Archives for category: Creativity

Virginia Governor Glen Youngkin sends his own children to an elite private school that never bans books and teaches critical race theory, But the governor ran on a platform of “parental rights,” which has unleashed censorship and book banning in the state’s public schools.

The schools of Spotsylvania have posted a list of 14 books that will be withdrawn to protect children from ideas their parents don’t like. Among the 14 are two by Nobel-prize winning author Toni Morrison.

The books were challenged for having “sexually explicit material” in them, according to a message to families from superintendent Mark Taylor.

The superintendent of Spotsylvania public schools has no prior experience in education. His appointment was made after hard-right conservatives won control of the school board. Aside from his lack of experience, Mark Taylor was controversial because of incendiary comments he made on social media. “They allegedly include memes mocking trans people and school shootings, racist innuendos and calls for parents to pull their children out of public schools.”

By the end of the week, the school district will remove:

All Boys Aren’t Blue” by George M. Johnson

Like a Love Story” by Abdi Nazemian

“Dime” and “America” by E.R. Frank

Sold” by Patricia McCormick

Out of Darkness” by Ashley Hope Perez

Beloved” and “The Bluest Eye” by Toni Morrison

Looking for Alaska” by John Green

The Perks of Being a Wallflower” by Stephen Chbosky

“Water for Elephants” by Sara Gruen

“Neanderthal Opens the Door to the Universe” by Preston Norton

More Happy Than Not” by Adam Silvera

“Nineteen Minutes” by Jodi PicoultSpotsylvania superintendent floats elimination of all school libraries

In a statement, Taylor pointed to a Virginia lawthat requires school districts to establish parental notification policies for instructional materials with sexually explicit materials, saying the 14 books fall under that category.

Taylor added that the division doesn’t have the resources to review whether the roughly 390,000 books in all school libraries have similar materials, so purging the 14 books from the shelves would be the only way to ensure they aren’t accessible….

Taylor noted in his message to families that the decision won’t stop teachers from including the pulled books in classroom assignments, which would have to be shared with parents under the law. According to the district, the books will be stored until they are donated.

What teacher will be brave enough or foolish enough to assign a banned book?

While traveling in the Midwest, I visited Illinois State University, which has an excellent teacher education program. A leader of that program recently wrote me while in a state of distress. One of her best students, she said, was just fired by her district. Why? One parent objected to a book in her classroom.

Who will want to teach when teachers’ lives and reputations can be jeopardized by one angry parent? Maybe that is the point: Demonize public schools and their teachers to build support for vouchers, where uncertified teachers are hired and the Bible is the beginning and end of all knowledge.

Here is an excerpt from the letter I received:

Tonight, I’m writing to you to share the story of the most amazing teacher I have ever worked with in my nearly 25 years in education–except she is no longer a teacher as of last Thursday. I know you have committed your career to fighting injustices like hers, so it is my hope that you might amplify her story in the fight against misinformation and teacher defamation.

As a teacher educator at Illinois State University, I met Sarah Bonner 10 years ago when she was in my action research capstone class as the final requirement for her master’s degree. During the year I worked with her, I was struck by her approach to education, and I encouraged her to continue working toward a doctorate degree. Since that time, I have had the opportunity to work closely with her, co-designing a framework that paired literature and inquiry as a way to expand 8th grade students’ in rural Illinois worldviews; co-teaching alongside her to maintain my connection to the classroom and to continue to evolve our work; guiding her in her dissertation work where she connected with teachers who were interested in transforming their own teaching; watching her mentor emerging, new, and experienced teachers; and witnessing the blossoming of students under her guidance–especially those who are often marginalized in largely conservative, small schools. I can honestly say that I have never had the opportunity to work with a more compassionate, innovative, and thought-provoking teacher. She’s by far a better teacher than I was when I was still in the middle school classroom, and working alongside her has pushed me to be an even better teacher educator than I was before.

For this reason, I cannot begin to describe the devastation that I experienced when I learned less than two weeks ago that not only was she being attacked by our local conservative “news” station, but that her district advised that she seek union representation to represent her while they investigated the story. She received this news on Wednesday, March 15. By Friday March 17 she learned that she was being put on paid leave the next week so they could investigate–and they hadn’t even talked with her yet.

What was the story? As a part of a book tasting day, Sarah consulted NCTE, ALA, and Good Reads to find award-winning and notable books that would reflect her students’ interests–and checked out nearly 100 books from the public library. One of those books was Juno Dawson’s “This Book Is Gay.” A student picked up the book, a sex education book for LGBTQ+ youth, snapped some pictures of its pages, and sent those pages home. Rather than approaching Sarah with questions or concerns, this child’s parents alerted the media outlet, and a witch-hunt began.

Suddenly, the wild and false allegations began: Sarah was requiring this book; the book was a regular part of her classroom library; she was sharing pornography with children; she was grooming children. And then, they went to her class website, which shared a link to Common Sense Media’s Netflix Documentary page, which so happened to feature Moneyshot, and now she was encouraging students to watch and learn about porn. Ironically, this film hadn’t even been released when she was last in the classroom. The story just kept growing until this award-winning teacher realized that she could not go back to that community again. And so, by this past Thursday, she had officially resigned. In just over a week, a teacher’s reputation, livelihood, and life was completely upended.

Sarah is fortunate brcause she’s got the deep knowledge and experience to bounce back and counter the current narrative. Unfortunately, this kind of experience is not unique, and too often teachers who aren’t equipped to handle it take huge hits. It’s impacting their mental health, their careers, their entire livelihoods. We have a narrative around a teacher shortage. We don’t have a teacher shortage—we have a shortage of respect and support for teachers. And we live in Illinois, a liberal state that requires LGBTQ+ history and contributions to be taught by 8th grade. Too many people are watching the antics happening in states like Florida and thinking those are outliers. They are not. Sarah is an award-winning teacher. She is a leader in and on the executive board of the National Council Teachers of English. And yet, she will no longer impact the lives of so many students.

