Would Democrats Really Do Better Than Betsy DeVos on Education?

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Everybody hates Betsy DeVos.

 

 

As Donald Trump’s Secretary of Education, she’s ignorant, unqualified and insincere.

 

 

But would the Democrats really do much better if they had control of the Executive Branch?

 

 

The Center for American Progress (CAP), a left leaning think tank, wants you to believe that they would.

 

 

The organization founded by John Podesta and deeply tied to both the Clinton and Obama administrations has come out with a list of seven policy goals if Democrats take back the House and/or Senate in the midterm elections this November.

 

 

On the face of it, many of these goals are smart and worthy ends to pursue.

 

 

But this is the Center for American Progress, after all! These are the same people who pushed charter schools down our throats, the same people who never met a standardized test they didn’t love, the same people who think Teach for America temps are just as good – if not better – than fully licensed, fully trained teachers with 4 or 5 year education degrees.

 

 

Frankly, I don’t trust a thing they say.

 

 

The last two Democratic administrations pushed almost the same education policies as the last three Republican ones. They often use different rhetoric and pretend to dislike policies that BOTH parties have championed for decades.

 

 

So when an organization with a history like CAP offers school policy proposals – even if they’re innocuous on the surface – a closer look often reveals something disturbing hiding just under the skin.

 

 

In any case, it’s worth taking a look at this new report to examine what’s helpful in these think tank proposals and in what ways they might hide dangers for students, teachers, parents and society.

 

 

 

THE BAD

 

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CAP proposes we:

 

  1. Provide a tutor for all students who are below grade level:

 

 

This includes both academic and emotional support. And it sounds great! Imagine what struggling students could do with more one-on-one help!

 

However, according to the report, CAP’s major problem with previous tutoring initiatives like those provided under the No Child Left Behind Act was that they weren’t “high-quality.” Moreover, “tutoring could grow at the local level, helped along by things like an AmeriCorps expansion.”

 

Oh great! “high-quality” is often used by think tanks as a euphemism for standardized testing. And AmeriCorp has helped push more Teach for America temps into positions that should be held by teaching professionals.

 

I would love for struggling students to have extra help, but this sounds too much like sending Teach for America to give poor and minority students test prep and skill drills for hours and hours after school.

 

2) Go to a 9-to-5 school day:

 

 

Child psychologists have been suggesting we start school later in the day for at least a decade to better suit growing bodies and brains. Students would be able to get more sleep and come to school more rested and ready to learn. It would also help parents if students didn’t get out of school up to two hours before most adults are home.

 

 

In addition, CAP is cognizant that this would have to be a local decision – it couldn’t be handed down at the federal level. They suggest encouraging the move with more Title I funding and other sweeteners.

 

 

However, this ignores the fact that U.S. kids already spend more time in class than their international peers. Few countries make their children suffer through an 8-hour day. In Finland, for example, where kids start later and are released earlier than U.S. children, students get a 15-minute break for every 45 minutes of class work.

 

 

This suggestion, coming as it does from test-obsessed partisans, could be just another way to try to increase the amount of work piled on students in order to raise test scores. I advise caution.

 

3) Pay teachers more

 

 

I’m certainly not against this one. CAP notes that teachers only take home about 60 percent of the salaries that employees with similar levels of education earn. They suggest a base salary of $50,000 – up from the current average of $38,000 for incoming educators.

 

 

“More-experienced educators with a track record of success should make at least $100,000,” the report suggests (emphasis mine). And THAT’S where I start to feel queasy. What exactly do they mean “track record of success”? Well, this is CAP, so that probably means teachers whose students score well on standardized tests.

 

 

So I’m guessing it’s a back door merit pay policy. In other words, they want to offer more money to teachers who clobber their students with the test prep club so they’ll magically score Advanced on high stakes tests. This is yet another attempt to bribe educators to narrow the curriculum, avoid collaboration and sideline students who don’t traditionally score well on these kinds of assessments – the poor and minorities.

 

 

I want a raise, believe me. I DESERVE a raise! But not if you’re going to make me sign a Faustian bargain first.

 

 

 

THE GOOD

 

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CAP proposes we:

 

4) Offer free breakfast and lunch to all students, no matter what their parents income:

 

We have this at both my daughter’s school and the district where I teach in western Pennsylvania. It is a tremendous success. Making it a nationwide initiative is an excellent idea.

 

 

It’s hard to argue with this, even if the main justification is that better nutrition will lead to better academic outcomes (read: test scores). Plus this removes the stigma of a free meal because all students receive it, and once initiated it would be harder to take away.

 

5) Provide more opportunity for students going to college to get technical workplace experience:

 

 

Students should be able to get real world experience to help them decide if certain careers are for them. I’m struggling to see a downside.

