Category Archives: discipline

The Florida League Speaks About the Assault on Public Education

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The Florida Sun Sentinel just published this article written by the co-presidents and Education Chair of the Florida League of Women Voters. When the Board speaks, you know there is reason for everyone to be concerned. There is a “Deliberate assault on public education and minorities” by our legislature.

What appears to be regular school operations — adopting instructional materials from state-approved book lists, updating standards and reviewing library and classroom materials — is anything but routine. Behind the scenes, political operatives (our legislators) are busily transforming Florida’s public education system from an institution committed to educating all students to their fullest potential, to one where racism saturates the very core of instructional practices, where only white children will be respected and encouraged.

There are deliberate and systematic efforts to use Florida’s public education system to undermine
Black and brown marginalized populations. Consider the evidence:

  1. Approving the African American History Strand in Florida’s 2023 Social Studies Standards that includes numerous false narratives. One particularly troublesome to historians is the curriculum guide’s statement that children will learn “how slaves developed skills which, in some instances, could be applied for their personal benefit.” Another teaches students that some racially motivated massacres were “perpetrated against and by African Americans.” Forbidding accurate history by banning school lessons that make people “uncomfortable” about the actions of their forefathers. History will be whitewashed. White children cannot learn about or discuss their ancestors’ wrongdoings.

  2. Retracting AP African American History for students because the governor thinks it “lacks value and historical accuracy,” again keeping Florida’s students from truthful accounts.
    Eliminating programs dedicated to achieving diversity, equity or inclusion. These further one’s ability to communicate and collaborate with individuals from different backgrounds, show empathy, or recognize personal biases. Elimination implies minorities don’t have to be understood or respected.

  3. Mandating removal of books from classrooms and school libraries discussing the cultures of nonwhite persons. When literature recounting experiences faced by marginalized groups is unavailable, their challenges can be minimized or even trivialized.

  4. Removing Social Emotional Learning (SEL) from Florida’s approved curricula, a program that develops self-awareness and resilience, thus improving marginalized persons’ chances to succeed.
    Considered individually, each of these minority-targeted restrictions might be seen as simply ill-conceived. But in their totality, they are better understood as a deliberate assault on goals of public schools and minority children attending them, who represent 64% of Florida’s public-school population. We must ask: What happens when a state builds its public-school system on a foundation of racist misrepresentations?

  5. When possibilities are blocked, despair and distrust can replace optimism. With DEI training banned, teachers know less about the experiences and culture of minority populations that would facilitate positive interactions. Cultural misunderstanding abounds, and Black students, representing only 22% of public-school enrollment in 2019-2020, comprised 37% of in-school suspensions and are disproportionately subject to out-of-school suspensions and expulsions.
    Although legislation denied their children culturally relevant literature, parents may have believed that history lessons would compensate and introduce their children to powerful minority role models who fought for justice. But textbook publishers have revised their content to satisfy Florida’s efforts to whitewash history. The 2023 Social Studies Standards omit Florida’s role in slavery. They mention racism and prejudice but not Floridians’ Jim Crow laws. Concerned about public schools’ treatment of their children, many African American parents are transferring their children out of public schools, accountable for student achievement, and into private schools not answerable to Florida’s Department of Education. In 2023, 47% of Florida’s private school attendees were minority students; more than 33% of these were of African American descent.

  6. Racist public-school legislation is also economically costly for many public-school children, their communities and the state. Marginalized public-school students whose families have taught them honest history, rejecting ideas that slavery wasn’t so bad or that their ancestors were partly to blame for the 1920 massacre in Ocoee, won’t be motivated to learn from texts that are irrelevant or untruthful, where characters don’t look like them or where experiences depicted bear little resemblance to their own lives, and this will have a cascading effect.

  7. Many of these students will be unprepared for standardized tests based on these racist standards, triggering reductions in Florida’s public-school ratings and declines in home values. Fewer minority Floridians will seek advanced degrees, thus diminishing talent pools for critical jobs, dissuading businesses from Florida. They won’t be motivated to vote, believing it would just further empower their oppressors, or know the potential power of their vote to strip racism from public schools. They will not believe that losing their right to vote will make any difference in their lives. Through truthful history and literature, they will learn otherwise. This is what we must teach.

