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TFA’s Response to my Rejection (and of course, my response back!)

So recently, TFA offered me $1000, and I declined the money. My friend from TFA who relayed the offer yesterday responded to my blog post. Below is his reply, and mine, in the full spirit of transparency.

Hi Hannah,

I hope all is well! I’m reaching out because I was deeply disappointed to read your blog post today. Regardless of the tenor of the online conversation, you and I have always maintained excellent working relations, predicated on our shared desire to operate in the best interest of kids at all times. I have great respect for your passion and dedication. It was your passion and dedication to elevate student voices that sparked the idea, during our an initial conversation in the fall, to bring students themselves on USC campus to share their own voices. I remain as dedicated to that idea and excited about its potential to empower students as leaders in education.

I believe that true change will come from student leadership and that’s why I hoped to support you and the EdEmpowered Conference this Spring. After reading your blog, I am sadden that, what could have been a moment of true collaboration for and with students, feels like another moment of division among adults. My hope was to help the conference in any way to elevate student’s voices as the central focus. The only request that I made to accompany that support was that we keep the distraction of online attacks out of the equation. The contribution was offered in the spirit of two organizations with shared goals maximizing our collective energies and resources for a common purpose. The education conversation has become increasingly polarized by a host of issues. It is time that adults, such as you and I, move our personal agendas aside and truly empower students to advocate for students.

As key advocates of USC’s Ed Month, having in the past co-sponsored numerous events, including one hosted by our Founder and former CEO Wendy Kopp, TFA remains available to help the conference move forward- especially if local student’s voices are central.

All the best,

[omitted for privacy]

(P.S. Thank you for respecting my anonymity online; but I do ask that in the spirit of full transparency that you place this correspondence on your blog- THNAKS!)

Hi [omitted for privacy],

I hope all is well with you as well!

I want to be clear. I did genuinely appreciate your support for this event. After you called me the first time, I decided to share with you the materials I shared with everyone else that I had reached out to for support, because I have faith that you really do care about students’ voices, and I deeply respect your passion for this event’s mission. That has not changed one bit, and I appreciate you saying what you did because it really rings true for me.

The reason I am upset, however, is because originally I had asked for your support, as an individual. I made clear from the beginning that my request was for individual donations from personal supporters of the event. Yesterday when you called me with the offer, I was confused because I was under the impression that donations would be coming from people in your networks who you shared it with, as this has been been the method by which I have been asking friends of mine to help spread awareness and raise funds for the event. It wasn’t until you talked about taking off the #resistTFA content on the EmpowerED website and you mentioned the organization a couple times that I realized the money would be coming, with strings attached, from TFA itself, despite my previous requests. At this point, I felt powerless, censored, and manipulated by an organization that wanted to put their name on my event, once again despite my previous requests. I was very taken aback and confused by the whole thing. And while technical reasons do make it difficult to take money from TFA, I will reiterate my reasons for refusing funds from TFA.

I did it essentially to honor student voice.

A lot of TFA staff people talk about working together for the sake of students and setting aside personal agenda. All my life, I have been the kind of person who believes in that idea. But this isn’t about interference with an agenda; it’s about my values. I cannot morally accept funds from an organization that I resist because I value the experiences and voices of my fellow student organizers. I cannot work with an organization that is hurting public education in the same communities that students on the EmpowerED core team call home. I cannot work with an org that is simultaneously in the way of what I am trying to achieve, which is to honor student voice, and of what EmpowerED students are trying to achieve, which is educational justice for their communities.

In fact, the high school student representing the Newark Students Union just spoke up last week about the NSU’s stance against having TFA in their schools because they see the org as a threat to educational justice in their community. The student representatives from Chicago have also had a history of resisting Teach for America as a force that was undermining their community schools. So in the spirit of solidarity with those students and other students in the student power movement, I refuse to affiliate with an organization that so many students are actively fighting against. I choose instead to value their stories.

TFA may have sponsored past EdMonth events, but this EdMonth event will not be one of them. Because the conversation is shifting and EmpowerED will be unprecedented in its ability to unite students who say enough to top-down corporate education reforms that were made without their voice.

So while I understand and appreciate that you as an individual believe so much in the power of student voice, I cannot say the same for Teach for America. These are my reasons for declining this partnership.

Thank you.


Hannah Nguyen

For the record, I am tired of the “adults need to work together for kids” rhetoric because it negates the very core of grassroots organizing, power struggles, and collective liberation.

Today, I was offered $1,000. By Teach for America.

ImageAnd I’m turning it down. Here’s why:

As you all may know, I’ve been very busy recently putting together a student-led education conference for youth in LA called EmpowerED: Los Angeles Student Power 2014. I’m incredibly excited for this event, but have been struggling to raise money to fly in student organizers from all over the country. So I’ve been running a crowd-funding campaign to get the funds to make this personal dream of mine come true. Right now, I am a little less than $1000 short of my goal.

Let’s backtrack to a few months ago, when the ideas were still brewing in my mind. I knew that I wanted to provide a space for students to elevate their student voices and organize together for educational justice, but I wasn’t quite sure how at the time. Also during this time, my organization, Students United for Public Education, an entirely student-led, grassroots organization that defends public ed and believes in elevating student/community voice in the struggle for #edujustice (not #edreform), had just launched its first campaign: Students Resisting Teach for America.

After I started participating in the #resistTFA campaign a few months back, TFA folks started to reach out to me to speak with me about the campaign. They were all very respectful, very amicable, and very open to my ideas. We formed friendships, despite our differences in opinions about TFA, based on our mutual passion for education.

Like I always say, I don’t automatically hate everyone in TFA. I know there are genuinely passionate and caring individuals in the organization; I’m even friends with a few of them. With them, I shared my story, my reasons for doing the work that I do, and what I fight for in education, which included my vision for elevating student voice through the EmpowerED conference, a vision that is now coming true by the end of March!

And just a few weeks ago, one of the people I spoke to from TFA a few months back reached out to me, told me they (for privacy reasons) heard about my conference, and were very excited that my vision I had shared with them months ago was actually coming true! They offered their support in any way possible, and I was grateful…

…but careful. I trusted them, but I couldn’t trust the organization they was a part of. I told them that right now, my biggest problem was funding, but I could not (for paperwork reasons) and would not accept funds from any organization (in my mind: especially not TFA). Support had to come individually, from people who were personally standing by the cause. I shared with them information that I had shared with all of my friends/colleagues who I had reached out to in the past to help me spread the word and raise funds through my crowd-funding campaign. To be honest, I didn’t think much would come of it. Crowd-funding has been very exhausting, and I’ve reached out to so many people, with very little outcomes. Needless to say, I was in a desperate position as an organizer.

