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Sunday, March 14, 2021

New Study: School Streets Improve Air Quality - Popular Resistance Org

New Study: School Streets Improve Air Quality - PopularResistance.Org
NEW STUDY: SCHOOL STREETS IMPROVE AIR QUALITY




New Study Finds That School Streets Reduced Nitrogen Dioxide By Up To 23 Per Cent During Morning Drop Off.

81 per cent of parents and carers supported the measures at their children’s school and 18 per cent of parents reported driving to school less as a result of School Streets.

London, UK – Closing the roads around schools to traffic at pick-up and drop-off times has reduced polluting nitrogen dioxide levels by up to 23 per cent and is strongly supported by parents, new research published by the Mayor Sadiq Khan reveals.

To measure the air quality benefits of the new School Streets, 30 cutting-edge sensors from the Breathe London network were installed at 18 primary schools across Brent, Enfield and Lambeth to record nitrogen dioxide levels. The air quality monitoring project, funded by FIA Foundation and Bloomberg Philanthropies, was launched in September 2020 to give the most accurate indication yet of how the School Streets scheme is working. 

Since April 2020, almost 350 School Streets have been delivered across London with funding from Transport for London (TfL) and the boroughs to tackle children’s exposure to air pollution and improve their health.

Roads surrounding schools are closed to motor traffic at drop-off and pick-up times, enabling children to walk or cycle to school, reducing car trips and improving air quality. School Streets also provide space for social distancing and help to reduce road danger around schools, making journeys safer and easier.

Around half of London’s emissions come from road transport, and London’s toxic air already leads to thousands of premature deaths in the capital every year as well as stunting the development of young lungs and increasing cases of respiratory illness. Air pollution has also been linked to increased risk of contracting Covid-19 and experiencing the most serious effects.

TfL has also today published new survey results which suggest that interventions outside schools to make walking and cycling safer are popular with parents and carers and have contributed to a drop in car use. Parents and carers from 35 schools took part in the study and the results showed:   CONTINUE READING: New Study: School Streets Improve Air Quality - PopularResistance.Org

The Crumbling Facade of “No Excuses” and Educational Racism – radical eyes for equity

The Crumbling Facade of “No Excuses” and Educational Racism – radical eyes for equity
The Crumbling Facade of “No Excuses” and Educational Racism



Sarah Karp offers a long overdue and somewhat surprising opening lede for WBEZ Chicago, home to a number of charter school chains:

Chicago’s largest charter school network sent a letter to alumni this week admitting that its past discipline and promotion policies were racist and apologizing for them. The apology is notable not just as an acknowledgment of misguided policies, but as a repudiation of the “no-excuses” philosophy adopted by many charter schools during the 2000s.

 TOP CHICAGO CHARTER SCHOOL NETWORK ADMITS A RACIST PAST

“No excuses” ideologies and practices have been a foundational staple of charter schools disproportionately serving Black students, Hispanic students, and poor students well back into the 1990s but blossoming in the 2000s since both political parties jumped on the charter school bandwagon. By the late 2000s, mainstream media and the Obama administration were all-in on charter schools as “miracles.”

There were always two problems with the charter school mania and propaganda—data never supported the “miracle” claims (see my “Miracle School Myth” chapter), and worse of all, “no excuses” ideology has always been racist, shifting the blame and gaze onto students and teachers in order to ignore systemic inequity and racism.

“No excuses” schools always began with the assumption that Black, Hispanic, and poor students are fundamentally “broken” and must be “fixed”—an ugly and racist version of deficit thinking.

Almost a decade ago, I spoke at the University of Arkansas after the publication of my book on poverty and education; in that work and talk, I CONTINUE READING: The Crumbling Facade of “No Excuses” and Educational Racism – radical eyes for equity

Ed Notes Online: Outrage at Randi Grows -- Schumer and a Teachers’ Union Leader Secure Billions for Private Schools, NYT -- Oh, the Optics

Ed Notes Online: Outrage at Randi Grows -- Schumer and a Teachers’ Union Leader Secure Billions for Private Schools, NYT -- Oh, the Optics
Outrage at Randi Grows -- Schumer and a Teachers’ Union Leader Secure Billions for Private Schools, NYT -- Oh, the Optics




"This one is too much - good old Randi and Chuck" - Email from retired teacher

The pandemic relief bill includes $2.75 billion for private schools. How it got there is an unlikely political tale, involving Orthodox Jewish lobbying, the Senate majority leader and a teachers’ union president... NYT

Last year, Ms. Weingarten led calls to reject orders from Ms. DeVos to force public school districts to increase the amount of federal relief funding they share with private schools, beyond what the law required to help them recover.

