Archives for the month of: June, 2018

From Harold Meyerson of The American Prospect. I get these missives almost daily from the American Prospect and they are invariably thought-provoking. Click here and you too can get a daily briefing (very short) from the American Prospect.

Meyerson on TAP

Paul Schrade: Not Just the Other Guy Who Was Shot in the Ambassador Kitchen. Today’s New York Times has a story on the 50th anniversary of Robert Kennedy’s murder, featuring interviews with Kennedy staffers and supporters. But the piece misidentifies Paul Schrade, who was also critically wounded when Kennedy was shot, as “a campaign aide” (in the caption) and doesn’t quite get it right in calling him “a labor organizer who worked on the campaign” in the text of the article.

It’s important to get Paul Schrade’s actual identity right, though—because he was a key figure in California and union history during the pivotal decade of the ‘60s.

As a young man, Paul had worked as an assistant to United Auto Workers (UAW) President Walter Reuther, who headed what today has to be viewed as by far the most important progressive union in American history. In the 1950s, Paul headed a UAW local at North American Aviation in Los Angeles, and became the UAW’s western regional director in the early 1960s. As such, he became, in 1965, the first established union leader to provide resources and assistance to the fledgling union of farmworkers that Cesar Chavez and Dolores Huerta were organizing. That same year, in the aftermath of the Watts Riots, he devoted union resources to establishing the Watts Labor Community Action Council and the East Los Angeles Community Union (TELACU), which became longstanding political powerhouses in LA’s black and Latino communities, respectively.

One year later, Paul put Chavez in touch with Robert Kennedy, who came to California to champion the farmworkers’ cause. Paul also opposed the Vietnam War early on—and when Kennedy declared his presidential candidacy in early 1968, Paul became his most prominent labor backer. By so doing, he also became the odd man out on the UAW’s national executive committee, on which he was by far the youngest member. Reuther certainly had profound misgivings about the war, and had helped form Negotiations Now, an organization that sought to bring the war to a halt but stopped short of advocating a unilateral withdrawal of U.S. troops. But Reuther was also an old friend and comrade of Vice President Hubert Humphrey, with whom he had founded Americans for Democratic Action in 1948. Humphrey was a solid liberal, but was tethered to Lyndon Johnson’s war policy and refused to break with it. Like most labor leaders, Reuther supported Humphrey’s presidential bid when Johnson announced in late March that he wouldn’t seek re-election.

The Kennedy-Humphrey rift between Schrade and Reuther was the UAW’s top-level, in-house version of the rift between the New Left and the Old. Over the next couple of years, Schrade grew more critical of UAW practices, and in 1970, Reuther’s successor as president, Leonard Woodcock, made sure that Paul wasn’t re-elected to the executive committee or the western regional directorship.

That hardly ended Paul’s work in and for labor. For some years, he returned to the assembly line; he also founded and led the California ACLU’s Worker Rights Committee and played a significant role in a host of worker causes. After the Ambassador Hotel (where Kennedy had been assassinated and Paul shot) closed down, he spent several decades leading the fight to build a badly needed high school on the site. That required defeating a number of other proposals, including one for a towering high-rise from Donald Trump. In time, Paul prevailed: The Robert F. Kennedy High School now stands where the Ambassador once stood. More controversially, Paul has also long believed that there was more than one shooter that June night 50 years ago in the Ambassador kitchen.

Paul’s sidelines are almost as interesting as his primary endeavors. He became an expert on Italian bread baking, and became a de facto consultant to LA’s tony La Brea Bakeries. A Wagner devotee, he made annual pilgrimages to Bayreuth. And as a longtime resident of Laurel Canyon, during one stretch in the ‘70s, his next-door neighbor on one side was Jerry Brown, and on the other side, Timothy Leary. ~ HAROLD MEYERSON

Read what happened when high school valedictorian Ben Bowling gave his speech at graduation, and included an inspiring quote that he attributed to Trump. The crowd cheered heartily.

Then, he said, Sorry, that quote was Obama.

Ben Bowling’s graduation speech was one of the rare instances where electoral polling numbers can help us understand humor.

