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Showing posts with label PUBLIC SCHOOLS. Show all posts
Showing posts with label PUBLIC SCHOOLS. Show all posts

Saturday, May 15, 2021

Jersey Jazzman: Lakewood, NJ: Where Public Schools Are Left To Whither, Part IV

Jersey Jazzman: Lakewood, NJ: Where Public Schools Are Left To Whither, Part IV
Lakewood, NJ: Where Public Schools Are Left To Whither, Part IV



In the decade I've been writing this blog, I've seen some really horrible behavior towards teachers (a prime example here). But I don't think I've ever seen anything quite like this:

This is from last September, when the Lakewood Education Association (LEA), the local teachers union, was, like all other local unions in the state, advocating for the health and safety of its members while districts made opening plans. 

Maybe you sympathize with the teachers; maybe you don't. But the truly obnoxious behavior of Michael Inzelbuch, the district's attorney, is remarkable. Inzelbuch wound up apologizing, as he should have, although as far as apologies go this one is awfully weak: CONTINUE READING: Jersey Jazzman: Lakewood, NJ: Where Public Schools Are Left To Whither, Part IV

Saturday, May 8, 2021

Diversity is the Most Important Reason to Save Public Schools | gadflyonthewallblog

Diversity is the Most Important Reason to Save Public Schools | gadflyonthewallblog
Diversity is the Most Important Reason to Save Public Schools




Public schools are under attack.

So what else is new?

It’s been so since the first moment the institution was suggested in this country  by revolutionaries like Thomas Jefferson:

“Education is here placed among the articles of public care… a public institution can alone supply those sciences…”

And John Adams:

“The whole people must take upon themselves the education of the whole people and be willing to bear the expenses of it.

But as the founders saw public education as primarily a means of securing democracy by creating informed citizens able to intelligently vote, that is only one of CONTINUE READING: Diversity is the Most Important Reason to Save Public Schools | gadflyonthewallblog

Tuesday, May 4, 2021

Charles Siler: A Former Privatizer Changes Sides | Diane Ravitch's blog

Charles Siler: A Former Privatizer Changes Sides | Diane Ravitch's blog
Charles Siler: A Former Privatizer Changes Sides




Charles Siler had excellent credentials to work in the privatization movement. In this article, he explains why he switched sides. To learn more about Charles Siler, watch this video in which I interviewed him.

Confessions of a Former Privatizer Why I Don’t Want to Eradicate Public Schools Anymore

I spent years working to privatize public schools. I realized that I was wrong, and am now proud to call myself a public education advocate.

By Charles Siler

Nearly all my life I believed public schools were obstacles to success, achievement, and social mobility for individuals and our society as a whole. And it wasn’t just schools. This was my belief about nearly all government activity. I saw government agencies as little more than hives of self-serving bureaucrats looking for ways to CONTINUE READING:  Charles Siler: A Former Privatizer Changes Sides | Diane Ravitch's blog

MICHELLE GOLDBERG | Why the Right Loves Public School Culture Wars - The New York Times

Opinion | Why the Right Loves Public School Culture Wars - The New York Times
Why the Right Loves Public School Culture Wars


There is a quote from Ralph Reed that I often return to when trying to understand how the right builds political power. “I would rather have a thousand school board members than one president and no school board members,” the former leader of the Christian Coalition said in 1996. School board elections are a great training ground for national activism. They can pull parents, particularly mothers, into politics around intensely emotional issues, building a thriving grass roots and keeping it mobilized.

You could easily write a history of the modern right that’s about nothing but schools. The battles were initially about race, particularly segregation and busing. Out of those fights came the Christian right, born in reaction to the revocation of tax exemptions for segregated Christian schools. As the Christian right grew, political struggles over control of schools became more explicitly religious. There were campaigns against allowing gay people to work in schools and against teaching sex education and evolution.

Now the Christian right has more or less collapsed as anything but an identity category. There are still lots of religious fundamentalists, but not, post-Donald Trump, a movement confidently asserting itself as the repository of wholesome family values. Instead, with the drive to eradicate the teaching of “critical race theory,” race has moved back to the center of the public-school culture wars.

