"The whole people must take upon themselves the education of the whole people and be willing to bear the expenses of it. There should not be a district of one mile square, without a school in it, not founded by a charitable individual, but maintained at the public expense of the people themselves." -- John Adams

"No money shall be drawn from the treasury, for the benefit of any religious or theological institution." -- Indiana Constitution Article 1, Section 6.

"...no man shall be compelled to frequent or support any religious worship, place, or ministry whatsoever, nor shall be enforced, restrained, molested, or burthened in his body or goods, nor shall otherwise suffer on account of his religious opinions or belief; but that all men shall be free to profess, and by argument to maintain, their opinion in matters of religion, and that the same shall in no wise diminish enlarge, or affect their civil capacities." – Thomas Jefferson

Sunday, February 4, 2007

Molly Ivins, In Her Own Words

Here are some excerpts from Molly’s columns for The Progressive magazine.

Jan. 1995: Self-description

“I don’t have an agenda, I don’t have a program. I’m not a communist or a socialist. I guess I’m a left-libertarian and a populist, and I believe in the Bill of Rights the way some folks believe in the Bible.”

March 1995: How to survive Newt Gingrich

“Ah, my friends, rejoice. These are frabjous [sic] days. Our nation survived eight years of Ronald Reagan as President. We can survive this, too. We can even laugh. All it takes is a strong stomach.”

October 1995: Deregulation

“When last we left that merry band of Republican brothers in Congress, they were deregulating shit on beef.”

March 1998: On Clinton’s sex scandal

“I do not believe the President’s sex life is any of our business. After thirty years of political reporting, I have been unable to establish a link between marital fidelity and high performance in public office. It really doesn’t matter who they screw in private, as long as they don’t screw the public.”

May 1998: On Clinton’s sex scandal

“With all due respect to the President’s private parts, we do have bigger problems in this country.”

June 1998: Failure of Democracy

“One reason I really like living in a democracy is that the citizens get what they want. I know you’ve all noticed the widespread grassroots movement surging with people rallying behind banners that say, ‘We want banks and stockbrokers to merge,’ ‘We love this system of campaign financing,’ ‘We want dirtier air and dirtier water,’ ‘We demand tax breaks for the rich,’ ‘We want fewer services for the rest of us,’ ‘Don’t fix our schools,’ ‘More downsizing,’ and ‘Tax breaks for corporations moving to Mexico.’

Feb 2000: Cancer

“On a personal note: I have contracted an outstanding case of breast cancer, from which I intend to recover. I don’t need get-well cards, but I would like the beloved women readers to do something for me: Go. Get. The. Damn. Mammogram. Done.”

October 2000: Cancer

“I just finished with nine months of treatment for cancer. First they poison you, then they mutilate you, then they burn you. I’ve had more fun. And when it’s over, you’re so glad that you’re grateful to absolutely everyone. And I am. The trouble is, I’m not a better person. I was in great hopes that confronting my own mortality would make me deeper, more thoughtful. Many lovely people sent books on how to find a more spiritual meaning in life. My response was, ‘Oh, hell, I can’t go on a spiritual journey—I’m constipated.”

Jan. 2001: Stolen election

“These Gore people have no idea how to steal an election. What happened to the Democrats? They used to have some skill at this.”

April 2001: Inequality

“Sunday-morning chatter announced in horror: ‘People may think the rich can buy their way out of the justice system.’ No shit. Been going to Texas prisons for a long time. Seen nobody rich on Death Row yet. . . . Wake me when impending egalitarianism is a problem. In the meantime, oligarchy is eating our ass, our dreams, our country, our heritage, our democracy, our justice, and our tax code.”

June 2001: A Rule for Bush

“I’ve been trying to find the depths in Bush’s shallow. . . . Maybe we should add a rule that we can’t invade any country the President can’t pronounce.”

Nov. 2001: 9/11

“My worry is that Bush is painting himself into a corner with his rhetoric. This is not a war; it’s a gigantic police operation in the face of a crime beyond all understanding. . . .

