Posts Tagged ‘Education’
Wednesday, October 12th, 2016
School schedules aren’t working for parents, and haven’t caught up to the reality of modern families’ lives.
The vast majority of parents 70 percent, work full-time from 8 a.m. to 5 p.m., but the median closing time for a school is 2:30 p.m. On top of that, schools are closed 80 percent longer than the typical worker receives in paid holidays and vacation time, which works out to 13 more days off than parents have, according to an analysis from the Center for American Progress.
That presents a problem for parents who work outside the home, especially mothers, single parents, low-income parents, parents of color, and part-time workers. Many of these demographics overlap, of course. Women of color in particular tend to make less money than white men and women and thus are less likely to be able to afford after-school programs and day care. Part-time workers also have far less vacation days and sick days than full-time workers.
This means the most disadvantaged populations in the United States are bearing the brunt of our school schedules-which are filled with extra days off around the holidays, days taken off for teachers’ professional development, snow days not offered by local employers, and policies mandating parents to pick up their sick kids, no matter how minor the illness.
Why a 9-to-5 schedule isn’t working for parents
Right now, schools are designed for families where one parent works outside the home and one parent stays home to care for the children, and is available to be on call to pick up their kids from school whenever necessary.
“Unfortunately the reality of working families has evolved a lot, and we need to invest in the kind of school policies and schedules to catch us up to the way people are actually living their lives,” said Catherine Brown, the vice president of education policy at the Center for American Progress and one of the authors of the new report. (Disclosure: ThinkProgress is an editorially independent site housed at the Center for American Progress.)
“We need to invest in the kind of school policies and schedules to catch us up to the way people are actually living their lives.”
The CAP report emphasizes the change in family work weeks. Between 1979 and 2006, the typical middle class family work week increased by 11 hours.
One might suggest after-school programs as the antidote to this problem, but these programs are not universally available, especially to the parents who need them most. Only 45 percent of all public elementary schools offer parents after-school care, according to CAP’s analysis of federal education data and only 31 percent of Title I schools have after-school programs.
Brown said school policies on picking children up from school also make parents’ lives very difficult. The report explains that schools often require parents to pick children up even when their illness is minor or non-contagious. Duval County Public Schools in Florida has a policy where parents are required to pick up an ill child within 60 minutes of being notified.
‘What will typically happen is your kid has a slight fever and they’ll call you and say you need to immediately pick them up and that’s just not viable,” Brown said. “If you’re working at McDonald’s or even if you’re working at CAP, it’s really hard to instantly abandon what you’re doing and go pick up your child, and this is a really clear way that schools disregard the needs of working parents.”
Brown added that these schedules often mean students go to recess or eat lunch very early in the day because they’re sharing a tight schedule with so many kids. Ideally, children’s schedules would be organized according to the natural ebb and flow of their energy levels throughout the day.
The creative solutions that could help fix this issue
There is no reason why this inconvenient school schedule needs to remain in place, the authors of the report explain. The CAP report puts forth several ideas for reforming the way that school schedules work.
- States could raise the minimum length of a school day to eight hours, which would push schools toward a typical work schedule.
- Districts could use the assistance of AmeriCorps members, college students, and community members to help run programs during school closings and to monitor students when parents are at work.
- Schools could limit days off to major holidays, look to major employers when deciding whether to close schools for inclement weather, and create school health policies that better recognize parents’ busy schedules.
- Administrators could accommodate parents’ work schedules when deciding when to schedule parent-teacher conferences and consider alternatives to in-person meetings, such as chatting through Skype.
- Schools could look at more efficient ways to conduct teacher professional development, such as having teacher development run throughout the school day through teacher collaboration and individualized coaching, so the school wouldn’t have to close for the day.
- Schools could identify alternatives to a tiered busing schedule, such as a dual-route system, so that students can get to school at the same time.
How a new school schedule would affect teachers
One of the most challenging questions facing advocates for a 9-to-5 school schedule is how to ensure teachers aren’t shortchanged in the process. After all, teachers come in early to prepare for classes and often stay later to assist students and grade papers?—?they don’t want to make their days even longer.
Staggered schedules could ensure that teachers don’t work longer hours than they already do. But if they do end up adding more hours to their workday, advocates say teachers should be fairly compensated.
“What we want to be clear about is that we’re not advocating for teachers to work longer hours without getting compensated for that time,” Brown said.
She added that kids can also do independent work an work in peer-to-peer groups that allow teachers time to do planning, give kids more time to learn, and reduce parent stress.
