrimination in schools – the means were troublesome… liberals were not willing to wait for a political solution.”
-Teacher’s Resource Guide to Current Events for Christian Schools, 1998 – 1999 (Greenville, SC: Bob Jones University Press, 1998), p. 34

These are claims that are uncritically being taught to children at many voucher schools. If this were happening only at private schools, it would be troubling that racists were indoctrinating their children in the same hatred and bigotry of their parents. However, that we’re actually using public money – and planning to expand the amount of public money – to increase the racism and prejudice of the next generation is beyond troubling! It’s infuriating!

School choice does not enhance civil rights. It is inimical to them. It is part of a blatant policy to make America racist again. We cannot allow the Trump administration and any neoliberal Democrats who quietly support his ends to undo all the progress we’ve made in the last 60 years.

The bottom line is this – voters don’t want school choice. It does nothing to better childrens’ educations. It is a product of segregation and racism and even in its modern guise it continues to foster segregation and racism.

If we care about civil rights, social equality and democratic rule, school choice is something that should be relegated to the dust heap of history. It’s time to move forward, not look back fondly on the Confederacy, Jim Crow and segregationism.

Why Schools Should NOT Be Run Like Businesses

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America loves business.

 

We worship the free market. Nothing is more infallible – not reason, not morals, not even God.

 

Money is the true measure of success – the more you have, the better a person you are.

 

This perverted ideology has taken over much of American life. Where we once cared about our country, justice and fair play, today it has all been reduced to dollars and cents.

 

Every problem can be answered by business. Every endeavor should be made more business-like. Every interaction should be modeled on the corporate contract, and every individual should try to maximize the outcome in his or her favor. Doing so is not just good for you, personally, but it’s what’s best for everyone involved. And this dogma is preached by the high priests of the market who claim that as they, themselves, get wealthier, one day we too will reap the same rewards – but that day never seems to come.

 

These principles are articles of faith so deeply ingrained that some folks can’t see past them. They have become the driving force behind our country and much of the world. Meanwhile, most people get ever poorer, our environment gets increasingly polluted and everything is up for sale.

 

One of the last holdouts against this market-driven nightmare is the public school system.

 

We still have widespread educational institutions run democratically at public expense dedicated to providing every child with the tools and opportunities to learn.

 

They’re not perfect. Far from it. But they enshrine one of the last vestiges of the America of our grandparents. Democracy and justice are the system’s core values – not profit, expansion and market share.

 

However, our schools suffer from disinvestment. Since we’ve segregated the rich from the poor into privileged and impoverished neighborhoods, it’s easy to provide more funding and resources to wealthy children and less to poor ones. That’s the main reason why some schools struggle – they haven’t the resources of the Cadillac institutions. Whenever we look at school spending, we look at an average allotment never bothering to consider that most of that money goes to children of the wealthy and much less to poor kids. Nor do we consider that more than half of our public school students live below the poverty line. Public schools strive to overcome the barriers of poverty, but the way we fund them ensures many of them are burdened by these same factors.

 

 

To make matters worse, our federal and state governments have allowed huge corporations to profit off our schools through an industry based on constant standardized testing and then selling schools the remediation materials to pass the tests. That’s all Common Core is – a more efficient way to market text books and test prep materials regardless of their inherent value (or lack thereof) to students. The same people criticizing public schools for being untouched by a business ethic often ignore how much they have already been brutalized by free market capitalism and the profit motive.

 

In any case, despite all these encumbrances, these problems are all surmountable. Doing so only requires us to go in the opposite direction away from the boardroom and the Wall Street subprime bubble. We need to work intrinsically for the good of each student. We need to see them as ends in themselves and not just incidentally for how much profit they can generate.

 

Unfortunately, such a solution is inconceivable to those in power. It goes against everything in which they believe. Too many Americans have been converted to the cult of the market so that the only solution they can support is to double down on what’s not working – to turn public schools even further into a business.

 

It’s absurd. Not everything benefits from being sold for a profit. Imagine if your spouse suggested running your marriage that way. It would turn you both into prostitutes selling yourselves at ever cheaper rates while any self respect, dignity and love disappeared.

 

Some things just are not for sale. Would you give up your deepest held convictions because doing so might help you turn a profit? Today I’m not a Christian, I believe in Baal because he’s got a bigger market share. Today I’m skeptical about gravity because the Acme Parachute Company is offering a bonus to jump out of the tenth floor naked.

 

Only fools let themselves be manipulated in this way. And that’s exactly what corporations and big business are trying to do with our public schools. Make no mistake. These are our institutions – they belong to us – yet privateers see a way to gobble up tax dollars while downgrading the services provided. They want to play us all for suckers even if it means leaving the next generation of poor and middle class children in the lurch. The only thing that matters to them is making bank.

 

They say we should run schools like a business? What kind of business exactly?

 

There are many different kinds of free enterprise. A coal company runs much differently from a restaurant, for example.

