Diversity and America’s Generation Gap

RuthOn July 7th, our newest member to DEY’s National Advisory Board, Ruth Rodriguez-Fay, made the following speech at the First Focus Summit that was held at the National Press Club in Washington, DC. Today we are honored to share her powerful words, with permission from Rodriguez-Fay.

 

Diversity and America’s Generation Gap

Ruth Rodriguez-Fay  ~ Diversity Adviser of Save Our Schools

“If you don’t understand the journey of those you serve, you cannot be an advocate for justice.” – Mary Bacon

 

Mary’s quote above is essential to this presentation that I have been honored to share today.  It is critical because of the present day infusion of Corporate America into the design and construct of our public schools.  It is also more so, because those who have set their goal into restructuring our public schools have chosen to isolate certified educators, child development experts and families whose stakes are high in ensuring our children success. Instead, we have everyone from billionaires, hedge funds moguls, real estate investors positioning themselves as the saviors of what they have come to label as “failing” schools.  They have used their $$power to influence legislators into passing an education reform that goes against what we educators have been trained to do.  The disrespect to the teaching profession, especially those of us educators of color, has been unprecedented. No other profession has received such attacks as teachers have, such blatant attacks by non-educators on our ability to do what we have spent our lifetime career mastering.

The Billionaires and hedge funds moguls have waged a war against public education, especially harmful to communities of color, never seen since a century ago, when a similar attempt by Corporate was made. The nation’s largest lobbyists, the American Legislative Exchange Council (ALEC), looking for profit ventures for their investors, determined that public education was a multi-trillion investment opportunity just waiting to be tapped; and they wasted little time to begin to concoct a business-model, profit-making endeavor masquerading as education reform with business, factory-style measure, one that these bandits will never consider subjecting their own children.  My friend, today’s leading respected civil rights advocate, Rose Saunders, almost brought me to tears when she declared that, “this is the worst war ever fought on American soil, for neither the civil war, nor the war for civil rights can compare, for the casualties of this war are our precious children.”

I was hopeful when Governor Deval Patrick of MA announced his Readiness Project, seeking advice on his education policies.  I was honored to serve on his Massachusetts Comprehensive and Assessment System (MCAS) and Assessment initiative, hoping to have the opportunity to present an alternative to the damaging high-stake test forced upon all the children, one that had killed the dreams of so many children who were denied a high school diploma based on this single test.  Learning that our alternative recommendations were denied, and the state would continue with the MCAS, I confronted the Governor at his event at Framingham State University, in an audience of over 300 people, I said face to face, “Governor, I thank you for giving the opportunity to serve in your Readiness Project on MCAS and Assessment.  I am saddened that you did not accept our recommendation for alternative form of assessment, and have made the decision to continue the harmful test.  But, I challenge anyone in this room, including you Governor, to immerse yourself in Spanish for one year, then take the test in Spanish, for that Governor, is what you are asking English language learners to do.” One year of English immersion was all that former Governor Mitt Romney believed English language learners needed to compete with their English speaking counterparts; as a result, MA has continued to demand that all students must take the test, and if they fail, they do not receive a diploma.  That night Governor Patrick promised that he will look into this and pointed me to one of his staff. Unfortunately, MA English language learners still are subjected to the test!

Let us look at how one goes about privatizing public education?  First, you manufacture a crisis and instill public fear.  We saw in the Hollywood propaganda, Guggenheim’s Waiting for Superman, where teachers were blamed for everything that is wrong in the country, and posed schools and the students as “failures”, who needed to be rescued, this time by a business-style intervention.  Create a rallying cry for the need to save citizens from an imminent danger, and only they can provide the relief, in this case, since teachers are the problem, they will provide immediate relieve through their profit-making endeavor, known as Teach for America.  These are recent young college graduates, (no need to have an education degree, only agree not to join the teacher’s union), who will receive 5 weeks of training where they are advised never to associate with union, certified teachers.  These teaching interns are replacing certified, union teachers with years of experience, then are placed in the school districts with majority Black and Latino student populations. They fit right in with the Charter Schools Enterprise, who enjoy the hiring of non-union, and many non-certified teachers.  You then create a system which becomes a self-fulfilling prophecy.  This is done through the enforcement of a high stake test that is used to deny student’s promotion and graduation, evaluate teachers based on student’s test scores, then when a school reaches the level of failing based on the test, then they come in with the claim that since schools are failing they are the only ones that can save them.

