Archives for category: Unions

On November 26, the New York Times published an article that had this headline: ‘Minority Voters Chafe As Democratic Candidates Abandon Charter Schools.’

The point of the article was that many black and Latino families are very disappointed that all the Democratic candidates have turned their backs on charter schools, excepting Cory Booker, currently polling around 1-2%. The article was especially critical of Senators Bernie Sanders and Elizabeth Warren, who have, as the article put it, “vowed to curb charter school growth.”

The article implied that the shift was due to the candidates’ pursuit of the support of the teachers’ unions, and charter schools are mostly non-union. Thus, if you want the union vote, you oppose non-union charters. (In my experience, neither the AFT nor the NEA is anti-charter, since they seek to organize charters to join their unions and have had some modest success; still, about 90% of charters are non-union.)

The article was prompted by an organized disruption of a speech in Atlanta by Elizabeth Warren, who was talking about a washerwomen’s strike in Atlanta in 1881, led by black women. The disruption was led by Howard Fuller, who, as the article notes, has received many millions from rightwing foundations, not only the Waltons but the Bradley Foundation in Milwaukee, to sell vouchers and charters to black families.

Not until paragraph 25 does the article mention that the national NAACP, the nation’s largest organization representing black families, called for a charter moratorium in 2016. That fact alone should raise the question of how representative the protestors are.

I wrote this post about the article. The gist of my complaint was that the Times’ article gave the impression that black and Latino families are clamoring for more charters, when in reality there are many cities in which black and Hispanic families are protesting the destruction of their public schools and the loss of democratic control of their schools.

I questioned why the article relied on a five-year-old press release from the National Alliance for Public Charter Schools as evidence for its claim that the “wait list” for charter schools was in the “hundreds of thousands.” Actually, the 2014 press release from the charter advocacy group said the “wait list” topped one million students. My comment was that “wait lists” have never been audited or verified and that a claim by a lobbying group is not evidence.

I added to my post a commentary by Robert Kuttner, the editor of the American Prospect,  who was also critical of the article.

Both Kuttner and I heard from a reporter from the New York Times. In the response posted below, he acknowledges he made an error in citing poll data in the article, without reading the underlying poll.

I heard from one of the writers of the Times article. She said my post had many inaccuracies. I invited her to write a response and promised I would post it in full. I pleaded with her to identify any inaccuracies in my post and said I would issue a correction. She did not send a response that I could post nor a list of my “inaccuracies.”

The Times posted an article last July about the growing backlash against charter schools. But I do not think the Times has exhausted the question of why the charter “movement” is in decline.  It would surely be interesting if the Times wrote a story about why the NAACP took a strong stand against charter expansion, despite the funding behind charters. Or why Black Lives Matter opposes privatization and supports democratic control of schools. Or why black families in Little Rock, Chicago, Houston, and other cities are fighting charter expansion. None of those families are funded by the Waltons, Bill Gates, Eli Broad, Charles Koch, or Michael Bloomberg, so they don’t organize buses to take hundreds or thousands of people to demonstrations.

The Times should take note of the fact that white Southern Republicans have made the charter issue their own, and they are using it to recreate segregated schools. Indeed, the Republican party has made charter schools and vouchers the centerpiece of their education agenda, and Democrats in most state legislatures have resisted that agenda and support public schools. There is also the fact that DeVos and Trump are pushing charters and school choice even as they dismantle civil rights protections.

I wish the Times had noticed a court decision in Mississippi a few months ago that upheld the right of the state to take tax money away from the predominantly black public schools of Jackson, Mississippi (which are 96-97% black), and give it to charter schools authorized by the state, not the district. They might note that the sole black justice on the Mississippi Supreme Court, Justice Leslie King, dissented from that decision. The district, under black leadership, fought that decision and lost. The black parents of Jackson, Mississippi, are fighting for adequate funding of their public schools, while the white Republicans in state government are imposing charter schools.

In Justice Leslie King’s dissenting opinion, which Justice James Kitchens joined, he wrote “This Court should not be a rubber stamp for Legislative policies it agrees with when those policies are unconstitutional.”

Public school districts in Mississippi receive local funding from ad valorem tax receipts. When a student enrolls in a charter school, which is a free public school, money that would have gone to the district follows the student to the charter school instead.