Ulrich Boser, a senior fellow for education policy at CAP, said there is also the possibility of teachers working a 9-to-5 schedule but doing so only four days a week. Teachers who work at Goldie Maple Academy in Queens, for example, have a school day that begins at 8 a.m. and ends at 4:35 p.m. but they have Fridays off.
How to pay for a longer school day
Keeping schools open longer will cost more money. But there are federal funds available to help school districts pay for lengthening their days.
In 2015, the U.S. Department of Education released guidance explaining that as long as extended school days are “meeting an identified need to improve student achievement,” a federal source called Title I, Part A fund can be used toward paying for it. Other federal funding sources include Promise Neighborhoods competition, Full-Service Community Schools Program, and Community Learning Centers program.
Congress could also include a competitive grant program in the Higher Education Act to encourage graduate schools in social work to partner with neighboring school districts to develop a 9-to-5 schedule.
This new schedule could also be considered a “school theme” in the way technology or bilingualism is considered a theme for many schools. These schools could be funded through competitive grant programs targeted at low-income schools.
Some of these policy proposals are easier to implement than others, but Brown said innovation is necessary to acknowledge the needs of working parents.
“I think requiring longer school days requires an injection of resources and creative thinking about how you set up your schools,” Brown said.
This blog originally appeared at Thinkprogress.org on October 12, 2016. Reprinted with permission.
Casey Quinlan is an education reporter for ThinkProgress. Previously, she was an editor for U.S. News and World Report. She has covered investing, education crime, LGBT issues, and politics for publications such as the NY Daily News, The Crime Report, The Legislative Gazette, Autostraddle, City Limits, The Atlantic and The Toast.
Tuesday, October 11th, 2016
Chicago teachers will likely take to the streets early Tuesday in an escalation of their campaign to defend their jobs and improve the education of the students and the communities they serve. The Chicago Teachers Union (CTU) has said it will strike if no deal is reached by midnight.
Four years ago, the CTU won a new contract with a dramatic 7-day strike that captured national attention. Although the CTU was unable in the following years to stop Mayor Rahm Emanuel from closing more than 50 schools, last April the union continued its contract fight with a mayoral-appointed Board of Education by calling for a 1-day strike over the failure of talks to renew their contract.
With the CTU and Chicago Public Schools (CPS) still at loggerheads over a new agreement, the teachers are preparing to establish picket lines once again at schools throughout the nation’s third-largest school system, taking on the Board of Education, Emanuel, the obsessively anti-union Republican governor, Bruce Rauner, and the local business class.
The fight is, in various ways, about money. The Board of Education, under Emanuel’s control, says it must cut costs since it is running a deficit. One of its proposed solutions would eliminate a longstanding agreement to pay for part of the cost of teachers’ pensions, effectively cutting teachers’ pay.
Rauner advocates a harsh and ideological strategy designed to humiliate the teachers and break their union. He has said bankruptcy might be the best option for CPS—a move that would allow a court to void union contracts.
But the strike is about more than money, too. The CTU sees negotiations as a chance to focus on the quality of education for Chicago students. The union wants to reduce class sizes, guarantee that all schools have libraries and librarians, give teachers professional support and training to teach more creatively, and provide social services and counselors who can help students resolve problems that may be interfering with their learning or leading them to drop out.
“In my 13 years of teaching, schools and students have never faced this type of assault,” said Lillian Kass, a special education teacher in CPS and a CTU delegate.
“We are going on strike to protect our students from further cuts. We need enforceable class sizes and adequate services so all students can succeed. Teachers and students have already suffered too many cuts. More cuts are not acceptable and not sustainable,” she said.
The contract dispute is linked to profound and pernicious questions regarding class and racial divisions in the city and state. The backdrop to the current conflict is the decades-long failure of the state government to follow the state’s constitutional mandate to carry the primary responsibility for financing public education.
As a result, schools are very unevenly and inequitably funded by local property taxes. The tax burden is greatest on working-class households, while businesses successfully resist paying their fair share. Chicago taxpayers suffer an additional burden: While state taxes—including taxes paid by Chicago residents—help fund teacher pensions for the rest of the state, Chicago residents alone pay for all pension-related costs for their schools.
Low-income communities, especially those that are predominately black, have suffered most from shortcomings in funding, school closings and many other CPS policies. Reinforcing the results of other investigations, a recent report by WBEZ, the Chicago public radio station, revealed that new school construction in areas of the city where the population is growing is carefully planned to maintain high levels of racial segregation, even though it would be easy to use the construction to create a more integrated school enrollment.