I have a challenge understanding how these profiteers positioned themselves as the savior of a system that they created.  Remember when the Bush administration went to bomb Iraq?  The campaign prior to the bombing was filled with lies about weapons of mass destruction, how we were going to save the people of Iraq from their evil leaders.  Then, after destroying the country, our government came back to the people saying that our tax dollars will be used to give Chaney’s Halliburton a no-bid contract to repair what they broke.  It is the same playbook they are using in education, create the conditions for failure until the system is broken, then claim that they alone can fix it.  In order to fix what they broke, they use an appealing language, like “innovation”, “reform,” and their favorite, “choice.”  What we have come to understand about “choice,” is that the choice is only for the profiteers not the families of children with special needs nor the English language learners.

Another form used is to deflect the truths with dog-whistle propaganda, glossy presentations that disguise the real ideology of greed under the umbrella of “freedom” and “saving children.” Once the propaganda is solidified, that is when ALEC came in.  ALEC, with funding from Bill Gates, were the mastermind behind the Common Core, who were able to forge alliances with big business and state legislators.  Another brilliance of the profiteers was to buy off both major political parties, as we now know that both Republicans and Democrats have drunk the Corporate education reform cool-aid. This was done through the creation of legislation that politically and financially benefited the stake holders in this case the Billionaires and Wall Street investors and the politicians. They also use the tactic of laundering the policies through a number of non-profit agencies and corporate philanthropy, where the origins are not easily traced.

These are the same “stake holders,” comprised of corporations who are managing charter schools and online schools and other “options” in the place of the “failing schools.” Deals are made with textbook and testing companies that schools must use, generating billions of profits for these companies, while public schools languish from lack of resources, such resources that otherwise schools could spend hiring teachers to reduce class size, or provide essential needed materials.

Charter schools claims to be the solution for the failing schools, have been shown to do no better than the schools they rob the resources from, and many have established policies that “counsel-out” students that they fear will not pass the test, and the public school from where those students come, must take them back.  They traditionally do not take high leveled special need students, nor English language learners.

Now, I want to end with this food for thought: The Common Core was designed with little to none expert educator or child development advice.  When, the President announced its early education initiative, many of us were hopeful that our Black and Latino young children will benefit from early intervention.  But, as we read the wording and began to understand what was involved, it became clear that “test and punish” was now being imposed on children who were 4 and 5 years old. To her dismay, my friend Nancy Carlsson Page, Professor of early education at Lesley University expressed her disdain, as she told me, “for now we have 4 and 5-year-olds, who should be spending their time in play activities, learning about their environment and socializing as well as developing a love for learning, forced to spend the better time of the school year prepping for a single test, a test that has been shown to be harmful and abusive to children.”

Forward together. Not one step back.

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Our fight for public education is only good if we fight for social justice. – Denisha Jones, SOS, United Opt Out, BATs, DEY, Howard University

Closing schools is a hate crime. – Irene Robinson, Dyett Hunger Strike

When you undermine the dreams of the children, you undermine the future.- Rev. Barber II

The best time to plant a tree is 20 years ago. The second best time is right now. – Tanaisa Brown, student organizer from Chicago (quoting a Chinese proverb)

Even if we don’t succeed in righting the moral wrong, the children have to see us trying. – Rev. Barber II

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The BATs swarmed in – ready to march!

My head and heart are spinning as I reflect on the overwhelming weekend in Washington D.C. – the Peoples March and Rally on Friday, the Save Our Schools Coalition for Action conference at Howard University on Saturday, and the organizing meeting on Sunday morning. Folks came from all over the country–Seattle, Philadelphia, Detroit, Boston, New York, Florida, California, Hawaii, Rhode Island, Connecticut and more.

