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Saturday, December 27, 2014

Dallas man launches effort to preserve Texas Dream Act

Glad to see this leadership out of Dallas.  Texas was the first state to pass the in-state tuition waiver law, culminating in what is today known as the federal DREAM Act.  It's definitely going to be a struggle next legislative session holding onto it.  It will not be good for Texas to move backwards on this.  Our legislators need to hear from everyone on how this is good for Texas.

A good resource on this is the Reform Immigration for Texas Alliance (RITA), an immigrant rights coalition that has heretofore successfully challenged opposition in Texas to its own law (HB 1403).

-Angela

Dallas man launches effort to preserve Texas Dream Act
Dallas businessman Jorge Baldor is not waiting for the beginning of the 2015 Texas legislative session on Jan. 13.

He has started working now to defeat a possible push by newly elected Lt. Gov. Dan Patrick and other Texas Republicans to repeal HB 1403, which allows unauthorized immigrants to pay in-state tuition at Texas colleges and universities. Patrick has called such benefits “magnets” for illegal immigration.
“They’re lumping 1403 with immigration issues and made it a rallying cry for conservatives,” said Baldor, who has launched a website — Keep1403.com — to bring awareness of what the law has done and what it has meant for more than 16,000 students and their families.
“This is a mean-spirited effort, based on a geographic definition,” he said of the repeal effort. “A lot of these students have faced incredible hardships and are working to help their families. We’re going to work with business and religious groups to show that opponents are on the wrong side of history.”
He’s got some facts to back him up.
What’s wrong with educating a child who was brought to this country by their undocumented parents?
Nothing. So said the U.S. Supreme Court in 1982, when it ruled in Plyler vs. Doe that denying state funds to educate these children was unconstitutional.
Nearly 20 years later, a GOP-controlled state Senate and a bipartisan state House expanded that educational path to undocumented students by passing 1403, known as the Texas Dream Act, almost unanimously.
Dallas attorney Domingo Garcia, one of the authors of the bill in the state House in 2001, said he was very concerned about this new push and said it could set Texas back economically.
“We’re going to fight this tooth and nail,” Garcia said. “These kids aren’t asking for anything special — just the same tuition their high school classmates are paying.”
He makes the argument that most supporters of the bill have made: “If we don’t educate these young people, they won’t become an asset to Texas. They’ll become a liability.”
Leticia Van de Putte, who ran unsuccessfully against Patrick, was the sponsor of the bill in the state Senate. She struggled to get it out of the education committee and onto the Senate floor. It ended up with all the “qualifiers” it has today, she said.
Those qualifiers include the three-year residency requirement, as well as a requirement that the students apply for citizenship.
“These families have already paid into the tax base, so they’re not getting a free deal,” she said, referring to the arguments then and now.
“We’ve already made the investment in these kids. It’s working well. It would be economically stupid to deny them a higher education. Certainly, none of the universities have complained about it.”
Many Latino Republicans are also opposed to any effort to repeal 1403.
Victor Medina, a member of Café con Leche Republicans of Texas, said Patrick was trying to “score cheap political points.”
“By denying these young Texans the chance to earn a college education, you are creating a permanent underclass that will have ramifications both for their families and our state, as a whole, in the future,” Medina said.
“These kids have known no other home but Texas. They deserve a fighting chance.”

Enter the school that’s raising the bar for bilingual education

Agreed.  We need to get in lockstep with the rest of the world and promote bilingual and multilingual education and literacies.  It indeed promotes national security and it's great for the brain, to boot.

-Angela

Enter the school that’s raising the bar for bilingual education

This story is a part of
Global Nation


Hillsboro High teacher Moises Curiel teaches Algebra 2 in Spanish. To honor the students' bilingualism, the school will offer qualifying students a bilingual seal on their diploma.
Credit: Monica Campbell



Let's take a trip back to September 1995, when Republican presidential candidate Bob Dole was talking about education on the campaign trail. “If we want to ensure that all of our children had the same opportunities — yours, mine, everyone’s — in America, alternative language education should stop,” he said.

"Alternative education" was a code for bilingual education, and Dole was speaking at a time when states like California banned bilingual programs. The idea was that learning foreign languages was fine, but not to the detriment of being fully literate in English.

A 2012 graduate of the Santa Ana Unified School District wears a medal honoring her bilingualism and holds her diploma with California's bilingual seal.
Credit: Courtesy of Shelly Spiegel-Coleman

But those days are fading — and fast. Just head to Hillsboro High School, near Portland, Oregon, and step into the Algebra 2 class. The concepts — open intervals, integers, logarithm rules — are already challenging for most students. Now learn them in Spanish.
From start to finish, teacher Moises Curiel instructs in that language, and the students plug away, asking questions and working through problems in groups.
Learning in another language isn’t a problem, because the students have two things in common: They all know English, and they’ve studied in Spanish for years. Many of the students here either grew up speaking Spanish with their families, or want to speak Spanish themsevles, like Peter Kuskie. He's a sophomore who grew up speaking only English.
Yet Kuskie’s Spanish is good — really good — because he spends most of his school days moving between classes instructed in both languages.
And while dual-language learning been around for years in the US, what’s new is what Kuskie and many of his classmates will get on their diplomas when they graduate: an embossed seal honoring their bilingualism.
The effort started in California, spearheaded by a statewide coalition called Californians Together, and is now spreading to states like Illinois, New York and Florida. Along with Spanish, there are bilingual diploma seals offered for Mandarin, Vietnamese and other languages
“What we ... have been about, really, was to try and change people’s perspectives as well as their feelings about bilingualism,” says Shelly Spiegel-Coleman, executive director of Californians Together.
Arturo Lomeli, Hillsboro High's principal, hopes the seal will have more than symbolic value. “It’s so demanding, it’s so rigorous,” Lomeli says. “They’re walking in and they’re processing English, Spanish and math and inputting in Spanish what they’re hearing — processing in English, outputting in Spanish.”
Lomeli also points to how some — but not all — studies show that bilingualism slows the brain from aging. Students learning another language are also less distracted, and even earn higher salaries over time.

Peter Kuskie and Maria Regalado are students at Hillsboro High in Oregon and are on track to receive a new bilingual seal on their diplomas.
Credit: Monica Campbell

Spiegel-Coleman says the United States faces real risks if it continues to be a monolingual culture.
“There are issues of national security," she says. "You’ve heard from the Department of Defense over and over again that they are lacking professionals who can deal and communicate and negotiate in countries across the world in the language of that country. Going through an interpreter, you lose something."

But while bilingualism is strengthening in some parts of the US, foreign language instruction is dropping nationwide. One reason is that the federal “No Child Left Behind” law, enacted 12 years ago, stressed traditional subjects.

Anti-immigrant sentiment in some parts of the country also doesn’t help.

Bilingual seals for high school diplomas. California's bilingual seal on the left.
Credit:Courtesy of Shelly Spiegal-Colemen
Principal Lomeli says he can’t control the political rhetoric, but insists "we need to catch up with the rest of the world. We need to prepare students for a global society, and we haven’t been doing that.”
Some students aren't worried about issues that are quite that big. For them, mastering another language is a personal matter. Maria Regalado, a junior whose parents are Mexican says, “I’ve had Spanish since I was born. So, I just get to keep it and not let it go, you know?"

She says now she can visit Mexico and “really talk” with her family, and she thinks her improved Spanish will also help her career. She wants to study criminal justice and become a police officer, and she knows some Latino families in the area can't speak English and can feel distanced from law enforcement. She's looking forward to bridging that gap.

