DO REPUBLICANS HATE PUBLIC SCHOOLS AND PUBLIC SCHOOL CHILDREN?
Incentives for parents who send their children to private schools, but none for public school parents.
That means that the “school tuition” that parents of public school kids are paying, in the form of state and local taxes, isn’t deductible from their federal taxes, and public schools themselves will have less money to spend on kids. But rich families who can afford private school get a brand new tax break. That’s a win for the 10%.
No health insurance for poor children…tax incentives for wealthy children.
Let me ask you a question; take your time in answering it. Would you be willing to take health care away from a thousand children with the bad luck to have been born into low-income families so that you could give millions of extra dollars to just one wealthy heir?
You might think that this question is silly, hypothetical and has an obvious answer. But it’s not at all hypothetical, and the answer apparently isn’t obvious. For it’s a literal description of the choice Republicans in Congress seem to be making as you read this.
TOSSED OFF FACEBOOK
Why did Facebook suspend Steven Singer’s (Gadfly On The Wall Blog) Facebook account for the second time in two months?
The first time was when he published School Choice is a Lie. It Does Not Mean More Options. It Means Less. This time it’s for The False Paradise of School Privatization. Could it be there’s someone working for Facebook who doesn’t like the politics of public education?
If you haven’t had a chance to read Singer’s post, The False Paradise of School Privatization, be sure to do so. Then, when you’ve finished that, check out Two Theories Why Facebook Keeps Blocking Me When I Write About School Privatization.
One person’s paradise is another person’s Hell.
So the idea of designing one system that fits all is essentially bound to fail.
But doesn’t that support the charter and voucher school ideal? They are marketed, after all, as “school choice.” They allegedly give parents and children a choice about which schools to attend.
Unfortunately, this is just a marketing term.
Charter and voucher schools don’t actually provide more choice. They provide less.
Think about it.
Who gets to choose whether you attend one of these schools? Not you.
Certainly you have to apply, but it’s totally up to the charter or voucher school operators whether they want to accept you.
It is the public school system that gives you choice. You decide to live in a certain community – you get to go to that community’s schools. Period.
The last half of my 35 year teaching career was spent working with students who had difficulties with reading. I worked in rural schools with small, but significant numbers of low-income students. We knew then, and we know now, that child poverty is the main factor in low school achievement. We also know that factors associated with poverty, like low birth weight, poor nutrition, exposure to environmental toxins, and lack of health care, have an impact on a child’s learning. These out-of-school factors are rarely discussed when politicians and policy makers blame schools and teachers for low student achievement.
You may have read about the recent release of the PIRLS (Progress in International Reading Literacy Study) scores along with much pearl-clutching because of the nation’s poor performance. Most reporters focus on comparing scores of American students with students in other countries (We fall somewhere in the middle). Rarely is the impact of poverty noted.
Stephen Krashen continues to educate.
Kevin Courtney is right about the negative influence of poverty on PIRLS tests; two of our studies confirm this. He is also right in rejecting phonics instruction as the force responsible for the recent improvement in PIRLS scores: Studies show that intensive phonics instruction only improves performance on tests in which children have to pronounce words presented in a list. Heavy phonics does not contribute to performance on tests of reading comprehension. In fact, several scholars have concluded that knowledge of phonics rules, beyond the simplest ones, is acquired from reading.
For Further Reading:
Valerie Strauss has a guest post from James Harvey, executive director of the National Superintendents Roundtable which gives the PIRLS tests a more nuanced analysis.
Also from Valerie Strauss – Ten things you need to know about international assessments
This article was published in 2015 by Richard Allington. Here he reinforces the need for access to books for low-income children.
Students from lower-income families experience summer reading loss because they don’t read much, if at all, during the summer months. Students from middle-class families, on the other hand, are far more likely to read during this same summer period. Low-income students don’t read during the summer months because they don’t own any books, and they live in neighborhoods where there are few, if any, places to purchase books. Middle-class students have bedroom libraries and live in neighborhoods where children’s books are readily available, even in the grocery stores where their parents shop. Middle-class kids are more likely to live in a neighborhood where one can find a child-friendly public library than is the case with children living in low-income areas. These children live in neighborhoods best described as book deserts.
Historically, low-income students relied primarily on schools as sources for the books they read. Ironically, too many high-poverty schools have small libraries, and there are too many classrooms that have no classroom library for kids to select books to read. Too many high-poverty schools ban library books (and textbooks) from leaving the building (fear of loss of the books, I’m usually told). However, even with fewer books in their schools and more restrictive book-lending policies, these kids do get most of the books they read from the schools they attend. But not during the summer months when school is not in session!
Reading teachers understand that students’ comprehension improves when teachers activate prior knowledge before having students read a passage (or before they read aloud). What happens, however, when students don’t have the knowledge they need?
…students who score well on reading tests are those with broad knowledge; they usually know at least a little about the topics of the passages on the test. One experiment tested 11th graders’ general knowledge with questions from science (“pneumonia affects which part of the body?”), history (“which American president resigned because of the Watergate scandal?”), as well as the arts, civics, geography, athletics and literature. Scores on this general knowledge test were highly associated with reading test scores.
Current education practices show that reading comprehension is misunderstood. It’s treated like a general skill that can be applied with equal success to all texts. Rather, comprehension is intimately intertwined with knowledge. That suggests three significant changes in schooling.
Acceptance of a voucher by a private school should be subject to that school’s compliance with certain basic requirements. At a minimum, school buildings should meet relevant code requirements and fire safety standards; teachers should be able to offer evidence that they are equipped to teach their subject matter; and the school should both teach and model foundational constitutional values and behaviors. Ideally, schools receiving public funds should not be permitted to discriminate on the basis of race, disability or sexual orientation (religious schools have a constitutional right to discriminate on the basis of religion in certain situations, although they do not have a right to do so on the taxpayer’s dime) and should be required to afford both students and staff at least a minimum of due process. At present, we are unaware of any voucher program that requires these commitm
GIVING UP RIGHTS FOR PROFIT
DeVos admits that students who attend private schools lose their rights under IDEA.
DeVos seems to forget that she’s the Secretary of Education for the entire United States, not just for private and privately owned schools.
There’s another key issue at stake in the conversation about vouchers for students with disabilities — one Jennifer and Joe asked DeVos about during their private conversation.
Do students with disabilities lose their rights to a fair and appropriate education — a guarantee under the 1975 Individuals with Disabilities Education Act — if they use vouchers to attend private schools?
Yes, DeVos said.
“She answered point blank,” Joe said.