Posted in Accountability, Article Medleys, Charters, Constitution, Racism, SchoolFunding, Segregation, Testing

2017 Medley #27

Accountability, School Funding,
Students’ Rights, Charters and Segregation, Closing Schools, Racism, Testing

ACCOUNTABILITY

Unqualified billionaires gaining too much influence on public education

Have you ever noticed how important accountability-for-public-schools is to politicians and “reformers?” But where is the accountability for others?

  • for religious and private schools taking public money through vouchers?
  • for corporate run charter schools?
  • for state and local school boards when certain schools are neglected over others?
  • for state governments to provide full and adequate funding for public education (see FUNDING, below)?

Public education belongs to everyone. Accountability is for everyone.

Over the past 20 years, education policy has increasingly been enacted not to satisfy the needs of the students and their families, but the wants of the wealthy and powerful who are converting public education from a civic enterprise to a marketplace for edu-vendors: the Bill and Melinda Gates foundation has paid to expand charters and lobby for the use of Common Core standards in all 50 states; real estate and insurance mogul Eli Broad now leads a group of corporate funders pushing a plan to move half of all K-12 students in Los Angeles into charter schools; the Walton family has initiated a new $1 billion campaign to promote charters nationwide; Trump financier Carl Icahn has established a chain of charters in New York City.

No one elected these billionaires, and they are accountable to no one.

FUNDING

While the rest of the world invests more in education, the U.S. spends less

The current federal administration…the administrations of more than a few “Red” states…and a substantial number of American citizens…hate government and assume that everything the government does is bad. With the rise of Trump and his “hate-government-cabinet, we see a vacuum in governmental services (except for the military).

Republicans are still arguing that lower taxes for the wealthy will trickle down and improve the economy even though that “voodoo economics” hasn’t worked for the last 40 years, but the truth is, many Republicans are attempting to defund the government.

The U.S. has one of the lowest tax rates as a portion of our GDP in the developed world (32nd out of 35 OECD nations). If we don’t have tax revenue, then we can’t support necessary government services. I’m not a hater of government, and I believe that government services are important. Taxes are necessary to pay for those services. The government needs an income to keep things running…infrastructure, health care, defense, social services, and education. When we don’t invest in ourselves we sacrifice our future.

The world’s developed nations are placing a big bet on education investments, wagering that highly educated populaces will be needed to fill tomorrow’s jobs, drive healthy economies and generate enough tax receipts to support government services.

Bucking that trend is the United States.

U.S. spending on elementary and high school education declined 3 percent from 2010 to 2014 even as its economy prospered and its student population grew slightly by 1 percent, boiling down to a 4 percent decrease in spending per student. That’s according to the Organization for Economic Cooperation and Development’s annual report of education indicators, released last week.

Over this same 2010 to 2014 period, education spending, on average, rose 5 percent per student across the 35 countries in the OECD. In some countries it rose at a much higher rate. For example, between 2008 and 2014, education spending rose 76 percent in Turkey, 36 percent in Israel, 32 percent in the United Kingdom and 27 percent in Portugal. For some countries, it’s been a difficult financial sacrifice as their economies stalled after the 2008 financial crisis. To boost education budgets, other areas were slashed. Meanwhile, U.S. local, state and federal governments chose to cut funding for the schoolhouse.

STUDENT’S RIGHTS

MI Teacher Suspended for Assaulting Student Refusing the Pledge

September 17th was Constitution Day in the U.S. The Constitution guarantees free speech and a teacher, as the agent of the local government, does not have the right to manhandle a student who, for whatever reason, chooses not to recite the pledge to the flag.

Students do not give up their first amendment rights when they enter the classroom.

A teacher here in Michigan is suspended pending an investigation for allegedly physically assaulting a 6th grade student by violently yanking him out of his chair for refusing to recite the Pledge of Allegiance, something that is the student’s absolutely protected right to do.

PRIVATIZATION: CHARTERS AND SEGREGATION

With Charter Schools, A Step Back to Segregation

Race and ethnic relations in the United States is at a dangerous point. The recent reemergence of white supremacists, neo-nazis, and ultra-nationalists, along with a general willingness of many in white America to admit to their bigoted beliefs, has left those who hope for peaceful relations among racial groups, ethnic groups, and immigrants feeling disappointed.

As a reflection of our society, it’s probably no surprise that American schools are now more segregated than ever as tribal impulses cause people to separate. The American “melting pot,” if it ever actually existed, is fading.

Thus, one of the big problems with school choice is the peer-reviewed research demonstrating the finding that “Parents choose to leave more racially integrated district schools to attend more racially segregated charter schools.” Peer-reviewed research has also demonstrated that the choice of African American and white families for schools with homogenous racial compositions “helps to explain why there are so few racially balanced charter schools.”

The same study found that choice was also bad for achievement on average as, “the relatively large negative effects of charter schools on the achievement of African America students is driven by students who transfer into charter schools that are more racially isolated than the schools they have left.”

In contravention of Brown, charters are influencing and intensifying racial segregation across the nation. After several decades, the promise of charter schools to foster integration and a less balkanized society is clearly not being realized.

THE INEFFECTIVENESS OF CLOSING SCHOOLS

Study: Closing Schools Doesn’t Increase Test Scores

[Note: Just after I wrote this I read that Indianapolis has decided to close three high schools…ostensibly for enrollment reasons. I’m curious if we’ll see the addition of charter high schools soon. See It’s final: Indianapolis Public Schools Board approves plan to close high schools]

In 2013 Chicago Mayor, Rahm Emanuel, announced the closure of 50 public schools. Later that same year, the Chicago Public Schools posted a document requesting that charter schools open in the city during the following two years.

Recently, CREDO, a research group supportive of “reform” strategies, presented the results of a new study which showed that simply closing schools was ineffective. Furthermore, the students who needed school improvements the most, poor students and students of color, were the ones who were most negatively impacted by school closings.

