Tag: school reform

Betsy DeVos’ Silence is Deafening

Last night, during his State of the Union Address, the current Occupant of the White House did what he almost always does when it comes to undocumented immigrant children and…

Last night, during his State of the Union Address, the current Occupant of the White House did what he almost always does when it comes to undocumented immigrant children and the native-born offspring of undocumented (and even documented) immigrant parents: He denigrated them.

The mother of four who serves Trump as U.S. Secretary of Education, an avowed Christian charged with transforming American public education as well as defending the futures and lives of those very children and youth, sat there, tacitly agreeing with every profanity he lodged against them and their communities.

Given her past record, this is certainly not shocking. But it also shouldn’t be this way. This silence in the face of demagoguery, this acquiescence to policies, practices and ideas geared toward harming our most-vulnerable children and the communities who love them, is one more example of how Elizabeth Prince DeVos is unqualified to lead in American public education.

Contrary to the statement of American Enterprise Institute scholar (and Maryland State Board of Education President) Andrew Smarick, there was a lot of awfulness about Trump’s speech, both in its delivery and its rhetoric. Elizabeth Bruenig of the Washington Post astutely noted that his speech was little more than a litany of “ethnically-inflected nationalism”, that consisted of “scapegoating” and appeals to “creating thick borders between us and them so that we will feel more like an us.” As Dropout Nation readers already know, Trump and is ilk think mothers, fathers, and children who aren’t White or of European descent are the ‘them’ that need to be cleansed from American society.

The fact that Trump didn’t offer much in the way of a thought on education — other than touting vocational education programs long used to keep poor and minority children from high-quality college-preparatory education (as well as fail in terms of addressing the reality that the knowledge needed for success in traditional colleges are also needed for success in technical schools and apprenticeships run by community colleges) — was the only comforting thing about it. Because he didn’t tar systemic reform with his endorsement.

But the worst of his vitriol was reserved for immigrants regardless of legal status.

Trump wrongfully argued that America’s immigration laws, a dysfunctional messy legacy of racial, ethnic and religious bigotry, allows too many emigres to sponsor “unlimited numbers of relatives for citizenship when, in fact, they can only spouses, children, parents and siblings (and even for the last group, it can take as long as 20 years to gain legal entry in the first place). He also claimed that the immigration system’s so-called “visa lottery” — which actually involves a background check, an interview and requirements such as having a high school diploma or two years of training in a high-skilled job — doesn’t have any requirements for entry.

Trump also insinuated that undocumented emigres were little more than criminals. This  prominently mentioning MS-13, the gang originally formed in Los Angeles, Calif., that has become a menace to Central American nations since the early 1990s thanks to U.S. foreign and immigration policies (including deporting its members to Central American nations such as Honduras and El Salvador) that have led to more people from those nations (including so-called Border Children that several Congressional Republicans have denigrated) fleeing to our shores. Despite the fact that most MS-13 members are native-born Americans, Trump still claimed that they were an invading horde because of supposedly open borders.

Betsy DeVos has been a silent and willing collaborator in Trump’s bigotry against Black, Brown, and immigrant children as well as their families and communities.

Even worse than that, Trump insinuated throughout his speech that Dreamers, the 780,000 children, youth, and young adults (including 9,000 teachers working in classrooms) who now face deportation thanks to his move last September to end Deferred Action for Childhood Arrivals, weren’t worthy of protection or even contributors to American society. This included his declaration that “Americans are dreamers too”, essentially arguing that only native-born Americans are worthy of consideration He also doubled down on the proposal his administration issued last week, which would only allow Dreamers to gain citizenship after a cumbersome 12 year process– even though most of the youths have already been in this country all but a few years of their lives, end up gainfully employed as adults, and been citizens of this country in all but paper.

