All over the country teachers are standing up and walking out. Sure, it’s about salaries, but it’s also about class size, wrap-around services, and pensions. It’s also about teachers’ students and their own children.
The strikes are in response to years of neglect. Teachers are tired of being disrespected. They’re tired of seeing their students left behind by shrinking budgets. Teachers are tired of seeing funds meant for their schools and their students being used for private, religious, and privately run charter schools. Scores of teachers are leaving their profession in frustration. Those who have stayed are standing up and fighting back.
States aren’t able — or willing — to invest the money needed to fully fund their public education systems. Indiana, for example, has yet to see its school funding reach the level it was at before the 2008 recession. Indiana teachers earn almost 16 percent less than they did in the 1999-2000 school year when adjusted for inflation. The state’s Republican majority began the 2019 legislative year calling for teacher raises, but the Republican-dominated Indiana House sent a budget bill to the (also Republican-dominated) Senate which offers schools a scant 2.1% increase…only slightly more than 2018’s inflation rate of 1.9%. At that rate, it will take decades for teachers to reach salaries equivalent to those in 1999-2000. There seems to be, on the other hand, plenty of money for the privatization of education. Hoosier legislators have had no trouble increasing the amount of money for charter and voucher schools each year.
Why haven’t Indiana teachers walked out? Former state senator Tim Skinner thinks they ought to.
[Skinner] believes that public education has been the target of the Republican Party for the past 15 years and refers to “senseless budget cuts, expansion of vouchers and crippling regulations.”
Furthermore, he doesn’t believe the Indiana State Teachers Association is taking a strong enough stand in response.
In an interview with the Tribune-Star on Feb. 22, ISTA president Teresa Meredith noted that many teachers across the state are calling for a walkout to raise awareness about the need to improve public school funding and teacher pay.
But she also stated, “I really want to avoid that.” She believes other options must be used first, including a rally at the Statehouse March 9.
Skinner believes Meredith “is exactly wrong about what teachers should be doing. Teachers have been turning the other cheek for the last 15 years, and the ISTA still doesn’t realize that they are getting the hell beat out of them,” he wrote in an email to the Tribune-Star.
According to the 2018 PDK-Gallup poll the public supports teachers and their right to strike. Two-thirds of Americans agree that teachers deserve a raise. Nearly four of five Americans would support their local teachers in a strike for higher pay.
For the first time in nearly 50 years, American parents would prefer that their children not become teachers. Why not? Because of the pay, mostly. Also, I think, because of the lack of respect given to teachers, lack of job security, and the lack of support when on the job. Those are the reasons there is a serious teacher shortage in Indiana and around the country.
Indiana’s (and America’s) children need enthusiastic, well-trained teachers more than ever, but the number of college students going into education has continued to drop. Who will teach tomorrow’s students? Will the state further lower the qualifications for teaching so more people who aren’t actually qualified will teach? Lower qualifications will help fill classrooms with adult bodies, but how will that help student achievement?
Starting in 2011 Indiana teachers lost their seniority rights and most of their collective bargaining options. Most importantly, the legislature, filled with adults who only remember education from the point of view of a student, decided what and how teachers are supposed to teach but blamed teachers when student achievement didn’t soar.
…map [which] highlights a number of key factors that reflect and influence teacher supply and attrition and signal whether states are likely to have an adequate supply of qualified teachers to fill their classrooms. Based on these data—which treat compensation, teacher turnover, working conditions, and qualifications—each state is assigned a “teaching attractiveness rating,” indicating how supportive it appears to be of teacher recruitment and retention and a “teacher equity rating,” indicating the extent to which students, in particular students of color, are assigned uncertified or inexperienced teachers.
Each state gets a “teaching attractiveness rating” — a number between 1 and 5 with 1 being the least attractive.
Indiana’s teaching attractiveness rating is 1.9. Arizona, at 1.3, is the only state with a “teaching attractiveness rating” that is lower than Indiana’s. Three states where teachers went on strike in 2018 are all higher…
“They need to stop promoting vouchers and stop promoting every single form of education in Indiana except public education,” he said. “Stop for awhile and evaluate to see what good this 15-year reform movement has done for public schools … and recognize it’s damaged public schools.”