 

6) Hire more social workers, counselors and school psychologists:

 

 

Heck to the yeah. I see no downside there.

 

 7) Initiate a national infrastructure program to fix crumbling school facilities:

 

It’s about time! Schools in impoverished neighborhoods are falling apart. We need to bring them up to the same level as those in the upper middle class and wealthy communities. Obviously, we’ll need to audit these programs and make sure money isn’t being wasted or embezzled, but this is a worthy goal well past due.

 

 

AND THE OTHER SHOE DROPS

 

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And that’s it.

 

 

Not a bad list, over all.

 

 

I do have some reservations as noted above. However, many of these proposals would be really positive…

 

 

…until the other shoe drops.

 

 

Queue Lisette Partelow, CAP’s director of K-12 Strategic Initiatives and the lead author of the report. Pay careful attention to her remarks about the report in Education Week.

 

 

The think tank doesn’t expect these policies to be introduced or enacted anytime soon, she says. And even if they were, Partelow understands they would probably go under significant legislative changes before becoming law.

 

“We’re really excited about this as a counter balance, as an answer to the ideas we’re seeing put forward by [U.S. Secretary of Education] Betsy DeVos and the Trump administration,” Partelow says.

 

So THAT’S their game!

 

CAP is playing the long con here. They are putting forward a bunch of puppy dog and teddy bear proposals to contrast with Trump and DeVos.

 

These aren’t policies as much as they are advertisements for the Democratic party. It’s the equivalent of saying, “We promise we’ll do good things like THESE if you elect Democrats – despite the fact that we mainly focused on standardization and privatization when we were in power.”

 

Look. Maybe I’m being too cynical.

 

Maybe the Democrats really, really are going to do a better job this time, cross their hearts and hope to die, if we give them just one more chance.

 

But words aren’t nearly enough.

 

I like many of these policy suggestions. But I just don’t trust the Democrats.

 

The brand has been tainted for me by the Clinton and Obama administrations – by leadership from the same people who are making these suggestions.

 

In short – I’ll believe it when I see it.

 

Perhaps the greatest lesson organizations like CAP have taught is not to trust organizations like CAP and the faux progressives they’re selling.

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For more, Read CAP’s Full report: HERE.


 

Like this post? I’ve written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

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Economists Don’t Know Crap About Education

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I hate to be blunt here, but economists need to shut the heck up.

 

 

Never has there been a group more concerned about the value of everything that was more incapable of determining anything’s true worth.

 

 

They boil everything down to numbers and data and never realize that the essence has evaporated away.

 

 

I’m sorry but every human interaction isn’t reducible to a monetary transaction. Every relationship isn’t an equation.

 

 

Some things are just intrinsically valuable. And that’s not some mystical statement of faith – it’s just what it means to be human.

 

 

Take education.

 

 

Economists love to pontificate on every aspect of the student experience – what’s most effective – what kinds of schools, which methods of assessment, teaching, curriculum, technology, etc. Seen through that lens, every tiny aspect of schooling becomes a cost analysis.

 

 

And, stupid us, we listen to them as if they had some monopoly on truth.

 

 

But what do you expect from a society that worships wealth? Just as money is our god, the economists are our clergy.

 

 

How else can you explain something as monumentally stupid as Bryan Caplan’s article published in the LA Times “What Students Know That Experts Don’t: School is All About Signaling, Not Skill-Building”?

 

 

In it, Caplan, a professor of economics at George Mason University, theorizes why schooling is pointless and thus education spending is a waste of money.

 

It would be far better in Caplan’s view to use that money to buy things like… oh… his new book “The Case Against Education: Why the Education System Is a Waste of Time and Money.”

 

His argument goes something like this: the only value of an education is getting a job after graduation.

 

Businesses only care about school because they think it signifies whether prospective employees will be good or bad at their jobs. And students don’t care about learning – they only care about appearing to have learned something to lure prospective employers. Once you’re hired, if you don’t have the skills, employers have an incentive to give you on the job training. Getting an education is just about getting a foot in the door. It’s all just a charade.

 

Therefore, we should cut education funding and put kids to work in high school where they can learn how to do the jobs they’ll need to survive.

 

No wonder economics is sometimes called “The Dismal Science.” Can you imagine having such a dim view of the world where THAT load of crap makes sense?

 

We’re all just worker drones and education is the human equivalent of a mating dance or brilliant plumage – but instead of attracting the opposite sex, we’re attracting a new boss.

 

Bleh! I think I just threw up in my mouth a little bit.

 

This is what comes of listening to economists on a subject they know nothing about.

 

I’m a public school teacher. I am engaged in the act of learning on a daily basis. And let me tell you something – it’s not about merely signifying.