The results of the CREDO study confirm that the most common cause of “low performing schools” is poverty and its impact on student achievement. Without addressing the out-of-school-factors which affect student performance or the general lack of support for public schools serving poor students and students of color, closing a school will do nothing but shuffle the problems around to other schools – or to the streets.

It doesn’t matter where a student attends school if he has been damaged by lead poisoning, traumatized by neighborhood violence, weakened by lack of health care, or disadvantaged by food and shelter insecurity. Out-of-school-factors which lower achievement will follow a student to whatever school he or she attends.

Instead of closing schools and hoping for a miracle, school systems ought to improve achievement through wraparound services for students who come to school exhibiting the effects of poverty. Support for services like social workers, instructional specialists, and increased teacher training should be included. Schools should provide whatever services are needed to support students. States and municipalities should support schools systems with funding necessary to deliver the services as well as support for the communities. Closing schools – essentially blaming them for the failures of society to deal with the problems of poverty – is unfair and counterproductive.

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

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

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

SUPERINTENDENTS SPEAK OUT

…on Racism

I swore never to be silent…

Todd Garza, Superintendent of Ludlow (MA) schools has a blog in which he speaks out on current education topics. This post discusses his personal obligation to speak out against bigotry and racism. It’s important, he believes, for educators to be role models for their students as well as teaching academics.

However, it is the duty and responsibility of every educator to loudly and with one unified voice state unequivocally that racism, hatred, and bigotry cannot be tolerated and have no place in our national dialogue. Failure to denounce such speech and actions every time we are confronted amounts to tacit approval and that is unacceptable.

…We have very little control over the battles being played out on the national stage. However, we can control what happens in our communities, our schools and our classrooms. As adults we can model the behaviors we want our children to exhibit. If we start small it will spread. There will always be a diversity of opinions in our communities and that is the beauty of our system. However, we must never give in to the fear that opens the door for hate, racism and bigotry to intrude. We are not perfect, but we are Americans with all that that stands for and we can be better than we have been in recent times. Remember, our children are watching.

…on Testing

NACS outlines for parents irrelevance of ISTEP

Superintendent of Northwest Allen County Schools in Indiana, Chris Himsel, has written an op-ed letting parents know how useless and wasteful the Indiana ISTEP test is.

Yesterday, ISTEP scores were released to the public across the state. Compared to other districts, Northwest Allen County Schools performed well. However, the information is not relevant to us. Why? Because (1) the events that yielded these scores took place over four months ago and (2) the results provide zero information about why students passed or why students did not pass. Therefore, the recently released data do not offer useful information designed to help us meet the individual learning needs of our students. Why is it important to receive information designed to meet the individual learning needs of students? Because the test results themselves are not an indicator of school or teacher quality; school and teacher quality is a result of how learning data, including test results, are used to improve learning among individual students.

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Posted in Article Medleys, DeVos, Jim Trelease, Lead, Politics, Racism, read-alouds, Walsh

2017 Medley #26

Lead Poisoning for Profit, Bigotry in America, Reading Aloud, 
Government by Those Who Hate Government

POISONING CHILDREN FOR PROFIT

Flint Is Slowly Getting Better, Say Scientists Who Exposed Water Crisis

According to the Centers for Disease Control, “No safe blood lead level in children has been identified.”

There are still millions of children in the U.S. who are exposed to lead every day. Flint, Michigan is the best known example of lead poisoning on a massive scale. After 3 years the water situation is starting to get better for Flint…but lead poisoning is non-reversible. How many lives have been damaged permanently?

The situation in Flint is still difficult. Today, residents still use lead filters and bottled water for safety, and they still pay bills for water that they can’t use and for health problems that were the result of the crisis. But the $87 million settlement reached between residents and the city of Flint mandating pipe replacement has already begun to bring new water infrastructure into some parts of the city. All of Flint’s 18,000 damaged pipes are set to be replaced by 2020, and that replacement has already started.

“2020 sounds like a long time, but there’s only two other cities in America that have entirely replaced their lead pipes: Lansing, Michigan, and Madison, Wisconsin. “They both did it over a decade,” Hanna-Attisha says. “So mandating it over three years is actually unprecedented.”

Boxed Water for Flint (click the image for link).

Betsy DeVos and Denying Flint’s Children Special Education

Now that the lead poisoned children of Flint need it the most, the state is balking at providing extra funds for special education services. Meanwhile, DeVos sells boxed water

How can a state that poisoned its children with leaded water, now put roadblocks in their way to get the special education services they need to improve their lives?

BIGOTRY IN AMERICA

‘We Are Living Through a Battle for the Soul of This Nation’

Why didn’t the current occupant of the Oval Office come out against bigotry as strong as Joe Biden?

Today we have an American president who has publicly proclaimed a moral equivalency between neo-Nazis and Klansmen and those who would oppose their venom and hate.

We have an American president who has emboldened white supremacists with messages of comfort and support.

This is a moment for this nation to declare what the president can’t with any clarity, consistency, or conviction: There is no place for these hate groups in America. Hatred of blacks, Jews, immigrants—all who are seen as “the other”—won’t be accepted or tolerated or given safe harbor anywhere in this nation.

READ ALOUD

Read-Aloud to Your Kids! Great Advice to Parents from Author Russ Walsh on Reading to Your Children Throughout the School Year

Read aloud to your children from birth.

The beginning of a school year is a good time to take an inventory of at-home practices that parents can institute to support their children’s learning. One of the most important things that all parents should do is read aloud to their children regularly. Some teachers ask parents to make read aloud a regular part of the homework routine, but whether required by the teacher or not, the research has made it clear that read aloud is a critical home-based activity.

Chapter One: Why read aloud?

Jim Trelease agrees with Russ Walsh.

We start by looking at the recommendation of the 1983 Commission on Reading, funded by the U. S. Department of Education, which was alarmed by school scores. Since nearly everything in the curriculum rested upon reading, the consensus was that reading was at the heart of either the problem or the solution.