My view is that we need a great public school in every neighborhood, with experienced teachers, a full curriculum, a vibrant arts program, a nurse, and all the resources they need for the students they enroll. I think that charter schools should be authorized by districts to meet their needs and supervised by district officials to be sure that there is full transparency and accountability for the academic program, the discipline policies, and the finances. Charter schools should complement public schools, not compete with them or supplant them.

Here is Robert Kuttner’s second commentary on the article:

americanprospect

 

DECEMBER 2, 2019

Kuttner on TAP

Charter Schools and the Times: a Correction and Further Reflections. I made an error in my On Tap post last week on the New York Times feature piece on black public opinion and charter schools.

My post criticized the Times for publishing a page-one story with an exaggerated headline, “Minority Voters Feel Betrayed Over Schools.”

The Times piece cited a poll showing black support for charter schools at 47 percent. My mistake was to infer from this figure that black support and opposition were about equally divided. As one of the story’s authors pointed out in an email, the actual poll showed support at 47 percent, opposition at 29 percent, and no opinion or similar for the rest.

That 29 percent opposed figure was not mentioned in the Times piece. Nonetheless, I should have pursued the underlying poll and reported it, and not just made assumptions. I regret the error.

That said, polling results vary widely depending on the wording and framing of the question, the sponsor of the poll, and the context. For instance, a poll by the Public Policy Institute of California, in a state that has more charters than any other, reverses the finding of the Education Next poll cited by the Times. In California, blacks, with just 36 percent support, were far less likely to support charters than whites.

One of the two polls that the Times linked to used the phrase “public charter schools.” Most charter schools are public only in their taxpayer funding; their actual accountability to public systems varies widely. Many are for-profit, or nominally nonprofit but managed by for-profit management companies.

Another poll, which my post cited, by Peter Hart Associates (for the American Federation of Teachers), finds that black parents are strongly opposed to the idea of reducing funds for public schools and redirecting them to charters, which is often the practical impact of increased spending on charters. As this study shows, the practical effect of charters, in a climate of fiscal scarcity, is often precisely to divert funds from public schools.

I owe our readers a much deeper look at the charter school controversy, as well as error-free reading of polls. Both will be forthcoming. ~ ROBERT KUTTNER

Robert Kuttners new book is The Stakes: 2020 and the Survival of American Democracy.

Follow Robert Kuttner on Twitter

Angie Sullivan regularly writes blast emails to every member of the state legislature and to the state’s journalists. Here is her latest:

CCEA members voted at a General Meeting yesterday to raise dues.  
Those teacher union dues will be used to campaign for a billion dollars.  
Yes, billion. 
Yes, dollars.  
We need to think big to win big.  
Teachers need those funds to fund class-size reduction.   We need additional teachers.   We need additional classrooms. 
Nevada teachers have the largest class-sizes in the nation.  
It is not reasonable to keep piling more and more students into small spaces.  
Our eye is on the 2021 Nevada Legislative Session.  We will get a billion dollars for kids.   
We demand political will to take care of kids.  
Here we come. 
#Fight4Kids #Billion4Kids
#NVed #NVTeach #Nevada #Vegas
The Teacher MotherJonesing,
Angie. 

This is one reason why unions are valuable for teachers and public schools. Unions have the resources to go to the courts to fight capricious actions, like the pending takeover of the Houston Independent School District based on the low test scores of one school.

 

HFT_release_VOCUS 2018 new.jpg

For Immediate Release
November 19, 2019

 

CONTACT:
Zeph Capo
713-670-4348

Zcapo@hft2415.org
   
HFT Files Federal Lawsuit over Proposed State Takeover of School District
HOUSTON—The Houston Federation of Teachers filed a federal lawsuit in Austin today, stating the proposed state takeover of the Houston Independent School District is unconstitutional under U.S. and Texas law because it disenfranchises and discriminates against people based on race and national origin.   

Gov. Greg Abbott and Education Commissioner Mike Morath claim the state takeover of the entire Houston school district, which earned an 88 (out of 100) academic accountability rating, was triggered due to one chronically failing school, Wheatley High School, which is attended by predominantly black and brown students. The takeover decision was made just days after voters elected new school board members in Houston, who would not be able to take their seats under the takeover, effectively silencing the democratic electoral process.

“The state’s action to take over the HISD is flagrantly unconstitutional and has nothing to do with giving kids a strong public education,” said Zeph Capo, president of HFT and Texas AFT.

