PRESS RELEASE
The Badass Teachers Association
FOR IMMEDIATE RELEASE
CONTACT:
MARLA KILFOYLE, Executive Director BATs
MELISSA TOMLINSON, Asst. Executive Director BATs
contact.batmanager@gmail.com
516-987-4405
BATs Request a White House Conference on EDUCATION
& EQUITY
The Badass Teachers Association, representing a network of over 70,000
teachers and education activists throughout the United States, formally request a White
House Conference on Education and Equity.
Our organization
stands firmly against the serious harm being perpetrated to public education by
both corporate privatization and right wing fiscal starvation policies. The current political rhetoric strengthens our
resolve to reclaim the rights of all
children to a free public education.
We focus on the many reasons poverty is claiming the lives and health
of our children, and we focus on keeping our K-12 schools from privatization and the target
of under-funding.
Our organization proposes that a White House Conference be initiated immediately. Like much of the American landscape, Public K-12 Education requires infrastructure overhaul that have been installed to insert barriers that inhibit authentic learning. We do not accept the mendacity that racial and ethnic minorities must fail due to a manufactured system that sets them up to do so.
Our organization proposes that a White House Conference be initiated immediately. Like much of the American landscape, Public K-12 Education requires infrastructure overhaul that have been installed to insert barriers that inhibit authentic learning. We do not accept the mendacity that racial and ethnic minorities must fail due to a manufactured system that sets them up to do so.
We witness what happens when social justice safeguards are removed by forces that hide inside school choice and free market de-regulation. Public school teachers are this country’s first responders against the effects of poverty.
School
privatization profits from systemic racism and use their profits to build higher
barriers and deeper inequities. Testing
monopolies and “business” style management practices now glean millions
exploiting our children and disregard our students with special needs and
English Language Learners. These efforts
must not go unchecked.
Some of these barriers we’ve revealed as part of the Reform/privatization agenda include:
Some of these barriers we’ve revealed as part of the Reform/privatization agenda include:
Monopoly
control over ill-suited testing; over-testing;denied
access to special needs and ELL services;deterioration
of facilities that threaten teacher and student health; targeting
teachers for speaking out about inequity;placement
of the unqualified and inexperienced TFA personnel into districts;school
closings/turnovers/receiverships in districts with high minority enrollment for
the purpose of gentrification; funds
digressed from public education into charter programs with no accountability; ‘test
and punish’ replacing humane classroom
management practices we believe is child abuse and feeds the school to prison
pipeline; monopoly
control over our state licensing, certification
and professional development; teacher
bullying; micromanagement
of teacher schedules;marginalizing
arts curricula;destruction of our library system; subcontracting
security, substitute and transportation functions without concern for qualifications or student
safety; Student
data manipulation and the selling of student data; Democratically-
elected school boards have been taken over by authoritarian privatizers
alleging “the business model” and denying, predominantly communities of color, their voting rights as well as their right to democracy; Acceptance
of a disrepute ‘VAM,’ formula to tie teacher evaluation to student test scores.
All
these issues and more have become systemic because of educational inequity and the specious, facile blame on teachers and
teacher quality.
This is
why we need your support for a White
House Conference on Education and Equity.
A White House Conference on Education
and Equity will
create a sanctioned environment for experienced teachers to posit
infrastructural changes that will remove barriers that perpetuate racial,
ethnic and societal failure.
A White House Conference on Education
and Equity will
bring worldwide attention to our concern that our democracy is being undermined
at its heart and its roots. It will give leaders opportunity to fully
understand why we must invest in our children as precious resources as part of
our democratic infrastructure.
Importantly, it will replace the world view perpetrated by privatizers
that our schools are crumbling, and that our teachers, and children, are
failures.
Our White House Conference will invite
scholarly papers on a list of concerns we have related because the breadth and
scope of these issues demand the widest possible support from our brightest and
best academic, child welfare, anti-trust, child development, health, nutrition,
social justice, technology, journalism, labor, cultural resource, architecture,
and grassroots civil rights advocates. These papers will anchor our discussion
through the lens of education and equity.
Our plan is to examine extant conditions and recommend new
paradigms. We will invite speakers and
participants who are willing to work with us to make Public Education and
Equity continue as the foundation of our democratic ideals.