Cecile M. Scoon and Debbie Chandler serve as co-presidents of the League of Women Voters of Florida. Jill Lewis-Spector serves as the organization’s second vice president and statewide education chair.

Florida Legislators at Work….For Themselves

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Remember when the three Jefferson County schools were closed and taken over by Academica, the largest for-profit charter management company in the state?  The story makes your hair curl.  Here is a report by WLRN news that details where the money came from and where it went. Find out how Academica works and how the students fared.

New funding included a $2.5 million special appropriation from the Florida Legislature, $2 million from federal startup grant funds, and a $1.9 million interest free loan from Academica’s Somerset division.  This was funding denied unless it became a charter district. Academica received $327,000 in fees in 2017-18 to manage the fewer than 800 student K12 school.  The per student cost rose to $16,600 which school leaders recognize cannot be sustained.  The state pays much less.

The behind the scenes orchestrators for the takeover were Senators Manny Diaz and Anitere Flores, both of whom have close ties to Academica. Diaz is an administrator at Doral College and is Chair of the Senate Education Committee.  Flores is deputy Majority Leader for the Florida Senate and moved from being the head of Doral College to the Academica foundation.  The current Doral College president, Rodriquez,  was named to supervise the transition of the Jefferson County schools to Academica.

In previous posts, I reported on a series of misdeeds associated with Diaz and Flores related to their association with Doral College.  The college was bankrupt and had no students or faculty when Academica took it on.  It now offers online courses to Academica students.  The credit was worthless because the college had no accreditation.  Diaz worked to get a private school accreditation agency to recognize the college.  Diaz’s personal interest is noted here.  

What is the result of the takeover?  Behavioral specialists were hired to help students, teacher salaries increased, and the physical facilities were improved. Initially, the school grades rose to a ‘C’, but the elementary school has now reverted to a ‘D’.  The increase in the percentage of students passing the FSA state examinations in order to raise the school grades may have had as much to do with discipline policies as with learning strategies.  The charter school policy created a 45 day suspension policy in which students were given a laptop and sent home.  They were to take online classes from Doral College.  Many students never returned.  It is one way to raise school grades…just limit which students take the tests.

There is no question that the years of neglect in Jefferson County created the abysmal schools.  Parents who could, mostly white, had left for private schools or for schools in nearby Leon County.  Those few students who remained had the greatest needs and the fewest resources.  No doubt some students and their families were grateful for the influx of new funding for the charter district, but it cannot last.    

This is the result of a choice system in which racial and economic segregation flourishes as described in ‘Tough Choices‘, a report sponsored by the Leroy Collins Institute at Florida State University.  It has happened in other Florida cities.  It is the dark side of a choice system that favors some at the expense of others.

 

School Discipline Policies: Helpful, Hurtful, Both?

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Do out-of-school suspensions help or hurt school climate? Are student discipline problems getting worse or better? Betsy DeVos has eliminated the Obama era policies of federal oversight of discipline policies that may impact some student groups more than others. She charges that the Obama policies that are intended to reduce inequitable discipline practices have made problems worse. When teachers are afraid to refer students to the principal, and schools are afraid to suspend students acting in a dangerous way, are school classrooms becoming a ‘free for all zone’? Some teachers may think so. Others claim that minority students are often subjected to harsher penalties than white students for the same offenses. Suspending students, moreover, may simply make student problems worse. It is a conundrum.

There is a report: School-safety that addresses these concerns and the need for more attention to factors within and outside of schools that impact student safety. There are best practices identified from which states and local district are urged to select those that fit their circumstances.

One has to wonder if this data driven educational system based on student test scores and a ‘test and punish’ mentality is also at fault. Students’ schools are labeled as failing or near failing; so are the students themselves. Even students who are achieving at grade level may feel alienated when they do not qualify for a particular magnet program or other selective program. Students feeling tense, left out, and inadequate may well act out.

Some parents opt out of local schools only to find that they enter into a separate system of schools where take it or leave it policies prevail. What they are forced to put up with in many charter and private schools has little to do with student achievement. Discipline and discrimination, moreover, may be even more rigid and arbitrary. These schools have everything to do with which kids get in, which do not and who gets kicked out. There is a better way, a more equitable way, where students and parents from diverse backgrounds feel a sense of belonging. These schools exist. How can we create more of them?

