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Monday, April 6, 2015
empathyeducates – Chomsky: The Corporate Assault on Public Education
empathyeducates – Chomsky: The Corporate Assault on Public Education:
Chomsky: The Corporate Assault on Public Education
The following is Part II of the transcript of a speech Noam Chomsky delivered in February on “The Common Good.” Click here to read Part I.
Let’s turn to the assault on education, one element of the general elite reaction to the civilizing effect of the ‘60s. On the right side of the political spectrum, one striking illustration is an influential memorandum written by Lewis Powell, a corporate lawyer working for the tobacco industry, later appointed to the Supreme Court by Richard Nixon. At the other end of the narrow spectrum, there was an important study by the Trilateral Commission, liberal internationalists from the three major state capitalist industrial systems: the US, Europe and Japan. Both provide good insight into why the assault targets the educational system.
More revealing is the reaction from the opposite extreme, the liberal internationalists, those who staffed the Carter administration, in their study called “The Crisis of Democracy.” The crisis that they perceived was that there was too much democracy. The system used to work fine when most of the population was silent, passive, apathetic and obedient. The American rapporteur, Professor Samuel Huntington of Harvard, looked back with nostalgia to the good old days when “Truman had been able to govern the country with the cooperation of a relatively small number of Wall Street lawyers and bankers,” so that democracy flourished, with no crisis.
Chomsky: The Corporate Assault on Public Education
Our kids are being prepared for passive obedience, not creative, independent lives.
By Noam Chomsky / Originally Published at AlterNet. March 8, 2013 | Pouring water into a vessel kills interest, deadens the mind, but makes students more passive and obedient and less trouble. (Photo: Tim Platt)
The following is Part II of the transcript of a speech Noam Chomsky delivered in February on “The Common Good.” Click here to read Part I.
Let’s turn to the assault on education, one element of the general elite reaction to the civilizing effect of the ‘60s. On the right side of the political spectrum, one striking illustration is an influential memorandum written by Lewis Powell, a corporate lawyer working for the tobacco industry, later appointed to the Supreme Court by Richard Nixon. At the other end of the narrow spectrum, there was an important study by the Trilateral Commission, liberal internationalists from the three major state capitalist industrial systems: the US, Europe and Japan. Both provide good insight into why the assault targets the educational system.
Let’s start with the Powell memorandum. Its title is, “The Attack on the American Free-Enterprise System.” It is interesting not only for the content, but also for the paranoid tone. For those who take for granted the right to rule, anything that gets out of control means that the world is coming to an end, like a spoiled three-year-old. So the rhetoric tends to be inflated and paranoid.
Powell identifies the leading criminals who are destroying the American free-enterprise system: one was Ralph Nader, with his consumer safety campaigns. The other was Herbert Marcuse, preaching Marxism to the young New Leftists who were on the rampage all over, while their “naive victims” dominated the universities and schools, controlled TV and other media, the educated community and virtually the entire government. If you think I am exaggerating, I urge you to read it yourself (pdf). Their takeover of the country, he said, is a dire threat to freedom. That’s what it looks like from the standpoint of the Masters, as the nefarious campaigns of Nader and the ‘60s popular movements chipped away very slightly at total domination.
Powell drew the obvious conclusion: “The campuses from which much of this criticism emanates are supported by tax funds generated largely from American business, contributions from capital funds controlled or generated by American business. The boards of trustees at universities are overwhelmingly composed of men and women who are leaders in the business system and most of the media, including the national TV systems are owned and theoretically controlled by corporations which depend on profits and the enterprise system on which they survive.”
Therefore, the oppressed business people who have lost all influence should organize and defend themselves instead of idly sitting by while fundamental freedoms are destroyed by the Marxist onslaught from the media, universities and the government. Those are the expression of the concerns elicited by ’60s activism at the right end of the mainstream spectrum.
But in the ‘60s, something dangerous happened. Special interest groups began to try to enter the political arena and press for their demands. The special interests were women, minorities, young people, old people, farmers, workers.
But in the ‘60s, something dangerous happened. Special interest groups began to try to enter the political arena and press for their demands. The special interests were women, minorities, young people, old people, farmers, workers. In other words: The population, who are supposed to sit obediently while the intelligent minority runs things in the interest of everyone, according to liberal democratic theory – and this is no exaggeration either. There’s one group omitted in the lament of the liberal internationalists: The corporate sector. That’s because they don’t comprise a special interest; they represent the national Interest. Therefore their dominant influence in what we call democracy is right and proper, and merits no mention or concern.