There was nothing in Trump’s speech that acknowledged how Dreamers working in our traditional public, charter and private schools (including those recruited by Teach For America) are helping native-born and immigrant children gain the knowledge they need for lifelong success. Not one word accepting the reality that America has always been a nation of immigrants, men and women who, despite state-sanctioned bigotry (which always extended to the descendants of enslaved Africans as well as American Indians and Alaska Natives already on this soil), managed to be contributors to the nation’s political, social and economic fabric. What he did instead is engage in even more of his bigoted demagoguery, doubling down on his nasty statements about immigrants made earlier this month during a meeting to work out a deal to help Dreamers gain citizenship.

What did DeVos do while Trump smeared the immigrant children under her watch and the emigres who teach in schools? Nothing. Last night, she issued one statement focused on a meeting she will have with the Occupant today. Then this morning, she issued another, calling on Congress to “to act in the best interest of students and expand access to more education pathways“, a nice way of she wants to keep poor and minority children from accessing traditional higher education and gaining college-preparatory learning.

Sad. Immoral. But not shocking. Because this isn’t the first time Betsy DeVos has had little to say about President Donald Trump’s bigotry.

As chair of the American Federation for Children, she was silent after he won the Presidential election back in November 2016. Instead of demanding that he apologize for his rank demagoguery against immigrant and minority children during his campaign, she declared  that she would work with him.

When Trump nominated her to become Secretary of Education, she neither refused his invitation nor called on him to recant his bigotry nor sought to distance herself from his nastiness. Again, she said nothing at all, and, in fact, appeared at one of his events celebrating his victory.

Months later, when Trump false claimed that White Supremacists participating in the Unite the Right terrorism in Charlottesville, Va. were only partly responsible for the violence that resulted, DeVos, now firmly in her job as Secretary of Education, still said nothing. Save for a memo to her staff that condemns bigotry, she stayed silent.

A month later, when the administration announced that it was ending DACA and putting undocumented immigrant children, youth and adults on the path to deportation, DeVos and her minions at the Department of Education offered nothing in the way of a plan to help them. She kept her silence while proceeding to scale back the agency’s role in protecting the civil rights of poor and minority children.

DeVos only seems willing to speak out when it comes to denigrating systemic reform, especially when it comes to the focus on stemming achievement gaps and protecting the civil rights of children. But when it comes to defending children, especially those targeted by the Trump regime, she utters nothing and proves her complicity in the administration’s efforts at low-grade ethnic cleansing.

Of course, DeVos hasn’t been alone in her silence in the face of Trump’s bigotry. Far too many erstwhile school reformers have been all too willing to say nothing. Rick Hess and his team at the American Enterprise Institute, along with other conservative school reformers, have spent more time being the amen corner for DeVos and the administration than being moral champions for our most-vulnerable children.

Save for civil rights-oriented reformers, a few in the conservative and centrist Democrat camps such as former Thomas B. Fordham Institute President Chester Finn Jr., and, most-notably, Education Trust, Emerson Project, and Teach For America (the latter of which has been criticized for its steadfast support for Dreamers), other camps within the movement have stood idly by or have chosen to focus on other things. This is especially clear from weak and lackluster responses from reformers before and after yesterday’s State of the Union Address.

For a number of reasons, including an unwillingness to work with traditionalists such as the American Federation of Teachers (which has also been steadfast in defending DACA youth), they have offered little support for helping undocumented immigrant children, either on the policy front or on the ground in places such as Philadelphia, where they face the risk of detention and deportation just for trying to gain knowledge they need and deserved.

All of these reformers deserve shame. But DeVos, whose family remains a major player in subsidizing the movement, should be especially ashamed. By being more-concerned about ideology and agenda than about defending every child no matter who they are, she has made mockery of her professed faith, violated God’s Commandments (especially in the Beatitudes), and denigrated what was once a respectable legacy of expanding public charter schools and other forms of school choice. Like any Christian, DeVos is supposed to be a living sanctuary, not the tool of evil men. As Jesus Christ, who commanded all of us to do for the least of us, the Children of God, would not approve.

Each and every day, DeVos continues to prove that she is unfit for her office. Yesterday was just another example. For shame!

 

Featured photo courtesy of the New Yorker.

