Take No Prisoners

During the last legislative session in Arizona, lawmakers approved a full expansion of vouchers to all 1.1 million Arizona students against very vocal opposition. In response, Save Our Schools Arizona conducted a grassroots petition drive with over 2,500 volunteers collecting over 111K signatures to get the issue on next year’s ballot.

To fight back, privatization proponents have recently ramped up their “take no prisoners” war on public education in Arizona with attacks on Arizona’s 2016 Teacher of the Year, Christine Marsh. According to The Arizona Republic, the American Federation for Children (AFC), (“dark money” group previously led by Betsy Devos), recently “unleashed robocalls” in the Phoenix area targeting Marsh. In a related effort, a Republican state legislator, Rep. David Livingston, R-Glendale, also filed an ethics complaint against Rep. Isela Blanc, D-Tempe, accusing her of disorderly conduct.

What is the egregious violation these women are accused of? According to voucher proponents, (during the drive to gain petition signatures for an anti-voucher referendum), both circulated petitions without a box at the top of the petition checked. The box, according to state law, is required to be checked prior to petitions being circulated, to reflect whether the circulator is a volunteer or paid petition gatherer. In Livingston’s complaint and in AFC’s robocall, Blanc and Marsh respectively, are accused of “falsifying petition sheets” by marking the boxes after the signatures were collected.

I understand the law is the law, but I’ve circulated many petitions and I can tell you that not one signatory has ever given a damn about whether that little box was checked. They don’t care who is circulating the petition, just that it is legitimate and for a cause they care about. The “box” in question likely matters to someone, but certainly not to the voting public.

Yet, AFC chose to reach into Arizona to demand Marsh “come clean on who altered” her petition. “I’m calling from the American Federation for Children with an alert about an election scandal in this district,” the call said. “Christine Marsh, candidate for state Senate, circulated a petition sheet which was later falsified and filed with the Arizona Secretary of State, a felony. Christine Marsh won’t say whether it was she or someone else who broke the law by tampering with the document. Christine needs to come forward with the truth. Christine, stop hiding behind the 5th amendment and come clean.”

Always one to cut right to the heart of the matter, Marsh told The Republic “she was ‘incredulous’ that an out-of-state special-interest group was spending money in her race 15 months before the election.”

I personally know Christine Marsh, am very proud to have had her representing our state, and understand why AFC and the pro-privatization lobby is threatened by her. Christine has taught English Language Arts for almost a quarter century and she still thinks she has the best job in the world. She is passionate about her students’ success and is a great example of the type of excellent teachers we have in our public district schools. She doesn’t do it for the money, but because she absolutely loves the students. She is also a vocal advocate for her students and public education and is not afraid to speak out to combat injustices. She is now running for the AZ Legislature (a job that will pay even less than she makes as a teacher), because she knows that is the only way she’ll have a chance at affecting real change.

Dawn Penich Thacker, spokeswoman for Save Our Schools Arizona (leaders of the referendum effort) said, “It’s telling that robocalls are coming from a Washington, D.C., area code to attack an Arizona teacher for volunteering to give Arizonans a vote on how our tax dollars are used,” she said. “For all their talk of choice, it seems our state’s pro-voucher groups have chosen a flawed national agenda over the basic respect and rights due Arizona citizens.”

The majority of AZ voters (the actual people on the ground in Arizona) are not in favor of vouchers that siphon funding from our public district schools to private and religious schools. That’s not only true in Arizona, but all across our Nation. There has not in fact, ever been a time, in ANY state, where vouchers, when referred to the ballot, were approved by the voters. Privatization proponents have only succeeded in expanding vouchers when they don’t ask voters what they want.

In Arizona, we know this is all about profit and power. We also know we are ground zero in the fight for our public district schools and in the long run, our very Democracy. Blogger Jan Resseger wrote in June about Gordon Lafer’s new book, “The One Percent Solution: How Corporations Are Remaking America One State at a Time”. In it, he explains that “far-right tax-slashers have attacked public education, including all the money to be made by privatizing large parts of our nation’s biggest and most pervasive civic institution, in which, “the sums involved… are an order of magnitude larger than any other service.” But, Jan writes, ”he believes another motive of the privatizers is far more significant:“ “Finally” says Lafer, “the notion that one’s kids have a right to a decent education represents the most substantive right to which Americans believe we are entitled, simply by dint of residence. In this sense… for those interested in lowering citizens’ expectations of what we have a right to demand from government, there is no more central fight than that around public education.”

Make no mistake, this is a war…for the very soul of America. Will we continue to be a country “of the people, by the people and for the people”, or, will we continue to move toward a complete oligarchy where the rich call all the shots and the rest of us live in a matrix of their making?

Thomas Jefferson understood civic engagement is critical for the survival of a democracy. He said, “An educated citizenry is a vital requisite for our survival as a free people”, and “Educate and inform the whole mass of the people… They are the only sure reliance for the preservation of our liberty.” This latest assault on civic engagement in Arizona, from both within and outside the state, says volumes about the true intentions of the privatization proponents. If you believe it’s really about the kids, I’ve got some Arizona ocean front property to sell you.

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AZ Legislators: Listen Up or Get Out!

Night before last, at the West Campus of the Pima Community College in Tucson, AZ Schools Now held the second of three statewide Community Budget Hearings. I’m guessing over 100 people attended the Tucson event, including teachers, administrators, school board members, faith leaders and community advocates. AZ Senator Dalessandro and Representatives Friese, Gonzales, and Engle, and Pima County Schools Superintendent Williams were also in attendance to hear from their constituents.

