Latest News and Comment from Education

Monday, January 4, 2016

Argument preview: New threat to public employee unions : Friedrichs v. California Teachers Assoc

Argument preview: New threat to public employee unions : SCOTUSblog:

Argument preview: New threat to public employee unions



Analysis

Next Monday, January 11, when the Supreme Court returns from its holiday recess, it will devote an expanded argument to a case that has made unions which represent government workers deeply fearful for their financial future and their public stature.  A significant blow to their treasuries could come if non-union workers are able to turn broad hints by the Supreme Court into final victory inFriedrichs v. California Teachers Association.
Since 1977, the Court has allowed public-sector unions to charge the non-members whom they represent fees to cover the cost of bargaining over working conditions that will benefit those non-members as well as the union’s own ranks on the payroll.  They cannot charge a fee to cover union political activity, such as lobbying or campaign spending.  But, applying a bit of elementary logic, a group of non-union teachers in California seeks to nullify even bargaining-related fees.
Here is their logic: because unions cannot charge non-members for political activity and since non-members argue that everything a public-sector union does — even bargaining — is political in nature, it follows that any fees violate their First Amendment right not to pay for activity to which they object.  Their target, in union parlance, is the “agency fee.”
From the time the lawsuit in this case was filed in April 2013, it has been aimed at getting the Court to overrule its first decision drawing a distinction between the fees public-sector unions could charge non-members.  At each stage in the lower courts, the lawyers for ten teachers and an advocacy group, the Christian Education Association, conceded that their case was controlled by Abood v. Detroit Board of Educationa 1977 precedent.  So the challenge was quickly dismissed, as the case moved rapidly toward the Justices.  Review was granted last June 30.  The Court will have eighty minutes of argument, twenty minutes beyond the usual hour, to hear from all sides and the federal government.
Although the Abood ruling remains a controlling decision, the Court has been dropping hints for the past two years that the precedent has become shaky.  A majority of the Justices joined in the critique, most strongly expressed in 2014 in Harris v. Quinn.  The Court said then that it is a “bedrock principle that, except perhaps in the rarest of circumstances, no person in this country may be compelled to subsidize speech by a third party that he or she does not wish to support.”
Thus, the challengers are turning their case into a “compelled speech” dispute, treating union assessments as forcing non-members to embrace union goals.
In urging the Court to cast aside the Abood precedent, the California challengers contended that the only way to justify the distinction between the activities for which fees are charged to non-members is to prove “a constitutionally meaningful difference between a public-sector union’s efforts to advance an ‘ideological’ agenda through collective bargaining, and the same union’s efforts to advance the same ‘ideological’ agenda through lobbying or campaign spending.”
Collective bargaining by public-sector unions, the non-members argued, is very different from collective bargaining by private-sector unions, from which the Court borrowed the idea of allowing non-members to be charged for bargaining costs.  “Public-sector unions’ collective-bargaining efforts constitute political speech designed to influence governmental decision-making,” the petition asserted, adding: “In this era of broken municipal budgets and a national crisis in public education, it is difficult to imagine more politically charged issues than how much money cash-strapped local governments should devote to public employees, or what policies public schools should adopt to best educate children.”
The state of California, urging the Court to keep the Abood decision intact, noted that the non-union members have not pointed to any specific collective-bargaining actions that they considered to be “political” in nature.  In fact, the state added, they object to everything the teachers’ union does in collective bargaining, whatever its character.  Negotiations, it contended, for such things as leave from work or the condition of faculty lounges are in no way political.  There is no way, the state argued, to draw a distinction between conditions of work and matters of public policy in bargaining.
The union, the California Teachers Association, made essentially the same points.  Unions, it added, are compelled by state law to engage in collective bargaining for their member and non-member workers, and that is the source of their authority to assess fees to avoid “free riders” who benefit from such negotiations.
If the challenging teachers are not able to persuade the Court to overrule Abood, they have raised a second issue as a fallback position.  They want the Court to strike down the California requirement that those who object to paying fees to the union must take affirmative steps, once a year, to opt out of the fee demand for non-bargaining, actually political costs.  The Court should rule, they argued, that the union should get their consent before charging them fees for activities to which they object — an opt-in alternative.  The opt-out mandate, they asserted, also violates the First Amendment.
Briefs on the merits
In their brief on the merits, the challenging teachers made even more clearly their main point that any money they paid to the union was a form of “subsidy” for the union’s choice of activity in which to engage.  They did not attempt to show that any particular action would be acceptable to them, because they deem the union’s overall message to be one in favor of goals that the non-members may or may not support.
When a union approaches a local government “to extract policy commitments,” the brief contended, that is a “quintessentially political act,” no matter what specific commitment they seek.  Inevitably, it added, the policy changes that are to be made are “some of the most contested issues in education and fiscal policy.”
The teachers also argued that the public-sector unions will not be “bankrupted” if they lose non-members’ agency fees, contending that they are thriving in the federal government sector and in the many states that prohibit “agency fees.”
To the unions’ traditional argument that they are entitled to charge “free riders” for fees because they must represent everyone, the teachers argued that this is only the result of a state policy of having a single union represent all of the teachers, which gives that union a special benefit and, in the process, Argument preview: New threat to public employee unions : SCOTUSblog:





Education Department Threatens Low-Income Families and America's Opt Out Parents! - LA Progressive

Education Department Threatens Low-Income Families and America's Opt Out Parents! - LA Progressive:
Education Department Threatens Low-Income Families and America’s Opt Out Parents!




As much as corporate education reformers (and we will include the US Department of Education in this category) want you to believe that standardized testing is used to help children, educators know the truth. What the USDOE issued on December 22nd shows in full transparency that the testing agenda is not about helping children but more about making sure testing companies get their profits, and data mongers get their data.
On December 22nd, the USDOE sent a threatening letter to the Chief State School Officers regarding opt out. DOE Senior Advisor Ann Whelan wrote the letter and specifically stated, “ED may take enforcement action.”
She further threatened states with high opt-out rates, “including placing a condition on an LEA’s Title I, Part A grant or WITHHOLDING an LEA’s Title I, Part A funds (see, e.g., section 440 of the General Education Provisions Act).

So is expensive, mandated, inappropriate testing really about helping children when you threaten to withhold money from our most neediest children?

So is expensive, mandated, inappropriate testing really about helping children when you threaten to withhold money from our most neediest children?
The USDOE provides a definition of what Title 1 money is used for: “Title I, Part A (Title I) of the Elementary and Secondary Education Act, as amended (ESEA) provides financial assistance to local educational agencies (LEAs) and schools with high numbers or high percentages of children from low-income families ….”
To be very clear it seems that the USDOE will withhold, in a roundabout way, Title 1 funds to schools that educate low-income families for high opt-out rates. There is no other way to read this.
What the USDOE never understood, and acting USDOE Secretary John King did not comprehend during his tenure as education commissioner in New York, is that the opt out movement is parent driven. Does the USDOE think that states and school districts have the power to CONTROL parental opt out?
This threat to parents, who have a right to make decisions for their children, continues the onslaught of insults hurled towards parents by the USDOE.
USDOE, allow us to introduce you to a sample of opt-out parents.
Meet Jeanette Deutermann. She is a parent in New York. She is a parent who has led the opt-out movement on Long Island, New York. Over 87,000 students in grades three to eight, almost half of Education Department Threatens Low-Income Families and America's Opt Out Parents! - LA Progressive:

Seattle Schools Community Forum: Speaking of Testing...

Seattle Schools Community Forum: Speaking of Testing...:

Speaking of Testing...





A couple of items to consider.

From Seattle Opt Out:

KINDERGARTEN PARENTS IN SEATTLE: Do you know that today, Jan. 4, the testing window for MAP opens in schools that are choosing to administer it? 

Most of the parents we've encountered WERE NOT INFORMED of this. Many have been confused about what is happening--principals are saying that they're "leaving it up to teachers," teachers are saying "my principal encouraged me to administer it," no one downtown at the District is answering the phone to get to the bottom of it, and many PTAs are simply unaware of the window having opened. 