Union leaders see community groups as crucial allies in the fight now unfolding. Chicago Teachers Solidarity Campaign (CTSC), with a dozen or more members, played an important role in the 2012 strike, says Steven Ashby, a labor educator at the University of Illinois. Ashby, who is the leader of a renewed CTSC, says the new coalition already includes more than 50 groups.
The CTU, CTSC and many other progressive groups are pushing for the city to redirect to the schools as much as possible from Tax Increment Financing (TIF), a funding tool. The money is largely a “slush fund” spent at the mayor’s discretion for business-related projects, and reformers argue that it could provide significant funding for schools.
The issues posed by the teachers’ strike involve a tangle of inherited pathologies of racism, business dominance, and corrupt local politics—together forming a Gordian knot that blocks progressive reform. The strike may not cut the knot, but it could help direct the next blows for reformers tackling the many challenges beyond the current, critically important task of educating the city’s children.
This blog was originally posted on In These Times on October 10, 2016. Reprinted with permission.
David Moberg, a senior editor of In These Times, has been on the staff of the magazine since it began publishing in 1976. Before joining In These Times, he completed his work for a Ph.D. in anthropology at the University of Chicago and worked for Newsweek. He has received fellowships from the John D. and Catherine T. MacArthur Foundation and the Nation Institute for research on the new global economy. He can be reached at firstname.lastname@example.org.
Tuesday, August 16th, 2016
Oh, those overpaid teachers:
- Average weekly wages (inflation adjusted) of public-sector teachers decreased $30 per week from 1996 to 2015, from $1,122 to $1,092 (in 2015 dollars). In contrast, weekly wages of all college graduates rose from $1,292 to $1,416 over this period.
- For all public-sector teachers, the relative wage gap (regression adjusted for education, experience, and other factors) has grown substantially since the mid-1990s: It was ?1.8 percent in 1994 and grew to a record ?17.0 percent in 2015.
Pay is just one symptom of a broader problem in how teachers are valued, though. Increasingly—promoted by standardized testing-driven education and the corporate education policy movement—teachers aren’t respected as professionals, as experts on what goes on in their classrooms. That shows up in pay levels but it also shows up in anti-teacher rhetoric and in curricula that force them to paint by numbers rather than exercising independent judgment.
- Richard Trumka has done a wide-ranging interview with Bloomberg’s Josh Eidelson. There’s lots there, including this on how to see union density rise again:
We went from being totally embedded in the community to being isolated and hunkering down and trying to hold on to what we had. Now we’re back, embedded in the community. And when we’re embedded in the community, unionism starts to flourish and grow, and you can’t be assailed, because you can’t assail the entire community and still survive. Scott Walker, who gives Wisconsin’s surplus away to corporations, now has a deficit and says, “See these workers? It’s their fault.” He won’t be able to get away with that, because we’re so ingrained in the community.
Pablo worked in the fields of Virginia for 18 years. Then in 2009, he was sent to work in North Carolina, an experience he will never forget. “The grower was violent,” he recalls, “he screamed at us, and everyone was afraid of him.” It was common knowledge that the grower kept a gun in his truck, and while he never openly threatened anyone with it, the message was clear: do your work and don’t complain.
This article originally appeared at DailyKOS.com on August 13, 2016. Reprinted with permission.
Laura Clawson is a Daily Kos contributing editor since December 2006. Labor editor since 2011. Laura at Daily Kos
Friday, July 1st, 2016
With the problem this big, it’s no wonder so many people are talking about student debt.
Consumer Reports has weighed in with an issue dedicated to the discussion of the student debt crisis, including an investigation by the Center for Investigative Reporting. Along with personal storiesfrom young people dealing with student debt, the report includes a wealth of useful information for current and future student loan borrowers.
For instance: Do you know which common financial product comes with more robust consumer protections: student loans or mortgages?
OK, so maybe you figured out the answer to that one pretty easily, but here’s a breakdown from our friends at Consumer Reports.
It’s important to know your rights when taking on any debt, including student loans. As the Consumer Reports poll confirms, student debt has become such a burden for many borrowers that it affects their major life decisions as well as their everyday finances.
The special report also includes an important discussion guide to help you and your family make the best decision about college and student loans. The guide includes links to excellent government and other resources and lots of information about available tools and the different things to be considered when making such an important decision.
Consumer Reports also offers an interactive chart to help you understand your repayment options and their relative costs over time so you can be more informed in your choice of repayment plan.