 

Public schools are nothing like any for-profit business. Sure, historically we’ve had a small percentage of private schools, but our country has never survived on an education system that is wholly private. By definition, the model does not work for everyone. That’s what the term “private” means – belonging to one person or group and not another. Our schools traditionally serve everyone. No single business in the country does that day-in-day-out. Perhaps we could find some new paradigm that would fit public schools, but let’s not pretend we can take some business model that already exists and apply it willy nilly. At the start, this mindset is naive at best.

 

Second, most businesses fail.

 

Most public schools succeed. They have a proven track record. Why are we going to jump to a model that builds its success on the failure of competitors?

 

Competition means there will be winners and losers. That’s fine in sports. It’s even fine in most goods and services. There’s not so much at stake. If I go to a bad restaurant, I have a bad meal. No big deal. I just go somewhere else tomorrow. If I get a bad education, there is no do over. I’m screwed.

 

That’s just not acceptable. Would you bet your life on opening a new restaurant? Would you bet your child’s education? Schools might not live up to your expectations, but the system isn’t set up from the outset so that some of them will eventually crash and burn.

 

Third, businesses get to choose their raw materials. If you’re making pizzas, you buy the best grains, cheese, tomatoes, etc. But public schools don’t get to choose their students. They have to teach even those who are more difficult to instruct. They accept kids with special needs, kids who’ve been abused, who live in poverty, who are undernourished, etc. And that’s how it needs to be.

 

If we were to follow the typical business model where the goal is merely profit, we would try to find ways to weed out these difficult students and make them someone else’s problem. In fact, that’s exactly what many privately-run charter schools and vouchers schools do. If they want our tax dollars, they shouldn’t be allowed to discriminate against our children. We should be seeking to stop such nefarious practices, not universalize them.

 

Finally, businesses are not essentially democratic. Corporations are beholden to their shareholders and businesses are beholden to their founders. Who, exactly, fits that role if we model our school after a business?

 

Public schools are run by democratically elected school boards. Privately run charter and voucher schools often are run by appointees. They aren’t beholden to the public who provide the tax dollars they need to operate. They are beholden to the limited group of people who would profit from them economically.

 

This is a terrible model for public schools. It gives very little back to the taxpayer. It gives less value to the student.

 

Should we run our schools like businesses? Not if we value students and taxpayers more than the handful of investors looking to profit off our dime.

Goodbye, 2016, and Good Riddance – Top 10 Blog Post by Me From a Crappy Year

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Is it just me or did 2016 really stink?

Both personally and publicly, it was a year I’d rather not revisit. I lost family. I lost idols (RIP, David Bowie and Prince). And we lost a horrible, protracted Presidential election.

But as has become a tradition, I find myself in front of the computer compelled to compile this list of the best of my own writings.

It would be easy to just say nothing much of value happened in 2016 so let’s just move on. But that wouldn’t be true.

There were good things. I’m just stumped to remember many of them right now. Perhaps as time goes on we’ll look back fondly on a smattering of events from this year that was. Bob Dylan won the Nobel Prize for Literature. That was kinda cool. There were some decent movies and a heck of a lot of good TV shows. The Arrival, Star Trek Beyond, Deadpool… Game of Thrones, American Horror Story, two excellent series about O. J. Simpson. We got a Harry Potter sequel of sorts – and another movie! I thought “Underground Airlines” by Ben H. Winters was quite good. We got an amazing musical in Lin-Manuel Miranda’s “Hamilton.” Technically it opened in 2015, but it swept the Tonys this year. And hey! We stopped the Dakota Access Pipeline – for now.

It was certainly a productive year for blogging.

There was so much to write about.

This little education and civil rights blog went into overtime. I almost doubled traffic to the Website and got 2,145 more followers for a total of 11,335.

Gadflyonthewallblog, or if you prefer Gadfly on the Wall Blog, has been going strong since July 2014. In those two and a half years, I’ve gotten 849,000 hits – 363,000 just this year, alone. I also increased the number of posts I write a year. Last year, I only managed about 90 posts. This year it was 120 posts – a full 30 additional articles.

I hope you’ve enjoyed them. I hope you’ve found them valuable.

Sometimes readers send me a note saying that they’re going to share this post or that post with their school board or their representative in the House or Senate. I’m always very flattered to hear that something I wrote is helping someone else fight for what’s right. Of course, I do get a lot of hate mail, too. No death threats yet, but it’s getting awfully close. Readers have wished I was dead, but no one has offered to give me that little push to the other side.

I hope that no matter what your reaction, you’ll remember these are just the writings of a humble public school teacher and father. No one pays me, though sometimes I do get donations for the right to reprint something elsewhere. I write all this stuff because I have to. So few people seem to care what people like me have to say – even in my own profession. Like many others, I’ve stopped waiting to be asked.

