What Housing Recovery?
New York Times - May 8, 2014, by Peter Dreier - Recently there’s been a lot of happy talk about the nation’s housing recovery. Frequent reports about rising prices suggest that the tens of...
New York Times - May 8, 2014, by Peter Dreier - Recently there’s been a lot of happy talk about the nation’s housing recovery. Frequent reports about rising prices suggest that the tens of millions of people whose homes lost value just have to wait until the recovery reaches their neighborhood to lift them out of crisis. But this supposed housing recovery is bypassing many of our cities and towns.
The total value of America’s owner-occupied housing remains $3.2 trillion below 2006 levels. According to Zillow, a real estate database, 9.8 million households still owe more on their mortgages than the market value of their homes. That’s one-fifth of all mortgaged homes. Without government intervention, many of them are at risk of joining the almost five million households that have already suffered through foreclosure since the housing bubble burst in 2007.
With my colleagues Alex Schwartz of the New School and Gregory Squires of George Washington University, I have identified the 15 metropolitan areas, 100 cities and 395 ZIP codes with the highest proportion of underwater mortgages.
How bad is it? More than 10 million Americans, spread across 23 states, live in ZIP codes where between 43 percent and 76 percent of homeowners are under water. The biggest concentrations are in Georgia, Florida, Illinois, Michigan and Ohio. The cities in the worst shape are Las Vegas, Atlanta, Jacksonville, Orlando and Chicago. Places with so many underwater homes are toxic; they depress the value of surrounding homes and undermine local governments’ fiscal health.
The blame for this tragedy lies mostly with banks’ risky, reckless and sometimes illegal lending practices. The story is a familiar one. In the late 1990s and early 2000s, millions of Americans bought or refinanced homes in an overheated market. Mortgage brokers lied or misled borrowers about the terms of these mortgages, often pushing borrowers into high-interest subprime loans, even when they were eligible for conventional mortgages.
They particularly targeted minority areas. In 2006, when subprime lending was at its peak, 54 percent of blacks, 47 percent of Latinos and 18 percent of whites received high-priced loans, according to the Federal Reserve Board.
Not surprisingly, the nation’s worst underwater areas are disproportionately in black and Latino neighborhoods. In almost two-thirds of the hardest-hit ZIP codes, African-Americans and Latinos account for at least half of the residents.
The banks’ risky loans eventually came crashing down, devastating communities and causing financial havoc. The federal government rescued the banks, but nobody came to the rescue of the communities the banks left behind.
The best solution to this quagmire is for banks and other financial institutions to modify underwater mortgages to their current market value, an approach called “principal reduction.” If lenders rewrote the loans to reflect fair-market values, owners would have lower monthly payments, which would free them to put millions of dollars into local economies. Cities would have more stable property tax revenues, and lenders would ultimately benefit by having fewer delinquent loans.
Of course, many banks no longer own the loans they made. They pooled large numbers of subprime loans into private securities and sold them. The companies that service these securities generally refuse to countenance the idea of “principal reduction.” Yes, some homeowners have been able to persuade lenders to reset their loans, but most get the cold shoulder or a bureaucratic runaround.
In some cities, though, nonprofit lenders, like New Jersey Community Capital and Hogar Hispano, have stepped into the void, raising capital and purchasing troubled loans in order to modify them on affordable terms. But too few loan holders have been willing to sell to these homeowner-friendly groups.
In 2012, some of the biggest banks signed a settlement agreement with 49 state attorneys general to modify mortgages, but many of them continue to heap abuse on their customers, and sufficient relief has not reached trapped homeowners.
The Obama administration created several initiatives to help troubled borrowers, but these programs do not require banks to reset loans as a condition of getting federal funds. The government’s Home Affordable Modification Program has helped only one-quarter of the four million homeowners it was supposed to reach.
Worse, the federal government has actually been an obstacle to reform. The Federal Housing Finance Agency, which oversees Fannie Mae and Freddie Mac, has refused to allow these two mortgage giants to reduce the principal on underwater mortgages that they own or guarantee. All it would take is for President Obama’s new appointee as F.H.F.A. director, former Representative Melvin Watt, to change the policy, an action that does not require congressional approval. He should do so immediately.
Meanwhile, faced with this predicament, some municipalities have been trying to take matters into their own hands. Late last year, Richmond, Calif., was the first city to develop a plan to use its power of eminent domain to buy underwater mortgages at their current market value and to refinance them, but many other localities are likely to follow. A number of responsible for-profit and nonprofit lenders stand ready to do business with them so that local governments don’t have to use tax dollars to purchase these loans.
Dealing with this problem on a city-by-city basis may not be the most efficient way to confront a national crisis, but in the face of Wall Street intransigence and federal indifference, cities have had to find their own way to restore the lost wealth of their constituents.