AZ Schools Now is a coalition of public education advocate organizations from around the state focused on reinvesting in public schools to boost student achievement. The members are Support Our Schools Arizona, Pima County and Valley Interfaith organizations, Friends of Arizona School Boards Association, Christine Marsh (Arizona 2016 Teacher of the Year), Children’s Action Alliance and the Arizona: Education and Business Coalition, Center for Economic Progress, Education Association, School Administrators, Education Network, and Parent Teacher Association.

Moderators Julie Erfle, Jen Darland, David Lujan and Michelle Crow opened up the hearing aand provided information comparing the 2018 budget proposals from Governor Ducey, AZ Schools Now, and the Legislative Democrats prior to opening up the hearing to well…hear what the attendees had to say. All statements were being videotaped as part of the public hearing, so the attendees words could eventually be shared with AZ legislators.

David Lujan of the Arizona Center for Economic Progress gave a detailed description of the three proposals and told the audience that 65 percent of the Governor’s FY2018 education budget goes to high performing schools and 12 percent goes to two charter operators. Of the $10 million Ducey sets aside for kindergarten/early literacy for schools with highest percentage of low-income students, only one school in Pima County qualifies.

As far as funding sources go, Ducey proposes all of it to come from the General Fund and still wants to give a $3 million tax corporate tax cut. Republican legislators on the other hand, are looking to give $11 million in cuts to their corporate benefactors. This, despite 77 percent of Arizona voters wanting (in a Dec 2016) poll, to better fund education and 61 percent willing to pay more taxes to do end.

The AZ Schools Now proposal advocates for a 4 percent raise versus the 0.4 percent Ducey desires. The proposed raise cost of $134 million plus $2 million for building maintenance and repair would be paid for by shifting funding from Ducey’s Credit Enhancement District (which provides tax dollars as collateral for lower cost loans, primarily for charters), freezing growth in corporate tax credits which have grown from $12 million in 2009 to $127 million today, and a pause on new tax cuts.

Legislative Democrats want $136 million for teachers, $38 million for classroom funding and $14 million for building maintenance and repair, the latter two both phasing up over 10 years. They propose paying the bill with $56 million from the General Fund, along with all the methods AZ Schools Now favor plus $50 million in General Fund lottery revenue and $61 million in revenue from additional tax collections. Interestingly, we learned this revenue would come from rehiring 70 or so Department of Revenue tax collection staff who prior to their release by the current administration, each brought in about $1.2 million dollars a year in outstanding tax collections.

Once the microphones were passed to the audience, those wishing to speak lined up behind them and the floodgates opened. First up was a music teacher from Tucson Unified (TUSD) who wondered why our legislators continue to cut funding unless their intent is to kill public education. Needless to say, the audience immediately shouted in unison that is exactly their intention.

Next up was Judith, a grandmother and Pima County Interfaith leader who expressed concern about teachers buying their own supplies and needing second jobs to pay their bills. She said we don’t need more choice and instead of small increases, we should stop tax cuts, give teachers pay increases, stop vouchers, roll back tax credits allowed to School Tuition Organizations (STOs), and just stop taking any of her tax dollars to privatize our public education.

Elizabeth, a teacher, says she is just scraping by with one of her two monthly paychecks dedicated to her rent. She expressed great pride in her students saying they aren’t any less intelligent than others, they just don’t have the same background that initially sets them up for success.

A local business owner, Nicole, said the state should invest in teachers for the long-term because retention will produce the best return on investment (ROI). She talked about how teacher salaries have not only kept up with inflation, but have lost ground. Robert, an Oro Valley taxpayer and Interfaith community leader, said the problem is that the state’s tax structure has been systematically hollowed out and we must get back to collecting the taxes that are owed.

Ceasar, a parent who is a member of the newly formed Tucson Unified Parent Action Council (TUPAC) said parents need to be engaged. On his daughters’ school site council, he said it was a shock to have to deal with a 66 percent cut in funding. He also said he gets really tired of hearing old timers talk about “back in the day.” It’s not your day he said, it’s my kid’s day.

Rebecca, a teacher from Sunnyside Unified said she took a $35K pay cut when she moved here as a teacher from another state and to those who want to blame it on cost-of-living, said she pays more rent in Tucson. She doesn’t teach for the money, but for the love of her students — 90 percent of whom quality for free and reduced lunch and may not be highly proficient on AzMERIT, but have grown three grade levels in reading this year alone.

Another member of TUPAC and a resident of the Catalina Foothills Unified District, Lisa said it wasn’t until she open enrolled her gifted autistic child in TUSD that she was able to get him the type of help he needs to thrive. She appreciates her son’s teachers and wants them to be able to afford a house and a car and not have to get another job to do it.

Nate, a 6th grade ELA teacher in Sahuarita Unified, said 30% of his school’s teachers are in their first year of teaching, there are 35 kids in his 6th grade class, he often doesn’t have enough supplies in his classrooms, and he tires of having tiles fall down from his classroom ceiling when it rains. He also said he is sad to see the 21st Century Classroom program defunded just when they are starting to see tangible benefits to the district.

Another teacher in Sunnyside Unified, April, said her priorities for additional funding are teacher salaries and building maintenance and repair. As an example, her school has had to do away with the rule against traveling during basketball at their school because the gym floor is so worn students can’t stop as they should.

