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Peter Rawitsch: No, You Cannot Standardize Childhood

By dianeravitch
September 21, 2016 //
7

Peter Rawitsch has been teaching early childhood education for 35 years. He was selected by the state of New York to participate on a committee reviewing the state standards. His post was published by the Albany Times Union and reposted on Susan Ochshorn’s blog. I think you will enjoy reading his commentary, and I am reposting it here.

Peter described how the group for Pre-K-grade 12 met and were briefed. Then they broke into sections.

The Common Core State Standards were adopted by the New York State Regents in 2011. Its original group of authors did not include any early childhood experts. If it had, it would have started with kindergarten and progressed forward, instead of starting with 12th grade and mapping backward. It would have acknowledged that children learn and develop at different rates, which is much better reflected by a learning continuum and not inflexible of end-of-year benchmarks. The continuum would have included the physical, social, emotional, language and cognitive areas of child development. It would have stressed the critical role of play-based learning for young children.

As the week went on, we were able to tackle these larger issues, but we didn’t reach a consensus. A concern for some members of our group was how teachers would know what to teach without standards. My response is that we observe, listen and get to know our students so we can determine what they know, what they are ready to learn and how we can best support their learning.

Our work is not done. When our draft is finished in August, the state education department will review the whole P-12 document to ensure there is consistency in the language and a progression of skills. Then there will be a public comment period, followed by still more editing and revisions. Finally, it will be presented to the Regents for their review.

It will be interesting to see how our original work evolves through this process. Ideally, the state would put a moratorium on the current Common Core ELA and math standards until the standards can address all of the developmental areas. The unintended consequences of rolling out only the ELA and math standards have been: a narrowing of the curriculum, almost to the exclusion of science and social studies; devaluing of play, the primary mode of learning at the P-2 level; and over-testing. These have all been harmful to young learners.

New York parents and teachers will have an opportunity to be heard. Let’s let the Education Department know that childhood cannot be standardized.

Categories Accountability, Childhood, Common Core, Testing

William Doyle: Why Finland is Rejecting American-Style Reforms

By dianeravitch
September 7, 2016 //
51

Perhaps you are sick and tired of hearing about the wonderful schools of Finland. Well, I am not. They demonstrate that it is possible to do the right things for children and succeed by every metric. It is important to have a demonstration in real-life of an entire nation that gets it right; not just one school, that picks its students, but an entire nation. No high-stakes testing. No charters. No vouchers. No Teach for Finland. Every public school is a good school, regardless of its neighborhood (or, as we would say, its zip code [I don’t know if Finland has zip codes.]) I have visited Finland. I have toured Finnish schools. I have seen students of every age taking a recess break after every class. I have seen students displaying their artistic accomplishments. As long as there is Finland, we can all hope for a better future for American education. As Finnish educator Pasi Sahlberg often says and writes, “we got many of our best ideas from the U.S.”

William Doyle, author and film-maker, is a Fulbright Scholar at the University of Eastern Finland, where he lectures on education and the media. This column appeared originally in USA Today.

He notes that Finland is experiencing social and economic problems. It has also seen slippage in its educational results on international tests. But it is doubling down on what proved successful instead of following the U.S.’s abysmal test-and-punish “reforms.”

He writes:

Social and economic pressures are increasing sharply. Inequity is growing among schools. Severe budget cuts are hitting vocational and higher education. High-performing students often don’t feel challenged, and Finnish children face problems common to many the world over — bullying, big drop-offs in math and reading skills, digital overload, and feeling bored or disengaged from school. The performance of Finland’s 15-year-olds in international tests has fallen in recent years.

The United States for more than a decade has responded to its own education challenges with a bizarre, bipartisan and ineffectual mix of mass standardized testing, de-professionalization of teachers, dismal quality “cybercharter schools,” the elimination of arts and recess for children, and the botched, now politically toxic Common Core attempt at national curriculum guidelines.

Finland is taking largely the opposite approach. It is doubling down on many of the things that made its schools great in the first place.

Finland has adopted a new curriculum, but it is nothing like our Common Core, which makes everything “harder,” even in kindergarten and first grade.

