Archives for category: Teachers

It’s not often that I have the opportunity to repost something written years ago. John Thompson, teacher and historian, summarized Mike Miles’s disastrous three years in Dallas. At the time I posted John’s analysis, I didn’t know how to embed links. His commentary starts in the second paragraph of the linked post.

Miles is a military veteran. He has no experience as a teacher or principal. Yet somehow he thinks he knows how to reform schools. That conceit is a hallmark of the Broad Academy.

Miles was recently selected by the Texas Commissioner of Education Mike Morath—also not an educator—to be the superintendent of schools in Houston, one of the nation’s largest school districts. The state took control of The Houston Independent School District because one school—Wheatley High School—received failing scores for several years in a row. This past year, its state score rose to a C, but the state didn’t care. These are Republicans who don’t believe in local control or democracy.

Mike Miles arrived in Dallas after a stint as superintendent of a tiny district in Colorado. He’s a know-it-all. He arrived with an attempt at a Broadway show performance in which he was the star (the video was deleted).

He quickly set numerical goals that everyone was expected to meet. He alienated teachers, who left DISD in record numbers. He had no appreciation for words like “trust,” “respect,” “collaboration,” “teamwork.” It was his way or the highway.

It was not surprising that Miles’s first action as superintendent in Houston under the state takeover was to fire every member of the staff at 29 schools and invite them to reapply for their jobs. So what if this creates instability for students? Miles doesn’t care. He also plans to evaluate teachers in part by test scores, a well-discredited method.

He is a razzle-dazzle guy who likes to take bold actions, no matter who he hurts or what chaos he creates for the students and the professionals.

One of Mike Miles’ worst actions in Dallas was the time he called the police to arrest a school board member who was visiting a school in her district. That tells you the kind of guy he is: arrogant, insensitive, tough, mean.

Soon after he arrived in Dallas, his family moved back to Colorado because Mike was such a toxic guy. Hopefully, this time they stayed in Colorado.

Education doesn’t need military leaders. It doesn’t need people who don’t give a hoot for the morale of the teachers.

Miles was booted out of Dallas after three years of failure.

The question now is why Mike Morath, who was on the Dallas school board when Miles wreaked his damage on the district, decided to install him in Houston. Was it to punish Houston? Houston public schools today are performing better than Dallas. Why didn’t Morath take control of Dallas and give Miles another chance to ruin that district?

Broadies have a very bad track record. They were taught to be top-down, decisive, arrogant, indifferent to others. This is not an approach that blends well with students, teachers, teaching and learning.

Great educational leaders have experience in the classroom. They attract dedicated teachers and protect them. They understand that every child is precious to someone, whatever their test scores. They care about education more than test scores. They listen.

Mike Miles is not that guy.

Here are a few other commentaries about Niles while he was in Dallas:

Miles arrives: https://dianeravitch.net/2012/05/20/enter-the-new-dallas-superintendent/

Teachers flee Dallas, and Miles urges other districts not to hire them: https://dianeravitch.net/2013/08/06/dallas-teachers-flee-superintendent-mike-miles-under-investigation-his-family-moves-back-to-colorado/

Miles calls police to arrest a school board member visiting a school in her district: https://dianeravitch.net/2014/10/13/breaking-news-dallas-superintendent-miles-calls-police-to-remove-school-board-member-from-school/

At the end of his stormy three years, Miles compares his time in Dallas to “Camelot”:https://dianeravitch.net/2015/06/24/mike-miles-compares-his-three-year-tenure-in-dallas-to-camelot-starring-him-as-king-arthur/

PS: I take this state invasion of HISD personally. I graduated from HISD in 1956.

North Carolina Representative Tricia Cotham ran for office as a Democrat. She pledged to oppose vouchers and restrictions on abortion. In April, she unexpectedly switched from Democrat to Republican. Her party switch gave the Republicans a supermajority in both houses of the General Assembly, the state legislature. This meant that the legislature now has the votes to override Democratic Governor Roy Cooper’s veto.