Kuskie, her classmate, says it was his mom who convinced him to try and become bilingual. She was turned down for a job at a job at health clinic in Hillsboro, an area flush with new immigrants.
“She knows the people there and then they said, ‘Well, you need to learn to speak Spanish.’ So that’s why she couldn’t do that. So she’s been trying to learn Spanish, too,” he says.

Not everyone at the school is on the bilingual track. Kuskie says his friends who aren't in the program ask him why he takes classes like Algebra 2 in Spanish, and he does acknowledge that it is “a little bit” harder.

But he's up for the challenge, he says. And for students like Kuskie and Regalado, whose goal is real bilingualism, they'll have a seal on their diploma to prove that come graduation day.
The World in Words podcast is on Facebook and iTunes.

Cause and Effect: The High Cost of High School Dropouts

Posted: Updated:

While high school dropout percentages in the U.S. are much lower today than they were a few decades ago, there is still a lot of room for improvement.

So what are the underlying causes? And how does every student who does not earn a high school diploma hurt society as a whole? My hope is that in discovering shared traits among dropouts, we can achieve higher high school graduation rates as a nation.

Why are students dropping out?

One unchanging factor when it comes to the dropout rate is socioeconomic background. Since the National Center for Education Statistics first started tracking different groups of high school students in the late 1960s, the socioeconomic status of each pupil has impacted the graduation rate. Students from low-income families are 2.4 times more likely to drop out than middle-income kids, and over 10 times more likely than high-income peers to drop out.

Household income is the not the only disadvantage many dropouts have, though. Students with learning or physical disabilities drop out at a rate of 36 percent. Some behaviors that are often characteristic in dropouts include being retained from advancing a grade level with peers, relocating during the high school years and the general feeling of being left out or alienated by peers or adults at the school. Overall, a student who does not fit the traditional classroom mold, or who falls behind for some reason, is more likely to lose motivation when it comes to high school and decide to give up altogether.

How valuable is a high school diploma?

The U.S. Census Bureau estimates that dropouts bring in just $20,241 annually, which is $10,000 less than high school graduates and over $36,000 less than a person holding a bachelor's degree. The poverty rate for dropouts is over twice as high as college grads, and the unemployment rate for dropouts is generally 4 percentage points higher than the national average. In the end, the lifetime earnings of high school dropouts are $260,000 LESS than peers who earn a diploma.

Why should I care?

The financial ramifications of dropping out of high school hurt more than the individual. It's estimated that half of all Americans on public assistance are dropouts. If all of the dropouts from the class of 2011 had earned diplomas, the nation would benefit from an estimated $154 billion in income over their working lifetimes. Potentially feeding that number is the fact that young women who give up on high school are nine times more likely to be, or become, young single mothers. A study out of Northeastern University found that high school dropouts cost taxpayers $292,000 over the course of their lives.

It's not just about the money though. Over 80 percent of the incarcerated population is high school dropouts -- making this an issue that truly impacts every member of the community. Numbers are higher for dropouts of color; 22 percent of people jailed in the U.S. are black males who are high school dropouts. As a society, we are not just paying into public assistance programs for dropouts, but we are paying to protect ourselves against them through incarceration.

I wonder what these numbers would look like if we took the nearly $300K that taxpayers put in over the course of a dropout's lifetime and deposited it into their K-12 learning upfront. If we invested that money, or even half of it, into efforts to enhance the learning experience and programs to prevent dropping out, what would that do to dropout, poverty and incarceration rates? Right now the process seems to be reactionary. What would it look like if more preventative actions were put in place?
What are some underlying causes of the high school dropout rate not mentioned here?

Friday, December 26, 2014

More Latino Teachers Will Help More Latino Students Succeed

Good argumentation on the importance of growing the ranks of Latino teachers.

-Angela

More Latino Teachers Will Help More Latino Students Succeed

Posted on: Wednesday December 17th, 2014


By Samuel Acevedo, Boston Higher Education Resource Center

This post is the third in a series that features testimony from a recent hearing hosted by Boston City Councilor Tito Jackson on ways to recruit and retain more teachers of color in Boston Public Schools. Read the first post, written by Councilor Jackson, here. Read the second post, written by Dr. Travis Bristol, here. Below is testimony from Samuel Acevedo, Executive Director of the Boston Higher Education Resource Center.


Samuel Acevedo
First, please permit me to add my own words of emphasis to what I hope would be axiomatic at this point – I am confident the City of Boston will eventually meet the standards for hiring teachers of color set forth in Judge Garrity’s decision. But that should not be the principle driver motivating us to hire more Black and Latino teachers.   Few things are more critical to the socio-economic future of the City of Boston, or the Commonwealth of Massachusetts, than to see more Latino and Black youth achieve a higher education. If we care about the socio-economic future of MA, we must find ways, urgently, to see more students of color enroll in, and complete, a post-secondary education. Including, hiring more black and Latino teachers.
In 2012, the Boston Foundation warned that by 2020, 48% of workers aged 25-29 in MA will be of color, “many of them falling behind in educational achievement today”.[1] And the labor market of the future will favor the educated. The Pew Hispanic Center warned that same year that “the highest rate of employment growth is expected in occupations that typically require a master’s degree.”[2] That is sobering news for Boston. While a record number of Latino and black students are enrolling in college from Boston Public Schools – few are graduating from college. Less than 32% of the Latino and black students who graduate from BPS non-exam high schools and enroll in college are graduating from college within 7 years.[3]
We are encouraged by experiments that are succeeding in catapulting Latino and black children beyond the grip of poverty to college, and beyond that, to discover the greatness within them. I am the ED of the Boston Higher Education Resource Center (HERC) whose Passport to College Program is now serving 700 students in 6 BPS non-exam high schools. Over the last 10 years of our Passport to College Program has seen 87% of the first-generation, low income students of color who have completed our program graduate from college within 5 years of enrollment. The network of organizations comprising Success Boston have seen similar success, seeing a 20% increase in their persistence rate over students with no such intervention.
These strategies are among those that should be replicated on a Marshall Plan scale, to see fewer of Boston’s Latino and black children become drop-outs, inmates, and TANF recipients, and more of them become engineers, clergy, attorneys, doctors, leaders in philanthropy and non-profits, and, yes, public school teachers. Particularly, Boston public school teachers.
That last role has the benefit of being a success in itself, as well as a lynchpin strategy to equip other Latinos to achieve academic success.
Is there any magic to more Latinos teaching in BPS classrooms? Why the urgency? Because an increased presence of Latino teachers in BPS bears an influence beyond their classroom or school building, galvanizing entire communities and propelling entire families to a culture of academia that now only rarely exists. There are two reasons for this:
1. Latino and Black teachers are respected figures in their communities, considered among us leaders and “elders”. It is hard to communicate to a culture that has come to marginalize and look down upon the teaching profession, how respected educators are among us. For example, the Congregación León de Judá is a 1,200 member Latino church governed by a 14-member board – 1/3 of that board is comprised of BPS teachers, administrators, and counselors (including the Board President, an Assistant Principal at a BPS middle school).  Same story at People’s Baptist Church; same story at Jubilee Christian Church; same story at Charles Street AME; and same story at Iglesia de Dios Nueva Vida in East Boston. Latino and black teachers are leaders.
2. A Latino teacher becomes a trusted ambassador for BPS to Latino families reluctant to trust just about anyone else for a host of reasons. I’m not an expert on all Hispanic teachers, but I’m an expert on one: my wife Marina.  Marina is nearing 20 years as a BPS teacher and is currently teaching second grade at a BPS school in East Boston. It is a great school; it performs well, and it is ably led. But out of 18 teachers in a school whose students are 86.6% Latino, Marina is one of only 4 Latino educators. She goes from being a teacher to a freelance Spanish interpreter to a social worker. Latino parents otherwise reluctant to let “outsiders” into their world trust Marina. Some years ago, one child, obviously bright, was falling behind and struggling. Marina paid the home a visit. The first thing that struck her was the disrepair – and the odor.  Members of the family of this little girl had come to Boston fleeing murderous gangs in El Salvador. Their landlord had complete disregard for this property, wagering, correctly, these tenants would remain silent given their questionable documentation status. No one but a Latino educator would have had access to that home. She told me this and many other stories – stories of rescue, of not just teaching but of salvaging, of inspiring, of loving.
If we know that more Latino teachers means more Latino kids will finish school, go on to college and live to their fullest potential, then we are duty bound to hire more of them. If we know that any measure is likely to move the needle ever so slightly, if we have evidence that it will enable even one Latino or black child to escape the cycle of poverty and propel them to a higher education, that confers on us an indissoluble moral imperative to do it.

