Wednesday, August 2, 2023

Florida's Black History Standards Are A Feel Good Story

Oh, those feel good stories. 

An 8-year-old raises money to pay off classmates lunch debt. Boy raises money to buy friend a wheelchair. Celebrities help teachers clear their wish lists. The Today show highlights a company donating computers to a school. A periodic story about how a GoFundMe brings hope to some ailing person. 

These are all versions of the same story:

Look at how this person overcame these obstacles! No, let's absolutely NOT talk about the obstacles and why they shouldn't have been there in the first place, and let's absolutely NOT talk about the individuals and systems that create and maintain those obstacles. How the heck does it happen that elementary school children accumulate $4,000 of debt just because they want to eat lunch? Is that child making up for some choice that adults ought to feel ashamed of and then fix? Shhhh! 

It's a variation on the Undercover Boss phenomenon, that show where a boss would find out that one of his employees wasn't making enough money to live, so he gives a raise to that employee and draws absolutely no conclusion about all his other employees. It's about the rich folks being praised for their philanthropy and helping the less fortunate-- as long as that "giving" doesn't involve looking at how their vast wealth is a result of the same systems that create the inequity they're throwing a feel good bandaid toward.

The moral of all these stories is that we don't need to pay any attention to the factors that made all this pluck and hard work and initiative necessary in the first place. The moral of these stories is that as long as deserving people loaded with grit and resilience can find a way to overcome the forces arrayed against them, we don't need to look at, think about, or address those forces ever.

For some folks, the Feel Good Story template also applies to issues of race in this country.

The line in Florida's Black History standards about how enslaved people picked up some useful job skills during their enslavement has rightfully drawn a great deal of scorn and criticism (even from some Black conservatives). But it's just a piece of the larger argument made by the standards. As Michael Harriot points out in The Grio, there are plenty of other pieces of the standards that minimize slavery, including this idea:

Floridians will not learn about segregation and Jim Crow when they reach the eighth grade. Even then, those government-backed regulations are only taught as a policy that Black people overcame, not something that still impacts the country today.

This is a recurring theme in right-tilted approaches to the history of race and enslavement and racism in the US-- why keep talking about how oppressive people and systems were and are, when we can instead focus on the triumphs of those Blacks who rose above it? It's in projects like Trump/Hillsdale's 1776 curriculum, and it's in the defense of the standards offered by Black standards committee member William Allen and Frances Presley Rice (who may have done a disproportionate amount of the deciding for the committee). Here's an excerpt from their joint statement:

Any attempt to reduce slaves to just victims of oppression fails to recognize their strength, courage and resiliency during a difficult time in American history. Florida students deserve to learn how slaves took advantage of whatever circumstances they were in to benefit themselves and the community of African descendants.

Let's not talk about the "difficult time,' or what caused it or who was oppressive or enslaving Black persons. Let's not talk about the patterns and institutions involved with an eye toward spotting similar patterns of racism today. 

Let's take the history of race in this country and frame it as a Feel Good story about how (some) people used grit and hard work and personal responsibility to overcome a bunch of obstacles that we are definitely NOT going to talk about, because that might make us feel bad, and feeling bad is, of course, the exact opposite of what a Feel Good story is supposed to do.

Florida's Black History standards are an attempt to reduce a complex and complicated story filled with both great triumph and tremendous evil, to boil it down to something that would fit on a Hallmark card. The standards are a lie of omission based on the presumption that children somehow can't handle the whole truth (or, perhaps, that certain adults don't want to). 

Feel Good stories are a type of toxic positivity. You don't fix things that need fixing by pretending they're just fine. And there's an unpleasant subtext here--these Feel Good people escaped the bad thing through grit and gumption, so maybe the people who didn't escape just weren't trying hard enough. Feel Good stories are another face of the old "if you're poor, it's your own fault." Or, in this case, "if slavery and racism messed up your life, maybe that's your fault for not being strong and gritty enough."

We should certainly celebrate the heroism and hard work of the people who accomplish these things, but you don't really celebrate the heroism of people who overcome big odds without fully understanding what they were up against. Nor do you make progress when you insist that racist people and racists systems are just like the weather--sometimes inconvenient, but outside of anyone's control. Good feelings based on denial of reality never last, and it's hard to navigate a world that you don't actually see. 

Monday, July 31, 2023

About My Father

I

Every year we make the pilgrimage to the cabin on the lake. The lake itself straddles the New Hampshire-Maine border, relatively quiet and off the beaten path, though not as far off as when my father's father built the place 70ish years ago. 

