Yellen, Departing Fed, Will Join Brookings
Yellen, Departing Fed, Will Join Brookings
Fed Up, a coalition of unions and community groups, said it would deliver a giant “Thank You” card to the Fed on Friday afternoon to celebrate Ms. Yellen’s success in reducing unemployment.
...Fed Up, a coalition of unions and community groups, said it would deliver a giant “Thank You” card to the Fed on Friday afternoon to celebrate Ms. Yellen’s success in reducing unemployment.
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Adovates for Reading ID cards vow to continue their efforts
Adovates for Reading ID cards vow to continue their efforts
Despite collective agreement by city officials, activists say the fight for creating a Reading city ID is nowhere near over.
Make The Road Pennsylvania, a community action group leading the...
Despite collective agreement by city officials, activists say the fight for creating a Reading city ID is nowhere near over.
Make The Road Pennsylvania, a community action group leading the effort for municipal IDs, filled its Reading headquarters Thursday evening with people resolved to continue pushing for the initiative.
Reading City Council members and Mayor Wally Scott said Monday night that they would not pursue an ordinance setting up a program.
Make The Road submitted a draft ordinance for the creation of a city ID in May.
The IDs would help make everyday life easier for the elderly, undocumented immigrants, some Puerto Ricans and others who face hurdles getting ID, Make The Road says.
City officials cited several concerns about the draft ordinance, including the legality and costs of a program.
Make The Road organizers countered some of those reasons Thursday by naming 13 municipalities around the country that have already approved local IDs.
They also presented their own cost-analysis of the program which, under the group's estimates of an ID with a $30 price tag, would bring in about $130,000 for the city.
Gabriela Raful, president of the Berks County Bar Association Minority Law Committee, and Bernardo Carbajal and Abraham Cepeda, attorneys and Reading School Board members, also spoke with ID supporters.
The local bar association's board of directors endorsed the creation of a city ID Tuesday, but did not specifically endorse Make The Road's draft ordinance.
Though activists are determined, City Council President Jeffrey S. Waltman Sr. said Thursday afternoon that he doesn't think council will revisit the idea anytime soon.
"The bottom line is I don't foresee City Council taking the issue up in the near future," he said. "It deals with federal issues and with our city and our resources, we have to be focused on getting out of Act 47."
Waltman also said the draft ordinance would have to be significantly altered or completely rewritten for council to even remotely consider it.
At the council's meeting Monday, leaders expressed opposition to a stipulation in the ordinance that states the city would not be able to share cardholder information with federal authorities, such as Immigration & Customs Enforcement.
Scott did not return calls requesting comment Thursday, but expressed strong opposition at the council meeting to aspects in the draft ordinance, including the prohibition on information-sharing.
He had also questioned the constitutionality of the draft ordinance, an argument that Make The Road countered Thursday.
The Center For Popular Democracy, a social issues advocacy group based in Washington, helped craft the ordinance.
Emily Tucker, a senior staff attorney specializing in immigration law, said Thursday that in the other cities where similar legislation was introduced and passed, such as New York City and Newark, N.J., there had been no concerns from local officials about limits on information sharing.
Waltman said that the decision to not pursue the IDs is not to slight city residents, but that creating a municipal ID is an effort that the city cannot presently handle or is responsible to undertake.
Cepeda said city officials should not ignore an issue that he feels would be very beneficial to the Latino community.
"It shows that they either have an issue with the people they represent or they are clueless," Cepeda said.
By ANTHONY OROZCO
Source
Stable schedules for workers boost retail sales
Stable schedules for workers boost retail sales
Funding for the research came from the W.K. Kellogg Foundation, the Washington Center for Equitable Growth, the Robert Wood Johnson Foundation, the Institute of International Education in...
Funding for the research came from the W.K. Kellogg Foundation, the Washington Center for Equitable Growth, the Robert Wood Johnson Foundation, the Institute of International Education in collaboration with the Ford Foundation, Center for Popular Democracy, the Suzanne M. Nora Johnson and David G. Johnson Foundation, and the Gap.
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Report Documents $100 Million in Charter School Fraud in 14 States and D.C.
The report appears to be one of the first shots fired from Integrity in Education, a newly formed nonprofit that aims to expose corporate interests in public education, and is headed up by Sabrina Stevens, a former teacher and American Federation of Teachers staffer. The organization is decidedly anti-charter, likening school choice to "a euphemism for school closures" on its website.
