Few Heard At Wisconsin Budget “Hearing” In Milwaukee, But School Choice Advocate Denounces Walker’s Subsidy For Rich
At Monday’s public hearing in Milwaukee on Governor Walker’s budget, Wisconsin Republicans once again resorted to anti-participatory tactics to avoid criticism of their far-right agenda. Despite these efforts, strong criticisms were squeezed-in by longtime Milwaukee school choice advocate Howard Fuller, calling GOP efforts to lift income limits on school vouchers an “outrageous” program “that subsidizes rich people.”
Republicans Regulate Milwaukee Hearing
Milwaukee’s hearing at State Fair Park was the third of four statewide sessions on Walker’s proposed budget by the Republican-controlled Joint Finance Committee, and controversy arose well before the hearing began. According to the Milwaukee Journal-Sentinel, two of Milwaukee’s congresswomen, Rep. Tamara Grigsby and Sen. Lena Taylor, were concerned that many working people would be excluded because the hearing was scheduled to end at 6pm. The two arranged to hold informal sessions until 9pm to allow people to voice their opinion, then notified Joint Finance co-chairs Rep. Robin Vos (R-Burlington) and Sen. Alberta Darling (R- River Falls) about their plans.
Sen. Darling reportedly approved the Grigsby-Taylor informal hearing and Rep. Vos “said he would think about it.” However, Taylor soon received notice from State Fair Park that Vos had reserved the facility until midnight, meaning the Dems’ hearing could not take place, and Milwaukee’s working population could not have their voices heard.
According to Taylor, “This isn’t open government. This is not democracy. This is shameful.”
Beer City Blockage the Latest in a Series
Vos and Darling were unabashed about their intention to suppress opposition, with Darling telling the Journal-Sentinel “we had to take precautions so that what happened at the Capitol wouldn’t happen at State Fair Park.”
“The hearings are going to be done when we say they’re done,” Vos said.
This is only the latest in a series of Wisconsin GOP efforts to limit scrutiny and stifle dissent. On February 11, Governor Walker sought to limit deliberation on his budget repair bill by introducing it on a Friday and ordering a vote on a Tuesday (Senate Democrats thwarted these plans by leaving the state). The Walker Administration violated the constitutionally-guaranteed right of public access to the state capitol in late February, and a judge ordered it re-opened; the administration violated that order in March and a hearing on that violation is pending. On March 11, Republicans forced the union-busting budget repair bill through the Senate with minimal notice, breaking state Open Meetings laws and possibly violating the constitution’s public access guarantees.
Hearing Limits Input from Milwaukee’s Particularly-Affected Populations of Color
This latest step towards suppression is especially egregious considering Milwaukee is not only the state’s largest city, but has the most people of color, a population that will be particularly affected by Walker’s budget and budget repair bill. The plans eliminate funding for a new program to track and remedy racial profiling (the first step towards confronting Wisconsin’s atrocious record of racial disparities in incarceration); will limit eligibility for medical assistance; kicks legal immigrants off food assistance; and eliminates funding for a program that provided civil legal services to low income residents. Walker is also expected to cut $300 million from Milwaukee Public Schools (MPS), severely limiting education quality for the district teaching the greatest number of students (and students of color) in the state.
With Republican legislators keeping the Milwaukee hearing short, only speakers who signed up before 12:30pm had their voices heard. Hundreds of people were denied the ability to speak, and as the hearing ended at 6:30pm, there were shouts of “let us speak” and the now-familiar “shame” directed at those lawmakers.
Howard Fuller Heard on Education
While many Milwaukee residents were not heard on Monday, at least one prominent voice spoke strongly against Walker’s plans for Milwaukee schools.
In addition to cutting $300 million from Milwaukee’s public schools (and eliminating teacher’s unions), Walker’s budget reinforces existing inequalities by expanding the “school choice” program, which allows students to opt-out of public schools and use a taxpayer-funded voucher for private school tuition. The voucher program has been criticized not only because it directs money away from public schools, but because private schools can pick-and-choose their students, often selecting those who come from an advantaged background and leaving the rest to suffer in under-funded public schools.