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Jitu Brown ‘s keynote at Howard University

The rally began on the Friday morning – as the news of the Dallas police shootings was still emerging.  As the weekend unfolded, one thing became crystal clear.  Our work to bring well-funded, high-quality schools to every neighborhood is inextricably connected to social justice, economic inequality, poverty, and racism. We can not work in silos in our efforts to reclaim public schools. Jitu Brown, the National Director for the Journey for Justice Alliance explained that we are working on many of the symptoms of the problem but we are not working on the root of the problem. “The virus is white supremacy.” And he is so right. Our country’s historic and systemic racism and the inter-generational trauma that it imposes on people of color – including the white supremacy of corporate capitalism – is the beast that we have to confront and push back against. That is the work of white people in our country today.

IMG_4690For DEY it means expanding our work on poverty, which has the greatest impact on the youngest children. And continuing our work on the growing issue of preschool and kindergarten suspensions – which overwhelmingly effect young black and brown boys. It means more white people must stop talking and begin listening to people of color. It also means getting more involved in local elections to help shift the power.  For me, personally, it will also involve having intentional conversations about this with my white colleagues (other teachers). And in my home, it is having honest conversations about all of this with my two sons – 12-year-old white males.

This year, the Save Our Schools Coalition weekend was set up so that children were invited and involved. And it was a brilliant move on the part of the organizers. Students as young as 12 spoke at the rally and presented at the conference.(You must check out Asean Johnson from the Chicago Student Union on this video) High school students from Boston shared how they expertly organized student walkouts to protest budget cuts and how they are helping the campaign in Massachusetts to #KeeptheCap on charter schools. Even younger children marched, listened, made signs, sang, and inspired us. They are the future and they keep us grounded. They are watching, listening, and learning. And as Rev. Barber II said, if we don’t succeed, “the children have to see us trying.” Amen.

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Student organizers from Boston Public Schools present at Howard University

For those of you who could not make it to DC, please know that the speeches from Friday and many of the sessions from the conference were live streamed and are available to view on schoolhouselive.org. For me, to have shared the stage with the likes of Rev. Barber II, Jitu Brown, Jesse Hagopian, Julian Vasquez Heilig, Asean Johnson, Irene Robinson, the DC Labor Chorus and so many more on such an historic weekend is something I will never forget. Diane Ravitch and Jonathan Kozol were there, as well. They are all champions for the cause.

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Diane Ravitch addresses the crowd

Forward together. Not one step back.

#BlackLivesMatter #PeoplesMarch16

 

Geralyn Bywater McLaughlin

DEY Co-Director/teacher/mother

 

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DEY’s Geralyn Bywater McLaughlin and Denisha Jones address the crowd. You can hear DEY, and everyone, here at schoolhouselive.org . Photo credit Susan Ochshorn.

 

People’s March for Public Education and Social Justice 7/8/16

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Save Our Schools Coalition Set to March in DC on July 8th!

www.saveourschoolsmarch.org

For the last ten years the nation has been subjected to failed education policies. These policies have launched a national attack on our urban areas and on our public schools.

On Friday, July 8th thousands of activists , parents and youth will converge on the Lincoln Memorial for a rally and march calling for change in public education.

The People’s March for Public Education and Social Justice is being organized by the Save Our Schools Coalition. (FB at save our schools coalition). There will be conference for activists and organizers on July 9th at Howard University.

Key Concerns are reflected in the coalition’s top six demands:

  • Full, equitable funding for all public schools
  • Safe, racially just schools and communities
  • Community leadership in public schools policies
  • Professional, diverse educators for all students
  • Child-centered, culturally appropriate curriculum for all
  • No high-stakes testing

Speakers at the Peoples March Rally include Journey for Justice Organizer Jitu Brown Dyett hunger strikers parents, education historian Diane Ravitch, union leader Barbara Madeloni, the DC Labor Chorus, and Moral Movement force Reverend Dr. William J. Barber. A coalition of education activists groups — BATS and UOO, grassroots parent and youth organizations, Journey For Justice and Newark students union, American Federation of Teachers and National Education Association — are mobilizing members and friends to march for social, racial and economic justice as the basis for education justice!

