Sean Spicer is clueless.
Archives for the month of: April, 2017
Sean Spicer may be the dumbest person in the Trump administration. He should definitely check in with Jared Kushner for a little lesson.
But then, you don’t need to be Jewish to know that Hitler used chemical weapons to kill millions of his own citizens: Jews, Catholics, homosexuals, Roma, people with disabilities, political dissidents, etc. You don’t even need to be a historian.
I thought it was common knowledge.
Lesson: Make no assumptions about what Sean Spicer knows.
I am happy to report that Valerie Strauss reposted my article on why public funds should go only to public schools, and she added a valuable introduction about the case that will soon come before the Supreme Court.
Last year, the Supreme Court agreed to hear Trinity Lutheran Church of Columbia v. Pauley. The case involves the appeal of a Lutheran church in Missouri and its preschool that had sought a grant from a state program to use scrap tires for a playground but was denied because of the 1875 provision in the state constitution — known as a Blaine Amendment — that forbids using any public money “directly or indirectly, in aid of any church, sect, or denomination or religion.” The church and preschool sued the state, citing the First Amendment, but lost in a federal district court and a federal appellate court upheld the decision by the state.
Now the Supreme Court will hear the case, with arguments set to begin April 19, and the decision could determine the fate of Blaine Amendments across the country. The high court just returned to a full complement of justices, with President Trump successfully placing his first nominee, the conservative Justice Neil M. Gorsuch, on the court to take the seat of Antonin Scalia. Gorsuch may well be the deciding vote in this case.
If the state is required to pay for the new playground, it would also be required to pay for a new roof and for any other expenses incurred by religious schools. You see where this is heading.
There won’t be more money for public schools, there will be less.
CNN reports that the government has spent more than $20 million for Trump’s weekend trips over 80 days–and will spend more in one year than was spent on Obama in 8 years.
This would not be an issue if Trump had not ridiculed Obama for excessive spending on his vacations.
Excessive??
Trump on pace to surpass 8 years of Obama’s travel spending in 1 year – CNN
Media Matters has issued a call for an investigation of the staffing of the U.S. Department of Education. The call is directed at reporters, since there is little likelihood that either house of Congress would investigate one of its major donors.
Some of the staffers working directly for DeVos are known to have posted racist or homophobic remarks. Several have conflicts of interest. Several are imported from Jeb Bush’s team at his Foundation for Education Excellence. All seem to be from the rightwing “echo chamber” that DeVos and her fellow crusaders inhabit.
None has any known qualifications for working in the Department of Education.
Most major positions remain vacant, other than the appointment of an anti-Clinton lawyer with no relevant experience to run the Office of Civil Rights.
Gayle Green is a professor of English at Scripps College. She is writing a book about the corporate reform in higher education.
In this article, she describes how corporate reformers have taken guidance from Orwell’s “1984” in their deliberate distortion of language to mask reality.
She writes:
“In this post-truth age that’s done away with facts, George Orwell’s 1984 has soared to the top of the charts. But in the world of public education, it’s been 1984 for quite some time. And we didn’t even need the clumsy apparatus of a totalitarian dictatorship to bring it about. All we needed was some slick PR and smiley corporate faces and a media ready to spit back the buzzwords they’d been fed – failing public schools, no excuses, accountability, choice, access for every child, closing the achievement gap – repeating them so often that they passed for truth.”
In the current dystopian world of public education, the new Secretary of Education is the leading enemy of the nation’s public schools.
DeVos should be no surprise. She is the culmination of nearly two decades of creeping privatization.
“But DeVos should come as no surprise: she is the culmination of the way things have long been headed. No Child Left Behind, signed into law in January 2002, brought to us by George W. Bush and the moneyed interests he represented, arrived in clouds of rhetoric about “access” and “civil rights.” It announced itself as “an act to close the achievement gap with accountability, choice, flexibility, so that no child is left behind.” But this was never about reform or access or leveling the playing field: it was about opening up public education as a market, siphoning off tax dollars to charters and for-profit vendors, shifting public funds from a system that had public oversight and control to private interests. Education was a rich, untapped market with billions of federal dollars there for the taking. Schools, panicked at having their survival based on standardized test scores, invested heavily in testing technology. Multinational testing corporations, publishing companies, ed-tech ventures rushed in with their wares: software for administering tests, test preps, pre-tests, post-tests, tests scoring, lesson plans, teaching modules, assessment devices; entire new industries sprang into being….
“It’s been quite a feat, transforming teachers, who were once our friends and allies, to the enemy. A real sleight of hand, getting the public to trust those altruistic billionaires over those greedy, opportunistic teachers. Trust a billionaire to have the public’s interest at heart – that spin worked so well it landed us with Trump. But in the world of 1984, two plus two equals five: “Not merely the validity of experience, but the very existence of external reality, was tacitly denied by [the Party’s] philosophy.”