 

I teach 7th and 8th grade language arts. My students aren’t simply working to appear literate. They’re actually attempting to express themselves in words and language. Likewise, my students aren’t just working to appear as if they can comprehend written language. They’re actually trying to read and understand what the author is saying.

 

But that’s only the half of it.

 

Education isn’t even just the accumulation of skills. Students aren’t hard drives and we’re not simply downloading information and subroutines into their impressionable brains.

 

Students are engaged in the activity of becoming themselves.

 

Education isn’t a transaction – it’s a transformation.

 

When my students read “The Diary of Anne Frank” or To Kill a Mockingbird, for example, they become fundamentally different people. They gain deep understandings about what it means to be human, celebrating social differences and respecting human dignity.

 

When my students write poetry, short fiction and essays, they aren’t merely communicating. They’re compelled to think, to have an informed opinion, to become conscious citizens and fellow people.

 

They get grades – sure – but what we’re doing is about so much more than A-E, advanced, proficient, basic or below basic.

 

When the year is over, they KNOW they can read and understand complex novels, plays, essays and poems. The maelstrom of emotions swirling round in their heads has an outlet, can be shared, examined and changed.

 

Caplan is selling all of that short because he sees no value in it. He argues from the lowest common denominator – no, he argues from the lowest actions of the lowest common denominator to extrapolate a world where everything is neatly quantifiable.

 

It’s not hard to imagine why an economist would be seduced by such a vision. He’s turned the multi-color world into black and white hues that best suit his profession.

 

In a way, I can’t blame him for that. For a carpenter, I’m sure most problems look like a hammer and a nail. For a surgeon, everything looks like a scalpel and sutures.

 

But shame on us for letting one field’s myopia dominate the conversation.

 

No one seems all that interested in my economic theories about how to maximize gross domestic product. And why would they? I’m not an economist.

 

However, it’s just as absurd to privilege the ramblings of economists on education. They are just as ignorant – perhaps more so.

 

It is a symptom of our sick society.

 

We turn everything into numbers and pretend they can capture the reality around us.

 

This works great for measuring angles or determining the speed of a rocket. But it is laughably unequipped to measure interior states and statements of real human value.

 

That’s why standardized tests are inadequate.

 

It’s why value added teacher evaluations are absurd. It’s why Common Core is poppycock.

 

Use the right tool for the right job.

 

If you want to measure production and consumption or the transfer of wealth, call an economist.

 

If you want to understand education, call a teacher.

Two Theories Why Facebook Keeps Blocking Me When I Write About School Privatization

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Facebook blocked me.

 

Again.

 

What did I do?

 

Did I post Russian-sponsored propaganda?

 

Nyet.

 

Did I post Nazi or racist memes?

 

Nein.

 

Did I post fraudulent or debunked accounts of factual events?

 

No.

 

So what did I do?

 

I had an opinion.

 

I took that opinion and wrote about it. I backed it up with facts, analogies, literary references and examples from my own experience as a classroom teacher in public school.

 

I took all that, wrote it up in a blog called “The False Paradise of School Privatization,” and posted it on Facebook.

 

It was the same kind of thing I do several times a week.

 

Write a blog. Post it on various Facebook pages and on Twitter.

 

And wait to see if anyone reads it.

 

But this time – BOOM!

 

I hadn’t even posted it to a handful of pages before the cyber arm of Mike Zuckerberg’s robo-security came down on me.

 

The same thing happened in October when I wrote an article called “School Choice is a Lie. It Does Not Mean More Options. It Means Less.”

 

I had hoped that that first time was just a fluke or that by now I had since sufficiently proven myself to be a human being and not some nefarious bot.

 

But no such luck.

 

After posting my latest article a few times on Monday, I got this message:

 

“ACTION BLOCKED

 

You have been temporarily blocked from performing this action.”

 

And I got a choice of clicking on:

 

“This is a mistake”

 

Or

 

“OK”

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So I clicked on “This is a mistake,” and got the following:

 

“Thanks for letting us know.”

 

My only choice was to click “OK.”

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At some point I got a message telling me that I was blocked until Dec. 11 – a full week from my offense.

 

And now I have limited use of the social media platform.

 

I can still see posts.

 

I can like posts.

 

For some reason, I can even post and comment on my own page. But I can’t comment or post on other pages without getting the same error message.

 

At least I can’t do it consistently.

 

I’ve experimented and found that sometimes I can share posts to different pages. Sometimes I can’t.

 

It’s a bizarre, wonky system.

 

And it gets in the way of my work as an education blogger.

 

Facebook has more than 1.5 billion accounts. That includes more than 80% of all Americans.

 

Sharing my blog on the site gets me more readers than anywhere else.