I put critical race theory in quotes because the right has transformed a term that originally referred to an academic school of thought into a catchall for resentments over diversity initiatives and changing history curriculums. Since I first wrote about anti-critical race theory activism in February, it’s become hard to keep up with the flurry of state bills aimed at banning the teaching of what are often called “divisive concepts,” including the idea, as a Rhode Island bill puts it, that “the United States of America is fundamentally racist or sexist.” “We will reject Critical Race Theory in our schools and public institutions, and we will CANCEL Cancel Culture wherever it arises!” the irony-challenged Mike Pence tweeted last week.

As The Washington Post’s Dave Weigel pointed out, Glenn Youngkin, a candidate in Virginia’s Republican primary, recently released four anti-critical race theory videos in 24 hours.

Part of the reason the right is putting so much energy into this crusade is because it can’t whip up much opposition to the bulk of Joe Biden’s agenda. Biden’s spending plans are much more ambitious than Barack Obama’s were, but there’s been no new version of the Tea Party. Voters view this president as more moderate than Obama, a misconception that critical race theory scholars would have no trouble explaining. Republicans have groused about how hard Biden is to demonize. They need a more frightening, enraging villain to keep their people engaged.

Critical race theory — presented as an attack on history, a program to indoctrinate children and a stealth form of Marxism — fits the bill. The recent elections in Southlake, Texas, show how politically potent the backlash to critical race theory can be.

In 2018, the affluent Texas suburb was in the news for a viral video of a group of laughing white students shouting the N-word. Black residents told reporters about instances of unambiguous racism, like a sixth grader joking to a Black student, “How do you get a CONTINUE READING: Opinion | Why the Right Loves Public School Culture Wars - The New York Times

Wednesday, April 28, 2021

How Racism Affects Children of Color in Public Schools - LA Progressive

How Racism Affects Children of Color in Public Schools - LA Progressive
How Racism Affects Children of Color in Public Schools



he unaffected parts of the world refuse to acknowledge that racism is alive and kicking even when it stares us all in the face. The truth is, we have to eventually face and deal with this monster, even if it means tearing down fickle castles we have built in the air for centuries. Only when we accept that children of color get a lower quality of education when compared to their Caucasian counterparts and find a way to rectify this can we say we are finally working on racism. This is long overdue, of course.

Although many people are blind to it, racism is still a big issue in learning institutions. Many essay writers have penned papers and opinion pieces with examples on how this issue has been affecting – and continues to affect – children of color. There are so many racism essay topics online that show the unseen extents of this practice. Poor representation in gifted programs and significantly lower quality of education are results of those in power refusing to acknowledge racism.

When you withhold quality of education from children of color high, they will forever lag behind and eventually believe that they are indeed inferior to their Caucasian counterparts.

One of the reasons most people refuse to see racism is in the way it is packaged. It’s in disparities in the disciplinary measures taken against students of different ethnicities, less funding for some school districts, and subtle segregation. Research has shown children of color in US public schools have to do with less than their white counterparts in most parts of the country.  

What Is Racism in the Modern World?

Just like a virus, racism mutates. These days, it presents itself in subtle ways where if one is not keen, they might miss it completely. It is in people of one race avoiding contact with those of a CONTINUE READING: How Racism Affects Children of Color in Public Schools - LA Progressive

Saturday, April 17, 2021

Steven Singer: Diversity is the Most Important Reason to Save Public Schools | Diane Ravitch's blog

Steven Singer: Diversity is the Most Important Reason to Save Public Schools | Diane Ravitch's blog
Steven Singer: Diversity is the Most Important Reason to Save Public Schools



Steven Singer, a teacher in Pennsylvania, explains what is most important to him in public education:

Diversity is the Most Important Reason to Save Public Schools

Public schools are under attack.

So what else is new?

It’s been so since the first moment the institution was suggested in this country  by revolutionaries like Thomas Jefferson:

“Education is here placed among the articles of public care… a public institution can alone supply those sciences…”

And John Adams:

“The whole people must take upon themselves the education of the whole people and be willing to bear the expenses of it.”

But as the founders saw public education as primarily a means of securing democracy by creating informed citizens able to intelligently vote, that is only one of its many benefits today.

Compared to its main alternatives – charter, voucher, and private schools – public schools are more fiscally responsible, democratically controlled and community oriented.

