Reflection after Three Months into Retirement

I hate to be asked how I am enjoying retirement.   People who ask this question have created a fantasy world of what it means to be retired.   After listening to my friends, family, former colleagues as well as perfect strangers, I have synthesized all their dreams, hopes and aspirations by creating a make believe world they call Retirement Heaven.   In Retirement Heaven, you can wake up late every morning—no earlier than 11:00 AM.  You never ever set your alarm clock again.   Upon waking up, your spouse will deliver to you breakfast in bed that is no less than 2000 calories.  After breakfast, it is time for a relaxing shower.  After a shower, you put on shorts, a t-shirt and sneakers for either your daily run or your two hour workout at the gym.  By the way, in Retirement Heaven, it is always summer. At about 2:00 PM, you make your way home for lunch and a few hours of television.   You’ve recorded on your DVD only mindless television programs to watch for the next few hours.  Now it is time for dinner.  In retirement, you are not allowed to make dinner, but instead, every evening you go to a different restaurant to eat meals that have no fewer than three courses.  You return home, take out your trashy novel and read until you drift calmly to sleep at about one in the morning.

For someone like me, such a retirement heaven would be like that old Twilight Zone episode where a gangster dies and is given every one of his heart’s desires.   He is given wealth, beautiful women and the ability to successfully commit every crime known to man without consequence.   In the end, he is completely bored out of his wits and asks to go to the other place only to be told he is in the other place!

To me, retirement means having the freedom to choose the type of work that I want to do.  It is also the ability to focus on those endeavors that are really important. On the day that I retired from teaching, unfortunately all the problems that existed before my last day of work really did not disappear.  Several people said to me you shouldn’t care what happens to the world of education.  One person told me that if all the public schools blew up tomorrow, you will still be retired on your nice pension.  Would I?

First of all, if public education ended tomorrow and was completely privatized, it would make it all the more easier for those in power to end pubic pensions.   Public education and my pension, which I earned through hours of hard work as a teacher, both represent a social contract. It is a social contract between the government and the people it represents.  If you end one, you can easily end the other.   The philosophical basis of public education derives from those Enlightenment thinkers who believed  that power derive from the governed.  The governed allows power to be given to a government so that it can establish policies that will benefit the collective.  The 18th century Philosophes believed that public education’s purpose was to create a sophisticated citizenry who would be able to immediately spot tyranny and remove it from power—either through constitutional democratic means or by force if necessary.   The concept of public pensions also has its basis in the 18th century idea of a social contract.   Public servants will serve society for a number of years at a lower rate of compensation so that the state can benefit from their skills.  In return, the public servant will receive a pension paid at the end of their public service so they can live the rest of their life in dignity.   But the purpose of a pension also is based on sound economic and social principles.   Instead of the retired worker being a drain on society, the retired worker will have enough income to continue to purchase goods and services (providing employment to others) and still be able to contribute to society (and the economy) in other ways, such as through volunteering or part-time employment.

Therefore, in retirement, I now have taken on a new job—saving public education.  One way is by working part time in the school where a spent the last third of my career.   For the majority of my 36 year career, I had a job that came into existence because New York City grossly violated the rights of disabled students back in the late 1970s.  Federal law mandates that disabled students need to be evaluated every three years and if there has to be a change in services, any reevaluation must be done in a timely manner.   Thus, in the late 70s, the city was sued because it had a backlog of close to 30,000 reevaluations. It resulted in the court ordering the creation of a team of professionals in each school whose job it was to make sure assessments and subsequent IEP conferences were held in a timely manner.  My job was as case manager and Educational Evaluator.   I became highly skill in conducting norm-referenced, criterion referenced and curriculum-based assessments.  The purpose of these assessments was not to punish teachers but to diagnose the educational needs of disabled students so as to help teachers meet their IEP goals. (Yes, this is the real purpose of testing.) A quarter of a century later the city was in relative compliance.   Because most city schools have relatively large populations, the team needed a psychologist to conduct intelligence and projective tests, an educator who was a skilled diagnostician and a social worker.  This ended in 2003 when Mr. Bloomberg embarked on reforming special education in New York City, which really meant he was trying to find a way to save money.   He made my job disappear overnight and gave the case management piece and educational piece to the school psychologists that now are so overworked, they are forced to cut corners in order to remain in compliance.   As for me, because Bloomberg violated so many of the contractual rights of Educational Evaluators (who were teachers), he was ordered by an arbitrator to create the job of IEP teacher.  I held this job for the final eleven years of my career. When the job was created by  the arbitrator, it was undefined. It was up to a building principal to define what IEP teachers would do. Bloomberg hoped that most principals would make the lives of these new IEP teachers so miserable that many would leave the system.   The opposite happened.   Most of us ended up doing many different albeit necessary educational tasks within our schools.  As for me, I became in charge of compliance, testing, data, and academic intervention services.