Randi talking out of five sides of her mouth? I'm shocked there's gambling.

“We never anticipated Senate Democrats would proactively choose to push us down the slippery slope of funding private schools directly,” said Sasha Pudelski, the advocacy director at AASA, the School Superintendents Association, one of the groups that wrote letters to Congress protesting the carve-out. “The floodgates are open and now with bipartisan support, why would private schools not ask for more federal money?”

Among the Democrats who were displeased with Mr. Schumer’s reversal was Speaker Nancy Pelosi of California,

Randi Weingarten, who leads one of the nation’s most powerful teachers’ unions, acknowledged that the federal government had an obligation to help all schools recover from the pandemic. 

Oy vay, Randi. You mean those Orthodox communities with some of the highest COVID numbers in the city?  Let's reward them. 

[I know I will be called antisemitic or a self-hating Jew - one day I will talk about working in a school district where a religious CONTINUE READING: Ed Notes Online: Outrage at Randi Grows -- Schumer and a Teachers’ Union Leader Secure Billions for Private Schools, NYT -- Oh, the Optics

Union Leader Weingarten: Excluding Private Schools from $1.9 Trillion Relief Would Be a Shonda | The Jewish Press

Union Leader Weingarten: Excluding Private Schools from $1.9 Trillion Relief Would Be a Shonda | The Jewish Press - JewishPress.com | David Israel | 1 Nisan 5781 – March 13, 2021 | JewishPress.com
Union Leader Weingarten: Excluding Private Schools from $1.9 Trillion Relief Would Be a Shonda



The $1.9 trillion pandemic relief law, passed by the Democrats in both houses with zero Republican support, includes close to $3 billion earmarked for private schools – quite a surprise from the pro-public school Democrats. In fact, according to the NY Times, it was teachers’ union’s leader Randi Weingarten, a champion of public education, who supported Senate Majority Leader Chuck Schumer (D-NY) in acknowledging that the federal government was obligated to help all schools recover from the pandemic (Schumer and a Teachers’ Union Leader Secure Billions for Private Schools).

Weingarten, a graduate of Yeshiva University’s Cardozo School of Law, told the Times that “the nonwealthy kids that are in parochial schools, their families don’t have means, and they’ve gone through Covid in the same way public school kids have,” adding, “All of our children need to survive, and need to recover post-Covid, and it would be a shonda if we didn’t actually provide the emotional support and nonreligious supports that all of our children need right now and in the aftermath of this emergency.”




According to the Times, Schumer was lobbied by the Orthodox Jewish community in New York City, which upset other Democrats, mostly public school advocates, who fought the Trump administration’s efforts to use the last two Covid-19 relief bills to help private schools. CONTINUE READING: Union Leader Weingarten: Excluding Private Schools from $1.9 Trillion Relief Would Be a Shonda | The Jewish Press - JewishPress.com | David Israel | 1 Nisan 5781 – March 13, 2021 | JewishPress.com



EdAction in Congress March 14, 2021 - Education Votes

EdAction in Congress March 14, 2021 - Education Votes
EdAction in Congress March 14, 2021




American Rescue Plan makes biggest education investment in U.S. history, cuts child poverty in half

President Biden signed the American Rescue Plan into law on March 11, the day after Congress finally passed it. The $1.9 trillion stimulus package will provide critical funding for public schools, create and support millions of jobs, cut child poverty in half, make health care more affordable, and put this pandemic behind us.

“This historic legislation not only provides the resources to help every school building put in place the effective measures needed to keep students and educators safe; it also makes extraordinary investments that will lift countless children and families out of poverty and works to address the immense inequities that have systematically affected the most vulnerable students and communities of color,” said NEA President Becky Pringle. The bill provides economic relief, updates vaccination efforts, and helps educators and students return to in-person learning.

Over the past months, NEA members and activists wrote hundreds of thousands of messages and placed thousands of calls to their senators and representatives advocating for Congress to pass this package that will include the single largest investment ever in education funding, providing nearly $170 billion to public schools. READ MORE


House votes for common-sense gun reforms

Last Thursday, the House passed two common-sense gun reform bills: the Bipartisan Background Checks Act (H.R. 8), which requires a background check for every gun sold and most transfers, and the Enhanced Background Checks Act (H.R. 1446), which extends the initial background check review period from 3 to 10 days. Like most Americans, NEA members overwhelmingly support universal background checks. Firearms are the leading cause of death for African American children, and the second leading cause of death for all American children. Help keep our students safe by urging your senators to support legislation requiring a background check for every gun sold. TAKE ACTION


Updated Dream Act would help nearly 3 million

The House is preparing to vote on the American Dream and Promise Act (H.R. 6)—possibly, as early as this week. The bill would help more than 3 million undocumented individuals, including Dreamers brought to this country before age 18, recipients of Deferred Action for Childhood Arrivals (DACA), and people granted Temporary Protected Status (TPS) or Deferred Enforced Departure (DED) for humanitarian reasons—populations that include nearly 40,000 educators, according to the Migration Policy Institute.

