Archives for category: Democracy

Jennifer Berkshire says that critics of Betsy DeVos and her family were wrong to write her off as a dummy. She has a long-term plan and is steadily moving towards it. Privatization of public schools is on her check list. Destruction of unions is on the list. Elimination of any restrictions on campaign cash is there. The long-term target is democracy. Not more of it. Elimination of it. Oligarchy.

Berkshire writes:

“If Betsy DeVos enjoys the occasional quaff of champagne on her private jet, the recent news that the Supreme Court is poised to deliver a knock-out blow to public sector unions presented a reason to celebrate. The announcement was made just hours before DeVos alit in Harvard Square last week, where she was the star attraction at a school choice conference. At Harvard’s Kennedy School, DeVos was met by one of the largest protests she has encountered to date: an all-ages demonstration vs just about everything Trump’s Secretary of Education has said and done during the past seven months. Inside, the event was tense, even hostile—another rocky outing in a tenure replete with them. Or at least that is the conventional wisdom.

“Turning red

“The latest Supreme Court case to take aim at the unions, Janus vs AFSCME Council 31, began two years ago with a suit filed by yet another right-wing billionaire: Illinois’ Bruce Rauner. While it is framed by conservatives as a case about individual rights and freedom, the aptly named “Janus” is about politics and power. Public sector unions, virtually the only ones left, provide the bank and the foot soldiers that get Democrats elected. At their best, they’ve spearheaded progressive causes that go far beyond the interests of their members. In Massachusetts, the teachers unions have been the driving force behind successful campaigns for a minimum wage hike, paid sick time for all workers, and are now pushing a tax on millionaires. The unions are also virtually the last organized defense of what’s left of our safety net—Social Security and Medicare; the right wants those next.

“Just days before DeVos appeared at Harvard, she was back in Michigan, taking what was essentially a victory lap. She exhorted the crowd at a conservative gathering on Mackinac Island to pat themselves on the back for the Mitten State’s having gone Republican in the 2016 Presidential election—the first time since 1988. “We in Michigan have a lot to be proud of, but nothing more than that,” DeVos said. The story of just how the DeVos’ pulled off the feat of turning Michigan red is long and ugly, involving mountains of cash, the steady erosion of representative democracy, and a decades-long effort to dismember the state’s once powerful teachers union: the Michigan Education Association.

“Michigan went right-to-work in 2012, ushered into the former cradle of industrial unionism via the DeVos’ trademark combo of political arm twisting and largesse. Another DeVos-inspired law made it illegal for employers, including school districts, to process union dues, while simultaneously making it easier for corporations to deduct PAC money from employee paychecks. This summer the DeVos’ succeeded in driving a final nail into the MEA’s coffin: the GOP-controlled legislature essentially eliminating pensions, among the last tangible benefits that teachers in Michigan receive from their unions. The union leaders I spoke to when I traveled through the state reporting on DeVos’ legacy were candid about the increasingly precarious state of their organizations. But far worse lies ahead. The demise of retirement benefits means that new teachers have little incentive to join the unions; the shrinking terrain of collective bargaining gives veteran teachers little reason to remain in them.”

Dark Money is winning. Betsy is its face. That’s why she always smiles, no matter how many protestors complain. She is pinning their wings in her scrapbook.

Democracy is in deep trouble.

Jan Resseger recommends that we reflect on our founding documents and on our values.

Donald Trump and Betsy DeVos would have us believe that there is no such thing as “the common good.”

They don’t know that our government and our society are organized to achieve common purposes.

They certainly don’t understand that public schools were created to advance our common purposes as a nation, to develop citizens, to help every child achieve to the best of his or her abilities.

Public schools do not exist to prepare for global competition.

Public schools do not exist to raise test scores to the highest anywhere ever.

Public schools do not exist to prepare for college and careers. We have no ideas what careers will exist ten years from now.

Public schools exist to help every child be the best he or she can be.

Public schools exist to build and sustain our democracy.

We can’t measure what matters most.

The government of Mississippi cares more about the corporate-controlled ALEC than it does about local control of its public schools. ALEC likes state takeovers. ALEC doesn’t like local control. ALEC loves privatization.

Parents and educators will not let this happen without resistance. Write letters to the governor and legislators.

The Network for Public Education will alert its members in Mississippi to fight for the public schools of Jackson. If you live in Mississippi, speak up for democratic control of the schools.