However, these are not the most important reasons to cherish our system of public schools. CONTINUE READING: Steven Singer: Diversity is the Most Important Reason to Save Public Schools | Diane Ravitch's blog

Thursday, March 25, 2021

New Report finds DOE overspent by many millions on charter school rental subsidies for charter schools and owed millions to co-located public schools for facility upgrades | Class Size Matters

New Report finds DOE overspent by many millions on charter school rental subsidies for charter schools and owed millions to co-located public schools for facility upgrades | Class Size Matters 
New Report finds DOE overspent by many millions on charter school rental subsidies for charter schools and owed millions to co-located public schools for facility upgrades

Analysis by Class Size Matters reveals that in FY 2020, over $11.6 million was spent on lease subsidies for charter schools owned by their Charter Management Organization or affiliated organization, and $9.6 million in state reimbursements for lease subsidies were sacrificed



New York, NY (March 25, 2021) – Today, Class Size Matters released a new report, posted here, showing that the DOE has overspent on rental subsidies to charter schools by many millions, and underspent by many millions on the legally required matching funds for public schools co-located with charters.

The new report, DOE Overspending on Charter School Facility Costs and Underspending on Matching Funds to Public Schools, includes updated information provided by the DOE in response to a letter sent by the New York City Comptroller’s Office about the findings of an earlier report produced by the nonprofit organization.

“We were surprised to find that the DOE confirmed many of the findings of our earlier report to the Comptroller, either directly or indirectly, and did not dispute any part of the report’s analysis, which showed that the DOE overspent by many millions on charter leases and underspent by many millions on matching funds to public schools,” said Leonie Haimson, the Executive Director of Class Size Matters.

The new report finds that in FY 2020, the DOE paid approximately $108 million for charter school rental subsidies with the state reimbursing about $65 million, amounts that are likely to increase rapidly each year, as enrollment and rental costs increase. Despite this, Governor Cuomo has proposed eliminating all state reimbursements for charter school rental assistance in his Executive budget, which is estimated to cost the city $100 million in FY 2022 and significantly increase in cost over future years.

“As this report makes clear, New York City is the only district in the state and the nation obligated to help pay for charter school rent and the costs are rising sharply every year,” said New York City Council Finance Chair Daniel Dromm. “Now Governor Cuomo is threatening to eliminate any state CONTINUE READING: New Report finds DOE overspent by many millions on charter school rental subsidies for charter schools and owed millions to co-located public schools for facility upgrades | Class Size Matters 

Wednesday, March 24, 2021

Widespread Attacks on Voting Rights and Attempts to Privatize Public Schools Together Threaten Democracy | janresseger

Widespread Attacks on Voting Rights and Attempts to Privatize Public Schools Together Threaten Democracy | janresseger
Widespread Attacks on Voting Rights and Attempts to Privatize Public Schools Together Threaten Democracy



In Friday’s NY Times, columnist Jamelle Bouie reflected on Georgia Senator Raphael Warnock’s first speech on the Senate floor:

“Warnock is the first African-American to represent Georgia in the Senate and only the second elected from the South since Reconstruction. His presence on the Senate floor is historic just on its own.  It represents progress—and yet it is also evocative of the past. A Black lawmaker from the South, urging his mostly white colleagues to defend the voting rights of millions of Americans is, to my mind, an occasion to revisit one particular episode in the history of American democracy: the fight in Congress over the Civil Rights Act of 1875.”

Bouie summarizes what was in this bill, proposed by Massachusetts Senator Charles Sumner in a Reconstruction Congress right after the Civil War: “As originally written, Sumner’s bill would, ‘Secure equal rights in railroads, steamboats, public conveyances, hotels, licensed theaters, houses of public entertainment, common schools, and institutions of learning authorized by law, church institutions, and cemetery associations incorporated by national or State authority; also on juries in courts, national and State.'” In 1871, the bill was repeatedly blocked in committee, but Senator Sumner reintroduced it in modified form in 1873: “This revised bill added a clause that stated that ‘no citizen of the United States shall, by reason of race, color, or previous condition of servitude, be excepted or excluded from full and equal enjoyment’ of ‘common schools and public institutions of learning, the same being supported by moneys derived from general taxation or authorized by law.'”

