Archives for the month of: November, 2020

Political reporter David Sanger wrote a fascinating analysis of Trump’s attempt to reverse the results of the election. Trump lost the electoral college; Biden won 306 votes, surpassing the necessary 270. Trump lost the popular vote by nearly six million votes. He obviously forgot that he swore an oath on the Bible to defend the Constitution. He is actively subverting it.

David Sanger wrote:

President Trump’s attempts to overturn the 2020 election are unprecedented in American history and an even more audacious use of brute political force to gain the White House than when Congress gave Rutherford B. Hayes the presidency during Reconstruction.

Mr. Trump’s chances of succeeding are somewhere between remote and impossible, and a sign of his desperation after President-elect Joseph R. Biden Jr. won by nearly six million popular votes and counting, as well as a clear Electoral College margin. Yet the fact that Mr. Trump is even trying has set off widespread alarms, not least in Mr. Biden’s camp.

“I’m confident he knows he hasn’t won,” Mr. Biden said at a news conference in Wilmington, Del., on Thursday, before adding, “It’s just outrageous what he’s doing.” Although Mr. Biden dismissed Mr. Trump’s behavior as embarrassing, he acknowledged that “incredibly damaging messages are being sent to the rest of the world about how democracy functions.”

Mr. Trump has only weeks to make his last-ditch effort work: Most of the states he needs to strip Mr. Biden of votes are scheduled to certify their electors by the beginning of next week. The electors cast their ballots on Dec. 14, and Congress opens them in a joint session on Jan. 6.

Even if Mr. Trump somehow pulled off his electoral vote switch, there are other safeguards in place, assuming people in power do not simply bend to the president’s will.

The first test will be Michigan, where Mr. Trump is trying to get the State Legislature to overturn Mr. Biden’s 157,000-vote margin of victory. He has taken the extraordinary step of inviting a delegation of state Republican leaders to the White House, hoping to persuade them to ignore the popular vote outcome.

“That’s not going to happen,” Mike Shirkey, the Republican leader of the Michigan State Senate, said on Tuesday. “We are going to follow the law and follow the process.”

Beyond that, Michigan’s Democratic governor, Gretchen Whitmer, could send Congress a competing electoral slate, based on the election vote, arguing that the proper procedures were ignored. That dispute would create just enough confusion, in Mr. Trump’s Hail Mary calculus, that the House and Senate together would have to resolve it in ways untested in modern times.

Federal law dating to 1887, passed in reaction to the Hayes election, provides the framework, but not specifics, of how it would be done. Edward B. Foley, a constitutional law and election law expert at Ohio State University, noted that the law only required Congress to consider all submissions “purporting to be the valid electoral votes.”

But Michigan alone would not be enough for Mr. Trump. He would also need at least two other states to fold to his pressure. The most likely candidates are Georgia and Arizona, which both went for Mr. Trump in 2016 and have Republican-controlled legislatures and Republican governors.

Gov. Doug Ducey of Arizona has said he will accept the state election results, although only after all the campaign lawsuits are resolved. Gov. Brian Kemp of Georgia, where a hand recount reaffirmed Mr. Biden’s victory on Thursday, has not publicly said one way or another who won his state.

Mr. Trump has said little in public apart from tweets endorsing wild conspiracy theories about how he was denied victory. Yet his strategy, if it can be called that, has become clear over two days of increasingly frenetic action by a president 62 days from losing power.

In just that time, Mr. Trump has fired the federal election official who has challenged his false claims of fraud, tried to halt the vote-certification process in Detroit to disenfranchise an overwhelmingly Black electorate that voted against him, and now is misusing the powers of his office in his effort to take Michigan’s 16 electoral votes away from Mr. Biden.

In many ways it is even more of an attempted power grab than the one in 1876. At the time, Hayes was governor of Ohio, not president of the United States. Ulysses S. Grant was, and when Hayes won — also by wrenching the vote around in three states — he became known as “His Fraudulency.”

