Latest News and Comment from Education

Thursday, September 17, 2020

New CDC Guidance for Reopening Schools Creates Color-Coded Risk Scale | US News -

 New CDC Guidance for Reopening Schools Creates Color-Coded Risk Scale |  US News

New CDC Guidance for Reopening Schools Creates Color-Coded Risk Scale

One early analysis of the CDC guidance suggests nearly 90% of people in the U.S. live in counties that fall into the two highest of five risk categories for reopening schools.


THE CENTERS FOR DISEASE Control and Prevention issued new guidance Wednesday for schools seeking to open for in-person learning, using various community infection rates and school safety thresholds to create a five-tiered color-coded risk scale.



The guidance, which state education chiefs, school district superintendents, principals, teachers and others have been clamoring for since the spring, comes more than a month after millions of children, mostly across the South, returned to schools – some in districts with positive rates upward of 20% and without requirements for students and staff to wear masks.

According to at least one early analysis of the CDC guidance, nearly 90% of people in the U.S. live in counties that fall into the two highest risk categories for reopening schools. The release of the guidance, which recommends aggressive thresholds, reignited a wave of criticism over the lack of federal guidance and left many wondering how many schools would have decided not to reopen for in-person learning if officials had this guidance earlier

"There is no easy answer or single indicator," the CDC guidance states. "Many variables must be considered."

CDC recommends the use of three indicators, including two measures of community burden – the number of new cases per 100,000 persons within the last 14 days and the percentage of tests that are positive during the last 14 days – as well as one self-assessed measure of schools' ability to adhere to various mitigation strategies.

Those strategies could be things like the correct use of masks, social distancing, hand hygiene, cleaning and disinfection and contact tracing in collaboration with local health departments.

"These key mitigation strategies should be implemented to the largest extent possible," the CDC guidance states. "When mitigation strategies are consistently and correctly used, the risk of spread within the school environment and the surrounding community is decreased."

The guidance also emphasizes that local officials take additional factors into consideration, such as the extent to which mitigation strategies are adhered to in the broader community.

If a school districts falls into the "medium," "higher" or "highest" risk of transmission categories, it CONTINUE READING:  New CDC Guidance for Reopening Schools Creates Color-Coded Risk Scale |  US News

Private and Charter Schools Received Six Times as Much COVID Funding As Public Schools | Diane Ravitch's blog

Private and Charter Schools Received Six Times as Much COVID Funding As Public Schools | Diane Ravitch's blog

Private and Charter Schools Received Six Times as Much COVID Funding As Public Schools




A new study of the federal CARES act funding found that private and charter schools received SIX TIMES the amount of funding as public schools from the federal coronavirus program. This may actually, as the report states, be an underestimate.
Mellissa Chang wrote:
A new analysis of Paycheck Protection Program (PPP) loans by Good Jobs First points to an imbalance in CARES Act funding between public schools on the one hand and private and charter schools on the other.
GJF’s Covid Stimulus Watch has identified at least 6,600 charter and private schools that received an estimated $5.7 billion in PPP loans, which have been made available to private companies and non-profit organizations but not public entities. This data is now available on Covid Stimulus Watch through the facility ownership search category.
PPP loan disclosures from the Small Business Administration (SBA) were reported in dollar ranges, not exact values. Covid Stimulus Watch uses the midpoint of each range to estimate loan amounts. Data released by the SBA includes NAICS industry codes for each entity; CONTINUE READING: Private and Charter Schools Received Six Times as Much COVID Funding As Public Schools | Diane Ravitch's blog

Teacher Tom: What Are We Going to Do?

 Teacher Tom: What Are We Going to Do?

What Are We Going to Do?


A couple days ago, I had a conversation with the father of a six-year-old, a first grader who is gamely trying to engage in online first grade for two hours a day. He told me she is struggling: restless and distracted. She is zoned out much of the time. When those two hours are over, she is irritable and exhausted, taking herself to bed for a long nap. He is in despair because her school has just let them know that starting this week online school will become "full time." He said, "I don't know what we're going to do."

