Steven Singer, a teacher in Pennsylvania, explains here why he thinks charter schools should be abolished. They drain resources from the public schools. They are free to choose the students they want and exclude those they don’t want. They don’t produce better results than public schools. They close at alarming rates. They have been the source of many scandals. Some operate for profit.
Why do we need charter schools, he asks? We don’t.
Helen Gym is running to be the Mayor of Philadelphia. She is the only progressive in the race. Helen is a friend of mine. I love her courage, her convictions, and her tenacity. She fights for the underdog. She knows that the state of Pennsylvania has shortchanged the students and public schools of Philadelphia for years. She knows the bleak conditions of the public schools. She has tirelessly fought for students, parents, teachers, and communities. She has stood strong against privatization of the schools. She has made enemies in the Establishment, which stood by as the city’s once-proud public schools were allowed to crumble and were closed to make way for charter chains.
The primary elections are May 16.
Helen Gym is my candidate. I have donated to her campaign. I hope you will help her with a contribution of any size—$10, $20, $30, $50, $100 or more. She needs our help!
The story below raises the question of whether Philadelphia can tolerate a mayor who fights for the weakest, most marginalized members of society, or whether it prefers someone as mayor who doesn’t take sides.
Anna Orso wrote this profile in The Philadelphia Inquirer:
Helen Gym was in the way.
It was June 2021 and the Philadelphia City Council member was blocking the doors of the Pennsylvania state Senate alongside activists demanding more funding for public schools.
“Shame on the unjust funding of our school kids!” Gym shouted as police handcuffed her. She was issued a citation, then released.
The day encapsulates the duality of Philadelphians’ impression of Gym. Her supporters saw a champion — a longtime schools advocate who would stop at nothing to call attention to injustice, and someone who has backed up her rhetoric with tangible action.
But her critics saw a performance — a moment ripe to be used in a future campaign. They describe her as a populist, and someone who speaks the language of social justice but hasn’t always lived up to it.
Through three decades in Philadelphia, Gym has evolved from a teacher into a leader of the city’s social justice movement and now a mayoral candidate running as a “tough Philly mom.” The question is whether she’d be a mayor with the elbows-out posture of a longtime activist — and if that’s what the city wants in its next chief executive.
Gym has become a polarizing political figure, in part because she occupies a clear lane as a progressive in the mayoral field. It could also be because she has so often described herself in fighting terms. And fighters have opponents.
She fought the state takeover of Philly schools and fought against planned school closures. As a legislator, she fought for a defense fund for immigrants, fought for legislation to benefit hourly workers, fought for novel legal protections for people facing eviction.
In many cases, her approach worked. She won concessions as an advocate, and while she ruffled plenty of feathers in City Hall, she was a productive lawmaker for seven years on Council.
Asked if her style translates to the Mayor’s office, where she’d lead a workforce and be responsible for keeping a bevy of department heads happy, Gym rejected the notion, saying her vision for the city is larger than keeping people comfortable.
“I’m trying to lead us on a common mission,” she said, “to transform people’s lives.”
Gym, 55, lives in Philadelphia’s upscale Logan Square section today, but she grew up in a suburb outside Columbus, Ohio. The daughter of Korean immigrants, Gym was a bookish teenager with little interest in politics.
She studied history and economics at the University of Pennsylvania, but she likes to say she graduated from The Daily Pennsylvanian, the student newspaper. Her first job was at a tiny paper in Mansfield, Ohio, a manufacturing town.
There, she interviewed a steel worker who’d lost his legs in an accident, and she assured him he could “probably find another job.” He explained that he had an eighth-grade education and couldn’t find work that would pay what he and his family were worth.
Gym was mortified.
“I never forgot what he said,” she recalled, “and I never forgot how I felt.”
She returned to Philadelphia in the early 1990s and took a job at a community center in Olney, then became a teacher at James R. Lowell Elementary School in the neighborhood.
Gym felt there was pent-up energy to improve schools in underserved neighborhoods, but not many solutions coming from institutions. She cofounded a news organization to cover education, and after leaving her district job in 1997, fell deeper into community-based work.
She fought against a baseball stadium in Chinatown in 2000 (she’s said she is “skeptical” of the proposal for a Sixers arena in Center City). And as she was raising her children, Gym cofounded Parents United for Public Education, fighting the state’s takeover of Philadelphia schools and advocating against the expansion of for-profit charters.
For years, she lobbied Council, spoke at school board meetings, and took the mayor to task for what she saw as a divestment of public education.
One of the most high-profile sagas was in 2009, when South Philadelphia High School was roiled by racial discord. Gym partnered with students, many of them Asian immigrants, who staged a boycott and spurred a movement for safer schools.
“Our society sometimes is not that patient to young people,” Wei Chen, one of the students, said recently. “They always see the young people as troublemakers. But Helen Gym doesn’t feel that.”
In 2013, when the state-controlled School Reform Commission voted to close some two-dozen schools, Gym rallied hard against it.
“You want Helen to be in the trenches with you when you’re in a fight,” said Randi Weingarten, president of the American Federation of Teachers, who was arrested protesting that plan. “And that’s the kind of mayor you want: Somebody willing to be in the trenches, somebody who can walk the walk with parents and with workers and with kids.”
Gym became one of the district’s staunchest critics — earning her new scrutiny amid the reform movement. Charter school advocates questioned her motives, pointing out that her children attended a charter that Gym cofounded in the early aughts. The school, the Folk Arts-Cultural Treasures charter, was established in Chinatown after the stadium battle and when the district was under state control.
The school wasn’t intended to be “in lieu of public education,” Gym says, but a “supplement.”
“It felt really important to prove that we could build a school that would lift our values,” she said. “Many charter operators open schools they would never imagine sending their own kids to.”
Her critics say her advocacy against expanding the charter-school footprint rang hollow.
David Hardy, the cofounder of Boys’ Latin Charter School who has long opposed Gym’s education positions, said she presents as a “feisty fighter” for families, but has hampered their ability to choose a charter over traditional school.
“She’s created this character, and a lot of people in this town buy into that nonsense,” he said. “They make it seem like they’re for public education, but you don’t see a whole lot of success for poor children in this city.”
With the backing of the city’s teacher’s union, Gym came in fifth in the 2015 Democratic primary for an at-large Council seat — only the top five vote-getters continue on — and became the first Asian American woman on Council.
Gym learned to legislate through the lens of a broader progressive movement, said Wilson Goode Jr., a former Council member and son of the former mayor. He handpicked Gym to succeed him on the board of Local Progress, a national organization for local officials.
He said her leadership flourished after Donald Trump was elected president. Gym rallied thousands at the airport in 2017 to protest his travel ban.
“[Trump’s election] changed the way we view politics, and I think changed people’s expectations of Council people,” Goode said. “She performed well in Council in terms of crafting a legislative agenda, but at the same time rose to a different level of leadership.”
But she turned off some Council colleagues, who have said publicly and privately that Gym could be rigid during negotiations.
William K. Greenlee, a former Democratic Councilmember who served with Gym, described her as rarely veering from her positions, but also capable of compromise.