“But this is far worse,” said Michael Beschloss, the presidential historian and author of “Presidents of War.” “In the case of Hayes, both sides agreed that the outcome in at least three states was in dispute. In this case, no serious person thinks enough votes are in dispute that Donald Trump could have been elected on Election Day.”

“This is a manufactured crisis. It is a president abusing his huge powers in order to stay in office after the voters clearly rejected him for re-election.”

He added: “This is what many of the founders dreaded.”

Mr. Trump telegraphed this strategy during the campaign. He told voters at a rally in Middletown, Pa., in September that he would win at the polls, or in the Supreme Court, or in the House — where, under the 12th Amendment, every state delegation gets one vote in choosing the president. (There are 26 delegations of 50 dominated by Republicans, even though the House is in the hands of the Democrats.)

“I don’t want to end up in the Supreme Court, and I don’t want to go back to Congress, even though we have an advantage if we go back to Congress,” he said then. “Does everyone understand that?”

Now that is clearly the Plan B, after the failure of Plan A, an improvisational legal strategy to overturn election results by invalidating ballots in key states. In state after state, the president’s lawyers have been laughed out of court, unable to provide evidence to back up his claims that mail-in ballots were falsified, or that glitches on voting machines with software from Dominion Voting Systems might, just might, have changed or deleted 2.7 million votes.

Those theories figured in a rambling news conference that Rudolph W. Giuliani, the president’s personal lawyer, held with other members of his legal team on Thursday. The group threw out a series of disconnected arguments to try to make the case that Mr. Trump really won. The arguments included blaming mail-in ballots that they said were prone to fraud as well as Dominion, which they suggested was tied to former President Hugo Chávez of Venezuela (who died seven years ago), and had vague connections to the Clinton Foundation and George Soros, the philanthropist and billionaire Democratic fund-raiser.

“That press conference was the most dangerous 1hr 45 minutes of television in American history,” Christopher Krebs, who was fired Tuesday night by Mr. Trump as the director of the Cybersecurity and Infrastructure Security Agency of the Department of Homeland Security, tweeted Thursday afternoon.

“And possibly the craziest,” he went on. “If you don’t know what I’m talking about, you’re lucky.”

Mr. Krebs has often noted that the purpose of a reliable election system is to convince those who lost elections that they have, indeed, lost.

Even some of Mr. Trump’s onetime enthusiasts and former top aides have abandoned him on his claims, often with sarcastic derision. “Their basic argument is this was a conspiracy so vast and so successful that there’s no evidence of it,” said John R. Bolton, Mr. Trump’s third national security adviser, who was ousted last year.

“Now if that’s true, I really want to know who the people are who pulled this off,” he said on Sunday on ABC’s “This Week.” “We need to hire them at the C.I.A.”

On this subject, here is another excellent article:

WHY TRUMP IS LIKELY TO FAIL IN HIS EFFORTS TO UNDERMINE DEMOCRACY.


The former chief financial officer of a now-closed charter school in North Philadelphia was charged with embezzling hundreds of thousands of dollars from the school for which he was responsible. The school is now closed. The money was diverted from teachers, their pensions, and from students.

A former employee of a now-closed North Philadelphia charter school has been charged with embezzling more than $350,000.

Darnell Smith, the former chief financial officer of Khepera Charter School, misused the funds while earning a six-figure salary, Attorney General Josh Shapiro announced Friday.

On Smith’s watch, more than $200,000 was withheld from Khepera teachers’ paychecks for retirement funds, the attorney general said. But the money was never deposited into the Public School Employee Retirement System. An additional $370,000 in employer contributions was also never contributed to the system, Shapiro said...

Smith’s failure to make the pension payments ultimately forced the Pennsylvania Department of Education to withhold payments to Khepera. Eventually, the school was unable to pay teachers or its rent.

Peter Greene describes Betsy DeVos’s vision of education as provided by the marketplace. He calls it “Voucherland.”

