Tuesday, July 28, 2020
glen brown: "Plain and simple: it is wrong to reopen schools at this time" -Michael Flanagan
ANOTHER ROLL ON THE HAMSTER WHEEL – Dad Gone Wild

― Karin Slaughter, Fractured
― Craig Johnson, Another Man’s Moccasins
For September – All Remote? How about Almost All Remote? | JD2718
Four Cohorts? A/B/C/D?
Fully Remote
Mr. G for District 3: Chris Guerrieri's Education Matters: Greene risk your life or talk to HR (draft)
That was my take away from the latest flowery letter she sent today. You know there was a time I liked and even appreciated her letters of inspiration but that stopped when she said, her risk you and your family's life or check into other options. I have included the letter so you can make your own judgment.
Every time she sends one of the emails I kind of feel responsible. She was hired in June and it was six weeks and she still hadn't reached out to the staff so I sent her chief of staff the letter below.
NPE Publishes Comprehensive, State-by-State Listing of PPP Money to Charter Schools | deutsch29
“So we take this money to pay the salaries, and the money we were going to pay salaries is going to go into our accounts to help flush up our funds,” said the board member.“Can I ask a question?” a female voice said. “My understanding was that this money is for businesses who, because of the drop in business, were having trouble keeping all their employees. How do we qualify for that? CONTINUE READING: NPE Publishes Comprehensive, State-by-State Listing of PPP Money to Charter Schools | deutsch29
NYC Educator: NY Times Education Reporter Eliza Shapiro Doesn't Know What Teachers Do
The NY Times, though, is something altogether different. They see things from a far more exalted plane than the rest of us, and come down from their pedestal every now and then to let us know important things we won't find in any other paper. For example, amidst a crushing pandemic, the Times is there with a vital story on how Americans are so threatened they need to turn second homes into primary homes. What an ordeal (and what a comedown from going to the Cape, or renting that chateau in the South of France).
NY Times education reporter Eliza Shapiro is focused on whether or not teachers are childcare providers. While it's true a lot of children spend their days with us, we simply are not. Our job is to support children and help with with education, not to watch them while mom and dad go to work. Our absence from school buildings doesn't help anyone, but the fact is we too have children, and we too have to worry about where they are and what they're doing.
We live in a country that doesn't much value childcare. When my daughter was very young, it was so expensive CONTINUE READING: NYC Educator: NY Times Education Reporter Eliza Shapiro Doesn't Know What Teachers Do
Monday, July 27, 2020
What could possibly go wrong? | Live Long and Prosper
- Kids need to be in school. Online classes don’t reach all students. Some haven’t got the hardware. Some haven’t got sufficient internet access. Some can’t focus on a screen. Some have needs that can’t be met without in-person classrooms. Some are too young to stay home alone and have parents who need to go to work.
- But in-person education can be dangerous right now. Some students are at-risk for the virus because of immune system issues or other pre-existing conditions. Some have elderly parents and grandparents in their homes; If they bring home COVID-19 it could be fatal to family members. Schools don’t exist in a vacuum. Teachers and other staff members might be susceptible to COVID-19.
- In-person education will be more expensive and states have less money to work with. Who will pay for extra cleaning supplies? Who will pay for personal protective equipment for teachers, staff, and students? Will schools need additional buses to transport students while keeping them distant from each other? Where will substitutes come from if and when teachers need time off?
Some Countries Reopened Schools. What Did They Learn About Kids and Covid? | WIRED
Some Countries Reopened Schools. What Did They Learn About Kids and Covid?
Studies from around the world suggest that success depends on class size, distancing, the age of the students, and how prevalent the virus is locally

Everything You Need to Know About the Coronavirus
Russ on Reading: The Read Along: Assisted Reading for the Vulnerable Reader
The Difference between “Complicated” and “Complex” Matters (Yet Again) | Larry Cuban on School Reform and Classroom Practice
Schools Matter: Remote Learning Should Continue This Fall
Please Open Schools - The Atlantic
I Can’t Keep Doing This. Please Open the Schools.
The idea that I might have to continue to work while facilitating another subpar semester of virtual learning is almost too much to bear.