Greenlee, who is backing Cherelle Parker in the mayor’s race, recalled that Gym revised her 2018 Fair Workweek legislation — which requires predictive scheduling for workers — after business community opposition threatened its passage. It was a sign she could make an agreement.
Where Greenlee said he takes issue with Gym’s campaign is posturing — which he said is espoused mostly by her supporters — that she’s “above the fray.”
“We’re politicians, and I’m sure Helen made agreements on things, or to get things, that’s what we all did,” Greenlee said. “My only problem with that is that I admit that.”
Gym says she worked to win over colleagues of different political persuasions. She said the issues she took on, like unsafe drinking water in schools, may seem popular — but solutions were rarely simple.
“The status quo for Philly politics is that people acknowledge that there are really important issues and they’re popular, and yet nothing ever gets done,” Gym said. “I never accept half-assed ideas to solve really big problems. And if that rubs somebody the wrong way, I think that reflects more on them.”
When Gym ran for reelection in 2019, she proved to be one of the city’s most popular politicians, winning more primary votes than any Council candidate in decades.
That year, she angered Democratic party leadership when she endorsed Kendra Brooks, who ran for Council as a member of the liberal Working Families Party. Gym tweeted that “in a time of corporate Dem shills and keyboard warriors acting as pseudo progressives, Kendra has walked the walk.”
Brooks won, as did Democrat Jamie Gauthier, who beat a West Philadelphia incumbent. The three made up a progressive bloc on Council that was far from a majority, but wielded real influence. They pushed for a program to cut evictions by diverting landlords and tenants to mediation, and advocated for behavioral health providers to respond to mental health calls instead of police.
Toni Damon, the ex-principal at Murrell Dobbins Career and Technical Education High School in North Philly, said Gym’s work went beyond legislation. When Damon had one counselor and one assistant principal serving 500 students, Gym advocated to secure one more of each.
“She came when we needed her,” Damon said. “People say the squeaky wheel gets the oil. She doesn’t back down. She’s persistent. And she will not let up.”
On Jan. 30, Gym stood at City Hall and accepted the endorsement of the Working Families Party, saying that together, they’d lift up the people ignored by “career politicians, austerity bureaucrats, and too much of the wealthy and privileged in Philadelphia.”
She wrapped up the news conference, hopped on her bicycle, and rode away.
Hours later, she visited the Union League, the ritzy private club she’d denounced days earlier because it honored Florida Gov. Ron DeSantis. She made the stop in the midst of a well-publicized campaign against the club that was led by Black clergy and officials.
Her attendance at the event, hosted by the General Building Contractors’ Association, drew criticism and questions about authenticity. A group of Black ward leaders said “her blatant hypocrisy draws significant concern.”
She apologized. But some remain deeply bothered. Blondell Reynolds Brown, a former Democratic Council member, said recently it was a poor show of character.
“When people like Helen Gym show you who they are, believe them,” she said.
Gym’s campaign has said it’s “moving forward.” They say she should be evaluated based on her track record and her plans to improve public safety, education, and economic opportunity.
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Her biggest advantage may be that her supporters are loyal. After the Union League flap, there was little sign of a crack in her base. She continued to win endorsements from well-organized groups that say she’d be one of the nation’smost progressive big-city mayors.
And she was defended by the teachers’ union, which sees an opportunity to elect a close ally. They’ve backed winners before — but this would feel like one of them.
Damon said Gym’s critics have overblown the Union League visit, saying: “People who know her know the work that she’s done.”
“You can’t take center stage,” Damon said, “if you weren’t there from the beginning.”
Inquirer staff writer Julia Terruso contributed.
MEDIA RELEASE
FOR IMMEDIATE RELEASE Wednesday March 29, 2023
Contact: Cassie Creswell, Illinois Families for Public Schools,773-916-7794
BETSY DEVOS’ SUPER PAC SPENDING THOUSANDS TO ELECT PAUL VALLAS MAYOR OF CHICAGO
VALLAS’ EDUCATION PLATFORM PULLED FROM DEVOS’ PRIVATIZATION PLAYBOOK
CHICAGO – Last week ex-President Trump’s former Secretary of Education Betsy DeVos made a $59,000 independent expenditure in support of mayoral candidate Paul Vallas’ campaign from a Super PAC she funds, the Illinois Federation for Children PAC.
The Illinois Federation for Children PAC was established in March 2022 and has received $465,000 in total from DeVos’ American Federation for Children Action Fund, a national 527 PAC. The Illinois Federation PAC’s chair, Nathan Hoffman, was a registered contract lobbyist in Springfield for the American Federation for Children until January this year.
Although DeVos has not endorsed Vallas, Vallas’ education plans for Chicago’s school system are directly aligned with DeVos agenda of school privatization, one she supported as Secretary of Education and promotes through her national network of advocacy organizations and PACs: defunding and dismantling public school systems and redirecting public funds via programs like vouchers for private schools.
In a little-noticed February 2022 op-ed in the Chicago Tribune, Vallas laid out a radical plan for privatizing Chicago Public Schools (CPS). In addition to supporting Illinois’ existing Invest in Kids tax credit scholarship voucher program, which already diverts millions to pay for vouchers for more than 4000 Chicago children, Vallas would create a city-funded voucher program and pay for it with funds from the CPS operating budget earmarked for teacher pensions. The pension payments would then instead be covered by surplus Tax Increment Financing dollars.
In that same op-ed, Vallas also proposes allowing religious private schools to become district-funded charter (or “contract”) schools, a policy so extreme that it was recently rejected by the conservative Republican attorney general of Oklahoma as “state-funded religion.”
Vallas also voices his support for “a reconstituted system in which parents get to direct the per-pupil public dollars to the school (or education model) of their choosing.” More recently, Vallas told WBEZ that “money should follow the students” and “we should be running districts of schools, not school districts.” The education platform on Vallas’ website calls for “dismantling the central administration” of CPS. These are exactly the policies that DeVos and American Federation for Children are advocating: funding students not systems and that dollars must follow students.
In June 2022, Vallas appeared on a panel with keynote speaker Corey DeAngelis, senior fellow at American Federation for Children. The panel, organized by extremist anti-LGBTQ+ parent group, Awake Illinois. Vallas later denounced Awake Illinois, but did not dissociate himself from DeAngelis or American Federation for Children.
Secretary DeVos’ education agenda was harmful to public schools on a national scale. Chicago voters should know that DeVos supports Vallas’ candidacy and that there is no daylight between DeVos and Vallas’ education policies.
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Charter “co-location” has become a flash point for conflict in urban districts. In New York City, charter schools were given the right to take space in public schools, and thanks to former Governor Andrew Cuomo, the city is required to pay the charter’s rent if it hires private space. Charter co-locations take up every available empty space in a school, typically disadvantaging the host school, which becomes overcrowded. The charter rooms are newly refurbished even in public schools that have waited years for upgrades.
Recently the New York City Board of Education (known as the “Panel for Educational Policy”) voted to co-locate two Success Academy charters in public schools in Queens and Brooklyn. The co-location conflicts with a class-size reduction law passed by the State Lefislature. Parents, educators and the United Federation of Teachers have gone to court to block the co-location.