White House Conference Proposal
A White House Conference is the first step. Equity and Public Education go hand in hand
and can never again be separated. Our
public education system is the heart of our country and the foundation of its
infrastructure. Reclamation will need to
reflect this as much damage has been done to our students, our communities, and
to our profession. Our profession must
move forward.
It is now up to American Public School Teachers to reclaim the mission and
intent of American public education from attempts to corporatize, unfund and
privatize our schools. It is time to
come together to restore the democratic values and move forward by reclaiming
our independence from the yokes of privatization and political
gentrification. Our founding fathers
left a stain of racism that has been allowed to fester because the values of
their ancestors could not be removed. We
believe that only through education can the stain of racism and ignorance be
finally eliminated. Our profession is unique to democracy and our profession
must be freed from ancient colonial biases.
Our healing and restoration must be anchored in the promise of democracy
-- not by factions and disaggregation created by profiteers, but with the
spirit of unity and a belief that our students are our foundation and our
future.
A White House Conference will focus on teachers, students, parents, community, and teaching. We will learn from each other how to rescind the damage. We will rely on each other's knowledge as we no longer will be forced to buy into what does not work for our students.
We reclaim our professionalism.
Leaders in Education, Education Law, Economics, Civil Rights, Environmental Policy, Child Development, Psychology, Architecture, Health, Labor Law and Journalism will be invited to submit papers that will be reviewed for task force organization and presentation. The corporate business community must be relegated to a benign position and no longer be in control, guide or influence the work of educators.
A White House Conference will focus on teachers, students, parents, community, and teaching. We will learn from each other how to rescind the damage. We will rely on each other's knowledge as we no longer will be forced to buy into what does not work for our students.
We reclaim our professionalism.
Leaders in Education, Education Law, Economics, Civil Rights, Environmental Policy, Child Development, Psychology, Architecture, Health, Labor Law and Journalism will be invited to submit papers that will be reviewed for task force organization and presentation. The corporate business community must be relegated to a benign position and no longer be in control, guide or influence the work of educators.
Lobbyists and agents of organizations that have lobbied for NCLB, RTtT and profit
makers behind many aspects of the new ESSA will not be invited.
These include but are not limited to: Teach for America, Eli Broad Educational leadership, the Bill and Melinda Gates Foundation, The Walton Foundation, and Pearson Education or its affiliates. Any member of the American Legislative Education Council or its affiliates, or any employee or agent of the Democrats for Education Reform, Wall Street Hedge Fund Managers, individuals such as Campbell Brown, Michelle Rhee, Right to Work supporters, Tea Party, Heritage Foundation, or allies of the Koch Brothers. This White House conference recognizes the intent of these organizations/individuals and the parts they have played in deforming public education. It will be up to the discretion of the White House conference planning committee to screen all who aspire to submit papers to the conference.
These include but are not limited to: Teach for America, Eli Broad Educational leadership, the Bill and Melinda Gates Foundation, The Walton Foundation, and Pearson Education or its affiliates. Any member of the American Legislative Education Council or its affiliates, or any employee or agent of the Democrats for Education Reform, Wall Street Hedge Fund Managers, individuals such as Campbell Brown, Michelle Rhee, Right to Work supporters, Tea Party, Heritage Foundation, or allies of the Koch Brothers. This White House conference recognizes the intent of these organizations/individuals and the parts they have played in deforming public education. It will be up to the discretion of the White House conference planning committee to screen all who aspire to submit papers to the conference.
Focus on Reclaiming Infrastructure through Communication, Advocacy and Understanding
Teachers need a broad and overarching understanding that a clean sweep of
the laws that force local education agencies to dedicate public funds to
privatization schemes will be relegated to the past. Anti-Trust Laws must be examined and
enforced. Civil Rights and Censorship
rules that govern education policy must be reviewed for their moral
governance. Policies and practices that
have been forced upon public education and teachers must now be examined for
their impact and moved out of the sphere of influence that govern our
schools.
We welcome your response to our request, and attach our proposed framework, as well as our Amicus Brief in the Friedrichs vs. CTA Supreme Court case, for your further consideration. http://www.scotusblog.com/wp-content/uploads/2015/11/14-915_bsac_Brittany_Alexander.pdf
We welcome your response to our request, and attach our proposed framework, as well as our Amicus Brief in the Friedrichs vs. CTA Supreme Court case, for your further consideration. http://www.scotusblog.com/wp-content/uploads/2015/11/14-915_bsac_Brittany_Alexander.pdf
It is imperative that we work
together to start to rebuild the K-12 infrastructure.