So for your end of the year amusement, I offer this top ten list of my most popular writing from 2016. And here’s to a better 2017.


10) F is for Friedrichs… and Freeloader: A Supreme Court NightmareScreen shot 2016-01-11 at 9.50.07 PM

Published: January

Views: 5,550

Description: Some crazy lady didn’t want to pay the union for benefits that she got as a member and didn’t want to give them up. And rich folks everywhere had her back. They slobbered all over and pushed forward a bull crap case through the Supreme Court that probably would have made it much more difficult for labor unions everywhere had not Justice Antonin Scalia died deadlocking the vote. This article was my attempt to show how absolutely absurd the argument was against being forced to pay for something that benefits you.

Fun Fact: Now that Congress blocked President Obama’s Constitutional right to appoint a replacement for Scalia, and Donald Trump will probably get to pick a replacement, look for a similar case to come down the pike and win! Oh, 2016, will you ever truly leave?


9) The Charter School Swindle – Selling Segregation to Blacks and LatinosScreen Shot 2016-05-31 at 4.22.46 PM

Published: June

Views: 6,489

Description: Charter school promoters often sell these institutions to minorities as being “Separate but Equal.” Hm. Didn’t Brown v. Board outlaw that kind of practice because if schools were separate, they usually were anything but equal? This article is my attempt to explain how charter marketers are really selling minorities on segregation and trying to talk them out of their own civil rights.

Fun Fact: During the Obama years, it was common practice to sell corporate education reform as a way of increasing civil rights while it actually violated them. It will be interesting to see if that rhetoric gets left behind in the Trump years when lawmakers already seem to have little interest in them at all.


8) ‘We’re Sorry Teachers are Unfairly Blamed’ says John King – Man Responsible for Unfairly Blaming Teachers

Published: February John King AP

Views: 6,832

Description: When John King became temporary Secretary of Education, he went on an apology tour telling educators that the federal government was sorry for how terribly it had treated teachers. In particular, he was sorry the department had blamed educators for societal problems that our schools need to fix without giving them the resources necessary to actually correct them. However, King was personally guilty of many of these same practices in his old job in New York. It was typical disingenuousness from the Obama administration and the Democrats – ignore and abuse their key constituents until election time and then make positive noises in their general direction hoping we’d support them at the polls.

Fun Fact: It didn’t work.


7) Bernie Sanders is Right: We Should Federalize Public School FundingBernie_Sanders_by_Gage_Skidmore

Published: January

Views: 6,947

Description: The way we fund public schools in this country is messed up. In many states, we rely heavily on local property taxes which result in poor communities being substantially underfunded and rich ones having more than enough of everything. In most of the world, funding is done much differently – the burden is handled mostly by the federal government who then distributes it equitably from place-to-place. Bernie Sanders proved he was the real deal by suggesting we do the same thing here in the US, a suggestion that no one in either party was ready for.

Fun Fact: Even some of my readers were uncomfortable with this one. They feared that if the federal government took responsibility for funding, it would increase their ability to micromanage local school districts. This is a fair concern, but there is a way to do this without increasing federal control of education policy, just funding. In any case, funding disparity is an issue that hardly ever even gets acknowledged less than discussed. Thank you, Bernie!


6) Summer Break – the Least Understood and Most Maligned Aspect of a Teacher’s Life

Published: June Screen shot 2016-06-20 at 4.18.07 PM

Views: 7,429

Description: Just about every teacher gets crap from non-educators about summer break. Everyone thinks they know what it’s like to be a teacher and how easy we’ve got it. This post was my way of shutting up the ignorant. It explains why educators aren’t teaching in summer, what they’re actually doing and how the public benefits from giving teachers this time. Share it with someone you love.

Fun Fact: Or just shut someone up with it.


5) Hillary Clinton’s Campaign Manager is a Longtime Corporate Education Reformer

Clinton Gives Speech On American Global Leadership At Washington Conference

Published: March

Views: 9,268

Description: Hillary Clinton’s campaign manager, John Podesta, is not a nice man. I unearthed a speech he gave to corporate school reformers including Jeb Bush in 2012 where he pledges his allegiance to conservative, market-driven school policies. And THIS is the guy who was influencing Hillary’s approach just like he influenced Obama’s when he worked on that campaign. Legend has it, Podesta is responsible for giving us Arne Duncan. He suggested Duncan over Obama’s campaign education advisor Linda Darling Hammond, a critic of high stakes testing. These were truths that needed to be told and tell them I did.

Fun Fact: That this came out was a huge embarrassment to the Clinton campaign. All they could do was suppress it. Even dedicated supporters who read the article had to admit that she would probably not be very good for education – but she’d be better than Trump. It’s these kinds of Faustian bargains that derailed her campaign. How much better off we would have been had we had a real progressive to vote for than just another Democrat in Name Only!