Back home in Texas, and the sign outside our neighborhood strip joint says, “Hot Babes, Cold Beer, Nuke ’Em, GW.’ ”

Dec. 2001: Bush No Giant Among Men

“Despite frequent reports from patriotic news media, I am unpersuaded that since September 11, George W. Bush has become a giant among men. . . . A year ago, he couldn’t tell the Grecians from the Timorians, and now he’s stuck with the mother of all foreign policy crises. . . . I’m praying for him. Mostly what I pray is, ‘Dear Lord, please don’t let Dubya screw this one up.’ ”

Dec. 2001: Foolish Military Strategy

“It’s hard to convince people you are bombing that you’re doing it for their own good.”

March 2002: Enron

“Enron is the gift that keeps on giving. Yes, there is joy in Mudville. Wallow away.”

Sept. 2002: Bush’s Cronyism

“Bush is the mascot of crony capitalism.”

Dec. 2002: Fight Harder

“There are three things one must not do in the face of electoral disaster. Whine. Despair. Or fall for that specious old radical crap: ‘Things have to get worse before they can get better.’ The only possible response to that one is, ‘Not with my child’s life.’ Nor is it helpful to sit around hoping that given enough rope, the R’s will hang themselves. They’ll hang us along with them. The only thing to do is to fight harder and smarter.”

Jan. 2003: Corporations Cash In

“You have to admit: The corporations are getting prompt service from Republicans in return for their donations.”

April 2003: The Peace Movement

“Well, beloveds, it looks like war. I want to talk to all of you who tried to stop this. You did not fight in vain.”

May 2003: The Myth of the Coalition

“So constant is the reiteration of the words ‘coalition,’ ‘coalition forces,’ and ‘coalition position’ that you might assume one actually exists. . . . Eritrea and Ethiopia do not a coalition make.”

June 2003: Iraq

“We knew going in this was going to be the peace from hell, and so far the Administration has made every misstep possible.”

October 2003: Iraq

“I have a suggestion for a withdrawal deadline: Let’s leave Iraq before we’ve killed more Iraqis than Saddam Hussein did.”

November 2003: “Call Me a Bush-Hater”

Robert Novak and Charles Krauthammer both claim to have “never seen anything like the detestation of Bush. . . . Oh, I stretch memory way back, so far back, all the way back to—our last President. Almost lost in the mists of time though it is, I not only remember eight years of relentless attacks from Clinton-haters, I also notice they haven’t let up yet. . . . ‘The puzzle is where this depth of feeling comes from,’ mused the ineffable Krauthammer. Gosh, what a puzzle that is. How could anyone not be just crazy about George W. Bush?”

January 2004: On the Internet and Politics

“I realize this is not breaking news, but we are looking at something exceptional in political history with this race. . . . The Internet is breaking open old power structures and set ways of doing things. Most campaign consultants have no idea what do with it or about it. How delightful.”

March 2004: Bush “Not Bright Enough”

“Being curious, taking an interest in other cultures, and enjoying travel were all characteristics of Bill Clinton. . . . Bush pretty much embodies the reverse. . . . He’s not bright enough to be President. . . . He neither reads, nor writes, nor speaks well. It turns out that a C average is not good enough for the Presidency.”

June 2004: Iraq

“No one can spin away a mess as big as Iraq. Recognizing reality may not solve a problem. BUT it has to be the start of any solution.”

September 2004: Bush and God

“Then there’s Bush’s slightly alarming claim to the Amish on July 9 that God speaks through him. That’s what he said, God speaks through him. This raises some troubling prospects. First of all, I think God has a better grasp of subject-verb agreement than George W. Bush do. Also, when Bush changes his mind, as he frequently does, do we conclude that God had to rethink things after the polls came out?”

December 2004: After Bush’s reelection

“I can think of nothing more likely to convince the people not to vote for Republicans again for a long, long time than four more years of George W. Bush. . . . Of course we’ll laugh again, progressives. But I am into action now. So let’s have at ’em.”

March 2005: To the Barricades

“Friends, soulwise, these are trying times. Now is the time for all good citizens to come to the aid of our country, and it won’t help if you all cower in places like Madison and the Upper West Side, having hot fantods over the approach of fascism. To the barricades, team. And for Lord’s sake, don’t leave your sense of humor behind.”

June 2005: Tom DeLay

“The guy smells like a slop jar.”