When the General Assembly recently passed a 12-week restriction on abortion, Governor Cooper vetoed the bill. With the vote of Rep. Cotham, the General Assembly overrode his veto. When she was a Democrat, she strongly supported women’s reproductive rights.

A few days ago, the General Assembly passed a universal voucher bill that provides vouchers to all students, rich and poor. Rep. Tricia Cotham sponsored the bill. The public schools of North Carolina will lose hundreds of millions of dollars. Every student currently enrolled in private and religious schools will get taxpayer dollars to subsidize their tuition.

Before her election, Cotham was a public school teacher, then a charter school lobbyist. After switching parties, she wasted no time in supporting a bill that removed oversight of charter schools from the State Board of Education, which is appointed by the Governor, and transferring it to a board appointed by the General Assembly.

The Washington Post reported:

Cotham, who represents part of Mecklenburg County, beat her Republican opponent by nearly 20 percentage points last year after a crowded Democratic primary. She ran on raising the minimum wage to at least $15 per hour, championing LGBTQ rights and expanding access to Medicaid, voting and affordable housing, according to her campaign website.

She switched parties, she said, because her fellow Democrats were mean to her and Planned Parenthood didn’t endorse her, despite her strong support for abortion rights.

Cotham’s mother Pat Cotham is a leading member of the North Carolina Democratic Party. She is on the executive council of the state party and a member of the Democratic National Committee.

As reported by Susan Runkunas in Jezebel, Cotham’s dejected staff members were baffled and disappointed. In the past, she was known as a passionate supporter of abortion rights. But then she supplied the one vote that Republicans needed to override the Governor’s veto. She supported gun control, but managed to be absent (along with two other Democrats) when her vote was needed to sustain his veto of a bill to eliminate the requirement of a permit to buy a handgun. .

Imagine campaigning for a Democratic politician—a thankless, low-paying job, especially at the state level—because you believe in what they stand for. The candidate gives powerful speeches about abortion rights that make you proud. You’re in a purple state, where every single seat in the legislature is critical to protecting abortion access. So you join the fight, help them win, and continue working for them in the legislature. Then inexplicably, in the middle of their term, that politician does an about-face, switches parties, and votes in favor of an extreme abortion ban, delivering Republicans the one vote they needed to override a veto and actually shutter clinics in the state.

Two (now former) aides to North Carolina State Rep. Tricia Cotham found themselves in that position earlier this month. Cotham, a Democrat until recently who was endorsed by EMILY’s List, had given speeches for years about abortion rights, sworn over and over to defend them, and even talked about her own medically necessary abortion. “My womb and my uterus is not up for your political grab,” she said in one particularly passionate 2015 speech.

Emily’s List has, of course, withdrawn its endorsement of the turncoat.

WRAL in North Carolina fact-checked her claims.

Houston Mayor Sylvester Turner told the Houston Chronicle that he has heard from several people that the state will choose former Dallas superintendent Mike Miles as the takeover superintendent to replace the elected local Board of Education.

This would be a punishment for the Houston Independent School District.

Mike Miles is a military man who trained at the Broad Academy. He is known for top-down leadership. He led the Harrison School District in Colorado Springs, Colorado, before coming to Dallas. He lasted three years in Dallas, from 2012 to 2015. During his tenure, he established a teacher evaluation system based on test scores. Teacher dissatisfaction soared during his tenure, and many teachers abandoned the district.

When Miles arrived, he set out numerical goals that the district was expected to reach. He expected everyone to share his vision.

After one year, Miles’ family returned to Colorado because of hostility to him.

Jim Hightower is a Texas populist who has observed the state’s hard rightward swing with dismay. In this post, he flays the profiteers who are attacking teachers and public schools. You should consider subscribing to his blog.

He writes here in honor of teachers:

I’m a child of privilege. Not the privilege of money (I come from a family of small-town working people). But it was my privilege to grow up in the public schools of Denison, Texas.

