Latest News and Comment from Education

Monday, October 10, 2016

Nation’s First Charter School Strike Looms | The Chicago Defender

Nation’s First Charter School Strike Looms | The Chicago Defender:

Nation’s First Charter School Strike Looms

The nation's first charter school strike could happen here in Chicago as early as Oct. 19 in the UNO Charter School Network.

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The nation’s first charter school strike could happen here in Chicago as early as Oct. 19.
The United Educators of UNO (UEU), which represents teachers and support staff in Chicago’s 15-school UNO Charter School Network, has been negotiating with the network for over seven months on issues such as class size and management demands on union support staff and teachers.
The vote resulted in 531 of 532 members of UNO’s unionized workforce in favor of a strike if a deal cannot be reached. It would be the first strike in U.S. history of a charter school or charter network.
“We took this historic vote to show management that we are willing to go to great lengths to insure that our students have the best opportunities for a great education,” said Erica Stewart, a 5th-grade teacher at UNO’s Sandra Cisneros Charter School and a member of the bargaining team. “Our members have overwhelmingly voted to send a strong message to management that they need to step up and do the right thing for our kids and our schools. Now it’s management’s turn to show their dedication to the employees they claim to value — and the students whose lives are in their hands.”
UNO Charter School Network proposed a total cut in teacher and support staff pay through changes in step pay and cost of living increases and the right to reopen workers’ contract for further cuts in 2017-18. UNO also laid off all of its career counselors.
The workers said that a strike may be a necessary but unwanted step.
“We don’t want to strike — but we will if we must to protect the quality of education for our kids,” they said in a statement. “We’re defending great public schools and our students against unnecessary cuts.”Nation’s First Charter School Strike Looms | The Chicago Defender:


Do You Want To Save Public Education in America? | BustED Pencils

Do You Want To Save Public Education in America? | BustED Pencils:

Do You Want To Save Public Education in America? 



hellyeah

Here at BustED Pencils the answer to that question is a BIG HELL YEAH!
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Again, Do you want to save public education in America?  BustED Pencils says HELL YEAH!

Do You Want To Save Public Education in America? | BustED Pencils:

Randi Weingarten: Donald Trump’s latest comments about assaulting women aren’t new, they’re a pattern – Medium

Donald Trump’s latest comments about assaulting women aren’t new, they’re a pattern – Medium:

Donald Trump’s latest comments about assaulting women aren’t new, they’re a pattern

On Friday, tapes were released of Donald Trump making lewd and inappropriate comments, where he boasts about sexually assaulting women, sending his campaign and the Republican Party into crisis mode, and prompting some GOP officeholders to both denounce Donald Trump’s rhetoric and actions, and call for him to withdraw his candidacy. Here’s the problem: This is a pattern of behavior from the Republican nominee for president.
The only appropriate response would have been real contrition. Embarrassed because he had been caught, Donald Trump tried Sunday night to cavalierly dismiss his words as “locker room talk” while lurking behind Hillary Clinton, interrupting her, lying and threatening — as only a person running for dictator, not president, would. After all, the man’s vengeance and narcissism have overcome any respect for racial or ethnic minorities. Why would we have thought it would be different for women?
As AFT member and PE teacher Steve Reich described in his recent Medium post this should not even be characterized as locker room talk: “What [Trump] calls ‘locker room banter’ is stuff we work hard to shut down in school.” As educators, “We have been trying to eradicate this type of behavior for a long time. We teach that good men and good women treat those around them with decency and respect.” This is clearly not a lesson Donald Trump ever learned.
Trump’s comments reignite a serious problem within our society — the degradation of women and girls. It’s not just disquieting and disgusting, it’s dangerous and disqualifying. Donald Trump, as a father of daughters, should know better.
For decades, we have been fighting sexual assault — trying to stop behavior like Donald Trump exhibited in the recently revealed tapes, his interviews with Howard Stern and his rhetoric on his own show, “The Apprentice.”
This is not the 1950s. Donald Trump should be condemned for dragging us back to a time when women were silenced, ridiculed or objectified.
This is not the 1950s. Donald Trump should be condemned for dragging us Donald Trump’s latest comments about assaulting women aren’t new, they’re a pattern – Medium:

CURMUDGUCATION: Don't Wait for the Authorities

CURMUDGUCATION: Don't Wait for the Authorities:

Don't Wait for the Authorities


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This morning we had some professional development from our local police department, The training centered around the ALICE method of dealing with an active shooter. What are we supposed to do when there's an active killer in the building?

