Archives for category: Parents

Abby Livington of The Texas Tribune reported on the Congressional hearings about the Uvalde massacre. Please subscribe to The Texas Tribune. It is a valuable source of information and insight about the Lone State State.  The Texas Tribune is a nonprofit, nonpartisan media organization that informs Texans — and engages with them — about public policy, politics, government and statewide issues. 


WASHINGTON — Miah Cerrillo, an 11-year-old in fourth grade who survived the school shooting at Robb Elementary School in Uvalde, said she covered herself in another student’s blood to trick the shooter into thinking she was already dead.

Cerrillo, wearing a sunflower tank top and her hair pulled back into a ponytail, spoke softly as she answered questions for 2 minutes on video about what she endured that day in the classroom, just a few weeks after she witnessed her friends and teacher die in a deadly school shooting.

“He shot my teacher and told my teacher good night and shot her in the head,” she said in the prerecorded video. “And then he shot some of my classmates and the white board.”

Cerrillo was the youngest of a small group of Uvalde survivors and family members who testified at a House hearing Wednesday about the devastation wrought by gun violence in their communities.

On May 24, an 18-year-old gunman armed with two assault rifles entered the school building killing 19 children and two teachers and injuring 17 others.

That day Cerrillo said she and her classmates were watching a movie. Her teacher received an email and then got up to lock the door — that’s when made eye contact with the gunman in the hallway, Cerrillo said.

At that point, the teacher told the students to “go hide.” Cerrillo hid behind her teacher’s desk among the backpacks. The shooter then shot “the little window,” presumably part of the door to the hallway. She said the gunman entered a neighboring classroom and was able to access her classroom through an adjoining door. That’s when he started shooting.

One of the students who was shot, a friend of hers, was next to her among the backpacks.

“I thought [the gunman] was going to come back to the room, so I grabbed the blood and I put it all over me,” she said.

She said she “stayed quiet” and then she grabbed her teacher’s phone and called 911.

“I told [the operator] that we need help and to send the police [to my] classroom,” she said.

Cerrillo added that she did not feel safe in school and did not “want it to happen again.” An off-camera questioner asked if she thought a shooting like this will happen again and Cerrillo affirmatively nodded.

Cerrillo was calm and quiet. She didn’t cry. But some of the adults from Uvalde who testified wept before the committee, including her father, Miguel Cerrillo, who traveled to Washington to testify in person.

“I come because I could have lost my baby girl, but she’s not the same baby girl I used to play with,” he said, adding that “schools are not safe anymore.”

Kimberly Rubio, a newspaper reporter and the mother of 10-year-old Lexi Rubio, who died that day, described dropping her children off at the school and attending end-of-school-year awards ceremonies that morning.

“I left my daughter at that school and that decision will haunt me for the rest of my life,” she said, as she testified in a video recording sitting next to her stone-faced husband, Felix Rubio.

She called for a ban on assault rifles, high-capacity magazines, raising the age to purchase certain guns, keeping guns out of the hands of people deemed to be a risk to themselves or others, stronger background checks and to repeal gun manufacturers’ immunity from liability.

“We understand for some reason to some people, to people with money, to people who fund political campaigns, that guns are more important than children,” Rubio said. “So at this moment we ask for progress.”

Dr. Roy Guerrero, a pediatrician, Uvalde native and graduate of Robb Elementary School, described in the hearing room his encounter with the bodies of two deceased children that arrived at his hospital.

The children’s bodies were “pulverized,” “decapitated” and “ripped apart.” The bullets did so much damage to their bodies that the “only clue as to their identities was a blood-splattered cartoon clothes still clinging to them, clinging for life and finding none.”

He added that he and other hospital personnel braced that day for an onslaught of carnage, but it never came because so many of the victims were already dead.

Parents have pressed the New York Legislature for years to mandate smaller class sizes. They are close to achieving their goal.

State lawmakers have struck an agreement on bills that would extend mayoral control of the New York City school system for two years and mandate reductions in public school class size.

State Sen. John Liu of Queens, who chairs his chamber’s New York City education committee, and Assembly Education Chair Michael Benedetto confirmed the deal Tuesday morning.

“As you can imagine, there were many parties to the negotiation,” Liu said in an interview with Gothamist. “At the end of the day – or I should say at the end of the night – the Senate and Assembly concurred with this pair of bills.”