4) What Antonin Scalia’s Death Means to the People I Loveantonin-scalia-26

Published: February

Views: 14,001

Description: Scalia was a terrible Supreme Court judge who used his position to justify hurting a lot of people. While others tried to hide their excitement at his passing, I let mine show. It might not be nice to say, but the world is a better place without him in it. I had hoped my honesty would make it harder for anyone like him to ever reach that office again. Unfortunately, weak Democrats and an incoming Republican President mean his replacement will probably be just as bad as he was.

Fun Fact: Originally my title was much more provocative – something like “Antonin Scalia was a Terrible Person and I’m Glad He is Dead.” It got over 10,000 hits in a few hours, but then I reconsidered and changed the title. People almost immediately stopped reading it.


3) Without Black Culture There Would Be No American CultureScreen shot 2016-06-28 at 12.10.37 AM

Published: June

Views: 15,519

Description: We often talk about black people as victims. Police brutality, civil rights violations, economic disparities – but this is only half of the story. There is a buried history of success that rarely gets mentioned. Think of what American culture would look like without black people. It would be something completely different. This was my attempt to tip my hat at the incredible ways black Americans have made their mark on our society especially in the field of music.

Fun Fact: Black Twitter really liked this article. It was especially gratifying to see how appreciative people were. Of course, at the same time, some folks’ white fragility couldn’t handle it, either. Some readers tried to bully me into making changes here or there for no reason other than that it made black people look too good. Sorry, folks, no one determines what I put on this blog but me.


2) The Essential Selfishness of School Choice

Published: November img_5992

Views: 40,268

Description: School choice is less an education policy than a propaganda effort. Most people don’t understand what it really is. They don’t understand how essentially selfish it is like cutting a piece of pie from the middle of the dish so no one else can get a whole slice. I tried here in the most simple, direct language I could to explain why.

Fun Fact: With the nomination of Betsy DeVos for Education Secretary and Trumps’ promise to spread school choice across the land like a Trump University franchise, the article remains popular. A lot of readers told me that it helped make sense of the issue for them for the first time. No doubt it’s been sent to policymakers across the nation. And it all started when I saw that picture of a ruined pumpkin pie on Reddit. I started to think – isn’t that a lot like school choice?


1) Top 10 Reasons School Choice is No Choice

Published: JanuaryLittleKidThumbsDown

Views: 77,139

Description: Both Democrats and Republicans love school choice. So I thought that real education advocates needed a quick list of the main reasons why it is bad policy. There’s nothing really new or amazing here. We’ve known this for decades, but this keeps getting brought up again and again like zombie legislation. The wealthy will push this forward whether we want it or not. There’s just too much money they can make if it passes. That’s why it’s good to know why what they’re peddling is so harmful to students, parents and communities. Consider it ammunition for quick come backs.

Fun Fact: I wrote this long before the Trump administration was a prospect to be taken seriously. This was long before DeVos or the Donald pledged to bring this to the national stage. It has continuously gotten a steady flow of hits since it was published. If my goal as a blogger is to be useful, I think this post more than any other written this year fits the bill. You can quibble with one or two points here, but all ten are enough to show any rational person why school choice is no choice.

What Diane Ravitch Means To Me

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Am I crazy?

That’s what many of us had been wondering before we read Diane Ravitch.

As teachers, parents and students, we noticed there was something terribly wrong with our national education policy. The Emperor has no clothes, but no one dared speak up.

Until Diane Ravitch.

We were told our public schools are failing – yet we could see they had never done better than they were doing now.

We were told we should individualize our lessons – but standardize our tests!? We were told teachers are the most important factor in a child’s education – so we need to fire more of them!? We were told the best way to save a struggling school – was to close it!? We were told every child has a right to a quality education – yet we should run our schools like businesses with winners and losers!?

It was absurd, and the first person to question it was Diane Ravitch.

In doing so, she saved many people’s sanity, she saved a generation of students and educators, gave parents clarity and direction, and she started a social movement fighting against the preposterous policies being handed down from clueless businessmen and bureaucrats.

This weekend the Network for Public Education will honor Dr. Ravitch at a dinner on Long Island for her tireless work fighting against this corporate school reform.

I wish I could be there in person to tell her what she means to me and others like me. Instead I offer this modest tribute to a person who changed my life and the lives of so many others.

I was a different person when I read “Life and Death of the American School System” back in 2010.

I had been in the classroom for about seven years, but I was just starting to feel like a real teacher.

I had just completed my National Boards Certification and felt like I wasn’t just surviving with my students anymore but could actually make intelligent decisions about how best to educate them.

And a big part of that was Dr. Ravitch’s book.

For a long time I had noticed that things weren’t as they should be in public schools.

I had put in a great deal of work to get my masters in teaching, to engage in hundreds of hours of professional development, not to mention three to four extra hours every day at the school passed dismissal time doing tutoring, leading extracurricular activities, grading and planning for the next day. I spent hundreds of dollars every month buying books, pencils, erasers, even snacks and meals for my students. Yet the school still treated me – it treated all of us – like greeters at WalMart.