Jennifer, a third grade teacher from Sunnyside, said at the age of 47, that she is just getting too tired to work two jobs to make ends meet. She said she isn’t asking for a life of luxury, just the ability to pay her bills.

A retired kindergarten teacher who taught in Cave Creek for 20 years, Ann said she received no pay increase during the last 10 of those years. During her tenure, her class size increased from 20 kids to 29, she lost some of her support staff, and she gained more special needs students. She said she has friends at Raytheon and through them, understands the company is very pro-education, but very concerned about the education of Arizona’s workforce. Her personal concerns about the direction of Arizona education has caused her to get political for the first time in her life. She said the walking and calling for candidates and causes was not initially easy, but now she finds it empowering.

Sandy, President of the Marana Teacher’s Association, said she is in her 15th year of teaching. She is now within six years of retirement and worries about teachers coming behind her. She then read a letter from a high school teacher who loves her job but now $20,000 in debt, has made the tough decision to leave the career field for better pay. She wrote that by paying teacher wages that are less they could get in most other jobs, the legislature has shown they don’t really care about our kids.

Kevin, another Interfaith leader, teacher, and grandparent, said the hearing had been a good public processing of pain. But, he said, we need to do more than process. We are at a point in this nation that if we don’t come together to save our Democracy, we are going to lose it. If we allow that to happen, we will only have ourselves to blame for the untenable, unethical and immoral state of our affairs.

There were a few other speakers, but Judy, a librarian in three different school districts, was the last. She expressed great concern about our students’ literacy and lack of critical thinking skills. She then looked into directly the camera and told legislators she hopes will eventually listen, “if you are not moved by what you heard tonight, shame on you!”

Kudos to AZ Schools Now for holding these important hearings. Not only does the public need to be much better informed about the issues challenging our district schools, but they also need to be heard. It was great to see all the teachers in the house. They, along with the parents are really the ones who have the loudest megaphones to spur action. That action, retired Air Force Colonel Holly Lyon said, is to elect more pro-district education candidates to the Arizona Legislature.

That is the real bottom line. If the voters of Arizona really do support district education, the choice of over 80 percent of our students, they must look beyond the party and vote for pro-district education candidates. Two more Democratic Senators will bring parity to that chamber and hopefully the need to compromise for the best solutions. As Martin Luther King said, I have a dream…”

The New Civil War

I don’t remember my parents being political at all. My Step-Dad was an Army Green Beret and my Mom a naturalized American citizen via Germany. I’m sure they voted, but it wasn’t like we sat around the dinner table discussing geopolitics. Neither of them had attended college while I was still living at home and being politically active wasn’t really congruent with my Dad’s military service.

After I joined the Air Force, that was also the case for me, especially when I became a commander. After retirement though, it was a different story. Since moving to Tucson in 2008, I ran for and won a seat on my local school board and worked on three Arizona campaigns, two Senate and one House, and supported various other campaigns in one way or another. It has been my service as a school board member though, that really led to my activism. Public K–12 education and the children it serves, (as it turns out) is my new passion.

Our recent Presidential election was traumatic for many and some people are totally shell-shocked. In my mind, much of the consternation is not about partisanship, but rather about the values we collectively subscribe to as a nation. Do we as stated in our Declaration of Independence, “hold these truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the Pursuit of Happiness”? Or rather, do we believe that (as with the Citizen’s United decision), corporations are people and should have as much say in our nation’s governance as “the people?” Do we still aspire to be Ronald Reagan’s “shining city on the hill” (words originally spoken in a sermon by Puritan John Winthrop), that serves as a beacon of democracy to the rest of the world or, do we only care about ourselves; about “America First”…and last.

I had for the most part managed to have a more pragmatic perspective about the recent turn of events until about two weeks ago when I visited our Nation’s Capitol. Seeing the multitude of protestors everywhere, in many cases controlled more tightly by increased police presence,  brought home to me the very real shift in our national direction. Then yesterday morning, I had a contentious conversation with my Mom about politics (whom I once could talk to about anything) and it occurred to me that what we are now experiencing is the New Civil War.

As with America’s original Civil War, this one is pitting family members against family members, friends against friends, and neighbors against neighbors. Don’t get me wrong, I don’t at all mean to minimize the 620,000 lives lost in the original Civil War, to this date the deadliest in our nation’s history. But, this New Civil War has the potential to be just as fractious to our country. It may be a war of words versus guns; but the divisions surrounding economics, equal rights, freedom of speech, state’s rights, and free trade vs. protectionism, all with a dose of nationalism mixed in, are every bit as real.

And just like the original Civil War, this one is comprised of “battles” of significance. The fight over Betsy DeVos is one. It was well-fought on the part of public education advocates, but in the end, they were out-gunned by the corporate reformers and the lawmakers they purchased. It would appear the Dakota Pipeline is another battle where “the people” have lost to corporate interests. There will be many more battles such as the one  over the Muslim travel ban currently underway. I’m guessing we are going to have at least four years of such battles. It is tiring to contemplate.

Wars are often though, contests of attrition. The side that remains better resourced in terms of troops and weapons and the intelligence and supplies to support them, is usually the victor. There are numerous examples however, of a grass-roots resistance (because it is supported by the hearts and minds of the people), that achieves victory against all odds.

If our nation is to remain a democracy, one which is “of the people, by the people and for the people”, we must all (each of us), remain engaged and vigilant. I understand it would be easier just to bow out and ride the “ignorance is bliss train,” until it jumps off the tracks. Believe me when I say I’ve considered that option more than once. But, as the American educator and author (born in 1899) Robert M. Hutchins said, “The death of democracy is not likely to be an assassination from ambush. It will be a slow extinction from apathy, indifference, and undernourishment.”

