Education / Youth – Page 35

The Unremitting Attacks On Public Education

The attacks on public education by “privatization” ideologues have ramped up under Betsy DeVos, who–as Mother Jones has reported–wants to use America’s schools to build “God’s Kingdom” and who has spent a lifetime working to end public education as we know it. She has ramped up those efforts since becoming Education Secretary, and she has help from other billionaire privatizers.

Last September, The Guardian reported on an Arizona effort spearheaded by DeVos and the Koch brothers.

Arizona has become the hotbed for an experiment rightwing activists hope will redefine America’s schools – an experiment that has pitched the conservative billionaires the Koch brothers and Donald Trump’s controversial education secretary, Betsy DeVos, against teachers’ unions, teachers and parents. Neither side is giving up without a fight.

Groups funded by the Koch brothers and cheered on by DeVos succeeded in getting Arizona lawmakers to enact what the Guardian describes as “the nation’s broadest school vouchers law.” (If it is broader than Indiana’s program, that’s saying something.) The state-funded vouchers were designed to give parents more school choice and–like Indiana’s–could be used to enroll children in private or religious schools.

For opponents, however, the system wasn’t about “choice”–it was about further weakening Arizona’s public school system.

Six women with children in the public schools had lobbied unsuccessfully against the measure, and they decided to fight back. Arizona law allows referenda (Indiana’s does not), and the women decided–long odds or no– they would gather the 75,321 signatures they needed to get a referendum on the ballot to overturn the law. They formed a group, called it Save Our Schools, and set out to collect the needed signatures.

The six women inspired a statewide movement and got hundreds of volunteers to brave Arizona’s torrid summer heat to collect signatures – in parks and parking lots, at baseball games and shopping malls. Their message was that billionaire outsiders were endangering public education by getting Arizona’s legislature – in part through campaign contributions – to create an expensive voucher program.

One reason for their success in generating a movement was the fact that Arizona’s public schools are so obviously underfunded. Some classes have 40 students; schools have to ask private citizens to donate money for supplies and books.

One study foundthat Arizona, at $7,613, is the third-lowest state in public school spending per student, while another study foundthat from 2008 to 2015, school funding per pupil had plunged by 24% in Arizona, after adjusting for inflation – the second-biggest drop in the nation.

Save our Schools submitted 111,540 signatures to the secretary of state in August 2017, but the Koch brothers’ political arm, Americans for Prosperity, sued to block the referendum. A judge dismissed the lawsuit and approved the referendum for 6 November – it’s called Proposition 305. The vote will be closely watched by people on both sides of the debate as the Kochs and DeVos hope to spread the voucher scheme and opponents look to Arizona for clues on how to stop them.

Save our Schools won.

A grassroots group of parents successfully overturned the massive school voucher expansion supported by the state’s Republican establishment, as the “no” vote on Proposition 305 won by a wide margin, the Associated Press has projected.

The “no” vote victory on Prop. 305 has major implications for the school-choice movement in Arizona and nationally, as the state has long been ground zero for the conservative issue and Republican leaders have crowned the Empowerment Scholarship Account expansion as a national template.

This is the way democratic systems are supposed to work when legislatures pass measures that conflict with the desires of the voters.

If we have public schools that are not performing satisfactorily, we need to fix them–not abandon them. And we absolutely should not be sending tax dollars to religious schools–a practice that only deepens America’s already troubling tribalization.

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The Vouchers Scam

A recent state report and a blistering–and entirely correct–blog post from Doug Masson pretty much destroy the myth that Indiana’s school vouchers do anything for poor children, or were really intended for use by children “trapped” in failing schools.

The 2018-19 voucher report from Indiana’s Department of Education includes the information that there are over 1,300 households receiving vouchers that have incomes over $100,000. That means those households are in the top twenty percent of Hoosiers by income.

It’s impossible to read the report without concluding that Indiana’s voucher program was purposely constructed to evade the constitutional prohibition against government support for religion–designed to allow taxpayer dollars to be diverted from the state’s public schools and used to promote religious education. (Nearly all of the participating private schools are religious.)