DeVos has long argued that she puts students and families over institutions, but that appears to only apply to public institutions. Students who are not straight, not white, not Christian, and not without special needs—and their families—are on their own in a privatized education marketplace.

In the 1960s and 1970s, certain parts of the country responded to integration orders by setting up segregation academies—special private schools that let white folks keep their kids away from “those people’s” children. By setting up segregation academies, local boards could cut school taxes, leaving more money for white folks to pay academy tuition and less for the already-underfunded public schools. This system, in effect, shifted funds from public schools to private ones. 

Not only can wealthy folks—and, in some cases, corporations—fund their favorite private school, but they can help starve the government at the same time.

The modern version of this is the tax credit scholarship programs. In these voucher-like programs, wealthy people can make a charitable contribution to a private school and count it against their tax liability. If they give $10,000, that’s $10,000 less that they must pay in taxes. 

Not only can wealthy folks—and, in some cases, corporations—fund their favorite private school, but they can help starve the government at the same time.

So that’s Betsy DeVos’s vision for a future Voucherland.

For privately owned and operated schools (and particularly for the struggling Catholic school world), Voucherland is a place where they can finally get their hands on piles of taxpayer dollars, with their ability to operate as they wish unhampered by any rules and regulations. 

For parents and students, Voucherland is a government that says, “Here’s your voucher. Good luck, caveat that emptor, and don’t look to us for any help.”

Greene reminds us that Betsy may be retiring to private life, but she will still be funding religious zealots for public office. And we will still have a Supreme Court dominated by conservatives who do not believe in a Wall of Separation between state and church.

Elected officials in St. Louis County, which has no charter schools, are upset that the state legislature has voted to give them a new charter school, against their wishes. Their efforts to improve the struggling Normandy district will be undermined by the charter school. If you recall, Michael Brown (the teen who was shot and killed in Ferguson, leading to national protests), went to school in the Normandy district.

The possibility of the first public charter school opening in north St. Louis County, within the struggling Normandy school district’s borders, is being met with opposition from some local government leaders.

If approved by the Missouri State Board of Education, the Leadership School will launch in fall 2021 as the first charter school to open outside of either St. Louis or Kansas City in the two decades of the program’s existence.

Several mayors of the small towns that make up the Normandy Schools Collaborative held a press conference Thursday afternoon to voice their opposition to the new school, saying elected representation should be involved in improving the district.

“We say to anyone who wants to come into our community to help in that fight, we welcome you,” said Brian Jackson, the mayor of Beverly Hills. “But we have to say to you, not without us.”

The officials argued Normandy is turning its school system around despite inadequate resources. A charter school opening nearby will further starve the district of funding, they said.

Charter schools — which are publicly funded but run independently from elected local school boards — have opened only in St. Louis and Kansas City since their 1999 creation. They’re allowed by current state law to open outside those two cities if the school district is not fully accredited.

In another story on the same event:

 A charter school is coming to the Normandy school district next fall, despite the most organized opposition since the taxpayer-funded schools first opened 20 years ago in St. Louis.

“We reject the idea of experimenting with our educational system with our children,” said Joyce McRath, a former Normandy School Board member. “The push for charter schools rarely happens in rural communities or communities that don’t look like ours.”

Unfortunately, the Legislature is moving forward without listening to local elected officials. They will open a charter school without considering the damage it will do to the Normandy schools.

Justin Parmenter, an NBCT teacher in North Carolina, published this article in the Charlotte Observer.

As COVID-19 rates skyrocket in North Carolina and more educators lose their lives to the virus, an unmistakable trend is starting to emerge: school districts falling all over themselves to claim the infected employee didn’t get the virus at work.

When Stanly County teacher Julie Davis died last month, superintendent Vicki Calvert quickly issued a statement saying, “there is no information from the local health department indicating Mrs. Davis contracted the COVID-19 virus from any staff member or student on campus.” 

Davis’s family spoke of her extreme vigilance in avoiding situations where infections could occur, wearing a mask whenever out of the house and doing all of her shopping by curbside and drive-through. She was apprehensive about returning to school because of the increased risk but did so anyway.