The 18-year-old is the valedictorian of the Bell County High School Class of 2018, about 80 miles north of Knoxville, Tenn.

The closest a 21st-century Democratic presidential candidate has come to winning the hearts and minds of the people of Bell County, Ky., was in 2004, when John F. Kerry got 39 percent of people there to punch a ticket for him.

Every other race has been (more of) a landslide by whoever happened to be on the Republican side of the ballot: nearly 71 percent for John McCain in 2008, according to the state’s board of elections. Mitt Romney got 76 percent in 2012, and Donald Trump received an overwhelming 82 percent of Bell County’s votes in 2016.

On Saturday, Bowling was slated to give a speech before his cap-and-gown-wearing peers and their families, as he noted in one fourth-wall breaking segment.

Read the inspiriting quote and the crowd’s response.

The North Carolina General Assembly, controlled by extremis of the right, passed legislation to use charter schools to promote resegregation. Towns that want to create their own charters for white students may do so under this legislation. Thus, charters have become the white flight academies of the South. National corporations whose workforce is diverse should avoid North Carolina, to avoid humiliating their executives and other employees. Jesse Helms, George Wallace, and Storm Thurmond would be proud to see their dream of school choice and segregation revived in North Carolina.

Statement on NC Senate’s passage of House Bill 514

Keith Poston, President & Executive Director

Public School Forum of North Carolina

Our nation abandoned “separate but equal” long ago – we don’t need to bring it back in North Carolina.

House Bill 514 would allow four towns in Mecklenburg County to run their own municipal charter schools and give preferential access to their residents. This bill, along with its companion municipal funding measure in the state budget, are terrible ideas for North Carolina. Taken together, they set the stage for a slippery slope toward further resegregation of NC public schools.

Two major education challenges we are confronting in North Carolina are inequities in school funding across the state and the growing resegregation of our schools. They both contribute to lower overall academic results and drive the achievement gap between white students and students of color, as well as between poorer students and their more affluent peers. HB 514 will only exacerbate these profound challenges.

Last night the NC Senate made a bad bill even worse by stripping the State Health Plan and retirement benefits from any teacher employed by these new municipally-run charter schools.

At a time when we are courting major new investments from Apple, Amazon and the U.S. Army, the last thing we need are national headlines about a new NC law driving resegregation. HB 514 threatens to become our state’s education version of HB 2.
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The Public School Forum of North Carolina is a nonpartisan, nonprofit organization focused on public education in NC. Follow us on Twitter @theNCForum and visit our website at http://www.ncforum.org/.

This post includes two very different videos that demonstrate opposite ways of motivating people.

One shows a teacher whose students have been trained to give precisely the response she demands. She is robotic, and so are the students. They do precisely what they are told to do. They are totally compliant.

The other is a video made in Stockholm, where the goal was to persuade people to take the stairs instead of the escalator. The motivator was fun, not external control.

It turns out that there is a better way to motivate people, one that is joyful. I don’t know if it is easier or harder to do, but I suspect the lessons one learns joyfully last longer than those learned under duress. Look at this demonstration created in Stockholm.

As it happens, I have been reading quite a lot about motivation recently, as I have a chapter in my new book about motivation.

Without giving anything away, I suggest you read Edward Deci’s wonderful (small) book, “Why We Do What We Do” and Dan Ariely’s delightful “Predictably Irrational.”

Deci and Ariely represent modern cognitive psychology, which recognizes that intrinsic motivation is far more powerful than extrinsic motivation, and that people are far more engaged when they are purposeful and have a sense of autonomy in their work. These are far more effective at generating intrinsic motivation than tight control.

What do you think?

Renegade Teacher has worked in both charter schools and public schools (where he is now).

