Archives for the month of: February, 2021

The Constitution of the state of Florida bans the transfer of public funds to religious schools or any religious institution. The ban is unequivocal. It says: “No revenue of the state or any political subdivision or agency thereof shall ever be taken from the public treasury directly or indirectly in aid of any church, sect, or religious denomination or in aid of any sectarian institution.”

In 2012, the state voted on a referendum to permit vouchers for religious schools. The proposed Amendment 8 was misleadingly called “the Religious Freedom Amendment.” Voters turned it down by 55%-45%.

Despite the explicit language of the State Constitution, despite the defeated state referendum, despite the body of research that shows that voucher schools are mostly inferior to public schools, despite the number of religious schools that openly discriminate in admissions and that use textbooks that are racist and sexist, Florida’s Republican governors and legislature have steadily expanded its multiple voucher programs, which currently sends about $1 billion to mostly religious schools. These schools are not subject to the same standards and accountability as public and charter schools. Now Florida legislators want to combine its several voucher programs and expand them.

If you live in Florida, say no to this degradation of public education and waste of public funds.

From: Network for Public Education Action <carol@npeaction.org>
Date: Tue, Feb 2, 2021 at 8:16 AM
Subject: [test] Urgent: Stop the Florida Mega-Voucher Bill Today
To: <burriscarol@gmail.com>

Florida SB 48  merges and expands the multiple voucher programs that already exist into two large programs.

If passed, this bill would also reduce the frequency of audits to detect fraud from every year to once every three years, increase the yearly growth rate of voucher programs, and via ESAs, expand the use of public funds for parents to “shop” for private schools or homeschool services.

Here is what to do.

1. Pick up the phone today and call:(Sample Script) My name is (name). Please tell Senator (name) that I strongly oppose SB 48. I support public education. SB 48 is one more attempt to fund private schools and destroy our public school system. 

Chair, Sen. Joe Gruters (850) 487-5023gruters.joe.web@flsenate.govTwitter: @JoeGruters 
Vice Chair, Sen. Shevrin Jones (850) 487-5035jones.shevrin.web@flsenate.govTwitter: @ShevrinJones
Senator Lori Berman(850) 487-5031berman.lori.web@flsenate.govTwitter: @loriberman 
Senator Jennifer Bradley (850) 487-5005bradley.jennifer.web@flsenate.govTwitter: @jenn_bradley 
Senator Doug Broxson(850) 487-5001broxson.doug.web@flsenate.govTwitter: @DougBroxson
Senator Travis Hutson(850) 487-5007hutson.travis.web@flsenate.govTwitter: @TravisJHutson 
Senator Kathleen Passidomo(850) 487-5028passidomo.kathleen.web@flsenate.govTwitter: @Kathleen4SWFL 
Senator Tina Polsky (850) 487-5029polsky.tina.web@flsenate.govTwitter: @TinaPolsky 
Senator Perry Thurston, Jr (850) 487-5033thurston.perry.web@flsenate.govTwitter: @PerryThurstonJr2.

Get on Twitter and tweet: Don’t destroy Florida public schools. #SayNotoSB48  @PerryThurstonJr @TinaPolsky @Kathleen4SWFL @TravisJHutson @DougBroxson @jenn_bradley @loriberman @ShevrinJones @JoeGruters @NPEaction @pastors4flkids Stop the mega-voucher bill. I love Florida Public Schools. Stop defunding them. #SayNotoSB48  @PerryThurstonJr @TinaPolsky @Kathleen4SWFL @TravisJHutson @DougBroxson @jenn_bradley @loriberman @ShevrinJones @JoeGruters @NPEaction @pastors4flkids Stop the mega-voucher bill. #SayNotoSB48 that outsources Florida’s $1 billion voucher program to private organizations for profit.. @PerryThurstonJr @TinaPolsky @Kathleen4SWFL @TravisJHutson @DougBroxson @jenn_bradley @loriberman @ShevrinJones @JoeGruters @NPEaction @pastors4flkids 

3. Send an email to the senators above, using the email addresses under their names (click the address and cut and paste text below):
I oppose SB 48 because it contains no standards, no transparency, and only tri-annual accountability. It gives to the few while ignoring the needs of the many children in public schools. Please vote to oppose SB 48.

Don’t wait. Thanks

 

Carol Burris, Executive DirectorDonations to NPE Action (a 501(c)(4)) are not tax deductible, but they are needed to lobby and educate the public about the issues and candidates we support.
Please make a donation today.Sent via ActionNetwork.org. To update your email address, change your name or address, or to stop receiving emails from Network for Public Education Action, please click here.

Avi Wolfman-Arent writes at the Philadelphia PBS website WHYY about the uncomfortable dilemma of the “school choice movement.” At least some of the choice champions had not come to grips with the fact that their movement was funded by Trump supporters. Perhaps the reckoning might have caused them to wonder if they were being used. It’s easy to forget–or perhaps never realize–that the school choice movement was created by Southern segregationists, borrowing the rhetoric of libertarian economist Milton Friedman. It i worth pondering why and how the Democratic Party abandoned its longstanding belief in equitable, well-resourced public schools as a common good.