A mother of one of my former preschool students says she is "in grief" about the school year. He is bored, frustrated, and moody. "He is in a vacuum, no classmates, teachers, movement, or human-being-ness to take in and give off." As a corrective, she's started trying to do her own work in the room with him, where he asks her questions, shows off, and generally reaches out to her for the human connection he needs. She's a single mother and a small business owner, who has to get her work done, so even as she can't blame him, she can't help but get annoyed at the constant distractions. This is the most loving, devoted mother I know. This is a bright, enthusiastic, kid who always loved school. 

She writes, "The teacher's speakered-sounding, too-loud voice is reading math problems while you are supposed to CONTINUE READING:  Teacher Tom: What Are We Going to Do?

CURMUDGUCATION: Is Betsy DeVos Flip-Flopping?

CURMUDGUCATION: Is Betsy DeVos Flip-Flopping?

Is Betsy DeVos Flip-Flopping?




Betsy DeVos visited a private school in Grand Rapids that is currently open for face-to-face school, and she observed that not re-opening school buildings is a "tragedy."

This seems like a radical shift of direction for the secretary of education. For one thing, one of her mantras has been that we should fund students, not institutions or, presumably, the buildings in which those institutions are housed. DeVos has also been a huge advocate of computer-run education, insisting that the modern miracles of technology should set students free from traditional school-in-a-building.

But with the advent of the pandemic, DeVos seemingly shifted gears, going so far as to threaten public schools with funding loss if they don't open up right away. And here she was in Grand Rapids, praising a private school that opened up and sadly castigating public schools that haven't. 

So did Betsy DeVos suddenly change her mind? 

That seems unlikely; DeVos is nothing if not singleminded and focuses. Tales of her career in education reform do not include any sudden epiphanies that lead to a new shift or focus. So how to explain this sudden apparent 180 degree flip. Let me offer a couple of theories.

One theory is that she is simply following Trump's lead, and Trump on education (as with some other policy areas) is best understood as the cranky old grampaw who thinks the world would be a lot better if everything was the way (he thinks) it was Back In His Day. Though DeVos was not a Trump fan back in 2016, she has become a solid team player for her boss, one of the few who has never, CONTINUE READING: CURMUDGUCATION: Is Betsy DeVos Flip-Flopping?

Florida Teacher: The State Lied to Me | Diane Ravitch's blog

Florida Teacher: The State Lied to Me | Diane Ravitch's blog

Florida Teacher: The State Lied to Me



A Florida teacher posted this comment. It raises the question of whether it is fair to attract people to become teachers with promises that are later canceled by a nasty, brutish legislature. The legislature passed a law called “the Best and Brightest” that awarded bonuses to new teachers based on the SAT scores they recorded years earlier. It constantly thinks about how to attract new teachers but does nothing to retain the experienced teachers it has. What this teacher describes is the perfidious work of Jeb Bush and his cronies:
I was never a money person. If I was I would never have become a teacher. I honestly believed that we were paid what they could afford to pay us. Seems stupid now but I was a kid. I was a fool. Twenty years ago I signed up to be a teacher. I wanted to be a teacher. I went to college for it. I knew I would never be able to support a family. It was ok, I wasn’t interested in having one. When I first became a teacher, I was shown a “step” system of pay. I saw that every year you’d make a little more. When you finally reached 20 or 25 years in the system the pay took huge leaps higher. Some years as much as a $10,000 increase if you can believe it. I thought I’d be rewarded for loyalty.
That “step” system has long been abandoned. Now we CONTINUE READING: Florida Teacher: The State Lied to Me | Diane Ravitch's blog

How Centrist Democrats Paved the Way for Betsy DeVos – Have You Heard

 How Centrist Democrats Paved the Way for Betsy DeVos – Have You Heard

How Centrist Democrats Paved the Way for Betsy DeVos


A consensus between Republicans and centrist Democrats around charter schools has been at the very center of education policy for the past three decades. Guest David Menefee-Libey joins us to talk about the formation of the charter school “treaty,” why it unraveled and what happens next. 