 

Twitter is great and certainly more free. But when you push out a tweet, no one sees it unless they’re looking at their feed at that exact moment. Unless it gets retweeted – or you’re a famous unhinged former reality TV star turned President, then people seek out your own personal brand of nuclear-apocalypse-threatening madness.

 

So why does this keep happening to me?

 

I have two theories.

 

1) I am being purposefully censored by Facebook.

 

2) Facebook algorithms are targeting me because of how I post.

 

Let’s look at the first theory.

 

 

Could someone be actively censoring me?

 

Yes.

 

The proposal has a certain plausibility because the powers that be at Facebook undoubtedly disagree with what I have to say.

 

Mark Zuckerberg, Facebook’s founder, is a huge supporter of edtech, standardized testing and school privatization. He’s spent hundreds of millions of dollars trying to make public schools rely more heavily on high stakes tests, evaluating teachers on their students’ scores and pushing Personalized Education software packages on public schools. And when that doesn’t pan out, he’s even backed his own charter schools to do the same.

 

But that’s not all.

 

Since early January of this year, he’s had Campbell Brown on the job as the arbiter of truth for his on-line platform.

 

That’s right.

 

Brown, a school privatization lobbyist and former NBC and CNN personality, heads Facebook’s News Partnership Team.

 

The newly created position was part of Zuckerberg’s attempt to limit fake news on his social media platform while prioritizing information in the mainstream media.

 

What exactly is fake news? Whatever Campbell Brown says it is.

 

This is quite a lot of power to give one person, especially someone who has a reputation for partisanship.

 

Brown, after all, co-founded a charter school propaganda network called The 74, funded – unsurprisingly – by Betsy DeVos, Republican mega-donor and current Secretary of Education.

 

After leaving the anchor’s desk, Brown has had a second career helping corporations destroy public schools and public school teachers.

 

And she does. Not. Like. Me.

 

Let’s just say we’ve gotten into a few Twitter skirmishes.

 

When she became the face of a New York lawsuit attacking teacher tenure in 2014, she received a tidal wave of public backlash. So she went on the Colbert Report to complain about how those fighting for workplace protections for themselves and their students were “silencing the debate” on how best to reform public education.

 

I responded with a blog called “Shhh! Who’s Silencing the Debate on Real Education Reform” claiming that Brown was actually doing the very thing she claimed to be decrying in shutting out teachers’ voices and rights.

 

She responded by cherry picking her rudest critics and tweeting “Sorry Steve but sadly this is not what I characterize as debate,” as if I had had anything to do with these comments.

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As if any movement should be judged by its most extreme elements.

 

As if attacking someone’s job, someone’s kids and their future was fine so long as you did so with a smile and a polite comeback.

 

I don’t condone personal attacks, but I certainly understand them. In any case, Brown used the extreme fringes of her critics to condemn us all and conveniently refused to engage us – even those who had been unceasingly polite.

 

That lawsuit eventually failed, but Brown somehow landed on her feet.

 

Now she’s the one who gets to choose truth and falsity on Facebook.

 

Could she be actively working against people like me?

 

Yes.

 

Could she be directing Facebook’s programmers to select against posts that are negative to her pet projects?

 

Yes.

 

But there’s no way to know if she’s actually doing it.

 

Which brings me to my second theory.

 

Perhaps mindless Facebook algorithms are targeting me because of how I post.

 

I do, after all, try to post my articles on as many pages as I can.

 

They’re mostly pages focused on education and education policy with a few political and anti-racism sites thrown in, too.

 

Maybe I’m posting too quickly.

 

I might be triggering one of Zuckerberg’s bots to think I’m a bot, too, spamming up the works with advertising.

 

However, there’s a few problems with this theory.

 

Let’s say it’s true.

 

Why would that, alone, be reason to block me?

 

I’m not posting advertisements. I’m not asking for money. My blog doesn’t sell adds other than those WordPress puts on there, itself, so I can keep the page for free.

 

If an algorithm is stopping me because it thinks I’m unfairly selling something, it’s the result of some badly written code, indeed.

 

When programmers write code, that’s not impartial. It betrays their values. It betrays certain decisions about what’s acceptable and what isn’t.

 

For instance, I keep getting advertisements from Facebook asking me to pay money to the social media network so that they’ll post my articles on other people’s site for me.

 

I get reminders like “Boost this post for $3 to reach up to 580 people.”

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Oh, really?

 

So I’m blocked because I posted my own writing to sites that have accepted me as a member and whose membership includes many I consider friends and colleagues. But for a fee, Facebook will post that same article to various sites filled with people I’d consider to be complete strangers.

 

Somehow that doesn’t “violate community standards” – the reason they said they blocked me in October.

 

This is very telling.

