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John Thompson: The Absurd Attacks on Randi After She Criticized Tech in the Classroom

By dianeravitch
July 6, 2026 //
8

John Thompson, historian and retired teacher in Oklahoma, thought that AFT President Randi Weingarten’s recent speech on the dangers of technology in the classroom was balanced and thoughtful. Yet the Trump administration attacker for raising valid questions. Trump and McMahon have such a knee-jerk aversion to unions, especially the teachers’ unions, that they had to attack her, even if what she said made sense.

Thompson wrote:

Randi Weingarten, the head of the American Federation of Teachers (AFT), gave an impressive speech at the National Press Club, explaining that students are “drowning in tech,” and they “need their teachers, real human beings, not robots and not chatbots.”

As I will explain, Weingarten’s presentation synthesized both – scholarly research and communication with diverse groups of educators and AI users. It was a perfect example of bridging political differences. When I first read the transcript of her plan, I thought it would be hard to understand how anyone who wants to improve education would not want to join her team effort to make life better for young people in the 21st century.   

But, not surprisingly, I was wrong. The Trump administration then attacked Weingarten because early in the Covid pandemic, the AFT pushed for safety measures before reopening schools.  It ignored her research and recommendations, and claimed that Weingarten “is the last person who should be weighing in about what is best for American students.”

When NewsMax interviewed Linda McMahon after Weingarten’s presentation, McMahon first criticized Weingarten for closing schools during the Covid pandemic (although the truth was that she proposed science-based protections to facilitate safe school openings.) Then, McMahon effusively praised AI in classrooms. Then the discussion returned to condemning unions for suposedly placing the good of teachers over that of students.

And Weingarten’s speech on AI was also condemned as a part of an AFT policy that “lines up perfectly with the ‘China First’ agenda.” And the AFT was accused on Substack for “evolving into some type of content-policing organization.”

But, getting back to Weingarten’s speech, NBC reported that she called for blocking most students from using computers in class until they reach third grade, and controlling Artificial Intelligence (AI) programs that are designed to act like real people. She would thus prohibit “student-facing AI in elementary schools” and ban “social companion (chatbots) until age 16.”

Weingarten further explained, “I’m  wary of the dangers of AI, but it is here to stay.” 

NBC News also reported that Weingarten proposed an “independent research consortium to study the effects of AI and screens on student learning.” She explained, “I am not calling for an AI ban or a Chromebook bonfire,” … “What I am calling for is getting the balance right to harness the benefits of technology while mitigating the harm.”

NBC further explained that “some states recently began limiting school-issued devices for the youngest students, and a handful of school districts crafted policies this year to scale back technology in the classroom.” But, “many states and districts are also rushing to require AI literacy education for students, and AI in schools is rising.”

That reporting connects with Dana Goldstein’s recent reporting that “across the educational landscape, from suburban districts and urban charter schools to community colleges and the Ivy League,” schools are pushing back against misuse of A.I. Unfortunately, though, “schools serving low-income students … are often under the most pressure to show that they are embracing innovative technology and preparing students for the working world, where it may soon be standard to rely on generative AI.”

Weingarten’s narrative was also consistent with what the Washington Post recently reported, “Most teachers use artificial intelligence, but relatively few — just 18 percent — have received any formal guidance on how to use it.”

Seeking multiple perspectives, Weingarten had recently visited a school where they used Sal Kahn’s AI for teaching. Khan once predicted it would be a “revolution” in learning, but now he acknowledges, “So far, the revolution hasn’t happened,” and AI tutoring “doesn’t necessarily make students motivated to learn or fill in gaps in knowledge needed to ask questions.

Kahn concluded, “I think our biggest lever is really investing in the human systems.”

An educator at that school also explained, “there’s been more enthusiasm for the product among administrators than teachers in her school.” Moreover, some of the “most advanced students have taken advantage of AI to learn new topics. But, as far as she can tell, more students are using it to just find answers, which has created a massive headache for teachers.”

Weingarten  also drew on research funded by the AFT, and supported by Anthropic, Microsoft, and OpenAI showing that:

Critical thinking is directly connected to the content in math, history, and science classes. This is an essential reality often absent from discussions about how schools should respond to the spread of generative AI.

Indeed, the common refrain that teachers should focus on abstract critical thinking skills, disconnected from content, risks de-emphasizing the very thing — fluency with a broad set of facts — that supports critical thinking.