The commission spent two years poring through thousands of research projects conducted in the previous quarter century, and in 1985 issued its report, Becoming a Nation of Readers. Among its primary findings, two simple declarations rang loud and clear:

  • “The single most important activity for building the knowledge required for eventual success in reading is reading aloud to children.”
  • “[reading aloud] is a practice that should continue throughout the grades.”

GOVERNMENT BY THOSE WHO HATE THE GOVERNMENT

There is a reason we have a government. There is a reason we pay taxes to support government services.

…you can’t support the things the government does – like caring for the elderly, establishing justice, providing public education, fighting terrorism, and protecting the environment – and still maintain that the taxes that support those things are bad.

The first responders who invariably become the heroes of any natural or human-caused disaster, are paid by taxes. Relief efforts to provide shelter, food, and medical care to displaced citizens are paid for by taxes. Support for rebuilding destroyed cities is paid for by taxes.

Schools, roads, bridges, dams and reservoirs, water systems, and waste disposal facilities, and their upkeep, are paid for by taxes.

Military defense is paid for by taxes.

For the last four decades, Republicans have tried to defund the government claiming that taxes are evil. As tax revenues decrease, government services decrease. As government services decrease, individuals have to take up the slack. Those who can afford to pay for services get them. Those who don’t are out of luck.

As a portion of the nation’s GDP, taxes in the U.S. are among the lowest in the developed world.

Trump Praises Agencies He Wants to Cut

As has become typical of the current kakistocracy, Donald Trump toured areas near the worst-hit region of Texas by Hurricane Harvey and praised the very agencies his proposed budget has tried to cut funds for, including FEMA, HUD and the National Weather Service.

DEFINITION

Kakistocracy

In case you need the definition of “kakistocracy” from the previous article.

A kakistocracy (English pronunciation: /kækɪsˈtɑkɹəsi/) is a system of government which is run by the worst, least qualified, or most unscrupulous citizens. The word was coined as early as the 17th century. It was also used by English author Thomas Love Peacock in 1829, but gained significant usage in the 21st century.

Etymology
The word comes from the Greek words kakistos (κάκιστος; worst) and kratos (κράτος; rule), with a literal meaning of government by the worst people.[4] Despite its Greek roots, the word was first used in English, but has been adapted into other languages. Its Greek equivalent is kakistokratia (κακιστοκρατία), Spanish kakistocracia, French kakistocracie, and Russian kakistokratiya (какистократия).

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Posted in ALEC, Article Medleys, Charters, DAP, DeVos, Preschool, Privatization, Racism, Teaching Career

2017 Medley #25

Developmentally Appropriate Practice in Preschool,
Teachers Subsidizing School Programs,
ALEC, DeVos, Charters,
Can We all Agree on This?

DEVELOPMENTALLY APPROPRIATE PRACTICE

Preschool Reading Instruction and Developmentally Appropriate Practice. Can You Have Both?

In our test-crazed society, where we have elevated the flawed process of standardized testing to the point where it has become the end-all of education, we have also lost our understanding of the learning process. Learning to read doesn’t mean worksheets, bubble tests, and disconnected lessons on phonics and word analysis. It means building the understanding of the written word beginning in infancy: right to left, top to bottom, the understanding of story, and dozens of other concepts built by talking to children, allowing them to play with books, and reading aloud.

Developmentally appropriate literacy instruction doesn’t mean teaching 4 and 5 year olds test prep!

To take learning standards appropriate for 8-year-olds and push them down to kindergarteners at large would be inappropriate, not advanced. At the same time, the idea that literacy should simply wait until children are suited to conventional reading standards is equally flawed.

A TEACHER SUBSIDIZES THE STATE

Kansas City Teacher Darryl Chamberlin Creates Youth Orchestra With his Own Money

Would a wealthy family send their child to a public school without a library? Would you be able to find a white suburban school without a playground or gymnasium? How about a music program?

Here is yet another teacher subsidizing a state which, as is often the case, inadequately funds schools for children of color. This is an exceptional story, yet this is the sort of thing teachers do all the time.

Darryl Chamberlain was determined to create a youth orchestra come hell or high water. In these uncertain times, where public school budget cuts are impacting African American students perhaps more than ever before, Chamberlain, a history teacher in Kansas City, Missouri, began thinking out of the box.

Chamberlain wants to change young lives through music but he had limited resources. So with the money he received playing piano in local churches, Chamberlain bought 70 used instruments, some from pawn shops, and cleaned them up for the students in his class.The result: The A-Flat Orchestra.

THE WAR AGAINST PUBLIC EDUCATION: ALEC

ALEC’s Attack on Public Education: A Report from the Frontlines

DeVos’s selfishness is a perfect fit for a selfish America.

…DeVos’s philosophy was illuminated most by her quote of another former Education Secretary—Margaret Thatcher. The quote: “But who is society? There is no such thing as society. There are individual men and women, and there are families. And no government can do anything except through people, and people must look to themselves first.”

DeVos, like most of the people at ALEC, dismisses the collective good in favor of the individual benefit. Our public education system was designed to collectively educate the masses, in hopes that democracy would thrive. Her priority, and ALEC’s agenda, are otherwise.

THE WAR AGAINST PUBLIC EDUCATION: DEVOS

A Very Serious Thank You Letter to Betsy DeVos

Here is a blogger who reminds us of the good that Betsy DeVos has done…

…you have single-handedly placed public education and its importance back into the national dialogue. And the longer you stay in your office and continue your nebulous approach to privatizing public education, you will convince more people that the need to support public schooling really is important.

PRIVATIZATION: CHARTERS

Charter School Lobby Panics as NAACP Rejects For-Profit Schools

How upset are the privatizers by the NAACP’s critique of privatization in the form of charter schools? Schools should be for children, not for profit.

…the report, titled “Quality Education for All: One School at a Time,” basically says nothing more revolutionary than that all public schools should be transparent and accountable.

That includes charter schools.

