Talking about Testing

The movement against high-stakes-testing has mushroomed this year. Students, parents, teachers, principals, superintendents, school boards, and even legislators across the country are talking about the overuse and misuse of testing. A glimpse of what they are saying in a moment, but first: here’s your chance to do some of the talking! Please hold these dates for two important events next week:

  1. Wednesday, March 18th, 6-8PM at Sci-Tech: The Great Public Schools (GPS) Pittsburgh community meeting will focus on school funding issues, including a session led by Yinzercation steering committee member, Kathy Newman, on the financial impact of high-stakes-testing. Come learn about these un-funded mandates, how they are hurting our schools, what they are costing state tax payers, and discuss what we can do about it. Dinner at 5:30pm and free childcare available.
  2. Saturday, March 21st, 11:30AM-1:30PM at Carnegie Mellon, University Center: Yinzercation is hosting a “Test In” for the community to come see the tests our kids are taking and answer sample questions. The event will feature Dr. Greg Taranto (a PA middle school principal of the year and member of Gov. Wolf’s education transition team!) speaking about the impact of high-stakes-testing on students. You might remember his op-ed piece that went viral last year. We will also hear from several teachers, including Yinzercation steering committee member Steve Singer. Keep your eyes peeled for more information.

Seriously, you don’t want to miss these opportunities to be a part of the conversation. Now, want to hear what some other folks are saying?

Start with three courageous principals from Canon-McMillan School District, right here outside of Pittsburgh, who recently published an article publicly explaining why evaluating teachers using high-stakes-testing is hurting students and schools. Critiquing the use of Value Added Measurement (VAM) statistical models, Dr. Greg Taranto, Mr. Kenneth Schrag, and Dr. Mark Abbondanza said, “school leaders must take action by ‘pulling the curtain’ back on VAMs to understand the detrimental impact they can have on their educational community. As school leaders, we cannot let the effectiveness of our teachers and the culture of our schools be determined by a ‘magical’ mathematical formula that does not calculate humanity in the equation!” Read the whole article for an excellent rundown on the research literature warning against the use of VAM for teacher evaluation. [PA Administrator, Feb. 2015]

A brand new report released yesterday supports their conclusion. A detailed analysis of the state’s new School Performance Profile (SPP) rating system found that – despite its claim to use “multiple measures” to evaluate schools and teachers – 90% of the calculation is based on high-stakes standardized tests. Yet, “standardized tests measure just part of the expectations we hold for students and schools.” Even more problematically, “these measures are closely associated with student poverty rates and other out- of-school factors—raising questions about whether the measures are a valid and reliable measure for purposes of school accountability.” [Research for Action, March 2015 report]

In other words, SPP scores measure student poverty. Period. Even the much-touted Pennsylvania Value-Added Assessment System (PVAAS) component of the score, which is supposed to calculate projected student growth while controlling for out-of-school factors, miserably fails to do so and instead strongly correlates with poverty. The report concludes, “our analyses suggest that Pennsylvania’s School Performance Profiles could be interpreted as a complex profile of student poverty.” That’s right: teachers and schools being held accountable, not for what students learn, but for the poverty level of the families they serve. And rather than send resources to support those families, these systems punish schools and teachers, threatening them with closure, firing, and more disruptive “reforms.”

Over 2,000 education researchers sent an open letter to the Obama administration and Congress last month saying the same thing. Citing reams of data, the researchers wrote, “we strongly urge departing from test-focused reforms that not only have been discredited for high-stakes decisions, but also have shown to widen, not close, gaps and inequities.” The letter went on to quote evidence at length from a new Policy Memo from the National Education Policy Center, which effectively summarizes a “broad research consensus that standardized tests are ineffective and even counterproductive when used to drive educational reform.” [NEPC, “Reauthorization of the Elementary and Secondary Education Act: Time to Move Beyond Test-Focused Policies,” Feb. 2015]

OK, so we have local principals, Pennsylvania policy analysts, and national education researchers all pointing to the evidence that high-stakes-testing is not working. What about those most affected: the students? They’re not being quiet either.