“Domain knowledge is a crucial driver of thinking skill,” wrote University of Virginia cognitive psychologist Daniel Willingham in 2020 for the American Educator, a publication of the American Federation of Teachers. “Critical thinking for open-ended problems is enabled by extensive stores of knowledge.”

And Weingarten challenged a number of Democrats, saying that “too many want to resurrect the failures of high-stakes testing, [and] are pushing privatization.” 

After following the AFT’s footnotes, learning from the evidence Weingarten drew upon, and the insights she gained from educators, I agree with Diane Ravitch, who wrote, “Randi has given many speeches. This is one of her best.” 

I see no way we can deny that AI is dangerous, especially for children, and that we must come together in a nonpartisan way to reduce its harms, while building on its strengths. I see no rationale for seeking simple solutions. And any solutions require listening to a broad spectrum of outlooks.

Regardless of what others see as other causes of the decline of meaningful learning, what sense does it make to attack Weingarten’s efforts to address this rapidly emerging crisis?

I’d argue that today’s attacks make no more sense than the rightwing’s refusal to work with Weingarten’s to build the infrastructure necessary for opening schools during Covid. 

Categories Education Industry, Students, Technology, Trump, Unions

How Tech Companies Hooked Kids in School on Social Media

By dianeravitch
June 5, 2026 //
2

The New York Times broke a story about how tech companies have quietly pushed kids to be dependent on social media. The link takes you to a gift article, which you can open and read for free.

The article was written by Jennifer Valentino-DeVries, an investigative reporter who covers technology.

The Times opened the article with this overview: Internal documents show how tech giants grabbed children’s attention throughout the day, a strategy that schools say has undermined education.

The article begins:

Snapchat sent phone alerts to adolescents during school hours, urging them to share what was going on in their classrooms.

Meta paid “teen ambassadors” to promote Instagram and hand out swag to their friends at school.

TikTok gave the National PTA millions of dollars, in part to throw school events about online safety and provide favorable comments to journalists.

Again and again, the world’s leading social media companies have targeted students, even as complaints have mounted that they are hurting teenagers’ mental health and academic performance, according to a New York Times review of internal documents that lay bare for the first time these tactics to hook young users.

The documents emerged from lawsuits filed by more than 1,400 school districts against Meta, Snap, TikTok and YouTube amid a rising backlash against social media, with parent movements and best-selling books blaming the platforms for loneliness, bullying, eating disorders and sexual exploitation.

The outcry, long focused on social media’s harm to mental health, has now shifted to its upending of the classroom. Many school districts are banning smartphones, and some are re-evaluating their reliance on devices like Chromebooks, the inexpensive laptops made by YouTube’s parent company, Google.

The companies’ push to keep children glued to their screens has overshadowed concerns from parents, teachers and even their own trust and safety teams about interfering with school, according to the documents and interviews with dozens of parents, teachers and former tech company employees.

TikTok’s leaders decided not to disable notifications during school hours, rejecting a change that its safety teams had pushed for years. A Snapchat strategy document referred to classroom phone use as “under the desk” time. Google managers knew YouTube was recommending videos to students during the school day that had nothing to do with their lessons.

The school districts contend that the apps’ addictive designs made teachers’ jobs more difficult. “It is so constantly tempting to these kids to be on a platform that promises endless, infinite, varied entertainment rather than actually focusing on what they should be at school to do,” said Previn Warren, one of the lead lawyers for the schools.

The companies argue that the Covid pandemic and other factors have harmed adolescents’ mental health, and that parents, schools and cellphone makers bear responsibility for children’s phone habits. They also say that they have made their platforms safer with parental-control features and account restrictions for minors.

All four companies recently settled with Breathitt County Schools, a small district in rural Kentucky that served as a test case for the litigation nationwide. The district, which has about 1,500 students, had sought $3 million in damages and about $60 million that it had planned to put toward a long-term education and mental health plan. The companies agreed to pay Breathitt $27 million: $9 million from Meta, $8 million each from Snap and TikTok and $2 million from Google, according to documents released on Friday and first reported by Bloomberg.

While it’s hard to say how the ongoing litigation might ultimately affect classrooms, it poses a substantial financial risk to the companies, possibly costing billions of dollars, said Alexandra Lahav, a civil litigation professor at Cornell Law School. She noted that the companies were also facing a barrage of claims from families and state attorneys general.

Message to Big Tech: Leave our kids alone!