Dreamers could obtain conditional legal status if they have a high school diploma or GED, are enrolled in a high school or GED program, or are enrolled in an apprenticeship program. They would have ten years to transition from conditional status to a green card, and could do so by earning a college degree, completing at least two years of postsecondary education, serving in the military for two years, or being employed for at least three years. The bill would also make Dreamers eligible for federal financial aid. TAKE ACTION


Senate Judiciary Committee to hold hearing on the Equality Act

This Wednesday, the Senate Judiciary Committee will hold a hearing on the Equality Act (S. 393). The bill would amend the Civil Rights Act of 1964, the Fair Housing Act, and other federal laws to include sexual orientation and gender identity, giving LGBTQ Americans explicit protection from discrimination in key areas of life: employment, housing, credit, education, public spaces and services, federally funded programs, and jury service. The current patchwork of state laws—most lack non-discrimination policies that include sexual orientation and gender identity—leaves many students and educators vulnerable to discrimination and sends the message LGBTQ Americans are second-class citizens. The House has already passed the Equality Act. Now, it’s up to the Senate. TAKE ACTION


Cheers and Jeers

Merrick Garland was confirmed as U.S. Attorney General by a vote of 70 to 30 with 20 Republicans joining their Democrat colleagues in approval.

 

Marcia Fudge was confirmed as Secretary of Housing and Urban Development by a vote of 66 to 34 with 16 Republicans joining their Democratic colleagues in approval.

 

The House passed the PRO Act (H.R. 842), which takes steps to reduce barriers to union organizing in the private sector, by a vote of 225-206 in which five Republicans supported the bill: Brian Fitzpatrick (PA), John Katko (NY), Chris Smith (NJ), Jeff Van Drew (NJ), and Don Young (AK).

Sen. Dick Durbin (D-IL) reintroduced the RETAIN Act (S. 686), which would provide tax incentives to encourage retention of early childhood and K-12 educators serving the students most in need.

Sens. Elizabeth Warren (D-MA), Ron Wyden (D-OR), Richard Blumenthal (D-CT), Ed Markey (D-MA), and Chris Murphy (D-CT) introduced the Educational Equity Challenge Grant Act (S. 729) to create a $100 billion application-based grant program over the next ten years to help accelerate academic progress and address students’ social, emotional, mental, behavioral, and physical health needs related to COVID-19.

Reps. Zoe Lofgren (D-CA) and Dan Newhouse (R-WA) reintroduced the Farm Workforce Modernization Act (H.R.1603) to provide a compromise solution that makes meaningful reforms to the H-2A agricultural guest worker program and creates a first-of-its-kind, merit-based visa program specifically for the agriculture sector.

Sen. Catherine Cortez Masto (D-NV) reintroduced the Renew America’s Schools Act (S. 694), bipartisan legislation to support America’s schools in making critical infrastructure upgrades that improve energy efficiency and reduce costs.

20 Republicans opposed confirming Merrick Garland as U.S. Attorney General.

 

16 Republicans opposed confirming Marcia Fudge as Secretary of Housing and Urban Development.



Should the Black Lives Matter Agenda Be Taught at School? - The Atlantic

Should the Black Lives Matter Agenda Be Taught at School? - The Atlantic
What Happens When a Slogan Becomes the Curriculum


Last month, a public-school district that serves mostly elementary and middle-school students in Evanston, Illinois, held its third annual Black Lives Matter at School Week of Action—using a curriculum, created in collaboration with Black Lives Matter activists and the local teachers’ union, that introduces children as young as 4 and 5 to some of America’s most complex and controversial subjects. For example, parents of kindergartners in District 65 were asked to spend time at home discussing a book on race that teachers had read aloud to their children.