We keep looking for ways to fix public schools, but it’s just as important for us look for ways to fix inequity and poverty. Our schools are just a mirror, reflecting the societal conditions our policy-makers, and we the voters, are unable or unwilling to correct. Until we focus on the source of the problem — that some people are given rights and privileges denied to others — we’ll continue to fail.
[emphasis in original]
Students who enter charter school lotteries are not equivalent to students who don’t. Plenty of research backs this up (see the lit review in this paper for a good summary of this research). Combine this with the high attrition rates in many “successful” charters, and the high suspension rates at many more, and you have a system designed to separate students by critical family characteristics that do not show up in student enrollment data.
…It’s important to note that the Camden City Public Schools do not have the luxury of setting caps on enrollments, deciding which grades to serve, or not enrolling students who move in after the kindergarten year. Everyone in Camden must get a seat at a CCPS school. But only a lucky subset of students get to attend a renaissance school.
Not all of America’s public school students are Christian. Not all Christians in the United States use the same translation of The Bible. When we try to include religious texts in school we run up against the problem of whose version of the text to use, which religious texts should be included, and which religions or sects to include. Teachers who teach such courses need to be well-versed in the law making sure they don’t express a preference for one religion, sect, religious text, or version of a religious text over another.
…his own personal experiences in Virginia, where Anglicanism was the officially established creed and any attempt to spread another religion in public could lead to a jail term.
Early in 1774, Madison learned that several Baptist preachers were behind bars in a nearby county for public preaching. On Jan. 24, an enraged Madison wrote to his friend William Bradford in Philadelphia about the situation…Madison wrote. “This vexes me the most of anything whatever. There are at this time in the adjacent County not less than 5 or 6 well meaning men in close Gaol [jail] for publishing their religious Sentiments which in the main are very orthodox. I have neither the patience to hear talk or think anything relative to this matter, for I have squabbled and scolded abused and ridiculed so long about it, to so little purpose that I am without common patience. So I leave you to pity me and pray for Liberty of Conscience to revive among us.”
The current crop of Bible-in-public-school bills does nothing more than attempt to inject religion into public schools. Indiana State Senator Dennis Kruse, in his bill, SB 373, makes it especially plain that this is his goal since his bill adds “creation science” into the mix.
Often, these courses are just a cover to bring a fundamentalist interpretation of the Bible into public schools. Essentially, they’re Sunday School lessons masquerading as legitimate instruction.
…Let’s not be misled: Barton, the backers of Project Blitz and other far-right groups behind this new push aren’t interested in truly objective classes about the Bible in public schools. They want classes that indoctrinate children in a specific religious perspective – theirs.
This post by Peter Greene (the first of two in here) explains that the teacher shortage is the result of stagnant working conditions and lack of respect for teachers.
For almost twenty years (at least) the profession has been insulted and downgraded. Reformy idea after reformy idea has been based on the notion that teachers can’t be trusted, that teachers can’t do their job, that teachers won’t do their jobs unless threatened. Teachers have been straining to lift the huge weight of education, and instead of showing up to help, wave after wave of policy maker, politician and wealthy dilettante have shown up to holler, “What’s wrong with you, slacker! Let me tell you how it’s supposed to be done.” And in the meantime, teachers have seen their job defined down to Get These Kids Ready For A Bad Standardized Test.
And pay has stagnated or, in some states, been inching backwards. And not just pay, but financial support for schools themselves so that teachers must not only make do with low pay, but they must also make do with bare bones support for their workplace.
And because we’ve been doing this for two decades, every single person who could be a potential new teacher has grown up thinking that this constant disrespect, this job of glorified clerk and test prep guide, is the normal status quo for a teacher.
KINDERGARTEN READINESS MAY NOT MEAN WHAT YOU THINK IT MEANS
When I began teaching my first class of third graders (after a half year of teaching kindergarten) I discovered that the achievement range of my 38 students was much larger than I had imagined. Some students were reading several years above grade level, and some were reading one or two years below grade level. One student in particular, John*, was reading at a pre-primer level. In retrospect it was plain that this child was a candidate for special education, but, as a first-year teacher in a system with minimal provisions for special needs children (at least at that time), I was responsible for figuring out what to do to help him learn to read.