August 2005: The Downing Street Memos and the Media

“When I read the first Downing Street Memo, my eyes bugged out and my jaw fell open. It was news to me. [… But] The New York Times and The Washington Post have both gone way out of their way to deny that the Downing Street Memos (it’s now plural) are news. . . . I don’t know if these memos represent an impeachable offense, but they strike me as a hell of a lot worse than anything Richard Nixon ever contemplated. He used the government for petty political vindictiveness. Shit, I’d settle for that again over what we’re looking at now.”

October 2005: Katrina

“This is a column for everyone who ever said, ‘I’m sorry, I’m just not interested in politics,’ or, ‘There’s nothing I can do about it,’ or, ‘Hey, they’re all crooks anyway.’ . . . I’ve got one word for all of you: Katrina. . . . This, friends, is why we need to pay attention to government policies, not political personalities, and to know whereon we vote. It is about our lives.”

January 2006: Bush Is Done

“You can stick a fork in Bush, he’s done. It’s all over except for the next three years, and if that doesn’t scare the bejeezus out of you, you haven’t got a lick of sense.”

February 2006: Impeachment?

“Uh-oh. Excuse me. I’m so sorry, but we are having an honest-to-goodness constitutional crisis as the Testy Kid violates his oath to uphold the laws and Constitution of our country. The Testy Kid wants to do what he wants to do when he wants to do it because he is the President and he considers that sufficient justification. . . . Either the President of the United States is going to have to understand and admit he has done something very wrong, or he will have to be impeached.”

March 2006: “Enough of the DC Dems”

“I don’t know about you, but I have had it with the DC Democrats, had it with the DLC Democrats, had it with every calculating, equivocating, triangulating, straddling, hair-splitting son of a bitch up there, and that includes Hillary Rodham Clinton.”

June 2006: Immigration

“The Fence will not work. No fence will work. The Great darn Wall of China will not work. Undocumented immigrants will come anyway. Over, under, or through. Anyone who says a fence can fix this problem is a demagogue and an ass.”

July 2006: Campaign finance

“Either we figure out how to keep corporate cash out of the political system, or we lose the democracy.”

August 2006: Republican corruption

“The Republican Party seems to have lost its moral compass ever since Tom DeLay quit.”

December 2006: Iraq and the press

“The self-important chattering class of Washington insists that you only have credibility as a critic of the war if you were for it in the first place. I’m missing a logical link there.”

January 2007: Populists and liberals

“Listen, a populist is someone who is for the people and against the powerful, and so a populist is generally the same as a liberal—except we tend to have more fun.”

Final column: Iraq

“Every single day, every single one of us needs to step outside and take some action to help stop this war. Raise hell. Think of something to make the ridiculous look ridiculous. Make our troops know we’re for them, and that’s why we’re trying to get them out of there. Hit the streets. Bang pots and pans. Demand, ‘Stop it, now!’ ”

Friday, January 19, 2007

No Child Left Big

By Fran Thomas

In response to the deepening crisis of obesity, federal education officials have just proposed a new system of accountability. It's called No Child Looks Big, or NCLB.

Under this system, schools are required to make every student run a mile under six minutes or face a range of sanctions. Progress toward this goal will be monitored through calculating Acceptable Youth Propulsion, or AYP. AYP will be calculated based on a single annual test, given in the spring, called the Multi-State Complicated Athletic Series, or MCAS. Today, I have a chance to talk to Mr. Pointy-Headed Bureaucrat, who explains the logic behind NCLB and MCAS.

"It's flawlessly simple. Schools haven't been held accountable, and because of that, too many students are too big. Too big! This will force change." What about the kids who don't want to run, aren't interesting in running and could care less how quickly they can cover a mile? Or parents who feel the same? And what about kids who have no place to run at home to practice, no good running shoes?

"All students will need these skills in the global marketplace, regardless."

But surely you realize all students don't enter school with the same running abilities, the same nutrition, the same family histories, the same opportunities to have run before. And some schools have more of those students than others. "Those students will be able to move to another school if it doesn't make AYP. And they'll want to, because one of the really neat, logical things we do is take money and resources away from such schools - you know, urban schools. Then we make them have longer gym classes. Two to four hours a day, if necessary."

