Archives for category: Education Reform

Anya Kamenetz of National Public Radio reported a new study of pre-K that reached surprising results. Most policymakers who support the expansion of early childhood education expect that it gives young children an early start with academics and leads later to narrowing of the achievement gap between different groups of children. But that’s not what this study found.

Kamenetz wrote:

Dale Farran has been studying early childhood education for half a century. Yet her most recent scientific publication has made her question everything she thought she knew. 

“It really has required a lot of soul-searching, a lot of reading of the literature to try to think of what were plausible reasons that might account for this.”

And by “this,” she means the outcome of a study that lasted more than a decade. It included 2,990 low-income children in Tennessee who applied to free, public prekindergarten programs. Some were admitted by lottery, and the others were rejected, creating the closest thing you can get in the real world to a randomized, controlled trial — the gold standard in showing causality in science. 

Farran and her co-authors at Vanderbilt University followed both groups of children all the way through sixth grade. At the end of their first year, the kids who went to pre-K scored higher on school readiness — as expected.

But after third grade, they were doing worse than the control group.And at the end of sixth grade, they were doing even worse. They had lower test scores, were more likely to be in special education, and were more likely to get into trouble in school, including serious trouble like suspensions. 

“Whereas in third grade we saw negative effects on one of the three state achievement tests, in sixth grade we saw it on all three — math, science and reading,” says Farran. “In third grade, where we had seen effects on one type of suspension, which is minor violations, by sixth grade we’re seeing it on both types of suspensions, both major and minor.”

Farran is rethinking her own preconceptions about what constitutes high quality pre-K.

Low-income children get programs that are regimented and prescriptive, highly disciplined and controlled. Affluent children, however, are usually in play-based schools, where they learn socialization skills, art, music, and make decisions. For poor kids, school is drill and practice. For their affluent peers, it’s fun.
Farran says that pre-K is not a magic bullet thatproduces miraculous results.
She concludes:

We might actually get better results, she says, from simply letting little children play.

Katherine Stewart has been writing for years about Christian nationalism and its pernicious influence on American society, especially public schools. Her latest book is The Power Worshippers: Inside the Dangerous World of Religious Nationalists.

She wrote this article about the January 6 insurrection for The New York Times:

The most serious attempt to overthrow the American constitutional system since the Civil War would not have been feasible without the influence of America’s Christian nationalist movement. One year later, the movement seems to have learned a lesson: If it tries harder next time, it may well succeed in making the promise of American democracy a relic of the past.

Christian nationalist symbolism was all over the events of Jan. 6, as observers have pointed out. But the movement’s contribution to the effort to overturn the 2020 election and install an unelected president goes much deeper than the activities of a few of its representatives on the day that marks the unsuccessful end (or at least a temporary setback) of an attempted coup.

A critical precondition for Donald Trump’s attempt to retain the presidency against the will of the people was the cultivation of a substantial population of voters prepared to believe his fraudulent claim that the election was stolen — a line of argument Mr. Trump began preparing well before the election, at the first presidential debate.

The role of social and right-wing media in priming the base for the claim that the election was fraudulent is by now well understood. The role of the faith-based messaging sphere is less well appreciated. Pastors, congregations and the religious media are among the most trusted sources of information for many voters. Christian nationalist leaders have established richly funded national organizations and initiatives to exploit this fact. The repeated message that they sought to deliver through these channels is that outside sources of information are simply not credible. The creation of an information bubble, impervious to correction, was the first prerequisite of Mr. Trump’s claim.

The coup attempt also would not have been possible without the unshakable sense of persecution that movement leaders have cultivated among the same base of voters. Christian nationalism today begins with the conviction that conservative Christians are the most oppressed group in American society. Among leaders of the movement, it is a matter of routine to hear talk that they are engaged in a “battle against tyranny,” and that the Bible may soon be outlawed.

A final precondition for the coup attempt was the belief, among the target population, that the legitimacy of the United States government derives from its commitment to a particular religious and cultural heritage, and not from its democratic form. It is astonishing to many that the leaders of the Jan. 6 attack on the constitutional electoral process styled themselves as “patriots.” But it makes a glimmer of sense once you understand that their allegiance is to a belief in blood, earth and religion, rather than to the mere idea of a government “of the people, by the people, for the people.”

