A mediocre teacher in every classroom

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In what may be considered a blessing, charter schools are having trouble staffing their schools. To solve that problem in New York, the State University of New York (SUNY) Charter School Institute is going to make it easier to “certify” teachers to staff their charter schools.

Currently in New York, to obtain a teaching license one must earn a graduate degree in education from an accredited university and pass some sort of test or performance assessment. Other states require either a 4 year degree/certification program or a two year alternate route as many states offer as well as the test and/or performance assessment.

According to the New York Times the SUNY proposal states, along with a Bachelor’s Degree, “candidates must have a minimum of 100 hours of ‘field experience’ under the supervision of another teacher, a requirement that could be fulfilled in about two and a half weeks of school.” The  proposal under consideration includes a minimum of 30 hours of classroom instruction. “If, when its charter comes up for renewal, the school is able to show its teachers are producing successful students, the program would be allowed to continue” (Times Union). This certification would apply only to teachers in SUNY charter schools.

Michael Mulgrew, President of the United Federation of Teachers hammers back:

“The state requires prospective cosmetologists to receive 1,000 hours of specialized instruction and real estate brokers to get 120 hours of instruction and two years of field experience,” Mulgrew said in his letter to Joseph W. Belluck, the chair of the Charter School Committee at SUNY in Albany. “But SUNY’s proposed regulations would, in essence, let charter schools — many of which have admitted having difficulty hiring and retaining certified teachers — create their own special teaching licenses for anyone who finishes one week of specialized instruction and works only 100 hours in a classroom under the supervision of another teacher or administrator, including those who are not themselves certified” (UFT.org).

Charter school advocates say the proposal would help schools struggling to find quality teachers who are certified in New York.

This begs the question, what defines quality teachers? Put it simply, would you rather have a teacher who graduated from an accredited teacher education program who has passed all the requirements for graduation and state licensure? Or would you rather someone with a Bachelor’s degree in anything and 30 hours of classroom instruction on teaching and no certification, no passing score on a performance assessment, and no pedagogical training? This will not produce quality teachers.

The question I continue to ask, because it frustrates me the most is why aren’t these charter schools opening in affluent suburban communities? (*most charters in NY are in NYC).  Because I have taught in both urban and suburban areas, I am confident when I say a charter school in a middle or high income district, staffed by unlicensed and inexperienced teachers would go over like a lead balloon. But that’s not where the charters are opening.

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Maria Bautista of the Alliance for a Quality Education said the proposed changes are racist.

“We know they’re going to disproportionately impact black and brown children,” Bautista said at a recent SUNY Charter School Committee hearing. “You would never have uncertified teachers teach your children. Why is it OK for black and brown children? That is not OK” (wbfo).

On every level, that is not OK. It’s not okay for the teaching profession, and it’s not okay for the minority and low-income children this will directly impact. Is there an expectation of ignorance with these decisions? Is the SUNY Charter Institute counting on this being an 11th hour decision when no one is paying attention? Yes and Yes.

The following statement comes from the 1983 report from President Ronald Reagan’s National Commission on Excellence in Education. This report was considered by many to be a landmark event in modern American educational history.  “A Nation at Risk: The Imperative for Educational Reform” was controversial at the time, as many believed it did not go far enough to report on the effects of poverty, as low achievement was equated to poor schools instead of neglected communities.  

Our Nation is at risk. Our once unchallenged preeminence in commerce, industry, science, and technological innovation is being overtaken by competitors throughout the world. This report is concerned with only one of the many causes and dimensions of the problem, but it is the one that undergirds American prosperity, security, and civility. We report to the American people that while we can take justifiable pride in what our schools and colleges have historically accomplished and contributed to the United States and the well-being of its people, the educational foundations of our society are presently being eroded by a rising tide of mediocrity that threatens our very future as a Nation and a people (ed.gov.).

a rising tide of mediocrity – We have persistently failed to address the economic and social injustices that created these communities and then blame schools and teachers for students’ failure. The solution is not to lower the bar of teacher qualifications, rather we should do the opposite. Teach and train more people to be effective in our classrooms-both urban and suburban. Hold teachers to a high standard, and give them the tools they need to succeed.

Joseph Joubert (1754-1824) a French moralist and essayist once said, “Mediocrity is excellent to the eyes of mediocre people.” As a nation, we must expect excellence in our teachers who will bring out excellence in our students. Anything less is simply unacceptable.

