Archives for category: Education Reform

Gary Rubinstein, a math teacher at Stuyvesant High School, has no patience for overblown claims. For a few years, he maintained a website devoted to debunking the spurious claims of “miracle schools,” such as those that claimed 100% graduation rates of their seniors but neglected to admit the high attrition that occurred before senior year.

He inevitably had to review the chain called Eagle Academy, which was founded by David Banks, who is Mayor-elect Eric Adams’ choice to be Chancellor of the New York City public schools. The Eagle Academy has six schools, one in each of the city’s five boroughs, and one in Newark.

Gary reviewed public records for the data, and he wondered why none of the city’s media had done what he did.

He writes:

Before Eric Adams was the next mayor of New York City, he was the borough president of Brooklyn. In that capacity, he worked with David Banks to create ‘The Brooklyn Nine’ where Banks would share some of the best practices from Eagle Academy to improve nine schools in Brooklyn. There is a short documentary about Eagle Academy on HBO currently called ‘The Infamous Future’ , similar to Waiting For Superman, made a few years ago in which Eric Adams says that the practices of Eagle Academy should be used in more schools so that they become ‘The Brooklyn 90’ and then ‘The Brooklyn 900′ and eventually the entire school system can replicate the success of Banks’ Eagle Academies. So this gives us some idea of what to expect in the next 4 or 8 years with Adams as Mayor and Banks as Chancellor.

The New York Board of Regents, which is the state’s Board of Education, has begun the process of eliminating the controversial edTPA as a requirement for certification.

The New York State United Teachers applauded the decision, which is almost certain. Theres no evidence that the test is weeding out people who would not be good teachers. It has had a disparate racial impact. At a time of teacher shortages, there’s a need to hire more teachers, not fewer.

Mother’s first class, around 1950, at Skabersjöskolan, where I myself also went to school.

A friend in Sweden sent this article via Twitter. It was written by Jenny Maria Nilsson. I went to Google and asked for a translation from Swedish to English. Sweden is even farther down the road to privatization than we are. A conservative government in the early 1990s opened the way to public funding of independent schools, many of which operate for profit.

She writes:

The goal for primary school is not millions of different things but first and foremost education. If that goal is achieved, it certainly also provides other things: life opportunities, education and freedom, social interaction, a place for children to be and so on, but the school’s goal is teaching a basic curriculum.

In the book about the digitalisation of the Swedish school, which I have contributed to, I write: “What is the school’s task? To be a marketplace for all kinds of commerce, an arena for the edtech industry, a pseudo-market for welfare entrepreneurs and consultants, an advertising opportunity for municipalities, schools and individual teachers, a leisure center where children can thrive while parents are at work, an institution that organizes social support, a place where educators are responsible for identifying and developing great talent, an organization that will kick-start your child’s career, rank your child and let it make contacts with others in its social group, a place for admiration and curling of young people or vice versa a place where you put children in place and so on. ”

Tax-financed primary school is none of this but a “room” organized by us where previous generations through teachers and other school staff strive to convey the basic practical and theoretical knowledge that has been accumulated in various fields. The goal often seems to me to be distorted, the school system has increasingly been characterized by what I call the era of panic, where more people are looking for things that have nothing to do at school. The school has become a means for various special interests rather than a goal in itself.

To leave the era of panic, we need to navigate an era where school and school institutions and administration can maintain integrity. An era where the school is a cohesive unit that honors its knowledge and education mission – what I call the era of the monolith.

Steven J. Koutsavlis, a research associate at the National Center on Privatization in Education reviews Audrey Watters’ new book on the history of education technology in schools. Its title is Teaching Machines: The History of Personalized Learning.

Koutsavlis writes:

On account of the pandemic, there has been a seismic shift to remote or hybrid instruction. However, long before COVID-19, forces to harness instruction to technology were at play within the American school system. In Teaching Machines: The History of Personalized Learning (MIT Press, 2021), Audrey Watters masterfully explores this story and explains the consequences technology has had on the nature and architecture of American schooling.

As many policy analysts know, Watters has been writing incisively about this important topic since 2010 on her blog, Hack Education: The History of the Future of Education Technology. With Teaching Machines, she cements a decade of lucid, riveting commentary.

In this NCSPE excerpt, in particular, Watters establishes the foundation for her analysis with a depiction of the first efforts of the Harvard psychology professor B.F. Skinner to mechanize learning. Skinner would go on to develop several teaching machines during the Sputnik era and beyond. Watters explains how he incorporated his work as a behaviorist into the design of these learning devices.

Skinner, along with other progenitors of teaching machines such as education psychologist Sidney Pressey, aimed to pioneer the automation of pedagogy, “freeing the teacher from the drudgeries of her work so that she may do more real teaching, giving to the pupil more adequate guidance in his learning,” Watters writes. In doing so, they prioritized the interests of private entities looking to engineer systems of learning at the expense of teachers and school leaders who aimed to engender more democratic modes of education.

The posture of automated learning presumes that the work of evaluating student responses and guiding them to new levels of understanding can simply be outsourced to a programmed device and does not require the nuanced touch of a seasoned practitioner with deep content knowledge. Yet the word “assessment” itself derives from the Latin assidēre, meaning “to sit down to.” The role of the teacher to sit beside children and listen deeply and intently, not only to learn how students are approaching a particular task, question, or problem, but also to hear from them about what piques their curiosity about the work at hand and motivates them to persevere. Watters deftly details how even the most well-designed or well-intentioned teaching machines fail to achieve this. She moreover describes how critics of Skinner such as Paul Goodman raised these concerns as they saw these devices dehumanizing the educational process.