Categories Ethics, Evil, For-Profit, Students, Technology

Pasi Sahlberg: The Making of an “Education Warrior”

By dianeravitch
June 1, 2026 //
8

This article by Finnish educator Pasi Sahlberg tells the story of how he became an “education warrior.”

Pasi is one of the best-known education gurus in the world. He is an articulate advocate of a “whole child, child-centered” view of education. He believes in the power of teachers. He has stood strongly against standardized testing, incentives, punishments, and markets throughout his career.

He is one of my personal heroes.

Categories Accountability, Character, Childhood, Pre-K, K, Creativity, Curriculum, Education Reform, Equity, Ethics, Global Education Reform Movement (GERM), International, Play, Students

The Corporate Takeover of Public Schools in Indianapolis

By dianeravitch
April 21, 2026 //
4

So-called reformers continue to pursue a fantasy: they believe that changing the governance of public schools will lead to improvement in the education of children.

And so they advocate for mayoral control, state takeovers, charter schools, vouchers.

They choose to ignore the overwhelming consensus among education researchers that the home lives of children has a far greater impact on children’s school performance than the governing structure.

Here is a case in point, offered by In the Public Interest.

If you’re worried about corporations taking over public schools, this next sentence will not allay your worry: The state of Indiana just turned over much of the responsibilities for the city of Indianapolis’ schools–public and charter–to something called the Indianapolis Public Education Corporation (IPEC).

“This new organization will be charged with building and transportation management for both charter and traditional public schools,” reports Governing. “It will also be charged with creating a single set of evaluation criteria for both types of schools.”

Admittedly, it’s a nonprofit corporation and its nine board members are appointed by the mayor with statutes to determine the corporate board’s membership: three come from the Indianapolis Public Schools [IPS] board of commissioners–which still exists, three from the charter school industry, and three with administrative and financial expertise. 

In reality, however, four board members are from the charter industry. Its board chairman is David Harris, who founded the Mind Trust-Indianapolis, the driving force pushing the charterization of the district. Harris is the President and CEO of Christal House International that operates the Christal House Academy charter chain. According to the organization’s 990 tax form, in 2025, Harris received $554,148 in compensation.

But IPEC inserts a layer of control and bureaucracy beyond–or, better put, around–Indianapolis’ elected school board. At least as troubling as that is the fact IPEC was given the authority to levy property taxes that it can use to fund–with public money–charter schools. This puts charter schools on equal footing–and funding–with public schools–a dangerous precedent that is certain to be attempted elsewhere. 

One of IPEC’s first orders of business is likely to be placing on the November ballot an operating referendum since IPS’ expires at the end of this year. While Indianapolis Public Schools expects a $40 million deficit for the year, that might have been addressed if IPS’s attempt to place an operating referendum on the 2023 ballot hadn’t been derailed by the charter school industry and the Greater Indianapolis Chamber of Commerce. 

For public school advocates, the implications of the new, non-elected board are clear–and disturbing.

“What is occurring in Indianapolis is part of a growing movement to destroy the neighborhood school governed by the community and replace it with a corporate vision of schooling that sees the marketplace and competition as the primary drivers of quality,” Carol Burris, executive director of the Network for Public Education, tells In the Public Interest. “We are now more than thirty years into the charter school experiment, and we have yet to see the miracle.”

Jeff Hagan
Communications Director

Categories Education Industry, Indiana, Indianapolis, Parents, Research, Students

The Artemis II Astronauts Graduated from Public Schools! THANKS to their TEACHERS!

By dianeravitch
April 12, 2026 //
6

Categories Students, Teachers

Pennsylvania: Teenagers Arrested During Anti-ICE Protest Face Jail Time

By dianeravitch
February 26, 2026 //
6

High school students across the nation have staged walkouts and protests against ICE since the killings and brutality in Minneapolis. This is the story of a protest that went wrong.

Officials have released few details about the arrests, but two people with knowledge of the case who asked not to be identified to discuss an ongoing investigation confirmed the charges. The police department and the district attorney’s office have declined to disclose the teens’ names, ages, or charges they face.

A melee broke out in Quakerstown, Pennsylvania, when the chief of police, out of uniform, plunged into the midst of a group of teens protesting ICE and began beating them. They and their friends responded in kind. The kids were arrested, jailed, and criminally charged.

This is a “which side are you on” moment in Quakerstown.

The Philadelphia Inquirer reported:

Five teenagers arrested during a protest in Quakertown last week face charges of aggravated assault and related crimes after a judge ruled Tuesday that prosecutors had presented sufficient evidence for the case against them to proceed, according to sources.

