Every crisis is an opportunity…for profiteers and privatizers.

During the pandemic, the demands on our public schools have multiplied. Public schools throughout Indiana are now supplying both in-person and online instruction. Teachers are stretched thin as they teach in-person and online students and adjust their curricula accordingly. Administrators are working around the clock helping school nurses contact-trace on top of their normal duties. School bus drivers are doubling up their routes in order to carry fewer students at a time. Districts are spending to improve their HVAC systems. School social workers are trying to track down and provide services to the students who have gone missing even as they give more assistance to the students who are present but whose parents have lost jobs and livelihoods.

In other words, our public schools need more resources—they need more money—to be able to answer the depth of need in our communities. Yet due to Indiana’s funding model, which relies on per-student tuition support, public schools are already expecting lower revenue; in the pandemic, some students have disappeared, and many families have delayed kindergarten entrance.

Let’s be clear: Public schools are the only schools that are legally obligated to educate and serve each and every child regardless of disability status, religion, or family income. We require our public schools to make or find the capacity to serve every child.

Even before the pandemic, the fiscal situation for public schools was grim:

1. Teacher salaries in Indiana were last in the country for salary growth between 2002 and 2017; teachers here make less than they do in all the surrounding states.
2. Teachers routinely pay out of pocket to decorate their classrooms and buy essential supplies.
3. The state of Indiana does not pay textbook costs. It expects school districts to pass those costs along to families.

That sound you hear is the slow sweep of vultures’ wings. The chair of the Indiana House Education Committee, Robert Behning, has introduced a bill, HB 1005, that would give more state education dollars to parents who can already afford private school tuition. It would lift the family income cap for a family of four to $145,000 in 2023 (already, families of four earning up to $96,000 qualify for a 50% voucher) and remove the income tiers within the program so that all eligible families can receive a 90% voucher. This expansion would come at a high cost to taxpayers. Read Vic’s Statehouse Notes #348 to learn more about the fiscal impact.

Were you paying $15,765 per child to send your two kids to Cathedral High School? No problem. The state of Indiana can pitch in. Or $21,795 for your junior at the International School of Indiana? If HB 1005 passes, the state of Indiana has your back.

Educating children well is expensive, and the expense is worth it. But there’s a difference in how money is stewarded. When public money goes to public schools, it’s like investing in our community parks or city fire departments. The investments we make in infrastructure and personnel benefit the whole community for generations. When we send state money to private schools, the money may benefit individual families, but the costs disappear into a private world…a gated community, accessible only according to the values and capability of the school leadership, unaccountable to the whole.

And while money follows children into private schools, their rights do not. Private schools don’t need to serve students with disabilities, or LGBTQ families, or families with different belief systems; they can fire their gay married employees, as Roncalli and Cathedral did at the behest of their Archdiocese; they don't need to adhere to state curriculum requirements.

Vouchers in Indiana are enabling white flight, just like the segregation academies that are their antecedents. Private schools' student bodies may be much whiter than the communities in which they are located. Roncalli High School in Indianapolis has just 7 Black students this year in a school population of 1062. (Nearby public high schools in Southport and Beech Grove have 213 Black students out of 2,326 and 126 of 1005, respectively.) Even with the current voucher income limit, Roncalli received $1.8 million dollars in voucher money in 2019-20.

There’s time to stop this bill, but it will take many voices. Email the House Education Committee (addresses are below). You can use the talking points ICPE has compiled. Do it today or tomorrow. The committee meets Wednesday. If you are on fire, consider signing up to testify in person at the committee meeting in Indianapolis on Wednesday. Rumor has it that privatization/school choice advocates will be there in force.
 
Jenny Robinson and Keri Miksza
 
P.S. Guess what? There’s an even worse part of HB 1005, a foot in the door for the blandly named “Education Savings Accounts,” which are like vouchers on steroids. More about that in another post.

PPS. Contact Indiana’s House Education Committee to oppose HB 1005:

Republican Representatives Behning ([email protected]), Jordan ([email protected]), Carbaugh ([email protected]), Clere ([email protected]), Cook ([email protected]), Davis ([email protected]), Goodrich ([email protected]), Teshka ([email protected]), Thompson ([email protected])
Democrat Representatives Smith ([email protected]), DeLaney ([email protected]), Klinker ([email protected]), Pfaff ([email protected])

Here are all the addresses together if you want to cut and paste:
[email protected], [email protected], [email protected], [email protected], [email protected], [email protected], [email protected], [email protected], [email protected], [email protected],  [email protected], [email protected], [email protected]

And Indiana PTA has created a quick form letter that allows you to send a quick email. 