When I retired, the new principal would ask who did this and who did that.  My name was mentioned each time and before I knew it, I was back in the school a couple of days a week.  However, I am doing what I loved doing the most—working with kids.   Unfortunately, the city schools have a simple philosophy—the minimum is the maximum.  Because the union contract stated that IEP Teachers would only be funded for those who were former Educational Evaluators like me, once I retired, the money dried up and the position disappeared.   It disappeared even though the school would now have no one to provide state mandated academic intervention services for those students who received level 1 on those wonderful Common Core State Assessments in ELA and Math.  As for all my other jobs, I am helping to train three other professionals to do different pieces of my job.   When I started as an IEP Teacher in 2003, testing was just a little piece of my job, but as we all know, it turned into a monster with three head and twenty arms.  It took up so much of my time that I often could not work with students.   Now I am trying to give students the skills to do better on these assessments (notice that I did not say pass).   For example, it is not enough to say to a level one student that they need to use context clues.   What I do is to try to give them four or five strategies to help them try to figure out the meanings of so many unknown words on passages that are always above their grade level.  Yes, I hate the test, but I have to do something.  Many of these students are former English Language Learners who supposedly reached proficiency in English on a state assessment measuring second language ability.  By the way, I am in one of the few middle class school districts within the city.   However, we have many immigrant families.  The parents of these children work two, sometimes three jobs so they can live in a nice area.   However, because our scores  are a little better than the state average and we have fewer students on public assistance, we get less money than other schools around the city.   And knowing this, the city cut funds to hire just one academic intervention services teacher.

In addition to working part time in my school, I am also tutoring and I am collaborating with someone in writing a review text to help students try to pass these horrible state assessments.  Some might say that I am hypocritical trying to help students pass these assessments when they should be done away with.   For years, I have tutored students to pass the SAT even though I hate everything these assessments stand for.   However, by not helping these students, their low grades stand as a barrier preventing them from getting their foot in the door to enter the world of higher education.   As long as these institutional barriers exist—common core, SAT, etc., I will help student acquire the skills to work the system while at the same time advocate for change.

What I found most interesting these last several months was watching the types of teaching jobs posted by various online employment services.    Last June, I rewrote my resume and posted it on an employment site.   Now my email is inundated with lists containing scores of teaching jobs.   The first thing I noticed that most jobs posted today are for charter schools.   In the New York area, the one charter that comes up all the time is our favorite—The Success Academy.   Interestingly, one of Eva’s charter schools has been looking for a SETSS teacher since June.  I have a simple theory.  No one wants this position.   Who would want to work for a school where you are on-call 24 hours a day, paid low wages, and then spit out after two years.  Sometimes I think about applying as a lark.   I am sure once they realized my age and the fact that I had a 36 year public school career, my resume would end up in the circular file.  Interestingly, a well-known tutoring company saw my resume and wanted to interview me.  I asked what their pay was.  I   laughed when they said $15.00 an hour.  I told them that when I first started SAT tutoring in 1987, I worked for a college preparation tutoring service and was paid $20 an hour.   I added,  “When you have a high turnover rate, you end up getting what you pay for.”