What should a teacher do with a child reading at a pre-primer level in third grade? I decided that I would do the same for him as I did for the students who were reading several grade levels above average. I would provide material at his level. That meant that John wouldn’t be exposed to grade-level reading material. In other words, I changed the curriculum to fit his needs, rather than make a futile attempt to force him into a curriculum in which he would fail, become frustrated, and learn to hate reading. The latter is what many schools have forced teachers to do since No Child Left Behind.
* not his real name
…it is not a five year old’s job to be ready for kindergarten– it is kindergarten’s job to be ready for the five year olds. If a test shows that the majority of littles are not “ready” for your kindergarten program, then the littles are not the problem– your kindergarten, or maybe your readiness test, is the problem…if you still think that children raised in poor families have “too many” needs, then maybe start asking how you can ameliorate the problems of poverty that are getting in the way.
I wrote about a related issue in this bill last week. This bill, should it become law, would mean that the State Superintendent of Public Instruction would be an appointed position beginning in 2021, rather than a position voted on by the citizens. Since members of the State Board of Education are also appointed, the voters will have no direct input in the state’s education policy except through the governor.
Governor Holcomb will be the one to appoint the Secretary of Education which means that of the eleven members of the SBOE, nine will be appointed by the Governor and one each by the Speaker of the House, and the President Pro Tempore of the Senate.
With HB 1005, Indiana would become one of 15 states where the governor appoints the chief state school officer. The most common procedure – used in 21 states — is for the state board of education to appoint the chief state school officer.
Indiana’s governor appoints members of the state board of education; so, with approval of the bill, the governor will control both the setting and administering of education policy.
In states where the governor appoints the chief state school officer, the governor has total power to appoint state board members in only Iowa, Maine, New Jersey and Virginia. In other states, board members are elected; or they are chosen by the governor but confirmed by the legislature.
The House approved the measure Thursday by a vote of 70-29, with most of the yes votes coming from Republicans and most of the no votes from Democrats. It rejected a Democratic-sponsored amendment to require the secretary of education to have experience in education.
…charter school growth results in a “large and negative fiscal impact” on the districts evaluated.
…the findings are consistent with previous studies and show that charter growth generally results in a lower quality of education for students who remain in a district’s traditional public schools.
The Los Angeles teachers who went on strike earlier this month didn’t strike only for more pay and benefits. They were offered a 6% increase before the strike. They accepted a 6% increase to end the strike. What they gained were improvements to the learning conditions of the students in the form of lowered class sizes and much-needed wraparound services.
It was clear, however, that part of the problem with funding in Los Angeles and California, as well as in other parts of the country, is that money is being diverted from public schools to privately run charter schools. States can’t afford to support multiple school systems.
We believe every student, however challenged, ought to have access to success. And we know that in our classes with more than 40 students, there are often five or 10 with special needs and another 10 or 15 still learning English as a second language while as many as half or two-thirds are homeless or in foster care or in a continual state of crisis. Students collapse in class from hunger and stress and fatigue and depression.
Overcrowded classrooms are a brutal expression that our students don’t matter. They are someone else’s kids – and all too often they are no one’s kids. No one except the dedicated teachers who every day give a damn about them. And we’re going to keep giving a damn and hope that one day those in power give a damn.
One size does not fit all. Some teaching methods work for some children, other methods work for other students. Some schools are better for some students, other schools are better for others.
Think about this in terms of the evaluation of teachers, for example. Teacher A might be able to help student A, who is homeless, adjust to school, while Teacher B may not. But Teacher B’s classes usually have higher test scores. If you were the parent of student A which teacher would you want for your child?
As much as we might want to seek a perfect solution for all students, one student’s medicine may very well be another one’s poison. As students’ characteristics and education treatments interact, negative side effects may occur. Funding private schools with public dollars probably does not affect all students positively in a uniform fashion. To date, studies of school voucher programs have found their effects to vary among different populations of students.