Dear Friends,

Update on House Bill 1641

Your opposition to egregious parts of HB 1641 has helped immensely. Amendment 18 adopted yesterday, Feb. 11, by the House Education Committee drops all language requiring public school boards to share general referendum funding with charter schools in the district. Your objections were heard!

In addition, language to sell a vacant building for 50% market value has been removed. The amendment now says that if a charter school or a neighboring school corporation does not want the building, “the school corporation must sell a vacant school building to a nonpublic school, a postsecondary educational institution, or a nonprofit organization that sends a letter of intent to the school corporation to purchase the vacant or unused school building for an amount not more than the fair market value.”

Thanks for contacting legislators on these two issues!

Stop Voucher Expansion: Oppose Senate Bill 55 Creating Partial Vouchers

We need your help today and tomorrow! Public education advocates should contact Senators in opposition to Senate Bill 55, which expands the voucher program by creating a second-semester partial voucher. We do not need a voucher expansion!

SB 55 will be amended and then voted on in the Senate Education Committee meeting tomorrow, Wednesday afternoon Feb. 13th starting at 1:30pm. Please contact the Senators on the committee listed below to urge them to abandon this proposal.

SB 55 would resurrect House Bill 1005 passed in a partisan vote in a controversial battle in the short session of 2016. The provisions of the law were rescinded when the second count date for all schools was dropped. The Indiana Coalition for Public Education strongly opposed the concept of partial vouchers in 2016, and the reasons for opposing this major voucher expansion have not changed:

The bill establishes a second window of applications, September 2 to January 15. IDOE requested in testimony that this window be amended to say November 1 to January 15. Thus the bill creates for the first time a partial-year voucher, but this partial voucher is not defined in the bill. Is the amount exactly half? Does the spring semester student wait until spring semester to enroll? Or can the student transfer to a voucher school at any time, even before spring semester? Is the voucher prorated by day? The bill does not define the partial-year voucher to answer these basic questions.

This bill has a significant fiscal cost at a time when budget makers are searching for ways to provide more money for teacher pay. LSA has said that “in FY 2018, 1378 students exited the choice scholarship program within the school year.” Under current law, the remainder of the choice scholarship reverts to the state coffers, and in FY 2018 according to LSA, this reversion was “just under $500,000 from choice schools due to students leaving before the end of the school year.” SB 55 would spend that money to let the student transfer to another voucher school, something the original 2011 voucher bill specifically prevented, sending the message at the time that students could not jump around to different schools on the taxpayer dime. Removing this provision is moving backward on accountability to the taxpayer. If families make a bad choice, the result would be extra costs falling on the taxpayers.

In addition to the $.5 million fiscal costs for students to transfer, this bill sets up a second semester voucher for students who have not had a voucher before. That will mean increased fiscal costs. The fiscal costs projected by LSA for the 2016 bill were $2.1 million for a second semester voucher program.

Is SB 55 the first program that gives taxpayer money for expelled students during the school year for which they are expelled? Expulsions are for serious problems, including bringing guns or drugs to school or threatening the school. A state law says that expelled students as part of their penalty cannot be enrolled in another public school for the balance of the school year in which they were expelled. SB 55 bill does not rule out helping expelled students go to a private school with a tax payer voucher. Is this undermining the meaning of expulsion? Will students expelled for the most serious offenses including gun violations or serious threats to the school be allowed to simply transfer to a private school with a voucher in the second semester? Are there major expulsion offenses for which taxpayer money should not be used when students are expelled for the most serious reasons?

The current window for private school voucher applications is March 1 to September 1. SB 55 would establish a new enrollment window from extending to January 15. This extension would mean that the marketing and recruitment competition between private schools and public schools would go on for 10.5 months instead of the current 6 months.