Julie Davis got sick at the end of September and passed away on October 4. Her brother said Davis was convinced she got the virus at school. A student who attended the school (not one of hers) had tested positive, and she was unaware of any other time she would have been in the same space with someone who had COVID-19.

Just a week after Davis passed away, Stanly County Schools was forced to close to in-person instruction due to out-of-control COVID-19 infections in the community and in the schools.

The school’s superintendent said school officials didn’t believe Ward contracted the virus at work. However, her daughter said, “We don’t really know [where she got the virus] because she never really went out. She definitely wore her mask, she definitely hand sanitized. She did everything the CDC told us to.”

On Monday, Winston-Salem teacher assistant Teresa Gaither passed away after serving students at Easton Elementary for 23 years. A school spokesman wouldn’t confirm the cause but was eager to explain that she didn’t get it at work, saying, “At this time, the Forsyth County Department of Public Health has given WS/FCS no indication that Ms. Gaither’s cause of death was related to her employment.” Her colleagues confirmed that Gaither died of COVID-19.

In Charlotte-Mecklenburg, where the district has just begun reporting COVID-19 infections by school, a WBTV report this week said school officials “do not believe students and staff are testing positive because they are back inside the classroom. They say students (and) staff and getting sick from circumstances outside of the school.” 

Here’s what public relations-minded school districts are implying when they claim that a COVID-19 infection had nothing to do with school: Somewhere, somehow that individual made a careless error which led to their illness. It had nothing to do with insufficient safety protocols, asymptomatic carriers, or a lack of resources.

There’s nothing to see here, folks. Mask up and wash your hands, everyone. Just lean in and we’ll be fine.

Could we please have the decency to admit that, in many of these cases, we have no idea where they got it? While it is possible these educators contracted the virus outside of school, it’s just as likely that they didn’t. We simply don’t know.

What we do know about this virus is that the only way to truly stay safe from it is to avoid crowded public places, perform regular disinfection and ensure proper ventilation and clean air flow when we must share space with others. Those conditions are hard to come by in a public school.

These educators who have lost their lives during the pandemic have been forced to choose between increasing their risk of infection by returning to in-person instruction and not being able to feed their kids or pay their mortgage.

Many of our educators have been vocal in calling for a return to school only when we can be reasonably certain it’s safe, with maximum social distancing, effective contact tracing, safe HVAC systems and sufficient staff. In far too many cases they’ve been forced back to the classrooms they love with none of those things.

In light of their dedication to serving our children despite a raging pandemic, it’s the least we can do to stop blaming our educators for getting COVID-19.


Read more here: https://www.charlotteobserver.com/opinion/article247165609.html#storylink=cpy

The school district of Burbank, California, is embroiled in a bitter debate about book banning. The books in questions are about racism, and black parents are complaining that the books are racist. Among the books that parents want removed are: Mark Twain’s The Adventures of Huckleberry Finn, one of the most censored books in American literature; Harper Lee’s To Kill a Mockingbird; Mildred D. Taylor’s Roll of Thunder, Hear My Cry.

I wrote a book about censorship of language on tests and in textbooks and of books used in school. It is called The Language Police. I recommend it to anyone wanting to know more about the history of these practices.

The Los Angeles Times describes the controversy:

During a virtual meeting on Sept. 9, middle and high school English teachers in the Burbank Unified School District received a bit of surprising news: Until further notice, they would not be allowed to teach some of the books on their curriculum.

Five novels had been challenged in Burbank: Harper Lee’s “To Kill a Mockingbird,” Mark Twain’s “The Adventures of Huckleberry Finn,” John Steinbeck’s “Of Mice and Men,” Theodore Taylor’s “The Cay” and Mildred D. Taylor’s Newbery Medal-winning young-adult classic “Roll of Thunder, Hear My Cry.”

The challenges came from four parents (three of them Black) for alleged potential harm to the public-school district’s roughly 400 Black students. All but “Huckleberry Finn” have been required reading in the BUSD.