There I received the rich blessings of dedicated classroom teachers, a diverse student body, playground socialization, librarians, coaches, cafeteria and custodial workers, student politics, vocational training… and a deep appreciation for the unifying value of community and the Common Good.

That’s why I’m flabbergasted by today’s clique of corporate profiteers, theocratic zealots, and laissez-faire knuckleheads who’re lobbying furiously across the country to demonize, defund, and dismantle this invaluable social benefit. If ignorance is bliss, they must be ecstatic!

Public schools do have some real problems: Politicians constantly slashing education budgets, professional burnout created by understaffing and low pay, the devastating strain of a killer pandemic, and a new-normal of assault-rifle murders. But the profiteers, theocrats, and knuckleheads aren’t interested in those, instead focusing on what they say is the fatal flaw in public education: Teachers.

Yes, the claim is that diabolical educators are perverting innocent minds by teaching America’s actual history, showing students that the full diversity of humankind enriches our society, and presenting our Earth as something to be protected, not plundered. And worse – OMIGOSH – many classroom teachers are union members! So, teachers suddenly find themselves political pawns in the GOP’s culture war. “Our schools are a cesspool of Marxist indoctrination,” squawked Sen. Marco Rubio, and Donald Trump squealed that schools are run by “radical left maniacs” and “pink-haired communists.”

These right-wing Chicken Littles are demonizing America’s invaluable educators because they need someone for people to hate, providing cover for their unpopular plot to privatize education. But hate can easily backfire on hatemongers – and local teachers are a whole lot more popular than conniving politicos and profiteers.

NBC News reported on the takeover of Woodland Park, Colorado, by rightwing extremists. Woodland Park is a mostly white district with 8,000 residents. Colorado is a bluish state. The governor is a Democrat, as are the two Senators. But the state, like other states, has deep red districts. The new board wasted no time in pushing their ideological agenda, which apparently concerns even some Republicans.

WOODLAND PARK, Colo. — When a conservative slate of candidates won control of the school board here 18 months ago, they began making big changes to reshape the district.

Woodland Park, a small mountain town that overlooks Pikes Peak, became the first — and, so far, only — district in the country to adopt the American Birthright social studies standard, created by a right-wing advocacy group that warns of the “steady whittling away of American liberty.” The new board hired a superintendent who was previously recalled from a nearby school board after pushing for a curriculum that would “promote positive aspects of the United States.” The board approved the community’s first charter school without public notice and gave the charter a third of the middle school building.

As teachers, students and parents began protesting these decisions, the administration barred employees from discussing the district on social media. At least two staff members who objected to the board’s decisions were later forced out of their jobs, while another was fired for allegedly encouraging protests.

These rapid and sweeping shifts weren’t coincidental — instead it was a plan ripped from the MAGA playbook designed to catch opponents off guard, according to a board member’s email released through an open records request.

“This is the flood the zone tactic, and the idea is if you advance on many fronts at the same time, then the enemy cannot fortify, defend, effectively counter-attack at any one front,” David Illingworth, one of the new conservative school board members, wrote to another on Dec. 9, 2021, weeks after they were elected. “Divide, scatter, conquer. Trump was great at this in his first 100 days.”

The leaders of the Woodland Park School District are enacting an experiment in conservative governance in the middle of a state controlled by Democrats, with little in the way so far to slow them down. The school board’s decisions have won some praise in heavily Republican Teller County, but opposition is growing, including from conservative Christians and lifelong GOP voters who say the board has made too many ill-advised decisions and lacks transparency.

“I think they look at us as this petri dish where they can really push all their agenda and theories,” said Joe Dohrn, a Woodland Park father who described himself as a staunch Republican and “very capitalistic.” “They clearly are willing to sacrifice the public school and to put students presently in the public school through years of disarray to drive home their ideological beliefs. It’s a travesty.”