“Gov. Abbott and Education Commissioner Mike Morath will do just about anything to give private charter operators a chance to get their hands on our schools—even violate the state and U.S. constitutions. We can’t allow our government officials to unconstitutionally marginalize black and brown children, deny them their right to a quality public education, or defy the voice of voters who have just elected new school board members,” he said.

The suit was filed in U.S. District Court for the Western District of Texas in Austin.

The suit, which seeks injunctive relief, alleges that the proposed takeover violates the 14th and 15th amendments of the U.S. Constitution because it disenfranchises minority voters and discriminates against the plaintiffs (three educators, one of whom is a parent of children in the district) on the basis of race and national origin and deprives people, no matter their race, color or ethnicity, of participating in the political process or electing representatives of their own choice. Further, the suit states the proposed takeover violates Texas’ Equal Rights Amendment, which states: “Equality under the law shall not be denied or abridged because of sex, race, color, creed or national origin.”

The educator plaintiffs explained why they are participating in the lawsuit:

Jackie Anderson, a special education teacher at Ortiz Middle School, said the takeover would erase citizens’ legitimate votes. “Growing up, my parents instilled the value of civic responsibility. I voted for the first time with my mother. I was taught the value of my vote. Voting is something that you have an obligation to do. Everyone’s vote should count. My choice should be respected. To say that it doesn’t matter is a violation of my right as a citizen,” Anderson said.

Maxie Hollingsworth, a math teacher at Red Elementary and parent of HISD students, said her experience growing up in Little Rock, Ark., cemented her strong feelings about the sanctity of voting rights. “I was raised with the idea of the importance of equitable education and every person’s right to vote. It offends me to my core that people of privilege and power truly don’t care about communities of color and poor people. This takeover is a very targeted and intentional process and amounts to illegal disenfranchisement. It would take away my vote and everyone else’s who voted in the school board election. I can’t look at myself in the mirror and say this is OK. It’s not OK,” Hollingsworth said.

She added that she believes a takeover would result in fewer resources available to students and a greater turnover of educators. “All the progress HISD has made will all be for naught,” Hollingsworth said.

Daniel Santos, a social studies teacher at Navarro Middle School, said he became a naturalized citizen in 2008, when he voted for the first time in his life. “Through voting, I am holding policymakers accountable and making sure that minorities are not disenfranchised. I view the takeover of our recently elected school board as unconstitutional. It’s a serious violation of my civil rights that prevents me as a citizen from holding our policymakers accountable,” Santos said.

Following a state takeover, Santos predicted, “We will see market-based reforms that have failed to improve student achievement in other cities. We cannot let that happen.”

The HFT believes the state’s clear goal is to convert Houston’s public schools to privately operated charter schools, which the previously elected Houston school board had refused to do. However, Capo noted, several Houston charter schools are doing worse than Wheatley but are still being allowed to continue operating and are not being singled out in the takeover. Morath is justifying the takeover using a rule he enacted in 2018 that allows the Texas Education Agency to downgrade a school’s rating if it did not pass three of four measures, even if it would have passed otherwise. Wheatley had a passing 63 grade, or a D, but was curved down to a 59, or an F.

“The real shame is that the focus is on a scheme to charterize the district, not to get Wheatley the resources it needs to improve student achievement. Experience shows that charters do not produce the improvements their supporters claim,” Capo said.

 

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Watch these stirring videos that show the huge crowd of teachers and their allies amassed in Indianapolis in a demonstration for public education!

See the dramatic and inspiring gathering of #Red4Ed in Indiana!

After years of being mistreated by the Republican governor and legislature in the Hoosier State, teachers are rising up and saying “Enough is enough!”

#Red4Ed is on the march!

LilSis (also known as the Public Accountability Project) pays careful attention to the networks and money behind nefarious efforts to destroy the public sector.

In this report, LilSis describes the corporate backers of school privatization against whom Little Rock teachers went on strike. The money behind this network of interlinking organizations and individuals is the Walton family, whose wealth clocked in at $163 Billion (that’s Billion with a B) in 2018.

LilSis writes:

A major backer of the anti-union, pro-charter agenda in Arkansas is the Walton family, whose foundation is a huge funder of the school privatization infrastructure that exists across the state. In addition to the Waltons, corporate elites from Murphy Oil, the Arkansas State Chamber of Commerce, the Arkansas Democrat Gazetteand others are backers of the school privatization efforts. These corporate interests are close to Governor Hutchinson, who supports their agenda, and they have close ties to the state Board of Education. In addition, they are also interlocked with a host of lobbyists and academics that push their agenda…

The Waltons are major advocate of charter schools nationally, and they carry out their school privatization agenda through their Walton Family Foundation, which showers hundreds of millions on pro-charter groups and schools. The foundation claims it has invested a whopping $407 million into pushing charter schools since 1997.According to a recent report put out by the Arkansas Education Association, the Waltons pump millions into propping up the state’s school privatization infrastructure – or what the report calls the “Arkansas’s School Privatization Empire.” 