Wait a minute! Did you say you take money away from schools that aren't doing well? Don't they need it more?

"Nonsense! Money doesn't buy happiness, or in this case, aerobic capacity."

But surely you realize some students have disabilities that prevent them from running as fast as their peers? That students come in all shapes and sizes?

"Look, there are disabled kids in China and India, too. Those are the kids our students will be competing against in the global marketplace. I bet they don't make excuses for kids in wheelchairs or on crutches in Singapore!" Since they beat you with a cane if you spit on the sidewalk there, I'd say that's probably a pretty safe bet. But why the mile? Aren't there other ways to develop fitness -that might actually be fun for students - like dance, aerobics, hip-hop, etc.? "That's part of the problem. Teachers and kids having too many choices. We'll have strict frameworks and curriculum guides that will do away with that nonsense." What about sprinting? Isn't that as legitimate a way to gauge speed as a long run - assuming you're correct in that this skill is truly essential? "Did I stutter? Look, the first year we look at your times and they aren't up to snuff, we label you Not Impressive. Three more years like that and then your times are Chronically Unimpressive. Then we come in and take over." And you've had success before? You've led schools that have gotten every student under six minutes in the mile? Urban schools?

"Well, no. But we'll be happy to come in and tell you what you're doing wrong." Thanks! Now, you said this was in response to a crisis. Does this mean schools will be funded the way, say, the military is when they are facing a crisis?

"No, there's no extra money. This is strictly an unfunded mandate. In fact, depending on your town or city's finances, your existing budget may very well get cut."

So, let me see if I've got this straight: you've decided upon a standard all kids must meet, regardless of their interest, motivation or the resources available to them. You admit some students have disabilities, which will virtually make it impossible for them to accomplish this. There's no extra money, yet you say it is a crisis. No matter what type of career a student plans on, you insist this skill will be essential in helping these same students compete in some vague, undefined global marketplace. And, when schools show they need help, you punish them by taking money away. Have I got that right? "Well, you sound like one of those obstructionist protectors of the status quo, but yes, in essence, you are fundamentally correct." Super! Can you answer just one more question for me? "If you make it quick - I've got schools to label and finishing times to examine." When's the last time you spent a day with a kid? "Gee, what a strange question! I don't spend too much time with kids - I look at data. I'm data driven. I don't really actually deal with flesh and blood kids - just data."

Somehow I'm not surprised. Thanks for your time.

— Fran Thomas
Leominster Champion (Massachussetts)
2007-01-19

Thursday, January 11, 2007

Eliminate, don't change, NCLB

Last April Jim Horn (http://schoolsmatter.blogspot.com/) came up with 20 reasons to eliminate NCLB. Every one of the reasons is still valid...and now, with the new congress it's even more important to find a way to dump this law while we have the votes. NEA says we should fix it instead (http://www.nea.org/esea/posagendaexecsum.html), but if you read their fixes they are good but don't go far enough.

The Democrats need to be taught that this law is oppressive to schools and students.

It's not just that it is underfunded...

It's not just that punishments don't work because most of the problems are caused by societal issues and schools can't create jobs, increase the minimum wage and put food in the bellies of the ever increasing number of poor children...

It's not just that the goal of 100% "proficiency" by 2014 is statistically impossible...

It's not just that the law has led to the increase in the achievement gap it was supposed to reduce...

It's that the law is punitive, mean-spirited, and threatens to dismantle a public school system that it took 200 years to build.

The Democrats need to take the lead in dismantling this disaster, but they are, instead, supporting this law. Led by George Miller, the Dems are focusing on the underfunded aspect of the law. A bad law, fully funded, is still a bad law.

Now is the time for us, the teachers, the parents, the patrons of schools, to touch base with our representatives and let them know that there is no excuse for supporting a law that threatens the very future of the public schools in the us. We have to teach them.

http://capwiz.com/nea/in/state/main/?state=IN

20 Reasons to Eliminate NCLB

An education policy built on impossible performance demands that assure the failure of the majority of American public schools should be eliminated, not reformed.

An education policy that has the same impossible demands for most English-language learners and special education students should be eliminated, not reformed.

