Amnesia can be wonderful thing, especially in politics. To listen to John Kennedy, one may think that of course, the teacher pension problem is about poor planning. Then again, that may not be a flaw but a feature. He writes for the West Michigan Policy Forum:
It’s simple math. Today’s vastly underfunded teacher pension systems are not good for our teachers or students. Twenty years ago our state teacher retirement plan was fully funded, but due to poor financial planning assumptions and not meeting the annual funding requirement, there is now a shortfall of least $29 billion.
Here’s where amnesia takes over: twenty years ago the Engler administration raided the teacher pension fund as part of Prop A. Under that same plan, the Engler administration also shifted responsibility for increases in pensions to the local districts. The raid destabilized the funds and the cost shift meant that districts came into fiscal risk while simultaneously losing money to effectively teach their children.
And to spell this out completely: John Engler enjoyed some of his most significant support from the Republican party of W Michigan. This crisis is almost entirely one of their own making.
Randal Jelks pointed to an interesting article from the New York Times on New York’s elite schools, highlighting the terribly small admission of African Americans. 14. The number is shocking. As he notes, the problem is not simply there on Manhattan, but also here on the banks of the Grand. Do our magnet schools, specifically City, suffer from the same disease? Or more accurately, do they function as a distraction from the point. As he notes:
(The magnet schools have) never been about the intellectual development of Black and Brown children who now make over 69% of the school district. Now mind you need middle class parents of all stripes in the GRPS, but not at the expense of majority the population. Too much excuse making in my opinion and reinforcement of race and class segregation with white folk being the power brokers
Perhaps. This does seem to to pit the middle class against the needs by race. This may miss the issues of class. As Jelks alludes to, numerous studies not that it is poverty, not race which correlates with achievement. Moreover, achievement for low income students rises when they have the chance to be economically integrated; middle class engagement by parents and stakeholders is critical for the overall health of the schools.
Add to these observations the conditions at hand in our city. Of the total school age population in the city, Grand Rapids Public Schools gets slightly more than half. The rest are found in charters, schools of choice transfers, and to a limited extent the parochial. Of the share of the students 72% qualify for student lunch. Note GRPS is ~ 31% white, the census school age population is roughly 35% white. So the question of uplift is less racial than economic in nature; a broader economic base gives more possibility for lifting up more students. Again, integration
And finally, there are graduation statistics released yesterday. GRPS has made decided gains in the past five years, particularly among its black and latino populations, and especially with the men. Further, the graduation rates for Innovation Central High School and Grand Rapids University Prep are both in the 90+% range, and both have more than 80% minority enrollment. These schools succeed because of stakeholder engagement, and there is simply no question that we need more of that. In short, this is not the district of 10 years ago, or even five.
Lots out there, these two articles catch up on the core issues, from policy, and from the political.
From Joe Valant, Brookings Institution
From Patrick Riccards, Flypaper
Barnes and Noble has a list.
Stella By Starlight is a real gem, and of course. One Crazy Summer. the latter is a great way to introduce kids to the black struggle in the 60s. Sharon Draper (Stella…) first novel, Out of My Mind, is another to read — this about disability and triumph. For sheer fun, Carl Hiaasen’s Flush takes on the ecology in the Florida Keys. His first big hit, Hoot, addressed development. The other in the series, Chomp — well that’s just good ol’ Hiaasen fun.
The current freakout on the Betsy De Vos appointment to Secretary of Education hides the central questions that actually need to be addressed: how do we improve the educational outcomes in our society, and in particular for those in poverty? The headwind is strong, what do we do?
The Fordham Institute has some ideas. They pose some interesting questions that may help us assess not only De Vos, but guide us going forward. Wise readers will see several possible connecting points for those on the left: as a start, we may want to start with the career education question and the vital role of our community colleges.
Richard Reeves has an important essay on the impact of intergenerational mobility. The father’s education may be the key to not only better educational outcomes for the children, but also for their income. He writes
Even if someone does not convert a higher level of education into higher income, they are still better off. They can choose more interesting jobs, even if they are not highly-paid. They have more knowledge of the world and possibly of themselves. Education is a good in its own right, not just as a ticket to a fatter paycheck.
In this context, the importance of education for social justice (or injustice) becomes even greater. Schools are the tool, but if we choose to underfund them, they become something worse: not a tool, but an active barrier.