Democracy is in peril as we continue to bow to pressures to restrict the books students can read. We cannot normalize allowing a few loud voices’ the power to destroy careers and lives. I have attached the statement she wrote and read to her board upon her resignation.

Here is Sarah Bonner’s statement to her school board:

Thank you to the Heyworth Board and Administrative team for allowing me to speak this evening. If you know anything about me as a professional, you know that this is not the way I would have chosen to be here tonight. Twenty years ago when I was given the keys to my very first classroom, I knew teaching was my calling. And, while I’ve taught in previous school districts over the years, Heyworth was the place that allowed me to become the professional I was meant to be.

Throughout my time here, I earned both my Masters and Doctorate degrees with the help of district tuition waivers. I became the National Council of Teachers of English (or NCTE) Media Literacy Teacher of the Year in 2018 along with the national Outstanding Middle Level Educator award the following year. I wrote and published a book through Teachers College Press to further the teaching field. Additionally, I hosted and supported numerous future teachers from Illinois State University as they began their journey into the classroom. Lastly – most importantly – I had the opportunity to connect with the best kids I’ve ever worked with in my career.


Our community – or even our nation – may never know the gravity of what teachers bear on a regular basis. For me, I not only worked tirelessly on designing and cultivating meaningful learning experiences for my students, but I also worked hard to maintain healthy relationships with students and families, upheld weekly and transparent communication among all shareholders, contributed regularly to the junior high teacher team, worked a second teaching job at Illinois State University to better support my family, served as the Middle Level Section Steering Committee Chairperson for NCTE, wrote a doctoral dissertation, published a book for teachers, along with being a partner, a mother, and a human wrestling with being newly diagnosed with multiple sclerosis.

With all of this weighing heavily on my plate, I depended on national communities like the American Library Association and NCTE as well as reading communities like Goodreads to help generate texts that engage all readers with a vast collection of interests. The activity my students and I participated in last week was made up of close to 100 different books recommended from these spaces. Given the nature of the lesson compressed with a heavy list of responsibilities, vetting each and every single text for explicit details was impossible. Should the book in question be available to students? Yes. However, should this specific book have been a part of the 100 choices during this class activity? No. Simply put, the title was on the ALA Rainbow Reading Awardee list and I picked it along with a few others because I knew students in my class had interests. To make students, families, community members feel unsafe was never the intention of my decision making.

While I’m saddened by how the events have played out over the last week, there’s a piece of me that isn’t surprised. Being an innovator in teaching means that boundaries, perspectives, and ideas need to be pushed. When I realized years ago that our kids who would receive these amazing scholarships to these Big 10 schools were coming back the following year because they couldn’t adjust to life outside of a rural small town, I knew I needed to do something. I knew I needed to disrupt traditional learning practices to embody the needs of today’s world. Our kids deserve learning experiences that prepare them for our world and not just our town. However, being a changemaker often comes with a cost…especially if you’re one of the only ones willing to take risks and think differently.


London’s favorite soccer coach, Ted Lasso – the man who makes us all believe in the power of believe – said it best ”You know, people have underestimated me my entire life. And for years, I never understood why. It used to really bother me. But then one day, I saw this quote by Walt Whitman. It said, “Be curious, not judgmental.” All of a sudden it hits me. Of all those that used to belittle me, not a single one of them was curious. They thought they had everything all figured out. So they judged everything, and they judged everyone. And I realized that their underestimating me… who I was had nothing to do with it. ‘Cause if they were curious, they would’ve asked questions.”
As I leave here tonight, I hope you will remember a few things:

  1. Sometimes things need to break in order to rebuild it stronger. Encourage
    curiosity. As you enter a space of healing, I hope the district and Heyworth community can find a place to listen and understand that you all want the best for our kids. Our teachers especially deserve to be heard and questioned in responsible ways.
  2. Remember to support your teachers moving forward. If I were them at this point, I would feel scared, unsafe, and paralyzed knowing that I could be next. Our teacher community needs reassurance that innovation is still supported and protected as time moves on.
  3. And, remember the good I brought to our kids and community by taking innovative risks in Language Arts. While I’ve been here, I have witnessed students stand up for other students with disabilities, fight against racism, organize trash clean ups, create documentaries that tell the untold stories of their community, advocate for safe spaces, strengthen their own beliefs, shape their own personal identities, and critically think about the world around them. With the work I’ve been able to do with students, I’m reminded on a daily basis that our kids will be the hope our future needs.

The Heyworth school district has lost a teacher who is dedicated to their children and her profession.

Katherine Marsh is an award-winning novelist who writes for children in grades fifth-through-eighth. At that age in the 1980s, she remembers falling in love with books. But she knows that children today are not reading for fun as much as they used to. NAEP data say so; parents as well. She knows that the ubiquity of cell phones, the Internet, abd television explain some of that decline in reading.

But she believes there is a problem with the way children are taught reading. No, she’s not talking about phonics and how children learn to read. She refers to the pedagogical approach that is required by the Common Core. children in school are taught to analyze what they read. This technical mindset, she believes, kills the joy of reading.

She writes in The Atlantic:

What I remember most about reading in childhood was falling in love with characters and stories; I adored Judy Blume’s Margaret and Beverly Cleary’s Ralph S. Mouse. In New York, where I was in public elementary school in the early ’80s, we did have state assessments that tested reading level and comprehension, but the focus was on reading as many books as possible and engaging emotionally with them as a way to develop the requisite skills. Now the focus on reading analytically seems to be squashing that organic enjoyment. Critical reading is an important skill, especially for a generation bombarded with information, much of it unreliable or deceptive. But this hyperfocus on analysis comes at a steep price: The love of books and storytelling is being lost.