Now today, I get a call that I will be getting $1000, enough to meet my goal for the EmpowerED conference. I was ecstatic.

But then I was told that I had to take off the embedded SUPE facebook page on the EmpowerED website, because there were posts about #resistTFA there. And that’s when I realized that this money had strings attached, as it would be, despite my previous requests for individual donations, coming from the organization itself, an organization that I resist for very deeply personal, complex, and unique reasons.

I am ashamed to say that I was tempted. Of course, I was tempted. This money, as dirty as it was, would save me so much time and energy trying to raise the remaining $1000 on my own, or trying to make my event work with $1000 less than I intended. I was in a desperate position, but I ultimately decided, a few minutes after talking to them and thinking it through, that I could not accept the money. 

I refuse to accept money from a corporation that is funded by those who contribute to the destabilization of so many communities. These communities are home to the students who will be featured at EmpowerED, students who have made history by coming together with their peers and fighting back against injustices like school closings, high stakes testing, budget cuts, and charter expansion, all of which TFA has had either a direct or indirect role in causing/perpetuating.

How could I take their money? This money was Walton, Gates, and Broad money. This money was made off of the backs of workers and poor communities. This money was behind the oppression of my people.

So, no. I will not be accepting $1000 from Teach for America.

Because I cannot be bought.

If you are an individual who supports student voice in education, please make a donation to EmpowerED 2014. We have to take care of our own. This money will be going directly to a truly grassroots, student-led event that will revolutionize education through the student power movement. Not the corporate, top-down education reform movement.

Thank you.

Peace, love, and lots of power,

Hannah Nguyen

SUPE’s Students Resisting Teach for America Campaign

As you may have already heard, my organization, Students United for Public Education, is preparing to launch our first national, student-led campaign:


On October 1st, we will be announcing our official launch, but before then, we’ve decided to hold a fundraiser to support our campaign, since we are a completely grassroots, student-led org with little to no funds. In about 3 days, we’ve successfully raised over $1200 thanks to the generosity of so many justice-minded educators, parents, and students.

We are so grateful to everyone who is helping make this campaign happen, but we’re not done yet! We still need your help to reach our goal of $1650! So please, if you can and if you haven’t done so already, please donate to this campaign. I promise that we at SUPE are working tirelessly to make sure that your donations have a very large impact.

If you are a college student interested in starting this campaign at your school, or if you’re anyone who wants to stay up-to-date with the campaign, please fill out this form to receive regular updates and/or a comprehensive campaign tool-kit!

If you are a student or TFA alumni who wants to share your story on why YOU resist/oppose Teach for America’s actions and corporate interests, please fill out this form!

Here’s a breakdown of the campaign, straight from the donation website:

For years, college campuses across the country have been the core recruiting ground for Teach for America (TFA). For many soon-to-be graduates, concerned as they should be with the rampant inequality embedded in American public schools, TFA appears to be an opportunity to make a difference.

Using the rhetoric of civil rights and egalitarian politics, TFA promises ambitious college students that their hard work and good intentions are a crucial component of what it will take to fix the crisis within our education system. Yet, as numerous TFA alums and professionals have made it increasingly clear, rather than fighting inequality, TFA actually promotes it.

The high-need schools in which most TFA corps members teach demand the most experienced teachers, not the least. TFA’s five-week-long summer institute, insufficient to prepare any new teacher, is therefore not only inadequate preparation for corps member teachers, but also unjust for the public school students who deserve nothing less than a fully-qualified and experienced instructor.

In today’s political climate, however, where many urban school districts are conducting mass layoffs and cutting teacher benefit packages, such experienced teachers are becoming increasingly rare. Here too, TFA is partially to blame, as in many of the same school districts where experienced teachers have been laid off, TFA recruits have come in to replace them.

Since most TFA teachers do not stay in their schools beyond their two-year commitment, they are far less likely to demand the higher pay and benefits, and thus stand as an attractive alternative, from the districts’ perspective, to career teachers and their unions.

Increasingly across the country, college students are becoming aware of TFA’s role in perpetuating inequality in our schools.

Our task now is to challenge the legitimized recruiting position that TFA enjoys on many of our college campuses, both by raising awareness and taking direct action.

And we know we can’t do this alone.

That is why we–Students United for Public Education (SUPE)–will be launching the first national student-led campaign against Teach for America.


Our campaign is planned to include:

*Example of flyering already being done by SUPE member*

  • Distribution of campaign tool-kits (via PDF) to students at different campuses interested in participating.These tool-kits will include flyers, different tactics to approach/bring awareness about TFA on their campus, etc.
  • Creating a website about our campaign along with different resources and articles in which students can learn more about the resistance against TFA from not only students, but TFA alum, teachers, and other professionals.
  • Providing prospective TFA corps members with testimonies (from students who oppose TFA/chose not to do TFA and TFA alumni who now oppose the organization) so they can make an informed decision.
  • Teach-Ins where students can learn more about TFA resistance
  • Panelists of TFA Alums, professionals, and students
  • Other ideas are still welcomed!


What Do We Need Funding For?
In order to effectively run this 25-day long campaign (October 25th is their next application’s due date), we do need funds of some sort (after all, we are just college students!).

Below is listed where your funds will be used. We will be transparent on how each dollar is spent throughout the campaign, and the funds that aren’t used by the end of this campaign will be deposited into our SUPE General Funds.

We thank you all in advance for your support, and we look forward to our official launch date on October 1st.

Funds Will Be Used For:
– Color Flyers: 2,000 flyers (Staples) = $300
– Stickers: 2,000 stickers (StickerRobot.com) –> $200
– Website: Domain (WordPress.com) = $25
– Travel Expenses for Panelists: $1000
– GoFundMe Fee: (5% for each donation received) = ~$77.5

Contact Us:
Facebook: facebook.com/StudentsUnitedForPublicEducation
Twitter: @SUPEnational
Website: http://studentsunitedforpubliced.org/
E-mail: SUPEcontact@gmail.com

Additional Resources:
An Open Letter to New Teach for America Recruits
University of Minnesota Students Protest Teach for America
Teach for America Apostates: a Primer of Alumni Resistance
Why Teach for America Can’t Recruit in my Classroom
Student On Why She Doesn’t Support TFA
Teach For America Is Finally Getting the Scrutiny It Deserves
Teach For America’s Civil War
Reconsidering TFA

[We also want to emphasize that we are targeting Teach for America as an organization and not the individuals who are corps members or alumni (after all, many of our supporters are TFA alumni who now disagree with the organization’s role in education.)]