It’s not just that the Waltons give big money to a few groups – it’s also that these groups then distribute that money to other organizations, lobbyists, consultants, and academics, creating a vast network of billionaire-funded activity to attack unionized teachers and push charter schools. 

For example, the Walton family Foundation gave $350,000 to the Arkansans for Education Reform Foundation (AERF) in 2017 – around 80% of all the contributions the organization took in that year. 

The AERF board includes other powerful funders and advocates of school privatization in the state, such as Claiborne Deming, the former CEO of Murphy Oil, a big backer of charter schools in Arkansas; William Dillard III, part of the Dilliard family that owns the Dilliard’s department stores; and Walter Hussman, publisher of the Arkansas Democrat-Gazette, the state’s flagship newspaper. Jim Walton is also on the board.

In addition to the $350,000 that the Walton donated to the AERF in 2017, Deming gave $60,000 and Dilliard III gave $10,000, while the National Christian Foundation gave $15,000, according the the group’s 2017 990 form.

AERF has in turn used the money it receives from the Walton billionaire fortune and other Arkansas elites to fund other school privatization efforts. For example, it gave $115,000 to Arkansas Learns, which describesitself as “the Voice of Business for excellent education options – including industry-relevant career pathways…” The CEO of Arkansas Learns, Gary Newton, is also the Executive Director of the AERF (for which he earned $189,639 in compensation in 2017). 

In turn, Arkansas Learns has the same board members as AERF, and Randy Zook, the CEO of the Arkansas Chamber of Commerce, whose wife Dianne Zook is on the state Board of Education that decided to end recognition of the Little Rock teachers’ union, is also a board member. Dianne Zook is also the aunt of Gary Newton.

What a cozy and mutually beneficial arrangement: The Waltons have a lot of money to hand out to achieve their goal of privatizing public schools and breaking unions, and the recipients take the money and carry out the Waltons’ wishes.

Any time you see a group called “XXXXXXX for Education Reform,” you can be sure it is committed to charter schools, union-busting, and privatization, and the odds are high that there is Walton money behind it.

The Waltons have claimed credit for subsidizing one of every four charter schools in the nation.

LilSis creates wonderful graphical depictions of networks.

Here is the LilSis graphic of the Little Rock school privatization network. 

If you want to understand what is happening in the Little Rock school District today, read Eric Blanc’s article. 

Eric Blanc has covered every one of the teachers’ strikes since the West Virginia strike in the spring of 2018. Now he is in Little Rock, where he interviewed teachers who went on strike yesterday to protest the State Board of Education’s heavy-handed control of the district and its decision to strip school employees of collective bargaining rights.

Teachers are outraged that the State Board of Education, which took control of the district in 2015, utterly failed to improve student outcomes, yet refuses to relinquish control to a democratically elected board. Teachers believe that the state wants to resegregate the district.

Blanc writes:

Little Rock teachers today are not demanding raises for themselves, but an end to the state’s push to resegregate schools, its takeover of their district, its decertification of their union, and its disrespect for school support staff. As second grade teacher Jenni White explains, “this is literally about standing up for our kids and not dividing our community…

The immediate roots of this week’s action go back to January 2015 when the Arkansas State Board of Education announced that it was taking over Little Rock’s schools due to low standardized test scores. By all accounts, the ensuing state takeover failed to accomplish its nominal goal of improving stability and educational opportunities for the town’s low-performing schools. Yet rather than return Little Rock School District to local control in 2020 as promised, the state board instead proposed in September of this year that it would continue to oversee so-called “F”-rated schools, those with the lowest test scores.

Since all but one of the “F” schools were in black and brown neighborhoods south of I-630, teachers and parents saw this an attempt to create a two-tier school system. “The plan was blatantly racist, it separated the haves and the have notes,” Jenni White told me.

In a dramatic protest on the evening of October 9, thousands of teachers, support staff, students, and community members congregated on the steps of Central High, where the Little Rock Nine had famously confronted the National Guard decades earlier. Teresa Knapp Gordon, president of the Little Rock Education Association (LREA), closed the rally with the following declaration: “Either we accept segregation, or we stand and fight.”