Private schools have always had to have a marketing program to gain enrollment, but marketing and recruiting is new to public schools since Indiana was transformed into a school choice marketplace in 2011. Now just like private schools, if public schools don’t recruit students, they won’t survive. A superb public school with superb teachers must still be marketed well to parents or it may falter in the competition for enrollment. SB 55 proposes to extend the intense competition by four and a half months. Meanwhile, House Bill 1003 passed yesterday in the House sets up incentives to keep public schools from spending money on marketing, a move by the General Assembly that makes no sense given that they set up the competitive school marketplace in 2011.
Legislators should say no to ever-increasing voucher expansion. The teacher shortage and the teacher pay crisis deserve the full attention of our General Assembly and our school personnel, and not another battle over voucher expansion.

We don’t need a sweeping expansion of spring semester vouchers that will extend the advertising wars all year long that are currently confined to the summer recruiting period.

Send Messages Today (Feb. 12) or Early Tomorrow (Feb 13) Before the Committee Vote!

Just let Senators know that you oppose SB 55 and that you oppose any expansion of private school vouchers. The length of your message is not as important as the number of messages to Senators.
Please send your messages to Senators on the Senate Education Committee right away:

Republicans: Senators Raatz (chair), Buchanan, Crane, Freeman (bill sponsor), Kruse, Leising, Rogers, and Spartz

Democrats: Senators Melton, Mrvan, Stoops

You can cut and paste this list of Senate Education Committee members into the "to" field of your email:

[email protected], [email protected], [email protected], [email protected], [email protected], [email protected], [email protected], [email protected], [email protected], [email protected],  [email protected]

Good luck in your efforts! Thank you for your active support of public education in Indiana!

Best wishes,
Vic Smith      [email protected]
 

“Vic’s Statehouse Notes” and ICPE received one of three Excellence in Media Awards presented by Delta Kappa Gamma Society International, an organization of over 85,000 women educators in seventeen countries.  The award was presented on July 30, 2014 during the Delta Kappa Gamma International Convention held in Indianapolis.  Thank you Delta Kappa Gamma!
 
ICPE has worked since 2011 to promote public education in the Statehouse and oppose the privatization of schools.  We need your membership to help support ICPE lobbying efforts.  As of July 1st, the start of our new membership year, it is time for all ICPE members to renew their membership. 

Our lobbyist Joel Hand continues to represent ICPE in the 2019 budget session.  We need your memberships and your support to continue his work. We welcome additional members and additional donations.  We need your help and the help of your colleagues who support public education!  Please pass the word! 

We need your help!

Speech given by Cathy Fuentes-Rohwer
Date: 2/19/18
Location: Rally for Public Education at the Indiana Statehouse

Our legislators are failing our children. They are tasked with the support for public education in Indiana and, instead, they are making it a commodity.

The laws and educational policies they’ve put in place have created a marketplace of schools, where it’s about “a parent’s right to choose” and not a social responsibility. This is not about your children or my children: it’s about ALL of our children. Our state constitution does not guarantee our kids a “school choice” or “a quality education IF you can get it.” It says:

“Knowledge and learning, … being essential to the preservation of a free government; it should be the duty of the General Assembly to encourage … and provide, by law, for a general and uniform system of Common Schools, wherein tuition shall be without charge, and equally open to all.”

Their duty is to provide equal educational opportunity—not a competition for it. Not high quality schools if you win the lottery. Their job is to support our public schools and fund them.
5 years ago I stood here and said, "We think it is wrong that our PTAs have to hold bake sales and put pretty baskets up for auction while politicians redirect millions of our tax dollars to private schools."

That was 2013 when the amount of money our state spent on vouchers totaled $37 million.

​Last year it was $146 million.

How many cookies do we have to bake to make up for that?

What kind of auction would retrieve the money that is flushed down the toilet with every charter school that goes belly up? We have spent well over a billion dollars on charters since 2011 and one in five have closed. What would our public schools have done with that money? Instead, people are making money off of these ventures—profiting off of our children.

What happens when education policy is determined by businessmen and legislators and NOT educators? Pushing kids onto tracks for college and career readiness. My son at 13 and, in 7th grade, is now taking a test to find out what career he should be thinking about preparing his schedule for in high school—a year and a half away. He came home from school last week and said, “Mami: I don’t WANT to be an adoption counselor or a grief counselor, but that’s what the test said I should be.” I said, “Don’t worry about that test, sweetie. Just try your best in your classes. Those tests are for making someone rich. It’s not time to figure out your career, yet.”