The teenagers had been held since Friday, when they were taken into custody after a scuffle with Quakertown police officers — including the department’s chief, Scott McElree.

After the more than three-hour hearing in Doylestown, which was closed to the public, prosecutors left the courtroom without answering questions. The teenagers’ parents, speaking through intermediaries, also declined to comment Tuesday.

But Ettore Angelo, a lawyer representing one of the teenagers, said his 15-year-old client had been released to her parents and placed on house arrest. He said she faces an aggravated assault charge — a felony offense that, if sustained in juvenile court, can carry a penalty of up to five years in a detention facility.

The teenagers who were arrested had been taking part in a protest of Immigration and Customs Enforcement that began at Quakertown Community High School and moved off campus to Front Street. Witnesses have said that a confrontation erupted there, in front of Sunday’s Deli and Restaurant.

McElree, the police chief, who was dressed in plain clothes, grabbed a teenage boy and placed a teenage girl in a chokehold, they said, prompting other students to intervene and a larger scuffle to break out.

Angelo said the central allegation against his client is that she struck McElree during the melee, an accusation she denies. He contended that students reacted in confusion and fear when a man rushed into the crowd.

He said McElree “put himself smack in the middle and created a melee” when he charged up to the teenagers while out of uniform and without announcing who he was. “I think he owes the community and these teenagers an apology,” the lawyer said.

He added that, in his view, some of the teenagers had acted instinctively to protect one another. Speaking by phone Tuesday afternoon, a 17-year-old girl who participated in the protest but was not among those arrested described what she said had been a peaceful demonstration even as counterprotesters drove past in vehicles, honking and shouting. The teen, who asked not to be identified for fear of retaliation, said teenagers were gathered on the sidewalk and speaking with a uniformed officer when a man pushed through the crowd and “barged onto the sidewalk.”

The man — whom she later learned was McElree — grabbed a teenage boy by the back of the neck, she said. “All the kids thought he was a counter protester,” she said. “So everyone started to protect their friends.”

The girl said she saw McElree throw one student to the ground and place another in a chokehold. At least three students were injured, she said — one with a broken nose and another who required stitches to his chin. McElree, too, was injured, she said, and left the scene bleeding from his head.

She recorded portions of the confrontation and shared the videos with The Inquirer.“It was really scary, because it was a group of kids versus this really angry man,” the teen said, adding that it took what felt like several minutes for uniformed officers to step in. “It was the kids doing what the police should have.”

The girl said she did not realize that the man at the center of the fight was the police chief until she returned home and showed the footage to her father, who recognized McElree.

Manuel Gamiz, a spokesman for the district attorney’s office, said Monday that the investigation remains ongoing and that no additional information was available.

Police initially said an adult had also been arrested during the confrontation. But the district attorney’s office later said no adults had been charged in the melee.

Outside the courthouse and along the hallway leading to the courtroom of Denise M. Bowman, more than two dozen community members gathered in quiet support Tuesday. Some held handmade signs: “We support Quakertown students” and “Keep families together.”

Among them was Lolly Hopwood, 47, of Doylestown, who held a poster reading, “We stand with you.” She said she and others wanted to counter what she described as harsh online criticism directed at the families.

“There’s a lot of negativity online right now that the parents are seeing,” Ms. Hopwood said. “We wanted to show them the community is really here for them.”

On Monday night, the episode had spilled into borough politics. At a Quakertown council meeting, several residents called for the teenagers’ release and demanded the resignation of McElree, who also serves as the borough manager. After the public session, the council met privately with its attorney. As of Tuesday morning, it was unclear whether any action would be taken against the chief.

Members of the borough council and the borough’s attorney, Peter Nelson, did not respond to requests for comment on Tuesday.

A GoFundMe campaign created to help cover the teenagers’ legal expenses had raised more than $41,000 by Tuesday afternoon. The funds will be divided evenly among the five families, said Heidi Roux, director of immigrant justice at the Welcome Project PA, which organized the drive.

I don’t know about you, but based on what this article shows, I’d say the mess would have never happened if the chief of police had been in uniform. He just into a group of students and started assaulting them. They didn’t know who he was and they defended themselves and their friends. If I were on the grand jury, I would set them free.

According to Dan Froomkin of Press Watch, writing on BlueSky:

3 of the 5 Quakertown high school students arrested for anti-ICE walkout are free–after 4 days! Not sure about 2 others, who are accused of felony assault against the police chief–when it was the chief who actually attacked them, putting one girl in a chokehold!