Complete transcript of the episode is here. The financial support of listeners like you keeps this podcast going. Subscribe on Patreon or donate on PayPal.

Jennifer and Jack’s forthcoming book A Wolf at the Schoolhouse Door: The Dismantling of Public Education and the Future of School, is now available for preorder!

 How Centrist Democrats Paved the Way for Betsy DeVos – Have You Heard

NYC Educator: Day One

 NYC Educator: Day One

Day One


I've spent hours, days, weeks and months dreading September. There were so many issues. As chapter leader, I don't feel like I've had a day off since June. How in the hell were we going to open the schools?

No one really knew. De Blasio's ridiculous plan fell apart, as anyone who gave it a cursory examination could have predicted. I remain amazed that he and Carranza could have stood behind such a senseless plan for a moment, let alone many months.

We have to be really careful selecting the next mayor. Full disclosure--I worked for and contributed to Bill de Blasio. I attended his inauguration. We're gonna need a mayor who will rid Tweed of Bloomberg's ghost. We're gonna need a mayor who will not continue to ignore the miserable state of our school facilities. 

We can't go through this again. Once is more than enough.

Then there's COVID, of course. My school is on the list of the dreaded 55. As far as I, or anyone in my school administration can tell, the only reported COVID case comes from a person who self-reported before the 8th and hasn't been in the building since March. It's entirely believable to me that the DOE could screw up something like that, because incompetence is their CONTINUE READING:  NYC Educator: Day One

Education Matters: Set up to fail

Education Matters: Set up to fail

Set Up to Fail




 I was so mad I was on the brink of tears. Yesterday I could use a curriculum that I had for years and where not perfect, gave me lots of material to work with, then like a light switch turning off, it was gone. The district didn't even think teachers were worthy of a heads up. I felt set up to fail, and sadly, I am not the only one, and the district's only response seemed to be, cry me a river.

In the last few days, I have read about on Facebook or heard from several how they too felt set up to fail.

No books or the right materials.

No access to a printer, or a working one anyways.

12 hours of work over the weekend and still not caught up.

They spent their planning calling parents of students who hadn't shown up or shown much interest if they did.

Crazy big Duval homeroom classes.

Crazy big brick and mortar ones too.

Way too much to do, and not nearly enough time to do. No slack is given, expectations higher than ever.

Then there is that pesky pandemic too. It's almost like the district office is unaware. You would think they CONTINUE READING: Education Matters: Set up to fail

NYC Public School Parents: Yet another last minute DOE revision of their school reopening plan & even less live teaching for NYC kids

NYC Public School Parents: Yet another last minute DOE revision of their school reopening plan & even less live teaching for NYC kids

Yet another last minute DOE revision of their school reopening plan & even less live teaching for NYC kids




Today was the  first day of remote orientation for NYC students.  Next week, part-time, in-person instruction will begin for those students that have opted into blended learning.  

Meanwhile, last week, 55 NYC teachers tested positive for COVID, raising some alarm, though as the Mayor pointed out, the figure is only .23% of the 17,000 or so teachers who were tested.  Still, staff at many schools are resisting entering their buildings, because of inadequate cleaning, PPE supplies, and/or ventilation.
One of the biggest problems is that principals say they still don’t have enough teachers to make the blend of in-person and remote classes work – as the system devised by DOE requires  three times as many full-time staffers as previously: one to teach full-time remote students; one to teach the part-time blended learning students when they’re at home, and one for the part-time in-person students.  A
Although the DOE now claims that they’ve hired and/or reassigned 2,000 more teachers and administrators to schools, the CSA, the principals union, said that schools require at least 10,000 additional teachers to make the scheduling work. What’s especially perverse is because of constrained budgets and funding cuts,  many schools have been forced to excess some of the teachers and other counselors and librarians they so desperately need who were already on staff.
In order to compensate for the staffing shortages, the UFT agreed that class sizes for the blended, remote learning could double  to as much as 64-68 students per class, which totally undermines any chance that these classes could be successful.
Then, last night, the night before remote orientation was to begin, the DOE announced that when they're at home, blended learning students would not be guaranteed of CONTINUE READING: NYC Public School Parents: Yet another last minute DOE revision of their school reopening plan & even less live teaching for NYC kids