These are my reflections for today.

8/4/2017

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Finding Common Ground with Teach for America

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As a teacher educator, my stomach roils at the very mention of Teach for America (TFA), yet for some reason it keeps coming up in my life. My argument against this organization stems from my belief that the most effective urban teachers come from traditional teacher preparation programs, which include a solid foundation of theory, pedagogy, and fieldwork experiences in urban environments. Training effective teachers to work in urban classrooms may bring sustainability to these schools, and bring teachers who understand how to narrow the achievement gap that exists between high and low income schools. Staffing schools with college graduates who aren’t required to have a degree in education or a teaching license, and have only five weeks of training, as is the case with TFA is a disservice to students in urban schools. This is part of the problem, not part of the solution.

About a year ago, a former student who was about to graduate from our teacher education program asked if I would serve as a reference for TFA as she was beginning to seek employment after graduation. I told her I would, but she had to listen to me for five minutes while I explained why I wanted her to have a very clear understanding of the organization before she applied. She came to my office and before I even spoke, she said, “I know you don’t like it, I know it’s not good for urban schools to hire inexperienced teachers, but I think I can do this and I would like the opportunity to try and change their approach.” Knowing my opinions should not impact her choices, I found the common ground and agreed to write a glowing recommendation. I completed the online recommendation, and being a good sport, on the form I checked yes they could contact me with additional questions, but no they could not contact me for networking opportunities. I’m all about supporting my teacher candidates, even if they feel strongly about pursuing employment with an organization I do not support. But discuss networking opportunities with TFA? No, thank you.

This student accepted a position in New Orleans, and came back to campus to visit me at Thanksgiving. I asked how it was going, and her response was, “It’s worse than you think.” I was disheartened, but not surprised.

Last spring I attended accepted students day with my son at the university where he would attend. During the day, two people from two different programs offered this to parents and students, “We encourage our students to take advantage of service opportunities, such as Teach for America.” Each time, my son looked at me as if to say, “Mom, please don’t stand up and debate this.” The voices in my head are screaming, don’t those children deserve the best trained teachers, and not just college students looking for service opportunities?” But for my son, I swallowed the urge to stand and scream in protest, and mentally began writing a letter to the president of the university.  The letter is written in my head, but that’s as far as it’s gotten.

The next encounter was while I was attending a post-memorial service luncheon in honor of my godfather. I was introduced to one of his granddaughters. In casual conversation I mentioned I am a college professor. She asked what I teach, and I told her I am a teacher educator. “You’re not going to like me very much, then,” she said. I tell her I’m sure that’s not true, and she goes on to tell me she was a TFA corps member for two years, worked in staffing for a while after that, and now is co-founder of a program bringing early childhood education programs to urban children in a large metropolitan area. I begin pontificating on the research my colleagues and I have done, our recently published book and how we feel so strongly about our work. I tell her the book comes from work each of has done in providing urban field experiences for our students, paralleled with course work, and activities, which support how our students need to first understand themselves and the cultural lens through which they see the world. In order for teachers to be effective in an urban classroom, they must also understand the students and the environment from which they come. It is only then they can begin to understand their students, and how the culture of these children differs from their own upbringing. She appears to be intrigued by this. Sadly this was news to her.

Somehow what happened next even surprised me. We found a way to reach common ground. She left TFA because she didn’t completely agree with the organization’s plan, said she didn’t need to read any of the exposés written by disgruntled former corps members who admitted to being ill-prepared to teach these students, and in this environment. She already knew about it first hand. I was happy to hear this. She made a point of saying not all corps members are horrible teachers, and I agreed, but countered with why our most needy students deserved our very best teachers. She agreed. We agreed that suburban schools would never be staffed with TFA corps members, and we recognized the issues surrounding why only urban schools employ them.

At the end of the conversation, she told me she would read the book on the flight home. She mentioned a friend who is the Director of Corps Member Development and after reading our book would speak with her friend about our conversation and the book.