Milwaukee became the country’s first publicly-funded school voucher program in 1990, and it grew under the tenure of MPS Superintendent Howard Fuller. He currently directs an institute at Marquette University that authorizes schools trying to get into Milwaukee’s choice program. Howard has collaborated with Republican lawmakers in the past, many of whom support so-called “school choice” out of belief in free market principles of competition and privatization. While many on the left fear defunding public education, some urban advocates like Fuller have supported vouchers to give promising low-income students a better chance at long-term success by providing education options that would not otherwise be available.
But Fuller, who is now regarded as the nation’s most influential African-American spokesman for “school choice,” strongly criticized Walker’s plans to remove income eligibility caps for the private school voucher program. “Please don’t make it true that you were using the poor just to eventually make this available to the rich,” Fuller said. “If [lifting income eligibility] is done, I will become an opponent of this.”
“I never got into this to give someone like me $6,500 to send their kid to Marquette High School (tuition $15,000 per year). . . This is where I get off the train, I’m not going to go anywhere in America and fight for a program that subsidizes rich people.”
By: Brenda Fischer, Center for Media and Democracy, April 12, 2011
A Teachable Moment: Character In An Anti-Teacher Climate
It’s a question on a lot of parents’ minds these days: How do we teach character?
New York Times columnist David Brooks was in Cleveland on Monday to talk about his new book, “The Social Animal: The Hidden Sources of Love, Character, and Achievement.” During the audience Q-and-A, the self-described conservative was asked how he would design high school curriculum to include the teaching of character.
Brooks shared a memory of his own teachers: “I don’t remember what they taught me, but I remember how they behaved.” Many in the audience nodded and murmured in agreement.
Like most people, I could easily rattle off the names of several teachers who changed my life by the way they lived theirs. I’ll spare you that walk down my memory lane.
Instead, I want to quote another self-described conservative who had a lot to say about character. His recent e-mail to me echoed the sentiments expressed by many readers who object to various states’ legislative attacks against public school teachers, including those in Ohio. These letters and e-mails are not from teachers, but from those who love them.
This particular reader is a business analyst. He made it clear that, while our dads held similar blue-collar jobs, he and I grew up to disagree on many issues. He’s not a fan.
But he does share my high regard for the men and women paid by taxpayers to teach America’s children. He’s been married to one of those dedicated public servants in Cleveland for nearly 14 years.
“We spend tons of money on supplies for the kids,” he wrote. “I have begged her to leave Cleveland and she refuses to because it is her calling. I should be so lucky.”
To insulate this man and his wife from the current blood sport of teacher-bashing, I won’t name them. He did give me permission to share the recent letter of apology he wrote to his wife:
Dear Honey,
I’m sorry.
I am a conservative husband, belong to the Tea Party and I voted for John Kasich. I have been married to a Cleveland teacher for almost 14 years and my vote let her down.
I apologize:
For letting people tease you about having the summer off and not asking them to thank you for the tough days ahead that begin in early August. I know for a fact you work more hours in those 10 months than many people do in 12. All those hours are earned.
For complaining that my Sunday is limited with you because you must work.
For making you think you have to ask permission to buy a student socks, gloves and hats.
For not understanding that you walk through a metal detector for work.
For leaving dirty dishes in the sink [when you awoke] for your 4 a.m. work session. I should know you have to prepare.
For thinking you took advantage of the taxpayers. Our governor continues to live off the taxpayer dole, not you.
For counting the time and money you spend to buy school supplies.
For not saying “thank you” enough for making the world and me better.
I love you.
In this husband’s apology, we learn a lot about the remarkable teacher who is his wife. Her students sure are lucky. Every day that she shows up with such optimism is another day her students get a chance to believe in a better version of themselves.
Thankfully, this teacher is not an anomaly. Despite recent attacks on their pay, motives and even their supposed lifestyle, the majority of public school teachers across the country continue to bring their talent and high ideals to some of our most troubled districts.
Consider the take-home message for America’s schoolchildren:
Conservative politicians emboldened by brand-new legislative majorities insist that children are our most precious resource, but then pass bills guaranteed to undermine the teachers entrusted with our children’s future.
Nevertheless, those same public school teachers under attack continue to report for duty every day.