Monday, December 22, 2014

10 Lessons the Arts Teach • National Art Education Association

In memory of the late Elliott Eisner who passed away last January.

-Angela



10 Lessons the Arts Teach • National Art Education Association


1. The arts teach children to make good judgments about qualitative relationships.Unlike much of the curriculum in which correct answers and rules prevail, in the arts, it
is judgment rather than rules that prevail.


2. The arts teach children that problems can have more than one solutionand that questions can have more than one answer.


3. The arts celebrate multiple perspectives.One of their large lessons is that there are many ways to see and interpret the world.


4. The arts teach children that in complex forms of problem solving
purposes are seldom fixed, but change with circumstance and opportunity.
Learning
in the arts requires the ability and a willingness to surrender to the
unanticipated possibilities of the work as it unfolds.


5. The arts make vivid the fact that neither words in their literal form nor numbers exhaust what we can know. The limits of our language do not define the limits of our cognition.


6. The arts teach students that small differences can have large effects.The arts traffic in subtleties.


7. The arts teach students to think through and within a material.All art forms employ some means through which images become real.


8. The arts help children learn to say what cannot be said.When
children are invited to disclose what a work of art helps them feel,
they must reach into their poetic capacities to find the words that will
do the job.


9. The arts enable us to have experience we can have from no other source and through such experience to discover the range and variety of what we are capable of feeling.


10. The arts' position in the school curriculum symbolizes to the young
what adults believe is important.




SOURCE: Eisner, E. (2002). The Arts and the Creation of Mind,
In Chapter 4, What the Arts Teach and How It Shows. (pp. 70-92). Yale
University Press. Available from NAEA Publications. NAEA grants reprint
permission for this excerpt from Ten Lessons with proper acknowledgment
of its source and NAEA.

- See more at: http://www.arteducators.org/advocacy/10-lessons-the-arts-teach#sthash.KfLkbIan.Gw94hGGS.dpuf
1. The arts teach children to make good judgments about qualitative relationships.Unlike much of the curriculum in which correct answers and rules prevail, in the arts, it
is judgment rather than rules that prevail.


2. The arts teach children that problems can have more than one solutionand that questions can have more than one answer.


3. The arts celebrate multiple perspectives.One of their large lessons is that there are many ways to see and interpret the world.


4. The arts teach children that in complex forms of problem solving
purposes are seldom fixed, but change with circumstance and opportunity.
Learning
in the arts requires the ability and a willingness to surrender to the
unanticipated possibilities of the work as it unfolds.


5. The arts make vivid the fact that neither words in their literal form nor numbers exhaust what we can know. The limits of our language do not define the limits of our cognition.


6. The arts teach students that small differences can have large effects.The arts traffic in subtleties.


7. The arts teach students to think through and within a material.All art forms employ some means through which images become real.


8. The arts help children learn to say what cannot be said.When
children are invited to disclose what a work of art helps them feel,
they must reach into their poetic capacities to find the words that will
do the job.


9. The arts enable us to have experience we can have from no other source and through such experience to discover the range and variety of what we are capable of feeling.


10. The arts' position in the school curriculum symbolizes to the young
what adults believe is important.




SOURCE: Eisner, E. (2002). The Arts and the Creation of Mind,
In Chapter 4, What the Arts Teach and How It Shows. (pp. 70-92). Yale
University Press. Available from NAEA Publications. NAEA grants reprint
permission for this excerpt from Ten Lessons with proper acknowledgment
of its source and NAEA.

- See more at: http://www.arteducators.org/advocacy/10-lessons-the-arts-teach#sthash.KfLkbIan.Gw94hGGS.dp
1. The arts teach children to make good judgments about qualitative relationships.Unlike much of the curriculum in which correct answers and rules prevail, in the arts, it
is judgment rather than rules that prevail.


2. The arts teach children that problems can have more than one solutionand that questions can have more than one answer.


3. The arts celebrate multiple perspectives.One of their large lessons is that there are many ways to see and interpret the world.


4. The arts teach children that in complex forms of problem solving
purposes are seldom fixed, but change with circumstance and opportunity.
Learning
in the arts requires the ability and a willingness to surrender to the
unanticipated possibilities of the work as it unfolds.


5. The arts make vivid the fact that neither words in their literal form nor numbers exhaust what we can know. The limits of our language do not define the limits of our cognition.


6. The arts teach students that small differences can have large effects.The arts traffic in subtleties.


7. The arts teach students to think through and within a material.All art forms employ some means through which images become real.


8. The arts help children learn to say what cannot be said.When
children are invited to disclose what a work of art helps them feel,
they must reach into their poetic capacities to find the words that will
do the job.


9. The arts enable us to have experience we can have from no other source and through such experience to discover the range and variety of what we are capable of feeling.


10. The arts' position in the school curriculum symbolizes to the young
what adults believe is important.




SOURCE: Eisner, E. (2002). The Arts and the Creation of Mind,
In Chapter 4, What the Arts Teach and How It Shows. (pp. 70-92). Yale
University Press. Available from NAEA Publications. NAEA grants reprint
permission for this excerpt from Ten Lessons with proper acknowledgment
of its source and NAEA.

- See more at: http://www.arteducators.org/advocacy/10-lessons-the-arts-teach#sthash.KfLkbIan.Gw94hGGS.dpuf

10 Lessons the Arts Teach

  
1. The arts teach children to make good judgments about qualitative relationships.Unlike much of the curriculum in which correct answers and rules prevail, in the arts, it
is judgment rather than rules that prevail.


2. The arts teach children that problems can have more than one solutionand that questions can have more than one answer.


3. The arts celebrate multiple perspectives.One of their large lessons is that there are many ways to see and interpret the world.


4. The arts teach children that in complex forms of problem solving
purposes are seldom fixed, but change with circumstance and opportunity.
Learning
in the arts requires the ability and a willingness to surrender to the
unanticipated possibilities of the work as it unfolds.


5. The arts make vivid the fact that neither words in their literal form nor numbers exhaust what we can know. The limits of our language do not define the limits of our cognition.


6. The arts teach students that small differences can have large effects.The arts traffic in subtleties.


7. The arts teach students to think through and within a material.All art forms employ some means through which images become real.


8. The arts help children learn to say what cannot be said.When
children are invited to disclose what a work of art helps them feel,
they must reach into their poetic capacities to find the words that will
do the job.


9. The arts enable us to have experience we can have from no other source and through such experience to discover the range and variety of what we are capable of feeling.