We were highly educated, highly dedicated professionals but our opinions were rarely sought on policy matters. We were the experts in our fields and in our students who we saw everyday more than many of their own parents. Yet we were told where to be and when, what to teach and how long to teach it. We were told how to assess the success of our students and ourselves. And we were told how to best remediate and what else we should be doing that we never had time to do.

Was I really such a failure, I remember thinking. I work hard with my students everyday, see them make tremendous strides and still the standardized tests say it isn’t enough. What was I doing wrong?

Then I read Diane’s book and saw the whole thing from a different perspective.

It wasn’t me that was wrong. It was the system.

It wasn’t the students that were failing. It was the tests that didn’t assess fairly.

It wasn’t the schools that were deficient. It was the way they were resourced, valued and set up to fail by government and industry.

That book and its 2013 sequel, “Reign of Error,” really opened my eyes. They did for many people. Without them, I’m not sure I would still be a teacher today. I’m not sure I could have kept at it thinking that my best efforts could never be enough, that my exhaustion, my fire, my skills would never bridge the gap.

Diane Ravitch put it all in context of the social and historical struggle I had learned about, myself, in high school. I was engaged in the good fight for the civil rights of my students. Brown vs. Board wasn’t just a story in some textbook. I could see how the outmoded excuse of “separate but equal” was still being given today in my own increasingly segregated school and segregated workplace. Why was it that most of my academic students were poor and black? Why was it that the honors kids were mostly upper middle class and white? Why was it that my school situated in a poorer neighborhood was crumbling and the school a few blocks over in the richer neighborhood looked like the Taj Mahal by comparison? And why was it that teachers in my district got $10-20,000 less in their paychecks with the same experience than those in the wealthier community?

Dr. Ravitch made sense of all of that for me. And it made me very angry.

When colleagues came to me to discuss how they wished we had merit pay, I could turn to her books and see how it was a trap. When students came into my classroom after being kicked out of the local charter school, I had an explanation for why they were so academically behind their peers. And when contrarians complained about our union dues and wondered what they were getting in return for their money, I could give them an intelligent answer.

Diane Ravitch gave me the light that made sense of my whole professional world. I had been living and working in it for years, but I never really understood it before. And that gave me the courage to act.

When my state legislature cut almost $1 billion from K-12 education, armed with her books and blogs, I volunteered to lead educators in social actions against them. I sat down with legislators asking them to help. And when they refused, I knew we could protest outside their offices, make noise and the story would get to the media.

Ultimately it didn’t convince the legislature to heal all the cuts, but it helped minimize them, and when the next election cycle came around, we sent the governor packing.

I read Diane’s blog religiously and through her found so many other teachers, professors, parents, and students whose stories weren’t being told by the mainstream media. In fact, whenever so-called journalists deigned to talk about education at all, they rarely even included us in the conversation. So I started my own blog to give voice to what I was seeing.

Through Diane I found a community of likeminded people. I found other teachers on social media who were standing up for their students and communities. I found the Badass Teachers Association and joined and acted and was invited into leadership. We all loved Diane Ravitch and apparently she loved us, too. She became a member, herself, and encouraged us to keep fighting.

Then with Anthony Cody she started the Network for Public Education where even more educators from around the country joined forces. I went to the second annual conference in Chicago and got to meet her in person.

I’ll never forget it. There were hundreds of people gathered together, and she was just standing in the hall talking with a small group. I said to myself, “Oh my God! That’s Diane Ravitch! She’s right there! I could go up and talk to her!”

I looked around and everyone else standing with me had the same look like we’d all been thinking the same thing. Somehow I mustered the courage to walk up to her.

They say you should never meet your idols, but I’m infinitely thankful I didn’t listen to that advice. Diane was eminently approachable. Here I found that same voice I had read so many times, but also a generosity and a goodwill you couldn’t get from the page alone.

She knew who I was, had read my blog and asked me to send her more of my writing. I couldn’t believe it. I thought she was just being polite, but she gave me her email address. I sent her a few articles and she published them on her own site.

Since that day I’ve talked with Diane a few times and she’s always the same. Her intelligence is combined with a boundless empathy and insatiable curiosity about people and ideas. She really cares to know you, to hear your story and to help if she can.

When I had a heart attack about a month ago, she sent me an email telling me to take care of myself. She suggested I change my diet and exercise before confiding that she was having trouble doing this, herself.

Who does that? I’ve never experienced anything like it. I’ve read authors before and maybe written to them, maybe even had them write back. But I’ve never met someone like her who’s actually cared enough to relate to me as an equal, as someone who is important enough to be taken seriously.

In the media, talking heads will sometimes criticize her for changing her mind, because she did do an about face. She had once been Assistance Secretary of Education under President George H. W. Bush where she advocated for standardized testing and the corporate model in education. But when she saw what that really meant, she changed her mind.