Put kids in front of computers, increase screen time, increase class size – and call it personalized. Depersonalized might be a better word – or perhaps personalised, for Pearsons, the multibillion-dollar transnational corporation that’s siphoned off untold billions of federal money. When teachers protested that students from disadvantaged backgrounds tend not to test well, having not had the benefit of tutors and test-prep programs, GWB said they were making “excuses,” showing “the soft bigotry of low expectations.” Yet it’s painfully clear that using test scores to determine the survival of schools only further disadvantages the disadvantaged, and, far from leveling the playing field, tilts it even more. “No excuses” became a mantra of corporate reformers, an excuse for shutting down public schools and moving in with charters, an excuse to ignore poverty and blame teachers for conditions that make teaching impossible – conditions assured by inequities that billionaire reformers have themselves brought about.”
Hundreds of schools have been closed. Thousands of teachers drummed out of their profession. Philadelphia’s Rescue Plan devastated the public schools. Arne Duncan’s Renaissance 2010 came and went with more public schools closed, more children sent to privately managed charter schools. “Choice, choice, choice,” the corporate reformers say, but neglect to mention that the schools make the choices, not the families. The one choice that is off the table is the neighborhood school.
“The confounding of language at its most basic level reduces us to a state of civic catatonia: we can’t think about these issues, let alone discuss them or act against them, when they’ve been so obfuscated, when words have been so twisted.”
The deliberate distortion of language has enabled a corporate coup, the selling out of public education to billionaires and entrepreneurs.
This is an article you can send to your friends who want a short summary of one of the biggest scam of our lifetimes.
When I read this post by Steven Singer, I was so excited that I thought about devoting an entire day to it. Like posting it and posting nothing else for the entire day. Or posting this piece over and over all day to make sure you read it. It is that important.
Steven’s post explains two different phenomena. First, why is standardized testing so ubiquitous? What does it have a death grip on public education?
Second, in the late 1990s, when I was often in D.C., I noticed that the big testing companies had ever-present lobbyists to represent their interests. Why? Wasn’t the adoption of tests a state and local matter? NCLB changed all that, Race to the Top made testing even more consequential, and the new ESSA keeps up the mandate to test every child every year from grades 3-8. No other country does this? Why do we?
He begins like this:
“It’s easy to do business when the customer is forced to buy.
“But is it fair, is it just, or does it create a situation where people are coerced into purchases they wouldn’t make if they had a say in the matter?
“For example, school children as young as 8-years-old are forced to take a battery of standardized tests in public schools. Would educators prescribe such assessments if it were up to them? Would parents demand children be treated this way if they were consulted? Or is this just a corporate scam perpetrated by our government for the sole benefit of a particular industry that funnels a portion of the profits to our lawmakers as political donations?
“Let’s look at it economically.
“Say you sold widgets – you know, those hypothetical doodads we use whenever we want to talk about selling something without importing the emotional baggage of a particular product.
“You sell widgets. The best widgets. Grade A, primo, first class widgets.
“Your goal in life is to sell the most widgets possible and thus generate the highest profit.
“Unfortunately, the demand for widgets is fixed. Whatever they are, people only want so many of them. But if you could increase the demand and thus expand the market, you would likewise boost your profits and better meet your goals.
“There are many ways you could do this. You could advertise and try to convince consumers that they need more widgets. You could encourage doctors and world health organizations to prescribe widgets as part of a healthy lifestyle. Or you could convince the government to mandate the market.
“That’s right – force people to buy your products.
“That doesn’t sound very American does it?
“In a democratic society, we generally don’t want the government telling us what to purchase. Recall the hysteria around the Obamacare individual mandate requiring people who could afford to buy healthcare coverage to do so or else face a financial tax penalty. In this case, one might argue that it was justified because everyone wants healthcare. No one wants to let themselves die from a preventable disease or allow free riders to bump up the cost for everyone else.
“However, it’s still a captive market though perhaps an innocuous one. Most are far more pernicious.
“According to dictionary.com, a captive market is “a group of consumers who are obliged… to buy a particular product, thus giving the supplier a monopoly” or oligopoly. This could be because of lack of competition, shortages, or other factors.
“In the case of government mandating consumers to buy a particular product, it’s perhaps the strongest case of a captive market. Consumers have no choice but to comply and thus have little to no protection from abuse. They are at the mercy of the supplier.
“It’s a terrible position to be in for consumers, but a powerful one for businesspeople. And it’s exactly the situation for public schools and the standardized testing industry.
“Let’s break it down.
“These huge corporations don’t sell widgets, they sell tests. In fact, they sell more than just that, but let’s focus right now on just that – the multiple choice, fill-in-the-bubble assessments.