“Who, then, will watch the puzzlement on a child’s face and suddenly guess what it is that he really doesn’t understand, that has apparently nothing to do with the present problem, nor even the present subject matter?” Watters quotes approvingly from Goodman’s 1960 book, Growing Up Absurd. “And who will notice the light in his eyes and seize the opportunity to spread the glorious clarity over the whole range of knowledge; for instance, the nature of succession and series, or what grammar really is: the insightful moments that are worth years of ordinary teaching.”

Even with advanced programming and interactive computer displays, personalized teaching machines or programs may not be able to elucidate nuanced understandings of difficult concepts with struggling learners. Independent work with these programs is often unsupervised, and students may receive unauthorized assistance to particular questions instead of actually supplying their own authentic response. A recurring issue with struggling learners is also the motivation to complete the tasks themselves. Extended independent assignments often, in fact, result in fatigue and non-completion for students who are still building task stamina.

Watters also writes about the very challenges of implementing such programs, where private demands for technocratic control over the levers of schooling have clashed with the needs of actual practitioners and students. As we see in contemporary education settings, Watters documents that programs were often rolled out in a hasty and haphazard fashion, unsupported by research evidence demonstrating their effectiveness or appropriateness for students and without adequate levels of teaching training or adoption.

Programmed instruction in the form of teaching machines as well as the modern incarnation of computerized learning engines, Watters likewise makes clear, represent a highly systematized and standardized form of education that collides with more progressive, constructivist, and student-led pedagogical methods. They also reify practices and norms within school systems that promote a highly functionalist model of education, where students are fed bits of information as they are trained to complete discrete tasks serving little more than the informational needs of private companies.

While programmed learning systems and algorithms aim to provide individualization and personalized learning, Watters demonstrates how they can conversely serve to stifle creativity and individual expression, on the student, teacher, school, and system level. “These technologies foreclose rather than foster possibilities,” Watters writes.

For longtime followers of Watters’s blog, which is now on hiatus, Learning Machines will fulfill all expectations. For those who haven’t read Watters’s blog, this excerpt should pave the way to reading the book. Agree or not with Watters, readers will be glued and challenged.

Blog reader Kathy Irwin sent the following comment, which shows how important publicschools are as the heart of their communities. This shows why we fight against privatization of public assets, of which public schools are the most important.

She wrote:

A “pioneer” in the Community School Movement was 1929 Elsie Ripley Clapp when she took John Dewey’s thinking on democracy into The Ballard Memorial School in Jefferson County Kentucky. Not all that far from Mayfield, Kentucky where today the public high school is still standing after last night’s devastating series of tornadoes.

Mayfield High School has been turned into a shelter. People are taking refuge there. They are being fed, treated for injuries, fed nourishing, cafeteria meals. Clothing is provided, WiFi, relocation services, even transportation to another safe destination.

It does not take much to imagine this as an example of a community school IN ACTION. No one chose this weather catastrophe but it serves to remind us of what resources community schools can coordinate when administering to The Moment.

Elsie Clapp later ran a community school in FDR’s industrially ravaged Arthurdale, West Virginia. Starving families were literally selling body & soul just to stay alive when this Great Depression era school sprang up from a buckwheat farm and began demonstrating how public schools can enter a crisis and become the HUB and the ❤️ HEART of people-directed restoration and recovery.

Charter schools are in no position to do any of this work. It is not in their “DNA”. But it is the genetic makeup of community schools and there is plenty of crisis at hand. The Pandemic is the monster opportunity but so is the climate crisis headed our way.

Elsie Ripley Clapp learned how to enter, enjoy and energize the very humane energy stream of people-powered problem-solving. Community schools walk right into the middle of the fray, facing it head-on because they are the practical embodiment of We The People.

Thank you, Kathy!

Leonie Haimson, executive director of Class Size Matters, is one of the nation’s most persistent advocates of class size reduction. She is the voice of many parents in New York City, who regularly tell pollsters that their number 1 wish for their children is smaller classes. Now that the city’s public schools anticipate a new infusion of funds, Haimson and many parents are pressing to get a commitment from the city to reduce class sizes.

She writes in The Nation:

New York City public schools are often as crushed as the subway during rush hour, with literally thousands of students forced to learn in overstuffed classrooms—sitting side by side, elbows knocking into each other, or sometimes leaning against the wall or resting on a radiator. Even in the age of Covid-19, hallways are so jam-packed it can be hard for students to get to their next class.

It wasn’t supposed to be this way—and, if the city’s mayor and the City Council speaker would pass a crucial piece of legislation limiting class sizes in New York’s public schools, it wouldn’t have to continue. But as the end of the council’s term ticks closer, the two are standing in the way of a popular bill, adding a new and frustrating chapter to a drama that’s been playing out for decades.

New York City parents and educators have been calling for smaller class sizes since at least the 1960s. In 2003, the state’s highest court agreed with them. It concluded that class sizes were too large to provide students with their right, guaranteed by the state Constitution, to a sound basic education. It found that the plaintiffs, the Campaign for Fiscal Equity, “presented measurable proof” that New York City schools have “excessive class sizes, and that class size affects learning.” It concluded:“The number of children in these straits is large enough to represent a systemic failure.”