This disregard for story starts as early as elementary school. Take this requirement from the third-grade English-language-arts Common Core standard, used widely across the U.S.: “Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.” There is a fun, easy way to introduce this concept: reading Peggy Parish’s classic, Amelia Bedelia, in which the eponymous maid follows commands such as “Draw the drapes when the sun comes in” by drawing a picture of the curtains. But here’s how one educatorexperienced in writing Common Core–aligned curricula proposes this be taught: First, teachers introduce the concepts of nonliteral and figurative language. Then, kids read a single paragraph from Amelia Bedelia and answer written questions.

For anyone who knows children, this is the opposite of engaging: The best way to present an abstract idea to kids is by hooking them on a story. “Nonliteral language” becomes a whole lot more interesting and comprehensible, especially to an 8-year-old, when they’ve gotten to laugh at Amelia’s antics first. The process of meeting a character and following them through a series of conflicts is the fun part of reading. Jumping into a paragraph in the middle of a book is about as appealing for most kids as cleaning their room.

But as several educators explained to me, the advent of accountability laws and policies, starting with No Child Left Behind in 2001, and accompanying high-stakes assessments based on standards, be they Common Core or similar state alternatives, has put enormous pressure on instructors to teach to these tests at the expense of best practices. Jennifer LaGarde, who has more than 20 years of experience as a public-school teacher and librarian, described how one such practice—the class read-aloud—invariably resulted in kids asking her for comparable titles. But read-alouds are now imperiled by the need to make sure that kids have mastered all the standards that await them in evaluation, an even more daunting task since the start of the pandemic. “There’s a whole generation of kids who associate reading with assessment now,” LaGarde said.

Under the duress of Commin Core, students are analyzing passages without reading the whole book. They are getting read to do the same on the tests. This is a sure fire way to make reading a chore, not a pleasure.

The architect of the Common Core standards, David Coleman, used to claim all sorts of miraculous things that would happen, if everyone taught the way he wanted. Test scores would rise, achievement gaps would close, etc. in the decade after Commin Core was introduced in 2010, none of those miracles came to pass.

Coleman believed that children needed to interpret what was put in front of them, without context. Understand the four corners of the text in front of them. This may make sense for a test, where the only thing in front of the student is a short passage, but it’s no way to read for pleasure.

Worse, this approach is a sure fire way to turn reading into a dull exegesis of language, not into a source of joy.

Julie Vassilatos, a parent activist and blogger in Chicago, writes here about the case for Brandon Johnson. She and others have written passionately against Paul Vallas, but here she explains why Brandon Johnson is well prepared to serve as Mayor. Because of his knowledge and experience, he not only knows the city’s budgetary issues well, but he is able to address the root causes of crime and the real needs of students.

She writes:

Friends, so many of us have been carrying on about the dangers of Paul Vallas so incessantly, you’d be forgiven for thinking that he’s running for mayor of Chicago unopposed.

But Vallas does have an opponent—one who is talented, thoughtful, experienced, and a real true Chicagoan raising his family on the west side: Brandon Johnson.

Johnson is getting a lot of heat from Vallas and his supporters right now. No lesser a personage than Darren Bailey, defeated far-right candidate for IL governor and unofficial endorser of Vallas, has announced that if Johnson is elected, it will be a “dark day” for Chicago. Yes. A dark day indeed. Get it?

I’m pretty sure Darren Bailey fans get it.

Then there’s FOP president/disgraced cop John Catanzara, who foresees that 1000 cops will walk off the job if Johnson wins, and there will be blood in the streets.

Vallas himself, who routinely speaks of Johnson in kind of Godzilla terms, has called him and the CTU a destructive force wreaking devastation on the city.

In addition to its coded race language, this election has rather inflated rhetoric.

I’m trying to keep mine toned down, or at least backed up by evidence. While it’s hard to pin “generational” devastation on Johnson or the CTU, it’s actually possible to do this for Vallas. He has set many destructive policies in motion in urban areas globally that have left decades of harm in their wake. Also financial calamity. But I and many others have told you all this over and over again. And this post is not about that guy.

This post is about Brandon Johnson.


Truth to tell, at the outset of the race I was slow to warm up to Johnson the candidate. But then I remembered that he was at the front lines of a struggle I will never forget—the 2013 mass school closures. So many folks did all we could do to try and stop that, well, generationally damaging policy. And those who led the way in that effort? I’d probably follow them into a fire.

But what about Brandon Johnson now? What are his credentials? Haven’t you, like me, read all that stuff about how he has no experience? How he’s never managed a budget? How he seems (unfathomably) to like crime and together with CTU wants our city to be unsafe, because….because….well, because reasons?

Well, maybe we need to look a little deeper than the media/social media blah blah blah.

In a recent mayoral forum Vallas asserted that “Brandon has run nothing.” Since Vallas hasn’t really lived here much I guess he may not know that Johnson has served on the Cook County Board of Commissioners since 2018 and has managed a great deal, including the $8.75B Cook County budget. The Cook County Board has wide ranging responsibilities, and if you’ve always wondered but never known what the Board does, you should take this time to educate yourself, starting at the Cook County Board website. Here’s a basic summary:

The Cook County Board of Commissioners oversees County operations and approves the budget of elected County officials including the Assessor, Board of Review Commissioners, County Clerk, Clerk of the Circuit Court, Recorder of Deeds, Sheriff, States Attorney and Treasurer.