Moreover, besides the side effects resulting from the interactions between students’ characteristics and education treatments, side effects also occur because of the broad range of desirable and potentially competing education outcomes. So far, evidence of the effects of voucher programs has been limited to a narrow set of outcomes such as academic achievement. Little, if any, empirical evidence has been collected concerning other equally important outcomes of schooling, such as preparing students for civic engagement and betterment of a shared society (Abowitz & Stitzlein, 2018; Labaree, 2018). Thus, we do not know their effects, negative or positive, on other important outcomes. It is, however, reasonable to believe that voucher programs and other forms of privatization of education can have negative side effects on individual students, the public school system, and the society (Labaree, 2018).
I recently saw a discussion on social media where someone stated…
“Science is facts. Theory is not yet science.”
After a quick facepalm, I responded with the article, “Just a Theory”: 7 Misused Science Words. This didn’t work, of course, because the person in question had been “educated” at a “Bible Institute.” He was obviously mistaught basic science concepts.
This is what we are up against. When the effects of climate change are no longer deniable, these same people will, at that point, point to “god” and claim we are being punished for allowing gay marriage, transgender soldiers, unisex bathrooms, or some such nonsense. Until that time, they will go along with the right-wing talking point denying climate change claiming it’s just a conspiracy to get more money for scientists.
In the meantime, there are places where insects are disappearing and the entire food chain is at risk. Those places shouldn’t be taken as exceptions, but rather as warnings.
“I don’t think most people have a systems view of the natural world,” he said. “But it’s all connected and when the invertebrates are declining the entire food web is going to suffer and degrade. It is a system-wide effect.”
…We are part of a complex web of interdependencies, and it’s also a non-linear dynamical system. There’s a word for when parts of such a system show a pattern of failure: it’s called catastrophe. By the time you notice it, it’s too late to stop it.
JACKIE ROBINSON – JANUARY 31, 1919
Tomorrow is Jackie Robinson’s 100th birthday.
“A life is not important except in the impact it has on other lives.” — Jackie Robinson
Public schools accept every child who enters. The money to educate those most expensive to educate students comes from public funds. When the legislature allows public funds to go to private corporations in the form of charter and vouchers, that makes it more difficult for the real public schools to fulfill its mission. We can’t afford to pay for three separate school systems.
Public tax money needs to go to public schools.
The study found that charter schools were 5.8 percentage points less likely to respond to a query claiming to be from a parent of a student with severe disabilities.
So-called “no-excuse” charter schools, which serve predominately low-income minority students in a strict, college-prep academic environment, were 10 percentage points less likely to respond.
Chester Finn doesn’t understand (or support) the purpose of public schools and thinks that charter schools, with their history of corruption and failure, are the places to inculcate students with values. Finn’s single year as a public school teacher apparently qualifies him to judge all public schools to be valueless.
Privatizer Michael Petrilli, also mentioned in the article, is president of the Thomas B. Fordham Institute, a stronghold of ed reformers most of whom have no experience in actual education other than as students. Petrilli himself has never taught in a public school or studied education. His college degree (from a public university) is in Political Science.
Let us hope that the era of public education ruled by edu-ignoramuses is coming to an end.
Yes. The title is sarcasm.
But the idea must be acknowledged. It sprang from the mind of one of most venerable Famous Educators, a hoary pillar of the never-ending education reform movement, Chester E. Finn, known to his fellow reformistas as ‘Checker.’ Checker is currently paterfamilias of the Thomas Fordham Institute group, one of whom, Michael Petrilli, recently suggested that the education reform movement has been so successful in accomplishing its goals that it was currently fading into media obscurity. As if.
I have never been a fan of Finn’s approach to school reform. (Click here, for example.) Finn, whose teaching career spanned one full year, is one of those private-school, private-colleges, wordsmithy edu-pundits who look down—way down—on fully public education, seeing it as a hopeless tax-funded entitlement program for subpar youth.
Peter Greene writing in Forbes explains to business readers that the Los Angeles teachers strike is different than strikes of the past.
Teachers are striking to save public schools…and against those who believe that we can afford two, or even three different publicly funded school systems.
Public tax funds need to go to public schools, not private corporations in the form of charters or vouchers.
