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WASTED FUNDS AND FAILING SCHOOLS

Image courtesy of Gualberto107 / FreeDigitalPhotos.net

Image courtesy of Gualberto107 / FreeDigitalPhotos.net

Guest post by Dana R. Casey.

As reported on TownHall.com “The public schools in Washington, D.C., spent $29,349 per pupil in the 2010-2011 school year, according to the latest data from National Center for Education Statistics, but in 2013 fully 83 percent of the eighth graders in these schools were not “proficient” in reading and 81 percent were not “proficient” in math.”

Those outside of education must find this shocking. No doubt it will raise renewed cries attacking all of those incompetent teachers who are solely responsible for our failing schools. Doug Gansler, a Democratic gubernatorial candidate in Maryland, is currently running ads taking direct aim at teachers, discrediting seniority, and demanding more “skilled” teachers replace those in seniority. Obama made this comment about the firing of the entire faculty and administration of Central Falls High School in Rhode Island:

So if a school is struggling, we have to work with the principal and the teachers to find a solution. We’ve got to give them a chance to make meaningful improvements. But if a school continues to fail its students year after year after year, if it doesn’t show signs of improvement, then there’s got to be a sense of accountability.”

In other words, if a school is failing, it must be the teachers’ fault. The public has been led to believe that if we only had better teachers and more money, our school systems would be bastions of education filled with loving teachers stuffed full of the latest educational paradigms and joyously leading our youth into a golden future.

Those of us in the classroom are not shocked at all. We know where the money goes and it is not to the students, the classrooms, or the teachers. The following is a breakdown of the unbelievable $29K per student spent in D.C. public schools from National Center for Education Statistics along with an analysis from a teacher’s perspective of where all that money actually goes.

$10,584 per pupil on instruction, which “encompasses all activities dealing directly with the interaction between teachers and students

I assure you that most of this money NEVER makes it to students, teachers, or classrooms. It is spent on consultants, studies, and testing. One colleague of mine who worked at my school district’s central office told me of a $200,000 consultation commissioned by the district to make suggestions for improving schools. The end result of that consultation was, “The schools should be kept clean.” I could have told them that for a mere $50,000. I could not make this up. Who would buy such a story, yet this is an actual study.

The new Pearson tests called the PARCC tests (Partnership for Assessment of Readiness for College and Careers), which will soon be imposed on most students in America, costs $30 per test, per student. If a student must retake a given test, it is still $30 a pop. Pearson will be making money on students in grade 1, grade 3, grade 5, grade 8, and likely 4 subject tests in high school. But Pearson does not plan to stop at testing and will soon be sucking up an increasingly larger share of educational funds through online programs; textbooks aligned to Common Core, and packaged lessons, while surreptitiously taking complete control of our children’s education.

Who is Pearson? In a revealing report by Donald Gutstein, a British Colombia professor who is currently researching corporate propaganda, he has this to say about Pearson.

Pearson plc is the world’s largest education company, with operations on nearly every continent…. It became large by buying up its competitors. It dominates the huge American education market…” According to investment research firm Sanford Bernstein & Co., Pearson is pursuing a variety of growth strategies, including one that will ‘revolutionize how education is delivered to students around the world, starting with the United States.’ It is an ambitious attempt to further commercialize education by claiming its products and services will raise student and teacher performance while at the same time cutting spending. If successful, Bernstein argues, ‘it would make every teacher and school student in the United States a potential customer’ by “personalizing education in U.S. schools through technology and best practices.”

Pearson is not only focused on squeezing every drop of education money it can out of the American taxpayer, Pearson is also determined to decide what your child will learn, what your child will read, and ultimately what your child will think. In the meantime, teachers purchase paper, books, paint, science lab materials, and other necessary supplies for their classrooms out of their own pockets.

$5,487 on “capital outlays,” which includes “the acquisition of land and buildings; building construction, remodeling,” etc.”

Building construction, remodeling, and land acquisitions go to administrative buildings, principal office remodels, and interior decorators for superintendents while teachers still shell money out of their own pockets to buy posters and bulletin board paper for their rooms. If $5,487 per student, per year were actually spent at the school level, we would have gleaming state-of-the-art buildings full of up to date computer and science labs, libraries overflowing with books, art rooms full of materials, and wonderful gyms with fully equipped workout rooms and fresh locker rooms. Instead we have empty libraries, computer labs with few functioning computers, and locker rooms too disgusting to use.

“$2,321 on “operation and maintenance,” which includes ‘salary, benefits, supplies, and contractual fees for supervision of operations and maintenance,’ etc.”

Once again, if this much money is being spent in the schools, why are so many of our bathrooms dirty, rooms and hallways unpainted for years, toilets broken, elevators not functioning, and school grounds like abandoned city lots?

$2,124 on “interest on school debt

If the money that schools had were being spent wisely, there would be no need to carry such a heavy interest burden and this money could be spent on updated textbooks, new computers, and engaging field trip experiences.