The Commissioners also serve as the Board of the Cook County Forest Preserve District, a special purpose taxing district. The Board also sets policy, levies taxes, passes ordinances, approves all county purchases over $10,000, and adopts the annual budget for the entire county government.

That 2023 Cook County Budget was praised by the Civic Federation:

The Civic Federation supports the Cook County FY2023 Executive Budget Recommendation of $8.75 billion because it reflects strong financial management and puts the County in a good position moving forward post-pandemic. The County’s FY2023 proposed budget includes a strong level of reserves and positive revenue projections, without any increases in taxes or fees.

The budget gap is smaller than it’s been in years, supplemental payments to the pension fund have been made for the eighth year in a row, and the County’s fiscal position is “strong…following robust revenue performance and built-up reserves.” And observe that there are in this budget, no tax increases. (Here I note we can be grateful to Board President Toni Preckwinkle who has shepherded this budget for 13 years. And I note further, she has endorsed Johnson.)

Now let’s review the budgets Vallas has overseen.

In Philadelphia, Vallas managed a $2B budget and left a surprise $73M deficit on his way out the door. In the Louisiana Recovery District his budget was $176M. He got an extra $1.8B to work with from FEMA, and before he was done with the NOLA job he wandered repeatedly over to Haiti, missing weeks at a time of work in New Orleans (that’s beside the point, but I just thought you should know). And in Bridgeport CT, his budget was $232M. Of course he was pushed out of that job before he could really do much financial damage there.

For those of you keeping score, Vallas hasn’t ever drafted, managed, or implemented a budget even close to the size that Brandon Johnson has worked with as a member of the Cook County Board.

Before his County Board days, Johnson was a teacher. He taught middle school social studies at Jenner from 2007 to 2010 (years when most of his students were able to watch, right from school windows, wrecking balls demolishing their homes as the city brought down public housing), and then at Westinghouse for a year. He then became a CTU organizer and the leader of its Black Caucus. In those years he had a front row view on lots of turmoil in the district: school closures and turnarounds via the failed Renaissance 2010 initiative, the loss of Black teachers in the classroom as a result of closures and CPS policy choices, the 2012 teacher strike, the 2013 mass school closures, a churn of district CEOs, some of whom ended up in prison, illegal special education cuts, and rapid charter expansion.

While Johnson was organizing teachers and collaborating with parents in response to district policies that were crushing schools and services (and I do mean that literally, with at least one occasion of bulldozers bringing down a school library on a day when parents were instead expecting a meeting), he lived the experience of the folks who’ve been at the mercy of “education reform” for decades. He saw first hand what disinvestment has done to CPS students—resulting in teacher cuts, special ed cuts, after-school cuts, nursing cuts, and the whittling away of libraries, down to only 90 remaining in a total of 513 schools. He’s seen the violent legacy of closing the community anchor that is a public school. He’s watched, along with all of us, poor choices at the top—everything from grifting, self-dealing, and bribery, to no-bid contracts and cronyism—and how those things bust budgets and destroy trust. He stood with community members on a hunger strike to save a school, then joined in it himself. He’s seen the negative academic and social impacts of excessive testing, privatization, and vouchers. He’s seen these things from the perspective of 25,000 teachers and hundreds of thousands of public school families.

Vallas, meanwhile, has been the man who set those policies. He set them in motion right here in Chicago in 1995, and traveled the country and globe continuing to implement them from then until now.

He may talk a good game about Doing It All For The Children, but the fact of the matter is, Vallas has never had to stick around and watch the long term impacts of his policy decisions on The Children. Those impacts have caused years of student protests in Chile. Have kept special ed kids struggling for spots in schools in New Orleans. Have left Philadelphia in “constant crisis mode.” Led directly to our own CPS budget crisis.

Brandon Johnson has large scale urban management experience with a Board that’s closing budget gaps and overseeing a vast array of county services. He manages a bigger budget right now than Vallas ever has. And Johnson has face-to-face, personal experience with the folks who live and work and raise their children in Chicago. His years as a teacher and with CTU have given him the perspective of individuals and families on a hyper-local basis. His work has encompassed both the broad span of countywide planning and management, and the particular lens on particular people and particular struggles.

Brandon Johnson is obviously qualified for the job.

You can check out how his qualifications and vision work themselves into a platform on his website. It’s practical and passionate and outlines a vision for the city that benefits everyone, even those struggling folks who never seem to catch a break from city leaders.

Johnson understands we cannot solve violence without dealing with its root causes; more policing, surveilling, and arresting alone won’t do the trick. We can’t fix the schools without listening to communities, parents, and educators; we must reject the failed status quo of Vallas’s “education reform.” And we can’t expect our teachers and police to solve poverty and homelessness all on their own.

The choice we have before us, it seems to me, is whether we’re going to listen to the incessant hype about a “fix-it man”—who has never fixed anything. Or dig a little deeper ourselves and see that the mayor we need has been here all along, working to make our city better for his entire career, with poise and passion.

Are we going to listen to voices that allude to “dark days” and blood baths in the streets? Or are we going to listen to a man who has a vision for his city rooted in love and practical experience?

You pick, Chicago.

When the Disney Corporation criticized Ron DeSantis’s “Don’t Say Gay” bill, the Governor struck back by taking control of Disney’s special district and creating a board (appointed by him) to oversee Disney. The board consisted of rightwing extremists and DeSantis campaign donors. DeSantis boasted about his ability to punish and subjugate the state’s largest employer and its economic engine. It was easy to imagine the extremist DeSantis board censoring Disney attractions and shows to make sure nothing happened that was “woke.”

But wait!

While DeSantis was boasting, the Magic Kingdom was making a deal to elude his grasp.

CNN reported here on Disney’s quiet escape from DeSantis’ clutches:

(CNN)The battle between Disney and Florida Gov. Ron DeSantis may not be over yet.