I begrudgingly acknowledged I would be willing to discuss the book with her friend, and how it might be implemented in TFA training (still only 5-weeks, but whatever).  In this conversation I learned how something good came out of her work with TFA. I would like to think something good might come of my conversation with her. This got me thinking further. Perhaps the common ground is more approachable, than the defining line in the sand. Am I selling out by agreeing to have a conversation with TFA? Could I be like my student who believes maybe she can affect change within the organization in New Orleans ? I don’t know. But the fact that I found common ground and we could agree, disagree, and agree to disagree was tremendous growth for me.

My most recent encounter was last month when I reached out to TFA looking for data on the growth of charters in New Orleans pre- and post- Katrina – specifically the number of TFA corp members were in the New Orleans Schools. Honestly, the information I was looking for was for research purposes only. I got a response from the Managing Director of External Research asking me to complete a research partnership request. “Once you’ve submitted this request, we will review the information provided and make a decision as to whether or not to release the data.” On the same day I submitted the form, there was a lot of search activity on my research publications from…. guess where? New Orleans. Not sure how they felt about my research, but I guess I can understand the hesitation to provide the data to anyone, as most of it is used against the organization.

This week I got a response. “We are happy to provide historic placement data for TFA in New Orleans.  I am working to assemble those numbers now and should have them to you soon.” 

I will only use the information I receive for the intended use- research for a book. For as much as I take issue with TFA, it keeps coming up in my life. Maybe some day I’ll understand why.

Sun-Tzu wrote, “Keep your friends close and your enemies closer.”

These are my reflections for today.

7/28/17

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A microphone, an audience, and truth

Every once in a while I come a cross a story about someone doing something awesome, and it restores my faith in humanity. Here is an inspirational story about a recent high school graduate from New Haven, CT. Her name is Coral Ortiz.

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While in high school, Coral was elected to the Board of Education as a student representative, and served a two-year term. During her time on the board she questioned the inception of an all black boys charter school, saying it didn’t make much sense, and how could the school ignore Hispanic students? Rather, she suggested creating a program within an existing school to offer extra attention and help for boys of color (New Haven Independent). The charter school never got off the ground.

Coral was named valedictorian, and this is the commencement address she gave. Her story is in her words.

I would like to start by first and foremost thanking God and every person who helped us get where we are today. In particular, thank you to our friends and families who supported us as we worked towards this moment, and who are here supporting us as we graduate. I would like to personally thank my teachers, mentors, counselors and all of my peers and friends. Lastly and most importantly, my family: I could not thank my parents enough for the support they gave me.

I’ve thought a lot about this day; about what I want to say, and what message I want to send. I thought about preparing something different, but as I thought, I decided it was best to share the truth. The truth about what this day actually means. The truth about what we as a class represent.

When we were young, we were taught that we were “one nation under God, indivisible, with liberty and justice for all.” Our country taught us that no matter our income or race, we would all have the same chance to achieve our dreams. We were taught that there would never be a bias against a certain group of people, and that society believes in each and every one of us. These lessons of equality were taught as self-evident. These lessons of equality have and continue to be a lie.

The reality is that despite the fact that we recite the words “one nation under God, indivisible, with liberty and justice for all,” it has been 50 years since the civil rights movement that our country has never been equal. We—a class mostly made up of minority, low income, and first generation students—have had the odds stacked against us, but here we are standing at this graduation with 3 state championships, college acceptances, and one of largest increases in graduation rates in the State, because we didn’t let the inherent inequality stop us from achieving our goals.

I would be lying if I said today is like any other day, because today is not like any other day. Most importantly, Today is not your typical high school graduation; it is more than that. Today is the day when we walk across a stage and take our diplomas, as an act of defiance to those who said we could not. We have had many students, administrators, and teachers come and go. We have had heart break; we have had our nation turn its backs on us, through supporting those who support hate. So, to those that believed my classmates and I were incapable, I have decided to leave a message for you:

To the teacher who said my classmates and I would fail and that the taxpayers wasted resources on our education -– Today, we teach you that you were wrong.

To the counselor who told me students at this school never get into prestigious colleges – we didn’t let your perception of us define who we are.

To the people who assume we are robbing their stores because of the color of our skin – don’t judge a book by its cover.

To the people who told us that only boys were good at math – Girls are more than just pretty faces.

To the people who violated our bodies – no means no.

To the people who questioned our dedication to the things we were involved in – you didn’t see our sleepless nights and three championship trophies.

To the person who believed that our socioeconomic status would define us – you do not need to be a millionaire to succeed.