I would never work for a charter or such a tutoring agency because they violate our society’s social contract.    I believe in and will fight for public education because every cent of public money must go to the child.  And yes, paying public school teachers decent wages benefit children.   A well paid professional feels invested in the system and will work hard for those under their tutelage. A well paid professional wants to dedicate their lives to public service.   The social contract is broken when education is privatized.   The privateers view teachers and students as human capital whose purpose is to create profit.  I call these privatizers education pimps.   Students cannot benefit when your purpose is greed and not the creation of a well-rounded individual who is able to think and make sound life decisions.   The purpose of these corrupt and greedy charter operators is to throw a few crumbs to their school’s students and teachers while they hoard our public dollars.  I want my tax money to be invested honestly and completely into each public school.  Charter operators will be quick to say that they are capitalists taking risks.  Yes, when one invests private capital, risks are taken, but what is being invested is our public money.   It is public money that is being given to them by elected officials who are in their corrupt little pockets.   These officials are also pimping our dollars for private gain and must be ousted.  Our elected officials have forgotten that they serve us and derive their power from us.

Getting back to that retirement fantasy world I mentioned at the beginning, I ended up doing one thing that I rarely did during my work years.  I have watched a lot more television.   One thing I ended up watching was Ken Burns’ documentary on the Roosevelts.   It reminded me that our society is again in a Gilded Age where a few wealthy men have taken control of our government and its institutions.   Ken Burns thinks that it was the power of these singular individuals that changed America in the first half of the twentieth century.   What he does not understand is that these great individuals could not have done anything if people did not organize and petition first on the local level and then nationally for change.  We have to regain control of all levels of government to make it again, as FDR believed, a force to create a just and fair society in which everyone has some share in the economic wealth of this great nation.   I know we have a hard fight ahead of us, but we are making headway.  There is an old adage:  The Ocean started as single drops of water.

Why I No Longer Support President Obama, Governor Cuomo and State Senator Avella

                Several weeks ago, I joined Democrats for Public Education and by doing so I publicly said something that I thought I would never say.  I do not support this Democratic President because he had betrayed the very foundation of Democratic values for a corporatist ideology.  For a long time, I would not admit the obvious truth that there appears to really be one political party in this country.   The two major political parties tend to slide into each other.   Both political parties have corporatist wings that are controlled by big money.  This wing, which is in both parties, is socially liberal and believes the purpose of government is to enrich those who have power and control.  This wing is the pivot that appears to connect both political parties.  First we saw this split in the GOP and now the split is in the open within the Democratic Party.  We have left-wing (true Democrats) now beginning to publicly separate themselves from the corporatist wing while in the Republican party, we have the teabagger wing splitting from their corporatist partners.  If you put a corporatist Republican and Democrat in the same room, I bet they would immediately fall in love. 

                The corporatists of both parties are not in any way conservative.  They do not believe in a limited government and have the belief that a free market will solve all problems.   In the 1980s, Ronald Reagan created the welfare queen out of a woman who was a con-artist and criminal who managed to squeeze money out of dozens of federal programs.  The corporatists should be dubbed the welfare kings.  The thousands this woman took in the 1980s is pocket change compared to the billions these corporate Democrats and Republicans have legally swindled from our government at the federal, state and local level.   They love government subsidies and bailouts.   Think of the billions that were given to this group during the great recession six years ago to stabilize the economy.  The cry went out that these banks and brokerages were too big to fail.  Unfortunately, they probably were because if we would not have kept certain banks and businesses afloat, millions more would have been unemployed.  But when the dust cleared, workers kept their jobs often with give-backs while corporatists walked away with billions in their pockets.  

                Now back to President Obama.  Many of us supported him because he embodied our dreams and aspirations for this country.  We believed his election would bring the rebirth of true progressivism.  However, what he has wrought is a mutated version of the liberal ideal.  If you study the New Deal under Roosevelt, you will see that many of his reforms did not come from the top, but started at the grass roots level.  A good example was Dr. Francis Townsend who published an extended letter to the editor in a California newspaper in which he came up with a solution to poverty among the elderly.  His proposal would lead to social security.   From his initial letter, grassroot organizations began to form around the country advocating for an old age pension system.   At first, FDR ignored the proposal, but when he realized that a significant portion of his coalition supported the idea of social security, Franklin Roosevelt changed his tune when he ran for re-election in 1936. The initial law did not have everything that Townsend and his grassroots organization wanted, but it was a start and did pretty much wipe out poverty among most of America’s aged population in the next seventy-five years. 