PROOF POINTS: Survey reveals stark rich-poor divide in how U.S. children were taught remotely during the spring school closures - The Hechinger Report
As the coronavirus pandemic spread through the country, a common (socially distanced) conversation among friends and families compared how many hours of remote learning kids were getting. Preliminary results from a new survey of school districts confirm what many parents learned through the Zoom grapevine. The number of hours your kids got varied wildly depending on where you happen to live. But the amount of time was not the only difference, according to a recent survey: the type of instruction students received also diverged dramatically.
Twenty-five percent of districts said children in kindergarten through second grade were supposed to receive more than three hours of remote instruction every day but another 25 percent of districts reported only one hour or less. The two-hour-a-day difference narrowed a bit in higher grades but even by high school, many students received 1.5 fewer instructional hours every day than others (3 hours vs. 4.5 hours). Over several months of school closures, the daily difference in hours added up to a lot of instructional time. My back-of-the-envelope calculation puts it at more than 100 hours. (My math: 2 hours a day x 5 days a week x 12 weeks of school closures = 120 hours.)
“One key question is why these differences occur and what do these differences mean for students,” said Mike Garet, head of the survey team at the American Institutes of Research (AIR), a nonprofit research organization. AIR presented early results from its “National Survey of Public Education’s Response to COVID-19” at a virtual session of the Education Writers Association’s national seminar on July 22, 2020. AIR sent out surveys to more than 2,500 of the nation’s 13,500 school districts in May and plans to release results periodically to inform education policymakers during the pandemic. This early report represents a 19 percent response rate so far and includes data from nearly 500 districts across 49 states and covers a wide range of both urban and rural regions.
I was surprised to learn that the difference in instructional hours can’t be simply explained by poverty. When researchers diced the survey data up CONTINUE READING: PROOF POINTS: Survey reveals stark rich-poor divide in how U.S. children were taught remotely during the spring school closures - The Hechinger Report
Charter schools and management companies won at least $925 million in federal covid-19 funding ,data shows - The Washington Post
Alert for Scholars to sign Petition for retraction | Cloaking Inequity

Dear Professor Lawrence M. Mead, the editorial board of “Society”, and Frank Vrancken Peeters, Chief Executive Officer of Springer:
We, a group of educators, scholars, researchers, advocates, and community leaders, writing to express concern regarding the recent commentary published by Professor Lawrence M. Mead in “Society,” expressing racially violent narratives directed at the Black and Latina/o/X community. We recognize the challenges we face are not monolithic, and that all of our struggles need to be highlighted on a global platform in order to bring resolution. We also recognize that Professor Meads commentary, imbued with hostility, is a reflection of historical beliefs about all Black, Indigenous, and People of Color (BIPOC) communities. The ideologies espoused by Professor Mead are reflective of the racist, anti-Black, patriarchal, hegemonic doctrines perpetuated in society, PreK-12, and in higher education, alike. As a community, granted the power to educate and inform, who have worked diligently to become experts in our own respective ways, we have the responsibility to do so in a manner that progresses equity for those communities historically and consistently oppressed. We have a social and professional responsibility to help mend the wounds of racial violence and oppression. We have a responsibility to dismantle structural barriers while creating new systems of resistance and acceptance that celebrate and promote justice. As teachers, it is our responsibility to curate a message of justice, equity, diversity, inclusion, and access so that the bigotry so normalized in our society may no longer influence public policy.
Professor Meads’ commentary published July 21st, 2020 in “Society” perpetuates a long tradition of structural racism that blames BIPOC communities for the prevalence of poverty, crime, and unemployment, as a function of cultural pathology. This narrative follows a trend set by Oscar Lewis, and Daniel Patrick Moynihan, discredited through empiricism, tenacious despite the evidence presented by scholars including David C. Berliner, Paul Gorski, Darrick Hamilton, Andrew Hanson, Ibram X. Kendi, Gloria Ladson-Billings, Ray McDermott, Luis Moll, Jan Ondrich, Bree Picower, Katherine Rodela, Dave Stovall, Eve Tuck, Shirin Vossoughi and countless others. “Society”, however, despite publicly taking a stance against untrue statements, and purporting to publish “new ideas and research findings,” published this commentary which not only presents outdated ideas about society, culture, and the BIPOC community, but worse, the journal’s decision directly contributes to the continued detriment of the BIPOC community in an increasingly xenophobic United States. Furthermore, we want to contextualize the commentary, and “Society’s” publication, against the current Civil Rights / Civil Advocacy movement, the summer of solidarity statements, and admonish both the commentary and its publication as an act of complicity with racial violence.