To the lady on the bus who told me my peers and I would go to jail because of the high school we attended – we are still free.

To the politicians and corporations that refuse to address gun violence because it might cost them money- life has no price.

To the people who assume that our names are too ghetto to be qualified – our names have taken us farther than you could have imagined.

To the leaders who thought it was okay to make decisions that forced us to go to classes without textbooks – it is far from okay.

To the person who told us we only got into college because we were minorities – the color of one’s skin does not determine intelligence.

To the people that talked poorly about us in the newspaper – you taught us how to be fearless.

To the people who thought it was okay to experiment with our education – the math of 5 principals in 4 years just doesn’t add up.

To the people who want to privatize education – public education is the reason we succeeded.

To the politicians who choose unqualified people to affect our lives because you feel loyal to your party – you did not take a vow to serve a party. You took a vow to serve the people.

To the person who believes my classmates and I are dangerous – we are human.

To the people who told me my friends and I are not beautiful – black is beautiful.

To those who believed that my peers and I would drop out – looks like you were wrong.

To everyone who voted for hate – love wins.

I could go on for hours talking about the people who defined us as something other than successful. But today is not solely about the obstacles that were placed in front of us. Today is about the truth. The fact that there were several times people underestimated us and we were able to prove them wrong. We stand here and take our diplomas not only as an act of defiance, but also as an act of gratitude. Thankful for the adults that cared, thankful for the teacher that spent hours educating us, thankful for the parents, family members, counselors, friends, politicians, and mentors that believed we could make it to this moment.

We could not have done this without you because it takes a village to raise a child. Despite the fact that our education was treated like an experiment, lacked in resources, and was marked by the presence of people who stopped believing we were capable, we did it. In 6 years we were capable of going from a 51 percent graduation rate to a 91 percent graduation rate. Today we acknowledge the fact that our country is not equal and that we have it harder than many other people. We acknowledge that, despite this inequality, we beat the odds. We did it, and now we have the chance to not only reach our own dreams, but also to help others reach theirs.

If we were able to overcome all of these obstacles, then there is nothing that can stop us. No one that can stop us, no dream that we can’t reach, and no adversity that we cannot overcome, because in the end, they said we couldn’t, so we did, and when they say we won’t, we will. Thank you and congratulations to the class of 2017 (New Haven Independent).

With a microphone and an audience Coral Ortiz spoke truth. Much of what she said might be argued or denied by those who don’t agree or don’t want to hear her truth.  She spoke from her heart of her experiences, and the experiences of her classmates. Brava.

Coral has a bright future ahead of her. Regardless of what she studies, she will succeed. Where will she study? She’s staying close to New Haven and will attend Yale University (rumor has it she turned Harvard down).

These are my reflections for today.

7/14/17

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More Charter News

Here’s a compilation of recent headlines about charter schools across the country. As you read, keep in mind this is the direction the current administration is going with regards to charters and vouchers.

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The Ohio State Auditor reported a charter school that was closed due to mismanagement in 2015 owes the state $340,000. “The shutdown, for mismanagement, came after the school had received its per-pupil aid from the Ohio Department of Education for the 2015-16 school year” (Columbus Dispatch).

Gene V. Glass, one of the nation’s most distinguished education researchers, wrote of parents applying to a charter school in Arizona. Parents who registered their child early for kindergarten received a letter of acceptance but in March were asked to fill out another form where they noted  their daughter required speech therapy, which they did not indicate on the first application. They were then told the child was unaccepted and would need to reapply through an open lottery.

The principal of the Crescent Leadership Academy, a charter school in New Orleans, was fired after he was filmed wearing Nazi rings and participating in a “white genocide” tape. The students in the school are almost all African-American (The Root).

A judge in New Orleans found that Delta Charter violated the terms of the desegregation  plan. The local school board in Concordia is seeking reimbursement of millions of dollars, and wants the judge to require the charter school to cancel its enrollment and create a plan of a more inclusive and diverse student body. The plan would include offering transportation to the school which would make it possible for more black students to attend (NOLA.com).

This story from South Carolina explains how foreign investors are buying green cards by investing in charter school construction, and the middlemen are raking in money at  high interest rates. Specifically, Jared Kushner’s sister secured investments in Kushner real estate deals in Beijing, where she promised green cards to investors of at least $500,000.