Teachers grew particularly alarmed early this year when word spread that Ken Witt, the new superintendent, did not plan to reapply for grants that covered the salaries of counselors and social workers.

At Gateway Elementary School in March, Witt told staff members he prioritized academic achievement, not students’ emotions. “We are not the department of health and human services,” he said, as teachers angrily objected, according to two recordings of the meeting made by staff members and shared with NBC News.

Someone in the meeting asked if taxpayers would get a say in these changes, and Witt said that they already did — when they elected the school board.

Over the past two years, school districts nationwide have become the center of culture war battles over race and LGBTQ rights. Conservative groups have made a concerted effort to fill school boards with ideologically aligned members and notched dozens of wins last fall.

In Colorado, conservatives started making gains earlier because school board elections are held in off years. Woodland Park offers a preview of how quickly a new majority can move to reshape a district — and how those battles can ripple outward into the community. Some longtime residents say that the situation has grown so tense, they now look over their shoulder when discussing the school board in public to avoid confrontation or professional consequences.

David Rusterholtz, the board’s president, believes that chasm predates his election in November 2021.

“This division is much more than political — this is a clash of worldviews,” Rusterholtz said at a board meeting in January. He concluded his remarks with a prayer for the district: “May the Lord bless us and keep us, may His face shine upon us and be gracious to us…”

When asked to respond to criticism from school personnel and parents, Illingworth, the board’s vice president, replied in an email: “I wasn’t elected to please the teacher’s union and their psycho agenda against academic rigor, family values, and even capitalism itself. I was elected to bring a parent’s voice and a little common sense to the school district, and voters in Woodland Park can see I’ve kept my promises.”

As the school year winds down, many of the Woodland Park School District’s employees are heading for the exit, despite recently receiving an 8% raise. At least four of the district’s top administrators have quit because of the board’s policy changes, according to interviews and emails obtained through records requests. Nearly 40% of the high school’s professional staff have said they will not return next school year, according to an administrator in the district.

The board’s critics have pinned their hopes on the next election in November — when three of the five school board members are up for a vote — to claw back control of the community’s schools.

“This is an active case study on what will happen if we allow extremist policies to start to take over our public education system,” said David Graf, an English teacher who recently resigned after 17 years in the district. “And the scariest part about it, they knew that this community would bite on it.”

The new board approved the district’s first charter school without any public notice. The approval of Merit Academy was listed on the board agenda as “board housekeeping.”

The district’s teachers union complained in an email to middle school staff that the board’s action was “underhanded, and at worst illegal.” A parent sued, aiming to force the board to follow open meetings law. A trial court judge did not rule on the legality of the board’s actions but ordered the board to list agenda items “clearly, honestly and forthrightly.”

In response to the teachers’ complaints, Illingworth accused the union of attempting to organize a “coup,” and instructed then-Superintendent Mathew Neal to make “a list of positions in which a change in personnel would be beneficial to our kids” and “help the union see the wisdom in cooperation rather than conflict.”

Illingworth’s emails spread after parents obtained them through open records requests. Subsequent board meetings attracted boisterous crowds, as teachers accused board members of creating a hostile environment, while other community members spoke in favor of the board for supporting “school choice” and quoted Scripture. A handful of parents, including some lifelong Republicans, tried to organize a recall, but failed to get enough signatures to force a vote.

The district’s superintendent resigned and was replaced by Ken Witt, who had been active in conservative politics in Jefferson County, CO., schools.

A week before Witt was hired, on Dec. 13, students in a class called Sources of Strength, which is part of a national suicide prevention program, asked their teacher what should they know about him as the sole finalist for the superintendent job.

Sara Lee, a longtime teacher at Woodland Park High School, responded, “You should Google him.”

The students did, and they didn’t like what they learned.