Denisha Jones, Geralyn Bywater McLaughlin and Ruth Rodriguez Ray will be there representing DEY and bringing the early childhood lens to the movement.

Join us on July 8th at the Lincoln Memorial in DC to build the movement to take back our communities and our public schools for the children, families and educators who deserve them!!!

 

On July 9th further the dialogue at The People’s conference at Howard University: Save Our Schools Activists Conference: New & Experienced Organizers Working together.

There will also be a strategy meeting Sunday morning.

You Are Not Alone: The Value of Speaking Up, Together

Today’s post is written by second grade teacher and guest blogger, Emily Kaplan. On Saturday, May 21st Emily presented at the 6th annual Boston-Area Educators for Social Justice Conference with DEY’s Co-Director Geralyn Bywater McLaughlin. The workshop was titled: Defending the Early Years: Finding your voice as an early childhood activist. Emily is a reflective teacher who went from feeling discouraged and alone to feeling empowered – and part of a movement. How did that happen? We asked Emily to share her journey as an emerging activist, as a way to encourage and inspire other early childhood teachers. And that is precisely what happened on Saturday. Please read and share Emily’s story below:

You Are Not Alone:

The Value of Speaking Up, Together

Emily Kaplan

            Good morning! My name is Emily Kaplan, and I am so very excited to be sharing with and learning from you all here today.

 

Last year, I taught second grade at a “no excuses” charter school in Boston. In the past few months, I have written several articles about my experience there, as well as the systemic forces which support the existence and growth of these dangerous and counterproductive pedagogical environments.

 

A few days after an article I wrote was published in the Washington Post, an e-mail popped up in my inbox with the subject line “THANK YOU!!” It was from a woman who teaches at a charter school in another state.

 

“Hi Emily,” it began.

 

I don’t often do this, but I just wanted to thank you for writing your article about your experience in your no excuses charter school… While reading your article I felt like you must have been in my head reading my mind to have views so heavily aligned with mine. I also teach at a “no excuses” charter… We are seeing these exact trends in our kids from K-12th grade… I would repost your article but I won’t…yet…

 

As much as my article seemed to bring comfort to this woman, her e-mail brought me tremendous relief as well. I had been terrified to put my writing—my experience and my convictions— out into the world. I feared retribution, personally and professionally. What I feared most deeply, however, was that I was writing into a void: that it would turn out that no one would be listening at all.

 

But that is not what happened. After I began to write about my experiences, I heard from a lot of people. Some of them, as expected, were angry; I am proud to say that I recently had an entire Huffington Post article written about how short-sighted and simple-minded I am.

Most of the people I heard from, though, were educators who felt just as strongly as I did about the same topics. Many were young teachers from around the country whose thoughts and experiences were parallel to mine. Others were educators with decades of experience who wrote to say that I had voiced what they had been feeling for years, that the way this country educates its youngest students has changed for the worse. “I did not retire with joy as I hoped I would,” one teacher wrote. “We need to become a coalition and advocate for developmentally appropriate education for children.”

I agree, wholeheartedly. But I also think that we’re already partly there.

There are so many people who share this mission, and many of them have organized. I’m honored to be here today with Defending the Early Years, a group of brilliant, passionate, experienced educators and academics who fight the good fight, day in and day out. The Teacher Activist Group, The Badass Teachers Association, The Boston Education Justice Alliance: these groups are doing excellent work, and I credit them— 100%— for granting me the courage to take my first baby steps in joining the world of early childhood activism.

 

Last year, when I was teaching at the charter school, things were going— how do I say this diplomatically?— terribly. I struggled every single moment of every single day. And I began to think that not only was I a terrible teacher, but also that I was deeply crazy.