He begins:

When Philadelphia-area mega-donors Jeff and Janine Yass made headlines recently for their contributions to Republican politicians — some of whom tried to overturn the presidential election — it stirred up a familiar debate in local education circles.

The Yass family has a long history of donating to Republican politicians and conservative causes. They also are among the largest donors to Pennsylvania’s school choice movement.

Therein lies a dilemma that, for some Democrats who support school choice, has caused increasing bouts of self-reflection.

On the ground, many charter school employees and school choice advocates are left-of-center, motivated by a desire to shake up an educational system that they see as not acting urgently enough to help low-income students of color.

But the movement’s growth — and success — has long relied on the political and financial capital of conservatives, who see school choice as a way to inject free-market thinking into the educational bureaucracy.

None of this is new.

What’s new is the reckoning forced by the Trump era, culminating in a violent insurrection that was fomented by Republican lawmakers — carried out with symbols of the Confederacy — who, on other days, could be a charter advocate’s best ally.

“For a period of time, this coalition was able to exist without some of the tensions we’re talking about threatening to rip it apart,” said Mike Wang, a veteran of the Philadelphia education scene who once headed a leading school choice advocacy group that lobbied in Harrisburg.

Will this unusual alliance survive? Can it find new political strength under an administration promising reconciliation and unity? Or will it disintegrate in an era of increasing political polarity?

At what point do well-meaning liberals understand that there is a fundamental contradiction between the free market and equity. The free market produces winners and losers, not equity.

Back in the 1980s, the culture wars were at full pitch, with ethnic groups competing with one another for time and space in the social studies and history curriculum. In 1987, Jesse Jackson led a demonstration of 500 protesters at Stanford University chanting, “Hey, hey, ho, ho, Western civ has got to go!” In 1989, the introductory Western Culture program was replaced by “Culture, Ideas, and Values,” which taught an inclusive approach to race, class, and gender.

The battles over inclusion and diversity were numerous. Ultimately, it seemed over the past twenty years, we as a society reached a new equilibrium. We (that is, in movies, television, the media generally, in sports, in politics, in government, in industry, and in the school curriculum) recognize that many different groups and individuals played important roles in forging this nation and continue to do so today. Inclusion and diversity are more than words, they are an ideal for which we continually strive.

Trumpism revived an old and toxic element: White Supremacy. His praise of groups like the Proud Boys, his refusal to disavow them or even the Ku Klux Klan, allowed such groups to come out from under a big rock of infamy and crawl back into the edges of the mainstream.

The resurgence of hate groups and their open advocacy of violence against others is a direct rebuke to what seemed to be (at least for a time) the triumph of multiculturalism and inclusion.

Once you open this spigot, it is hard to turn it off, and the demands for group recognition and flow in many directions.

Consider the heated reaction to the Black Lives Matter movement. Critics called it racist, when in fact it was a demand for the recognition that systemic racism is deeply institutionalized and needs to be confronted and changed. The widespread and multiracial protests that followed the murder of George Floyd energized allies of racial justice and angered the newly awakened White Supremacists.

When loosely organized and disorganized groups began pulling down Confederate statues, that caused a backlash. Trump refused the Defense Appropriations Bill because it included a provision to rename military bases named for Confederate generals (who were, after all, traitors to the United States). Congress overrode his veto, not necessarily because they disagreed with him, but because they wanted the armed forces to get a deserved pay raise.

In San Francisco, the school board voted 6-1 to strip the names of prominent individuals from 44 school buildings, which led to an outcry because some of the names that will be removed are George Washington, Abraham Lincoln, Robert Louis Stevenson, Paul Revere, and Dianne Feinstein. The school district, which has more than 57,000 students enrolled, is changing the schools named after historical figures linked to “the subjugation and enslavement of human beings; or who oppressed women, inhibiting societal progress; or whose actions led to genocide; or who otherwise significantly diminished the opportunities of those amongst us to the right to life, liberty, and the pursuit of happiness,” according to the text of the resolution.

For starters, it is always a bad idea to name a building for a living person. There should be a rule against it.

Schools that will be renamed include: Abraham Lincoln High School, George Washington High School, Dianne Feinstein Elementary, Roosevelt Middle School, Jefferson Elementary and Alamo Elementary. Lincoln was chosen based on “his treatment of First Nation peoples,” teacher Jeremiah Jeffries told the San Francisco Chronicle in December 2020. Washington and Jefferson were slaveowners. Feinstein, a former San Francisco mayor, was listed for reportedly ordering a Confederate flag to be replaced after it was torn down, according to the Sacramento Bee. The news also comes more than a year after the school board voted to cover a controversial mural depicting images of slavery and dead Native Americans at George Washington High School.

The board was partially motivated to draft the resolution after the deadly “Unite the Right” rally in Charlottesville, Virginia, in 2017. “This resolution came to the school board in the wake of the attacks in Charlottesville,” said San Francisco Board of Education President Gabriela López. “And we are working alongside the rest of the country to dismantle symbols of racism and White supremacy culture. “San Francisco is not the only city to take pass such a resolution.

In recent years, city councils and school districts nationwide have renamed buildings and removed monuments dedicated to Confederate leaders who fought to preserve slavery and White supremacy in America. In September of 2020, the Equal Justice Initiative (EJI) identified more than 240 schools across the country that bear the name of a Confederate leader. More than 30 schools in the US have been renamed since 2014 in order to eliminate any link to Confederacy, according to the EJI.