Finland’s brand new National Core Curriculum emphasizes a child’s individuality and says “children have the right to learn by playing and experience joy related to learning.” It says they should be encouraged to express their opinions, trust themselves, be open to new solutions, learn to handle unclear and conflicting information, consider things from different viewpoints, seek new information and review the way they think. Teachers are directed to give students daily feedback and measure them against their starting points, not other students. In grades one through seven, schools now have the option of dropping numerical grades in favor of verbal assessments. (Failing students will still receive a “fail” grade, and can be held back as a last resort.)

The new guidelines strengthen traditional roles of play and physical activity. Preschool and kindergarten students will continue to learn through songs, games, conversation and playful discovery, not military-style drilling and stress at ages 4, 5 or 6 as is increasingly the case in American schools. A number of studies have supported the advantages of play-based early education for children, including those from low-income backgrounds. Formal academic training in Finland will continue to start at age 7, when many children are best ready for it. That corresponds with research indicating that any advantage gained by earlier instruction, when children are not developmentally ready, washes out a few years later.

In addition:

Finland is also continuing other policies that work: Primary school teachers will still have to earn master’s degrees and undergo at least two years of in-classroom training by master teacher-trainers before being allowed to lead classes of their own. Grades one through nine will offer instruction not only in math, science and history, but also in two or three languages, physical education, music, visual arts, crafts and religion or ethics. And home economics, a rare subject in American schools, will be taught in grades seven, eight and nine.

No high-stakes testing. No vouchers. No charters. No Teach for Finland temps in the classroom.

Categories Childhood, Education Reform, International

Economic Policy Institute: Making “Whole Child Education” the Norm

By dianeravitch
August 26, 2016 //
27

The Economic Policy Institute in Washington, D.C., has published a major paper that describes a new vision for American education.

Instead of focusing on goals like raising test scores, which narrows the curriculum and produces perverse results (like cheating, excessive test prep, and gaming the system), educators should be encouraged to emphasize the development of the whole child. This is not a new idea; its roots go back to the early twentieth century. But it is a research-based idea that promises to change the direction of education and to align teaching and learning with what is in the best interests of students and society.

The report was written by Elaine Weiss and Emma Garcia of EPI.

Here is the introduction.

Traits and skills such as critical thinking, creativity, problem solving, persistence, and self-control—which are often collectively called noncognitive skills, or social and emotional skills—are vitally important to children’s full development. They are linked to academic achievement, productivity and collegiality at work, positive health indicators, and civic participation, and are nurtured through life and school experiences. Developing these skills should thus be an explicit goal of public education. This can be achieved through research and policy initiatives involving better defining and measuring these skills; designing broader curricula to promote these skills; ensuring that teachers’ preparation and professional support are geared toward developing these skills in their students; revisiting school disciplinary policies, which are often at odds with the nurturing of these skills; and broadening assessment and accountability practices to make the development of the whole child central to education policy.

Introduction and key points

The importance of so-called noncognitive skills—which include abilities and traits such as critical thinking skills, problem solving skills, social skills, persistence, creativity, and self-control—manifests itself in multiple ways throughout our lives. For example, having greater focus as a student improves the acquisition of skills, and creativity is widely associated with artistic abilities. Persistence and communication skills are critical to success at work, and respect and tolerance contribute to strong social and civic relationships.

But support for noncognitive skills—also commonly referred to as social and emotional skills—extends far beyond this casual recognition of their impact. Empirical research finds clear connections between various noncognitive skills and positive life outcomes. Indeed, researchers have focused on assessing which skills matter and why, how they are measured, and how and when these skills are developed, including the mutually reinforcing development of noncognitive and cognitive abilities during students’ years in school.1

At the same time, there are clear challenges inherent in this work, including those associated with data availability (in terms of measurement, validity, and reliability), the difficulty of establishing causality, and the need to bridge gaps across various areas of research. This points to the need to exercise caution when designing education policies and practices that aim to nurture noncognitive skills. Nonetheless, given the crucial role that noncognitive skills play in supporting the development of cognitive skills—as well as the importance of noncognitive skills in their own right—this is an issue of great importance for policymakers.