Given the movement’s role in laying the groundwork for the coup attempt, its leaders faced a quandary when Mr. Trump began to push his repeatedly disproven claims — and that quandary turned into a test of character on Jan. 6. Would they go along with an attempt to overthrow America’s democratic system?

Some attempted to rewrite the facts about Jan. 6. The former Republican Representative Michele Bachmann suggested the riot was the work of “paid rabble rousers,” while the activist and author Lance Wallnau, who has praised Mr. Trump as “God’s chaos candidate,” blamed “the local antifa mob.” Many leaders, like Charlie Kirk, appeared to endorse Mr. Trump’s claims about a fraudulent election. Others, like Michael Farris, president and chief executive of the religious right legal advocacy group Alliance Defending Freedom, provided indirect but no less valuable support by concern-trolling about supposed “constitutional irregularities” in battleground states.

None appeared willing to condemn Mr. Trump for organizing an attempt to prevent the peaceful transfer of power to President-elect Joe Biden. On the contrary, the Rev. Franklin Graham, writing on Facebook, condemned “these ten” from Mr. Trump’s “own party” who voted to impeach him and mused, “It makes you wonder what the thirty pieces of silver were that Speaker Pelosi promised for this betrayal.”

At Christian nationalist conferences I have been reporting on, I have heard speakers go out of their way to defend and even lionize the Jan. 6 insurrectionists. At the Road to Majority conference, which was held in Central Florida in June 2021, the author and radio host Eric Metaxas said, “The reason I think we are being so persecuted, why the Jan. 6 folks are being persecuted, when you’re over the target like that, oh my.” At that same conference, the political commentator Dinesh D’Souza, in conversation with the religious right strategist Ralph Reed, said, “The people who are really getting shafted right now are the Jan. 6 protesters,” before adding, “We won’t defend our guys even when they’re good guys.” Mr. Reed nodded in response and replied, “I think Donald Trump taught our movement a lot.”

Movement leaders now appear to be working to prime the base for the next attempt to subvert the electoral process. At dozens of conservative churches in swing states this past year, groups of pastors were treated to presentations by an initiative called Faith Wins. Featuring speakers like David Barton, a key figure in the fabrication of Christian nationalist myths about history, and led by Chad Connelly, a Republican political veteran, Faith Wins serves up elections skepticism while demanding that pastors mobilize their flocks to vote “biblical” values. “Every pastor you know needs to make sure 100 percent of the people in their pews are voting, and voting biblical values,” Mr. Connelly told the assembled pastors at a Faith Wins event in Chantilly, Va. in September.

“The church is not a cruise ship, the church is a battleship,” added Byron Foxx, an evangelist touring with Faith Wins. The Faith Wins team also had at its side Hogan Gidley, a deputy press secretary in the Trump White House, who now runs the Center for Election Integrity, an initiative of the America First Policy Institute, a group led in part by former members of the Trump administration. Mr. Gidley informed the gathering that his group is “nonpartisan” — and then went on to mention that in the last election cycle there were “A lot of rogue secretaries of state, a lot of rogue governors.”

He was presumably referring to Brad Raffensperger, the Republican secretary of state of Georgia who earned the ire of Trumpists by rebuffing the former president’s request to find him an additional 11,780 votes. “You saw the stuff in Arizona, you’re going to see more stuff in Wisconsin, these are significant issues, and we can’t be dismissed out of hand anymore, the facts are too glaring,” Mr. Gidley said. In fact, the Republican-backed audit of votes in Arizona’s largest county confirmed that President Biden won Arizona by more votes than previously thought. But the persecution narrative is too politically useful to discard simply because it’s not true.

Even as movement leaders are preparing for a possible restoration of a Trumpist regime — a period they continue to regard as a golden age in retrospect — they are advancing in parallel on closely related fronts. Among the most important of these has to do with public education.

In the panic arising out of the claim that America’s schools are indoctrinating young children in critical race theory, or C.R.T., it isn’t hard to detect the ritualized workings of the same information bubble, persecution complex and sense of entitlement that powered the coup attempt. Whatever you make of the new efforts in state legislatures to impose new “anti-C.R.T.” restrictions on speech and teaching in public schools, the more important consequence is to extend the religious right’s longstanding program to undermine confidence in public education, an effort that religious right leaders see as essential both for the movement’s long-term funding prospects and for its antidemocratic agenda.