San Francisco Mayor London Breed said she endorses the move to rename the schools but wonders why the board was not making plans to reopen the schools.

The board has invited suggestions for new names for the schools.

I suggest that they be called by numbers, not by names. Why not High School #1, Public School #2? That way they will never offend anyone and their names will live forever.

I went to a junior high school in Houston named for a Confederate general, Albert Sidney Johnson Junior High. The name and the school are long gone. Good riddance! (I still remember the marching song, however, which was catchy.)

But it gets wilder still in North Carolina. There, the newly elected Lieutenant Governor Mark Robinson, who is African American, accuses the schools of indoctrinating students and calls for changing the state social studies curriculum so that it does not acknowledge systemic racism. Lt. Governor Robinson has collected nearly 20,000 signatures to endorse his views. His petition says:

THE NORTH CAROLINA STATE BOARD OF EDUCATION will vote Thursday, Feb. 4, to adopt new state social studies standards, kindergarten through high school.

The (CL.B.1) standard states: “Explain how individual values and societal norms contribute to institutional discrimination and the marginalization of minority groups living under the American system of government.” 

The proposed standards are political in nature and paint America as being systematically racist. These divisive standards consistently separate Americans into groups in an effort to undermine our unity. The proposed standards indoctrinate our students against our great country and our founders. The standards are not age-appropriate in the elementary grades. Will you stand with Lt. Governor Robinson in rejecting the current standards the State Board of Education is planning to vote on?

There may be a moral to this story, but I am not sure what it is.

My takeaway: Tell the truth as best you know it. Respect other people. Listen to them. Don’t try to push your views on others who disagree. Pay attention to historians. Rely on reputable sources. Teach the conflicts and debates. Don’t die on the wrong hill.

The Pastors for Texas Children sent a letter to the U.S. Department of Education seeking relief from the deluge of federal funding for charters that is inundating Texas and undermining its underfunded public schools. PTC asks for regulations to prevent harm to the public schools that enroll the vast majority of children.

Read its letter in the PDF attached here.

We start the day today with reports from Mercedes Schneider and from me on the new members of the House Education and Labor Committee. We both spent several hours on Sunday putting together posts, not aware that the other was doing the same thing. Mercedes reviewed the backgrounds of the Republicans just added to the committee, and she picked up some very interesting information that I missed. I recommend that you read her post.

This is my review of both parties’ new additions to the committee, which should be read in conjunction with Mercedes’.

Fifteen new members were added to the House Education and Labor Committee: 11 Republicans and four Democrats. The information I provided below was gathered mostly from Wikipedia (in italics) and the candidates’ campaign website.

By now, you have no doubt heard that rightwing extremist and Qanon nutcase Marjory Taylor Greene was added to the House Education and Labor Committee by the Republican leadership.

But she is not the only new Republican member appointed to the committee who is hostile to public schools.

Here is the complete list of new Republican members added to the committee.

New Republican members
Rep. Mariannette Miller-Meeks (R-IA)

Miller-Meeks is a physician and an opthamologist in Iowa. According to Wikipedia: Miller-Meeks opposes the Affordable Care Act (Obamacare).[1] She opposes abortion, except in cases of rape, incest or harm to the mother.[1] Of same-sex marriage, she said in 2014 that she favors “traditional marriage.”[1] She has criticized EPA regulation of waterways and coal plants, saying it creates “uncertainty.”[1] During the COVID-19 pandemic, she said she opposed the implementation of face mask mandates to halt the virus’s spread.[13]

Rep. Burgess Owens (R-UT)

Burgess Owens was elected from Utah. He was a professional athlete. He is African American. He is a very conservative Republican who appears frequently on FOX News.

When asked if he planned to be involved with the Congressional Black Caucus, a group made up of African American lawmakers that is currently made up entirely of Democrats. “I will have nothing to do with the Black Caucus,” Owens responded. “It has nothing to do with color; it has to do with our values. I see an organization that’s been pro-abortion, anti-choice for school, not doing anything to make sure our kids get educated or get job opportunities. They have been our biggest problem.”

Owens says he left the NFL “a cocky liberal” but went on to become “a very humbled and appreciative conservative”.[2] He has also described his current views as “very conservative”.[22] In June 2019, Owens, who is black, provided testimony to a United States House Committee on the Judiciary subcommittee opposing a bill that advocated reparations for slavery.[23] Owens has also criticized U.S. national anthem protests and Colin Kaepernick.[24] In November 2019, Owens called Donald Trump “an advocate for black Americans”.[25] On January 6, 2021, Owens joined fellow Utah Congressman Chris Stewart and voted to reject Pennsylvania’s electoral votes for President-elect Biden.[26]

At a June 1, 2020, Republican primary debate, Owens said Democrats in Washington are held in thrall by Marxists and socialists. Owens stated: “The days of Ronald Reagan and Tip O’Neill are over. We’re dealing with people who hate our country”. He also said the Affordable Care Act should be repealed and that he supported President Donald Trump.[27] Later on in the campaign, Owens changed his stance, stating that coverage for pre-existing conditions should be protected, and that he did not support the repeal of Obamacare.[28][29][30]

In a candidate forum in October 2020, Owens stated that the country’s top economic need is to reduce business regulations and make tax cuts. He also stated his opposition to a minimum wage increase.[31] When asked about the need for bipartisanship, he responded, “The first thing we have to do is make sure that the Republican Party gets control again… We’re at a point now we just cannot afford to go off the cliff and allow a socialist to actually take the lead now… We have to be honest about this. There are truly people who don’t love our culture and do anything to destroy it and transform us into something else.”