For Immediate Release – Tuesday, March 28, 2023
Parents, educators, UFT launch court action to block co-location of two Success Academy charters with Queens and Brooklyn public schools
Lawsuit claims DOE failed to account for state law class size caps, needs of disabled students and more
Parents, a teacher, and the United Federation of Teachers (UFT) today filed a lawsuit in Manhattan State Supreme Court charging that the New York City Department of Education violated state education law and its own regulations when it sought to co-locate two Success Academy charter schools into Queens and Brooklyn public schools without providing an in-depth analysis of how these co-locations would affect the students already in those public schools.
The city’s Panel for Education Policy voted in November and December in favor of the co-locations, but as the lawsuit says, “The DOE has misled parents, the public, and the PEP itself regarding the actual impacts of its proposed co-locations, including both schools’ ability to comply with impending requirements of the new Class Size Law.”
Attorneys for the United Federation of Teachers were joined in the legal action by Advocates for Justice Legal Foundation, along with a teacher and parents of children from the affected schools.
The schools involved include the Waterside School for Leadership in Far Rockaway, Queens, and the Sheepshead Bay Educational Campus that is home to Origins High School, Professional Pathways High School, and New Visions Charter High School for Advanced Math and Science III.
According to the lawsuit, the DOE underestimated the effects of the co-locations by assuming that current class sizes in these schools would continue into the foreseeable future, ignoring the requirements of the new state class size law.
Under that law, all schools will have to cap class sizes in kindergarten through grade three at twenty students; grades four through eight at twenty-three students; and grades nine through twelve at twenty-five students, to be phased in over five years, starting next fall.
According to the lawsuit, many classes in two of the existing schools are already far above those limits and will require additional space to lower class sizes to mandated levels. Yet this need is never mentioned in the legally-required Educational Impact Statements (EIS) for these co-locations, nor is there sufficient space allocated to these schools to be able to reduce class size to mandated levels in the future.
Absent from the EIS is any mention that students at Waterside will lose their science lab, and that all four schools may lose many other dedicated rooms needed to deliver intervention and special education services.
Estherll Dorancy, the PTA President of Waterside School for Leadership said, “Parents weren’t even aware of what was going on when these decisions were being made. Our students will lose classrooms needed to lower their class sizes and their science lab, which is critical if they are going to be able to pass their 8th-grade state science exams.”
As the lawsuit makes clear, the DOE is legally required to produce in-depth EIS reviews. According to the lawsuit, “the DOE is going through the motions of what the law requires instead of actually complying with it.”
Irina Pistsov, another parent at the Waterside School for Leadership said, “The science lab is a critical resource for students at Waterside and it is already a challenge to provide adequate lab time to meet state standards.”
As the lawsuit maintains, there is nothing in any of the EISs produced for these proposed co-locations, or in the Instructional Footprints upon which they are based, “that ensure or even analyze whether there would be sufficient dedicated spaces for students with disabilities to receive their mandated services after the co-locations occur.”
The parties seek an injunction to prevent the co-locations from occurring until and unless the DOE complies with the requirements of the Education law — “to provide the impacted students, parents, community, and members of the Panel for Educational Policy with adequate specific information about major changes to their school’s space and how these changes will impact the education of the existing and prospective students.”
Cassie Creswell and Diane Horwitz wrote the following article for Valerie Strauss’s blog “The Answer Sheet” at the Washington Post. Both residents of Chicago, they are fearful of what Paul Vallas will do to the Chicago Public Schools if he is elected Mayor. They urge Chicagoans to reject his candidacy. The latest poll shows the two candidates tied. Every vote matters.
Valerie Strauss wrote the introduction.
On April 4, Chicago voters will choose a new mayor — and the decision could have a profound effect on the future of the country’s third-largest public school district, which is under mayoral control. The two candidates in the runoff election are Paul Vallas and Brandon Johnson, Democrats who offer vastly different views of public education.
Vallas is a politician and a former education superintendent in Bridgeport, Conn.; at the Recovery School District of Louisiana (most of the schools were in New Orleans); and in Philadelphia and Chicago. Vallas became known as a “turnaround” specialist, meaning he moved into troubled districts and supposedly turned them around.
However, as education historian Larry Cuban wrote: “Whether, indeed, Vallas turned around Chicago, Philadelphia, and New Orleans is contested. Supporters point to more charter schools, fresh faces in the classroom, new buildings, and slowly rising test scores; critics point to abysmal graduation rates for Black and Latino students, enormous budget deficits, and implementation failures.”
Vallas has also unsuccessfully run for several offices, including mayor of Chicago in 2019 and lieutenant governor of Illinois in 2014.
Johnson was a public school teacher in high-poverty areas where school closures and gun violence affected the communities. He then became an organizer for the Chicago Teachers Union and fought to keep neighborhood schools open, expand state funding to district schools and reduce the use of high-stakes standardized tests. He has said he will not cut funding from Chicago public schools if he is elected mayor.In 2018, he was elected commissioner of the 1st District of Cook County, where he led a successful effort to ban housing discriminating against formerly incarcerated people.
The following was written by Cassie Creswell and Diane Horwitz, who are concerned about the privatization of public education. Creswell is a public school parent in Chicago and director of Illinois Families for Public Schools, a nonprofit advocacy group that lobbies for policies that support public education, which it sees as a public good. Horwitz is a graduate of Chicago public schools, a retired educator and a board member of Illinois Families for Public Schools. Both are writing as individuals and are not speaking for the organization.
By Cassie Creswell and Diane Horwitz
In just a week, the future direction of Chicago Public Schools will be decided by voters in a pivotal mayoral election. The two candidates, Paul Vallas, a former CEO of Chicago Public Schools, and Brandon Johnson, a former teacher and teachers union organizer, offer diametrically opposed visions for schools in Chicago, which will remain under mayoral control at least through January 2027.
We see the choice as stark. Will Chicago move in the direction of school privatization, a movement gaining ground in a number of states around the country with the growth of charter schools as well as school funding programs that use public money to fund private and religious education?
Or will there be a commitment to well-resourced neighborhood schools and increased funding that would be used to reduce class size, expand mental health services and bilingual education, and ensure that every school has a nurse and a librarian?
Will there be a recognition that the conditions in which many Chicago public school students live — in impoverished and segregated communities marked by violence and disinvestment — must be tackled as part of a broad education improvement agenda?
Johnson’s education platform emphasizes that families should not have to leave their communities or compete to secure a spot in a school that meets their needs and includes a library, music and art program, and small class sizes. He says that neighborhood schools contribute not only to the well-being of students but also to that of the communities in which they are located.
Saying that Chicago public schools are underfunded, he has called for more resources from the state that would be distributed based on the needs of a school’s student population and not solely on enrollment numbers. He has called for creating sustainable community schools with wraparound supports and his education plan integrates proposals for affordable housing, transportation and safety.
