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  • Newsom and DeSantis walk into a bar: How polarized education debates fail us all

    Newsom and DeSantis walk into a bar: How polarized education debates fail us all


    Gov. Gavin Newsom (left) and Florida Gov. Ron DeSantis (right).

    Credit: Andrew Reed / EdSource & Gage Skidmore/Flickr

    There’s a saying in politics that most people will vote for the candidate they’d rather have a beer with. I’ve been thinking about this a lot after hearing that California Gov. Gavin Newsom and Florida Gov. Ron DeSantis agreed to a televised debate.

    Personally, I’m dreading it. Our national political discourse has already degenerated below the World Wrestling Entertainment (WWE). It’s impossible to escape the constant fighting in the press, social media and text chains of family and friends.

    I think it’d be more interesting if Gavin and Ron had to explain their views on a topic like education over drinks. I started to imagine what it would be like to be stuck between them in my local bar.

    They were already there when I walked in. DeSantis was dressed in his Navy intelligence officer uniform. He was nursing a vodka soda and kept furtively scanning the crowd for threats. Newsom was in the seat to my left and halfway through an expensive wine that he’d obviously brought with him.

    Both were staring at the local news on TV. When it started playing a story about the learning that kids had lost during the pandemic, DeSantis pointed at the screen and said, “That’s what happens when your politicians let teachers’ unions shut down schools for two years. In Florida, we prioritized our kids and parents.”

    Hearing this, Newsom snorted and said, “In California, we prioritized safety. Florida ignored the science and made dangerous decisions that put everyone at risk.”

    “What a load of crap,” said DeSantis. “We had just about the same mortality rates and kept our schools and businesses open. You kept them closed and forced people to wear masks long after everyone got vaccinated.”

    “At least we believed in vaccination,” yelled Newsom. “You guys were taking deworming pills for horses.”

    I laughed at the joke and said to Newsom, “You’re right. The anti-vax, horse deworming pills and other conspiracy lunacy kept us from getting back to normal.” Then I turned to DeSantis, “But you’re right that California, like many blue states went overboard with school shutdowns and severely damaged kids’ learning and mental health. The state and local leaders who should have advocated for those students, especially the most vulnerable ones, did nothing and that should forever stain their consciences.”

    Newsom looked shocked that I wasn’t in total agreement with him. After all, Californians, especially those in the Bay Area, are only supposed to think one way. His silence inspired the DeSantis to start another line of attack. “Truth is, it wouldn’t matter if they’d kept the schools closed. The kids in them weren’t learning anything anyway. Florida is in the top five nationally in reading and math and our kids were years ahead of California students before the pandemic. That’s why so many of your parents are leaving your state and choosing ours.”

    Newsom took a huge slug of red wine and snorted, “Our kids learn what your kids aren’t allowed to like ethnic studies and African American history. We teach the truth. You whitewash it.”

    I looked to my left and raised a toast. “Great line,” I said. “But he,” pointing to my right, “has another good point. We are way behind Florida and many other states in teaching reading and math. They’ve been at this work for years. We don’t even have a state-wide reading and math strategy. I think it’s amazing that we have an ethnic studies requirement but what’s the point if our students can’t read the books that tell our nation’s story, good and bad?”

    DeSantis downed his vodka soda and pumped his fist.

    I held up my hand, “But that doesn’t excuse Florida for forcing publishers to change books anytime its Republican politicians don’t like something and telling folks that they can’t use the words diversity, equity or inclusion if they want to work in schools.”

    Newsom piled on. “Don’t forget that Florida teachers can’t say the word gay before third grade!”

    DeSantis looked furious. “Of course, they can say gay,” he said. “What they can’t do is have any discussions of sex before third grade or indoctrinate them into critical race theory, so they hate their country and white people. Our anti-woke agenda is overwhelmingly supported by parents and voters in Florida and nationally.”

    “It’s just more censorship,” said the Newsom. “You deny the reality of our nation’s history and human sexuality.”

    I complimented Newsom for another good line and then said to DeSantis. “You make some good points. The language police are miserable, self-righteous scolds and the CRT people clearly overreached by describing every white person as privileged and racist. Parents should know what their kids are being taught in the earliest grades, but there’s a difference between talking about sexual acts and describing family structures that include gay and lesbian parents. You seem hellbent on delegitimizing those.”

    “And don’t forget how they treat transgender people. That’s even worse,” said Newsom.

    “So, we should let them play women’s sports?” said DeSantis.

    “Yes. And use the bathroom of the sex they identify with,” said Newsom.

    “Hold on,” I said. “I think that most people agree that letting transgender males play women’s sports is unfair. But there appears to be active effort to deny their existence as human beings, which just seems cruel,” I said. “Who cares about how they identify or what bathrooms they use?”

    This seemed to make them equally angry. They turned away from me, which was fine because I’d had enough of being stuck in the middle. As I paid for my beer, I wondered what I’d do if I had to choose between these guys in an election.

    I mostly leaned to the left, but Newsom hadn’t shown political courage when many urban school districts refused to open many months after mass vaccination, nor done much to improve teaching and learning; but he said all the right things.

    On the right side, DeSantis had prioritized students and families during the pandemic and his students were doing much better academically; but everything he did came with a dose of 1984 and a whiff of Voldemort.

    Then there was the fact that neither of them drank beer.