Student debt can be scary and confusing, and there are a lot of improvements to be made to the system, but this new report from trusted consumer advocates is an excellent resource for students, families and borrowers alike.
This blog originally appeared in aflcio.org on June 30, 2016. Reprinted with permission.
Sarah Ann Lewis, esq., Senior Lead Researcher, Policy.
Friday, June 24th, 2016
At least eight protesters were killed and 53 injured earlier this week in clashes with police in Oaxaca, Mexico, during demonstrations against neoliberal education reforms. The teachers union in Oaxaca has been leading protests this summer against the federal government’s move to impose a national education plan that blankets over indigenous concerns in Oaxaca and imposes teacher evaluations that disadvantage schools in the poor region, as well as attacks against the union, including the controversial arrests of union leaders, mass firings of protesting teachers and the freezing of union bank accounts.
On Sunday, police sought to break up a blockade of protesters and violence erupted, with reports of police shooting into the crowd. The recent tragedy is another in a long line of incidents in Mexico’s ongoing human and labor rights crisis, including the 2014 disappearance and murder of 43 students from the teachers college in Ayotzinapa at the hands of local police and criminal gangs.
AFT President Randi Weingarten has called for an end to the violence and the immediate start of productive negotiations, and described the situation as “a sad commentary on human rights when a government meets union concerns with deadly force.”
Talks have begun between union officials and the government, as teachers in Oaxaca continue their protests despite police threats. The AFL-CIO stands with teachers and their families in Oaxaca in their struggle for justice and autonomy.
Further, as the U.S. and Mexican governments continue to push for expanded trade benefits under the Trans-Pacific Partnership, the AFL-CIO and Mexican unions oppose the agreement and demand that the Mexican government—and other countries with dire human and labor rights records like Vietnam and Malaysia—undertake fundamental reforms to end impunity for human rights abuses and protect freedom of speech, association and labor rights.
This article originally appeared in aflcio.org on June 24, 2016. Reprinted with permission.
Charlie Fanning is the Global Advocacy and Research Coordinator at AFL CIO
Monday, June 13th, 2016
High school graduation season is in full bloom in many communities around the nation, but in some places, parents with children still in schools have to be worried about the conditions of the schools they’ll return to in the fall – or even if the schools will open at all.
As states wrap up their budget seasons, many lawmakers are proving they simply aren’t up to the task of adequately funding schools. State spending, which accounts for about half of most public school districts’ budgets, has been in steep decline for a number of years in most states, leaving most local taxing authorities, which provide about the other half, unable to keep up unless the populace is wealthy enough to withstand higher property taxes. (Federal spending accounts for less than 10 percent of school funding, historically.)
Many of these lawmakers say the problem with the nation’s education system is lack of accountability, but school kids and their teachers are being hurt by government officials not being accountable to adequately and equitably fund our schools.
In Chicago, the nation’s fourth largest school system, the district’s school chief announced schools may not open in the fall due to a budget impasse in the state capital. Separate funding bills in the state House and Senate have drawn the ire of conservative Republican Governor Bruce Rauner, who would prefer to inflict on schools a program of tough love that includes a $74 million cut in funding to Chicago.
It’s not as if the city’s schools are living in the lap of luxury. Inadequate budgets have driven up class sizes in every grade way beyond the point they are officially permitted. District chief Forest Claypool has already told Chicago principals they should prepare for whopping cuts of between 20 to 40 percent to their school budgets, which will drive class sizes through the roof.
The budget impasse, according to a report from the Associated Press, imperils schools across the state. According to the AP reporter. Democrats want new taxes, “but Rauner first wants pro-business and union-weakening reforms, ideas Democrats say hurt the middle class.”
In other words, no more money for schoolchildren until teachers make sacrifices.
As Rauner was defending his miserly stance, he took a swipe at Chicago schools, comparing them to “crumbling prisons.” That set off a firestorm on Twitter, where Chicago teachers defended the good things their institutions do to provide to students despite the budget cuts.
Actually, if the schools were more like prisons, they might be more apt to get a funding increase, as Rauner has proposed a substantial increase to prison spending for 2016.
Illinois isn’t the only state hell-bent on cutting money for schools.
The Wall Street Journal reports that state lawmakers across the nation, especially in the Midwest, are at seemingly intractable odds over how “to make sure the next school year can start on time.”
In Kansas, Republican Governor Sam Brownback has called a special session of the state legislature “after the state’s supreme court last month once again ruled that the state’s funding formula is inequitable and threatened to shut off funding to the schools,” according to a report from Education Week.
