Keep your nose on

Advice from my mother, "Don't cut off your nose to spite your face."

FEEDING THE ECONOMY

We've been told that to keep society running smoothly, people should work to earn money...to fuel the economy. That's why they are always so quick to fund (or advocate for) job providers (aka the business community) through tax breaks, tax rebates, tax refunds, and lower taxes (which are, btw, mostly unavailable to the average worker).

What happens, however, when people can't work? They have to go on welfare, which is apparently bad. We shouldn't have to pay for someone who won't work -- and there are too many people who are "gaming the system" by collecting welfare without working.

Our education system should teach students to be "contributing members of society." We need to raise our children so they can take their place in the workforce and not be a burden on the rest of us by going on the aforementioned welfare. Furthermore, we need to hire competent people to teach and care for our children.

What happens then, when schools and childcare facilities haven't got enough funding to function and can't find qualified people who will do the hard work of teaching or caring for children? The pay is too low. The hours are too long. The social cost is too great. Do we "let the market decide" about keeping schools and childcare facilities open? If we do that, what happens when those privately run churches and companies need more money to operate? Do they charge more? Or do they just close?

Is the profit motive sufficient to keep us teaching and caring for our children?

Living in a civilized country (and I know that I'm making an assumption here) means that we should ensure that parents can care for their children from the moment they take their first breath.

What happens, however, when the ability to earn money conflicts with the ability to educate and care for children? What happens when a family with two parents needs two workers and there is no one else to stay home to care for the kids? What happens when there is only one parent in a family, who must work to feed, clothe, and house her children, but there is no one to watch her kids when she's at work? We saw what happened when schools struggled to stay open during the COVID-19 pandemic. Do we want that to continue?

Oh, would that we could return to the time when everyone lived in a two-parent family, with one worker (the father) and a "homemaker" (the mother) like in the "good old days."

Sadly, those "good old days" never really existed for many folks.

CHILDCARE CRISIS

You'd think that the Indiana General Assembly would do its best to ensure that everything was in place so that people who are raising young children would be able to find jobs that paid enough to feed, clothe, and house their families and that they would be able to find an affordable place, with competent staff, where their children would be cared for and helped to grow while they were at work.

You'd think that...but unfortunately, you'd be wrong, because, Indiana, like so many other states, is a place that apparently really hates it's children. It's a place that apparently doesn't care whether workers can get to work and leave their children in a safe place. It's a place that apparently isn't interested in growing the economy by making sure people have enough money to fund services, businesses, and government.

Uncertain future for providers as child care crisis looms

One national think tank estimates that 3.2 million children may lose their child care as federal grant funding expires at the end of the month. Those dollars helped many centers keep their doors open during the economic tumult of the pandemic but Congress’ stalemate on spending might mean it’s too late for some providers.

“That (funding) helped stabilize the child care program to an extent and it made it possible for these programs to stay open,” Ailen Arreaza, the executive director of ParentsTogether, said. “But it was sort of like a Band-Aid on a big, open wound. And now that Band-Aid has been taken away.”

The stakes

Century Foundation, a progressive think tank, estimates that 70,000 child care programs nationwide would be impacted, roughly one-third of all the country’s providers. The organization predicts that nearly 49,000 Hoosier children will lose child care and just over 1,000 programs will close — triggering a $132 million loss in worker productivity and $120 million in lost wages for parents.

Ok, so it's not just Indiana...it's the whole damn country. That doesn't surprise me either. As a nation, the US doesn't seem to have the inclination or the foresight to provide for its children...or to plan for the future.

A 2023 survey from Arreaza’s organization found that 59% of parents reported cutting back on hours or leaving a job because they couldn’t find reliable, affordable child care. After losing that source of income, families often cut back on other expenses. Forty-four percent of families said they reduced food costs and over half, 55%, said they couldn’t save while shouldering the cost of child care, which rivals the cost of full-time, in-state college tuition in Indiana and elsewhere. [emphasis added]

What happens when people can't find or afford childcare? Do they give up their children so they can work? No, they ration their prescription drugs or stop taking them altogether, they cut back on food and health care, they juggle bills and risk legal problems, they go without and risk their lives and health, and they don't contribute to the economy. The economy slows...and stagnates...the need for welfare increases...which hurts us all.

...even people who make our laws about public funding of education and childcare!

Do we want to have a society that functions well or do we like having citizens living in economic crisis mode? Do we want a robust economy where everyone is well cared for and happy or do we like economic stagnation and desperate citizens? Do we want to prepare our children for the future or are we going to continue to shortchange them and then let them try to repair the damage as they get older?

Are we ever going to find the will to support our children through fully funded childcare and "a general and uniform system of Common Schools, wherein tuition shall be without charge, and equally open to all"?

Or are we going to continue to "cut off our nose to spite our face?"

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2023 Medley #1 - Shortages, Textbooks and Names

Teacher Shortage, Free Textbooks,

Student Names

THE NATIONAL TEACHER SHORTAGE

NATIONAL: Our first two articles cover the national teacher shortage. How are schools coping? What are states doing to make it easier to become a teacher? Are those plans producing well-trained teachers?

Sadly, nowhere to be found is a discussion of why there is a national teacher shortage. Why are teachers leaving the profession in large numbers?

• It could be because teachers (in Indiana, at least) no longer have the right to bargain for anything other than wages and wage-related items. Working conditions -- which are student learning conditions -- are not allowed at the table.
• It could be because the inflation-adjusted salary for teachers hasn't changed since 1996. There is a "wage penalty" for teachers compared to other, similarly educated professionals.
• It could be because legislatures are forcing teachers to teach in ways that are counter-productive or teach curriculums that are misguided or filled with misinformation.
• Maybe it's because legislatures are continuing to siphon money from public schools to pay for privatization schemes that don't work. Meanwhile, cash-strapped public schools have to do with even less.
• Maybe it's because Republican legislators have made it their business over the last few decades to make life hard for teachers...so they'll leave...so the teachers' unions will lose members...so teaching is no longer a profession...so teachers can be paid less and can be hired and fired at will...so there is no one left to advocate for students.

The result is that schools are struggling to find qualified educators...and states are coming up with ways to lower standards for teachers.

Teacher shortages have gotten worse. Here’s how schools are coping.