School integration held up the bill’s passage, however, and when it finally passed in 1875, “It did so without the schools clause.” “It was the schools clause that proved especially CONTINUE READING: Widespread Attacks on Voting Rights and Attempts to Privatize Public Schools Together Threaten Democracy | janresseger

Wednesday, March 17, 2021

Disciplining Ourselves to Stay On Message and Make a Difference for Our Children and Their Public Schools | janresseger

Disciplining Ourselves to Stay On Message and Make a Difference for Our Children and Their Public Schools | janresseger
Disciplining Ourselves to Stay On Message and Make a Difference for Our Children and Their Public Schools



Over 50 million children and adolescents attend public schools in the United States. Our public schools are spread across every city, town, suburb and rural area. And because they are established and regulated by laws, they embody a promise to protect the rights and serve the needs of all children. The protections embodied in our laws have expanded over more than two centuries as our society’s understanding of children’s rights and needs has grown.

In his new book, Schoolhouse Burning, Derek Black reminds readers about the history and significance of our public system of education along with the protection of voting rights as the two central guarantees of our democracy: “This book has told the story of a nation founded on the idea of a self-governing citizenry, bound together by public education.” (Schoolhouse Burning, p. 225) “Public education represents a commitment to a nation in which a day laborer’s son can go to college, own a business, maybe even become president. It represents a nation in which every person has a stake in setting the rules by which society will govern itself, where the waitress’s children learn alongside of and break bread with the senator’s and CEO’s children. Public education represents a nation where people from many different countries, religions, and ethnic backgrounds come together as one for a common purpose around common values.” (Schoolhouse Burning, p. 250)

Here in Ohio, we’ve been discussing Derek Black’s new book—about 80 of us gathered on ZOOM. Despite the awkwardness of being together CONTINUE READING: Disciplining Ourselves to Stay On Message and Make a Difference for Our Children and Their Public Schools | janresseger

Tuesday, March 9, 2021

Jersey Jazzman: Lakewood, NJ: Where Public Schools Are Left To Wither, Part I

Jersey Jazzman: Lakewood, NJ: Where Public Schools Are Left To Wither, Part I
Lakewood, NJ: Where Public Schools Are Left To Wither, Part I



If you follow K12 policy, you've probably noticed that the school privatization crowd has recently become reenergized. The folks from right-wing think tanks and the professional school "choice" promoters have been pushing the idea of school vouchers hard, certain that the pandemic has created widespread dissatisfaction with our current system of public school districts.

Many times I've seen these people make the argument that private schools are fully open, and the only reason public schools are not is the intransigence of teachers unions and fecklessness of school boards. Of course, it's hardly that simple: consider that many "no excuses" charter schools -- free of both unions and BOEs -- remain closed. We also really don't know how many private schools are open, or to what extent, or with what consequences.

Nonetheless, the privatizers see an opening. And considering the number of wingnuts out there who think COVID isn't a serious threat that requires extraordinary actions to secure schools, they may be right. School privatization was, to my mind, always a secondary part of the overall conservative agenda, but that may have changed, if only in the short term.

Given the renewed focus on vouchers, I think we're justified in taking some time to really CONTINUE READING: Jersey Jazzman: Lakewood, NJ: Where Public Schools Are Left To Wither, Part I

Tuesday, March 2, 2021

Resilient Public Schools: Bright and Dark Sides (Part 4) | Larry Cuban on School Reform and Classroom Practice

Resilient Public Schools: Bright and Dark Sides (Part 4) | Larry Cuban on School Reform and Classroom Practice
Resilient Public Schools: Bright and Dark Sides (Part 4)




Why have U.S. public schools rebounded from natural disasters like Covid-19?

Answer: Americans’ social beliefs both in the importance of schooling, what a “real” school looks like, and the long-term efficiency of the age-graded school organization with its “grammar of schooling” explain why public schools gradually reopened its doors.