Moreover, there is increased recognition, both domestically and internationally, that noncognitive skills are integral to a wider conceptualization of what it means to be an educated person. Indeed, UNESCO’s Incheon Declaration for Education 2030, which sets forth an international consensus on the new vision for education for the next 15 years, states, “Relevant learning outcomes must be well defined in cognitive and non-cognitive domains, and continually assessed as an integral part of the teaching and learning process. Quality education includes the development of those skills, values, attitudes and knowledge that enable citizens to lead healthy and fulfilled lives, make informed decisions and respond to local and global challenges.”2

This policy brief, which focuses on a set of skills that can and should be taught in schools, is based on a body of scholarly literature that tends to use the term “noncognitive skills” over others. James Heckman, a prominent, Nobel Prize–winning economist, has dubbed these skills “dark matter” in recognition of their varied nature and the challenge of accurately labeling them. Various fields and experts call them social and emotional skills, behavioral skills, inter- and intra-personal skills, and life skills, among other terms, but this brief does not aim to settle this issue. We therefore use noncognitive throughout in many places, as well as social and emotional skills and other terms.

This brief explains why it is so important that we incorporate these skills into the goals and components of public education, and lays out the steps necessary to make that happen.

This is a report that will gladden the hearts of most educators. It calls for a paradigm shift at a time when policymakers are realizing that the past fifteen years of testing, carrots and sticks, and other efforts to raise test scores, has produced negative consequences. It is time to take another look at our goals and our vision. This is indeed a worthy project.

Categories Childhood, Civil Rights, Corporate Reform, Democracy, Education Reform, Joy, Real Education, Teachers and Teaching, Testing

REFORMERS! Watch This Video! It Will Change Your Life and Open Your Mind!

By dianeravitch
August 16, 2016 //
17

This is a message to the billionaires, the hedge fund managers, and the politicians–and their paid spokespersons in think tanks and academe— who continually complain about our public schools and their teachers. They think that the solution to America’s education problems is to privatize public schools. They are wrong. They need to expand their horizons and look elsewhere for the causes and the solutions to the problems in our schools and our communities.

Please urge any reformers you know to watch this video. It will change their world view.

It is a TED talk by Dr. Nadine Burke Harris. Dr. Harris is a pediatrician in California who has a master’s degree in public health in addition to her M.D. She is an expert on the relationship between childhood trauma and life outcomes.

Listen to her wisdom. She is on the frontline of addressing our nation’s must urgent problems.

Categories Childhood

Peter Greene Reports on the Trial of Florida’s Third-Grade Retention Policy

By dianeravitch
August 13, 2016 //
23

Peter Greene followed the live tweets from AP reporter Gary Fineout, who covered the trial of Florida’s third-grade retention policy.

The high point–or should I say the low point–came when a spokesperson for the Florida Department of Education said the report cards were meaningless.

He writes:

Especially in the districts like Orange County that are actually pursuing this stupid policy, I hope that teachers stand up, look their superintendent in the eye and ask, “Do you agree with the state that the report cards I fill out for my students are meaningless? Do you agree with the state’s contention that the work I do in assessing students is junk and has no value or should carry no weight? Do you agree with the state that my professional judgment as a teacher is worthless?” And if the superintendent hides in the office (which would be wise because really, how could any self-respecting superintendent face their teaching staff after this bullshit) feel free to send them a copy of this.

But kudos to the state for turning what was merely an attack on children and the rights of their parents into a wholesale attack on the integrity and competence of all teachers in the state. Because if report cards are meaningless, it can only be because all teachers are incompetent boobs. Well played, Florida education department.

The hearing included other lowlights as well. Children and their parents came to testify and all of the district lawyers filed objections– because if you have to actually look at the children that you’re doing this to, the small humans that you are, as the judge put it, “taking hostage,” it’s a lot harder to justify your brain-dead, abusively stupid policy. You end up looking almost as bad as you should look. Ultimately the children and families did testify.

It was brilliant to ask students to testify. How could a judge not be moved to see a bright and articulate child explain how humiliating it is to be forced to repeat third grade just because they didn’t take the Big Standardized Test?

It is one thing to talk about a policy in the abstract, it is quite another to see the children whom it affects.

Read Peter’s account of the testimony from the children, parents and even grandparents.

Peter writes:

The judge seems sympathetic and may rule within a week. Meanwhile, state and district school leaders in Florida don’t know what the hell they’re doing. One district said the FSA is mandatory; another said it isn’t. The state department doesn’t know what its regulations say. And all of these people are going to grind up some nine-year-olds just to prove that they are too the bosses of everyone in Florida and everyone must comply or else.