To those who care about our democracy and our right to life, liberty and the pursuit of happiness, I implore you to not let current events discourage you or detour your resolve. Now, more than ever, we must keep our heads in the game. After all, (as attributed to Edmund Burke) “All it takes for the triumph of evil is for good men to do nothing.” Let it not be said that was our course.

Open Letter to Senators Flake and McCain

Dear Senators Flake and McCain,

First of all, let me thank you for your service to our state and our country. I realize your job is not an easy one, but hope you understand this is also not an easy time to be an engaged patriot. Millions of us are incredibly anxious about the future of our country and our world. At this time, more than almost anytime in my adult life, we need real leadership.

As a school board member, I am really worried about President Trump’s and his SecED nominee’s intentions with K–12 education. He thinks our nation’s current education system is “flush with cash” and that our children are “deprived of all knowledge.” For Arizona at least, both of these statements are ridiculous. Our per pupil funding is 48th in the nation and our teachers the 47th lowest paid. Even so, our student’s National Assessment of Educational Progress (NAEP) scores continue to rise and we led the nation in growth on the science test from 2009 to 2015.

If however, Betsy DeVos is confirmed, she will no doubt try to do for the nation what she did for Michigan. There she pushed for vouchers (even though she could never “sell” them in her home state) and for-profit publicly funded charters with as little accountability and transparency as possible. The results speak for themselves, with Michigan’s 4th grader scores on the NAEP from 2003 to 2015 declining from 28th to 41st in reading and from 27th to 42nd in math. This is not a formula for success.

I understand the pressure you are under to toe the party line, but the people of Arizona and our nation need you to look deep inside yourselves and determine what is really best for our country? Truly public education, that which is governed by locally elected boards, is the bedrock of our democracy and built the greatest middle class in the history of the world. It also taught us yes, we are all different, but there is strength in those differences. It can continue to support the American Dream, or, we can just give up on that dream and sell out to the highest bidder. We are at a tipping point and you have the ability to pull us back from the edge or propel us over the cliff. Please cast your vote in favor of our democracy and say NO to DeVos and her privatization agenda. We (the people) are counting on you!

Vouchers: Some Common Sense Questions

Unless you’ve been living under a rock for the last few years, you know corporate reformers are anxious to implement vouchers as a way to expand school choice. The secret sauce they say, is that the dollars follow the student because parents know best about what is best for their child’s education.

Just for a few moments though, I’d like to ask you to please forget whether or not you believe school choice and vouchers are the answer to “Make American Education Great Again.” Forget all the hype and promises, just ask yourself which of these scenarios makes more sense?

  1. Which is more accountable and transparent to parents, the taxpayers and voters and therefore less likely to experience less fraud, waste and abuse? #1 Hint to the answer. #2 Hint to the answer. #3 Hint to the answer.
    a. District schools that must report every purchase, competitively bid out purchases over a certain amount, have all purchases scrutinized by a locally elected governing board, undergo an extensive state-run audit each year, and are publicly reported on for performance efficiency and student achievement by the AZ Auditor General’s office each year?
    b. A voucher system which puts the onus on recipient parents to submit proof of expenditures to an understaffed AZ Department of Education office responsible for monitoring the $37 million ($99.7 million since 2011) in voucher expenditures for 4,102 different students?
  2. Which is more likely to be held accountable for student achievement and thereby taxpayer return on investment? Hint to the answer.
    a. A district school where students are given a standardized state test with scores rolled up to the state and made public, where data is reported (following federal guidelines for data protection) by subgroups to determine achievement gaps, and where high school graduation and college attendance rates are reported?
    b. A private school that does not provide any public visibility to test results and where the state (per law) has no authority to request or require academic progress from voucher recipients or the school?
  3. Which is more likely regarding the portability (with no impact) of per student funding when students leave their district schools?
    a. When a student leaves a district school with their education funding in their backpack, they take all associated expenses with them?
    b. That there are fixed costs left behind (approx. 19%) that the school is required to still fund such as teachers and other staff that cannot be eliminated just because a couple of students left a classroom, or a bus route that can’t be done away with just because one student is no longer taking that bus, or a building air conditioner that can’t be turned off because the occupancy in the classrooms is down by three students. That what the “drain” causes instead, is larger class sizes, less support services, less variety in the curricula, etc.?
  4. Which is more likely to serve disadvantaged students — the ones most in need of our help? Hint to the answer.
    a. A district school, where the vast majority of educational expenses are covered by the taxpayer, where students are transported from their home to school, where free and reduced lunches are provided and which must accept all comers?
    b. A $5,200 voucher to a private or parochial school which has total control over which students they accept, does not provide transportation and according to PrivateSchoolReview.com costs an average of $6,000 for elementary schools and $18,000 for high schools in 2016-17?

I hope you came to the same conclusions I did some time ago, that when it comes to transparency, accountability and equity, district schools outperform private schools. I’d also like to make the unequivocal claim that district schools also (across the board) produce more achievement than private schools, but as you can see, they don’t report their results so I don’t know that for sure.