They discovered that Witt, as president of the school board in neighboring Jefferson County, supported a plan in 2014 to ensure the district’s curricula would promote patriotism and not encourage “social strife.” Witt said students who protested the board policies at the time were “pawns” of the teachers union. After he and two other conservative members of the board were recalled, Witt became executive director of an organization that oversees charter, online and other schools and helped launch Merit Academy.

The teacher, Sara Lee, had taught high school for 25 years, 18 of them in the district. The board reassigned her to an elementary school to punish her for sharing information about Witt. She resigned and was promptly hired by another district.

Please open the link and keep reading. The story gets worse. Parents and teachers tried to persuade Witt to reapply for mental health funds to support counselors and social workers. He refused, insisting that such problems should be handled by parents, not schools. The district’s mental health supervisor, unable to persuade him to ask for the funds, submitted her resignation.

I remember Teacher Appreciation Day when I was in elementary school. It was hard to think of a good gift. One year, I brought my teacher an apple (you know the old saying about an apple for teacher). I wanted it to be extra special, so I washed it. It didn’t shine, so I polished it with tooth paste. I wonder if she ate it?

Peter Greene has a much better idea about a gift for teachers. It costs nothing, but they will love it.

He writes:

I taught for decades in the same district where I was a student, and so many of my former teachers had the opportunity to share with me the notes that they had received from my parents years before. They had saved these, and many other notes from other parents for years and years. Plants die. Gift cards are used up. But you can hold on to those personal notes for the rest of your career.

Many teachers have that collection. A file folder, or a big envelope, or just a stack stored in a special spot. For years, mine were tucked in one pocket of my briefcase that I didn’t use for anything else. Notes from students, from parents, from students that reached out years after leaving the classroom.

It’s hard to convey what a lift these provide to teachers, how in a rough patch you find yourself getting them out and rereading them as a reminder of a time when you did some good work. My most prized retirement gift is a bound collection of messages and notes from former students.

You don’t need to scour online stores or drive to Big Box Mart. It just takes a piece of paper and some heartfelt words. If you want to give the gift that keeps on giving, give a note. The teacher will get it out and read it again for years and years, drawing encouragement from it every time.

It is never too late to send that note. You don’t always appreciate a certain teacher until years after you’ve left her classroom. Send a note of appreciation then; I guarantee that she will be glad to get it.

The sincerity is key. This week teachers will be offered all sorts of gifts and discounts and attagirls from people who spend the other 51 weeks of the year treating teachers like dirt. Legislators will release messages about how important teachers are, and then they’ll go back to making sure that teachers don’t get more money or support while explaining that teachers really are the source of all problems in schools these days. Policy makers will issue press releases about the importance of teachers, then they will go back to ignoring teacher voices while crafting policy. Here’s a tip: If you are only going to appreciate teachers for one week out of the year, don’t bother. If you’re a school administrators who is just getting around to expressing appreciation for your teaching staff in May, well—never mind, because nobody is going to believe you.

You can read the full post here.

Last Sunday’s New York Times Magazine, the same publication that bravely published The 1619 Project, had a cover story about Randi Weingarten. It raised (and implied) the question of whether she is “the most dangerous person in the world.” The cover illustration had several placards, the most prominent saying “Stop Randi Weingarten.” My immediate thought, before reading the story, was that Randi’s life might be in danger, because the illustration and the title made her a target. This is no joke.

Randi has been a friend of mine for many years, and we don’t always agree. I have never persuaded her, and she has never persuaded me. We have had some strong arguments, but she’s still my friend. I believe passionately in the importance of unions, especially in a society with such deep economic inequality as ours. I wrote a letter to the editor about my objections to the article. I hope it gets published.

One important inaccuracy in the article: the author says that “only” 40% of American 8th graders are “proficient” in math, and only 32% are “proficient” in reading. This is a common error among journalists, critics, and pundits who misunderstand the achievement levels of the National Assessment of Educational Progress (NAEP). “Proficient” on NAEP is not grade level. “Proficient” on NAEP represents A level work, at worst an A-. Would you be upset to learn that “only” 40% of 8th graders are at A level in math and “only” 1/3 scored an A in reading?