Categories Accountability, Childhood, Florida, Testing

Peggy Robertson Resigns, Her Position Eliminated

By dianeravitch
August 12, 2016 //
17

Peggy Robertson is an elementary school teacher in Colorado. She is founder of United Opt Out. She is an outspoken defender of children’s right to learn without coercion. She must have been a thorn in the side of her school and district officials, because they eliminated her position.

She writes:

My position at Jewell was eliminated. In addition, Jewell no longer is a healthy working environment (for teachers or students) and I would not be able to work there unless we were able to return to our previous work as an inquiry-based democratic school. We are now a Relay Leadership School which focuses on teach to the test practices that are not good for children. Relay Graduate School is run by non-educators and lacks pedagogy – it is an embarrassment to the teaching profession. It is unfortunate for Aurora’s children that APS has gone in this direction. It is also unfortunate for the teachers at Jewell who were forced to implement 100% compliance models of discipline with continual teaching to the test and skill/drill. The teachers at Jewell this year (2015-2016) were the most unhappy teachers I have seen in my 19 years in public education. They wanted to file a grievance against the principal but were afraid for their jobs. I no longer can work in such a toxic learning/teaching environment. Aurora unfortunately seems to be going in the direction of “no excuse” charter models which do not develop or support the growth of problem solving citizens. Rather, these charter models, which Relay supports, promote racist practices specifically directed towards black and brown children in urban diverse schools. These charter practices promote the school to prison pipeline. I joined APS four years ago with great hope and excitement because the professional development and respect for the teaching profession in APS has always been excellent; that is no longer the case. I am sorry APS has chosen this path. I will miss my colleagues and the children.

I suppose you could conclude that the public schools of Aurora learned “best practices” from charter schools, which require “no excuses,” tough discipline, strict obedience, and teaching to the test.

Peggy was never one to bend to authority, especially when the authorities were wrong about what was best for children.

In another post, Peg expresses her astonishment to learn that children in her former school have been told to eat their breakfast while sitting on the floor in the hall.

She writes:

As you all know by now, I am no longer working at Jewell Elementary in the Aurora Public School District. However, I was recently alerted to a new policy regarding breakfast at the school. The school day starts at 9:25 a.m. This year, if children want to eat breakfast they must get there at 9:15 a.m. If they ride the bus I guess they’ll be rushing in the door to eat in five minutes or so as breakfast time now ends at 9:30.

And there’s more. There are two options: the children will be eating on the FLOOR in the carpeted HALLWAY outside the classroom OR the teachers can graciously give up some of their morning planning time and invite the children to come in and eat at their desks.

Let that sink in for a minute. I know your mind is racing, as mine did, as I tried to think through the implications here – and there are many.

The first thought I had was – what would ever cause anyone to even consider – fathom – such a policy, as children eating breakfast on the dirty carpeted floor like dogs? I am horrified that this policy was thought of and considered “rational.”

Then of course, I tried to imagine what that policy might look like in action. Hallways lined with children with backpacks, coats, lunchboxes and juggling milk, juice, cereal and more. I tried to imagine how I would feel as a child if I was asked to eat my breakfast on the floor, without a place to properly set my things in order to manage it all. I thought about how that policy might impact my own personal beliefs about my self worth, if I were a child at Jewell. I thought about the racism that is inherent within the behavior policies via Relay Graduate School. I thought about the way the children at my school are expected to demonstrate 100% compliance, and how this breakfast policy smacks of that compliance. Sit. Eat. Comply. On the floor. Where is the respect for the child? Where is it? How can one create a policy so unkind and so disrespectful of a child?

I thought – are the white children in the burbs sitting on dirty carpeted floor eating breakfast each morning? You know the answer to that.

Peg Robertson is now blogging at Tim Slekar’s website “BustED Pencils.” Now she has more time to write and more time to organize the resistance to insane and harsh policies that hurt children. I am sure she would rather be in the classroom, which she loves.

Categories Accountability, Charter Schools, Childhood, Colorado, Corporate Reformers, Discipline, Education Industry

Marion Brady: Would a Child Attempt Suicide Because He Failed the Big Test?

By dianeravitch
August 4, 2016 //
37

Marion Brady, retired educator, writes here about a mother who is certain that her son–then in third grade–attempted to kill himself after failing the Florida state tests by one point, twice. After he failed the second time, she knew he was morose. She called him for dinner, and he didn’t answer. She knocked on his door: no response
Nose. She pushed in and found him hanging by a belt, blue in the face. A third grader.