The new board handpicked by the Republican governor to oversee Disney’s special taxing district said Wednesday it is considering legal action over a multi-decade agreement reached between the entertainment giant and the outgoing board in the days before the state’s hostile takeover last month.

Under the agreement — quietly approved on February 8 as Florida lawmakers met in special session to hand DeSantis control of the Reedy Creek Improvement District — Disney would maintain control over much of its vast footprint in Central Florida for 30 years and, in some cases, the board can’t take significant action without first getting approval from the company.

“This essentially makes Disney the government,” board member Ron Peri said during Wednesday’s meeting, according to video posted by an Orlando television station. “This board loses, for practical purposes, the majority of its ability to do anything beyond maintaining the roads and maintaining basic infrastructure.”

The episode is the latest twist in a yearlong saga between Disney and DeSantis, who has battled the company as he tries to tally conservative victories ahead of a likely bid for the 2024 GOP nomination.

The board on Wednesday retained “multiple financial and legal firms to conduct audits and investigate Disney’s past behavior,” DeSantis spokeswoman Taryn Fenske said. According to meeting documents, the board was entering into agreements with four firms to provide counsel on the matter.

“The Executive Office of the Governor is aware of Disney’s last-ditch efforts to execute contracts just before ratifying the new law that transfers rights and authorities from the former Reedy Creek Improvement District to Disney,” Fenske said. “An initial review suggests these agreements may have significant legal infirmities that would render the contracts void as a matter of law.”

In a statement to CNN, Disney stood by its actions.

“All agreements signed between Disney and the District were appropriate, and were discussed and approved in open, noticed public forums in compliance with Florida’s Government in the Sunshine law,” the company said. Documents for the February 8 meeting show it was noticed in the Orlando Sentinel as required by law.

Multiple board members did not immediately respond to request for comment. The Sentinel first reported on Wednesday’s vote to hire legal counsel.

According to a statement Wednesday night from the district’s acting counsel and its newly obtained legal counsel, the agreement gave Disney development rights throughout the district and “not just on Disney’s property,” requires the district to borrow and spend on projects that benefit the company, and gives Disney veto authority over any public project in the district.

“The lack of consideration, the delegation of legislative authority to a private corporation, restriction of the Board’s ability to make legislative decisions, and giving away public rights without compensation for a private purpose, among other issues, warrant the new Board’s actions and direction to evaluate these overreaching documents and determine how best the new Board can protect the public’s interest in compliance with Florida Law,” the statement from Fishback Dominick LLP, Cooper & Kirk PLLC, Lawson Huck Gonzalez PLLC, Waugh Grant PLLC and Nardella & Nardella PLLC said.

The spat between Disney and the governor stems from the company’s opposition to a Florida law that prohibits the instruction of sexual orientation and gender identity through third grade and only in an “age appropriate” manner in older grades. In March of last year, as outrage against the legislation spread nationwide, Disney released a statement vowing to help get the law repealed or struck down by the courts.

DeSantis and Florida GOP lawmakers retaliated by eliminating the Reedy Creek Improvement District, the special taxing authority that effectively gave Disney control of the land in and around its sprawling Orlando-area theme parks. But Republicans in control of the state legislature changed course this year and voted instead to fire the board overseeing the district and gave DeSantis power to name all five replacements. It also renamed Reedy Creek as the Central Florida Tourism Oversight District and eliminated some of its powers.

DeSantis stacked the board with political allies, including Tampa lawyer Martin Garcia, a prominent GOP donor; Bridget Ziegler, the wife of the new chairman of the Republican Party of Florida; and Peri, a former pastor who once suggested tap water could be making people gay.

The controversy is central to DeSantis’ political narrative of a leader who is unafraid to battle corporate giants, even one as iconic and vital to Florida as Disney. It is a saga that is featured prominently in his new book and one he often shares at events across the country as he lays the groundwork for a likely national campaign.

At last month’s signing ceremony for the bill that gave him control of Reedy Creek’s board, DeSantis declared, “The corporate kingdom finally comes to an end.”

“There’s a new sheriff in town,” he added.

However, it may be a while before the new power structure has control, if Disney gets its way. One agreement signed by the outgoing board — which restricts the new board from using any of Disney’s “fanciful characters” — is valid until “21 years after the death of the last survivor of the descendants of King Charles III, king of England,” according to a copy of the deal included in the February 8 meeting packet.

“President Trump wrote ‘Art of the Deal’ and brokered Middle East peace,” said Taylor Budowich, spokesman for the Trump-aligned Make America Great Again PAC. “Ron DeSantis just got out-negotiated by Mickey Mouse.”

The stealth move by Disney prompted allies of DeSantis’ chief political rival, former President Donald Trump, to suggest the governor had been out-maneuvered.

DeSantis’ political operation insisted the governor’s appointees were holding Disney accountable.

“Governor DeSantis’ new board would not, and will not, allow Disney to give THEMSELVES unprecedented power over land (some of which isn’t even theirs!) for 30+ years,” Christina Pushaw, of DeSantis’ rapid response team, wrote on Twitter.

Sorry, Christina, DeSantis should stick to bullying minorities and pick on someone his own size. The Mouse just beat the Mouth.

The BBC scrutinized the new Disney agreement and found that it includes a “royal clause.

The declaration is valid until “21 years after the death of the last survivor of the descendants of King Charles III, king of England”, according to the document.

Such so-called royal lives clauses have been inserted into legal documentation since the late 17th Century, and they are still found in some contracts in the UK, though rarely in the US.

The 151-page Florida agreement also states that no “fanciful characters” owned by Disney, including Mickey Mouse, can be used by the board. The use of the name Disney is also banned.