Sincerely yours,
Sincerely yours,
The BADASS TEACHERS ASSOCIATION
Marla Kilfoyle, Executive Director The Badass Teachers
Association
Melissa Tomlinson, Asst. Executive Director The Badass
Teachers Association
The Board of Directors – Wilma de Soto, Dr. Denisha Jones, Terry Kalb, Gus Morales,
and Priscilla Sanstead
Steering Committee Directors – Steven Singer, Dr. Michael
Flanagan, Tina Andres, Sue Goncarovs, Kathie Wing-Larsyn, Stacy Holcombe,
Roberta Reid, Becca Ritchie, Kathleen Jeskey, and Jamy Brice-Hyde,
WHITE HOUSE CONFERENCE on K-12 Education and Equity:
FRAMEWORK/PROPOSAL
Our White
House Conference on Equity and Education planning will begin by inviting
scholarly papers based on research needs identified by our members. Once papers have been submitted, the
White House Education and Equity Planning Group will create Special Task Forces
that will organize seminars, speakers, panels, and workshops.
Our White House Conference on Equity and Education will use on-line and televised services in order to reach out to teachers
throughout the world using an interactive platform whenever possible. We would like the videotapes of each session
to be available as Professional Development for worldwide interest and
interaction, available as a free resource for colleges, universities, libraries
in as many formats as possible. We
invite curriculum to be written for teachers and made available for international
circulation.
Our White House Conference on Education and Equity will call together experts in educational research statistical methodology, child welfare, experts in school to prison pipeline and prison privatization, social justice researchers and advocates, anti-trust experts, child development experts, health educators, nutrition specialists, education technology experts, journalists, labor relations and retirement experts, cultural and museum educators, librarians, architects, environment and renewable energy scientists, and civil rights activists. Expertise and factual analysis are our guideposts.
Our White House Conference on Education and Equity will anchor discussion through the lens of education and equity. We will examine extant conditions and recommend new paradigms. Teachers, students, and parents should be at the center of the discussion to reclaim Public Education.
Our White House Conference on Education and Equity will equip America’s teachers with ways to remove the effects of disinvestment and privatization. Our purpose is to build equity back into our public school system.
Disinvestment has removed the political, social and economic infrastructure that safeguards the mission of public education. Disinvestment not only loots public revenue designated for public education in order to finance so-called “school choice” vouchers and charter schools, but uses deceptive language to disenfranchise trust in public education and educators. Well- financed lobbyists purporting “cures” for failing schools attempt to disengage public responsibility to fully support public education. Lobbyists conjure fear to prey on public confidence, gerrymandering trust using politically biased “research.” These high priced power brokers paint a failure paradigm by removing inequity, racism and poverty as the primary inhibitors of school success.
Bogus studies have been invalidated -- refuted by our own members and allies-- but now a new lexicon of deformed words and phrases have been used as a way to legitimize fear and intimidation. Terms like “grit” and “rigor” do little except sell the importance of using standardized tests. Our members and allies have had to de-code and translate these deformed words and phrases while fending off bullying attacks on our profession, our credentials, our benefits, our retirement savings, and our unions. These terms fill the popular media with the placebo that privatization and standardization will cure failure. While our school leadership grows ever more top-down, authoritarian and “unaccountable,” our state and federal Department of Education continue to tout VAM, higher class counts, and other ways that imbed student failure. Instead of protecting our students, these agencies keep demanding more data while throwing money at Charter privatizers and more testing. ESSA, our revised enabling legislation, openly provides for hedge fund profiteers and continued expansion of privatization.
Whole sectors of our society are being lock stepped into privatization, and like those sectors that protect what affects us all, education is being bullied into abandoning equity as its primary raison d'être. Privatization not only fails to address equity and social justice, but low-balls public expectations for legitimacy of corrupt practices.
De-regulation gerrymanders local, state and federal laws. It allows privateers’ products offering indicators of “student growth” in an effort to manipulate public opinion and undermine public support for public education. These laws take clear aim at leveling equity for special needs and ELL students. These children were labeled “defective” by the Chairman of a corporation well-known for its support for public charters after his corporate headquarters moved out of a locality with a heightened reputation for diversity and high quality based on its service to special needs students.