Wednesday, September 16, 2020

Tens of thousands of L.A. area students still need computers or Wi-Fi 6 months into pandemic

Tens of thousands of L.A. area students still need computers or Wi-Fi 6 months into pandemic

Tens of thousands of L.A. area students still need computers or Wi-Fi 6 months into pandemic



Six months after schools closed amid the coronavirus crisis and with online learning in full swing, tens of thousand of students remain without adequate digital access and school districts in Los Angeles County report they still need nearly 50,000 computers and Wi-Fi hot spots.
The numbers are a stark reminder that technology access continues to pose a significant barrier to distance learning as schools in Los Angeles County will not be allowed to fully reopen until at least November.
“I’m very concerned if there’s even a small fraction of students who aren’t accessing, especially when we’re talking about students who are already more vulnerable and disadvantaged,” said Debra Duardo, superintendent of the L.A. County Office of Education. “There is already a gap, whether you want to call it an academic gap or an opportunity gap. There is already a gap, and we don’t want that gap to get any larger.”
The Office of Education, which provides services and financial oversight for the county’s 80 school districts, released the numbers Tuesday, the same day that the L.A. County Board of Supervisors voted to approve $14.9 million in spending to help close the technology gap. Duardo's office had requested the funding based on a survey of needs in local school systems.
Some district officials told The Times they have not yet been able to distribute computers and hot spots to every student who needs them. Others have CONTINUE READING: Tens of thousands of L.A. area students still need computers or Wi-Fi 6 months into pandemic

Education Deans for Justice and Equity (EDJE) Steering Committee has a new member | Cloaking Inequity

Education Deans for Justice and Equity (EDJE) Steering Committee has a new member | Cloaking Inequity

EDUCATION DEANS FOR JUSTICE AND EQUITY (EDJE) STEERING COMMITTEE HAS A NEW MEMBER




Honored to join the Education Deans for Justice and Equity (EDJE) Steering Committee. A nationwide alliance that aims to speak and act collectively regarding current policies, reforms, and public debates in order to advance equity and justice in education
I discussed here in an earlier post about the organization that truly believe that our deans and other academic leaders can translate their community-engaged, community-relevant work that they have undertaken as researchers and teachers into higher education leadership roles. I am seeking to do that on a daily basis in my role as dean at the University of Kentucky College of Education.
More about EDJE:
Mission Statement
Education Deans for Justice and Equity (EDJE) is a nationwide alliance of education deans that advances equity and justice in education by speaking and acting collectively and in solidarity with communities regarding policies, reform proposals, and public debates.
Guiding Principles
  • We believe public education is a basic human right and an essential cornerstone of a democratic society.
  • We believe in the importance of taking action to resist policies and practices of discrimination and exclusion.
  • We believe in protecting and advocating for the well-being and dignity of all children, families, and communities.
  • We believe that the structures of poverty and inequality, which have a profound impact on educational attainment, must be dismantled.
  • We believe schools and colleges of education have a moral responsibility to listen to and learn from communities that have not been well-served by public education.
  • We believe that this national network of deans and other educators will influence, inform, and challenge policies, reform proposals, public debates, and social movements.
There is much work to do in higher education, and no doubt, there will be more challenges ahead, but I am convinced that we will refuse to allow adversity to stop us from pressing forward and making an unmistakable and lasting impact for students and families.
Please Facebook Like, Tweet, etc below and/or reblog to share this discussion with others.
Check out and follow my YouTube channel here.
Twitter: @ProfessorJVH
Click here for Vitae.

On Teaching: What Is Good Teaching? - The Atlantic

On Teaching: What Is Good Teaching? - The Atlantic

What Is Good Teaching?
Over the past two years, I talked with veteran educators across the country as I tried to answer this question.