Legislative leaders reached the agreement late Monday, introducing a pair of bills that will be ready for a vote Thursday – the last day of the Legislature’s annual session in Albany. The two-year timeframe is less than what Mayor Eric Adams and Gov. Kathy Hochul were lobbying for and is designed to give parents more control over school governance

Class Size

If passed, the class size bill could dramatically shrink classes, a move many parents and educators say is the key to improving public school students’ academic and social growth.

The new bill would cap kindergarten through third grade classes at 20 students; fourth through eighth grade classes at 23 students; and high school classes at 25 students.

That’s compared to current caps for kindergarten at 25 students; first through sixth grade at 32 students; middle school classes at 30 (for Title I schools) or 33 students (for non-Title I schools); and high school classes at 34 students.

The reduction would be phased in starting this fall, and would have to be complete by 2027. If the city does not comply, money will be withheld.

“If enacted I think it will be a sea change for New York City students and their ability to learn,” said Leonie Haimson, executive director of the advocacy group Class Size Matters. “These are really, really big class size changes, but they’re within our grasp.”

Haimson has been advocating for Class size reduction for many years. She has led countless rallies and organized parent actions. This act is a tribute to the power of parents.

The same bill will renew mayoral control for two years. Mayor Eric Adams had hoped for more. After two decades off mayoral control, it has lost its luster.

The same organization that produced the Glen Beck video in the previous post also produced videos attacking the Disney Corporation and Pearson for their alleged role in “grooming” children to change their gender identity.

With the recent rash of horrific school shootings, you would think that these zealots could think of better uses for their time and resources.

How about making videos about the need for gun control? Reduced class sizes? Health clinics in school for families?

No, these people are obsessed with sex. That’s all they think about.

The good news is that parents are on to them. They don’t love Pearson, but they love their teachers. They are not fooled by nutty propaganda.

The Destroy Public Education crowd is in league with some seriously whacky people.

NPR released a new poll showing that, despite the loud mouths attacking public schools, most parents like their public schools and teachers.

They like their schools despite the hundreds of millions, if not billions, invested in promoting school choice, charter schools, vouchers, and privatization.

This poll suggests that Democrats should go after people like Ron DeSantis and other politicians trying to harm a civic institution that most Americans, both Democrats and Republicans, appreciate.

Gloria Nolan is a parent of children enrolled in St. Louis public schools. She recently joined the board of the Network for Public Education.

She wrote the following article, which was published in the St.Louis Post-Dispatch.

She begins:

For about three years I worked for an organization that was invested in growing the charter school movement locally and around the country. Thankfully, I moved on, and now I fully support charter school reform, such as the reforms included in the new regulations for the federal charter school program proposed by Secretary of Education Miguel Cardona. Here is why.

I fully began to realize what I was a part of during lunch when I had a chance to talk to the chief executive of The Opportunity Trust, Eric Scroggins. I rattled off a list of ideas I had for turning the public schools in the St. Louis district around.

That wouldn’t work, he responded. He said the objective was to burn the system down.

For Opportunity Trust and so-called reform movements like it, the key to school improvement is to replace public schools with charter schools, or public schools that act like charter schools. That is when I lost all faith in what charter proponents were selling.

And where do these charter schools go to get start-up and expansion funds? The federal Charter School Program…

The same special interest groups that promote organizations like The Opportunity Trust are fighting the very reasonable rules that [Secretary Miguel] Cardona has proposed to help clean up the mess. With a campaign of misinformation, the charter lobby led by the National Alliance for Public Charter Schools promotes the extreme right’s support for stopping the proposed regulations.

As a Black woman, I find it hard to believe any news outlet that promotes fearmongering about critical race theory and features an op-ed that criticizes the regulations because their frequent use of the words “diversity” and “racial” has the best interests of my children at heart…

The one regulation that the charter lobby objects to the most is the requirement to do an impact analysis to see if the school is needed or wanted by the community. Given that more than 40% of charter schools close within their first 10 years, an impact sounds like common sense to me. This particular regulation is also in line with the implementation of the City-Wide Planning Committee and its call for a moratorium on the opening of new schools. The guidelines here locally were met with strong opposition from The Opportunity Trust and its supporters.