It's under an hour from Rye, where both my parents grew up, and so was convenient for family get aways. I can remember trips there as a kid. Eating on a bench overlooking the water, the scent of sun-warmed pine needles outside, the slightly musty lake smell inside. It still smells that way, and it takes me back the instant we get out of the car.

The camp is the last of the family roots up there. Both of my grandparents' homes are now gone, taken down so someone could build a fancier house. But the camp has pictures of family, a logbook that goes back decades (you have to journal your visit daily while there--house rules). My father and mother rescued the place, after some years of neglect by my uncle. They restored it, preserved it, added to it. Now six generations have used it this family legacy, though Mom and Dad haven't been able to make the trip for several years. Lot of memories from the past, but not much to do but be with the people who are there with you. We swim, paddle on the lake, or sit on the deck and read, listening to the wind through the trees and the loons on the water.

That's where we were when I got word that the hospice house had started my father on morphine.

II

My father was born in 1935. His father was a general contractor (the kind who always had work) and his mother would go on to be a longtime New Hampshire state legislator (the kind who is always unopposed for re-election because everyone is perfectly happy with her work). 

He was bit of a rapscallion as a youth. He flooded a school bathroom. His grandfather (The Doctor) found him placed in time out in the hall. His report cards say that he talked too much. His parents sent him to Philips Exeter Academy to be a non-residential student (a townie) not because they wanted him to run elbows with the sons of wealthy families, but because they wanted him to shape up. He wrote a letter to his aunt, pleading for her to intercede on his behalf, because Philips Exeter had no girls among the student body.

All of this comes as a surprise to people have only known him as an adult who seemed entirely straight-laced and by the book. 















But Dad always has always gone his own way. When other fifties teens were getting into Little Richard and Buddy Holly and Elvis, Dad was beginning a life-long interest in Glenn Miller. He watched Monty Python and a host of British comedies, but he was also a big fan of The Love Boat and the Jack Webb stable of procedurals. His love of Miller expanded into interest in all manner of interest in Big Band and jazz (for years, my brother and I hosted a Big Band show on the local radio station--we did it with his collection). But he also loved ABBA. 

He was spectacularly unconcerned about fashion. Preferred clothing: plaid shirt and white socks. Over the years he collected a variety of comfortable and practical hats, all ugly. He never drank nor smoked; he was the guy who shared with me the trick of carrying a glass with some ginger ale in it at parties to keep people from pestering you with alcohol.

You can let people control you by always doing what they say. You can also let people control you by doing the opposite of what they say. Just use your best judgement and do what's right. That's one of the lessons I learned from my father.

III

While his Philips Exeter classmates headed off for the Ivies, Dad went to the University of New Hampshire and got a mechanical engineering degree (top of his class). He was an engineer by profession his whole life, working for Joy Manufacturing Company (the leading producer of underground coal mining machinery) for 41 years. He was hugely respected there, called a "mentor" and lauded for both his engineering and leadership abilities. I long ago lost track of the number of people who have gone out of their way to tell me and my siblings how much they respected him and loved working for and with him. His policy and procedure directives were called Scotty Grams. Someone at the company once shared that he enjoyed the "dry pithy witticisms" in my father's memos.

Joy eventually became a poster child for all the bad things that can happen when companies are bought and sold by investors who are more important than cashing in than whatever it is the company actually does. There were some tense years when he was a undercover corporate rebel, holding the line in spite of what his bosses wanted him to do. At one point, new owners gave him a commendation for disobeying the previous owners.

He had the engineer's lover of rules, and he was practical and methodical. He taught me how to do body work repairs on a car by using pop rivets, left over sheet metal ductwork, and roofing cement. He wanted to tape audio from the tv, so he rigged wiring and plugs to do that. 

He had us help him on projects (this will just take fifteen minutes, he would say) and sometimes it took longer than promised because if the problem turns out to be bigger than you thought, well, that's what you have to deal with. Reality does not adjust itself to your wishes and hopes and expectations, and life is not always fair. 

He developed his own design for bookshelves (and all of his children ended up with them in their homes). He was a car guy, and we learned about how to work on them and take care of them, too. 

That engineer's mindset led to his second career. After retiring from Joy, he became a volunteer at a local museum of old musical contraptions--band organs and the like. Repairing and restoring the devices was real art and an engineer's dream challenge. He became the (unpaid) executive director of the museum, and the work he and his team did in restorations was in demand outside of the museum itself. In the family, we made the joke that he stopped working forty hours a week for pay so that he could work sixty hours a week for free. 