Opposition to public education is part of the DNA of America’s religious right. The movement came together in the 1970s not solely around abortion politics, as later mythmakers would have it, but around the outrage of the I.R.S. threatening to take away the tax-exempt status of church-led “segregation academies.” In 1979, Jerry Falwell said he hoped to see the day when there wouldn’t be “any public schools — the churches will have taken them over again and Christians will be running them.”

Today, movement leaders have their eye on the approximately $700 billion that federal, state, and local governments spend yearly on education. The case of Carson v. Makin, which is before the Supreme Court this term and involves a challenge, in Maine, to prohibitions on using state tuition aid to attend religious schools, could force taxpayers to fund sectarian schools no matter how discriminatory their policies or fanatical their teachings. The endgame is to get a chunk of this money with the help either of state legislatures or the Supreme Court, which in its current configuration might well be convinced that religious schools have a right to taxpayer funds.

This longstanding anti-public school agenda is the driving force behind the movement’s effort to orchestrate the anti-C.R.T. campaign. The small explosions of hate detonating in public school boards across the nation are not entirely coming from the grass roots up. The Family Research Council, a Washington, D.C.-based Christian right policy group, recently held an online School Board Boot Camp, a four-hour training session providing instruction on how to run for school boards and against C.R.T. and to recruit others to do so. The Bradley Foundation, Heritage Action for America, and The Manhattan Institute are among those providing support for groups on the forefront of the latest public school culture wars.

A decade ago, the radical aims at the ideological core of the Christian nationalist movement were there to see for anybody who looked. Not many bothered to look, and those who did were often dismissed as alarmist. More important, most Republican Party leaders at the time distanced themselves from theocratic extremists. They avoided the rhetoric of Seven Mountains dominionism, an ideology that calls explicitly for the domination of the seven “peaks” of modern civilization (including government and education) by Christians of the correct, supposedly biblical variety.

What a difference a decade makes. National organizations like the Faith & Freedom Coalition and the Ziklag Group, which bring together prominent Republican leaders with donors and religious right activists, feature “Seven Mountains” workshops and panels at their gatherings. Nationalist leaders and their political dependents in the Republican Party now state quite openly what before they whispered to one another over their prayer breakfasts. Whether the public will take notice remains to be seen.

Rachel Levy is a public school parent and teacher in Virginia. She wrote this article as part of the series created by the Network for Public Education called “Public Voices for Public Schools.” Rachel recently ran for a seat in the Virginia House of Delegates. She learned about politics at the ground-level. And she saw how much the public appreciates its public schools.

She wrote:

I was proud to tell voters that I was a teacher. I am proud to be part of a profession of smart, resourceful, responsible, and caring people who do socially useful, meaningful, and intellectual work. Unfortunately, that same sense of ease people felt when I told them I was a teacher, the same sense that I am a responsible and reliable member of the community may be tied to the sense right now in this pandemic that teachers are expected to take care of everyone else and put the health and lives of others above our own and our own family members. It may tie into the practice of not allowing teachers and educators input into the policies, practices, and working conditions that determine the quality of our working lives and the quality of education we’re able to provide.

My message to voters was that our public school teachers are not expendable, replaceable or disposable. To value our public schools is to value our teachers. To value our public schools is to value democracy.  

Just as the January 6th insurrectionists came for our democracy, there are people coming for our teachers and for our public schools. I don’t believe that teachers and education alone can solve poverty or build democracy. But our public schools are a building block of our democracy, and we need them and our teachers to be strong in order to weather the current fascist storm.

From the response I got on the doors campaigning, I’m confident that the public agrees.

Please open the link and read the full story.

The floodgates are opening for vouchers, as Republicans accelerate their war on public schools.

South Carolina Republicans introduced voucher legislation, joining a long list of other red states.

COLUMBIA — Republican legislators are on track to create a private school choice program in South Carolina after years of failed attempts, driven by parental complaints about closed classrooms and virtual-only non-learning amid the pandemic.

Legislation providing parents up to $5,000 yearly toward private tuition costs will likely advance to the House floor Feb. 9, a day after it easily cleared a Ways and Means subcommittee.  

“The unique circumstances of educating a child during the pandemic has taught us lessons,” Rep. Murrell Smith, chairman of the budget-writing committee and the main sponsor, said to open the one-hour meeting.