So, instead of focusing on empathy and kindness for just being a part of HUMANITY, these policies are pushing my son to look at his traits and abilities in terms of what they can bring to BUSINESS and the workforce. He is a child: trying to figure out who he is, how to rein in emotions, how to communicate well, how to think outside the box—and our state legislators are trying to force him into one.

You can call the test I-STEP or I-LEARN or I-MAKE-MONEY-FOR-PEARSON, but as long as the stakes are attached to the scores, as long as you are basing the future of schools, teachers and, yes, our KIDS, on a culturally/racially-biased, limited, and reflecting-socioeconomic status, standardized test score, you aren’t creating pathways, you’re creating social inequality.

The promise of public education is equity—it’s supposed to be the great equalizer, not the great workforce provider. Its purpose is DEMOCRACY and our legislators are currently deciding if they are against this, too. #HB1315 the state takeover of schools bill.

Democracy is messy and government can be disappointingly imperfect. But the answer is not to give up our power or our right to vote. It most certainly is not for our government to decide who gets democratic participation & representation and who does not.
​Do we punish schools struggling financially or support them? Do we take schools that have lost funding and opportunity, purposefully starve them further, and then grade them and take them over based on how financially stable they are? Our legislature is shirking their responsibility to care for the most vulnerable of our society while blaming schools, teachers and kids for not trying hard enough to succeed. Poverty is at the heart of our public school troubles, it’s a societal problem and it will take all of us as a community to work together to solve. It’s an economic problem that involves economic development solutions.

And, at the center of a solution to a community problem must be real power-- by including voices that have been marginalized and joining together all voices, to effect change.

We know what happens when the public is kept out of decision-making power—we’ve seen the news in Michigan. We know that when public accountability is removed and top down decisions occur, it’s as toxic to democracy as the water that children in Flint drank.

We must stand in solidarity with our fellow citizens of Gary and Muncie. We must demand the senate appropriations committee create a timeline for a return to local control. Our schools and school boards are democracy in action. Our fellow citizens, community members, who are accountable to us, not those who appoint them-- are what puts the “public” in public education. It’s not just about Gary or Muncie—your school community could be next.

Please join ICPE. Help us organize and inform our communities, defend public education, and help fulfill its promise for all of our children.

Speech by Cathy Fuentes-Rohwer
January 27, 2018
Muncie, Indiana
 
          Good morning. My name is Cathy Fuentes-Rohwer and I am here as a (new) board member of the Indiana Coalition for Public Education’s state organization (ICPE). I am also the chairperson of the ICPE of Monroe County. I am also the mother of 4 children who now range in age from 13 to 23. And it is in this capacity, Mom, that I have joined with other parents, and grandparents, retired and current educators, and spent the last several years speaking out against the very intense efforts to privatize our Indiana public schools.

           It’s an important voice, I think, to speak as a mother or parent supporting public schools. There are a lot of things being said about what we parents want. If you listen to Betsy DeVos, our U.S. secretary of education, she will tell you that it’s about a parent’s right to choose the school that is best for his or her child. She says parents know best about what schools are the best FIT for their child. But the thing about “school choice” is that it is NOT about parents choosing, it’s about schools choosing. And many times, if your child has behavior problems, is learning English as a new language, or has some serious special needs—your child may not be the right fit for their school. And this is the problem.

            As a mother, I don’t really want lots of choices. I want well-resourced, excellent schools for my children. I think we all do. And, actually, it’s not just about my child—this is about all of our children.

           We want schools with teachers who are experienced and educated in how children learn and best practices. We want schools with certified gym, music, and art teachers. We want teacher librarians with well-stocked libraries and media resources. We want electives, extracurricular activities, and clubs for our kids: marching band, sports, Science Olympiad, robotics, photography, AP classes, and world languages. And, most of all, we want our kids safe and cared for. These are the things that all parents would choose if they could. But it was really never about giving parents choice. Instead, it was about giving some parents a choice. It’s about taking funding in the form of vouchers and charter schools away from the whole to give to a select few and it’s about the destruction of our public education system.

            I began my involvement about 8 years ago. Our school system, like many others across the state, was in a bit of crisis. Then-governor Mitch Daniels had cut $300 million from our public education budget. ($300 million, by the way, which they have never given back). That meant about 72 teachers and precious programs were cut in our local schools in Monroe County. Our community then came together, from all walks of life, and put a referendum on the ballot in the fall of 2010, and we passed it. This entire experience, however, was a wake-up call for many of us.