Carol Burris, executive director of the Network for Public Education, asks you to show your support for #AbbottElementary, the delightful weekly show that favorably portrays the real life of teachers, students, and public schools. The show was written, produced by, and stars the amazingly talented @QuintaBrunson.

Carol writes:

ABC’s award-winning sitcom Abbott Elementary is the story of a wonderful group of teachers who stick with a challenging Philadelphia public school because they love teaching and kids. In recent episodes, it has been critical of the effects of charter schools.

It seems hard to believe it, but “Ed Reformers” are attacking its creator, Quinta Brunson, on Twitter.

Please stand up for Abbott Elementary & Ms Brunson by copying and tweeting the Tweets below. The show and its producers need to know you stand for truth-telling and for public schools.

Thank you @AbbottElemABC & @quintabrunson for yr amazing show that dares to tell truth abt how charters hurt public schools. Love the show. Keep up the great work! I love #AbbottElementary https://abc.com/shows/abbott-elementary

How small @JeanneAllen & @edreform look trying to suppress @AbbottElemABC from criticizing the charter system by lying about @quintabrunson. https://www.yahoo.com/entertainment/quinta-brunson-shuts-down-critic-151809283.html I love #AbbottElementary

When @AbbottElemABC critiques Pa billionaire trying to undermine public schools w/charters, @edreform goes on the attack. Pathetic to go after a beloved show & its beloved creator/star @quintabrunson. Gotta say it. I love #AbbottElementary. https://abc.com/shows/abbott-elementary

You can read about the show’s critique of charters here and the Jeanne Allen controversy here including the Tweets in which Brunson pushes back.

Thanks for all you do,Image

Carol Burris

Network for Public Education

Executive Director

Quinton Brunson is the writer, producer and star of the award-winning TV series “Abbott Elementary.” Abbott Elementary is a comedy about an urban elementary school, realistically depicting life in a Philadelphia public school. It is a funny, joyful celebration of life in public schools and a song of praise to public school teachers. No matter how silly they are at times, they are heroes!

In season 2, the show turned to the topic of charter schools, because a big charter chain wants to take over Abbott. The staff is mortified. The staff lays bare the unfair practices of the charter school (e.g. pushing out kids they don’t want), and the series lays bare how underfunded Abbott is (in contrast to the charter school, which is equipped with the best of everything).

Jeanne Allen, founder and chief executive officer of the Center for Education Reform, lashed out on Twitter against Quinta Brunson for her negative portrayal of charters when Quinta had gone to charter schools “her entire education” in Philadelphia and had previously praised them.

Quinta responded on Twitter: “you’re wrong and bad at research. I only attended a charter for high school. My public elementary school was transitioned to charter over a decade after I left. I did love my high school. That school is now defunct- which happens to charters often.”

She immediately added: “Loving something doesn’t mean it can’t be critiqued. Thanks for watching the show :)” (Her quotes appear in the article linked above.)

Hundreds of tweets from Quinta’s passionate followers excoriated Allen, supported Quinta and defended her right to say whatever she wanted.

At one point, Jeanne Allen gratuitously claimed “Money talks,” implying that Quinta was paid off by someone to criticize charter schools. On these pages, it’s not surprising to hear a charter lobbyist jeer that critics must have been paid off by the teachers’ unions. But Allen didn’t spell it out, possibly because it was so preposterous on its face.

Quinta’s fans jumped all over the ”she was bought” idea; one said that this Allen person, with not quite 8,000 followers, must be “clout catching”—that is—trying to grab attention by attacking a celebrity—by going after the great Quinta Brunson, who has more 800,000 followers.

It is more than funny reading Jeanne Allen chastise the brilliant, creative Quinta Brunson for taking aim at charter schools because “money talks.” The Center for Education Reform is handsomely funded by conservative billionaires like the Walton Foundation and Jeffrey Yass, as well as billionaire Wall Street charter suporters. Yes indeed, money talks.

The Center for Education Reform serves the goal of right-wing billionaires like Jeff Yass to destroy public education, even though he is a graduate of New York City public schools. Yass funds election deniers and candidates who want to ban critical race theory in the schools. The school-choice lobby says they are deeply devoted to children of color, yet the heavy hitters are funding the candidates and astroturf parent groups that want to ban teaching Black history. Hypocrites!

Since Jeanne is so concerned about hypocrisy, she might ask Jeff Yass why he wants to destroy the very schools that educated him. Why doesn’t he endow state-of-the-art public schools in New York City and Philadelphia to show his gratitude? The great singer Tony Bennett endowed the Frank Sinatra School of the Arts, why not a Jeffrey Yass High School for Financial Success and Ethics?

This contretemps has not worked in favor of the charter lobby. Attacking a beloved TV star is a bad idea. Even TIME magazine used the controversy to explain the shortcomings of charter schools.

For teachers around the U.S., charter schools are a constant concern, beyond an episode of television. They find relief, both comic and real, in Abbott—as well as tangible education and information.

“There’s this myth that charter schools provide more opportunity or their graduation rates are better, but that’s just because they exclude kids,” says Brooklyn public school teacher Frank Marino, who formerly worked at a charter school. Watching Abbott “felt so cathartic, because I was like, yes, it was a public platform where those myths are being busted by parents….”

Abbott Elementary has brought Kathryn Vaughn, an art teacher at a public school in Tennessee, and her husband back to appointment viewing TV like it’s the ‘90s. Vaughn loves the show, but says she was surprised to see it tackle charter schools, a $49.5 billion industry with heavy political sway. She appreciated how the most recent episode hands the power to the parents….