Evidence suggests that more teachers are leaving the profession. In the suburbs of Washington, many large suburban districts in Maryland and Virginia saw teacher turnover above pre-pandemic levels. An analysis of teacher retention data by the education news outlet Chalkbeat found that turnover rates were the highest they had been in at least five years in eight different states. Nguyen’s team, examining teacher turnover data from 34 states with the help of the National Center on Teacher Quality, found that it rose to a historic 14 percent during the 2021-2022 school year.

Nearly a quarter of teachers surveyed by the RAND Corporation in January said they planned to leave by the end of last school year, citing stress, low pay and long hours. The survey also showed that their well-being had improved from 2021 and 2022 levels.

Plagued by Teacher Shortages, Some States Turn to Fast-Track Credentialing

The American Federation of Teachers, the nation’s largest teachers union, in a 2022 report called for more rigor in teacher training, not less, criticizing state efforts to lower the qualifications needed to be a teacher.

“[T]here are more alternative and nontraditional ways to become a teacher in the U.S. than ever before, and unfortunately many of them are low quality,” the report said.

The teachers union stressed methods that are reflected in traditional training, saying aspiring teachers should get “extensive” classroom experiences “alongside a skilled practitioner over a significant period,” and “a strong foundation in subject-area content.”

“We cannot put a bandage on the teacher and school staff shortage by cutting corners and lowering the bar for entry,” the report said.

FREE TEXTBOOKS FOR INDIANA PARENTS

No more school textbook bills for Indiana parents — but what other fees can still be charged?

INDIANA: A well-thought-out piece of legislation should contain details and cover all situations. This one doesn't.

The law in Indiana now provides for school districts to cover textbook costs, something that parents used to pay for. This is a good idea, but the Republicans, in their stupidity lack of foresight, have neglected to fully fund the program so schools are scrambling to find money to cover books, supplies, and all the other things they need to continue to function.

Will the legislature fully fund public schools? Not likely considering that nearly everyone in the state is now eligible for a private school voucher...and the fact that at least one candidate for Governor has called for cutting Indiana's income tax.

Indiana hasn't been all that generous with tax dollars for public education, passing a huge increase for private school vouchers (72% increase) and a smaller, but large increase for charter schools (16% increase), while actual public schools were lucky enough to garner a 5% increase. Where will the state get the money to fund three school systems (only one of which -- the public schools -- is mandated in the state constitution) without an income tax?

While the new law was championed by state officials, school districts are left trying to figure out what they have to cover and what they don’t — especially when it comes to advanced classes and career development courses.

There’s no consensus yet for what types of fees are still being charged by individual Indiana schools and districts. Some contacted by the Indiana Capital Chronicle said they had totally eliminated all education-related fees — at least for the current school year.

Other district officials said they interpreted the new curriculum law differently and will continue to bill parents for certain college-level course materials and school management software...

The law itself is somewhat vague...

A CHILD BY ANY OTHER NAME...

Indiana law on student names and pronouns leaves tough decisions to families and schools

INDIANA: The law (as of July 1) now requires schools to get parental permission to address students by a name other than what appears on their birth certificate. Does this mean that Andrew can't be called Andy? Or Susan can't be called Susie? Sadly, the law is vague and schools are confused about what can and cannot be allowed.

The idea behind the law, according to Todd Rokita (Indiana Attorney General) is that parents have the right to be involved in the upbringing of their children. This law would prohibit a child from deciding on a name (or pronoun) that doesn't traditionally identify with their birth gender. It's all about parental rights...or perhaps it's about making it harder for trans kids to be recognized in the classroom.

The same group of legislators (the super-majority of Republicans) also voted to usurp parental rights by banning gender-affirming care for children under 18, even if parents want it.

Is the legislature interested in "fighting for the right of parents to handle the upbringing of their children," or are they interested in making life difficult for trans kids and their families? The answer is obvious.

HEA 1608 was one of several laws Indiana legislators passed this year aimed at restricting how and when transgender youth could transition socially and medically. Proponents say it gives parents more information about their children at school — part of an argument for increased parental oversight in education that has swept conservative states.

“We’re going to fight for the right of parents to handle the upbringing of their children,” said Indiana Attorney General Todd Rokita at a recent press conference in reference to such laws.

But opponents of the new law said outing transgender students to their parents could put some at risk of physical harm or homelessness if their families aren’t supportive. (The American Civil Liberties Union of Indiana challenged HEA 1608 in court by focusing on another aspect of the law that prohibits teaching human sexuality in grades K-3.)

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Listen to this - 2020 #5

SCHOOLS AS A COMMON GOOD

The End of Public Schools Would Mean the End of the Common Good

What is the purpose of public education? Is it a "factory for human capital" or a place to raise citizens in a democracy?

The "business model" of education supported by many "reformers," focuses on churning out workers from the public schools. The idea that public education is a Common Good like libraries, roads, and municipal water systems, seems to be ignored by those who have tried to make a profit on public education.

From Jon Shelton in Jacobin Magazine

If education is nothing but the “capital” that helps one get a job, then the argument to make it a private commodity is far too convincing. If we want to save our schools, then we have to stop looking at them as factories for human capital and instead as serving to educate our kids to be citizens in a democracy with expectations for better lives. When we talk about the purpose of education, we have to see it as only one part of a broader series of social-democratic rights that includes the right to a secure job, good housing, and quality health care — no matter what kind of education credential you have.

END PRIVATIZATION OF PUBLIC EDUCATION

The Foundational Fallacy Of Charter Schools

Do we save the public money with charter schools or do we duplicate services and spend more of our communities' resources?

The idea that we need charter schools as "competition" for public schools implies that teachers and schools aren't putting forth the effort to educate their students -- and competition makes everything better (spoiler: it doesn't). Higher achievement is frequently promised by education "reformers," most of whom have little or no educational experience, but rarely delivered. Research into charters show that some do better than public schools, some do worse, and most do about the same.

One thing is for sure...duplicating services doesn't save money.

From Peter Greene in Forbes

You cannot run multiple school districts for the same amount of money you used to spend to operate just one.

This really should not come as a surprise to anyone. When was the last time you heard of a business of any sort saying, "The money is getting tight, and we need to tighten our belts. So let's open up some new facilities."

Opening up charter schools can only drive up the total cost of educating students within a system, for several reasons.

Let's imagine a school district that serves 1,000 students. Five charters open up in the district, so that now the public system serves 500 students, and each of the charters enrolls 100.