I have been on the inside of the reform/charter school movement. Its ultimate objective is to destroy our public school system by replacing it with a system of charter and voucher schools. These new regulations will not stop that. I wish they were stronger. But at the very least they could help ensure that our federal tax dollars will be given to charter schools that have better intentions than many of the schools that are receiving Charter School Program grants now.

Jeff Bryant writes in The Progressive about the success of community schools in building trust between schools and parents. Rightwing activists and politicians have made an issue of the gulf between schools and parents and stirred up angry parents to demand “control” over what is taught.

He begins:

Leslie Hu remembers the very day, a Thursday in March 2020, when her school, Dr. Martin Luther King Academic Middle School in San Francisco, received word from the district office that Friday would be the last day the school would be physically open until further notice due to the coronavirus epidemic. Without waiting for guidance, she and a few other staff members, “immediately went into overdrive to connect with as many families as possible,” she tells me. 

Working late into the evening, the staff members made “wellness calls” to deliver messages of care and reassurance. “Our message was, ‘We are not abandoning you. What do you need? We still care,’ ” recallsHu, a community schools coordinator and social worker at the school.

The next day, they enlarged the circle of callers to other school staff members. By the following Wednesday, their wellness calls had reached nearly all of the 460 families with children at the school.

Their efforts yielded critical information about how families were affected by the pandemic and what kinds of challenges they faced.

The outreach effort then expanded to more in-depth interview calls to stay connected to families  handling the emergency. Within a month, they had reached out to every family. 

Their efforts yielded critical information about how families were affected by the pandemic and what kinds of challenges they faced—such as, whether a breadwinner had lost a job, whether the household had access to the Internet, or whether the family was facing an eviction notice. They also conveyed critical information to help families navigate the crisis, including how to pick up Wi-Fi hotspots and devices from the district, where there were open food pantries, and which local nonprofit organizations and community agencies were providing support for dealing with financial and mental health issues.

We knew there would be certain things our families probably needed,” Hu recalls. “But we didn’t make assumptions. We knew to ask open-ended questions.”

This outreach effort was so successful that, according to an article by the California Federation of Teachers, the San Francisco Board of Education used it as a model to create a districtwide plan to establishpermanent “coordinated care teams” for reaching out to families and checking on their well-being.

Looking back, Hu describes their response as something that came about intuitively. She and her colleagues didn’t wait for directives from higher-ups. Instead, they relied on a well-practiced behavior of “co-creating,” as she put it, with colleagues in a school where leadership responsibilities are shared rather than hierarchical.

The actions Hu and her colleagues took are not unique—stories of educators and school staff members rising to address the challenges of the coronavirus pandemic abound. But rarely do these reports delve into what took place before the response to the crisis occurred. They do not mention, for example, whether there was a particular school culture inculcated among staff members that guided how they responded, or whether there were structures and systems put into place beforehand that were set in motion once the crisis emerged.

The work that led to our wellness calls was due to an effort that took years,” Hu says, referring to the school’s decision in 2014 to transform its culture and operations to align with an approach known widely as community schools.

As Hu explains, “All the work the model requires you to do to build systems and structure to communicate with families paid off.”

The community schools model may just be the path to genuine educational reform. Not privatization. Not “no-excuses discipline.” Not harsh pedagogy of control.

Community schools.

The following article describes a victory for parents and communities, which blocked a privatization plan to close 23 schools. It appeared on “Parent Voices for Public Schools,” which is sponsored by the Network for Public Education.

What’s the best way to improve public education? That question, hotly contested in communities across the country, has prompted an intense debate in Charleston, SC, a thriving city that is experiencing a boom in growth and economic development and has in many ways become a symbol of the New South. But too often missing from these discussions are the voices or perspectives from individuals from within the actual communities who will be directly impacted or affected by policies to improve their neighborhood public schools. We rarely hear from the parents who rely on public schools to educate their children and even the actual young people themselves, particularly those old enough to articulate and discern what they would like to experience in terms of a quality public school education. While the community organizations putting forth proposals to improve or reform schools in the South Carolina Lowcountry may be well-intentioned, excluding parent and student voices is a critical omission.