ALICE focuses on three choices-- run, hide or fight. There were some specifics mixed, including some of the specifics of blockading a classroom door and making the mental and emotional jump to deciding you will actively, aggressively hurt your attacker. We got into some of the specifics of my building and the classrooms in it. We watched some videos. It was mostly pretty disturbing.


I'm not here to critique the methods mentioned in the presentation, nor am I going to write one more piece reflecting on the general awfulness of a world in which this kind of PD session makes sense for public school teachers and staff. I'm focusing on one moment that stood out.

After being presented with various scenarios and some of the ins and outs of how to respond, we were given one other simple message. That message was that while all three of these were options, it would be up to us as classroom teachers to choose the option that seemed best under the circumstances-- what we knew (or didn't) about the killer, our own students, the situation of our room, what seemed best in the moment.

Our police chief sent a clear message-- while he could give us options, it would be up to us to use our judgment.

Granted, this was a far different context than  instructional PD, but I was still struck by hearing a presenter say, "I'm not here to tell you what to do or what to choose. We have to trust you to use 
CURMUDGUCATION: Don't Wait for the Authorities:


Big Education Ape: Catch up with CURMUDGUCATION: ICYMI: More Edureading + PA: Charter Laws "Absolute Worst" - http://bigeducationape.blogspot.com/2016/10/catch-up-with-curmudgucation-icymi-more.html



12 Reasons Why Digital Personalized Learning is Not Special Education

12 Reasons Why Digital Personalized Learning is Not Special Education:

12 Reasons Why Digital Personalized Learning is Not Special Education

Big sister with disabled brother in wheelchair by school bus

A recent article in Business Insider describes how Bill Gates and Mark Zuckerberg got their idea for digital personalized learning from special education. A light bulb lit, and they realized that students placed according to their academic level online is needed for every child—not just students with disabilities.
They liked the way special education teachers wrote Individual Education Plans (IEPs) starting 40 years ago. Teachers carefully analyzed what individual students needed to learn. Gates and Zuckerberg appreciated that it wasn’t “one-size-fits-all.”
It is interesting that these two tech magnates claim to think this way, and to a certain extent their argument is convincing. Many of us who worked in special ed. would agree that every student deserves an IEP, and placing students on academic programs at their targeted level can be useful.
Most teachers use some form of technology today in their classrooms.
But there are troubling differences between what Gates and Zuckerberg see as digital 12 Reasons Why Digital Personalized Learning is Not Special Education:

California poll shows strong support for Common Core | EdSource

California poll shows strong support for Common Core | EdSource:

California poll shows strong support for Common Core
Think you know a lot about Common Core? A new poll finds you’re probably wrong - The Hechinger Report - http://hechingerreport.org/?p=23369 


The Common Core State Standards have faced strong opposition in many states, but in California, more than three out of five registered voters support them, according to a poll commissioned by the Oakland-based nonprofit advocacy group Children Now.
In the telephone survey of 1,000 registered voters, 63 percent said they either strongly or somewhat favor the standards, while 33 percent said they somewhat or strongly oppose them, with 4 percent expressing no view.
Larger percentages of Hispanic, African-American and Asian voters said they favored the standards than white parents, who comprised 51 percent of those surveyed, according to EMC Research, the polling firm that administered the survey.
“We are not surprised to find that Common Core support remains strong in our state,” said Ted Lempert, president of Children Now, which backs the standards. “California has been a leader in implementing the updated education standards and the test results are doing what they are meant to do—shine a light on achievement gaps, which is crucial to creating a more equitable education system for California’s kids.”
The Children Now poll indicated more support for and knowledge of the Common Core than other recent surveys. However, differences in how questions were phrased and polls were administered may have influenced the answers. The Children Now prefaced asking about the Common Core by stating that the standards “established reliable and consistent learning goals in English language arts, literacy and math.”
  • An April 2016 Public Policy Institute of California poll of all Californians, not just registered voters, showed respondents about evenly divided on the standards. Told that the “Common Core State Standards are a single set of K–12 English language arts and math standards that most states, including California, have voluntarily adopted,” 43 percent said they favored them, 39 percent they opposed them and 18 percent said they didn’t know.
  • An August 2016 online poll of 1,202 registered voters by the Policy Analysis for California Education and USC Rossier School of Education asked the 75 percent of respondents who had indicated they knew at least something about the standards whether they “support or oppose having teachers in your community use theCommon Core State Standards to guide what they teach.” Only 44 percent said they strongly or somewhat supported the standards, compared with 51 percent who said they strongly or somewhat opposed the standards, with 4 percent saying they were unsure.
  • A year earlier, a similar PACE/ USC Rossier poll found that only 26 percent of California voters approved of the Common Core, 31 percent said they disapproved, and 17 percent had no opinion, with 26 percent saying they hadn’t yet heard about the Common Core.
The Common Core standards appear to have more support in California than they do on the national level.  A national online poll conducted in May and California poll shows strong support for Common Core | EdSource:


Teaching teens about police contact before confrontation :: SI&A Cabinet Report

Teaching teens about police contact before confrontation :: SI&A Cabinet Report :: The Essential Resource for Superintendents and the Cabinet:

Teaching teens about police contact before confrontation

Image result for Teaching teens about police contact before confrontation

(Texas) The growing unrest over citizens being killed by police officers has frustrated policy makers looking for solutions. But one Texas lawmaker has proposed a practical first step–teaching ninth graders how to interact with law enforcement.
Under a bill introduced last month by state Sen. John Whitmire, D-Houston, students would learn their rights if they are stopped for a traffic violation or detained, as well as the rights of police. The course will be required in order to graduate from high school. Some advocacy organizations question what such a class would do to address the broader problems that contribute to the current concern.
“It’s a good practice for folks to know how to deal with police officers and be respectful, but I think it oversimplifies the real problems that exist and the real interactions between police and certain communities every day that are often based on a lot of frustration,” Diallo Brooks, director of public engagement for People for the American Way, said in an interview.
“I think there’s a larger societal issue and it’s not just about ninth graders in school learning how to deal with police officers–it’s about what we think of policing as it relates particularly to communities of color and how that’s exacerbated in some situations by very racially biased perceptions of those communities,” Brooks said.
Most criminologists agree that statistics collected from law enforcement sources are incomplete when it comes to police-involved shootings. The U.S. Department of Justice reported a year ago that between 2003 and 2009 there were 4,813 arrest-related deaths–but they noted that variation in state criteria likely resulted in an under-count even though the total includes suicide of persons in custody and jail-house deaths related to intoxication or natural causes.
Still, the headlines just this summer capture the nation’s growing anxiety over police-related killings–including recent incidents in Tulsa, Oklahoma and Charlotte, North Carolina that have sparked protests in major cities and further stoked the debate over criminal justice and police procedure changes across the country.
Whitmire’s proposal is part of an overall legislative effort to address issues relating to police and community relations. Within the last couple of years, Texas lawmakers have worked to improve reporting on police shootings, increase training focused on de-escalation practices, and purchase dashboard and body cameras.
At a Senate Criminal Justice Committee meeting last week, Whitmire said students must be aware that they should not stand their ground on the street if they “run across an out of control or rude officer,” but rather, that there are proper channels to report the incident after the fact.
Under the bill–which is set to be officially introduced when the Legislature reconvenes in January–the State Board of Education will establish the curriculum guidelines for ninth graders to learn about Teaching teens about police contact before confrontation :: SI&A Cabinet Report :: The Essential Resource for Superintendents and the Cabinet:


Race, School Ratings And Real Estate: A 'Legal Gray Area' : NPR Ed : NPR

Race, School Ratings And Real Estate: A 'Legal Gray Area' : NPR Ed : NPR:

Race, School Ratings And Real Estate: A 'Legal Gray Area'