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The Team That Helped Elect Alexandria Ocasio-Cortez Has Its Next Mission: Lifting Kerri Harris Over Sen. Tom Carper
The Team That Helped Elect Alexandria Ocasio-Cortez Has Its Next Mission: Lifting Kerri Harris Over Sen. Tom Carper
That volunteering eventually morphed into becoming a full-time community organizer, working both for Achievement Matters, which aims to close the educational achievement gap, and with the Center...
That volunteering eventually morphed into becoming a full-time community organizer, working both for Achievement Matters, which aims to close the educational achievement gap, and with the Center for Popular Democracy. The tools she’s picked up as an organizer are now being put to work in her Senate race.
Read the full article here.
Education ‘Day of Action’ set Monday in 60-plus cities
The Washington Post - December 6, 2013, by Valerie Strauss - A coalition of education, labor, civic and civil rights organizations, led by the American Federation of Teachers, is staging a “...
The Washington Post - December 6, 2013, by Valerie Strauss - A coalition of education, labor, civic and civil rights organizations, led by the American Federation of Teachers, is staging a “National Day of Action” on Monday with dozens of coordinated events in cities across the country that are aimed at building a national movement to fight corporate-influenced school reform and offer alternative ways to improve public education. The AFT is buying $1.2 million in radio, print and online ads to get out the message.
Protests have been building this year in different parts of the country against the education reform movement that is dominated by the use of standardized test scores as the chief “accountability” metric and school “choice” that has led to the growing privatization of public schools. The AFT says that Monday will be the first time so many events — protest marches, news conferences, and town halls scheduled in 60 cities including Washington, D.C., New York, Chicago, Austin, Houston and other Texas cities, Boise, Los Angeles and several locations in Florida — have been coordinated to send a message to policymakers that school reform should be focused not on closing schools, punishing teachers and deluging kids with tests but on providing teachers and students with the resources they need to teach and learn.
“Teachers, parents, students and community members are banding together to demand a new direction for public education,” AFT President Randi Weingarten said. “In some ways, this Day of Action is years in the making. Parents, students, teachers and community members have been coming together in places like Chicago, Philadelphia and New York to call out what’s not working and create solutions that do. Text-fixation, austerity, privatization, division, competition are not working for our students – as we saw in the PISA results this week. Our schools need evidence-based, community-based solutions like early childhood education, wraparound services, professional autonomy and development, parent voices and project-based learning. That’s what this Day of Action is about. That’s what reclaiming the promise is about. These are our schools and they need our solutions.”
Dozens of organizations representing parents, educators, clergy, civil rights activists, and community groups are participating in the event, which is being sponsored nationally by these groups: Alliance for Educational Justice, American Federation of Teachers, Annenberg Institute for School Reform, Dignity in Schools Coalition, Gamaliel Network, Journey for Justice Alliance, Leadership Center for the Common Good, League of United Latin American Citizens, National Education Association, National Opportunity to Learn Campaign and the Service Employees International Union.
In October, a number of organizations came together to come up with a strategy to build a national movement around shared principles, which you can read find here. Among the principles:
Public schools are public institutions.
Our school districts should be committed to providing all children with the opportunity to attend a quality public school in their community. The corporate model of school reform seeks to turn public schools over to private managers and encourages competition — as opposed to collaboration — between schools and teachers. These strategies take away the public’s right to have a voice in their schools, and inherently create winners and losers among both schools and students. Our most vulnerable children become collateral damage in these reforms. We will not accept that …
Our voices matter.
Those closest to the education process — teachers, administrators, school staff, students and their parents and communities — must have a voice in education policy and practice. Our schools and districts should be guided by them, not by corporate executives, entrepreneurs or philanthropists. Top-down interventions rarely address the real needs of schools or students …
Strong public schools create strong communities.
Schools are community institutions as well as centers of learning. While education alone cannot eradicate poverty, schools can help to coordinate the supports and services their students and families need to thrive. Corporate reform strategies ignore the challenges that students bring with them to school each day, and view schools as separate and autonomous from the communities in which they sit.
• “Community Schools” that provide supports and services for students and their families, such as basic healthcare and dental care, mentoring programs, English language classes and more, help strengthen whole communities as well as individual students …
Assessments should be used to improve instruction.
Assessments are critical tools to guide teachers in improving their lesson plans and framing their instruction to meet the needs of individual students. We support accountability. But standardized assessments are misused when teachers are fired, schools are closed and students are penalized based on a single set of scores. Excessive high-stakes testing takes away valuable instructional time and narrows the curriculum — with the greatest impact on our most vulnerable students.
Quality teaching must be delivered by committed, respected and supported educators.
Today’s corporate reformers have launched a war on teachers. We believe that teachers should be honored. Teaching is a career, not a temporary stop on the way to one. Our teachers should be well-trained and supported. They should be given the opportunity to assume leadership roles in their schools. Highly qualified teachers and school staff are our schools’ greatest assets. Let’s treat them that way …
Schools must be welcoming and respectful places for all.