Editor’s Note: In 1988, a teacher most commonly had 15 years of experience. In recent years, that number is closer to just three years leading a classroom. The “On Teaching” series focuses on the wisdom of veteran teachers.

Renee moore still remembers the young man who changed the way she taught. It was 1999, and Moore was teaching at the nearly all-Black Broad Street High School in the rural town of Shelby in the Mississippi Delta. The 17-year-old who walked into her 10th-grade English class excelled in math but had never been taught how to write a proper sentence. He had spent nine years in separate classrooms for students with disabilities; looking back, Moore thinks he had undiagnosed dyslexia. The young man and his mother asked Moore if he could join her class for students without special needs; he was determined to earn a diploma.

Moore agreed, and in his first few weeks the student sat quietly on the far side of the room. As she spent time with him after school, she noticed that when the subject turned to sports or his family, he became animated. When she encouraged him to write about these interests, his engagement increased, and his sentences grew longer and more complex. Moore also knew that students from special education or “remedial” classrooms often internalized a damaging self-view that they somehow lacked intellectual competence. So Moore tried a new tactic: She recorded her conversations with her student, and then asked him to transcribe his own words—without worrying about grammar or punctuation. Once the student saw evidence in the transcripts for his capacity for unique ideas and analysis, his intellectual pride grew, and Moore could leverage it to teach him grammar and composition. Two years after he walked into her classroom, he moved into 11th grade, and eventually he passed the state’s exit exam and became the first of his six siblings to graduate with a high-school diploma

“This young man taught me the power of getting to know your students well enough to teach,” Moore, who has now been teaching for 30 years, told me. “We’re shuffling kids through a system designed on a factory model, and we often give up too soon, because they don’t get to ‘grade level’ by the time the system says they should. When they don’t, we say they’re not ready to learn or are hopeless. But they are just not on our schedule; it has nothing to do with their innate potential or ability.”
In the past two years, as I traversed the country to report for The Atlantic’s “On Teaching” project, nearly every veteran educator I encountered shared success stories similar to this one—and reflected on what effective teaching actually involves. American public schools are going through a consequential transformation: The majority of Baby Boomer teaching veterans—who just over 15 years ago constituted more than half of the teaching force—have retired or will retire in the next few years. “On Teaching” aimed to collect the wisdom of some of the nation’s most accomplished veterans to find out what has helped them bring out the best in their students. The 15 teachers I got to know closely—from rural Oklahoma to Mississippi, subarctic Alaska to suburban Arizona, California, Texas, Kentucky, and Michigan—told me that effective teaching depends on paying attention to students as individuals, addressing their needs with cultural sensitivity, and seeking the active support of peers. But they also told me that their capacity to teach successfully has been weakened by misguided, top-down policies, chronic funding cuts to public education, and growing structural inequities. To do their jobs fully, they said, they need basic resources—and they should be viewed as experts on CONTINUE READING: On Teaching: What Is Good Teaching? - The Atlantic

Exclusive survey: Teens dislike online learning - Axios

Exclusive survey: Teens dislike online learning - Axios

Exclusive survey: Teens dislike online learning


Most American teens think online school is worse than going in person, but less than a fifth of them think that it makes sense to be in person full-time while COVID is still circulating, according to results of a new survey shared first with Axios.
The big picture: Parents badly want their kids back in school, and students want to be there, too. But most feel it's still not safe, according to the survey, which was conducted by Common Sense Media and SurveyMonkey.
By the numbers:
  1. 59% of teens felt that online school is worse than traditional learning, with 19% describing it as "much worse."
  2. It's not just about missing their friends. Nearly half of students said they learn better in person, with just 30% citing missed social interaction as the key downside of e-learning.
  3. Students don't trust schools can be made safe. Roughly 70% of teens said they trust "only a little" or "not at all" that their school can or will take enough precautions to keep them safe during the pandemic. The distrust is even higher among Black and Hispanic teens, who also report being more concerned about getting sick from in-person schooling.
  4. Given all this, teens want to stay home. Only 19% said school should be fully in person right now, with 42% saying they would prefer fully remote learning and 37% in favor of a hybrid CONTINUE READING: Exclusive survey: Teens dislike online learning - Axios



