Fed, Rates and Sun
New York Times - August 22, 2014, by Victoria Shannon - Sun and a little fun mixed with speeches are the hallmarks of the annual retreat of ...
New York Times - August 22, 2014, by Victoria Shannon - Sun and a little fun mixed with speeches are the hallmarks of the annual retreat of central bankers in Jackson Hole, Wyo.
But today was the first time participants could remember demonstrators showing up.
Protesters with green T-shirts reading “What Recovery?” were organized by the Center for Popular Democracy, a nonprofit group, to greet the bankers at their resort hotel.
“The demonstrators want to remind Fed officials, who tend to deal in abstractions, that real people are affected by their decisions,” says our Fed correspondent, Binyamin Appelbaum.
“Their presence has been mentioned repeatedly by Fed officials and speakers, suggesting that it has made an impression.”
Notably, the Fed chairwoman, Janet L. Yellen, stopped by to express sympathy. In a speech today, she said the central bank needed more evidence of growing employment before deciding when to raise interest rates.
“Historically, particularly during the 1980s, the Fed faced a lot of public pressure as it raised interest rates,” Mr. Appelbaum says, “so this may be the first sign of things to come.”
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‘School Choice’ Mantra Masks the Harm of Siphoning Funds from Public Education
Ask an education “reform” proponent about any issue facing public education and the answer is always the same: “school choice.” Whether they’re championing charter schools, vouchers or Education...
Ask an education “reform” proponent about any issue facing public education and the answer is always the same: “school choice.” Whether they’re championing charter schools, vouchers or Education Savings Accounts (ESAs), advocates prefer to frame the debate around the right of parents to send their child to a better-performing school. This is merely a smokescreen to divert attention away from what school choice is really about: the transfer of public money to the private sector without accountability or transparency.
Many school choice campaigns are bankrolled by a faction of incredibly wealthy conservative donors and political groups, including the Koch Brothers and the American Legislative Exchange Council (better known as ALEC). Their agenda is clear: dismantle public education.
But it’s a safe bet you won’t hear their names during National School Choice Week (Jan 25-30). What you will hear is a lot of people parroting messages about “freedom,” “innovation,” “options,” even “civil rights” – buzzwords that underpin the campaigns to expand charter schools, vouchers and ESAs across the country. But the jargon masks the devastating impact these policies have had on public education, particularly on those students who are supposed to benefit the most.
Unaccountable Charter Schools: The Truth Hurts
Many people support the idea behind charter schools, but how many are aware of the mounting troubles the charter industry has experienced lately? Probably not enough. Proponents work very, very hard to maintain a facade of success and transparency in the face of evidence that many of these schools operate without any oversight, while wasting taxpayer money and fostering inequity and racial segregation.
Take the North Carolina State Board of Education, which just this month rejected the Department of Public Instruction’s annual report on charter schools as “too negative.” Dominated by school privatization stalwarts, the board is determined to prevent any meaningful oversight of the state’s charters and demanded revisions to the report before it could be submitted to the legislature.
North Carolina educator Stuart Egan took the board to task in an open letter to Lt. Governor and board member Dan Forrest: “Overall, charter schools seem to lack diversity and operate under a different set of rules according to the report you are trying to squelch. The fact is that many of the charter schools you have enabled are perpetuating segregation and are not accomplishing what you advertised they would do,” Egan wrote.
Given the magnitude of waste and fraud in the sector, it’s unsurprising why many charter operators are hiding from accountability and regulation. And according to a new study, the expansion of unregulated charter schools, particularly in urban communities, is beginning to resemble the effort a decade ago to pump up bad mortgages that eventually blew up the economy.
“Supporters of charter schools are using their popularity in Black, urban communities to push for states to remove their charter cap restrictions and to allow multiple authorizers,” Preston Green III of the University of Connecticut and co-author of “Are We Heading Toward a Charter School ‘Bubble’?: Lessons from the Subprime Mortgage Crisis” told EduShyster. “At the same time, private investors are lobbying states to change their rules to encourage charter school growth. The combination of multiple authorizers and a lack of oversight is creating an abundance of poor-performing schools in low-income communities.”
Vouchers: Who Is Really Benefitting?
According to the 2015 PDK/Gallup poll, a whopping 70 percent of Americans oppose school vouchers. They see it for what it is: a privatization scheme that subsidizes tuition for students in private schools. And perhaps they are aware that there is no conclusive evidence that vouchers improve student achievement. The public is also not fooled by the often-repeated falsehood that vouchers are primarily benefitting disadvantaged students.
In Scott Walker’s Wisconsin and Mike Pence’s Indiana, where vouchers have expanded dramatically, promises that the programs would serve low-income students in failing schools didn’t last. “That tale quickly and methodically changed,” said Teresa Meredith, president of the Indiana State Teachers Association. By 2015, only 2 percent of participants [in the voucher program] had attended an ‘F’ public school.
“The most expansive voucher program in America has become an entitlement program which, in large part, now benefits middle class families who always intended to send their children to private (mostly religious) schools and taxpayers are footing the growing bill,” Meredith said.
Education Savings Accounts (or Vouchers on Steroids)
In 2015, Nevada lawmakers were hoping to blaze a new trail for school choice with a new gambit, education savings accounts (ESA), which allow parents to claim more than $5,000 in state funds each year and use it for any qualified education expense. This includes religious-based private schools, but also a variety of other services, all with little or no oversight over student outcomes. In addition, states impose no quality controls on the textbooks, curriculum, tutoring, or supplemental materials that parents can purchase with ESA funds.
Education savings accounts exist in five states, but Nevada became the first to pass a bill that offered them to every public school student regardless of family income. Very few private schools in the state, however, have tuition low enough to be covered by the $5,100 or $5,700 provided annually by ESAs. Wealthier parents can supplement their own income to pay for the tuition, but for lower-income families private school will remain largely out-of-reach.
Earlier this month, a state judge slapped an injunction on the program. In his ruling, District Judge James Wilson said the law diverted public funds to pay for private school tuition and was therefore unconstitutional. The decision will be appealed because advocates have vested a lot in the scheme. ESAs are unquestionably the new school choice battleground and are being pushed in a growing number of states with proponents deploying the usual tropes about “freedom” and “flexibility” to mask their real impact: erosion of public school funding, fewer education resources, wider achievement gaps and increased segregation.
Real Innovation That Works
The good news is that a growing number of communities are finding solutions to struggling schools and achievement gaps that benefit all students, not just some. Educators and parents are working together to expand the community schools model, which is currently present in nearly 5,000 schools nationwide. When public schools extend services and programs beyond the school day, creating strong learning cultures and safe and supportive environments for both students and educators—in effect becoming community “hubs” – student outcomes improve. In 2015, Minnesota educators were instrumental in persuading the legislature to pass a bill creating a grant program for “Full-Service” Community Schools and other states may soon follow suit. To learn more about community schools, read “Investing in What Works” by the Southern Education Foundation and the Annenberg Institute for School Reform.
Source: NEA Today
Good jobs for everyone
The Hill - 05-06-2015 - The strain from Modesta...
The Hill - 05-06-2015 - The strain from Modesta Toribio’s retail job weighed down her life. Despite working full-time as a cashier in Brooklyn, Modesta struggled to pay for rent, food, or transportation. The bills added up quickly. Taking the day off to care for a sick child meant risking losing her job. Going to school at night was not an option, and she could not arrange for steady childcare because her schedule changed every week.
Modesta’s story is not unique. It is the story of countless strivers who work to sustain their families, but collide against structural barriers that keep them from making ends meet.
In this case, Modesta and her co-workers took action, organized and won concessions from their boss. It was not easy – their boss initially retaliated by cutting their hours. But, the workers gained momentum, and eventually they won better pay and better treatment.
For millions of others, though, they still do not have the dignity of a good job.
That is why the Center for Popular Democracy is proud to have launched an ambitious campaign to win good wages, benefits and opportunity for all workers with the Center for Community Change, Jobs with Justice and Working Families Organization. Named Putting Families First, the campaign will advance the audacious idea that every American should and can have access to a good job.
It’s an effort undertaken with a sense of urgency. We know that good jobs and access to them for all cannot be achieved without confronting the deep history and continuing reality of racism and sexism in America, particularly as they play out in the labor market.
As such, we propose five straightforward and commonsense tenets:
Guaranteeing good wages and benefits. Investing resources on a large scale to restart the economy in places of concentrated poverty. Taxing concentrated wealth. Valuing our families and the work of women who care for children and elders Building a green economy.What stands between us and an economy that works for everyone are rules that unfairly favor the greedy few because they are written by politicians beholden to wealthy special interests. But workers and families who are working together for change know well that rules written by the few can be re-written by the many.
Workers around the country are launching over 100 campaigns that embody an ambitious jobs agenda that includes everyone, elevating demands that speak to the reality of people throughout our country.
One example: making high quality child care available to all working parents, raising wages and benefits for the millions of women who work in early childhood education and care fields, changing the state and federal revenue models to make childcare more accessible, and providing financial support to unpaid caregivers.
Ensuring that all working families have access to quality, affordable childcare – and that the jobs in that industry provide living wages and good benefits – is crucial to women’s economic stability, especially women of color who are the vast majority of workers in this sector.
Winning these campaigns will make a huge difference for Modesta and her family, and for millions of families in this country who are struggling to make ends meet.
The reality is that there is bold action happening in every corner of this country. Whether we are talking about fast food workers striking across the country, or immigrant workers winning policies against wage theft, or entire communities organizing to win ballot initiatives to enact paid sick days and better wages.
The American public is thirsty for a visible effort to create real, good, dignified jobs for everyone.
We are supporting important local fights that will produce very real change in the lives of workers. And we are changing the broader frame in which those fights are waged. We are not tinkering at the margins. We have our eyes set on transforming the country through campaigns in 41 states – campaigns that grow every day.
We are setting out to challenge the orthodoxies of both parties to focus on the real problem: the need to create jobs and improve wages.
Like Modesta and her co-workers, we are coming together to stand up for ourselves, for our families, for our communities and for America. We have a vision of honoring the dignity of work, and the dignity of the people who work. We believe that we can do better, but that we will have to challenge those who are stealing our wages, limiting our ability to sustain our families and destroying our planet in order to do so.
Putting Families First will change the national conversation about work and about greed, starting where it matters most: in our states. It will enable us to live up to our collective responsibility to create the country that we want our children to live in.
Archila is co-executive director of the Center for Popular Democracy.
Source: The Hill
A Guide To Rallies & Actions Planned For May Day 2017
A Guide To Rallies & Actions Planned For May Day 2017
On May Day 2006, hundreds of thousands of immigrants participated in actions across the country, skipping work and school in New York, Chicago and Los Angeles to protest a bill that would have...
On May Day 2006, hundreds of thousands of immigrants participated in actions across the country, skipping work and school in New York, Chicago and Los Angeles to protest a bill that would have made it a felony to be in the United States without documentation. The Bush-era legislation ultimately floundered. May Day, rooted in national protests for an eight-hour workday, solidified its status as a day for immigrant action.
"Those 2006 demonstrations were huge," said Joshua Freeman, a history and labor professor at CUNY. "It was a little bit of an earthquake in several ways. Never before had so many immigrants publicly presented themselves to support their rights."
Read full article here.
Advocacy group calls for more oversight of California charter school spending
Advocacy group calls for more oversight of California charter school spending
A lack of transparency and inadequate oversight can set up the potential for waste, fraud, and abuse. A 2015 report from the Alliance to Reclaim Our Schools and the Center for Popular Democracy...
A lack of transparency and inadequate oversight can set up the potential for waste, fraud, and abuse. A 2015 report from the Alliance to Reclaim Our Schools and the Center for Popular Democracy, entitled “The Tip of the Iceberg,” reported over $200 million lost to fraud, corruption and mismanagement in charter schools.
Read the full article here.
On Day of Council Hearings, Congress Members Endorse "Municipal ID" Program
FOR IMMEDIATE RELEASE:
April 30, 2014
Contact: TJ Helmstetter,...
FOR IMMEDIATE RELEASE: April 30, 2014 Contact: TJ Helmstetter, Center for Popular Democracy (973) 464-9224; tjhelm@populardemocracy.org
Daniel Coates, Make the Road New York(347) 489-7085; daniel.coates@maketheroadny.org
On Day of Council Hearings, Congress Members Endorse "Municipal ID" Program Crowley, Meng, Nadler, Velazquez: Municipal IDs Will Benefit ALL New Yorkers & Provide Critical Services(NEW YORK) Earlier this year, Mayor Bill de Blasio and Council Speaker Melissa Mark-Viverito announced plans to make city-issued identification cards available for all New Yorkers, which would particularly help residents who otherwise have limited access to identification documents, including immigrants and homeless New Yorkers. Similar municipal ID programs are in place in ten cities nationwide, as noted in the Center for Popular Democracy's report, "Who We Are: Municipal ID Cards as a Local Strategy to Promote Belonging and Shared Community Identity." Today, U.S. Representatives Joe Crowley, Grace Meng, Jerry Nadler, and Nydia Velazquez have each signaled their support for the proposal. Also today, the City Council held its first hearings on the bill introduced earlier this month. Advocates attended the hearing in support of the measure, which will improve interactions between residents and law enforcement, make cardholders less vulnerable to crime, and improve quality of life for the most vulnerable New Yorkers. QUOTES FROM MEMBERS OF CONGRESS: “Our city must be accessible to all New Yorkers, not just some. Creating a municipal ID card is a commonsense measure that will lift countless New Yorkers out of the shadows and ensure the integration of our most vulnerable communities. I commend Council Members Dromm and Menchaca for ushering along this very important effort and I look forward to New York City proving that we are at our best when everyone can participate.” “I applaud Mayor de Blasio and members of the City Council for proposing a plan to create municipal ID cards, and I urge that this critical initiative be enacted into law. Having an official form of identification is essential in today’s society. It is a must for so many things from opening a bank account to entering public buildings. It’s also critical for accessing important services and vital resources. Municipal IDs would go a long way towards improving the lives of thousands of New Yorkers, especially the most vulnerable in our city, and it would allow many to come out of the shadows. I am proud to support New York’s efforts to create municipal ID cards, and I look forward to the plan soon becoming a reality here in our great city.” "For thousands of people in New York City, the lack of meaningful, official identification is an unnecessary and damaging barrier. All New Yorkers should have access to an ID that they can use confidently with municipal authorities, private buildings, schools and other entities with which they interact on a daily basis. A Municipal ID would be a critical step in ensuring that everyone has the opportunity to be an integrated and participating member of our city. I am glad to see that Mayor de Blasio and the New York City Council are leading the way to make this idea a reality." "In New York, our diversity is our strength and this initiative would help a broader set of people engage with our city. I applaud the City Council and Mayor for moving forward to create a Municipal ID program, which will help some of our newest residents feel truly at home in joining our communities."
Escuelas Chárter: Encuesta Cuestiona su Función y Pone la Lupa en sus Finanzas
Miami Diario - March 4, 2015 by Donatella Ungredda - Existe una preocupación creciente entre padres, representantes, maestros y contribuyentes a nivel regional y nacional con relación al...
Miami Diario - March 4, 2015 by Donatella Ungredda - Existe una preocupación creciente entre padres, representantes, maestros y contribuyentes a nivel regional y nacional con relación al rendimiento y cumplimiento de los objetivos educativos establecidos para las escuelas chárter. Las escuelas chárter son una forma más libre de educación pública o privada. Usualmente son fundadas por padres o maestros, manejadas por organizaciones con y sin fines de lucro; funcionan independientemente del sistema de educación pública y hacen hincapié en métodos y aéreas educativas más específicas. Normalmente atienden a un universo mucho más variado de alumnos y deben cubrir los requerimientos de educación especial de los mismos. El tamaño de las clases es más pequeño y en general se espera que tengan un nivel de rendimiento superior al promedio ya que, en teoría, al ser más libres de ensayar nuevas metodologías los alumnos encuentran más oportunidades para explotar sus capacidades. Estas instituciones conviven con las escuelas públicas que están sometidas a los estándares y regulaciones del Departamento de Educación y se mantienen con fondos públicos así como recolección de fondos privados. El crecimiento del número de escuelas chárter a nivel nacional se ha duplicado tres veces desde su implementación en el año 2000, según Donald Cohen, Director Ejecutivo de la organización no gubernamental In The Public Interest (ITPI). Cohen, junto a Kyle Serrette del Centro para la Democracia Popular (Center for Popular Democracy, CPD), revelaron los resultados de una reciente encuesta realizada entre un universo de 1000 votantes: la gran mayoría apoya la existencia de las escuelas chárter, pero asimismo exige una más exhaustiva supervisión del funcionamiento de estas instituciones, así como la realización de auditorías en sus finanzas, dados los pobres resultados académicos y la falta de transparencia en su administración. "Las escuelas chárter han estado presentes desde hace 20 años, y su funcionamiento se implementó para servir de ejemplo, marco referencial para la reforma del sistema educativo estadounidense. Nuestras investigaciones nos han revelado que 75% de las escuelas chárter han tenido un rendimiento igual o peor que las escuelas públicas para las cuales se supone debían servir como modelo de reforma. Este es un síntoma de falta de supervisión de parte de los responsables", afirmó Serrette "Lo que estamos tratando de lograr es poner un alto al crecimiento momentáneamente y asegurarnos que estamos obteniendo unos resultados educativos idóneos. Recordemos que estas escuelas se financian con fondos públicos y tomando en cuenta las dificultades que enfrenta la nación, debemos hacer una pausa y asegurarnos que tenemos una serie de medidas legales robustas para la protección de los alumnos, maestros y contribuyentes", agregó Cohen. ITPI y CPD consultaron a los encuestados acerca de una serie de 11 propuestas para la mejor supervisión de las escuelas chárter y su administración y en base a los resultados obtenidos dieron a conocer su Agenda de Responsabilidad de las Escuelas Chárter. Las 11 propuestas son abarcadas por 4 puntos principales: · Transparencia y responsabilidad, · Protección a las escuelas del vecindario, · Protección de los fondos aportados por los contribuyentes, · Educación de alta calidad para cada alumno.
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What Will a Trump Administration Mean for Supporters of Public Education?
What Will a Trump Administration Mean for Supporters of Public Education?
We don’t know very much about President-Elect Donald Trump’s ideas about education. Although, during the campaign, Trump briefly presented a plan for a $20 billion block grant program for states...
We don’t know very much about President-Elect Donald Trump’s ideas about education. Although, during the campaign, Trump briefly presented a plan for a $20 billion block grant program for states to expand market-based school choice, and although he has hinted that he will reduce the role of the U.S. Department of Education and particularly its civil rights enforcement division, there has been no substantive explanation or discussion of these ideas.
One thing we do know for sure, however, is that every branch of our federal government will be dominated by Republicans—the Presidency, the Senate, the House, and the Supreme Court.
A new President whose plans we do not know. The absence of checks and balances. Federal public education policy that has for years been undermining support for the institution of public education. Those of us who believe improving the public schools is important have good reason to be nervous, even afraid.
After all, in 2000 and especially after we were distracted in September of 2001 by the attacks on the World Trade Center, we were unprepared to speak to the federal test-and-punish education law, No Child Left Behind. We failed to connect the dots between an accountability-driven, poorly funded testing mandate and the destruction of respect for school teachers and the drive for school privatization that lurked just under the surface of federal policy. And in 2008, we didn’t anticipate the collusion of government technocrats and philanthro-capitalists that emerged when the federal stimulus gave billions of dollars to the U.S. Department of Education for competitive experiments with top-down turnarounds to close and privatize schools and attack teachers.
Advocates for improving public schools—particularly the schools in the struggling neighborhoods of our cities where poverty is concentrated—were unprepared. We struggled to define what it all meant. Why had accountability replaced nurturing children as the mission of the schools? How are achievement gaps affected by opportunity gaps? What did it mean that everyone had come to define school quality by test scores without any attention to the capacity of communities to provide the necessary conditions for teaching and learning? How had it happened that everybody was suddenly focused on so-called “failing” schools? Why did everyone suddenly feel that it was appropriate to blame and castigate school teachers who were said to be protecting adult interests instead of putting students first? And how had it happened that so many people prized the innovation that was supposed to come with charter schools unbound from bureaucratic regulations, and yet those in charge no longer worried about strengthening the oversight necessary for protecting children’s rights and the expenditure of tax dollars? How had so many people come to accept that the market would take care of all this?
We watched with dismay as all this came to pass, but we were unprepared to name it, unprepared to think through how it all worked, unprepared to do something about it.
But there is an important development these days among advocates for public schools—the people who agree that we need to promote equity and justice in education’s public sector. Advocates today share broad consensus around the following priorities:
• driving long-denied public investment to improve the public schools in our poorest communities where family poverty is concentrated, and correcting inadequate and inequitably distributed school funding;
• addressing family poverty that, research has demonstrated again and again, is likely to undermine children’s achievement at school;
• ensuring that public dollars are not diverted and that charter schools do not operate as parasites destroying their host school districts;
• supporting school teachers as a strong, stable cadre of professionals;
• reducing reliance on standardized testing and eliminating high stakes punishments including turnarounds;
• rejecting privatization of education and ensuring strong oversight by government of the institutions that serve our children and spend our tax dollars;
• eliminating widespread overuse—especially in the schools serving our society’s poorest children—of the practices of suspending and expelling students and the widespread obedience-driven discipline practices imposed on poor children when more privileged children attend schools where they are encouraged to question and engage.
At the national level, organizations supporting justice and equity in public education are now unified across a range of constituencies and sectors to endorse and work for these values and priorities. Here are just some of the centers of advocacy these days:
• The Alliance to Reclaim Our Schools is a broad coalition of unions—the National Education Association, the American Federation of Teachers, and the Service Employees International Union; civil rights and community organizing groups–Advancement Project, Alliance for Educational Justice, Center for Popular Democracy, Journey for Justice Alliance; and academic, philanthropic and justice advocacy groups—the Annenberg Institute for School Reform, the Gamaliel Network, and the Schott Foundation for Public Education.
• The NAACP and Black Lives Matter have recently come together in the civil rights community to challenge privatization and lack of oversight as charter schools have expanded.
• The Network for Public Education is an alliance of advocates including school teachers, activists, and bloggers in support of strong and inclusive public schools and in opposition to unregulated charter schools and to over-reliance on high stakes testing.
• The National Education Policy Center, located at the University of Colorado, publishes academic research and reviews research from other agencies on education policy.
• The Education Law Center, and its Education Justice program, and Public Advocates and other school law attorneys are working for school funding equity and civil rights protection.
Last week the education writer, Jonathan Kozol, reminded us about what most of us now know how to articulate but what, ten or fifteen years ago, we would have struggled to say: “Slice it any way you want. Argue, as we must, that every family ought to have the right to make whatever choice they like in the interests of their child, no matter what damage it may do to other people’s children. As an individual decision, it’s absolutely human; but setting up this kind of competition, in which parents with the greatest social capital are encouraged to abandon their most vulnerable neighbors, is rotten social policy. What this represents is a state supported shriveling of civic virtue, a narrowing of moral obligation to the smallest possible parameters. It isn’t good… for democracy.”
Today we are well-aware of the organizations that have persistently undermined support for public education and at the same time pressed for an unregulated school marketplace as the alternative: the Hoover Institution; the Heritage Foundation; the American Enterprise Institute; the Thomas Fordham Foundation; Michigan’s Dick and Betsy DeVos and their many far-right organizations; New York hedge fund managers spreading their billions across New York, Connecticut and Massachusetts via the dark money Families for Excellent Schools; the New Schools Venture Fund; the Center on Reinventing Public Education at the University of Washington that promotes portfolio school reform; the Gates, Walton, and Broad venture philanthropies spending billions promoting charter schools; the U.S. Department of Education under Arne Duncan that granted billions of dollars—without much oversight at all according to the Department’s own Office of Inspector General— to states to expand charter schools; and the American Legislative Exchange Council that promotes school privatization across the states via its large membership of state legislators.
The same election that brought us President-Elect Donald Trump also brought evidence that today’s public school advocates have become organized and effective. Question 2 to expand the growth of charter schools went down to resounding defeat in a Massachusetts referendum, and Georgia Governor Nathan Deal’s plan for state takeover and charterization of Georgia’s struggling public schools was also soundly defeated at the polls. Voters responded to protect the idea of public education when the stakes for public schools were clearly defined by well organized and well informed advocates.
During a Donald Trump administration we must stay organized, raising our voices persistently to name and frame our concerns with precision and passion. A public education system is the best institution to meet the needs of all kinds of children and protect their rights through law. Our public schools are, of course, imperfect. It is our responsibility to pay attention and ensure that our schools work for all children. Democracy makes our role as citizens possible and requires engaged citizenship.
Looking back on his life as an education professor and advocate for education, Bill Ayers suggests something that will be particularly important for us to remember under the presidency of Donald Trump: that public education is the institutional embodiment of the values that define our democracy. “Education for free people is powered by a particularly precious and fragile ideal. Every human being is of infinite and incalculable value, each a work in progress and a force in motion, each a unique intellectual, emotional, physical, spiritual, moral, and creative force, each of us born equal in dignity and rights, each endowed with reason and conscience and agency, each deserving a dedicated place in the community of solidarity as well as a vital sense of brotherhood and sisterhood, recognition and respect. Embracing that basic ethic and spirit, people recognize that the fullest development of each individual—given the tremendous range of ability and the delicious stew of race, ethnicity, points of origin, and background—is the necessary condition for the full development of the entire community, and, conversely, that the fullest development of all is essential for the full development of each. This has obvious implications for education policy.” (Demand the Impossible, p. 161)
By janresseger
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The Dyett Hunger Strikers’ Fight For Green Technology and a Better Bronzeville
...
All this in an effort to make Chicago Public School (CPS) officials heed their plea: to end the privatization of education and to make Walter Dyett High school into a Green Technology community high school.
The hunger strikers are saying what needs to be said: that Black and brown children must be valued, their families must be valued, and their schools must nourish their inherit value.
The demands of the hunger strikers are easy to understand. They don’t merely want a re-opened school, as was finally agreed to by Mayor Rahm Emanuel and CPS last week after 18 days of hunger strike. They want a Green Technology community high school with parent engagement in decision-making from the beginning. Their plan for the new school was vetted by multiple education experts at the University of Chicago. The comprehensive plan presented by the community and the hunger strikers to CPS was “excellent and should be chosen,” said Jeannie Oakes, president of American Educational Research Association, AERA.
Why Walter Dyett High School was set up for closure by the CPS to begin with is difficult to understand. The school received awards in 2008 and 2011. First, for the largest increase of students going to college out of all Chicago’s public schools, and then the ESPN “Rise Up” award for small schools making great improvements, but in need of some help. The school won a $4 million athletic facilities renovation.
So what happened? In a part of town activists say is a target for gentrification, the school was closed before students even got a chance to enjoy the new facilities. The strikers called it “racism” and “systemic disinvestment.” “Our schools weren’t failing,” they said. “They were failed.” And Walter Dyett High School was set to become yet another victim in the closing of over 50 neighborhood Chicago public schools in favor of privately owned and managed charter schools, with poor records of achievement, no accountability and inadequate oversight. But due to the sacrifice of the hunger strikers risking their health, that plan was overturned last week.
However, the Bronzeville hunger strikers know what a growing chorus of national education experts recognize: while just keeping schools open is not enough, sustainable “community schools” can help transform neighborhoods. As it is now, Bronzeville is a food and job desert, but Green Technology addresses both problems. There are already 5000 community schools in the US that through civic partnerships address the majority of challenges in a neighborhood by providing wrap-around healthcare, social and psychological services, in addition to the standard educational offerings. Community schools focus on restorative justice practices and a curriculum based in the community and evaluated by teachers, so students can learn more. Community schools are making marked gains in student outcomes both academically and socially.
Take Cincinnati. The city turned around their public schools’ statistics when they bet on the effectiveness of community schools over charter schools. The results are staggering. In 2003, before introducing the model, only 51 percent of all students graduated. In 2014, when 34 out 55 schools were community schools, 82 percent of all students were graduating. Community schools combat racial inequality, as well: in Cincinnati, the black/white achievement gap dropped 10 percent in those same 11 years. Similar results are seen in New York, Baltimore, Kentucky, Ohio, Minnesota, and other places where community schools have been prioritized.
These are the kind of schools that Bronzeville deserves.
It is under this history of political disinvestment that Bronzeville community leaders arrived to last month’s protests: community members risking their health to fight for their children’s access to something as basic as a good public school. While school officials took the right first step by moving to keep Dyett open, they must heed the deeper call of the people of Bronzeville and invest in a community school that will better the future of the children in Chicago.
Source: In These Times
Toys 'R' Us employees demand severance pay for 33,000 workers
Toys 'R' Us employees demand severance pay for 33,000 workers
The push comes as a part of a campaign supported by the advocacy group Center for Popular Democracy. The campaign will host a series of events at Toys "R" Us headquarters and the offices of...
The push comes as a part of a campaign supported by the advocacy group Center for Popular Democracy. The campaign will host a series of events at Toys "R" Us headquarters and the offices of private-equity owners. More than 50,000 people have already signed a petition calling for Toys "R" Us workers to receive severance pay.
7 days ago
7 days ago