Say NO to ALEC!

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In a closed session, hiding from public scrutiny, the Board of Education decided Thursday that the state of Mississippi would take over Jackson Public Schools. This move eliminates the local school board, and cuts out community voice and input in our local schools. We will not be silenced.

They wanted to quietly send this plan to the Governor to be signed, and keep us out of the process.

Governor Bryant needs to hear that the Jackson community and all Mississipians stand with JPS. Email Governor Bryant now. Tell him this takeover is wrong.

At every turn, the Commission on School Accreditation and the Board of Education shut out community voices.

  • More than 3,300 members of this community signed a petition opposing this takeover; they refused to accept it.
  • Hundreds of people showed up to the meetings to show our disapproval; we were kept out of the room and forced into an overflow room where the decision makers could not see or hear from us.
  • JPS produced a report showing the progress that has been made and the plans for improvements; Commission and Board members never reviewed these materials, and didn’t even take them into their closed session to inform their debate. They decided the fate of our schools and our kids without even looking at all of the evidence.

We are working alongside Jackson parents, educators, leaders, students, and legal counsel to identify every avenue for stopping this takeover.

Thousands of you signed the petition, attended the rally and press conferences, shared on social media to keep your friends up to date, and came to the Commission and Board meetings. Thank you for supporting our students and JPS. Now take the next step. Email Governor Bryant to tell him not to accept this takeover.

Thank you,
Pam Shaw, #OurJPS

The Network for Public Education commissioned a series of short video clips to explain the issues in education today. The filmmaker is professional filmmaker Michael Elliot, who is a parent of children in the New York City public schools.

NPE is fighting for the future and the very existence of public education. We oppose the relentless attacks on public schools, teachers, and the teaching profession by unaccountable billionaires, entrepreneurs, and public officials like Betsy DeVos. We oppose the status quo, in which privatization is offered as the remedy for inequitably funded public schools.

We believe in the importance of democratically controlled, adequately resourced public schools staffed by professional educators. Good public schools are essential to democracy. We want to improve them, strengthen then, make them better for every child.

This short clip, in which I am the speaker, is the first of a series of eight, each addressing different reasons to fight for our schools.

The audience consists of parents, educators, and other citizens. It was filmed in a warehouse in Brooklyn.

We want our message to reach the largest possible public. Please put it on Facebook, tweet it, share it with your friends and family.

Ashana Bigard is a native of New Orleans and a parent. This is her warning to the parents and other citizens of Houston.

She writes:

“My prayers are with you, Texas. My memories are with you too. The day after Katrina hit New Orleans, my family and I made the 17 hour car ride to Houston. The people of Texas welcomed us, opening their homes and helping us out with clothing, even financial assistance. As a native New Orleanian, I wish that I could do the same for you now. But what’s happened in my city and to its schools serves as a cautionary tale to residents of Houston. Reeling from the disaster, our communities were scattered like the four winds. I returned from Houston, many of us did, but the New Orleans we left doesn’t belong to us anymore.

“Rents have quadrupled as gentrification remakes whole neighborhoods, pushing out long-time residents. Nearly half of the children here now live in poverty, and job security is worse, salaries lower. The sense that we’re doing worse than before Katrina is borne out in the data: Black New Orleanians have 18% less wealththan we did in 2005.

“My prayers are with you, Texas. But my warnings are too.

“1. Be wary of elites with big plans. Even as Katrina’s waters were receding, a handful of local elites were making plans for taking over the city’s schools. In the years following the storm, more than $76 billion came to the city of New Orleans. Yet the native population is poorer than we were before Katrina; we have 18% less wealth than we did in 2005. It became obvious early on that the money for New Orleans wasn’t making it into the hands of native New Orleanians. Huge sums of money demand oversight, accountability, and, most importantly, a vision for how exactly investment will help the people who need it most. All parts of your community must be allowed to participate fully in the rebuilding of their own city.

“2. Trauma can’t be “disciplined” out of kids A hurricane is a deeply traumatic experience for children and trauma cannot simply be “disciplined” out of kids. New Orleans is now full of schools with “college prep” in their names, but their strict rules, harsh discipline and fixation on a culture of compliance have more in common with prison than with college. The “new” and “innovative” approach to educating kids that swept through our city after Katrina seems to start from the assumption that what children need to be successful is to be treated like adult criminals. We’ve had multiple incidents of children as young as five being handcuffed in schools, even arrested. Students who can’t afford the uniforms that are now mandatory at virtually every school in New Orleans are suspended, often for long periods of time. As an advocate for children in the schools, I’m regularly reminded that our post-Katrina schools in New Orleans intersect with the criminal justice system starting in the earliest grades, and ensnaring parents too. Louisiana, after all, that incarcerates a higher percentage of its residents than any other state. I wonder why that is?