And yet, the Arizona Legislature continues to push expansion of vouchers in our state. A push for full expansion last year by Debbie Lesko (Peoria-R) was killed, largely due to its potentially negative impact on the passage of Proposition 123, but she has revived the effort this year in the form of SB 1431. This bill, which would fully expand vouchers to ALL 1.1 million Arizona students by the 2020-2021 school year has been assigned to the Senate Education and Rules Committees and is scheduled to be heard by the Senate Ed Cmte on 2/9/17. Senator Steve Smith (Maricopa-R) has sponsored an associated bill, SB 1281, that requires the AZ DOE to contract with an outside firm (I’m sure that’s much better…just like private prisons) to help administer the ESA program, and makes various changes to the program. The bill stipulates that AZ DOE may request (not MUST request) confirmation toward graduation from high school or completion of a GED. This is obviously an attempt to defuse the argument there is insufficient accountability in the AZ voucher programAZEDNEWS also reports that Lesko supports adding a requirement to her bill to track achievement of ESA students, but that requirement would be only to report test results to parents, not the AZ DOE.

No matter how much sugar the commercializers try to coat vouchers with, they are still just a vehicle for siphoning tax dollars away from our district community schools to private and parochial (religious) schools with no accountability or transparency. For every person who says “parents have the right to use their child’s education tax dollars as they see fit”, I say, “and taxpayers have the right to know the return on investment for their tax dollars.” The former right in no way “trumps” the latter.

We must stop this terrible legislation. If you are signed up for the Legislature’s Request to Speak system, please click here to log in today and leave a comment for the Senate Education Committee about why you oppose SB 1431 and SB 1281. If you aren’t signed up, please leave me a comment to this post and I will get you signed up and ensure you are trained to use it. The system allows you to comment on pending legislation from your home computer or mobile device, you don’t have to go to the Legislature and speak in person unless you want to.

If you don’t want to use RTS, please call or email the members of the Senate Education Committee (listed below) and your district legislators (click here to find out who they are) to let them know how you feel. There is strength in numbers and the people do have the power, we just have to exercise it!

Senate Education Committee Members

Sylvia Allen, Chairman – 602.926.5409

David Bradley – 602.926.5262

Kate Brophy McGee – 602.926.4486

Catherine Miranda – 602.926.4893

Steve Montenegro, Vice-Chairman – 602.926.5955

Steve Smith – 602.926.5685

Kimberly Yee – 602.926.3024

 

School Choice: Get informed, then join the fight!

This week is National School Choice Week and not surprisingly, there is a fair amount of confusion about just what school choice is. Maybe because even in Arizona, (the state the American Legislative Exchange Council (ALEC) rates as #1 for its school choice policies), over 80% of Arizona students actually “choose” their community district schools and therefore don’t pay much attention to the school choice debate. But, that percentage may be at risk since corporate profiteers are well-funded and persistent and continue to purchase influence with lawmakers who chip away at district resources and ease the way for the commercialization of our community schools.

This commercialization has been fed by a lucrative $700 billion education market and the Conservative mantra that all human endeavors placed in the hands of private enterprise succeed, whereas those run by the government do poorly. President Reagan famously quipped after all, “Government is not the solution to our problems; government is the problem.”

I believe though, there are some services that government is best suited for. These include those that provide for our security, safety such as our military, fire and police services, and  yes, those whose mission is to ensure the education of ALL children. Can private entities provide these services? Yes, but from my 22 year experience in the military, they are likely to cost more (contract creep), less likely to serve all equitably, and more likely to be concerned about making a profit than focused on meeting the needs of those they are hired to served.

One thing the private sector does very well though, is spin and marketing and when it comes to privatizing education, they have spin in spades. But facts still matter, and the facts are that: 1) charter schools produce no better results (across the board) than district schools, 2) we don’t know how private schools are performing because they don’t have to tell us (even when they accept taxpayer dollars), and 3) high-quality district schools and widespread, aggressive school choice cannot co-exist; the pie is only so big.

That latter point means that those of us who believe district schools are critical to ensuring every student has equal opportunity, must understand what we are up against. In my advocacy work, I often see we have much work to do in that regard. So, I provide the list of definitions below to further the conversation. If we are to successfully battle the powerful forces attacking our district schools, we must first ensure we are equipped with the right intelligence to strategically bring our limited resources to bear.