                It is at great peril that the Democratic Party ignore approximately 3.7 million teachers and their families.  The votes of several thousand billionaires will not win elections, but the support of teachers and the unions that represent them who are the ground troops that man telephones as well as go door-to-door for a candidate.   It is for this reason that tomorrow, I will for the first time in my political memory not support or vote for New York’s incumbent Democratic governor and my state senator in a primary.  I cannot support a governor and senator that support the 3% of students that attend charter school over the 97% that go to public schools.   It is amazing that earlier this year, the governor supported and got passed a law that is nothing less than welfare for wealthy charter schools.   Here is a law in which the wealthy Success Academy can dispossess public school children at whim and not pay a cent to the city in rent even though this charter is rich enough to move its offices to Wall Street and its CEO Eva Moskowitz makes twice as much as the President.  I am a political realist and know that Teachout does not have a chance over a $25 million war chest.  However, even if she gets 25% of the vote, that is the beginning of a grassroots movement.  That is enough for people to start to think about forming a third party in this election that could put Cuomo’s November re-election in jeopardy. 

                Ignoring parents and teachers who oppose privatization, the common-core, and an evaluation system that punishes teachers for things that they cannot control in order to deprofessionalize educators and create a cheap, transient teaching force is a perilous act.  History teaches that political movements are not started by the weakest in a society, but from the educated middle class.   Historical examples are all around us.   The French Revolution was started by the educated merchant and professional class.  People who are overwhelmed by poverty never begin political movements.  It is always the educated middle class that leads them.  Even the Russian Bolshevik Revolution was led by the educated middle class. Lenin and Trotsky were not peasants or factory workers living on subsistence wages, but educated professionals.  Therefore, the attempt to destroy the livelihood and profession of a group of very educated members of the middle class is nothing less than an act of political folly.   Teachers are abandoning the Democratic Party because it is the party that is abandoning us.   Unless Democrats from the President on down abandon this fake educational reform that is hurting several of its major constituents,  they are almost insuring the eventual creation of a political movement which may very well lead to a third political party.   And our own history has shown that third parties often throw elections in strange ways.   In New York, whenever three parties run for statewide office, it is often the Democrats who end up on the short end often leading to the election of a right-wing candidate.  People should remember the 1970 election of James Buckley as US Senator when two liberals split the Democratic vote in a six way race. 

                Many corporatist Democrats do not think they need us teachers.  That is why several have joined against us in those Anti-Tenure lawsuits.   What they do not understand is that once they split the Democratic Party and the party no longer controls any branch of government, their power will be gone.  Instead, you may end up with people controlling this country who hold social views far different than the majority of Americans, which also includes the neo-liberal corporatists of both political parties.   What happened in Missouri is a skirmish compared to what may happen when people take control of this country that hate working women, immigrants, gays and other minority groups and begin to use government to act against such groups.   We are in the middle of an education war right now in which everyone may come out the loser.  However, for myself and my family, I have to vote my conscience and not the lesser of two evils.   As I finish this article, the telephone rang with a robo-call from our supposedly very liberal Mayor who is supporting Cuomo.   That call represents everything that is wrong with politics in this country.  Obviously, he has to support the Governor or he will be politically punished by someone who is nothing less than a bully and the holder of many purse strings.  On the other hand, when you attempt to take away everything from a group, you cannot expect that group’s support.   Those in power may ignore us now, but I can guarantee they will not ignore us if we contribute to their loss of power.  

Those Political Tests (The New York State ELA and Math Assessments)

60,000 students who opted out plus a changed cut score (see here) equals one thing—an invalid and unreliable test. As someone who has studied and analyzed different psychometric assessments over these last thirty years, it is obvious what John King has done. He has created a score that has no basis in reality except to attempt to score a political point or two.