“Why do our public schools give these tests? Because peer-reviewed research shows they fairly and accurately demonstrate student learning? Because they’ve been proven by independent observers to be an invaluable part of the learning process and help students continue to learn new things?
“No and no.
“The reason public schools give these tests is because the government forces them. The Elementary and Secondary Education Act (ESEA) requires that all students in grades 3-8 and once in high school take certain approved standardized assessments. Parents are allowed to refuse the tests for their children, but otherwise they have to take them.”
A captive audience of 50.4 million students. Read the full analysis as I am skipping the meaty part.
He concludes with these questions:
If an industry gets big enough and makes enough donations to enough lawmakers, they get the legislation they want. In many cases, the corporations write the legislation and then tell lawmakers to pass it. And this is true for lawmakers on both sides of the aisle.
Standardized testing and Common Core are one pernicious example of our new captive market capitalism collapsing into plutocracy.
Our tax dollars are given away to big business and our voices are silenced.
Forget selling widgets. Our children have BECOME widgets, hostage consumers, and access to them is being bought and sold.
We are all slaves to this new runaway capitalism that has freed itself from the burden of self-rule.
How long will we continue to put up with it?
How long will we continue to be hostages to these captive markets?
The far-rightwing organization ALEC (American Legislative Exchange Coucil) owns the state of Indiana. ALEC is determined to crush public education. Check out ALEC exposed, a website that show the ALEC agenda for charters, vouchers, and state takeovers. ALEC hates democracy and local control. It hates local school boards, because they interfere with privatization. In Indiana, with Mitch Daniels as governor, then Mike Pence, ALEC got carte blanche.
Bear in mind that state takeovers have been tried many times and always failed.
I received the following update from Cathy Fuentes-Rohwer, parent activist.
“Here at the epicenter of education reform (I suppose every state thinks his/hers is the epicenter–but we do have the distinction of having a model on the ALEC website: Indiana Reform Package), our state legislature is poised to begin state takeover of Gary and now, Muncie.
“Muncie’s parents are reeling from this news. The state legislature was already planning a takeover of Gary’s public schools as they are $100 million in debt (gulp!) and, as I understand it, Gary was asking for this. But no elected official from Muncie requested this—they just slipped them into the bill.
“The economic and educational policies of Indiana have hurt Muncie particularly hard. The property tax caps have had the hardest hits on cities like theirs (this was from 2016: http://www.theindychannel.com/news/local-news/muncie-community-schools-broke-face-115m-budget-shortfall and this from last month: http://indianapublicradio.org/news/2017/03/muncie-community-schools-changes-bus-service-will-apply-for-state-loan/). Although Indiana no longer funds their public schools through property taxes, I believe transportation is part of that and Muncie can no longer afford busing. They were asking teachers to take a 23% pay cut which failed in court! http://www.wthr.com/article/state-rules-in-favor-of-muncie-teachers-association-in-dispute-with-school-district
“In addition to tax caps, the educational reforms have had a dire effect on their schools. In the past four years, Muncie Community Schools have lost $2.5 million to vouchers going to private schools. I am also told that the students transferring out of the city schools into the surrounding smaller community schools –“school choice” in action (taking their per pupil funding) has also led to further bleeding of funds. It’s also clear that there have been some misdeeds on the part of their school board or financial officer (or both) and so some of the community members think that maybe it will be a GOOD thing for the state to take over. I shudder at the thought. I myself grew up in Michigan and went to Kindergarten in Detroit. If ever there were a cautionary tale…
“But regardless of how they got into these financial straits, the state is now setting up to take over the academics as well. All without the okay from the community, local elected legislators or community leaders. In fact, the mayor was quite harsh in response to their financial woes earlier this year: http://www.delawareonline.com/story/news/local/2017/03/06/mayor-blasts-state-over-city-school-crisis/98809108/
Here is an overview of the takeover:
“And this:
http://indianapublicmedia.org/stateimpact/2017/04/03/legislators-muncie-schools-district-opposition/
“I’m hoping that more people in Indiana can become aware and contact their legislators to talk about how wrong-minded state takeover is! Solutions to public school problems are certainly complex, but people just don’t seem to understand that giving up local democratic control is not the answer and makes fertile ground for people who can profit off of this situation: charters, vouchers, charter management companies.
“You would like to think that when children drank poisoned water in Flint, the connection between privatization and state takeover of local municipalities would have been made across the country. Yes, you saved money–but look at the cost to children.
“Unfortunately, folks struggle to connect the dots. I fear for not just Muncie, but other school districts that our paternalistic legislators might decide to take over next.
“This is also taking place in a legislative session in which they are taking democracy away from us as a state by changing the state superintendent of public instruction (formerly held by Glenda Ritz) from elected position to an appointed one. Because we can’t even be trusted with that pesky thing called a vote when it comes to education?”