This public outpouring forced the state board to change tactics. At the next evening’s contentious Arkansas Board of Education meeting, it dropped the proposal to split Little Rock’s school district. But surprisingly, the board then immediately proceeded to cease recognition of the LREA as the educators’ representative, thereby scrapping the last remaining collective bargaining agreement for school workers in Arkansas. The decision was blatant retaliation against not only teachers but also Little Rock’s school support staff, who were in the midst of negotiating a pay raise.

Next, the board issued a draft “Memorandum of Understanding” explaining that instead of returning full local control to the school board set to be elected in November 2020, the state would appoint a parallel “advisory board” that could veto local decisions. The Memorandum also insists on closing up to eleven neighborhood schools — which would thereby accelerate privatization, since state law gives charters first access to any vacant school. Stacey McAdoo, a teacher at Central High, told Labor Notes, “they are trying to charterize the [district] like what happened in New Orleans and disenfranchise people and make a separate school system out of the areas that are primarily Black and Latino.”

As in so many other states across the country, this offensive against the labor movement, public education, and working-class communities of color is being directly funded by billionaires. And it’s not just any billionaires: Little Rock teachers and students are up against the Arkansas-based Waltons, founders of Walmart and the richest familyin America.

The Walton family: the Death Star of Public Education. The ingrates who graduated from Arkansas public schools but now want to destroy them and public schools everywhere. Rich and shameless.

Wow! Talk about a surprise! Teacher Glenn Sacks managed to get an article with the title of this post in the Wall Street Journal, the newspaper that regularly vilifies teachers’ unions and praises privatization of public funds.

Yes, Sacks–a teacher in Los Angeles–contends that teachers’ unions fight to get teachers the time and support staff they need to do their jobs, so they are necessary and valuable.

The link that Sacks provided is not behind a pay wall.

The article begins:

The rookie science teacher looks at me with the same “Am I understanding this job correctly or am I crazy?” look I’ve often seen in the eyes of new teachers.

“No, you understand,” I say. “You’ve been thrown into a situation that requires an enormous amount of work and a good amount of ability, and it’s sink or swim. You might naturally expect the system to help you, or at least acknowledge the position you’ve been put in. It won’t.”

Teachers have come under considerable scrutiny in recent decades, and everybody claims to have the silver-bullet reform that will fix education. No Child Left Behind, Race to the Top, Common Core, charter schools, raising the qualifications to become a teacher, limiting or abolishing tenure, and countless other measures have been taken up by Congress and state legislatures since I took my first teaching position in 1989.

Yet there is little public discussion about the education system’s central problem: Teachers don’t have enough time to do our jobs properly. Teachers unions understand this and fight to protect our ability to do our jobs.

He points out that some students can be assessed more accurately with an oral exam that with a written one, but teachers don’t have the time for that.

He writes:

Here are some ways to make teachers more effective:

  • Reduce class sizes, an issue in both the October teachers’ strike in Chicago and the Los Angeles teachers’ strike in January.
  • Provide teachers with support staff for clerical work.
  • Hire sufficient staff to eliminate extraneous chores.

Limiting class size and hiring sufficient staff would save teachers’ time from being squandered. That in turn would allow us to focus more on creating imaginative lessons and interacting with students.

Seeing Glenn Sacks’ article in the WSJ gives me hope that some people in the business world might read it and pay attention.

If they do, they will understand what real education reform looks like from the perspective of those who do the work, rather than those who sit in armchairs in think tanks.

 

Members of the Chicago Teachers Union adopted the agreement reached with the Mayor that provides significant new benefits for students. This is now known as “Bargaining for the Common Good.”

Chicago Teachers Union

STATEMENT:
For Immediate Release| ctulocal1.org

CONTACT: Chris Geovanis, 312-329-6250, 312-446-4939 (m), ChrisGeovanis@ctulocal1.org

CTU members vote overwhelmingly to accept tentative agreement

New contract includes historic language to cut class sizes, put nurse and social worker in every school.

CHICAGO, Nov. 15, 2019—Chicago Teachers Union members voted today to accept the tentative agreement they won in the wake of their historic eleven day strike.

With eighty percent of schools reporting, members have voted 81 percent yes to ratify the new contract with CPS.

The union won powerful gains for students and their school communities.