Thanks for reading! If you made it this far, enjoy this flyer that I just made 🙂






Vergara vs. California – A Letter to the SFER-USC Chapter

So recently, I unofficially announced that I will be writing an open letter to the members of Students for Education Reform, just like Katie Osgood, wrote an open letter to new Teach for America Recruits.

Strangely, I also recently got an email from a SFER California representative, inviting the members of SFER USC to a meet and greet with SFER’s co-founder Alexis Morin. She also sent this “fact sheet” on Vergara vs. California lawsuit for us to learn about before organizing to support it. In summary, the lawsuit was brought forth by 9 students in California and is funded by StudentsMatter, a corporate education reform organization. Basically, if the plaintiffs win, 5 education due process laws will be eliminated:

  1. One teacher tenure law
  2. Three laws regarding the dismissal process of teachers
  3. One law on seniority (Last In, First Out)

First of all, I was completely shocked by the one-sidedness of the fact sheet and how it failed to take into account so many factors at play. Second of all, I’m not currently in Southern California, so I can’t make the meeting unfortunately. I would have loved to discuss my views in person with SFER members and Ms. Morin.

So instead, I wrote a letter to the members of my university’s SFER chapter, detailing my views on the lawsuit. Good head start on the bigger letter I hope to write I guess. I’m posting it here because I think I sum up most of my main arguments and this could reach other SFER members from other CA chapter potentially. Awareness needs to be spread!

Hopefully, I was able to encourage members to find out more for themselves. Many of them joined when I joined, and were sucked in with the same rhetoric that I was.

I encourage you to read what StudentsMatter (the plaintiffs) have to say about the case, before reading my letter to SFER.

The letter:

Hello USC SFER members,

Sorry to interrupt your summers with this, but I seriously could not believe my eyes when I opened that document. Whoa. Seriously, whoa. 

Let me first say that I really admire the people in SFER. I joined SFER because I want to dedicate my life to inspiring and helping students, and I wanted to start now by being active on key issues within education. Education is an issue I have always been passionate about and I understand that all of you probably share that sentiment as well. We all are here with young, bright minds and empowered hearts, eager to make a positive difference for students everywhere. And as college students, we leverage a unique kind of power to make that change. That’s something very exciting.

Now with that said, as college students just starting to delve into the incredibly complex topic of education, I think that it’s so important to look at ALL sides of any issue and question the information presented to us. There’s so many moving parts, intertwining and working together or against each other. It’s dangerous to blindly accept information thrown at us without viewing it first with a critical lens, because that leads to oversimplification of the issue and an oversimplified, “blanket” solution. I hope you will all agree with me that there is no ONE solution to education. We must target education from all sides.

That’s why the fact sheet that was sent out really alarmed me. It was very one-sided and didn’t take into account the bigger picture. I am afraid some members will blindly support without looking into the case carefully and other alternatives.

So in the spirit of open discussion, I’d like to present my thoughts on the issue for anyone who wants to learn more. Of course, go out and research the exciting world of education yourself! There’s a lot out there 🙂 Also if you have questions, concerns, or rebuttals, feel free to contact me!

In a nutshell, I think this case is a waste of time and money that could be directed towards better solutions rather than setbacks. I came to this conclusion after a lot of research. Here’s what I found:

Vergara vs. California aims to make sure every student has the right to a great education, which the plaintiffs (funded by a corporate education reform organization called StudentsMatter) believe means getting rid of due process laws that affect and protect teachers. There are 5 laws targeted: one tenure law, three dismissal laws, and one seniority law. Getting rid of these laws would result in “ineffective” teachers being fired more quickly and no overall protection for teachers. They say that this will then make teaching become a more respected and prestigious profession.

This sounds all fine and dandy, but I’m ultimately arguing that the solution to “reforming” education does not involve eliminating “ineffective” teachers first. Rather, it begins with eliminating high-stakes testing and devoting additional attention to building better communities around schools. I’m going to take a long path to argue this, but I hope the path is clear.

Whenever looking at education, it’s important to look at both in-school factors and out-of-school factors on a student’s education. Let’s start with the out-of-school factors, which are virtually absent in any discussion about “education reform”. Education reformers (I’m talking about the adults who fund SFER, not SFER members) argue that targeting the in-school factor of teacher quality will make the biggest difference in reforming the education system. You can literally look at the websites of any “Education Reform” organization like StudentsMatter, StudentsFirst, or Teach for America (oh the irony) to find this information. They don’t hide it. Their main goal is to ensure that students are taught by a force of highly skilled and effective teachers.

That is a very noble goal. It is one that we should strive for. Teacher quality is important. As an aspiring teacher, and as someone who’s had amazing teachers who believed in me and helped me tremendously, I understand this. I think that good teachers (along with abundant and skilled school counselors) are the most important in-school factor on a child’s performance.

But it isn’t the most important factor overall. Research shows that no matter how effective a teacher is, they won’t be able to completely undo the effects of poverty and socioeconomic inequity on a child. Countless evidence proves this. You can find that evidence herehereherehereherehere, and most of all, HERE. For a shortcut, just take a look at this wonderful article by Pasi Sahlberg, a world leading expert on school reform.

Salhberg is also from England and if you haven’t already heard, Finland basically kicks every country’s ass when it comes to education, and they do it without standardized testing or without tearing apart unions. Instead, they focus their attention on professionalizing the teaching profession and helping teachers improve, along with building up communities, eradicating poverty, and providing students with comprehensive social services outside of school. To sum up the article, if Finland’s highly skilled and experienced teachers taught in the US, student test scores wouldn’t change. 

It’s often said that once we solve the issue of education, most other societal problems will be solved. That’s probably because if we ever want to give students a better education, we need to also simultaneously tackle other societal problems that put pressure on our students.

I’m not saying that poor kids are incapable of learning as much as their wealthier peers. Quite the opposite actually. Poverty is not personal; it’s structural. If we really cared about our students and if we really believed in their abilities, we would invest in them fully. That means building strong communities and healthy environments along with building great schools. Both are required. If you still don’t believe me, at least listen to a fellow reformer that you might all know. Comprehensive social services and community building programs are the secret ingredient to what makes Geoffrey Canada’s Harlem’s Children Zone so successful. And if you check back at some of the links I listed above regarding studies about poverty’s effect on schools, you’ll see that countries with strong education systems focus on economic equality MOST. They understand that building strong schools starts with building stronger communities.