The court keeps telling state lawmakers the state is not funding schools based on what they deserve, according to another EdWeek report. State Republican lawmakers have considered various ways to circumnavigate the ruling, including changing the state constitution, but Democrats siding with the court forced their hand by petitioning for the special session.
Meanwhile, schools in Kansas City, Kan., where nearly 90 percent of the students are poor, “had to cut more than $50 million from its already tight budget because of state cutbacks,” according to The Hechinger Report.
The cuts are promulgated regardless of how the schools perform. In the case of Kansas City, schools had been making “double-digit” increases in some measures of achievement prior to the financial cutbacks that started in response to economic downturns in 2008.
Hechinger quotes a district administrator, “You could see the performance begin to decline as we had to cut back on people, human resources and all kinds of things to support our students.”
In Pennsylvania, state lawmakers enacted improvements to the state funding formula, a long-standing problem in the state, but left budgets mired at levels below what is needed to make the formula meaningful. Due to the inadequacy of state funding, a statewide survey of local officials finds “at least 60 percent of Pennsylvania school districts plan to raise property taxes and nearly a third expect to cut staff,” according to the Philadelphia Inquirer. A third of respondents said their schools will increase class sizes in the year ahead.
This time the governor, Tom Wolf, is a Democrat leading the charge for increasing school funding, but the legislature controlled by Republicans “oppose new taxes and say the state needs to cut costs and find new funding streams.”
In Michigan, Detroit public schools will be out of money and unable to make payroll by June 30, according to a report from Reuters. House Republicans narrowly passed a bill to bail out the beleaguered school system, but Democratic leaders and the city’s mayor and teachers call the proposal a wasteful stopgap that funnels more money to charter schools while leaving the district adrift.
The big problem left unaddressed is how the state continues to underfund schools throughout the system. As a blog post from a district superintendent in the state explains, education funding in Michigan is in a 20-year decline. “This makes it impossible to provide the same level of teacher staffing, instructional materials, facilities maintenance, administration and operations,” he laments.
Outside the Midwest, “natural resource-dependent states” – such as Alaska, Louisiana, Oklahoma and West Virginia – are pulling “millions from their rainy day funds,” rather than raising taxes, to fund schools, according to Education Week. In Louisiana, the budget proposal would still leave schools in the lurch financially, leading to “teacher layoffs, cuts to programs, and cuts to the state’s department of education.”
Arizona is taking generally the same course, passing new legislation that raises education funding by raiding the state’s permanent endowment that supports stable financial resources for schools.
In Trenton, New Jersey, hundreds of teachers and school supporters rallied to protest funding cuts being proposed by the state’s conservative Republican Governor Chris Christie.
In North Carolina, conservative lawmakers are bragging about new teacher raises they just passed, but the state budget cuts millions from principal training, school Internet service, after-school programs, and a scholarship program to help fill shortages in math and science teachers.
“Can [school] districts raise expectations and improve achievement on a shoestring?” asks the author of the Hechinger article cited above. “How little money is too little for schools to function well?”
Maybe instead of cutting school funding to see how low it can go, it’s time we asked instead, “How much money for education is too much?” Indeed, without any real evidence that excess funding in the system is actually harming students and taxpayers, this continued austerity in education spending is mindless.
This blog originally appeared on ourfuture.org on June 10, 2016. Reprinted with permission.
Jeff Bryant is an Associate Fellow at Campaign for America’s Future and the editor of the Education Opportunity Network website. Prior to joining OurFuture.org he was one of the principal writers for Open Left. He owns a marketing and communications consultancy in Chapel Hill, N.C. He has written extensively about public education policy.
Thursday, June 2nd, 2016
First Lady Michelle Obama is scheduled on Friday to provide a commencement address to the graduating class of 3,000 students at The City College of New York in Harlem. As the White House announcement states, her address has some additional historic significance in that CCNY was the first public higher education institution in New York City, “established as a free institution dedicated to overcoming barriers to advancement.”
It wouldn’t be at all surprising for the First Lady to mention this in her address, as she continues to emphasize in all her commencement speeches this year her theme of “reach higher.” TheReach Higher Initiative, according to the White House, “is the First Lady’s effort to inspire every student in America to take charge of their future by completing their education past high school.” So it would seem appropriate to recognize the monumental contribution that a free public higher education institution no doubt has had on helping multiple generations “take charge of their future.”
Unfortunately, though, CCNY hasn’t been free in 40 years. Even worse, student tuition and fees have increased dramatically in recent years, as the state continues to underfund the school since the economic downturn in 2008, while physical conditions and resources deteriorate.