Vallas has criticized the operation of Chicago public schools and says he will make schools safer while creating new programs to bring back students who have left the system. He also said he would work to expand alternatives to public schools for families and would change the way schools are funded to “follow the student.”
Vallas has long supported initiatives that critics say are aimed at privatizing public education. He spelled out his vision for the future of Chicago’s school system in a little-noticed op-ed that he wrote for the Chicago Tribune in February 2022, months before declaring his candidacy — and that is what we focus on here. Here are some of his most revealing statements:
Expanding vouchers
Vallas supports expanding Illinois’ existing “Invest in Kids” voucher program, a tax credit scholarship program that offers a 75 percent income tax credit to individuals and businesses that contribute to organizations that pay for private and religious schools. A full 95 percent of participating schools are religious. More than 4,000 Chicago students were funded in this way in the last school year.
Vallas has also floated the idea of using tax increment financing (TIF) dollars to pay for K-12 school vouchers during the current campaign. TIF is a complex, and often misused, public financing initiative designed to fund development through investments and infrastructure in economically struggling communities.
The details of Vallas’ proposal in the Tribune highlight a fiscal initiative that we think is rash. He proposes applying TIF surplus dollars to cover teachers’ pension costs, and then using money that should be earmarked for pensions for vouchers. Vallas says this will allow these diversions of funds to be “legally accomplished.” One of the key concerning legacies of Vallas’ time as the chief executive officer of Chicago Public Schools was years of unpaid pension debt, generated by diverting funds that should have gone to teachers’ pensions into operating costs.
Religious charter schools
In Oklahoma, the Catholic Church recently asked the state to establish a virtual, openly religious charter school. In December 2022, Oklahoma’s outgoing attorney general issued a controversial legal opinion supporting the church’s application, saying that prohibiting religious charter schools violated the First Amendment. It was praised by Oklahoma’s Republican governor and state superintendent.
Ten months earlier, Paul Vallas’ op-ed called for religious contract schools, a type of charter school, to be established in Chicago. He wrote: “Longer term, the city can invite state-recognized parochial and private schools to become ‘contract schools’ in which the district contributes to or covers tuition for students who attend.”
Oklahoma’s new attorney general, a conservative Republican, took office in January and quickly rescinded his predecessor’s opinion, saying it “misuses the concept of religious liberty by employing it as a means to justify state-funded religion.”
Vallas also gave a nod of support to the 2022 Supreme Court Carson v. Makin decision, in which six ultraconservative justices ruled that the state of Maine could not exempt religious institutions from a school voucher program.
An unusual precedent
Vallas justified his vision for charter school expansion on “a long history of contracting out for private educational services. There is precedent.”
He then wrote:
“The Supreme Court’s landmark 1954 decision in Brown v. Board of Education grants the right to equitable educational opportunity. It is a right guaranteed by the Equal Protection Clause of the 14th Amendment. Those in power in Chicago have chosen to interpret this right as a mandate that all public financing of education be allocated exclusively to ‘public’ or government-run schools.”
Let it be noted that after Brown v. Board of Education, many communities in Southern states responded by spending public dollars on private schools using voucher schemes — private academies created for White students whose families refused to send them to public schools with Black children and were given public dollars to fund tuition.
It seems to us that Vallas is twisting the import of the Brown v. Board of Education ruling, using it to include the use of public dollars to fund children’s departure from public — or, as he called them, “government- run” — schools. His use of the phrase “government-run schools” mirrors the language used by former president Donald Trump and his education secretary, Betsy DeVos, who framed public education as a government institution essentially holding students hostage.
Private and religious schools that take public funds are not bound by the same anti-discrimination regulations as public schools, leaving them free to discriminate on the basis of disability, LGBTQ+ status, parenting and pregnancy status, English-language learner status and religion itself.
“Dollars follow students”
Vallas ended his op-ed by saying that he supports the “explicit endorsement of a reconstituted system in which parents get to direct the per-pupil public dollars to the school (or education model) of their choosing.”
This is exactly what DeVos has long advocated: “Fund students, not systems.”
DeVos is a leader in the national movement toward the privatization of our public schools, via vouchers, charter schools — which are publicly funded but privately operated — and other often poorly regulated funding programs. Those include education savings accounts and direct financial support for home schooling. The goal: discrediting and dismantling our public schools districts.
Vallas was clear about his plans, which would work toward that goal in Chicago. It’s up to the voters now.
ProPublica writes here about the dilemma of doctors in Tennessee: The patient would die unles she had an abortion. There was no time to spare. But the state just passed a law to punish doctors who performed abortions. Should they let her die?
One day late last summer, Dr. Barry Grimm called a fellow obstetrician at Vanderbilt University Medical Center to consult about a patient who was 10 weeks pregnant. Her embryo had become implanted in scar tissue from a recent cesarean section, and she was in serious danger. At any moment, the pregnancy could rupture, blowing open her uterus.
Dr. Mack Goldberg, who was trained in abortion care for life-threatening pregnancy complications, pulled up the patient’s charts. He did not like the look of them. The muscle separating her pregnancy from her bladder was as thin as tissue paper; her placenta threatened to eventually invade her organs like a tumor. Even with the best medical care in the world, some patients bleed out in less than 10 minutes on the operating table. Goldberg had seen it happen.
Mayron Michelle Hollis stood to lose her bladder, her uterus and her life. She was desperate to end the pregnancy. On the phone, the two doctors agreed this was the best path forward, guided by recommendations from the Society for Maternal-Fetal Medicine, an association of 5,500 experts on high-risk pregnancy. The longer they waited, the more complicated the procedure would be.
But it was Aug. 24, and performing an abortion was hours away from becoming a felony in Tennessee. There were no explicit exceptions. Prosecutors could choose to charge any doctor who terminated any pregnancy with a crime punishable by up to 15 years in prison. If charged, the doctor would have the burden of proving in front of a judge or jury that the procedure was necessary to save the patient’s life, similar to claiming self-defense in a homicide case.
The doctors didn’t know where to turn to for guidance. There was no institutional process to help them make a final call. Hospitals have malpractice lawyers but do not typically employ criminal lawyers. Even local criminal lawyers weren’t sure what to say — they had no precedent to draw on, and the attorney general and the governor weren’t issuing any clarifications. Under the law, it was possible a prosecutor could argue Hollis’ case wasn’t an immediate emergency, just a potential risk in the future.
Goldberg was only a month into his first job as a full-fledged staff doctor, launching his career in one of the most hostile states for reproductive health care in America, yet he was confident he could stand in a courtroom and attest that Hollis’ condition was life-threatening. But to perform an abortion safely, he would need a team of other providers to agree to take on the same legal risks. Hollis wanted to keep her uterus so she could one day get pregnant again. That made the operation more complicated, because a pregnant uterus draws extra blood to it, increasing the risk of hemorrhage.
Goldberg spent the next two days trying to rally support from his colleagues for a procedure that would previously have been routine.
Vanderbilt declined to comment for this article, but Hollis’ doctors spoke to ProPublica in their personal capacity, with her permission, risking backlash in order to give the public a rare view into the dangers created when lawmakers interfere with high-stakes medical care.