END HIGH STAKES TESTING

Does Your School Suffer From Advanced Testivitis

An interesting question from Peter Greene: Do standardized tests serve the needs of students, or the needs of schools to "prove" themselves?

From Peter Greene at Curmudgucation

...a school in the grip of testivitis is upside down. It is not run to serve the needs of students; it is run to get the students to serve the school's need for certain scores. And it will beat on those students like test-taking pinatas in an attempt to get the "right" scores to fall out. This apparently includes considering actions like requiring students to break pandemic distancing in order to come to school and take the test.

TEACHING DURING A PANDEMIC

Teaching in the Pandemic: ‘This Is Not Sustainable’

Teachers have faced challenges since the nation-wide shut-downs in March 2020. The conflict is between keeping schools open, which we know is better for students, going to hybrid teaching, which essentially doubles teachers' workload, or going completely virtual which contributes to other issues such as keeping students on task and the difficulties for parents who work outside the home. All the research into COVID-19 up to now has shown that children are generally not as susceptible to the effects of the disease as are adults, but schools aren't just where children learn. They are also places where adults work. Schools have to weigh the difference between the dangers their students and staff face in meeting in person against the difficulties in distance learning.

Because of COVID-19, teachers are leaving the profession in higher numbers than ever, exacerbating the already severe teacher shortage the nation is faced with. When the pandemic ends, when vaccines have given the nation herd-immunity, who will be left to staff the nation's classrooms?

From Natasha Singer in the New York Times

“Three years ago, we started to learn how to run from armed intruders,” said Amanda Kaupp, a high school psychology teacher in St. Louis. “Last year we learned how to pack bullet wounds. This year, we’re trying to figure out how to bring back learning in a pandemic.”

700 Epidemiologists Were Surveyed. This Many Were Sending Their Kids Back To School.

Interesting fact for teachers, parents, and policy-makers.

From Stu Egan at Caffeinated Rage

"...only one-quarter of epidemiologists surveyed say they would send kids to school, or even on outdoor playdates."

Ten Things I Used to Think

As usual, teachers are to blame because they are lazy, only in it for the money, selfish, or they hate children. Because we know that all teachers go into the field because of the huge salaries, all the free time, and they love to hang out with the children they can't stand. [/sarcasm]

From Nancy Flanagan at Teacher in a Strange Land

I used to think that teachers, in spite of their lousy pay and lack of control over their own work, were regarded as community heroes and helpers. But now—there’s this. This. This. And thousands more. Today, I read an outrage-inducing piece claiming that yeah, teachers are getting sick and dying (isn’t everyone?) but there’s no way to prove they actually caught the coronavirus at school—so hey, everybody into the water. The negative repercussions on this entitled attitude—teachers are so selfish when it comes to their own health!—will last for decades.

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US Export: Failing Schools

Again with the phrase failing schools!

 
This time it's in Australia where the New South Wales (NSW) state government has announced that it will intervene in public schools that don't meet "performance standards."

Here's a tweet from Pasi Sahlberg who has been working in Australia for the past few years...

I'll give you one guess what the "performance standards" are. Yes, they include attendance, well-being (not sure how that's defined), studying, and employment upon graduation. But check out what's mentioned first...

The NSW Department of Education will intervene in public schools that fail to meet performance targets in priority areas such as HSC and NAPLAN results, attendance, wellbeing and whether students are studying or can find work after they graduate.

The HSC is the Aussie version of a high school diploma. So -- graduation rates.

NAPLAN stands for National Assessment Program – Literacy and Numeracy. It's the standardized test used to determine if students are achieving...

...in three areas of literacy—reading, writing and language conventions (spelling, grammar and punctuation)—and in numeracy.

Apparently, the NSW government has adopted the US attitude about schools, deciding that schools are the only variable to grades, test scores, graduation, and employment after graduation. Failing schools are to blame if a student who graduates can't get a job. Failing schools are to blame if a student doesn't learn at the same rate as their peers. And failing schools are to blame if a student does not show up to school. It's sad that this attitude has been exported from the US.

WHOSE RESPONSIBILITY?

Are teachers the only ones who have responsibility for student achievement? What about the students themselves? What about their parents? What about policy-makers? Why are teachers the only ones who are "held accountable?"

Who has the responsibility to fund public schools? Who has the responsibility for the well-being of children? Who has the responsibility for the number of jobs available in the economy?

When teachers don't have enough time to reach all their students because they have large class sizes...whose fault is that?

When teachers need to spend their own money to purchase supplies for their classroom...whose fault is that?

When teachers again spend their own money to purchase materials, clothing, and food for students...whose fault is that?

This tweet from a teacher in the American Southwest says it all...

Failing schools? I don't think so.

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U.S. Neglects Tomorrow

In Aesop's tale of the ant and the grasshopper, the busy ant made preparations for the coming winter, while the flighty grasshopper played away the summer. When winter came, the ant was prepared with substantial food for the winter while the grasshopper was starving.

The United States seems determined to play the grasshopper when it comes to our future. We use up our energy without a thought of what will happen when it runs out -- and fossil fuels, no matter what other arguments one might make about them -- are a finite resource. We fill our landfills to bursting...and recycling is failing in its promise. We ignore the changing climate that is drying out the "nation's breadbasket" and burning up California's farmland. And, most important, we don't seem concerned with preparing our future citizens and leaders, our children.

In 1989 Carl Sagan said,

...we have permitted the amount of poverty in children to increase. Before the end of this century, more than half the kids in America may be below the poverty line.

What kind of a future do we build for the country if we raise all these kids as disadvantaged, as unable to cope with the society, as resentful for the injustice served up to them? This is stupid.

In the video above, Sagan claims that the US is 19th in the world in Infant Mortality. We haven't improved much -- if at all -- since then. Why? Because we don't spend as much money on our babies as other countries. We're a wealthy country yet we aren't investing in our future by taking care of our most important natural resource -- our children.

Without continued investment in our children, will we be able to maintain our lifestyle and standard of living? In 1996, Sagan wrote,

I have a foreboding of an America in my children's or grandchildren's time – when the United states is a service and information economy; when nearly all the key manufacturing industries have slipped away to other countries; when awesome technological powers are in the hands of a very few, and no one representing the public interest can even grasp the issues; when the people have lost the ability to set their own agendas or knowledgeably question those in authority; when, clutching our crystals and nervously consulting our horoscopes, our critical faculties in decline, unable to distinguish between what feels good and what's true, we slide, almost without noticing, back into superstition and darkness.