IV

He loved projects. The camp was a project, for certain, and the museum was perhaps the biggest project ever. But there were others.

He owned a 1914 Federal Fire Truck ("federal" was a make, not a jurisdictional designation). The kind with solid rubber tires that you had to start with a crank. He restored that. When we were little, he would drive it around the neighborhood and the neighborhood kids would all run out and ride on it. My daughter's wedding party took pictures on it. 

He also restored a 1940 four-door Buick convertible, which was used on a few occasions to drive his children and their new spouses around after the ceremonial flinging of the rice. Oh, and an aged roto-tiller.

He was constantly rebuilding, restoring, renovating. His other big decades-long project was the church, where he has certainly poked, prodded and repaired every nook and cranny of that aging structure. He took care of that place like it was his own home. 

V

He married the love of his life. They met and first dated in high school. Somewhere in one of those first dates he ended up with one of her bobby pins. He stuck it in his wallet. Then when he got a new wallet, he transferred the bobby pin. He carried that bobby pin with him for seventy-some years. 

They got married between his junior and senior year at UNH; she had already graduated from teachers' college. During his senior year, she taught in an elementary school. There's a graduation picture of him, in his cap and gown, with my mother, who is holding me, a lump barely a couple of weeks old. 

When they got married, he already had two potential employers after him, so as soon as he graduated, they moved to Claremont. They lived for a year with the Paradises, who were forever my third set of grandparents (their daughter Elaine is a reader of this blog). Then they moved to their own home, had a couple more kids, moved to the other side of town (Joy said, "Sell your house, you're moving to Pennsylvania" and then after the house was sold "Oh, we meant next year") and then to Pennsylvania. I was an adult before I realized that their story was the story of a pair of twenty-somethings repeatedly being uprooted and dragging three kids all over the countryside.

But they did it together and raised the kids together and took care of the church together, and when the museum gig came along it was perfect because for twenty-some years they went to work together. One of my old friends told me that he thought of them as Howard and Marion Cunningham; in the last few decades they also bore a resemblance to Henry Fonda and Katherine Hepburn in On Golden Pond. They modeled commitment and love for all of us.

Mind you, we are not a demonstrative clan, and the engineer-from-rock-ribbed-New-England thing may have gone along with a stern, hard exterior, but inside my father was all warm marshmallow, and if that was not entirely obvious to me and my siblings growing up, the grandchildren made it obvious. I grew up with the understanding that in church one was supposed to behave. Imagine my surprise when, as an adult member of the choir, I looked out at the congregation and saw my father making toys dance across the back of a pew to entertain my children. 

He did the genealogy thing, too, tracking down the many branches of the family tree. Some were way in the past (ancestor on the Mayflower, a guy who "dies" multiple times and then turned up again a bit further west). But he also tracked down his niece, the daughter of his brother who we'd last seen when she was a baby. She'd been raised separated from the family; he got her reconnected. 

VI

My father never stopped growing and learning. People making his kind of money can buy toys and fancy houses and cars and vacations in exotic locales (and colored socks), but he invested mostly in books and music and other people and worthwhile causes (even if that occasionally meant supporting groups that opposed each other). If you want to know more about something, go find out. And he would pass all of that on. "Here's a book you should read."  He would offer thoughts about religion to the pastor. He corresponded with all sorts of people; what is the point of learning and discovering if you don't share it with people. His grandchildren have letters from him offering observations about life in general.

Dad managed to be, simultaneously, a person who had very definite ideas about how to navigate the world, but also a person who did not judge you for the decisions you made. During the period when I was blowing up my marriage, it would not have been strange for him to sit me down and demand, "What the hell are you doing, kid?" He did not. I was not made to perform any kind of penance. In another family tale, my sister drove the car, with him in it, through the garage door. "It's just a door," he said as he waved my very alarmed mother off. 

Mom and Dad lived fairly traditional rolls in their marriage, but recently, while contemplating the spate of articles and takes and books about manhood and realized that my father never talked to us about how to be a man, just how to be a person. I have no recollection of ever being given the impression that the rules for Decent Human Being contained special appendices based on your plumbing. 

Treat people well. Be responsible. Help out. Keep learning things. The past is the past, but no matter how bad things have gone, they can do better from this point forward. Family matters. 

VII

Dad kept physically active, but as he aged, obstacles appeared. His heart needed a little extra regulation. His lungs started to let him down. His mind, always sharp, lost some of its edge. A few months ago, the trip to the hospital that led, not home, but to a local hospice facility, a homelike atmosphere in a house that serves just three residents at a time. 

