The EPA (at least until the department is destroyed under the current “we don’t need clean air or water” administration) says that
…there is no known safe level of lead in a child’s blood. Lead is harmful to health, especially for children.
Yet, we don’t know how much lead is getting into homes around the nation. Last year, USA Today noted that upwards of six million people are drinking from systems deemed unsafe, but there are likely more than that because of the way we test for lead.
…almost 2,000 water systems serving 6 million people nationwide have failed to meet the EPA’s standards for lead in drinking water. But people in thousands more communities deemed in compliance with EPA’s lead rules have no assurance their drinking water is safe because of the limited and inconsistent ways water is being tested, the investigation found.
How many of America’s schools are labeled as “failing” because their children suffer from lead poisoning? How many children’s futures are being damaged by unknown amounts of lead in the water?
The settlement still needs to be approved by the federal judge presiding in the case. This sounds like a good start, but we need to recognize that Flint was not the only city that has this problem, nor was it the worst. Testing has revealed similar and even higher levels of lead in cities all over the country. The results are devastating for children, dooming many of them in school because of the effect lead has on their brains as they develop. The fact that it tends to be focused in cities with high minority populations only makes it more difficult for those children and families to escape poverty and have stable, productive lives.
The complex was home to more than 1,000 people, including about 700 children. Tests by the Indiana Department of Health found high lead levels in blood samples of some children. Even at low levels, exposure can cause nervous system damage and lowered IQs, according to experts.
DEFEND INSTITUTIONS: DEFEND PUBLIC EDUCATION
Russ Walsh reviews Timothy Snyder’s On Tyranny: Twenty Lessons from the Twentieth Century. Lesson number 2 is Defend Institutions. Snyder writes,
It is institutions that help us to preserve decency. They need our help as well. Do not speak of “our institutions” unless you make them yours by acting on their behalf. Institutions do not protect themselves. They fall one after the other unless each is defended from the beginning. So choose an institution you care about— a court, a newspaper, a law, a labor union— and take its side.
Walsh, like me, chooses the institution of public education. He writes,
One way we can be sure that Trump and his minions are coming after our institutions is to see who the Tweeter-in-chief has chosen to head up various government departments. Almost to a person (Pruitt, Perry, Price), people who are opposed to the very institutions they are leading have been put in charge. If public education is to survive, we are going to have to fight for it. We cannot sit back and wait for this current nightmare to pass because by the time we wake up, it may be too late. It should be clear to all of us that the institution of public education is under a very real threat from the authoritarian Trump administration and its anti-public schools Secretary of Education, Betsy DeVos.
HOW DO YOU MEASURE COMPASSION?
These thirty things which can’t be measured by the BS Test (big standardized test – h/t Peter Greene) are only the tip of the iceberg. Standardized tests, which in Indiana, are used to measure teacher effectiveness, also can’t measure a teacher’s dedication, her understanding of child development, or his empathy for a child’s emotional crises…and more.
Below are two posts from Peter Greene who consistently brings clarity to the issues facing America’s public schools.
Another attack on tenure…this time in Minnesota. Let me repeat it once more: “Tenure,” for K-12 teachers does not mean a job for life. It simply means due process. How do you get rid of “bad teachers?” Hire good administrators.
The plaintiffs are four moms from Minnesota (you get a picture here of how PEJ “found” them), including lead plaintiff Tiffani Forslund, a charter school teacher currently running for a seat on city council. Since the days of Vergara, the people crafting these lawsuits have learned to angle more toward Saving Poor Children, because it’s much easier to attract teachers to underfunded schools with tough populations when you can promise those teachers that they will have no job security at all. The lawsuit wants to implement a solution of “protecting our best teachers and replacing low-performing teachers with effective teachers” which seems magical and simple and completely unrelated to whether or not teachers have tenure.
“Florida government– what the hell is wrong with you?”
That’s the question Curmudgucation asks at the end of this post. Why is the state deciding how much time children should spend at recess? Shouldn’t that be left to professionals who understand child development…people like pediatricians, child psychologists, or teachers?
Apparently the Florida legislature believes that the length of time children spend at recess has an impact on their test scores. Test scores are the most important thing in Florida (see also Curmudgucation’s post, FL: Court Rules in Favor of Stupid) and elsewhere. If test scores are low it must be the fault of teachers, which means children must be punished.
Voting against twenty minutes a day for recess for five year olds…insanity.
But a Florida House of Representatives subcommittee yesterday decided that twenty minutes a day is just too generous…
The amended version of the bill cuts the requirement for recess back to only those days without phys ed, and limits it to grades K-3 only, because once you get to be nine years old, it’s time to get down to business, you little slackers! It’s also bad news for phys ed teachers, because it allows schools to count recess as part of their phys ed time– in other words, Florida thinks you phys ed teachers are just glorified recess monitors.
Let’s stop pretending that politicians, legislators, and other policy makers have any clue about what makes a good school.
Let’s stop pretending that those same politicians, legislators and policy makers are not directly responsible for much that happens in America’s classrooms.
Let’s stop pretending that money doesn’t matter.
Rob Miller has more…
For no other reason than I’ve grown weary of thinking and writing about the Oklahoma budget crisis, I decided to dust off my original list and add about 65 more items that literally poured forth from my brain. Sorry, but I get a little snarky towards the end…
- That all 5-year-olds arrive at the schoolhouse ready to learn.
- That policy-makers who have never taught or earned an education degree know more than the practitioners who work with kids every day.
- That charter schools that accept the same students as public schools achieve better results.
- That class size doesn’t matter.
- That higher academic standards will automatically result in more kids being college and career ready.
CHOICE: SEARCHING FOR A GOOD SCHOOL
Here is a story of a parent trying to choose the best school for her child. Wouldn’t it be nice if the U.S., like Finland and other high achieving nations, provided high quality public schools in every town and neighborhood? Students and their neighborhoods benefit from the stability of public schools. Unfortunately, we’re so concerned with figuring out how we can privatize public schools in order to line the pockets of edupreneurs, that we have, in many areas, given up on the public schools.
I navigated the school choice maze as a university professor with good income, flexible hours, reliable transportation, and a strong parent network. Imagine the process of school choice for parents of students attending failing schools, with limited income, or relying on public transportation.
Don’t let school choice trick you. The best way to provide quality across social class, race and ethnicity is to invest in public schools.
CHOICE: SCHOOLS MAKE THE CHOICE
From USA Today.
In this article, Neal McCluskey of the Cato Institute said that school choice allows families to “vote with their feet.”
School choice allows families to use their “feet” to look for schools which will accept their children. Schools make the choice, not the students.
Neal McCluskey of the Cato Institute agreed, adding that a federal voucher or tax credit “can essentially push out of the way programs that have been created by states … and that kills what Justice (Louis) Brandeis called ‘laboratories of democracy.’ We want to have states trying different ways of trying to deliver education and school choice, so we can see what works well, what works well for specific populations.”
Noting that school choice allows families to “vote with their feet” by choosing another school, he added, “The way you vote with your feet against the federal government is you’ve got to move to another country, which can be somewhat onerous.”
Petrilli said accepting federal funding could be most painful to private — and especially religious — schools, which will face “really difficult choices.” Would the funding force them to accept LGBTQ students — or teachers, for that matter — against their religious beliefs?
“They just won’t participate,” he said. “And then what’s the point? You don’t have a program.”