While Congress recognizes this policy as inversion and tries to force multinational corporations to pay their fair share of taxes, tax loopholes that anchor corporate subsidy are extant in state and local laws. While quality public education is used as an exploitive marketing ploy to invite large employers to move into states, large corporations turn their advantaged positions to wield laws that undermine financial support for public education. These laws are lobbied heavily as pro-public while privatizers take aim at the attributes of equity that create qualitative schooling, diversity and attention to all special needs students. Public dissatisfaction with tax burdens augments anger and a rationale for political scapegoating. Public outcry to local school boards to cut bloated programs force Superintendents to protect Title I programs that seek equity for high-risk, high needs students by cutting art, music, instructional assistants and other proven attributes that define school success and quality education.
Privatization violates equity by advocating human failure the same way slavery and indentured servitude professes one human life more valuable than another. Corporate privatization re-imbeds Jim Crow segregation into our society. The “peculiar” institution will – if unchecked – will continue to gentrify our communities, our schools and the opportunities public education affords all students.
It is our belief that un-regulated monopolies have taken charge of the public agencies established to regulate and protect our public education system with the same anti-intelligentsia attacks against our environment. The US Department of Education has, through NCLB and RTtT and in its role re-tooling ESEA, forced systematic privatization of our public education system by “blended” and “revolving door” staffing patterns that reek of collusion; this forces mistrust of government itself, much the way EPA has been ridiculed and blamed for the Flint’s water crisis. In education, mistrust of teacher competency to evaluate and assess student growth is ubiquitous. While VAM has been beaten back in ESSA, it persists among local and state agencies appointed to oversee teacher evaluation. Our Amicus brief filed with the Supreme Court in Friedrichs v. California Teachers Association et al. outlines how VAM attacks teachers and their union protections, and how VAM is no better than junk science.
Public school students and public educators can ill afford collusive practices that protect charter school incompetence because collusion rends inert the very promise of democracy. There should be a clear line of demarcation between government and privatization in order to protect the public good. Anti-trust laws must be reintroduced to stop privatization.
The only way to stop privatization is to stop it. The full force and effect of authoritarian rules, laws and practices must be examined as carefully as possible in order to restore equity for all, not protect the entitled few.
Public Educators believe that enough is enough. Our
job, in coalition with parents, students, and the communities we serve, is to create and articulate a new education
paradigm based on civil rights or social justice.
o Our
Teachers will work with the purpose of reclaiming and restoring equity to
American Public Education, and our suggestions, analyses and recommendations
will be shared with members of the Education, Legislative, and Executive
branches of government, State Education Agencies, local school boards, unions
and parent organizations, college and
university partnerships, schools of education, professional development and
teacher preparations programs, blogs, journals, newspapers, magazines, and
social media outlets.
We Will
Reclaim Public Education and its Mission of Equity. Public education must rid
itself from the schemes of privatizers. Profiteering does not belong in our
work to rebuild and reclaim Education.
We reject the greedy interlopers, misdirections and compromises that alter the scope of the federal, state and local government agencies and re-establish and protect the mission of Public Education.
o
We reject the premise that accountability is the primary
purpose of those who legislate and budget our schools.
o
We reject the cripplers of our students’ future through
exclusion and elitism.
o
We reject elected officials influenced by lobbyists who
profit from school starvation, and will reject them at the ballot box.
o
We reject efforts to impose legislation that use
monopoly-owned tests to “credit score” our schools and dumb down the academic
growth through exclusion.
o
We reject the attitude of populist indifference that
allows inequity to fester and deepen.
o
We disinvite disinvestors and profiteers and
“edupreneurs” to the White House
Conference on Education and Equity.
We recognize the malignant intent of these organizations to undermine
democratic values of pluralism, multi-culturalism and respect for
diversity. Their efforts have been to remove
educational equity by demeaning teachers, parents, and students, marginalizing
the role public education plays in a democratic society with “divide and
conquer” practices. They offer no
qualitative solution to social justice through equity.
o
These include but are not limited to: Lobbyists and
agents of organizations that have lobbied for NCLB, RTtT and profiteering
aspects of the new ESSA will not be invited. This includes leadership that has actively
pursued privatization and starvation of public education: Democrats for Education Reform (DFER); Teach for America (TFA); Eli Broad Leadership; The Council for Teacher
Quality; The Walton Foundation; The Bill
and Melinda Gates Foundation; Pearson
Education or its affiliates; any member
of the American Legislative Exchange Council (ALEC) or its affiliates; any
employee, representative or agent
of Right to Work; any member or representative of the Tea
Party; an member or agent of the
Heritage Foundation; any member of the Libertarian party; any representative or agent of Goldman Sachs,
Bank of America, or any subsidiary or beneficiary; individuals such as Campbell
Brown and Michelle Rhee; any member of the charter school industry and any
member of the Koch Brothers organization.