 

It seems to indicate that there is nothing wrong with what I’m doing, per se. It’s just that Facebook wants to encourage me to let them do it for me – so they can monetize my account.

 

They’re stopping me from doing this on my own, because they think I’m a sucker who should pay them for the right to communicate with others.

 

And that’s a very real possibility.

 

These blockages may not be political. They may be a simple marketing strategy.

 

So what can I do about it?

 

Well, first I need to wait a week until my account is unfrozen and I get back all the features Facebook users usually enjoy.

 

Then I can try to go back to the way things were posting my articles at all my favorite virtual watering holes.

 

Only slowly.

 

Much more slowly.

 

I figure if I only post once every five minutes or so, I can have my article at all the places that seem to like having them in about the course of an evening.

 

But I have a life, damn it!

 

I can’t spend the twilight hours posting and waiting and posting and waiting.

 

I guess another alternative is to rely on friends to post for me.

 

Spread the love.

 

Have others circulate my articles far and wide.

 

And that’s a great strategy. It’s very hard for Facebook to do anything about it.

 

But it requires me to impose on others. I don’t like doing it.

 

My readers, friends and supporters have lives, too.

 

They have more important things to do than post my writing all over the Internet.

 

So where does that leave me?

 

I’m not sure.

 

If I continue as I have, I’m bound to be blocked and thrown in Facebook Jail again.

 

Even if I don’t, I’m at the mercy of the wealthy elites who control the network.

 

And if the FCC does away with Net Neutrality, as they’re threatening to do in a matter of days, it may not even matter.

 

Regardless of where I post on Facebook, my blog site will probably be slow to the point of molasses and maybe even shut down entirely.

 

This is the brave new world of the plutocracy unrestrained.

 

This is American fascism triumphant.

 

I am only a single point of the resistance.

 

My voice is only as powerful as those who share it.


 

If Facebook, Twitter or WordPress somehow takes me down, I’ve written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

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Teacher Seniority – the Seat Belts of the Education Profession

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You wouldn’t travel a long distance in your car without strapping on a seatbelt.

So why do you think teachers should spend 30 plus years in the classroom without seniority?

Everywhere you look, billionaires are paying millionaires in government to pass laws to cut taxes, slash funding and find cheaper ways to run public schools for pleb kids like yours and mine. And that often means finding ways to weaken protections for teachers, fire those with the most experience and replace them with glorified WalMart greeters.

“Hello. Welcome to SchoolMart. Please plug into your iPad and begin today’s lesson.”

This is class warfare cloaked as a coupon. It’s sabotage described as savings.

And the only way they get away with it is because reasonable people buy the steaming load of manure they’re selling.

MYTH: Seniority with Tenure means a Job for Life

Tell that to the hundreds of thousands of teachers out of work.

Tell that to all the optimistic go getters who prance out of college ready to change the world as teachers and fizzle out during the first five years.

Tell it to the handful of truly terrible teachers who for reasons only they can explain stay in a job they hate through countless interventions and retrainings until the principal has no choice but to give them their walking papers.

Oh, yes. Teachers DO get fired. I’ve seen it with my own eyes numerous times. And in each case, they truly deserved it.

(Any “bad teachers” still on the job mean there’s a worse administrator somewhere neglecting to do his or her duty.)

So what does “Seniority” and “Tenure” even mean for teachers?

Basically, it means two things:

(1) If you want to fire a teacher, you have to prove he or she deserves it. That’s Tenure.

(2) When public school districts downsize, they can’t just lay off people based on their salaries. That’s Seniority.

If you think about it, both of these are good things.

It is not a good work environment for teachers or students when educators can be fired without cause at the whim of incoming administration or radical, newly-elected school board members. Teaching is one of the most political professions we have. Tenure shields educators from the winds of partisanship. It allows them to grade children fairly whose parents have connections on the school board, it allows them to speak honestly and openly about school policy, and it empowers them to act in the best interests of their students – all things that otherwise could jeopardize their jobs.

Likewise, seniority stops the budget butchers from making experience and stability a liability.

It stops number crunchers from saying:

Hey, Mrs. Wilson has been here for 25 years. She’s got a shelf full of teaching awards. Parents and students love her. But she’s at the top of the salary scale so she’s gotta’ go.

I know what you’re going to say: Aren’t there younger teachers who are also outstanding?

Yes. There are.

However, if you put all the best teachers in one group, most of them will be more experienced.

It just makes sense. You get better at something – anything – the more you do it. This could be baking pies, building houses or teaching children how to read and write.

So why don’t we keep the best teachers and get rid of those who aren’t up to their level?

Because determining who’s the best is subjective. And if you let the moneymen decide – POOF! – suddenly the teachers who make the most money will disappear and only the cheapest ones will be left.