Jan Resseger, in one of her most brilliant articles, wrote today:

Why Randi Weingarten Is Not a Symbol of What’s Dangerous in American Politics

I felt myself getting angry as I began skimming Jonathan Mahler’s New York Times Magazine article featuring Randi Weingarten. But as I read more carefully, I realized I had to give Mahler credit for recognizing Weingarten’s strong leadership on behalf of public schools and the school teachers she leads as president of the American Federation of Teachers—even in an article framing public school policy according to the standard Republican attack against the teachers unions:

“By now, Pompeo, Tim Scott, Marco Rubio, Ron DeSantis, Donald Trump and the rest of the Republican Party were busy elevating education to a central plank in its 2024 platform…. But Weingarten was building her own case. Public education was now itself a hyperpartisan issue, and she addressed it in hyperpartisan terms in a fiery speech at the National Press Club. Calling out by name some of the people who had demonized her since the pandemic, including Betsy DeVos, she described the ongoing effort to defund public schools as nothing less than a threat to ‘cornerstones of community, of our democracy, our economy and our nation.’ She pointed to studies that have shown that vouchers don’t improve student achievement, characterizing them as a back door into private and parochial schools that are not subject to the same federal civil rights laws as public institutions and can therefore promote discrimination. ‘Our public schools shouldn’t be pawns for politicians’ ambitions… They shouldn’t be destroyed by ideologues.'”

I have myself been delighted to see Randi Weingarten out there fighting for the educational rights of our children during the pandemic, pushing against the widespread blaming of teachers, and opposing the wave of culture war attacks on teachers and on honest and accurate curricula. She has been a far better defender of public schooling than Secretary of Education Miguel Cardona.

But there is a bias in Mahler’s piece that kept me extremely uncomfortable. While Mahler gives Weingarten some credit for defending her side of the debate, he presents his analysis primarily from the point of view of of Mike Pompeo, Tim Scott, Marco Rubio, Ron DeSantis, and Donald Trump.

We learn about “pandemic learning loss” as measured in National Assessment of Educational Progress (NAEP) scores, but we don’t learn that the drop in scores is likely temporary—a one time drop due to Covid disruption. We learn about teachers unions fighting for better protection during Covid—fighting for mask and vaccination mandates. It is implied that teachers unions were partly to blame for school closures, but we read nothing about the struggles of teachers to provide for students’ needs during remote learning, including some pretty difficult periods when many teachers were teaching kids remotely in the same classrooms where they were simultaneously working in-person with groups of kids whose families sent them to school.

Mahler implies that teachers unions are a monolith. He does not tell readers that teachers join their union locals, which operate independently from the national American Federation of Teachers and the National Education Association—the two large teachers unions.

The culture wars comprise a substantial part of Mahler’s profile. He explains that Tina Descovich in Brevard County, Florida and Tiffany Justice, of Indian River County spontaneously decided to join up and create their own parents’ rights group, Moms for Liberty, but he neglects some important background: Moms for Liberty, Parents Defending Education, and No Left Turn in Education are, in fact, Astroturf fronts for a national culture war campaign being mounted by groups like the Manhattan Institute and the Heritage Foundation, with funding from DonorsTrust dark money and Charles Koch. Additionally Mahler reports that the American Federation of Teachers supported Terry McAuliffe against Glenn Youngkin, who ran a culture war campaign against honest teaching about race in American history in the campaign for Governor of Virginia. It should not be a bit surprising that, as a labor union, the American Federation of Teachers can legally endorse and support candidates, and that the AFT endorsed the candidate who stood with the American Historical Association, the American Association of University Professors, and PEN America on the issue of the school curriculum.