If you've been there, you know the drill. Are we making the right choices? Is he getting better? Holding his own? Losing ground? The more closely you look for an answer, the more the answer changes minute to minute. You stay on high alert while at the same time trying to live your life. My mother made the trip to sit with him every day. He railed at his growing limitations, insisted on physical therapy even if his achievements were as simple as sitting up. No matter how bad things have been, how bad things are, face where you actually are and do your best to move forward. That was never not my father.

The siblings took turns driving and sitting. My sister came from mid-state to help Mom and perk up his days; my brother, now retired from helping run the company our father helped make a success, wrestled with the paperwork. Reading him the cards and letters. Fixing up a music player with Miller tunes. My daughter came and introduced him to his newest granddaughter, named for my mother.

My branch of the family took our planned trip to the lake, tethered to my siblings via Zuckerberg's messenger app every step of the way. We sent pictures; Mom said it pleased him to see the place, his legacy, being used. He had a good day. He had a bad day. 

Then the message: they'd started morphine.

If you've been here, you know that's the sign that the final leg of this journey has begun. We packed up and headed home, running through the careful steps he's written out years ago for closing up camp and leaving it sealed, clean, and ready for the next family to enter it.

He was still in there. He smiled when his grandson and granddaughter-in-law came to announce that they were expecting a baby girl in December. He lost more abilities, but, noted the staff member who had become his BFF, "he can still glare."

A few days ago, his struggles ended.

VIII

He had made his final plans years ago, pre-paid and on file at the funeral home. It was my job to write the obit, but that consisted mostly of editing the obit he had written for himself a decade ago. These days between death and departure are, for some families, a flurry of activity, but my father didn't leave us a lot to do, other than stand by our mother and help her manage.

People deal with these things in their own ways. I haven't cried, much, and I expect that what will happen is that I will encounter some random line of writing or hear a snatch of music and turn into a giant weepy puddle. In the meantime, I deal with things by writing through them--the words collect and organize themselves in my head sometime in the early morning hours and they peck at me until I write them out onto the page. And so here we are.

He was a good person, a smart person, a focused and admirable person who made the world around him better. Another old friend described him as "sweet and interesting," and that's pretty on point as well. He had a good long run, and he didn't waste a bit of it, but I wish there were more. His is a great story, and while he will no longer actively participate in it, it's certainly not over. It is trite and cliche to say that he'll live on through his family and the work that he did and the mark he left in his community, but while it is trite and cliche it is also absolutely true. 

Know what matters, and walk steadily toward it without fanfare or complaint. May his memory be a blessing. 

Sunday, July 30, 2023

ICYMI: And Now We Are X Edition (7/30)

No point in saying someone is good and rich, because if you're really rich, you don't have to be good at much of anything. Here are some things to read.

Top 2 leaders of Arizona's school voucher program abruptly resign.

Arizona's taxpayer subsidy for private schools looks to run a $319 deficit. Suddenly, a little accountability is looking good to a few people.

Accountability needed before spending millions in taxpayer money on private-school tuition vouchers in Pennsylvania

Speaking of which, the Lancaster Online editorial board suggests that an unaccountable voucher program wouldn't be a big win for PA taxpayers.

North Carolina Republicans poised to triple funding for nation’s least accountable school voucher program

But fans of taxpayer subsidies for private schools would much rather throw more money at them than talk about where that money lands. Juston Parmenter looks at how that's playing out in North Carolina.

So Good a [Lost] Cause (Part 1)

Steve Nuzum in South Carolina, looking at Orrin Smith, the guy who shouldn't be put in charge of higher education for so many reasons--but probably will be. 

Can school choice support district-led efforts to foster diverse schools?

Spoiler alert: No. Brookings has some actual research to back that up.

Florida’s Black history standards are even worse than reported

Much cyber ink has been spilled on the interwebs over the new Florida Black history standards, but one of the best takes comes from Michael Harriot at The Grio. There's more to it than just the up side of slavery.

DeSantis officials push back on Byron Donalds’ criticism of African American history standards

One amazing side feature of the Florida standards flap-- right wing anti-public ed guy Byron Donalds (husband of one of the leading anti-public ed voices in Florida) actually broke ranks and got called names by fellow anti-public ed politician Manny Diaz. 

Most of Florida work group did not agree with controversial parts of state's new standards for Black history, members say


Meanwhile, NBC reports that maybe not everyone on the super-duper commission that created the standards agreed with the final product.