Last week, thousands of students in New Jersey refused to take the new high-stakes-tests in that state. In one district alone, a full 30% of the students refused to take the PARCC test, which is being used by several states to align with the new Common Core standards. [WABC-TV7, 3-2-15] One student who did take the test, wrote about the experience in a widely shared piece for the Washington Post: 10th grader Marina Ford explained how much class time she has lost to test-prep, how confusing and error-riddled the tests are, even for honors students like herself, and how these high-stakes-accountability-tests have prevented her from getting ready for the ones that really matter to her, such as the AP exams. [Washington Post, 3-7-15]

And it’s not just in New Jersey. Last year, over 60,000 students refused to take similar tests in New York, and the numbers are expected to be even larger this year when students in that state are scheduled to begin testing next month. [New York State Allies for Public Education] In New Mexico last week, thousands of students refused to take the tests and many hundreds protested by walking out of their high schools. [Daily Caller, 3-2-15] Similarly, last fall over 5,000 seniors in Colorado refused new state tests and hundreds participated in mass walk-outs. [Colorado Public Radio, 11-14-14] I could go on and on.

There are more teachers and principals speaking out and putting their jobs on the line, too. In a piece shared over 10,000 times on Facebook in the past few days, one teacher wrote an open letter to her students called, “I am Sorry for What I am About To Do To You.” Carol Burris, a highly regarded educator who was New York state’s 2013 High School Principal of the Year, is now calling on parents to refuse testing. A few weeks ago she wrote:

“It has become increasingly clear that Congress does not have the will to move away from annual high-stakes testing. The bizarre notion that subjecting 9-year-olds to hours of high-stakes tests is a “civil right,” is embedded in the thinking of both parties. Conservatives no longer believe in the local, democratic control of our schools. Progressives refuse to address the effects of poverty, segregation and the destruction of the middle class on student learning. The unimaginative strategy to improve achievement is to make standardized tests longer and harder. …

“The only remedy left to parents is to refuse to have their children take the tests. Testing is the rock on which the policies that are destroying our local public schools are built. If our politicians do not have the courage to reverse high-stakes testing, then those who care must step in.

“I am a rule follower by nature. … But there comes a time when rules must be broken — when adults, after exhausting all remedies, must be willing to break ranks and not comply. That time is now. The promise of a public school system, however imperfectly realized, is at risk of being destroyed. The future of our children is hanging from testing’s high stakes. The time to Opt Out is now.” [Washington Post, 2-19-15]

While test refusal is one of several strategies to combat high-stakes-testing – and we will be talking about those at our events next week – it is clearly growing across the country, and with good reason. I leave you here with the words of New Jersey parents who made this powerful video, and look forward to continuing the conversation on March 18th and March 21st.

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The Words We Have Waited For

We have waited four long years to hear these words. There’s no better way to start this morning than to quote Gov. Wolf himself, who put public education at the very top of his budget speech yesterday:

Let’s start with schools.
Our commitment to education is historic.
We are starting with education because, in many ways, education is at the core of everything else that we want to achieve. …
A great public education system will help Pennsylvania attract new businesses, retain talent, and grow the middle class. …
Over the past four years, Pennsylvania took a step in the wrong direction by trying to balance our state budget on the backs of our schools.
It left us with 25,000 educators out of work.
It forced 75 percent of school districts to cut academic programs.
It forced 70 percent of our school districts to increase class sizes.
It left 56 percent of Pennsylvania students with no access to a full-time librarian.
And it forced too many schools to cut art and band to pay for reading and math.
My fellow Pennsylvanians: this is not a formula for success.
We can do a lot better.
It’s just this simple: our state is never going to get stronger as long as we make our schools weaker.
And that is why the very first thing my budget does is restore the $1 billion in cuts to public education that occurred under the previous administration. [Gov. Wolf’s 2015-16 Budget Speech]

I think I hear angels singing. Or maybe that’s choirs of public school children excited to get their music programs back. With that sweet soundtrack in mind, here are the education highlights from the governor’s proposed budget (summaries from EducationVoters PA and the Education Leadership and Policy Center):