Mahler devotes a significant part of his report to what he describes as the “AFT’s left-wing local, the Chicago Teachers Union (CTU).” He adds that “like-minded left-wing slates have since taken control of AFT locals in several other cities, too, including Los Angeles and Baltimore.” Many supporters of public education would embrace the cause of these big-city teachers without identifying themselves as left-wing. Here is how Mahler describes CTU’s agenda: “They see public schools’ ongoing struggles to educate their students as inseparable from the larger societal and economic issues facing their working-class members and the poor communities whose children dominate their classrooms.” Mahler quotes the Chicago Teachers’ Union’s recent past president, Jesse Sharkey: “We are trying to promote a brand of unionism that goes all out in its fight for educational justice and is brave about taking on conflicts.”

The problem with Mahler’s analysis is that today’s debates about public education policy are far more complex and nuanced than a fight between Randi Weingarten as a symbol of teacher unionism and Ron DeSantis and Glenn Youngkin. Those of us who have followed the history of education policy battles through the past two decades of No Child Left Behind and Race to the Top are now watching the far right and dark money campaigns driving culture war chaos across the state legislatures as a path to the expansion of school vouchers. Without any direct connection to teacher unions, many of us share the enlightened assessment that has been articulated by the Chicago Teachers Union.

Mahler mistakes the significance of the recent election of Brandon Johnson, who is a former teacher and more recently an organizer for the Chicago Teachers Union, as Chicago’s new mayor. Mahler sees Johnson’s victory as a symbol of the power of teachers unions: “When Johnson narrowly won, it was a stunning upset…. the teachers’ unions had effectively elected the mayor of America’s third-largest city, who was himself an avowedly progressive union organizer promising to raise taxes on the rich, reform the police and increase funding for the city’s schools…. It was those who had underestimated the political power of the unions who were mistaken.” In reality the meaning of Chicago’s mayoral election was more likely a rejection of nearly a quarter of a century of mayoral governance of Chicago’s public schools, of test-and-punish school accountability, of the explosive growth of charter schools in Chicago, and of Rahm Emanuel’s 2013 closure of 49 elementary schools in Chicago’s Black and Hispanic neighborhoods.

In our alarmingly unequal society, where too frequently our children reside far apart in pockets of concentrated poverty or in pockets of wealth, we will not be able to close children’s opportunity gaps merely by improving the public schools alone. In a new book, The Education Myth, Jon Shelton, a professor at the University of Wisconsin-Green Bay, identifies the No Child Left Behind Act as the embodiment of a deeply flawed plan to equalize school achievement: “At root, the very premise of the bill—that punishing schools for the scores of their students would improve the schools’ performance—was simply flawed, particularly when school districts did not have the ability to raise students out of poverty or alleviate the trauma of racism…. NCLB ignored the broader economic structures that might lead a student to succeed or fail in school as well as the relationship between where a student got an education and what job would actually be available to them.” (The Education Myth, p. 173)

I am grateful that, in the cities where their members teach, some teachers union locals are working actively to support efforts to ameliorate child poverty. That is not a left-wing cause; it is instead a goal for us all to embrace. As we publicly debate the needs of our children and our public schools, it is wrong to define the conversation as a mere battle between right-wing Republicans and the teachers unions


Indiana blogger Steve Hinnefeld writes that the legislature is taking aim again at the teachers’ unions. With a supermajority, the Republicans are set to erode the organized voice of teachers, whose unions fund Democrats. He writes:

I have to pull out the Henry Adams quote at least once every session of the Indiana General Assembly: “Politics, as a practice, whatever its professions, has always been the systematic organization of hatreds.”

How else do you explain Senate Bill 486, an “education deregulation” bill that seems to be largely about punishing the Indiana State Teachers Association and the Indiana Federation of Teachers.

The measure does include some deregulation, but a key component would repeal current law that gives teachers, through their unions, a voice in how their schools operate. Blocking it has become the top priority for the ISTA and IFT, which brought hundreds of teachers to the Statehouse last week to protest.