We recognize Professor Mead has previously authored racially violent scholarship with little to no evidence supporting his most egregious claims. The July 2020 commentary is part of a litany of work that includes 54 publications and many books that are almost entirely devoid of the necessary data and empiricism customary of our field. “Society” has published these baseless and abhorrent opinions before, by Professor Mead, most recently in 2018. This scholarship is anchored in the ideals of white settler colonialism, rationalizing dangerous and false narratives of the BIPOC community, steeped in anti-Blackness. The culture of poverty narrative, and its unsupported troupes, continue to plague the academy. As a response, the academic community has presented many stellar empirical arguments that refute Professor Meads suppositions, and the culture of poverty. The work repudiating a culture of poverty is consistently vetted by multiple reviewers, scrutinized for its use of language, clarity, and tone. The data, methodology, analysis, statistical tools, and statistical code are dissected in a manner that has called for full transparency. This work exists in multiple disciplines including economics, education, epidemiology, history, medicine, public health, sociology, politics, psychology, public policy, and social work amongst others. Professor Mead however presents a commentary with no evidence, and few references, a deviation from the normative academic publishing process.
Violent actions often follow deficit narratives, and in our society, this has led to the murder of immeasurable innocent community members including George Floyd, Emmitt Till, Breonna Taylor, Malice Wayne Green, Eric Garner, Michael Brown, Freddy Gray, Tamir Rice, Trayvon Martin, Sandra Bland, Atatiana Jefferson, Laquan McDonald, Philando Castile, Layleen Polanco, Ahmaud Arbery, and violence against the transgender and Gender Non-Conforming Community. Deficit narratives have led to decreased social support, continued segregation, over-policing, and a state of colorblindness and neutrality that is dangerous. We understand that as a scholarly outlet “Society” must maintain a semblance of neutrality but, we will not concede that neutrality is inclusive of narratives that have been time and again proven false. Concurrently we wish to explicitly state that the commentary by Professor Mead is an act of injustice and invoke the sentiment of Archbishop Tutu recognizing that neutrality in the face of injustice is an act of consenting oppression. Given the commentary’s explicit racism, we respectfully ask that “Society” immediately retract the commentary, and that the journal issue an apology to the BIPOC community, and the communities negatively impacted by these narratives. We also ask for the opportunity to publish a commentary that contextualizes the covertly racist practices, and structures, that permit the publication of work centered in the culture of poverty ideology.
As educators, scholars, researchers, advocates, and community leaders we are committed to civil rights, committed to human rights, and committed to dismantling white supremacy in all its forms. We recognize that white supremacy has led to inequity and horrific violence. “Society,” and Professor Mead, demonstrate that outdated and odious suppositions about BIPOC still hold sway in the very academic circles that should be challenging, not strengthening, racism. As a group of community-focused advocates, we are committed to confronting racism and anti-Blackness, and would be culpable if we did not condemn this publication and hold the editorial board of “Society” responsible for publishing such irresponsible commentary in its journal.
In closing, we respectfully post the following critically important questions to the editorial board of “Society” and Springer: How many BIPOC serve on the journal’s editorial board? How many BIPOC scholars were asked to peer review the commentary? Were BIPOC scholars offered an opportunity to present a counter to the commentary? The answers to these questions will help elucidate the ways that academia in general and academic journals specifically serve to strengthen white supremacy.
Cordially,
Signatories: 07/26/2020 10:00pm (EST) 404 Signatories
Contact Person: Davรญd G. Martรญnez, Assistant Professor, University of South Carolina
I Can’t Breathe, But You're Breathing Fine. We Need to Confront This! - Philly's 7th Ward

