One leading concern of the Trilateral scholars was the failure of the institutions responsible for the “indoctrination of the young” — the schools, the empathyeducates – Chomsky: The Corporate Assault on Public Education:
Blaming Teachers While Students Self-Destruct
Blaming Teachers While Students Self-Destruct:
Blaming Teachers While Students Self-Destruct
Two recent articles, and published comments, unfairly incriminate teachers as those who fail students. One comes from The Independent today, “‘Exam Factories’ Conditions at School Causing Children to Self-Harm, Says New Research”and is about the serious issue of students there harming themselves due to the high pressure of exams.
The other article, from yesterday, by Jay Matthews, “Why Can’t We Have More Teachers Like the Ones We Loved?” of the Washington Post, might seem like a folksy good nature yarn about highlighting the great teachers in one’s life, but the message I see is, how can we make all the bad teachers like the few good ones we have known.
Let’s look at the article out of the U.K. first. The report is serious, could have likely been reported in the U.S., and is worthy of grave concern. Students are hurting themselves due to high-stakes exams. It notes that harmful testing came from previous Education Secretary Michael Gove, but some of the comments blame teachers. Here are a few of the U.K. statements that criticize teachers:
If our teaching profession was excellent with regard to the phonics provision in the first place, there would be more than enough time to be creative and no need to pull children out for intervention year after year.
And another:
Generally I can manage to sympathise with the ‘teacher’s lot’ when it comes to the Blaming Teachers While Students Self-Destruct:
Thompson: Atlanta Is Still Just the Tip of the Testing Icebergs
This Week In Education: Thompson: Atlanta Is Still Just the Tip of the Testing Icebergs:
Thompson: Atlanta Is Still Just the Tip of the Testing Icebergs
Once again, the convictions of the eleven surviving educators for their role in Atlanta's infamous cheating scandal provides a "teachable moment" in regard to the inherent harm of high stakes testing. The Guardian's Max Blau, in Why the Atlanta Cheating Scandal Failed to Bring National Reform, cites Fair Test's Bob Schaeffer who says, “Atlanta is the tip of the iceberg. ... Cheating is a predictable outcome of what happens when public policy puts too much pressure on test scores.”
Thompson: Atlanta Is Still Just the Tip of the Testing Icebergs
The criminal trial of a dozen Atlanta Public Schools employees accused of conspiring to alter and boost students’ standardized test scores opened on Monday. Credit Pool photo by Kent D. Johnson
Once again, the convictions of the eleven surviving educators for their role in Atlanta's infamous cheating scandal provides a "teachable moment" in regard to the inherent harm of high stakes testing. The Guardian's Max Blau, in Why the Atlanta Cheating Scandal Failed to Bring National Reform, cites Fair Test's Bob Schaeffer who says, “Atlanta is the tip of the iceberg. ... Cheating is a predictable outcome of what happens when public policy puts too much pressure on test scores.”
During the NCLB era, other cheating scandals have occurred in Baltimore, Camden, Philadelphia, Las Vegas, Houston, El Paso, Norfolk, Virginia and, yes, in Michelle Rhee's Washington D.C. As Schaeffer explained to the Christian Science Monitor's Stacy Teichner Khadaroo, in Atlanta Teacher Conviction: Do Standardized Tests Pressure Foster Cheating?, today's testing “creates a climate in school where you have to boost scores by hook or by crook.”
Khodaroo also cites Harvard's Daniel Koretz who explains why high stakes testing reveals just the tips of other dangerous icebergs. Koretz describes “shortcuts” that educators are encouraged to take, such as teaching to the “'power standards' – the types of items most commonly tested." He says that "states now routinely offer teachers old test items to use for test prep," even though that practice was frowned upon in the 1980s.
“'Clearly cheating is unethical, but at what point does this other stuff become unethical?'” Koretz says.
In my experience, these more subtle means of manipulating metrics are the most pervasive and thus the most destructive.
In my two decades of teaching and working with my school system's data, I have never witnessed cheating or anything that could be clearly defined as unethical. Although we scrupulously followed the NCLB regulations, those regulations allowed for an unbelievable array of loopholes regarding students who could be excluded from school level accountability reports (which were the metrics that were widely read and thus the most important.) And, few things are easier than using NCLB loopholes to reduce absenteeism and increase graduation rates. Although I have never seen outright cheating, neither would I ever again trust data that is based on NCLB metrics.