The Hazards of a Police State Education During COVID-19 | Dissident Voice

The Hazards of a Police State Education During COVID-19 | Dissident Voice

The Hazards of a Police State Education During COVID-19
Virtual School Dangers




There was of course no way of knowing whether you were being watched at any given moment. How often, or on what system, the Thought Police plugged in on any individual wire was guesswork. It was even conceivable that they watched everybody all the time. But at any rate they could plug in your wire whenever they wanted to. You had to live—did live, from habit that became instinct—in the assumption that every sound you made was overheard, and, except in darkness, every movement scrutinized.
— George Orwell, 1984
Once upon a time in America, parents breathed a sigh of relief when their kids went back to school after a summer’s hiatus, content in the knowledge that for a good portion of the day, their kids would be gainfully occupied, out of harm’s way, and out of trouble.
Back then, if you talked back to a teacher, or played a prank on a classmate, or just failed to do your homework, you might find yourself in detention or doing an extra writing assignment after school or suffering through a parent-teacher conference about your shortcomings.
Of course, that was before school shootings became a part of our national lexicon.
As a result, over the course of the past 30 years, the need to keep the schools “safe” from drugs and weapons has become a thinly disguised, profit-driven campaign to transform them into quasi-prisons, complete with surveillance cameras, metal detectors, police patrols, zero tolerance policies, lock downs, drug sniffing dogs, school resource officers, strip searches, and active shooter drills.
Suddenly, under school zero tolerance policies, students were being punished with suspension, expulsion, and even arrest for childish behavior and minor transgressions such as playing cops and robbers on the playground, bringing LEGOs to school, or having a food fight.
Things got even worse once schools started to rely on police (school resource officers) to “deal with minor rule breaking: sagging pants, disrespectful comments, brief physical skirmishes.”
As a result, students are being subjected to police tactics such as handcuffs, leg shackles, tasers and excessive force for “acting up,” in addition to being CONTINUE READING: The Hazards of a Police State Education During COVID-19 | Dissident Voice