10. The arts' position in the school curriculum symbolizes to the young
what adults believe is important.




SOURCE: Eisner, E. (2002). The Arts and the Creation of Mind,
In Chapter 4, What the Arts Teach and How It Shows. (pp. 70-92). Yale
University Press. Available from NAEA Publications. NAEA grants reprint
permission for this excerpt from Ten Lessons with proper acknowledgment
of its source and NAEA.

- See more at: http://www.arteducators.org/advocacy/10-lessons-the-arts-teach#sthash.KfLkbIan.Gw94hGGS.dpuf
1. The arts teach children to make good judgments
about qualitative relationships.

Unlike much of the curriculum in
which correct answers and rules prevail, in the arts, it

is judgment rather than rules that prevail.

2. The arts teach children that problems can have
more than one solution

and that questions can have more
than one answer.
3. The arts celebrate multiple perspectives.

One of their large lessons is
that there are many ways to see and interpret the world.
4. The arts teach children that in complex forms of
problem solving

purposes are seldom fixed, but change with circumstance and opportunity.
Learning in the arts requires the ability and a
willingness to surrender to the unanticipated possibilities of the work as it
unfolds.
5. The arts make vivid the fact that neither words
in their literal form nor numbers exhaust what we can know.
The limits of our language do not define the
limits of our cognition.
6. The arts teach students that small differences
can have large effects.

The arts traffic in subtleties.
7. The arts teach students to think through and
within a material.

All art forms employ some means
through which images become real.
8. The arts help children learn to say what cannot
be said.

When children are invited to
disclose what a work of art helps them feel, they must reach into their poetic
capacities to find the words that will do the job.
9. The arts enable us to have experience we can
have from no other source

and through such experience to
discover the range and variety of what we are capable of feeling.
10. The arts' position in the school curriculum
symbolizes to the young

what adults believe is important.


SOURCE: Eisner, E. (2002). The Arts and the Creation of Mind, In Chapter
4, What the Arts Teach and How It Shows. (pp. 70-92). Yale University Press.
Available from NAEA Publications. NAEA grants reprint permission for this
excerpt from Ten Lessons with proper acknowledgment of its source and NAEA.
- See more
at: http://www.arteducators.org/advocacy/10-lessons-the-arts-teach#sthash.KfLkbIan.Gw94hGGS.dpuf
1. The arts teach children to make good judgments about qualitative relationships.Unlike much of the curriculum in which correct answers and rules prevail, in the arts, it
is judgment rather than rules that prevail.


2. The arts teach children that problems can have more than one solutionand that questions can have more than one answer.


3. The arts celebrate multiple perspectives.One of their large lessons is that there are many ways to see and interpret the world.


4. The arts teach children that in complex forms of problem solving
purposes are seldom fixed, but change with circumstance and opportunity.
Learning
in the arts requires the ability and a willingness to surrender to the
unanticipated possibilities of the work as it unfolds.


5. The arts make vivid the fact that neither words in their literal form nor numbers exhaust what we can know. The limits of our language do not define the limits of our cognition.


6. The arts teach students that small differences can have large effects.The arts traffic in subtleties.


7. The arts teach students to think through and within a material.All art forms employ some means through which images become real.


8. The arts help children learn to say what cannot be said.When
children are invited to disclose what a work of art helps them feel,
they must reach into their poetic capacities to find the words that will
do the job.


9. The arts enable us to have experience we can have from no other source and through such experience to discover the range and variety of what we are capable of feeling.


10. The arts' position in the school curriculum symbolizes to the young
what adults believe is important.




SOURCE: Eisner, E. (2002). The Arts and the Creation of Mind,
In Chapter 4, What the Arts Teach and How It Shows. (pp. 70-92). Yale
University Press. Available from NAEA Publications. NAEA grants reprint
permission for this excerpt from Ten Lessons with proper acknowledgment
of its source and NAEA.

- See more at: http://www.arteducators.org/advocacy/10-lessons-the-arts-teach#sthash.KfLkbIan.Gw94hGGS.dpuf

10 Lessons the Arts Teach

  
1. The arts teach children to make good judgments about qualitative relationships.Unlike much of the curriculum in which correct answers and rules prevail, in the arts, it
is judgment rather than rules that prevail.


2. The arts teach children that problems can have more than one solutionand that questions can have more than one answer.


3. The arts celebrate multiple perspectives.One of their large lessons is that there are many ways to see and interpret the world.


4. The arts teach children that in complex forms of problem solving
purposes are seldom fixed, but change with circumstance and opportunity.
Learning
in the arts requires the ability and a willingness to surrender to the
unanticipated possibilities of the work as it unfolds.


5. The arts make vivid the fact that neither words in their literal form nor numbers exhaust what we can know. The limits of our language do not define the limits of our cognition.


6. The arts teach students that small differences can have large effects.The arts traffic in subtleties.


7. The arts teach students to think through and within a material.All art forms employ some means through which images become real.


8. The arts help children learn to say what cannot be said.When
children are invited to disclose what a work of art helps them feel,
they must reach into their poetic capacities to find the words that will
do the job.


9. The arts enable us to have experience we can have from no other source and through such experience to discover the range and variety of what we are capable of feeling.


10. The arts' position in the school curriculum symbolizes to the young
what adults believe is important.




SOURCE: Eisner, E. (2002). The Arts and the Creation of Mind,
In Chapter 4, What the Arts Teach and How It Shows. (pp. 70-92). Yale
University Press. Available from NAEA Publications. NAEA grants reprint
permission for this excerpt from Ten Lessons with proper acknowledgment
of its source and NAEA.

- See more at: http://www.arteducators.org/advocacy/10-lessons-the-arts-teach#sthash.KfLkbIan.Gw94hGGS.dpuf

Sunday, December 21, 2014

Invitation to our January 10, 2015 Inauguration of Academia Cuauhtli (Eagle Academy) Saturday school

Home to Academia Cuauhtli Saturday School, pictured is the Emma S. Barrientos Mexican American Culture Center located at 600 River St., Austin, Texas



Students, Friends and Colleagues:

It is with great satisfaction and great pride that we inaugurate our Saturday school, Academia Cuauhtli (Eagle Academy)—a language and culture revitalization project—at the Emma S. Barrientos Mexican American Cultural Center.  Students get taught in Spanish a Mexican American Studies / Tejano Studies curriculum in grade 4, targeting three nearby east Austin elementary schools—Metz, Sanchez, and Zavala. 

Consider liking us on Facebook: https://www.facebook.com/AcademiaCuauhtli
We are very grateful to our event sponsors - The University of Texas Center for Mexican American Studies, the Austin Independent School District, the University of Texas Division of Diversity and Community Engagement, the University of Texas Tejano Monument Curriculum Initiative, the University of Texas Center for Education Policy, and the Austin Area Association for Bilingual Education.

This involves a partnership involving Nuestro Grupo (our community based organization organized by the Texas Center for Education Policy and the Tejano Monument Curriculum Initiative, both at the University of Texas at Austin and the National Latino/a Education Research and Policy Project [NLERAP], its fiscal agent and national nonprofit organization), the Austin Independent School District, the City of Austin Parks and Recreation Department and within it, the Emma S. Barrientos Mexican American Cultural Center where the Saturday academy will take place.

This has been a labor of love. Our team is so talented and passionate about the whole initiative. It is quite a beautiful thing. Our inauguration takes place on Saturday, January 10, 2015, from 11:00AM-3:15PM at 600 River St. in central Austin. We will be serving tamales, pan dulce, and chocolate. We will have performances by our district's mariachi and ballet folklorico students. There will be Mexica dancers with copal and they will explain the meaning of the dances. Come celebrate with us if you can.