Schools should be welcoming and inclusive. Students, parents, educators and community residents should feel that their cultures and contributions are respected and valued. Schools that push out the most vulnerable students and treat parents as intruders cannot succeed in creating a strong learning environment. Respectful schools are better places to both work and learn …
Our schools must be fully funded for success and equity.
More than 50 years ago, in Brown v. Board of Education, the U.S. Supreme Court acknowledged that African-American students were being denied their constitutional right to an integrated and equitable public education. We have not come far enough. Today our schools remain segregated and unequal. When we shortchange some students, we shortchange our nation as a whole. It is time to fund public schools for success and equity, for we are destined to hand off the future of our nation to all our young people.
• We must end the practice of funding our schools based on local property wealth. Only when we take responsibility for all our schools, and all our children, will schools succeed for all our society …
The events planned for Monday’s National Day of Action include a town hall in Washington, D.C., at which teachers and parents will develop a community-driven vision for public schools, starting at 6 p.m. at Eastern High School. In New York City, union, community and youth partners fighting to win universal full-day prekindergarten will host a rally marking the start of a joint labor-community campaign to support new education initiatives as part of a “new day for public education in New York City” under Mayor-Elect Bill de Blasio.
In Houston, union and community partners will hold a news conference and rally outside the school board offices, where they will call for an end to an overreliance on tests and for fair teacher evaluations. In Chicago, organized parents, teachers and youths will hold a news conference at City Hall and a march to the headquarters of corporate agents such as Loop Capital to demand equitable funding and a public voice in education. In Boise, Idaho, parents, teachers and several community organizations will gather around the state Capitol to support school funding for Idaho public schools, which have some of the lowest state funding in the country.
Here’s how an action in Philadelphia is described on the event list:
A powerful contingent of community and youth groups, parents and labor unions will rally outside Gov. Tom Corbett’s Philadelphia office in coordination with partners in Pittsburgh, followed by a march to the corporate office of Loop Capital, an Illinois bank that has contributed to the privatizing of schools in Chicago and handed out bad interest loans that have crippled Philadelphia’s school system. The union-community alliance is fighting to restore statewide education funding, establish a new equitable education funding formula in 2014, and demand that Loop Capital pay back the bad loans.
The sponsors are the National Day of Action are planning more action in the spring.
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Expandiendo el Electorado en Nueva York
El Diario - December 14, 2014, by Steve Carbo - Aunque las oportunidades para avanzar reformas progresistas se han disminuido en Washington y en muchos estados después de las elecciones de...
El Diario - December 14, 2014, by Steve Carbo - Aunque las oportunidades para avanzar reformas progresistas se han disminuido en Washington y en muchos estados después de las elecciones de noviembre, existe aún terreno fértil en las ciudades, lugares que reciben menos atención de los medios pero son cada vez más reconocidas como importantes "laboratorios de la democracia".
La ciudad de Nueva York es notable por su liderazgo. Después de tomar las riendas en enero, el Alcalde Bill de Blasio, la Presidenta del Concejo Melissa Mark-Viverito, junto con concejales progresistas, han expandido las leyes de días de enfermedad pagados, han implementado políticas policiales más justas, y han puesto fin a las detenciones injustas de inmigrantes. Y esta semana, el alcalde Bill de Blasio firmó una nueva legislación que que marca el comienzo de una gran expansión del electorado a través de la revitalización de la ley Pro-Voter (Pro-Votante) . Este es un modelo que otras ciudades deberían seguir.
La ley Pro-Votante, que fue inicialmente firmada en el año 2000, prometía expandir las oportunidades para el registro de votantes en la ciudad. La ley exigía que diecinueve agencias municipales, cada una de las cincuenta y nueve juntas comunitarias, y muchas agencias que reciben contratos del gobierno municipal, debían ofrecer formularios de inscripción de votantes, y asistencia completando los formularios, para residentes de la ciudad que estuvieran aplicando para recibir servicios de las agencias, re- certificando su exigibilidad, o reportando un cambio de dirección. Estos programas de registro de votantes en agencias públicas están basados en la Ley Nacional de Registro de Votantes, la cual requiere en parte que las agencias estatales de asistencia pública ofrezcan formularios de registro electoral a sus clientes.
Al ser administrados bien, estos programas tienen la capacidad de registrar del 15 al 20 por ciento de los clientes de la agencia. Un programa local similar en la ciudad de Nueva York podría ayudar a cientos de miles a qué se registren para votar.