To remedy this and other inequities, the court ordered that the state provide more funding to high-needs districts, and in 2007, the state passed a law requiring New York City to use these funds to lower class size. But then the Great Recession hit, and the full state funding never materialized. Class sizes actually increased.

Today, classes in the city’s public schools are larger than they were in 2003—especially in the early grades. Before the pandemic hit in 2020, more than 330,000 students—roughly a third of the school population—were crammed into classes of 30 or more. On average, classes in the city’s public schools are 15 percent to 30 percent larger than they are in the rest of the state. While both Michael Bloomberg and Bill de Blasio, the city’s most recent mayors, promised to address this critical inequity during their campaigns, both failed to follow through once elected.

Now, the pandemic has brought the perennial problem of class size into sharper focus, as the need for social distancing has made smaller classes more critical than ever. At the same time, Covid-19 has helped bring unprecedented resources that could be used to address the issue: Over the next three years, the city is due to receive an additional $8 billion in federal and state funds for our schools.

The federal funds are meant to help the city improve both the health and safety of the classroom environment—goals that smaller classes could help achieve. The state funds—which amount to $1.3 billion in additional annual aid, due to be phased in over three years—represent the long-overdue fulfillment of the mandate of the CFE case.

Together, these funds represent a remarkable opportunity, one the City Council recognized when it proposed that a substantial portion of them be allocated toward reducing class size. But the mayor balked. So the council’s education chair, Mark Treyger, introduced Int. 2374 in July, a bill that would effectively phase in smaller classes over three years. It would do this by increasing the per student square footage required in classrooms, ranging from about 18 to 26, depending on the grade level and room size.

The legislation currently has 41 cosponsors out of 50 members—a supermajority that could overturn the mayor’s likely veto. Yet the vote on this bill has been delayed by Speaker Corey Johnson, despite the fact that there are fewer than two weeks before the council adjourns for the year and a new one takes over in January.

Read on to review the research supporting the value of class size reduction as the most important and effective reform that schools should enact.

Why is City Council Chair Corey Johnson blocking this crucial measure?

Steve Ruis posed an interesting suggestion in a comment yesterday. What if Democrats tricked Republicans into fighting vaccines and masks?

He wrote:

Maybe we should approach this using the mechanisms of the GOP. Spread the rumor that the anti-vax/anti-mask campaigns were created by liberals to deliberately expose GOP voters to the deadly disease. GOP voters are known to be older and more likely to die if they get the disease, so they have been targeted with these fake news campaigns.

Of course! Qui bono when diehard conservatives drop like flies from the COVID?

What if Steve is right?

What if it was undercover Democrats who persuaded Trump voters that masking and vaccines are for sissies and that real Americans, real men and women, don’t wear masks and never get vaccinated?

What sane Republican would want conservative families to fight against public health measures?

The entire Trump family is vaccinated, but that means nothing to the anti-vaxxers.

What kind of mind control has convinced them that it is fine for Trump and Melania to get the shot, but they don’t need it?

Even Marjorie Taylor Greene and Paul Gosar are ridiculing the vaccine. They were tricked too.

The Republican base is supplying the great majority of COVID deaths.

When will they figure out that they were hoaxed?

PBS NewsHour posted an AP story that described the chilling effect of anti-“Critical Race Theory” laws. Laws that ban the teaching of certain subjects and that ban books never end well. They are the path to censorship and ignorance.

New measures that restrict how race is addressed in classrooms have spread confusion and anxiety among many educators, who in some cases have begun pulling books and canceling lessons for fear of being penalized.

Education officials have nixed a contemporary issues class in a Tennessee district, removed Frederick Douglass’ autobiography from reading lists in an Oklahoma school system and, in one Texas case, advised teachers to present “opposing” views of the Holocaust.

At least a dozen states have passed measures this year restricting how schools teach about racism, sexism and other topics. While educators are still waiting to see how they will be enforced, the vagueness of some of the measures, coupled with stiff penalties including potential loss of teaching licenses, already are chilling conversations on race in schools and, in some cases, having consequences that likely go well beyond the intent of those approving the measures.

Matt Hawn, a high school social studies teacher in Tennessee, said he has heard from teachers concerned about how they will teach controversial topics since he was fired himself this spring as state lawmakers were finalizing new teaching restrictions.

“It’s certainly giving them caution, like, ‘What’s going to happen if I teach this?’ — because the penalty is so steep,’” Hawn said.

Hawn was dismissed after school officials said he used materials with offensive language and failed to provide a conservative viewpoint during discussions of white privilege in his contemporary issues class, which has since been eliminated.

Teaching around race and diversity has been on the rise alongside a broader acknowledgment that racial injustice didn’t end in America with the passage of the 1964 Civil Rights Act. Those efforts have spurred a backlash, particularly among Republican voters.

Some sections of the new laws would seem unobjectionable. Tennessee’s law bars the teaching that one race or sex is inherently superior to another race or sex. But other sections are more murky, barring teaching that promotes division or causes children to feel psychological distress because of their race or sex...

In Tennessee, a conservative group of mothers in the Nashville suburb of Williamson County, Moms for Liberty, has challenged how schools teach the civil rights movement to second graders.