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The Children of D.C. Suffer

There will be plenty of conversation — not necessarily among school reformers — about yesterday’s revelation that D.C. Public Schools allowed one-third of its graduating Class of 2017 graduate from…

There will be plenty of conversation — not necessarily among school reformers — about yesterday’s revelation that D.C. Public Schools allowed one-third of its graduating Class of 2017 graduate from its high schools without taking the credits, courses, or attendance needed to get legitimate sheepskins. There will even be speculation on the implications of this news on Mayor Muriel Bowser’s re-election campaign as well as the possible challenge by predecessor Vincent Gray (now back on the city council). Others will note that what happened in D.C. is one of many revelations of graduation fraud going on in districts throughout the nation.

Yet it is important to keep in mind that DCPS’ alleged graduation fraud is more than simply an embarrassment to the district, to school leaders currently on the job who oversaw the violations, and Former Chancellor Kaya Henderson (under which most of the fraud occurred). This is also about young men and women cheated by the adults who should have done better by them.

Thirteen young men and women who can no longer claim they are high school graduates because they didn’t earn enough credits in the first place. Another 572 youth who cannot really claim to be DCPS graduates because they 30 or more many days of school unexcused during the 2016-2017 school year. Four hundred eleven more were awarded diplomas by the district because it wrongly designated their work through credit recovery programs (or make-up classes) as original high school credits.

Altogether, 937 young men and women who have been given phony diplomas, paying the price each day for the errors, incidental and deliberate, overseen by principals at Ballou, Paul Lawrence Dunbar and the district’s other high schools.

But the damage extends beyond those young men and women. There are 1,821 high school graduates within DCPS, young men and women who went to their classes, completed their courses, did what they were supposed to do. Yet those young adults have now become guilty by association because there will be questions about whether they have learned exactly what DCPS said they did. This is simply unfair to them.

Former D.C. Public Schools Chancellor Kaya Henderson deserves more than a little scorn for the violations of graduation policies (and the underlying causes of them) that took place under her watch.

Also touched by the scandal are the thousands who have graduated from DCPS over the past five years. After all, the district didn’t just start violating state laws and its own graduation policies overnight. The failure of DCPS to link its Aspen school data system to its system for tracking attendance, for example, has probably been noticeable since the district implemented it three years ago. This means a look at graduation numbers over the past three-to-five years will likely reveal more examples of sheepskins being handed out when they shouldn’t have been. Even if that isn’t so, those graduates are now tarred by association.

The children and youth deserve an apology. First from the district’s current leadership, including Chancellor Antwan Wilson (who came onto the job near the end of the 2016-2017 school year and has little responsibility for what happened), who should have addressed these issues, even if it meant students wouldn’t have been able to graduate with their classmates. Secondly, from Mayor Muriel Bowser, who has oversight responsibility for the district because she appoints the chancellor. Both should embrace the recommendations of the Alvarez & Marsal report and implement them promptly to avoid future graduation fraud.

Former Chancellor Henderson, along with other former executives working in the district, must also apologize and admit their responsibility for the shortchanging of these children.

After all, Henderson was the chief executive of the district during most of the 2016-2017 school year, and the issues mentioned in yesterday’s report existed throughout her tenure. It was under Henderson when the Aspen system, which failed to alert teachers about the number of high school seniors missed 30 or more days unexcused, was put into place, and the failure to connect the system to the district’s attendance data system happened under her watch. Henderson was also the chief executive under which several principals implicated in the graduation fraud, including Ballou High School’s Yetunde Reeves (now on leave pending a decision about her future employment), were put into their jobs, and when many of the complaints from teachers and others about the violations were lodged.

Certainly there are reformers who want to soft-peddle Henderson’s responsibility for this mess. Max Eden of the Manhattan Institute (whose own tendency for using and perpetuating misleading and dishonest ‘research’ has been exposed by this publication), is now leading the charge to ignore Henderson’s role altogether by blaming the fraud entirely on her successor even though he arrived on the job in February 2017, or at the midpoint of the school year. But Henderson’s failure of leadership cannot be ignored. By not addressing problems with the school data systems, failing to holding teachers and school leaders to account for violations, and not clarifying district and District of Columbia attendance and credit recovery rules under her watch, she damaged the very children she was supposed to help.