Those gains include mandatory class size caps and enforcement, language forcing CPS to comply with special education laws and regulations, sanctuary school protections for immigrant and refugee students, and supports for thousands of homeless students. While today most schools have a nurse barely one day a week, the contract will provide schools with a nurse and a social worker in every school every day. The union also won another freeze on charter expansion, and additional funding for staff that include librarians and counselors, who now must be allowed to serve only as counselors, not recess supervisors, test proctors or substitute teachers.

The contract will also, at last, lift up teaching assistants, school clerks and other paraprofessionals out of poverty.

“This contract is a powerful advance for our city and our movement for real equity and educational justice for our school communities and the children we serve,” said CTU President Jesse Sharkey. We live in one of the richest cities in the wealthiest nation in the world, and finally Chicago must start investing in the future of our city—our children.”

Moving forward, the union has put some of CPS’ most harmful and inequitable education policies squarely in its sights—including ending CPS’ discriminatory ‘student-based budgeting’ formula and the district’s racist school ranking system called SQRP. That includes the union’s effort to win passage in Springfield for an elected, representative school board, a bill that the House and Senate leadership have vowed to move this spring and the governor has promised to sign, restoring to Chicagoans the same democratic rights that voters in every other school district in the state possess. The union is also pushing legislation to restore CTU members’ bargaining rights, which were stripped away in 1995 with the imposition of mayoral control over CPS.

“Our contract fight was about the larger movement to shift values and priorities in Chicago,” said CTU Vice President Stacy Davis Gates. “Working class taxpayers in Chicago have paid for skyscrapers that most will never visit—but a school nurse is someone their child in need can see on any day. In a city with immense wealth, corporations have the ability to pay to support the common good.”

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The Chicago Teachers Union represents nearly 25,000 teachers and educational support personnel working in schools funded by City of Chicago School District 299, and by extension, the nearly 400,000 students and families they serve. The CTU is an affiliate of the American Federation of Teachers and the Illinois Federation of Teachers and is the third-largest teachers local in the United States. For more information please visit the CTU website at www.ctunet.com.

The Florida Education Association rejected Governor Ron DeSantis’ bonus plan. Bonus plans have a long history of failure.

 

Nov. 14, 2019                                        CONTACT: Joni Branch, (850) 201-3223 or (850) 544-7055

FEA reacts to DeSantis bonus plan announcement

TALLAHASSEE — The Florida Education Association (FEA) was disappointed to learn Thursday that what Gov. Ron DeSantis envisions as a way to properly compensate experienced teachers is another bonus plan.

“Teachers and all school employees should be paid fair, competitive salaries,” said FEA President Fedrick Ingram. “Our educators do not want another bonus scheme, especially not one built on the back of a flawed school grading system. Bonuses don’t help you qualify for a mortgage; they can’t be counted on from year to year. We know that all too well here in Florida, where adjusting the current bonus plan is almost an annual event.”

The bonus plan announced Thursday and DeSantis’ minimum teacher salary proposal provide no benefit to many of the school employees who provide essential services to students. Despite the Marjory Stoneman Douglas High School Public Safety Commission’s call for more support in addressing mental health needs in our schools, the plans do not appear to account for guidance counselors, school psychologists, social workers and other mental health professionals. The plans as outlined also leave out thousands of other employees, including pre-K teachers, librarians, nurses, teacher’s aides, bus drivers, custodians, office personnel and food-service staff.

But the basic fact on bonuses is that they do not work. Merit pay and bonus structures for instructional personnel have been tried again and again both in this country and this state, for decades, without proven success. Florida has tried six bonus programs in the past 13 years. Meanwhile, we face a severe teacher shortage along with shortages of other school employees. Why do we continue to throw money at a failed concept? State dollars would be better spent on an effective strategy for recruiting and retaining educators — overall salary increases.

To overcome years of disinvestment in our public schools, the Florida Education Association is calling for a Decade of Progress, starting with a down-payment of $2.4 billion for public education in the next state budget. Florida currently ranks 43th nationally in funding for public education.

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The Florida Education Association is the state’s largest association of professional employees, with more than 145,000 members. FEA represents pre K-12 teachers, higher education faculty, educational staff professionals, students at our colleges and universities preparing to become teachers and retired education employees.