  • INCREASE of $400 million for Basic Education Subsidy, the largest in Pennsylvania history according to EdVoters (up 6.98%). This combined line item includes what was for 2014-15 separate line items for Basic Subsidy, Accountability Block Grant, and Ready to Learn Block Grant.
  • INCREASE of $100 million for Special Education (up 9.55%).
  • INCREASE of $120 million for Early Education – Pre-K Counts and Supplemental Head Start (up 87.93%). This will increase the number of children in Pre-K Counts and state-funded Head Start Supplemental Assistance programs by 75% or more than 14,000 children!
  • INCREASE of $23 million for Career and Technical Education (up 37.10%).
  • INCREASE of $4.6 million for Adult and Family Literacy (up 38.10%).
  • INCREASE of $15 million for Community Colleges (up 6.98%).
  • INCREASE of $45.302 million to the State System of Higher Education (up 10.98% increase).
  • INCREASE of $82.138 million to State-Related Universities (up 15.76%). Locally, this would include restoring $14.9 million to the University of Pittsburgh.
  • INCREASE of $2 million for the Pennsylvania Council on the Arts (PCA) grants to arts organizations (up 23.3%).
  • $9 million for Dual Enrollment requested from the Pennsylvania Higher Education Assistance Agency (PHEAA)
  • An estimated $160 million in savings to school districts from Cyber Charter Reform, including a proposed 10% in charter reimbursement and a flat rate for cyber-charter schools.
  • Governor Wolf also called for a new education funding formula by June 30th (to start in the 2016-17 school year).

What do all these numbers mean for local school districts? Pittsburgh would see an increase of 8.06% with this budget, restoring $14.9 million in combined Basic Education Funding and Special Education Funding to our schools. (See PA Dept of Ed spreadsheet for all school districts.)

As I told the Post-Gazette, this is what parents have been waiting for. This budget puts us on track to get us back to where we were before the education cuts four years ago. [Post-Gazette, 3-4-15] It’s not the end-all, be-all … but it sure is sweet music to our ears. Gov. Wolf even made public education the headline of his widely shared budget info-graphic (below). Now the legislature needs to get to work with our new governor and make it happen!

Wolf'sBudgetInfoGraphic

More on School Push-Out

Over 80 people crowded into the Kingsley Center on Saturday morning to talk about school push-out! Organized by Pam Harbin (a Yinzercation steering committee member) and hosted by Great Public Schools Pittsburgh, the Education Law Center, and the Center for Third World Organizing, the event also featured state Rep. Ed Gainey and University of Pittsburgh School of Social Work professors Jeff Shook and Sara Goodkind (another steering committee member).

WESA-FM covered the event, quoting Dr. Shook explaining research that demonstrates the danger of placing disciplinary labels on young children: “This study finds that there’s an internalization of this label that’s related to subsequent behavior, but more importantly it also finds that authority figures, school figures and other authority figures, they’re more apt to apply that label once it’s initially applied.” He also indicated that suspension does not necessarily correct student behavior, while sending young people into the juvenile court system leads to significant negative outcomes.

Nancy Potter, a lawyer with the Education Law Center, told the group that research confirms, “high levels of suspension and zero tolerance policies not only hurt the student disciplined but hurts all students who feel they aren’t in a safe and nurturing environment.” She led one of the breakout sessions that discussed recommended changes to Pittsburgh’s student code of conduct. [WESA, 3-1-15]

Want to help keep the work going? Join us this Wednesday at the Carnegie Library in East Liberty at 4:30PM to make the recommendations from the meeting into a reality. The school push-out committee will be a working group focused on making and promoting the solutions to end school push-out in our schools! Light snacks will be provided. More information and RSVP here.
PushOutMtg3-4-15

Gov. Wolf Listens to Pittsburgh Students

Oh those kids! Remember the amazing Pittsburgh CAPA students who testified at the school board hearing in December about arts education? [“All They Want for Christmas … Is Art Education”] Not only did the Washington Post pick up their story, but now Governor Wolf is listening to them, too.

Here’s a report from Yinzercation steering committee member, Kathy Newman, who helped to organize the student testimony: On Thursday, February 26th five sleepy but excited CAPA students waited in the chilly dawn to get on the Education Justice bus to Harrisburg. United with a group of activists from One Pittsburgh, the Pittsburgh Federation of Teachers, the PA Interfaith Impact Network (PIIN), Action United, Yinzercation, SEIU and 32BJ, they were ready to bring a message about education funding and sustainable community schools to the state capital.

This CAPA group got its start when Margaret (Meggie) Booth, president of her National Arts Honor Society, and fellow CAPA student William Grim, decided that one of their projects this year would be using art to advocate for more state funding. They made over 100 watercolor postcards, and asked their classmates to write on the other side of the postcard about why the arts are important. For the action on Thursday the CAPA students fashioned these postcards into a festive mobile banner, and presented it to our new Governor, who seemed thrilled with their efforts – and tweeted it out under his own name!

Gov.Wolf Gives Pgh Students Thumbs Up!

On the bus back to Pittsburgh Margaret and Will reflected on their day in Harrisburg.

Meggie Booth – Advocate & Speaker:

As soon as we entered the rotunda of the capitol building, I was amazed by the breathtaking ornate beauty. An elegant marble staircase sat in the middle with gold, silver and glass twisting through every inch of the room. Fluid murals ascended towards the ceiling, directing our eyes upwards. And then, there was the most beautiful sight of them all. The beauty of ordinary faces glistened. The faces of workers, parents, students, constituents. Our voices blended together to form a harmony that demanded an effort to build healthier communities. Our beauty decorated the capital, emulating the words “Wise And Just,” scripted on the ceiling.

Fellow CAPA students and I were there to represent the arts. We wanted to emphasize the importance of arts when talking about a quality education. I was fortunate to be given an opportunity to speak during the rally. This opportunity was both frightening and empowering. The crowd was full of optimism as energy spilled from their smiles. People shouted and shook their heads in agreement. We chanted “Enough is enough,” “When we fight, we win,” and “If we don’t get it, shut it down.”

For me, the most powerful thing about this rally was how it truly encapsulated the power of the people, not just experienced lobbyists and organizers. This rally spoke to the fact that problems in the world cannot be addressed without conversations and collaboration with those most directly affected. Today, it was the people who raised their voices. Today, the people were heard.

[Photo credit: Sarah Hudson]

[Photo credit: Sarah Hudson]

[Photo credit: Sarah Hudson]

[Photo credit: Sarah Hudson]

Pittsburgh CAPA students, left to right: William Grimm, Andrew Lowery, Sarah Hudson, Meggie Booth, and Maya Bingham. [Photo credit: Sarah Hudson]

Pittsburgh CAPA students, left to right: William Grimm, Andrew Lowery, Sarah Hudson, Meggie Booth, and Maya Bingham. [Photo credit: Sarah Hudson]

Will Grimm – Advocate & Constituent:

The people were heard by representatives, politicians, and perhaps most importantly, Governor Tom Wolf himself. Meggie and I, along with other CAPA students, had each member of the student body state the importance of the arts in schools on a postcard. These cards were first presented to the Pittsburgh Public School Board in early December and then again today in Harrisburg.

The cards, each of which has a hand painted design, were strung in groups of ten and attached to two poles. This was an airy yet influential visual that shared student voices. We had originally planned to display this with the other visuals at the rally but arrived to the news that it would be gifted directly to the Governor.

The CAPA group, along with organizers from OnePittsburgh, headed to the official chambers anticipating the Governor. We were instead greeted with his advisors who assured us that it would go to the right place. To our surprise, it did. A few hours later, Tom Wolf shared an image of himself with our project, thanking us for sharing our voices. Our group hooted and hollered—we had been heard.

Having political leaders that listen to their people is the first step in creating change. When everyone—the students, teachers, workers, organizers, parents—stood together, it was evident we are following this path. Citizens are rising and this generation is acting for the benefit of the next. Being in a room packed with fellow activists was an honestly moving experience. We united as one and as a result, the students of CAPA were heard. Our opinions were shared, our work was validated, and our vision unmasked.

————

Thank you, Will, Andrew, Sarah, Meggie, and Maya! Finally, I leave you with more pictures from Yinzercation steering committee member Pam Harbin, who went to Harrisburg with the students, to fight for fair and adequate education funding for all our schools. Thank you, Pam!

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Look at that Great Public Schools Pittsburgh banner!

Look at that Great Public Schools Pittsburgh banner!

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Our Amicus Brief in the State Funding Lawsuit

Did you know that there is a current lawsuit against the state to fund our schools? The Education Law Center (ELC) and the Public Interest Law Center of Philadelphia brought the suit last fall on behalf of six school districts, seven parents, and two statewide associations accusing the state of failing to uphold Pennsylvania’s constitutional obligation to provide a “thorough and efficient” system of public education. The state is arguing that the case should be thrown out and there is a key court date coming up on March 11th.

Yinzercation has joined with other grassroots organizations to submit an amicus (meaning “friend of the court”) brief demonstrating the reasons this case ought to move forward. I will include the full Statement of Harm we were asked to file in support of the brief below. (Click here for the full amicus brief, which was delivered on Tuesday.) For more information about the lawsuit, including an easy-to-read FAQ, visit the Pennsylvania School Funding Litigation website.

If you would like to attend the oral arguments in the case, you are invited to the Commonwealth Court of Pennsylvania in Harrisburg (601 Commonwealth Avenue, Courtroom 5001) on Wednesday, March 11th at 9:30AM. As the ELC explains, “this is a historic case challenging the legislature’s failure to adequately support and maintain Pennsylvania’s public school system.” The suit “asks the Court to ensure that all students — including those living in low-wealth districts — have the basic resources they need to meet state academic standards. We ask the court to hear this case and enforce the rights of our children to a “thorough and efficient” system of public education as guaranteed to them by our state constitution.” If you plan to attend or have questions, please contact Spencer Malloy at smalloy@elc-pa.org.

Here is the information Yinzercation submitted to support the arguments in this important case:

Statement of Harm

Pennsylvania ranks in the bottom five of all states in the proportion of funding provided by the state to public schools. This under-funding, combined with four years of de-funding in the 2011-2015 fiscal budgets, has pushed responsibility for supporting public education down on local municipalities, which have been forced to cut programs and staff. In its most recent survey of the state’s 500 school districts, the Pennsylvania Association of School Administrators (PASA) and the Pennsylvania Association of School Business Officials (PASBO) found that:[i]

  • 90% of school districts have cut staff, and more than 40% of districts have already, or plan to, cut more teachers.
  • 64% of districts have increased class size since the historic budget cuts in 2010-11, with the elementary grades hit the hardest.
  • Over half the districts will eliminate or reduce academic programs next year. The most frequently cited cuts will come from field trips (51% schools will eliminate); summer school (37%); world languages (34%); music and theater (31%); and physical education (24%).
  • Students will lose extra-curricular and athletic programs, or have to pay a fee, in over a third of the districts.
  • The vast majority of school districts report that their costs are going up because of un-funded state mandates (such as the administration of high-stakes testing).
  • In nearly every part of the state, districts are relying on local revenues (property taxes) to pay for a growing majority of school budgets. Over 75% of school districts will increase property taxes next year (that’s more than any in the past five years).

The over-reliance on local resources such as property taxes to support education exacerbates inequity in school funding as poor districts struggle to meet basic needs. In addition, because the state’s budget cuts to the most impoverished school districts were more than three times as large on average as those made to the wealthiest districts, Pennsylvania’s most vulnerable children have been harmed the most. For example, class sizes have increased more in high poverty districts while reading and math scores have declined the most for students living in poverty.[ii]

Graph-AverageFundingChangePerStudent201011-201415

[Source: PSEA analysis, 8-25-14]

Yinzercation’s analysis of data for Allegheny County supports the finding that on a per-student basis, the poorest school districts have been impacted the most by state budget cuts. Pittsburgh tops the list of districts most harmed with an average per-child loss of $1,038, followed by a list of nine other high-poverty school districts. Race is a crucial factor, too, as these districts have a large proportion of students of color. Those districts harmed the least by state budgets cuts in the county include those in the wealthiest suburban areas, including Upper St. Clair, which actually gained $4 on a per-student basis during this time period.

MostHarmedDistricts

LeastHarmedDistricts

In order to deal with the under-funding of their schools, poor districts have been forced to slash line items directly affecting students and their classrooms. For example, in 2012, Pittsburgh furloughed 285 teachers and educators. To put this in context, in total between 2008 and 2013, Pittsburgh students lost:

  • 17 percent of their teachers,
  • 45 percent of their librarians,
  • 35 percent of their paraprofessionals and support staff, and
  • 20 percent of their guidance counselors and psychological personnel.[iii]

Similarly, this school year, Wilkinsburg – a predominantly low-income, African-American school district adjacent to Pittsburgh – eliminated 18 teachers, amounting to a full 14% of its faculty. This was in addition to the 13 teachers and staff members who were furloughed last year.[iv]

Students in these districts are some of the poorest in the county, yet have lost critical education programs. Some examples illustrate the actual impact on kids:

  • Pittsburgh Colfax K-8, a Title I school with one of the largest achievement gaps in the city, eliminated its after school and Saturday tutoring program.
  • Some classes grew to 39 or more students.
  • This school also cut its middle level choral program and baseball team, and delayed instruction for instrumental students at the elementary level.
  • Pittsburgh Manchester, a Title I school with 94% students of color, has a brand new library built by the community but students cannot check out books because there is no regular librarian.
  • Parents and teachers at Pittsburgh Linden K-5 provide paper for photocopies and other basic supplies.
  • Pittsburgh CAPA 6-12, a magnet school for creative and performing arts, eliminated sculpture classes for visual art students and solo lessons for instrumental students (a cornerstone of instruction in those fields).
  • There aren’t enough math textbooks for the students at Pittsburgh Allderdice high school.
  • The historic marching band at Pittsburgh Westinghouse high school was not able to purchase drumsticks or replace 15-year-old uniforms.
  • The district eliminated its Parent Engagement Specialists who worked with the most marginalized students and their families: this position had been especially effective at schools serving children bussed from distant communities (the result of a long pattern of school closures in poor neighborhoods and communities of color).
  • In 2014, Pittsburgh announced plans to cut additional world language classes, with schools eliminating language offerings entirely or seriously reducing courses.
  • The graphic on the following page offers additional impact statements from parents, students, teachers, and community members about the effect of cuts in Pittsburgh’s schools due to inadequate state funding.[v]

Inadequate state funding for school districts also leads to inequities within poorer districts, as some individual schools have access to community resources while others do not. For instance, one school on Pittsburgh’s East End has an active parent organization that annually raises over $60,000 to support educational field trips, student activities, classroom technology, and basic supplies – items that wealthier school districts are able to provide without relying on volunteer donations. Yet parents at other city schools struggle to raise similar donations leading to wide variation in the availability of crucial educational programs and enrichment opportunities for students within the same district. Adequate and equitable state funding for public education is crucial to address such inequities within and between school districts and to eliminate the harmful impacts on our most vulnerable children.

BudgetCutComments

[i] PASA-PASBO report, “Continued Cuts: The Fourth Annual Report on School District Budgets,” June 2014. [http://www.pasa-net.org/BudgetReport6-5-14.pdf]

[ii] PSEA report, “Budget cuts, student poverty, and test scores: Examining the evidence,” August 2014. [http://psea.org/uploadedFiles/LegislationAndPolitics/Key_Issues/Report-BudgetCutsStudentPovertyAndTestScores-August2014.pdf]

[iii] Pittsburgh Board of Public Education, “Financial Statements, Final Budget,” August 2013.

[iv] Pittsburgh Post-Gazette, June 5, 2014. [http://www.post-gazette.com/local/east/2014/06/05/Wilkinsburg-teachers-approve-contract-permitting-furloughs/stories/201406050293]

[v] Great Public Schools Pittsburgh report, “Creating a District of Last Resort,” October 2013. [https://docs.google.com/file/d/0BwHydmYY4leQRVRVREpqd3BxUkE/edit]

Push-Out is Gendered, Too

The weather has been messing up everyone’s plans lately. But the community meeting about school push-out has been re-scheduled for this Saturday, February 28th. Hosted by Great Public Schools Pittsburgh, the Education Law Center, and the Center for Third World Organizing, the conversation will run from 10AM-12PM at the Kingsley Center in East Liberty. Speakers will include Sara Goodkind (a Yinzercation steering committee member) and Jeff Shook, both from the School of Social Work at the University of Pittsburgh.

At least the delay bought some extra time for media attention to this important issue. Did you catch the banner headline article about the upcoming meeting in Monday’s Post-Gazette at the top of the front page? [Post-Gazette, 2-23-15]

While we are talking about ways to reduce the disproportionate use of school discipline leading to the “school-to-prison pipeline,” let’s remember to include gender in that conversation. A report released earlier this month by the African American Policy Forum and the Columbia Law School’s Center for Intersectionality and Social Policy Studies revealed some stunning new comparative data showing the impact of harsh disciplinary actions on girls of color. While the focus tends to be on black boys, who are suspended three times as often as white boys, nationally black girls are suspended six times more than white girls. [Report, Black Girls Matter: Pushed Out, Overpoliced and Underprotected]

Kimberlé Crenshaw, the report’s lead author and a professor of law at both UCLA and Columbia, explains, “As public concern mounts for the needs of men and boys of color through initiatives like the White House’s My Brother’s Keeper, we must challenge the assumption that the lives of girls and women—who are often left out of the national conversation—are not also at risk.” She argues that we need an intersectional approach to think about how social categories such as race, class, and gender overlap, creating inequality and oppression on multiple levels.

The report, which looked closely at students in New York and Boston, also found:

  • “In New York, the number of disciplinary cases involving black girls was more than 10 times more than those involving their white counterparts and the number of cases involving black boys was six times the number of those involving white boys, despite there being only twice as many black students as white students.
  • In Boston, the number of disciplinary cases involving black girls was more than 11 times more than those involving their white counterparts while the number of cases involving black boys was approximately eight times those involving white boys, despite there being less than three times as many black students as white students.
  • Rates of expulsion were even more strikingly disproportionate between black and white students, especially among girls.”

Please join this important conversation!

2.28.15 turnout.childcare

Fund Our Schools

Like a breath of fresh spring air in the middle of the winter, Gov. Tom Wolf this week talked about his plan to restore funding to our schools. After touring an elementary school on Wednesday morning, he announced a proposal to impose the 5 percent natural gas extraction tax that he promised during his campaign. He estimated it would raise about $1 billion in the first year and said the “lion’s share” would be dedicated to education – which would put the figure close to what Gov. Corbett cut from our schools.

Gov. Wolf explained, “We have to make sure that we’re funding schools adequately, and this is a source of funding that’s fair for Pennsylvanians. … We have the natural resources to actually do something about the problem here.” [Post-Gazette, PowerSource, 2-12-15] Further underscoring the fact that he really does get the problem, Gov. Wolf noted:

The commonwealth ranks 45th in the nation in percentage of state funding for public education, and as a result, we have seen larger class sizes, fewer teachers, and vital program cuts. These cuts have made it more difficult for students to get a strong education in Pennsylvania’s public schools. This is the right thing to do for our children and our economy and to move Pennsylvania forward. [PAhomepage.com 2-11-15]

While these words are welcome relief after four years of draconian cuts that continue to harm our kids and schools, Gov. Wolf faces an uphill battle in the legislature. Although the extraction tax is modeled on neighboring West Virginia’s – and every other mineral rich state in the nation taxes these resources – the Marcellus Shale industry has been crying foul and lining up its many supporters in Harrisburg.

Before Gov. Wolf announces his proposed budget on March 3rd, it’s crucial that our legislators hear from us. Fortunately, our colleagues at OnePittsburgh are making that easy: please GET ON THE BUS to Harrisburg to rally for a fair budget and get the money back for our schools. Pittsburgh will send at least three buses to join the hundreds of others converging on the Capitol on Thursday, Feb. 26th. It’s fun and all the details are taken care of: you just have to GET ON THE BUS. Click here to register.

We know these bus trips matter and that they work. As we’ve discovered walking the halls of the capitol building, our legislators hear from a steady stream of paid lobbyists (some of whom had the brass to mock out loud a bunch of us moms and kids when we were there back in June). We won a major battle getting Gov. Wolf into office, but if we want the money back for our schools, we still need to win over our legislators. Someone’s gotta go to Harrisburg – can you?