Lamentablemente, las cosas aún no se han dado así. En octubre, el Centro para la Democracia Popular, y sus aliados en la coalición Pro-Votante, reportaron en un estudio que las agencias municipales de la ciudad de Nueva York estaban ignorando la ley. El ochenta y cuatro por ciento de los clientes entrevistados para el estudio eran elegibles pero nunca recibieron formularios de registro electoral.
Pero las elecciones son importantes y el cambio está en camino. En su primera Directiva Ejecutiva el verano pasado, el Alcalde De Blasio ordenó a cada una de las agencias contempladas en la ley Pro-Votante que desarrollarán planes para conformarse a la ley, y que reportaran su desempeño en la implementación de estos planes cada seis meses. Nuestra coalición fue invitada a ayudar a desarrollar modelos de planes para las agencias. Inmediatamente el Concejo de la Ciudad tuvo su primera audiencia pública acerca del tema, y el 25 de noviembre aprobó una nueva legislación presentada por los concejales Ben Kallos y Jumanee Williams, la cual fortalece las provisiones de la ley Pro-Votante. Con estas nuevas mejoras y algunos cambios adicionales, como la inclusión de agencias con un alto número de clientes como la agencia de viviendas públicas (NYCHA) y el departamento de educación, y el reemplazo de formulario de papel con formularios electrónicos, la ley Pro-Votante de la cuidad de Nueva York representa un gran modelo nacional que otras ciudades pueden replicar. El gobierno puede y deber jugar un papel líder en asegurarse que cada individuo que es elegible para votar sea agregado a las listas de votantes.
Pero las ciudades no deben para ahí. Con suficiente autoridad y autonomía, las ciudades pueden expandir la democracia permitiendo medidas como el registro de votantes el mismo día de la elecciones, el voto temprano, y la extensión del derecho al voto a los no-ciudadanos y personas que han pasado por el sistema judicial, el registro de estudiantes de secundario, y el pre-registro de jóvenes de 16 y 17 años de edad. Estas son algunas de las medidas promulgadas por la coalición de oficiales electos progresistas, Local Progress, que se han unido por su compromiso a avanzar una economía justa, igualdad para todos, ciudades habitables y gobiernos efectivos.
Los años que vienen van a ser difíciles para las personas que luchan por la justicia social. Pero aún mientras luchamos en contra de la agenda de la agenda regresiva de la derecha, los progresistas debemos buscar oportunidades para avanzar políticas públicas. Y como lao demuestra la nueva ley Pro-Votante, las ciudades representan un gran espacio de oportunidad.
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Parents as Decision Makers
All the time, parents are making decisions about what happens in their children’s lives. The same needs to be true when it comes to choosing what happens with their child’s academic education. It...
All the time, parents are making decisions about what happens in their children’s lives. The same needs to be true when it comes to choosing what happens with their child’s academic education. It is more than just choosing a school but also what happens in the school building. With the sustainable community school model, parents are very much part of the decision-making process. This goes beyond the realm of engagement but views them as collaborators in the achievements of the school. The Community Schools Toolkit created by The Center for Popular Democracy signifies the importance of this involvement by stating, “parent engagement is promoted so the full community actively participates in planning and decision-making.” It is important to consider parents in the same manner as teachers and administrators although they provide a different perspective. It is like pieces to a puzzle, each one has a part to contribute which must be done for it to be whole. Parents must be at the table with equal input regarding the daily activities that happen in the school building from academics to after-school programming and other aspects such as community events.
It is quite understood, parents are not formally trained as educators; however, they are the first teachers of children. This is a shared experience we all have as adults. Yes, some were better than others but it was those things our parents taught us which have a lasting impact. As a result, parents possess the necessary qualities to be involved with the process of choosing curriculum, managing the budget, and identifying staff, teachers, and administrators who are a good fit with the school’s climate. The parents have a particular perspective when it comes to their involvement and their inclusion and embracement would create a cohesive culture for success. They need not be considered an option but one of the main individuals in building the school’s environment conducive to learning.
This role of parent involvement is different and separate from PTAs or PTOs. These organizations are representative of an existing institution within the school. It may not necessarily project the sole interests of parents since it is also an organization comprised of other members. Additionally, the groups are connected to a national organization where the interests may align with corporations. Parents as decision-makers bring a different viewpoint as a result of their concern for children and the community and not institutions or corporations.
The relationship between the school and parents needs to be one of partnership instead of a dichotomous one. They both are involved with developing the child to become a successful adult who can function as a productive member of society. One thing a parent is free to do when compared to those who work for the school district is aggressively advocate. There is every reason to take the risk where the answer may be no for others. They aren’t at risk of losing their job, adverse disciplinary action, or retaliation. So, parents can do what the others can’t which is lobby elected officials, make demands with the central office leadership and Superintendent, speak out against the unequal and unfair treatment, and actively galvanize all stakeholders to be involved in the process of making not only the school better but the overall community.