    What kind of choice is that?

    •••

    Arun Ramanathan is the former CEO of Pivot Learning and the Education Trust—West

    The opinions expressed in this commentary represent those of the author. EdSource welcomes commentaries representing diverse points of view. If you would like to submit a commentary, please review our guidelines and contact us.





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  • When we fail education, we fail democracy

    When we fail education, we fail democracy


    Credit: Thomas Galvez/Flickr

    There comes a time in every profession when it becomes imperative to address the big ideas and to leave aside, at least for a moment, the trivial pursuits that engage us. One big idea that we educators have ignored for too long is the relationship between education and our democracy. Sadly, we have succumbed to the pathology of focusing almost exclusively on reading and math to achieve proficiency cut scores on state tests rather than growing civically competent students. Only 22% of eighth graders tested on the 2022 NAEP assessment were proficient or advanced in civics.

    Franklin Delano Roosevelt said, “Democracy cannot succeed unless those who express their choices are prepared to choose wisely. The real safeguard of our democracy, therefore, is education.”

    My colleagues, I suggest to you that we as educators have failed dramatically in our responsibility to help build a strong democratic society. We cannot be solely responsible for this debacle, as our democratic demise has accelerated through the decay of our institutions, money in politics, social media and voter suppression. Nonetheless, we played a significant role in this demise.

    Our first failure is the inability to ensure that all our students, especially those from the most marginalized communities, are literate in reading, mathematics and science. Without strong literacy skills, no amount of civics education will make a difference. Over half the children in California cannot read at grade level. Only one-quarter of Black students are at grade level in math. We rank 19th in countries taking the 2018 PISA science test.

    We are just too good now at blaming the children, the parents, society, the tests or the pandemic. We redirected our focus from academics to a plethora of distractions like the use of all manner of educational technologies. We moved away from our primary mission of fostering student academic achievement.

    We know that the teacher is the key when it comes to student academic achievement, but it would be unfair to lay all the blame for the failure of K-12 education on teachers. We have failed our teachers in their preparation and support throughout their careers. Probably the biggest failure is our inability to recruit the finest teaching candidates and to train them well in content, professional practices and assessment skills. A second failure is the lack of career ladders where teachers advance from novice to master with plenty of guidance, support, monitoring and accountability.

    We also have big problems in figuring out what is the right stuff to teach. Over 20 years ago, esteemed researchers on the National Reading Panel handed educators the recipe for effectively teaching reading. What did educators do? They turned away from the science of reading toward the alchemy of the Balanced Reading Approach that even its founder Lucy Calkins recently admitted failed.

    Even with the ascendancy of evidence-based approaches to teaching reading, we see a regression toward accommodating the failed Balanced Reading Approach. We are not too keen on paradigm shifts. We like to go along to get along. Keep the adults happy rather than take a hard line on effective ways to teach reading. Who is watching out for the children and families?

    Even if by some extraordinary effort, school districts were able to plan, implement and monitor student achievement goals aligned with reading, there is still the problem of teaching reading in ways that intertwine with students’ everyday lives and the democratic needs of the community.

    The great Brazilian educator and philosopher, Paulo Freire, understood the relationship between the fundamentals of learning to read and how reading can be used to effectively transform society when he said, “Reading does not consist merely of decoding the written word or language; rather, it is preceded by and intertwined with knowledge of the world.” Freire does not diminish the importance of learning to read but emphasizes the need to make sure that reading with the purpose of improving community is what drives our democracy.

    Similar systemic issues exist in the teaching of mathematics and science. Unwillingness to take vaccinations to protect individuals and the community against the ravages of Covid is emblematic of a citizenry that is fundamentally uneducated about the power of vaccinations and the role that vaccinations play in the protection not only of individuals but communities as well. This lack of fundamental scientific knowledge is a real drag on our democracy. Time should have been spent on explicit science instruction rather than project-based learning.

    There is no doubt that we educators played a significant role in the demise of our democracy. While there are many outstanding educators, there are not enough highly qualified professionals to turn teaching and administration into a real profession yet. We overemphasize the need for student compliance with ersatz rules like seating assignments at lunch rather than engaging students in their own decision-making and critical thinking — fundamental democratic skills.

    The solution is available but still invisible. Many adults in the system are not committed to approaching teaching and learning systematically and scientifically. An educational system that is in crisis should consider adopting a few high-quality research-based teaching and aligned administrative practices like explicit instruction or formative assessment with descriptive feedback. When all teachers within the system can effectively assess, evaluate, intervene and monitor student understanding, especially for struggling students, academic achievement will soar.

    Our democracy and its K-12 education system are in the emergency room with a life-threatening disease. Sadly, we educators are more interested in the feng shui of the ER rather than taking the necessary key steps to save the patient.

    For me? I will enter the twilight of my career tutoring students in reading, math and science. Best to deploy my formidable teaching skills in saving one starfish at a time.

    •••

    Bill Conrad has been an educator for over 45 years and he has worked extensively within school districts throughout the country in a wide variety of capacities including as an Honors Middle School Science Teacher and administrator. His memoir about his educational experiences is The Fog of Education.

    The opinions expressed in this commentary represent those of the author. EdSource welcomes commentaries representing diverse points of view. If you would like to submit a commentary, please review our guidelines and contact us.





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