Who is Terry Stoops and What is the Purpose of the FLDOE’s “Academically Successful and Resilient Districts” Office?

Short answer-- a government official installed to provide support to conservative board members in Florida. But Sue Kingery Woltanski has the longer answer, which co0nnects Stoops to a far-ranging web of the usual players. 

Conservatives are changing K-12 education, and one Christian college is at the center

Also ay NBC, Tyler Kingkaide takes a deep dive into Hillsdale College and their work at promoting Christian nationalism in education.

Surprising Conversations: Talking to Early Childhood Parents About Gender and Education

From the blog Educating Gender, an interesting look at how some gender issues play out in real classrooms, and how real parents connect to them.

Arthur children’s book faces potential Florida ban over claim it ‘damaged souls’

In Florida, any yahoo can challenge a school book (courtesy lawmaker Byron Donalds, mentioned above). And that gets you ridiculous stories like this, covered by Maya Yang for the Guardian, in which a 34 year old book about one of the blandest characters in children's lit draws someone's ire.

Parents take the reins in Florida's book censorship fight

"Reins" might be a bit strong, but Deirdra Funcheon at Axios has the story of some Moms who actually kind of like the idea of books being read. 

Virtual charter school board hires outside legal team

Oh, Oklahoma, where the windy right wingers come sweeping down the plain. The board that approved the (illegal) Catholic virtual charter school has gotten itself some legal representation, like the Alliance Defending Freedom, the christianist nationalist law firm that lives for these sorts of cases.

(Almost) All You Need is Love

Nancy Flanagan with some reflection on need for teachers to actually care about students. 

In world of retirements and job-hopping, Jersey City school unlocks secret to retaining 95% of its teachers

Joshua Rosario at the Jersey Journal (watch out for the paywall) takes a look at how one school has benefited from the community school model.

I don't ordinarily put a tweet (or whatever we're supposed to call them now) on this list, but Adam Laats pulled a quote that you absolutely have to remember every time Chris Rufo's name comes up.


Donovan Tann at McSweeney's. 

As always feel free to subscribe to my substack, which is free and convenient.



Saturday, July 29, 2023

No Zero Grading And The Mystery of Assessment

It's a story that periodically resurfaces. Just last week, there was a recycling of the tale of Diane Tirado, the Florida teacher who was allegedly fired for giving students a zero on homework. 

There are plenty of lessons to be learned from this story. One is the dangers of teaching in a state with few job protections and deliberately weakened unions for teachers. Another is to beware of these sorts of viral stories, because maybe there were other reasons she was let go and maybe the school doesn't actually have a no zeros policy.

But even though the story is five years old, it still has legs because no-zero grading is reliably click-generating and button-pushing. For some folks it just rings the fuzzy-headed liberal bell. Your uncle who bitches about participation trophies also hates no-zero grading. That's not how life works. It's coddling students. And, as this conservative writer puts it,

It’s part of being nice and progressive, considerate of students’ feelings and respectful of their egos.

I know most of the arguments from the years we debated a no-zero policy in my district. We had switched from a letter grade system for nine weeks grades to a 100-point scale, and shortly after, the district created a policy that no student could receive a grade lower than 50% in the first grading periods of a course. 

There was nothing nice or progressive about it. It was practical matter of teacher preservation. 

Under a letter grade system, with averaging math based on a four point scale (A=4, B=3, C=2, D=1 and F=0), an F was not a grading catastrophe. But with a 100 point scale...well, imagine a worst case scenario. With 70% the lowest passing score (as it was for many years), a student needs to hit 280 total for the year. If the student pulls a 0 in the first nine weeks, that student needs to hit the low nineties in the remaining three quarters.

Again, the no-zero policy was not about the student's tender feelings or vulnerable ego. It was about the problem of spending 135 days with a teenager in your classroom who knows he cannot possibly pass your class, that his failure is already written in stone, and so has A) no reason to try and B) nothing to lose. A no-zero policy is not doing the student a favor; it is giving the classroom teacher one more chance to hold onto one more piece of leverage for just a little bit longer.

A discussion about no-zero grading opens the door to a discussion of grading itself, which is a difficult topic mostly because it involves doing the impossible--assigning a clear and specific numeric value to the learning that may or may not have occurred inside a student's head.