In this post, he urges his fellow teachers in Michigan to rise up against a penny-pinching governor and legislature:

We must rise up in Michigan, where we teachers sacrificed when times were hard in the mid-2000s. But now that the economy is humming along again and Governor Rick Snyder has made sure to keep taxes on the rich nice and low, it is time to fight for our livelihood so that we can do what we love: teach kids (and cut down on our side-hustles). We will use this time as an opportunity to have an honest conversation about the sexism and disrespect that has led to the de-professionalization of teaching, we will use this time to reclaim our 12.1% pay cut over 15 years, and we will fight the idea that worthless test scores be tied to 40% of teacher evaluations starting in 2018-2019. It is our time in Michigan to take to the streets, to tell our stories and of our hardships, and to march on Lansing and tell Rick Snyder and the legislature to hear our cries for school funding and personal livelihood. As much as Donald Trump, Chris Christie, or believers of the sexist ‘charitable calling’ conception of teachers would disagree, we have earned our right to be respected professionals. Now, we must band together to claim that right.

Who is listening?

Steven Singer here explains why any public school, no matter how “bad,” is better than ant charter school, no matter how “good.”

He begins:

But if one had to choose between the worst public school and the best charter school, you’d still be better off with the public school.

Does that sound crazy? Does it sound ideological, partisan, or close-minded.

I don’t think so.

Imagine if we said the same thing about tyrannies and democracies.

There are good tyrannies.

There are bad democracies.

Still, I’d prefer the worst democracy to the best tyranny.

Why?

Because even a badly run democracy is based on the principle of self rule. The government gets its right to make and enforce laws from the consent of the will of the governed.

Even if our representatives are corrupt and stupid, even if our federal, state and local agencies are mismanaged and disorganized – there is the potential for positive change.

In fact, the catalyst to that change is embedded in democracy, itself. Egalitarian systems founded on the principle of one person, one vote tend toward fairness, equity and liberty much more than others.

Bad leaders will be replaced. Bad functionaries will be retrained or superseded. Bad agencies will be renovated, renewed, and made to serve the will of the people.

However, in a tyranny, none of this is true.

Even if you have a benevolent tyrant who does nothing all day but try to do whatever is best for his or her subjects, that is a worse state of affairs.

Eventually the tyrant will change. Absolute power will corrupt him or her absolutely. Or even if this bastion of human goodness is incorruptible, he or she will eventually be deposed, replaced or die.

And there is nothing – absolutely nothing – to ensure the next tyrant is likewise benevolent. In fact, the system is set up to increase the likelihood that the next ruler will be as selfish, greedy and malevolent as possible.

This is because it is the system of tyranny, itself, that is corrupt – even if those that fill its offices are not.

The same goes for good charter schools.

Bob Shepherd is an amazingly accomplished writer, assessment developer, wordsmith, textbook author, and many more things. But after climbing many professional mountains, he decided to become a classroom teacher. He has a low tolerance for nonsense. He teaches in Florida.

Evaluation Session Stream of Consciousness Rant

OK, you are sitting in your year-end evaluation session, the freaking EIGHTH such session you’ve had this year, as though you had nothing better to do, and you’ve heard from every other teacher in your school that his or her scores were a full level lower this year than last, and so you know that the district office has leaned on the principal to give fewer exemplary ratings even though your school actually doesn’t have a problem with its test scores and people are doing what they did last year but a bit better, of course, because one grows each year as a teacher–one refines what one did before, and one never stops learning.

But you know that this ritual doesn’t have anything, really, to do with improvement. It has to do with everyone, all along the line, covering his or her tushy and playing the game and doing exactly what he or she is told, going all the way back to Bill Gates, who, being a God, evaluates but is not evaluated, who did stack ranking at Microsoft because, admit it, he was probably on the spectrum and didn’t know better and, since behaving in this appalling way made him incredibly wealthy, it must be right, huh? And, at any rate, everyone except the politicians and those paid to think otherwise knows that the tests in ELA are not actually valid or reliable and that’s not really the issue at your school because, the scores are pretty good because this is a suburban school with affluent parents, and the kids always, year after year, do quite well.

So whether the kids are learning isn’t really the issue. The issue is that by means of the latest magic formula pushed by the district and some InstaEduPundit, each cohort of kids is supposed to perform better than the last–significantly better–on the tests, though they come into your classes in exactly the same shape they’ve always come into them in because, you know, they are kids and they are just learning and teaching ISN’T magic. It’s a lot of hard work. It’s magical, sometimes, but its’ not magic.