As of last night at midnight, the GoFundMe had raised $106,000 for the legal defense of the students. If you open the GoFundMe, you will see the Chief of Police pinning a girl in a chokehold. Chokeholds are actually very dangerous; police in NYC are not allowed to use them.

Categories Disruption, Pennsylvania, Resistance, Students

Nancy Bailey: Will School Choice Kill School Sports?

By dianeravitch
February 10, 2026 //
5

Nancy Bailey is a retired educator and a dedicated ally of public schools. She understands the importance of public schools as the heart of communities, which bring parents together and teach citizenship.

In many communities, Friday night lights are an important civic ritual. Why should they be dimmed?

In this post, she voices a concern that many parents and educators share: Will school choice kill school sports?

Bailey writes:

Americans love sports, but what happens to athletic programs when democratic public schools close? Privatizing public education, so-called school choice, means drastic changes, as school officials grapple with the effects of school choice legislation.

Communities rally behind high school football in the fall, basketball during the winter, and track and field in the spring. Public schools might offer swimming, soccer, and other sports, critical for helping young people obtain college scholarships. Even though they aren’t easy to obtain, about 180,000 NCAA D1 and D2 student-athletes earn athletic scholarships each year.

School choice, including charter schools, vouchers, homeschooling, and open enrollment, alters who plays sports and undermines community pride in public schools. Defunding public schools ruins sports programs. Which students get access? Will only the wealthiest private schools get sports?

In 2023, West Virginia headlined How lawmakers helped ruin high school football in West Virginia reflecting on game “blowouts” in that state. When private schools corral all the best players, it changes the competition. It also makes for boring games. Brooke High Coach Mac McLean, whose team always struggled in the AAA class, said it’s only going to get worse: The rich will get richer and the poor will get poorer.

School choice crusaders seem not to have thought through what happens with sports. Olivia Nutter recently wrote in Athletics Directors 411:

Proponents of school choice argue that parents should be free to choose what’s best for their children, including athletic opportunities. But that freedom raises difficult questions about fairness and competitive balance. If top talent continually migrates to a handful of programs, the very structure of high school sports could change, creating a system where access to success depends less on effort and more on ZIP code flexibility.

Consider that between 2010–11 and 2021–22, 4,000+ public secondary schools closed due to declining enrollment, unaffordable housing, lower birth rates, and an overall defunding of public education by school privatizers seeking to create schools for profit.

Parental school choice is also deceptive. Private schools, not parents, ultimately choose students. Gifted athletes will likely be welcome at a private school that prioritizes sports. Wealthy private school teams will compete with other private schools, but what about students who never got swept up in the choice program, never got identified in their poor charter schools, or in their homeschools?

Undiscovered students who haven’t yet shown their prowess in sports may not have the opportunity to do so, relegated to a fledgling public school that has lost its resources, a charter school, or homeschool, where they remain unrecognized. What if they never get the opportunity to practice sports under the eyes of a good coach?

Charter schools often lack the budget or incentive to offer quality sports programs. Sports facilities, football fields, tracks, or access to swimming pools is costly. Some may rent facilities or partner with community organizations for practice, but this can be expensive.

States like Florida allow charter school and homeschool students (7.d) to participate in traditional public school sports, but this is controversial. It dismisses the community school pride factor, a significant all-American feature of school sports. If parents don’t want their child at that public school, take tax dollars elsewhere; why get the advantage of a public school sports program? What happens when the school ultimately closes?

Missouri is another state that permits homeschool students to participate in public education sports.

Students might also leave public school sports programs for sports clubs, which have become synonymous with college recruitment across areas, though in football, they appear less so.

Athletic organizations see the problems with school choice. Both the Oklahoma Secondary School Activities Association (OSSAA) and the Alabama High School Athletic Association (AHSAA) ran into difficulties with their states choice programs.

As one parent puts it:

Private schools often have access to resources that public schools do not – such as better facilities, more experienced coaches or even the ability to attract top talent through scholarships. This creates an uneven playing field during playoff competitions. According to a study by The Atlantic (2013), private high school students are over twice as likely as public school students to reach Division I college sports.

Some private schools are small and also lack resources, but will be expected to compete against wealthier private schools.