First, we have to analyze those students who opted out. The hotbed of the opt out movement did not come from those students who are in failing schools. No, the students that opted out came from the middle and upper middle class. These are mostly suburban students who are in successful public schools who mostly would have passed these assessments. The parents of these students are sophisticated enough to understand the motives and agenda of those who created the common core. If Commissioner King kept the same cut scores as last year, the result would be a much higher percentage of students failing both the ELA and math assessments because now we have a change in the population taking the tests. We now have a population that is poorer, more disabled and lacking in the basic skills to even come close to passing. Obviously, he could not give his political enemies even more ammunition to use against his beloved Pearson family of assessments. Therefore, he lowered the cut scores for these assessments. He made sure that by getting fewer items correct, a student would be able to get a 3 or a 4 on these tests. At the same time, he made sure that the scaled scores of the 2013 and 2014 tests “looked” the same. He made sure the same scaled number cut from a 2 to a 3 for each grade. He did this obviously counting on the ignorance of most school parents to believe his lies. What he did was curb the test to compensate for too many students getting low scores and again made his predictions come true. A few months before the 2013 assessments, he knew 2/3s would fail. Even more unbelievable was that a year before the 2014 tests, he knew there would be “incremental” growth. With this type of skill, he is in the wrong field. He needs to relocate to Atlantic City or Las Vegas and become a professional gambler. No, better yet, he should enter the financial world of all his friends in the 1% and become a professional stock broker. If you take his advice, you will never lose money.

I still do not know what kind of test these common core assessments are supposed to be. Are they norm reference tests or criterion referenced tests measuring skill attainment? If they purport to be a norm referenced test, these assessments are violating every rule in the book. When one norms a test, such as the WISC IV measuring IQ or a standardized achievement test, such as the WIAT III, the scaled scores or the number of items needed to achieve a certain level do not change from year to year or test to test. Basals and ceilings that are used to derive the scores for these tests remain the same until a test is completely revised and rewritten. In addition, all such tests have technical manuals that describe the standardization process. It describes the samples used, the populations used and the statistical procedures used to derive such scores. This is done so that other psychometricians can review, analyze and critique the assessment in a public way so that when the test is revised, rewritten and restandardized, the new assessment will have better validity and reliability in its use. Does Pearson not understand this process? They sure do. How do I know? They also publish such tests as the WISC IV and WIAT III.

If these common core assessments are supposed to be criterion referenced tests, another set of rules are being violated. If one gives a student a criterion-referenced test, it is supposed to measure skills that are supposed to have been taught and learned at a certain developmental level. Yet the common core tests are assessing skills that are developmentally inappropriate or have not been taught. It would be equivalent to taking a final examination at the beginning of a high school or college course. Then when you fail, the professor or teacher will then say to you that you are just not ready to do the work in course. Yes, the scenario I just described is insane. But that is the scenario that those who have developed the common core believe in.

The agenda as to the use of criterion referenced as well as standardized achievement or cognitive assessments is quite different than the agenda as to the purpose of the common core. Criterion-referenced and cognitive assessments administered individually under optimum conditions are used to make important life decisions about a child. The above tests are often used to determine whether or not a child has a disability. If clinicians or the public or private agencies they work for use such tests incorrectly or flippantly, they can be sued and often are because we have federal and state statutes governing the use of such instruments. On the other hand, the agenda of the common core is quite different. These tests have a political purpose. Its main goal is to destroy America’s public educational institutions. Its purpose enshrined in No Child Left Behind and Race to the Top with the unrealistic expectation that 100% of school age children pass these assessments or the public school and its teachers are punished. Yet, our same government has laws governing disabled students and how these children should be assessed to determine if a child has a handicapping condition. It really is ironical when you think of it. On the one hand, the government says every child must be college and career ready while at the same time it says that some children should not have college as a realistic life plan.

In New York, when a disabled student reaches 21 years old the Committee on Special Education must do an exit interview with a caregiver to make sure that students who have significant multiple disabilities have a realistic post-secondary plan. In most cases, there has to be a plan to make sure such young adults are placed in center-based, prevocational or vocational programs to make the student as independent as humanly possible. For some of these former students, the most that is hoped for is a total care setting; for others it may mean a group home with some type of supervised/unsupervised employment. On Friday, while I was reading the results of these invalid and unreliable tests, I was doing an exit interview for a student who reached 21 years old that was blind, autistic and developmentally disabled born with a myriad of medical problems. He is wheelchair bound and needs to be fed with a tube. I would love to ask Mr. King whether we teachers failed to get this young person “in small increments” college or career ready. Guess what, it is Mr. King’s state education department who is presently failing such a student because the parent has yet to find a post-secondary program that will meet the needs of such an individual. I was the first professional to give this parent the phone number of the Office of People with Developmental Disabilities, which is supposed to be a state run program to help such individuals.  The fact that no transitional plan was made by one of Mr. King’s state approved nonpublic schools for such an individual and his family is a way bigger problem than make believe scores on an invalid and unreliable test.  If anything, Mr. King is the one who has failed.  He has failed the wrong political test.