“The two things I think are very distinct and loud that we’ve heard is that parents want a voice in their children’s education, and they want a choice as to their children’s education,” the Sumter Republican said. “The time has come for those parents to have a choice right now. Kids who need the most help are victims of their economic circumstances as well as their geography.”

His proposal would set aside $75 million of the state’s surplus to create a three-year pilot program for up to 5,000 students annually in kindergarten through sixth grades. All children who qualify for Medicaid would be eligible for the tuition voucher, which in South Carolina means their parents earn at or below 200 percent of the federal poverty level, or $46,000 for a family of three.

Up to 500 students who are children of active-duty military service members would also qualify. 

If applications exceed the 5,000-student cap, the tuition aid would be doled out through a lottery…

This is not a silver bullet for education or for choice in education,” Murrell said. “This is a first step.”

The pilot is limited to elementary-age students, he said, since they’ve been most harmed by school closures. 

The subcommittee’s vote brought applause from an audience filled with fifth- through eighth-grade students from a Catholic school in Florence.

GOP senators are working on their own voucher proposal, though more slowly. A Senate Education subcommittee could advance its version Feb. 9 after weeks of meetings.

As introduced, that proposal would provide parents roughly $7,000 yearly for private K-12 education through a phased-in program open to 5,000 students initially and expanding to all Medicaid-eligible students, potentially costing hundreds of millions of tax dollars. But senators have been working on amendments to limit the possible cost. 

 

Tim Slekar, Director of the Educator Preparation Program, Muskingum University of Ohio. He insists we do not have a teacher shortage. We have a shortage of respect for teachers as professionals. He wrote the following:

Enough Already! It’s NOT a teacher shortage.

The public is not begging for teachers yet, but districts are. At some point, if this pathway does not change, the public will also be begging for teachers.” Scott Klimek

It was 9:55 am and Mrs. Tichon’s kindergartners were focused on the literacy task at hand. Every Monday morning at 9:45 Mrs. Tichon’s 26 kindergartners had to spend 15 minutes completing a district mandated “literacy check.” And every Monday three of Mrs. Tichon’s children never finished at 10:00 am and had to miss recess. 

Not today though! Mrs. Tichon had had enough. At 10:00 am she announced to her class that it was time to turn in their assignments and line up for recess. Of course the three children who never finished stayed in their seats and prepared to spend recess in the classroom completing the literacy check. “William, Lela, and Termain” Mrs. Tichon’s voice rang out. “Put your pencils down and please get in line. You are going to recess.”

Later that day Mrs. Tichon was summoned to the principal’s office during her lunch. She didn’t think anything of it at the time, so she picked up her things and went in to see her principal Ms. Stanever.

Ms. Stanever glanced up from her desk when she heard the knock on the door frame from Mrs. Tichon. “Please come in, close the door and sit down,” Ms Stanever whispered to Mrs. Tichon. Mrs. Tichon knew at that moment that something was wrong.

“Can you please tell me why William, Lela, and Termain did not finish their literacy check?” asked Ms. Stanever.

“Because it’s just not right to keep them in every Monday from recess. They’re only 4 years old. They need to play” Mrs. Tichon asserted.

“No. They must complete their literacy check so we can send their scores to central office to keep track of their progress. Without that data they will fall behind” replied Ms Stanever.

Mrs. Tichon was about to defend her decision more, but before she could say anything about early childhood and the need for free play, Ms. Stanever handed Mrs. Tichon a slip of paper. It was a “write up.” A slap on the wrist but it would come to define Mrs. Tichon’s identity that school year. By the end of the year Mrs. Tichon had accumulated 13 write ups and was considered a “troublemaker teacher.”

On June 9th—the last day of school—Mrs. Tichon packed up her room and took all of her belongings to her car. She drove home in tears and did not return the following year. She could not break another moral boundary again. She had become a kindergarten teacher because of a passion for igniting a flame of joy in young children and wanting to see them thrive. The system had other ideas.

This vignette was written before the covid 19 pandemic.  It’s a true story.  In fact, before the pandemic I surveyed well over 400 teachers from across the nation.  I wanted to hear directly from them why so many were leaving or about to leave.  The survey responses led me to teachers like Mrs. Tichon (Not real name) who were eager to tell me their stories about the demoralization they faced over the years as a classroom teacher.  