TASK FORCES:
VAM
and Inequity: using Student Data to Determine Teacher Quality
Dr. Carol Burris https://www.washingtonpost.com/news/answer-sheet/wp/2015/07/08/well-ill-be-vamned-why-using-student-test-scores-to-evaluate-teachers-is-a-sham/
American Statistical Association http://www.amstat.org/policy/pdfs/asa_vam_statement.pdf
The Legal Consequences of Mandating High Stakes Decisions Based on Low Quality Information: Teacher Evaluation in the Race to the Top Era
http://epaa.asu.edu/ojs/article/view/1298/1043
Sheri and Bruce Lederman - http://nycpublicschoolparents.blogspot.com/2016/05/breaking-lederman-decision-and-gallup.html
The Houston Seven - https://dianeravitch.net/2014/05/01/the-story-of-houston-teachers-suing-districts-test-based-evaluation-system/
The Legal Consequences of Mandating High Stakes Decisions Based on Low Quality Information: Teacher Evaluation in the Race to the Top Era
http://epaa.asu.edu/ojs/article/view/1298/1043
Sheri and Bruce Lederman - http://nycpublicschoolparents.blogspot.com/2016/05/breaking-lederman-decision-and-gallup.html
The Houston Seven - https://dianeravitch.net/2014/05/01/the-story-of-houston-teachers-suing-districts-test-based-evaluation-system/
THE
IMPACT OF TFA: Cloaking Inequity
Dr. Julian Vasquez Heilig - Cloaking Equity http://cloakinginequity.com/2014/01/07/teach-for-america-a-return-to-the-evidence-the-sequel/
Dr. Julian Vasquez Heilig - Cloaking Equity http://cloakinginequity.com/2014/01/07/teach-for-america-a-return-to-the-evidence-the-sequel/
Dr. Jameson Brewer - Teach for America Counter Narratives http://www.tjamesonbrewer.com/teach-for-america-counter-narratives.html
Poverty
and Underachievement
Pedro Noguera http://pdk.sagepub.com/content/93/3/8.abstract
David Berliner http://nepc.colorado.edu/author/berliner-david-c
David Berliner http://nepc.colorado.edu/author/berliner-david-c
Baby Brains: The First Year
http://ngm.nationalgeographic.com/2015/01/baby-brains/bhattacharjee-text?utm_source=Facebook&utm_medium=Social&utm_content=link_fb20150101ngm-babybrain&utm_campaign=Content&sf6679075=1
Poverty Shrinks Brains from Birth
Poverty Shrinks Brains from Birth
http://www.scientificamerican.com/article/poverty-shrinks-brains-from-birth1/?WT.mc_id=SA_Facebook
Poor kids who do everything right don’t do better than rich kids who do everything wrong
https://www.washingtonpost.com/news/wonk/wp/2014/10/18/poor-kids-who-do-everything-right-dont-do-better-than-rich-kids-who-do-everything-wrong/
Poor kids who do everything right don’t do better than rich kids who do everything wrong
https://www.washingtonpost.com/news/wonk/wp/2014/10/18/poor-kids-who-do-everything-right-dont-do-better-than-rich-kids-who-do-everything-wrong/
What your first grade life says
about the rest of it
https://www.washingtonpost.com/news/wonk/wp/2014/12/27/what-your-first-grade-life-says-about-the-rest-of-it/
https://www.washingtonpost.com/news/wonk/wp/2014/12/27/what-your-first-grade-life-says-about-the-rest-of-it/
Stop blaming poor parents for their
children’s limited vocabulary
https://www.washingtonpost.com/posteverything/wp/2014/11/10/stop-blaming-poor-parents-for-their-childrens-limited-vocabulary/?tid=sm_fb
How childhood trauma could be mistaken for ADHD
http://www.theatlantic.com/health/archive/2014/07/how-childhood-trauma-could-be-mistaken-for-adhd/373328/
Education and the Income Gap
https://www.washingtonpost.com/blogs/answer-sheet/post/education-and-the-income-gap-darling-hammond/2012/04/26/gIQAHn0LkT_blog.htm
Poor concentration: poverty reduces brain power needed for navigating other areas of life
http://www.princeton.edu/main/news/archive/S37/75/69M50/index.xml?section=topstories
How Poverty Taxes the Brain
http://www.citylab.com/work/2013/08/how-poverty-taxes-brain/6716/
https://www.washingtonpost.com/posteverything/wp/2014/11/10/stop-blaming-poor-parents-for-their-childrens-limited-vocabulary/?tid=sm_fb
How childhood trauma could be mistaken for ADHD
http://www.theatlantic.com/health/archive/2014/07/how-childhood-trauma-could-be-mistaken-for-adhd/373328/