Three Detroit-area charter schools are closing in June after years of low test scores. This will leave hundreds of families to find new schools before fall. Many of these families have not yet been notified (chalkbeat.org).

In California, the East Bay Times reports an audit released this week suggests Livermore’s two charter schools misappropriated public funds, including a tax-exempt bond totaling $67 million, and mainly pointed the finger at former CEO Bill Batchelor. According to the Times, the Tri-Valley Learning Corporation, “failed to disclose numerous conflict-of-interest relationships; diverted, commingled and/or misappropriated public funds, including tax-exempt public bonds totaling over $67 million with various private entities; and contributed to an environment of significantly deficient internal controls” (East Bay Times).

In Indiana, four private schools with a consistent record of academic failure were approved by the State Board of Education to begin accepting publicly funded vouchers for incoming students (WFYI). “The schools  had been rated a D or F on the state’s accountability system for at least two consecutive years” (WFYI). Indiana Governor Holcomb recently signed a law allowing private schools to seek a one-year waiver from the requirement of  reporting years of academic improvement to become eligible for the vouchers. The school is being rewarded for failure.

On Thursday, Florida Governor Rick Scott signed a controversial and contested bill awarding $419 million to grow charter schools in the state. According to the Miami Herald, “The bill will make it easier for privately managed charter schools to further expand in Florida and to receive additional taxpayer funding to boost their operations. It also includes a wide range of other provisions including daily school recess for most elementary school students and $30 million in extra funding to expand a voucher program that helps kids with disabilities.”

The Florida bill was in heavy opposition from public school advocates across the state and across the country.  Superintendents, elected school board members, parents, teachers are concerned about provision in the bill forcing districts to share millions of local tax dollars earmarked for school construction. Before signing the bill, Scott said, “When I was growing up, I had access to a good quality education, and every Florida child should have the same opportunity” (Miami Herald). Define ‘good quality education’, Mr. Scott?

Diane Ravitch reported today that the New York State Senate is holding a deal to renew mayoral control unless NYC Mayor De Blasio agrees to allow more charter schools.

The Trump administration is pushing a plan to increase funding, fully support charters and vouchers – expand privatization to include vouchers, virtual schools, homeschooling, and other alternatives to public education all unregulated, and many for profit. All of this with very  little research or evidence to support their success.

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What’s happening in Washington, and across the country is disturbing. Politicians are promoting failed and discriminatory practices, and the implications of these failed practices will be felt far and wide, and for a very long time.  What’s reported in the news consistently is a pattern of fraud, misappropriation of funds, discriminatory acceptance practices, and rewards for failure.

What’s happening in your state? Where do your elected officials stand on these policies? If you don’t know, it’s time to find out.

These are my reflections for today.

6/17/17

 

 

 

Staring in the face of segregation – again

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While there are charter schools which are extraordinary and diverse, most are neither. We are reading more of their failures, and less of their successes. Moreover, what’s being reported is an increasingly high level of corruption and misappropriation of funds nationwide. Additionally, studies are finding an alarming increase in segregation in urban schools resulting from charters. Why? Charters are handing admission tickets to students who fit a profile, and that profile does not include English Language Learners or students with special needs. While public schools must accept and teach all students, charters (because they are unregulated) can pick and choose students. This reminds me of the blueberry story about the teacher who schools the businessman about choice.

School choice. DeVos says it’s what parents really want. What is the real danger in school choice?

In 1954, after the landmark Brown vs. Board of Education decision, parents rallied to create private non-religious schools where their white children could attend without forced desegregation. These so called ‘segregationist academies’ popped up mostly in the south, where desegregation was slow to implementation. Parents could choose to send their students to inexpensive private schools and ignore the law. While many died out in the 1960s and 70s, some still exist. Rather than desegregate, parents and families left and created their own schools. Between this and white flight, public schools were more segregated than before. What is most frightening is – since 1954 not much has changed.

Are charter schools the new public segregationist academies?  The very students charter schools were created to support are getting pushed out. Millhiser (2015) wrote that “American schools are more segregated today than they were in 1968.” Camera (2016) wrote in U.S. News that, “While much has changed in public education in the decades following {this} landmark decision and subsequent legislative action, research has shown that some of the most vexing issues affecting children and their access to educational excellence and opportunity today are inextricably linked to race and poverty.”