           A lot of us were suddenly paying attention. I had, like you all, heard about “failing public schools.” I certainly had my own critique of our schools and public education. The elephant-in the-room fact is that we have never fully committed ourselves to equity. We have never fully funded our schools to account for the poverty of some of our communities and we have never completely addressed the institutionalized racism that exists in our educational system. We have never committed ourselves in full to the integration of our schools and to their democratic purpose. And that inequality made public education ripe for the picking for the uber-wealthy and the zealots of free markets.

            So, in 2011, in the name of the poor inner-city child, our state legislature passed a slate of laws that dramatically changed my kids (and yours) educational environment. Ideally, legislation comes from the people through our elected officials—we find a problem we want to address and our representatives introduce it into the statehouse and create laws that make our lives and communities better. But these education policy laws were written by a kind-of front group for the wealthy and corporate interests called the American Legislative Exchange Council or ALEC.

            We first heard about it when Trayvon Martin was shot and the newspapers exposed the fact that the Stand Your Ground law was written by ALEC (in the interests of the gun lobby, etc.). ALEC is made of corporations and uber-wealthy business people like the Koch brothers, the Walton family of Walmart, or even organizations associated with Betsy DeVos who stand to make a LOT of money off of the destruction and privatization of public education. The testing companies, the profitable charter schools management organizations, the online education groups, and the hedge fund managers are all raking in our public tax dollars.

            ALEC pays for conferences to woo legislators into adopting their model legislation back home. ALEC is a bill-mill and here in Indiana. They have been very successful. There’s even a reform package of model legislation on the ALEC website named after us!  Our former governor Mike Pence has written the introduction to the ALEC “Report Card on American Education.” Many members of our education committee are or were ALEC members. Our House Education Committee Chairman, Rep. Bob Behning, was at one time the state chairman himself. We win the “reformy” prize here in Indiana.

            What laws were these? The A–F grading of schools, teachers’ loss of voice in advocating for kids through the loss of collective bargaining, the draconian 3rd grade reading law which started the IREAD-3, vouchers and charters creating a competition for funding, a rigid 90-minute block of literacy instruction, tying teachers’ jobs and salaries to kids’ test scores, REPA3 which deprofessionalizes teaching by allowing anyone with a 3.0 GPA and a bachelor’s degree in anything…who passes a test… to be a teacher. These are all ALEC laws. They were not backed by research of what are best practices in teaching. These policies were not created by educators. These policies are about what’s in the best interests of corporations and the 1%.

            Seeing the writing on the statehouse wall, some retired educators got together in 2011 and created ICPE to fight vouchers and the defunding of our public schools. They understood the threat—where parents like me were just driving carpool unaware. But it has taken the last several years, the closing of our children’s schools, the growing class sizes, the stress of high-stakes testing, and the complete disrespect of our teachers, for parents like me to wake up and GET INVOLVED. And we are doing just that. Mama bears and papa bears are pretty fierce when it comes to our kids—and we won’t let Betsy DeVos… or anyone funded by her…harm our young.

            There is a feminist saying: “The personal is political.” A lot of people for a long time have been saying, “I don’t do politics.” Or, “I don’t want to get political.” But politics is not about Republican or Democrat; politics is about your relationship to power. Our public schools, and the teachers and children within them, are caught in the middle of a massive power struggle. We MUST get political.

            And this brings us to today. It’s been 7 years since Indiana started this grand experiment of letting the money “follow the child” away from our neighborhood schools and into other public schools or private, voucher, or privately-run charter schools. It’s been 7 years of children throwing up in stress over test scores that determine the future of their teacher’s jobs and the schools’ existence.
 
            Since its inception in 2011, we’ve spent something like half a billion dollars on vouchers alone. Some of my ICPE friends have been looking at the data available on the Indiana Department of Education website about charter schools and, since 2011, it is well over a billion dollars in total that we have spent toward that experiment. But almost one in five charter schools have closed over the past several years and the total number of dollars going to those charters now defunct is something like $142 million!

           Public-to-public transfers are also destabilizing our public schools. Even though a student leaves with the per pupil funding that would otherwise go to the neighborhood public school, you can’t stop paying for the lights, the building, the teacher—it adds up.