Cathy Fuentes-Rohwer
Phyllis Bush is a retired English teacher in Indiana. She became active in the fight to save public schools in her state as the privatization movement gained steam under Mike Pence’s predecessor as governor, Mitch Daniels. Phyllis was one of the founders of Northeast Indiana Friends of Public Education. She is a powerhouse, a passionate advocate with a wonderful sense of humor, and a wise woman. I met her when I spoke in Indiana at Purdue-IU in 2010. She came to hear me speak, we spoke, and we stayed in touch. When Anthony Cody and I were assembling a board for the Network for Public Education, I immediately thought of Phyllis. She joined our new board and has become one of its leaders.
Phyllis got some bad news a few days ago. She posted the following on her Facebook page, and I asked for her permission to share it. She graciously assented.
She writes:
There is a cancer in the body politic. Our lawmakers seem more intent on playing to the voters they choose rather than on serving all of their constituents. We have grown to expect that the Super Majorities will be more concerned with consolidating and maintaining power and control than with with governance. At this point, I see very little chance for a cure of this cancer.
There is also a cancer in the body of Phyllis Bush. On Friday I was diagnosed with ovarian cancer. Even though what lies before me feels like a kick in the teeth, I have chosen to be annoyed rather than bummed; in fact, this diagnosis has allowed me to give new meaning to the word pissment. I usually share my middle school mean girl thoughts and potty mouth only with my friends; however, when I was in recovery after my surgery and my doctor gave me the word, all I could think to say was the F word.
I know that my doctors will provide me with a course of treatment options, and together we will decide on a course of action that will provide a cure. Unlike politicians, they are in the business of doing no harm.
Having said that, I know that my family and friends will love me, support me, and make me laugh.
There are way too many injustices that I need to rectify.
There are way too many politicians who need my advice and counsel–and my nipping at their heels like a rat terrier.
There are two grandchildren that I need to see grow up.
Along with thoughts and prayers, here are some other things you can do:
1. Prepare yourself with facts and go talk with a legislator. Leave a one page fact sheet with his or her legislative aide, explaining the issue and how it will benefit him or her.
2. Write a letter to someone you love–to your mom or dad, your grandfather or your grandmother, your grandson or your granddaughter asking them how they are and telling them who you are.
3. Never lose your sense of humor or your sense of wonder.
4. Adopt a rescue dog or cat.
5. Take a kid to the zoo and/or to Zesto.
Years ago when I was in the midst of a difficult time, I used to pop a cassette in the car, turn up the volume, roll down the windows, and sing “Nobody’s gonna break my stride; nobody’s gonna slow me down” at the top of my lungs.
…and that is what I intend to do.
In the following days and weeks, as I learn my course of treatment, you are welcome to follow along (if you wish) as I begin this new adventure.
I know that all of you will join me in sending hugs and prayers to our friend and ally, Phyllis Bush.
The National Education Policy Center is inviting high schools to apply for recognition as a “school of opportunity.”
A School of Opportunity is one that works hard to make sure that all children have equal opportunity to succeed.
The deadline for applying is May 1.
Learn more by going to this site: schoolsofopportunity.org
High schools still have three weeks left to apply for recognition for working to close opportunity gaps: schoolsofopportunity.org @NEPCtweet #schoolsofopportunity
Here are the criteria:
At the most basic level, a School of Opportunity must strive to ensure that all students have access to rich, challenging and supported opportunities to learn. This means that the school’s best opportunities cannot be exclusive or rationed. For this reason, we will recognize a school as a “School of Opportunity” only if it declines to restrict or stratify student access to those best opportunities. In addition, we seek to highlight schools with strong and welcoming cultures, therefore we will only recognize schools if they reject “zero tolerance” policies and other discipline policies that unnecessarily exclude students from opportunities to learn.
Accordingly, all applicants need to address the first two practices, Criterion 1 and 2. Then applicants may choose which four of the remaining eight criteria they wish to highlight in their application.
Criterion 1: Broadening and Enriching Learning Opportunities, with Particular Attention to Reducing Disparities in Learning Created by Tracking and Ability Grouping
Criterion 2: Creating and Maintaining a Healthy School Culture, with Attention to Diversity and to Reassessing Student Discipline Policies
Criterion 3: Provide More and Better Learning Time During the School Year and Summer
Criterion 4: Use a Variety of Assessments Designed to Respond to Student Needs
Criterion 5: Support Teachers as Professionals
Criterion 6: Meet the Needs of Students with Disabilities in an Environment that Ensures Challenge and Support
Criterion 7: Provide Students with Additional Needed Services and Supports, Including Mental and Physical Health Services
Criterion 8: Create a Challenging and Supported Culturally Relevant Curriculum
Criterion 9: Build on the Strengths of Language Minority Students and Correctly Identify their Needs
Criterion 10: Sustain Equitable and Meaningful Parent and Community Engagement
Diane Ravitch's blog 