Why would the Republican supermajority want to punish the unions? Well, because they support Democrats. The ISTA’s political action committee spent over $1 million in the 2022 election year, much of it to assist Democratic legislative candidates. No one else comes close when it comes to supporting the party.

The GOP has chipped away at union strength since they took control of all branches of state government 13 years ago. A big blow came in 2011, when lawmakers decreed that collective bargaining could cover only salaries and pay-related fringe benefits, not working conditions. They have also adopted so-called right-to-work rules and outlawed “fair share fees” for teachers who won’t pay for union benefits.

Please open the link and read on.

Now here is a surprising turn of events. The billionaire funders of charter schools see them as a way to crush teachers’ unions. More than 90% of charters nationwide are non-union. Teachers in them have no rights and there is high teacher attrition.

But teachers at BASIS in Tucson voted to unionize, the first to do so in Arizona. BASIS is owned by its founders, Michael and Olga Block, and operates for profit. Anyone may apply but all students must pass multiple AP exams to graduate. The BASIS schools do not reflect the demography of the state. They have small numbers of Hispanic Americans and Native Americans, and large proportions of whites and Asian Americans. They are regularly ranked among the “best” high schools by US News.

Tucson charter school becomes first to unionize in Arizona

Channel 12, KPNX IN Tucson reported:

A Tucson charter school recently voted to become the first unionized charter school in the state.

Author: William Pitts

TUCSON, Ariz. — A Tucson charter school has become the first charter school in Arizona to unionize.

BASIS Tucson North teachers voted Wednesday to form a teacher’s union.

The union will be represented by the American Federation of Teachers.

It’s the first time a charter school in Arizona has voted to form a union to negotiate with the owners of the school.

“We are managed by a private company with opaque finances,” teacher and union organizer Trudi Connolly said. “We completely believe that they have the ability to make more money available to the individual schools that they, in theory, manage.”

BASIS is a multistate charter school company that began in Arizona. It’s privately owned and for-profit. Connolly said she believes the company could do better by its teachers.

As for whether other Arizona charter schools could follow their lead, Connolly said she believes others, including other BASIS schools, might organize.

“We feel that if we can do this, others will see that they can too,” Connolly added.

Paul Bonner, retired career educator, debunks the “science of reading” prattle;

Then the New York Times published this…https://www.nytimes.com/2023/04/16/us/science-of-reading-literacy-parents.html

Ignorance about the circumstances that hinder student learning is pervasive among the national media. They report again and again on failed “one size fits all” remedies without understanding that these fail because they do not address the root cause of public school challenges: Poverty.

Advocacy for “The science of reading”, Lucy Caulkins, or whole language all miss the point. Until we are willing to change the instructional delivery system that allows for K-12 class sizes of 20-30+ students per class, a teaching professional day that does not allow meaningful classroom preparation except beyond the school day, equal high quality resources and facilities for all students, and an understanding that this hyper focus on reading fluency actually demonstrates low expectations for our students.

Perhaps the greatest inaccuracy on the NYTimes report is that somehow schools have not been engaged in this “Science of reading” rabbit hole.

The two large districts I served in were all in with massive resources given to administrative and teacher professional development for the purpose of institutionalizing the practice. Yet, scores never moved despite efforts to show improvement through numerous changes in the standardized tests being implemented.

The confirmation bias so prevalent in this ongoing reporting has been troubling since the Clinton Administration introduced the “Standards Movement.” Any challenges to such bias continue to be ignored and often attacked.

The fact that Emily Hanford, Arne Duncan, Bill Gates, Margaret Spellings continue to act as “go to” interviews when their profession experience as practicing educators is woeful at best, demonstrates the little regard reporters have for the professionalism required to teach and administer instructional outcomes.

It is in fact these arbiters of “data” who use anecdotal reporting to misinform politicians and institutions such as the NAACP to continue this malpractice.

Perhaps the one method we have been reticent to use should be to support teaching, adequately resource school facilities everywhere, and get the hell out of the way for the educators who actually know their craft.