In January 2021, speaking before a group of Democrats in the Utah Legislature, Owens stated he now realizes the difference between liberals, Marxists and socialists, and apologized to liberals for past remarks. Owens stated at the time: “What I didn’t realize and now I am realizing is that the ideology that we’re all fighting against is something we all need to know is out there. There are literally people who do not love our country the way we do. And when I say that, my apologies go to liberals, because I didn’t quite see the difference in liberalism and Marxism and socialism. There’s a difference. … We believe in God. We believe in capitalism. We believe in the family unit. Conservatives and liberals believe that. … There’s an ideology, if we don’t recognize it, if we say it doesn’t exist, it’s to our detriment.”[32]

Rep. Bob Good (R-VA)

Rep. Bob Good of Virginia attended Liberty Christian Academy and received his B.S. and M.B.A. at Liberty University, founded by Rev. Jerry Falwell.

Good campaigned in 2020 on a far-right platform, espousing hard-line views on immigration policy and opposition to same-sex marriage[13] and aligning himself with President Donald Trump.[6] Good called for the repeal of the Affordable Care Act[6]and rejected public-health measures to combat the spread of COVID-19, a pandemic in the United States.[13] He did not wear a face covering or encourage the wearing of face coverings at campaign events, and opposed restrictions on businesses to slow the spread of the virus.[13] Good suggested, without evidence, that the wearing of face coverings might be harmful.[13] In the November 3, 2020 election, Good defeated Democratic nominee Cameron Webb, a physician.[6]

Rep. Lisa McClain (R-MI)

Rep. McClain was endorsed by Donald Trump.

McClain has raised over $1 million for treatment of Multiple Sclerosis.[10] She is a devout Roman Catholic.[11]

Rep. Marjorie Taylor Greene (R-GA)

Greene was one of the 139 representatives who challenged the results of the 2020 U.S. presidential election in Congress on January 7, 2021, the day after the storming of the U.S. Capitol.[3] She has voiced support for disproven and discredited far-right conspiracy theories including Pizzagate,[4]QAnon,[5]false flag shootings as a means for Congress to legislate for gun control,[6][7]9/11 conspiracy theories,[8] and the “Clinton Kill List“.[6] Her Facebook account has expressed support for executing prominent Democratic politicians.[9] After falsely asserting Donald Trump was elected in a landslide but the election had been stolen from him, in January 2021 Greene filed articles of impeachment against President Joe Biden the day after his inauguration, alleging abuse of power.[10][11]


Rep. Diana Harshbarger (R-TN)

Rep. Harshbarger is a pharmacist from Tennessee. She ran for a safe Republican seat.

Harshbarger focused her campaign on fixing the opioid crisis, advocating anti-abortion legislation, and protecting religious freedom. She failed to debate any competitors throughout her primary or general race. [11]

On the afternoon of January 6, supporters of U.S. President Donald J. Trump, incited by the president himself, broke into the U.S. Capitol during debate, vandalized the building, and threatened lawmakers. Lawmakers fled to an undisclosed location for safety. Later that evening, Representative Harshberger joined 139 other Republican House members in voting to sustain objections to the certification of the results of the 2020 U.S. Presidential election, based on claims of vote fraud that were supported by no evidence.[12]


Rep. Mary Miller (R-IL)

Rep. Miller graduated from Naperville Central High School and has a B.A. in elementary education and a B.S. in business management. She is a member of the far-right Freedom Caucus.

On January 5, 2021, two days into her House term, Miller issued a prepared speech to the conservative group Moms for America.[11][12] She quoted Adolf Hitler, saying: “Each generation has the responsibility to teach and train the next generation. You know, if we win a few elections, we’re still going to be losing unless we win the hearts and minds of our children. This is the battle. Hitler was right on one thing. He said, whoever has the youth has the future.”[13][14]

A number of groups and politicians strongly condemned the comment, harshly criticized Miller, and exhorted the Republican party to do likewise. Public statements were issued by the U.S. Holocaust Memorial MuseumAnti-Defamation LeagueWorld Jewish Congress, and multiple lawmakers including Adam Kinzinger and Illinois Governor J. B. Pritzker.[15][16][17][18][19][20] Representative Jan Schakowsky, Senator Tammy Duckworth, and the Illinois Legislative Jewish Caucus called for Miller’s resignation.[21][19][16]

On January 7, Miller’s office tweeted that her remarks had been intended to compare alleged youth indoctrination efforts by unnamed “left-wing radicals” to those of Hitler, while nonetheless encouraging Republicans to even more aggressively appeal to the youth as a means to collective power.[12] On January 8, she apologized for having quoted Hitler in the message, but accused her critics of twisting her words.[11][22]

On January 14, Schakowsky said that she would introduce a measure to censure Miller.[23]


Rep. Victoria Spartz (R-IN)

Rep. Spartz is a CPA.