To the media, that’s a defect, but to me, it’s a strength. It’s how we learn. We come up with a theory, we test it and if it doesn’t work, we come up with another one. Her philosophy of education is a response to the real world.

That’s what teachers do everyday. We try to reach our students one way and if that doesn’t work, we try something else.

Perhaps that’s really why so many educators have embraced her. She’s like us – a passionate, compassionate empiricist.

I can’t say enough good things about her. I can’t put into words how important Diane Ravitch is to my life. Her ideas changed me. Her ethics invigorated me. Her friendship humbles me.

I’d love to be there this weekend to say all this to her, but I really don’t need to make the trip. Diane Ravitch is always with me. She is in my heart every day.

I love you, Diane.

The Essential Selfishness of School Choice

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Say your friend Sheila invites you over to her house.

Sheila has just made a fresh pumpkin pie.

She offers you a slice.

You politely refuse, but she insists. She hands you the knife so you can take as big a piece as you like.

You start to cut and then ask, “Does it matter where I cut from?”

Sheila says, “No. Take whatever you want.”

You don’t like crust, so you cut a perfect triangle piece from the middle of the pie.

Sheila’s face reddens.

This wasn’t exactly what she meant, but what is she going to do? You took your slice, and now the rest of the pie is ruined. No one else can take a whole piece. Your choice has limited everyone else’s.

That’s what school choice does to public education.

It privileges the choice of some and limits the choices of others.

Advocates say parents should be able to choose the school their children attend.

And parents today do have many choices. About 90% send their kids to traditional public schools. Others home school, pay for private schools or opt for charter or voucher schools.

The problem comes with these last two options. In both cases, tax money meant to help all children is siphoned off for just one child. In the case of vouchers, tax money goes to pay part of the tuition at a private or parochial school. In the case of charters, we’re diverting tax money to a school that’s public in name but privately run.

That means less money for traditional public schools and more money for privately run institutions. That’s really what school choice is – a way to further privatize public schools.

Why is that bad?

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First, it increases the cost and reduces the services for everyone.

 

Public schools pool all the funding for a given community in one place. By doing so, they can reduce the cost and maximize the services provided. One building costs less than two. The same goes for one staff, one electric bill, one infrastructure, etc.

When you start adding additional layers of parallel schools, you increase the costs even if you somehow divided the children evenly between the two systems (which hardly ever happens). You buy less with the same money. That translates to fewer services for the same kids, larger class sizes, narrowed curriculum, etc. Why? So that parents could choose School A or School B. So that privatizers get a bigger slice of the pie – right from the middle.

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Second, each type of school has different goals.

 

Public schools are designed to educate. Corporate schools are designed to profit. Those are their very reasons for existing. It’s built into their DNA and is reflected in the way they’re administrated.

By law, public schools are not for-profit. They pay for goods and services, but at the end of the day, they aren’t beholden to shareholders or investors. They don’t need to bring in more money than they spend. All they have to do is educate children, and if they somehow end up with extra money at the end of that process, that money is bound by law to be reinvested as savings for next year.

Charter and voucher schools are not so constrained. Their reason for being is not education – it is profit. Where they can, they will cut services for children and reduce quality so that they can increase the bottom line. Even a casual glance at the news will show you a plethora of charter and voucher school scandals where privateers have stolen millions of dollars of taxpayer money instead of educating. To return to the dessert metaphor, they don’t care what their slice does to everyone else – they only care about the size of the slice.

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Third, charter and voucher schools aren’t as accountable as traditional public schools.

 

Each type of school is supported by tax money. Therefore, each school should be held accountable for spending that money wisely. But the rules are radically different for public schools vs. choice schools.

Public schools have elected school boards made up of taxpayers from the community. Choice schools often do not. They are run by appointed boards who are only accountable to investors. Public schools are required to be transparent. Their documentation, budgets and meetings must be available to the media and community for review. This is not true of privatized choice schools.

If taxpayers are unhappy with the way a traditional public school is being run, they have multiple options for changing it. With choice schools, their only option is to withdraw their child. And in the case of taxpayers who do not have children in the system at all, they have no recourse at all. This is fiscally irresponsible and amounts to taxation without representation. This alone should be enough to make any true conservative withdraw support – however ideology has trumped logic and reason. Not only do they ruin the pie, they get to do so in secret.

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Fourth, school vouchers rarely cover the entire cost of attending private schools.

 

They end up subsidizing costs for rich and upper middle class students while keeping away the poor. As such they create a system of cultural and racial education segregation. They create tiers of schools – the public schools being only for the poor, cheaper private schools for the middle class and expensive private schools for the rich.

This is not the best way to educate children. It is not the best way to organize a society. It entrenches social and class differences and builds in entitlements and racism for the wealthy. Surely our public schools have become more segregated even without vouchers, but that is no reason to make the situation exponentially worse. The size and placement of one’s slice shouldn’t depend on the color of your skin or the size of your bank account.