“Public schools must be public,” the report states. “They must serve all children equitably and well. To the extent that they are part of our public education system, charter schools must be designed to serve these ends.”

TWISTING THE PAST

No Man’s Land

Jim Wright, and his Stonekettle Station blog, are always good for thought-provoking, insightful comments. This piece takes issue with the “slavery apologists” who, in order to relieve the cognitive dissonance of approving of Trump and the racist and anti-semitic fools who support him, find ways to say that “slavery wasn’t really so bad.”

Can we all agree that slavery was/is evil? Can we all agree that owning and selling human beings is wrong? Apparently not.

Wright’s posts are usually very long – and this one is no exception – but it’s well worth the time it takes to read.

Slavery, that’s evil. Horrible. Immoral. Wrong.

Agreed? I mean, we are all agreed on this, aren’t we?

I honestly thought that would be the one thing we Americans could all agree on.

Black, white, yellow, red, gay, straight, left, right, liberal, conservative, Republican, Democrat, Libertarian, Christian, Muslim, Jew, atheist, Biggie, Tupac, whatever we identify as, I thought that would be the one thing we Americans could agree on without caveat.

Slavery sucks.

Slavery is bad.

Slavery is an evil blot on American history.

Slavery will always be our eternal shame as a nation. We can surely all agree on that, can’t we? 

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Posted in Racism, Trump

Cognitive Dissonance and other Random Thoughts

KUSHNER

I’d like to ask Jared Kushner, the grandson of holocaust survivors, how he handles the cognitive dissonance of a father-in-law who won’t distance himself from nazis.

American Jews (ought to) feel some reaction to nazi and racist symbols. I remember vividly the anger in my Hebrew teacher’s voice when he told us that “their symbol” represented “the death of six million Jews.”

Jews can’t stand idly by while people are being denied their human rights…not after what happened to us. We, among all people, should know that to deny one group their rights is to deny us all.

I’m a child of the generation of Jews who survived the nazi attempt at “the final solution.” I’m glad my parents and grandparents aren’t alive to see what’s happening.

THE PRESIDENT

It’s Getting Harder To Ignore

Trump’s loyalists are America’s White Nationalists, Nazis and racists. We’re about to see just how many of these despicable people there are.

When the President Is Un-American

Whatever role foreign influence may have played and may still be playing, however, we don’t need to wonder whether an anti-American cabal, hostile to everything we stand for, determined to undermine everything that truly makes this country great, has seized power in Washington. It has: it’s called the Trump administration.

FOUNDING FATHERS

Racism and bigotry have been part of the American consciousness since its founding.

Except for the John, and John Quincy Adams, every one of the first 12 American presidents were slaveholders. Every. Single. One.

Forty-one of the fifty-six signers of the Declaration of Independence were slave holders at some time during their lives.

Jefferson, who owned slaves throughout his life, wrote,

We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.

Humans have an amazing ability to compartmentalize their thoughts.

POLITICAL CORRECTNESS

For a long time it was socially unacceptable to be a public bigot…to show your face as a nazi or klansman. Now, that seems to be just another “political correctness” that Trump has ended.

Other things that used to be taboo because of political correctness…

grab women by the genitals, because you’re a star
make fun of someone who is disabled
tell your supporters to “knock the crap out of” someone who disagrees with you
chant, “Jew will not replace us.”

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Posted in Immigrants, Quotes, Racism

Listen to This #10: Charlottesville

ANOTHER TERRORIST ATTACK

…this time by an American fascist.

People destroyed by terrorism – and here I include the perpetrators as well as the victims – are victims of one of the oldest problems faced by humans – tribalism.

Whether it’s religious tribalism (the Crusades), nationalistic tribalism (Aryan “race” vs. the “other”), or idealogical tribalism (the Union vs. the Confederacy), it is a large and apparently permanent part of human society.

Tribalism is pervasive, and it controls a lot of our behavior, readily overriding reason.

In ancient times, when danger threatened, we would gather in our tribal group for safety…there is strength in numbers…and defend ourselves against the enemy – the other tribe(s). They were to blame for our hardships. They took our land, stole our livestock, and threatened our children. They were “different” and threatened “our way of life.”

In the modern world, especially during difficult economic times, the tendency is to blame the “others” for our hardship. In 1932, in Berlin, it was the Jews. In 1950 it was the Soviet Communists. In 1964 it was the Chinese Communists. In 2000 it was the “radical islamists.”

And it’s always the “immigrants.”

WE ARE ALL AFRICANS

Evolution teaches us that homo sapiens first arose in Africa…all of us, therefore, originate from Africa.

Every white person in America is a descendent of European immigrants (or is, herself, a European immigrant).

Yet, Conservative Republicans, without a hint of irony, argue for more stringent or more limited immigration. Indeed, the ancestors of many current administration members, including both the President and Vice-President, would have been turned away at the gate under their own proposed immigration rules. Other white Americans trace their ancestry back to European immigrants who violently and ruthlessly ejected or eliminated the native American population. In other words, no “white” Americans can claim ancient ancestry on this land. We’re all immigrants.

The racists who marched in Charlottesville fight, they say, for the survival of the “white race” and “white civilization.” Yet, biologically, we’re all connected. All our ancestors migrated from Africa. Our DNA is the same. We are one species. Our genetic differences are unimportant.

It’s tribalism. Primitive. Fear of “the other.” Ignorance.

REACTIONS TO CHARLOTTESVILLE

What follows is a small sampling of the outrage, venting, and emotion-laden posts by both education and non-education bloggers.

Faced with the domestic terrorism at Charlottesville, Betsy DeVos fails another test

What should Betsy DeVos have said?

From Andre Perry at the Hechinger Report

[DeVos’s] generic and woefully insufficient statement effectively sanitized the hate that Nazis, Klan members and so called “alt-right” demonstrators put on full display as they shouted Nazi slogans such as “Sieg Heil” and waved Confederate flags, while carrying military gear. DeVos, the nation’s top teacher (clearly symbolic), failed the basic test of providing leadership to teachers, education officials, as well as counselors on how educate students out of bigotry, white supremacy and violence.