Ignoring poverty as a large factor in education unfairly shifts blame to teachers, and creates a gross oversimplication of the bigger issue. Now is tackling poverty the only solution needed? Of course not. My argument is that we need to properly and effectively tackle both out-of-school and in-school factors simultaneously.

Now let’s look at the in-school factors. The plaintiffs of the Vergara vs. California case argue that teacher quality needs to be looked at carefully. But I’m going to state this plain and simple, how the hell can we look at it carefully without evaluating it accurately?

Laws currently mandate that teacher effectiveness be measured with student test scores. That is a load of bullshit and any student and educator can tell you that. All that has led to is teachers being fired, teachers being forced to teach to the test, and teachers resigning because it is a completely disrespectful demeaning of their profession. If most of us can agree that a test score does not holistically and accurately capture student performance, and if we know that out-of-school factors affect student performance, why the hell would we attach such high stakes to test scores and put very skilled teachers’ jobs at risk? Learning cannot be quantified, standardized. Neither can teaching. Assessment is not a spreadsheet, it’s a conversation.

The first step is to invest in building a more equitable method of teacher evaluation. Something that is much more holistic, well-rounded. Something that encourages growth, gives constructive advice for improvement, and involves both student voice (project portfolios, class evals) and teacher collaboration (peer evals, third-party educator observations). (This email is getting long so you can look at my ideas more in-depth here and here.

Until that happens, I don’t think we can get rid of laws that protect all of our teachers. With the way teachers are being evaluated now, our schools districts will lose some very good teachers because of factors beyond their control. This is harmful to students as well and if we really want to put students first then we NEED to change the structures in which they learn and in which teachers teach. That means ending high stakes testing AND devoting more attention to bravely confronting structural issues of poverty and economic inequity.

Now, you’re probably thinking, “But this court case came about because students were abused their teachers!” I understand that. I am very glad students spoke up and that these “teachers” are being brought to light. Student voice is very important to consider and it’s something I value A LOT. I think it is a very important aspect of holistic teacher evaluation. We should trust our students to make fair judgments about their teachers.

But instead of using these incidents to shed light on the effectiveness of student voice in teacher evaluation, the court case takes it to the extreme in the wrong direction and aims to destroy due process laws for teachers that protect them against things like… oh I don’t know, terribly inaccurate methods of evaluation and attacks from people who’ve never step foot in a classroom.

Yes, I understand that while teachers’ unions do protect good teachers, we all know they protect bad ones too. I’ve had not-so-great teachers before. I get it. But this is why we need fair methods of evaluations first.

Now I’m just going to quote myself because this is a topic that I’ve written extensively on before, and I think these two paragraphs sum up the point well:

There are a few (and only a few) teachers out there who actually ineffective. Teachers who enter the field reluctantly (or with ulterior motives… cough cough Teach for America recruits) and don’t actually want to be teachers, teachers who abuse and commit unmentionable offenses against students, and teachers who engage in illegal activity with students. These teachers are a disgrace to the teaching profession and I don’t think the other dedicated and passionate teachers in a teachers’ union want to associate themselves with such “teachers”.

I think unions right now are more adamant about protecting their teachers because their profession is being completely disrespected by corporate reformers and their jobs are being threatened by very unfair and incomplete methods (if you can even call it a method) of evaluation. Once we revolutionize the system in which these teachers teach, and we actually let them teach and then evaluate them holistically (once again incorporating student voice and teacher collaboration/peer evaluation… I really cannot stress this enough), then unions can work on refusing job protection to teachers who simply are not teachers and are not willing to improve themselves. Together we can foster a force of revitalized, passionate, and committed educators.

One last word: Getting rid of laws that protect all teachers de-professionalizes the teaching profession. Quantifying teaching, which is an art as much as it is a science, disrespectfully demeans the profession. Implementing robust and fair evaluation systems that foster a strong force of highly skilled, professionally trained teachers brings prestige to the profession.

Thank you for reading 🙂 I hope I’ve offered an enlightening alternative to lobbying for this lawsuit and that some of you will consider looking at the other side of education reform. I encourage you to continue your learning journeys through the field of education. Your passion and commitment to American education is something very beautiful and powerful; please do not allow anyone to use your passion and drive for their corporate agenda. Please continue to learn more and become informed activists!

Miledy, as you know I cannot make it to the meeting. I hope my words reach the discussion somehow, or that some members will consider these points of view in their educational policy learning journeys.

Love and solidarity,

Hannah Nguyen

Questions, comments, and concerns are always welcome!

A Reply to Mariam (part 1) – A Look at Merit Pay

So first I want to say that I have the best best friend. She doesn’t only support my work and journey through the field of education, but she engages with my work, challenges my thinking, and helps me grow as an educational activist. Oh and did I mention that she’s a total badass advocate herself? She’s totally going places.

With that said, here’s the first part (part 2 gets its own post) of very thoughtful comment I received from my best friend Mariam, on my post “My ‘Conversation’ with Michelle Rhee”:

Great points, Hannah! Very well-researched and well-written. I wish Michelle Rhee could read this because I would absolutely love to hear her comeback (if she had any, that is…).

Some food for thought below, regarding some questions I’ve mulled over. I would be very interested to read how you address them!

1) As far as teacher unions go, I do agree that teachers themselves are not the problem. Most teachers willingly choose this noble career path to make a difference in the lives of their students. However, as a student myself, I can easily tell you that I had my share of horrible teachers along with the incredible ones. Any student will likely tell you the same. Unfortunately, for some teaching has become the ‘stepping stone’ to a better career later on or a last choice option that they reluctantly had to accept. For these few (emphasis on the FEW, they are the absolute minority) unmotivated teachers, I’m not sure if ‘helping’ them out will honestly benefit students. Why? Because these teachers may become comfortable knowing that they cannot be fired and thus, they may not heed the constructive criticism a passionate teacher would otherwise take into account. However, that being said, teacher unions largely protect the experienced and capable teachers who would do anything to fight for their students. How do we ensure that teacher unions remain intact such that the aforementioned experienced and caring teachers are properly compensated, while those who are clearly unmotivated and careless are removed from teaching altogether?