School board members in Hamilton, Tennessee, voiced concern that the state’s Education Freedom Scholarship, allowing students to attend private schools, siphons desirable athletes from public schools. They worry about a drop in public school attendance, likely related to the school choice program. Sports success skews toward wealthier super schools, leaving fewer high school teams for competition.

Texas exemplifies the problems school choice creates for sports. At 2.22 on the video below they discuss how football, basketball, and track, public school sports programs beloved in that state, could be affected. It might mean laying off school coaching staff.

Cultural overemphasis and concernsabout sports injuries leave critics to advocate for the end of school sports altogether. But athletics are an ingrained American tradition, and it’s hard to see public schools successfully survive without vibrant sports and extracurricular programs.

Sports aren’t only about making future successful athletes, of course. Students benefit physically and mentally, and team sports promote positive socialization and all around good health. Students learn how to win gracefully, build confidence, but also how to lose and accept defeat without always quitting.

But if public education is fully privatized, once unimaginable, public school sports could end. Most Americans are not on board for school choice and want to see better and more support of public schooling. The loss of sports might be added in as a reason to reject school choice. It may be time for pushback and Americans rallying around their democratic public schools. Could it be?

Consider Mississippi where football in small towns is called “the fabric of the community.” Parents worried about their public schools, and the Mississippi legislature recently killed the school choice bill which would have sent public school funding to private schools.

Maybe there’s hope, not only for school sports, team building, but for democratic public schools. Perhaps we’ll soon see a public school renaissance and a great refocus on the greatness of our country and its children and their schools, not only with sports but learning. Now that’s truly a winning idea!

Categories Accountability, Charters, Ethics, Home Schooling, Parents, Students, Vouchers

The Kind of Schools That We Need Right Now

By dianeravitch
February 9, 2026 //
10

Some years back–actually it was 2019–I read an article that gladdened my heart. It was written in The Atlantic by gazillionaire Nick Hanauer. It was titled “Better Schools Won’t Fix America.”

Nick is an interesting guy. He is an entrepreneur in Seattle. He works alongside other successful venture capitalists, and for a time, partnered with Bill Gates to persuade the Washington legislature to endorse charter schools as a remedy to replace “failing” public schools.

But somewhere along the way, he had a change of mind and heart. He realized that the basic problem in the U.S. was income inequality, not “failing schools.”

He began his 2019 article:

Long ago, I was captivated by a seductively intuitive idea, one many of my wealthy friends still subscribe to: that both poverty and rising inequality are largely consequences of America’s failing education system. Fix that, I believed, and we could cure much of what ails America.

This belief system, which I have come to think of as “educationism,” is grounded in a familiar story about cause and effect: Once upon a time, America created a public-education system that was the envy of the modern world. No nation produced more or better-educated high-school and college graduates, and thus the great American middle class was built. But then, sometime around the 1970s, America lost its way. We allowed our schools to crumble, and our test scores and graduation rates to fall. School systems that once churned out well-paid factory workers failed to keep pace with the rising educational demands of the new knowledge economy. As America’s public-school systems foundered, so did the earning power of the American middle class. And as inequality increased, so did political polarization, cynicism, and anger, threatening to undermine American democracy itself.Great public schools are the product of a thriving middle class, not the other way around.

Taken with this story line, I embraced education as both a philanthropic cause and a civic mission. I co-founded the League of Education Voters, a nonprofit dedicated to improving public education. I joined Bill Gates, Alice Walton, and Paul Allen in giving more than $1 million eachto an effort to pass a ballot measure that established Washington State’s first charter schools. All told, I have devoted countless hours and millions of dollars to the simple idea that if we improved our schools—if we modernized our curricula and our teaching methods, substantially increased school funding, rooted out bad teachers, and opened enough charter schools—American children, especially those in low-income and working-class communities, would start learning again. Graduation rates and wages would increase, poverty and inequality would decrease, and public commitment to democracy would be restored.

But after decades of organizing and giving, I have come to the uncomfortable conclusion that I was wrong. And I hate being wrong.

What I’ve realized, decades late, is that educationism is tragically misguided. American workers are struggling in large part because they are underpaid—and they are underpaid because 40 years of trickle-down policies have rigged the economy in favor of wealthy people like me. Americans are more highly educated than ever before, but despite that, and despite nearly record-low unemployment, most American workers—at all levels of educational attainment—have seen little if any wage growth since 2000.

To be clear: We should do everything we can to improve our public schools. But our education system can’t compensate for the ways our economic system is failing Americans. Even the most thoughtful and well-intentioned school-reform program can’t improve educational outcomes if it ignores the single greatest driver of student achievement: household income.