Mil gracias, thanks for all involved (hope I got everybody) as follows: Dr. Angela Valenzuela, Dr. Pauline Dow, Martha Cotera, Oralia Garza de Cortes, Dr. Emilio Zamora, Brenda Rubio, Laura Esparza, Tiffany Moreno, Brenda Ayala, Noreen Rodriguez, Martha Sanchez, Olivia C. Hernandez, Dr. Isabel A. Millán, Larissa Davila, Alonzo René Mendoza, Anthony Martinez, Modesta Trevino, Dr. Christopher Milk, Gina Tillis, Patricia Núñez, Dr. Manuel Xavier Zamarripa, Jessica Ochoa Zamarripa, Julia Hernandez, Kristina Gutierrez, Jesse Gainer, Nancy Valdez-Gainer, Randy Bell, Juan Ramirez, Dr. Ramon Martinez, Dr. Luis Urrieta, Dr. Arcelia Hernandez, Belinda Jiménez, Manuel Martinez, Luis Ramirez, Julia Hernandez, Yvette Cardenas, Fernando Rios, Joanna Sanchez, Juan Oyervides, Kathy Mariscal, Maria Vaso, Dr. Beatriz Gutierrez, Dr. Deb Palmer, Dr. Delia Montecinos, Paola Ferate, Dr. Haydee Rodriguez, A.J. Hope, Jennifer Ross, Beatriz Hernandez, Clarissa Riojas.


Special thanks, in particular, to our resident historian, Dr. Emilio Zamora, who inspired this curriculum that grew out of the Tejano Monument Curriculum Initiative.  Here is a story about the Tejano Monument Curriculum Project:  http://ows.edb.utexas.edu/site/tejano-history-curriculum-project
.  The monument itself is located on the southeast side of the Texas State Capitol.

Thanks as well to the fantastic AISD team of curriculum writers as part of the Curriculum Writers Cadre, and most especially to our committed AISD dual language teachers who because of their efforts, the curriculum is TEKS-aligned (i.e., adapted to state standards) and is currently available in grades 3, 4, 5, 6, 7, and 11. We have all become one big family!

AISD's Chief Academic Officer Dr. Pauline Dow and ESB-MACC staff, especially Tiffany Moreno, and Laura Esparza from the Parks and Recreation Department have been awesome partners, as well.

With a new grant from Humanities Texas, the curriculum will expand to indigenous heritage, women, and the cultural arts.

Also worthy of mention is that this has involved the participation of faculty from the following five universities located in Austin, Texas:

  • The University of Texas at Austin
  • Huston Tillotson
  • St. Edwards University
  • South University
  • Texas State University
It takes a village, indeed! Our bad weather/rainy day site will be Sanchez Elementary, same time, from 11:00AM-3:15 PM on Saturday, January 10, 2015 but are otherwise meeting in the zocalo of the ESB-MACC. All are welcome to attend this joyful celebration of a broad-based, public, community effort!

Sinceramente,

Dr. Angela Valenzuela

Foundation education grants for 2014


Foundation education grants for 2014

December 21 at 1:43 PM

Bill Gates is famous for many things, including spending hundreds of millions of dollars to develop, promote and defend the Common Core State Standards. In 2014, the Bill & Melinda Gates Foundation awarded millions more for the Core, plus other issues in the education world.
Along with the Common Core, the big winners in terms of issue were charter schools — especially in Washington state (where Gates helps finance a campaign to win voter approval of charters) — and online and technology-based learning initiatives.
In terms of dollars spent, Gates is the leading billionaire/millionaire who has poured money into school “reform” in recent years. Such philanthropy has raised questions about whether American democracy is well-served by wealthy people who pour so much money into their pet projects — regardless of whether they are known to be useful in education — that public policy and public funding follow in their wake.

Here are  15 of the biggest education-related grants listed on the Gates Foundation’s Web site for 2014:

New Venture Fund
Date: May 2014
Purpose: to support the successful implementation of the Common Core State Standards and related assessments through comprehensive and targeted communications and advocacy in key states and the District of Columbia
Amount: $10,300,300
Term: 13
Topic: Global Policy & Advocacy, College-Ready
Regions Served: GLOBAL|NORTH AMERICA
Program: United States
Grantee Location: Washington, District of Columbia
Grantee Website: http://www.newventurefund.org
[The New Venture Fund received another grant in January worth $2,266,215, plus at least two more during the year worth $601,637]

Education Trust Inc.
Date: March 2014
Purpose: for general operating support
Amount: $8,000,000
Term: 36
Topic: Global Policy & Advocacy
Regions Served: GLOBAL|NORTH AMERICA
Program: United States
Grantee Location: Washington, District of Columbia
Grantee Website: http://www.edtrust.org
[The Education Trust is an organization that supports charter schools and other school reforms.]

Council of Chief State School Officers
Date: June 2014
Purpose: to support the implementation of CCSSO’s 2014-2015 Strategic Plan
Amount: $6,148,749
Term: 19
Topic: College-Ready
Regions Served: GLOBAL|NORTH AMERICA
Program: United States
Grantee Location: Washington, District of Columbia
Grantee Website: http://www.ccsso.org

Taliban Besiege Pakistan School, Leaving 145 Dead

Dear Students, Friends,  and Colleagues:

Please join me in condemning these reprehensible, unspeakable crimes against children and humanity.  The Taliban took the lives of 145 people in a crowded school in Peshawar, Pakistan.  132 of them were children. According to the NYTimes, this is the "deadliest single attack in the group’s history."  

Read and listen to Nobel Prize winner Malala Yousafzai's condemnation of this atrocious attack.  http://www.csmonitor.com/World/Latest-News-Wires/2014/1216/Malala-Yousafzai-I-condemn-these-atrocious-and-cowardly-acts-video  She calls upon the international community to stand up to these acts of violence.

I just signed a petition against this brutal and horrific act against children in Pakistan.  https://www.causes.com/actions/1775528-sign-the-petition-to-government-of-pakistan.  Consider signing it and posting it on your respective blogs, Twitter, and Facebook accounts. 

It is time for all of us to revisit the United Nations Convention on the Rights of the Child, now in its 25th year yea since its ratification worldwide.  All teachers, caregivers of children and youth, all parents and children also need to read this document so that children can know their rights.


Here is a Child-friendly version of the Convention


Shamefully, the U.S. has signed, but not ratified the Convention and is but one of three UN members—including Somalia and South Sudan—not to have ratified it.  The U.S. has its own internal process for getting this done and requires two-thirds of the senate to vote on it, but president after president has passed the buck on this one.  We should therefore also step up efforts with the Obama administration to get this done before he leaves the White House.

UNICEF and other organizations decry and condemn incredible violence against children and youth as being particularly brutal toward children worldwide. Check out their website for information on this. http://www.unicef.org/crc/index_75896.html

-Angela

Taliban Besiege Pakistan School, Leaving 145 Dead

Photographs|11 Photos
LONDON — First the Pakistani Taliban bombed or burned over 1,000 schools. Then they shot Malala Yousafzai, the teenage advocate for girls’ rights.

But on Tuesday, the Taliban took their war on education to a ruthless new low with an assault on a crowded school in Peshawar that killed 145 people — 132 of them uniformed schoolchildren — in the deadliest single attack in the group’s history.

During an eight-hour rampage at the Army Public School and Degree College, a team of nine Taliban gunmen stormed through the corridors and assembly hall, firing at random and throwing grenades. Some of the 1,100 students at the school were lined up and slaughtered with shots to the head. Others were gunned down as they cowered under their desks, or forced to watch as their teachers were riddled with bullets.

Their parents crowded around the school gates, praying their children would survive while listening to the explosions and gunfire as Pakistani commandos stormed the building.