Since parents possess a variety of resources, it’s proper for them to assist with the development of the school. Some of these assets which can be contributed are time, talents, knowledge, and skills. For example, I am a Social Worker by profession and I can be utilized to provide a range of services to the school community. A benefit with having a parent involved is their existing relationship with the school along with their knowledge of the community, and their vested interest of the best possible outcome for the children, the school, and neighborhood.
There are times when parents are regarded as an after-thought and advisors. Ultimately, the successful outcome of the school is comprised of the necessary ingredient which is parent engagement. But, parents as decision makers goes beyond the realm of engagement to the extent of involvement in every aspect of the school’s functioning. Recently, there was reporting of lead levels above the EPA threshold in Newark, NJ public schools. Although this was an ongoing problem for some years and known to Newark Public School officials, this information wasn’t disclosed to the parents or the community. It is important for parents to be provided with the necessary information so they can determine how to proceed with it. Also, their inclusion recognizes the link between the overall success of the school and the progressive development of the community. When all of us embrace the inclusion of the children’s first teachers in the process of academic development, we will understand the essential impact of parents as decision-makers.
By Viva White
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Cash Bail Fuels the Prison Industrial Complex. But We Can Stop It.
Cash Bail Fuels the Prison Industrial Complex. But We Can Stop It.
From 2015 to 2018, the homeless population in Los Angeles rose from less than 29,000 to 59,000. Many of those homeless Angelenos were formerly incarcerated, and many will again be incarcerated for...
From 2015 to 2018, the homeless population in Los Angeles rose from less than 29,000 to 59,000. Many of those homeless Angelenos were formerly incarcerated, and many will again be incarcerated for being homeless. Yet, according to the Center for Popular Democracy’s “Freedom to Thrive” report, Los Angeles spends 25.7% of its general fund budget on policing compared to a mere 3 percent to support nondepartmental “General City Purposes,” which includes city council spending on jobs, youth, homeless services, and substance abuse programs.
Read the full article here.
Hispanos afrontan barreras de idioma en NY, según informe
El Diario – August 5, 2013, by Ruth E. Hernández - Las agencias del Gobierno estatal de Nueva York tienen importantes carencias a la hora de facilitar el acceso a sus servicios a los más de $2...
El Diario – August 5, 2013, by Ruth E. Hernández - Las agencias del Gobierno estatal de Nueva York tienen importantes carencias a la hora de facilitar el acceso a sus servicios a los más de $2 millones de personas y familias que no dominan el inglés, según un estudio presentado hoy.
“Todavía queda mucho por hacer para romper las barreras del idioma y asegurar que reciban una competente y consistente asistencia”, señala el “Informe de Acceso a Lenguaje”, que destaca que esta situación dificulta a estas personas el poder obtener servicios básicos como el carné de conducir o denunciar un crimen.
El estudio, de la organización Se Hace Camino Nueva York, es el primer informe que se publica luego de que, en 2011, el gobernador de Nueva York, Andrew Cuomo, firmara una orden ejecutiva para garantizar que inmigrantes reciban, en los seis idiomas más hablados, los servicios de agencias estatales que brindan ayuda directa a la comunidad.
“Con esta orden la administración del gobernador Cuomo no sólo tomó un paso importante para garantizar el acceso a servicios del gobierno a los que aún no dominan el inglés, sino que demostró liderazgo a nivel nacional en este asunto”, indica el informe de la entidad sobre las agencias que más en contacto están con el público.
Sin embargo, reveló que, un año después de entrar en vigor esta medida, los inmigrantes afrontan dificultades para tener acceso a servicios importantes como puede ser un carné de conducir, recibir los cupones de alimentos porque los formularios no han sido traducidos en su idioma o solicitar el desempleo, entre otros trámites, dijo a Efe Theo Oshiro, codirector de la organización.
Entre los hallazgos destaca, que pese a los esfuerzos de las agencias gubernamentales, la mayoría de los inmigrantes no están recibiendo documentos importantes traducidos en su idioma, tal y como estipula la orden ejecutiva.
Cita como ejemplo que en Buffalo sólo el 11 % de los hispanos afirma recibir la documentación en su idioma, mientras que en los pueblos de la región central del estado la cifra fue del 45 %.
Igualmente el estudio mostró que a través del estado sólo el 45 % de las agencias están brindando servicios de interpretación.
En específico, señala que en el Departamento de Vehículos de Motor, una de las agencias que más público atiende, sólo se ofreció información en los idiomas establecidos en el 32 % de los casos, mientras que en el Departamento del Trabajo esta cifra aumenta al 61 %.
También indica que en aquellas agencias en las que se brindó esta posibilidad, el público estuvo complacido con la calidad del mismo.
En cuanto a la Policía estatal, Oshiro explicó que aquellas personas que acuden en busca de ayuda tienen que esperar mucho tiempo y que “no tiene ni siquiera puesto en su página que puede brindar servicios” en varios idiomas.