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What comes from publicly funded, unregulated charters and vouchers? to In a study conducted at Stanford University, Reardon (2016) found that “racial segregation is inextricably linked to unequal allocation of resources among schools; and  policies that don’t address this will fail to remedy racial inequality. In sum, racial integration remains essential for reducing racial disparities in school poverty rates” (Rabinovitz, 2016). This is the real problem.

In 2014, The General Accounting office was tasked with studying racial and socioeconomic isolation in the US. Rep. Bobby Scott (D-VA) was part of the committee  requesting the study. After reading the report, Scott said, “The GAO report confirms that our nation’s schools are, in fact, largely segregated by race and class. What’s more troubling, is that segregation in public K-12 schools isn’t getting better; it’s getting worse, and getting worse quickly, with more than 20 million students of color now attending racially and socioeconomically isolated public schools” (Anderson, 2016).

In a study conducted by The Civil Rights Project , the executive summary noted, “Our analysis of the 40 states, the District of Columbia, and several dozen metropolitan areas with large enrollments of charter school students reveals that charter schools are more racially isolated than traditional public schools in virtually every state and large metropolitan area in the nation.”

“School choice is not really about freedom. Freedom, of course, is a bedrock American value. But the kind of “freedom” associated with the flight away from integration and toward racial isolation will never lead to a more truly free United States” (Wong, 2017).

These stories came out just this week:

Diane Ravitch reported this week that the head of a now-closed Los Angeles charter school was charged with embezzlement, misappropriation of public funds, and money laundering.  This charge came the day after the election that handed control of the Los Angeles school board to charter promoters.

The Miami Herald reported this week that the Florida legislature, which has many members with direct connections to charters, passed HB 7069 which is a damaging piece of legislation that will benefit charters and harm public schools. Parents of public school students have been writing Governor Rick Scott and urging him to veto the bill. According to Clark and Gurney, “At least two privately managed charter schools in Hialeah — publicly advertised this week that they would give parents five hours’ credit toward their “encouraged” volunteer hours at the school, so long as they wrote a letter or otherwise urged Gov. Rick Scott to sign HB 7069.

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Corrupt. Misappropriating funds. A mirrored image of the segregation problems of 60 years ago. This is discrimination by race, economics, and in many cases language. This should sound the alarms. We learned from history segregation wasn’t constitutional, or ethical, and didn’t have a place in this country. There was resistance, but there was also persistence. Segregation still has no place in this country.

If we don’t understand the problem we cannot work toward a solution. I often feel as if I’m sitting by the tracks waiting for the train wreck everyone expects. Trump and DeVos are very much a part of the problem, and will never see viable solutions, largely because their solutions do not address the problems – rather they make the problems worse. As a nation of educators, students, graduates, advocates, activists, concerned parents, concerned citizens, and elected officials it is up to us to speak our opposition to the failing practices that are supported in Washington and in most State houses across the country. Someone needs to pull the brake to avoid the collision we all know is coming. Not if. When.

These are my reflections for today.

5/27/17

 

 

DeVos: HBCUs “pioneers of school choice”

Historically Black Colleges and Universities (HBCUs) were created in response to the Jim Crow laws in the South that mandated enforced segregation. These laws institutionalized educational disadvantages, resulting in shutting out black students from traditionally white schools. They were created in slave states after the Civil War.

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Last week I watched the video of Betsy DeVos giving a commencement speech at Bethune- Cookman University which is an HBCU. In the video, students stand and turn their backs to DeVos in peaceful protest. This controversy arose over statements DeVos made in February to a group of HBCU leaders. According to Douglas-Gabriel and Jan (2017) of the Washington Post, after a meeting with HBCU leaders, DeVos praised their schools for identifying “a system that wasn’t working” and taking it upon themselves to provide the solution.  DeVos said HBCUs “started from the fact that there were too many students in America who did not have equal access to education.”  She said HBCUs are “living proof that when more options are provided to students, they are afforded greater access and greater quality” (Washington Post).

Tweets poked fun of her characterization of HBCUs as about school choice— “as if white/colored water fountains were about beverage options” and comparing the Montgomery bus boycott to “pioneering new scenic walking paths.” (Washington Post).  

