Posts Tagged ‘Betsy DeVos’

Title IX and What is Causing Uproar for Schools

Tuesday, September 26th, 2017

 Title IX

On Friday, September 22, 2017 Secretary of Education Betsy DeVos announced changes to Title IX procedures affecting sexual harassment and violence on college campuses. Her statement confirms suspicion that the U.S. Department of Education intends to roll back critical civil rights protections for students. A new “Dear Colleague” letter to all educational entities explicitly stated the two 2011 actions to be rescinded – the Obama administration actions to clarify procedures for investigations of sexual harassment and violence to students.

When educational environments are unsafe because of sexual harassment, assault, and violence, students can’t learn — and their right to an education free of discrimination is put at risk.

#1: Forty-eight percent of students in grades 7–12 still face sexual harassment.

#2: Girls still receive $1.2 million less in funding for high school sports than boys.

#3: Although approximately 20 percent of women are targets of attempted or completed sexual assault, 89 percent of college campuses disclosed zero reported incidences in 2015.

Title IX, part of a U.S. Education amendment in June 1972, signed by President Richard Nixon, states

No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance.

Usually, the public thinks only of Title IX legislation affecting sports. It also affects classes offered to boys and girls, job discrimination in an educational institution, biased academic advantages and opportunities for scholarships, and sexual assault and harassment discrimination, especially on college campuses.

After Title IX regulations went into effect, women in sports increased 600%. However, the issues of sexual harassment showed numbers not so well improved. 8 in 10 boys and girls were still harassed, 25% very often. Girls were more likely to be harassed, 56% girls vs. 40% boys. See titleIX.info.

In 2011 regulations in a “Dear Colleague” letter explained in more explicit detail who and how Title IX would be implemented at all educational institutions. At that time, the criticism was that not enough victims’ complaints were pursued or decided. New regulations said the case would be decided by the preponderance of the evidence (POTE), the principal objective being to avoid use of federal monies to support sexual discrimination and provide protection against discrimination.

The argument about and the reason for the changes made September 22, 2017 are because Betsy DeVos, Secretary of Education, claims that the accused in a sexual discrimination case and decisions that come before a school’s administration are diminished unless legal counsel is hired and forced to sue. The Office of Civil Rights of the DOE wishes to change the regulations to more equally weigh the claims of the victim and the accused. To do so, the OCR has sent another “Dear Colleague” letter to require clear and convincing evidence that what happened, happened.

When this decision first came to light on September 7, 2017, National Education Association (NEA) president Lily Eskalon Garcia said, we “are appalled that the Department of Education has decided to weaken protections for students who survive campus sexual assault or harassment. This decision offends our collective conscience and conflicts with the basic values of equality, safety, and respect that we teach our students every day.” See USA Today link above.

It’s 45 years since Title IX regulations first went into effect. Speaking personally, my daughter was harassed in middle school and the administration knew the rules and handled the situation well. My son-in-law dealt with the issue as coach at the local high school.

Brett Sokolov, director of the Association of Title IX Administrators (ATIXA), has posted many interim measures used while a matter of harassment is investigated in 80% of the schools in the U.S. that have a Title IX coordinator. He notes that the need to improve is not the excuse to remove the moral, ethical, and legal obligations of any educational institution.

Remember nobody can be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance. Claiming the need for clear and convincing evidence, rather than the preponderance of evidence may seem useful, but can overwhelm the investigation and decision.

In addition, such heavy-handed investigations and decisions interfere with getting help for the survivor so s/he can succeed equably in education – the purpose of Title IX.

For all things Title IX go to https://www.titleix.com/law/

 

 

 

 

 

Community Schools? 

Thursday, May 11th, 2017
small island school perfect for community school

small island school perfect for community school

Let’s concentrate on the news about the president’s proposed FY 2018 budget and, not yet signed into law, AHCA which passed in the House of Representatives and now goes to the Senate.

What jumps out to an educator is the decline in $9 billion in funds allocated to the U. S. Department of Education with no outcry from the administration’s cabinet member, Secretary of Education Betsy DeVos. Next, the decline in funds in the AHCA plan for Medicaid and Children’s Health Insurance Program (CHIP) which immediately, if it becomes law, affects the health and readiness to succeed for students from pre-K to 12th grade.

If $1 billion of the budget is diverted from existing programs to voucher-type programs, then after-school programs, class size, professional development, Pell grants are likely to go. (Note, however, Ms. DeVos has said year-round Pell Grant funding will be restored, but she has decided to roll back loan protections for borrowers. New York Times, “Graduates Meet DeVos with their Backs Turned” by Erica L. Green, May 11, 2017) If Medicaid becomes block grants with not enough money for a state to provide for all residents, the vulnerable are the victims and so, money will be diverted from education funds to provide for insurance for those with pre-existing condition, for children, for the elderly – children helped to stay alive, but no school. Is that not juggling until the balls drop? See NEA Education Insider, May 7, 2017.

Because of apprehension about possible disasters to public school education, establishment of well-defined and implemented “community schools” may help to overcome fears. In fact, states, districts, and even local communities have found ways to consolidate resources and people to ameliorate education problems, especially in low-income neighborhoods. In fact, Randi Weingarten, AFT president, escorted Betsy DeVos to see a community school in Dayton, Ohio.

However, many school districts have health centers or preschools or after-school programs or attendance clerks, nurses, and counselors or a public library attached to a school, but are not organized to be proficient and productive.

What are the ‘best practices’ model for community schools?

Two national organizations can help a school or district or region establish a community school: the Coalition for Community Schools, housed at the Institute for Educational Leadership, and The Children’s Aid Society of the National Center for Community Schools. Both organizations are standards-driven and use evidence-based strategies to promote equity and educational excellence, as noted on the websites.

The models are set to devise and implement four components to ensure a good community school. Focusing on Academics, think tutoring, homework centers, arts and music programs, academic challenge games, student government. For Health, think an open gym, dental and mental health centers, intramural sport programs, and an on-site clinic. For Community Resources, think advisory councils, services located at or near the school, community partners who seek funding. For Family, think ESL or GED or literacy classes, fitness, homework help for parents in school, adult sports. The options are endless to make the parents, community, and students think of the school as the resource for all.

The models instituted in Erie, Pennsylvania; New York City; Oxnard, California; and Flint, Michigan call for a coordinator to oversee and foster relentless support for the school community. The payoff is a place where education is valued and supported.

The hard part is the persistent under-funding, especially in low-income regions, and to secure state level fiscal equity and funding adequacy. Reading about New York City’s initiative, first call is to make efficient leverage of current and new public funding; second, use the district’s financial department knowledge to search for foundation grant funding; third, as many Harlem Children’s Zone community schools do, look to the private sector to broker partners and funding.

The end outcome is to achieve sustainability for community schools, and that is why the FY 2018 budget and AHCA are unnerving.

 

 

Backing Away: the President’s Budget Proposal

Thursday, April 20th, 2017
diverse community of parents and children at a Colorado elementary

diverse community of parents and children at a Colorado elementary

A notice in the NEA Education Insider, April 9, 2017, reminds teachers that the President’s budget proposal  drops the “U.S. Department of Education funding by $9 billion or nearly 14 percent. The Trump/DeVos agenda calls for voucher schemes that provide billions of dollars for private schools while slashing funding for afterschool programs in public schools, Pell Grants, teacher professional development, and class size reduction.” In addition, such a budget would cut federal food programs for children and health care initiatives that keep children ready for school.

So to go along, three House of Representatives Republicans introduced bill HR 610 on January 23, 2017. It will begin the de-funding process of public schools and effectively start a school voucher system to be used by children ages 5 to 17.

The bill will do just what the president’s budget requests – revise the Elementary and Secondary Education Act (ESEA) of 1965 which is the nation’s educational law and provides equal opportunity in education. Compare the budget proposal above with the comprehensive program that covers needs for struggling learners, ESL classes, classes for minorities such as Native Americans, Rural Education, Education for the Homeless, School Safety (Gun-Free schools), Monitoring and Compliance and Federal Accountability Programs. The bill would also abolish the Nutritional Act of 2012 (No Hungry Kids Act) which provides nutritional standards in school breakfast and lunch. For our most vulnerable, this may be the ONLY nutritious food they have in a day. The bill has no wording whatsoever protecting special needs kids, no mention of IDEA and FAPE.

Moreover, to support Pell Grant defunding, on Tuesday, April 11, Betsy DeVos, Secretary of the U.S. Department of Education and cabinet member of the current administration, withdrew an Obama administration Education Department policy that requires taking into account the past practices of college loan servicing companies before awarding contracts. It seems that Ms. DeVos is aiding the lenders to make money. There is abundant evidence that the industry doesn’t serve the college graduates and American families trying to get ahead. Rather Americans are burdened by unfair loan practices.

What’s the purpose? School “choice.”

Backing away from support for 86% of American children in public schools is to ensure money for school “choice,” especially with vouchers. Betsy DeVos has been looking at models to provide vouchers like the tax-credit model in the Florida Tax Credit Scholarship Program which has been in effect since 2002. The program offers corporations and wealthy individuals a one-to-one credit on their taxes when they donate to one of several nonprofit “scholarship granting organizations” that have been established in the state for distributing vouchers. For example, a corporation that owes $50,000 in Florida taxes, can donate that entire amount to a scholarship program instead, depleting their tax bill to zero. Nearly 100,000 low-income students in Florida attend private, mostly religious schools, and could benefit from these vouchers. But, the voucher model also reduces state revenues by $50,000 from one corporate taxpayer (in the example), thus eliminating funding that could be used for the almost 3 million Florida public school students.

The research on improvement in student achievement by using vouchers to attend a recommended private or parochial school is not absolute, some school moves help, others don’t. However, The New York Times article by Dana Goldstein, April 12, 2017, “The Hidden Costs in Special Education School Vouchers” does expose features of vouchers that often don’t show better results. Parents must understand all the specifics of the voucher applied for. The protections for special education students from the 1975 federal civil rights law Individuals with Disabilities Education Act (IDEA) may be waived once a scholarship voucher is accepted, as in the John M. McKay voucher program in Florida and, at least, seven other states.

On top of that problem, two assistants have been hired to the USDOE. The president hired Carlos G. Muñiz as general counsel to the Education Department. He is perhaps best known for representing Florida State University in a lawsuit brought by a student who accused the former star quarterback James Winston of raping her in 2012.

Ms. DeVos hired Candice E. Jackson, to be the acting assistant secretary for civil rights. She represented one of the women who attended a news conference before a presidential debate in October to impugn Mrs. Clinton’s treatment of sexual assault victims.

Title IX civil rights must be overseen for students of all ages, pre-K through college – the people for whom the President often reminds us he wants to assure a place in a great America – and then backs away from funding public schools and hires people to back his vision.

Take Care Schools urges you to call your representative and ask him/her to vote NO on House Bill 610 (HR 610).

 

 

 

DeVos and the Advantages of Early Math 

Wednesday, March 1st, 2017

Betsy DeVos was confirmed, and so, now, advocates of public education can only watch for the actions she takes. It is noteworthy that, in spite of her family right wing policies and religious background, Jeff Sessions and the president had to strong arm her to go along with rescinding Obama’s civil rights executive order on a person’s bathroom use by birth sex and not sex identity. We’ll see. The uproar moves back to the states.

What else to expect? One hopes she will uphold Title IX campaigns on sexual assault at any school campus. Except for such issues raised by Title IX, the federal government has limited fiscal or ideological influence over the education system, especially urban schools. For instance, states impose caps on the number of charter schools that can be started per year, so DeVos may agitate, but all her private billions can’t force the issue as her own money could in Michigan.

Even use of vouchers may not be as certain as once seemed since states do not thrill to use public money to pay for private and parochial schools. In addition, research studies in Indiana, Louisiana, and Ohio show that vouchers have not led to improved academic success for low-income students transferring with vouchers to private schools.

Remember also that charter schools are held accountable for achievement and must admit students no matter their initial achievement level. Vouchers are not held to those constraints. So, who knows about “school choice”, DeVos’ favored word for education opportunity.

Moreover, Keith Ellison, House of Representatives Minnesota, at an AFT rally against DeVos’ nomination gave his opinion of charter school and voucher support as a reaction to the attempt to integrate public schools. “Don’t think for a minute that this plan that they’re trying to pretty up and pass on doesn’t have a lot to do with those ugly plans in the fifties and sixties.” The New Yorker, “The Protest Candidate” by Vinson Cunningham, February 27, 2017.

In a different way, a school’s choice for achievement success can begin in pre-K. Greg Duncan, UC Irvine School of Education, PhD in Economics, has focused recently on income inequality on students’ life chances and realized that to significantly close the achievement gap, the process must begin at the start of education – pre-school for the low-income children whose parents cannot provide the resources available to middle and upper class children. Of all the problems Kindergarten teachers define, the biggest gap is in mathematics achievement between low and high income children.

What should a pre-K mathematics curriculum look like? Not work sheets, but play-based programs like Building Blocks (Building Blocks-Foundations for Mathematical Thinking, Pre-Kindergarten to Grade 2: Research-based Materials Development) used in Boston, Nashville, Tennessee, and Buffalo, New York. The model does not just teach rote counting, but counting sub-skills, like one-to-one matching, cardinal order, recognize the numeral. Not just shape names, but measurement and geometry of shapes.

What about middle school? The New York Times “Math and Race: When the Equation is Unequal” by Amy Harmon, February 19, 2017, describes programs so that gifted, but poor, students don’t drop out of advanced math study in high school and beyond. The same issue remains for these students as for pre-K students just beginning to learn – they don’t have the resources that middle and upper class students enjoy. BEAM (Bridge to Enter Advanced Mathematics) implemented by Daniel Zaharopol from MIT offers sessions in the summer and follow-up during the school year for sixth and then seventh graders nominated from inner city schools.

It would be wonderful if Ms. DeVos advocated for mathematics programs as proposed in Core Curriculum State Standards, but the pro-active states can’t wait. Adopting or devising improved math readiness for pre-K and helping low-income middle school students to graduate and attend college as a math major is the go-to “school choice”.

 

 

What Should Be Part of Public Schools

Friday, January 27th, 2017

Concern amplifies about the president’s choice for Secretary of Education after Betsy DeVos could not bring herself to agree that guns do not belong in schools. She seems to think grizzly bears pervade this nation. It’s laughable. Who needs gun safety rules for protection? Students in urban and suburban America is the usual answer. How many schools are up high in the Rockies where grizzlies roam anyway?

Opinion is that her nomination is being held up in hopes that her critics will move on from opposing the billionaire philanthropist with ties to Amway and the Family Research Council, both funding religious organizations and schools. She has the GOP leadership behind her in spite of an extremely poor showing about the duties as head of the United States Depart of Education. She has not withdrawn her nomination.

Recall that she was selected, first, because she contributes large amounts to the GOP and, second, because she has invested millions of dollars lobbying for laws that drain money from public schools and fought against requirements for measures of accountability in the charter schools in Michigan although accountability is what all schools in the United States must value.

Article after news article, senator after senator during her first hearing, observed that Ms. DeVos has no teacher training or experience in public schools. How will she know the best practices to achieve academic success for the diverse schools in the country?

In addition, her critics do not see that Ms. DeVos is a good fit for overseeing the civil rights of the 6 million students in the nation’s schools, including special education needs, LGBT student needs, high-achieving and low-performing school needs. She refused to commit to upholding Title IX guidance requiring schools to investigate instances of sexual harassment or violence.

Moreover, while one mission for all students in the country is to learn citizenship, kindness, tolerance, and responsibility for others, it may be the purpose of the private schools that Ms. DeVos and her children attended, but has never been the purpose for public schools, to “advance God’s kingdom” – (Ms. DeVos words) – whatever that phrase infers.

One wonders if Ms. DeVos has any knowledge of the many projects in the country whose purpose is to help create success in struggling schools? The President’s Committee on the Arts and Humanities, which started in the term of President Reagan, has invested in a program called Turn Around Arts. In the 2015 report Reinvesting in Arts Education, Winning America’s Future Through Creative Schools showed the evaluation of a three-year pilot program of Turn Around Arts. The lowest performing 5% of America’s elementary and middle schools in the program showed improved academic achievement, reduced disciplinary referrals, and increased attendance – three strong guarantors of  improvement.

What many studies have shown, students, participating in the arts, science, history even though the programs are not direct instruction in reading or math, improve in those important learning areas, as well as become enthusiastic students, for instance, of the arts – dance, painting/sculpture, music.

The first of these programs are found in thirty-six school districts from Minneapolis to the District of Columbia to Los Angeles. In California, an independent non-profit with financial support from architect Frank Gehry and the California Arts Council provides the funds.

Former First Lady Michelle Obama has urged struggling schools to consider this model to bring academic and arts success. One wishes that the U.S. Department of Education would select a cabinet member that knows about and finances valuable tools that support improvement in schools.