The Battle of Charlottesville

From Diane Ravitch’s Blog

H.G. Wells long ago wrote that “civilization is more and more a race between education and catastrophe.” On a day like today, it seems that catastrophe is leading the race.

Addressing Mental Illness in Children During Trying Times

In this post, Nancy Bailey doesn’t deal with the specifics of the Charlottesville violence…however, she brings up important questions and thoughts about how we, as teachers, deal with children’s mental health issues.

From Nancy Bailey at Nancy Bailey’s Education Website

Until there is a school shooting, a suicide, a bullying incident, or a student is arrested for outlandish behavior, and these days that can include very young exasperated children in kindergarten, school officials do little to address the real mental health needs of children. When they do, it is usually in a punitive manner. The incarceration rate of youth is high and the draconian zero tolerance laws leave students with mental health issues lost in a world that cares little about them.

Both Sides

From Doug Masson at A Citizen’s Guide to Indiana

…it’s no surprise that these guys (and it seems to be almost entirely male) had an event that came to violence. White supremacists like to talk tough and invoke violent metaphors. Judging from the things you see out of the broad overlap between “Men’s Rights” activists and white supremacists, you see a toxic view of masculinity that regards nonviolent responses to challenges as emasculating. Their beliefs and fragile egos make them almost uniquely unable to co-exist with other ideas or turn the other cheek when confronted.

Consciously Ignorant

From Rob Miller at A View From the Edge

Let’s not try to fool each other. Racism is alive and well in America. To say otherwise would be ignorant of reality. Sometimes it is subtle and unintentional like the examples cited above. Other times it reveals itself as a group of white men parading swastikas, burning torches, and making Nazi hand symbols. Anyhow it reveals itself, it is a stain on our nation.

Far-right protesters gather at University of Virginia

from Charlottesville Mayor Mike Signer

Everyone has a right under the First Amendment to express their opinion peaceably, so here’s mine: not only as the Mayor of Charlottesville, but as a UVA faculty member and alumnus, I am beyond disgusted by this unsanctioned and despicable display of visual intimidation on a college campus

Thoughts on Yesterday’s Fascist Rally at UVa

Ed Brayton suggests we read Richard Hofstadter…I concur.

From Ed Brayton at Dispatches from the Culture Wars

This is the inevitable result of the ignorant, populist nationalism that is promoted by Bannon, Gorka, Miller and Trump. When you tap that vein, this is what comes flowing out. Right-wing populism is inextricably tied to fascism, not just in Germany but here too. Every time it has broken out in America, the result has been the mass deaths of racial minorities. Read Richard Hofstadter.

Richard Hofstadter Explains Trump and the Populist Right

…and then he gives us a specific.

In the early 60s, Pulitzer Prize winner Richard Hofstadter traced the tribalism that wended its way through American history. The enemy was always there, he said. Brayton explains…

Immigrants in particular are always a target. Each new wave of immigration brings about a reaction of nativism, bigotry and xenophobia. Irish, Polish, German, Chinese, now Mexican and Latino, or Muslim, all make convenient scapegoats. Demagogues skillfully push the buttons of fear in the minds of those given to such emotions, something that study after study shows maps almost exactly with conservative political ideology. This is just the latest incarnation.

At best, it results in bigotry and violence — at best. At worst, it results in passing laws that allow certain groups to be murdered with impunity and in official state violence, as against Native Americans, Mormons (at one time in at least two states, it was actually legal to kill Mormons), the Chinese and others. It results in throwing people in prison for being anti-war or for protesting for equality and justice, something the constitution was supposed to protect against.

Brayton includes a link to Hofstadter’s 1964 piece, The Paranoid Style in American Politics…a must read.

Dear White Supremacists: There Will Be No Race War

Faced with an uprising of hate and fear Steven Singer (gadflyonthewallblog) writes a blog poem to white supremacists. Here’s an extended quote…

The face of America is changing. And it’s increasingly brown.

It’s got curly hair and unexpected features. It’s fed by different foods and nourished by different beliefs and customs. And it’s often called by a name that doesn’t derive from Europe.

People are starting to speak up. They’re starting to call you out.

And you don’t like it.

More than that you’re scared. Terrified.

It’s all going to end. The lie you told yourself about being special.

So you huddle together with others just like you, shivering and crying and blowing snot onto each others shoulders pretending that it’s a rally for white pride. It’s really just the world’s biggest pity party for boys too scared to be men and own up.

Addressing Charlottesville In Class If School Met Tomorrow

How did you greet your class this Monday morning? How do you talk to children, of any age, about the divisions in our society? How do you handle hate, bigotry, and prejudice in your classroom?

It’s no longer possible to close your classroom door and ignore racism in America – if it ever was. Pretending it doesn’t exist doesn’t help your students.

From Caffeinated Rage

…I would not field any comments or invite discussion until I had the class do one thing.

On a piece of paper that I would not take up or force them to read in front of the class (unless they wanted to), I would ask them to define the word “HATRED” – its connotations, denotations, and actions associated with it.

Then we would start class.

The People We Are Supposed to Be

NEA’s Lily Eskelsen Garcia on talking to children about race – resources included…

Do not shy away from talking about this terrible topic with the young, I beg you. There is, perhaps, nothing harder than a conversation on race. But do it, because how we feel about race; how we react to racism informs how we feel about and react to all other forms of bias and prejudice. Children of all races, religions, all gender attractions and gender identities, of all cultures and social classes must have a safe space to speak and ask questions and wonder and think and be angry and be comforted.

Teaching about race, racism and police violence: Resources for educators and parents

This post from the Answer Sheet was published in July 2016. Need help with the topic of racism in your classroom?