First, Goldberg and a colleague tried the interventional radiology department. To lower Hollis’ chance of bleeding, Goldberg wanted doctors to insert a special gel into the artery that supplied blood to her uterus to reduce its flow. But that department’s leadership didn’t feel comfortable participating.
This is a shocking story about the precarious position of rural schools in the age of vouchers. Legislators who represent rural districts in Texas know that their constituents don’t want vouchers. Their public school is the heart of their town. It’s where everyone comes together.
But in this story, a couple of billionaires who want all children in church schools, decided to take out one of these rural Republicans who stood by his local public schools. The legislator saw the amount of money arrayed against him, and he retired. He was replaced by a man who supports vouchers, even though the people in his district don’t.
Mike Hixenbaugh explains why rural districts oppose vouchers:
ROBERT LEE, Texas — After a bus driver called in sick one recent afternoon, Robert Lee Independent School District Superintendent Aaron Hood filled in for her. Slipping behind the wheel in a button-up shirt and tie, he rumbled down country roads, past ranches and wind farms to shuttle a few dozen students home in this tiny West Texas town.
Out here, where cattle outnumber children 20 to 1, no one is hollering about critical race theory in textbooks or pornography in the library. But those battles raging 250 miles away in the state capital and in far-away suburbs have galvanized a political movement that Hood fears could deal a devastating blow to rural school districts like his.
Backed by a surge of campaign spending from far-right Christian megadonors, Republicans in Texas and nationwide are pushing legislation that would siphon money from public education under the banner of “parents’ rights.” These plans, commonly known as vouchers, would give parents the money the state would have spent educating their children in public schools — between $8,000 and $10,000 per child per year in Texas — and allow them to put it toward homeschooling expenses, private school tuition or college savings accounts.
Officials in communities like Robert Lee, which has a population of about 1,000, warn these policies will chip away at already razor-thin public school budgets. With only 250 students — about 18 children per grade — even a slight drop in enrollment and funding can force rural schools like Robert Lee to make hard decisions, Hood said.
“We don’t have the same economy of scale as larger districts,” he said, which is one reason he obtained a commercial driver’s license to serve as a substitute bus driver. “If we lose five or 10 students, that’s a teacher salary. But we can’t afford to have one less teacher, so now we’re cutting academic programs, we’re cutting sports, we’re cutting the things that this community relies on.”
As president of the Texas Association of Rural Schools, a collection of 362 public school districts that are united in their opposition to vouchers, Hood and his fellow small-town superintendents have been trying to sound an alarm in Austin. They see the state GOP’s push for what advocates call “school choice” or “education freedom” as a betrayal of the party’s rural base in favor of wealthy campaign donors.
Randi Weingarten, president of the American Federation of Teachers, delivered the following remarks today at the National Press Club in Washington, D.C. She vigorously defended public schools against current efforts to destroy them. She named names. She explained the purpose of public schools, which makes them a precious part of our democratic aspirations but also a target for those who hate democracy.
Randi said:
Today, we once again grieve for families shattered by senseless gun violence. Please join me in a moment of silence for the lives lost at the Covenant School in Nashville, and for all victims of gun violence.
Today we renew our call for commonsense gun safety legislation including a ban on assault weapons. This is an epidemic that our great nation must solve.
There’s a saying: You don’t have to love everything about someone to love them. I’m sure my wife doesn’t love everything about me, but she loves me. (I, on the other hand, love everything about her.) Nothing is perfect. Banks aren’t. Congress isn’t. And neither are our public schools—not even our most well-resourced and highest-performing schools. Those of us involved in public schools work hard to strengthen them to be the best they can be. But only public schools have as their mission providing opportunity for all students. And by virtually any measure—conversations, polls, studies and elections—parents and the public overwhelmingly like public schools, value them, need them, support them—and countless Americans love them.
Public schools are more than physical structures. They are the manifestation of our civic values and ideals: The ideal that education is so important for individuals and for society that a free education must be available to all. That all young people should have opportunities to prepare for life, college, career and citizenship. That, in a pluralistic society such as the United States, people with different beliefs and backgrounds must learn to bridge differences. And that, as the founders believed, an educated citizenry is essential to protect our democracy from demagogues.
Thomas Jefferson argued general education was necessary to “enable every man to judge for himself what will secure or endanger his freedom.” Franklin D. Roosevelt said: “The real safeguard of democracy … is education.” And Martin Luther King Jr., in accepting the United Federation of Teachers’ John Dewey Award, made clear, “Education is the road to equality and citizenship.”
When kids go to school together, they become part of a community; their families become part of a community. That community comes together at school concerts, basketball games and science fairs, and for shelter and comfort, when people are displaced by natural disasters or, far too often, at vigils for victims of gun violence. In good times and bad, public schools are cornerstones of community, of our democracy, our economy and our nation.
But some people want that cornerstone to crumble—and they’re wielding the sledgehammers.
II. ATTACKS ON PUBLIC EDUCATION AND DEMOCRACY
Attacks on public education are not new. The difference today is that the attacks are intended to destroy it. To make it a battlefield, a political cudgel. After former President Trump lost re-election, Steve Bannon, his key ally, declared that their fight goes through school boards. In a speech last year, culture war operative and Governor Ron DeSantis’ appointee Christopher Rufo put it bluntly, “To get to universal school choice, you really need to operate from a premise of universal public school distrust.” To this end, he says, his side has “to be ruthless and brutal.”
And, I would add, well-funded, which it is. The DeVos, Bradley, Koch, Uihlein and Walton family foundations and others have poured many millions of dollars into anti-public education, pro-privatization groups like the American Federation for Children and EdChoice.
The Betsy DeVos wing of the school privatization movement is methodically working its plan: Starve public schools of the funds they need to succeed. Criticize them for their shortcomings. Erode trust in public schools by stoking fear and division, including attempting to pit parents against teachers. Replace them with private, religious, online and home schools. All toward their end goal of destroying public education as we know it, atomizing and balkanizing education in America, bullying the most vulnerable among us and leaving the students with the greatest needs in public schools with the most meager resources.
It’s an extremist scheme by a very vocal minority of Americans.It’s hurting our efforts to do the work we need to do, which is educating the nearly 50 million kids who attend America’s public schools. And the urgent work of helping kids recover from learning loss, sadness, depression and other effects of the pandemic.
And it’s not what parents or the public want.
Let’s start with defunding: This year alone, 29 state legislatures are considering bills to either create or expand existing voucher programs. This is on top of the 72 voucher and tax credit programs in 33 states already subsidizing private and home schooling, costing billions every year. Voucher programs are proliferating even though research shows that, on average,vouchers negatively affect achievement—the declines are worse than pandemic learning loss. In fact, vouchers have caused “some of the largest academic drops ever measured in the research record.”
Proponents of vouchers used to argue that they were a way for low-income and minority families to transfer out of low-performing schools. No longer. Today most vouchers go to families who already send their kids to private schools. And private schools are not required to follow most federal civil rights laws protecting students, so they can—and many do—discriminate, especially against LGBTQ students and students with special needs.