In a personal note, Marion told me that the article garnered many hostile comments when it was published at alternative.com. Readers simply refused to believe the story was true.

Brady writes:

“If failing to reach the pass-fail cut score by just one point wasn’t within every standardized test’s margin of error; if research hadn’t established that for the young, retention in grade is as traumatic as fear of going blind or of a parent dying; if standardized tests provided timely, useful feedback that helped teachers decide what to do next; if billions of dollars that America’s chronically underfunded public schools need weren’t being diverted to the standardized testing industry and charter promotion; if a generation of test-and-punish schooling had moved the performance needle even a little; if today’s sneaky, corporately driven education “reform” effort wasn’t driven by blind faith in market ideology and an attempt to privatize public schooling; if test manufacturers didn’t publish guidelines for dealing with vomiting, pants-wetting and other evidences of test-taker trauma; if the Finns hadn’t demonstrated conclusively that fear-free schools, cooperation rather than competition, free play, a recess every hour in elementary school, and that letting educators alone could produce world-class test-takers—if, if, if—then I might cut business leaders and politicians responsible for the America’s current education train wreck a little slack.

“But all of the above are demonstrably true. And yet we keep subjecting children to the same dangerous nonsense, year after year.”

A few years back, I spoke at the national convention of school psychologists. I listened as the president of the association spoke. He said that the three greatest fears of children are:

1) the death of a parent;

2) going blind;

3) failing a grade and being left behind.

Marion Brady is right. The testing regime is insane. It is child abuse.

Categories Childhood, Corporate Reform, Florida, Testing

Lisa Eggert Litvin: Why is New York Sticking with Common Core?

By dianeravitch
July 24, 2016 //
13

The subject of standards and assessments is very much up in the air. Most of the states that signed on to administer either of the federally funded Common Core tests–PARCC and SBAC–have dropped out. A few states have abandoned Common Core, while others are calling it something else. There is a growing trend among states that drop PARCC or SBAC to substitute the SAT or the ACT, but neither of these tests were designed as high school graduation tests or as “college-and-career-ready tests.” They are supposed to predict readiness for college, but have nothing to do with career-readiness. Nor does it make sense to leave the Common Core tests and to adopt instead one of the college entrance examinations, not only because they are inappropriate, but because they are aligned with Common Core. David Coleman, heralded as the “architect” of the Common Core, is now president of the College Board. Representatives of the ACT were members of the small group that wrote the Common Core standards. The system has been designed so that students are stuck with Common Core whichever way the state turns, unless it writes its own standards and tests.

Lisa Eggert Litvin, president emeritus of the Hastings-on-Hudson PTSA and co-chair of the New York Suburban Consortium for Public Education wonders why New York continues to hang on to the Common Core standards even though Governor Cuomo’s task force said they should be completely revised.

She notes that early childhood experts have excoriated the standards as developmentally inappropriate. As a result of the Common Core standards, she says,

children’s love for learning is dissipating rather than growing. Parents report that their children don’t want to go to school, that they feel like failures if they can’t read, that there’s no time for play or choice, and that the children are exhausted — in kindergarten. Children lose confidence and feel insecure, all because they aren’t reaching standards that, for many, simply cannot be reached at their stage of development, or because of their challenges.

Yet despite what children are feeling, despite the detailed findings of the Task Force, despite the loss of learning that is occurring, CC is slated to remain in effect well into the future. Specifically, the transition to replacement standards outlined by the Task Force will take several years, until fall 2019 at the earliest — with CC staying in place in the interim.

This makes no sense. Instead, the CC standards should be be put on hold, and already existing, well regarded non-CC standards should instead be used in the interim — just as is being done in other states.

Categories Accountability, Childhood, Common Core, New York

Why One Beloved First Grade Teacher Is Leaving

By dianeravitch
July 3, 2016 //
45

Articles like this are sad and even sickening. It is the story of a 29-year veteran in Brookline, Massachusetts, who teaches first grade. He is leaving.

It is outrageous to see beloved, dedicated teachers leave the classroom. Yet when you think of the steady barrage of hostile propaganda directed at them by the Gates Foundation, the Broad Foundation, the Walton Family Foundation, D.C. think tanks, and others, you can understand why they find it impossible to stay. I hope there is a new wave of articles about teachers who said: No matter what, I will not leave! I love my kids! I love my work! I will not let the reformers drive me away!