While attempting to do that impossible feat, we layer on issues of number crunching. One of the things my district didn't like about the four point letter-to-number scale is that such a scale effectively awards students the lowest possible score for the grade (if 3.0 -3.9 is a B, but a B is worth 3.0, then the student is always just scraping by). Should we weight the difficulty of the course? Should we weight for times of year--isn't learning demonstrated in May more important than learning demonstrated in September? But if we weight, how do we build that into numbers? Do we get into the mathematical business of curving, even though drawing the lines on the curve is an arbitrary task often motivated by non-educational concerns.

And if this grading stuff is hopelessly messy, can we just not? Go back to the idea of portfolios, because maybe now that we have digital capabilities portfolios won't be such a giant unmanageable mess of... nah, they'd probably still be a giant mess. Maybe competency based stuff, with a giant checklist of bare minimum demonstrations of various "skills" except that bare minimums are problematic and not everything students learn is a skill and if you wander too far from a traditional approach, expect a massive wave of parents asking "What the hell does this even mean? Can you just tell me how my kid is doing??"

What are grades supposed to communicate? Is there an absolute amount of stuff that students should have mastered by a certain grade, and who decides, and do you just use data about what the average student has mastered in which case A) you're back to grading on the curve and B) roughly 49% of students will ne below average, always. 

Should a grade tell what a parent how a student compares to other students, or to some objective standard? Should a grade communicate something useful to future employers, or colleges, or to the student's future teachers, or to the state itself? 

Is it possible to come up with a system that does all these things at once, or shall we just use a tool designed for one purpose for other purposes as well? Can we use a hammer to put in screws? And can we keep from polluting the data with other information that weighs factors like compliance and attendance, neither of which are trues measures of what the student has learned.

And all of this because at the heart of assessment, we are trying to know the unknowable--what is going on in another human's head. We can claim that performance tasks fill the bill, but that will always include the extra layer of a student's ability to perform. Some students are great at performing despite not really knowing. Some students who really know can't perform. Some students just don't want to perform. And what about all the stuff that just kind of lies dormant upstairs until a light bulb goes on five, ten, twenty years from now. 

I'm not saying throw up our hands and claim that it's impossible, so don't even try. I am saying that any time someone starts talking about grades or test scores or assessments as if they are solid, absolutely reliable numbers that precisely represent reality, they are shoveling baloney. Maybe it's wishful thinking baloney, or maybe it's self-deluded baloney, or maybe it's let-me-sell-you-some-snake-oil baloney. But it's still baloney. 

All I'm asking is that we talk about grades and assessment for what they are--our best attempt at getting an approximate read on what is going on inside the head of a particular young human being. No assessment or reporting system is so finely, perfectly attuned that to alter a piece of it would be a crime against its shiny perfection. All grading systems contain a not-inconsiderable amount of junk. 

That's okay--as long as we remember that we aren't dealing with perfect systems. But it is very human to make shit up and then pretend that that shit descended from the heavens on a silver platter carried by the hand of God. 

We do the best we can with what we have and what we know, and we accept that we can, and should, always try to do better. That's a fundamental rule for being human in the world, and it covers assessment of our fellow humans as well. 




Thursday, July 27, 2023

Writing Across The Curriculum (Yikes)

Every year, somewhere in the country, some school official gets an idea. "Writing is super important (and also kind of on the Big Standardized Test)" or maybe "I went to a conference and heard about this cool thing," and so BAM it's time for Writing Across The Curriculum!

WAC has so much history as instructional approach that it even has its own Wikipedia page. It's particularly beloved at the collegiate level, which means of course that it has percolated down into K-12, getting a particular juice from Common Core as some fans declared it a "perfect fit" (because if Common Core was good for one thing, it was good for prompting cries of "Hey, this thing that I already want to do turns out to be a Perfect Fit for these new standards! Who'da thunk it?")

But if you are a high school English teacher and an edict that "all teachers will have writing as a part of their class, now" gives you a Mariana Trench-sized pit in the sinky parts of your stomach, your sense of onrushing disaster is well-founded. 

Here are all the ways this is going to go wrong.

The sheer time suck

One of the most discouraging phrases in the teaching world is, "Don't worry. This will just take a few minutes of class time every week." It's an arrow into any teacher's heart because

1) No, it won't. Not if it's going to be done well.

2) Nobody outside of the classroom counts transition time. Even if it only took ten minutes, it would eat more than ten minutes of class time. 

3) "A few minutes" every week adds up to a school year that is days, even weeks shorter.

Number of high and middle school teaching colleagues excited about giving up yet another chunk of time? Zero. Also

4) The discouraging realization that your admins think your job is so easy anyone can do it.