           My friend Steve Hinnefeld writes an education blog called “School Matters.” He recently did a post on the money leaving Gary and Muncie. He notes “Muncie’s general fund, the part of the budget that pays educator salaries and most operating expenses, was reduced from $55.4 million to $42.5 million over the past six years, according to figures from the Indiana Department of Local Government Finance. That’s a 23 percent cut.” And it’s not just you’ve lost enrollment since 2011 to 2017 (about a quarter of the enrollment in that time!). Steve also points out, “The legislature has also adjusted school funding to direct less money to urban schools and more to growing suburban schools. Gary Community Schools get over 20 percent less, per pupil, now than they did in 2011.

           Muncie also took a hit in per-pupil funding and only recently returned to its 2011 levels.”
The rewriting of the funding formula that saw more money going to suburban schools and away from urban schools was chaired by Rep. Tim Brown of the Ways & Means Committee. Rep. Brown said, during those proceedings, “Did Mary’s mother get arrested the night before? Did Johnny not come with shoes to school? Those to me are not core issues of education.” But they are…
           Our kids have a constitutional right to a free public education. It says: “Knowledge and learning, … being essential to the preservation of a free government; it should be the duty of the General Assembly to encourage … and provide, by law, for a general and uniform system of Common Schools, wherein tuition shall be without charge, and equally open to all.” It doesn’t say Indiana children have the “option to choose” or “a good education-- if you can get it.”

             Charter schools—some of them are very good, some much worse, but as a whole, almost the same as public schools—require there to be someone in the child’s life looking for options, filling out forms for a waitlist, providing transportation. Do we want kids to have excellent public schools only if they win the lottery?

             Why are we destabilizing public community schools who lose funding and often engaged families to give a few kids a separate education? Do we have the money to fund separate systems of education adequately?

              Research is showing that this school choice movement is segregating us further as a society. The National NAACP has called for a moratorium on charter schools recognizing that when there is little to no transparency in the budgets of charter schools, we often don’t know where the money goes and they are often not held to the same accountability standards as public schools. With no publicly elected boards like public schools, parents have no political power and no voice in decision-making at charters schools.

               In our county, there is an ideological bubble of a charter school whose authorization ICPE tried to stop. Our local community public schools are very well-resourced and performing very well. The founders of the charter school wanted to be away from the public schools and wanted their niche, classical school paid for.

              They were turned down twice by the Indiana Charter School Board and then they did what only a few states allow charter schools to do: they went authorizer shopping. In the end, they were authorized by a private, religious college, 2 and a half hours away—Grace College and Seminary. We had no ability to stop it. We filled the meeting room with local parents and community members begging them to not take the funding away from the whole to give to a few. If you want more classics taught in school, push your school board and administration for it.

             They got their ideological school. Last summer their charter school’s board of directors spent about 45 minutes trying to decide whether girls should be allowed to wear pants. “We are in the business of teaching girls to be ladies,” one of their members said. He wasn’t sure they could learn this without wearing a skirt!

             This school took $300,000 from a tiny school district in our area—helping seal the nail in the coffin of a beloved community elementary school that had low attendance and was expensive to keep open. Crying community members who had attended that school for generations, begged for it to stay open. Their school board didn’t feel it was sustainable.
​
             The harm of siphoning public funds to private or charter schools is like a death by a thousand cuts to the whole. The choice for a few is taking choices away from the whole.

             And what about vouchers? A voucher goes to the family to attend a private, almost always religious school. It doesn’t always cover the cost and, unlike how they were sold to us in the beginning, most voucher recipients have never set foot in public school and likely never intended to do so. They are also increasingly wealthy since the program began. You can make $90.000 for a family of four and qualify for a partial voucher.

            Voucher schools are also legally able to discriminate and choose who attend. In my town. there is a Christian school that says they will not accept LGBTQ students because their “lifestyle” is prohibited by the Bible. If a student’s “home life” violates biblical rules, the school can deny them admission or expel them.

            Many voucher schools have great freedom over the curriculum. There are schools like this one that received $665,000 in vouchers that would otherwise go to public schools, that teach from the Bob Jones or Abekah textbooks. In these texts they call Malcom X a “black supremacist” and refer to “Radical environmentalists” who “don’t just appreciate nature, but they ‘worship” it. In a pursuit of preservation, “environmentalists advocate for laws that hinder the advance of technology.” OR there’s this: “Satan did not want people worshipping God, so in the late 1800s, Satan hatched ‘the ideas of evolution, socialism, Marxist-socialism (Communism), progressive education, and modern psychology’ to counter America’s increased religiosity.”