The ongoing case has drawn the attention of free-speech organizations across the country, which are decrying it as the latest act of school censorship. The charge against these books — racism — has been invoked in the past, but in contrast to earlier fights across the country, this one is heavily inflected by an atmosphere of urgent reckoning, as both opponents and defenders of the novels claim the mantle of antiracism.

The debate within the district comes after a summer of mass protests calling for an end to the unjust treatment of Black people. As a result, many institutions and school districts like BUSD are taking a hard look at themselves, their policies, curriculums and practices, in many cases publishing antiracist statements. And while book banning has a long history in America, the situation in Burbank — once a sundown town that practiced racial segregation — is freshly complicated.

In the abstract, it’s a dispute about the meaning of free speech and who gets heard. More specifically, it’s about what should be taught to the district’s roughly 15,200 enrolled students — who are 47.2% white, 34.5% Latino, 9.2% Asian and 2.6% Black — and how Burbank can move forward on race boldly but sensitively...

A week after teachers learned of the removal, the National Coalition Against Censorship (NCAC) sent a letter to BUSD urging the district to allow teaching of the books while the challenges are under review. On Oct. 14, PEN America released a petition calling for the same.

“[W]e believe that the books … have a great pedagogical value and should be retained in the curriculum,” read letter from the NCAC.

Books written by or featuring people of color are “disproportionately likely to be banned,” said James Tager, PEN’s deputy director of free expression research and policy. “That is a decades-long trend that advocates and observers have seen.”

Mercedes Schneider reviewed Douglas Harris’s book Charter City in Commonweal. As a teacher in Louisiana and a close observer of the politics of education, Schneider is well positioned to assess the claims on behalf of the all-charter NewOrleans district. Harris is a respected economist who heads the Education Research Alliance at TulaneUniversity, which received a $10 million grant from the U.S. Department of Education to study school choice.

Schneider writes about the determination of whites in Louisiana to block integration of the public schools after the Brown decision. When the courts struck down vouchers, “anti-Black sentiment never waned, and decades of white flight from New Orleans followed. Meanwhile, the state diligently set about eliminating economic advancement opportunities for the remaining Black population, limiting employment and housing options while cutting back drastically on education. Soon enough, the city was bereft of a Black middle class and the tax base needed to fund basic services, including public schools. And so, as one might logically expect, the public education situation in New Orleans became dire.“ She wondered whether Harris would acknowledge this history but he did not.

Harris, the director of the Education Research Alliance for New Orleans and a professor of economics at Tulane University, focuses instead on data—specifically, on test scores and graduation rates in the years prior to the devastating 2005 storm and in the years that followed, from 2006 to 2015. By his accounting, the numbers went up post-Katrina, which he credits to intervention by the state in the form of charter-school initiatives. Now, data can be compelling, and reformers will often point to metrics like improved test scores to make the case for charter schools. But when I look at the data Harris cites, I think of the audit that’s being conducted at the request of the New Orleans superintendent of schools because of missing test scores and irregularities in high-school transcripts and class credits. I think of the numerous lawsuits calling for the Louisiana Department of Education—which was then run by a champion of the charter reform efforts in New Orleans—to release suspect testing data for independent review. So I can’t say I have confidence in the integrity of the data that Harris has analyzed. 

But that is not my principal concern. What’s more troubling is the narrative Harris spins out about the state takeover itself. That effort was led by Leslie Jacobs, former state school-board member turned businesswoman, who with a handful of other affluent whites form the core of what Harris calls the “reform community.” It was Jacobs who instigated things by drafting legislation that classified most New Orleans schools as “failing.” From there, the reform community—working out of office space provided by Tulane University—moved to sideline the predominantly Black community of New Orleans in its planning. Even as the city’s economy was still reeling from Katrina, the group engineered the mass firing of Orleans Parish School Board teachers. Harris describes the firing as an unfortunate necessity in achieving “reform”—that is, replacing traditional board-led public schools with a portfolio of independently operated charters. But the decision was also motivated by the inconvenient fact that the teachers were unionized, and thus a potential force of resistance. 