Teachers in many school districts and many states across the country find themselves in the unusual position of working in an institution led by people who want to see that institution fail. Back in the day, teacher strikes were about how best to keep a school district healthy, but these modern walkouts are about the very idea that public schools should be kept healthy at all. UTLA demands for smaller classes, more support staff, safer schools, community schools, and charter school oversight are not about making their working conditions a little better, but about keeping public education alive and healthy.
INDIANA GENERAL ASSEMBLY WANTS SOMETHING FOR NOTHING
I suppose we can’t really blame legislators for wanting something but not wanting to pay for it. Just like many Americans, they’re hesitant to invest in the common good. Someone may get something they (gasp!) don’t deserve.
We can’t have universal health care because we’d have to pay for it. We can’t repair our crumbling infrastructure because we’d have to pay for it. We can’t worry about climate change because it might cost money.
Perhaps if we spent a little more money on planning for our future, and less on blowing up other people, we’d be better off.
Indiana legislators want to give educators a raise, but they don’t want to pay for it. Their plan: Shame school districts into cutting spending elsewhere so they can target dollars to teachers.
Their tool for doing this is House Bill 1003, unveiled this week by House Republicans and presented Wednesday to the House Education Committee. It would “strongly encourage” districts to spend at least 85 percent of their state funds on instruction; it would subject them to public scrutiny if they don’t.
If you think we ought to be spending millions of tax dollars to arm teachers read this.
If you think teachers should have guns in school, you’re just wrong. It’s not “up for debate” any more than gravity.
If you’re a teacher who reads all of this and thinks, “Well, that’s not me. I’m different. I’ve had a gun for years. I’m a hunter, and a responsible gun owner. I’m all about gun safety. I was in the military. I just want to protect my students and colleagues”, then you are precisely the kind of person who should never be permitted to have a loaded weapon in a school. You’re exactly the sort of person that shouldn’t be allowed to carry a deadly weapon into a room full of children looking at you as someone who cares about their learning, and their well-being.
…I’ve never met a union official who believed schools in impoverished cities didn’t need improving. I never met anyone who works in a school or advocates for public education who was fine with the opportunity gap that plagues so many children in this country.
But I’ll set that aside and instead make this point: stories like the Trentonian’s give us clear evidence that kids who are in these schools themselves know full well what is going on. They are saying, with unmistakable clarity, that their instruction is unacceptably poor. They are telling us many of their peers have given up and have no interest in school.
What are multiple administrations of standardized tests going to tell us that these kids aren’t already telling us themselves?
Put those people who believe that “those who can’t, teach” in a long term subbing position…in an underfunded school…with children who live in poverty…and then have their evaluation be based on test scores!
I could maybe respond by saying that the inherent ignorance displayed by this proves how valuable having an education really is and that the reasoning he/she attempts to use to put down teachers really is proof that public education is not respected as it should be.
Yet I will respond by saying that I would teach that person’s student if that was the case.
But first, I might ask this person if he/she would be willing to become a long-term substitute teacher in an underfunded school where many in the student population are affected by poverty and then have his/her name attached to the test scores.
Peter Greene speaks truth. We haven’t learned how to quantify the skills of the human brain. Anyone who tells you that “this program will help every child read” is shoveling bullshit.
Every person who has ever tried to teach a group of six-year-olds to read understands that you have to use every tool you have.
The heart of the problem is that we don’t know how to tell what works. And that’s because we don’t have a method to “scientifically” measure how well someone reads.
Yes, we have tests. But testing and pedagogy of reading are mostly locked in a tautological embrace. I think decoding is The Thing, so I create a test that focuses on decoding, then implement classroom practices to improve decoding skills and voila– I scientifically prove that my decoding-based pedagogy works. Mostly what we’re busy proving is that particular sorts of practices prepare students for particular sorts of tests. Big whoop.
…Reading, as much as anything in education, demands that we measure what cannot be measured.
The United States stands alone in denying climate change. Its impact is already being felt around the world…take Florida, for example. Guess who is being hurt the worst…
As nuisance flooding increases, the wealthy are moving to higher ground, formerly less desirable areas – and pushing out low income residents. Climate gentrification creating a new generation of climate refugees.