Tom Ultican, chronicler of the Destroy Public Education movement and retired teacher of physics and advanced mathematics, investigated a strange occurrence in the District of Columbia: Two respected, experienced black educators were fired for refusing to adopt the practices of the so-called Relay “Graduate School” of Education. Relay is not a real graduate school. It has no campus, no research, no graduate programs. It was created by charter schools and recognized by their allies so that charter teachers could teach the tricks of raising test scores to other charter teachers and enable them to get a “master’s degree” from people who had never earned doctorate degrees. Relay’s textbook is Doug Lemov’s “Teach Like a Champion.” Relay does not offer the wide range of courses offered in real graduate schools.
He begins:
School leaders and teachers in Washington DC’s wards 7 and 8 are being forced into training given by Relay Graduate School of Education (RSGE). West of the Anacostia River in the wealthier whiter communities public school leader are not forced. When ward 7 and 8 administrators spoke out against the policy, they were fired. Two of them Dr. Carolyn Jackson-King and Marlon Ray, formerly of Boone Elementary School are suing DC Public Schools (DCPS) for violating the Whistleblower Protection Act and the DC Human Rights Act.
Jackson-King and Ray are emblematic of the talented black educators with deep experience that are being driven out of the Washington DC public school system. They are respected leaders in the schools and the community. When it was learned Jackson-King was let go the community protested loudly and created a web site publishing her accomplishments.
In 2014, Jackson-King arrived at the Lawrence E. Boone Elementary school when it was still named Orr Elementary. The school had been plagued by violence and gone through two principals the previous year. Teacher Diane Johnson recalled carrying a bleeding student who had been punched to the nurse’s office. She remembered fighting being a daily occurrence before Jackson-King took over.
In 2018, Orr Elementary went through a $46 million dollar renovation. The community and school board agreed that the name should be changed before the building reopened. Orr was originally named in honor of Benjamin Grayson Orr, a D.C. mayor in the 19th century and slave owner. The new name honors Lawrence Boone a Black educator who was Orr Elementary’s principal from 1973 to 1996.
Jackson-King successfully navigated the campus violence and new construction. By 2019, Boon Elementary was demonstrating solid education progress as monitored by the district’s star ratings. Boone Elementary is in a poor minority neighborhood. It went from a 1-star out of 5 rating when Jackson-King arrived to a 3-star rating her last year there….
Marlon Ray was Boone’s director of strategy and logistics. He worked there for 13-years including the last six under Principal Jackson-King. Despite his long history in the district, Ray was apparently targeted after filing a whistleblower complaint over Relay Graduate School. Ray questioned RGSE’s relationship with DCPS, the Executive Office of the Mayor and the Office of the State Superintendent of Education. He implicated Mary Ann Stinson, the DCPS Cluster II instructional superintendent who wrote Jackson-King’s district Impact review that paved the way for her termination. In the lawsuit, Ray alleges that DCPS leadership responded by requiring him to work in person five days a week in the early months of the pandemic while most of his colleagues, including Jackson-King’s replacement Kimberly Douglas, worked remotely. This continued well into the spring of 2021.
In October of 2020, Ray joined with about 30 Washington Teacher’s Union members, parents and students to rally against opening school before it was safe. Ray reported that he received a tongue lashing from a DCPS administrator for being there and then 2-hours later receive a telephoned death threat. He reports the caller saying, “This is Marcus from DCPS; you’re done, you’re through, you’re finished, you’re dead.”
Ray’s position was eliminated in June, 2021…
In Washington DC, the mayor has almost dictatorial power over public education. Therefore, when the mayor becomes convinced of the illusion that public schools are failing, there are few safeguards available to stop the policy led destruction.
In the chart above, notice that all of the key employees she chose to lead DC K-12 education have a strong connection to organizations practicing what Cornell Professor Noliwe Rooks labeled “segrenomics.” In her book Cutting School (Page 2), she describes it as the businesses of taking advantage of separate, segregated, and unequal forms of education to make a profit selling school. Bowser’s first Deputy Mayor for Education, Jennifer Niles, was a charter school founder. Her second Deputy Mayor, Paul Kihn, attended the infamous school privatization centric Broad Academy. She inherited Kaya Henderson as DCPS Chancellor and kept her for five years. Kaya Henderson, a Teach For America alum, was the infamous Michelle Rhee’s heir apparent. The other two Chancellors that Bowser chose, Antwan Wilson and Lewis Ferebee, also attended the Broad Academy and both are members of Jeb Bush’s Chiefs for Change….
The State Superintendent of Education who awarded $7.5 million in public education dollars to five private companies was Hanseul Kang. Before Bowser appointed her to the position Kang was a member of the Broad Residency class of 2012-2014. At that time, she was serving as Chief of Staff for the Tennessee Department of Education while her fellow Broadie, Chris Barbic, was setting up the doomed to fail Tennessee Achievement School District. In 2021, Bowser had to replace Kang because she became the inaugural Executive Director of the new Broad Center at Yale. Bowser chose Christina Grant yet another Broad trained education privatization enthusiast to replace Kang.
For background information on the Broad Academy see Broad’s Academy and Residencies Fuel the Destroy Public Education Agenda.)
Bowser and her team are in many ways impressive, high achieving and admirable people. However, their deluded view of public education and its value is dangerous; dangerous for K-12 education and dangerous for democracy.