No, not just anybody can teach writing

In your high/middle school, there is a non-zero number (possibly a very high non-zero number) of people whose last writing instruction came in their own high school days. Maybe in college some professor asked them to write a paper, but that professor probably didn't provide any guidance on how to do it.

In other words, WAC involves recruiting a whole lot of people to do a job they're not qualified to do. Any English teacher who has worked for more than fifteen minutes can tell you the stories of unteaching something that has been taught in other classrooms. No, you don't just put a comma anywhere you take a breath. Yes, you can start a sentence with "because." No, a paragraph doesn't have to have exactly three sentences. Or just the incredulous who in God's name ever taught you to do that?

A non-zero number of colleagues know this would put them in over their heads. Holy hell!" They will exclaim. "I don't know anything about teaching writing!" with either fear or anger. Much the same way I would have reacted had my administration told me I was going to start including trigonometry or band saw operation in my weekly lesson plans.

Hey, we can hire a consultant!

Of course, there are plenty of people ready to make money from help you with your WAC distress. We used such a consultant at my old district, and I see that these days they are doing gangbuster business on the backs of such proprietary genius as making students write only on every other line and reducing all writing to five simple categories. It did not last long at our district, nor did it deserve to.

WAC programs generally involve some version of turning to the scared/angry not-English-teachers and saying, "It's okay. We'll just scale this down and make it really simple for you." Preferably something that can be taught in a short professional development session or two. The notion that writing instruction can be reduced to something quick and simple and easy is a bad place to start, but you can ask two questions to determine if your consultant is lost far in the weeds:

1) Would this be a good way to train teachers whose job was primarily to teach writing?

2) Would the teachers who already teach writing have to dumb down their program to comply with your consultant's super-duper WAC program?

About "instruction"

WAC defenders will have already muttered at their screen, "Why are you talking about writing instruction? We're just talking about using writing in all the other classrooms, not teaching it."

Really? You are going to assign your students a task, but you're going to provide no instruction about how you want them to do it? 

What the heck are you even doing?

Oh, what's that you say...?

Where does it all eventually land?

The very worst iteration of WAC is the one where some non-zero number of non-English teachers just pass the buck back to the English department. 

"I don't know. Just go ask your English teacher about that." 

"I'm not sure how to grade these, really--could you just scan through this stack for me?"

"Hey, English department, people are really freaking out over this. Could you just whip up a set of guidelines and stuff for every other department in the school? Just use a couple of your prep periods. And if anyone has any questions, they can just come to you, right?"

WAC programs are a great way to send English teachers into hiding.

So is WAC utterly hopeless?

Not necessarily. It's possible to hire your own teachers to develop a program that will work in house (by "hire" I mean pay them for their time and expertise rather than asking them to throw something together during the five minutes they use to scarf down lunch). It will be better than hiring some consultant or, worse yet, just running off some handouts you got at that last administrator conference where you heard about WAC.

Nor am I suggesting that English teachers should be the gatekeepers of the mystic, esoteric art of writing, preserving it as a special practice accessible only to the elite few. 

It's not only possible but desirable for teachers to use writing in certain focused ways. "Write an explanation of this concept" is a far better assessment than "answer some multiple choice questions sort of about pieces of this concept" -- but only if you are clear about expectations and focus. Don't dock a student point because they explained quantum entanglement well but broke some punctuation rule you half remember from your tenth grade English class. 

Teaching writing is hard; the teachers in your building who already do it do not agree on precisely the best way. Ditto assessment. Assessing writing is hard--and it's also messy and not at all conducive to hard-numbered data. And all assessments have to be created with a deliberate specific purpose, or they're junk. All of these assumptions have to be part of your WAC program. 

Also, please note. There is absolutely, positively no such thing as the Science of Writing. 

A WAC program that starts with an administrator gesturing vaguely Over There while announcing that from now on, students will regularly write in all their class is destined for a non-zero amount of mess and frustration and very little useful, meaningful building of skills. 




Sunday, July 23, 2023

ICYMI: Vacation Edition (7/23)

As you read this, we have decamped to the Curmudgucation Institute Field Office in Maine, where the living is easy and the internet connections are spotty on a good day, so posting will be thin here. But I do have a few pieces of reading for you from the past week. Enjoy.

The Vermilion Education One-Man Show

We've been following the ex-Hillsdale guy running a one-man anti-woke consulting firm, and now the indispensable Mercedes Schneider has assembled many of the choice details of this guy's work and qualifications (or lack thereof).