An education policy that traumatizes children, destroys the desire to learn, and corrupts the purposes for learning should be eliminated, not reformed.

An education policy that uses fear, intimidation, and retribution as motivation should be eliminated, not reformed.

An education policy that uses a single assessment once a year to make life-altering decisions should be eliminated, not reformed.

An education policy that ignores poverty as a chief determinant in academic performance should be eliminated, not reformed.

An education policy that creates two different school curriculums, one for the children of the poor and one for well-funded successes, should be eliminated, not reformed.

An education policy that uses skewed and manipulated research from the National Reading Panel to devise a national reading strategy should be eliminated, not reformed.

An education policy that uses the strain of test score competition to undercut public cohesion and civic commitment to democratic goals should be eliminated, not reformed.

An education policy that shrinks the American school curriculum to two or three subjects that are tested should be eliminated, not reformed.

An education policy that discourages diversity and encourages homogeneity in schools should be eliminated, not reformed.

An education policy that supports the use of tax dollars to fund private schools rather than public school improvement should be eliminated, not reformed.

An education policy that advocates the use of public money to pay private contractors to run public schools should be eliminated, not reformed.

An education policy that is built on unfunded and under-funded mandates should be eliminated, not reformed.

An education policy that reduces or eliminates local and state decision making by citizens should be eliminated, not reformed.

An education policy that mandates that military recruiters have access to student information should be eliminated, not reformed.

An education policy that inflames a teacher shortage in order to replace professional teachers with individuals who have passed a teaching test should be eliminated, not reformed.

An education policy that is used to reward tax dollars to insiders and cronies for their political support should be eliminated, not reformed.

An education policy that uses paid propaganda to advance its agenda should be eliminated, not reformed.

An education policy that puts test scores in the place of the intellectual, social, and emotional growth of America’s children should eliminated, not reformed.

10 Action Strategies for Eliminating NCLB

Hold a public forum in your community to explore and explain these points.

Organize community and neighborhood potluck dinners with teachers and parents to talk together about how NCLB is affecting children and school.

Persuade your organizations to pass resolutions calling for the repeal of NCLB based on these points.

Collect signatures on a Petition to Eliminate NCLB based on these 20 points. Publicize your results in the local media and send copies of resolutions and petitions to your local and federal elected officials.

Write letters-to-the-editor and op-ed pieces for your local and regional newspapers, making these points.

Get your local school board to pass a resolution or hold a community forum about eliminating NCLB.

Contact your U.S. senators and representatives about eliminating NCLB: Call them, write or email them (send these points and other information), and set up meetings with them in your district (bring a group of children).

Contact your state legislators to enlist them in the effort to eliminate NCLB; get state legislatures to pass resolutions.

Parents: Join the NCLB-mandated Parents Advisory Board at your child’s school. Bring the 20 Reasons to Eliminate NCLB to begin a dialogue.

Organize a public protest or march on test days or days given over to test preparation.

No Child Left Behind is leaving thousands of children behind!
Dismantle NCLB!
Sign the petition by clicking on the link on the side.
More than 23,000 signatures so far...

Wednesday, January 3, 2007

Who will teach the children?

Signature #22019, April Eason, speaks for many teachers. Hers is not the first comment talking about how the joy of teaching has been lost...but it is a clear indication that those people who are intent on destroying public education - President Bush and his friends - are succeeding.

Good teachers get discouraged and leave.
Young teachers find that they have to do things that are not good for their students and become frustrated.

April's comments are scary, because she's right. Her comments are sad, because she's right. Who is going to be left to teach our children?

"I'm a teacher -- or was when I started. Now I'm just a paper-pushing, harried, scared, implementer of mandates trying daily to "prove" I DID do my job, and student failures or deficiencies are not entirely my fault. I do not see myself sticking with this profession, as the opportunities for the personal rewards that keep most teachers in the classroom are being stolen by the crunch of curriculum cramming and teaching to tests. The joy and freedom of teaching simply no longer exist."

No Child Left Behind is leaving thousands of children behind!
Dismantle NCLB!
Sign the petition by clicking on the link on the side.
More than 22,000 signatures so far...