 

FEA | 213 S. Adams St. Tallahassee, FL 32301 | 850.201.2800 | Fax 850.222.1840
Send an email to unsubscribe@floridaea.org to opt-out from receiving future messages. Only the individual sender is responsible for the content of the message, and the message does not necessarily reflect the position or policy of the Florida Education Association or its affiliates. This e-mail, including attachments, may contain information that is confidential, and is only intended for the use of the individual or entity to which it is addressed.

 

Tonight, the United Teachers of Los Angeles endorsed Senator Bernie Sanders for the Democratic nomination for president.

LOS ANGELES — United Teachers Los Angeles, the second-largest teachers’ local in the country, is proud to endorse Senator Bernie Sanders for US President in the 2020 Primary Election, making UTLA the first teachers’ union in the country to endorse a presidential candidate.

Tonight, the UTLA House of Representatives – the elected leadership body of the 34,000-member union — voted 80% in favor of endorsing Sen. Sanders, capping the most comprehensive member engagement process that UTLA has ever conducted for a political candidate.

vote

Thursday’s House vote followed a six-week discussion at school sites. Following that member engagement, on Wednesday at nine regional meetings, more than 500 elected site representatives voted 72.5% yes to the presidential endorsement of Sen. Bernie Sanders. Wednesday’s vote was opened up to allow any member who attended to vote alongside elected chapter leaders.

UTLA President Alex Caputo-Pearl said: “Why now, and why Bernie? Because we want him to win in the primary election and because we need an unapologetic, longstanding ally of progressive policies to make public education a priority in the White House. Sanders is the first viable major candidate in 25 years in the Democratic Party to stand up against privatization, the charter billionaires, and high-stakes testing and to stand up for a massive redistribution of wealth to schools and social services. Critically, like UTLA, Sen. Sanders believes in building a national movement for real, lasting change.”

Bernie Endorse

Teachers are the number one profession among his donors for a reason: Sanders has the most comprehensive, progressive plan for public education among the candidates. His platform calls for a salary floor for public school teachers, tripling Title I federal education funding, boosting funding for special education (IDEA), and placing a moratorium on charter school growth. For the last several decades the unregulated growth of corporate charter schools has siphoned money from public schools, with little protection against fraud and little attention paid to equity or quality when it comes to educating students.

In addition to education issues, Sanders’ platform aligns with our values on a range of issues, including rebuilding the US labor movement and winning Medicare for All.

Bernie spoke at UTLA’s Leadership Conference in July, and he brought down the house with his defiant message about leading a movement for fundamental political and social change, including a strong, fully funded public education system. Sen. Sanders also signed a pledge to support Schools and Communities First and Our New Deal for Public Schools. He was the first major US politician to publicly support our 2019 strike, and he pushed for donations to our strike fund, leading to a cascade of influential support and an increase in the fund of more than $100,000.

BSUTLA

LA educators are standing behind a candidate who has the electability to beat Trump. Sanders is leading in Democratic fundraising, is strong in swing states and among independent voters, beats Trump in head-to-head polls, and has major support in demographics that will vote heavily in 2020, including Latinx voters, Black women, and millennials. As the electorate becomes more diverse, defeating Trump will require a candidate who can motivate a diverse coalition of voters.

Sanders’ platform is not just a corrective to the destructive presidency of Donald Trump but also to failed policies of the past few decades that have starved public schools and left behind working-class and middle-class families while giving massive tax breaks to corporations and billionaires. Long-standing Democratic Party leaders have been a part of these problems.

“We must take the most anti-Trump stance that we can take,” said UTLA Vice President Gloria Martinez. “That includes endorsing Sen. Sanders. We see in Bernie the same fighting spirit that drove 60,000 people — teachers, students and parents — to the streets of LA in January during UTLA’s strike to invest in our students.”

The following is a timeline of UTLA’s endorsement.

  • Sept. 11 – UTLA Board of Directors votes 35-1 to begin exploring an endorsement process for Sen. Bernie Sanders.
  • Sept. 18 – UTLA House of Representatives votes 135-46 to confirm the process to explore endorsing Sanders.
  • Oct. 2 – School site leaders discuss and review endorsement materials.
  • Oct. 2-Nov. 12 — School site leaders engage members on consideration of a UTLA endorsement of Sen. Bernie Sanders.
  • Nov. 13— Membership advisory up or down vote at 9 regional area meetings. 72.5% of voters, representing more than 500 LAUSD schools, say yes to endorsing Sanders.
  • Nov. 14 — House of Representatives votes 80% to endorse Sen. Bernie Sanders.

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