“3. Don’t let your teachers get swept away Three months after Katrina, 7,500 school employees, including 4,000 teachers, were fired. Many of them had lost their homes to the hurricane. New Orleans lost the core of its Black middle class, and our schools lost adults who were connected to the city and its culture. What happens when all of your teachers are fired? You have a teacher shortage. New Orleans now imports its teachers: recent college grads from programs like Teach for America, who are entrusted with our kids’ development after receiving less training than what we require from workers at a nail salon.

“4. Your culture isn’t a liability to be overcome Beware of people who see your culture as a liability. The culture and soul of our city is music, arts and drama. Yet the people who came to “fix” New Orleans viewed the city and its culture as the source of our problems that they had to help us overcome. That mean schools without art, music or drama, in a city whose culture draws people from all over the world. Think about that. Without arts in the schools where will the next generation of performers come from? The arts are also an important way for kids to deal with trauma in a city that’s seen so much of it. Our kids desperately needed art, music and drama—yours will too.”

But that’s not all she writes. Read it all. Share the wisdom.

I am really tired of hearing politicians say we must “unite” the country. They claim to know how to bridge the divisions. No, they don’t and they can’t.

When I see white men (and a few white women) marching with torches and chanting hateful slogans; when I see them threatening blacks and Jews and others they hate; when I see the president saying that these marchers and charters include “many very fine people,” I know that unity is impossible.

This is the most talked-about video on Charlottesville.

There are no grounds for unity with self-proclaimed Nazis and KKK.

Nope.

They have free speech rights. But their hateful views must be exposed, condemned, and vilified.

We can turn the other cheek, but we must not let their views multiply, because they are inherently divisive and destructive. When they rally, surround them with reminders and symbols of what we believe, what American soldiers have fought and died for: freedom, equality, democracy, justice for all, the equal worth and dignity of all people.

Do not meet their violence with violence, as that is the confrontation they hope for.

Meet their vehemence with decency and courtesy, as this young woman in Boston did.

Meet their violence with swift justice.

We can never unify with those who hate our ideals.

The Los Angeles blogger Red Queen in LA writes here about the negative consequences of avoidance.

She writes:

““…I’m not the angry racist they see in that photo… .”

“But if not you then who?

“Because someone is. Someone has been weighing in to ranks swelling with violence, bursting with hatred. A large bunch of angry folks brandished fire and fury last Friday and unleashed the overt toppling of constitutional rights, collective self-esteem and statues.

“And that same attitude which disavows culpability for provoking violence also apparently assumes innocence toward any other collective action: marching, mobbing, voting.

“It’s not just Blacks Who Matter, it is also very much true that we all of us matter, in all our actions: we do.

“When you shriek words of hate, it matters. When you wield weapons of war, it matters. When you vote or fail to do so, it matters.

“And denying so seems to be the degenerate end of that long, inexorable drain on economic power and citizenly prerogative that has increasingly marked America’s 99%.

“We have morphed into a citizenry that will not vote, will not participate in community organizations, repudiates culpability for the mob we comprise.”

This is what the Koch brothers and the DeVos family wants. An acquiescent, uninvolved citizenry.

This is how democracy dies.

William Mathis is managing director of the National Education Policy Center and vice-chair of the Vermont Board of Education.

Mathis writes here about the inherent flaws of today’s standardized tests.

“They claim to measure “college and career readiness.” Yet, it takes no particular insight to know that being ready for the forestry program at the community college is not the same as astrophysics at MIT. Likewise, “career ready” means many different things depending upon whether you are a health care provider, a convenience store clerk, or a road foreman.

“The fundamental flaw is pretending that we can measure an educated person with one narrow set of tests. There is no one universal knowledge base for all colleges and careers. This mistake is fatal to the test-based reform theory.