My biggest complaint about the inherent damage done by high stakes testing involves an issue where it is impossible to even articulate an ethical position. Surely we can all agree that it is wrong to focus unflinchingly on students' weaknesses and on remediation, while ignoring their strengths and failing to challenge inner city kids to meet real standards of learning. But, if teachers don't agree to distort and cheapen instruction by concentrating on the reteaching of End of Instruction Tests to students who failed them the first time, an unconscionable number of low-skilled students will be denied a high school diploma. So, we all participate in education malpractice to a greater or lesser extent.
Would inner city educators be more morally upright if we remained true to our values, taught our classes in the engaging ways that most benefitted our students who were on track for graduation, hugged our kids as they received their diplomas, and ignored the huge number of our other students who would end up on the streets without a degree?
And, that brings me back to Blau's question of why American schools are still oppressed by the test, sort, and punish policies imposed by top-down reform. Why have we not rejected the bubble-in accountability that has corrupted our schools in so many outrageous, as well as subtle This Week In Education: Thompson: Atlanta Is Still Just the Tip of the Testing Icebergs:
NYC families to boycott state math, reading exams: activists - NY Daily News
NYC families to boycott state math, reading exams: activists - NY Daily News:
Thousands of NYC families will boycott state math, reading exams: activists
Thousands of city families will boycott the state’s math and reading exams, which begin April 14, according to activists who oppose standardized testing in the public schools.
Thousands of NYC families will boycott state math, reading exams: activists
SUSAN WATTS/NEW YORK DAILY NEWS
Thousands of city families will boycott the state’s math and reading exams, according to activists who oppose testing.
Thousands of city families will boycott the state’s math and reading exams, which begin April 14, according to activists who oppose standardized testing in the public schools.
The exams are used in decisions to promote students, rate teachers and evaluate schools. They are not mandatory, but many teachers spend weeks preparing students for them.
But critics say the tests are too difficult to accurately measure academic achievement and they take up too much valuable teaching time.
“More and more parents are interested and aware and talking about opting out,” said Leonie Haimson, founder of the education advocacy group Class Size Matters.
“More and more parents are interested and aware and talking about opting out,” said Leonie Haimson, founder of the education advocacy group Class Size Matters. “We’re certainly encouraging parents to opt out.”
State reading and math exams are administered to grades three-through-eight over six days in April. Students who opt out of the tests are given alternate lessons.
There are no penalties for refusing the tests, but relatively few parents have opted for their children to skip the exams, city Education Department officials said.
In 2014, just 1,925 city students opted out of either one of the state reading or math tests given to students in grade three to eight.
That number represented less than 1% of all students tested that year, but it included only kids who attended school on the days of the exams and formally refused them.
Activists don’t yet know how many families will opt out of the tests this year, but at some schools large portions of families have said they’ll boycott the tests.
At influential Public School 321 in Park Slope, parent activists said a quarter of families have signed letters saying they would refuse the tests this year.
Chancellor Carmen Fariña has encouraged students to participate in the exams but has also said the decision to take a test or not is a family matter.
Chancellor Carmen Fariña has encouraged students to participate in the exams but has also said the decision to take a test or not is a family matter.
David Rosenberg said his daughter Julia, who attends fifth grade Public School 3 in the West Village, will be sitting out the state exams this year.
“We are emphatically refusing to test,” said Rosenberg, who works in IT. “Any politician who says they are doing this to save the kids is a liar. It’s all political. It’s not about the kids.”NYC families to boycott state math, reading exams: activists - NY Daily News:
Atlanta Is Burning | A Day In the Life
Atlanta Is Burning | A Day In the Life:
Atlanta Is Burning
So I've had my blog off line for a long time.
No one actually asked me why, or seemed to notice, one person told me I had poor editing I should work on, but I noticed how often-at first-I wanted to write to something, and then as months passed eventually I noticed that the world went on without me.
I would like to comment NOW as a teacher, comment emotionally on the coming sentencing of educators in the Atlanta testing scandal, where it looks like they might get twenty years. This the result of fancy Georgia style prosecuting, the use of the RICO laws, test based punitive testing systems, their own mistakes, and an increasingly strong wave of criminalizing that has taken a hold of our country.
I remember when Diane Ravitch commented in remarkable insight, " just don't cheat- ever." I remember thinking that was probably sound advise that would help obscure the real issue in play in THIS particular mess. Never cheat. Black and white.