Confusion is part of the high-stakes game; it makes it more challenging to organize an opt-out campaign if no one really knows what the hell is going on. On the District's website it is listed as "required" next to the Jan 4-29 MAP for Kindergarten assessment. THIS IS CONFUSING, TOO, because it DOESN'T MEAN THAT STUDENTS ARE 'REQUIRED' TO TAKE IT! You can opt out! 

You can even call your child's school, right now, and opt out verbally (per OSPI! Opt outs do not have to be in writing, no kidding). Or, tomorrow, you can send a handwritten note to your child's teacher or principal saying this:


Dear ________________,

I would like to opt my child out of the MAP test during their kindergarten year. This includes make-up tests. Please provide a place for them to look at books, draw, or engage in another meaningful school activity.

You can reach me at ___-____-_____ or _______@____ if you have any questions. Thank you.
As well, there is this article from Education Week about the new ESSA (Every Student Achieves Act, formerly NCLB) rules on testing.

The questions are hanging over a provision of the Every Student Succeeds Act that lets states measure high school achievement with college-entrance exams instead of standards-based assessments.
That's because most states' current tests are based on their academic standards and are built to measure mastery of those standards. Moving to a college-entrance exam such as the SAT or ACT, which are designed to predict the likelihood of students' success in college, would mean that states had chosen instead to measure college readiness.
Yes, using the ACT or SAT, rather than, I assume, SBAC or PARCC (depending Seattle Schools Community Forum: Speaking of Testing...:



NYC Public School Parents: Part IV of the inBloom saga through FOILed emails: inBloom is born, faces increasing controversy, and dies

NYC Public School Parents: Part IV of the inBloom saga through FOILed emails: inBloom is born, faces increasing controversy, and dies:

Part IV of the inBloom saga through FOILed emails: inBloom is born, faces increasing controversy, and dies


This post, the final one with excerpts from the emails I FOILed from NYSED, documents the rise and fall of inBloom; through their communications to officials at the Gates Foundation and assorted consultants and allied organizations. inBloom was formally launched as a separate corporation in Feb. 2013 and died in April 2014, after little more than one year of existence. These fourteen months were marked by myriad public relations and political disasters, as the Gates Foundation’s plans for data collection and disclosure experienced national exposure for the first time and fierce parent opposition in the eight inBloom states and districts outside NY. 

Once parents in the rest of the country learned through blogs and news articles of the Foundation’s plans to upload onto a data cloud and facilitate the sharing of their children’s most sensitive personal information with for-profit vendors, their protests grew ever more intense, and inBloom’s proponents were powerless to convince them that the benefits outweighed the risks. Though the Gates Foundation had hired a phalanx of communications and PR advisers, they were never able to come up with a convincing rationale for inBloom’s existence, or one that would justify this “data store”, as they called it, that cost them more than $100 million dollars to create. 

The Foundation started the 2013 with a plan to promote inBloom through the media and at the large SXSWedu conference, and to expand the number of inBloom “partners” beyond the original nine states and districts that they said were already committed; instead they watched as every one of these nine states and districts withdrew or claimed they had never planned to share data with inBloom in the first place.

For the previous posts in this saga, see Part I showing how, after waiting a year and a half, we finally received the emails in December 2014, 
NYC Public School Parents: Part IV of the inBloom saga through FOILed emails: inBloom is born, faces increasing controversy, and dies:

Teachers are not failing the economy. Policymakers are failing public schools and society - Kappa Delta Pi Record

Economic Dominance with Political Incompetence - Kappa Delta Pi Record - Volume 50, Issue 1:

Teachers are not failing the economy. Policymakers are failing public schools and society



The fraudulent claims by policymakers and pundits that the United States is losing its economic competitiveness due to a failing education system continue unabated. However, the latest data on competitiveness suggest that it is poor economic policy, not education, that is holding back the economy.