She laments the fact that schools have been severed from their communities. Despite the celebration of “choice,” the one choice unavailable to parents is a neighborhood school. When local groups of Black parents have asked if they can apply for a charter, they find that they cannot. Community engagement is important, she says, but it is of no consequence in New Orleans.

Schneider says that the Black citizens of New Orleans have been disenfranchised for decades. The charter takeover of their city’s schools is yet another expression of disrespect for their communities.


During the campaign, Joe Biden made clear commitments to support community public schools. He promised transparency and accountability for privately managed charter schools, as well as a ban on federal funding for charters operated for profit. He also unequivocally took a stand against standardized testing in a public meeting with hundreds of educators in Pittsburgh. NPE board member Denisha Jones asked him at that time if he would commit to ending standardized testing in the schools. He unequivocally said yes.

The Network for Public Education, joined by dozens of other groups, calls on President-Elect Biden to keep his promises.

To add your group’s name, contact NPE.
https://networkforpubliceducation.org/about-npe/

Our friend and ally, Dr. Charles Foster Johnson, recently gave an interview in which he expressed his optimism about the incoming Biden administration. Dr. Johnson is leader of Pastors for Texas Children, which fights privatization and supports public schools. He has opened nine state affiliates, the latest one in Alabama. He is a champion of public schools and teachers and students. He understands that public schools need resources and community support, not competition and punishments.

Among his many insightful comments is this one:

Donald Trump and Betsy DeVos pushed private school vouchers. That is unlikely from the Biden administration. What is more of a threat is continued expansion of charter schools that, basically, are publicly underwritten private schools due to their independent private ownership. Traditionally, vouchers are the privatization model of choice for Republicans (rural Republicans excepted) and charters are the privatization model of choice for Democrats.

Accordingly, the standardized testing racket so enshrined in No Child Left Behind and Race to The Top must be dismantled. Why do we have them when teachers, parents, community leaders and children all hate them? Here’s why: corporate backers of privatization want to measure poor children rather than treasure them. Let’s take the billions we are squandering on burdensome and punitive assessment and re-channel that money back into athletic, musical, artistic and vocational programs that have been so severely cut because of them in the first place.

Jan Resseger writes that the Ohio Legislature is up to its familiar tricks.

While no one was looking, it passed more voucher legislation, again brazenly violating the state constitution, which requires public funding of public schools and forbids public funding of private schools. Let us not forget that former Governor John Kasich was instrumental in this violation of the public trust.

Five years ago right at the end of a spring session of the Ohio Legislature, a group of state senators added a long amendment to House Bill 70, which was about expanding the number of full service, wraparound community learning centers—schools with medical and social services located right in the school. The amendment had nothing to do with the subject of the original bill. The amendment’s purpose was to establish the state takeover of the school district in Youngstown and set up a procedure for state takeovers of other so-called “failing” school districts. A deal had been cut. No opponent testimony was permitted. The Ohio Senate passed the amended HB 70 and sent it back for quick approval by the Ohio House. Within hours, Governor John Kasich had signed it, and without public input, an appointed Academic Distress Commission supplanted the elected school board in Youngstown.

This time the subject is vouchers.

Last spring, just as everything shut down due to the arrival of the COVID-19 pandemic, both houses of the Ohio Legislature debated changes in the EdChoice voucher program and came up with two separate bills. EdChoice eligibility is currently described by legislators as “performance-based.” The state designates EdChoice schools by these schools’ low ratings on the state’s school district report card, which everybody agrees is flawed. Last spring the program was expected to double in size. At angry hearings, school districts complained because EdChoice vouchers are funded through something called “the school district deduction.” The House plan would have funded the vouchers out of the state budget; the Senate plan kept the school district deduction.

Read the rest of this sorry story. It is especially sorry since legislators already know that vouchers in Ohio do not improve test scores; they actually drag them down. For shame!