In a letter to the Department of Education, Robin Steenman complained that the texts and accompanying teachers manual imply that “people of color continue to be oppressed by an oppressive ‘angry, vicious, scary, mean, loud, violent, (rude), and (hateful)’ white population.” The books Steenman cited include “Ruby Bridges Goes to School” and “Martin Luther King Jr. and the March on Washington.”

In Oklahoma, teachers in the Edmond Public Schools said books by authors of color were struck from a list of anchor texts, around which English teachers build their curriculum. A lawsuit filed by teachers, students and parents said the district also removed commonly taught texts by Black authors from the curriculum, including the autobiography of Frederick Douglass.

How is a teacher to know what is permissible?

Clearly, to comply with the law and to avoid arousing parent anger, teach children that racism happened long, long ago, but it doesn’t exist anymore.

Never mention anything happening today that suggests the persistence of racism (which doesn’t exist anymore), like the murder of George Floyd, Briona Taylor, Tamar Rice, or other persons of color.

Do not mention the 2020 election, so as to avoid discussing who won or lost.

Do not ever discuss gun control or gun rights (too divisive).

Do not discuss abortion (too divisive).

Do not discuss the assassination of John F. Kennedy Jr. or Martin Luther King Jr. (divisive).

Do not discuss immigration (divisive).

Perhaps what the legislatures should do is revise the laws so that they describe in detail what teachers are allowed to teach.

Best of all would be if legislatures agreed that they should not write curriculum.

If you don’t know the work of Jitu Brown, this is a good time to inform yourself. Jitu Brown has worked for many years as a grassroots organizer in Chicago. He wants families and communities to be able to advocate for themselves, and he trains them to do it. He ardently opposes school closings and privatization, methods of ”reform” that are imposed on communities of color by the powerful. He led the successful hunger strike that blocked the closing of the Walter S. Dyett High School, forcing Mayor Rahm Emanuel to rescind the closing and to reopen the refurbished high school. Out of his work in Chicago, Brown led the creation of the Journey for Justice Alliance, which has chapters in 36 cities. J4J strongly supports the establishment of community schools that meet the needs of communities and build networks of families and communities.

MEDIA ADVISORY TUESDAY, DECEMBER 7TH 10:00 AM ET


AFT’S RANDI WEINGARTEN, NEA’S BECKY PRINGLE, U.S. SEN. CHRIS VAN HOLLEN, CONGRESSMAN BOWMAN (NY-16), JOURNEY FOR JUSTICE’S JITU BROWN TO JOIN EDUCATION EQUITY COALITION AT PRESS CONFERENCE TO ANNOUNCE NEW COALITION


National Leaders Back ‘Equity or Else’ Campaign and
Push for Biden Budget Initiative: $440 Million for Community Schools


(WASHINGTON, D.C) – On Tuesday, December 7, 10 a.m. ET, the American Federation of Teachers president, Randi Weingarten; National Education Association president, Becky Pringle; U.S. Sen. Chris Van Hollen, D-MD; Congressman Jamaal Bowman, NY-16; Journey for Justice Alliance national director, Jitu Brown; and Schott Foundation for Public Education president, Dr. John Jackson will join national justice and education union leaders to hold a press conference in support of the “Equity or Else” campaign to announce a brand new commission, and amplify its strong support for President Biden’s education budget which will announce a groundbreaking increase of 41 percent for school funding in his proposed FY2022 budget. This Equity Commission will engage municipalities and the federal government to inform government officials at every level on how to create investments and policies that transform quality of life for all Americans, with a focus on equity.


Journey for Justice sits at the helm of the coalition that has been pivotal in shaping President Biden’s agenda on education, especially around community schools. The Equity or Else campaign is a coalition of leaders and organizers from different quality-of-life areas, including education, housing, health care, environment/climate justice, youth investment and food production and delivery, to promote education on how inequity impacts these areas and the grassroots solutions they have organized.

The coalition includes: The Alliance for Educational Justice, The Center for Popular Democracy, National Alliance Against Racist & Political Repression, Dignity in Schools Campaign, American Federation of Teachers, National Education Association, Appetite for Change, Clean Water Action, White Coats for Black Lives, National Nurses United and Black Lives Matter at School.


WHAT: News Conference with National Education and Justice Leaders on President Biden’s Budget Proposal and Brand New Equity or Else Commission


WHO:
● U.S. Sen. Chris Van Hollen, D-MD
● Congressman Jamaal Bowman, NY-16
● Becky Pringle, president, National Education Association
● Randi Weingarten, president, American Federation of Teachers
● Dr. John Jackson, president, Schott Foundation for Public Education
● Jitu Brown, national director, Journey for Justice Alliance
● Zakiyah Ansari, Alliance for Quality Education, state advocacy director
***

PLEASE EMAIL MAYA.HIXSON@GMAIL.COM TO RSVP*** WHEN: 10:00 AM ET, Tuesday, December 7, 2021

WHERE: The National Press Club, 529 14th St., NW, 13th Floor, Washington, DC (Vax card or Negative COVID Test Required)


Facebook Live: https://www.facebook.com/J4JAlliance

FURTHER BACKGROUND: The Schott Foundation’s national Opportunity to Learn Network, in partnership with the Journey for Justice Alliance’s Equity or Else project, is launching a nationwide campaign to reverse the trend of privatizing public schools and in its place implement its proven plan for reimagining an education system that has long neglected Black and brown children and starved their schools of resources.