So, the stuff you’ve been told to do in your “trainings” (“Bark. Roll over. Sit. Good Boy”) is pretty transparently teaching-to-the-test because some people, astonishingly, continue to believe, after years of evidence to the contrary, that that’s a way that one might actually meet the insane demand that each cohort will be magically superior to the last, but you feel in your heart of hearts that caving to this idiocy, this crowd madness, would be JUST WRONG, that it would short-change your students to start teaching InstaWriting-for-the Test, Grade 5, instead of, say, teaching writing. And despite all the demeaning crap you are subjected to, you still give a damn.

And you sit there and you actually feel sorry for this principal because she, too, is squirming like a fly in treacle in the muck that is Education Deform, and she knows she has fantastic teachers who knock it out of the park year after year, but her life has become a living hell of accountability reports and data chats to the point that she doesn’t have time for anything else anymore (she has said this many times), and now she has to sit there and tell her amazing veteran teachers who have worked so hard all these years and who care so much and give so much and know so freaking much that they are just satisfactory, and she feels like hell doing this and is wondering when she can retire.
And the fact that you BOTH know this hangs there in the room–the big, ugly, unspoken thing. And the politicians and the plutocrats and the mendacious twits at the Thomas B. Fordham Institute and that smarmy know-nothing David Coleman and the Secretary of the Department for the Privatization of Education, formerly the USDE, and the Vichy education guru collaborators with these people barrel ahead, like so many drunks in a car plowing through a crowd of pedestrians.

Joanne Barkan has been writing brilliant articles about the billionaire assault on public education for several years. Her first was “Got Dough? How Billionaires Rule Our Schools.”

Her latest is this article, which appeared on Valerie Strauss’s “The Answer Sheet.” She calls it “Death by a Thousand Cuts.” It will ring true for everyone who is fighting the massive money and power of the privatizers.

Barkan supplies a brief history of neoliberalism, as well as the federal efforts to introduce competition and privatization into the schools.

She begins:

When champions of market-based reform in the United States look at public education, they see two separate activities — government funding education and government running schools. The first is okay with them; the second is not. Reformers want to replace their bête noire — what they call the “monopoly of government-run schools” — with freedom of choice in a competitive market dominated by privately run schools that get government subsidies.

Public funding, private management — these four words sum up American-style privatization whether applied to airports, prisons, or elementary and secondary schools. In the last 20 years, the “ed-reform” movement has assembled a mixed bag of players and policies, complicated by alliances of convenience and half-hidden agendas. Donald Trump’s election and his choice of zealot privatizer Betsy DeVos as U.S. secretary of education bolstered reformers but has also made more Americans wary.

What follows is a survey of the controversial movement — where it came from, how it grew, and what it has delivered so far to a nation deeply divided by race and class.

Print it out and take the time to read it. An informed citizenry can stop this behemoth. All that money and power and the privatizers have achieved exactly nothing other than destruction.

Peter Greene is retiring as a teacher. In this post, he reflects on his legacy.

I walked into this building as a seventh grader in 1969. I’ll walk out of it as a retiree in less than two weeks.

You get asked a lot of questions when you retire, many of which have the unintended consequence of poking you right in the feels. (I’m definitely not crying at least once a day, but if I did, I would at least manage to do it when I’m not in front of anybody.) Some are pretty basic (what are you going to do with that filing cabinet) and some dig a little deeper, like the comments about my legacy. Some folks have even offered to watch after my legacy, to preserve it, and I just don’t have the heart to tell them that I have no legacy in this building.

I’m the longest-serving member of the current faculty, which means that I’ve seen a lot of people head out the door, and I know exactly what kind of mark they leave behind them.

Teachers are not billionaires or politicians. We don’t generally get to build giant structures and slap our own names on them in hopes that some day we will leave a mark behind us. We don’t generally get honored with statues and monuments, not even in a broad Tomb of the Unknown Teacher way, let alone as specific individuals. Nobody is out there carving his third grade teacher’s face into the side of a mountain.

A teacher in a school is like a post driven deep into the bed of a river. The current bends around her; maybe it cuts into the bank and certainly it carries river traffic along paths affected by that post. Even the bed of the river will be cut and shaped by the current as it bends around that post. People even start to navigate by the post, as if it’s a permanent part of the river.