Superstition and darkness -- take a look around.

U.S. ranks near bottom of advanced nations in child wellness — new report

If we don't take care of our children now how will that affect our future? Will we prepare enough doctors? enough teachers? enough people to support the society? Will we have more social unrest? more poverty? more violence? Will our economic gaps increase?

Which will have a greater impact on our daily lives...Jeff Bezos's $200+ billion net worth, or the more than 38 million Americans living in poverty?

The United States ranks near the bottom of dozens of advanced nations in terms of the well-being of its children, according to a report with data from before the coronavirus epidemic.

The rankings were published by the United Nations Children’s Fund, known as UNICEF, which show that of 38 advanced countries for which data was compiled in a range of wellness markers, the United States was No. 36. (See ranking chart and full report below).

The Netherlands, Denmark and Norway topped the list, which takes into account data on the mental and physical health of children as well as their skills as measured by international exams. Mental well-being includes both life satisfaction as well as suicide rates; physical health includes rates of overweight and obesity as well as child mortality, and skills focuses both on proficiency in reading and mathematics as well as social skills.

But the report noted that in many of the advanced nations on the list, children are not doing well; in fact, in nearly half, more than 1 in 5 children live in poverty. Of 41 nations ranked on child poverty, the United States was fourth from the bottom.

What Does It Mean When Hardly Anybody Stands Up for the Basic Needs of Children and Public Schools?

I do not remember a time when the wellbeing of children has been so totally forgotten by the leaders of the political party in power in the White House and the Congress. This fall, school district leaders have been left on their own as they try to serve and educate children while the COVID-19 pandemic continues raging across the states. School leaders are trying to hold it all together this fall at the same time their state budgets in some places have already been cut.

Teacher pay penalty dips but persists in 2019

In order to prepare our children for their (and our) future, we'll need teachers. Are we investing enough in teachers? Are we providing an incentive for the "best and the brightest" to go into education? Are we addressing the nation-wide teacher shortage?

We have been living through a decline in the number of teachers being trained, even before the pandemic. Colleges and universities report fewer students are choosing education. This past week we learned that the University of South Florida will close down its education school. Will more universities follow USF's lead? Who will train tomorrow's teachers?

Key findings

• The teacher wage penalty has grown substantially since the mid-1990s. The teacher wage penalty is how much less, in percentage terms, public school teachers are paid in weekly wages relative to other college-educated workers (after accounting for factors known to affect earnings such as education, experience, and state residence). The regression-adjusted teaching wage penalty was 6.0% in 1996. In 2019, the penalty was 19.2%, reflecting a 2.8 percentage-point improvement compared with a penalty of 22.0% a year earlier.

• The teacher wage penalty declined in the wake of recent teacher strikes but only time and more data will reveal whether teachers’ actions led to a decline and a turning point. The lessening of the teaching penalty from 22.0% in 2018 to 19.2% in 2019 may reflect pay raises enacted in the wake of widespread strikes and other actions by teachers in 2018 and 2019, particularly in some of the states where teacher pay lagged the most. Unfortunately, the data we have to date are not sufficient to allow us to identify the geographic locus of the improvements in teacher wages and benefits and any association with the recent wave of teacher protests and strikes. Only time will tell if this single data point marks a turning point in teacher pay...

• The benefits advantage of teachers has not been enough to offset the growing wage penalty. The teacher total compensation penalty was 10.2% in 2019 (composed of a 19.2% wage penalty offset by a 9.0% benefits advantage). The bottom line is that the teacher total compensation penalty grew by 7.5 percentage points from 1993 to 2019.

Isn't it time that we started to prepare for the future?

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2020 Medley #20

The US is broken, Privatization gets money,
Vulture capitalists, Fake news,
Reopening gamble,
Educational decisions without teachers

WHAT'S 'BROKEN'? THE PUBLIC SCHOOLS OR AMERICA ITSELF?

Trump exploits Biden’s charter school silence

Margaret Fortune of the Freedom Coalition for Charter Schools calls out the President for lying about former Vice President Biden's plan for charter schools. The comment by the current occupant of the White House that Biden wants to close all charter schools has been debunked over and over again, though this will hardly stop him lying about it...nor will it stop his base from believing him.

In any case, Fortune continues by making a misstatement of her own when she talks about public schools in Black neighborhoods being "broken."

It's true that public schools in high-poverty neighborhoods, especially neighborhoods filled with Black and Brown children, are generally not as successful as schools in higher-income areas, but the problem is the larger society's inability (or unwillingness) to overcome poverty. The problem is the racism and classism inherent in the social structure of the US. Why is it that test scores in low-income schools are lower than in wealthy schools? Are all the schools in low-income neighborhoods bad and all the schools in high-income neighborhoods good?

No. It's because...

• the US is one of the very few countries in the wealthy, industrialized, capitalist world that spends more money on the education of wealthy children than poor children (see here, here, here, and here).

• standardized testing which we use to "grade" our schools are culturally and racially biased (see here, here, here, and here).

• poverty affects children's ability to learn and achieve (see here, here, here, and here). 

Children of color in the US have been denied equal opportunities compared to their white counterparts for more than 400 years. Diverting much-needed funding from the public schools for their inability to solve the centuries-old problem of racism isn't going to make the issue go away.

From Politico

Before an audience of nearly 24 million viewers, Trump said during his Republican National Convention speech that Biden has vowed to “close all charter schools, ripping away the ladder of opportunity for Black and Hispanic children.”

The president's claim is not true, and Trump has not been a reliable charter school ally himself. But Biden isn’t making a big show of countering that accusation or bearhugging the charter community either, after support for the schools took a beating during the Democratic presidential primary. Boxed in by that progressive tide, the former vice president may be creating an opening for Trump to woo parents of color — and on an issue considered part of President Barack Obama’s legacy.

“I could never believe a Donald Trump on the television, trying to exploit the desperation of Black families who need a better option for their kids because the public schools in their neighborhoods are broken,” said Margaret Fortune, co-chair of Freedom Coalition for Charter Schools. “But it also moves me to deep concern that Joe Biden would hand him that narrative, by being silent on the issue.”