Durante la evaluación, los autores descubrieron que el estado contrata a agencias locales en varios de sus condados para suplir servicios, y que éstas están exentas de cumplir la orden ejecutiva.
“Eso no es aceptable. No entendemos por qué no les cubre la orden ejecutiva”, dijo Oshiro.
Indicó además que, aunque las agencias del estado con sedes en la Ciudad de Nueva York, mejoraron en un 15 % los servicios que brindan, desde que entró en vigor la orden ejecutiva, “el estudio muestra que les está tomando tiempo” cumplir con ella, lo que, según Oshiro, no es aceptable porque tuvieron tiempo para prepararse.
Entre las recomendaciones que aporta el reporte figura mejorar el acceso de interpretación y la traducción, desarrollar y distribuir una guía de cómo mejorar los servicios y establecer colaboraciones con organizaciones que estén en contacto con la comunidad que no domina el inglés.
El informe se realizó en cooperación con la oficina del gobernador y, de acuerdo con Oshiro, los autores se reunirán con sus representantes para saber qué pasos van a tomar para cumplir con la orden ejecutiva.
“El estudio es una herramienta para que la oficina del gobernador haga lo que deben hacer”, afirmó.
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Dreamers demand protections as Senate Democrats cave on budget deal
Dreamers demand protections as Senate Democrats cave on budget deal
Immigrants and advocates were arrested in the U.S. Capitol Wednesday while urging lawmakers to support a “clean” Dream Act.
...
Immigrants and advocates were arrested in the U.S. Capitol Wednesday while urging lawmakers to support a “clean” Dream Act.
Read the full article here.
Reporte revela robo de salario sistemático en NY
NUEVA YORK — Un estimado de 2.1 millones de neoyorquinos son víctimas de robo de salario al año, lo que implica una suma de $3.2 mil millones en pagos y beneficios, según el reporte “...
NUEVA YORK — Un estimado de 2.1 millones de neoyorquinos son víctimas de robo de salario al año, lo que implica una suma de $3.2 mil millones en pagos y beneficios, según el reporte “By a Thousand Cuts: The Complex Face of Wage Theft in New York” delCenter for Popular Democracy Action (CPDA).
El estudio, calificado como el más completo desde 2009 por organizaciones defensoras de los derechos de los trabajadores, se fundamenta en entrevistas a expertos, quejas de víctimas de robo de salario, resultados de investigaciones recientes y estadísticas de los sindicatos más representativos.
Los hallazgos del CPDA sugieren que los empleadores recurren a métodos difíciles de detectar, probar y erradicar, como minutos no registrados en los relojes del lugar de trabajo, una deducción del 5% por cada propina y salarios por debajo del mínimo.
Un análisis de las estadísticas más recientes –diciembre de 2014- del Departamento de Trabajo de Estados Unidos (USDOL) encontró que en 2013, unos 12.700 trabajadores del estado de Nueva York recibieron un total de $23 millones en reembolsos por salarios robados, lo que representasólo el 2% del total de $1 mil millones en salarios robados para ese año.
Los autores del reporte, que estudiaron 11 casos específicos de trabajadores, encontraron que el estado de Nueva York pierde hasta $20 millones por semana en violaciones cometidas por empleadores que no pagan el sueldo mínimo.
Los trabajadores más vulnerables son aquellos que trabajan frecuentemente jornadas de más de 40 horas a la semana. Según la ley, los empleadores deben pagar una hora y media por cada hora extra luego de las 40 horas a la semana, pero en 2010 el 77% de los trabajadores de bajos ingresos no recibieron esta compensación, según un estudio del National Employment Law Project (NELP) citado por los autores.
El mexicano Ángel Rebollero (53), quien en octubre de 2014 alzó la voz por mejores condiciones de trabajo en Vegas Auto Spa, en Park Slope, contó que por casi una década no recibió el pago mandatario por las horas extras trabajadas.
“Los trabajadores inmigrantes somos los más expuestos a empleadores inescrupulosos, pero nuestras victorias laborales demuestran que unidos podemos cambiar las condiciones indignas en el lugar de trabajo”, comentó. “Muchos fuimos amenazados con la deportación. El miedo puede hacernos callar, pero no siempre estaremos en las sombras sufriendo el abuso”.
El reporte de la CPDA encontró que los empleadores comúnmente recurren a la intimidación, acoso, represalias y falsificación de récords de pago para perpetrar un robo de salario sistemático. Otro método común es la clasificación errónea de sus empleados como contratistas independientes, a fin de evitar el pago de impuestos sobre la nómina de sus empleados.
El Servicio de Impuestos Internos (IRS) estima que los empleadores clasifican erróneamente a millones de empleados cada año en el país, evitando en promedio cerca de $4.000 en impuestos federales por cada trabajador.