There are few (again, emphasis on the FEW) teachers out there in classrooms who are unequipped with the skillset and the nurturing mindset to teach… and these individuals do not deserve to be teaching in a classroom in the first place. (Michelle Rhee, based on her TFA stint, is exactly the type of teacher that should NOT be put into a classroom by any means. I don’t want to help ‘teachers’ like Rhee; they should be fired on the spot.)

Hey buddy!

I hope she read this… but something tells me she didn’t and even if she did, I doubt she’d reply. No one’s got time to reply to a little college student if they’re too busy raising money to destroy public education, right?

Anyway, I really appreciate your comment and I hope my response covers all your questions. If I’m missing anything or if you have any more questions, of course feel free to let me know!

Let’s start at the top with your first question about teacher unions protecting unmotivated, careless teachers.

I completely understand where you’re coming from (having been to the same high school with you). There are a few teachers out there who enter the field reluctantly (or with ulterior motives… cough cough Teach for America recruits) and don’t actually want to be teachers, teachers who abuse and commit unmentionable offenses against students, and teachers who engage in illegal activity with students. These teachers are a disgrace to the teaching profession and I don’t think the other dedicated and passionate teachers in a teachers’ union want to associate themselves with such “teachers”.

Now, there is a difference between teachers who enter the profession unmotivated, and teachers who become unmotivated and feel defeated by the destruction of their profession through high-stakes testing and budget cuts (and now privatization and personal attacks from billionaires who’ve never stepped into a classroom). But it’s hard to distinguish them.

But before I go into my proposal of what we should do about this predicament, I want to go back to something you said in your comment about properly compensating teachers who do their job. Currently, we have something in place that tries to do this.

Merit Pay

Merit pay is a product of education reform and it basically gives higher salaries to effective teachers, essentially using incentive to motivate teachers.

This sounds like a great idea right? Incentive is a great motivator, and who wouldn’t want to be rewarded for doing a good job?

Let’s start by defining an “effective teacher”. Here is a great definition from one of my favorite articles on merit pay:

Effective teachers challenge students to pursue activities they never thought they could do—or would be interested in. Effective teachers stimulate their students’ natural curiosity about the world. Effective teachers develop free-thinking, inquisitive minds, eager and able to learn for themselves. Effective teachers inspire kids to succeed in life—to believe that they can succeed in life, and to be prepared to succeed in life.

So does merit pay actually reward effective teachers? The answer is no.

If you go to the article and find the paragraph I quoted above, you’ll see that the last sentence, is the simplest yet perhaps the most powerful of all:

Effective teachers don’t just cram kids’ brains full of information.

The problem with merit pay (as is the problem with most education “reforms”) is that although it has good intentions, it is poorly implemented and has unexpected counterproductive consequences. Merit pay narrowly assumes causation between teacher performance and test scores, and it ignores the many other factors that require attention in order to holistically assess a teacher. Sometimes teachers are evaluated based on the test scores of students that aren’t even theirs! This is an entirely unfair process that consequently quantifies and de-professionalizes the teaching profession and forces teachers to teach to the test. It sends a terrible message that teachers are only as good as the test scores they can produce. Teachers then feel even more disrespected and unmotivated. They also can’t do much about it because they’re trapped in a lose-lose situation.

And so I ask… how can we compensate teachers who do their job, if we don’t let them do it? 

Before any judgments can be made on teachers, we need to bring respect and autonomy back into the teaching profession. We can do this through a variety of ways, starting with eliminating high-stakes testing and merit pay. We can then begin to develop an equitable evaluation system that encourages growth and involves student voice, student work, and teacher collaboration. This cannot be dictated by a few people in power (merit pay was the ingenious idea of a select few including Michelle Rhee and Bill Gates). Collaboration is key to create a truly democratic education. It’s time for politicians and bankers and billionaires and corporate reformers to step aside and for the voices they’ve silenced to speak up once again.

I also want to add as a side note that I don’t think we can buy a teacher’s respect. Yes, pay is important, and teachers should be paid more in general, but if we want to ever get to that point we need to tackle systemic attitudes and frameworks that attack and look down on teachers. We should value teachers the way we value doctors and lawyers and let them do their job.

Now, going back to your point about the “teachers” in our education system. I first want to point out that you yourself are a student, and that your voice is valuable and should be heard. Can your test score really indicate that your teacher is doing a poor job? No, you can tell a lot more about your teacher than your test score can, right?

Currently, student input is not valued when it comes to evaluating teachers and I want that to change. If more administrators listened to students about “teachers” working in their schools and worked with teachers union to investigate further and come to a fair and sensible conclusion, we wouldn’t have “teachers” that stay in schools and threaten the well-being and safety of students. So first we need to work on implementing FAIR methods of teacher evaluation that are fully collaborated on, that will justly distinguish teachers from a few “teachers”.

I think unions right now are more adamant about protecting their teachers because their profession is being completely disrespected by corporate reformers and their jobs are being threatened by very unfair and incomplete methods (if you can even call it a method) of evaluation. Once we revolutionize the system in which these teachers teach, and we actually let them teach and then evaluate them holistically (once again incorporating student voice and teacher collaboration/peer evaluation… I really cannot stress this enough), then unions can work on refusing job protection to teachers who simply are not teachers and are not willing to improve themselves. Together we can foster a force of revitalized, passionate, and committed educators.

An Urgent Message to current and future Teach for America recruits

Once upon a time, I planned to graduate college and become a Teach for America corps member, thinking I would be doing the education system a favor. That was until I gave my admiration of this seemingly benevolent organization a second thought. 

Recently, I came across this amazing letter to new TFA recruits written by Katie Osgood, a special education teacher in Chicago, beautifully sums up everything terrible I discovered during my research into Teach for America. I really could not have said it better myself.

I really do encourage everyone to read it, especially if you are thinking of doing Teach for America. I know your intentions are good, but there are many more constructive ways you can contribute to education (like, I don’t know… attending an actual teacher college). Teach for America simply isn’t one of those ways.

Further suggested reading:

My “Conversation” with Michelle Rhee

michelle rhee

So a while back, I talked to Michelle Rhee (CEO of StudentsFirst) on a Tioki Forum after seeing on Facebook (I follow StudentsFirst just to see what kind of shenanigans they’re up to next) that she would be available from 4:00-4:30 PM to talk to the common folk and discuss any questions we may have. For a forum, there wasn’t much discussion going on. It was mostly question and answer, where some questions were not fully addressed or even answered and rebuttals were not responded to. But half an hour isn’t a long time, so I cut her some slack.

