Teacher Strikes, Teacher Pay, Guns in the Classroom,
Cheating Low-Income Students, Myths About Teachers, Reading Wars, Science Fact
PRIVATIZATION: STUDENTS WITH DISABILITIES NEED NOT APPLY
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.
PRIVATIZATION: PUBLIC SCHOOLS ARE FOR THE RABBLE
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.
PRIVATIZATION: TEACHER STRIKES
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.
We’re Number One!!
Hardly. We’re a selfish lot. All our politicians claim that we’re “the greatest country in the world,” but are we? We’re not the wealthiest. We haven’t got the highest life expectancy, or the lowest infant mortality rate. There are other countries with fewer people living in poverty and other countries where people are happier.
On the other hand, our military spending is #1 in the world.
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.
CONTROL GUNS, DON’T SPREAD THEM
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.
CHEATING LOW-INCOME STUDENTS
They already know.
…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?
CHALLENGING THE MYTHS ABOUT TEACHERS, PART 2
Greatest. Idea. Ever.
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.
Then I will just carry on – teaching.
THE READING WARS REDUX
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.