$1,613 on “instructional staff,” $1,546 on “school administration,” $1,404 on “student transportation,” $1,208 on “student support,” $866 on “general administration,” $761 on “food services,” $450 on “other support services.

I cannot see where in this budget are the C.E.O.’s salary, central office staff and supervisors, curriculum specialist (who have usually spent little time in a classroom), field supervisors, district heads, library specialist, and every other over paid idiot in district central.

In my own school district the supposed budget is $15,000 per student, but having been on the budgeting team at the school level I can attest to the fact that the budget per student is approximately $5,000 at the school level. That $5,000 must cover all salaries in the building, all supplies, all computers, all teacher training, anything required in the school building. That $5,000 is also based on the student enrollment on one specific day in September. If the school gets a 100 more students the following day, it will receive no more funds. The school must make do with the budget per student that was pressed in concrete the previous day.

Where is the other $10,000 per student going? It is not going into our schools. The central office does cover operating costs including building maintenance and renovations, electricity, and heating. Out of that $10,000 also comes transportation and other system wide supports, but not $10,000 per student worth. That money goes, as I said before, to useless consultations, to pay for programs never fully implemented or just plain dysfunctional like the mathematics computer learning program Aspire, which actually lowered the scores at my district’s top math school. It goes to cover the cost of the CEO’s personal driver who made more than twice the average salary of a teacher with 20 years of service and a master’s degree. It goes to pay Pearson for testing our students over and over again. Let us not forget the spa days for certain central office employees or luxurious luncheons. It goes to hotels and conventions and per-diems of central office employees who never enter a classroom. It does not go to students, to teachers, to supplies, or to really improve learning for our students at all.

Too many people are sucking off of the teat of education growing fat while the students and teachers struggle on with the watery drops left behind. The public should not be surprised by the money being spent in education, but they should be outraged by where the money is going. We do not need more money to improve education; it will take much more than a budget change to fix the systemic problems of public education in America, but we can start by making sure that the money is actually getting to the students instead of fattening the already fat cats who have discovered the fatted calf of education.

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Dana R. Casey is a veteran high school English teacher of more than two decades in an East-coast urban system.  She is a life-long student of theology, philosophy, and politics, dedicated to the true Liberalism of the Enlightenment, as defined by our Founders and enshrined in our Declaration of Independence, Constitution and Bill of Rights.

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3 minute interview by Glenn Beck of a former teacher who is speaking out.

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Combat Diaries #3: SENT INTO BATTLE WITHOUT A GUN

This is the third entry in Dana R. Casey’s Combat Diaries series.

This morning I climbed four flights of stairs to start my school day. The climb is a struggle, not just because I am not in the shape that I used to be, but because I am lugging three packs of printer paper and half a gallon of water, all purchased by me. I must climb these four flights because, as usual, the elevator is out of order. I must lug these heavy bags because I never receive most of the basic supplies that I need for the school year.

At the beginning of the school year, most teachers across this city receive only one case of paper, a box of pens, a box of chalk, an eraser, a few markers, a box of paper clips, a box of staples, and a roll or two of tape. We get another case of paper at the beginning of second semester. Some of the other supplies may or may not be replenished upon request.

I brought water with me today, because there is no water available to me unless I go down the four flights of steps to the lobby and get it from the one water cooler in the building. There are no water fountains. There is supposedly lead in the building’s pipes. Every water fountain was removed from every school in the school system regardless of the presence of lead or not for fear of lawsuits. There is not even a water cooler in the bare unwelcoming teacher’s lounge for teachers to access. There can be no water coolers in the hallways because the students will take the five gallon water bottle and dump it on the floor.

I only have enough English text books to use in the classroom; there are none to send home. No grammar books at all. I have received novels for the new modules from the school system this year; however, I did not get enough of the second title to send the books home with students. I let students sign them out overnight if they requested. More than half of those were never returned.

I received none of the third title and scrounged the building to find enough for at least a class set. Seven of these books have disappeared (though I can’t fathom why since most students don’t read them), so I currently do not have enough for every student in a class period and students have to share this small paperback.

I received enough of the final novel, but the book is more demanding than most of my students can handle especially with essentially five weeks of classes left, so I will be running off chapters of another more appropriate book, but only a class set since I will be buying all of the paper.

Keep in mind that I only get two cases of paper per year. I have 130 students in five periods. That means that I have enough paper to run off 1.9 sheets of paper per week per student. Without adequate textbooks, I need to run off many more pages per student to provide them with work.

I have an LCD projector and a document reader, which have been a blessing; however, the bulb on the projector burned out a month ago and it has yet to be replaced. A colleague who does not use his projector generously lent me his. The LCD projector can project an image from multiple sources like a computer or DVD player. The document reader has a camera lens under which one can place a book or worksheet and project the image. I use it to review directions or corrections, to have students present work, or to point out specific passages in a text. I use it daily. It is completely useless without a bulb.