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Selena Hill of Huewire said, “This display of public outrage should serve as a wake-up call to DeVos and the Trump administration: It’s going to take a lot more than photo ops and empty speeches to win over black students. Black institutions deserve protection, more federal funding, and better public schools that prepare students of color for college. Anything less is unacceptable” (Huewire).

Some say the protest was appalling, disrespectful-saying students should have their diplomas taken away, and should have used this as an opportunity for engagement and discussion with the Secretary.

I’ll play devil’s advocate. What if what DeVos was saying is that HBCUs were “pioneers of school choice” because black students weren’t afforded an education due to segregation so they found a solution to a problem and created colleges and universities with opportunities for learning. She might think they were pioneers, but at the same time she has  oversimplified racial segregation, the Fourteenth Amendment and discrimination.

Putting the past aside is one thing – understanding the past is another. Equating discrimination and segregation to pioneering choice fails to acknowledge the discrimination in the first place. Blacks were forced to create their own schools because the laws of this country did not protect them- in fact Jim Crow Laws supported discrimination and segregation.

I’m reminded of recent comments by HUD Secretary Ben Carson who said slavery was considered “hope for freedom”,  and slaves were “immigrants coming to a land of dreams and opportunity.” If I remember correctly, slaves were forced into a life of servitude-often abusive, always inhumane. They were not here by choice, nor did they have much opportunity. DeVos’ statement about choice and Carson’s statement about slavery ignore  reality. From their perspective, DeVos and Carson thought they were speaking the truth. It’s hard for me to interpret their words as anything other than ignorance. George Santayana said it best, “Those who do not learn history are doomed to repeat it.”

My guess is the Secretary was not randomly selected to give the commencement address at Bethune- Cookman, nor was she shocked by the reaction from the students. I would bet money this was as contrived as Rosa Parks refusing to give up her seat on a bus in Montgomery. This was a planned visit, a canned speech, and likely nothing more than a publicity stunt. I would also guess that DeVos had no idea what an HBCU was before taking office-but maybe was schooled just after she learned she was giving the address.

The #1 rule of public speaking is to know your audience.

These are my reflections for today.

5/24/17

 

 

1.6 million poor kids lose in ED budget

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The White House released the proposed education budget this week. The budget is harmful to public education- cutting teacher training and funding to reduce class size, and ending the Public Service Loan Forgiveness Program, which would affect 400,000 students. And no surprise to anyone who has been following, charter schools would receive $500 million in new funding, an increase of 50%. This is  bothersome.

Equally as disturbing is the $1.2 billion cut of the 21st Century Community Learning Center. This program provides after school academic enrichment for 1.6 million children in the US (ThinkProgress). Children who benefit from this program generally come from high poverty, under-performing schools.

According to the program’s 2014–2015 performance report:

  • 80% of parents whose children are served by after-school programs say that those programs helped them keep their job.
  • 65.2% of teachers reported an improvement in homework completion and class participation for students served by the program.
  • 56% of teachers reported improvement in student behavior (ThinkProgress).

Halley Potter, a fellow at The Century Foundation whose work focuses on educational inequality said, “Their stated reason for cutting after-school programs is the idea that there isn’t evidence quickly boosting student achievement.”

This budget is adding $500 million to a voucher program which has very little evidence to support its effectiveness (especially with regard to the positive effects on children living in poverty), while cutting programs which positively affect 1.6 million poor children and data supports its effectiveness. How does this make sense?

With data collected from 30 states, the program’s performance report shows how this program has an overlapping positive impact on the children and  families who participate. Let’s not forget the report which came out recently showing how the DC voucher program was not working.

What’s in the budget for DeVos?  “An additional $158 million for salaries and expenses in the Education Department.” A portion of this money will go for increased security for DeVos, who has contracted the U.S. Marshals Service instead of the ED’s security team (The Fader).

This budget is aligned with what Trump and DeVos have been pushing all along – the privatization of public schools. It’s interesting to note that with all the president has on his plate lately, he still has time to destroy public education and ignore the needs of so many children in this country.

DeVos and her husband are deeply rooted in their evangelical Christian beliefs. Her actions and her beliefs seem to take distinctly different positions on educating poor children. The irony is not lost on me.

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If you would like to get involved in the campaign to let your representatives in Congress know how you feel about the proposed budget: https://networkforpubliceducation.org/2017/05/act-now-stop-cuts-public-education/

These are my reflections for today.

5/20/17