Anti-intellectualism is taking over the US

Anti-intellectualism is taking over the US



The rise in academic book bannings and firings is compounded by the US's growing disregard for scholarship itself
Isabel Allende
Isabel Allende is among writers whose work has been removed from Arizona schools under an anti-ethnic studies initiative. Photograph: Koen Van Weel/AFP/Getty Images
Recently, I found out that my work is mentioned in a book that has been banned, in effect, from the schools in Tucson, Arizona. The anti-ethnic studies law passed by the state prohibits teachings that "promote the overthrow of the United States government," "promote resentment toward a race or class of people," "are designed primarily for pupils of a particular ethnic group," and/or "advocate ethnic solidarity instead of the treatment of pupils as individuals." I invite you to read the book in question, titled Critical Race Theory: An Introduction, so that you can decide for yourselves whether it qualifies.

In fact, I invite you to take on as your summer reading the astonishingly lengthy list of books that have been removed from the Tucson public school system as part of this wholesale elimination of the Mexican-American studies curriculum. The authors and editors include Isabel Allende, Junot Díaz, Jonathan Kozol, Rudolfo Anaya, bell hooks, Sandra Cisneros, James Baldwin, Howard Zinn, Rodolfo Acuña, Ronald Takaki, Jerome Skolnick and Gloria Anzaldúa. Even Thoreau's Civil Disobedience and Shakespeare's The Tempest received the hatchet.

Trying to explain what was offensive enough to warrant killing the entire curriculum and firing its director, Tucson school board member Michael Hicks stated rather proudly that he was not actually familiar with the curriculum. "I chose not to go to any of their classes," he told Al Madrigal on The Daily Show. "Why even go?" In the same interview, he referred to Rosa Parks as "Rosa Clark."
The situation in Arizona is not an isolated phenomenon. There has been an unfortunate uptick in academic book bannings and firings, made worse by a nationwide disparagement of teachers, teachers' unions and scholarship itself. Brooke Harris, a teacher at Michigan's Pontiac Academy for Excellence, was summarily fired after asking permission to let her students conduct a fundraiser for Trayvon Martin's family. Working at a charter school, Harris was an at-will employee, and so the superintendent needed little justification for sacking her. According to Harris, "I was told… that I'm being paid to teach, not to be an activist." (It is perhaps not accidental that Harris worked in the schools of Pontiac, a city in which nearly every public institution has been taken over by cost-cutting executives working under "emergency manager" contracts. There the value of education is measured in purely econometric terms, reduced to a "product," calculated in "opportunity costs.")

The law has taken some startling turns as well. In 2010 the sixth circuit upheld the firing of high school teacher Shelley Evans-Marshall when parents complained about an assignment in which she had asked her students in an upper-level language arts class to look at the American Library Association's list of "100 most frequently challenged Books" and write an essay about censorship. The complaint against her centered on three specific texts: Hermann Hesse's Siddhartha, Harper Lee's To Kill a Mockingbird and Ray Bradbury's Fahrenheit 451. (She was also alleged, years earlier, to have shown students a PG-13 version of Shakespeare's Romeo and Juliet.)

The court found that the content of Evans-Marshall's teachings concerned matters "of political, social or other concern to the community" and that her interest in free expression outweighed certain other interests belonging to the school "as an employer." But, fatally, the court concluded that "government employees… are not speaking as citizens for First Amendment purposes." While the sixth circuit allowed that Evans-Marshall may have been treated "shabbily", it still maintained (quoting from another opinion) that "when a teacher teaches, 'the school system does not "regulate" [that] speech as much as it hires that speech. Expression is a teacher's stock in trade, the commodity she sells to her employer in exchange for a salary.'" Thus, the court concluded, it is the "educational institution that has a right to academic freedom, not the individual teacher."

There are a number of factors at play in the current rash of controversies. One is a rather stunning sense of privilege, the confident sense of superiority that allows someone to pass sweeping judgment on a body of work without having done any study at all. After the Chronicle of Higher Education published an item highlighting the dissertations of five young PhD candidates in African-American studies at Northwestern University, Chronicle blogger Naomi Schaefer Riley wrote that the mere titles of the dissertations were sufficient cause to eliminate all black studies classes. Riley hadn't read the dissertations; they're not even published yet. When questioned about this, she argued that as "a journalist… it is not my job to read entire dissertations before I write a 500-word piece about them," adding: "there are not enough hours in the day or money in the world to get me to read a dissertation on historical black midwifery." Riley tried to justify her view with a cliched, culture-wars-style plaint about the humanities and higher education: "Such is the state of academic research these days…. The publication topics become more and more irrelevant and partisan. No one reads them." This is not mere arrogance; it is the same cocooned "white ghetto" narrow-mindedness that allows someone like Michael Hicks to be in charge of a major American school system yet not know "Rosa Clark's" correct name.

Happily, there is pushback occurring against such anti-intellectualism. One of the most vibrant examples is a protest group called Librotraficante, or Book Trafficker. Organised by Tony Diaz, a Houston Community College professor, the group has been caravanning throughout the south-west holding readings, setting up book clubs, establishing "underground libraries," and dispensing donated copies of the books that have been removed from Arizona's public school curriculum. You can donate by visiting librotraficante.com.

Saturday, December 20, 2014

Re-Forming AI$D: Austin school board campaigns stage national educational battleground


This is an eye-opening piece of the very shady pro-charter, neoliberal reform movement in and with the Austin Independent School District.  Regarding our most recent school board election and runoff election, learn about the interlocking influences of Austin Kids First (AKF), Leadership for Educational Equity (LEE), Teach for America (TFA), and KIPP that stand to "wrest control" of public schools from the public itself.

Note that while LEE and AKF are seemingly separate entities, TFA provides the connective tissue.   Former Education Austin president, now secretary-treasurer for statewide teachers union Texas AFT, Louis Mal­faro said, "Teach for America is the backbone, the hiring room, think tank, and boiler room for the charter movement."
Then there's Thompson's former employers at KIPP. At its highest level, the charter group and TFA are in bed together – literally. TFA founder and CEO Wendy Kopp is married to Richard Barth, president of KIPP. And that's where the real purpose of TFA and LEE becomes clear. In 2011, Kopp declared that TFA is a "leadership development organization, not a teaching organization." That makes LEE the next step in that leadership trail.
Ending those structures like school boards about which our communities have a vote means creating an educational environment where education reduces to a market exchange that is further circumscribed by legal and binding contracts.  Stated differently, despite the fact that taxpayer dollars fund education—and will continue to do so because we as a public will always pay for education at some level—this agenda spells an end to public governance of public schools while simultaneously gauranteeing a steady stream of public revenue based on taxpayer dollars to the for-profit and non-profit, charter school "reformers" sector.  

Unless your children attend any of our affluent schools, none of this is to say that our public schools are where the public wants them to be.  We obviously need more and equitable funding, certified teachers, and so many other things too numerous to list.  Just like democracy—of which our public educational system has historically been its bedrock—if there are problems with it, the solution is not to end, but rather to extend, it.  

This piece is worth reading in its entirety.  And I am delighted that my friend and colleague, Dr. Ted Gordon, won his race against David "D" Thompson.

-Angela

The Austin Chronicle
http://www.austinchronicle.com/news/2014-11-28/re-forming-aisd/

Re-Forming AI$D

Austin school board campaigns stage national educational battleground

By Richard Whittaker, November 28, 2014, News

Something has changed in education politics, and Robert Schneider has seen the shift. Twelve years ago, when he first ran for District 7 in the Austin Independent School District, "It was the PTA folks who ran for the board." That means, a decade ago, a candidate like former Austin Council of PTAs president Monica Sanchez would have romped home in District 6. Instead, this time she was third in a three-horse race, not even making the run-off. In part, Schneider ascribes such upsets to changing demographics in the electorate. He said, "We have more tech folks, we have more younger folks." That change has an unintended consequence. "It's an opportunity for people with very deep pockets to buy seats in the school district."