Hillsdale is determined to extend its reach into Tennessee. Andy Spears reports on their latest new efforts.

Education was once the No. 1 major for college students. Now it's an afterthought.

One more data point in the ongoing saga of the great teacher exodus. Courtesy CBS News.


I've pretty much never seen a school takeover that went well, but the one in Houston has turned out to be particularly ugly. Josephine Lee at Texas Observer has a great story on the ongoing baloney party.

More Memphis charter schools could face closure after state’s failed turnaround effort

Speaking of failed takeovers, Tennessee's Achievement School District, composed of districts the state has taken over, continues to fail, year after year.

Real Parental Rights

Steve Nelson has an idea for something better than the rights the culture warriors are trying to acquire for some parents.

What does the word 'woke' really mean, and where does it come from?

NPR tackles the question that anti-woke crusaders are unable to answer.

Why billionaires like Betsy DeVos push school vouchers in Pa.

The privatization crowd has been pushing hard for more vouchers in Pennsylvania. Erik Anderson has some thoughts about why--and he used to work for the DeVos family. Read this is for nothing else than one jaw-dropping DeVos family quote.

PASS Scholarship Proponents Collected $10 Million off Voucher Programs During the Pandemic

Speaking of PA vouchers, some folks who like vouchers sure do make an awful lot of money from administering them.

Little-Discussed Reasons Why Students Might Not Like to Read

Why don't some students like to read? Nancy Bailey has some thoughts well worth considering.

Can We Unlearn the Test-and-Punish Lexicon No Child Left Behind Taught Us and Demand Reform?

Jan Resseger  considers the question that we ought to be bringing up every single day.

While the blog will be pretty quiet until we get back from up down East, the substack will be publishing an assortment of some old favorites. If you subscribe right now, you'll get all the rest of them. It's free.


Friday, July 21, 2023

Mandatory LGBTQ Outing Helps Nobody

I don't know why they're cheering.

Okay, I know why. But the parents of Chino, California are kidding themselves if they think the new mandatory outing rule will help anyone, least of all them.

The rule says that once a child asks to be identified by anything other than “a name or pronoun other than those listed on the student’s birth certificate”, the school has 72 hours to notify home. The meeting was so contentious that it included throwing out the state superintendent.

This is a stupid policy.

Like many such policies, it is based on the LGBTQ panic notion that what happens is that the school convinces the child that they are trans, and then tells the child not to tell anyone at home. 

I'm not going to say this never, ever happens; there are a lot of schools in this country, and on any given day, somebody in one of them is doing something stupid. So it may well be true that the above scenario is playing out somewhere with vanishingly small frequency. And wherever it happens, to be clear, the school is in the wrong.

But in most cases, if the parents aren't being told, that is 100% the decision of the child. If your child thinks he might be gay, and he's not telling you about it, it is because he doesn't trust you. If your child thinks she might be trans, and she's not talking to you about it, it is because she doesn't trust you. If they're talking to some adult at school about it, that's because they can't think of anywhere else to turn. 

Policies like this are not a directive for schools to talk to parents; they are a directive to students not to trust schools.

The most immediate and clear result of a policy like this is that students will understand that the school staff cannot be trusted, and so they simply won't tell them.

Policies like this will do nothing for parents. The children who would talk about these things will still do so; those who don't trust their parents enough to talk to them, still won't. And parents will not be clued in because the children will not talk to their teachers, either.

Policies like these are no help to teachers (not that they are meant to be). Teachers can now wonder about stupid stuff like if Patricia's request to be called Pat is a violation of the rule that requires a phone call, so they'll get to do less teaching and more nickname and suspicion-of-LGBTQ phone calls, which will in turn be a nuisance to parents who either don't care abut nicknames or who are so panicked over this issue that they jump every time their child does anything that might reveal "tendencies."

Most of all, this will not help children. LGBTQ students will be even more isolated,  not just by the loss of a place to turn, but the notion that being LGBTQ is the kind of thing they call your parents about, like skipping class or cheating on a test. 

Some LGBTQ kids will be fine. Because they have healthy relationships with their parents, they'll come out at home. Then home and school will touch base, coordinate how things are to be handled, and everyone will do what they can to support the child through what can be difficult and momentous and emotional issues.

Others will not. More isolation, more depression. Maybe more homelessness. Possibly, God forbid, more suicide. 

It's bad policy. It doesn't help any of the people it pretends to help, and hurts some of the most vulnerable and helpless young people. It's bad policy.