PRIVATIZED SCHOOLS GRAB MORE FUNDS

Private and Charter Schools Receive Approximately $5.7 Billion in PPP Loans, Raising Questions About Equity in Education

While public schools are threatened with cuts, private schools (mostly parochial) and charter schools get more than five times the funding from the CARES Act.

From COVID Stimulus Watch

Our review revealed that approximately 1,200 charter schools and 5,400 private schools received an estimated $1.3 billion and $4.5 billion in PPP loans, respectively—averaging $855,000 per school. In contrast, other parts of the CARES Act allocate only $13.2 billion for all of the 98,158 public schools in the country, or $134,500 per school. In other words, private and charter schools are getting six times more per facility than public schools.

This gap will likely widen, as charter and private schools are also entitled to a portion of federal funding for public education. Additional analysis will be needed to determine the exact size of this gap, but there is clearly a significant disparity in CARES Act funding for different kinds of schools.

VULTURE CAPITALISTS

Ed Tech Cashes In on the Pandemic

When the pandemic hit, the vultures moved in. If you've never read The Shock Doctrine, now is the time.

From The American Prospect

Ed tech companies lost no time moving in. “When the pandemic hit, right away we got a list of all these technology companies that make education software that were offering free access to their products for the duration of the coronavirus crisis,” said Gordon Lafer, political economist at the University of Oregon and a member of his local school board. “They pitch these offerings as stepping up to help out the country in a moment of crisis. But it’s also like coke dealers handing out free samples.” ...

For the past two decades, ed tech has been pushing into public schools, convincing districts to invest in tablets, software, online programs, assessment tools. Many superintendents have allowed these incursions, directing funding to technology that might have been better spent on human resources, teachers, counselors, nurses, librarians (up to $5.6 billion of school technology purchased sits unused, according to a 2019 analysis in EdWeek Market Brief). Now the pandemic has provided ed tech a “golden opportunity,” a “tailwind” (these are the terms we hear): Michael Moe, head of the venture capitalist group Global Silicon Valley, says: “We see the education industry today as the health care industry of 30 years ago.” Not a happy thought.

THE FAKE NEWS LEGACY

91 Examples of Americans At Odds About Covid-19 as Students Start School

The US is a post-truth society. We no longer have facts common to us all. We only have the facts of our own little bubble of news and information. Republicans have one set of facts. Democrats have another. Even the health of the nation suffers from partisan bickering.

From Nancy Bailey's Education Website

1. Schools are not safe. Students should learn remotely.
2. Send students back to school; it’s more dangerous if they stay home.
3. Make sure students wear masks.
4. I would not want to wear a mask if I was a kid.
5. Teachers who make children wear masks are sheep.
6. Forcing us to wear masks is tyranny!
7. Masks are disgusting!
8. Teachers don’t realize that Covid-19 is a hoax.
9. Covid-19 is real, but it is not as bad as they say. It is over-reported.
10. Covid-19 is worse than they say. It’s under-reported.

CHILDREN AND THEIR TEACHERS ARE THE PAWNS IN POLITICAL GAMES

The School Reopening Gamble

America's schoolchildren and their teachers are the pawns in the political games of adults.

From Jersey Jazzman

In the next week or so, school districts all over the country will reopen their buildings as their new year begins. During our pre-service training, a teacher colleague of mine described the process as a “grand experiment.”

But he’s wrong; it’s not an experiment. It’s a gamble.

An experiment, by definition, is a controlled, scientific procedure designed to gain knowledge. When a researcher conducts an experiment, they try, as much as possible, to control for outside factors that may affect an outcome. The goal is to see relationships between causes and effects, and better understand how the world works.

A gamble, on the other hand, is a risky action taken with the hopes of getting a favorable result. A gambler isn’t trying to learn anything – all they want is a win.

EDUCATIONAL DECISIONS: NO NEED FOR EDUCATORS

“Teachers Can Turn This Thing Around” – Not Billionaires, Private Interests, Or ALEC-Aligned Stooges

Educational decisions are being made without the input of educators. Does this surprise you? It shouldn't. It's been going on for years.

From Caffeinated Rage

It’s kind of like re-imagining health care without input from health care professionals or receiving marital advice from someone who has never been in a long-term relationship. It’s like getting counseling from someone who cannot even empathize with your situation.

But with the end of the traditional school year coming and the need to start talking about how we will proceed with fall, it is apparent that the input of teachers is paramount.

Why? Because “Teachers Can Turn This Thing Around.”

And don’t forget to vote this November.

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2020 Medley #17 -- All COVID-19, All the Time

It's all COVID-19 - all the time, 
Teach in-person or lose funding,
Billions for privatization, Stingy U.S. Senate, 
The damage done, It's still poverty

IT'S ALL COVID-19, ALL THE TIME

Is there really anything to write about besides the problem of schools starting during the pandemic...the threat to students and teachers...the lack of preparation and science-based decisions?

The big problem facing public education right now is the fact that states are coercing school staff and students back into in-person classrooms before the pandemic is under control and virtually every education writer has at least one, and often more, opinions about the subject.

Maybe it's my "bubble" but most of the articles I've read (and posted) were on the side of "no in-person school until it's safe." The few that were in favor of opening schools in the middle of a pandemic took the side of 1) parents need to go back to work, which only shows up the failure of state and federal governments ability to provide for safe child care and provide support for parents who would have to stay at home to be with their kids, and 2) kids are less affected by COVID-19 so they'll be ok...with little if any acknowledgment that in order to have kids in school one must also have adults who are at greater risk from the illness.

For me, however, the biggest problem is the same one that the media has faced since the current occupant of the White House* announced his candidacy four years ago; there is so much shit going on -- mostly from Washington D.C. -- that one can't keep up with it.

Take a look at the news. There is no longer any such thing as a 24-hour news cycle. Now it's more like 24 seconds...the time it takes "tiny fingers" to tweet something outrageous. "Little kids are immune to coronavirus" (not true), "Hydroxychloroquine will cure COVID-19" (not true), and other things that are also not true. Meanwhile, there are [the current number of Americans dying daily] Americans dead today who were alive yesterday, and a total of [the current total of Americans dead from COVID-19] Americans who are dead from the pandemic. As of this writing (August 7, 2020), nearly 158,000 dead.