As an article in The New York Times notes, at CCNY’s “handsome Gothic campus, leaking ceilings have turned hallways into obstacle courses of buckets. The bathrooms sometimes run out of toilet paper. The lectures are becoming uncomfortably overcrowded, and course selections are dwindling, because of steep budget cuts.”
The problems at City College are symptomatic of what’s happening to higher education throughout New York, where, according to the Times article, enrollment in the state’s City University system – a collection of 24 urban campuses that includes City College – has climbed by more than 12 percent over the last eight years while funding from the state has dropped by 17 percent, adjusted for inflation.
Under the current austerity imposed by the state, another Times article explains, the CUNY system has had to raise tuition by $300 in each of the last five years and will likely continue to do so for another five years. Tuition hikes come on top of a $280 annual fee, significantly raising the financial challenge to CUNY students, more than half of who report family incomes of under $30,000.
Keep in mind this austerity has been imposed under the gubernatorial administration of Andrew Cuomo – a Democrat undermining the stated goals of a Democratic Party presidential administration. Cuomo’s plan is to reduce state funding to CUNY by $485 million, according to a report in Inside Higher Education.
Why is Cuomo intent on cutting higher education and raising tuition at the very same time government leaders are exhorting young people to take their education beyond higher school?
It’s not just Cuomo. According to a new report, most states are on par with New York or even worse in cutting their commitments to higher education. A review of the report by Hechinger Reportexplains, “States are collectively investing 17 percent less in their public colleges and universities, or $1,525 less per student, since 2007.”
While funding has been slashed, public colleges have increased published tuition prices by 33 percent since 2007.
Which states are worse than New York? According to the Times article cited at the top of this post, “Arizona is spending 56 percent less, while students are paying 88 percent more. In Louisiana, students are spending 80 percent more on tuition, while state funding has been cut by 39 percent.
Students, of course, are the ones having to take the brunt of the funding crunch by taking on more college loan debt. As Hechinger notes, from 2008 and 2014, the share of students graduating with debt from a public four-year college increased from 55 to 60 percent, while the size of the average debt load rose 18 percent. In the six years before the recession, the average debt only went up by 1 percent.
College and university faculty have taken a beating from the financial austerity, too. According to recent data, faculty positions are 76 percent more apt to be filled by part-timers than they were 40 years ago. During the same time period, the number of tenured, full-time positions has dropped by 26 percent and full-time positions on a tenure track have gone down by half.
Given these circumstances, it’s understandable why college enrollments in the nation are now in decline. Part of this decline may be attributable to increased availability of jobs, but that doesn’t change the fact that young adults forgoing a chance at a degree are also lowering their potential to have higher paying jobs later in life.
Declining enrollments are also not going to get the White House anywhere closer to its stated goal of ensuring, by 2020, that America once again has the highest proportion of college graduates in the world.
This Friday, Michele Obama may intend to commend City College graduates, and inspire other students, for their effort to “reach higher” in education. Let’s hope she also tells policy leaders and public officials to do the same to fund it.
This blog originally appeared on ourfuture.org on June 1, 2016. Reprinted with permission.
Jeff Bryant is an Associate Fellow at Campaign for America’s Future and the editor of the Education Opportunity Network website. Prior to joining OurFuture.org he was one of the principal writers for Open Left. He owns a marketing and communications consultancy in Chapel Hill, N.C. He has written extensively about public education policy.
Tuesday, May 31st, 2016
The false god of school vouchers has been unmasked once again, this time by a Brookings Institution study that says students in Louisiana and Indiana using vouchers to attend private and religious schools ended up doing worse on reading and math scores than their public school counterparts.
“The magnitudes of the negative impacts were large,” said the study on “The Negative Effects of School Vouchers,” written by Mark Dynarski, a fellow with Brookings’ Center on Children and Families. They also could not be explained away by the nature of the tests the children were taken or by some notion that some of the voucher children had been pulled away from above-average public schools.
Rather, the conclusion that these results point to is that “our historical understanding of the superior performance of private schools is no longer accurate,” Dynarski writes.
The facts in this report strike at a core argument behind the conservative drive to defund public schools and to promote “school choice” to parents, using taxpayer dollars to pay some or all of the costs of a private, often church-based, school. Sometimes invoking the language of the civil rights movement, these voucher programs are defended as ways to liberate students from the mediocrity of public schools and give them the opportunity to get higher quality schooling that equips them to succeed, including if they face barriers of race or class.