  1. Accountability. Conservatives love to talk about accountability for taxpayer dollars until it seems, we are talking about commercial schools (charters and privates.) Arizona statute requires district schools to be fully accountable for the tax dollars that fund them and the academic results they achieve. Those same requirements do not apply to any other type of school in the state and in some cases, state law prohibits such accountability.
  2. Achievement Gap. There are real differences in student’s ability to achieve that have very little to do with the district schools they attend. This term usually refers to disparities in achievement levels of student groups based on race, ethnicity or family income. We already know that poverty and the education attainment of one’s parents are the greatest predictors of a student’s success. We also know that the more challenges a student experiences outside the classroom, the more challenging it is to educate them in the classroom. Commercial schools also know this and that’s why they generally accept fewer of these “at-risk” students.
  3. Administrative Expenses. This term makes some people think about highly paid superintendents and principals. The expenses involved though, include administrative staff and support services (such as school nurse, librarian, speech therapists, etc.); superintendent’s office and governing board; and the business office and central support services. Governor Ducey has focused much attention on the need to decrease district administrative expenses thereby increasing dollars in the classroom even though Arizona has among the lowest administrative expense percentages in the nation, at one-third less than the national average. Additionally, although some see district schools as beaurocratic, charter schools in Arizona actually have double the administrative expenses of district schools.
  4. At-Risk Students. Students or groups that have a higher likelihood of academic failure—broad categories often include those who are: not fluent in English; experience high poverty, homeless, etc.
  5. Average Daily Membership (ADM). The average number of students registered or enrolled (as opposed to in attendance) in a school during the time it is in session. This number is especially important on the 100th day of public schools because it determines the amount of funding the schools receive from the state. Sometimes, charters wait until after this date to attrit students who then return to the district schools. When this happens, the charter keeps the funding associated with that student and the district must educate him/her for the rest of the year without any associated funding.
  6. Blended Learning Programs. These combine online classes and classes taught in a school building. All types of schools (including districts) are using these types of programs along with the “flipped classroom” concept where students watch on-line instruction at home and then do hands-on work at school.
  7. Certification. Process by which a state or approved board authorizes a person to teach in public schools; also called licensure. Important because the state does not require (as they do with districts) for commercial schools to hire certified teachers.
  8. Charter Penetration. The higher the charter penetration, the higher the adverse impact on district finances, as districts are confronted with plummeting student enrollment and with a rising population of students in need of special education services.
  9. Charter Schools. Privately managed, taxpayer-funded “public” schools that contract with the state to provide tuition free educational services and are exempted from some rules applicable to district schools (such as the requirement to hire certified teachers.) They were initially designed to serve as incubators of teacher innovation for exportation to all public schools. Over time, they have become more autocratic, (empowering management versus teachers) and more segregated (by race and income.)
  10. Commercial Schools. A term I use to refer to for-profit charter and private schools in response to the corporate reformers insistence on referring to district schools as “government schools” and, to accurately characterize (in most cases) their profit motive.
  11. Community Schools. District schools located in the communities their students live. Previously referred to as “traditional schools,” these schools are increasingly innovative while continuing to serve as the hubs of their communities.
  12. Corporate Reformers. A term used to describe those who are more seemingly more interested in the profit to be made off the nation’s $700 billion K–12 education market than they are with actually improving the academic and “whole-child” achievement of all our students.
  13. District Schools. These schools were originally known as “public schools” until charters came along, then “traditional public schools.” They are the only schools to be governed by locally elected boards responsive to voters and constituents. They are also the only schools that are fully accountable and transparent to taxpayers for the public funding they receive. They were created as the instrument through which the legislature carries out its constitutional mandate to provide for a system of K–12 public education.
  14. District Charter Schools. For a time, some districts opened charters. In 2015, however, the Arizona Legislature attached a provision to the 2015 state budget prohibiting school districts from sponsoring charters and dissolving those created after June 30, 2013.
  15. Education Management Organizations (EMOs). Usually for-profit firms that provide “whole-school operation” services to public school agencies. EMOs contract with school districts and charter-granting bodies to use tax money and venture capital to operate public schools. The growth and prevalence of EMOs is controversial as they are seen as substantially contributing to the privatization of public education and the associated profiteering from tax dollars supporting that public education.
  16. English Language Learners (ELL). Also known as Limited English Proficient (LEP) students, this term refers to students who are reasonably fluent in another language but who have not yet achieved comparable mastery in reading, writing, understanding, or speaking English. Arizona statute defines “English learner” or “limited English proficient student” as “a child who does not speak English or whose native language is not English, and who is not currently able to perform ordinary classroom work in English.” Per statute, “children who are English learners shall be educated through sheltered English immersion during a temporary transition period not normally intended to exceed one year.”
  17. Empowerment Scholarship Accounts (ESAs). The Arizona Legislature’s answer to vouchers. Currently there are some eight general categories of students that qualify for vouchers ranging from those with disabilities to those living on tribal lands; and as of fall 2016, 0.28% of Arizona’s students were attending private or parochial schools via a voucher. For the second year in a row, legislation is underway (pushed by ALEC’s Arizona Chair Sen. Debbie Lesko) to fully expand eligibility for the vouchers, worth a basic value is $5,200 (special needs students get more), to ALL students in Arizona. The legislation was killed last year to prevent it from impacting Prop. 123’s passage, but it may get legs this year. If passed, it will enable the accellerated drainage of district resources.
  18. Fixed Costs. These are expenses that a district has regardless of the number of students in a classroom. They include administrative and teacher salaries, utilities, facility maintenance, and technology and transportation costs. When students leave district schools to attend charter schools or attend private schools via a voucher, they leave behind approx. 19% of the costs associated with their attendance at that district school. That is important because the corporate profiters would have you believe that the funding should be completely portable because there is no negative impact on district schools.
  19. Free and Reduced Lunch. This term describes the program by which students are provided discounted or free meals while at school based upon their families meeting federal guidelines for poverty. In 2016, 58% of Arizona district school children qualified for free and reduced lunch which is at least 12% more than charter schools. It is generally seen as a more accurate way to describe the poverty challenges present in schools than referring to the Census poverty rate. For example, in my school district, we have a free and reduced lunch percentage of 62%, but because of the active adult communities that surround the district, the Census poverty rate is 14%.
  20. For-Profit Charters. There are both non-profit and for-profit charter schools but in practice, there isn’t much difference. Unlike what many may believe, a non-profit designation does not mean that entity may not make a profit. Rather, it means it uses its surplus revenues to further achieve its purpose or mission, rather than distributing its surplus income to the organization’s shareholders (or equivalents) as profit or dividends.
  21. Government Schools. A perjorative term used by corporate reformers and some school choice advocates to refer to district schools. (In the vein of “government is the problem.”)
  22. Homeschooling. The education of children within the home versus in a school. Although it is difficult to find information on how many children are being homeschooled in Arizona, one source showed it as 22,000 in 2011, or approximately 2% of total students. There are no formal requirements for how students are homeschooled, to do so, all parents must do is send a letter of such intent to their county schools superintendent. Arizona statute does not require homeschooled students to be tested unless that is, they wish to enroll in a district school. Then, they are required to be tested to determine in which grade they should be placed.
  23. Individuals with Disabilities Education Act (IDEA). A federal funding statute requiring schools that receive monies under this law to provide a free, appropriate public education to all eligible children with disabilities. A specially designed plan for student services called an I.E.P. (Individual Education Plan) must be developed to meet the needs of each eligible student. As can be imagined, students with disabilities cost more to educate and rarely are all the required dollars provided. Commercial schools, as a result, manage to enroll a much smaller percentage of these students.
  24. On-Line Schools. Also known as “virtual” schools, these schools have proliferated with the privatization movement. Online schools provide virtual classes a student takes from home. These schools are notorious for low achievement results, high dropouts and fraudulent operations.
  25. Parochial Schools. A private primary or secondary school affiliated with a religious organization, whose curriculum includes general religious education in addition to secular subjects, such as science, mathematics and language arts. In Arizona, taxpayer dollars are siphoned to these schools through both vouchers and tax credits.
  26. Private Schools. A school supported by a private organization or private individuals rather than by the government. The Merriam-Webster dictionary says a private school is “a school that does not get money from the government and that is run by a group of private individuals.” The Cambridge English Dictionary says a private school is: “a school that does not receive financial support from the government.” I cite these definitions to point out that both of them say private schools are schools that “do not get funding from the government.” In Arizona, taxpayer dollars are siphoned to these schools through both vouchers and tax credits.
  27. Privatization. Giving everything public over to market “forces,” i.e., market rule.
  28. Right to Work. A term that describes the law that prohibits union security agreements, or agreements between employers and labor unions, that govern the extent to which an established union can require employees’ membership, payment of union dues, or fees as a condition of employment, either before or after hiring. I included this term because unlike what people think, Arizona is a right to work state and does not collective bargaining in place for teachers.
  29. School Choice. Billed as the right of parents to select the right school for their child. In reality, when it comes to charter and private schools the choice actually belongs to the schools. Charters, although mandated by law to accept all, manage to be selective of who they accept or, weed out those who aren’t exccelling. Private schools have total control over who they accept.
  30. School Tax Credits. Arizona allows five separate types of tax credits taxpayers may take. There are three individual, one for public schools and two for private schools. It should be noted that the amount that an individual can claim for private schools is five (5) times that which can be claimed for public schools. There are also two types of corporate tax credits that may be taken through school tuition organizations (that award funding to private and parochial schools.) The first one is for corporate contributions for low income students and the other one is for displaced/disadvantaged students.
  31. School Tuition Organization. A School Tuition Organization (STO) is one that is tax exempt under Section 501(c)(3) of the Internal Revenue Code and allocates at least 90% of its annual revenue to tuition awards, and makes its tuition awards available to students from more than one qualified private or parochial school. In 2008, three-fourths of Arizona companies paid only the minimum $50 in corporate taxes and with a 20% increase in cap allowed every year, the program is causing significant impact to the general fund.
  32. Teacher Shortage. You may have heard about Arizona’s severe teacher shortage. A recent survey of Arizona school districts revealed that a full 53% of teacher positions are either vacant or filled by uncertified teachers. It isn’t so much that we don’t have enough certified, qualified teachers in Arizona, but just that they’ve turned to other types of employment to enable them to support their families.
  33. Transparency. A term related to accountability that describes how open a school is to the scrutiny of parents, taxpayers and voters. Only district schools, governed by locally-elected boards, are fully transparent.