Victoria Kulgeyko was born in Nosivka,[4] Chernihiv OblastUkrainian Soviet Socialist Republic, today Ukraine.[6] Before moving to the United States, she earned a Bachelor of Science degree and a Master of Business Administration degree from the Kyiv National Economic University. She also earned a Master of Accountancy from the Kelley School of Business of Indiana University – Purdue University Indianapolis.[8]

While Kulgeyko was in college, she met her future husband, Jason Spartz, on a train in Europe and began dating him.[9] They married in 2000.[10] Victoria Spartz immigrated to the United States in 2000 at the age of 21 and became a U.S. citizen in 2006.[11][12][13]

In late 2020, Spartz was identified as a participant in the Freedom Force, a group of incoming Republican members of the House of Representatives who “say they’re fighting against socialism in America”.[23][24][25][26


Rep. Scott Fitzgerald (R-WI)

Rep. Scott Fitzgerald was leader of the State Senate in Wisconsin, where he was a close ally of Governor Scott Walker and helped to pass laws that limited collective bargaining and that gerrymandered state legislative districts. He opposed certification of Biden’s election on January 6.

Rep. Madison Cawthorn (R-NC)

Rep. Cawthorn was homeschooled and dropped out of Patrick Henry College after one semester. He spoke at Trump’s rally on January 6, rallying a violent mob to invade the U.S. Capitol.

Rep. Michelle Steel (R-CA)

Rep. Steel is one of the few Korean-Americans to serve in Congress. She represents the conservative Orange County district in California. She has been active in Republican Party politics. She wants to lower taxes and supports school choice.

During her campaign, Steel spoke out against COVID-19 mask mandates.[13] Her platform included opposition to abortionsame sex marriage, the Affordable Care Act, and the creation of a pathway to citizenship for undocumented immigrants.[13][23] A conservative, she aligned herself with President Donald Trump.[24]

Democrats appointed four new members to the House Education and Labor Committee:

  • Congressman Jamaal Bowman of New York

Rep. Jamaal Bowman is a career educator who founded the Cornerstone Academy for Social Action, a middle school in The Bronx, New York City. He has a Bachelor’s degree in sports management, a masters’ degree in counseling, and a doctorate in educational leadership.

Bowman became a leading advocate against standardized testing.[8][9] His blog on the role of standardized testing has received national attention.[8] He has written about high-stakes testing’s role in perpetuating inequalities,[10] including the turnover, tumult, and vicious cycle it creates in the lives of students and educators, as assessment performance damages a school’s ability to teach and, subsequently, the quality of the education upon which the student is assessed. By the mid-2010s, a quarter of Bowman’s students had opted out of standardized testing. He also advocated for children to receive arts, history, and science education in addition to the basics of literacy and numeracy.[8] Bowman’s school policy used a restorative justice model to address the school-to-prison pipeline.[citation needed] After ten years as principal, he left the job to focus on his congressional campaign.

  • Congresswoman Teresa Leger Fernandez of New Mexico

Rep. Leger Fernandez received her BA from Yale and her law degree from Stanford Law School. She practiced law in New Mexico before running for Congress. Leger Fernandez has advocated for a “New Mexico Green New Deal,” Medicare For All, a transition away from fracking to green energy, and a ban on the sale of military style semi-automatic rifles.[26] She has also supported comprehensive immigration reform and the passing of the DREAM Act.[27]

  • Congresswoman Kathy Manning of North Carolina

Rep. Manning earned her undergraduate degree from Harvard and her law degree from the University of Michigan. Her father worked for Ford Motor Co. and her mother taught public school. Manning was director of the charitable Jewish Federations of America. She supports an increase in the minimum wage, affordable healthcare, improving education, and access to arts in the community.

  • Congressman-elect Frank Mrvan of Indiana

Rep. Mrvan was born in Indiana, where he attended public school and graduated from Ball State University. He was a mortgage broker, then a township trustee. He campaigned on a platform of improving healthcare, increasing jobs and opportunity, and was endorsed by the AFT and United Steelworkers.


 

Politico reports that Republicans have come up with a “compromise” COVID relief bill that slashes funding for schools. President Biden has proposed a $1.9 trillion relief bill, that includes $170 billion for schools. Republicans have offered a COVID relief bill of $600 billion with a dramatic cut for schools, reducing the school aid to $20 billion. In the previous COVID relief (the CARES Act), charter schools, private schools, and religious schools received far more funding per-pupil than public schools. Republicans want public schools to reopen without the resources to reopen safely.

SENATE GOP PLAN WOULD SLASH BIDEN’S REQUEST FOR SCHOOL FUNDING: A group of 10 Republican senators is set to unveil the details today of a $600 billion counterproposal to Biden’s $1.9 trillion relief plan, and Biden plans to hear them out. White House press secretary Jen Psaki announced on Sunday evening that Biden had invited the group to the White House early this week. Her statement also touted the “substantial investment in fighting COIVD and reopening schools” in the administration’s original proposal. 

— The GOP lawmakers, led by Sen. Susan Collins (R-Maine), requested the meeting to make the case for a bipartisan deal — even as Democratic congressional leaders prepare to move ahead this week on a budget resolution that would unlock a path to passing Biden’s plan along party lines through budget reconciliation. 