Not My Idea: A Book About Whiteness, by Anastasia Higginbotham, begins with a white mother turning off a television set to prevent her little daughter from seeing footage of a white policeman shooting a Black man. “You don’t need to worry about this,” the mother says. “You’re safe. Understand? Our family is kind to everyone. We don’t see color.” The book corrects the mother: “Deep down, we all know color matters,” it states. “Skin color makes a difference in how the world sees you and in how you see the world … It makes a difference in how much trouble seems to find you or let you be.” The book teaches that the truth about “your own people, your own family” can be painful. Next to an illustration of the mother locking her car door and grasping her wallet while driving in a neighborhood where Black children are standing on the street, the narrator notes, “Even people you love might behave in ways that show they think they are the good ones.” Later, the little girl castigates her mother for trying to hide the police shooting and other racism. “Why didn’t anyone teach me real history?” she yells. “I do see color … You can’t hide what’s right in front of me. I know that what that police officer did was wrong!”

The book instructs a young white reader that she doesn’t need to “defend” racism, and it presents her with a stark decision. An illustration depicts a devil holding a “contract binding you to whiteness.” It reads:

You get:

✓stolen land

✓stolen riches

✓special favors†

WHITENESS gets:

✓to mess endlessly with the lives of your friends, neighbors, loved ones, and all fellow humans of COLOR

✓your soul

Sign below:

_____________

†Land, riches, and favors may be revoked at any time, for any reason.

In Evanston, parents are asked to quiz their kids on whiteness and give them approachable examples of “how whiteness shows up in school or in the community.” In its focus on “whiteness” and its invitation to readers to challenge racism by interrogating and rejecting it, the worldview of Not My Idea is similar to that of Robin DiAngelo’s White Fragility, now a staple of diversity-and-inclusion programs and anti-racism training. Not My Idea is also a jarringly CONTINUE READING: Should the Black Lives Matter Agenda Be Taught at School? - The Atlantic

A Florida Blogger You Should Read | Diane Ravitch's blog

A Florida Blogger You Should Read | Diane Ravitch's blog
A Florida Blogger You Should Read



I said I won’t repost blogs anymore, except for very rare occasions. I intend to stick to my promise.

So don’t consider this a repost. Consider it an introduction.

An ally in Florida sent me two blogs by Billy Townsend.

Here are the ones I read. I subscribed to his blog.

He wrote this blog for the benefit of Jennifer Berkshire, co-author of A Wolf at the Schoolhouse Door.

He says that Florida is the state that put the nation at risk. He explains why. Great reading.

In this one, he lays out exactly how to get Biden’s attention: prepare to run a primary against him for ignoring/betraying the parents and teachers devoted to public education. Active opposition, he says, will get the wolf away from the schoolhouse door.

In this one, he describes how the voucher schools that Florida wants more of include a large number of segregated and unaccredited schools. How cynical that Florida figured out a clever way to restore segregation by lying to black parents. He asks: CONTINUE READING: A Florida Blogger You Should Read | Diane Ravitch's blog

Teachers I Respect and Admire–Myrtle Davis | Larry Cuban on School Reform and Classroom Practice

Teachers I Respect and Admire–Myrtle Davis | Larry Cuban on School Reform and Classroom Practice
Teachers I Respect and Admire–Myrtle Davis



In this series of posts on teachers drawn from my 14 years of experience teaching history in three urban high schools between the mid-1950s and early 1970s and my experiences as a district superintendent, I write about teachers who I came to respect and admire. The first post was about an elementary school teacher whose classroom I visited many times while serving as superintendent of the Arlington (VA) public schools. The second post was about music teacher William Appling, a colleague of mine at Glenville High School in Cleveland (OH) in the mid-1950s to early 1960s. This post recovers an incident that occurred at Roosevelt High School in Washington, D.C. where I taught history in the early 1970s.

At Roosevelt High School in 1971, I taught five history classes a day—50-minute periods. While I had learned to pace myself much better than when I was taught at Glenville a decade earlier, I still found that teaching five classes with three preparations (sociology, government, and U.S. history) forced me to make compromises in both the what and how of teaching. I had wanted to prepare new materials for at least a few of my classes but the work was too much for me if I wanted a life outside of school–I was married and had two daughters at the time. Nor could I assign essays twice a week in each class, once a week was all I could manage. I could see only a fraction of my 150 students before and after school and during my one preparation period. I saw only those who needed the most help; I practiced educational triage.

What drove me to do more, however, was the students’ response to the history labs (learning centers or teaching stations, as some called them) that I set up CONTINUE READING: Teachers I Respect and Admire–Myrtle Davis | Larry Cuban on School Reform and Classroom Practice

FLASH BACK: How Education Reform Ate the Democratic Party | Jennifer C. Berkshire

How Education Reform Ate the Democratic Party | Jennifer C. Berkshire
FLASH BACK: How Education Reform Ate the Democratic Party



The Democrats and DeVos have more in common than they’d care to admit

IN A FACEBOOK POST THIS SUMMER, hedge fund billionaire Daniel Loeb took aim at the highest ranking Black woman in the New York legislator, Andrea Stewart-Cousins. “[H]ypocrites like Stewart-Cousins who pay fealty to powerful union thugs and bosses,” wrote Loeb, “do more damage to people of color than anyone who has ever donned a hood.” The rant, which had the exquisite misfortune of appearing just days before the actual KKK took to the streets of Charlottesville to menace nonwhite people and their allies, struck a familiar Loeb theme. In a previous post he implored his peer to take up the fight against the teachers union: “the biggest single force standing in the way of quality education and an organization that has done more to perpetuate poverty and discrimination against people of color than the KKK.”