Indiana’s voucher program costs taxpayers $161.4 million and disproportionately serves white children, many of whom are clearly not “escaping failing schools” because–despite lawmakers’ original promises– they never attended public school.

As Doug Masson wrote, after reading the report:

This reinforces my view that the real intention of voucher supporters was and is: 1) hurt teacher’s unions; 2) subsidize religious education; and 3) redirect public education money to friends and well-wishers of voucher supporters. Also, a reminder: vouchers do not improve educational outcomes. I get so worked up about this because the traditional public school is an important part of what ties a community together — part of what turns a collection of individuals into a community. And community feels a little tough to come by these days. We shouldn’t be actively eroding it.

Vouchers have now been around long enough to allow for a fair amount of academic research, and–as Doug points out–that research has pretty thoroughly rebutted the assumption that sending children to private religious schools would lead to improvement in classroom performance. At best, students post academic results that are the same as those of their peers who attend public schools, and in several studies, academic outcomes were actually worse.

What vouchers have done successfully is re-segregate student bodies, and there is some emerging evidence that avoiding racial integration was the real motive for a number of proponents. For others–notably, former Indiana Governor Mike Pence and Secretary of Education Betsy DeVos–the voucher program was a way to prop up the declining finances of Christian religious schools.

If they could also destroy the teachers’ unions, well, that was just icing on the cake.

For those looking to avoid integration or working to “bring children to Jesus” with our tax dollars, the rhetoric about giving poor families “choice” was a marketing ploy. (I do think it is interesting that conservatives who are such rabid proponents of individual choice when it comes to schooling and health care are so horrified at the prospect that pregnant women might also want to exercise it…)

The Department of Education’s report should be a wake-up call for Indiana’s lawmakers, but then, this is gerrymandered Indiana, where rural voters call the shots….and those elected to safe seats in the General Assembly feel free to prioritize their ideologies over the will of the voters.

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You Go, Dan Forestal!

A recent report in the Indianapolis Star just warmed the cockles of my heart. (And before you ask, no, I have no idea what “cockles” are.)

Here’s what made me smile:

With the Indiana General Assembly back in session, one state lawmaker says he still intends to introduce legislation that would block public dollars from going to private schools that engage in discriminatory hiring practices.

The proposal by Rep. Dan Forestal, D-Indianapolis, comes in the wake of discrimination charges lobbed at Roncalli High School, a Catholic school overseen by the Archdiocese of Indianapolis. Forestal said he wants to see strings put on the state’s voucher program, which uses public dollars to offset to cost of tuition at Roncalli and other participating K-12 private schools.

I’ve written before about Indiana’s voucher program, which is by far the largest in the country, and the damage it is inflicting. The funds supporting the program would otherwise go to Indiana’s chronically under-funded public schools; research confirms that the private schools participating in the voucher program have failed to improve the academic performance of the children attending them (that they would do so was the original justification for the program); and the program is a thinly-veiled constitutional “work-around” that permits tax dollars to flow to religious institutions. (Some 90% of participating private schools are religious.)

The bill that Representative Forestal proposes to introduce addresses another glaring defect of the voucher program: the lack of standards imposed on participating schools.

A colleague and I recently surveyed voucher programs operating around the U.S., in order to see whether any of those programs required participating schools to teach civics. You will probably not be surprised to learn that none did. I’m relatively confident that if we conducted a follow-up survey, we would be equally unable to find programs imposing non-discrimination requirements. Any nondiscrimination requirements, not just those protective of LGBTQ students and faculty.

There is something very disturbing about taking money away from our public schools and sending it to religious schools without attaching any meaningful conditions. Taxpayers may well be funding schools that teach creationism, that refuse to teach evolution, and that discriminate against students and faculty members who violate tenets of their theologies. (In Louisiana, schools participating in that state’s voucher program were found to be doing all of these things.)