Teaching Tolerance was founded in 1991 as a project of the Southern Poverty Law Center and is dedicated to reducing prejudice and supporting equitable school experiences for all children in America. It provides free educational materials, and its magazine is sent to nearly every school in the country.

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Posted in ALEC, Article Medleys, Charters, Equity, Finland, kindergarten, poverty, Racism, Teacher Licensing, Teaching Career, Testing

Instead of Equity

Inequity, both economic and racial, in the U.S. is so common, so embedded in our society that no one in America should be surprised to hear what John Green has to say about life expectancy in the video below.

In the doobly doo, below his video, Green links to a study – Inequalities in Life Expectancy Among US Counties, 1980 to 2014, wherein we learn…

Much of the variation in life expectancy among [U.S.] counties can be explained by a combination of socioeconomic and race/ethnicity factors, behavioral and metabolic risk factors, and health care factors.

So, life expectancies, like test scores, are correlated to ZIP codes…

SCHOOL IS ABOUT FINDING YOUR HAPPINESS…

In contrast to the inequity in the U.S., Finland is one of the most equitable societies on the planet. This equity is reflected in Finland’s education system. In his 2015 documentary, Where to Invade Next, Michael Moore asked the Finnish Minister of Education, “If you don’t have standardized tests here in Finland, how do you know which schools are the best?” She responded…

The neighborhood school is the best school. It is not different than the school which can be, for example, situated in the town center, because all the schools in Finland, they are equal.

Equity.

In Finland, the richest families send their children to the same schools as the poorest families. That means, as Moore says,

…the rich parents have to make sure that the public schools are great. And by making the rich kids go to school with everyone else, they grow up with those other kids as friends. And when they become wealthy adults, they have to think twice before they screw them over.

Equity.

Equity in the nation yields equity in education. Equity in education yields high achievement and reinforces equity in the nation. If we were actually interested in improving American education we would do what the Finns have done…and, as Moore said elsewhere in the documentary, the Finnish education system is based on ideas from the United States. We just have to do what we already know.

But, whine the contrarians, “Finland is not the U.S. We can’t just import their whole education system. They’re a smaller country…not so diverse!”

True.

In order to do what Finland has done we would have to support and invest in our children, eliminate the inequity in our society, and…

  • end the racism inherent in America. We would have to heal the damage done by Jim Crow and the nation’s slave past. We can’t build an educationally equitable nation until we have a racially equitable nation.
  • stop dismantling our public schools. When a school system, riddled with poverty, inevitably fails, the solution in the United States is to privatize…to close the schools and replace them with charter schools…instead of working to change the environment and support the schools. Charter schools, however, aren’t the cure to low achievement.

See also…

  • quit trying to fund two or three parallel school systems. We need one public school system for all Americans, poor and wealthy, black and white. As long as there are multiple school systems divided and ranked by economic and racial privilege, there will be “haves” and “have nots.” There will be inequity.

…INSTEAD WE BLAME TEACHERS

A school is not a factory; teaching is a process

Instead of increasing educational equity we point fingers and try to find someone to blame. “Reformers” love to blame teachers.

Instead of giving teachers the professional responsibility of teaching, politicians and policy makers make decisions for public schools. They decide what should be taught and how it should be taught. Then, when their ignorant and inappropriate interference doesn’t result in higher test scores, they blame the teachers.

On every occasion possible, they talk about incompetent and ineffective teachers as if they are the norm instead of the rare exception. They create policies that tie teachers’ hands, making it more and more difficult for them to be effective. They cut budgets, eliminate classroom positions, overload classrooms, remove supports, choose ineffective and downright useless instructional tools, set up barriers to providing academic assistance, and then very quickly stand up and point fingers at teachers, blaming them for every failure of American society, and washing their own hands of any blame.

…INSTEAD WE LOWER STANDARDS FOR TEACHERS

In Arizona, teachers can now be hired with absolutely no training in how to teach

We pass legislation damaging the teaching profession. Then, when fewer young people want to become teachers and a teacher shortage is wreaking havoc on public schools, we claim that “we have to get more ‘good people’ into the classroom,” so we remove licensing restrictions and let anyone teach…

New legislation signed into law in Arizona by Republican Gov. Doug Ducey (R) will allow teachers to be hired with no formal teaching training, as long as they have five years of experience in fields “relevant” to the subject they are teaching. What’s “relevant” isn’t clear.

The Arizona law is part of a disturbing trend nationwide to allow teachers without certification or even any teacher preparation to be hired and put immediately to work in the classroom in large part to help close persistent teacher shortages. It plays into a misconception that anyone can teach if they know a particular subject and that it is not really necessary to first learn about curriculum, classroom management and instruction.

ALEC: ALTERNATIVE CERTIFICATION ACT

ALEC is a voice for lowering standards for teaching. They say, “certification requirements prevent many individuals from entering the teaching profession.” That’s true, and that’s as it should be.

They say, “comprehensive alternative certification programs improve teacher quality by opening up the profession to well-educated, qualified, and mature individuals.” What is their definition of “improved teacher quality?” What is their definition of “qualified?”

Teachers need to understand and know their subject area, of course, but they also need to understand educational methods, theory, and style (whatever that means) which ALEC so disrespectfully dismisses.

Why should teachers know anything about education methods, learning theory, classroom management, or child development? If you’re ALEC, the answer is “they don’t.”

Teacher quality is crucial to the improvement of instruction and student performance. However, certification requirements that correspond to state-approved education programs in most states prevent many individuals from entering the teaching profession. To obtain an education degree, students must often complete requirements in educational methods, theory, and style rather than in-depth study in a chosen subject area. Comprehensive alternative certification programs improve teacher quality by opening up the profession to well-educated, qualified, and mature individuals. States should enact alternative teacher certification programs to prepare persons with subject area expertise and life experience to become teachers through a demonstration of competency and a comprehensive mentoring program.

Paul Lauter: Why Do Dentists Need to be Licensed?

In response to ALEC…

I think we should propose doing away with dental licenses. After all, there’s nothing that can’t be fixed with a piece of string and a door knob.