Pretty Campbell Brown and Her Ugly, Misguided Anti-Due-Process Crusade

liberalteacher:

“Pretty” Campbell Brown has embarked upon a crusade to rid New York’s teachers of their due process rights. Emboldened by the Vergara Case in California, which is being appealed, she is attempting destroy “tenure” in our state–believing that tenure insures a New York public school teacher a job for life and thus will prevent such teachers from ever being fired. As a result, the supposed educational incompetence of these instructors will destroy the lives (no Civil Rights) of the high need students whom they teach. When I read Mercedes Schneider’s blog, I knew I had to share it. It describes two important things one must know. First, Eva Moskowitz’s touted Success Academy Middle School had not one student accepted in any of New York City’s specialized high schools. (I will talk more about this at a later date) Second, it gives us a nice biography of this failed news person– showing her to probably be one of America’s leading hypocrites. I give her a better name “The Queen of Chutzpah.”

Originally posted on @ THE CHALK FACE:

Over the past several weeks, I have read only a little on the situation of former CNN news anchor Campbell Brown’s sudden interest in forming a nonprofit in order to advance a lawsuit in New York purportedly to “save” public school students of the (surely) inept teachers currently protected behind “tenure” (i.e., due process rights).

I’ll admit, I have only been on the fringes of the affair that is New York’s “Brown vs. Board of Education” (I had to go there, what with hedge-funded nonprofits advancing their takeover of public education as a “civil rights” issue). However, with my second book written and off to the publisher, I am now ready to turn my research and writing attention to this Campbell Brown and her crusade to demolish teacher due process.

Brown has not bothered to demonstrate how, exactly, removal of the due process that promotes job security for good teachers…

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Linda Taylor, Charter Schools, Private Agencies and Race

When I retired several weeks ago, I said to myself that now I would have a lot of time to devote to my blog. I would now become a prolific writer. I would churn out one article after another. My pen would lambaste the reformers, privatization, VAM, charters, etc. However, instead of having the free time I dreamt, it turned out that I am just as busy as I was prior to retirement. I retired only to continue working in a summer job that I have had for the last eight years. I trek to Manhattan five days a week working for one of New York’s Committees on Special Education. My job is to hold IEP meetings and write over 100 individual educational programs for students who attend private or parochial schools. These students receive either Special Education Teacher Support Services (SETSS) or related special educational services that are paid for by the New York City Department of Education. In years past, the DOE had lists of independent providers that provided such services. Many of the SETSS (resource room) providers were either retired school teachers or teachers that wanted a flexible work schedule for various personal reasons. The same held true providers of OT, PT, Counseling and Speech. However, in recent years, these services are now mostly provided by teachers and providers hired through large private contract agencies that offer the DOE the best price for their services, i.e., lowest price—supposedly.

Earlier in the month, a colleague of mine who is doing the same job in another CSE began holding IEP Conferences for a parochial school in one of the five boroughs of New York City. She began to notice the progress reports of a particular SETSS teacher sent by an agency to the school. The school was composed of grades K to 8. Here was this one SETSS teacher servicing every disabled child in this school. And no matter what the grade, no matter what the problem, every progress report was exactly the same. Every child had major decoding problems, comprehension problems, as well as computational problems. In her progress report, each child was at least two to three years below level—even those in Kindergarten! Needless to say, all her draft IEP goals were exactly the same. For every disabled child in the school, her goals used the same strategies. When my colleague counted the number of students on the master list, it totaled over forty. Interestingly, many students had 10 periods of SETSS services a week. It was amazing how this particular provider was able to serve this many students in a 7 period day. I guess she took no lunch and worked every period. Yes, she must have done all her preparation at home in order to have created such fine differentiated lessons for such a diverse population. Interestingly, many of the parents of these disabled kids remarked to my colleague how their children made very little progress, that the teacher was harsh to them, and that each child was rarely picked up for services during the course of the year. I think we all might agree that we have some circumstantial evidence for possible fraud—especially when one realizes how little these contracted out providers are paid by many of these agencies. In the past, retired teachers who provided such services would complain that they were only paid DOE per session rate, which was about $40.00 an hour. I gather these contract-out providers get less than half that amount because the rest of the fee logically goes to the agency. Therefore, although wrong, it is understandable why some providers would pad their numbers. Where is the outcry for such embezzlement? This is our tax money?