Representative Forestal’s intended legislation was prompted by a widely-publicized incident at Roncalli High School (from which Forestal graduated). Roncalli is one of the largest recipients of vouchers in Indiana.

Two guidance counselors at the school have filed complaints with the Equal Employment Opportunity Commission after they said they were discriminated against because of their sexual orientation. The Archdiocese has denied these charges.

Shelly Fitzgerald was suspended from her job in August after her marriage certificate was presented to school administration. Fitzgerald, who has worked at Roncalli for 15 years, has been in a same-sex relationship for 22 years. She and her wife, Victoria, were married four years ago.

Lynn Starkey has been in a civil union with her spouse since 2015 and worked at Roncalli for nearly 40 years.

The school and Archdiocese have said in public statements that employees must support the teachings of the Catholic Church, including marriage being “between a man and a woman.”

Religious exemptions to civil rights laws allow them to impose such rules–when they are spending their own money.

One of the most basic purposes of the Establishment Clause was to prevent tax dollars from supporting religion. That prohibition makes even more sense today. In a diverse country, taxpayers of various faiths and none should not be forced to support beliefs inimical to their own, and definitely should not see their tax dollars sent to institutions that turn around and discriminate against them.

Forestal said it best:“If you choose to discriminate, public dollars should not go to your school.”

Good luck, Representative Forestal!

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Telling It Like It Is

What was that line from Jaws? It’s baaaack…

“It” in this case is the Indiana Legislature, which is beginning its “long” session. (I don’t know how other state’s lawmaking bodies work, but in Indiana, which has a two-year budget cycle, the session is longer the year the budget is considered.) When I last looked, over 300 bills had been filed by members of the State Senate, and 150 or so by members of the House. As you might imagine, a number of them won’t see the light of day–and most probably shouldn’t.

For that matter, Hoosiers would be better off if some of the bills that will survive quietly died. But that’s a post for another day…

Indiana’s teachers had hoped this year’s budget would include funding for a much-needed raise. That may still happen, and it clearly should, but several lawmakers have issued opinions to the effect that, yes, teachers should get raises, but the school corporations that employ them should just take the money for those raises from another part of the school budget.

This is totally unreasonable, of course, because most of those “other” funds are needed and/or legally earmarked for a variety of purposes, but Indiana’s legislators rarely allow their lack of understanding of the way things actually work get in the way of their opining.

In an op-ed for the Lafayette Journal and Courier, the Superintendent of the West Lafayette School System, Rocky Killion, responded. He began with the obvious:

This week the House Education Committee, on a partisan vote of 9-3, passed House Bill 1003. House Bill 1003 affirms increasing teacher salaries but provides no additional funding to public schools to do so. Instead, the GOP calls on public schools to spend differently…

What they do not seem to understand is that unless more revenue is provided, there will be less money to provide custodial, maintenance, secretarial, health, special education and other support services for students and teachers.

Then he turned the tables–very effectively.

If legislators are serious about increasing teachers’ salaries without increasing school funding, I would suggest the same to them, spend differently on public education. Here are three ways to increase teacher salaries without increasing school funding:

Killion’s first suggestion was to quit spending over $100 million annually on standardized testing. As he quite correctly points out, standardized testing doesn’t improve student learning; what he doesn’t say–but many education scholars confirm–is that such testing distorts what happens in the classroom, because teachers feel impelled to spend more time on subjects that will be tested than on subjects (like civics, for example) that won’t.

A statistically sound approach for measuring student achievement and holding school corporations accountable for student learning is that of measuring student academic growth over time, which standardizing testing does not do. Reallocate this resource to teacher salaries.

His second recommendation was similar:Quit spending over $10 million on IREAD-3 testing.

Teachers do not need this test to determine whether or not a student is reading at a third-grade level. The best, most efficient way to find out if a third-grade student is reading at a third-grade level is by asking a third-grade teacher. Reallocate this resource to teacher salaries.

I unequivocally endorse his third recommendation, which was to quit spending over $70 million on student vouchers, and reallocate those resources to teacher salaries.