Race, Test Scores And Real Estate

With her infant son in a sling, Monique Black strolls through a weekend open house in the gentrified Shaw neighborhood of Washington, D.C. There are lots of factors to consider when looking for a home — in this one, Monique notices, the tiny window in the second bedroom doesn't let in enough light. But for parents like Black and her husband, Jonny, there's a more important question: How good are the nearby schools?
It's well known in the real estate industry that highly rated schools translate into higher housing values. Several studies confirm this and even put a dollar figure on it: an average premium of $50 a square foot, in a 2013 national study.
In Chappaqua, N.Y., an affluent bedroom community for New York City, the town supervisor recently went so far as to declare that, "The schools are our biggest industry — whether you have kids in the school or not, that's what maintains our property values."
But some advocates for fair housing see a potential problem with the close ties between school ratings and real estate. They say the common denominator, too often, is race. And they argue that the problem has intensified in the last decade with new web platforms bringing all kinds of information directly to homebuyers.
"A school rating map mirrors a racial dot map," showing patterns of segregation and diversity, observes Sally Santangelo, the executive director of Central New York Fair Housing, a group that provides education and legal assistance to oppose housing discrimination.
That, in turn, raises some complicated questions about how factors like test scores and school ratings are used to influence homebuying decisions.
Characteristics like safety and parent involvement — the qualities Monique and Jonny say they value in a school— can be hard to quantify. Most states base their school ratings primarily on more easily measured factors, like standardized test scores and graduation rates. And these indicators, in turn, are heavily influenced by inequities of race and class.
There's a large, persistent and well-documented gap in test scores between black and Hispanic students and their white and Asian peers. There are many reasons for these disparities: income and wealth gaps, disciplinary policies that "push out" black students from school systems, less experienced teachers, the early-learning gapbetween high- and low-income children. But they all end up reflected in one number: a school rating.
"A lot of time, with schools that serve majorities of students of color, you get a negative rating because the test scores are low," says Genevieve Siegel-Hawley, an assistant professor who studies race and housing at Virginia Commonwealth University. But, she says, "most of the variation in test scores is explained by the kids' own poverty or the poverty of their school."
Housing patterns and school ratings, of course, also reinforce each other. In most places around the country, school budgets are partly linked to local property taxes. Highly rated schools beget higher housing values, which in turn beget more richly resourced schools.
It's a virtuous cycle for a town like Chappaqua, but a vicious cycle elsewhere.
What does all this mean for potential homeowners like Monique Black? Or for realtors Race, School Ratings And Real Estate: A 'Legal Gray Area' : NPR Ed : NPR:


Poverty link remains constant in Ohio students’ poor test scores | The Columbus Dispatch

Poverty link remains constant in Ohio students’ poor test scores | The Columbus Dispatch:

Poverty link remains constant in Ohio students’ poor test scores

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Changes to state testing and district report cards gave schools plenty of new data to absorb this summer, but one constant remained.
Regardless of which tests students are taking or if more districts are seeing D’s or F’s on their report cards, the results continue to show a strong correlation with poverty levels.
For Howard Fleeter, this has turned into an annual reminder to state leaders and the public of what is likely the largest single factor driving student academic performance in the state.
Fleeter, an analyst for the Ohio Education Policy Institute, has run the report card numbers each of the past four years and found little change in the results.
“Districts face a greater challenge when you have a preponderance of your kids who are economically disadvantaged,” Fleeter said.
“It doesn’t mean these kids can’t learn. It doesn’t mean there aren’t districts that beat the odds. But from a system-wide perspective, we still have not figured out how to get this group of kids to achieve at the level they need to be achieving.”
The revelation is hardly new, but education advocates say it’s important not to forget it, especially as Gov. John Kasich and lawmakers prepare to debate another state budget starting in February.
For all the Statehouse talk about what districts spend, how much funding is needed to educate students and whether Ohio once again needs to alter its testing and accountability system, a factor schools can’t control — poverty rates — continues to drive results.
“It shines a flashlight on the problem,” Fleeter said, adding that it should raise questions about issues such as universal pre-K, summer learning and additional support both inside and outside of school. “This tells me we don’t know how to do enough on a widespread scale.”
For example, on the performance index measure, which accounts for student performance at different levels, district scores ranged from 52 to 111.
Districts that scored 70 or less had an average of 82 percent of students living in poverty. As the scores rise, the poverty drops — districts scoring 80 to 85 had 47 percent poverty, and it was 30 percent for those scoring 90 to 95. Districts that scored above 100 had 9.5 percent average poverty.
Similar results were found with the report card’s new “prepared for success” score, which gauges whether students are ready for work, technical training or college after high school.
Districts scoring less than 25 percent in the category had average student poverty of 77 percent, while those scoring above 65 percent averaged 11 percent poverty.
One in five children lived in poverty in Ohio in 2015, according to census figures, a rate that ranks Ohio 18th-worst in the nation. The 550,000 children in poverty was a decrease of nearly 44,000 from 2014.
There have been a number of questions and concerns raised about the new district report cards, as new testing and higher cut scores led to lower grades for many schools.
“(What) we do not want to lose in the recent confusion over report card results is the continuing performance gap we see between students in low-wealth districts and those in higher-wealth districts,” said Damon Asbury, Ohio School Board Association director of legislative services.Poverty link remains constant in Ohio students’ poor test scores | The Columbus Dispatch:
 Image result for big education ape Poverty