Hanauer recognized that the hollowing out of the middle class was harming our entire society:

In short, great public schools are the product of a thriving middle class, not the other way around. Pay people enough to afford dignified middle-class lives, and high-quality public schools will follow. But allow economic inequality to grow, and educational inequality will inevitably grow with it.

Hanauer’s turnaround resonated with me. He was boldly breaking ranks with his peers. I doubt he suffered ostracism, because many of the elites toy with education; it is not a vital interest to them. In my limited experience, watching the uber-rich participate on behalf of charter schools, it appeared that many were going along with the crowd, while some thought that privatization was a miracle cure.

Hanauer understood that children need a good start in life and they need a stable, secure home life to do their best in school. He understood that economic inequality undermined many children’s interest in school, which was less important than survival or a warm winter coat or medical care. He even understood that the decades-long efforts to stamp out unions contributed to economic inequality.

We spoke on the phone. I did a podcast with him. I was impressed by his keen intellect and independence of mind.

With each book I wrote about privatization, I insisted that schools are vital institutions in educating children, but they can’t do it alone. In Reign of Error, I spelled out what I considered a life-course approach to improving the chances of giving children the education they need and deserve.

In the competition between public schools and charter schools, the only measure that outsiders considered was test scores. But I knew that was not right. For many young people, it’s miraculous when they manage to show up for school. They chose to go to school, not to babysit a younger sibling, not to take a part-time job delivering to customers, not to hang out in the local park.

What kind of a school was that? I came to understand that the closest approximation of a school that I imagined was a community school. Community schools provide wraparound services to students and their parents.

Categories Community Schools, Democracy, Education Reform, Funding, Health, Innovation, Medicine, Parents, Philanthropy, Students, Teachers

Minneapolis: What Kind of Nation Terrorizes Its Children?

By dianeravitch
February 4, 2026 //
8

Italia Fittante is a high school literature teacher in Minneapolis. This essay was published by Education Week. Trump promised during his campaign to deport “the worst of the worst,” criminals, rapists, murderers. Instead he has put a target on the back of every immigrant, no matter how long they have lived here, no matter how much they have contributed to society. Our children are experiencing a reign of terror.

One of my seniors walked into my classroom after school yesterday. He needed an extension on his final project, and I could see he’d been working up the nerve to ask me.

His parents haven’t left the house in over a week for fear of being stopped by immigration agents, which means someone has to work. At 17, that someone is him. After school every weekday and all day on weekends, every week, because the bills don’t stop.

He carries his U.S. passport everywhere now, tucked in his pocket, transferred from his jeans to his school uniform and back again, refusing to let it out of his sight even in my classroom. He’s been stopped twice on his walk home from work by masked men and women in unmarked cars, demanding he prove his right to exist in the country where he was born.

He wants to go to medical school; he’s always dreamt of being a doctor. He told me about the university in Mexico holding a spot for him, the contingency plan he never thought he’d need. Just in case things get worse here and he has to follow his parents across the border, just in case his future is decided by policy instead of potential.

I told him to forget the deadline.

Another one of my seniors came to me early Tuesday morning before class started, her eyes hollowed out and bloodshot from lack of sleep. She was concerned about making up a reading quiz she had missed the day before.

In tears, she explained to me that she was working the register at a fast-food restaurant over the weekend when ICE agents burst through the doors midshift. They pushed past her, forced their way into the back of the restaurant, and violently detained two of her co-workers. Nobody knows where they went, when they’re coming back, or if they’re coming back at all.

She told me she hadn’t slept since the raid. This student, who immigrated with her family to the United States just three years ago, described being paralyzed with fear.

I told her to forget the quiz.

The past few weeks in Minnesota have been marked by relentless federal immigration operations. Agents operate openly and without restraint. This week alone, ICE detained multiple students from a neighboring district, one as young as 5 years old. Children and teenagers have been taken on their way to school, from driveways and from cars. My students live with the constant awareness that anyone they love could be taken at any moment. They themselves could be next.

What we’re asking these kids to do seems impossible. Show up. Focus. Read about the American Dream in Advanced Placement Literature while you wonder if your father will be deported before graduation. Solve for x while you’re solving how to pay the electric bill. Write your college application essay about overcoming adversity while doubting you’ll survive it.