Key words

The drumbeat of education failure has been ongoing since the passage of the No Child Left Behind Act of 2001 (NCLB, 2002). Education bureaucrats, pundits, business profiteers, and policymakers make fraudulent claims about how the performance of teachers, school administrators, students, higher education faculty, and parents are causing economic Armageddon for the United States. Policymakers and bureaucrats forewarn of impending doom and the need to save America's children from ineffective teachers and administrators through education corporatization, curricular standardization via Common Core State Standards, and national testing. But who is failing whom?
Previously I presented data that called into question the link between education output as measured on international tests in G7 countries and economic growth as measured by such indicators as per capita gross domestic product (GDP), overall GDP, purchasing power parity (PPP), and similar indicators (Tienken, 2013). I also presented data that suggest rankings on international tests do not predict a country's economic fortune in the G20 economic shark tank (Tienken & Orlich, 2013). Furthermore, I demonstrated with empirical evidence that students do quite well on international tests when one compares apples to apples based on poverty and childhood welfare indicators (Tienken, 20112012). The continued cries of education failure by those who view education from a profit margin standpoint do not hold up well to empirical scrutiny. In this article, I present rankings and data from the World Economic Forum (WEF; Schwab, 2013) that question the claims of cataclysmic U.S. economic performance and the accusation that educators, students, and parents are to blame for any economic shortcomings.
The World Economic Forum releases data yearly on the Global Competitiveness Index (GCI), a tool that measures the overall competitiveness of more than 145 national economies. The WEF (Schwab, 2013) defines competitiveness as
the set of institutions, policies, and factors that determine the level of productivity of a country. The level of productivity, in turn, sets the level of prosperity that can be reached by an economy. The productivity level also determines the rates of return obtained by investments in an economy, which in turn are the fundamental drivers of its growth rates. In other words, a more competitive economy is one that is likely to grow faster over time. (p. 4)
The WEF researchers rank countries' economies based on a set of “12 pillars” (Schwab, 2013, p. 4) of competitiveness. The pillars are (1) institutional environment, (2) infrastructure, (3) macroeconomic environment, (4) health and primary education, (5) higher education and training, (6) goods market efficiency, (7) labor market efficiency, (8) financial market development, (9) technological readiness, (10) market size, (11) business sophistication, and (12) innovation. The health and primary education pillar is made up of six indicators, only one of which is education related: primary education enrollment rate. The WEF calculates an overall GCI from the 12 pillars and also provides rankings for each pillar.
Every index has its weaknesses, and the GCI is no exception (Ensor, 2013). Among the potential weaknesses is the overall subjectivity of the rankings based on survey responses from business and governmental officials. As with all rankings, these should be interpreted with caution. I present rankings and data from the GCI as yet another set of data to be considered among other data I presented in the past. The GCI data should be interpreted along with other indicators, such as the World Competitiveness Rankings from the Institute for Management Development (IMD; World Competitiveness Center, 2013), Global Entrepreneurship and Development Index (Acs & Szerb, 2010), Global Creativity Index (Martin Prosperity Institute, 2011), and Global Innovation Index (Dutta & Lanvin, 2013) to either confirm or disconfirm the findings.
Since 1995 the United States ranked either first or second on the GCI 11 times and ranked in the top three of the world rankings 13 out of the last 19 years. The United States ranked seventh on the 2012–2013 list and fifth on the 2013–2014 list. The average ranking for the United States during the last 19 years is 2.89 out of 148 economies. The data suggest a rather robust economic record dating back almost two decades. For a point of reference, China ranked 29th during the last two years whereas Switzerland ranked first.
As noted earlier, there are 12 pillars that make up overall competitiveness. All the pillars are outside of the control of educators and are influenced more by industrial, health, trade, monetary, tax, and labor policies. According to the researchers at the WEF, the recent three-year slide of the United States in the rankings is attributed to political and regulatory factors, not education output from teachers and students. For example, the WEF (Schwab, 2012) explained the 2012 downward move of the United States to seventh place by stating:
The global economy faces a number of significant and interrelated challenges that could hamper a genuine upturn after an economic crisis … notably in the U.S. where political gridlock on fiscal tightening could dampen the growth outlook. (p. xiii)