Sadly Mrs. Tichon was not an outlier.  In fact over 90% of the teachers surveyed indicated that they were quitting, going to quit, and/or seriously considering quitting.  Sixty percent revealed being treated for mental health issues that often led to marital problems and declining family dynamics. A majority indicated that they felt compelled to “teach for the test” rather than engage students in deep learning. And nearly all of them saw a future that had no connection to their vocational passions to make a difference in the lives of children. And this was before the pandemic.

At the time of these surveys I had been on my own mission to dispel the myth of the “teacher shortage.”  As a leader in teacher education, I was painfully aware of the declining enrollments in educator preparation programs.  My own teacher credentialing programs had seen a 20% decline over a ten-year period.  My institution was lucky.  Pre pandemic the national decline in teacher preparation programs was around 35% on average.  Some of my colleagues at other institutions watched their programs wither and close.  I met with potential students who wanted to become teachers and sadly listened as their parents spoke up first to remind their children that their chosen career path was not something the family supported.  My own children asked me quite regularly why I had become a teacher because from their experiences watching teachers, “Who would ever want such a crappy job?”

So when the media started telling the public about the “teacher shortage” I knew there was something incredibly misleading about that term.  And then when the solutions to fix the shortage—anybody can teach pathways—started to emerge it became very clear what was going on.  Policy makers were using the empty classrooms of demoralized teachers and the declining enrollments in teacher preparation programs to jam through “solutions” that further eroded the professional status of classroom teachers.  The war on teaching had evolved and the “anybody can teach” surge was deployed in earnest.

And then the pandemic changed the world of education as we know it.  First, teaching and learning went remote.  Teachers and building administrators became heroes.  They figured out ways to get wifi to families without privilege. Free lunches were passed out and sometimes even delivered to hungry students.  Teachers stayed remote for 14 hours a day to meet the needs of children that only had access to remote learning in extremely limited ways. 

Then the shift.  Concerned for their health and the health of the children and the school community, teachers found themselves at the receiving of end of the “Bad Teacher” rhetoric.  And once again, the media and politicians pummeled our schools and teachers for being selfish in this time of great national need—a national babysitter ranks. 

Teachers asked for “safe working conditions.” They asked for masks, covid tests, classroom ventilation systems and the ability to teach remotely when transmission rates were high.  These requests were too much and just more evidence of teacher laziness and not wanting to work.  The heroes had become zeros.  But they went back anyways—and some of them died.

And then, in the middle of teaching during a pandemic, somebody got “offended” when they found out that teachers were teaching the truth about history. “The truth shall set you free!”  Free to lose your teaching license and be on the receiving end of a social distancing nightmare. Now, as we flounder after two years of a pandemic that further demoralized teachers and turned the “shortage” into a full exodus it seems as if the “anybody can teach” crowd actually has won the high ground in the war on teachers and teaching.  In fact, the bar for becoming a substitute teacher has now been lowered.  Required?  High School diploma.

Now what?  Two words and a question mark.

But such a great question. It really is—If you actually take the time to ask it.  

As I look around, I am not hopeful it will be asked.  We are all too busy! Too busy to listen and hear Mr. Chanek explain that, 

“I became a teacher to inspire learners and learning. I wanted to work with explorers, thinkers, researchers and help them become even better at all of this. At first, this is what I did—engage learners.”

“In fact my classroom used to be a community of learners. We supported each other and didn’t label each other. However, things changed at some point. Instead of teaching learners, I had to teach data points. Then we started focusing on all of the deficits a learner brought to the classroom instead of allowing students to learn for understanding. As teachers we were constantly meeting to look at data and using that numerical data to supposedly create the best learning experience. I also noticed myself getting angry at kids who didn’t fit the mold because I felt that they would bring my teaching evaluations down. But my biggest ah ha was when a frightened student—heading into the foster care system—came into my classroom on the first day of testing. While our classroom welcomed him with open arms, another teacher took me aside to see if he was taking the tests. And if so, would his score impact our school’s score? I couldn’t believe what we had become.”

“From that moment I realized that I was being asked to do things that did not benefit kids. I was expected to label them according to some assessment that collected data points. I was expected to teach kids how to read fast instead of for understanding. I was expected to spend all of my professional learning time looking at data instead of actual student work. I wasn’t allowed to teach and students weren’t allowed to learn. I tried to actually teach covertly while playing the data driven/accountability game. It became tiring. I lost of part of my soul. This was not how I had started teaching.”