Nearly everyone around me, after all, seemed to be on the same page, downing the Kool-Aid like water at a marathon. I must have been the one who was wrong.

So, in desperation, I looked online. Was there anyone out there who felt and thought as I did? Was there any chance, that is, that I was not insane?

Within a few keystrokes, a whole world opened up. I was not the only one who felt this way— not by far. There were whole communities, organizations, books, academic careers devoted to dismantling the type of approach to education that I found myself in. No, I wasn’t crazy. And I was going to take start taking notes.

I transitioned from survival mode to journalist mode, from cowering in the corner to playing offense. For the rest of that school year, I viewed every troubling situation I found myself in, every example of the type of pedagogy I so deeply disagreed with, as material for my future writing.

This is how I got myself through my time at the charter school. And this is how I came full circle— to join, in baby steps, the community that helped me survive. We are not alone. And the more we band together, loudly, unapologetically, the stronger we will become.

 

Thank you.

 

To read more posts from Emily Kaplan check out:

How Parental Power(lessness) Distinguishes Suburban Public Schools from Urban Charters – originally published by EduShyster

and

All I Really Need to Know I (Should Have) Learned in Kindergarten – originally published by EduShyster

Learning to Count to 14 the Common Core Way and the DAP Way…

Learning to Count to 14 the Common Core Way and the Developmentally Appropriate Way – What is the Difference? Why Does it Matter?

Unfortunately, in too many kindergartens today, even many of the best trained teachers in play-based, developmentally appropriate practice say they are being pressured into teaching fact-based, “one-size-fits-all” math lessons and find that play-based activities are severely curtailed, if not banned.  This situation deprives young children of the opportunities they need now more than ever to develop a meaningful foundation for mathematical concepts in developmentally appropriate ways (Kamii, 2015; VanHoorn, 2015).  It undermines their ability and enthusiasm to use math to figure out real problems in the real world.  And having these meaningful learning experiences with math in school is increasingly important in today’s world, as media and technology take up more and more of the time many young children used to spend developing the foundations for mathematical thinking in their own uniquely created hands-on play activities at home (Levin 2013). If we want to optimize young children’s early math development and learning, we much return to high-quality, play-based activities, where well-trained teachers connect math learning to how children learn and to individual children’s interests and needs (Exchange, Jan./Feb. 2016).

Please read more in thmathforexchangee attached article by DEY’s Senior Advisor, Diane E. Levin and DEY’s co-director, Geralyn Bywater McLaughlin, which was originally published by Exchange Magazine in the Jan/Feb 2016 edition.

 

Testing for Joy and Grit? DEY And The Early Childhood Community Weigh In

On February 29th The New York Times published the following article: Testing for Joy and Grit? Schools Nationwide Push to Measure Students’ Emotional Skills. In an excerpt the article explains:
…starting this year, several California school districts will test students on how well they have learned the kind of skills like self-control and conscientiousness that the games aim to cultivate — ones that might be described as everything you should have learned in kindergarten but are still reading self-help books to master in middle age.
 
A recent update to federal education law requires states to include at least one nonacademic measure in judging school performance. So other states are watching these districts as a potential model. But the race to test for so-called social-emotional skills has raised alarms even among the biggest proponents of teaching them, who warn that the definitions are unclear and the tests faulty.
DEY’s Senior Advisor (and several other ECE experts) weigh in below:

 

Nancy Carlsson-Paige: 

Testing children’s social and emotional skills is a bad idea.  These skills are crucial to school success and life long happiness—we’ve seen this through many research studies. But skills such as self and social awareness, managing emotions, developing empathy, forming positive relationships, and learning conflict resolution skills grow over time in children and from the inside out.  They develop in children as the result of interactions with others in classrooms that foster these skills through the curriculum, relationships, and activities specifically designed to encourage social and emotional skill building.