Hopefully these definitions have clarified for you, some of the issues surrounding school choice. If you don’t agree with any of my definitions or, you have additional ones I should add to the list, I’d love to hear from you. If you care about truly public (district) education, the time to show it is now, more than ever. Now, before what Betsy DeVos espouses for educations shifts the Overton Window, (a term coined by the Mackinac Center for Public Policy, a conservative think tank she supports), on what is acceptable to the public. Now, before the bedrock of our democracy, that which once built the greatest middle class in the world, is auctioned off brick by brick and student by student. Now, before it is too late.

The Festering Wound

First, let me be absolutely clear. I will applaud any modicum of success Donald Trump realizes as POTUS. It’s currently hard to envision, but if it does happen, I will give credit where credit is due. My bottom line is that I want our country to succeed and flourish.

Second, although I didn’t vote for him, I don’t believe President Trump is the worst threat to our democracy. He is just the most visible symptom…the metaphorical “pus” that oozes from the infected wound. Yes, part of reason he was elected is that middle America is tired of being ignored and wants change. I get that. I wish our system had offered them better choices. But, he was also propelled to victory because of the “bacteria” of racism and hatred, fed by the “talking heads” and Internet content of questionable veracity. Over time, this bacteria infected the wound, generating the “pus” which indicated a problem.

What was the original wound? Well, it depends on how far back you want to go. In my lifetime, I think it would have to be the denial of civil rights that led to the civil rights movement that led to resentments (that I believe were unjustified) that so significantly wounded our national psyche. Please don’t get me wrong. President Lyndon Johnson was absolutely right to sign the Civil Rights Act in 1964. It helped right many of the wrongs that had permeated for too long against way too many. Unfortunately, the change in law was, in some ways, just a band-aid that masked the wound. It helped the healing begin, but did not deliver the antibiotics to cure the sickness. No doubt, the antibiotics (eradicate poverty, fix the criminal justice system, win the war on drugs) were huge pills that we weren’t willing to swallow. As a result, the wound never properly healed.