It would be easy to dismiss all this frothing as just Loeb being Loeb. This is, after all, the same crusader for justice who once lambasted a CEO for his imperial lifestyle, not an easy charge to level from a ten-thousand-square-foot penthouse. But the NYC financier is not just any hedge fund billionaire. As the chair of the board of Success Academy, New York’s largest network of charter schools, he is a leading force within the nexus of big money and self-proclaimed school “reformers” within the Democratic party. While Loeb doesn’t limit his donations to Dems (as his profile on the married-but-looking dating site, Ashley Madison, indicated, he is not one to be tied down), he exerts the kind of outsized influence that $3.2 billion in net worth reliably commands these days.

There’s another reason why we can’t dismiss Loeb’s view that teachers unions promote income inequality and serve as a barrier to progress of any sort as just another crackpot rich-bro outburst. That’s because it’s now a key policy plank of responsible elite opinion almost everywhere. Flip back to The Economist—the bible of savvy, entrepreneurial-minded social criticism—circa 2012, and you’ll find Loeb’s screed rendered in assured magazine prose, minus the overt racist incitements. To wit: “no Wall Street financier has done as much damage to American social mobility as the teachers’ unions have.”

And where The Economist goes, influential “thought leaders” are sure to follow. So now, as America ponders the mounting economic disequilibriums that gave rise to the CONTINUE READING: How Education Reform Ate the Democratic Party | Jennifer C. Berkshire

How My Theory Of Knowledge Students Evaluated Our Class – And Me! | Larry Ferlazzo's Websites of the Day...

How My Theory Of Knowledge Students Evaluated Our Class – And Me! | Larry Ferlazzo's Websites of the Day...
HOW MY THEORY OF KNOWLEDGE STUDENTS EVALUATED OUR CLASS – AND ME!



As regular readers know, I usually have students in my class do anonymous class evaluations three or so times each year (I don’t just wait until the end because then it’s too late to make any adjustments, at least for that class).

You can find many related previous posts at Best Posts On Students Evaluating Classes (And Teachers), and you can see how my ELL History students evaluated me at a post published a couple of days ago (HOW MY ELL HISTORY STUDENTS HAVE EVALUATED OUR CLASS – AND ME!).

I haven’t done them as often this year because I’ve been meeting regularly with Leadership Teams in all my classes and inviting – and receiving – a lot of candid feedback that has helped me make a number of changes as this year of full-time distance learning has progressed.  One of the best changes that has come out of those discussions is making sure that there is enough in-class time to complete assignments so that students don’t have homework to do (except, of course, if they are absent from the class).

One student did give me an F, though she said it was for “Fantastic.”  That’s better than the year The Washington Post picked up on one of my blog posts and published an article with this headline: NEWS BREAK (not breaking news): Teacher asks students to grade him. One wrote: ‘I give Mr. Ferlazzo an A at being annoying.’

Here are the results of last week’s student evaluation (I think the answers to the last question are the most CONTINUE READING: How My Theory Of Knowledge Students Evaluated Our Class – And Me! | Larry Ferlazzo's Websites of the Day...

Friday, March 12, 2021 NewBlackMan (in Exile) TODAY #BLM #BLACKLIVESMATTER

 NewBlackMan (in Exile)


NewBlackMan (in Exile) TODAY



Remembering Bayard Rustin: The Man Behind the March on Washington
" Bayard Rustin , the man behind the March on Washington, was one of the most consequential architects of the civil rights movement you may never have heard of. Rustin imagined how nonviolent civil resistance could be used to dismantle segregation in the United States. He organized around the idea for years and eventually introduced it to Dr. Martin Luther King Jr. But his identity as a gay man m
Black Coffee: Tiny Desk (Home) Concert
" Black Coffee , a figurehead of the global South African dance movement, is known for his undeniable DJ sets and AfroHouse anthems that (under normal circumstances) light up dancefloors around the world. He brings that same feeling to his Tiny Desk (home) concert, but with a unique configuration: live instrumentation."

 NewBlackMan (in Exile)