District-Charter Compacts

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This is worth more than a glance.  You can see the impact or lack thereof, of a Gates Foundation program to improve collaboration between districts and charters.  The evaluation of this effort gives specific examples based on 23 District charter collaborations  formed across the nation since 2011.  The Center for Reinventing Public Education (CRPE) report cited what was and was not accomplished and why.

Continue reading→

A teacher exposes charter hype

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A former public school teacher was lured to a charter. What happened is beyond belief. When advocates say the lack of regulation spurs innovation, don’t believe it. If you need to be convinced, read this teacher’s story.

Compare the Policies: This is a real choice

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The Florida House passed its version of HB7055. The Senate version has the same bill number but different content. It is moving forward. Compare the two versions.

Private School Expansion. Both legislative chambers would expand the corporate tax credit scholarships to students who could demonstrate they were bullied or otherwise harassed. Tax credits on new car sales would fund these private school scholarships, but the House would allow $105 per sale and the Senate would provide an option for buyers to donate $20 per sale. The Senate also proposes stronger fiscal audits and background checks for private schools and would raise standards for teachers who now are not required to have baccalaureate degrees from accredited colleges and universities.

Charter School Expansion. The House proposes converting public schools to privately managed charters and organizes charter school districts. These charters have governing boards appointed by private charter companies. The Senate proposes district-run charters that allow districts a more level playing field. Public school districts could be freed of stringent facility and staffing regulations, as charters currently are. Locally elected school boards, however, retain the responsibility of district-run charters.
In a long awaited move, the Senate bill takes aim at charter school profiteering. It prohibits financial enrichment by charter school owners and managers and their associated real estate companies. Charter school buildings that receive state funding for supplemental services must be transferred to a district, governmental entity, college or university if the charter closes.

Support for Low Performing Students. The House bill awards $400 per student who fails the third grade English Language Arts exam. Additional services would be funded by sales tax revenue. Families would be on their own to find a private tutor or other instructional materials. The Senate creates Hope Supplemental Services as part of current educational funding to school districts. These services provide $2000 per student for tutorial and after school programs as well as student and parent counseling and nutrition education. In addition, the Senate proposes an intensive mental health program be initiated in public schools.

Yes, the Senate threw a bone to the House by including a small amount of funding for the ‘bully bill’, but on balance, it is a much better bill. It gives districts control of charters that it decides to create. It puts meaningful control on charter profiteering. It supports struggling students in low performing public schools.

There is more to come. Watch for the House Ways and Means bill HB7087. They will continue to try to get more money to the private sector. The bill creates the Florida Sales Tax Credit Program. This is all a prelude for the November 2018 election when the pro choice advocates will attack the Florida Constitution to allow vouchers.

Teenage Males and School Shootings: Some Perspectives

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by Tom Erney

Tom is a retired family therapist who spent his 45+ years sitting with teenage males as they shared with me their personal worldviews/ their unique “instruction books on life”. He said “Perhaps my vision of what fuels the desire of school shooters may shed some light on such a horrific, tragic topic. I’ll also mention some concrete steps our community could take to decrease the probability of school shootings.”

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The inner conflict and confusion that most adolescent males experience is unsettling, and can prove to be profoundly toxic. Along with the fundamental human wonderings related to personal identity…”who am I , and what is worth my time and energy?”…is added the immediacy of figuring out how to become a man. Hence, the ultimate validation among the guys is: ” You are the MAN!!!” So, boys wishing to become men look to three primary socializing institutions for guidance: their family, their peers, and society in general.
Breakdowns and contradictions in any of these three influencing forces complicate, and can even derail, the teens’ personal-social development.

Our most basic calling as humans is to find some pathway(s) to become heroic…to feel secure in the knowledge that we are both visible and valued. We long to see ourselves as participating in something of lasting worth. Oscar Wilde said it in this manner: ” To live is the rarest thing in the world. Most people exist…that is all”. Yet, our consciousness as humans will not allow us to settle- to not matter. To not be visible and valued! We must sort out some pathway(s) to seeing ourselves as heroic( “the Man”).