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Fifth, all schools are not equally successful.

 

Though the media would have you believe otherwise, traditional public schools do a much better job of educating children than charter or voucher schools. Some choice schools have better outcomes, but the majority do no better and often much worse than traditional public schools. Moreover, children who continually move from school-to-school regardless of its type almost always suffer academically.

So when parents engage in these choice schemes, they often end up hurting their own children. The chances of children benefiting from charter or voucher schools is minimal. You can cut a slice from the center of the pie, but it’s likely to fall apart before you get it on a plate.

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So in summary, school choice is essentially selfish. Even in cases where kids do benefit from choice, they have weakened the chances of everyone else in the public school system. They have increased the expense and lowered the services of children at both types of school. They have allowed unscrupulous profiteers to make away with taxpayer money while taxpayers and fiscal watchdogs are blindfolded. And when students return to their traditional public school after having lost years of academic progress at a substandard privatized institution, it is up to the taxpayers to pay for remediation to get these kids back up to speed.

Choice advocates talk about children being trapped in failing schools, but they never examine what it is about them that is failing.

Almost all public schools that are struggling serve impoverished students. That’s not a coincidence. It’s the cause. Schools have difficulty educating the poorest children. Impoverished children have greater needs. We should be adding tutoring, counseling and mentor programs. We should be helping their parents find jobs, providing daycare, healthcare and giving these struggling people a helping hand to get them back on their feet.

But instead we’re abandoning them. Most impoverished schools serving poor children receive less funding than those serving middle class or wealthy populations. In other western countries, it’s just the opposite. They provide more funding and resources for poor students to meet their greater needs.

School choice ignores all of this. If I may momentarily switch metaphors, instead of fixing the leak in our public school system, advocates prescribe running for the lifeboats. We could all be sailing on a strong central cruise-liner able to meet the demands of a sometimes harsh and uncaring ocean together. Instead we’re told to get into often leaky escape craft that even under the best of circumstances aren’t as strong as the system we’re abandoning.

And the reason is profits.

Have you ever noticed that the overwhelming majority of school choice proponents are rich white people?

Many of them own charter school companies or otherwise invest in the field. They aren’t advocating a policy to help children learn. They’re enriching themselves at public expense. Sure they point their fingers at union teachers making a middle class wage. Meanwhile these choice advocates rake in public money to buy yachts, condos and jewelry.

Make no mistake – school choice is essentially about selfishness. At every level it’s about securing something for yourself at the expense of others. Advocates call that competition, but it’s really just grift.

Public education is essentially the opposite. It’s about ensuring that every child gets the best education possible. Yes, it’s not perfect, and there are things we could be doing to improve it. But it is inherently an altruistic endeavor coming from the best of what it means to be an American.

We’ve all got choices in life. The question is what kind of person do you want to be? A person who takes only for his or herself? Or someone who tries to find an option that helps everyone?

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MythBuster: Do We Have a “Government-Run Education Monopoly”?

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“There’s no failed policy more in need of change than our government-run education monopoly, and you know that’s exactly what it is.”

With these words, candidate Donald Trump unleashed his K-12 education policy at a campaign stop in September, two months before winning the general election.

In the speech, the former reality TV star and current President-elect vowed to spend $20 billion in federal tax dollars to encourage more charter and voucher schools nationwide.

It remains his most concrete executive policy offering to date. Yet it’s based on this characterization of public schools as a “government-run education monopoly.”

One wonders – is it true? Do we really have such a thing here in the U.S. or is it just propaganda to boost an unpopular education scheme?

The devil, it seems, is in the details.

The answer is both yes and no: Yes, public schools are government-run. No, they’re not a monopoly.

First, let’s consider “government-run.” Everything the government does from paving the roads, to delivering mail, to protecting us from invaders is “government-run.” The military is government-run. Would you rather a foreign power tell our soldiers what to do? Congress is government run. Would you rather big business come in and decide all our laws?

In that same spirit, yes, our public schools are indeed government run. But who else should run them? Russia!? The Mafia!? A media cabal?

In emphasizing the role of government in education, Trump appears to be trying to stoke the fires of anti-government sentiment. There is certainly a lot of that going around, deservedly so given the way the federal government has encroached on the states, the states have encroached on local government, etc.

However, public schools are not essentially federally-run schools, nor are they state-run schools. They are subject to federal and state mandates, but the major decisions about what happens in your neighborhood schools are made by your duly elected school board. They are not controlled by some nameless, faceless government bureaucracy. They’re controlled by you, your friends and neighbors – people you voted for and who are held accountable every few weeks at open meetings.

That, too, is government.

It’s not Big Brother. It’s Howdy Neighbor.

Let’s turn now to the “Monopoly” part.