AFT Poll on Reopening: Public Wants Safety First | Diane Ravitch's blog

AFT Poll on Reopening: Public Wants Safety First | Diane Ravitch's blog

AFT Poll on Reopening: Public Wants Safety First




The American Federation of Teachers released a new poll about reopening the schools during the pandemic:
New Poll Shows America’s Parents, Teachers Want ‘Safety First’ on School Reopenings
Trump and DeVos’ Ruinous Agenda Rejected, Comfort with Return to Brick-and-Mortar Schools Significantly Higher when Protections, Funding in Place
WASHINGTON—The nation’s teachers and parents are seeing through the Trump administration’s chaos and disinformation over reopening schools this fall, new polling shows. And while supermajorities of the poll’s respondents fear they or their child will be infected with the virus, they are united behind the need to secure safety measures and the resources to pay for them, so students can return to in-person learning.
Sixty-eight percent of parents—including 82 percent of Black parents—and 77 percent of teachers say protecting the health of students and staff should be the primary factor in weighing whether, how and when schools should open their doors for in-person instruction, according to the survey, conducted by Hart Research Associates.
Just 21 percent of parents and 14 percent of teachers say schools should reopen on a normal in-person basis—as demanded by President Donald Trump and Education Secretary Betsy DeVos—and significant majorities reject the administration’s plan to strip federal aid from schools that don’t comply.
With the coronavirus still spreading rapidly in large swaths of the country, majorities of both parents and teachers worry their districts will move too quickly to fully reopen, rather than too slowly.
Majorities of teachers (60 percent) and parents (54 percent) are not comfortable starting the school year in person, and concern for personal safety is the top reason they remain leery. But, crucially, when safety protections such as masks, daily deep cleaning and sanitizing, physical distancing, proper ventilation and the funding to provide them are in place, 71 percent of parents and 79 percent of teachers are comfortable returning.
Parents and teachers voice high levels of concern about the personal risks of coronavirus infection. And 1 in 3 teachers say the pandemic has made them more likely to leave teaching earlier than they planned. Most teachers say they have purchased personal protective equipment for themselves (86 percent) or their students (11 percent).
Overall, half of parents and teachers report their schools are opening with at least some in-person instruction, with 2 in 5 schools opening remotely. Parents think remote learning has had a more negative impact on their children’s social-emotional health than on their academic progress. Most parents feel an adult will need to be with their child for remote learning; 3 in 10 of them say it will be difficult to make this happen.
Hart Research conducted the comprehensive national survey on behalf of the American Federation of Teachers, the Alliance to Reclaim Our Schools, the League of United Latin American Citizens and the NAACP.
AFT President Randi Weingarten said: “Parents and teachers are on the same page when it comes to school reopening—and they are united in the belief that we must protect our students, educators and communities’ safety and health and reject President Trump and Betsy DeVos’ agenda to strip schools of funding if they don’t fully reopen.
“We all want to get back to in-person learning, but that should not happen until there are COVID-19 safety measures in place and the funding to pay for them. While teachers and parents have been toiling for months to try and reopen, Trump downplayed the virus. While the president never misses an opportunity to threaten schools, or to sow confusion or chaos, he and DeVos were missing in action when it came to planning and resourcing what should have been the country’s biggest priority: reopening schools for our kids. Indeed, the only guidance DeVos has issued for this year is to mandate standardized high-stakes tests. One just wonders why kids’ and teachers’ health can be dispensable, but high-stakes testing is not.”
NAACP Vice President of Civic Engagement Jamal Watkins said: “The facts: Data, analytics and example after example have proven that the school system today is still fraught with unequal funding, environmental racism and toxic stress to which students of color are exposed—and the underlying factor is structural racism. With the mismanagement of COVID-19 and the failure of both the Trump administration and Education Secretary Betsy DeVos, we are deeply concerned that reopening without key guardrails and a true plan that puts students, parents, educators and staff first is a disaster that will continue to unfold.
“We stand with the AFT and will use every action and tool available to us, from serving on state and local reopening committees to filing lawsuits and other advocacy actions against unsafe and unsound plans, or the faulty implementation of plans. Nothing is off the table when it comes to the safety and health of those on the frontlines in America’s schools.”
AROS Executive Director Keron Blair said: “Parents, educators and students are united in thinking that Donald Trump and Betsy DeVos have not done enough to keep our children and communities safe as they press for the reopening of schools. We have also seen that where remote learning is being offered, adequate technology has not been provided to make access to learning equitable. The coronavirus pandemic is a health crisis. It is a racial justice crisis. And it is, for sure, a crisis and failure of leadership. The information revealed in this poll strengthens our claims and adds necessary fuel to the fights that parents and educators are leading for the safe and equitable reopening of schools.”
Sindy Benavides, CEO of LULAC, said: “Our nation’s classrooms are a microcosm of what is occurring everywhere in our country during this pandemic, and we now know that even children are not immune in close proximity among themselves or with others. The only difference is that what we, as adults, decide to do is our choice, while students are being mandated, and by extension their teachers and school staff, to re-enter spaces that at present pose a risk of exposure to the virus. Latino parents are facing disproportionate challenges, including higher numbers of COVID-19 as America’s essential workers, higher unemployment rates, and lack of access to technology. LULAC has always viewed public education as an essential component for the progress of an individual and our community. However, we cannot in good faith support sending our youngsters into possible harm’s way while some elected officials play politics with their lives.”
The online poll of 1,001 parents of public school K-12 students, including 228 Latino parents and 200 Black parents, was conducted Aug. 26 to Sept. 6, 2020; the online survey of 816 public school teachers across the United States was conducted Aug. 26 to Sept. 1, 2020.
The full poll deck is available here.
Contact:
Andrew Crook
o: 202-393-8637
c: 607-280-6603
acrook@aft.org
http://www.aft.org
AFT Poll on Reopening: Public Wants Safety First | Diane Ravitch's blog