The universal voucher program signed by Florida Gov. DeSantis yesterday will divert $4 billion from the state’s public schools. Florida ranks 44th in the nation in per pupil spending, and 48thin average teacher salaries. DeSantis is sending taxpayers’ dollars in the wrong direction.
And then there are the culture wars. What started as fights over pandemic-era safety measures has morphed into fearmongering: False claims that elementary and secondary schools are teaching critical race theory; disgusting, unfounded claims that teachers are grooming and indoctrinating students; and pronouncements that public schools push a “woke” agenda, even though they can’t or won’t define what they mean. Banning books and bullying vulnerable children. School board meetings descending into screaming matches. This is an organized and dangerous effort to undermine public schools.
Over the last three years, legislators in 45 states proposed hundreds of laws placing public schools at the center of culture wars: laws seeking to ban books from school libraries—even books about Ruby Bridges and Anne Frank and Roberto Clemente; laws restricting what teachers can teach and students can learn—particularly about about race, gender, LGBTQ issues, current events and American history; and laws attacking kids who are transgender. Students and staff should feel welcome, safe and respected in school—but the culture wars are fueling hostility and fear.
A torrent of enacted and proposed legislation targeting even the mention of “controversial” topics—sweeping and open-ended restrictions on what can be taught—has teachers teaching on eggshells. In Florida, the Department of Education has threatened teachers and librarians with felony prosecution if they provide students with books that the state later decides are inappropriate. If Florida lawmakers have their way, colleges will no longer have diversity, equity or inclusion policies; or tenure;or academic freedom. And AP courses and the mere utterance of LGBTQ will be banned in all K-12 schools. And forget about facts. Many laws and pending bills allow any individual to sue schools and teachers for perceived violations. The intent and effect are to create a climate of fear and intimidation.
This takes a toll on the quality of education teachers can provide our students, and on the trust and connection that are so important. Shouldn’t teachers be free to talk with students who are withdrawn or in distress, and to answer students’ questions? Don’t we want students to learn both our nation’s achievements that make us proud and the failings that make us strive to do better? Isn’t that our job?
Teachers should have the freedom to teach. And students should have the freedom to learn.
These same governors who are pushing vouchers and culture wars are also trying to defund and weaken teachers unions, so educators don’t have the wherewithal to fight back against censorship, attacks on their academic freedom, threats to their livelihoods and criminal prosecution.
These attacks aren’t about protecting kids. If they were, they would be working with us to address learning loss and the youth mental health crisis. They would be working with us to take on social media companies for contributing to that crisis.
If these attacks were about protecting kids, they would be working with us to fight against the leading cause of death for American children—gun violence.
If this were about protecting kids, instead of putting LGBTQ youth at risk and banning books about Black people and by Black authors, they would give a damn about these kids’ safety and well-being, including the youth suicide crisis.
Forty-five percent of LGBTQ youth seriously considered suicidein the last year. And the suicide rate among Black youth of all sexual orientations has been increasing as well.
This is literally a matter of life and death. These attacks on public education make it increasingly difficult to create the welcoming, safe environment that our students need and deserve.
School climate and culture
It is a fraught time in our country. The effects of COVID-19; the climate of conflict; drug abuse; gun violence; economic insecurity; and the youth mental health crisis have all taken a heavy toll. Hate crimes have surged against many Americans—Asian, Black, Latino, Jewish and Muslim Americans.
School staff report a rise in bullying, verbal altercations and physical violence among students, as well as this behavior directed at them.
I recall a teacher saying that when her students are disruptive, it’s not because they are bad; it’s because they’re sad.
So many students have experienced isolation and trauma. They need help. But there weren’t enough mental health specialists before the pandemic, and they are in critically short supply now.
The persistent demonization and disrespect of teachers—from screaming matches at school board meetings to the former secretary of state saying teachers teach “filth”—have contributed to a culture of disrespect that seeps into our schools.
I just got a report from Florida. In Flagler County, a 17-year-old student with special needs pushed a paraprofessional so hard she went airborne and was knocked unconscious. A teacher in Osceola County was monitoring students in the hallway when a student sucker-punched him. And there are others. The educators who were hurt all cited lack of staff in the schools and lack of mental health support for students as the main reasons leading to the attacks.
And this crisis will only get worse as Gov. DeSantis’ universal voucher bill kicks in. What will the loss of $4 billion do to safety in Florida’s public schools? What will that do to the quality of academics, to the condition of school buildings, to teacher pay, to staffing shortages?
III. CRISIS IN THE TEACHING PROFESSION
Even before the pandemic, there were steep declines in teachers’ satisfaction. The percent of teachers who were “very satisfied” fell from 62 percent in 2008 to just 12 percent in 2022.
The stresses of the COVID-19 era—plus the culture wars, attacks on teachers, inadequate pay, poor teaching and learning conditions, and the threat of school shootings—have made recent years the toughest in modern times for educators.
Despite it all, teachers have thrown themselves into the mission of helping students recover academically, socially and emotionally. You heard Tamara (Simpson). I witness these acts of teaching, of nation-building, every day. Yet, according to our critics, we’re responsible for all the woes of society.
Even before the pandemic, nearly 300,000 teachers were leaving the profession each year. Now, it’s closer to 400,000.
And the teacher pipeline has collapsed as college students and career-changers choose not to go into education. How are we going to recruit and retain the staff schools need in this climate?
Our teaching profession is in crisis.
It’s in crisis because of the poor teaching and learning conditions created by inadequate funding for public schools. It’s teacher pay, which has been falling relative to other college graduates’ pay for the last 40 years. It’s giving teachers all the blame and little authority. And it’s the de-professionalization of teaching that demoralizes an already beleaguered profession.
I hear it all the time—teachers just want to teach.
IV.Strategies for Powerful Education
So where do we go from here?
The American Rescue Plan, and the programs it spawned, particularly the tutoring programs, have really helped. And we are grateful to President Joe Biden, Education Secretary Miguel Cardona and the last Congress for the much-needed resources. Of course we will continue to fight this defunding of our public schools and this dividing of our communities. But we also must do better to address the learning loss and disconnection we are seeing in our young people. And we can. We can make every public school a school where parents want to send their kids, educators want to work and all students thrive.
Four strategies can help transform our schools to realize the promise and purpose of public education. Not just to overcome learning loss or get back to normal, but to truly help us prepare all children with the knowledge and skills they need for their lives, for college, for career and for citizenship. These strategiescan help us create safe and welcoming environments and bring joy back to learning. And in tandem, they have a catalytic effect. I have seen it work. But we need to do these strategies at scale—for every child and in every school. These four strategies are expanding community schools, scaling experiential learning, addressing staff shortages, and deepening the partnership between families and educators.
Community Schools
First and foremost, we need to make sure our kids are OK. That’s why we need community schools, which are hubs for neighborhoods, combining academics with extended learning opportunities, family and community events, and an infusion of medical, mental health and other social services. They are the best system I know to connect students and families to the support they need to learn, live and thrive.