I submitted my question early, because I really did want a response. When I posted it, I received a message saying that my question would be submitted for review before being posted. Well then. It looked like Michelle would be spared from answering questions from her most ardent critics, and the discussion would be less authentic dialogue and more filtered propaganda.

But luckily, my question was posted! Probably because I tried to appear not so threatening.

I couldn’t limit myself to one question, so I chose two things that are two of the biggest flaws and faults of the education reform movement:

Here was her reply to my question about poverty:

Q: Hi Michelle, I’m a student and currently starting my research in education and I’d love to hear your thoughts. I know you talk a lot about accountability, teacher unions, and the structure of public schools as being the causes of our failing public school system, but I recently came across a considerable amount of research that highlights out-of-school factors such as poverty and economic inequality as the root cause. Whether public or charter, a school in a wealthy community almost always outperforms a school in a poverty-stricken environment. What are your thoughts on this? What are you doing to address this issue and ensure a quality public education for all students, regardless of socioeconomic background?

A: Well let’s start at the top. I have repeatedly said teachers’ unions are not the problem. But yes, the governance structure of public schools is a big issue. Antiquated bureaucracies stifle innovation and are bad for kids & teachers. But you bring up a good topic – education policy is so polarized that people seem to think there are only two camps of thought. 1. Poverty is to blame for all public education ills and all tests are bad vs. 2. We need to test everything that moves and teachers are to blame. There’s little room for reasonable dialogue. Poverty does matter and does affect kids, but that shouldn’t stop us from guaranteeing that the minute a child sets foot in school, they are getting the best education possible. Poverty is something which must be accounted for, such as through comprehensive social services, but we cannot allow ourselves to believe that because a child requires these services or is poor, that they are not interested in or capable of learning.

And here’s what I think about her reply. Let’s start at the top:

Teachers’ Unions

Chicago Teachers Union fighting alongside parents and students to save over 50 public schools from closings mandated by education deformer and Michelle Rhee worshipper Mayor Rahm Emanuel.

First, I honestly don’t know when you’ve “repeatedly said that teachers’ unions are not the problem” because I watched you tear down teachers’ unions in Waiting for Superman (which ironically paints you as the hero???), and I know that StudentsFirst is funded by Walton Family Foundation (the one in control of the money controls the org!), who are historically known for being anti-union (Wal-Mart. Enough said.)

And here’s a quote that also makes you look like a complete hypocrite:

“People tell me the unions are an inevitable part of this [school reform]. My thing is, what has that gotten us so far? All the collaboration and holding hands and singing ‘Kumbaya’?” – Michelle Rhee at the 2008 round table at the Fordham Institute.

Furthermore, I listened to my SFER/USC President spew his brainwashing rhetoric about how if I wanted to be a real reformer, I needed to stand against teachers’ unions (SFER is basically a branch of StudentsFirst, and you can read Stephanie Rivera’s excellent critical analysis of it here). “Teachers no longer care about students and they are the problem!”

And boy was I fooled. Every starry-eyed student just entering the realm of “educational policy and reform” will be fed the whole “teachers unions are the problem” crap. It made sense, didn’t it? Teachers, people who dedicate their lives to helping students, would put their career before students. As if their career wasn’t about the students.

It didn’t take long for me to realize what a load of bullshit that was. No teacher goes into the field wanting to destroy a student’s love of learning. No teacher wants to dull their students down to test scores. No teacher wants to teach to the test and lecture material in order to satisfy standards. Teaching is a noble and creative profession, an art that requires a system where that art can flourish.

But what would a Teach for America corps member who taped her students’ mouths shut and calls herself an education expert after very little classroom experience know about teaching? Probably only that experienced teachers protected by unions are hurting students. Because that totally makes sense. Here’s a thought: Why do we trust experience in every other field BUT teaching?

Of course, some teachers teach better than others. You don’t need to look at data to know that; any student can tell you! You want to help students and save them from “bad” teachers? Help the “bad” teachers. Stop taking the easy way out and tying teacher quality to test scores. Stop busting teachers’ unions and firing teachers. Start implementing some meaningful evaluation (student work portfolios, student surveys, third party holistic observations – preferably by people who have experience teaching). Unions protect good teachers too, and eliminating them would be dangerous not only to the teachers but also the students. Teachers fight for their students. That’s their job.

Bottom line: Teachers’ unions are NOT the problem. They’re a part of the solution.

Now onto the part of Michelle’s reply about


To reiterate, here’s what she said:

Education policy is so polarized that people seem to think there are only two camps of thought:

1. Poverty is to blame for all public education ills and all tests are bad

2. We need to test everything that moves and teachers are to blame.

There’s little room for reasonable dialogue. Poverty does matter and does affect kids, but that shouldn’t stop us from guaranteeing that the minute a child sets foot in school, they are getting the best education possible. Poverty is something which must be accounted for, such as through comprehensive social services, but we cannot allow ourselves to believe that because a child requires these services or is poor, that they are not interested in or capable of learning.

Again, let’s start at the top. I agree, both these ideas are extreme and entirely flawed. I didn’t say that poverty was the root cause of a failing public education system. But it is a contributing factor. And for education reformers to basicaly embody the second camp of thought and tie test scores to teacher performance and ignore other factors that could contribute to low scores is terrible data analysis and quite frankly, very narrow-minded.

Poverty is a large part of the equation. Study, after study, after study proves this. High-poverty environments can cause severe stress and damage in youth brain function. Academic performance correlates with family income and socioeconomic status. The achievement gap is simply a euphemism for the wealth gap. And the “no excuses” or “pull yourself up by your bootstraps” attitude of the reform movement is ignoring this glaringly obvious STRUCTURAL issue.

Of course, we should believe that students are capable of achieving no matter what ZIP code they come from. This is an attractive, and admittedly genuine idea that Michelle Rhee preaches. But if we truly have faith in students, we should also show them that we do and invest in the communities they live in. If we want to build better schools, we should start by building healthy environments that kids can come home to after school, and the “following up with health and academic and social policy programs at school.” But of course this isn’t what the education reformers want. Because that would mean the tax dollars that they are taking for their own corporate gain would go toward solutions that actually benefit students and their communities!

Once again, I’m not saying that poverty is the sole reason, or excuse, why students from poorer communities don’t do well in school. Far from that actually. I agree with Michelle in that respect: “We cannot allow ourselves to believe that because a child requires these services or is poor, that they are not interested in or capable of learning.” But I’m saying that poverty, along with in-school factors (which I’ll get into later in this post), exacerbates the problem and we need to be brave enough to confront it.