The more optimistic part of me says, “at least now the hatred and resentment is out in the open. At least now we can see the extent of the sickness and begin to deal with it.” Problem is, it will now take even more powerful and costly antibiotics to heal the wound, assuming we could even agree what the wound is.

A couple of days ago, I was listening to NPR’s “On Point.” The discussion was about President Obama’s legacy and a caller said he was really glad Obama was gone because of “the hate he sowed.” The show’s host was obviously incredulous and asked the caller why he thought this. The caller said, “when Trayvon Martin was killed, Obama immediately came out with a statement about how ‘it could have been my son.’” The host said he didn’t think there wasn’t anything racist in that statement, rather, President Obama was trying to empathize with Trayvon’s family. The caller though seemed undeterred. I don’t think he was trying to be inflammatory, but sincerely believed Obama was stoking racism. Try as I might, I can’t begin to understand how he came to that conclusion and it makes me really sad for our country and our democracy. Day after day, especially since Trump’s election, I encounter viewpoints from neighbors and acquaintances that are 180 degrees different from mine on a myriad of issues. How did we get to this place and more importantly, what are we going to do about it?

Obviously there were a combination of factors that brought us here. First, the choice of “news” sources we now enjoy ensures there is much less homogeny in our perspectives than when Walter Cronkite told all of us “that’s the way it is” at the end of each day. Not only that, but algorithmed social media continually feeds us “news” that only serves to ingrain the beliefs we already hold. This is compounded by the “echo chambers” “that allow us to promote our favorite narratives, form polarized groups and resist information that doesn’t conform to our beliefs.”

Second, some of us have lost the true meaning of patriotism. I contend patriotism is not about symbolism such as wearing a flag pin or flying the flag. In fact, George Washington implored Americans to “Guard against the impostures of pretended patriotism.” Rather, as John F. Kennedy said, patriotism is about asking “what we can do for our country” versus what “our country can do for us.” Patriotism is also, as Republican President Theodore Roosevelt said, “to stand by the country. It does not mean to stand by the president or any other public official, save exactly to the degree in which he himself stands by the country. It is patriotic to support him insofar as he efficiently serves the country. It is unpatriotic not to oppose him to the exact extent that by inefficiency or otherwise he fails in his duty to stand by the country. In either event, it is unpatriotic not to tell the truth, whether about the president or anyone else.”  Our nations’ newest President would do well to heed the words of his 26th predecessor who was after all, immortalized on Mt. Rushmore for being one of the most popular and important of our Presidents.

Third, is our “me-first” attitude at the expense of any concern for the common good. Government is evil and should be reduced in size “where we can drown it in the bathtub” said Grover Norquist. And yet, government is us. It is our collective voice. It is the entity that we elect to ensure the safety and security of our citizens and the education of our children. In fact, our lack of national committment to a well-rounded, well-resourced, and truly public, educational system is a great example of the “me-first” attitude. The school choice movement, pushed by corporate profiteers, is cleverly devised to take advantage of this. It is not about ensuring ALL children have every opportunity to succeed, just “my” kid. It IS about resegregating our society by socio-economic status thereby over the long-term, ensuring wealth inequity is only exacerbated. It is also about reducing the people’s voice in our democracy and funneling as much of the $700 billion education market to the private sector as possible. It should be no surprise this is the goal of the rich and powerful. After all, as Dr. Martin Luther King Jr., said, “The function of education is to teach one to think intensively and to think critically.” The less we all think it seems, the more our leaders can…well…“stink”, without us calling them on it.

Last, is our collective laziness surrounding the exercise of our civic duties. “Somebody” we say, should vote, should call, should march, should write letters, should run for office. Truth is, all of us should do most of those things. Charles de Montesquieu, a French philosopher who lived in the 17th and 18th century, said, “The tryanny of a prince in an oligarchy is not so dangerous to the public welfare as the apathy of a citizen in a democracy.” A democracy simply must have an engaged citizenry to be successful. I believe one of the important ways to be engaged is for each of us to pay our fair share of taxes. Author Alain de Botton eloquently said, “Paying tax should be framed as a glorious civic duty worthy of gratitude – not a punishment for making money.” Performing jury service or signing up for the draft are two other ways we fulfill our civic duties. The important point is that each of us realizes that the freedoms we enjoy don’t come free.

As for what we can do to turn things around, well therein lies the rub, right? I’m pretty sure that it starts with listening to each other again. As the saying goes, “that’s why God gave us two ears and one mouth.” It’s not just enough to listen though, we must actually hear and respond with compassion because even though it doesn’t seem like it now, we really are all in this together. If we could just find some common ground, we could start to rebuild. This rebuilding would initially look like tolerance of each other but hopefully would work its way up to acceptance. It would require respect for one another’s right to life, liberty and the pursuit of happiness; and that each of us strive to develop a “more perfect union.” Of course, to truly be a “more perfect union” we must understand that there are blue states and red states, white people and people of color, Christians and Muslims, men and women, etc. We must understand that our diversity doesn’t “ruin” America, it is what makes us great. It is what has always made us great. United we stand, divided we fall. Words to live by, now more than ever.