El CPDA advirtió de la reincidencia en las violaciones de las leyes laborales como un factor difícil de erradicar en la lucha por los derechos de los trabajadores. En los últimos cinco años, el USDOL ha registrado cerca de 400 casos de robo de salarios en el estado de Nueva York, en los cuales el empleador reincidió en las infracciones de las leyes que protegen a los empleados más vulnerables.
Entre los casos que analiza el reporte destaca el de los “carwasheros” de Vegas Auto Spa, quienes estuvieron expuestos a condiciones inseguras de trabajo y robo de salario.
Source: El Diario
What Arne Duncan Wrought
Last Friday, after U.S. Secretary of Education Arne Duncan announced his resignation as of the end of 2015, I heard ...
Last Friday, after U.S. Secretary of Education Arne Duncan announced his resignation as of the end of 2015, I heard President Barack Obama's assessment of him: “Arne’s done more to bring our educational system, sometimes kicking and screaming, into the 21st century than anybody else.” It is worth considering carefully what the president’s words mean in the context of the priorities, programs and operation of Duncan’s Department of Education.
In a recent and very moving New Yorker piece about the significance of the closure of New York’s storied Jamaica High School, his alma mater, Jelani Cobb considers education reform in the context of history:
Like "busing" and "integration," the language of today’s reformers often serves as a euphemism for poverty mitigation, the implicit goal that American education has fitfully attempted to achieve sinceBrown v. Board of Education. Both busing and school closure recognize the educational obstacles that concentrated poverty creates. But busing recognized a combination of unjust history and policy as complicit in educational failure. In the ideology of school closure, though, the lines of responsibility — of blame, really — run inward. It’s not society that has failed in this perspective. It’s the schools ... The onus shifted, and public policy followed. The current language of education reform emphasizes racial "achievement gaps" and "underperforming schools" but also tends to approach education as if history had never happened. Integration was a flawed strategy, but it recognized the ties between racial history and educational outcomes.
School policy ripped out of time and history: In many ways that is Arne Duncan’s gift to us. School policy focused on disparities in test scores instead of disparities in opportunity; a Department of Education obsessed with data-driven accountability for teachers but preferring “game-changing” innovation for itself and paying inadequate attention to oversight; the substitution of the consultant-driven, win-lose methodology of philanthropy for formula-driven government policy; school policy that favors social innovation, one charter at a time.
Such policies are definitely a break from the past. Whether they promise better opportunity for the majority of our nation’s children, and especially our poorest children, is a very different question.
School policy focused on disparities in test scores instead of disparities in opportunity.
Here is what a Congressional Equity and Excellence Commission charged in 2013, five years into Duncan’s tenure as Education Secretary:
The common situation in America is that schools in poor communities spend less per pupil — and often many thousands of dollars less per pupil — than schools in nearby affluent communities ... This is arguably the most important equity-related variable in American schooling today. Let’s be honest: We are also an outlier in how many of our children are growing up in poverty. Our poverty rate for school-age children — currently more than 22 percent — is twice the OECD average and nearly four times that of leading countries such as Finland.
Arne Duncan’s signature policies ignore these realities. While many of Duncan’s programs have conditioned receipt of federal dollars on states’ complying with his favored policies, none of Duncan’s conditions involved closing opportunity gaps. To qualify for a Race to the Top grant, a state had to remove any statutory cap on the authorization of new charter schools, and to win a No Child Left Behind waiver, a state had to agree to evaluate teachers based on students’ test scores. But Duncan’s policies never conditioned receipt of federal dollars on states’ remedying school funding inequity. Even programs like School Improvement Grants for the lowest scoring 5 percent of American schools have emphasized school closure and privatization but have not addressed the root problem of poverty in the communities where children’s scores are low.
A Department of Education obsessed with data-driven accountability for teachers but preferring “game-changing” innovation for itself and paying inadequate attention to oversight.
The nation faces an epidemic of teacher shortages and despair among professionals who feel devalued as states rush to implement the teacher-rating policies they adopted to win their No Child Left Behind waivers from the federal government. Even as evidence continues to demonstrate that students’ test scores correlate more closely with family income than any other factor, and as scholars declare that students’ test scores are unreliable for evaluating teachers, Duncan’s policies have unrelentingly driven state governments to create policy that has contributed to widespread blaming of the teachers who serve in our nation’s poorest communities.