Meanwhile Henderson’s failure to address these issues, and the scandal resulting from them, is a reminder that Henderson’s tenure has been marked by an unwillingness to address allegations of test-cheating under predecessor (and mentor) Michelle Rhee; public embarrassment over her moves to allow some city officials to send their children to schools outside of their school boundaries (when ordinary citizens would find themselves in trouble for doing the very same thing); and revelations (after she left office) that principals and others were hiding their overuse of out-of-school suspensions in order to reduce their numbers. These failures put another black mark on what has otherwise been a strong record of success, both her own and that of other reformers in the Nation’s Capital working on transforming education for all children.

No one’s leadership is perfect. This goes without saying. But it shouldn’t have taken news outlets such as public radio station WAMU (whose initial report focused on Ballou) to bring these revelations to light. The district’s former and current leadership should have addressed these problems long ago, and should have been transparent about them.

At the end of the day, it is the children and youth of the District of Columbia, including the 937 now found to have incomplete and, ultimately, fraudulent, diplomas, who suffer the damage. These boys and girls, young men and women, go to school expecting that the adults who serve them are actually going to help them gain high-quality education. They expect to graduate with the knowledge and skills needed for success in higher education and in the working world. Yet the adults serving them failed them miserably on this count, as well as in providing them with higher ed-preparatory coursework. Now, at least 937 children are walking around with diplomas that are literally not worth the paper on which they have been printed. ,

Our children and youth in D.C. deserve better. And honestly, apologies aren’t even close to being enough.

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Betsy DeVos’ Deliberate Ignorance

Between 2002 and 2015, the years under which George W. Bush and Barack Obama presided over federal efforts to spur systemic school reform that included the now-abolished No Child Left…

Between 2002 and 2015, the years under which George W. Bush and Barack Obama presided over federal efforts to spur systemic school reform that included the now-abolished No Child Left Behind Act, the number of functionally-illiterate fourth graders, those reading Below Basic on the National Assessment of Educational Progress, declined by 172,078 children. In that same period, the percentage of functionally-illiterate Black fourth-graders declined by 12 percentage points in that same period (from 60 percent to 48 percent) while the percentage of Latino fourth-graders struggling with literacy declined by nine percentage points (from 43 percent to 34 percent), and a 10 percentage point decrease in the number of fourth-graders on free- and reduced-priced lunch programs reading Below Basic (from 54 percent to 44 percent).

The percentage of fourth-graders reading at Proficient and Advanced levels — essentially at and above grade level — increased by five percentage points between 2002 and 2015. This included a five percentage point increase in the number of Black fourth-graders reading at and above grade level, a six percentage point increase among Latino children, and even a four percentage point increase among children on free- and reduced priced lunch programs, the poorest children in America.

Meanwhile the percentage of functionally-illiterate eighth-graders  on free and reduced-priced lunch plans declined by three percentage points within this period, while there was also a nine percentage point decrease in the number of Latino eighth-graders struggling with literacy. At the same time, the percentage of Black eight-graders reading at Proficient and Advanced levels increased by two percentage points in that same period while the percentage of Latino eighth-graders reading at and above grade level increased by five percentage points. Even better, the percentage of low-income eighth-grade students reading at Proficient and Advanced levels increased by three percentage points within that period.

These improvements resulted in part from No Child’s Adequate Yearly Progress provision, which required states to meet their obligations under their own constitutions to provide children in public schools with high-quality education and hold districts and other school operators accountable for failure mills and dropout factories they run. Suburban districts could no longer continue to commit educational malpractice against poor and minority children. School operators had to focus on achieving measurable results instead of damning kids to low expectations. Data became critical to providing all children with high-quality teaching, curricula and cultures.