Couldn’t you base it on something more universal like student test scores?

Yes, you could, but student test scores are a terrible way to evaluate teachers. If you wanted to get rid of the highest paid employees, all you’d have to do is give them the most struggling students. Suddenly, their students have the worst test scores, and they’re packing up their stuff in little cardboard boxes.

Almost any stat can be gamed.

The only one that is solidly unbiased? Seniority.

You’ve either been here 15 years or you haven’t. There’s not much anyone can do to change that fact.

That’s why it prevents the kind of creative accounting you see from penny pinching number crunchers.

Along with Tenure, Seniority is a safety net. Pure and simple. It helps keep the most qualified teachers in the room with kids. Period.

But look. It’s not perfect.

Neither are seat belts.

If you’re in a car crash on a bridge where it’s necessary to get out of your vehicle quickly before it plunges into the water below, it’s possible your seat belt may make it more difficult to reach safety. This is rather rare, and it doesn’t stop most people from buckling up.

I’ve known excellent teachers who were furloughed while less creative ones were kept on. It does happen.

But if we got rid of seniority, it would happen way more often.

That’s the bottom line.

Instead of finding more leeway to fire more teachers, we should be finding ways to increase school funding – especially at the most under-resourced schools – which, by the way, are the ones where lawmakers most want to eliminate seniority. We should be looking for ways to make downsizing unnecessary. We should be investing in our children and our future.

We’ll never improve the quality of the public school system by firing our way to the bottom. That’s like trying to lose weight by hacking at yourself with a straight razor. It just won’t work.

We need to commit to public schools. We need to commit to public school students. And the best way to do that is to support the teachers who devote their lives showing up every day to help them learn.

I Am Not A Hero Teacher

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I’m sorry.

 

I am not a hero teacher.

 

I am not stronger than a locomotive.

 

I cannot jump tall ignorance in a single bound.

 

I am not faster than a tax-cutting zealot.

 

Up in the air – it’s a bird, it’s a plane, but it’s certainly not a teacher because we can’t fly.

 

I am not bullet proof.

 

If a gunman storms the building and shoots me, I will be wounded and may die.

 

Giving me a gun doesn’t help, either, because I am not a marksman.

 

I am just a man.

 

I cannot stand in front of a class of thirty and give them each my undivided attention. Not all at once.

 

When students ask a question, I need time to answer it.

 

When students hand in a paper, I need time to grade it.

 

During the workday, I need time to plan my lessons. I need time to call parents. I need time to read all the individual education plans, fill out all the weekly monitoring forms, finish all the administrative paperwork.

 

At the end of a long day, I get tired and need rest.

 

At the end of a long week, I need time to spend with my family.

 

At the end of a long year, I need time to myself – to get a summer job, to take continuing education courses, to plan for next year, to heal.

 

I need a middle class income – not because I’m trying to get rich, but because I’m human. I need food and shelter. I have a family for whom I need to provide. If you can’t give me that, I’ll need to move on.

 

Sorry, but it’s true.

 

I’ll tell you one thing I don’t need. I don’t need the state, federal or local government telling me how to do my job. When I plan my lessons, I need the freedom to teach children in the way that seems most effective to me – the professional in the room.

 

I also don’t need some bureaucrat telling me how to assess my students. I don’t need some standardized test to tell me what kids have learned, if they can read or write. I’ve spent an average of 80 minutes a day with these children for five days a week. If I can’t tell, I don’t deserve to be in the classroom.

 

And I don’t need my principal or superintendent setting my colleagues and me against each other. We’re not competing to see who can do a better job. We should be collaborating to make sure everyone succeeds.

 

What do I need? My union, for one.

 

I need my right to collective bargaining. I need the power to gather with my colleagues and co-workers so we can create the best possible work environment for myself and my students. I need due process, tenure, so I can’t be fired at the whim of the school board or administrators without having them prove my inequities.

 

I need my work to be evaluated fairly. Judge me on what I do – not on what my students do with what I’ve given them.

 

And when it comes to the racial proficiency gap, don’t look to me to exert some kind of supernatural teacher magic. I am not a white savior who can make school segregation, racism and prejudice disappear. I try to treat every student fairly, but my actions can’t undo a system that’s set up to privilege some and disadvantage others.

 

I guess what I’m trying to say is that if you’re expecting a superhero, I’m bound to disappoint.

 

And that DOES seem to be what many of you expect us to be.

 

Seven years ago, Davis Guggenheim characterized the public schools as if we were Waiting for Superman.

 

Things are so screwed up, he alleged back then, that we need someone with superpowers to swoop in and fix it all.

 

But there is no superman. There’s just Clark Kent.