Education and the Income Gap
https://www.washingtonpost.com/blogs/answer-sheet/post/education-and-the-income-gap-darling-hammond/2012/04/26/gIQAHn0LkT_blog.htm
Poor concentration: poverty reduces brain power needed for navigating other areas of life
http://www.princeton.edu/main/news/archive/S37/75/69M50/index.xml?section=topstories
How Poverty Taxes the Brain
http://www.citylab.com/work/2013/08/how-poverty-taxes-brain/6716/
Evidence mounting that
poverty causes lasting physical and mental health problems for children (This
one doesn’t have links to the studies, but names them so they could be found..)
http://www.post-gazette.com/news/health/2013/11/25/CHILDREN-and-POVERTY/stories
http://www.post-gazette.com/news/health/2013/11/25/CHILDREN-and-POVERTY/stories
Citizens
United: Implications for Education
Black
Lives Matter
Why race and culture
matters in our schools - TC Howard https://books.google.com/books?hl=en&lr=&id=SpUbAgAAQBAJ&oi=fnd&pg=PT23&dq=reduction+in+teachers+of+color&ots=SHkgel9ho5&sig=fZUAIWzjCqFu1VHPMGJNLm2O8Zk#v=onepage&q=reduction%20in%20teachers%20of%20color&f=false
Dr. Denisha Jones
BEWARE OF EDUCATION REFORMERS
WHO CO-OPT THE LANGUAGE OF THE CIVIL RIGHTS MOVEMENT http://www.empowermagazine.com/beware-education-reformers-co-opt-language-civil-rights-movement/
Teachers
as first responders
Teacher who hid students
during Newton massacre http://www.reuters.com/article/us-usa-shooting-connecticut-idUSKCN0RP2DH20150925
Victoria Soto dies in
Sandy Hook defending her children http://www.chron.com/news/nation-world/nation/article/Teacher-died-fighting-for-her-students-4121117.php
Oklahoma teachers first
responders in classrooms w/ kids during Oklahoma tornadoes http://www.cnn.com/2013/05/21/us/oklahoma-tornado-school/
My Teacher Saved our
Lives http://thegrio.com/2013/05/21/tornado-survivor-my-teacher-saved-our-lives/
Teacher adopts homeless
child http://www.richmond.com/news/local/henrico/article_4e61a391-7c48-50ac-8f37-a2dff1609519.html
Classroom terror adopted
by loving teacher http://www.today.com/parents/teacher-adopts-student-she-was-warned-about-1D79929954
Teacher creates pop up
classroom in wake of Ferguson http://www.theguardian.com/teacher-network/teacher-blog/2014/sep/15/riots-ferguson-pop-up-school-pupils-learn-teacher
Teachers work in
community when schools closed in Baltimore http://thinkprogress.org/education/2015/04/28/3652210/students-going-baltimore-school-closures/
Wraparound
services that promote equity
This superintendent
has figured out how to make school work for poor kids https://www.washingtonpost.com/local/education/this-superintendent-has-figured-out-how-to-make-school-work-for-poor-kids/2015/12/20/cadac2ca-a4e6-11e5-ad3f-991ce3374e23_story.html
Vocational
Education-- Coalition
building—re-integrating the role of
small business and organized labor
How
ESSA supports the visual and performing arts
Title 1 - Section 1008 -
Schoolwide Programs “well-rounded” education https://www.congress.gov/bill/114th-congress/senate-bill/1177/text#toc-HBCB1043F254B467C880CA4632EB8661D
National Art Education
Association https://www.arteducators.org/advocacy/essa-every-student-succeeds-act
Cultural
literacy and Cultural Education
What role do race, ethnicity, language
and gender play in the teaching profession? http://www.tandfonline.com/doi/abs/10.1080/13613324.2011.624504
Dr. Sam Anderson and the NYC Coalition for Public
Education
Sonya Romero – Bilingual Kindergarten Teacher
The
Report Card approach to school evaluation
Peter Greene - School
Ratings http://curmudgucation.blogspot.com/2016/03/problems-with-school-ratings.html
Equity
needs to be reinstated as an element of school quality
Linda Darling Hammond -
Funding Disparities and Inequitable Distribution of Teachers
file:///C:/Users/Marla/Downloads/1053-3438-1-PB.pdf
Deb Meier - https://deborahmeier.com/
Rural
Education How rural education and poverty is being targeted by
privatization in the US and internationally.