…INSTEAD WE OBSESS OVER TESTING

An advertisement from Facebook.

Is this what we ought to be focusing on…better test-prep? In America the purpose of education has become the tests.

Don’t Use Kindergarten Readiness Assessments for Accountability

I’m afraid we have completely lost any valid use of tests in the U.S. Now there’s a move to use Kindergarten Readiness Assessments (KRAs) in order to grade schools and children.

Tests should only be used for the purpose for which they were developed. Any other use is educational malpractice.

…there are also several tempting ways to misuse the results. The Ounce delves into three potential misuses. First, the results should not be used to keep children from entering kindergarten. Not only were these assessments not designed for this purpose, but researchers have cautioned against this practice as it could be harmful to children’s learning.

Another misuse of KRA results is for school or program accountability. According to the Ounce report, some states have begun using these results to hold early learning providers accountable. One example the report highlights is Florida. While Florida has since made changes, the Florida State Board of Education previously used the results from its Kindergarten Readiness Screener to determine how well a state Voluntary Prekindergarten Program (VPK) provider prepared 4-year-olds for kindergarten…

…Finally, the Ounce report raised issues with using KRA results for pre-K and kindergarten teacher evaluation. Once again, the assessments are not designed for this purpose…[emphasis added]

INSTEAD…

…of making excuses and blaming school systems, schools, teachers, and students, policy makers should take responsibility for low achievement caused by the nation’s shamefully high rate of child poverty.

…of wasting tax dollars on a second (charters) and third (vouchers) set of schools of dubious quality, trying to duplicate our already neglected public schools, we should invest in our children, in our future, and fully fund a single, free, equitable, public school system.

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Posted in Immigrants, Newbery, Personal History, Racism, Trump

Inside Out & Back Again: We’re All Immigrants

A NATION OF IMMIGRANTS

We’re all immigrants to North America. If you go back through your ancestry far enough all of us originated in Africa. Early humans are entirely African. Humans living in the western hemisphere sprung from groups who migrated from Africa.

More recently, however, Europeans traveled west across the Atlantic and settled in the western hemisphere, bringing their families with them. The people who were already here, the Native Americans/First People, were in the way of the Europeans, and were moved, subjugated, or eliminated. The United States was founded by Europeans on a land they occupied as conquerers along with slaves brought from Africa. The first census, in 1790, claimed nearly 4 million including almost 700,000 slaves. First People weren’t counted.

Immigration to the United States of America started with its founding and continues to this day.

SOME FAMILY HISTORY: WRETCHED REFUSE

My family came to America from Eastern Europe…from what was then Czarist Russia (now Latvia and Lithuania). Three of my four grandparents arrived here in 1905-06 during a large migration of Jews from Russia. The fourth grandparent, my maternal grandmother, was born in the U.S. to parents who emigrated from the same area a few years earlier.

Ellis Island Immigration Museum, with the Statue of Liberty in the background

They came through Ellis Island, and were welcomed into New York harbor by the Statue of Liberty, dedicated in October of 1886 – her raised lamp lighting the way to freedom. At her base are the words of Emma Lazarus’ “The New Colossus”

Not like the brazen giant of Greek fame,
With conquering limbs astride from land to land;
Here at our sea-washed, sunset gates shall stand
A mighty woman with a torch, whose flame
Is the imprisoned lightning, and her name
Mother of Exiles. From her beacon-hand
Glows world-wide welcome; her mild eyes command
The air-bridged harbor that twin cities frame.
“Keep ancient lands, your storied pomp!” cries she
With silent lips. “Give me your tired, your poor,
Your huddled masses yearning to breathe free,
The wretched refuse of your teeming shore.
Send these, the homeless, tempest-tost to me,
I lift my lamp beside the golden door!”

My grandparents left Russia because the economic, political, and social strain of a war with Japan had stirred a virulent nationalism resulting in renewed attacks against Jews. The anti-Jewish pogroms in 1905 resulted in thousands of deaths. Yet that same Czar who instigated the attacks on the Jewish people of Russia, conscripted Jewish men to fight his war on the eastern front; i.e. Siberia.

In a family history begun just a few weeks before his death in 1986, my father wrote,

Both of my parents were immigrants to the United States and both came in 1905 from the Baltic region of Czarist Russia. 1905 was a year of great emigration of Russian Jews probably because of the continuing pogroms in Russia as well as the Russo-Japanese war. The latter, in which Russia was badly beaten by the rising Japanese empire, sparked much unrest in Russia, increased drafting of young men into the czarist army, rising revolutionary disorder with subsequent government repression, etc.

My paternal grandfather, who died a year before I was born, was from the Russian province of Courland (aka Kurland and Kurzeme) which is now in western Latvia. According to my father’s history, he “fled to escape service in the czarist army.”

My mother’s father, who was born six months before the Statue of Liberty was dedicated, told me a story about the pogrom which resulted in the death of his grandfather. He recounted how he was hidden away and could hear the noises of the pogrom…the horses riding through the town and the shouts of people. He came out when it was over…and learned that his grandfather had been killed.

He was from the area around Daugavpils, then called Dvinsk, in the southeast of what is now Latvia. His story is interesting because, at the time of his emigration to America, he was already a soldier in the Czar’s army. My mother recounted his escape in a family history she left behind on her computer.

He had been in the Czar’s army in Dvinsk… When he learned that his unit was to be sent to Siberia, he told his father… A family plan was concocted; (1) his mother…bought him the passport of a dead man… (2) [He] told his captain that he had to go into town to mail a letter and to buy cigars (for the captain, to be sure). (3) Always agile, he raced to his parents’ home in Dvinsk where he was secretly sent to Estonia after spending a night in the hayloft of a friendly farmer.

…in the days of pogroms by the army of the Czar, it was not unusual for young men to disappear with the help of their families, emigrating to America…

From Estonia he traveled to western Europe and from there, to the U.S. The family he left behind likely didn’t survive the Nazi occupation which began 35 years later.