I also remember a federal government guy in the region I work in telling a group of administrators in an NCLB meeting I was sent to, "kick the teacher's in the ass" if necessary to achieve the unachievable when NCLB mandates brought into play the BIG legislated lie that 100% of children, no matter what, were to perform proficient or above on their state tests. Turns out no one, absolutely no one, will be held "accountable" for a testing system built on a lie.
That to me challenges my notions of fairness and legality.
That, for me, remains the main "crime" in the Atlanta situation.
Perhaps we need to use something other than RICO as a device to unwind and understand and frame that real situation, and the dynamics in play that came to result in an ugly time with erasers and "better results. "
By 2014 every child, no matter what proficient and above was not set as a goal-it was set as a truth, a mandate, and a punishable offense, and the mechanisms to achieve it were "ass kicking" and other forms of debasement. I know-I lived it. I saw it, and I saw how people behaved in schools in poverty reacting to that mandate and law and carrying it out.
Atlanta, it seems had plenty of spineless acceptance of this overarching system.
Guess what? Some of us said way back in 2006- writing and hurting ourselves- that the saddest part were those that "bought in" and actually beat themselves up doing this-those that now champion marching kids around in CHAMPS failing to see exactly what kids get marched and whose kids do not. (I call these folks the ones that are always hoping to one day cross over and be the elite....saddest of all. ) We made puns of the "collaborative" demand back then, and we documented our peers having cheerleading assemblies before tests, "We Can Do It", we noted the "No Excuses" banners and we silently witnessed the fact that the tests had "issues" we can never discuss because now we were forced to sign pledges that stated we could never discuss the tests. EVER. The "bad teacher" entered the forum as the real shadow to defeat. And the gap in achievement that was 100% tied to economic status, just stayed smiling, and showed us how effective these new ideas really were. There must be more straw bad teachers left out there-things still look like money gets you something a free, fair public education does not.
Apparently in Atlanta principals lost jobs because of these damned educators who are manacled and awaiting their jail term, people erased scan sheets, bubbles got bubbled for kids too poorly taught to bubble in for themselves, but nationally it was seen as a great "good" people began teaching to the test at least 50% of the time in a year, with Atlanta Is Burning | A Day In the Life:
No one actually asked me why, or seemed to notice, one person told me I had poor editing I should work on, but I noticed how often-at first-I wanted to write to something, and then as months passed eventually I noticed that the world went on without me.
I would like to comment NOW as a teacher, comment emotionally on the coming sentencing of educators in the Atlanta testing scandal, where it looks like they might get twenty years. This the result of fancy Georgia style prosecuting, the use of the RICO laws, test based punitive testing systems, their own mistakes, and an increasingly strong wave of criminalizing that has taken a hold of our country.
I remember when Diane Ravitch commented in remarkable insight, " just don't cheat- ever." I remember thinking that was probably sound advise that would help obscure the real issue in play in THIS particular mess. Never cheat. Black and white.
I also remember a federal government guy in the region I work in telling a group of administrators in an NCLB meeting I was sent to, "kick the teacher's in the ass" if necessary to achieve the unachievable when NCLB mandates brought into play the BIG legislated lie that 100% of children, no matter what, were to perform proficient or above on their state tests. Turns out no one, absolutely no one, will be held "accountable" for a testing system built on a lie.
That to me challenges my notions of fairness and legality.
That, for me, remains the main "crime" in the Atlanta situation.
Perhaps we need to use something other than RICO as a device to unwind and understand and frame that real situation, and the dynamics in play that came to result in an ugly time with erasers and "better results. "
By 2014 every child, no matter what proficient and above was not set as a goal-it was set as a truth, a mandate, and a punishable offense, and the mechanisms to achieve it were "ass kicking" and other forms of debasement. I know-I lived it. I saw it, and I saw how people behaved in schools in poverty reacting to that mandate and law and carrying it out.
Atlanta, it seems had plenty of spineless acceptance of this overarching system.