 

That’s me – a bespectacled shlub who shows up everyday in the naive hope that he can make a difference.

 

According to landmark research by Dan Goldhaber and James Coleman, only about 9 percent of student achievement is attributable to teachers.

 

That’s right – 9 percent.

 

If you add in everything in the entire school environment – class size, curriculum, instructional time, availability of specialists and tutors, and resources for learning (books, computers, science labs, etc.), all that only accounts for 20 percent.

 

There’s another 20 percent they can’t explain. But the largest variable by far is out of school factors. This means parents, home life, health, poverty, nutrition, geographic location, stress, etc. Researchers estimate those count for 60 percent of student success.

 

Yet we somehow expect teachers (9%) to do it all.

 

I’m sorry, America. I can’t.

 

More than half of all public school students live in poverty. No matter how hard I try, I cannot solve that all by myself.

 

I try to teach children how to read though many are hungry and traumatized by their home lives.

 

I try to teach children how to write though many haven’t slept the night before, haven’t taken their ADD medication and – to be honest – many haven’t even shown up to school yet.

 

I most certainly try to get them to pass culturally biased, developmentally inappropriate standardized tests without sucking away every bit of creativity from the classroom.

 

But much of this is beyond my control.

 

I can’t help that the federal, state and local government are cutting school funding. I can’t help that my impoverished district has few school supplies, the students enter the building without them because their parents are too poor to buy them. But I can – and do – spend out of my own pocket to make sure all of my students have pencil, paper, whatever they need.

 

I can’t help that officials at every step of the way want me to narrow my teaching to only things that will appear on the yearly standardized test, that they want me to present it as a multiple choice look-a-like item, that they want me to teach by pointing at a Common Core standard as if that held any meaning in a child’s life. But I can make the lesson as creative as possible and offer kids a chance to engage with the material in a way that connects to their real lives, desires and interests.

 

I can’t help that kids don’t read like they used to and instead experience the bulk of text on the Internet, Facebook or Twitter. I can’t help that most of their real world writing experience is limited to thumbing social media updates, comments on YouTube videos or communicating through a string of colorful emojis. But I can try to offer them meaningful journal topics that make them think and offer them the chance to share their thoughts in a public forum with their peers.

 

There’s nothing super about any of it.

 

But it’s the kind of things teachers do everyday without anyone noticing. It’s the kind of thing that rarely gets noted on an evaluation, rarely earns you a Thank You card or even an apple to put on your desk.

 

However, when the day is done, students often are reluctant to leave. They cluster about in the hall or linger in the classroom asking questions, voicing concerns, just relieved that there’s someone there they can talk to.

 

And that’s reason enough for me to stay.

 

The odds are stacked against me. Help isn’t coming from any corner of our society. But sometimes despite all of that, I’m actually able to get things done.

 

Everyday it seems I help students understand something they never knew before. I’ve become accustomed to that look of wonder, the aha moment. And I helped it happen!

 

I get to see students grow. I get to nurture that growth. I get to be there for young ones who have nobody else.

 

It’s a wonderful feeling.

 

I know I’m making a difference.

 

So, yes, I’m no superman.

 

I have no special powers, no superhuman abilities. I can’t fix all of our social problems all by myself.

 

But I help to make the future.

 

That’s why I do what I do.

 

Thank you for letting me do it.

The One Reform We Never Try: Increase Teacher Salary

 

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There are many suggestions for improving America’s public schools:

 

More standardized tests.

 

New academic standards.

 

Increase charter schools and/or allow kids to attend private schools with public money.

 

But one reform you hardly ever hear about is this: pay teachers more.

 

Isn’t that funny?

 

We’re willing to try almost everything else but that.

 

Sure, some folks want to tie teachers’ salaries to test scores, but that’s not increasing pay. That’s just doubling down on standardized testing.

 

Isn’t it shocking that no one is willing to invest more money into the actual act of educating children?

 

Consider this: full-time employees making minimum wage earn between $15,000-$20,000 a year. (Some states have voluntarily raised the minimum wage above the federally mandated $7.25 to as much as $10 an hour.)

 

Compare that to a teacher’s starting salary.

 

According to the National Association of Colleges and Employers (NACE), the low end for teachers entering the field is around $30,000. That’s a mere $10,000 above the most generous minimum wage.

 

There are places in this country where going into debt earning a four year degree in education, serving an (often unpaid) internship in the classroom and agreeing to teach the next generation gets you a few notches above fry chefs and WalMart greeters.

 

This isn’t to disparage burger cooks or grocery clerks. I, too, love a crispy French fried potato and a sincere greeting. But which profession is more important to our future as a nation? The quality of our service industries or the education of every single child in the country – all our future doctors, lawyers, politicians and… well… EVERYTHING!