A recent University of Calgary study found that youth suicide attempts increased 22 percent during the pandemic. According to the Centers for Disease Control and Prevention, nearly 1 in 3 teen girls seriously considered suicide in 2021—up nearly 60 percent from a decade ago. More than 42 percent of high school students reported persistent feelings of sadness or hopelessness.
What helps? The Calgary report found that “school connectedness, defined as feeling close to people at school, has a long-lasting, protective impact for adolescents well into adulthood.”
Our schools must be equipped to support and connect with students, and there is no better model for this than community schools. There is another tragic reality in the United States: Half the students in America’s public schools live in poverty. Community schools mitigate the effects of poverty by providing essential services right where students are and where families can be.
Once kids’ physical and emotional needs are met, they are ready to learn, and teachers can focus on their primary role—which is to teach.
A few weeks ago I went back to Wolfe Street Academy, a community school in Baltimore, to see how they were doing.
Ninety-six percent of the students there qualify for free- or reduced-price lunch. Since converting to a community school nearly 20 years ago, Wolfe Street has gone from the 77th-most successful elementary school in Baltimore (out of 80) to the second-most successful. And, like other community schools,when COVID-19 hit it was a matter of ramping up services, not having to start from scratch.
Students have access to medical checkups, clothing and mental health services. Families have food assistance, language support and legal aid.
And this school is fun! Wolfe Street offers a wide variety of after-school programs, including chess club, robotics club, Mexican folkloric dance, orchestra, a soccer league and more.
And, by the way, Wolfe Street is a unionized public charter school.
There are successful community schools in rural and suburban areas, as well.
The Rome (New York) Teachers Association started a community school with help from the AFT in 2016. Today itsConnected Model has spread to 14 school districts and provides everything from access to mental health services and dental care, to food packages for weekends and holidays, and prom dresses!
A recent Rand Corp. study of community schools in New York City found positive impacts on both attendance and graduation rates. In New Mexico, community schools in operation for five or more years have better-than-average student achievement growth and higher attendance rates, and employed more highly effective teachers. And Robeson High School in Philadelphia went from nearly closing to a 95 percent graduation rate after implementing the community school model.
AFT members have helped create 700 community schools across the country, and we see how they meet kids’ needs. From Kimball Elementary School in Washington, D.C., to the Oyler School in Cincinnati, to Roybal-Allard Elementary in Los Angeles. That’s why the AFT is calling for 25,000 community schools by 2025 and our call is gaining steam. California just approved another $45 million to make 1 in every 3 schools in the state a community school. And President Biden’s budget doubles federal community school investment. We need to make this happen everywhere.
Experiential Learning
Second, we can re-engage students through experiential learning, transforming their educational experiences. Why do kids skip school, or slump in the back of the classroom? They may feel unsafe or unseen. Or just uninterested. We must do better. And we can.
Of course, fundamental academic subjects are important. But so is how we teach them. Experiential learning engages students through problem-solving, critical-thinking, teamwork, and learning by doing. We need to help kids engage with the world, with ideas and with each other—not just with their devices.
Experiential learning embeds the things that make kids want to be in school: The excitement of learning that is deeply engaging, and the joy of being together, especially after the isolation of the last few years. The camaraderie and responsibility of working together on a team.
And in the age of AI and chatGPT, this type of learning is critical to being able to think and write, solve problems, apply knowledge and discern fact from fiction.
Experiential learning can be applied to any content area from math to computer science to social studies, and often weaves subjects together in powerful interdisciplinary instruction. It can be adapted to any grade level. It can take place in rural, urban and suburban schools. And it nurtures kids’ natural curiosity and creativity. That is what robotics and debate teachers do all the time. It’s what I did as an AP government teacher at Clara Barton High School. These opportunities need to be the norm not the exception.
This type of learning makes clear just how outmoded the standardized test-based accountability system is. Of course, the country needs data on how our kids are doing, but if we are talking about student success, research shows classroom grades, not tests, are the best predictor of that. And experiential learning takes the classroom to a new level.
Experiential learning is assessed by teachers in their classrooms and focuses on mastery of the skill. It can include capstone projects that allow students to research a topic they’re passionate about and present it to their teachers and peers. It can include nature-based pre-K, where youngsters learn by exploring natural surroundings while building social skills with other kids. It can include students working together to code and build robotics projects; service-learning projects to support community members; and summer learning on a farm caring for crops or animals; or reporting for and producing a neighborhood newsletter. And it can start with field trips, during and after school.
Experiential learning has long been embedded in career and technical education programs where students use their minds and their hands to learn everything from auto repair, to nursing, IT, graphic design, welding and culinary skills. CTE students learn skills that give them a head start when they go to college or start their careers. Shouldn’t every student have that opportunity?
It’s also a proven strategy. Ninety-four percent of young people who concentrate in CTE graduate from high school, and 72 percent of them go on to college.
Talk to any employer about the skills and knowledge they look for in a successful employee, be it a plumber, a nurse or a lawyer, and you’re bound to hear similarities—employees who are creative, self-starters, critical-thinkers, problem-solvers;have empathy; and can build relationships. This type of learning provides every student with more options to develop those skills and to find their passion, their purpose and their pathway to good jobs and fulfilling careers.
Carpentry students use math when they’re figuring out the right cuts to make and how the pieces will all fit together. They’re using their hands and their minds to construct something. They’re acquiring literacy, technology and writing skills in developing business plans or a website. They’re building self-confidence and public speaking skills when they explain plans and work with customers or their peers. They have a sense of pride in the finished product. When a project doesn’t turn out as expected, they have to problem-solve what went wrong and try a new approach.
On Governors Island in New York City, students attending the Harbor School pursue industry certification in specialties like marine science and oceanography. In Louisiana, the Teaching and Reaching initiative is a two-year dual enrollment program that gives high school juniors and seniors the opportunity to earn credits and get a head start on pursuing a degree in education. In Peoria, Ill., CTE programs are preparing students for green energy jobs. And the Rio Rancho, N.M., public schools partner with the local college to provide stackable microcredentials in robotics, coding and automotive technology.
President Biden’s remaking of the economy through the CHIPS and Science Act, the Bipartisan Infrastructure Law, and the climate provisions of the Inflation Reduction Act will create millions of new high-paying jobs in renewable energy, broadband, semiconductors, construction, cybersecurity, transportation, small business, entrepreneurship and so much more. Then there’s healthcare and education, which have huge staffing crises right now. There are so many incredible opportunities for our young people in the job markets of today and tomorrow. They need to be ready to seize them. This dynamic new economic vision requires a dynamic new workforce vision.
We are all in, but this requires more than educators. And doing this at scale will require new approaches. We need to start by high school. We need employers to partner with us, giving students internships and apprenticeships, including paid opportunities so students who need to work can afford to participate. That’s why the AFT donated stipends for high school kids in Newark, N.J.’s Red Hawks Rising teacher pathway program. Teachers need experiential learning, too, and more externship opportunities in industry.