Bolstered by a newly created Grassroots Equity Commission, Equity or Else has come to Washington to back the Biden administration’s budget, which would double the Title I funding that targets low-income schools and, for the first time, allocate $440 million for sustainable community schools. The commission, formed by Schott with J4J, will engage local and federal government in exploring how institutions engage Black, brown and working-class families.


Intent upon getting true equity in education for children of color and reversing the runaway school-privatization trend abetted by Betsy DeVos, Trump’s education secretary, grassroots members of campaign organizations will also meet with key senators and with current Education Secretary Miguel Cardona.


The time is ripe for reimagining public education. The Biden administration is committed to allocating critically needed new resources for the task. Congress has shown itself willing and able to provide those resources. The conviction of Ahmaud Arbery’s killers has amplified the discussion of what equity actually means. The pandemic has highlighted the stark inequity that afflicts children of color. And those who have been left behind are raising their voices to demand the rooting out of systemic racism in every institution, including: schools, hospitals, healthcare, food production and delivery systems and public safety.


The Schott Foundation’s Loving Cities index assesses how these institutions function in Black, brown and working-class communities. Equity or Else is founded on the proposition that this reimagining of policy must be guided by the voices of those who have been most deeply affected by inequity. We have come together and are finding solutions that meet our needs.

Equity or Else is doing listening projects with people in underserved communities across the country. The Equity Commission will engage officials from municipalities and the federal government to explore how those foundational institutions in those communitIes can be reimagined, with a focus on equity. By using data from all these sources, the commission will be able to inform government officials at every level on how to create equitable investments and policies to transform quality of life for all Americans.


The following national organizations are participating in the overall Equity or Else campaign: The Alliance for Educational Justice, The Center for Popular Democracy, National Alliance Against Racist & Political Repression, Dignity in Schools Campaign, American Federation of Teachers, National Education Association, Appetite for Change, Alliance for Education Justice, Clean Water Action, White Coats for Black Lives, National Nurses United and Black Lives Matter at School. For more information go to http://www.standing4equity.org

Founded in 2012, the Journey for Justice Alliance (J4J) is a national network of intergenerational, grassroots community organizations led primarily by Black and Brown people in 36 U.S. cities. For more information go to www.j4jalliance.com.


FOR MORE INFORMATION: MAYA HIXSON
321.266.2000 MAYA.HIXSON@GMAIL.COM
LAURIE GLENN
773.704.7246 LRGLENN@THINKINCSTRATEGY.COM

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You may recall that a young Black man named Julius Jones was sentenced to death for murder in Oklahoma. He insisted on his innocence, and his cause attracted national attention. At the last minute, Oklahoma Governor Kevin Stitt commuted his death sentence to life in prison with no possibility of parole.

John Thompson, retired teacher and historian in Oklahoma, was a teacher of Julius Jones. He writes:

I want to share two sets of lessons from the campaign by Justice for Julius that saved the life of my former student, Julius Jones. Despite a huge body of evidence that Julius is innocent of the 1999 murder of Paul Howell, it is unclear whether he still has a chance to be pardoned or paroled.
After the decision to not execute Julius Jones was made, I was able to rethink the reasons why he landed in Death Row. Reading and/or rereading court pleadings during the appeals process, I reached the conclusion that the 22-year battle for Julius’ life was mostly the result of two sets of decisions that were made quickly, without serious contemplation. Or, perhaps, there were no decisions made. Perhaps it was the history and the win-at-any-cost culture of the criminal justice system which prevented consideration of the testimony of Julius and the Jones family. After all, there was a long history of prosecutors trained by an Assistant District Attorney whose mantra was: “Every inmate in “Big Mac” (state prison) is guilty of the crime he was duly convicted of – or something else.”

This post will take a broad view of the conflict between the Oklahoma criminal justice system and a new generation committed to social justice. It will briefly review the key issues, first raised by the ABC News documentary, The Last Defense, that drew the attention of international news outlets regarding the question of whether Julius received a fair trial. And then it will describe the last months of the fight for Justice for Julius. A second post will summarize the most dubious of the prosecutors’ claims in the hope it offers more insights into what is wrong with our country’s criminal justice systems.

Julius was first represented by public defender Barry Albert, who was a great attorney with the ability to research and cross-examine the prosecutors’ dubious claims. But, Albert died suddenly, and he was replaced by lead attorney David McKenzie, who admitted that he was “terrified by this case due to my inexperience in death penalty litigation.” McKenzie later said in a sworn statement: “I believe that if I had been effective in establishing the true state of the evidence regarding Jordan and King, Mr. Jones would have been acquitted.”

Two decades later, McKenzie says he had been too critical of his cross-examination of Jordan.

The “Justice for Julius” campaign began at a time when criminal justice reform was remarkably bipartisan; for instance, Republican Governor Kevin Stitt appointed two of the three parole board members who recommended that the governor grant Jones clemency.