This search for a personal identity that allows us to perceive ourselves as visible and valued is difficult and painful under the best of circumstances. When any/ all of the three socializing institutions in males’ lives break down( family/ peers/ society in general) around a teen male, he aches for some solid ground midst all the conflict and confusion. Many teen males learn to channel almost all of their unpleasant emotions into anger…for anger is not seen as weak in male culture. Anxiety and depression often accompany the outward expressions of anger. The inner dialogue seeking to convince you that you are helpless, hopeless, and powerless must be altered…by any means necessary: sports, drugs and alcohol, sex, comedy, music, attempting to be perfect, computer games, driving fast, etc. All these attempts are hollow, for they rarely ever provide a pathway to being truly heroic( ” I truly matter.”)

Given an American culture that has been in a stunning transformation over the past 50-60 years, there exists no clear pathway to seeing yourself as important…that your existence matters. Where is there anything that is stable, consistent, predictable? I experienced firsthand in my office the loss of almost any certainty in the lives of the teens I counseled. The impact: young men no longer need to be mentally ill to commit horrific acts. Since Columbine, shooting up your school has become a pathway to becoming visible and valued…for the demonic rage that is being expressed is a rage against their impotence and unworthiness. ” NOW you will have to pay attention to me. I will not be ignored! My existence matters!”

Their actions reflect back to us as adults that we have failed to support them in their search for personal meaning. They are the symptom…we are the problem.

Steps To Take: 1) Double the number of school counselors. Offer them on-going training and supervision as they provide a sanctuary for today’s youth. don’t burden them with responsibilities for testing, etc. Presently, most school counselors are not allowed to truly work with students and their families. 2) Personalize, not mechanize, the educational process. Presently, students feel like objects that are expected to produce desired outcomes for their parents and teachers/ the school system. 3) Establish peer programs at every school. train and supervise these youth throughout the school year. NO SCHOOL SHOOTING TAKES PLACE WITHOUT OTHER TEENS KNOWING THAT THEIR SCHOOL BEING ATTACKED IS A REAL POSSIBILITY. TEEN BOYS TALK TO OTHER TEENS. There will never be enough adults to prevent this from happening. Only the kids can do this. They have access to the social media, etc. They know the rumors.

As I have written before, we do know what to do! We choose not to do what we know. Until adults and adult social institutions begin being responsible and consistent, young people will continue to cry out for help…by any means necessary. This is on us…not on them. They will struggle mightily, and more will die needlessly, until we grow up.

Will Miami’s New KIPP Charter Be Different??

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KIPP in Jacksonville has not been a success story to brag about. KIPP Jacksonville charters expanded, but the school grades fluctuate up and down. The KIPP national spokesman acknowledged problems there.

Superintendent Carvalho says the Miami KIPP will operate differently. For one thing, it will co locate within a district-run school, Poinciana Park elementary. It will pay $1 in rent. Therefore, KIPP will receive the same funding as traditional schools without the same facility costs. Improvements in the KIPP side of the school are supposed to benefit all students, but nothing in the lease agreement guarantees it. It’s a ‘verbal agreement’. Board members fear it will be a “stark symbol of inequity“.

Poinciana was an ‘F’ school in 2016. Now it is an ‘A’ school even though only about 25% of the students scored at the proficient level on the English FSA exam. So what is to be gained by adding KIPP to the school? In a way, KIPP will operate as a magnet school, but with its own management and instructional methods, within Poinciana. Parents can apply to have children attend.

Absent in the discussion are the consequences of the well documented ‘no nonsense’ strict behavioral and instructional strategies of KIPP schools. For example, studies of KIPP policies indicate that grade 5 attrition is higher than at feeder district schools even though it drops later on. Moreover, KIPP tends not to replace students who leave. When new students are admitted, they have higher achievement scores than those initially admitted.

The net effect is that KIPP schools have fewer free and reduced lunch students, fewer students with exceptionalities, and somewhat higher achievement scores simply because of the selection and attrition policies. Moreover, the attrition rate for KIPP fifth grade students is nearly twice than in district feeder schools, according to a Mathematica study.