Native
American Education
Representation
by Tribal Nations throughout the country
http://www.usnews.com/news/articles/2015/11/06/native-american-students-left-behind
The
political process and the voice of educational equity.
Gilda Ritz - Superintendent
of Education in Indiana
Helen Gym
Jhatayn “Jay” Travis
Zephyr Teachout
Dr. Barbara Seals Nevergold
Brett Bigham
Dr. Barbara Seals Nevergold
Brett Bigham
Larry Proffitt
Nina Turner
Jitu Brown and The
Journey for Justice
Gus Morales
Kim Cook
Jesus "Chuy" Garcia
Adell Cothorne
Jesus "Chuy" Garcia
Adell Cothorne
The Right Reverend Dr.
Bishop John Selders
Cheryl Binkley
Dr. Betty Rosa,
Chancellor of the Board of Regents, New York, Judith Johnson, Kathy Cashin,
Beverly Ouderkirk, Judith Chin, and Catherine Collins (NYS Board of Regents Members)
Dr. Denisha Jones,
Howard University
Gladys Marquez-Padilla,
Hispanic Caucus NEA
Dyett Hunger Strikers
Karran Harper Royal
Rev. Dr. William Barber
III
Lupita Nyong'o, Rosario
Dawson and Aasif Mandvi - Education NOT
Deportation
Save our Schools March
Network for Public Education
Alliance to Reclaim our
Schools (Keron Blair - Director)
BROAD
Superintendents and the harm they have done to creating equitable education
environments
Sharon Higgins - Meet
the Broad Superintendents http://dianeravitch.net/2013/08/15/meet-the-broad-superintendents/
What
happens when we listen to teachers, students, parents
Karen Lewis and Michelle
Gunderson- Chicago Teachers Union
Sonya Romero – Bilingual
Kindergarten Teacher
Maryora Nicole Urbina http://thinkprogress.org/immigration/2016/05/19/3779332/central-american-families-raids/
Tikeila Rucker –
Tennessee Public School Teacher https://www.facebook.com/United-Education-Association-of-Shelby-County-917786691626818/
Marla Kilfoyle
interviews for Board of Regents at 4:33 http://nystateassembly.granicus.com/MediaPlayer.php?view_id=7&clip_id=3079
Ivy Bailey – Detroit Teachers Union
Melissa Tomlinson, New
Jersey teacher, bullied by Chris Christie http://www.msnbc.com/the-ed-show/watch/christie-caught-bullying-local-nj-teacher-61248067812
Gus Morales –
Massachusetts Public School Teacher/ Workplace Bullying
Neshellda Johnson –
Tennessee Public School Teacher https://www.facebook.com/video.php?v=714757278593150
Montserrat Garibay –
Texas Educator https://www.youtube.com/watch?v=yxsxyg6rg2c
Asean Johnson – Chicago
Student Activist
Shoeneice Reynolds
Shoeneice Reynolds
Newark Student Union
Philadelphia Student
Union
Providence Student Union
Algebra Project
Nidalis Burgos and Rousemary Vega
Algebra Project
Nidalis Burgos and Rousemary Vega
Opt Out students from
around the nation
Eileen Graham - Buffalo (NY) Parent
Eileen Graham - Buffalo (NY) Parent
Zakiyah Ansari –
Alliance for Quality Education
Jeanette Deutermann and
Lisa Rudley LIOO and NYSAPE
Maribel Padin-Canestro - LIOO
Maribel Padin-Canestro - LIOO
Charmaine Dixon and
Nancy Cauthen – NYC Opt Out
Robin Roberts, Shakeda
Gaines, Tonya Bah, Will Thomas and Eric Brice, – Philadelphia Opt Out
Cindy Hamilton - Florida Opt Out Network
United Opt Out
School
funding: Teachers as Professionals
Dr. Bruce Baker –
Rutgers http://www.aqeny.org/wp-content/uploads/2012/03/New-Yorks-50-Most-Underfunded-School-Districts.pdf
School
to Prison Pipeline
Enhancing educators’
ability to stop the school to prison pipeline https://www.schooljustice.org/wp-content/uploads/Keeping-Kids-In-School.pdf#page=191
Teacher
health, and reducing the stressors with on-site stress reduction strategies.