My printer was damaged when the room above flooded from a leaky radiator. I had been waiting a month for ink anyway. I asked for another printer; I sent a second request two weeks later; I sent a third request two weeks after that. Finally, I brought in my own printer from home and spent $54.00 to buy replacement ink cartridges.

There are two laptop carts in this building; however, they are dedicated to the math department who must use a specific computer program for their classes, a program which costs a fortune and which the math teachers say is terrible. Scores at the top math school in the system, a school which garners praise and high SAT math scores, dropped when this computer program was added to their curriculum.

There is a “computer lab”. It is padlocked and few of the computers work anyway. There is no printer in there. There is no wireless in the building.

There are two other rooms with 25 computers. These are for the technology classes so they are not available to other classes. There are supposed to be enough computers for every student to have their own; however, there are 32 students in the class and 8-10 computers that are not functioning, so the ratio of computer to student is 2:1 instead of 1:1.

We have a “library”. There are no books in it. I literally mean ZERO books (see photo). There are five computers, but usually no one to supervise them and the library is generally locked.

I could go on, but I think that you get the picture. This is not just my experience; this is the experience of every teacher in my building, in my system, and in too many systems across this nation. The nation keeps calling for holding teachers accountable, but teachers are not provided with basic tools like paper, while they are also battling the culture of Blame and Complain/Accuse and Excuse (and if that doesn’t work, SUE!).

My first entry of “Combat Diaries”, which is about the chaos that is the norm in many schools, elicited this reply from one reader, “No school operates this way.” When I told my colleagues about this reply, each and every one laughed. My purpose in creating these diaries is to show America the truth about what is going on in the classroom. Those who are not in the classroom don’t have a clue. Liberals have it wrong; conservatives have it wrong; the average American citizen has it wrong. They don’t know the truth of what too many teachers face daily. If it seems too unbelievable, too outrageous to be the truth, my point is made.

There are millions and billions being poured into education. Pearson[i] is making a fortune[ii] creating curriculum, texts, and tests like PARCC[iii] which will be forced on every student in America. Pearson is influencing the style and structure of the SATs so even home schooled students will not be protected. Bill Gates, who also was involved in forcing Common Core onto the states, will earn millions more than what he donated through the sale of the computers that will be mandatory to deliver the tests created by Pearson. Consultants who have never been in a classroom are paid hundreds and thousands of dollars to come up with brilliant gems such as (and this is a true example) “the schools should be kept clean”. Contractors are paid tens of thousands of dollars to paint classrooms that are never painted.

There is plenty of money being thrown at education, but it rarely arrives in the classroom, it is rarely there for teachers to use, and it rarely benefits the students.

I am sure that there are schools in this country where there are beautiful computer labs, libraries full of books, storerooms full of supplies, gymnasiums full of equipment, theaters full of costumes, and students who are more often than not ready to learn, but for most urban students and teachers this is a seemingly elusive dream.

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Post Note: A colleague of mine, fairly new to the system, had an experience this week quite familiar to me. One student was trying to attack another student, but ended up kicking the teacher in the shin quite hard. The teacher is pressing charges; the parents have accused her of racism. I have been accused of the same at least once a year for my entire teaching career. Clearly, the accusations must be correct which is why I have dedicated my twenty years of service to a majority African-American population of students (in case you missed it that was sarcasm). However, for this young lady, it was the first time to experience such unearned vitriol. The parents were more concerned about keeping their child from being held accountable than they were about the truth. This is an example of what I call Blame and Complain/Accuse and Excuse.

She told me that the experience made her sick to her stomach. I completely understand. When you have considered yourself a kind, sympathetic, and compassionate person your whole life, being confronted by unjust accusations such as these can cut one to the quick, especially considering that she was the victim of his casual violence. The irony here is that she is a member of a protected minority herself; she is a gay woman. But as a gay woman working in an urban system where students are not expected to maintain basic civility she has been bombarded with “faggot”, “lesbian”, “dyke”, “dyke bitch” , and “white bitch”  repeatedly. Too many students and too many of the students’ parents who are so concerned that others respect their humanity have little respect for hers. She has gone home beaten down every day when she started this year full of enthusiasm for teaching. I weep for her; she genuinely bleeds. I teach my students (when I can teach) that we don’t have to agree with other people in order to respect their humanity. Her humanity, and the humanity of many teachers, is daily degraded; the whole of the nation tells us we are worthless all of the time.



[i] Pearson is an education publishing and assessment service to schools and corporations, as well as directly to students. Pearson owns leading educational media brands including Addison–Wesley, BBC Active, Bug Club, eCollege, Fronter, Longman, MyEnglishLab, Penguin Readers, Prentice HallPoptropica and Financial Times Press. (Wikipedia)

[iii] Partnership for Assessment of Readiness for College and Careers (PARCC)

Dana R. Casey is a veteran high school English teacher of more than two decades in an East-coast urban system.  She is a life-long student of theology, philosophy, and politics, dedicated to the true Liberalism of the Enlightenment, as defined by our Founders and enshrined in our Declaration of Independence, Constitution and Bill of Rights.

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