“I eventually made the decision to leave teaching—I was no longer inspired. I was doing double the work because I was attempting to still do best practice and fulfilling the mandates all while still swimming upstream. I was angry and depressed. My own children and spouse were suffering too.”

“One day I would LOVE to get back in the classroom. However, this will only happen when teachers are allowed to teach and their expertise is valued and not ignored.”

“Just let us teach!”

So simple and so profound.  Let’s let teachers actually engage students. Let’s empower teachers to ignite the passion for learning. Let’s stop being busy and recognize that our teachers are professionals who desire agency and deserve respect. 

Just let them teach!

John Merrow, like millions of Americans, was appalled when the Republican National Committee attacked Republicans Liz Cheney and Adam Kinzinger for serving on the House Committee investigating the insurrection of January 6. He was reminded of the film Spartacus.

He wrote:

In the 1960 movie “Spartacus,” the Roman Army puts down a slave revolt. The Commander of Italy offers to pardon thousands of slaves from crucifixion if they will identify Spartacus, the leader of the revolt. Spartacus (Kirk Douglas) stands to give himself up, but as he says, “I am Spartacus,” so does another slave (Tony Curtis), followed by first one and then another. Eventually all the slaves are shouting proudly and defiantly “I am Spartacus.” It is a memorable display of heroism and solidarity.

Today, to declare “I am Spartacus” is to stand with those who are being wrongly accused or persecuted, no matter the cost.

If ever there was a moment for traditional Republicans to stand and declare “I am Liz Cheney. I am Adam Kinzinger,” it is now.

Which brings us to Liz Cheney and Adam Kinzinger, two Republican members of the House of Representatives who were recently censured by the Republican National Committee “for their behavior which has been destructive to the institution of the U.S. House of Representatives, the Republican Party and our republic, and is inconsistent with the position of the Conference.” The resolution, passed overwhelmingly by voice vote of the RNC’s 168 members, also describes the January 6th insurrection as “ordinary citizens engaged in legitimate political discourse.”

It hasn’t happened. No Republican is upset enough about the direction of their party to stand and declare, “Enough.” No elected Republican has had the courage to declare that he or she will no longer align with the GOP until it comes to its senses.

Twitter ‘outrage’ is no substitute for political courage, but that’s pretty much all we’ve gotten.

Maryland Gov. Larry Hogan said in a tweet, “It’s a sad day for my party—and the country—when you’re punished just for expressing your beliefs, standing on principle, and refusing to tell blatant lies.”

Former Massachusetts governor and current Utah Senator Mitt Romney also turned to Twitter: “Shame falls on a party that would censure persons of conscience, who seek truth in the face of vitriol. Honor attaches to Liz Cheney and Adam Kinzinger for seeking truth even when doing so comes at great personal cost.”

Nebraska Republican Senator Ben Sasse also Tweeted: “January 6th was not ‘legitimate political discourse’ and I’ll say it again: It was shameful mob violence to disrupt a constitutionally-mandated meeting of Congress to affirm the peaceful transfer of power.”

Massachusetts Governor Charlie Baker, who is not running for re-election, issued a statement through his PR team: “The Governor commends anyone who is willing to step forward and tell the truth, and disagrees with this vote. He has been clear that the January 6th riot was a violent insurrection and a sad day for democracy.”

No strong words from Senate Minority Leader Mitch McConnell, and even retiring GOP Senators like Bob Portman of Ohio and Richard Burr of North Carolina have been quiet.

In the film, the defiant slaves pay dearly for their act of courage. Because Spartacus was not identified, the Roman leader crucifies nearly all of the slaves, saving two to battle to the death for the amusement of Roman citizens (with the victor then to be crucified).

The slave leader, Spartacus, learned an important lesson from what had happened: “When just one man says ‘No, I won’t,’ Rome begins to fear. And we were tens of thousands who said ‘No,’ and that was the wonder of it.”

While no Republican would be literally crucified for publicly declaring “I am Liz Cheney. I am Adam Kinzinger,” Fox News and other right wing voices would excoriate the defiant. However, it would not take ‘tens of thousands’ to halt the downward spiral the Republican Party has taken under Donald Trump. If enough Republicans had the courage to declare “I am Liz Cheney. I am Adam Kinzinger,” they might very well emerge strong enough to rebuild the Grand Old Party.

Today’s Republicans and the slaves of “Spartacus” differ in two crucial respects. The brave slaves in the film are being held in slavery against their will. Today’s gutless Republicans have chosen to be slaves. Their bondage is voluntary!

Since Merrow wrote this post, Senator Mitch McConnell criticized the Republican National Committee for censuring Liz Cheney and Adam Kinzinger for their participation in the work of the Committee investigating the January 6 insurrection. McConnell did not agree with the RNC that the attack on the seat of the Government was “legitimate political discourse.” McConnell said it was “a violent insurrection.” Anyone who was in the Capitol at the time was running for their lives to a secure hiding place. Not a sign of legitimate political discourse.

The members of the RNC are sniveling cowards.

IMPORTANT!!! K-2 Testing Bill (PROHIBITING K-2 Testing) will be heard TOMORROW!!


Subject: Alert: Sign witness slip in support of this bill–Senate Bill 3986

SB3986 will be heard in the Senate Ed Committee tomorrow.

Slip is here bit.ly/SB3986feb8 and post to share with others https://www.ilfps.org/senate_hearing_sb_3986

If you believe that required testing of children in pre-kindergarten through grade two (other than testing for diagnostic purposes) is not needed for students in today’s schools, please sign in as a PROPONENT to support this bill!

Senate Bill 3986—Pacione Zayas.

Amends the School Code. Prohibits the State Board of Education from developing, purchasing, or requiring a school district to administer, develop, or purchase a standardized assessment for students enrolled or preparing to enroll in prekindergarten through grade 2, other than for diagnostic purposes. Prohibits the State Board of Education from providing funding for any standardized assessment of students enrolled or preparing to enroll in prekindergarten through grade 2. Effective immediately.

Veteran teacher Nancy Flanagan was asked by a candidate for advice about education policy. Nancy wrote a list of ten ideas that she thought would be useful guideposts. She now updates her guide for legislators.

She writes (and I summarize):

#1. You don’t know education just because you went to school…

#2. Plan to pay many non-photo op visits to lots of schools…

#3. Take the tests that kids have to take…

#4. Be picky about what you read, listen to, and believe…

#10. Honor our democratic foundations. Public education is the most democratic of our institutions, one of our best ideas as Americans. Public schools may be tattered and behind the technological curve, but systematically destroying the infrastructure of public education is profoundly selfish and immoral. Don’t be that legislator.

This is a thoughtful and thoughtful-provoking post. She updates it.

What would you add to her list?

Peter Greene reports that a Republican legislative proposal would eliminate public schools, thus wiping out one of our nation’s most democratic institutions.

He begins:

State Senator Del Marsh proposed this week the “ultimate” school choice bill, the “Parents’ Choice Bill,” (SB140) a super-education savings account. But that’s not what it really is.

This is an ESA in its fully realized form— every Alabama family gets every cent the state would have spent on educating their child (about $6,300 last year) and they can use it to pay for educational whatever–public school, home school, private school, tutoring, online classes, whatever.

Marsh is a longtime champion of disinvestment in Alabama public ed, having pushed charters and charter expansion in previous years (he also co-sponsored a bill to make bribery of legislators by lobbyists legal).

This is a big deal, a bill that changes the rules for education in an entire state, but coverage so far has been light (the bill was supposedly going to be filed yesterday) and details.

One early complaint is that the bill would cost the state about $420 billion in education funds. Alabama Education Association executive director Army Marlowe also called out the bill for its lack of transparency and its generosity to private operators:Senator Marsh’s “Parent’s Choice Bill” should be called exactly what it is – “No Vendor Left Behind “ – a shell game of a voucher program to divert money from Alabama’s community schools. There is a complete lack of transparency regarding this egregious bill by rushing it through committee this week. Regardless of whether Senators have been given the opportunity to study the bill, by filing it this week and expecting it to not only be in committee, but to be voted out of a committee is mind blowing. A bill of this magnitude that would result in more than $420 million cut from the Education Trust Fund rushed through committee without the opportunity for at least a week of scrutiny by the public and the media makes you wonder why Sen. Marsh is in such a hurry to move this bill.Yes, this bill would eat a ton of taxpayer dollars, and yes it would gut the public education system in Alabama. There is one other huge effect that comes with voucher-style bills that seems to be rarely discussed–it ends the state’s involvement with and support of its children.