Our
hero Journalists
Valerie Strauss, The
Answer Sheet Washington Post
David Sirota
Fred LeBraun, NYS LOHUD,
Keshia Kluckey, Politico NY, Gary Stern, NY Times
Union, Jamie Franchi from Long Island Press, NY, Claude Solnik of Long Island Business News
Rick Smith, The Rick
Smith Show
The Jeff Santos Show
Education Town Hall - We Act Radio with Thomas Byrd and Virginia Spatz
The LA Progressive –
Dick Price and Sharon Kyle
The Young Turks
Ed Shultz
Thom Hartmann
Amy Goodman
John Oliver
Progressive
Magazine
Jonathan Pelto
and Education Bloggers Network
Jon Stewart
Bill Moyers http://billmoyers.com/story/hedge-funders-built-pro-charter-political-network/
Corporate
Media Ownership and the Echo Chamber’s influence on Privatization
Netflix - Reed Hastings/Rupert
Murdoch/Bloomberg/Rachel Maddow/Eli Broad
Teachers/Educators/
Higher Education as bloggers and writers
Dr.
Yohuru Williams - http://www.huffingtonpost.com/yohuru-williams/by-any-dreams-necessary-m_b_6648002.html
Dr. Denisha Jones - http://www.empowermagazine.com/empathy-v-criticism-respond-think-testing-needed-improve-public-education/
Anthony Cody - http://www.livingindialogue.com/
Troy La Raviere https://troylaraviere.net/
Increasing
Teachers of Color – diversity in the teaching force
Recruiting and retaining
teaches of color; voices from the field. http://sgo.sagepub.com/content/3/3/2158244013502989
PE
and the need for exercise during the academic day
Supporting Public
Health Priorities: Recommendations for Physical Education and Physical Activity
Promotion in Schools http://www.onlinepcd.com/article/S0033-0620(14)00142-X/abstract
Public
education for LGBT youth
Brett Bigham
LGBT Students from around the nation
Neighborhood
Schools should reflect neighborhood culture.
Journey for Justice -
Death by a 1000 Cuts
Eliminating
Citizens United and return to democratic normalcy
Anti-Trust laws and eliminating the
monopoly stranglehold on Education
Ruth Bader Ginsburg
Robert Reich
International
global education reform and implications for teaching with equity.
Protecting
Student Data Privacy
Equitable
school design…how architects will use new materials and technologies to create
safe environment for schools using renewable resources
http://www.ecoliteracy.org/article/green-school-design-better-health-and-educationand-more-cost-effective “Lower-income
and minority children disproportionately suffer from poor indoor air quality
and related problems in conventional schools. Children in low-income families
are 30 percent to 50 percent more likely to have respiratory problems that lead
to increased absenteeism and diminished learning and test scores. Greening
public schools creates an opportunity to improve the health and educational
settings for all students, regardless of income or background, a process with
clear moral benefits. The financial benefits of a more equitable educational
system are difficult to calculate, but could be substantial in terms of
increased diversity in the workforce, community development, increased
productivity, etc.”
Health Care (Single Payer)
Retirement and pensions and the Teacher’s struggle against Privatization
Fred
Klonsky
Defending the early years
Defending
the Early Years Organization https://deyproject.org/about/
Susan Ochshorn http://ecepolicyworks.com/what-we-do/
Susan Ochshorn http://ecepolicyworks.com/what-we-do/
Preservation of our Library systems
Susan Horton Polos
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Nice job! ^0^
ReplyDeleteWell done! Impressive. Angry Grandparents Against High Stakes Testing (AGAHST) supports this concept 100%+
ReplyDelete