After the documentary, organizations and celebrities such as such as the Congressional Black Caucus; Kim Kardashian, the rapper Common; Bryan Stevenson, the author of Just Mercy; and football and basketball football starssuch as Baker Mayfield, Russell Westbrook, Trae Young, and Blake Griffin, whose father coached both Julius and Christopher Jordan, and who appeared in The Last Defense. Eventually, the list of supporters would include the NAACP Legal Defense Fund, Black Lives Matter; a significant number of Republican legislators and former legislators like Kris Steele; the George Kaiser Family Foundation; the Responsible Business Initiative for Justice; the Oklahoma Coalition to Abolish the Death Penalty; the American Conservative Union in Washington, D.C.; and the Faith and Freedom Coalition; and many other organizations. Also, the European Union and German ambassadors urged Gov. Stitt to accept the Pardon and Parole Board’s recommendation.

But the backlash against these efforts demonstrated the political power that prosecutors retained. In June, 2020, then-board member and former district court judge Allen McCall “threatened to seek criminal charges against then-executive director Steven Bickley,” demanding that Bickley help block Jones’ commutation hearing. Bickley took a leave of absence, criticized “threats to criminalize my public service,” and resigned.

Similarly, according to the Parole Board members’ response, Oklahoma County District Attorney David Prater, filed an open records request seeking all references by board members to the terms, “Commutation,” “Commute,” “Conflict of interest,” “Criminal Justice Reform,” “Death penalty,” “District Attorney,” “God,” “Jesus,” and “Julius Jones.” Prater cited a 2019 article describing Luck as “having tears in his eyes as he spoke about the criminal justice system,” and condemned his association with admirable organizations such City Care and Whiz Kids.

Prater was represented by the Asst. D.A. who prosecuted Jones, and asked the Oklahoma Supreme Court to block Luck and Doyle from Jones’ hearing. After Prater’s request was rejected, the newly appointed Oklahoma Attorney General John O’Connor unsuccessfully filed a similar request.

The Black Wall Street reported that Prater then requested a grand jury investigation into the Pardon and Parole board. The judge who approved it is married to the prosecutor in the Jones case. Gov. Stitt criticized Prater’s “latest political stunt to intimidate the Pardon and Parole Board and obstruct the Constitutional process as high-profile cases that his office prosecuted are being considered.” And some of the younger, more progressive supporters of Justice for Julius started an initiative petition drive for a grand jury to investigate Prater.

Finally, The Oklahoman reported that Prater released tapes of 600 phone calls by Jones using another death row inmate’s PIN number. According to an investigator, “Among those called were ‘people in the sports and entertainment industries’ and podcast hosts.” The implication was that the calls were evidence that Justice for Julius was a profit-making enterprise.

In the autumn of 2021, the state restarted executions that had been put on hold after Oklahoma’s three-drug execution protocol caused the “botched executions” of Clayton Lockett and Charles Warner in 2014 and 2015. The first renewed execution of John Grant caused him “to vomit, convulse and curse as he was killed.” Even so, Julius was scheduled for execution on November 18.

The state’s Pardon and Parole Board again voted 3-1 to recommend that Stitt grant clemency to Jones. But, according to the Black Wall Street Times, Attorney General O’Connor, who Stitt saw as a mentor, urged Stitt to push forward on the execution of Julius. He was said to be basing his advice on “closure for the [Howell] family,” and “Julius’s past legal troubles as a young teenager, rather than the facts of the case.”

As the execution date approached, Stitt said he was praying over his decision, and he would make no further statement. He met with the Howell family but refused to meet with anyone in the Jones family. By the day before the scheduled execution, the words and body language of Julius’ supporters indicated to me that they retained little hope of saving his life.

As the clock ticked down, even though the Justice for Julius vigils had been nonviolent and respectful, staff at the Capitol were told to close their offices and take time off, and barricades were put upbetween the Oklahoma History Center parking lot where demonstrators gathered, and the Governor’s mansion.

The last week’s vigils exemplified the contradictions in Oklahoma’s 21st century culture. As I talked with my Representative, Mauree Turner, the nation’s first nonbinary, Muslim, Black legislator, the anti-mask, anti-vaccination demonstrators walked by, proclaiming their belief in “Freedom!” Rep. Jacob Rosecrants, who taught in my former classroom at Centennial Mid-High after I retired, described his proposed legislation to expand full-service community schools. My student and basketball buddy, and Julius’ best friend, Jimmie Lawson, reenacted my clumsiness on the basketball court.

On the eve of the scheduled execution, the poetry slam at the Ponyboy, about a mile from the History Center, was cancelled, and this statement was posted:

“Given the intense anxiety and frustration I and others in our community are experiencing, if Stitt has not granted clemency by this evening we will be putting the slam on hold in favor of an intimate night of reading our poetry and focusing on healing.”

The New York Times reported:

The Oklahoma City Public Schools estimated that more than 1,800 students across 13 schools participated in walkouts to support Mr. Jones on Wednesday. The district said it “supports our students’ rights to peaceful assembly and their freedom of expression

Even more students walked out the next day.

Also on Wednesday, Rev. Keith Jossell, Julius’ spiritual advisor, seemed to indicate that there wasn’t much hope for tomorrow, but Julius’ supporters should heed his call for the continuation of their campaign for justice. He said:

Julius is grateful to god. That he chose him to be able to be the spotlight so that you would understand what is wrong with the Department of Corrections in the state of Oklahoma. … This is an opportunity to try to start a new Oklahoma. If you’re a business and you think you may want to relocate to Oklahoma, look at what we do to our citizens! If you are a family and you think this might be a good Bible Belt place to raise your family, look at what we do to people in Oklahoma!