Vouchers were Initially justified as a way to allow children to escape “failing” public schools, but 60% of Indiana’s vouchers are used by students who have never attended a public school.

What Killion was too “politically correct” to mention in his op-ed was that researchers have found no improvement in academic achievement by voucher students. (A couple of studies have found a decline, at least in math.) It has become quite clear that Indiana’s voucher program–the largest in the U.S.–is simply a way to take money from public education and give it to the religious schools that constitute over 90% of the schools accepting vouchers.

Voucher programs were a strategy devised to evade the Constitution’s Establishment Clause, which prohibits tax support of religious institutions. The courts accepted the argument that the money was “really” going to the parents, and not to a parochial school. That it was always a specious argument has become glaringly obvious.

Indiana’s public school teachers ought not continue to be underpaid so that religious schools can suck at the public you-know-what.

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Revising History? Or Ignorance Of It?

A recent article in the Charleston Post and Courier reported on the results of a poll conducted by Winthrop University. It was pretty disheartening.

The Winthrop University Poll randomly dialed and questioned 969 residents in Alabama, Arkansas, Florida, Georgia, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Texas and Virginia between Nov. 10-20 and Nov. 26-Dec. 2. Results have an error margin of plus or minus 3.15 percent.

The poll found that half of residents either agree or strongly agree that America was founded as an explicitly Christian nation.

Among white evangelicals, three-fourths agreed or strongly agreed with this belief about how the nation was founded.

The immediate question raised by such results is whether these respondents have chosen to ignore what they (presumably) learned in history class or whether they are simply uninformed. Whatever the answer, the poll results explain a number of things about Southern political culture.

The poll’s director noted that the belief in a Christian founding is central to Christian Nationalism.

“Research has shown that increases in Christian Nationalist beliefs lead to more exclusionary views on immigration and more negative views of multi-culturalism in America,” Huffmon said. “Those who hold these views care more about whether they have a strong leader who will protect their religious and cultural values than whether a leader is individually pious.”

Forgive me if I suggest that the “cultural value” they want to protect is Christian social dominance.

It is virtually impossible to reconcile this belief in a Christian Nation with American history, or with what we know about the origins of America’s constitution–or for that matter, with the plain language of the Constitution and Bill of Rights. It is one thing for Christian fundamentalists to prefer that the country affirm the superiority of their particular creed; it is another thing entirely to falsify history in order to convince themselves and others that the Founders agreed with them.

If these folks have made a conscious decision to falsify history, that’s reprehensible. But it is far more likely that they are ignorant of history, that they’ve never heard of the Enlightenment, or encountered the (then radical) political philosophy that privileged personal autonomy over religious and political beliefs endorsed and imposed by the state. The widespread belief in Christian nationhood reflected in the poll results is a stark reminder of Americans’ deficit of civic literacy, and the failure of our schools to teach history and government accurately and adequately.

It’s interesting–and telling– that this particular fantasy about America’s founding is almost exclusively a phenomenon of White Christians who consider themselves the only true Americans.

The Rev. Joseph Darby, first vice president for the National Association for the Advancement of Colored People in Charleston, disagreed with claims that the country was intended to be explicitly Christian.

Darby, who also pastors Nichols Chapel AME in Charleston, didn’t mince words in describing Christian nationalists and white evangelical denominations with exclusionary views on immigration and multiculturalism.

“It’s called Christian hypocrisy,” Darby said.

Darby added that the country should not be in favor of one particular religion. Rather, he said politicians and voters should “love God and love others as we would be loved.”

“If the laws reflect that, we’d be one nation under all,” he said. “If you have something that’s exclusively Christian, you’re walking a very slippery, nationalist slope. Everyone in America is not Christian.”

I suspect that White Christian Nationalists are more worried about the threat civic equality poses to their cultural hegemony than they are about America’s spiritual prospects.

Policymakers can’t do much about chosen ignorance, but polls like this should be seen as yet another reason to make civic education a national priority.

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