Furthermore, the WEF researchers (Schwab, 2012) commented, “The political brinkmanship in the United States continues to affect the outlook for the world's largest economy” (p. 3). The comments by WEF researchers suggest that education pundits and bureaucrats should perhaps turn their attention inward to government policymakers instead of making fraudulent claims about public education.
Perhaps the most direct indictment of incompetence and ineptitude on the part of bureaucrats by WEF researchers (Schwab, 2012) was:
[S]ome weaknesses in particular areas have deepened since past assessments. The business community continues to be critical toward public and private institutions (41st). In particular, its trust in politicians is not strong (54th), perhaps not surprising in light of recent political disputes that threaten to push the country back into recession through automatic spending cuts…. A lack of macroeconomic stability continues to be the country's greatest area of weakness, 111th, down from 90th last year. (p. 21)
One of the most troubling comments to me was that no matter how well our children perform academically, policymakers seem to be sabotaging the economy from within with poor planning and lack of attention to sustainability issues. The WEF researchers provided a foreboding warning to tone-deaf politicians (Schwab, 2012):
The United States shows middling results in both social and environmental sustainability, which results in a slightly lower score in the sustainability-adjusted GCI than in the GCI itself. The country's social sustainability score is affected by increasing inequality and youth unemployment. However, it is the score in the environmental sustainability … that is a concern for the country's sustainable prosperity. (p. 60)
Finally, only 6.8% of GCI survey respondents in the United States cited an inadequately educated workforce as a major concern for future economic growth, whereas almost three times as many respondents were concerned with tax policy and inefficient government bureaucracy (Schwab, 2013).
The data presented in the 2013–2014 GCI report (Schwab, 2013) show that the United States ranked behind other industrial countries in areas that influence future economic growth—areas controlled by policymakers, not 2nd grade teachers or university professors. For example, the United States ranked 25th in protecting intellectual property rights behind such countries as Oman, the United Arab Emirates, and Qatar. The United States ranked 29th in diversion of public funds to corporations, friends, or private interests due to corruption, behind countries including Chile, Uruguay, and Rwanda. The United States ranked 50th for trust in politicians, behind Botswana, Iran, Vietnam, Kazakhstan, Malaysia, and China. In the area of irregular payments and bribes, the United States placed 38th, behind Georgia, Rwanda, Bahrain, and Estonia. Even in the area of judicial independence, the United States ranked lower than one would expect, given our rhetoric about liberty and justice for all: 32nd, tied with Rwanda and Kuwait, but below Saudi Arabia, Botswana, South Africa, and Oman.
U.S. government officials continue to fail the country in other ways. In the area of favoritism in decisions of government officials, the United States ranked 54th, behind Turkey, Iran, Liberia, Ecuador, Bolivia, Azerbaijan, and Indonesia—all countries that have been on the U.S. State Department travel watch list at one time or another. Nor is the U.S. government the bastion of transparent policy making, ranking 48th, behind China, Panama, Kazakhstan, and Armenia. The United States fell to the 19th position in quality of infrastructure, behind Oman, Portugal, and Singapore. I consider the quality of the electric supply important to economic success, but apparently policymakers do not because the United States ranked 30th, behind Slovenia, Czech Republic, Bosnia and Herzegovina, and Qatar. There are other indicators under the control of policymakers, but outside the control of educators, which influence economics that I can cite from the WEF, the Council on Competitiveness (2013), theInternational Monetary Fund (2013), and the World Bank (2013); but there is no need to belabor the point that educators do not control any of them.
Maybe policymakers and government bureaucrats should restore local control to U.S. public schools and allow community members to be the democratic overseers of the quality and finances like we have been since 1607. Clearly they have much more pressing issues to worry about in terms of their job performance than whether my child's kindergarten teacher has enough rigor in her classroom. There exists no independently verified empirical evidence that common core, uncommon core, no-core, national testing, international testing, or inter-galactic testing for that matter will fix our roads, give ethics to corrupt officials, feed or house our hungry and homeless children, or prevent inept policy making.
Policymakers' and bureaucrats' rankings on key areas of economic strength are obviously in need of attention and deserve closer scrutiny and oversight, and above all, accountability. Public school personnel are not failing the economy. Policymakers are failing public schools and society. Children residing in America deserve better.Economic Dominance with Political Incompetence - Kappa Delta Pi Record - Volume 50, Issue 1:

Poetic Justice Builds on the Dignity of Women in a Tulsa Jail | John Thompson

Poetic Justice Builds on the Dignity of Women in a Tulsa Jail | John Thompson:

Poetic Justice Builds on the Dignity of Women in a Tulsa Jail



Oklahoma imprisons women at double the national rate. About 80 percent of them are locked up for nonviolent offenses. We don't just incarcerate a higher percentage of women than any other state. We're number one in the entire country.
The time is right for Oklahoma and rest of the nation to listen to the women we imprison. A great starting point is Poetic Justice: Poems by Women at David L. Moss Criminal Justice Center. Compiled and edited by Ellen Stackable, Claire Collins, Hanna Al-Jibouri, Maggie Lane and Jenna Jones, the best poetry authored by 400 women yields insights into the full diversity of the human experience. It is merely the lack of space that prompts this post to focus on their themes of motherhood and sexuality.
The collection begins with "Noninstitutionalized," by O.J. She writes:
This morning when I woke
I was perfectly flawed and beautifully scarred
Seeking wisdom from fleeting sages
Sublime and transcending
Though held by man's cages

O.J. ventures into both motherhood and sexuality in "Dearest Olympia." She advises her daughter:
Make all your mistakes loudly. Drink more SoCo. Stay that extra week in London, kiss your girlfriend before they send her away. Take no one's advice but your own. Keep listening to your mother. Bleach that Mohawk platinum. Go to the Police about rape ...
Learn to curse quickly, to walk on your hands, to slow it down some.
Love,
An Incarcerated You

L.J.H. also voices ambiguous feeling about maturity and needing to acknowledge that, "Boy, I'm Old," but her "Ode to Music" emphasizes energy and humor:
I'm shakin my ass, not too much
I'm a lady, not a slut.

M.G.'s "Things I Learned at David L. Moss" previews a world of complexity and 
Poetic Justice Builds on the Dignity of Women in a Tulsa Jail | John Thompson:

Fred T. Korematsu was a national civil rights hero - Curriculum | Fred T. Korematsu Institute

Curriculum | Fred T. Korematsu Institute:





SHORT BIOGRAPHY:
Fred T. Korematsu was a national civil rights hero. In 1942, at the age of 23, he refused to go to the government’s incarceration camps for Japanese Americans. After he was arrested and convicted of defying the government’s order, he appealed his case all the way to the Supreme Court. In 1944, the Supreme Court ruled against him, arguing that the incarceration was justified due to military necessity.
In 1983, Prof. Peter Irons, a legal historian, together with researcher Aiko Herzig-Yoshinaga, discovered key documents that government intelligence agencies had hidden from the Supreme Court in 1944. The documents consistently showed that Japanese Americans had committed no acts of treason to justify mass incarceration. With this new evidence, a pro-bono legal team that included the Asian Law Caucus re-opened Korematsu’s 40-year-old case on the basis of government misconduct. On November 10, 1983, Korematsu’s conviction was overturned in a federal court in San Francisco. It was a pivotal moment in civil rights history.
Korematsu remained an activist throughout his life. In 1998, he received the Presidential Medal of Freedom, the nation’s highest civilian honor, from President Bill Clinton. In 2010, the state of California passed the Fred Korematsu Day bill, making January 30 the first day in the US named after an Asian American. Korematsu’s growing legacy continues to inspire people of all backgrounds and demonstrates the importance of speaking up to fight injustice.
FULL BIOGRAPHY: About Fred Korematsu
 ONLINE CURRICULUM: Click here  to access

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KOREMATSU TEACHING KIT: Click here to order

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Help us reach more classrooms! For more information about donating to the Korematsu Institute’s curriculum program, please click here.Curriculum | Fred T. Korematsu Institute:

Sad News as we lose a great education blogger and educator Joe Bower. | EduBloggers

Sad News as we lose a great education blogger and educator Joe Bower. | EduBloggers:

Sad News as we lose a great education blogger and educator Joe Bower.