In many states, public schools are mandated to have arts education in each building, and tenure in the arts for someone like Vaughn is possible. Charter schools, however, have more leeway: Some, like Addington Elementary in Abbott, can choose to bring in an art teacher a couple of days a week, often subcontracted out from a company.

“Charter schools make me incredibly uneasy,” Vaughn says. “They don’t have to offer their employees tenure. They don’t have to hire certified staff to teach. So if you’re sending your child to a charter school expecting a great arts education, you might not even be taught by certified staff.”

Abbott Elementary is set in West Philadelphia and Vaughn’s school is in western Tennessee, but no matter where you are in public education right now, she says, you know: the push for privatization is huge.

“That’s really the big connection between urban poor and rural poor, like I’m in, is the funding,” Vaughn says. “Urban schools almost are a little sexier. They get more of the money than us in the rural, poor areas. But we’re all behind where we should be with funding.”

A few episodes ago, at the fictional Pennsylvania Educational Conference for the South East Area (PECSA), Jacob (Chris Perfetti)—a well-meaning history teacher—is hanging out with a group of teachers from Addington Elementary. One of them, Summer (Carolyn Gilroy), tries to convince him to switch schools, telling him, “We’re all about focusing on the kids who have the best chance of making it out.”

“Out?” Jacob asks. “Out of what?”

The scene hit home for Marjahn Finlayson, a climate change educator, researcher, and activist who previously worked at a charter high school in Hartford, Connecticut. While teachers there often took a personal interest in their work, she says, there was little trust in the community.

“In the PECSA conference episode, Addington teachers are talking to Jacob about, like, ‘Oh, we take the best kids, and we try to get them out of the ‘hood,’” Finlayson says. “And Jacob is like, ‘Why are you taking them out?’ That was how the feeling was for me.”

Finlayson noticed disparities in resources between public and charter schools, regardless of the quality and dedication of teachers.

“That’s why it’s easier for these schools like Legendary Schools to get into an inner city space, like where Abbott is, where Hartford is,” she says. “It’s easy to prey on these communities that have a need, based on the fact that public school funding isn’t going to this space, but it’s going to another.”

One of Abbott’s arguments against charter schools is that, as Barbara grimly puts it, “They don’t see students. They see scores.” At Finlayson’s former charter high school, one student was repeatedly pressured into applying to college, despite wanting to pursue a trade career.

“And it wasn’t even the fact that she needed to go, it was just that she had to apply,” Finlayson says. “Because, ‘We have a 100% college acceptance rate, and we’re not going to mess with that number.’”

Note to Jeanne Allen: Don’t attack a beloved celebrity. The blowback will not be good for your cause.

The following parody was written by Sara Stevenson, a retired middle school teacher and librarian in Austin, Texas. She usually writes about the dangers of vouchers, but here she takes a new tack. She calls it “My Modest Proposal.”

She writes:

Randan Steinhauser of Young Americans for Liberty at the February 16 Texas Tribune Panel on School Choice:

“… things the Texas Association of School Boards or other entities are proposing, such as gender pronouns, or Marxist curriculum, there are things that are happening that are causing parents to react… (Laughter)”

After attending the above panel discussion, I read the following excellent parody from master teacher, Liz Meitl, in Kansas. I wished I’d thought of something so clever, so with full credit to Liz, I’ve written my own parody, Texas style.

As a former Texas educator, I read with interest Mayes Middleton’s (R Galveston) 33-page S.B. 176, which outlines the Texas Parent Empowerment Program, offering an ESA (Educational Savings Accounts) of $10,000 of taxpayer money for parents to pay towards tuition to any private or religious school. At a recent Texas Tribune panel on School Choice, Randan Steinhauser’s words (above) resonated so strongly that I’ve made an important decision about my future.

I am the new founder of Austin Marxist Academy. Surely, in what my dad called “The People’s Republic of Austin,” I can find 15 students willing to join my micro-school academy. At $10,000 per student, I can make $150,000 a year.

As a public school teacher with 25 years of experience and a Masters degree, the most I ever made was $55,000. This will almost triple what I made before. And to think of all the poor suckers at my former middle school who still have to teach six classes a day with up to thirty kids per class for a total 180 vs my 15.

Furthermore, I’m elated at all the things I won’t have to do or worry about. No state curriculum, TEKS, to follow; no benchmarks or STAAR tests; no discipline problems or ARDs because I don’t have to accept those students. And if any Special Ed students decide to enroll, I won’t have to follow any accommodations or services required by federal and state law because, upon accepting an ESA, students waive those rights under IDEA (Individuals with Disabilities Act) passed in 1975.

As a former librarian, I’m so happy to provide my students with any “pornographic” books they might want to read. Governor Abbott proposes School Choice as a way for parents to escape their children’s “indoctrination” in public schools, but I will be completely free, as will all other private and religious schools, including madrasas, to indoctrinate all I want.

At some point I’ll have to seek some kind of accreditation, but there are so many ways to go about it, and on average, the process takes at least three years. Plus, I’m certain after Texas gives tax breaks to the 305,000 children who already attend private schools, the state will have $3 billion fewer dollars to spend on any oversight of all the new schools popping up in strip malls to take the people’s money.

I’m just so excited to finally be free of all the rules, regulations, and scrutiny of working in a public school. No differentiating lessons or accommodating students with learning differences. I won’t even have to give grades if I don’t want to. And the repetitive, poorly-written pledge of allegiance to the Texas flag we’re required to recite every day? No more.

Come to think of it, S.B. 176 makes no mention of required classroom hours, so my school could just meet half days and take Fridays off. And since I won’t be subjected to the scrutiny of daily attendance measures, upon which per student allotment in Texas public schools is based, my students don’t even have to show up.