But something happens when the post is one day removed.

Maybe folks are so impressed by the post that they put a special commemorative marker in place of the post. Maybe some big boulders rolled into place against the post and stay in place long after the post is gone, even when folks don’t remember how they ended up there.

But mostly there’s a momentary swirl of dirt, a quick rush of water and then, after a brief moment of time, the river bed is smooth again and the river flows as if there was never any post at all.

I don’t imagine I will leave much of legacy here, and what little there is will be worn away over time, and that’s okay. I do have a legacy, but to see it, you have to look downstream.

I figure that I’ve worked with, roughly, 5,000 students. Some of them are still carrying around bits of skill or knowledge that I passed on to them, or parts of their lives that grew out of something I passed on to them. They grew up to be living, breathing, growing, active men and women who worked at finding how to be their best selves, how to be fully human in the world. Undoubtedly some of those students didn’t get much out of being in my class, and some have less-than-positive memories of me, but I have to believe that some got something out of their time in my room.

That’s my legacy.

Please open the link to read Peter Greene at his best.

Minnesota passed the nation’s first charter school law in 1991 and opened the first charter school in 1992.

Seven years ago, Bloomberg News reporter John Hechinger (son of the eminent education writer Fred Hechinger, for whom The Hechinger Institute at Teachers College is named) went to see what had happened in Minneapolis 20 years later. What he discovered stunned him. Since charter cheerleaders care about test scores, but not racial segregation, it is not likely that much has changed.

“At Dugsi Academy, a public school in St. Paul, Minnesota, girls wearing traditional Muslim headscarves and flowing ankle-length skirts study Arabic and Somali. The charter school educates “East African children in the Twin Cities,” its website says. Every student is black.

“At Twin Cities German Immersion School, another St. Paul charter, children gather under a map of “Deutschland,” study with interns from Germany, Austria and Switzerland and learn to dance the waltz. Ninety percent of its students are white.

“Six decades after the U.S. Supreme Court struck down “separate but equal” schools for blacks and whites, segregation is growing because of charter schools, privately run public schools that educate 1.8 million U.S. children. While charter-school leaders say programs targeting ethnic groups enrich education, they are isolating low-achievers and damaging diversity, said Myron Orfield, a lawyer and demographer.

“It feels like the Deep South in the days of Jim Crow segregation,” said Orfield, who directs the University of Minnesota Law School’s Institute on Race & Poverty. “When you see an all-white school and an all-black school in the same neighborhood in this day and age, it’s shocking.”

“Charter schools are more segregated than traditional public schools, according to a 2010 report by the Civil Rights Project at the University of California, Los Angeles. Researchers studied 40 states, the District of Columbia, and 39 metropolitan areas. In particular, higher percentages of charter-school students attend what the report called “racially isolated” schools, where 90 percent or more students are from disadvantaged minority groups.

“Charter-School Birthplace

“In Minnesota, the birthplace of the U.S. charter-school movement, the divide is more than black and white.

St. Paul’s Hmong College Prep Academy, 99 percent Asian-American in the past school year, immerses students “in the rich heritage that defines Hmong culture.” Its Academia Cesar Chavez School — 93 percent Hispanic — promises bilingual education “by advocating Latino cultural values in an environment of familia and community.” Minneapolis’s Four Directions Charter School, 94 percent Native American, black and Hispanic, promotes “lifelong learning for American Indian students.”

“Charter schools, which select children through lotteries, are open to all who apply, said Abdulkadir Osman, Dugsi’s executive director.

“Some people call it segregation,” Osman said. “This is the parent’s choice. They can go anywhere they want. We are offering families something unique.”

“Nobody ‘Forced’

That’s a “significant difference” between Minnesota charters and segregated schools in the 1950s South, said Joe Nathan, director of the Center for School Change at Macalester College in St. Paul.

“Nobody is being forced to go to these schools,” said Nathan, who helped write Minnesota’s 1991 charter-school law.”

That’s the way segregation and choice work together. This is why Southern governors were champions of school choice in the decades after the Brown decision.