Archives for category: Accountability

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 Museum, Anti-Defamation League, World 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 Oblast, Ukrainian 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 abortion, same 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.


 

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. 

The Wall Street Journal has the details on the money behind Trump’s incendiary “Stop the Steal—Save America” rally of January 6, which preceded a violent attack on the nation’s Capitol:

The rally in Washington’s Ellipse that preceded the Jan. 6 riot at the U.S. Capitol was arranged and funded by a small group including a top Trump campaign fundraiser and donor facilitated by far-right show host Alex Jones.

Mr. Jones personally pledged more than $50,000 in seed money for a planned Jan. 6 event in exchange for a guaranteed “top speaking slot of his choice,” according to a funding document outlining a deal between his company and an early organizer for the event. 

Mr. Jones also helped arrange for Julie Jenkins Fancelli, a prominent donor to the Trump campaign and heiress to the Publix Super Markets Inc. chain, to commit about $300,000 through a top fundraising official for former President Donald Trump’s 2020 campaign, according to organizers. Her money paid for the lion’s share of the roughly $500,000 rally at the Ellipse where Mr. Trump spoke. 

Another far-right activist and leader of the “Stop the Steal” movement, Ali Alexander, helped coordinate planning with Caroline Wren, a fundraising official who was paid by the Trump campaign for much of 2020 and who was tapped by Ms. Fancelli to organize and fund an event on her behalf, organizers said. On social media, Mr. Alexander had targeted Jan. 6 as a key date for supporters to gather in Washington to contest the 2020-election certification results. The week of the rally, he tweeted a flyer for the event saying: “DC becomes FORT TRUMP starting tomorrow on my orders!”

A few days ago, I published a list of states that are considering new legislation to defund their public schools while expanding the corporate charter sector and increasing the funding of vouchers for failing religious schools.

One state was inexplicably left off that list of infamy: North Carolina.

A bill has been filed in that state peppered with words like “equity” and “opportunity,” a typical ruse to divert attention from the main purpose of the bill: privatization of public funds and defunding of public schools.

Republicans in the North Carolina General Assembly want more public money to flow to unregulated and unaccountable private and religious schools, which are free to use any curriculum they want, free to hire unqualified teachers, free to kick out or exclude students they don’t want, for any reason. Such schools are not subject to federal regulations securing the civil rights of their students. They are not subject to the state’s accountability system that applies to public schools. They are free to discriminate against students they don’t want.

Steve Hinnefeld, an Indiana blogger, reviews Jack Schneider and Jennifer Berkshire’s new book A Wolf at the Schoolhouse Door and finds that it resonates with his own experience in Indiana.

He writes:

“A Wolf at the Schoolhouse Door” focuses on a fundamental debate on the nature of schools. Education, the authors argue, is best treated as a public good that belongs to everyone.

“Like clean air, a well-educated populace is something with wide-reaching benefits,” Berkshire and Schneider write. “That’s why we treat public education more like a park than a country club. We tax ourselves to pay for it, and we open it to everyone.”

The alternative: education as a private good that benefits and belongs to those who consume it. In that increasingly influential view, families should choose schools – or other education products and services — the same way they choose restaurants or where to buy their shoes, with little concern for anyone else.

The threats they describe are not a wolf but a veritable wolfpack: conservative ideologues who want to reduce taxes and shrink government, anti-union zealots, marketers bent on “selling” schools, self-dealers making money from ineffective virtual-school schemes and technology enthusiasts who envision a future in which algorithms replace teachers.

That may make the book sound like a polemic; it’s not, at least in my reading. The authors offer a fair and accurate reading of opposing views and acknowledge that public schools aren’t perfect. All too often, they admit, public schools have excluded or failed students of color, immigrants, religious minorities, students with disabilities and others…

I remember, in the late 1990s, being surprised when the Indiana Chamber of Commerce said it planned to push for vouchers. Democrats controlled the governor’s office and the Indiana House. Just a few years earlier, a well-organized voucher push led by prominent business officials fizzled out.

But, as Schneider and Berkshire document, voucher supporters have played a long game, carried forward by groups like Indianapolis-based EdChoice and the American Legislative Exchange Council. In 2011, with a GOP supermajority in the legislature and Mitch Daniels in the governor’s office, Indiana approved vouchers. The program started small but grew to include over 300 private schools, nearly all of them religious, and over 36,000 students. Now there’s talk of expanding it further – or possibly of adopting education savings accounts, one of the “neo-voucher” programs that Schneider and Berkshire describe.

There is reason to hope, he writes, but also reason to be alarmed and vigilant.

Mitchell Robinson is a professor of music education at Michigan State University who writes frequently about K-12 issues.

In this post, he explains what is necessary for schools to reopen.

The solution isn’t rushing to open schools before they are safe–the solution is for Congress to pass a stimulus package large enough and bold enough to pay people to *not* go to work, and that provides bonus/hazard pay for those who *do* need to work–health care workers, public safety personnel (fire and police), grocery store workers, etc.

And that stimulus package also must provide the federal and state resources to actually *do* something about making schools safe, which to my knowledge has happened in very few places. It’s not enough for school districts to “encourage” their employees to get vaccinated–school systems should be proactively securing enough vaccine doses for all employees to get two shots, and immediately set up the infrastructure for that to happen.

Now, what are the chances of that occurring? Slim and zero.

Because you can not systematically defund public schools for decades, eliminate teaching positions, school nurses, counselors, psychologists, and other support staff from school budgets, and fail to maintain school facilities, while simultaneously increasing class sizes, cutting health care and retirement benefits for school employees, lowering standards for who becomes a teacher, increasing the number of charter schools that compete for tax dollars, and implement voucher programs and “tax credit” schemes that function exactly like vouchers, and then expect public schools to function like well-funded, adequately resourced public institutions.

Shaming teachers and blaming unions won’t work.

Schools must be safe.

Then they can reopen.

So far, no one has been willing to pay the price.

If they are serious, they will.

This is the story of Marga Steinhardt. She was born in a town in central Germany in 1927. She was a young child when Hitler came to power. Friends urged her parents to leave Germany for France or Palestine or the United States, but her father didn’t believe the warnings. He thought they were exaggerated.

“I remember overhearing talk between my parents, and my father said, ‘You worry too much. It’s not going to get that bad. Hitler talks a lot. The world will not tolerate for Hitler to do what he’s saying he’s going to do.’ He just couldn’t believe it. Even later, when we were already deported, he would not accept that there were mass killings. He’d say, ‘Have you seen it? Can you prove it?’ ”

When they finally sought an exit visa, there were 27,000 people ahead of them. No one wanted them anyway. The world closed its doors to Jews.

Marga and her family went through the worst of the Holocaust. Labor camps, concentration camps, forced marches.

The story she tells is a microcosm of the experiences of European Jewry, most of whom perished (including every member of my family who had not migrated to the United States in the 19th or early 20th centuries).

The same day that I read her story, I responded to someone who asked why the public was so unmoved by 400,000 COVID deaths.

Typically people are unmoved by mass deaths. A number like 400,000 or six million deaths does not touch people’s emotions. The story of one person’s suffering does. The particulars matter. People remember Anne Frank because they know her story. Read Marga’s story.