In NYC, Communism Wages War on Children, the Poor and Minorities

Communist New York City Mayor Bill de Blasio is certainly blazing a path in New York City. Peggy Noonan has a revealing column in the Saturday edition of the Wall Street Journal. (highlights are mine)

What a small and politically vicious man New York's new mayor is. Bill de Blasio doesn't like charter schools. They are too successful to be tolerated. Last week he announced he will drop the ax on three planned Success Academy schools. (You know Success Academy: It was chronicled in the film "Waiting for Superman." It's one of the charter schools the disadvantaged kids are desperate to get into.) Mr. de Blasio has also cut and redirected the entire allotment for charter facility funding from the city's capital budget. An official associated with a small, independent charter school in the South Bronx told me the decision will siphon money from his school's operations. He summed up his feelings with two words: "It's dispiriting." 

Some 70,000 of the city's one million students, most black or Hispanic, attend charter schools, mostly in poorer neighborhoods. Charter schools are privately run but largely publicly financed. Their teachers are not unionized. Their students usually outscore their counterparts at conventional public schools on state tests. Success Academy does particularly well. Last year 82% of its students passed citywide math exams. Citywide the figure was 30%.

Communists like de Blasio hate the poor, they kids and they hate minorities. Fortunately for the communists, in their efforts to keep people poor and under-educated, the kids, the poor and the minorities never realize what's going on.

This war on children via a war on education is appalling. But why do this? Well, here's why:

But the people who run the public-school system that doesn't work—the one where you can't fire teachers who sexually prey on students and principals who don't even show up for work, which is to say the public schools run by the city's huge and powerful teachers union—don't like the charter schools. And they are the mayor's supporters, a significant part of his base. 

The very existence of charter schools is an implicit rebuke to the public schools. It means they are not succeeding, and something new must be tried. That something new won't be perfect—no charter school is, and some are more imperfect than others—but people still line up to get into them. And there's something to the wisdom of crowds. When a school exists for the students, you can tell. When it exists for the unions, you can tell that too.

It's obvious to observers or participants in the debate over parental choice in education that the unions always care more about their constituency (the teachers) than the students.

In this move more than any so far, Mr. de Blasio shows signs he is what his critics warned he would be—a destructive force in the city of New York. When a man says he will raise taxes to achieve a program like pre-K education, and is quickly informed that that program can be achieved without raising taxes, and his answer is that he wants to raise taxes anyway, that man is an ideologue. 

And ideologues will sacrifice anything to their ideology. Even children.

Bingo! Mayor de Blasio is a loyal follower. There is no reasoning with him. Sadly, he was just elected, so unless there is a recall effort at some point, NYC, and the nation, will have to suffer under de Blasio's iron boot for four years until the next election.

In the meantime, my questions for Mayor de Blasion and his fellow Leftist travelers would be these: Why do you hate the poor? What do you hate Hispanic children? Why do you hate black children?

Book Review - A Chance To Make History

A Chance to Make History: What Works and What Doesn't in Providing an Excellent Education for Allby Teach For America founder Wendy Kopp is a current look at a positive force for education improvement in America. Education books about various educational programs are released each year, but as numbers change, the books become outdated and less accurate, or less applicable. So, A Chance to Make History, released in 2011, and with stats reported from the latter part of 2010, is a very good current snapshot of the education system in America.

Right at the outset, I wish I had the book in electronic format so I could easily count the number of times the words “transformation” or “transformational” were used. I think this word was the right choice for the needed reforms in American education. I do think those word uses were incorrectly applied in some instances, where the words were another way or saying “better”, “different” or “changing”. What American education truly needs is Transformational Change.

Calling for such change is another way of saying that the current system is beyond being fixed by piecemeal measures, or tinkering around the edges. As was pointed out in this book, more money and more funding is not always the answer. In many cases we are simply spending more for the same, mediocre results.

What A Change to Make History clearly demonstrates is that private enterprise can achieve better results than can any level of government, such as local or federal. There are several instances where not having to deal with any government bureaucracies allowed innovators and investors the chance to get in and do the work of educating children. One great quote to illustrate this:

"Post-storm, there was no bureaucracy left, and it really was an open opportunity for people to come down and get schools open quickly, schools that could be designed to close the achievement gap right from the start." (p. 96, in reference to post-Katrina New Orleans)

I understand that Teach for America does get some federal funding, but that most of its funding is philanthropic and received from donors. I object to the federal government being involved in education at all. If government has to be involved, I would prefer to see them solely fund organizations such as Teach For America. Get the bureaucrats who look at numbers and studies and decide the fate of students across the country that they have never seen and will never see, out of the way of state and local education authorities.

The federal government has proven it can not manage large, complex systems well. Look at the post office, which recently had to be bailed out to the tune of $11 billion. If the federal government had to go to a rational bank and apply for a loan to fund the Department of Education, and if they presented the current model for education as their business plan, they would be laughed out of the building, denied the loan, and shut down for good.

Specifically, A Chance to Make History is an enjoyable read, it is a narrative, with stories that the author comes back to time and again. It is a hopeful book, and a positive book when you see the positive results. I felt the book, at 218 pages, was a quick read, and frankly I could have kept reading. Fortunately, the book is loaded with some great footnotes for further research. Finally, this book might be seen very much as a sort of brag sheet for Teach For America. I’d advise readers to get over that fact and focus on the results oriented focus of the book instead. Whether it’s through Teach For America or similar efforts, let’s start transforming education in this country by unleashing the entrepreneurial spirit that can be found in our 310 million citizens. Let’s start at the local, community level and build up from there.

I'll close with this quote from page 113:

"I believe part of the reason that the achievement gap has not narrowed in an aggregate sense over the past two decades, despite all the energy and resources invested in education reform, is that our policy makers and influencers have been so obsessed with finding a quick fix that we have gone lurching from one silver-bullet solution to another rather than embracing the big idea of transformative education and engaging in the very hard work of implementing it. Equally distracting, we have also spent inordinate amounts of energy blaming one group or another-"silver scapegoats," we could call them - when there are clearly larger systemic issues at play. The fact is that our system was not initially designed with an understanding of what it would take to change the path predicted by students' socioeconomic background."

The time for Transformational Change in American education, is now.

Messaging Memo: Reforming Education

Commit yourself to these words as you debate education reform going forward:

School Choice = Parental Choice In Education

Vouchers = Opportunity Scholarships

So, we're going to start saying we favor Parental Choice in Education and we would give parents Opportunity Scholarships to make that happen.

Got it?

Good.

Proceed.