He should know. Schneider has always faced stiff competition in his southwestern district. But this time around was a little different. Education advocacy group Austin Kids First doubled down on his opponent, Yasmin Wagner, dropping roughly $40,000 in contributions and in-kind expenditures into her challenge. Why target the veteran trustee? Wagner always said on the campaign trail that it was because he was unresponsive to his community. Maybe that was what motivated her, but, Schneider thinks there's another reason why Austin Kids First came after him. "They've got a political agenda, rather than an education agenda," he said. "I'm not a big radical reformer like they are."
Before we proceed, there are three organizations you need to know – starting with Austin Kids First. Founded in 2012, its declared purpose is to get voters engaged in AISD board elections, and encourage high-quality candidates to run. Leadership for Educational Equity does basically the same thing, at the national level. And then there's Teach for America, the national organization that puts recent college grads into struggling schools.

It all seems quite noble. Great teachers. Great schools. Enthusiastic young people, doing a couple of years of energetic teaching, simultaneously becoming more rounded citizens. But, according to Ken Zarifis, president of Education Austin, the school employees' union, there's a big catch. "It's all the same vague comments about 'the best schools' and 'the best teachers' – the broad strokes that everybody wants, but they never define what a good teacher is or a good school or a good trustee."

There's a line in The Usual Suspects: "The greatest trick the devil ever pulled was convincing the world he didn't exist." In the case of the pro-charter, pro-voucher, anti-union coalition known as the "education reform" movement, the greatest trick was grabbing a suitably nebulous name (or group of names), and promoting their cause through equally nebulous, feel-good terms. Zarifis is far from sanguine about their intentions. "When I hear 'reform,' the first word that comes to mind is destruction," he said. "They want to take public education out of the hands of the public, and control it themselves. It comes from billionaires like Michael Bloomberg, who don't understand what it's like to be in a classroom with 35 kids for 90 minutes, and spending every one of those 90 trying to make sure they learn something."

The suspicion is that there's a game plan, and groups like AKF, TFA, and LEE all play a role.

Reformers push metrics like school "accountability" standards that serve to make perfectly acceptable schools appear to be chronic failures. Groups like TFA air-drop student teachers into the neediest school districts and claim that they're "saving schools" – with the implication that existing teachers, with their contracts and experience and training and union protections – are just serving their self-interests. Then charter groups and voucher advocates gin up talk of "school choice," and cream off the best students, leaving public schools with the most struggling students, diminishing finances, and demoralized teachers.

Invest Nationally ... Vote Locally

How does a candidate get the Austin Kids First endorsement? According to Executive Director Stephen de Man, the process is utterly transparent, "with the purpose of getting trustees who are about putting kids first. Thus the name." Candidates fill out a questionnaire, then meet with board members, and an endorsement – with resulting contributions – is made. "Everything's super-transparent. But we look for certain qualities that go beyond litmus-test issues."

In the At-Large Position 9 race, AKF backed Kendall Pace. She now faces UT program director Hillary Procknow in the run-off, and she has the AKF blessing and cash to help her. Pace said she modeled her campaign on that of Trustee Gina Hinojosa in 2012, even using the same commercial firm for her TV spots. When it came to AKF, she filled out their candidate form, and then met with de Man and John Armbrust, the executive director at charter group Austin Achieve Public Schools, at Cherrywood Coffeehouse. After that, AKF donated $35,000, which she used to pay for her TV time. However, that was not the end of their assistance. "People came up to me afterwards and said, 'Oh my god, I like your flier.' I'm like, 'what flier?'" AKF had actually paid for two different mailers on her behalf and, in keeping with state campaign "non-coordination" laws about such dark money expenditures, they had never informed her that they existed.
Beyond legal restrictions, the group has pretty strict rules about contact with candidates. No donor that contributes more than $500 can take part in the endorsement process, and then the group has no contact, beyond normal board operations and meetings, with trustees outside of the election. That's not their purpose, de Man said. "We're not issue-driven: 'Are you pro-this or anti-this?' Two years ago, it was hard for people to understand. How can a group have this money, spend this money, and not have an agenda?"
Austin Kids First at least appears indigenous. But there's nothing local about Leadership for Educational Equity – the D.C.-based group that spent almost $6,000 on District 1 candidate David "D" Thomp­son, who's in a run-off with UT-Aus­tin department chair Edmund "Ted" Gordon.
Thompson's platform is laudable: "Hav­ing incredible teachers in East Austin, focus on gaps [between] our low-income and high-income students, and between our white students and students of color." But that's the kind of bland rhetoric that drives critics of the reform movement (like Zarifis) crazy. Doesn't everyone want all of that? Moreover, doesn't it imply that the current advocates for schools aren't doing everything they can to reach those goals? During the first round of this election, eyebrows were raised that Thompson – co-founder of the Austin branch of KIPP Charter Schools and a TFA alum – suddenly wanted a spot on the AISD board. Thompson countered that this was less fox guarding the hen house than poacher turning gamekeeper.

And now, the revelation that LEE systematically supported his campaign with about 60 in-kind contributions – from software expenses to email costs to candidate coaching – has become fodder for the run-off.

Why would a D.C.-based 501(c)4 nonprofit get engaged in an Austin school district election? Thompson says it's simple: He's a TFA alum and a LEE member, and they take care of their own. "Leadership for Educational Equity is an organization made up of current and former teachers, educators, and leaders who care about educational equality." The group is not dedicated to any set policies, just to candidates who "are dedicated to putting kids first." There's one addendum: All those teachers, educators, and leaders are TFA alums.

AKF's de Man described LEE's relationship to TFA as like "an alumni society for a university." He should know. Before joining AKF, he was LEE's Texas regional director. Yet while LEE denies any ideological bent, its backers may have other ideas. In the last year, there have been only three donors to its Texas operation: Wal-Mart heir Steuart Walton, tech investor Arthur Rock, and former New York mayor Michael Bloomberg. All three are stalwarts of the "reform" movement, all three major advocates for the charter movement.

It's a similar story over at AKF. For the past two AISD board elections, their major donors have been Professional Janitorial Company owner and Republican donor Rex Gore, Silicon Labs co-founder David Wel­land, and former Dell CTO Eric Harslem (plus John Armbrust who gave $1,000 in the last cycle). That trio alone has infused tens of thousands of dollars into an organization that wants to be a major player.

Backbone and Boiler Room

LEE and AKF: two seemingly separate entities – but the connecting tissue is Teach for America. LEE's stated aim is "empowering Teach for America corps members and alumni to grow as leaders in their communities and help build the movement for educational equity." Meanwhile, AKF was founded by TFA alumni Ben Maddox and Sean Flammer, and its current board is comprised of all TFA alums. Moreover, in 2012, when the group first appeared on the scene, it faced immediate accusations that it was little more than AstroTurf, a local variant of the near-identical Dallas Kids First, for which Maddox was a registered lobbyist (see "We're All About the ... Kids!" Oct. 19, 2012). Its leadership is uniformly TFA alumni, and with charter operators like Armbrust interviewing candidates, there are obvious links between AKF, LEE, charters, and the reform movement, all stretching back to TFA. Former Education Austin president, now secretary-treasurer for statewide teachers union Texas AFT, Louis Mal­faro said, "Teach for America is the backbone, the hiring room, think tank, and boiler room for the charter movement."

