NANCY BAILEY: The Racism Behind Firing Librarians and Closing School Libraries

The Racism Behind Firing Librarians and Closing School Libraries

The Racism Behind Firing Librarians and Closing School Libraries

Once you learn to read, you will be forever free.  ~Frederick Douglass

If a school has no school library or a flimsy excuse for a library, students are denied access to books and reading material. They miss opportunities to learn information and become proud of who they are. Look for racism behind the decision.

When school districts diminish school libraries and those who run them, they fail to address the critical issues involving history, civics, and race relations. With all the talk of schools and equity, it’s unconscionable that closing school libraries and firing school librarians are accepted practices.

In May 2020, the Washington D.C. school district passed a $70 million budget increase. In January 2021, the American Rescue Plan infused over $368 million of COVID relief and new aid to DC Schools. Today, school librarians there are begging to keep their jobs. Here’s the petition!

The dismal account of dwindling libraries and librarians is happening across the nation, especially in poor schools and schools with children of color. If your child’s school CONTINUE READING: The Racism Behind Firing Librarians and Closing School Libraries

As COVID-19 Continues, Classroom Learning Gaps Between Haves And Haves-Nots Are Getting Wider | HuffPost

As COVID-19 Continues, Classroom Learning Gaps Between Haves And Haves-Nots Are Getting Wider | HuffPost

As COVID-19 Continues, Classroom Learning Gaps Between Haves And Haves-Nots Are Getting Wider

They attend the same schools and have the same teachers, but some kids have started to fall behind their wealthier classmates.

As soon as schools reopened in September, it was apparent that the gaps in her son’s classroom between the haves and the have-nots had grown, says parent Amina Scott. Scott suspects that some kids had access to enrichment programs and hands-on help during the many months that schools and summer camps were shut down, and some, like her third-grade son, had not.

Scott’s son, Yasin, attends a public school in the affluent suburb of Newton, just outside Boston. He is bused from their home in the Roxbury neighborhood to the suburbs through a voluntary desegregation program called METCO. Yasin has always been at grade level or even ahead of his classmates, especially excelling in reading, says Scott. But this year, while attending in-person classes two times a week on a hybrid schedule, the dynamic shifted.

After months away from school, some of his classmates seemed to have mysteriously advanced, easily reciting concepts he says they were never taught. In the early weeks of class, Yasin came home upset, questioning where his classmates could have learned such material. He used to indulge his mom’s questions about what he was learning and how his day was, but he soon stopped wanting to talk about school, telling Scott that he had finished his homework even when he had skipped questions.

“He feels behind and it’s affecting his confidence. I could tell he was avoiding talking about it,” said Scott, a 29-year-old single mother who works full time at a nonprofit in addition to holding down two consulting gigs. “To me it’s scary, it worries me but also I CONTINUE READING: As COVID-19 Continues, Classroom Learning Gaps Between Haves And Haves-Nots Are Getting Wider | HuffPost

We let school buildings crumble for years - that neglect is locking kids out - Hechinger Report

We let school buildings crumble for years - that neglect is locking kids out

Rundown schools forced more students to go remote

Government refused to fund crumbling schools for years. Now the neglect has locked children out of learning.

Yvette Alston-Johnson was seething when she got the news. Children in Paterson, New Jersey would not be allowed to go to school in-person this fall, while many of their peers in predominantly white and affluent suburbs would return.

Alston-Johnson attended Paterson public schools, as did her five children, and she has watched the buildings fall steadily into disrepair over the years. She is now the primary caregiver for her grandson Rayahn, who is in eighth grade at the Dr. Martin Luther King, Jr. Educational Complex, where close to 90 percent of students are Black or Latino.

“I feel like we get the short end of the stick,” said Alston-Johnson, who is 54. “We’re always last in line when it comes to our schools and money.”

“It’s cold in those buildings in the winter and then the A.C. doesn’t work in the summer; there’s mice running around,” she added. “If they did more upkeep on the buildings, the teachers would have been able to teach them in the buildings.”

Paterson, which serves mostly low-income families, has struggled to find the money to repair its buildings. In 2016, New Jersey allowed historically underfunded districts to submit requests for health and safety improvements. Paterson asked for ventilation repairs in 11 buildings, but all their requests were denied. In fact, of the roughly 90 applications to fix unsafe heating or air conditioning and ventilation systems, just two were CONTINUE READING: We let school buildings crumble for years - that neglect is locking kids out

'State-sanctioned segregation': California’s school closure debate boils over

'State-sanctioned segregation': California’s school closure debate boils over

'State-sanctioned segregation': California’s school closure debate boils over

SACRAMENTO — Pandemic politics have reached a boiling point in California’s school reopening debate.

A hands-off approach by Democratic Gov. Gavin Newsom and public pressure from powerful labor unions has led the state’s biggest city districts to keep schools shuttered, leaving most of California’s 6 million public schoolchildren learning at home. Even San Francisco, which has had one of the lowest infection rates for any U.S. city, hasn’t attempted in-person teaching.

As the pandemic wears on, more Democrats are sounding the alarm after staying silent earlier this fall. They are increasingly distressed that California's approach has widened the gap between low-income communities of color and wealthier white families.

Frustrations hit a new level in October, when Newsom said his own children had returned to private school in Sacramento — while public school students in the surrounding neighborhoods remained home. Now leaders in the governor's own party are turning on him, saying the status quo has left the state with crisis-level inequity.