TEACH IN PERSON OR LOSE FUNDING

Schools that don’t offer in-person instruction could lose funding, top lawmaker says

First, the Indiana supermajority has decided that the current occupant of the White House* and his ignorant Secretary of Education have the right idea -- double down on their plan to privatize public education by requiring schools to reopen for in-person instruction or lose federal funding. Local control be damned.

The current President Pro Tempore of the Indiana Senate has jumped on that bandwagon and will cut by 15 percent, funding for schools that don't provide in-person instruction. Local control be damned.

The decision for schools to remain closed in counties with a dangerously high prevalence of COVID-19, therefore, is out of the hands of local health departments and school boards. The Republicans in the Indiana General Assembly intend to punish any school or school system which dares to keep its students and staff members safe. Guess which school systems, and which students will be hurt the most by this.

Public schools that do not offer an in-person education option could see their budgets slashed, despite prior assurances from Gov. Eric Holcomb and other state leaders that they would be fully funded.

Senate President Pro Tempore Rodric Bray sent a letter to school leaders Thursday – after dozens of districts around the state have already started — to offer “a bit more clarity” about state funding. Only public schools offering in-person instruction or both in-person and virtual options are likely to be fully funded, he said in the letter obtained by IndyStar.

BILLIONS FOR PRIVATIZATION

AU’s New Report Details How Billions In Pandemic Relief Was Diverted To Private Schools

Money meant for public education was diverted to private, mostly religious, schools. Fortunately for Indiana, Republican State Superintendent Jennifer McCormick made sure that the damage was minimal.

Private schools got billions in taxpayer money: Under PPP, private schools, both religious and secular, got between $2.67 billion and $6.47 billion. At least 5,691 private schools, including at least 4,006 private religious schools, got “loans” from PPP – and remember, these loans can be mostly forgiven by the government as long as the schools meet a few criteria, so they are really grants.

Private schools often received more money than nearby public schools: Public schools were not eligible for PPP, but they were able to receive funds from a separate coronavirus relief program called ESSER. The ESSER fund allocated $13.2 billion in pandemic recovery funds for public school districts. But we know that private schools might have received as much as $6.47 billion under PPP. That’s nearly half of the ESSER fund – even though private schools serve only 10 percent of the student population.

NO HELP FROM MCCONNELL & CO

Myths and Facts About the COVID-19 Public Education Relief Being Debated in Congress

Next, don't expect much help from the Republican-controlled U.S. Senate. After already diverting an outsized chunk of coronavirus relief help to private schools, the Senate plan has no desire to help struggling public school systems.

First Myth The leaders in the U.S. Senate say there is more money for public schools in the HEALS Act than there is in the HEROES Act: The HEALS Act would award $105 billion for K-12 and higher education while the HEROES Act would award only $90 billion.

The Facts ...The Vice President for State Policy and Tax at The Center on Budget and Policy Priorities, Michael Leachman explains that already, “Huge state and local budget shortfalls are forcing schools to lay off teachers and other employees, making it even harder to open safely or provide adequate remote instruction. Because the pandemic forced states to shut down their economies, state and local revenues have fallen off the table. Already, states and localities have furloughed or laid off 1.5 million workers, including 667,000 bus drivers, cleaning staff and other school workers, and imposed other steep funding cuts. Without more federal aid, cash strapped states—which must balance their budgets each year—likely will continue cutting school funding, forcing more layoffs and other cuts in school support… Yet the Senate Republican plan… offers no new general fiscal aid to states, only to schools to cover reopening costs… With fewer staff and dollars, schools would find it even harder to open safely and provide high-quality instruction.”

THE DAMAGE IS DONE

This Year Will Be a Lost School Year

Nearly everyone wants students to be in school. Teachers didn't study education for four (or more) years, accept lower than average salaries (compared to other college graduates), in order to sit behind a computer screen and try to keep the attention of several dozen inattentive students. Teachers want to be in the classroom, interacting with students. Relationships are one of the most important parts of a good classroom atmosphere. The damage from COVID-19 is already done.

First, virtual learning should open everyone’s eyes to how much goes on at school. Last spring, there was simply no way to replicate, in a virtual setting, my daily classroom routine. Virtual learning uncovered the vast amount of work that teachers were ushering kids through each day. It was a literal ton of work. It raised questions about the purpose and ends of the work we were assigning and exposed the reality that we continue to worry about the number of work students produce ahead of the work’s relevance to, and interest of, students. We need to grapple with the balance between quality instruction and quantity of instruction.

Second, the driving factor concerning the quantity of work heaped upon students was revealed this spring-testing. With testing suspended, it hastened teachers’ ability to truncate and focus their instruction, which led to more questions about why we rely so heavily on testing. Clearly, schools and teachers understood which students needed more help even when testing was no more. If teachers and schools know who needs help without standardized tests, it is a reasonable conclusion that testing resources should be reallocated more effectively.

IT'S STILL POVERTY

School poverty – not racial composition – limits educational opportunity, according to new research at Stanford

From September 2019: The problem is race and poverty. America is failing.

To determine what accounted for the correlation, they controlled for racial differences in school poverty and found that segregation no longer predicted the achievement gaps. That meant the association between racial segregation and the growth of achievement gaps operated entirely through differences in school poverty.

“While racial segregation is important, it’s not the race of one’s classmates that matters, per se,” said Reardon. “It’s the fact that in America today, racial segregation brings with it very unequal concentrations of students in high- and low-poverty schools.”

* WARNING: Politics:

I've decided that I can no longer use the proper name of the current occupant of the White House or the title which he has sullied in his less than 4 years in office. He has shown that he is willing to provide more help to red states, "his people", than to "Democratic states" (see also here). 

In that respect, I no longer consider him the President of the United States (even though I live in a state filled with "his people"). He has proven that he is only the president of his base, of which I am not, and never will be, a member.

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2020 Medley #16

Union presidents reject Medicare for All,

Getting back to school,

Charter schools are businesses,

We didn’t ask for vouchers. 

WE'VE GOT OURS. TOUGH SH!T FOR YOU

Teacher Union Presidents Weingarten and Eskelsen-Garcia Vote No to Medicare for all in Dem Platform

Randi and Lily are just being selfish. Yes, we had good health insurance when I was teaching. We had good prescription insurance. It cost a lot, but we were a large insured group so we got so-called "Cadillac" plans for less than it would have cost us individually. It included vision and dental, something that isn't included in Medicare and my Medicare supplement.