Research shows that reward systems can influence social and emotional behavior, but the learning does not last once the rewards are removed.  We want children to be kind and feel empathy for others even when the teacher isn’t looking or the promise of earning points isn’t there.  Research has also shown that self reporting does not match up with actual behavior.  Most importantly, we learn from moral development theory that the more we try to control children from the outside, the less they learn to regulate themselves from within.
Building skills for social and emotional awareness and skill should permeate every classroom and be encouraged in every child.  It’s  essential for their success in school and in life.  But testing these skills will only undermine that vital goal.
Eric Schaps/Founder, Developmental Studies Center: 
The challenge of assessing SEL skills in any affordable, feasible, large-scale way is that such assessments are — inevitably — vulnerable to social desirability and social pressure influences. Those vulnerabilities become all the greater as the assessments become high stakes and as pressures mount on schools to “look good.”
Linda Lantieri/ Educator and Author of Building Emotional Intelligence:
It is helpful to have a sense of how much progress is made when social and emotional learning is taught in schools. However there are other creative ways besides testing to do that. For example, schools could use Portfolio Assessment to assess competence. Students could reflect and journal over time on how they approach certain conflict situations  or how they strengthen certain relationships and discuss how they are using their learned SEL skills to do that. Progress in this area is best when assessment is used  for the purpose of self improvement and differentiation of instruction.
William Crain; Professor of Psychology, The City College of New York: 
For over three decades, many of us have been concerned about the impact of the standards movement on children’s emotions.  Increasing academic and testing demands, imposed at younger and younger ages, have been producing considerable stress.  What’s more, the single-minded focus on academics has crowded out important areas of children’s lives—artistic activities, the exploration of nature, and the development of social and imaginative capacities through play.   I have often felt that children frequently seem so lethargic and unhappy not only because they are stressed out, but also because they haven’t had a chance to develop their full potentials. Their development atrophies, and they feel stagnant.
Recently, some standards advocates have become more alert to children’s social and emotional problems and needs.  They want to teach and test for social-emotional skills.  But I doubt that their approach will work.
They, like the standards movement in general, assume that it’s up to us, as adults, to decide what children should learn.  Standards advocates fail to see that children have an inner drive to develop different capacities at different ages, and when given a chance to do so, children spontaneously engage in activities with great enthusiasm and perseverance.
Educators need to take a more child-centered approach, taking their cues from children, seeing what children themselves are ready and eager to learn.  If educators did this, they would find that children naturally develop a wide-ranging passion for learning–for books, nature, and people. Educators would see that children naturally stick with tasks they care deeply about.  The need to teach and test for social-emotional skills wouldn’t arise.
Lastly, for more thoughts on “grit” we point you to Alfie Kohn’s piece Grit: A Skeptical Look at the Latest Educational Fad.

 

 

Here’s Why Preschool Suspensions Are Harmful

EdWeekThis commentary by DEY’s Denisha Jones and Diane Levin was published in Education Week’s print edition on February 24, 2016.

By Denisha Jones and Diane Levin

As early-childhood educators who prepare teachers to meet the needs of all young children, we became deeply concerned when we read a 2011-2012 data collection from the U.S. Department of Education’s office for civil rights that reported preschool suspensions for the first time. The analysis found, among other concerns, that more than 8,000 preschoolers under age 5 were suspended from public preschools at least once—and more than 2,500 of those children were suspended more than once.

Preschool helps young children develop the early foundations for school success. How is it possible that so many children are being deprived of this vital learning experience? How are these suspensions affecting them, and what can be done about it? As we tried to answer these questions, we identified six issues that preschools—and society as a whole—must address.

1. The children suspended are disproportionately black and male.

Black children make up only 18 percent of the preschool population but represented 48 percent of preschoolers with more than one suspension. In addition, 54 percent of all preschoolers are boys, but boys made up 79 percent of suspensions. These figures are cause for serious concern. Given that black boys are disproportionately suspended beginning in preschool, it is important to explore how this loss of vital school time contributes to the achievement gap. If we are to help all children achieve academic excellence, we must work to eliminate practices that contribute to failure in the earliest school years.

Click here to continue reading this commentary on the Education Week website.