The report gathered court cases, media investigations, regulatory findings, audits, and other sources from Arizona, California, Colorado, the District of Columbia, Florida, Illinois, Louisiana, Minnesota, New Jersey, New York, Ohio, Pennsylvania., Texas, and Wisconsin to examine the trends in charter school fraud, waste, and mismanagement.
It found that there were six main categories of fraud, waste, and abuse:
Charter operators using public funds for their personal gain.School revenue being used to support other charter operators' businesses.
Charter school mismanagement that fails to create a safe environment for students, such as not providing background checks on staff or not properly supervising students.
Charters requesting public funds for services they do not provide.
Charters inflating their enrollment numbers to boost revenues.
Charter operators mismanaging funds and schools.
After examination, the report found that the most prevalent form of fraud in charters was the first category—charter operators' using public funds for personal use.
The report provided several recommendations to help prevent fraud, waste, and abuse from occurring. States should establish an adequately funded office solely dedicated to charter school oversight that has the authority to investigate fraud, waste, and misconduct, the report said. All charters should be independently audited each year, and the schools should be held to the same transparency requirements as regular public schools, the report recommended.
In addition, the charter school's application, contract, financial information, board members and affiliations, vendor contracts over $25,000, and board-meeting minutes should be made available publicly online, said the report. In addition, relatives of charter school operators should not be allowed to serve on the board, while parents, teachers, and students (in the case of high schools) should be provided representation there, the report recommended.
The report's appendix includes an extensive list of the different charter fraud, waste, and misconduct cases broken down by state with links to media reports about each one.
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What should — and should not — be written into a new U.S. education law
Both the U.S. House and Senate are now — eight years late — debating this week how to rewrite the Elementary and Secondary Education Act, known in its current form as No Child Left Behind. Signed...
Both the U.S. House and Senate are now — eight years late — debating this week how to rewrite the Elementary and Secondary Education Act, known in its current form as No Child Left Behind. Signed into law in 2002, NCLB was supposed to have been rewritten by Congress in 2007, but sheer negligence and an inability among lawmakers to agree meant that America’s public schools were forced to live under a law that was fatally flawed.
Here is a letter that was sent to every senator about what the signatories believe should — and should not — be in any new education law. Addressed to Senate Majority Leader Mitch McConnell of Kentucky and Democratic Minority Leader Harry Reid of Nevada, the letter was sent by the Journey for Justice Alliance, a coalition of nearly 40 organizations of parents and students of color in 23 states, as well as from 175 other national and local civil rights, youth and community organizations.
Dear Senators McConnell and Reid,
The Journey for Justice Alliance, an alliance of 38 organizations of Black and Brown parents and students in 23 states, joins with the 175 other national and local grassroots community, youth and civil rights organizations signed on below, to call on the U.S. Congress to pass an ESEA reauthorization without requiring the regime of oppressive, high stakes, standardized testing and sanctions that have recently been promoted as civil rights provisions within ESEA.
We respectfully disagree that the proliferation of high stakes assessments and top-down interventions are needed in order to improve our schools. We live in the communities where these schools exist. What, from our vantage point, happens because of these tests is not improvement. It’s destruction.
Black and Latino families want world class public schools for our children, just as white and affluent families do. We want quality and stability. We want a varied and rich curriculum in our schools. We don’t want them closed or privatized. We want to spend our days learning, creating and debating, not preparing for test after test.
In the Chicago Public Schools, for example, children in kindergarten through 8th grade are administered anywhere between 8 and 25 standardized tests per year. By the time they graduate from 8th grade, they have taken an average of 180 standardized tests! We are not opposed to state mandated testing as a component of a well-rounded system of evaluating student needs. But enough is enough.
We want balanced assessments, such as oral exams, portfolios, daily check-ins and teacher created assessment tools—all of which are used at the University of Chicago Lab School, where President Barack Obama and Chicago Mayor Rahm Emanuel have sent their children to be educated. For us, civil rights are about access to schools all our children deserve. Are our children less worthy?
High stakes standardized tests have been proven to harm Black and Brown children, adults, schools and communities. Curriculum is narrowed. Their results purport to show that our children are failures. They also claim to show that our schools are failures, leading to closures or wholesale dismissal of staff. Children in low income communities lose important relationships with caring adults when this happens. Other good schools are destabilized as they receive hundreds of children from closed schools. Large proportions of Black teachers lose their jobs in this process, because it is Black teachers who are often drawn to commit their skills and energies to Black children. Standardized testing, whether intentionally or not, has negatively impacted the Black middle class, because they are the teachers, lunchroom workers, teacher aides, counselors, security staff and custodians who are fired when schools close.
Standardized tests are used as the reason why voting rights are removed from Black and Brown voters—a civil right every bit as important as education. Our schools and school districts are regularly judged to be failures—and then stripped of local control through the appointment of state takeover authorities that eliminate democratic process and our local voice—and have yet so far largely failed to actually improve the quality of education our children receive.
Throughout the course of the debate on the reauthorization of ESEA, way too much attention has focused on testing and sanctions, and not on the much more critical solutions to educational inequality.
In March, the Alliance to Reclaim Our Schools issued a letter to the House and Senate leadership, with four recommendations for ESEA Reauthorization.:
First, there are 5000 community schools in America today, providing an array of wrap around services and after school programs to children and their families. These community schools serve over 5 million children, and we want to double that number and intensify the effort. We are calling for a significant investment in creating thousands moresustainable community schools. They provide a curriculum that is engaging, relevant and challenging, supports for quality teaching and not standardized testing, wrap-around supports for every child, a student centered culture and finally, transformative parent and community engagement.We call on the federal government to provide $1 billion toward that goal, and we are asking our local governments to decrease the high stakes standardized testing with its expensive test prep programs and divert those funds into resourcing more sustainable community schools. Second, we want to include restorative justice and positive approaches to discipline in all of our sustainable community schools, so we are calling on the federal government to provide $500 million for restorative justice coordinators and training in all of our sustainable community schools. Third, to finally move toward fully resourcing Title I of the Elementary and Secondary Education Act, we call on the federal government to provide $20 billion this year for the schools that serve the most low income students, and more in future years until we finally reach the 40% increase in funding for poor schools that the Act originally envisioned. Finally, we ask for a moratorium on the federal Charter Schools Program, which has pumped over $3 billion into new charter schools, many of which have already closed, or have failed the students drawn to them by the illusive promise of quality. We want the resources that all our schools deserve – we don’t need more schools. We need better ones.So now we are prepared to say, clearly, that we will take nothing less than the schools our children deserve. It will cost some money to support them, but that’s okay, because we have billionaires and hedge funders in this country who have neverpaid the tax rates that the rest of us pay. We are a rich country, and we can afford some world class community schools.
As we continue to organize for educational justice, it is that tradition of struggle that will guide J4J, AROS and the scores of organizations who have signed on to this letter. We are the people directly impacted and will continue to organize in the memory of the great institution builder Ella Baker who said, “Oppressed people, whatever their level of formal education, have the ability to understand and interpret the world around them, to see the world for what it is, and move to transform it.” Our voices matter.
In Anticipation,Jitu BrownJourney for Justice Alliance
Along with…
ACTION of Greater Lansing, Lansing, MIAction NCWashington, DCAction UnitedAdvocates Building Lasting Equality (ABLE), NHAdvocating, Mobilizing, and Organizing in Solidarity (AMOS), La Crosse, WIAFT Local 2115, Birmingham, ALAlliance AFT DallasAlliance for Congregational Transformation Influencing Our Neighborhoods (ACTION), Youngstown, OHAlliance for Educational Justice (AEJ)The Alliance for Newark Public SchoolsAlliance for Public Schools, FLAlliance for Quality Education (AQE), New YorkAlliance of Communities Transforming Syracuse (ACTS),Syracuse, NYAlliance to Reclaim Our Schools (AROS)American Federation of Teachers (AFT)Arkansas Community OrganizationAROS HoustonAsamblea de Derechos Civiles, Twin Cities/St. Cloud, MNAtlantans Building Leadership for Empowerment (ABLE), Atlanta, GAAustin Voices for Education and Youth, TXBadAss Teachers Association (BATs)Baltimore Algebra ProjectBaltimore Teachers UnionBoston Area Youth Organizing ProjectBYOP/Community Labor United, Boston, MABrighton Park Neighborhood Council, Chicago, ILBoston Education Justice AllianceCalifornians for JusticeCamden Parent Union, NJCamden Student Union, NJCapital Region Organizing Project (CROP), Sacramento, CACenter for Popular Democracy (CPD)Change the Stakes, NYCChicago Teachers UnionChicago PEACECincinnati Federation of TeachersCitizen Action of New YorkCitizens for Better Schools & Sustainable Communities, Birmingham, ALCitizens for Education AwarenessCoalition of Black Trade UnionistsCoalition for Community Schools, New Orleans, LACoalition for Effective Newark Public Schools, NJColeman Advocates for Children & Youth, San Francisco, CACommunity Coalition, CACommunity Voices for Public Education, Houston, TXCommunities UnitedConcerned Citizen’s CoalitionConcerned Citizens of New Orleans, LACongregations United to Serve Humanity (CUSH), Kenosha, WIDetroit LIFE Coalition, MIDRUM, NYCEducation AustinEmpower DCEmpower DC Youth Organizing ProjectEmpower Hampton Roads, Norfolk, VAEquality, Solidarity, Truth, Hope, Empowerment, Reform (ESTHER), Neenah, WIThe Ezekiel Project, Saginaw, MIFairTest (National Center for Fair & Open Testing)Faith Action for Community Equity (FACE), Oahu/Maui, HIFaith Coalition for the Common Good, Springfield, ILFannie Lou Hamer Center for Change, MIFlorida Institute for Reform and Empowerment (FIRE)482Forward, Detroit, MIFuture of Tomorrow, Cypress Hills Local Development Corp, Brooklyn, NYGamalielGamaliel of Metro Chicago, Chicago, ILGenesis, Alameda County, CAThe Grassroots Collaborative, Chicago, ILGrassroots Education Movement, Chicago, ILGreat Public Schools (GPS) Pittsburgh, PAHouston Federation of Teachers, Local 2415, TXIndiana Organizing Project, South Bend, INInnerCity Struggle, LAInterfaith Strategy for Advocacy and Action in the Community (ISAAC), Kalamazoo, MIJoining Our Neighbors, Advancing Hope (JONAH), Eau Claire, WIJoint-Religious Organizing Network for Action and Hope (JONAH), Battle Creek, MIJustice Organization Sharing Hope and United for Action (JOSHUA), Green Bay, WIJustice Overcoming Boundaries (JOB), San Diego, CAKansas Justice AdvocatesKeep the Vote/No Takeover Coalition, DetroitKenwood Oakland Community Organization (KOCO), Chicago, ILLabor Council for Latin American Advancement, AFL-CIO (LCLAA)Long Island Organizing Network (LION), Riverhead, NYMake the Road, New York, NYMaryland Communities UnitedMassachusetts Jobs with JusticeMedia Mobilizing Project, Philadelphia, PAMetro Organization for Racial and Economic Equity (MORE2), Kansas City, MO/KSMetropolitan Congregations United (MCU), St. Louis, MOMetropolitan Organizing Strategy for Enabling Strength (MOSES), Detroit, MIMilwaukee Inner-city Congregations Allied for Hope (MICAH), Milwaukee, WIMinnesota Neighborhoods Organizing for Change (MN NOC)Missourians Organizing for Reform and Empowerment (MORE)More than A Score, Chicago, ILMOSES, Chicago, ILMOSES, Madison, WINAACP, ArkansasNAACP OregonNAACP Washington StateNAOMI, Wausau, WINC Heat/ Youth Organizing Institute, Durham/RaleighNehemiah, Petersburg, VANeighborhood Networks, Philadelphia, PANetwork for Public EducationNewark Student Union, NJNew Jersey Communities United (NJCU)The New York A. Phillip Randolph InstituteNew York City Coalition for Educational Justice (CEJ)New York City Opt OutNew York Communities for Change (NYCC)New York State United Teachers (NYSUT)Niagara Organizing Alliance for Hope (NOAH), Niagara Falls, NYNOLA Village, LANorth Bay Organizing Project (NBOP), Sonoma County, CANorthside Action For Justice, Chicago, ILOrganizers in the Land of Enchantment (OLE), NMOrganize Now, FLOur Community, Our Schools, Dallas, TXPadres Y Jovenes Unidos, Denver, COParents Across AmericaParents Across America, Roanoke Valley, VAParents for Public Schools of Greater Cincinnati, OHParents 4 Teachers,Chicago, ILParents on the MoveParents Unified for Local School Education (PULSE),Newark, NJPartnership for Renewal in Southern and Central Maryland (PRISCM),Prince George’s County, MDPaterson Education Fund, NJPatterson Education Organizing Committee, NJPennsylvania Interfaith Impact Network (PIIN), Pittsburgh, PAPIIN-Northwest, Erie, PAPilsen Alliance, Chicago, ILPhiladelphia Coalition Advocating for Public Schools (PCAPS), PAThe Philadelphia Council AFL-CIOPhiladelphia Federation of Teachers, PAPhiladelphia MoveOn.org, PAPhiladelphia Student Union, PAPittsburgh Federation of Teachers, PAPower U, Miami, FLPride at WorkProject SouthQuad Cities Interfaith (QCI), Davenport, IARacine Interfaith Coalition (RIC), Racine, WIRaise Your Voice, Chicago, ILRise Up GeorgiaRochester ACTS, Rochester, NYSave Our SchoolsSave Our Schools NJSchools and Communities UnitedSchott Foundation for Public EducationSEEK, COSistas & Brothas United, New York, NYStay Together Appalachian YouthSunflower Action, Wichita, KSSupport Our Students, Birmingham, ALStewards of Prophetic, Hopeful, Intentional, Action (SOPHIA), Waukesha, WITeachers for Social Justice, Chicago, ILTeaching for ChangeTexas Organizing Project (TOP), TXUnited Congregations Metro East (UCM), E. St. Louis, ILUnited Opt Out of NJUnited Federation of Teachers, NYCUnited Teachers of Los Angeles, CAUrban Youth Collaborative, NYVAYLA, New Orleans, LAVOICE, Buffalo, NYVoices for Education, AZWisconsin Jobs NowWISDOM (Gamaliel statewide), WIYinzercation, Pittsburgh, PAYouth Empowered in the StruggleYouth Justice Coalition, LAYouth On The Move, Bronx, NYYouth Together, Oakland, CAYouth United for Change, Philadelphia, PA
Source: Washington Post
Newark Police first in N.J. to refuse to detain undocumented immigrants accused of minor crimes
The Star-Ledger – August 15, 2013, by James Queally -
The Newark Police Department has become the first law enforcement agency in New Jersey to refuse the federal government’s requests to...
The Star-Ledger – August 15, 2013, by James Queally -
The Newark Police Department has become the first law enforcement agency in New Jersey to refuse the federal government’s requests to detain people accused of minor crimes who are suspected of being in the U.S. illegally, according to immigration advocates.
In enacting the policy, Newark becomes the latest city to opt out of the most controversial part of the “Secure Communities” program implemented by the U.S. Immigration and Customs Enforcement Agency in 2011, which allows the agency to ask local police to hold any suspect for up to 48 hours if their immigration status is called into question.
In the past two years, cities and states across the nation, including New York City, Chicago, Los Angeles, Massachusetts and Connecticut, have adopted similar policies. Earlier this week, Orleans Parish sheriffs also said they will stop honoring the detainer requests.
“Secure Communities” was designed to enhance ICE’s ability to track dangerous criminals who are undocumented immigrants. Under the policy the Department of Homeland Security reviews fingerprints collected by local police during an arrest, which then allows ICE to issue the detainer requests. Immigration advocates, however, argue the policy has been misused, leading to the deportation of people accused of low-level offenses and inhibits collaboration between police and people who are undocumented.
Udi Ofer, the executive director of the state chapter of the ACLU, said Newark’s policy was a collaborative effort between the city, the ACLU and several immigrants rights groups.
“With this policy in place, Newark residents will not have to fear that something like a wrongful arrest for a minor offense will lead to deportation,” said Ofer. “It ensures that if you’re a victim of a crime, or have witnessed a crime, you can contact the police without having to fear deportation.
Newark Police Director Samuel DeMaio signed the directive on July 24. Newark will no longer comply with ICE requests to hold suspects accused of crimes like shoplifting or vandalism.
City police will continue to share fingerprint information with federal investigators, according to DeMaio, who said the department received only eight detainer requests in 2012.
“If we arrest somebody for a disorderly persons offense and we get a detainer request we’re not going to hold them in our cell block,” he said. “I don’t know if we’ve ever gotten a detainer request on a guy with a misdemeanor.”
An ICE spokesman declined to comment directly on the policy. But immigrants rights advocates hailed the move as an olive branch to undocumented immigrants, who often hesitate to cooperate with police who are investigating serious crimes in their community for fear of deportation.
That fear has been evident in a series of community meetings in the Newark’s immigrant-heavy Ironbound neighborhood, which began after “Secure Communities” was implemented in New Jersey last year, said East Ward Councilman Augusto Amador.Amador has been present for a number of those sessions, and said the culture of fear created by the program stopped many undocumented immigrants from reporting crimes committed against them in the area.
“I agree totally with the policy,” he said. “The Newark Police Department already has enough problems to worry about, rather than being involved with matters that don’t belong to them.”
A representative for Mayor Cory Booker’s administration said the policy is a smart move that strengthens ties with city residents and maintains a relationship with ICE.
“The Newark Police Department’s policy improves community relations, while saving taxpayer money and ensuring that city, state, and federal officials continue to share critical information needed to prosecute criminals and keep our streets safe,” said city spokesman James Allen.
Nisha Agarwal, deputy director of the Center for Popular Democracy, said ICE has misused the “Secure Communities” policy in other areas, and Newark’s directive will slowdown the agency if it attempts to start deportation proceedings against someone for a small-scale offense.
“They often will (issue) detainers in cases where it’s really minor, when the person is not a threat to society in any way,” she said.
New Jersey has one of the country’s largest immigrant populations and the state is home to more than 500,000 undocumented immigrants, according to Amy Gottlieb, director of the American Friends Service Committee. Gottlieb said she hopes to see other New Jersey law enforcement agencies echo Newark’s policy.
“Any detainer policy where people are aware that the police department is acting in support of the immigrant community is going to be helpful for police and immigrant relations,” she said.
Source
New initiative Opioid Network lobbies legislators
New initiative Opioid Network lobbies legislators
Standing in the marble-floored hallway of a U.S. Senate building, Don LoGiudice of Boardman recalled the morning he found his son, Donny, dead from a drug overdose.
...
Standing in the marble-floored hallway of a U.S. Senate building, Don LoGiudice of Boardman recalled the morning he found his son, Donny, dead from a drug overdose.
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CPD's Connie Razza Joins MSNBC's Melissa Harris-Perry to Discuss the Strength of the Dollar
Melissa Harris-Perry - March 22, 2015 - How does the strength or weakness of the dollar affect average Americans? Joshua Steiner and CPD's Director of Strategic Research Connie Razza join to...
Melissa Harris-Perry - March 22, 2015 - How does the strength or weakness of the dollar affect average Americans? Joshua Steiner and CPD's Director of Strategic Research Connie Razza join to discuss.
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Needed — a regional employee scheduling law
Needed — a regional employee scheduling law
"Do you know what it’s like working long, erratic hours without knowing day-to-day what your schedule would be? Some of us do. If we haven’t worked in low-wage retail or the service sector, we’re...
"Do you know what it’s like working long, erratic hours without knowing day-to-day what your schedule would be? Some of us do. If we haven’t worked in low-wage retail or the service sector, we’re lucky that usually our hard work paid off, and we could advance in our careers.
For low-wage retail and service workers at large corporations, there’s no moving forward. When someone has an “I’ll do anything it takes” attitude, they are not rewarded for their labor, their adaptability or their commitment. Instead, they are often met with the chaos of unpredictable hours.
When people don’t have stable full-time or even part-time hours, they can’t budget or schedule basic things like child care, doctor visits, classes, family time or self care.
Take Cinthia, who works for DB Shoes, one of Emeryville’s numerous corporate retail chains. She works hard to take care of her family, but struggles with not having reliable hours. She juggles appointments for her younger brother, classes and work. When we met her, we asked how much sleep she got the previous night. She said, “Four hours.”
A recent survey conducted by the Alliance of Californians for Community Empowerment, the East Bay Alliance for a Sustainable Economy and the Center for Popular Democracy found that a staggering 80 percent of retail workers have fluctuating hours from week to week; 68 percent only receive part-time hours; and more than half experience “clopening” shifts — back-to-back closing then opening a few hours later.
Two out of 3 workers surveyed want more hours but can’t get them. Fluctuating hours are considered undesirable by many workers. There are thousands of working people like Cinthia who are run ragged with erratic work schedules that not only have harmful effects on them personally, but on their families and our communities.
Our cities are built on everyone coming together to create a thriving place where people can live, work and play. But when people are not earning enough and have erratic schedules, they don’t have time to invest in our community or local businesses.
San Francisco passed a fair workweek policy, putting the Bay Area at the fair workweek movement’s forefront. Emeryville and San Jose are also considering similar policies to begin to move the entire region toward a more sustainable work model and ensure that people have both higher wages and regular, predictable hours they can count on.
Some of us take our routines for granted. We get up, rush to get everyone out the door, work a single job, come home, eat, go to bed. Wash. Rinse. Repeat. But for too many working people, that kind of stability is a dream. It shouldn’t be — and we can do something about it.
Now that we’ve won a $15 minimum wage across California, we know we need to finish the job and ensure working people have hours they can count on. A regional fair workweek provides hardworking people with the opportunity to work with stable schedules so they can pay the bills, live healthier lives, and contribute more to our communities."
By Dianne Martinez and Ruth Atkin
Source
Parents as Decision Makers
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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