This is an astonishing post by Julian Vasquez Heilig. He has a passion for equity, and he bridles when reformers lower the standards for becoming a teacher and claim they are doing it “for the kids.”

He asks, Would you rather fly with an experienced pilot or fly with one who had only five weeks’ training? Or how about one with 30 hours of training? If the answer seems obvious, and if you prefer that your children have teachers who are well prepared and highly qualified, wait until you see the chart in the middle of his post, showing the explosive growth in teachers with alternate certification.

Then consider that the U.S. Department of Education wants to STOP collecting this data. And that’s not all. In the Department’s single-minded commitment to something-or-other (not equity), this is what they propose to stop reporting:

“That brings us to the federal governments request to no longer keep track of this huge influx of teachers with a modicum of training to “pilot” our classrooms. The Department of Education is seeking public comments on the Civil Rights Data Collection process for 2013-2016. The feds have decided that it is no longer necessary to keep track of the FTE of teachers meeting all state licensing/certification requirements. The feds have also decided these data points are also no longer important for Civil Rights:

“Number of students awaiting special education evaluation (LEA)

“Whether students are ability grouped for English/Math

“Harassment and bullying policies (LEA)

“Number of students enrolled in AP foreign language(disaggregated by race, sex, disability, LEP)

“Number of students who took AP exams for all AP courses enrolled in (disaggregated by race, sex, disability, LEP)

“Number of students who passed AP exams for all AP courses enrolled in (disaggregated by race, sex, disability, LEP

“Total personnel salaries”