David Weinstein is throwing in the towel. He is in his early 50s. He shouldn’t be leaving so soon. He explains how teaching has changed, how much pressure is on the children, how much time is wasted collecting data that doesn’t help him as a teacher or his students.

He sums up:

I guess the big-picture problem is that all this stuff we’re talking about here is coming from on top, from above, be it the federal government, the commonwealth of Massachusetts, the school administration. But the voices of teachers are lost. I mean, nobody talks to teachers. Or, if they do talk to teachers, they’re not listening to teachers.

Categories Accountability, Childhood, Data, Education Industry, Teachers and Teaching, Testing

Angie Sullivan: Read-By-Third Grade Begins the Destruction of Young Children in Nevada

By dianeravitch
June 13, 2016 //
20

Angie Sullivan teaches elementary school in Clark County, Nevada (Las Vegas). Most of her children are poor and ELL. She writes often about the disastrous policies imposed on the schools by the legislature.

Angie writes:


Read-by-Three is upon us. Ready to damage disenfranchised kids because as Assemblyman Elliot Anderson stated: They need “tough love”.

I will note here poor children need a lot of things – “tough love” isn’t one of the things.

Basically read-by-three requires students to read on grade level by third grade or they are not promoted to the next grade.

Do you see the fatal flaws?

1. Not research based or proven effective – academically or politically

2. Money diverted so it does not reach the kids who need it the most.

3. Money spent on people who are not directly teaching kids.

4. Language learners and IEP students in double jeopardy without access or support

Let me explain:

A century of education research proving retention does NOT work should be enough.

Simply: Whole group learning did not work the first time so the remedy should not be another year of whole group learning. Repetition of a grade level, without a significant change in the method of instruction does not work. Real remedies would include smaller class-size, differentiated instruction, language learning scaffolding if necessary, or individualized support like tutoring in small groups. The worst possible remedy is blanket retention for large masses of at-risk studennts.

States like Florida which have used this destructive program – are now regretting it. Data shows it failed badly. Academically and politically.

Florida may promote 3rd graders who fail standardized tests

http://www.brookings.edu/research/papers/2012/08/16-student-retention-west

Besides the complete failure of this education policy – Nevada presses forward intent on replication of bad policies of other states.

To add insult to injury, the program is grant based. The Northern school districts applied and received most of the funding. Now Clark County which has 80% of the at-risk primary students will only receive 47% of the money to support kids so they are not retained. While 20% of the children in rural Nevada will receive the bulk of the money and possibly avoid the punitive result.

With the inequitable funding Clark County receives, CCSD is hiring many “read-by-three” strategists. Again – this does not change the method of instructional delivery. Another teacher who is not working with directly with students? This has been very ineffective and tried many times by the district. Teachers who are not assigned students often are assigned lunchroom tasks, playground duty, and paperwork by adminstrators. Very few specialists are effective because they do not work with kids.

Supposedly language learners and students with IEPs will be “exempt”.

Which shows a further flaw, since parents who often do not have an e-mail address must navigate the enrollment system in Infinite Campus accurately identifying their child as LEP. Parents who do not speak English or regularly use the Internet get limited support to go through this process. Accuracy of data in the system is questionable and I have seen many young children enrolling themselves in school because they are the person in the family who uses a computer regularly. Identification is complex and inaccurate.

Also if certain students are “exempt” will they be ignored? Is it better to not mark accurately so a child may receive instruction? Even if this means jeopardy? This is an unintentional result of placing pressure on students and kids. Schools will focus on kids to avoid retention while not focusing on others. Especially when working in a system which is not appropriately funded. Limited resources and too many at-risk kids means tough choices which are unfortunate need to be made.

This is a big civil rights and access problem. Along with being seriously flawed legislation.

It will cost millions of tax payer dollars.

Listening to teachers could have prevented this destruction.

Now teachers will have to make do – while “tough love” lawmakers brag about putting needed information in spam. I hope the campaign donation from reformers was worth it for the assembly democrats.

Reformers enjoy disruption. Disruption is teaching zero kids. It is just destructive.

Categories Accountability, Childhood, Civil Rights, Corporate Reformers, Nevada, Testing
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