I’ve often said that once we solve the issue of education, most other societal problems will be solved. That’s probably because if we ever want to give students a better education, we need to also simultaneously tackle other societal problems that put pressure on our students.

Poverty NEEDS to be considered. Yes, I agree with Sir Ken Robinson; teachers are the lifeblood of a classroom, of education. Teachers have magic powers, and they can definitely be sources of inspiration and true learning, but to expect a teacher to undo all the pernicious effects of poverty on a student is a tall order. Collaboration (something Michelle is sorely against) between teachers, students, parents, communities, and government is necessary to ensure that every student gets the education he/she deserves.

To truly invest in kids and do what is best for them, we need to recognize that there are BOTH in-school and out-of-school factors that contribute to the problem. We cannot take an extreme side and focus on one or the other. If any progress is to be made we need to step up and target both ends of the spectrum equally.

Bottom line: Poverty cannot be ignored.

Now, what about those in-school factors that we also need to tackle? Education reformers seem to think that apathetic, low-quality teachers are the source of the problem, but what they fail to look at is the strict system and troubling predicament these teachers are placed in. From Bush’s No Child Left Behind to Obama’s Race to the Top (basically NCLB on steroids) and now, corporate America’s Common Core State Standards, we have turned our public education system into a terribly run business, with meaningless data that only serves to punish students, teachers, and communities, all under the guise of “accountability.”

Let’s see what Michelle had to say in response to my question about

Standardized Testing

Q: Also, I’d like to hear your thoughts on lessening the unnecessarily tight grip of standardized testing on our students and using that time and money to focus on providing all students with a well-rounded education that helps them become better people, not better test takers. I feel that over-emphasis of standards and test scores limits creativity (for teachers and students), critical thinking, enthusiasm for learning, and attention to the many other dimensions of an education that simply cannot be encompassed in a multiple choice exam and 3 digit number.

A: When it comes to testing, as a parent, I don’t want my daughters’ teachers to only be teaching to a test. I want them to have a well-rounded education & curriculum. However, we must have an objective way to measure whether kids are learning so that schools and educators can use assessment feedback to improve how they educate kids. Accountability for schools, educators, students, & parents is essential.

Okay first off, great appeal to parental emotion there, Michelle. But of course no education reformer is going to directly endorse teaching to the test. However, that has been the unfortunate consequence of what they call “data-driven assessment” and “accountability.” First, No Child Left Behind let the giant claw of standardized testing get a grip on our education system. Now, Race to the Top has tightened that grip as it promises large sums of reward money to districts with the highest scores (because competition is how we ensure equal opportunity, right?). Alongside this, Common Core State Standards, which are corporation-created standards for language arts and math, are being implemented all over the country, and enforced through yet another onslaught of standardized tests.

Oh, and did I mention these tests are produced by corporations, sold to schools, and protected from peer review and public scrutiny? Yes, these are people who have never been teachers, never even step foot in front of a classroom, dictating what students should learn and reaping profits from this added pressure on students and their teachers. Do they care if teachers teach to the test? Not really.

But moving on from that… whenever I bring up my views on standardized testing, I almost ALWAYS get the same retort, even from my parents:

“We need an objective way to measure progress! It can’t just be a free for all!”

Alright. I admit it. We need hard data to know how to improve. But let me quote Timo Heikkinen, a principal of a school in Finland where there are no standardized tests:

“If you only measure the statistics, you miss the human aspect.”

Right on, Mr. Heikkinen. Yes, we need data to track progress and project growth. But beyond being objective, it needs to be accurate, and by accurate I mean that it should take into account every part of a student. Is such accurate yet still objective data on human beings possible? Probably not.

But then the question becomes: do we care about our kids enough to put in the extra time and money, value their humanity through meaningful assessment, and shift the focus to providing well-rounded educations?

If we do, then we should aim for accurate data. But in order for data to be meaningful and accurate, it needs to be comprehensive. Michelle said in her reply that data from tests is used to improve how kids are educated, but I fail to see how numbers in a data chart (that don’t even take into account a student’s creativity or critical thinking ability) can give effective and constructive criticism to teachers. These numbers only tell part of the story, and are unfairly used to punish teachers for not raising scores. This adds pressure on them to teach to the test in order to fulfill standards and appear “accountable.”

For data to be comprehensive and useful for teacher and student growth, it needs to cover all the bases. Data should try to tell the whole picture of a student, something that standardized testing doesn’t even come close to achieving. To meaningfully assess students, why don’t teachers ask students to compile portfolios of their original pieces of work for evaluation? Work that is able to demonstrate a mix and myriad of skills and understanding, from civic engagement to scientific method to literary analysis. And then, why don’t we give them feedback that shows them that we value their effort enough to write more than one letter grade on it? From there, portfolios can be submitted as a part of the teacher evaluation process, to a third party review team composed of teachers who will then decide how the work meets curriculum standards also created by students and teachers.

Yes, the national standards created by Common Core have good intentions, but poor implementation. It’s yet another get-rich-quick-scheme by the education reformer crew. It’s created even more standardized tests and pulled focus away from funding for and focus on the arts, music, civic ed, the sciences, humanities, physical education, and enrichment programs (all of which are a part of a well-rounded education). The standards were also created and imposed upon schools across the country without teacher or student input.

What we need is a set of standards constructed through collaboration of students and teachers inn various communities, in every subject and area of learning, that are enforced through comprehensive data collection (portfolios and written evaluations).

This will only be one part of improving education, because we should also be evaluating teachers in comprehensive ways that gives them comprehensive feedback from which they can work forward from. Student portfolios are a piece of that puzzle.

Completing the rest of the puzzle takes more emphasis on student voice, rather than numbers. This may come as a shock to reformers, but students can say a lot more about themselves and their learning experiences than a test score. GO FIGURE!

When evaluating teachers for the purposes of accountability, why don’t we ask students:

  • What do you want to see in a teacher? What do you feel a teacher should do (not just academic-wise)? This provides a backbone checklist of expectations that teachers should meet.
  • What does your teacher do well? How can your teacher improve? What do you wish your teacher did differently/more? This gives a broader look into how teachers are serving their students and provides tangible advice teachers can use to improve.

We can also invite a third-party team of teachers to come observe and evaluate the teacher using an assessment that is, once again, comprehensive and covers all the bases of teaching, as well as provides concrete ways the teacher can improve in the future. The key here is to shift from narrowly test to holistically assess.