“Teach like it is 1885”
The root of the push back against Relay training by ward 7 and 8 educators is found in the authoritarian approach being propagated. NPR listed feedback from dismayed teachers bothered by instructions such as:
- “Students must pick up their pens within three seconds of starting a writing assignment.
- “Students must walk silently, in a straight line, hands behind their backs, when they are outside the classroom.
- “Teachers must stand still, speak in a ‘formal register’ and square their shoulders toward students when they give directions.”
Dr. Jackson-King noted, “Kids have to sit a certain way, they have to look a certain way. They cannot be who they are. Those are all the ways they teach you in prison — you have to walk in a straight line, hands behind your back, eyes forward.”
RSGE does not focus on education philosophy or guidance from the world’s foremost educators. Rather its fundamental text is Teach Like a Champion which is a guidebook for no excuses charter schools.
In her book Scripting the Moves Professor Joanne Golann wrote:
No excuses charter school founders established RGSE. In the post “Teach Like its 1885.” published by Jenifer Berkshire, Layla Treuhaft-Ali wrote, “Placed in their proper racial context, the Teach Like A Champion techniques can read like a modern-day version of the *Hampton Idea,* where children of color are taught not to challenge authority under the supervision of a wealthy, white elite….”
‘“Ultimately no-excuses charters schools are a failed solution to a much larger social problem,’ education scholar Maury Nation has argued. ‘How does a society address systemic marginalization and related economic inequalities? How do schools mitigate the effects of a system of White supremacy within which schools themselves are embedded?’ Without attending to these problems, we will not solve the problems of educational inequality. ‘As with so many school reforms,’ Nation argues, ‘no-excuses discipline is an attempt to address the complexities of these problems, with a cheap, simplistic, mass-producible, ‘market-based’ solution.’” (Page 174)
Legitimate education professionals routinely heap scorn on RSGE. Relay practices the pedagogy of poverty and as Martin Haberman says,
“In reality, the pedagogy of poverty is not a professional methodology at all. It is not supported by research, by theory, or by the best practice of superior urban teachers. It is actually certain ritualistic acts that, much like the ceremonies performed by religious functionaries, have come to be conducted for their intrinsic value rather than to foster learning.”
So these two courageous black professionals were fired for refusing to accept the harsh “no excuses” pedagogy designed for black children, designed to make them servile and obedient.
Their jobs should be promptly restored. Mayor Bowser has been captured by the forces of privatization and conformity. She should wake up. Some of the “no excuses” charter schools have recognized the harm they do to black children by treating them as clay to be molded, instead of human beings with vitality and interests who need to discover their talents and the joy of learning.
Diane Ravitch's blog 
An outrage, treating accomplished educators like malefactors and, just as bad, forcing school kids to adopt the “prison-yard” walk–talk about school-to-prison pipeline!
YES.
This is another example of separate and unequal training for teachers that work in Black and Brown majority schools. It mirrors the separate and unequal treatment for these students as well. It’s educational colonialism. Separate is never equal.
This goes hand-in-hand with the traitor’s campaign logo MAGA. Translated into the Destroy Public Schools movement, it means Make America Great Again by returning to the 19th century, before women gained the right to vote and the child labor laws, back to a time when children were raised to be obedient and not question the authority of men since women didn’t count.
Before the right-to-vote for women and the child labor laws early in the 20th century, women and children were almost always the property of men. Married women couldn’t own property and had no legal claim to any money they might earn, and no female had the right to vote. And the enslaved children typically began working alongside their mothers in the fields at a very young age. They also did housework, hauled water and took care of animals. Not only were these enslaved people unpaid “child laborers”; the law cast them as property subject to the threat of sale.
Forms of extreme child labor existed throughout American history until the 1930s. In particular, child labor was rife during the American Industrial Revolution (1820-1870). Industrialization attracted workers and their families from farms and rural areas into urban areas and factory work.
Interesting to note: it as the Trump administration that proposed rolling back some of the laws that protect children from being forced to work.
“Why It Matters That the Trump Administration Is Reportedly Trying to Loosen Child Labor Laws. The history of child labor in the U.S. makes it clear that child labor laws need to stay in place.”
https://www.teenvogue.com/story/trump-administration-child-labor-laws
And still, almost half of registered Republican’s belong to the traitor’s fascist MAGA wing of the GOP and they strongly support the traitor, and believe he won the 2020 election.
We are becoming a more authoritarian state. It’s not new, of course, but authoritarianism waxes and wanes. In my second year of teaching–in Cols. Oh–I was so dismayed (the principal ordered a teacher in a faculty meeting to “shut up and sit down”)–I wrote my first graduate school paper and entitled it “Education for Authoritarian Living.” The title was borrowed from John Dewey’s title: “Education for Democratic Living.” We made great strides in Columbus and across the nation, partly through a general liberalization of America, and partly through our own efforts to democratize the schools through union actions. The pendulum has not swung all the way back to “shut up and sit down” in public schools, but it’s headed that way. Now it’s, “You can’t teach about race. You can’t mention gender,” etc. Help! Occupy Fox. Teachers need to act nationally, and soon.
I agree. A pall of censorship is descending on the classrooms in Red states.
Yes, and I don’t understand how anyone could teach American–or Ohio–history without teaching about slavery. Ohio was a major recipient in receiving and usually helped escaped slaves during the period before the Civil War. Jefferson’s Northwest Ordinance mentions–outlaws–slavery in the creation of the NW Territory, of which Ohio is a part. Teaching our history without mentioning slavery would be like teaching about the Middle East without mentioning religion.