Here’s the reality, according to the report: “In Louisiana, a public school student who was average in math (at the 50th percentile) and began attending a private school using a voucher declined to the 34th percentile after one year. If that student was in third, fourth, or fifth grade, the decline was steeper, to the 26th percentile. Reading declined, too: a student at the 50th percentile in reading declined to about the 46th percentile. In Indiana, a student who had entered a private school with a math score at the 50th percentile declined to the 44th percentile after one year.”
Fifteen states and the District of Columbia has school voucher programs. The District’s program is unique in that it is a federally funded (and for many D.C. results, unwanted) intrusion into the city’s affairs. Vouchers have recently made news in North Carolina, where the state legislature is considering a $10 million increase each year in its $12 million budget for the program. That would in 10 years increase the school voucher budget to $135 million.
As Dynarski notes, comparisons of how well students using vouchers to attend private schools in all of these states have done to public school students “have reported mixed results on scores.” But what is remarkable about what the Brookings study saw in Louisiana and Indiana is that earlier studies have not reported “significant negative effects on test scores.”
“In education as in medicine, ‘first, do no harm’ is a powerful guiding principle,” Dynarski concludes. “A case to use taxpayer funds to send children of low-income parents to private schools is based on an expectation that the outcome will be positive. These recent findings point in the other direction.”
But perhaps what is also being unmasked here is that the school voucher movement is not all about academic excellence, at least as education policymakers and experts think of it. Jeff Bryant exposed this several weeks ago in his extensive review of voucher programs and the instruction that gets subsidized by them. An editorial published recently in The Washington Times offers a window into what’s really driving the voucher movement, as it touts vouchers as a way for parents to avoid schools with such mandates as allowing transgender students to use the restrooms that conform to their gender identity. Instead of having to send their children to “schools which they believe promote unsafe and immoral behavior” – presumably such as respect and understanding for people who are different from themselves – the government can instead subsidize “the freedom to choose” a “morality” of intolerance.
But tax dollars should not be subsidizing ignorance of the basic facts of life – whether that ignorance is of how to solve a math equation or how to deal with children who don’t fit our false notions of a gender binary. At the very least, parents should have a fact-based debate of what we’re actually buying with school vouchers, not one argued on faith without evidence.
This blog originally appeared at ourfuture.org on May 26, 2016, Reprinted with permission.
Isaiah Poole Worked at Campaign for America’s Future, attended Pennsylvania State University, and lives in Washington, DC.
Thursday, May 26th, 2016
It’s been five years since self-styled education reformer Michelle Rhee left her job as head of the District of Columbia Public Schools under a cloud of bitterness and controversy, but she is still throwing shade over the Washington city school system.
Rhee’s open hostility to unions was a hallmark of her tenure in D.C. and of her subsequent career as an executive of the education reform group StudentsFirst. That hostility continues to darken relations between city officials and the teachers union, labor advocates say.
That was clear earlier this month when some of the teachers took to the streets to protest current schools Chancellor Kaya Henderson for her years-long stalling on negotiations for a new union contract. Henderson, a Rhee protégé who took over when Rhee departed in 2010, won’t come settle a new contract, says Washington Teachers Union President Liz Davis, and is adding insult to injury by meddling in the internal affairs of the union.
“[Rhee] is still here, but in the form of Kaya Henderson,” Davis tells In These Times. Rhee’s schemes for re-vamping Washington public schools have largely failed, she says, but Henderson insists on continuing Rhee-like attacks on teachers as a way to scapegoat the failure of administrators to make better progress. Most recently, Henderson delayed further negotiations on contract talks on the pretext that an internal Washington Teachers Union election is taking place, which Davis says is a clearly improper attempt to influence the vote.
“It’s Rheeism without Rhee,” remarks Leo Casey, executive director of the Albert Shanker Institute, a pro-union education research group funded by the American Federation of Teachers. (The WTU is an affiliate of the AFT.) Evidence that Rheeism has actually succeeded in improving D.C. public schools is hard to come by, Casey adds, and the city continues to rate poorlyin many national rankings.
One of Rhee’s most visible initiatives is at the heart of the current inability to reach a new contract, according to Davis. A teacher evaluation system called IMPACT rates teachers and provides generous financial bonuses for those teachers who make high scores. Low scores, on the other hand, can be the basis for dismissal. The WTU is fighting for changes to the contract’s grievance procedures, Davis says, so that members can fight unfair evaluations. Negotiations are currently deadlocked on this issue.
Disagreement over annual salary increases is the second roadblock to a new contract, according to Davis. Henderson’s most recent offer was a paltry 1 percent.