Guess what? Some of us said way back in 2006- writing and hurting ourselves- that the saddest part were those that "bought in" and actually beat themselves up doing this-those that now champion marching kids around in CHAMPS failing to see exactly what kids get marched and whose kids do not. (I call these folks the ones that are always hoping to one day cross over and be the elite....saddest of all. ) We made puns of the "collaborative" demand back then, and we documented our peers having cheerleading assemblies before tests, "We Can Do It", we noted the "No Excuses" banners and we silently witnessed the fact that the tests had "issues" we can never discuss because now we were forced to sign pledges that stated we could never discuss the tests. EVER. The "bad teacher" entered the forum as the real shadow to defeat. And the gap in achievement that was 100% tied to economic status, just stayed smiling, and showed us how effective these new ideas really were. There must be more straw bad teachers left out there-things still look like money gets you something a free, fair public education does not.
Apparently in Atlanta principals lost jobs because of these damned educators who are manacled and awaiting their jail term, people erased scan sheets, bubbles got bubbled for kids too poorly taught to bubble in for themselves, but nationally it was seen as a great "good" people began teaching to the test at least 50% of the time in a year, with Atlanta Is Burning | A Day In the Life:
School closings inevitable if Emanuel wins second term #Chuy2015 #DumpRahm
Chicago Teachers Union | School closings inevitable if Emanuel wins second term:
School closings inevitable if Emanuel wins second term
BY CTU COMMUNICATIONS | 04/06/2015
CHICAGO—Rahm Emanuel’s refusal to seriously pursue any meaningful, progressive revenue solutions for Chicago Public Schools (CPS) funding needs will without question lead to further mass school closings in the city’s most disadvantaged neighborhoods if he wins re-election on April 7. As Emanuel’s economic policies prioritize the financial interests of billionaire campaign donors like Ken Griffin and other big business supporters, at the expense of public education in Chicago, the mayor is making a clear choice to drive the district into even further dire financial straits that he will use to justify additional school closings.
Griffin, one of the top contributors to Emanuel’s re-election campaign and the richest man in Illinois, has accused Chicago’s mayor of being “lackluster” for not closing 125 schools instead of 50, and recently reiterated to the New York Times that the number of closings, which disproportionately affected African American and Latino students and their families, “should’ve been 125.” Griffin also has claimed that the top 1 percent of income earners have too little influence in politics, which is seemingly why he has backed Emanuel with more than $1 million in campaign contributions. As Griffin’s influence on City Hall grows, future school closings are inevitable if Emanuel is re-elected.
“Rahm’s pledge not to close additional schools for five years, which he refused to put into writing or pass into law, will conveniently run out if he wins a second term,” said CTU Vice President Jesse Sharkey. “In Ken Griffin, who is among the top donors to both Emanuel and his friend, Bruce Rauner, he has a billionaire puppet master for whom he’ll have to do a lot of dancing if he is fortunate enough to retain his office.”
In return for Griffin’s generosity, Emanuel has rejected holding the city’s most wealthy accountable for their growing untaxed income while he simultaneously fleeces working class families with regressive taxes. Emanuel also has committed millions of dollars in tax increment financing to one of Griffin’s hotel investments and remains silent on suggestions for a millionaire tax that nearly 2/3 of the state of Illinois voted to support.
In deference to his central contributors, Emanuel has refused to claw back losses from toxic swaps, capital appreciation bonds, TIFs and other forms of predatory finance that will cost the city $3 billion—money that would be better used in meeting pension obligations and expanding city services.
If Griffin himself were taxed at the individual income tax rate before it declined from 5 percent to 3.75 percent on January 1, 2015, his $1.2 billion annual income would have garnered $60 million. That amount alone would have saved 30 neighborhood public schools from closing, according to the Chicago Board of Education’s own calculations. If this same formula was applied to members of the Pritzker family, Grosvenor Capital Management CEO Michael Sacks and other financial titans financing Emanuel’s campaign, there would be substantially more resources available to the district to offset its projected $1 billion shortfall.
“If the mayor had the courage to take on the banks’ toxic swaps for market manipulation, unfair dealing and misinformation—along the lines of what the Department of Justice has done federally—we could recoup nearly $1.2 billion for our schools and the city, eradicating the current deficit,” Sharkey said. “Instead, CPS will face more mass school closings, more layoffs, more losses of retirement security for educators and more students in our already overcrowded classrooms.”
If the district closed the additional 75 schools that Griffin has called for, Emanuel’s handpicked Board of Education would have to layoff approximately 9,000 teachers, which would result in class sizes of 50 or more in most schools. Emanuel has threatened such actions in the past. If Chicago had a mayor who chose the city’s residents, their schools and communities over the interests of wealthy benefactors, the pain and suffering that Emanuel has caused can be avoided in the future.