 

Average starting salary for teachers nationwide is only $37,000, according to NACE.

 

Compare that to other professions.

 

Computer programmers start at $65,000. Engineers start at $61,000. Accountants (mathematics and statistics majors) start at $54,000. Even philosophers and priests (philosophy and religious studies majors) start at $45,000.

 

Are they more important than teachers? Do they provide more value for society?

 

I humbly suggest that they do not.

 

Who taught the programmers how to program? Who taught the engineers and accountants how to add and subtract? Who taught the philosophers how to think logically? Who taught the priests how to write their sermons?

 

TEACHERS. That’s who.

 

Yet if we judge purely by starting salary, we certainly don’t value their services much.

 

To be specific, they make 14 percent less than those from professions that require similar levels of education, according to the Economic Policy Institute.

 

Sadly, it only gets worse as time goes on.

 

Teacher salary starts low, and grows even more slowly.

 

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According to a report by the Center for American Progress, the average base salary for a teacher with 10 years of experience and a bachelor’s degree is $45,000. That’s a mere $800 annual raise. No wonder more than 16 percent of teachers have a second or third job outside of the school system. They simply can’t survive on the salary.

 

They can’t buy a home or even rent an apartment in most metropolitan areas. They can’t afford to marry, raise children, or eke out a middle class existence.

 

What effect does this have on students?

 

Well, for one, it often leaves them with inexperienced or exhausted teachers.

 

Nationwide, 46 percent of educators quit before reaching the five year mark. And it’s worse in urban districts, where 20 percent quit every single year!

 

That translates to more students learning from educators who are, themselves, just learning how to teach. If we took pains to keep them in the profession, think of what a positive impact that would have on the quality of education the nation’s students  receive – Teachers learning from experience and improving their practice every year instead of a continual flux of novices just trying to figure out the basics and survive!

 

But it’s not all intangibles. It costs bookoo bucks to constantly find and train new teachers – roughly $7.34 billion a year, to be exact. Imagine if we could invest that money into salaries instead.

 

This is exactly what they do in many other countries.

 

We’re always comparing ourselves with nations in Europe and Asia where students average higher standardized test scores. Yet we rarely enact the policies that got them these results.

 

Many of these countries recruit the top graduates to become teachers. How? By offering sweeteners and incentives to become a life-long educator.

 

In Singapore and Finland, for example, they actually cover the cost of the college coursework needed to become a teacher. And when it comes to salary, they leave us in the dust. In South Korea, they pay educators an average of 250 percent more than we do!

 

For many people, education is a calling. You feel drawn toward the job because it holds meaning to you. But how many people ignore that calling because of simple economics? There are plenty of things you can do with your life; If you can’t earn a living doing one thing, you may opt for something else.

 

How many more excellent teachers would we have in this country if we prized and rewarded those practitioners we already have?

 

It doesn’t take a deep dive into the news to see how teachers are treated in American society far beyond the low pay.

 

Everything that goes wrong in our public schools is laid at their feet whether they have any control over it or not. Child poverty, inequitable and inadequate resources, regressive and nepotistic policy, backward education legislation – it’s all somehow the teacher’s fault.

 

Imagine if we saw teachers as part of the solution! What effect would that have on teacher turnover?

 

Look no further than our foreign counterparts. In South Korea, turnover is only 1 percent per year. In Finland, it’s 2 percent. In Singapore, it’s 3 percent.

 

It’s certainly worth a try.

 

As reforms go, this is one with more evidence behind it than 90 percent of the garbage that comes floating out of partisan think tanks.

 

Pay teachers more.

 

Starting salary should be at least $65,000. End pay after 30 years should be at least $150,000.

 

THAT would boost educational outcomes.

 

And, please, don’t give me any nonsense about summer break, teacher tenure, the power of unions or whatever else you heard on talk radio or the corporate news media. Teachers average 53 hours a week August through June – making up for any downtime in the summer, tenure doesn’t mean a job for life – it means due process, and unions aren’t evil – they just ensure workers more rights than the bosses would like.

 

Moreover, don’t tell me we can’t afford it. We spend more on the military than the next 8 nations combined.

 

Imagine if we put a priority on raising our own children instead of guns and missiles. Imagine if we spent more on life than death.

 

Imagine if we tried the one reform left in the box – increase teacher pay.

 

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

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

 

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

 

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

 

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

 

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

 

No one even disputes it.

 

What is in question is its importance.

 

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

 

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

 

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

 

But it gets worse.

 

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

 

Next comes the concept of trustworthiness.

 

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

 

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

 

Business is.

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

Next, come the scores, themselves.

 

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

 

Why is that?

 

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

 

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

 

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

 

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

 

Finally comes the evidence of history.

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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