— Sen. Bill Cassidy (R-La.), a member of the group, said on “Fox News Sunday” that the proposal would provide $20 billion “to get kids back to school,” which is a major decrease from the $170 billion for education in Biden’s relief plan.

— “We’ve already given schools 110 percent of what they usually receive from the federal government,” Cassidy said. “Parochial schools are open with a fraction of that money. Charter schools are open. The real problem is public schools. That issue is not money. That issue is teachers unions telling their teachers not to go to work. And putting $170 billion towards teachers unions’ priorities takes care of a Democratic constituency group, but it wastes our federal taxpayer dollars for something which is not the problem.”

Joel Westheimer is American-born but lives in Canada, where he teaches Democracy and Education at the University of Ottawa.

He writes:

The attack on the U.S. Capitol building was shocking but not a surprise to those studying extremism in the United States where support for democracy has been plummeting.

In 1995, just one in sixteen Americans agreed with the idea that it would be “good” or “very good” for the military to run the country rather than elected democratic officials. Today, one in five agree.

Nearly one in four Americans think democracy is a bad way to run the country and would like to live under a political system in which a strong leader could make decisions without being bothered with elections or interference from congress. But as someone who studies the role of schools in democratic societies, what keep me up at night is the finding that almost half of millennials share that view.

Democracy, it seems, is not self-winding.

Public schools in the United States were founded on the idea that democracy could not work if citizens were not taught the principles and habits of democratic life. But in the same period that support for democracy has declined, that founding purpose of schooling has shifted—you could say that it was hijacked—by the standards and accountability movements of the last two decades.

Most school districts now emphasize preparing students for standardized assessments in math and literacy at the same time that they shortchange the social studies, history, and even the most basic forms of citizenship education.

The obsession with standardized testing in only two subject areas and the relentless pressure on schools to cover more and more material means lessons that develop the attitudes, skills, knowledge, and habits necessary for a democratic society to flourish are crowded out.

Finnish educator Pasi Sahlberg calls this kind of school reform GERM (for Global Education Reform Movement). It’s like an epidemic, he says, that “spreads and infects education systems through a virus. It travels with pundits, media and politicians. Education systems borrow policies from others and get infected. As a consequence, schools get ill, teachers don’t feel well, and kids learn less.”

When the testing tail wags the school reform dog, democracy loses. Why would we expect adults, even senators or members of Parliament, to be able to intelligently and compassionately discuss different viewpoints in the best interests of their constituents if schoolchildren never or rarely get that opportunity in school? When policymakers focus obsessively on learning metrics, teachers are forced to reduce their teaching to endless lists of facts and skills, unmoored from their social meaning.

Like most educators, I have nothing against facts. But, democratic societies require more than citizens who are fact-full. They require citizens who can think and act in ethically thoughtful ways.

A well-functioning democracy needs schools that teach students to recognize ambiguity and conflict in factual content, to see human conditions and aspirations as complex and contested, and to embrace debate and deliberation as a cornerstone of democratic societies.

More than 100 years ago, the philosopher John Dewey wrote that democracy must “be born anew every generation, and education is its midwife.”

We will all be glad when the global Covid-19 pandemic is brought under control. But there is another virus that threatens the United States that is fed by a toxic combination of disinformation and conspiracy theories. Luckily, the vaccine is already available: education. But public schools need to be allowed and encouraged to reclaim their democratic mission. We can no longer take democracy for granted.

Joel Westheimer is University Research Chair in Democracy & Education at the University of Ottawa and author of What Kind of Citizen? Educating Our Children for the Common Good.

joelwestheimer.org  |   joelwestheimer@mac.com  |  (613) 265-8077

References for assertions and quotations:

John Dewey, Plan of organization of the university primary school, 1895. In J. Boydston, Early works of John Dewey 1882-1898, vol. 5. Carbondale, IL: Southern Illinois University Press, 1972. Pages 223-243.

World Values Survey: Round Seven – Country-Pooled Datafile. http://www.worldvaluessurvey.org/WVSDocumentationWV7.jsp

Pasi Sahlberg, How GERM is infecting schools around the world. The Washington Post. [blog: The Answer Sheet web log by Valerie Strauss], June 29, 2012. http://www.washingtonpost.com/blogs/answer-sheet/post/how-germ-is-infecting-schools-around-the-world/2012/06/29/gJQAVELZAW_blog.html

Rejoice Christian School in Owasso, Oklahoma, was expelled because she told another girl that she had a crush on her.

If every little girl who had the same feelings for a best friend admitted the same, there would be very few little girls left in school. Children at that age are not thinking about sex, although their elders are.

Should public funds support religious schools? Of course not.

Jake Jacobs, an art teacher in New York City, a leader of New York BadAss Teachers, and a writer for The Progressive, read and reviewed Hillary Clinton’s policy briefing book in 2017 and reviewed the education section for Alternet. I missed his article, but it’s worth reading now to understand how advocates of privatization have inserted themselves into both political parties and use their vast wealth to control public policy and undermine public schools.