As Thomas Ahn of the University of Kentucky and Duke University’s Jacob Vigdor determined in a study of North Carolina schools released last year, No Child’s accountability measures have helped the Tar Heel State improve achievement and even helped families in failing schools move into better-performing ones. On average, a North Carolina school failing AYP for the first time improved its math performance by five percent of a standard deviation. A poor-performing Tar Heel State school under Needs Improvement for a fifth consecutive year (and forced to develop a restructuring plan) improved reading performance by six percent of a standard deviation, while math achievement improved by nearly three percent of a standard deviation.

Under George W. Bush and Barack Obama, fewer children were functionally illiterate and more went on to success in adulthood. This is unlikely to happen during the Trump era.

The improvements in education didn’t come just through efforts in traditional districts. As part of their reform efforts, the Bush and Obama administrations continued the effort first began under Bill Clinton to provide more children with opportunities to attain high-quality education they need and deserve. This includes the opening of 4,179 charter schools between 2002-2003 and 2014-2015, according to the U.S. Department of Education, as well as the launch of school voucher programs in Florida, Indiana and Louisiana.

Thanks to high-quality charter schools in urban communities, children in those schools gain 58 additional days of learning in math and 41 additional days of learning in reading compared to peers in traditional districts. More importantly, as seen with charter school operators such as the Knowledge is Power Program, charters have improved the chances of poor and minority children graduating from traditional colleges, community colleges, technical schools and apprenticeship programs (usually run through community colleges) that make up American higher education.

The point in citing these facts? That contrary to the assertions made yesterday by U.S. Secretary of Education Betsy DeVos, the reform efforts led by Bush and Obama (and their education secretaries) that began with the passage of the No Child Left Behind Act and accelerated with Race to the Top achieved measurable and quantifiable results that improved the lives of so many of our children.

From the accountability provisions that forced states to focus on achievement gaps, to the expansion of charter schools, vouchers and other forms of choice, to support for implementation by states of Common Core reading and math standards first developed in the first decade of this century, to the efforts under the Obama Administration to end the overuse of out-of-school suspensions and other forms of harsh school discipline (as well as criminalization of youth), both Bush and Obama spurred reforms (including the charters and vouchers supported by DeVos herself in her previous role as a school reform philanthropists) that have helped more children gain the knowledge they need to succeed in adulthood.

This is not to say that the efforts were unqualified successes. Nothing done by man will ever be. No Child’s focus on basic literacy and numeracy, a reflection of the mission of the school reform movement for most of its modern history, no longer suffices in an age in which some form of higher education is critical to economic, social, and political success. The Obama Administration’s No Child waiver gambit, which began the evisceration of accountability that continued with the passage of the Every Student Succeeds Act two years ago, was arrogant policymaking and sloppy implementation that has harmed systemic reform. Just as importantly, as Dropout Nation has consistently pointed out and as exemplified by the latest edition of the Trends in International Mathematics and Science Study, the need to continue systemic reform remains paramount.

Yet the data (along with the long history of  proves beyond a shadow of a doubt that the Bush and Obama administrations successfully embraced the federal government’s necessary, constitutional and life-affirming role in ensuring that every child, especially poor and minority children served poorly by American public education, get a chance at high-quality education. The administrations achieved measurable results that are important steps in helping all children succeed — if DeVos and the Trump regime (along with congressional leaders and those at the state level) bother to do their parts.

Barack Obama didn’t always get it right on education policy. But his administration got it right a lot of the time. Which is saying something.

DeVos’ sophistry, however, isn’t shocking. After all, she gave her speech at an event held by the American Enterprise Institute, whose education czar, Rick Hess, has long opposed focusing on stemming achievement gaps and has generally been, to say it kindly, not all that interested in building brighter futures for the poor and minority children harmed the most by the failures of American public education.

More importantly, DeVos’ dismissal of the need for a strong federal role in education policy and protecting the civil rights of Black and Brown children is reflective of that of the administration in which she serves.