L.A. Unified backs down and agrees to provide lifetime benefits to charter school teachers - LA Times

L.A. Unified backs down and agrees to provide lifetime benefits to charter school teachers - LA Times:

L.A. Unified backs down and agrees to provide lifetime benefits to charter school teachers

Charter Schools - Dividing Communities since 1991
The Los Angeles school district and a well-known charter school have quietly resolved a conflict in a way that will help a group of employees but deepen the district’s long-term budget deficit. 
L.A. Unified has agreed to pay lifetime health benefits for 10 employees who worked at El Camino Real Charter High School through last year.  The employees formerly had worked at L.A. Unified, but left the district when the Woodland Hills school became an independent charter.
The employees —  including eight teachers — then returned to L.A. Unified just long enough to file for retirement and thus qualify for the district’s lifetime benefits.
El Camino Real Charter is in charge of its own funding and manages its own benefits under a board of directors.
Six months ago, when senior officials learned of the employees’ intentions, L.A. Unified refused to provide the benefits, which will cost the district and taxpayers $2.5 million to $3 million over the life of the retirees, according to actuarial estimates. Nearly 50 charter teachers had done the same in the past without opposition from L.A. Unified.  
But this time, district officials came under scrutiny after The Times inquired about the practice. And they disliked that El Camino paid bonuses as high as $30,000 apiece if the employees took their retirement costs away from El Camino.
Last week, district officials reversed themselves.
“We are going to honor our commitments to provide lifetime benefits to their employees,” said L.A. Unified General Counsel David Holmquist. 
The reversal ultimately was based on direction from the elected L.A. Board of Education, which met in closed session over the issue.
The board was not legally obligated to report any action that it took, Holmquist said, because the matter related to a formal and confidential employee grievance.
The seven-member board includes both charter-school proponents and union allies. Most charters are not unionized, and unions and charters are typically at odds. But El Camino is that rare union charter, and the union wanted to protect its members’ entitlements.
California has more than 1,000 school districts. L.A. Unified is among about 70 that provide some form of post-retirement health benefits, which can be earned through long service. L.A. Unified’s package is among the most generous. It’s also far from fully funded, contributing to an estimated future debt of $13.6 billion.
The district’s own chief financial officer called that financial obligation “scary.” It is one key factor threatening the long-term solvency of the school system. And paying it down means less money left for classrooms and for the salaries of current workers.
But the district declined to stand its ground after United Teachers Los Angeles, which represents the El Camino teachers, filed a grievance. Although grievance proceedings are confidential, multiple sources confirmed that the union asserted the district’s contractual obligation.
According to that contract, El Camino teachers had up to five years to return to L.A. Unified after the school  left district control in 2011 — and would retain their previous rights if they did. For some, the union asserted, these rights included lifetime benefits, even if they retired without working another day in the district.
“LAUSD was obligated to take this action because of the collective-bargaining agreement,” said union President Alex Caputo-Pearl. “We ensured that the agreement was enforced and our members' rights were upheld.”
In a statement, El Camino said it was ”extremely pleased,” adding that the charter “has always supported the best interests of our teachers and staff because of their exemplary service.”
L.A. school board members on Friday did not respond to requests for comment.
Although board members have talked repeatedly about the district’s dire budget situation, they have been reluctant to tamper with benefits —  and in some instances have expanded them. In late August, the board approved health benefits for 4,200 part-time workers who were not among the thousands of part-time workers already covered under L.A. Unified plans.
L.A. Unified still offers the potential of lifetime benefits for new employees, but it’s much harder to earn them. Most would need to work for L.A. Unified for 25 consecutive years before retirement. And their age and years of service would need to equal at least 85 when added together.
El Camino, one of L.A.’s largest public schools, remains on the hook for potential lifetime benefits for most of its employees, who have a labor contract similar to the district’s. And that is not even its most pressing challenge. The school announced this week that it is parting ways with chief business officer Marshall Mayotte and that executive director David Fehte would see an unspecified reduction in his reported base pay of $221,475. 
The school is trying to stave off a takeover from L.A. Unified following allegations of poor financial management practices and misspending by Fehte.L.A. Unified backs down and agrees to provide lifetime benefits to charter school teachers - LA Times:

FairTest Proposes One Possible Path Away from Test-and-Punish | janresseger

FairTest Proposes One Possible Path Away from Test-and-Punish | janresseger:

FairTest Proposes One Possible Path Away from Test-and-Punish

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FairTest, the National Center for Fair and Open Testing, has released an important brief,Assessment Matters: Constructing Model State Systems to Replace Testing Overkill.  The new Every Student Succeeds Act (ESSA), which replaced No Child Left Behind last December, opens the possibility of experimentation with some softening of test-and-punish.  There will be no quick turnaround, and it surely will not begin before a new President and new Secretary of Education take over in January. But as FairTest explains, under ESSA there is at least now a chance for states to begin experimenting with change.
FairTest shows how states can take advantage of an experiment—written into the Every Student Succeeds Act—to crawl out from under the avalanche of standardized testing into the sunlight of a program that is its exact opposite: schools’ evaluating students with portfolios of work created in their classrooms under the guidance of their teachers: “FairTest proposes a model system to maximize high-quality assessment within ESSA’s constraints… Unlike NCLB, which revolved around standardized test scores, the model begins with classroom-based evidence that emanates from ongoing student work. FairTest’s model is rooted in exemplary practice and a set of principles derived from decades of assessment reform efforts. The primary purpose of this innovative system is to support high-quality, individualized student learning.  It is guided by teachers but substantially student controlled, with multiple ways to demonstrate learning… Districts or consortia of schools or districts, have the flexibility to ensure the structure and nature of their assessment systems address their local needs and challenges. This could range from assessments rooted in inquiry- and project-based learning, with extensive student choice, to more traditional curriculum, instruction and tests.”
The Every Student Succeeds Act’s  “Innovative Assessment” pilot project allows for up to seven states to try out new testing models as a substitute for federally mandated annual standardized tests.  Now this is sort of tricky, because there are all sorts of requirements that seem daunting: “A full new system must include English language arts (ELA) and math assessments in at least grades 3-8 and once in high school, plus three grades of science…. A pilot can start with a limited number of districts but must include a plan to become statewide in five years, though extensions are allowed… During the pilot period, the new assessments must also be comparable with current state tests.  ESSA draft regulations list ways in which such comparability can be established.  These include administering the state exam to all FairTest Proposes One Possible Path Away from Test-and-Punish | janresseger:


With A Brooklyn Accent: Notorious Phd Debate Post Mortem: Hide Your Children-It's Going to be a Wild Ride

With A Brooklyn Accent: Notorious Phd Debate Post Mortem: Hide Your Children-It's Going to be a Wild Ride:

Notorious Phd Debate Post Mortem: Hide Your Children-It's Going to be a Wild Ride


Donald Trump at his best in a public forum- which we saw last night- was not enough to turn the tide of the building momentum for Hillary Clinton.
First, his image as a bully was confirmed by his propensity to interrupt Hillary Clinton and the moderators, which he did over and over again. It was also symbolized by his propensity to get up and stand behind Hillary Clinton, almost as if he was trying to intimidate her. These gestures confirm the image he created from the Republican debates, from his persona at rallies, and from the Access Hollywood tapes.
Because of this, Mr Trump made NO HEADWAY in trying to win over college educated women skeptical of his candidacy, and young women voters.
Second, Mr Trump resorted to the demagogues path of hyperbole and insult over and over again, letting repetition substitute for analysis while Ms Clinton made substantive detailed presentations on policy. To wit:
Obamacare = Disaster
Inner Cities = Disaster
NAFTA = Greatest Disaster in American History
Hillary Clinton= She Lies

At times, as when claiming that murder rates rose the fastest in over forty years, his analysis was wildly inaccurate and will not stand up to fact checking
Third, he attacked Barack Obama ("we can't afford four more years of Obama) at a time when he is far more popular in polls than either he or Ms Clinton.
The result: Mr Trump made NO HEADWAY among the following groups of voters he needed to sway to have any chance of winning the election'
College Educated Suburban Women
African American Voters
Latino Voters
Young Voters.
He did assure that all attempts by Republic Leaders to force him to resign were nipped in the bud.
This election is going down to the wire. Hang on to your hats and hide your children
It's going to be a wild ride.