In an online interview, education lab reporter Trish Powell Crain points out that this is bigger than charters or vouchers. “It’s the ultimate ‘here, take the money and parents, you go decide how you want to spend this money to educate your child.'”

Yes. “We’ve given you a check, and we hereby wash our hands of the whole education thing.” The ultimate form of voucher is not about empowering parents. It’s not even about making vendors a bunch of money. It’s about getting the state out of the education business, about cutting parents and children loose. It’s about ending the collective commitment to and responsibility for educating the next generations.

David Corn, the D.C. Bureau Chief for Mother Jones, read the minutes of the McMinn County, Tennessee, school board that banned Art Spiegelman’s Pulitzer-Prize winning graphic novel, MAUS, and he found the comments even dumber than he expected. The school board members were worried that students in middle schools might hear words like “bitch” and “god damn,” they were upset by nude mice, and some had never read the book (maybe all).

Korn wrote:

One of my favorite books is Maus: A Survivor’s Tale, Art Spiegelman’s brilliant 1986 graphic novel that recounts his parents’ harrowing experiences during the Holocaust when they were imprisoned in Auschwitz. In the book, Jews are depicted as mice, Germans as cats, Poles as pigs. It is a richly and simply drawn blend of history, fiction, and memoir that captures the story of these survivors, their trauma, and the consequences for their son. The book is a complete artistic success, hailed widely as a masterpiece and awarded a Pulitzer, the first ever handed to a graphic novel. Not to overstate Maus’ significance, its publication legitimized this form of storytelling and marked a historic moment in American literature. In 1992, the Museum of Modern Art mounted an exhibition displaying Spiegelman’s original panels for the work. Two weeks ago, a Tennessee school board voted to ban the book.

The superintendent suggested that it would be possible to redact (delete) eight words and a picture of a woman that board members found objectionable. But that didn’t solve the board’ s revulsion for the book.

Educators defended the use of the book but it was hopeless.

Board member Tony Allman remarked, “We don’t need to enable or somewhat promote this stuff. It shows people hanging. It shows them killing kids. Why does the educational system promote this kind of stuff? It is not wise or healthy.” Julie Goodin, an instructional supervisor who used to teach history, patiently explained to Allman that “there is nothing pretty about the Holocaust and for me this was a great way to depict a horrific time in history.” Allman wouldn’t relent: “I understand that on TV and maybe at home these kids hear worse, but we are talking things that if a student went down the hallway and said this, our disciplinary policy says they can be disciplined and rightfully so. And we are teaching this and going against policy.” Melasawn Knight, another instructional supervisor, took a stab at it: “People did hang from trees, people did commit suicide, and people were killed, over six million murdered… [Spiegelman] is trying to portray that the best he can with the language that he chooses that would relate to that time…Is the language objectionable? Sure. I think that is how he used that language….”

It’s easy to imagine the frustration of the educators up against this. Knight tried again to reason with the board, pointing out that the numerous books taught in the system contain “foul language,” including Bridge to Terabithia, The Whipping Boy, and To Kill a Mockingbird. That was a no-sale. Board member Mike Cochran piped up: “I went to school here thirteen years…I never had a book with a naked picture in it, never had one with foul language…So this idea that we have to have this kind of material in the class in order to teach history, I don’t buy it.” He groused that the book obliquely refers to Spiegelman’s father losing his virginity and explicitly depicts the suicide of Spiegelman’s mother. “A lot of the cussing had to do with the son cussing out the father,” he complained, “so I don’t really know how that teaches our kids any kind of ethical stuff…We don’t need this stuff to teach kids history… We don’t need all the nakedness and all the other stuff.”

A board member read out the lyrics of the song “I’m Just Wild About Harry,” and condemned it for its “sexuality.” He seemed to think that it was a poem, but it is a song.

Corn writes:

I don’t know if the educators present kept a straight face. Cochran was quoting not a poem but the lyrics of the song “I’m Just Wild About Harry,” which was written by Eubie Blake in 1921. Judy Garland had a hit with the tune in 1939. And in 1948, President Harry S. Truman adopted the number as his campaign theme song. Yet for Cochran this 100-year-old song was too racy for a middle schooler. It was obvious how he would be voting.

All 10 board members voted to ban MAUS.