The links run deep into the personnel. Prior to replacing Flammer and Maddox as AKF's head, de Man was TFA's recruitment director, its director of Alumni Affairs, and then Texas regional director for LEE. Beki Bahar-Engler, LEE Texas' treasurer and vice president of its D.C. office, was previously TFA's vice president of strategy.

Then there's Thompson's former employers at KIPP. At its highest level, the charter group and TFA are in bed together – literally. TFA founder and CEO Wendy Kopp is married to Richard Barth, president of KIPP. And that's where the real purpose of TFA and LEE becomes clear. In 2011, Kopp declared that TFA is a "leadership development organization, not a teaching organization." That makes LEE the next step in that leadership trail.

Yet there are undeniable differences between LEE and AKF. Moreover, it's hard to paint AKF's endorsed candidate list as strictly pro-charter, pro-reform. In 2012, it was easy, since they primarily backed the candidates that voted to hand Allan Elementary over to IDEA. This time, they're supporting Pace in the At-Large race, who is running on a platform of more aggressively countering charter recruitment of AISD students. They e ven endorsed two of the same candidates as Education Austin: Gordon in District 1 and Julie Cowan in District 4.

Moreover, LEE and AKF found themselves on opposing sides in District 1. AKF formally endorsed Gordon, while LEE effectively ran its Texas office as a second campaign office for Thompson. Since midsummer, LEE hasn't spent a red cent in Texas except on Thompson. And this wasn't a one-off contribution. Instead, it was a series of small expenditures, from candidate training to email expenses and software costs.

But Zarifis wonders how serious AKF was about backing Gordon. All told, the group dropped roughly $40,000 into Wagner vs. Schneider, but only $2,500 into Gordon's campaign. That's the same as they spent on Julie Cowan, although her District 4 win was a foregone conclusion. "Austin Kids First had minimal involvement in the Ted Gordon race, even though they endorsed him," said Zarifis. "While they have a lot of money, they haven't spent much to counter the out-of-state money coming into that race."

Ask de Man, and it's a question of priorities. First off, his group decided to take a knee in District 6. Then, considering that both Gordon and Cowan were sweeping the endorsements, and had the support of both AKF and Ed. Austin, it seemed that they were foregone conclusions – a conclusion that, at least in Gordon's race, he admits was woefully premature. That just left the At-Large Position 9, and District 7. "So that's why Yasmin got so much support."

Revolving Bedfellows

Is this coincidence, or is there really some grand conspiracy? De Man is quick to defend his old bosses at LEE as strictly non-partisan. "Even when I worked there, I could not gauge my support for candidates according to some litmus test. If Hillary Procknow was a TFA alumnus, she'd get just as much support as D." He points to LEE's support for Los Angeles Unified School District board member Steve Zim­mer: a TFA alumnus so opposed to charters and vouchers that Bloomberg et al. threw almost $2 million at his opponent. Zimmer is "probably the most outspoken critic of the reform movement, but he got more support than D."

Political consultant Mark Littlefield met with or worked in an informal capacity with several candidates, including Cowan, Pace, and Paul Saldaña, and is actually a friend of Wagner's since high school. However, he was one of the big recipients of AKF cash, pulling in $15,700 in consultancy fees. He countered any suggestion that the AKF endorsement came with any strings. "Yasmin has no corporate reform agenda. Her agenda was: I'm a parent out here, and I never see Robert." As for LEE's involvement in District 1, he concurred with de Man's analysis, saying, "If any TFA person runs for a school board seat anywhere in America, they're going to back you with everything they've got, and that's their sole criteria. ... They don't have an interest in Austin, and would have backed [Thompson] if he ran in Round Rock or Portland. At least, that's what I'm hoping."

For some, LEE's presence is yet another sign that Austin is no longer a sleepy little college town, but a target of opportunity for reformers. Position 9 candidate Procknow said, "They're setting the stage right now. Austin looks like the kind of city they want to pick. There's a large minority population, it's a charter-friendly state, and there's a lot of money to be made."

Even in pro-reform Texas, vouchers face a powerful coalition of opponents: Demo­crats, who see them as backdoor privatization, and rural Republicans who fear that they would decimate their already struggling ISDs. However, many Democrats have been swayed by charter proponents' claims that they can cure all ills. Malfaro said, "I remember watching Wendy Davis just gush over [KIPP founder] Mike Fein­berg. 'Oh, we know you guys know what you're doing, and you're doing it right.'

But Feinberg more and more is opening up and admitting, 'Look, we don't know how to run a whole school district. We're not good at that. We're not even good at coming into a so-called failing school, a high-poverty school where kids aren't doing well because of the tests, and take the whole school over and turn it around.' " The end result, Zarifis said, is "big money doubling down on strategies that haven't really proven themselves out."

Malfaro is concerned that groups like LEE become political spin machines. For Thompson, being able to say that he's been a K-12 teacher is a powerful plus in this election. But that's a claim any TFA-er can make, and Malfaro is dismissive of their classroom time being anything but résumé-polishing. "It's two years, and off to law school."

The Money Trail

But AISD is pushing back. The first big sign that charters were not welcome was the cancellation of the contract with IDEA Public Schools to take over Allan Ele­men­tary and Eastside Memorial High. That's why these elections are so important. Malfaro described the current trustees as "the most progressive school board I've seen in the 20 years that I've been involved." That makes Austin "a flash point for the privatizers. But Austin is ground zero for the community schools movement." He points to the community-led Travis Heights in-district charter, and advocates like Allan Weeks, who created community coalitions to support, not supplant, public schools. He said, "That doesn't fit with [the reformers'] narrative that teachers are the problem, teachers' unions are the problem, tenure is the problem."

But again, why should LEE care about AISD? According to Zarifis, "Because we've been successful in drawing a line and saying we value public schools, neighborhoods schools. We value the families that go to those schools. We push back at charters coming into those schools. That type of success just riles the reformers up because that's not their vision. They want to sell public education to this charter and that charter, upend neighborhoods, and limit choice for kids."

District 6 run-off candidate Saldaña concurs. "I think part of it may be that they see some potential vulnerabilities in AISD," he said, noting that AISD has already lost over 2,000 families to charters. However, he added, with new trustees and a new superintendent, "We have an opportunity to turn the page, to create a new legacy, and one way we have to do that is create a better working relationship with the community and serving the needs of the neighborhood schools."

Moreover, Austin is ground zero for community resistance to what the charter movement has become. And it's that little twist – what the charter movement has become – that is so important.  Originally, charters were supposed to be community-led engines for innovation. With a few of the bureaucratic leashes and tethers removed, schools could experiment, and then districts could apply what they had learned to all their schools. Instead, Malfaro argues, they've become Plan B for venture capitalists who thought they'd make a fortune off school vouchers. When communities nation­wide turned vouchers into political poison, they changed tack. "Public education is this untapped opportunity for vendors of all kinds," said Malfaro.

All observers expect the battle to continue at the state level. Last session, Senate Education Committee Chair Dan Patrick pushed hard for both vouchers and an end to the cap on the number of charters. It's a foregone conclusion that, as lieutenant governor, he'll push even harder for the same targets. However, he'll face the same opposition he faced last time, both from Republicans and Democrats, as they seek to have charters held to the same accountability standards as public schools. Malfaro said, "If that happens, more charters will close, and it becomes a worse investment. You're going to see these investors pull out of charters. They're not doing this for some altruistic view of education. They're doing this to make money."

AISD Board run-off elections are Dec. 16, with early voting Dec. 1-12. Click here for voting info and Chronicle endorsements.
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