Jacobs points out that Laurene Powell Jobs “has been close with the Clintons since the late ’90s, also sat with Betsy DeVos on the board of Jeb Bush’s Foundation for Excellence in Education. She set up billionaire “roundtables” with Clinton’s campaign advisors through 2015 while donating millions to Priorities USA, Clinton’s main PAC.”

Jacobs notes:

Notes taken by Clinton aide Ann O’Leary were made in interviews with Powell Jobs and Bruce Reed, President of The Broad Foundation (and former chief of staff to Joe Biden). According to the notes, the “experts” were calling for new federal controls, more for-profit companies and more technology in public schools — but first on the menu was a bold remake of the teaching “profession…”

Powell Jobs suggests letting principals “pick their teams,” making teachers individually negotiate salary (every teacher—really?), expanding online education offerings like Khan Academy and making teaching universities “truly selective like TFA and Finland.” This comment is perplexing because while Finland has demanding teacher vetting and training, Teach for America places inexperienced teachers in classrooms after a seven-week summer crash course...

Tying campaign donations to a singular issue like expanding charter schools might in days past been seen as a prohibited quid-pro-quo. But in this cycle, Podesta, O’Leary and [Neera] Tanden [director of the Center for American Progress and President Biden’s nominee to lead the crucial Office of Management and Budget, which sets priorities for federal funding] all busily raised campaign money from the same billionaire education reformers with whom they were also talking policy specifics.

But they did more than talk. On June 20, 2015, O’Leary sent Podesta an email revealing the campaign adopted two of Powell Jobs’ suggestions, including “infusing best ideas from charter schools into our traditional public schools.” When Clinton announced this policy in a speech to teachers, however, it was the one line that drew boos.

“Donors want to hear where she stands” John Petry, a founder of both Democrats for Education Reform (DFER) and Success Academy, New York’s largest network of charter schools, told the New York Times.  Petry was explicit, declaring that he and his billionaire associates would instead put money into congressional, state and local races, behind candidates who favored a “more businesslike approach” to education, and tying teacher tenure to standardized test scores.
..

Not mentioning education would become important in the general election. This policy book shows a snapshot in time when wealthy donors were pushing Clinton’s and Jeb’s positions together, seeking more of the federal privatization begun under George W. Bush and continued by Obama...

This was predicted by John Podesta, who bragged just after the 2012 election about nullifying education policy differences between President Obama and Mitt Romney. Sitting next to Jeb Bush, Podesta proclaimed “ed reform” a bipartisan affair, telling donors “the Obama administration has made its key priorities clear. The Republicans are pretty much in the same place…this area is ripe for cooperation between the center-right and center-left”...

The 2014 policy book reveals some essential lessons about how education policy is crafted: in secret, with the input and influence of billionaire donors seeking more school privatization and testing—regardless of what party is in power. Even as the backlash against testing and the Common Core grew, Clinton’s advisors pushed her to embrace them. Clinton vacillated, then fell silent on K-12 policy, and as a result, education issues were largely left out of the election debate. Today, under Trump, privatization marches on worse than ever.


I recently received a copy of Hillary Clinton’s policy book, assembled for her by her most trusted advisors in 2014. This policy book was released in 2016 by Wikileaks after it hacked into John Podesta’s emails. The education section begins on page 156. Clinton’s lead education advisor was Ann O’Leary, who is now chief of staff to California Governor Gavin Newsom.

Let me say at the outset that if I had read this brief before the 20116 election, I would have been disappointed and disheartened, but I still would have voted for Hillary Clinton over Trump. Despite my disagreement with her education advisors and plans, she was still 100 billion times better than Trump. Maybe 100 zillion times better.

Her education advisors came right out of the Bush-Obama bipartisan consensus that brought up No Child Left Behind, Race to the Top, and the Common Core. The brief tells us that this wing of the Democratic party, which was in the ascendancy during the Obama administration, is an obstacle to improving American education. After thirty years of promoting charter schools and billions of dollars spent increasing their number, it is obvious that they are not a source of innovation, transparency, or accountability. The charter sector is a problem, not a solution. They have not brought great ideas to public schools; instead they compete with public schools for students and resources. Anyone who is serious about education must consider ways to help and support students, teachers, and communities, not promote schemes of uneven value that have opened the public purse to profiteers, entrepreneurs, religious zealots, and corporate chains.

What the brief teaches us is that the Democratic party is split between those who are still wedded to the failed bipartisan agenda that runs from Reagan to Clinton and those who understand that the Democratic party should commit itself to equity and a strong public school system that serves all children.

The education section of the policy brief makes for sobering reading. (It begins on page 163.) O’Leary wrote the education section of the policy brief. Among the “experts” cited are billionaire Laurene Powell Jobs and Bruce Reed of the Eli Broad Foundation. Among the policy papers is a statement by Jeb Bush’s spokesperson Patricia Levesque, recommending Jeb’s horrible ideas.