American confidence in tax-supported schools giving all children an equal shot at getting educated (albeit marred by continuing inequalities), receiving a diploma, and entering the labor market has been sustained through economic booms and busts, through war and peace, through closures from disasters and reopenings. [1]

While public support for tax-supported schools has wavered over the decades, it remains a trusted institution that a majority of parents support. In answer to the question: How satisfied are you with the quality of education your oldest child is receiving? Since 1999, the percentage ranged from a low of 68 percent to a high of 82 percent in 2019 saying they were “completely” or “Somewhat Satisfied.” Parents registered a drop from 2019 to 2020—the poll was done during the pandemic—of 10 points, from 82 to 72 percent satisfied.[2]

Public confidence in schools is embedded in the common picture held by most Americans of what a “real” school is like. A “real” elementary school, for CONTINUE READING: Resilient Public Schools: Bright and Dark Sides (Part 4) | Larry Cuban on School Reform and Classroom Practice

Monday, March 1, 2021

Resilient Public Schools: Bright and Dark Sides (Part 3) | Larry Cuban on School Reform and Classroom Practice

Resilient Public Schools: Bright and Dark Sides (Part 3) | Larry Cuban on School Reform and Classroom Practice
Resilient Public Schools: Bright and Dark Sides (Part 3)



In part 3 of this series, I describe and analyze the growth and spread of computer devices over the past four decades as incremental, not fundamental changes in classroom instruction.

*In 1981, 18 percent of schools had computers; in 1991, 98 percent had them.

*In 1981, 16 percent of schools used computers for instructional purposes. By 1991, 98 percent did so.

*In 1981, there were, on average, 125 students per computer; in 1991, there were 18. [i]

In these years, using classroom computers was a glistening novelty that policymakers, parents and vendors urged schools to buy and use. The beliefs then were that increased use of these seemingly magical machines would improve teaching by getting students to learn more, faster, and better. Moreover, using these devices would provide job entrƩe into companies that were quickly moving from analog to digital and the rapidly growing occupations of programmers, engineers, and technical support.

There was an initial Golly, Gee Whiz moment when computers appeared in school libraries and special rooms called “labs” in the 1980s.  Then, as prices for CONTINUE READING: Resilient Public Schools: Bright and Dark Sides (Part 3) | Larry Cuban on School Reform and Classroom Practice

Friday, February 26, 2021

Resilient Public Schools: Bright and Dark Sides (Part 2) | Larry Cuban on School Reform and Classroom Practice

Resilient Public Schools: Bright and Dark Sides (Part 2) | Larry Cuban on School Reform and Classroom Practice
Resilient Public Schools: Bright and Dark Sides (Part 2)


In Part 1 of this series of posts, I described the times that public schools have closed because of the influenza pandemic a century ago, polio epidemics during the middle decades of the 20th century, and the disruption of schooling in New Orleans after Hurricane Katrina in 2005. Of note, then, is that on all of these occasions the age-graded school withstood disasters and adapted, essentially remaining the primary way of organizing school for instruction. Also of note is that districts mobilized technologies of the day for emergencies (except for New Orleans) and downsized classroom usage of technology when crises had passed. Part 2 looks more closely at the uses of technology in classroom lessons.

Technology in age-graded schools before, during, and after disruptions

Only three times in the past century has technology been the primary medium of instruction. One was planned and two were unplanned occurring after natural disasters.

The planned use of technology as the primary medium of instruction occurred in the mid-1960s. Research studies comparing lessons taught via television and those by teachers in classrooms concluded at the time that learning—as measured by standardized tests—was equivalent.  So the idea that this brand-new technology might upend traditional instruction captured U.S. educational decision-makers.

 In one ambitious innovation, the federal government established television  as CONTINUE READING: Resilient Public Schools: Bright and Dark Sides (Part 2) | Larry Cuban on School Reform and Classroom Practice

Wednesday, February 24, 2021

Resilient Public Schools: Bright and Dark Sides (Part 1) | Larry Cuban on School Reform and Classroom Practice

Resilient Public Schools: Bright and Dark Sides (Part 1) | Larry Cuban on School Reform and Classroom Practice
Resilient Public Schools: Bright and Dark Sides (Part 1)



For the past few months I have been thinking a lot about the upending of public schools by the Covid-19 pandemic. As someone who has studied the history of school reform in the U.S., I have been trying to make connections with the past that might inform present-day debates over district policies and classroom practices. So I am beginning a multi-part series of posts on the central point I have found that connects the past with the present: the resiliency of public schools over the past century and a half.