Joe Bowed died yesterday. His Blog – For the Love of Learning 
Condolences are pouring in on social media for a popular Red Deer teacher who died over the weekend, with one provincial party leader saying “Alberta is a lesser place” without him.
Joe Bower died Sunday afternoon after suffering a heart attack Friday, according to a social media post from a sibling.
Bower was a tireless advocate for making the public school system more progressive and student-centred, writing a popular blog called For the Love of Learning on issues close to him.
“Today we lost a great man, a husband, father, son, brother, cousin, nephew, friend, and educator,” his sister Jennifer Bower-Hannotte wrote in a Facebook post Sunday.
[…]
An article Bower wrote in 2009 seemed to capture his teaching philosophy.
“Trying to define good teaching and good learning is no easy task,” Bower wrote.
“But if we always keep our ultimate objective in mind — the love of learning — and we allow nothing to sabotage us, our children will be afforded the opportunity to learn for the sake of learning in a safe and caring learning environment.”
Our own Diane Ravitch wrote R.I.P. Joe Bower.
 Joe was a wonderful teacher, father, and husband. He taught in Red Deer, Alberta, Canada. His blogs were always inspiring. I reposted a number of them here. He was one of those educators that you wish were in charge of an entire state or nation. He was kind, caring, compassionate, and loved children.
While David Weiss at Cooperative Catalyst published the post, Good-bye Joe
Tonight, my friend Joe Bower passed away after a massive heart attack a few days ago. He died with his family all around him.
Joe was one of the first educators I interacted with via social media. During many late night chat sessions he taught me to question many of my basic assumptions about education.
Why do we give grades to students anyway? Does this help them learn? What about homework? Does this practice help students learn? If not, why are we still doing it? What about school discipline? Do our current practices help students? If not, why not change them?
I’m going to miss my thought-provoking conversations with Joe. His students are going to miss their compassionate teacher. Progressive educators are going to miss one of their champions. His children are going to miss their father.
Good-bye Joe.
Valerie Strauss also used Joe’s powerful pieces including one in 2013 entitled Let them eat grit.
Let us hope that Joe knows that we will keep fighting and speaking out on behalf of teachers, students, parents and public education.Sad News as we lose a great education blogger and educator Joe Bower. | EduBloggers:

Save Our Schools March – It’s Time to March Again ~ July 8-10!

Save Our Schools March – It’s Time to March Again ~ July 8-10!:

It’s Time to March Again ~ July 8-10!
2016-March_Again


Save Our Schools: Coalition for ActionMarch & Rally
Save the Date: July 8-10, 2016

Many thousands of us gathered on July of 2011 for the Save Our Schools March and Call to Action. We assembled to state our grievances about the state of public education and to share our visions for the future. In that moment, we were the canaries in the coalmine – sickened by an unresponsive political process and its dehumanizing policies. We became the impetus for change, and we took to the streets in solidarity to make it clear:
We who believe in freedom cannot rest,
We who believe in freedom cannot rest until it comes.
 ~ Ella Baker
In 2011 we nurtured, supported, and committed to each other and to our children. We have not rested since. We have organized demonstrations, sit-ins, and strikes. We have resisted, written, called, tweeted, blogged, posted and re-posted, sang, spoken, and opted out of high-stakes testing all in our collective struggle for humane public schools and policies.
Coalitions are building and the movement is growing. We are parents and teachers, students and seniors, scholars and community organizers, urban and rural, immigrants and native-born, gay and straight, black, brown, and white realizing that more than ever, we have a common narrative based on democracy, the human right to education and economic and social justice that goes beyond our organizational silos, as important as those silos may be…
It is time to celebrate five years of common struggle and the growth that we have wrought. It is time to march again!!!
SOSBATsUOONPENCUEA, CELT, NEA BAT Caucus, and The Opt Out Florida Network are working with numerous organizations to build a broad coalition of like-minded people – from all walks of life and with diverse causes – to speak and march in solidarity July 8-10 in Washington D.C. We envision actions and festivities for children and adults, which foster awareness and to celebrate democracy by living it. It is an election year, and there can be no better time to show our government and our fellow citizens, “This is what democracy looks like!”
Details are developing each day on this massive event, so join ussupport us, and sign up for email updates!
In solidarity,
The Save Our Schools: Coalition for Action CommitteeSave Our Schools March – It’s Time to March Again ~ July 8-10!: