Our hearts go out to our colleagues and everyone on the East Coast battered by Hurricane Sandy, the second October megastorm in two years. May an outcome of this devastation be the recognition of climate change and the beginning of a rational public policy and action to address it, including the construction of a more resilient electrical grid and public infrastructure.
Fear and Trembling: Nov. 6 and Public Higher Ed.
A deep existential dread pervades many of my colleagues in education as Nov. 6 approaches. And it is not just because we are in California with its problematic Prop 30, which would be the coup de grâce to public education if it fails. This election could signify the closing of opportunity for any significant pragmatic action to protect what remains of public higher education across the country. The outcomes on Nov. 6 could be a further blow to unions, who despite faults, have worked hard to protect workers rights in the face of a relentless onslaught of big money, and reactionary legislation to gut them.
And I can be counted as one educator in this election season disappointed by the lack of debate on the state of defunded public higher education across the nation and the instability for young educated adults in the new lackluster economy. I can see the impact of a dramatically changed economic reality on my students since the fiscal collapse of 2008: seniors about to graduate troubled by their chances on a job market that provides no career stability or upward mobility. One of my students, a talented software programmer in the gaming field, works from contract to contract asking for a permanent position at each job with no result. Or there is the mature student, a biology major in my capstone course, who has survived rising tuition costs in the CSU with a “good job” at Starbucks and may have to stay since jobs in her area of expertise are scare; or her partner also in the science business who does get highly paid contracts, but they are all short-term and he worries constantly about the next short-term job. This is an age of contingency for all workers, blue or white-collar, and my students wonder whether they will ever have the economic security to even start a family or own a house. The American Dream feels very fragile to my graduating students in California in an age of business opportunism eager to exploit contingent labor. This is a global trend , of course, pitting young educated adults against each other in the hunt for more stable jobs.
Is it the same across the states? Just last month many of us received the following message from the American Association of University Professors (AAAUP) explaining the seriousness of union busting in Michigan:
Dear AAUP Members:
In attacks on working families similar to those we saw in Wisconsin and Ohio, the Michigan legislature and governor have decimated collective bargaining rights in the state. In Michigan, this has been done not in one omnibus bill but with an onslaught of individual bills, railroaded through committees with the arrogant attitude, “your voice doesn’t matter.”
Fearing this pattern might continue though the next legislative session, and possibly lead to a so-called right-to-work state, the labor movement has initiated a ballot campaign to amend the Michigan constitution. The proposed amendment would protect the basic right to negotiate for fair wages and benefits with an employer.
Our friends and colleagues in Wisconsin and Ohio stood their ground and fought back with the power of collective action reminiscent of the 1930’s. It is now Michigan’s turn to carry the movement forward.
As we have seen over the past couple of years, corporate special interests have amassed staggering resources to use in their attempt to destroy collective bargaining rights. We therefore appeal to our AAUP colleagues from across the country to join us in preserving the labor/management relationship that has been so successful in creating the American middle class.
Rudy Fichtenbaum President, AAUP
In California, funded by super PACS (including Karl Rove and the Koch Brothers).we have Prop 32 on the Nov. 6 ballot that would make political action close to impossible for unions here. May we shake off the dread and act to make sure this doesn’t happen as we inspire our colleagues to become politically engaged by getting out the vote this week. This is all hands on deck!
In his recent blog .”…Same as the Old Boss” (below) Bill Lyne provides a case study of the ongoing privatization of public higher ed in Washington State:
In a move that would make Dick Cheney proud, Education Secretary Arne “Aren’t I cool because I play basketball with the president” Duncan recently convened a secret meeting of higher education bosses to help him figure out how to do to higher ed what he has done to K-12. According to a report in Inside Higher Ed, the meeting included top officials from prominent MOOCs, other players in online learning, veteran experts on course redesign, college administrators, people from powerful foundations, leaders of several of the major higher education associations, technology vendors, and for-profit college representatives.
“Few actual faculty members were invited to the meeting,” reported IHE. “And no high-profile faculty advocates attended.” In the doth protest too much portion of the program, “education Department officials repeatedly said during the meeting that they recognize the leadership role faculty must take in any teaching and learning developments.”
Yeah, well if you’re not at the table, you’re probably on the menu.
In related news here in Washington, Governor Gregoire has now made her appointments to the Student Achievement Council, a longtime state bureaucrat with zero education experience is now running our community college system, and Rob McKenna thinks college professors are blowhards who should be turned into temp workers.
For those who haven’t been reading the fine print, the Student Achievement Council almost exactly fills the footprint left by the recently deposed Higher Education Coordinating Board. Scott White is probably rolling over in his grave after the bill he introduced to scrap the bloated and ineffectual HEC Board has only produced a lot of wasted time and money to replicate the HEC with the SAC.
The governor’s appointments to the SAC all seem like fine people, but while the names have changed, the lineup overall is distressingly familiar. A bunch of lawyers and managers and a token student (who will, depending on her willingness to go along, either be co-opted or marginalized), none of whom bears much resemblance to an actual educator. As with every other task force, board, council, and committee appointed to ride herd on public higher education, there is no faculty member, no one who does the work of education, no one who knows from daily classroom experience what student achievement might actually mean.
For the past thirty years, U.S. public education has been going to way of U.S. health care. Like health care, education is something that should be a right that has been inexorably turned into a commodity as a public good has been made more and more available for private profit. The funding model has shifted from taxation to debt (much to the delight of the financial industry), eroding both the accessibility and quality of college. Real educators generally object to this shift, which is why the new appointees to the SAC were chosen precisely because they are managers and not educators. Kind of the same way that the people chosen to run health care are always managers and not doctors.
As public higher ed was eviscerated over the past four years, the HEC board stood by and didn’t raise a fuss, choosing instead to do endless tuition studies and produce lots of charts with pretty blue arrows. It’s a pretty safe bet that the new SAC can be counted on to be just as acquiescent.
Meanwhile, just down the street at the State Board for Community and Technical Colleges, Olympia perennial Marty Brown has been named Executive Director. When last we saw Mr. Brown, he was throwing a fit to any reporter who would listen about the faculty contract at Western Washington University. Despite the fact that Western professors’ salaries, adjusted for cost of living, ranked in the bottom fifteen percent in the country, Mr. Brown felt it was “a mistake” for the Western trustees to negotiate a contract with the faculty that included small raises.
This disdain for faculty, along with his complete lack of experience as an educator, should help Mr. Brown fit right in at the SBCTC, where hundreds of well-paid managerial employees with benefits oversee a system that is well on its way to becoming a sweatshop. At some of Washington’s community colleges, up to 80% of the faculty are badly paid part-time itinerant workers with no benefits. As SBCTC Director, Mr. Brown will have access to study after study that shows what a difference well-qualified permanent faculty can make. He will also have the expertise of thousands of professors readily available. The smart money is on his taking advantage of neither, instead continuing to rely on the squads of non-classroom consultants and “experts” who will continue to peddle the notion that doing more with less has no effect on a student’s education.
Alas, these also seem to be Rob McKenna’s confidantes. Mr. McKenna has made education the centerpiece of his gubernatorial campaign and he certainly gets it right when he talks about how he wants to increase funding for higher education. And he consistently recognizes the damage done by years of cuts to higher ed.
But when he gets down to specifics, it becomes clear that the Attorney General has drunk the managerial Kool-Aid. In a higher ed speech at WWU’s Munro Institute this summer, Mr. McKenna cogently made the case about higher ed funding, but then moved into the trickier areas of instruction and teaching. After a few banal remarks about online learning and “blended courses,” he launched into this observation about the nature of teaching:
“We’ve got to move from a model where you always have a teacher or a professor who is, as someone put it, the ‘Sage on the Stage’ to where you’ve got a professor or a teacher who’s the ‘guide by your side.’ This is a phrase that I learned from Sam Smith at Western Governor’s University (WGU), I thought it was pretty striking.”
What seems novel and striking to Attorney General McKenna is actually pretty old and tired. “Sage on the stage” and “guide by your side” have been around since at least the early 1990s and have been co-opted by the for-profit education movement as a way to demonize professors as pompous windbags and convince prospective student customers that a badly paid unqualified pal on the other end of a digital connection is better than a genuinely qualified instructor. (The irony worth noting here is that almost every time some self-styled education expert trots out the sage-on-the-stage insult, he or she is usually speaking from a stage to a passive audience, just as Rob McKenna was at the Munro Institute.) It’s no surprise that McKenna picked this up from Sam Smith, the lobbyist for WGU, where they have no faculty, just “course mentors.”
McKenna’s lack of connection to real educators becomes even clearer when we take a look at his higher education position paper. Buried near the end is a proposal to eliminate tenure, a move that would guarantee Washington’s universities would never again be able to recruit high quality faculty.
Chris Gregoire, Marty Brown, and Rob McKenna are doing nothing to improve the quality of higher education, but they can take solace in the fact that they are right in step with Arne Duncan. Though they all come from different points on the ideological compass, they all firmly agree that major policy and funding decisions about higher education are best made without any actual educators in the room.
When the Duncan cabal got down to their business of identifying the obstacles to their brave new world of McEd, the things they pointed to were financial aid rules, pesky accreditors demanding some sort of accountability, and the “faculty culture” created by those nasty professors who stayed in school into their thirties and took jobs paying much less than they could have made as business people or lawyers, just because they don’t really care about students.
Given their mania for efficiency, it’s probably a good thing that Arne’s army kept the professors out of the room. They would have just muddled things with questions about massive disinvestment, the difference between real education for responsible citizens and job training for docile employees, and why everybody in the room was sending their kids to real colleges while claiming that the MOOCs were good enough for everyone not in their tax bracket.
The NFL Referee lockout demonstrated once again that nobody protects quality, integrity, and safety like organized, professional practitioners and that bosses, no matter what manner of pious bullshit they may publicly spew, are mostly interested in squeezing workers as hard as they can. The bosses who have now focused on higher education are determined to make sure that today’s children get tomorrow’s education equivalent of replacement refs.
(permission to repost granted by the author)
Selling Water By the River: Reflections on AAUP and NEA’s national leadership strategy
Teri Yamada, Professor of Asian Studies, CSU Long Beach
In our current gilded age where all politics is business, we educators yearn for ethical leaders to admire. Under assault in the trenches, our faculty unions are undermined at the local level, often by both political parties who are using this bad economy to privatize public education. It is depressing as we fight the good fight against multibillionaires. Therefore, we can at least hope that our national education associations will have our backs, effectively lobbying for us at both the federal and state levels to stop this wildcat privatization. As associations who represent us, we expect NEA (National Education Association) and AAUP (American Association of University Professors) to model the highest standards of ethical conduct and leadership as we struggle daily on our campuses to organize against faculty apathy, and as we lobby our state legislatures to act responsibly for the public good. In our local fights for equity and access to public higher education for every qualified student in our respective states, in our struggle to maintain quality education and academic freedom, in our efforts to preserve secure jobs with benefits, we need help! We need effective ethical help.
Our expectation of ethical and effective leadership holds true for both AAUP and NEA. Both serve the public higher education sector as our national representatives to the media and the Department of Education in Washington D.C. How our AAUP and NEA leaders comport themselves, what they say to the media, to Arnie Duncan and President Obama, reflects back on the entire higher education sector. It is time for some self-reflection.
In a recent Chronicle of Higher Education commentary, former AAUP general secretary Gary Rhoades made a number of points about leadership and the difficult questions that AAUP must face if it is to survive as a respected and effective association. The challenges are great. But we all will be diminished if AAUP is unable or unwilling to embrace constructive criticism and prove by its actions that transformation is possible. The United University Professions (SUNY), have demonstrated the consequences of unresponsiveness by their February vote to end affiliation with AAUP after twelve years of relationship, citing a number of complaints including poor communication and lack of responsiveness.
NEA has also challenged patience. Several years ago, NEA decided to establish or form a relationship with a proprietary affiliate called the NEA Academy (1) . This Academy’s purpose it to serve as a portal to “online professional development products,” which means it provides a link to other providers’ online courses for teacher continuing education and Master’s Degrees. Claiming to have a Content Quality and Review Board, the NEA Academy has published its Requirements for Inclusion in its products list. These requirements include such standards as “content that aligns with NEA policy.” One of the top three providers for NEA Academy’s courses is Western Governors University (WGU)
NEA stipulates that its vision is “a great public school for every student” and that its mission is “to advocate for education professionals.” It promotes public education as a core value: “We believe public education is the cornerstone of our republic. Public education provides individuals with the skills to be involved, informed and engaged in our representative democracy.” The question then is why does NEA embrace Western Governors University, a private, anti-faculty union provider of online courses? How does this fit with NEA’s mission to advocate for “education professionals” when WGU is an institution that eschews teacher-based instruction; it has no teachers. Why do this when so many excellent public universities and community colleges across the nation have online programs of the highest quality which adhere to the philosophy that teachers form the core of education? Shouldn’t educators also deserve “a great public school” for their continuing education?
When our national associations fail to serve us well —as we battle on the ground to protect faculty jobs and save collective bargaining, to preserve adjunct positions with benefits and job security, to ensure quality control over curriculum, to save public education and academic freedom—we must wonder whom AAUP and NEA are serving.
(1) This relationship needs further clarification. NEA Academy charges a course fee for its portal services.
Rhoades, Gary. “Forget Executives the AAUP Should Turn to Grass-Roots Leaders” in The Chronicle of Higher Education, 8 January 2012.
Schmidt, Peter. “AAUP Loses Major Affiliate at SUNY” in The Chronicle of Higher Education, 6 February 2012.
DISCLAIMER: Restructuring Public Hi Ed is curated solely by me. All editorial decisions as to what is posted are based upon my interest and concern about restructuring in the public higher education sector. These blog posts should in no way reflect upon any other person or organization since this is a “personal blog.” Please send your blog posts and comments on restructuring in public higher education for consideration to me at firstname.lastname@example.org.
Prof. Kolnick mentions California in his blog below. The CSU has the sad distinction of making the U.S. Department of Education’s list of the top 32 public, 4-year universities in the United States with the steepest tuition increases from 2007-2010 as reported in SFGate: “Now, the U.S. Department of Education has premiered a database on its web-site comparing college costs of all kinds. Of 32 public, four-year schools in the United States with the steepest tuition increases from 2007 to 2010, 22 are CSUs, with tuition rising 35 percent at Humboldt State at the low end, to 47 percent at San Diego State.” This year, if the budget situation in California does not improve, the CSU will face restructuring that could destroy the integrity of our institutions. ty
Time to reverse course: ‘We’ are not broke — and Minnesota can do more to educate our young
Recent reports have indicated that accumulated student loan debt now exceeds $1 trillion and is greater than the nation’s combined credit-card debt. In response to this bad news, we hear the usual: We are broke and must adapt to the new normal of diminishing resources and austerity.
With the Legislature now in session, we have a chance to reverse course on what is a profound generational betrayal of our young people. I refuse to believe that “we” are broke or that we are living in a period of diminished resources. I am forced to turn to the facts rather than the fantasy that passes for conventional wisdom these days.
America is a richer nation now than it was when I was an undergraduate, 1977-1982. Back in those days, another period of recession and high unemployment (remember stagflation?) my college tuition was much lower. I am from California and began my career at Fullerton Community College, where tuition was free.
Did he say free? Yes, free. I paid absolutely nothing for three years of excellent education with outstanding faculty. You can adjust for inflation all you want, but free is free.
After I transferred to UCLA, I paid a whopping $1,657 for two years of quality education. Imagine, a BA degree awarded from an elite university for less than $1,700.
Minnesota used to have low tuition too
But that’s California, you say – a state run by hippies. Well, Minnesota also used to have low tuition. According to the Minnesota Office of Higher Education, between 1993 and 2009, a period when per-capita income in Minnesota increased from $22,302 to $42,549, tuition at the University of Minnesota went from $3,421 to $10,756. At State Universities the increase was from $2,521 to $6,373, and at two-year schools the increase was from $1,950 to $4,548. These increases were during a time when the wealth of Minnesota nearly doubled.
But heck, that was Minnesota. Was America a richer nation when I went to college? Were we somehow less broke? Of course not. As the chart below indicates, we were a poorer nation by every measure in 1980 than we are now. In 1980, in constant dollars, our per capita GDP was $25,640 and today it is $42,204. Looked at another way, the United States is more than twice as rich today as we were in 1970.
(millions of 2005 dollars)
|Real GDP per capita
(year 2005 dollars)
So I ask you, where are the diminished resources? Where is this broke nation? To find out who is broke you can visit our state colleges and universities, where students are paying super high tuition because my generation has decided to slam the door shut on the very opportunity that allowed me to become an educated citizen.
Today, Minnesota state policy (Minnesota Statutes 136F.01) is that the state will fund 67 percent of the cost of a college education. In fact we are paying only about 30 percent of the cost of a college education, and students are paying the remaining 70 percent. MnSCU institutions are incredibly efficient. MnSCU appropriations for this biennium are the same in real dollars as they were in 1999; we are educating many tens of thousands more students, and the total cost of educating a student per capita has remained roughly the same.
Reneging on commitment started with Pawlenty
The state’s decision to renege on its commitment to paying two-thirds of the cost of a public education began under the Pawlenty administration. As recently as 2002, the state honored the law and only began its generational betrayal under the former governor, a man who, like me,needed and used public higher education to jumpstart his career. [PDF, page 45]
It is time to refute the lie that we are broke! WE are not broke! Some of us are broke, some of us are in debt and going deeper into debt. But the United States is a richer nation now than it was 30 years ago, or even 10 years ago. The trouble is that all of the money has gone to the top 5 percent and those at the top are not as generous today as they were 30 years ago when I got a world-class education for $1,657.
America has the money to rebuild its infrastructure and educate its citizens. In 1955, when we built the interstate highway system and expanded opportunity in public higher education, per capita GDP was $15,128.12,not the $42,204 it was in 2010. In those days we acted like a nation that looked out for one another, and we prospered together. Today we act more like a pack of wolves, except that wolves do not eat their young.
Reposted from MinnPost.Com (Tues, Jan 24, 2012) with permission of the author .
Western Governors University (WGU) Is in Your State: Deconstructing the Academy
Teri Yamada, Professor of Asian Studies, CSU Long Beach
In our cultural echo chamber of deception, as Joseph Goebbels said, “If you repeat a lie often enough, it becomes the truth.” The media has served business well in the production of panic over America’s imminent fall in the global economy. We are told that our decline in global competitiveness is due to the failure of “traditional public education.”
For the past several years, the Lumina Foundation for Education has been calling for the United States to increase higher education attainment rates — the proportion of the population that holds a high-quality postsecondary degree or credential — to 60 percent by the year 2025. This call — known as “Lumina’s Big Goal” — has been embraced by many others. Foundations, state governments, national higher education associations, and President Obama have all issued their own call for increasing the proportion of Americans with high-quality degrees and credentials.
Their way to meet this goal is to alter the “unchanging public education system” through disruptive technology and privatization. In this mythic death and rebirth struggle, we must rid ourselves of the ossified, brick-and-mortar educational institutions and embrace the redemptive and disruptive online learning platforms of virtual education. Stephen Ehrmann refers to this phenomenon as “the rapture of technology” (1).
The big money behind rapture technology ensures the effectiveness of its propaganda. Public discourse on education has been remolded to focus on the cause of its “failure” defined as teachers and their unions. And remedies are offered in the form of privatization through vouchers and charters, online delivery, and school funding tied to the measurable outcomes of retention and graduation rates.
The result is contested cultural space over the meaning and value of education. For example, the Lumina Foundation promotes its definition:
“Quality in higher education must be defined in terms of student outcomes, particularly learning outcomes, and not by inputs or institutional characteristics. The value of degrees and credentials…rests on the skills and knowledge they represent.” (2 )
Compare this reductive utilitarianism to the “affinity philosophy of learning” embedded in the John D. and Catherine T. MacArthur Foundation’s cutting edge digital media and learning initiative ;
“If it were possible to define generally the mission of education, it could be said that its fundamental purpose is to ensure that all students benefit from learning in ways that allow them to participate fully in public, community (creative) and economic life (3 ).
Both Lumina and MacArthur advocate a shift from an instructor-centered model of education to a student-centered learning model; but MacArthur’s frame does not erase “teachers” from education although it does reshape their role as instructors. The Lumina value of reductive utilitarianism is the basis for the WGU model of learning. The goal of this learning is to demonstrate competency over a specific vocational skill set defined by measurable outcomes.
WGU began in 1995 when several governors of western states decided to create a virtual university to confer “competency-based” degrees. They had the following concerns (4):
- To accommodate access of rural students, the governors wanted delivery of cost-effective education at any place, any time;
- The rising cost of education combined with population growth would surpass the capacity of the brick-and-mortar institutions; there would be no more money to build new campuses;
- State colleges were not producing enough skilled graduates, and the graduates they were producing had uneven skill sets. So a competency-based degree, certified by a third party, seemed to make sense “in an employment climate where it is commonplace to question what it means to have a degree” (5); they had corporate support for this plan;
- The governors felt their state colleges had been unresponsive to these problems so the governors decided to shake things up, “to foster innovation in higher education institutions.”
The governors embraced a competency-based, online delivery model that required re-conceptualizing the function of “traditional” faculty in higher education. This re-conceptualization is called “unbundling”: the splitting off into distinct functions of a faculty role and assigning each function to a distinct human agent or technology.
Unbundling enables virtual universities to control costs by increasing “instructor productivity” (6). Research and university service are removed from the role of “faculty.” Academic advising is not recognized in this world-view as part of a faculty’s role in the university. The remaining component —instruction —is further unbundled to the following five distinct activities:
- Designing the course;
- Developing the course through the selection of instructional methods and course materials;
- Mediating a student’s learning process (such as identifying learning styles);
- Assessing levels of competence.
These five activities are then assigned to technology or separate agents. In this way, the traditional understanding of “faculty” is deconstructed. WGU does not offer instruction directly but brokers “learning opportunities” through various technologies. Advisers (mentors/monitors) assist students in choosing the “learning opportunity” to achieve a certain goal. Those who design the courses and programs belong to WGU Program Councils consisting of faculty members and industry specialists. WGU agents are all contract laborers; there is no tenure. So we are left to contemplate Jerry Farber’s concerns, expressed in 1998:
If you take the new developments in educational and communications technology, lift them up on a millennial wave of technological enthusiasm, integrate them into the competency-based/outcomes movement in education which has persisted in one form or another since the 1970s or earlier, and put them in the service of corporate interests, which are moving toward a de facto takeover of higher education, you come up with a rough approximation of what appears to be happening in a great many colleges and universities at the turn of the century (7 ).
ACTION PLAN : Check to see if there is a stealth bill to establish WGU as an “official branch” in your state. We recently discovered one in California. If so, consider educating your elected representatives now.
- Ask your legislators how the “competency based” instruction of WGU will impact your state’s public university systems? What is the cost-benefit analysis? How many jobs will be lost to out-of-state WGU employees? The low cost of WGU tuition— its main selling point to “customers” —is politically attractive to state legislators since it undercuts for-profit providers who voraciously consume federal and state grant money and are difficult to regulate. One can argue that our legislators should be investing in state community colleges, which offer even lower-cost vocational training programs, many with online components and a richer learning experience.
- Ask your legislators to explain WGU’s lack of transparency and accountability. WGU refuses to release official accreditation reports. It is impossible to assess their “success” in terms of graduation and retention rates until they release longitudinal studies of yearly cohorts for each program. Currently they refuse to provide this data on the basis they are a “private non-profit.”
(1) AFT, “Teaming Up With Technology,” p. 19.
(2) Both Farber and Johnstone discuss these.
(3) This is a quote from Bill Ivey, former chairman of the National Endowment for the Arts, and Steven J. Tepper in Jenkin’s “Confronting the Challenges…” a MacArthur Foundation report, p. 61.
(4) These concerns are found in both Farber and Johnstone.
(5) Paulson, 124.
(6) See Paulson for this explanation. Note that there are other models of disruptive unbundling, for example University of Phoenix.
(7) Farber, 809-10.
AFT. “Teaming Up with Technology: How Unions Can Harness the Technology Revolution on Campus.” Report of the Task Force on Technology in Higher Education. January 1996.
Farber, Jerry. “The Third Circle: On Education and Distance Learning.” Sociological Perspectives. 41.4 (1998): 797-814.
Jenkins, Henry et al. “Confronting the Challenges of Participatory Culture: Media Education for the 21st Century.” Occasional Paper on Digital Media and Learning. MacArthur Foundation.
Johnstone, Douglas. “A Competency Alternative: Western Governors University.” Change. 37.4 (July-Aug 2005): 24-33.
Paulson, Karen. “Reconfiguring Faculty Roles for Virtual Settings.” The Journal of Higher Education. 73.1 (Jan-Feb, 2002): 123-140.
Guest blogger Kathleen Oropeza (FundEducationNow.org) represents a grassroots movement of activist parents and their educator allies in Florida, who are successfully opposing the total privatization of public education in that state. She reports on a recent court victory in their case on the Florida legislature’s “paramount duty” that takes them to the Florida Supreme Court. Other education activists around the country are using “education adequacy” lawsuits in the courts as a means to stop further erosion of public education. Kudos to our colleagues!!
Court Rules That Florida Politicians Must Justify Their Actions
Just before Thanksgiving, the First District Court of Appeals told Florida politicians “no.” In a rare move, the entire panel of 15 judges voted 8/7 to deny the writ of prohibition and certify the suit as a “question of public importance,” sending it directly to the Florida Supreme Court.
Attorneys representing Senate President Mike Haridopolos, House Speaker Dean Cannon and the state used an obscure writ to try to stop the suit and deny the courts the right to consider whether the Florida Legislature meets its “paramount duty” to the people as described in Article IX, section 1 of the state constitution.
State attorneys called the funding of Florida public education a “political matter.”
Have Florida politicians forgotten that we, the taxpayers, are the reason they have any money at all to send back to our school districts? The explosion of “education adequacy” lawsuits springing up in states from Texas to Maine means that people everywhere are weighing the same question.
Each and every year we spend our hard-earned money building public education for our children. We pay our property taxes to fund public education only to see billions cut from education budgets. Wanting the best for our children, we send in hundreds of millions of dollars in crayons and paper. We sell enough wrapping paper to cover the earth three times. We use that money to pay for direct classroom needs like books, smart-boards and computers. This asset belongs to us.
Despite these facts, Florida politicians continue to make high art out of subverting the will of the people. They do not value our state constitution as the purest expression of the peoples’ will. Article IX, section 1 of the Florida Constitution clearly instructs the Florida Legislature that their “paramount duty” is to fund a free high-quality system of public education for every child.
Instead, Florida politicians, coached by Jeb Bush and the American Legislative Exchange Council, are laser-focused on showing the whole country the most expedient way to sell public education off to the highest bidder. Clearly, a majority of Florida politicians, tempted by special interest dollars, now ignore their official oath to uphold the state constitution. Our public servants refuse to serve us.
The court did its job. The 8 judges who solidly rejected the State’s move to silence the voice of the court have brought hope to every classroom in this country. Their decision says that the court believes it can decide whether Florida public education fails the high-quality test. It says this case is not just about funding:
DOES ARTICLE IX, SECTION 1(A), FLORIDA CONSTITUTION, SET FORTH JUDICIALLY ASCERTAINABLE STANDARDS THAT CAN BE USED TO DETERMINE THE ADEQUACY, EFFICIENCY, SAFETY, SECURITY, AND HIGH QUALITY OF PUBLIC EDUCATION ON A STATEWIDE BASIS, SO AS TO PERMIT A COURT TO DECIDE CLAIMS FOR DECLARATORY JUDGMENT (AND SUPPLEMENTAL RELIEF) ALLEGING NONCOMPLIANCE WITH ARTICLE IX, SECTION 1(A) OF THE FLORIDA CONSTITUTION?
This is Florida’s chance at redemption. Instead of providing outrageous supermarket headlines, Florida just may be the place where the whole country learns the truth behind the “education reform agenda.” The court action will force an unvarnished discussion. It won’t take long for average citizens to see that these unwanted, unfunded “reforms” are a shameless scheme to rob public tax dollars from the education pot of gold meant for our children. Maybe then, the word “no” will be on everyone’s lips.
Kathleen Oropeza is co-founder of FundEducationNow.org. She and her partners Christine Bramuchi and Linda Kobert are plaintiffs in the lawsuit mentioned in this article. Contact her at Kathleen@fundeducationnow.org
Link to Florida First District Court Decision:
The Assault on Public Employee Unions
Over the past three years we have seen the cumulative impact of a wide and varied number of unprecedented and unrelenting attacks on public employees in general and public employee unions in particular. This ongoing campaign is not a merely a series of individual and isolated events, but rather is an integral part of a well-planned long-term coordinated strategy to undermine working people’s livelihoods and destroy what remains of important hard-won collective bargaining rights. It is no great secret that this effort has been in a great part orchestrated and massively financed by a number of extreme-right wing millionaires and billionaires, including the once reclusive and secretive, but now increasingly infamous Koch brothers.
The most recent and glaring demonstration of the assault on public workers occurred earlier this year in Wisconsin. Newly elected Governor Scott Walker (whose campaign was heavily financed by the Koch brothers and their affluent allies) deepened an existing fiscal crisis by giving massive tax breaks to wealthy individuals (including campaign donors) and large corporations.
Using the budget shortfall as a rationale, the governor demanded that Wisconsin public employees make significant concessions concerning salaries and pension benefits. After the unions finally agreed to accept these unprecedented proposals, the real agenda emerged – to eliminate collective bargaining rights for public employees. Despite sit-ins at the state capitol and some of the largest protest demonstrations in the state’s history, nearly all union rights of most state workers were eventually revoked by law.
In addition to Wisconsin, several states including Idaho; Indiana; Massachusetts; Michigan; Minnesota; Nebraska; New Hampshire; Ohio; Oklahoma; New Jersey, and Tennessee have recently enacted legislation restricting the rights of union members. Legislation has now been introduced in 43 states to change collective bargaining for public employees. Even in the ostensibly “blue state” of California, a ballot initiative has been filed that would amend the state constitution to prohibit the recognition of all public sector labor unions and prevent bargaining between these unions and government authorities.
It is important to note that such repressive and draconian measures, if adopted, might possibly violate existing international law, which definitively states that workers have a human right to organize and bargain collectively, according to Amnesty International.
It is somewhat encouraging that all of the media attention concerning the widespread vicious attacks on unionized public employees provoked a backlash, which has produced an outpouring of popular support. A USA TODAY/Gallup Poll taken in February, 2011, expressed the sentiments of most Americans who now strongly oppose taking away the collective bargaining rights of public employees. The poll found that 61% would oppose legislation in their state similar to the Wisconsin bill, compared with 33% who would favor this type of law.
Another example of this historic sea change in public attitude is reflected in a Bloomberg National Poll conducted last March, which clearly demonstrated that Americans firmly reject recent efforts to restrict the bargaining rights of union members. Interestingly, this survey also reported that 63% of respondents feel that corporations have more political power than unions. Public employees were viewed favorably by 72%, compared with 17% who saw them unfavorably. Of those individuals polled, 63% do not think that states should be allowed to break the promises previously made to their retired workers. Most importantly, 64% believe that public employees should have the right to bargain collectively. This result is also consistent with Parade magazine’s online poll, which found that 92% of the respondents believe that America still needs labor unions.
A solid majority of individuals polled in these surveys seem to have a clear understanding of the critical role played by organized labor in the struggle to achieve benefits for working people – benefits which unfortunately are often taken for granted. It was the unions that were instrumental in creating the eight-hour workday and the 40-hour workweek with overtime. It was union activists who successfully fought for paid employee vacation and sick days, genuine retirement security with pensions, and health benefit packages including medical, dental and vision care. And it was the unions that bravely took a stand against the blight of child labor, and stood for unemployment insurance, workplace safety laws, a minimum wage, Social Security and worker’s compensation. Because of the efforts of labor unions, society as a whole changed for the better.
Union members and non-union members alike need to remember the great successes and monumental gains of the past and recognize that they are being threatened by the critical situation the American labor movement is currently facing. In 1935, during the depths of the Great Depression and in the midst of often contentious and sometimes violent labor disputes, the National Labor Relations Act (Wagner Act) was signed into law as an important component of President Franklin D. Roosevelt’s (FDR) New Deal. This legislation established the National Labor Relations Board (NLRB) to assist workers in protecting recently won rights to bargain collectively over their terms and conditions of employment.
Eventually, based upon the percentage of all employed workers, union membership peaked at around 30–35% in the 1950s, which was also a time of unprecedented prosperity with a thriving and vibrant middle class. In contrast, for the year 2010, the Bureau of Labor Statistics reported that the nation’s union membership rate was 11.9%, down from 12.3% a year earlier. The number of wage and salary workers belonging to unions declined by 612,000 to 14.7 million. Despite the general nationwide decline, California now leads the nation in reporting the largest number of union members (2.4 million) with a membership rate of 17.5%.
The most disturbing finding of the 2010 Labor Report was that the union membership rate for the public sector (36.2%) was massively higher than that for private sector workers (6.9%). Why has the labor movement lost so many members in the private sector? The answer lies partly with actual and threatened job losses due to the impact on the large manufacturing sector of both globalization and so-called “free trade” – trade which sometimes pays near slave-labor wages in developing countries. Manufacturing was the great union bulwark that had once provided American workers with good wages and solid benefits.
The other key factor is that public sector employees had limited, though important, protections against wholesale retaliation for union-related activities. In the private sector, employees who attempted to organize in the workplace were often intimidated or summarily discharged. The unfortunate reality is that joining a labor union is no longer viewed as being an employee’s “legally protected” right. According to the NLRB annual report for 2005, there were 31,358 people who were either disciplined or fired for engaging in union activities. A poll conducted in December 2006 found that 58% of non-managerial workers would join a union if they had the opportunity. An ever-present and genuine fear of losing one’s livelihood prevents uncounted numbers of private sector workers from being involved in union organizing, despite wanting to do so.
The current assault on public employee unions is due in great part to the fact that they are the last remaining vestige of what was once a viable dynamic force, fighting for the economic rights of workers in this country. Organized women and men employed in the public sector are now precisely targeted in the crosshairs of determined, ruthless and well-armed adversaries.
Unions may possibly be the last major impediment standing between the total domination of the political and economic system by an oligarchy composed of a new breed of obscenely affluent “uber-libertarian” iconoclasts who want to establish another “gilded age” for present-day America. These plutocrats vehemently oppose even the slightest leveling of the parameters of an inherently unbalanced power relationship that exists between employee and employer, which is attained through collective bargaining. With what can only be described as religious fervor, they are convinced beyond reason that government has absolutely no legitimate function regulating business or providing for basic human needs. The Wall Street dictum that “Greed is good” has been baptized and morphed into “Greed is godly.” The libertarian fringe element is fervently committed to “starving the beast” and destroying all of the social progress achieved since the passage of the New Deal. In fact, extreme right-wing animosity toward Roosevelt’s policies isn’t only confined to FDR; it starts with the “Square Deal” of Teddy Roosevelt, the “trust buster” and conservationist who set aside massive tracts of land for national parks and ushered in the Progressive Movement of the early 20th century.
These ultra-conservative zealots look forward to returning this country to what they believe were the “good old days,” even though it will inevitably result in the same horrible conditions experienced by most workers in the past. They want to restructure the economy in order to once again create a society which is composed of only the greedy few who have riches beyond their wildest dreams and the vast majority who exist in a permanent state of human wretchedness.
Already, we can see the emerging “looneytarian” impact on the political process, creating a topsy-turvy skewed world where billion dollar corporations have been declared to have the same free-speech rights as people, and thus can spend unlimited amounts of money to buy elections. In this kind of world, all public services will one day be completely privatized by predatory corporate interests; all schools will have tuition and all roads eventually lead to a tollbooth.
Recently, public employees and collective bargaining have become convenient scapegoats, being vilified and blamed for the intractable financial difficulties faced by many state and local governments grappling with the repercussions of the greatest economic downturn since the 1930s. The crisis faced by governmental agencies nationwide was not caused by public employee unions: it is the result of persistently high unemployment rates and collapsed housing prices which, along with unfair regressive tax systems that favor the wealthy, have resulted in enormous tax revenue shortfalls.
Our current economic situation is a direct consequence of the wholesale looting of financial markets by modern day robber barons engaging in a reprehensible new form of unregulated “casino capitalism.” These are the same individuals (with businesses interests that were “too big to fail”) who were subsequently bailed out when their financial “house of cards” not so unpredictably collapsed, and are now receiving obscene salaries, with accompanying bonuses and bewildering lucrative stock options. The benefits of a one-sided jobless recovery have not yet moved from the plush boardrooms of Wall Street to the threadbare living rooms of Main Street; the penthouse suite is now even further from the basement.
The tactic of the right wing is to convince the voters and taxpaying public that collective bargaining is responsible for widespread state and local budget deficits. This Big Lie narrative depicts living wages, comprehensive health care benefits, and retirement pension programs as outdated concepts which are prohibitively expensive. In the present day economy such advantages are unavailable to millions of private sector workers, and therefore this line of reasoning concludes that governmental agencies can no longer afford to provide these amenities to their “coddled and greedy” employees.
Significantly, the overall decline of labor unions over the past several decades has been a major factor in the increasing concentration of wealth in the United States and rapidly growing income inequality.
The Center on Budget and Policy Priorities reported on an analysis by economists Thomas Piketty and Emmanuel Saez, which found that in the generation following World War II, economic gains were shared widely, with the incomes of the bottom 90% actually increasing more rapidly in percentage terms, on average, than the incomes of the top 1%. However, since the late 1970s, the incomes of the bottom 90% of households have remained about the same, while the top 1% experienced massive income gains.
The average pre-tax income for the bottom 90% of households is almost $900 below what it was in 1979, while the average pre-tax income for the top 1% is over $700,000 above the 1979 level.
Piketty and Saez determined that two-thirds of the nation’s total income gains in the most recent economic expansion from 2002 to 2007 flowed to the top 1% of U.S. households, which held a larger share of income in 2007 than at any time since 1928. During those years, the real (inflation-adjusted) income of the top 1% of households grew more than ten times faster than the income of the bottom 90%.
The Financial Times notes that during this same period of economic expansion, the median US household income actually dropped by $2,000, which meant that most Americans were worse off at the end of a cycle than at the beginning. The annual incomes of the bottom 90% of US families have been essentially flat since 1973 – increasing by only 10% in real terms over the last 37 years, during the same period in which the incomes of the top 1% tripled.
The Economic Policy Institute reports for the year 2009, the wealthiest 1% of U.S. households had a net worth that was 225 times greater than that of the typical household, which is the highest ratio ever recorded. Approximately one in four U.S. households had zero or negative net worth, up from 18.6% in 2007.
Although it is estimated that approximately 84% of the nation’s wealth is held by the upper 20% of the population (with the richest 1% hoarding almost 50%), researchers Michael I. Norton and Dan Ariely reported that surprisingly, a panel representative of average Americans believed that wealth is distributed a lot more fairly in this country and greatly underestimated the present degree of our present inequality.
In 1973, chief executive officers (CEOs) were on average paid 26 times the median income. Now they are paid in excess of 300 times more. The New York Times recently commissioned a study which determined that for the year 2010 the median annual compensation of CEOs at the 200 largest U.S. companies was $10.8 million, a 23% increase from the year before. A USA TODAY analysis of data from GovernanceMetrics International found that for the same year, CEOs of Standard & Poor’s 500 index companies received a median average of $2.2 million from bonuses, up 47% from $1.5 million in 2009.
By contrast, the Bureau of Labor Statistics’ 2011 first quarter report revealed that the median wage for 98.3 million full-time workers was $755 a week. This amounted to an increase of only a scant 0.1 more than the prior year – very far below the 2.1 percent increase in the Consumer Price Index, which records the real cost of everyday living.
Robert Reich, former secretary of labor, points out that since the early 1980s a larger and larger share of the nation’s total income has been transferred to the very top. He notes that in 1980 the richest 1% of Americans received 10% of total national income, compared to over 20% of national income now. The result of this 30-year trend has been that the middle class lacks sufficient purchasing power to boost the economy without going deeply into debt. Reich writes, “The American economy can’t get out of neutral until American workers have more money in their pockets to buy what they produce. And unions are the best way to give them the bargaining power to get better pay.”
To view the assault on public employee labor unions as merely an isolated and limited campaign is to lose sight of the big picture. Attacking the last bastion of unionism is a bold tactical move; but it is just part of a cold and calculated strategy to finally destroy what is left of the middle class. If we eventually lose the middle class, we will also lose America as we presently know it.
The middle class in modern America was created out of the hard-fought battles of the labor movement in conjunction with the progressive policies of the post New Deal era. It is important to note that during this time period the “rising tide of unions lifted all boats” as it can be shown that collective bargaining raises the general salary levels of all workers, even those who are not unionized. Neither non-union nor represented employees should easily dismiss or forget the importance of this “invisible hand of the unionized marketplace.”
Despite all of the recent setbacks for the American middle class there have recently been some extremely encouraging developments, such as the exponential growth of the Occupy Wall Street movement, a solidly grassroots effort which has now received the support of organized labor. The powerful and compelling argument that 1% of the population massively benefits at the great expense of the remaining 99%, may eventually begin to resonate with an increasingly frustrated and angry populace.
Late in the year 2011, we look forward with guarded optimism to a better future for this country with a revitalized and committed universal labor movement, including both private and public sector employees, supported by union members and non-members alike, which could become a driving force that will protect the important gains made over the past several decades for all working people. We must fully engage in a protracted struggle to save the middle class with all of our available resources, so that the promise of the American Dream will indeed become a reality for future generations.
The Obama administration’s recent, modest change in policy toward No Child Left Behind (NCLB), indicates some response to years of activism and a statistically-based critique of the inadequacies and injustices of NCLB. One recent critique is Diane Ravitch’s “School ‘Reform’: A Failing Grade.”
It appears that the momentum of the public relations campaign that has been waged against the “positive image” of the public school teacher may be changing. National Public Radio has started a StoryCorps project “National Teacher,” which will foreground the transformational impact of educators on their students. A new documentary “American Teacher” portrays the real lives of four teachers in the classroom. Forty-six percent of all teachers quit before the fifth year of teaching; many need to find a second or third job to survive. Meanwhile, nearly 15 million children in the United States live below the federal poverty level; one-third of all Hispanic children now live in poverty here. Shouldn’t the cultural focus of the Gates Foundation and friends be a war against poverty instead of a war against teachers and public education? In the meantime, it is the educator’s selfless act of conscience and integrity that makes a difference as we see in “Blood Money” below.
The damage done to the public education system through NCLB and the standardized test movement will take many years to repair. We now find the same failed standards-based management ideology, which fueled NCLB, making an impact on the rush to restructure public higher education. Perhaps, if we are able to articulate the lessons learned from K-12, we may better fight the transformation now underway to cheapen the quality of public higher education through assessment regimes and quick fixes such as charter universities and for-profit online education schemes. Texas is well on its way down this path of devolution with Florida racing to catch up. Texas’ Gov. Perry has cut $4 bil from the state’s health and education budget this year, leading to the potential firing of 49,000 teachers. Thom Hartmann reports that “43,00 students will lose at least part or all of their financial aid — including 28,000 low-income college hopefuls who will their entire scholarships” in a state that ranks dead last in the number of residents with college degrees. Moreover, Eugenie Reich reports in “Texas Holds Firm on Physics Closures” that Texas plans to phase out nearly half of its physics programs at state funded universities this year if they have failed to graduate at least 25 students every five years. This may seem reasonable but many low performing programs “are in areas with predominantly black, Hispanic or disadvantaged populations. Statistics provided to ‘Nature’ by the American Institute of Physics suggest that some 35% of the undergraduate physics degrees awarded in the United States go to students in programmes that would not meet the Texas board’s requirements for staying open.” I guess science and engineering degrees will be just for the children of wealthy Texans.
And as much as we want to support our president, his quote from the Department of Education’s latest report “Our Future, Our Teachers“ gets it just plain wrong. He states, “From the moment students enter a school, the most important factor in their success is not the color of their skin or the income of their parents, it’s the person standing at the front of the classroom… America’s future depends on its teachers”. According to physics professor Michael Marder, based on his extensive data analysis of students’ standardized text results in Texas, what matters most is not just the teacher, or whether the school is public or charter. What matters in improving higher student test scores is also the socioeconomic and ethnic status of the student. He invites EVERYONE to check his data.
“Joseph K. is a 24-year veteran of the Los Angeles Unified School District (LAUSD), a former mentor teacher twice named a Johns Hopkins University Teaching Fellow, who now teaches poor, inner-city children who wake up every morning in their gang-ridden, drug-infested neighborhoods at five a.m. to catch the bus by six. He teachers the old-fashioned way —by ignoring standardized test scores. Instead of teaching bubbling, he tries to instill a love of knowledge and learning in his students and for this reason will probably be allowed to continue teaching for fifteen more minutes.” He blogs at The Trials of Joseph K. (http://thetrialsofjosephk.blogspot.com/)/
We are being asked (key word “asked”) to be trained (key word “trained”, like dogs) by Pearson “Learning” August 29th and 30th. Pearson is going to pay us. Make no mistake, ladies and gentlemen, the money they are going to pay us is blood money. And the blood money they are going to pay us with is our own blood. It is the blood we bled when the Los Angles Unified School District (LAUSD) cuts our pay. It is the blood we will bleed every day when we struggle with larger and larger class sizes. It is the blood Jenny, Isabel, Jared, River, Susan, Summer and all the rest are bleeding right now as they sit home BLEEDING because they no longer have jobs.
It is blood money.
Pearson “Learning” was once a nice publishing house. They printed books under names like Penguin and a number of textbooks primarily in England. They made a tidy profit in the millions of dollars each year. In 2000, as NCLB was being written and discussed, they bought their first testing company. That may or may not have been a coincidence. After passage of NCLB, they bought another testing company. Then they bought another and another and another and another. That was no coincidence. Today they are a conglomerate of testing companies, seven by my count. They have created a vast, powerful TESTING INDUSTRIAL COMPLEX. Their profits are not a few million each year, but a few billion each year and they are growing exponentially.
They employ legions of well-paid lobbyists who infest Washington, D.C., every state capital, and many local school boards. I would love to know how much they contribute to reelection campaigns. They have infested LAUSD which I will explain in a minute. They have one agenda: Profits. Until recently, they had one means to their agenda: Testing. More standardized testing means more profits for Pearson. NCLB is Pearson’s business model. Teachers are laid off, their salaries cut, class size increased, and curriculum narrowed as Pearson lines its pockets with gold.
Consider this regarding standardized testing:
- high scores often signify relatively superficial thinking
- many of the leading tests were never intended to measure teaching or learning
- a school that improves its test results may well have lowered its standards to do so
- far from helping to “close the gap,” the use of standardized testing is most damaging for low-income and minority students
- as much as 90 percent of the variations in test scores among schools or states have nothing to do with the quality of instruction
- far more meaningful measures of student learning – or school quality – are available.
-Alfie Kohn’s The Case Against Standardized Testing
Standardized tests are DEMONIZING all of us in the inner city, demonizing our union, and being used by almost infinitely powerful economic and political forces in this country to dismantle public education.
And the situation is only going to get worse. [LAUSD Superintendent John] Deasy and [Secretary of Education Arne] Duncan both are pushing value-added standardized testing measures to evaluate teachers. The “LA Times” slanders all of us on a daily basis with its value-added measure on its website. Deasy calls it AGT.
Slander is slander. This year he is bribing teachers with $1,250 (after cutting their pay) to “volunteer” in a pilot project for AGT. “If you volunteer, we will pay you (after cutting your pay.)” To measure “improvement” you need baseline scores (pretests), probably at least one or two interim assessments, and a post test. These tests will be maximally time consuming and VERY expensive. All teachers need to be evaluated, so multiple tests will be given in every subject of every grade multiple times every year. You can bet that Pearson is using its vast influence to get to the front of the line to write (and sell) those tests. As far as I know, they may well have already elbowed out the competition. Their profits will be enormous. And guess where those profits will come from. They will come from you and our students. Your job, if you have one left, will rely on these tests, so you can be damn sure you are going to teach to them and probably teach little, if anything else.
Read this: The Test Generation.
Pearson “Learning” has now figured out a way to “double down” its billions in annual profits, its rape of public education. They are using their publishing arm to sell “Teaching Guides”, “Lesson Books”, etc. so teachers can “better” teach its own tests. Genius. They have created a mobius strip of profit production. We are pawns in their game and they are going to move you two spaces ahead August 29th and 30th. Don’t think you are getting paid very much for being a pawn. Pawns, if you don’t play chess, are the first things sacrificed.
I reject Pearson and their blood money. I reject everything that they stand for. I reject their endless bubbling. I reject their process of elimination universe. I refuse to be trained like a dog to teach my students how to bark like seals. So should you.
I am drawing my own line in the sand. Public education is going up in flames in this country because of profiteers like Pearson and teachers are going down. I intend at least to have a say in my own demise.
I may show up on August 29th. I will not sign in. I will not touch their food. I will go nowhere near their blood money. If I do show up, it will only be to stand up before everyone and publicly denounce Pearson in much the same way I am doing now. My fantasy is to walk out and have everyone follow; but, alas, that will never happen. It would be nice if some of you would follow, though.
If I do not show up, it will be because I chickened out. Fear is something I understand. In an age of perpetual layoffs and teacher transfers, fear is not without merit. We are surrounded by fear. We are immersed in it. You all will make your own decision regarding the Pearson “training”. You all have your own lives, your own families, your own personal situations. You have to decide what is right for you. I will respect whatever decision you make. Count on that. But consider what is being done to you and our profession by Pearson, companies like it, and politicians who exploit their malevolence. Consider. Consider Jared, Jenny, Isabel, River, Susan, Summer and all the rest. Consider that you are next. We are next.
original post, Friday, August 26, 2011; reposted with permission of the author on October 1, 2011.
Beware the College Degree Bashing Trend
If teacher-bashing is so last year, college degree-bashing may be the conservative whipping boy issue for you. It’s becoming quite trendy to thoughtfully observe that, maybe, everyone shouldn’t go to college. That argument is a red herring of the first order, a public policy distraction pretending to be a legitimate workforce development issue.
Don’t be fooled by the “college isn’t for everyone” argument. When conservatives say it, it’s simply a bit of fallacious reasoning leading to their two larger goals: reducing public investment in education and growing the low-wage, low-skilled workforce.
When educators, economists and workforce development specialists say “college may not be for everyone,” what they mean is that a higher education must continue to innovate and adapt, meeting students’ and businesses’ needs. Higher education is critical for everyone, and some students may benefit from modifications to the traditional university structure.
After all, college as we know it is less than 100 years old. Yes, Harvard is working on 400 years in the higher education business, but its current course offerings look nothing like the 1711 curriculum or even their 1911 curriculum. Schools can and will change because people’s needs change.
Conservative policy places the interests of Minnesota’s highest income earners ahead of most Minnesotans. When conservative higher ed policy advocates say, “college may not be for everyone,” they mean that public resources shouldn’t be invested in helping average people prosper. They seek to deny education and training opportunities, limiting lifelong income-earning opportunities and, in the process, create a growing low-skilled workforce.
To compete in the global marketplace, Minnesota’s public colleges and universities must do more than ever. They must translate dramatically changing workplace needs into courses of study, preparing students to work differently than their parents and grandparents. And, public schools are being asked to achieve this mission with dramatically fewer financial resources.
Minnesota needs high-functioning colleges and universities, with open access and financing available to all students. It’s our path to prosperity. Higher education moves Minnesota forward. So, when you hear pundits bashing the college degree, don’t fall into the conservative trap. We need more access to learning, not less.
Reposted with permission of the author (first published, August 2011)
On the impact of defunding public education in Minnesota, please also see Katie Douglass’s blog post Declining Funding Degrading Quality: “According to new Minnesota Department of Education data, the statewide average inflation-adjusted per-pupil state aid will have declined by an estimated 12.8 percent from 2003 levels by the 2012-13 school year. In addition to cuts, underfunding has forced districts to rely on operating levies to make ends meet, putting a greater burden on local property taxpayers. Ninety percent of districts in Minnesota are under a levy.”
Nancy Welch, a professor of English at the University of Vermont, relays a contemporary Dickensian tale of academic life in her guest blog .
A tale of "haves and have-nots" (or life and death) at the University of Vermont
When University of Vermont President Daniel Fogel resigned this summer in the wake of a Peyton Place scandal involving his wife and a vice president, trustees rewarded him with a golden handshake that has proved much more shocking for Vermonters than who in the administration building was trying to sleep with whom.
According to the deal Fogel struck with trustees, he’ll receive a monthly salary of more than $35,000–including a car, housing, and “wellness” allowance–for a leave that’s to extend to the start of the Fall 2013 semester. At that point he’ll join the English department at an annual salary of $195,000–more than double the department average for a full professor.
How do the trustees justify such largesse, especially when students face another tuition hike and campus workers have been told to expect frozen wages and benefit cuts? On the grounds of compassion, explained board chair Robert Cioffi: the former president has “poured his heart and soul” into the university; he now needs the university’s support given “the personal issues he is facing.”
I would have liked these trustees to have met one of my colleagues, Steve, who passed away in Summer 2008 just after he poured his heart and soul into teaching a summer session first-year composition class. Steve taught at UVM for nine years. Most often, he was given three composition courses each semester, six courses a year not including summer. But UVM still called him “part-time,” which meant that he wasn’t eligible for UVM’s health insurance plan. As a result, he paid $356 each month for an individual insurance plan, with a deductible of up to $18,750 a year.
When he was diagnosed with stomach cancer and underwent two rounds of debilitating chemotherapy, he could have used–he desperately needed–time off. (He would bring a chair with him into the Xerox room so he could sit, head resting on the copier, while Xeroxing handouts for his students.) Given that he was also caring for his disabled father, some compassion from the university he’d served would have been both welcome and deserved. But in two rounds of negotiations with “part-time” faculty, UVM’s administration declined to recognize that faculty teaching six, eight, and more courses a year are not in fact part-time and should receive UVM healthcare benefits. Steve now needed not only to pay $356 a month for his insurance but $8,200 for each chemotherapy infusion. He continued teaching at UVM; he also began teaching additional courses at other area colleges. He was teaching to save his life.
In summer 2008 after he held final conferences with his students, returned their papers, and turned in their grades, Steve checked into hospice and a few days later died. I attended the funeral lunch and met his parents. They were so proud that he had been a lecturer at UVM. And I am so ashamed at what this university’s administration did to him and continues to do to others.
So, Mr. Cioffi, meet Steve. And try meeting more faculty, service workers, and staff. It might deepen your acquaintance with people who make remarkable contributions to our state university and who are miraculously able and willing to be UVM?s heart and soul without car, housing, and “wellness” allowances. It might also broaden your idea of compassion and how broadly it should be shared.
For further information:
Fogel’s separation package
[The trustee chair's defense of the package was in the Burlington Free Press story "Governor Says Compensation Is Corporate" that is only available to subscribers or through ProQuest]
Florida Teacher Salaries Have Dropped
Thursday, Sept. 1
This week is bound to be rough.
This week teachers all over Florida will get their first paycheck of the school year.
Last session Florida legislators passed a law requiring every teacher to contribute 3% of their salary to the Florida Retirement System. Hearing about a 3% to 5% cut is very different than seeing what that cut looks like.
The other side of the story is that districts all over the state have cut teacher pay on new-hires by as much as 15%. $44,000 is the average teacher pay in the state of Florida, but some districts pay $30,000 per year. Georgia’s average teacher pay is $53,000.
It’s common knowledge that Florida teacher pay, among the lowest in the nation, was based on the promise of employer-funded retirement. For decades, teachers have accepted changes in their employment conditions based on this promise.
A school district is often the largest employer in the county. Cutting 3% from salaries in large districts like Orange, Hillsborough or Miami-Dade takes at least $50 Million dollars out of the local market. That’s a tangible loss to all of us.
On the most intimate level, teachers have been spending their personal money on classroom materials or more commonly, making sure their growing roster of homeless or at-risk students have what they need to thrive and learn.
Teaching in Florida has always meant a meager paycheck. Since there have been no raises for years, that small paycheck now means supporting families at near-poverty levels. Teacher pay stopped being the source of “extra” family income a long time ago. Florida politicians often talk about getting paid for 9 months as an amazing freedom. They dismiss teaching as a “choice.”
It certainly is a choice. Things have become so difficult, that staying reflects a level of job commitment most of us will never know.
In Florida, the choice to teach after the 3% cut could mean the loss of home ownership and foreclosure. Many of our best thinkers are being forced to choose between being able to pay the bills and the students they love.
Lawmakers told us that they had “no choice” when they cut public education by $1.3 Billion. Florida politicians should know that “choice” can cut many ways. After all, elections are also about choices.
The 3% teacher salary cut that the Florida Legislature eagerly imposed comes at a high price. Be honest. Does the level of teacher pay reflect the value we expect a dedicated teacher to bring to their students?
“Teacher Salaries a Victim of Budget Cuts” (Lily Rockwell, News Service of Florida, wctv.tv- August 30, 2011)
Stephanie Rothman has done the math. On her roughly $48,000 a year salary, the 15-year high school English teacher in Broward County barely gets by.In the last year, Rothman has had to abandon a Boca Raton home she could no longer afford, moving into a room at a friend’s house and feels “cynical and hopeless” about her financial prospects.”I love teaching, I was born to teach,” Rothman said. “But I feel there is no way I can sustain a living with just teaching. So that is why I decided to become a certified personal trainer and get a part-time job.”
Rothman is one of hundreds of thousands of teachers in Florida that have gone years without a significant raise. Read the full article here.
Permission to repost given by the author.