When educators speak of resiliency, they more often than not speak of it as a personal trait that individuals have such as perseverance, grit, the capacity to bounce back from adversity, and similar points. In these posts, I use the concept to capture one critical institutional feature of a well-known community institution that too often goes unnoticed.

In doing the research on the institutional resiliency of public schools over the past 150 years, I have also discovered that there is a bright and dark side to this important concept as applied to public schools. I welcome comments on these draft posts.

Hurricanes, earthquakes, and viral pandemics have closed schools in the past. These temporary disruptions forced parents, government officials, and school leaders to find alternative ways to organize schooling and teach the young. Each emergency revealed anew the interconnectedness of our lives. Parents realized the complexities of home teaching of content and skills, the need for enormous patience, and, yes, the importance of schools to the rest of society. Each upheaval CONTINUE READING: Resilient Public Schools: Bright and Dark Sides (Part 1) | Larry Cuban on School Reform and Classroom Practice

Friday, February 5, 2021

Carol Burris: Cardona Is a Public School Guy | Diane Ravitch's blog

Carol Burris: Cardona Is a Public School Guy | Diane Ravitch's blog
Carol Burris: Cardona Is a Public School Guy



Carol Burris, executive director of the Network for Public Education, watched the Senate confirmation hearings of Miguel Cardona for Secretary of Education. She was delighted to hear his responses on issues that matter to friends of the public schools.

She wrote for this blog:

On February 3, I tuned in and listened to Dr. Miguel Cardona’s confirmation hearing for Secretary of Education.  I was anxious to hear his response to questions about school choice, integration, equity, testing, and schools’ reopening.

I was curious to see if Dr. Cardona would, like his three predecessors, Duncan, King, and De Vos, carry the banner for charter schools and seek to expand the Federal Charter Schools Program. Was he someone who believed that setting schools in the arena to compete benefits students?  Does he prefer the private governance of schools?

The first question on school choice was asked by Republican Tim Scott of South Carolina, who voiced his CONTINUE READING: Carol Burris: Cardona Is a Public School Guy | Diane Ravitch's blog

Monday, February 1, 2021

Education Law Center Exposes Collapse of States’ Investment in Public Schools Since 2008 | janresseger

Education Law Center Exposes Collapse of States’ Investment in Public Schools Since 2008 | janresseger
Education Law Center Exposes Collapse of States’ Investment in Public Schools Since 2008




One of the ways we attribute meaning to what we see is through stories.  Here is the story of my school district. We are among the top districts in Ohio in the local school property taxes we have voted.  But our district was forced to cut teachers and programs this year, and the teachers almost went on strike because of threatened cuts to their health care benefits despite that, in November, we passed yet another local school property tax operating levy. When my children were in elementary school in the 1980s and early 1990s, each school had a nurse and each school had a certified librarian, but now schools share nurses and the libraries are staffed by aides. Looking at this situation from a purely local point of view, many people in my community interpret these facts in a way that blames the district for mismanagement or salaries that are too high, or both.

But a new report from The Education Law Center insists that citizens must expand their understanding of funding public schools beyond the local story: “The political dynamics in state capitols have profound implications for the level and distribution of school funding. Nationally, state sources (mainly sales and income tax) provide 47%, and local sources (overwhelmingly from property taxes) provide 45% of the revenue to support public schools. The federal government contributes the remaining 8%. When state governments allow tax revenues to decline or remain stagnant, public schools, which states are legally obligated to maintain and support, pay the price. Elementary and secondary education on average accounts for 36% of states’ general fund spending, the most of any state government services.”

The Education Law Center’s new report, $600 Billion Lost: State Disinvestment in Education Following the Great Recession, sets the financial crisis in my school district and a mass of other school districts in a much clearer context. The Education Law Center blames state policy over more than a decade as the primary cause of our dilemma. I already had some understanding of the current fiscal problems for the nation’s public schools because, for years, I have been reading reports on this topic from the Center on Budget and Policy Priorities (see this example).  But the new report is short, up to date, readable, and extremely important for CONTINUE READING: Education Law Center Exposes Collapse of States’ Investment in Public Schools Since 2008 | janresseger