But, employer-based health care leaves people behind. It's unfair. It leaves some people without any coverage at all. And we're the only advanced nation on the planet that still allows a large chunk of our population to be unprotected in the event of an expensive (and they're all expensive) medical emergency.

Around a half-million Americans declare bankruptcy because of medical bills each year. Some of them might even have insurance, but it's not always enough. Often a serious illness means loss of work...and loss of work means loss of health insurance. Now, with the coronavirus pandemic upon us, more than 30 million American workers are unemployed and without employer-based health insurance. No other country would let this happen to its citizens. It's cruel. It's selfish. And it's unnecessary.

To protect those "Cadillac" plans, the presidents of the nation's two largest teachers unions have doubled down on American selfishness and rejected a single-payer plan as a plank in the Democratic Party platform. It's a "We've got ours. Tough sh!t for you" plan worthy of the Republican Party.

Weingarten has been an outspoken opponent of national health care for a while. Like other national union leaders she says she wants to protect the health care her AFT and other union locals have bargained.

Now that 30 million newly unemployed workers are without employer provided health insurance, this defense rings hollow...

Abdul El-Sayed, an epidemiologist and former health commissioner for the city of Detroit, argued that the coronavirus outbreak demonstrates why the country needs a single-payer system like Medicare for All rather than just an expansion of the Affordable Care Act.

“We have an opportunity to go bigger because this moment demands it,” El-Sayed said, arguing for an amendment that was eventually defeated.

What a time to vote against national healthcare.

So out of touch.

STARTING SCHOOL

Trump’s Plan to Reopen Schools Puts Black Students at Risk

Guess which students are most susceptible to COVID-19.

Then guess which students have the fewest resources in their schools.

Now guess who will suffer most from an early, poorly designed return to in-person schooling this fall.

It is not shocking that Black parents, and many other parents of color, are choosing the lives of their children over going to school. Children in the United States are more likely than kids in other countries to have underlying health conditions, such as asthma, that place them at an increased risk of becoming severely sick with COVID-19. According to the Centers for Disease Control and Prevention, Black children suffer from asthma at more than double the rate of white children.

It again comes back to racism. Black people are more likely to live in the areas hit hardest by the epidemic, as a result of the segregation and pollution that worsened it.

How To Stop Magical Thinking In School Reopening Plans

Here's a good idea. Let's use science and facts to plan how we will go back to in-person education this year. It's important for kids to have live interaction with a teacher. Young children may not be as susceptible to the dangerous aspects of COVID-19. But older children and adults in school buildings are susceptible to the illness. What's more, they are more likely than young kids to spread the disease. Some children and adults have preexisting conditions that make exposure to the coronavirus a life-threatening experience. Some children and adults have parents and grandparents living in their homes who would be threatened by the virus.

There's no reason to scold teachers for their very real fear about going back to school. There's every reason to believe that teachers, staff members, and administrators know more about how to teach -- even how to teach during a pandemic -- than politicians.

I can only speak for myself: I am not yet ready to abandon the idea that we can go back to school safely this year. I think it's going to take a lot of work and more resources than we're currently talking about at the national level. I also think we are going to be very hard pressed to make this work by Labor Day. But if we can get the virus under control outside of school, get together the necessary resources, and make an honest assessment of the risks and rewards... OK.

But we're not going to get that honest assessment unless and until we stop thinking that magical plans will allow us to reopen schools in a few weeks. I know this will come as a shock to many pundits, but people who actually work in schools have almost certainly already thought of your "creative" solution to the problem. The likely reason they aren't implementing it is because they don't have the luxury of not questioning the very real issues you didn't address in your op-ed.

If that sounds harsh, I'm sorry -- but lives are literally at stake. 

Open schools are the exception, not the rule, around the world

The President and his billionaire Secretary of Education are either too stupid to see the difference between the way the US and successful countries have handled the pandemic, or they don’t care. Personally, I think it’s at least a little of both.

The few countries that have successfully reopened their schools have lowered the incidence of COVID-19 in their countries so that their children and school workers will be safe. We haven’t.

The few countries that have successfully reopened their schools have universal health care so that citizens who need health care don’t have to worry about losing their health care if they lose their job. We don’t.

The few countries that have successfully reopened their schools have included teachers and other school workers in the planning so that reopening is done by people who know what goes on in a school. We haven’t.

Opening schools when we're still seeing a thousand deaths a day is just stupid.

Each of these European countries provide universal health care and have a nationwide pandemic plan. To the extent that decisions are delegated to local levels, as they are in Germany, there is national coordination.

Teacher unions have typically been involved in planning school reopenings in Europe, which is critical, since teachers are the most viable enforcers of new safety rules. “There's a great deal of trust in authorities because we know that we can always sit down and talk about things,” Dorte Lange of the Danish Union of Teachers said.

Educators Prepare for Reopening with Living Wills and Life Insurance

The public school infrastructure in the US is so inadequate in some places that a safe return to school during the pandemic is impossible. Teachers want to teach their students, but they don’t want to risk their lives to do it.

To safely return, educators want personal protective equipment (PPE) for every staff member and student. They want hand-washing supplies. They want safely ventilated classrooms, fully staffed custodial and deep-cleaning crews, and school transportation plans that don’t include crowded buses. “One thing that could help is if we had a plan to resume safely,” said Miami high school teacher Nyree Washington. “We do not have this plan.”

Educators like Washington’s Rieker know what it’s like to be in a classroom with 27 or 28 fourth graders. “A kid needs to blow their nose, sharpen their pencil. How do you do these things and stay socially distanced?” she asks. “I have individual desks in my classroom, but some of my coworkers have tables. We don’t even have desks for everyone.”

PRIVATIZATION: PPP MONEY TO CHARTER SCHOOLS

NPE Publishes Comprehensive, State-by-State Listing of PPP Money to Charter Schools

There’s no doubt about it. Charter schools are not “public schools.”

Public schools have been prohibited from getting small business loans from PPP funding. Charter schools have not. Public schools are forced to use the money received from the cash-strapped state for their operation. Charter schools are raking in money meant for small businesses as well as using money from the state.

Here is a link to a list of charter schools that received Small Business Administration PPP funding.

National List of Charter Schools/CMOs/EMOs That Received Small Business Administration PPP Funding

On July 24, 2020, I posted about ProPublica’s PPP loan search engine, which allows the public to easily investigate PPP loans disbursed to any small business or nonprofit, including scores of charter schools, private schools, and other education-related businesses and nonprofits.