Emanuel is the bankers’ candidate, for it is the bankers who are most enthusiastic about his willingness to defend their interests. His refusal to hold them accountable is an indication that future budget cuts and school closures are a certainty.
Previous Post: Mayor Rahm Emanuel champions the same policies that led to Atlanta Public Schools cheating scandal
The gap between rich and poor schools grew 44 percent over a decade. - The Hechinger Report
The gap between rich and poor schools grew 44 percent over a decade. - The Hechinger Report:
The growing gap between rich and poor is affecting many aspects of life in the United States, from health to work to home life. Now the one place that’s supposed to give Americans an equal chance at life — the schoolhouse — is becoming increasingly unequal as well. I’ve already documented the startling increase since 2000 in the number of extremely poor schools, where three-fourths of the students or more are poor enough to qualify for free or discounted meals (see here), and I’ve noted the general increase in poverty in all schools here.
The gap between rich and poor schools grew 44 percent over a decade.
Growing money gap across 30 states
The growing gap between rich and poor is affecting many aspects of life in the United States, from health to work to home life. Now the one place that’s supposed to give Americans an equal chance at life — the schoolhouse — is becoming increasingly unequal as well. I’ve already documented the startling increase since 2000 in the number of extremely poor schools, where three-fourths of the students or more are poor enough to qualify for free or discounted meals (see here), and I’ve noted the general increase in poverty in all schools here.
But now there’s new evidence that poor schools are getting increasingly short-changed by the states and localities that fund them. The richest 25 percent of school districts receive 15.6 percent more funds from state and local governments per student than the poorest 25 percent of school districts, the federal Department of Education pointed out last month (March, 2015). That’s a national funding gap of $1,500 per student, on average, according to the most recent data, from 2011-12. The gap has grown 44 percent since 2001-02, when a student in a rich district had only a 10.8 percent resource advantage over a student in a poor district.
The funding gap between the poorest and richest 25% of school districts in each state during the 2011-12 school year. Red and orange states are where students in rich districts receive more funds than students in poor districts.
(Use arrows to navigate and click on any state to see student spending data. Interactive map created by Jill Barshay of The Hechinger Report. Source data: School district current expenditures per pupil Table A-1 FY2012, NCES)
I keep specifying “state” and “local” funding because the picture gets more complicated when you factor in federal funding. Once you do, almost all of the funding gaps disappear. But the Department of Education says that’s a problem. “Federal dollars were never intended to act as an equalizer for an unfair playing field set by state and local dollars,” said a U.S. Department of Education official, who said she was required to speak anonymously. “They are explicitly intended to supplement.”
Dating from President Johnson’s War on Poverty, federal education dollars are meant to give needy children (along with non-native English speakers and those with special needs) extra resources to help them catch up to their wealthier peers.
But most states have never created a level playing field, and new data show that it’s getting worse at a time when we’re asking schools to raise standards and demonstrate test score gains.
Change in the funding gap between 2001-02 and 2011-12. Red and orange states are where the gap widened to the benefit of students in rich districts.
(Use arrows to navigate and click on any state to see student spending data. Interactive map created by Jill Barshay of The Hechinger Report. Calculated from School district current expenditures per pupilTable A-1 FY 2012 and FY 2002, NCES)
To be sure, there’s a certain amount of quibbling over the data and how spending per student is calculated. Each state crunches the numbers differently and it’s often difficult, especially with administrators and technology that are shared across districts, to figure out exactly how to attribute dollars to each student. An advocacy group, The Education Trust, released its own report in March, 2015, calculating that the state-and-local funding gap between rich and poor districts was only 10 percent, after adjusting for cost of living differences. Yet in another, more controversial calculation, it found an 18 percent funding gap between rich and poor.
Even within states, there are methodological changes from year to year. So it’s hard to say with certainty, for example, if the funding gap between rich and poor in Nevada more than doubled from 7 percent in 2001-02 to 15 percent in 2011-12, as the National Center for Education statistics reports. But the national trend is clear, when across 30 states you see a growing money gap between rich and poor The gap between rich and poor schools grew 44 percent over a decade. - The Hechinger Report:
Chicago needs a mayor for the people! The people need to Tweet & VOTE #Chuy2015! Twitter Storm tonight 7-9 CT!
Chicago needs a mayor for the people! The people need to Tweet & VOTE #Chuy2015! Twitter Storm tonight 7-9 CT!
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