Henderson Press Secretary Michelle Lerner tells In These Times that school “policy is not to comment on contract negotiations.” The old contract expired in 2012, but remains in place to cover about 3,500 unionized teachers, she says. A mediator has been brought in for negotiations to assist talks, she says.
Pay for D.C. teachers is very good, Lerner insists, with a starting salary of $51,259 a year that is the highest in the country (though cost of living in the city is also very high). Furthermore, the IMPACT bonus system allows veteran teachers to earn six-figure incomes. Despite the lack of a new contract with across-the-board wage increases, many teachers have seen rising incomes because of the bonuses, Lerner says.
Still, D.C. has a terrible time retaining teachers, Davis says. She estimates that there has been about 70 percent turnover since 2007, and “we are still recruiting 300 to 600 new teachers every year.” Many teachers feel there is a lack of support from senior administrators, she continues, leading to wide dissatisfaction and demoralization that fuels the high turnover rate.
Driving out older teachers is one of the unspoken goals of Rheeism, Shanker Institute’s Casey suggests, so union critics might argue that Rhee/Henderson have succeeded in that respect. Likewise, charter schools have exploded in D.C. over the last ten years. Nearly half of all public school students in the city are now enrolled in charter schools, while more than 40 public schools have been closed, Davis confirms.
Relations between the union and Henderson seem likely to remain fraught with difficulty, even if a new contract can be reached soon, Casey concludes. City school administrators have established a pattern of pushing charter schools, and Henderson has privately complained that Davis is less cooperative that previous union leaders.
“[Henderson] has difficulty with Liz because she is independent,” he says.
This post originally appeared at InTheseTimes.org on May 25, 2016. Reprinted with permission.
Bruce Vail is a Baltimore-based freelance writer with decades of experience covering labor and business stories for newspapers, magazines and new media. He was a reporter for Bloomberg BNA’s Daily Labor Report, covering collective bargaining issues in a wide range of industries, and a maritime industry reporter and editor for the Journal of Commerce, serving both in the newspaper’s New York City headquarters and in the Washington, D.C. bureau.
Tuesday, February 2nd, 2016
The Detroit Federation of Teachers joined with some parents Thursday to sue the school district over conditions in the schools and call for the dismissal of state-appointed Emergency Manager Darnell Earley.
“Asking a child to learn or a teacher to instruct with steam coming from their mouth due to the cold in the classroom, in vermin infested rooms, with ceiling tiles falling from above, with buckets to catch the rain water falling from above, or in buildings that are literally making them sick is more than what is legally or constitutionally tolerable,” the lawsuit says.
The complaint also alleges that Earley, who was appointed by Gov. Rick Snyder and has sweeping powers, has neglected his duties and made the district’s financial problems worse. Officials have said DPS is in danger of running out of cash in April or May.
The plaintiffs are asking a judge to remove Earley and restore local control to the school district. They also want the district to be ordered to fix the building problems, promptly investigate complaints and create a long-term capital plan.
Earlier in the week, a Detroit student explained why she supports her teachers:
Trying to silence teachers by threatening to take away their jobs is childish and unfair to my education. When you have lost these teachers, how will you replace them? Who wants to work in a school district where ceilings fall on student’s heads, and mushrooms grow in the hallways? I did not have an English teacher for the first
four months of school, and last year I did not have a French teacher the whole first semester. With a history of all these vacancies, how will firing 23 teachers help your case at all. […]
Legislators, the Emergency Manager and others have said that teachers are hindering our education by doing these sickouts, but the reality is that none of you live in Detroit, and none of you have children who go to a DPS school. None of you have to come to school every day and share books (if we even have books), or be in the middle of doing work and the lights cut off. None of you have to worry about your safety everyday of your life, or walk past mushrooms growing in the hallway. None of you have to skip lunch every day because the food is moldy, and the milk is old. None of you experience what we experience, and until you have, you have no right to speak on anything happening in our district. Our teachers are doing what is best for us, and my education is not being hindered any more than it was when I went a whole Semester without a French/English teacher.
When you’re talking about kids facing unsanitary conditions and hunger and being deprived of a chance at an education, you find the money to fix it. Just like you don’t poison a city’s water supply. Except if you’re Michigan Gov. Rick Snyder and his cadre of emergency managers, apparently.
This blog originally appeared in dailykos.com on January 28, 2016. Reprinted with permission.
Laura Clawson has been a Daily Kos contributing editor since December 2006 and Labor editor since 2011.