PRIVATIZATION: VOUCHERS

The Proof Is In The Ballot Box: Voters Don’t Like Private School Vouchers

Hey, Indiana...do you remember when we, as voters, chose to divert millions of education dollars from our public schools to school vouchers for mostly religious schools?

Neither do I...because we didn’t. The legislature, under the direction of Governor Mitch Daniels, decided to move public money from the schools that 90% of our students attend to religious institutions.

We didn’t vote for it. We didn’t approve it. We didn’t choose it.

Although Trump, Education Secretary Betsy DeVos and Republican officials believe that vouchers are an issue worth pursuing to gain support, the voting record on this matter shows otherwise: Vouchers are not popular with voters. AU has compiled a list of ballot initiatives from states all over the country dating back to the 1960s that planned to use public taxpayer funding to support private schools. In all of these instances, voters rejected voucher schemes, proving that policies like school vouchers actually have very little support among the American electorate. (In Arizona, voters went to the polls in 2018 and rolled back an expansion to that state’s voucher plan that had been approved by the legislature – 65 percent to 35 percent.)

The National Coalition for Public Education, an umbrella organization of defenders of public education that AU co-chairs, points out that there are several reasons why people do not support school vouchers and why vouchers are actually largely ineffective at helping to improve the education system. For instance, school vouchers take needed assistance away from public school systems to fund the private education of a much smaller population of students.

Private school vouchers also do not save taxpayers dollars in the long run. The number of students using private school vouchers to leave public schools is so minimal that it does not affect the operating costs of public schools. Therefore, public schools are only losing out on necessary funding at the hands of the voucher system. In addition, many pro-voucher supporters have argued that they help give education options and opportunities to low-income students. However, as NCPE notes, studies have found that “private school vouchers do not adequately serve low-income students.” This is because the price of private school tuition and fees often exceed the amount of the voucher itself.

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Banks should "social distance" from education

An artist's conception of Rep. Jim Banks, R-IN, and
Rep. Tom Tiffany, R-WI pontificating about education.

NO (in-person) SCHOOL, NO MONEY!

U.S. Congressman, Jim Banks (IN-03), along with a colleague from Wisconsin, have decided that the health of those who attend school, work in schools, or are related to those who attend or work in schools doesn't matter.

In a blatant attempt at extortion, Banks and Tom Tiffany (R-WI) have introduced a bill that would require schools to open for in-person instruction by September 8, 2020, or face the loss of federal education dollars.

It apparently doesn't matter to Banks that there are places in the country where the coronavirus is resurging (including here in his home state of Indiana). It apparently doesn't matter to Banks that his bill would possibly expose children, their teachers, and their families, to a disease deadly to those in high-risk groups.

Perhaps Rep. Banks doesn't realize that the virus may not choose to cooperate with his timeline. Or, perhaps the real reason Banks wants to open schools -- no matter what -- is so they can babysit the nation's children.

Many parents rely on their kids going to school so they can go to work. To get our society up and running again, we need our children back in school.

I get it...people need to get back to work, but do we need to risk the lives of our children and their teachers to do it?

BUT MOM! ALL THE KIDS ARE DOING IT

The good [sic] congressman suggests that other countries are opening their schools, so we should too.

“Other countries are doing this. Other countries are finding a way to get their kids back in the classroom and haven’t seen any upticks of COVID 19 cases by doing so.”

It is true that other countries are sending their children back to school, but not without safeguards. Schools are reducing class sizes, keeping students at a distance from one another, providing protective equipment, staggering classes, bus rides, lunches, and recesses, and checking students for fever before allowing them into the school. Increased funding would be needed for American schools to do all those things, especially for those schools that still haven't recouped the losses from the 2008 recession like those in Banks's home state.

Blogger Peter Greene (aka Curmudgucation) wrote...

The estimates on how much it will cost to make schools safe for the fall—everything from extra staff to PPE for those in school—run into the hundreds of billions of dollars. Should this bill become law, it would be the most expensive unfunded mandate that school districts—and through them, local taxpayers—have ever been hit with. In fact, since schools would lose money if they failed to meet the mandate, it would become the first negatively funded mandate.

To expect schools to open on Bank's timeline without essential safeguards would be irresponsible and would threaten the lives of students, teachers, and their families. To provide the safeguards would cost much more than the federal education budget provides. Is Rep. Banks willing to include any funding in his bill? Easy question...the answer is "no."

As I wrote on May 19 in Have you met children?

Does anyone honestly think that politicians, especially the pro-privatization politicians who overwhelmingly inhabit state legislatures, will allocate enough money to pay for all the supplies, schedule adjustments, and training needed to accommodate teachers and students in socially distancing classrooms?

The health and safety of our children and the adults who work in their schools depend on our using reason and facts when deciding how to attack the problem of how to educate children during a global pandemic. The politicians, policy-makers, and pundits have already done enough damage to public education because they assume that since they were once students, they "know education."

Using reason and facts means that we need to determine the current extent of the coronavirus pandemic before we make a decision on how and when to open schools.

Using reason and facts means that we need to take precautions when we open schools to keep our students safe, especially those students who have special educational and physical needs.

Using reason and facts means that we need to accept that the changes needed to keep everyone safe -- students and teachers -- will cost money.

Using reason and facts means that we have to predict how students will react to the extreme changes that keeping safe during a pandemic will require.

HAS HE EVER MET CHILDREN?

My guess is that Rep. Banks has no understanding of what it would take to teach five- and six-year-olds social distancing rules.

In the same post from May, I quoted Harley Litzelman, a high school teacher, who said this about young children in school (emphasis mine)...

No more group seating. No story time on the carpet. No small group stations. Coloring must be strictly monitored to eliminate sharing, probably requiring children to keep their own personal sets of crayons and markers, revealing stark class differences within classrooms and between schools. No fingers in the mouth or nose, and several minutes spent washing their hands after they inevitably forget. They, too, cannot get out of their seats during class, and no longer can they enjoy the couches and bean bag chairs that their teachers have acquired. Again is the time to ask: Have you ever met children?

Until you're willing to put money where your mouth is, Rep. Banks, let state and local school boards decide when and how to go back to school. Just because you went to school doesn't mean you know squat about how to run a school, how schools work, and how kids behave.

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