Now let’s talk about a woman named Linda Taylor. A few months ago, I read an interesting article in Slate.com about this woman. Linda Taylor was Ronald Reagan’s infamous Welfare Queen. Yes, I hate to disappoint some of my liberal friends who believed all these years that the she was one of the Great Communicator’s made up stories. Unfortunately, this woman was real although the Great Communicator did embellish many facts of the case. However, this woman was not so much a Welfare Queen as possibly one of the greatest criminal minds of the 20th century. This woman not only embezzled money from just about every government program, but was possibly also a kidnapper and murderer. The amount she took from Aid for Families with Dependent Children was small change compared to the amount embezzled from social security disability, the Veterans Administration as well as a host of other government programs. At the time, obviously, the outcry was against those minorities on welfare who were living high on the hog while the rest of us had to work like dogs to scrap together a meager existence. Therefore, the Federal Government only prosecuted her for welfare fraud in which the sum total of her embezzlement was $8000. She was not prosecuted for the theft of over $100,000 from other Federal programs, possible kidnapping or possible murder.

I remember at the time many conservatives saying that this woman proved that we must get rid of welfare and food stamps. Even though she possibly stole more money from the VA for fraudulent disability payments, I never heard any of my conservative friends talk about doing away with that program. Even though she embezzled tens of thousands from social security, few demanded that we do away with social security disability insurance. To working class whites, she was the embodiment of the black woman who had multiple children from different men who dared to own three Cadillacs, three homes, beautiful clothes and fine jewelry at taxpayer expense. Interestingly, the article said that she possibly was not even black, but of mixed race and was really considered white for most of her life. It also did not matter to a big part of our working class population that census figures showed that most women who received AFDC in the 1970s had only between two and three children and were also white. Race trumped everything and this audacious black woman represented every black woman who was on welfare at the time. As a result, when Reagan was elected in 1980, he had willing supporters who applauded his draconian cuts in social programs because now these minorities had to be put in their place.

What has this got to do with charters? Here we have these schools who are embezzling government money as recently reported in Diane Ravitch’s blog . In addition, we have reports of charters involved in criminal activities in Texas, Connecticut, California and Ohio. Here again is tax money being embezzled. Money that is supposed to serve children are lining the pockets of wealthy investors or those who administer these charters. But how come we do not hear, “Let’s get rid of those charters. These people are taking our money to live high on the hog.” The difference, I sadly have to say, is that these charter administrators and hedge fund investors are mostly wealth and white. These people live high on the hog anyway. Imagine, if you total the amount stolen by these charters, the amount is in the millions and not thousands. The American people should be rising up and screaming that we must account for every cent these charters get from localities, states and the Federal government. On the other hand, if tomorrow, some black woman parked her BMW in Wegman’s lot and proceeded to buy groceries with food stamps, it would be front page headlines in the New York Post.

Unfortunately, it appears to me that race is the key factor. Both Linda Taylor and the many charters are exactly the same. Both used the lack of government oversight, as was the case in the 1970s for Linda Taylor and today for the charters. Linda embezzled because we did not have yet the type of computer technology that allowed the sharing of information among different government agencies that we have today. On the other hand, there is a lack of oversight because the large pockets of those who invest in charters have bought lock, stock and barrow legislatures and governors who would pass and carry out such laws. Linda was a lone wolf who worked the system while those who do it today are being supported with a wink from many levels of government.

Now let’s put this all together. Here we have private contract agencies with what appears to be little oversight engaged in theft of services (from those disabled children who need such services desperately), charters stealing millions also because of lack of government oversight and depriving our public schools of the necessary funds and resources to succeed, and finally Linda Taylor who was convicted for stealing only $8000 in AFDC because race stereotypes blinded those in power to the true nature of her many criminal acts. To me, all three acts are heinous crimes against our civil society and each should not be tolerated. Unfortunately, about 40 years ago, a real criminal got a slap on the wrist while millions of impoverished Americans were severely punished for the crime of being poor while today millions of public school kids are being punished while the real perpetrators appear again to be having their wrists slapped.