The most recent example is the Coastal Community Foundation (CCF) and its Reimagine Schools Proposal. South Carolina legislators recently expanded the state’s “Schools of Innovation” law, which authorizes the takeover of individual schools by an unidentified “Innovation Management Organization” or IMO. CCF’s Reimagine Schools plan calls for these IMOs to manage some 23 struggling public schools in Charleston, all serving students of color from surrounding communities.

In Charleston, the Coastal Community Foundation looms large, managing nearly $300 million in assets. But what it doesn’t have is any proven track record working in PK-12 education, a major concern of local area groups engaged in public education advocacy, grassroots roots leadership, and other critical voices from within the community.

Just how CCF’s Reimagine Schools plan would address the critical issue of community involvement is also unclear. The proposal calls for the establishment of District Innovation Commissions consisting of consolidated and constituent school board members and as many as ten members from the community-at-large consisting of faith and business leaders and other stakeholders. But what entity will determine who these individuals will be? This is a critical question at a time when local area groups and grassroots organizers have been pushing for more community voice regarding the direction of Charleston’s public schools. These advocates are concerned that CCF and its allies are moving forward with a vision that is open to privatization and financial profits for vendors without receiving input from the community, including the parents who rely on the twenty-three schools that are to be ‘reimagined.’

Community voice isn’t just an abstraction. Parents, teachers, faith leaders, and other local stakeholders are at ground zero when it comes to truly understanding the educational needs of children in their communities and the challenges they face when it comes to receiving a quality education. Most importantly, they are not in the game to profit financially through contractual relationships with various outside vendors.

CCF’s Reimagine Schools proposal calls on the Charleston County School District’s consolidated school board to spend $32 million to support privatization schemes. Voices from within the community are calling for these funds to be invested directly into the district to support greater wraparound services for students and their parents, provide two teachers in every classroom and provide additional psychological services given the shortage nationally of qualified clinical psychologists working in PK-12 education. These are common-sense solutions that meet the needs of schools within the local community that elected leaders would be wise to consider.

Since CCF introduced Reimagine Schools late last year, pushback from community groups and public school advocates has been fierce. Recently the school board announced that the proposal is being tabled indefinitely, a response to pressure from grassroots organizers. While experience teaches us that we must remain vigilant, this was a huge victory for believers in public education.


Dr. Kendall Deas is a Postdoctoral Fellow in Race, Freedom, and Democratic Citizenship with the African American Studies Program and Institute for African American Research at the University of South Carolina. He is also the Director of the Quality Education Project, a community-based research organization in South Carolina committed to public education advocacy.

Jill Underly is the state superintendent of education in Wisconsin. In this article, she responds to the demands in red states for “parent rights,” which is usually premised on the belief that teachers are “indoctrinating” their students and can’t be trusted.

Superintendent Underly writes:

Dr. Jill Underly is the Wisconsin State Superintendent, and she offers thoughts to parents and teachers facing the current attacks by legislators.

Like you, I know what it means to be involved with my children’s education, and I love it.

But I look at the way politicians talk about parental involvement, and I don’t recognize it. Family engagement isn’t about yelling at school staff or suing your school board if they don’t do exactly as you demand.

It’s also not asking caregivers to homeschool or pay for private tuition if they feel unheard or unseen.

Family engagement is about having a real conversation about – and with – our children.

Like you, I build relationships with my children’s teachers, I reach out when I need to, and they know they can call if they need to.

As a parent, I love my children’s school, and I see the ways our district works to involve all families and the entire community, and how the entire community supports our school.

It’s an exchange, because what matters most to all of us is what we all have in common: our children.

Of course, this isn’t what politicians mean when they talk about protecting parental rights when it comes to children’s education. Rather, they’re talking about micromanaging curriculum and preying on our parental emotions during a traumatic time, all with the ulterior motive of placing suspicion on educators by weaponizing lessons about difficult topics, or by placing blame on schools for a pandemic they did not cause but are nonetheless supporting our children through.

As to my fellow educators, you and I all know that this isn’t the first time that politicians in this state have gone after teachers.

And as a former civics teacher, I know that teaching the history of this nation cannot – and should not – be done without tackling difficult topics.

Families know this and support these opportunities for our schools to engage our children to become critical thinkers and critical consumers of information. We want our students to grow up and be active participants in democracy, and that means they need to know how to examine their past, think critically about their present, and make informed decisions about their future.

I’m tired.