The children who remain in KIPP are with others whose parents want them there and will tolerate the highly structured, test driven curriculum. The Atlanta school district reports that KIPP students are in school from 7:30 to 5pm weekdays and select Saturdays. They also have two weeks of instruction in the summer. They tend more often than similar students to start college, but they have trouble completing college.

What is the KIPP difference? Push kids hard, give them more time in schools, and test scores go up. So, will this new school within a school be like a magnet school for struggling children? Kids will be separated into those whose parents aspire for their children to go on to college and those who do not.

The State cannot or will not support additional instructional time for all students. The result is that these ‘no nonsense’ schools pay the cost of providing more instructional time for students by continuously hiring inexperienced teachers. They compensate by reducing teachers to be drill sergeants; it is a business strategy.

Additional resources come out of teacher salaries and benefits. Teachers leave at twice the rate as district schools, but the rigid KIPP instructional method trains new teachers over and over again.

Even if this military style disciplined approach to learning and teaching produces higher test scores for students who survive it, does it produce the creative, problem solving, self regulated people our society requires? Each of us must ask if this is the learning experience we want for our own children, or is it just something to do for ‘other kids’? There are better ideas out there, but are we willing to pay for them?

What are the societal costs when children face double segregation by race and income in their neighborhoods and then face additonal discrimination in their schools? It must be a world that says over and over No Access.

Can’t Bully Kids into Learning

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These Achievement First ‘no excuses’ charters are learning; they found out that they are not teaching kids how to learn. Achievement First charters discovered that their students, who learned how to pass state tests or left the school, could not succeed in college. Students have to be able to learn on their own, just as they are expected to do in college and as adults.

Achievement First runs 34 charters enrolling 15,000 students. Their highly structured discipline approach to behavior and learning is not working. The students are not engaged in school. In 2016, students at one school tried to tell them. They staged a walk out demanding fairer discipline and a more diverse staff. In 2015, parents filed a lawsuit claiming the Achievement First used inappropriate discipline and failed to provide needed special education services to children.

After seeing their alumni struggle, Achievement First is trying to make students more independent. They are running a couple of pilot tests in middle schools. Three times a year the students have an online expedition to explore their own interests for two weeks for three hours a day. Better than nothing. They are using something called the Greenfield model.

These no excuses charters can train students to pass tests, but students are not robots. The real key to success is to engage students through group based projects. These don’t have to be in every subject every day. They do, however have to be real-world problems that students can tackle together. This is how learning becomes meaningful.

Survival of the Fittest in New York City?

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Who succeeds at New York’s Success Academy charter schools? The New Yorker provides some clues. The first high school graduating class at New York City’s Success Academies has made it through years of strict discipline and mind control. There is even a correct placement for your pencil when it sits on your desk. Suspension is ‘one tool in the toolkit’ and is used often, not to punish but to increase awareness of expectations. Only seventeen students made it to graduation, but their accomplishments are notable. Even the teachers tend not to last; an average of twenty-five percent leave every year.

The environment for learning attracts parents. Success charters receive large donations from the business community. There are well equipped classrooms and field trips. Instruction is both very directed toward skill mastery and somewhat more progressive. Teachers, however, do not develop their own lesson plans. They teach what the ‘network’ demands. Teachers and students alike operate within tightly controlled boundaries and frequent assessment, according to the authors.

The recipe for Success Academy is high expectations, strict and intense behavioral control, and formulaic teaching strategies. Test scores for those who last are excellent. Most do not last, and after second grade, new students are not added. By high school, enrollments are small.

College enrollment for graduates is high, but then something happens. Students do not complete college.

John Dewey’s educational philosophy gives a hint to what could be happening at Success Academy schools i.e. “The society for which a child is being prepared…should be replicated in a simplified form within the structure and culture of the school itself’. In other words, if a school prepares students in an authoritarian manner, then the students will expect to function in an authoritarian world as adults. They may well have problems, as students at a Success Academy high school experienced, when they were given the opportunity to structure their own time and academic activities. They simply did not know how.

We all have to ask ourselves what is important about education. Is it measured by test scores or is there something more fundamental? These are not simply philosophical questions. There is a constitutional amendment proposed in Florida to define the purpose of education the development of the intellect and preparation for the workforce. What’s missing in this definition?