“When the two test batteries (PARCC and SBAC) are put to the test, they don’t score very well. Princeton based Mathematica Policy Research compared PARCC test scores with freshman grade point average and found only 16 percent could be predicted (in the best case) by the math test and less than 1 percent by the English Language Arts score. The SBAC doesn’t have such a validity study but they say it “appears in their crystal ball.” (p.72 1). Since the future of schools and children are in the balance, this is no place for murky crystal balls…

“In the current latent traits fad, here’s how the tail has to wag:

“Knowledge can only have one line from easiest to hardest, children within a grade are equally distributed within and across all classrooms, and that all children learn the same things in the same way, in the same order and at the same time. As any parent of two or more children can tell you, that is not reality.

“Another fatal tail wagging is that no matter how important the item, if it doesn’t fit the latest test fad, it is tossed out. The result is that the test drifts off in space. This problem is made worse when politicians dangle money in front of test experts to do things with tests that cannot and should not be done, says Shavelson.

“If we redesigned our measures to address what our state constitutions and citizens tell us is important, we would concentrate on the skills that define success as a citizen, worker and human being. These which include clear and effective communication, creative and practical problem-solving, informed and integrative thinking, responsible and involved citizenship, and self-direction.

“This is not to say that standardized testing should be eliminated. It is the single uniform measure across schools. But the very standardized attributes that make them valuable cause harm to those things that are truly important for our children, and our communities.

“Since the “recommended” SBAC tests’ standards are currently set to fail about two-thirds of students, the data will wrongly and dishonestly provide fodder for school critics. In high scoring states, a mere half of students will be declared failures even though they would rank in the top 10 percent of the world. The test scores measure neither college nor careers nor success in life. They simply float free in monolithic space radiating glossy ignorance but as far as informing us about our schools, they are a cold, silent and misleading void.”

I have only one disagreement with Mathis’ keen analysis.

Given the pervasive misuse of standardized tests, our nation would benefit by having a moratorium on standardized testing of three to five years, during which time we might figure out how and when to use them, how to educate without them, and why test scores not the purpose of going to school.

It is no secret that everything in the public sector is under assault by the forces of privatization and greed. Public schools, public infrastructure, public libraries, public airport, everything that is funded and controlled by public authorities is up for grabs. Given that all three branches are controlled by the same party and that the Supreme Court will increasingly lean to the right, it is important that citizens take action.

Here is a manual for direct and nonviolent action written by a veteran of the struggles of the 1960s.

One thing is easier now: to create virtually instant mass protests, as was done by the admirable Women’s March the day after Trump’s inauguration. If one-off protests could produce major changes in society we would simply focus on that, but I know of no country that has undergone major change (including ours) through one-off protests. Contesting with opponents to win major demands requires more staying power than protests provide. One-off protests do not comprise a strategy, they are simply a repetitive tactic.

Fortunately, we can learn something about strategy from the U.S. civil rights movement. What did work for them in facing an almost overwhelming array of forces was a particular technique known as the escalating nonviolent direct action campaign. Some might call the technique an art form instead, because effective campaigning is more than mechanical.

Since that 1955-65 decade we’ve learned much more about how powerful campaigns build powerful movements leading to major change. Some of those lessons are here.

The manual is short. It offers valuable lessons about how to organize a resistance movement.

There are many fronts on which this current struggle will be and is being waged. For readers of this blog, the central issue is the survival of public schools, democratically controlled and governed.

The privatization movement is well organized and well funded. The entering wedge for privatization is the misuse of testing to defame teachers and schools. The entry point for privatization is charter schools. Then cyber charters, then vouchers. It is a continuum. The goal is to take tax money away from public schools and direct it to privately managed schools, private schools, religious schools, and tax dodges for the wealthy whose money is then used to support vouchers.

The Network for Public Education is dedicated to preserving and improving public schools. We are not satisfied with them as they are today. For one thing, they are burdened by the detritus of No Child Left Behind, Race to the Top, and the Every Student Succeeds Act. We must fight for them or lose them. The time is now.

Join NPE at its annual conference in Oakland, California, in mid-October. Meet your allies. We will join together to support our schools and our democracy.

Tom Ultican, a teacher of math and physics in Southern California, sat in on two local school board meetings recently. People argued. They disagreed. They berated board members. They made their voices heard. Democracy is inefficient and messy. Sometimes people win even though their ideas seem half-baked.

So-called self-described reformers think that the way to get rid of dissension is to get rid of local school boards. They like mayoral control and state control. They like private management. They don’t like democracy. It is messy.