Like you, I’m tired of the pandemic. I’m getting tired of this winter. And I’m really, really tired of politicians pitting parents against teachers when our children are the ones who get hurt in the end.

Because they’re the ones who matter most in this conversation and who matter most for the future of our state. And that conversation – how to best meet the needs of our children and students – is one I’m excited to continue having as a parent and an educator, and to lead as your Wisconsin State Superintendent.

Read the full letter here.

As soon as he was elected NYC mayor in 2003, Michael Bloomberg asked the Legislature to give him full control of the schools. The Legislature, wowed by the billionaire mayor with a reputation for business acumen, gave him what he wanted. He promptly renamed the Board of Education, and turned it into the Department of Education, no longer an independent agency but a branch of city government, like the Fire Department or the Department of Sanitation. It’s previous governing board, called the Board of Education for more than 150 years, was dubbed the Panel on Educational Priorities. The PEP had a majority appointed by the mayor, who served at his pleasure. He could fire them at will. Bloomberg used his power to reorganize the entire school system four times, to close scores of schools, especially large high schools, to open hundreds of small schools and charter schools.

The old Board of Education had a public relations department of three people, whose main job was to write press releases. Under Bloomberg’s control, more than 20 people joined the PR department, and they existed to glorify and exalt every action or decision by the mayor and his chancellor.

This authoritarian structure has remained in place for almost 20 years. No mayor wants to give up control of the schools. The schools continue to be plagued with problems, not surprisingly. Mayoral control solved nothing, despite years of extravagant (and illusory) claims about a “New York City miracle.” Academics wrote books about the glories of mayoral control, now forgotten. The “miracle” faded away.

Parent leaders wrote a demand to restore democratic governance, which appeared in the Gotham Gazette.

The public schools of Oakland, California, are being slowly strangled by the growth of charter schools. The school board is discussing the potential closure of some 20 schools. Parents are outraged. Teachers are outraged; they have threatened a hunger strike.

Tina Andres, a teacher in California and a member of the board of the Network for Public Education, wrote the following account of the most recent board meeting, conducted by Zoom.

Mike Hutchinson, Oakland School Board sounded the alarm among the community in regards to a hasty plan to close numerous schools at the end of this school year. The plan was devised in secret and according to Mike, even the board members didn’t know about it until the report was given to them. Mike has been leading the charge to inform and mobilize the community quickly. On Monday night, nearly 2,000 people at one point had joined the Special Session of the Board to discuss these closures.

 
Recent articles about the school closures: 


https://www.sfchronicle.com/bayarea/article/We-will-not-eat-Teachers-declare-hunger-16821032.php

https://www.kron4.com/news/bay-area/oakland-unified-school-district-considers-closing-some-schools/

https://www.ktvu.com/news/oakland-school-board-to-review-consolidation-plan-as-parents-demand-input?fbclid=IwAR2M7BjjLEdwTQ8o0C9UjTJEVDRkd2NcmMXVUt9F-IxiOMRdwnKxovHCYWY

This comment from Rashida Chase sums up the sentiment I heard as I listened to the meeting for four hours. Community members, teachers and students spoke against these closures for hours and hours. 


“I watched the superintendent gaslight the whole community about the reasoning for this, they brought in some bullshit consulting group from Southern California who gave a HORRIBLE presentation and whose math wasn’t matching, and then…then we realized HELLA (a hell of a lot of) students couldn’t even get on the meeting because the district has not updated zoom on their chrome books.

Y’all!!! These people are really trying to close or merge almost TWENTY schools in the middle of a damn pandemic as if we all haven’t suffered enough trauma!!! One of the school board directors who is behind these closures tried to discourage further commenting by saying she “doesn’t do her best work at night”. Then you’re in the wrong damn job girl! She is a disgrace to this community and so are the other directors who would even think to bring forward such a possibility in this time. I’m still waking up and pissed tf off so I haven’t gathered all my thoughts, but thank God, universe, Spirit, Ancestors, whoever you wanna thank for Mike Hutchinson for being a real one and making sure the community knew about the boards plans that they tried so hard to keep under wraps. We HAVE to support him and candidates like him in the fall to ensure that more of this doesn’t continue. All this on the eve of Black History Month. Aiight, more later but gaaaahhhhh damn Oakland, every day you give me more reason to want to leave.”