Madeline Jones was not allowed to hug Julius. He was chained down and separated from her by a glass partition. She seemed especially exhausted, saying that whatever happens tomorrow, the movement must continue. Mrs. Jones also said, “And if you think Julius is guilty, give him a fair trial!”

On November 18, less than four hours before the scheduled execution, my wife and I were about to join the huge vigil at the Capitol. Then we heard the news:

Oklahoma Gov. Kevin Stitt has spared the life of high-profile death row inmate Julius Jones. He announced, “After prayerful consideration and reviewing materials presented by all sides of this case, I have determined to commute Julius Jones’ sentence to life imprisonment without the possibility of parole.” But “Stitt ordered that Jones shall never be eligible to apply for or be considered for a commutation, pardon or parole for the rest of his life.”

It will take time to determine whether the Constitution actually gives the governor that much power. Also, given Superintendent of Education Joy Hofmeister’s support for clemency for Julius, after switching from the Republican to the Democratic Party, it remains to be seen how this will affect her campaign for governor against Stitt. I believe it and her defense of public schools will likely put her in the Governors Mansion.

Clearly, Mrs. Jones was correct in saying that regardless of the outcome of the campaign to “Free Julius Jones!,” it will have a significant effect on 21st century Oklahoma.

The dramatic weeks that preceded Julius’ commutation drew national and international coverage, as the Kyle Rittenhouse, the organizers of the Charlottesville violence, and the killers of Ahmaud Arbery trials were coming to a close. And commentators often expressed surprise that this multi-racial, cross-generational and often bipartisan movement occurred in Oklahoma.

I would especially recommend Rachel Maddow’s commentary and video of the celebrations which placed Justice for Julius in the context of direct actions across the world. I especially loved her exuberant declaration:

This was outside the prison where Julius Jones is incarcerated right after the news broke. You hear the crowd chanting “‘We`re going to be all right.’ This was Oklahoma this week! This was Oklahoma today!”

#2

As ABC’s The Last Defense reported after the 1999 murder of a white father by a Black carjacker, “fear was almost palpable” in Edmond. Moreover, this was a time when the Oklahoma County District Attorney, the late Bob Macy, was listed as one of America’s top-five deadliest prosecutors. As was explained in the previous post, this meant that there were not enough experienced death penalty defense lawyers to meet the demand. Julius Jones’ lead attorney, David McKenzie, told ABC that he lacked death penalty experience and had an overwhelming case load. (I appeared several times in the documentary.)

The Last Defense offered a compelling narrative that connected the evidence in ways that the jurors or the appellate courts never heard. For instance, it quoted a juror who explained:

And this thing has weighed on me for a long time. What happened was, several of us from the jury were getting on an elevator. This was well before deliberations. And one of the jurors said, “Well, they should just take that n—– out back, shoot him and bury him under the jail.” It didn’t matter what happened, this was a black man that was on trial for murder.

Conversely, the jury foreman told ABC that, in a case like that one, you “go with your heart more than anything else.” The juror trusted “what you felt in your gut.” When delivering the verdict, the juror “felt right.”

To the contrary, we at John Marshall H.S. had thought the following scenario was most likely: As defense attorney Amanda Bass later explained, “Unfortunately in our criminal justice system … the first person to be interrogated and to talk to the police who tells the police the story can be the one who gets the deal.”

So, this second post will focus on the main witnesses that the Oklahoma County District Attorney’s office claimed to believe, as opposed to listening to Julius and his family.

On July 28, 1999, a neighbor of Christopher Jordan, saw him driving a car with an unidentified person with a red bandanna. They followed Paul Howell, his sister, and his two daughters home, where he was fatally shot during a carjacking. According to the Oklahoma County district attorneys’ virtually unchallenged argument, that was evidence that Julius committed the murder and Jordan drove the getaway car!?!?

But, in 2021, Julius’s federal public defender, Amanda Bass, explained to the Oklahoma Pardon and Parole Board that Jordan and Jones were almost the same size and weight, and Prater said that the person who accompanied Jordan was a half a head taller, more muscular and bigger. And, Ladell “Day Day” King was 6 inches taller and 70 pounds heavier than Jordan.

Jordan, like Julius and his brother and sister, were students of mine. I also played basketball with all of them, almost daily. That’s why I knew each of them so well that I was confident that the hundreds of students and teachers at John Marshal H.S were correct in believing Jordan, not Julius, should have been the prime suspect.

Jordan, who was known as “Westside,” told the Edmond investigators five different stories as the interrogators kept directing him back to the narrative that would make him “a better witness.”“Day Day” King had been a confidential police informant since the mid-1980s. The Edmond detective who handled him said he informed the Oklahoma City Police that “we needed to find my informant Ladell King.” The detective further explained that King “had the pulse on all auto thefts in the Oklahoma metro,” and he had told King that “his cooperation would then be shared with the District Attorney and he could get deals on his own charges or avoid charges altogether.”

During the subsequent investigation, King’s girlfriend told a detective that she and King “were trying to get the reward money” for helping to arrest the shooter. She was not asked about that statement during the trial. King was not charged and received a significant reduction in another sentence.

The second confidential informant was Kermit Lottie, who had cooperated with the Oklahoma City police since the early 1990s. He had assisted in the prosecution of two persons accused of murder and who were sentenced to death, but later exonerated.