They already come to school knowing they might die there. We’ve made peace with that somehow. Lockdown drills and barricading doors are routine. My students can tell you the difference between shots fired in the building versus shots fired nearby. At the beginning of the school year, two elementary students were killed during mass at a Catholic school just miles from us. Before the media even covered it, my students were calling their parents. I could hear them crying in the halls, in my classroom. 

Some of them knew the victims. Now, they come to school and know which corner of each room has the best cover. They are 17 years old and fluent in survival tactics.

My students carry U.S. passports in their pockets like keys to a house where the locks keep changing, navigating their own city like it’s hostile territory. Their walks to and from school are haunted by the persistent possibility that they’ll come home to silence, their parents taken by masked strangers who leave no forwarding address.

We’re creating a generation of students from immigrant families who understand exactly how little this country values their safety. 

They’re learning the lesson we’re teaching, even if it’s not the one we claim to be giving. They understand the message we’re sending when we demand their labor and their silence and their gratitude, all while treating their existence as conditional and their families as disposable. How can we expect them to love their country when those in power have made it clear their country doesn’t love them back?

The curriculum is clear. Documentation determines dignity, and borders determine which families matter. Authority needs no accountability, not when violence can be rebranded as policy if it advances “our” goals.

My students understand what’s happening because they’re living it. The stakes are clearer to them than to most adults I know. They don’t need explanations or sympathy or platitudes or extensions. They need safety without surveillance, because this country is theirs, too. No child should have to carry identification to prove their right to exist.

What sort of nation terrorizes children and calls it enforcement? That demands loyalty while offering nothing but fear? My students already know the answer. They learned it the moment they started carrying passports in their pockets.

Categories Cruelty, Democracy, Disruption, Ethics, Evil, Extremism, Fascism, Freedom, Freedom to Learn, Immigration, Minneapolis, Students

Houston: Students and Teachers Flee HISD After State Takeover and Top-Down Reforms

By dianeravitch
January 20, 2026 //
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In 2023, the state of Texas took control of the Houston Independent School District because of an absurd state law that allows a state takeover of an entire district if only one school is “failing” for five years. In Houston, that one school was Phyllis Wheatley High Schol, which had disproportionately high numbers of students with disabilities, English language learners, and impoverished students. Wheatley was improving, but not enough to avert the takeover.

HISD went to court to block the takeover by the state, but eventually lost in 2023.

The State ousted the board and installed a new superintendent, former military officer Mike Miles, who had had a rocky tenure as superintendent in Dallas (teachers left in droves in response to Miles’ autocratic style.) Miles also started charter schools.

Miles imposed a standardized “New Education System” and ousted experienced (but noncompliant) principals.

A new study conducted by the Educatuon Research Center at the University of Houston found that a significant number of students and teachers had left the district since the state takeover. The beneficiaries of this exodus were charter schools–especially YES Prep and KIPP–and nearby school districts.

HISD enrolls about 168,400 students this year. It has lost 13,000 students since the takeover in 2023. Enrollment is growing in other districts, not declining.

Loss of enrollment means loss of state and federal funding.

The biggest enrollment losses occurred in schools closely implementing Mike Miles’ mandates. Researchers “found that campuses strictly implementing reforms lost more students. Certain magnet and specialty program schools with more autonomy gained students.”

Researchers said that this exodus from public schools to charter schools did not happen statewide.

The exodus of experienced teachers has led to a sharp increase in first-year teachers and uncertified teachers. The number of first-year teachers increased by 562 teachers, or 64.7%, since the takeover, according to the UH research center…

Area school districts and charters are hiring more HISD teachers after the first year of the takeover than they did previously, according to the report. Fort Bend ISD hired the most former HISD teachers, bringing on 207. Katy ISD ranked second in 2024–25, followed by Cypress-Fairbanks ISD.

The share of uncertified teachers in HISD’s teacher workforce increased to nearly 20% in 2024-25, even though research shows certified and experienced teachers improves student success.

Templeton said there is a trend of relying more on uncertified teachers statewide, but not to the extent seen in HISD.

“The increase in uncertified teachers and the increase of novice teachers … that increase was greater in HISD than the other districts surrounding it,” Templeton said.

Teacher turnover soared in Dallas when Mike Miles became Superintendent. In his first year, he ruled as an autocrat, and nearly 1,000 teachers quit. Over his three years, the rate of teacher resignations increased from the low teens to about 22% annually.

Categories Accountability, Budget Cuts, Charter Schools, Education Industry, Houston, State Takeover, Students, Teachers
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