What Common Core Looks Like In Desperation

liberalteacher:

This is an excellent article by Mercedes Schneider showing the totalitarian nature of those who support the common core and the corporate takeover of public education. One conclusion that can be drawn is that teachers must regain control of their unions if we have any chance in this fight for the heart and soul of public education.

Originally posted on deutsch29:

It seems that the protests of the American citizen against the so-called Common Core State Standards (CCSS) has become proverbial grains of sand in the works of the mammoth corporate reform machine.

Die-hard supporters of CCSS are becoming desperate, and such is showing in their words and actions.

Consider Jeb Bush’s declaration, “In Asia today, they don’t care about children’s self esteem….”

This hard-nosed attitude is supposed to appeal to the American public and advance CCSS?

Jeb is definitely pushing CCSS whether America likes it or not– but he is becoming sloppy in his rhetoric.

He is not alone in his desperate, Save CCSS efforts.

Founder and director of the Louisiana Association of Public Charter Schools Caroline Roemer-Shirley (sister to our state board of education president) wrote this op/ed for the Baton Rouge Advocate on March 24, 2014.

Not surprisingly, she is pro-CCSS.

Notice the authoritarian desperation in her…

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Liar, Liar, Pants on Fire or (The Pathological Lies of the Charter Movement)

On Friday, I took a personal day from school to deal with some long standing doctors’ appointments. Between appointments, I went home for lunch when the phone rang. The person on the other started the conversation by saying. “Hello, may I speak to . . .”

I answered, “Yes, that’s me.”

Next came this: “My daughter was going to one of New York’s best charter schools and I am so upset that Mayor DiBlasio has closed my child’s school and she has nowhere to go. We need your help in this fight so my beautiful child, Bianca, can continue to have a good education. We would love for you to help us by making a small contribution to continue this fight.”

Then I blew my stack and asked who is really paying you to say this. How can your daughter’s charter school be closed when it never opened in the first place? Mayor DiBlasio did not close any schools. How can one close a school that was never even opened? By the way, with all the money being paid for your fake grass roots campaign, jingoistic ads and commercials, your pal Eva could build ten more charters. Of course, she hung up in the middle of my rant.

I was still angry and wanted to say more. So I looked on the call waiting and, to my surprise, it was a 518 number which is the area code for the Northeastern part of New York State. I called back the number and the mailbox was full. Therefore, I decided to wait until Saturday night and got through. The voice mailbox said, “This is campaign headquarters, please leave a message.”

Now my investigation began in earnest. I did a reverse phone lookup. What did I find? The phone number was a landline located in Averill Park, New York, which is suburb outside of Albany. I guess that Bianca must have had a long commute to her Success Academy Charter every morning to Manhattan.

Next, I put in the Google search engine the name of the town, charters, and campaign. What came up was a list of jobs on Monster for the Northeast Charter School Network. Listed was a bunch of positions for a state-wide campaign in support of charters. Then I went to their beautiful website to see who runs the joint. The Board Chairperson was a man named Chris Jacobs who is a wealthy Buffalo Republican who held several political positions. He was an undersecretary with HUD under Jack Kemp and was Secretary of State in the Pataki administration during his last year. Presently, he runs a network of charters in Buffalo. Next, was Treasurer William Morris who was a retired executive for J.D. Morgan/Chase. Then we have trustee Joe Williams, Executive Director of Democrats for Educational Reform. There were several more, but you got the gist. Their Board of Trustees is a who’s who representing the one percent.

Here we have an AstroTurf non-profit asking for contributions from ill informed, but sympathetic citizens. I know some people may fall for this sob story of how these poor children are being deprived of an education by our evil Mayor. One wonders who is paying this organization to run such a campaign of lies and misinformation. If you look at the Trustees of this organization alone, one knows that their pockets are deep. In addition, they are playing dirty by making believe they are a grassroots organization of parents whose children are being deprived of an education. Last I heard, public education is still compulsory and there is always a place (unlike our charter friends). Well, I think we should play dirty too. Folks, in case you are interested, the number that called me from the Northeast Charter School Network is 518 712-4492. We should all call that number and leave them a nice message in order to call out their lies. You might even get Bianca’s mom and ask her about her daughter’s school commute from Albany to New York City.