A monopoly is the complete control of the supply or trade in a commodity or service. To put it in terms of the titular Parker Brothers board game, you have a monopoly when you own both Boardwalk and Park Place – you’re in control of what happens to all the dark blue properties. However, if you don’t have titles to BOTH, you don’t have a monopoly, and therefore can’t buy houses, hotels or charge double the normal rent.

Therefore, there is no education monopoly – no one has complete control of all the various kinds of schools. There are private schools, home schools, magnet schools, charter schools, even voucher schools. No one owns them all, no one tells them all what to do.

Yes, you could say that the overwhelming majority of them are public schools, but so what? That’s not a monopoly. There are far more personal computers out there than Macs. That doesn’t mean PCs have a monopoly on the field.

Once again, the term “monopoly” is meant to stir anti-government sentiment. We are meant to balk at the degree to which government – local government – is in control of our education system.
I’m sorry, but there is nothing objectionable about schools being controlled at the local level.

Are you upset by federal intrusions in school policy? Me, too.

Are you reeling about unfunded federal mandates? Me, too.

Are you angry about states sweeping in and stealing local control from impoverished inner city parents? Me, too.

But I’m just not one bit upset about being allowed a say in how my tax dollars are spent at my community school district. If you ask me, that how things SHOULD BE.

But Trump is proposing we change it. He’s proposing exactly the same kind of federal intrusion that drove many of us up the wall when it was done by President Barack Obama.

Obama used the Department of Education to bribe cash-strapped states into adopting Common Core. And now Trump wants to do the same thing with charters and voucher schools.

Excuse me, but it’s not the federal government’s job to dangle money in front of state legislatures with strings attached. The Department of Education is supposed to ensure all schools have adequate funding. It’s not supposed to tell us how we should be running our schools unless we’re breaking the law or violating students civil rights.

But what about parental rights? Shouldn’t parents be allowed to choose a school for their own children?

Heck no.

Hear me out. When you fall down the steps in your home alone, do you get to choose which governmental service comes to help you, or do you just call 9-1-1? When you need the police, do you get to choose officers from halfway across the state or make do with your local boys in blue? When your house catches on fire, do you shop around or call the nearest fire station?

It’s called a community for a reason. You’re a part of it, for better or for worse.

Our grandparents never thought they were so entitled they could pick and choose what governmental service should meet their needs. They joined the army, not Blackwater. They called the fire department where they volunteered. And they sent their kids to the local public school.

Yes, some public schools are better than others – which is just another way of saying that some are better funded. THAT is a problem we need to fix at the local, state and federal level. That’s something the President and Congress and our Governors and our state legislatures should actually be working on. But instead of meeting the real needs of their constituents, they’re too busy with all this choice nonsense.

Why? It’s a scam.

We’re talking Donald Trump here – founder of Trump University. He just settled out of court for $25 million for a fake business school that defrauded students out of hundreds of millions of dollars. If there’s one thing he knows, it’s a good scam.

Think about it.

Expanding charter and voucher schools, reduces accountability to taxpayers. These “choice” schools rarely are governed by elected school boards. They don’t have to abide by the same kinds of transparency standards as traditional public schools. They can spend our tax dollars in almost anyway they want behind closed doors, and there’s nothing we can do about it. In fact, there have been a rash of high profile scandals where charter and voucher operators have defrauded the public out of millions of dollars.

Who wants to expand that? Criminals!

Not me. I’m a taxpayer. I want a full account of how my money is spent, and most voters are with me.

We didn’t just vote for President a few weeks ago. Many states held referendums on whether to expand charter schools or not. In every case, voters decided against it.

But does Trump care? No way. This proposed school choice policy is yet another example of the federal government ignoring the will of the people in favor of wealthy donors hoping to further enrich themselves at public expense. It opens the door for profiteers to keep stealing our money.

And they justify it by offering a false choice:

Hey parents, they say. Want to enroll your children in a school with little to no accountability, a school you may not be able to afford unless you spend some of your own money in addition to the tuition you get from the state, a school that can turn you down for whatever reason including race, religion or nationality, a school that may very well be no better and often much worse than a traditional public school?

But they spin it, offering slick commercials and preying on the ignorant and hopeless. That weakens the traditional public schools because it means a loss in revenues. Therefore, the public schools get worse, which is a reason for more parents to try the ‘choice’ schools, etc. It’s an endless cycle where students lose but investors in for-profit schools win.

Invariably, it leads to a further social stratification of schools. The rich go to the best schools, the middle class to the middling schools and the poor to the substandard ones. You think we’ve got segregated schools now, wait until Trump’s school choice policies! It’ll benefit the Nazis of the alt-right who want more white flight, but most kids will lose.

Such a policy does not represent the best of America. This country was founded on the principles of working together. We haven’t always lived up to it, but our ideals are ones of shared sacrifice, community and brotherhood. Trump’s education policy is about selfishness and greed.

That’s your real choice. Which will it be?