To sum up the recommendations:

  1. The brief lauds charter schools as a solution to the nation’s low academic performance (only a year earlier, CREDO had released a report saying that only one of every five charter schools outperforms public schools).
  2. The brief excoriates colleges of education and their graduates. It calls for Clinton to “professionalize teaching” by embracing TFA. TFA is likened to Finland as a model for finding excellent teachers. The brief does not mention that Finland would never admit teachers who had only five weeks of training into their classrooms. Every teacher in Finland goes through a multi-year rigorous program of preparation.
  3. The brief contends that tests should be “better and fewer” but should not be abandoned. Jeb Bush and Florida are cited as a model.
  4. The brief says: Don’t shy away from equity issues: While the root cause on inequity in our schools is still disputed – with reformers focused on the in-school availability of good teachers, good curriculum and rigorous course offerings and the unions focused on the challenges faced by teachers who are asked to find solutions to problems that stem from poverty and dysfunction in the community – there is an agreement that our public school system is one of the root causes of income inequality in our country, and that you should not be shy about calling it out and demanding we work to fix the inequities inside and outside the school building. [sic]
  5. Support the Common Core standards, which were already so toxic that they helped to sink Jeb Bush’s presidential campaign. The brief says: Stand Up for the Common Core. There is strong agreement that we need high academic standards in our public school system and that the Common Core will help us to be more globally competitive. There is recognition, however, that the implementation of Common Core and the interaction with the testing regime has made many supporters nervous (including Randi Weingarten). However, all agree that you must stand for common core while working on the real challenges of how to implement it in a way that supports teachers. 
  6. The brief holds up New Orleans as a dramatic success, when in fact its greatest achievements were busting the teachers’ union, firing the entire teacher force (most of whom were African American, and turning public schools over to charter operators. We now know that about half of the charter schools in New Orleans are considered “failing schools” (ranked D or F) by the state’s own metrics, and that New Orleans is a school district whose scores are below the state average, in one of the lowest performing states in the nation. Hardly the “success” that should be hailed as a model for the nation.

Ann O’Leary interviewed Laurene Powell Jobs as an “expert” on education. One of Jobs’ strong recommendations is to reconsider the value of for-profit entrepreneurs.

Instead of just looking at the deficits of these schools, consider it a huge opportunity for transforming learning. Beginning to see some of this work in Udacity, Coursera – and we should be doing more of making the best in technology available to support students in getting skills and credentials they need. 

More from education expert Mrs. Jobs:

Re-Design entire K-12 system – know how to do it, but it comes down to political will. Public schools are a huge government program that we need to work brilliantly b/c it could change everything and be the thing that reduces income inequality; but we are stuck in system right now 

 Think about Charters as our R&D – only 5% of public schools still – MUST infuse ideas into the public school system, it is the only way – must allow public schools to have leaders that can pick their team and be held accountable; take away categorical funding, allow them to experiment and thrive 

 Need to increase IQ in the teaching sector: Teach for America; they are a different human capital pipeline – if Ed schools could be rigorous, highly esteemed, and truly selective like TFA and Finland, we’d see a different kind of teaching profession that would be elevated. Right now we have mediocre students become teachers in our classrooms; 

 Need transformation in our pipeline – Ed Schools should be like Med Schools – need to compensate teachers accordingly from $45K to 90K – have a professional union – like SAG; like docs and lawyers that have professional unions – individual contributors can negotiate; scientists and mathematicians; Teachers shouldn’t have to take a vow of poverty 

 Need to use technology to transform – technology allows teaches and children to focus on content mastery versus seat time; get to stay with your age cohort, but you have a “learn list” and “dashboard” set up to help you reach the needed content skills. This is happening with Sal Kahn and schools in Bay Area – need to learn from it and grow it. 

 Need to call out and address the inequities – Huge differential between what is taught in higher income and lower-income schools; the top 50 college admissions professionals in US know which high schools have rigor embedded; in low-income schools, kids top out and cannot get more; black 12th grader curriculum/school equivalent to 8th grade curriculum for white student 

Then Ann O’Leary interviewed “education expert” Bruce Reed, president of the Broad Foundation, but with zero experience in education:

 Hillary’s initial instincts still hold true – that choice in former [sic] of charters, higher standards and making this a center piece of what we do as a country – nation of opportunity – still all true, nothing has changed; turned out to be even more true than it was 30 years ago 

 Challenge of education reform: school districts are pretty hard, if not impossible, to reform – they are another broken part of democracy b/c no leader held accountable for success or failure; no one votes on school board – don’t’ know who it is; sups not elected; mayors don’t want to be involved. 

o New Orleans is an amazing story – when you make it possible to get political dysfunction and sick a bunch of talent on the problem – it’s the one place where grand bargain of charters has been kept the best 

 Problem with Charters as R&D: 

o Traditional system – less incentive and less freedom to do things in different ways – big part of charter success is to pick staff you want and pick curriculum you want – don’t have anyone to blame if you are failing; principal is ultimately accountable, but in traditional system principal is often without any power 

o Critical mass…. Get to certain tipping point and rest of the system and will follow – New Orleans – if you create the Silicon Valley of education improvement, which is what New Orleans has, you can get there; but the central office must let go of thinking it knows how to run schools; Denver does it, letting go of micromanagement on curriculum, instead do transportation and procurement….pro charter; pro portfolio system for public schools. 

o Critical mass…. Get to certain tipping point and rest of the system and will follow – New Orleans – if you create the Silicon Valley of education improvement, which is what New Orleans has, you can get there; but the central office must let go of thinking it knows how to run schools; Denver does it, letting go of micromanagement on curriculum, instead do transportation and procurement….pro charter; pro portfolio system for public schools.