However, Duncan’s Department of Education has been far less attentive to accountability for its own programs. In June, the Alliance to Reclaim Our Schools — a coalition of national organizations made up of the American Federation of Teachers, Alliance for Educational Justice, Annenberg Institute for School Reform at Brown University, Center for Popular Democracy, Gamaliel, Journey for Justice Alliance, National Education Association, National Opportunity to Learn Campaign and Service Employees International Union — asked Secretary Duncan to establish a moratorium on federal support for new charter schools until the Department improves its own oversight of the U.S. Department of Education’s Office of Innovation and Improvement, which is responsible for the federal Charter School Program. The Alliance to Reclaim our Schools cites formal audits from 2010 and 2012 in which the Department’s own Office of Inspector General (OIG) “raised concerns about transparency and competency in the administration of the federal Charter Schools Program.” The OIG’s 2012 audit, the members of the Alliance explain, discovered that the Department of Education’s Office of Innovation and Improvement and the State Education Agencies, which disburse the majority of the federal funds, are ill-equipped to keep adequate records or put in place even minimal oversight.
Most recently, just last week, the Department of Education awarded $249 million to seven states and the District of Columbia for expanding charter schools, with the largest of those grants, $71 million, awarded to Ohio, despite the fact that protracted Ohio legislative debate all year has failed to produce regulations for an out-of-control, for-profit group of online charter schools or to improve Ohio’s oversight of what are too often unethical or incompetent charter school sponsors. The U.S. Department of Education made its grant last week even though Ohio’s legislature is known to have been influenced by political contributions from the owners of for-profit charter schools.
The substitution of the consultant-driven, win-lose methodology of philanthropy for formula-driven government policy.
Title I is the federal civil rights program created in 1965 as the centerpiece of the Elementary and Secondary Education Act to equalize opportunity by sending federal money to schools serving a large number or high concentration of very poor children. The Title I formula has been a primary tool for equalizing educational opportunity as a civil right for every child. In 2009, however, Arne Duncan’s Department of Education began spending some Title I funds outside the formula program for competitions like Race to the Top. Because one-time grants cannot cover ongoing operations, school districts have used the money for technology or staff development but have hesitated to reduce class size or hire teachers. For example, an evaluation determined that consultants and grant writers collected 35 percent of School Improvement Grant Funds spent in Colorado between 2010 and 2012. Another serious problem with the federal competitive grant programs is that races with winners always have losers. Redirecting funds away from the Title I Formula and into competitive grants under Duncan’s leadership drove federal funds to a few winning states and created a host of losing states — and millions of children who lost out.
School policy that favors social innovation, one charter at a time.
Public education in the United States has historically been driven by a philosophy of expanding systemic inclusion. Over time public policy has been devised to require that schools address the needs of all children as a civil right. The policies that followed the Supreme Court decision in Brown v. Board of Education,for example, were designed to address past injustices that derived from racial segregation and poverty. The Individuals with Disabilities Education Act protected the rights of children with special needs. The policies of Arne Duncan’s Department of Education have instead favored a strategy of social innovation through the establishment of charter schools. The idea is that committed individuals, with grants from the government, design schools that will serve a few children, with the innovation injected back into the public schools. There is considerable evidence that many charters — especially the huge for-profit charter chains — have not innovated, that a philosophy of social innovation through charters (that serve about 6 percent of our nation’s 50 million children today) fails to consider the scale of our education challenges, that whatever innovation there has been has not spread widely, that charters have served primarily the children of parents who know how to play the school choice game, that considerable money from charter schools has flowed into private profits, and that the growth of charters in many city school districts has sucked out money and promising children and left students with serious disabilities, English language learners and the very poorest children including homeless children behind in what are becoming public school districts of last resort.
'One of The Most Basic, Promised Rights of Our Democracy'
At the very end of the 19th century, John Dewey wrote: “What the best and wisest parent wants for his own child, that must the community want for all of its children ... Only by being true to the full growth of all the individuals who make it up can society by any chance be true to itself.”
A hundred years later, Sen. Paul Wellstone (D-MN) told the students at Teachers College, Columbia University: “That all citizens will be given an equal start through a sound education is one of the most basic, promised rights of our democracy. Our chronic refusal as a nation to guarantee that right for all children ... is rooted in a kind of moral blindness, or at least a failure of moral imagination. ... It is a failure which threatens our future as a nation of citizens called to a common purpose … tied to one another by a common bond.”
In December 2010, just two years into Duncan’s tenure as Secretary of Education, I heard the Rev. Jesse Jackson indict Duncan’s education policies for abandoning the very idea of American public education that Dewey and Wellstone had described so eloquently: “There are those who would make the case for ‘a race to the top’ for those who can run. But ‘lift from the bottom’ is the moral imperative because it includes everybody.”
If, as President Obama says, Arne Duncan has “brought our educational system, sometimes kicking and screaming, into the 21st century,” I hope we will stop to reconsider. Has our society decided to strive for innovation and to abandon universal provision of services and equality of opportunity as overarching goals? And have we become satisfied to blame the teachers in our poorest communities instead of ourselves for the vast injustices that appear at school in the guise of the achievement gaps?
Source: Alternet
2 days ago
2 days ago