According to the prosecution, it was a coincidence that the police stumbled across their confidential informant; an Edmond detective testified that the Oklahoma City police “just wanted to get an idea of what the area looked like.” And, at trial, the Asst. D.A. said, “By fate, by chance, [the police] pull up into Kermit Lottie’s garage and start talking to him.”

Under questioning by the prosecutor, Lottie denied he had made any requests of the D.A.’s office. However, two days before, he had written a letter to the Asst. D.A. reminding her of the “big time evidence” he had provided in the Paris Powell and Yancy Douglas death penalty case. (Powell and Douglas, were the nation’s 137th and 138thconvicts on death row to be exonerated; they served 16 years in prison and received $3.1 million in compensation. The federal appeals court criticized the Oklahoma County prosecutor for “knowing use of false testimony.”) Lottie also offered to help the prosecutor in return for “a little help for myself.”

Just three days after Julius was sentenced to death, Lottie received “very significant” help in reducing his federal sentence after the Edmond detective asked for leniency because Lottie was a “key witness” in the case against Julius.

The police officers’ and the prosecutors’ presentation of the testimony of Jordan, and the two professional informants were the biggest drivers of the case against Julius. But their arguments were doubly powerful because the overworked and inexperienced defense attorney’s failed to investigate their claims. And as explained in the previous post, they did not investigate the four inmates who said Jordan confessed/bragged about being the murderer, or competently cross-examine witnesses.

The defense attorney’s equally important, questionable decisions, to not bring Julius and the Jones to the stand, were also due to their failure to interview Julius’ girlfriend and Mrs. Jones’ friend who dropped her at the Jones’ home where she said they were about to have a spaghetti dinner. Neither of them could confirm the claims that Julius was at his family’s home when the murder occurred, but contrary to McKenzie’s understanding, neither of them made statements about where he was at the time of the murder. (emphasis mine) In other words, neither statement undermined the credibility of Jones or his family when they said Julius was with them at 9:30pmwhich was the time when the murder occurred. (And, McKenzie could not find the letter that he remembered as Julius telling his girlfriend he was on the south side, not his parents’ home. Neither could he remember the investigator, who everyone on the team agreed was incompetent, ever providing a written record of his interviews of potential witnesses.)

In the 1980’s, I extensively researched the incredibly corrupt Oklahoma County criminal justice system. Prohibition had not been repealed until the late 1950’s, and bribing the Supreme Court was routine into the 1960’s, while the prison system’s brutality and corruption prompted the 1973 McAlester prison riot. I concluded that progress began in the late 1970s and the 1980s; progress may had slowed during the Macy years, but I was still shocked by its behavior in front page headline cases. As was common in much of the nation, the chances of an innocent person being convicted were higher in high-profile capital cases, especially when the prosecution relied on confidential informants.

When I spoke to District Attorney David Prater a few years ago, he seemed to know little about the Jones case, but his opinions were driven by his respect for the Asst. District Attorney who prosecuted the case.

I especially admired the bipartisan leaders of the criminal justice movement who had brought Oklahoma to the start of what promised to be transformational improvement. But, I suspect that the Oklahoma experience followed the same pattern which is common across America. On one hand, District Attorneys believe that can’t keep their power unless they win 90% or more of their cases through a plea bargain. Defendants supposedly will not plead guilty unless they know that prosecutors are almost certain to win. That makes for a culture of winners and losers; so D.A.s must remain the “biggest bear in the woods.”

On the other hand, it seems like the anger generated by Trumpism has turned a harsh winner-take-all mentality into a commitment to cruelty. Especially when a multi-racial movement unites to defend a Black man, too many believers in “law and order” are more committed to defeating their opponents, believing whatever spin the prosecutors deliver.

Before the D.A.s full scale assault on Julius’ quest for clemency, I thought Gov. Stitt would split the difference in a way he hoped to satisfy the 60% of Oklahomans (and 49% of Republicans) who know of Julius’ case, and believe he should receive clemency, according to poll of 500 voters. As The Black Wall Street Times reported, “The poll comes after former Oklahoma Attorney General Mike Hunter called on the Jones family to die quietly, and as Oklahoma County District Attorney David Prater refuses to turn over Jones’ case file.”

But I was less hopeful that Stitt would pardon or parole him. It never occurred to me that his compromise would include a ban a pardon or parole by any other governor or parole board. I suspect he chose to avoid the debacle which the execution could prompt, especially if was another botched one, while minimizing anger from his Trumpian supporters who have such a taste for blood.

Finally, I had read about the change of statutes and rules during the War on Drugs that made it unlikely that evidence of innocence would be allowed as grounds for an appeal. But I had not fully appreciated the ways that today “courts were all prevented by strict and procedural
bars from reviewing the full merits of Julius’s claims.”

I was dismayed by the logic of the Court of Criminal Appeals, which I had long respected. I could have agreed with the Court that some of the circumstantial evidence was valid – if it had been investigated. The Court said the evidence against Julius was “damning,” even though I could not find any solid evidence in their statements that had been adequately analyzed. It concluded that “King was not involved in the Howell murder in any way,” even though a fair trial would have required something that didn’t happen – an investigation of confidential informants’ credibility and participation in the crime. I would hope the Court would agree that today the evidence points to Julius’ innocence and ask what that says about our appeals process.