            About 4,240 Indiana students received over $16 million in scholarships to attend schools that use the Abeka or Bob Jones curriculum, according to 2016-2017 figures from the Indiana Department of Education.

            If you take public money, should you be able to discriminate? Public schools’ mission is to educate all children.

​            The primary justification for corporate education reform is found in the narrative of “failing public schools”—schools where there are usually the lowest test scores. Whenever we hear about this, you can almost guarantee that they are the schools with the highest concentration of students in poverty.

            What is the number number-one factor associated with standardized test scores? It’s the educational and economic background of the child’s family. That is not to say that kids in poverty cannot learn. It is to say that a child who spent the night in his family car last night does not care about long division in the morning. That children whose basic needs are not met, have a harder time concentrating on learning. And that learning does not happen in a vacuum.

             As parents, we do want more than what is reflected on a test. We want our kids to follow their interests, be passionate and curious. We want our kids to be kind, to be creative, to think outside the box, to be able to resolve conflict, to persist. And, none of these are reflected on a bubble test.
             Do we need to think about this ever-moving target of test scores and the scarlet letters they slap on our schools that correlate with free and reduced lunch percentages? It does not help me as a mother to know the magic that is going on inside those schools and what kids are learning and creating. But it does feed the idea of competition. And these policymakers/legislators are all about believing that free markets will be the answer to anything. The thing about competition is that there are winners and losers. And no 6-year-old should be on the losing end of equal educational opportunity.
              When I ask legislators about this competition of helping kids out of “failing schools” and ask how it helps kids “left behind” in these supposedly “failing” schools, I hear, “Well, the public schools will just have to WORK HARDER.”
 
Think about that:
 
Work harder?
 
While the number of dollars in teachers’ paychecks are actually going down in some places and certainly not going up?
 
Harder?
 
While the number of kids in each class goes up?
 
Harder?
 
While the number of things that teachers have control over in the classroom goes down?
 
Harder?
 
While child poverty and the opioid crisis goes up?
 
Harder?

While the number of dollars due to money following the child right out of the community public schools goes down?
 
              This competition is a farce. Comparing schools is like comparing apples to oranges. And it’s a diversion because our teachers cannot solve the ills of society alone. They cannot cure poverty.

              Our legislature is shirking their responsibility to care for the most vulnerable of our society while blaming schools, teachers and kids for not trying hard enough to succeed.

               Poverty is a societal problem and it will take all of us as a community to work together to solve. It’s an economic problem that involves economic development solutions. And, at the center of a solution to a community problem must be real power by including voices that have been marginalized and joining together all voices to effect change.

               Democracy is messy and government can be disappointingly imperfect. But the answer is not to give up our power.

               I am from Michigan where the state legislature took over their schools and their cities. It happened in Detroit, Flint, Muskegon Heights—places where the majority of the population is people of color. And what happens when you don’t have that public accountability through a vote? There are areas of Detroit where parents have little to no choice. There are no well-resourced neighborhood schools in their areas. Or they have no car to get their kids to where there is such a school. Choice? On top of that, when you have someone whose job it is to cut costs and there are no checks & balances with the community, you have the possibility of dire effects: look at children drinking poison in Flint.
 
              We must get informed, organized, and vote.
 
              Accountability in a democracy is found in the voting booth.
 
              Schools are not businesses or factories; they are places where our children learn what they need to be citizens of this country. It’s where they come together with people who are different than they are and learn to respect and celebrate those differences. Now more than ever we need this in our country.
 
              Public schools’ purpose is democracy. They are reflective of our democracy and they are the heart of our community. Our fellow citizens, community members, who are accountable to us, not those who appoint them—are what puts the “public” in public education. Public schools are part of the common good.
 
               Please join ICPE and help us defend public education.
 
              "Our schools are being starved into failure in order to justify mass privatization” Timothy Meegan, Chicago Sun-Times
 
               In the end, it’s not about my child, my choice. It’s about all of our children, it’s about the future of the country and our democracy.
 
               John Dewey said it best: “What the best and wisest parent wants for his own child, that must the community want for all of its children. Any other ideal for our schools is narrow and unlovely, acted upon, it destroys our democracy.”
 
Thank you.