As we already know, President Donald Trump spent the last week doubling down on his White Supremacist rhetoric when he called several African nations which account for the bulk of immigrants to the United States (as well as Haiti) “shitholes”, expressed his preference that the nation bring in more emigres from Norway and other European (White) countries, and dismissed concerns from the Congressional Black Caucus, whose members represent Black and Latino children (as well as their communities) on Capitol Hill.

The statement, which came during a meeting over an increasingly-unlikely deal to stop the deportation of 760,000 youth, young adults and classroom teachers previously covered under Deferred Action for Childhood Arrivals, once again highlights the reality that the Trump Administration’s long-term goal is what can best be called low-grade ethnic cleansing against immigrants and Native-born Americans who aren’t Caucasian.

DeVos, along with erstwhile school reformers working at the Department of Education, have been willing collaborators in the administration’s war against poor and minority communities. This includes moves to weaken and end Obama-era efforts to stem overuse of suspensions (as well as use of restraints and seclusion practices that harm children condemned to special ed ghettos), to supporting the expansion of 529 college saving accounts for K-12 expenditures that does little for poor and middle class families.

Meanwhile her unwillingness to condemn Trump’s rank bigotry and demagoguery demonstrates that she has little concern for the most-vulnerable children her agency is charged with protecting. Her allies will argue that her past record of advancing school choice proves otherwise. But her record since her nomination for the nation’s top education policy job makes lie of those claims. This is even without considering her general unfitness for her role.

One thing is ultimately clear: Neither Betsy DeVos nor her boss will be the champions for children their predecessors were. For that, and their general indifference to facts and truth, they should both be ashamed.

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Best of Dropout Nation: A Call to Revolutionize American Public Education

On this rebroadcast of a Dropout Nation Podcast from 2012, RiShawn Biddle calls upon reformers to remember the need to build brighter futures for all kids – and take the…

On this rebroadcast of a Dropout Nation Podcast from 2012, RiShawn Biddle calls upon reformers to remember the need to build brighter futures for all kids – and take the time in the new year to advance systemic reform.

Listen to the Podcast at RiShawn Biddle Radio or download directly to your mobile or desktop device. Also, subscribe to the Dropout Nation Podcast series. You can also embed this podcast on your site. It is also available on iTunesBlubrry, Google Play, Stitcher, and PodBean.

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A Holy Call for School Reform

Truly He taught us to love one another, His law is love and His gospel is peace. Chains he shall break, for the slave is our brother. And in his…

Truly He taught us to love one another,
His law is love and His gospel is peace.
Chains he shall break, for the slave is our brother.
And in his name all oppression shall cease.
Sweet hymns of joy in grateful chorus raise we,
With all our hearts we praise His holy name.
Christ is the Lord! Then ever, ever praise we,
His power and glory ever more proclaim!
His power and glory ever more proclaim!

John Sullivan Dwight’s translation of the third verse of Placide Cappeau’s and Adolphe Adam’s O Holy Night. As reformers, we must embrace these words by helping children and their families break the chains of illiteracy and innumeracy, as well as end the oppression of educational failure.

On this Christmas Eve, let’s commit ourselves once again to building brighter futures for all our children.

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The Conversation: Daniel Losen on Reforming School Discipline

On this edition of The Conversation, Daniel Losen of the Civil Rights Project at UCLA discusses his testimony to the U.S. Commission on Civil Rights on school discipline reform, challenges…

On this edition of The Conversation, Daniel Losen of the Civil Rights Project at UCLA discusses his testimony to the U.S. Commission on Civil Rights on school discipline reform, challenges the claims of Max Eden and others opposed to the federal guidance on addressing disparities, surmises why opponents of ending overuse of suspensions and other harsh discipline are unwilling to engage three decades of data proving the need for overhaul, and what districts must do to transform school climates for the better.

Listen to the Podcast at RiShawn Biddle Radio or download directly to your mobile or desktop device. Also, subscribe to The Conversation podcast series and the overall Dropout Nation Podcast series. You can also embed this podcast on your site. It is also available on iTunesBlubrry, Google Play, Stitcher, and PodBean.

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