We know that children watch, and learn. And what they are sure to understand is that, unlike those politicians, their teachers refuse to give up on them.
Talk about a lesson in character.
By: Connie Schultz, Syndicated Columnist, The Plain Dealer and Creators Syndicated, Published March 16, 2011, Cleveland.com
U.S. Is Urged to Raise Teachers’ Status
To improve its public schools, the United States should raise the status of the teaching profession by recruiting more qualified candidates, training them better and paying them more, according to a new report on comparative educational systems.
Andreas Schleicher, who oversees the international achievement test known by its acronym Pisa, says in his report that top-scoring countries like Korea, Singapore and Finland recruit only high-performing college graduates for teaching positions, support them with mentoring and other help in the classroom, and take steps to raise respect for the profession.
“Teaching in the U.S. is unfortunately no longer a high-status occupation,” Mr. Schleicher says in the report, prepared in advance of an educational conference that opens in New York on Wednesday. “Despite the characterization of some that teaching is an easy job, with short hours and summers off, the fact is that successful, dedicated teachers in the U.S. work long hours for little pay and, in many cases, insufficient support from their leadership.”
The conference, convened by the federal Department of Education, was expected to bring together education ministers and leaders of teachers’ unions from 16 countries as well as state superintendents from nine American states. Secretary of Education Arne Duncan said that he hoped educational leaders would use the conference to share strategies for raising student achievement.
“We’re all facing similar challenges,” Mr. Duncan said in an interview.
The meeting occurs at a time when teachers’ rights, roles and responsibilities are being widely debated in the United States.
Republicans in Wisconsin and several other states have been pushing legislation to limit teachers’ collective bargaining rights and reduce taxpayer contributions to their pensions.
President Obama has been trying to promote a different view.
“In South Korea, teachers are known as ‘nation builders,’ and I think it’s time we treated our teachers with the same level of respect,” Mr. Obama said in a speech on education on Monday.
Mr. Schleicher is a senior official at the Organization for Economic Cooperation and Development, or O.E.C.D., a Paris group that includes the world’s major industrial powers. He wrote the new report, “What the U.S. Can Learn from the World’s Most Successful Education Reform Efforts,” with Steven L. Paine, a CTB/McGraw-Hill vice president who is a former West Virginia schools superintendent, for the McGraw-Hill Research Foundation.
It draws on data from the Program for International Student Assessment, which periodically tests 15-year-old students in more than 50 countries in math, reading or science.
On the most recent Pisa, the top-scoring countries were Finland and Singapore in science, Korea and Finland in reading and Singapore and Korea in math. On average, American teenagers came in 15th in reading and 19th in science. American students placed 27th in math. Only 2 percent of American students scored at the highest proficiency level, compared with 8 percent in Korea and 5 percent in Finland.
The “five things U.S. education reformers could learn” from the high-performing countries, the report says, include adopting common academic standards — an effort well under way here, led by state governors — developing better tests for use by teachers in diagnosing students’ day-to-day learning needs and training more effective school leaders.
“Make a concerted effort to raise the status of the teaching profession” was the top recommendation.
University teaching programs in the high-scoring countries admit only the best students, and “teaching education programs in the U.S. must become more selective and more rigorous,” the report says.
Raising teachers’ status is not mainly about raising salaries, the report says, but pay is a factor.
According to O.E.C.D. data, the average salary of a veteran elementary teacher here was $44,172 in 2008, higher than the average of $39,426 across all O.E.C.D countries (the figures were converted to compare the purchasing power of each currency).
But that salary level was 40 percent below the average salary of other American college graduates. In Finland, by comparison, the veteran teacher’s salary was 13 percent less than that of the average college graduate’s.
In an interview, Mr. Schleicher said the point was not that the United States spends too little on public education — only Luxembourg among the O.E.C.D. countries spends more per elementary student — but rather that American schools spend disproportionately on other areas, like bus transportation and sports facilities.
“You can spend a lot of money on education, but if you don’t spend it wisely, on improving the quality of instruction, you won’t get higher student outcomes,” Mr. Schleicher said.
By: Sam Dillon, The New York Times, March 16, 2011
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