We should trust our students and value their voice enough to do all this.

We should also trust our teachers to work together with students, teach them with passion and creativity, and assess them holistically.

We should trust teachers to collaborate with and help one another for the sake of their students.

Once this happens, wonderful things can happen in education. I refuse to believe, Michelle, that objectivity is necessary to improve education. Accuracy and comprehensiveness is what we really need. It shows kids that we care, provides clear steps forward, and leads to providing students with the well-rounded education we always talk about, but never act upon… the same education that is made impossible in the face of the standardized testing monster.

And as for accountability for schools, educators, students, & parents? How about input from and collaboration between schools, educators, students, & parents? There are valuable voices out there in education, and we can no longer afford to silence them.

Bottom line: Standardized testing is not necessary. There are better solutions.

I would have replied on the thread… but by the time I saw her reply to me, I realized it was too late and she would never read my post anyway. And she still might not read it. But at least I can reach more people this way. Hope you enjoyed reading! Please spread the word and awareness! The education reform monster needs to be stopped!

The Hardest Job Everyone Thinks They Can Do – by Dennis Hong

Dennis Hong, a molecular biologist turned biology teacher, writes in this wonderful post about the profession that is the backbone of this country, but it still so disrespected and underestimated.

Here what Hong says is the reason why people have delusions that anyone can do what a teacher does, but doesn’t have those delusions when it comes to other fields of specialty:

Have you ever watched professional athletes and gawked at how easy they make it look? Kobe Bryant weaves through five opposing players, sinking the ball into the basket without even glancing in its direction. Brett Favre spirals a football 100 feet through the air, landing it in the arms of a teammate running at full speed. Does anyone have any delusions that they can do what Kobe and Brett do?

Yet, people have delusions that anyone can do what the typical teacher does on a typical day.

Maybe the problem is tangibility. Shooting a basketball isn’t easy, but it’s easy to measure how good someone is at shooting a basketball. Throwing a football isn’t easy, but it’s easy to measure how good someone is at throwing a football. Similarly, diagnosing illnesses isn’t easy to do, but it’s easy to measure. Winning court cases isn’t easy to do, but it’s easy to measure. Creating and designing technology isn’t easy to do, but it’s easy to measure.

Inspiring kids can be downright damned near close to impossible sometimes. And… it’s downright damned near close to impossible to measure. You can’t measure inspiration by a child’s test scores. You can’t measure inspiration by a child’s grades. You measure inspiration 25 years later when that hot-shot doctor, or lawyer, or entrepreneur thanks her fourth-grade teacher for having faith in her and encouraging her to pursue her dreams.

Maybe that’s why teachers get so little respect. It’s hard to respect a skill that is so hard to quantify.

Amazing article, definitely check it out for yourself. He brings up some other really great points.

This is a perfect segway into a piece I’m working on about Teach for America. All I’m going to say now is, people who think they are fantastic teachers after 5 weeks of training are not only embarrassing themselves, but also being incredibly disrespectful to the teaching profession.

First topic I’ll tackle: The “Other” Education Movement

First off, I want to say that I feel really bad for not posting in a while. Things have been really hectic at home, and I could barely find a sizable chunk of time to just write for myself. When I did sit down to write, I was interrupted or had to put it off… and nothing just ever got done. 

But, now I have re-balanced my time and plan to start right up again, beginning with a topic that I think needs to be addressed before any others. Before I can establish where I stand, I want to be clear on where I DON’T stand. Before I can get to figuring out solutions, I have to fully understand the problem. Here is a huge chunk of the problem:

The Educorporate Reform/Deform/Rheeform/Rephorm Movement


Michelle Rhee, the Dolores Umbridge of Education and the leader of the Education Reform Movement.

Gosh, where do I begin? I’m going to do a string of posts on this, but I guess I’ll start with a bullet point list of what the education reform movement is really about.

[Linked in each bullet point is an article to get you started… of course there are tons of articles and evidence for each one. Also, if you haven’t done so already, I really suggest you check out this handy “Reform-to-English” Dictionary. It’s basically an expanded list of the Ed Reform movement’s bullshit]

My first post on this topic is going to directly address people who are in my position.

A letter to future teachers and present education advocates

All I ask of you is this:

Please, please, please take a second look at the current education reform movement being led by StudentsFirst CEO Michelle Rhee, and championed by big names like Bill Gates, Wendy Kopp (Teach for America CEO), and Arne Duncan (current Secretary of Education appointed by Obama).

Take it from someone who used to be a Students for Education Reform member, used to dream about working for StudentsFirst, joining Teach for America, and running my own charter school.

Usually, I would suggest that two sides of the education debate put aside their differences to put students’ interest first. Usually, I would promote what I support rather than bash what I oppose. But what I oppose is moving education in the wrong direction. What I oppose is making it difficult for me to promote what I support. What I oppose is gaining support from cover-ups and lies, and tricking so many (including myself) into believing their bullshit.

Before, I was under the false impression that this was the change our country needed. I believed that doing all those things I just mentioned would help students and the education system. 

Don’t be fooled by fancy, charge rhetoric and the growing presence of their names in the media. Corporate money is fueling this campaign, and the only beneficiaries are those at the top. When the movement started, I joined it because it had good intentions and set clear goals on how to solve the issue of education. Now, actually seeing the disappointing results of this movement and digging deeper into their motives has led me to become completely disillusioned, if not horrified.

All I ask is that you dig underneath all that fancy looking brochures, websites, and appearances and discover what the education reform movement is really doing to our public schools, our students, our teachers, our communities.

After looking at all sides of the situation, if you still stand by the EdReform movement, then by all means, pick up on the past that I abandoned.

But I just want you to know that there is another side to this debate. Another solution that actually listens to students, shows genuine concern for the future of our education system, stands behind teachers, and believes in bettering public education for all. 

Education reformers are on the wrong side of history. They are doing nothing to improve education, and they are reaping all the benefits. Real solutions require full collaboration from the bottom up, not the top down (in this case, they don’t even reach the bottom). Advocates for education justice are championing real solutions, real change.

All I ask is that you take a second look.

I’ll end with a quote by Diane Ravitch:

“The future belongs to all the students who understand that public education belongs to them as a democratic right to build their future. [Education] must not become a plaything for Wall Street and billionaires, nor a stepping stone for politicians, nor a profit center for entrepreneurs.”