The potential for all of this is in our grasp, but we all need to do better on the alignment of people, preparation and professions. And it means all of us making changes. That is why we are working with the AFL-CIO, Commerce Secretary Gina Raimondo, Education Secretary Miguel Cardona, Acting Labor Secretary Julie Su, and the Bloomberg Philanthropies on this work. We are reaching out to business groups large and small, as experiential learning can take place in the private sector, the public sector and nonprofits. The formula of starting by high school and identifying school-to-career pathways, including community colleges, partnering with employers, and ensuring the opportunities are paid, can be replicated everywhere.
Revive and Restore the Teaching Profession
Third, for us to meet the needs of the 50 million children in our public schools, we need to revive and restore the teaching profession. That starts with addressing the teacher and school staff shortage crisis. And taking care of the educators we still have.
We know how to solve this. At our 2022 convention, AFT members unanimously approved the report our Teacher and School Staff Shortage Task Force had been working on for seven months. That report is a blueprint with scalable solutions that every district and state in the nation can implement. But it boils down to treating educators like the professionals they are, with appropriate pay and time to prepare for classes, the chance to collaborate with colleagues, the opportunity to participate in meaningful professional development, and the authority to make day-to-day classroom decisions. And ensuring they have the conditions that help students learn like buildings in good repair, with safe ventilation and smaller class size.
The Kansas City Federation of Teachers recently negotiated a new contract, and they used the AFT staffing shortage report as their blueprint. Now, every first- and second-year teacher will be mentored by an exemplary teacher, who will be paid for serving as a mentor. The union secured the highest starting teacher salaries in the region and increases to keep teachers in the profession. They won paid family leave for any parent, making them the first district in the state having this essential family benefit. Where there’s a will, there’s a way. Thank you, Jason Roberts, the KCFT president, for being with us today.
I’m really worried about the well-being of teachers and school staff. We are working with groups like Educators Thriving on strategies that address well-being. Their program has helped teachers reduce emotional exhaustion, a leading indicator of burnout. And as a union, we are providing a trauma benefit to all our members and have worked hard to reduce student debt and make the bipartisan Public Service Loan Forgiveness program work. That’s been life-changing for those who qualify. But I am asking politicians to do their part as well.
A word to politicians—rather than using educators as cannon fodder, why not work with us? Like New Mexico Gov. Michelle Lujan Grisham, who enacted a $10,000 raise for teachers in that state. And Michigan Gov. Gretchen Whitmer, who signed a bipartisan education budget that will make the highest state investment in Michigan history, investing in school infrastructure, teacher recruitment, school safety and mental health resources. And Sen. Bernie Sanders and Florida Rep. Frederica Wilson, whose bills would raise teacher salaries. And New York Rep. Jamaal Bowman, who has introduced a bill to reduce federally mandated standardized tests.
Parents and Community as Partners
Fourth, the pandemic proved what we always knew: In-person learning is essential for kids, and public schools are centers of their communities.
It’s beyond obvious that the school-family connection, the parent-teacher connection, is vital to children’s success. But as others are trying to drive a wedge in that connection, we need to deepen it.
PTAs are remarkable organizations; so are so many parent groups and parent-teacher groups like Red Wine and Blue, Parents Together, MomsRising and the Campaign for Our Shared Future. And we are honored to work with them and others. But we know we need to create this muscle of working together everywhere.
That’s why the AFT created the Powerful Partnerships Institute, which supports family and community engagement. In our inaugural year, the institute has given out 27 grants to AFT locals across the country. Montana is engaging thousands of public education-supporting families and educators across the state. New Haven is working with educators, families and students on fair school funding. And you just heard a little about our partnership in Houston.
Let’s be role models for how we deal with conflicts and disagreement. During the pandemic, we met via Zoom with parent groups that often disagreed with us on COVID-19 safety measures and school closures. We heard each other out and talked things through. We need more of that in America.
Two years ago, the AFT increased our legal defense fund, so we could help if a member was put in jeopardy for teaching honest history or answering a student’s question. But in too many places, there are no unions, or educational associations, or parent groups. People feel alone and isolated. Teachers. Parents. Children.
That’s why, in conjunction with the Campaign for Our Shared Future, we are launching a new Freedom to Teach and Learn hotline for teachers, parents or students to use if they need support. It’s a place to call if you’ve been told to remove a book from the curriculum or from the library, or that there are topics that can’t be discussed in your classes, or that you cannot teach honestly and appropriately, or if politicians in your district or state are targeting vulnerable student groups to score political points. The Freedom to Teach and Learn hotline number is 888-873-7227.
These four strategies are worthy on their own. Together, they are transformative. Community schools will help young people not just recover from these punishing years and the scourge of poverty, but thrive. Experiential learning will prepare our youth with the knowledge and skills to seize the opportunities in our changing economy. To nurture and educate our young people, we need an educator workforce that is supported, respected and compensated befitting their vital role. And we need students’ circle of care—family, educators and community members—to be united in their support.
Conclusion
This is our agenda. But this can’t just be the work of our union or of school staff and schools alone. This is the work of a great nation—to ensure that our children’s basic human needs are met so they are ready to learn to their full potential. To exchange outmoded and test-driven ways of teaching and learning for effective and engaging approaches that excite students and prepare them to live their dreams and aspirations.
Our public schools shouldn’t be pawns for politicians’ ambitions. Or defunded and destroyed by ideologues.
We are at a crossroads: Fear and division, or hope and opportunity.
A great nation does not fear people being educated.
A great nation does not fear pluralism.
A great nation chooses freedom, democracy, equality and opportunity.
All of that starts in our public schools. We are that great nation, and we must act together—to defend, support and strengthen our public schools. And we must do that now.
Our children deserve no less.
Take that, DeSatanis!
USA Today conducted a poll and found that most Americans think it’s good to be “woke.”
Republican presidential hopefuls are vowing to wage a war on “woke,” but a new USA TODAY/Ipsos Poll finds a majority of Americans are inclined to see the word as a positive attribute, not a negative one.
Fifty-six percent of those surveyed say the term means “to be informed, educated on, and aware of social injustices.” That includes not only three-fourths of Democrats but also more than a third of Republicans.
Overall, 39% say instead that the word reflects what has become the GOP political definition, “to be overly politically correct and police others’ words.” That’s the view of 56% of Republicans.
So, do you want to be informed and aware?
Or do you prefer to be uninformed and asleep?
By the way, I got an email inviting me to attend a speech by Florida Governor Ron DeSantis at the Nassau Coliseum in Long Island. That means he is running. He will talk about “the Florida Vision.” I assume that means banning books, vetting Black history, banning art, crushing academic freedom, silencing all dissent.
I prefer American values, the ones in our Constitution.
The election for mayor in Chicago will be held on April 4. The final will be a runoff between Paul Vallas and Brandon Johnson. Vallas’s supporters point to his long career as a superintendent in various school districts (although he is not and was never an educator). Brandon Johnston was elected as a County Commissioner and worked for the Chicago Teachers Union as a community organizer.
The Chicago/based website The Triibe reviewed Vallas’s record as superintendent in several school districts.e The consistent themes of his time in office were privatization, charter schools, and specifically, military charter schools.
Diane Ravitch's blog 