I’m so thankful to Governor Abbott, Lt. Governor Dan Patrick, and state Senator Mayes Middleton for prioritizing the Texas Parent Empowerment Program. I can’t wait to put into practice the (slightly revised) Texas TEACHER Empowerment Program. I can be free to discriminate at last.

Steve teaches in Polk County, Florida. He left a comment about where to find a wealth of choices: in public school. Choice advocates claim that public schools are one-size-fits-all. Nothing could be further from the truth. Charter schools and voucher schools are one-size-fits-all. They may exclude students they don’t want, for any reason. They may have a religious core that appeals to one-size. Home-schooling? You can’t get any more one-size-fits-all than learning at home. If you want indoctrination, go to a religious school; if you want education, go to a public school.

Do you want choices? Go to a public school!

Steve writes:

You want choice? Here, in the seventh largest school district in the state, you can choose AP, college-dual enrollment, Cambridge, ACCEL or International Baccalaureate for academics.

You can enter a career academy for aeronautics, health fields, architecture, criminal justice, education, culinary, graphics, CAD/CAM, engineering, legal studies, design, veterinary science, finance, biotechnology, construction. and others.

There are outstanding fine arts programs, with graduates going on to Broadway, television, and the tourism entertainment industry.

Play sports? The state lets you transfer to any school you want. You could join the state champion football team or state champion girls basketball team.

Want something hands on, such as, diesel mechanic, HVAC, auto repair, IT, or welding? Two public vo-tech high schools offer those programs.

All this choice is available in the public system.

So, the issue isn’t choice at all. This is about what vouchers have always been about since the days of massive resistance in Virginia.

Segregation?

The first charter school opened in 1991. Since then, charters have expanded exponentially. There are now more than 7,000 of them. Originally, charters had bipartisan support.

Bill Clinton loved the charter idea and created the federal Charter Schools Program to fund new charter schools, a modest expenditure of $6 million a year (that has since ballooned into $440 million a year, most of which has gone to grow big, wealthy charter chains).

President Barack Obama also loved charter schools , as did his Secretary of Education Arne Duncan. When Congress pumped hundreds of billions of dollars into the economy to stave off an economic collapse in 2009, it allocated $100 for schools. $95 billion went to public schools. $5 billion was set aside for the U.S. Department of Education to use as it wished for “education reform.”

Secretary Duncan, aided by helpers from the Gates Foundation and the Broad Foundation, launched a competition among the states to win a share of $4.35 billion. But the states’ eligibility to participate in Race to the Top depended on their complying with certain demands: the states had to agree to open more charter schools, to evaluate their teachers by the test scores of their students, to restructure or close schools with low test scores, to adopt national standards (I.e., the Common Core, not yet finished, never tested).

Race to the Top gave a huge boost to charter schools.

But reality intruded. Large numbers of new charters opened. Large numbers of charters closed, replaced soon by others. Charter scandals proliferated. Get-rich-quick entrepreneurs opened charter schools; grifters opened charter schools. Some charter leaders paid themselves more than big-city superintendents. Highly successful (I.e. high test scores) charters carefully curated their students, rejecting or removing those who had low scores, excluding students with disabilities.

The charter sector began to act like an industry, with its own lobbyists in D.C. and in state capitols. Sometimes the charter lobbyists wrote state legislation to assure that there was little or no accountability or oversight or transparency Fort the public funds they received.

Of course, the charter lobby maintained a strong public relations presence, booking appearances for their paid spokespeople on national TV and in the press. When state legislatures met to vote in the budget, the charters hired buses to bring thousands of students and parents to demand more money and more charters. They were coached to use the right words about the success of charters.

Since charters have been around for more than 30 years, the research on them is consistent. Their test scores, on average, are about the same as regular schools, even though they have much more flexibility. Some get high scores (typically the ones with high attrition rates who got rid of the students they didn’t want), some got very low scores. Most were in the middle. The Cybercharters were the worst by every measure: low graduation rates, poor academics, high teacher turnover, expensive for the low quality but very profitable.

Were they innovative? No. Those considered “successful” operated with 19th century modes of strict discipline. Some substituted computers for teachers.

Charters fell under a cloud when Donald Trump became President and sooointed choice zealot Betsy DeVos to be Secretary of Education. She plugged vouchers and charters and choice. Most Democrats in Congress began to open their eyes and understand that charters were a prelude to vouchers. DeVos’s strident advocacy for charters made most Democrats remember their party’s historic legacy as a champion of public schools, real public schools , not privately managed schools that were Public in Name Only.

So, where stands the charter idea now? Charters are admired and thriving (at least financially, if not academically) in red states. Most Democrats understand that the preservation and improvement of public schools is central to the party’s identity.

A reader of the blog came up with a sensible redefinition of the mission of charter schools. Since they have the freedom to try out new ideas, they should serve the neediest children. They should do whatever it takes—not to raise their test scores—but to educate the children who have struggled in regular schools. Let the charters innovate—their original mission—free of the burden of being labeled “failing” or “low performing.” Let them work their magic for the children who need it most, not for the high achievers who would succeed in any school.

Greg R. Flick, a reader of the blog and himself a blogger (“What’s Gneiss for Education”)) sent this perceptive comment about what charters should do to be truly useful to American education and to provide an exemplary service:

It seems that if we believe the narrative the charters push, we should flip the system on its ear. Let the charters be the default schools for the kids who can’t function in the public schools. Let’s have the public schools be able to cream their student populations, select only the students they want to have…the “easier” students, and have the charters be required to take those kids kicked out of the public schools.

Charters with their smaller classes and “freedom” to innovate will finally be able to help those kinds of kids. And since they are public schools (as they keep on telling us repeatedly) they can’t gripe about taking in the hard nuts, the Special ed kids, the ones with behavioral issues, etc.