California's system amounts to "state-sanctioned segregation," Patrick O'Donnell (D-Long Beach), the chair of the state Assembly Education Committee, said in an interview — a frank declaration for a Democrat consistently supported by the California Teachers Association.

“Some kids get to go and some don’t. That's not what California stands for," he said. “I think we need to move faster but remain thoughtful.”

California's experience could shed light on the complications Democratic President-elect Joe Biden will face in the coming months as he encounters more calls from parents and elected officials to help the growing number of students struggling with distance learning.

It's possible that labor unions and parents will have more confidence in a CONTINUE READING: 'State-sanctioned segregation': California’s school closure debate boils over

Public Schools. Public. | Teacher in a strange land

Public Schools. Public. | Teacher in a strange land

Public Schools. Public.

[Many years ago, at my husband’s class reunion]: Inebriated classmate starts rhapsodizing about the extreme superiority of the education they all got at their well-regarded co-ed Catholic high school in the suburbs of Detroit, back in the day. His monologue derails (did I mentioned he was sloshed?) and he turns to yammering at ME (a public school teacher) about how terrible schools are today (he has no children) and that the public schools—well, they’re the worst of all. Everybody knows that.

I bite my tongue.

I’m used to people assuming that private and religious schools are, somehow, automatically better than public schools. On the face of it, if ‘you get what you pay for’ is a truism, private schools ought to be better than public schools. Depending on your definition of ‘better,’ of course.

Part of the cachet of privately funded education is exclusion. You’re paying for the privilege (a carefully chosen word) of sending your child to a school that other people can’t afford, and having them taught using a set of values (religious and otherwise) that your family has chosen, not been assigned to by location.

You are making the decisions, finding a school with a socio-economic level close  CONTINUE READING: Public Schools. Public. | Teacher in a strange land

OPINION: U.S. public education should be federally funded

OPINION: U.S. public education should be federally funded

U.S. public schools should be federally funded

“The concept of ‘local control’ is grounded in and reflective of systemic racism”

How good are America’s public schools? It depends on where you live.

Education funding is like any other public infrastructure investment. School systems with sufficient funding tend to get better results. Schools that lack resources are less effective and resilient in the face of ordinary challenges, let alone unprecedented catastrophes like the coronavirus pandemic.

Even as distance-education removes the spatial component from public education — lessons no longer happen in a particular classroom, or at a particular school, but on the (ostensibly worldwide) web — these lines still separate children from one another. The endless Covid-19 crisis is revealing the primary weakness of decentralizing the funding of public services: Stark resource divides that fuel some of the deepest social inequities.

Related: “Kids wo have less, need more”: The fight over school funding

This starts with interstate funding gaps. In states like Kansas and Arizona, leaders have long underfunded their public education systems. This led to the spectacle, early in the pandemic, of Arizona Gov. Doug Ducey announcing that the state would “donate” 200 mobile hotpots to its public schools in an effort to kickstart private hotspot donations. We see even bigger disparities in public preschool spending: In 2019, the District of Columbia spent $18,669 per child, while North Dakota and Nebraska each spent less than $2,000 per child.

At the local level, these resource disparities regularly align with — and exacerbate — longstanding racial, socioeconomic, ethnic and linguistic divisions in American society. According to 2017 data from EdBuild, a nonprofit focused on inequitable education funding, schools in Pennsylvania’s Lower Merion School District were funded to the tune of $25,068 per student, while schools in neighboring Philadelphia received just $12,044. It’s bitterly unsurprising that Lower Merion schools are CONTINUE READING: 

New data lays bare school funding disparities -- within districts, too

New data lays bare school funding disparities -- within districts, too

New data: Even within the same district some wealthy schools get millions more than poor ones

We’ve long known about spending disparities from one district to another; new federally mandated data lays bare within-district inequities, too

At Ronald D. O’Neal Elementary School, in Elgin, Illinois, none of the third graders could read and write at grade level according to state tests in 2019. Nearly 90 percent of the school population is considered low-income and nearly three-quarters are labeled English learners, meaning that the state language arts test assesses their reading and writing ability in a language they’re still trying to learn.

Just nine miles away sits Centennial Elementary School, where 73 percent of third graders met grade-level standards on that same test. A fifth of Centennial’s student body is considered low-income, and 17 percent get extra supports as they learn English.

The state has celebrated Centennial for “exemplary academic performance.” It designates O’Neal as a school in need of targeted assistance. But despite its low performance and its students’ needs, O’Neal received $9,094 per student in 2019 in state and local funding compared to Centennial’s $10,559. If O’Neal had received Centennial’s per-pupil funding, it would have meant an extra $789,905 in its budget: Money that could have covered more — or more experienced — teachers, social workers or home-school liaisons, or paid for new programs to address students’ academic and nonacademic needs.

While wealthier school districts routinely spend significantly more money to run their public schools, the disparity between Centennial and O’Neal can’t be attributed to the relative wealth in their communities. Both schools are part of a single district, U-46, Illinois’ second largest.

Kids who need more support to overcome barriers to academic achievement are routinely shortchanged. U-46 was one of 53 districts across the United States that spent a statistically significant amount less state and local money on high-poverty schools than on lower-poverty schools, according to a new Hechinger Report analysis of how districts disburse funding. In another 263 districts, the level of spending on each school had little to no connection to the number of students in poverty, despite the higher needs often present in low-income schools. It’s the first CONTINUE READING: New data lays bare school funding disparities -- within districts, too