An image of a page from my grandfather’s
passport used to escape from Czarist Russia.

Both my grandfathers left their home and emigrated to America.

Like millions of others who came before and since, they came to the U.S. to escape religious oppression. In the U.S. they had the opportunity to raise their families in relative peace and freedom. The fact that anti-semitism was present in the U.S. didn’t dissuade them from coming here.

IMMIGRANTS AND THE “OTHER”

Nativism and discrimination against minorities and the “other” increases in times of war and economic hardship. The fascist rise in Europe prior to World War II was due, in part, to the economic difficulties of the Great Depression.

The current economic downturn is no different. Hate crimes in the U.S. have continued to increase over the last few years. Most hate crimes in the U.S. are based on race or ethnicity, however, religious-based hate crime has been on the rise with a steady increase of Muslim victims. The chart below, shows the comparison of hate crime victims based on their religion, either Jewish or Muslim. Note that for the last 15 years between 70% and 80% of religious based hate crimes have been against Jews and Muslims. After 9/11, the percentage of Muslim victims grew quickly and continues to increase. There is little doubt that, when data for 2016 is published, the rate of increase of Muslim victims will be even higher.(1)

This discrimination and hatred of the “other” isn’t new. Each new ethnic, religious, or racial group emigrating to America is subjected to similar types of hatred.

The restrictions recently placed on the immigration from seven Muslim majority nations is based on fear of the “other” – in this case, fear of possible terrorist infiltration. The United States has not experienced terrorist activities from citizens of the countries chosen for the restrictions. Other countries, where President Trump has investments, have no such restrictions even though terrorist activities based in those nations have had an impact on Americans. Furthermore, the restrictions will likely hurt Americans by disrupting the economic benefit of immigration.(2)

IRONY ALERT

Of course, the purveyors of the recent upsurge in hate, scapegoating, and discrimination, including the recent immigration policy, are descended from immigrants themselves. President Trump is descended from German and Scottish Europeans. All four of his grandparents (like three of mine) were from Europe and came here as immigrants. During and immediately after World War II, a number of German-Americans were interned in the same way that Japanese Americans were (though not to the same extent or under the same conditions). The last were released from where they were held on Ellis Island in 1948.

Steve Bannon, formerly of the white supremacist site, Breitbart, is descended from Irish-Catholics who were subjected to intense discrimination in the 19th and 20th centuries (see here and here).

Another supporter of racists in the administration (if he’s confirmed) is Jeff Sessions, a mostly “pure” anglo-saxon with ancestry of English and Scots-Irish. His ancestors were possibly among those who were against Bannon’s ancestors (and mine). But even the most “pure” anglo-saxon bigot in America today, has a history which extends back to European immigrants.

In addition to racism, there is, it seems, a long American tradition of bullying newcomers, immigrants, and refugees.

The German transatlantic liner, St. Louis, carrying mostly Jewish passengers from Europe in 1939
was refused refuge in the U.S. The ship returned to Europe where many died in the Holocaust.
January 28, 2017: Demonstrators at JFK International Airport in New York in support of travelers being detained.

OTHER VOICES

The reaction to President Trump’s executive order restricting immigration was swift and clear. It’s unAmerican…unconstitutional…and shameful.

Inside Out and Back Again

This is a children’s book about immigration…because this is an education blog, after all. Inside Out and Back Again is a Newbery Honor Book (2012) about a child who emigrates to America.

For all the ten years of her life, Hà has only known Saigon: the thrills of its markets, the joy of its traditions, and the warmth of her friends close by. But now the Vietnam War has reached her home. Hà and her family are forced to flee as Saigon falls, and they board a ship headed toward hope. In America, Hà discovers the foreign world of Alabama: the coldness of its strangers, the dullness of its food . . . and the strength of her very own family.

President Trump, Meet My Family

Mr. President, please remember: This is a country built by refugees and immigrants, your ancestors and mine. When we bar them and vilify them, we shame our own roots.

Trump’s Shock-and-Awe Campaign—Stand Up and Speak Out

If Trump can do all this and face no opposition, he’ll do more. Silence will not protect you. If you think what is happening to Muslims will never happen to you, you’re mistaken. We will either survive together or perish separately. [emphasis added]

Holocaust Exploitation: When the Analogy Is Wrong

Let’s be clear: President Donald Trump’s executive order suspending refugee admissions into the United States for 120 days and blocking entry to citizens from seven Muslim-majority countries for 90 days is both a moral outrage and strategically self-defeating. No refugee has committed an act of fatal terrorism in the United States—the specter of which this directive is allegedly intended to prevent—and while applying a higher level of scrutiny to citizens of anarchic or jihad-plagued nations is certainly appropriate, indiscriminately prohibiting those who already hold visas and green cards from entering our country is absurdly overreaching and vindictive.

Everything you need to know about Donald Trump’s ‘Muslim ban’

See also

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(1) FBI 2015 Hate Crime Statistics
FBI 2014 Hate Crime Statistics
FBI 2010 Hate Crime Statistics
FBI 2005 Hate Crime Statistics
FBI 2000 Hate Crime Statistics

(2) Terrorism and Immigration: A Risk Analysis

Foreign-born terrorism on U.S. soil is a low-probability event that imposes high costs on its victims despite relatively small risks and low costs on Americans as a whole. From 1975 through 2015, the average chance of dying in an attack by a foreign-born terrorist on U.S. soil was 1 in 3,609,709 a year. For 30 of those 41 years, no Americans were killed on U.S. soil in terrorist attacks caused by foreigners or immigrants. Foreign-born terrorism is a hazard to American life, liberty, and private property, but it is manageable given the huge economic benefits of immigration and the small costs of terrorism. The United States government should continue to devote resources to screening immigrants and foreigners for terrorism or other threats, but large policy changes like an immigration or tourist moratorium would impose far greater costs than benefits.

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