A few days ago, I examined the reasons why reparations were owed, however, I also stated that I didn't believe that debt would be paid. The reparations solutions included strengthening historically black colleges and universities and the case for self reparations argued.
Yesterday, black billionaire Robert F. Smith pledged to pay off the student loans of the entire 2019 graduation class of Morehouse College. His pledge also included a challenge to Morehouse alumni to continue providing similar assistance to future classes and stated: "because we are enough to take care of our community, we are enough to ensure we have the opportunity of the American Dream".
Morehouse is an all-male, historically black college in Atlanta. The billionaire's gift is estimated to be worth about $40 million, based on the combined debt shouldered by the graduating class's nearly 400 students, making it the single largest individual donation to a historically black college or university.
Robert F. Smith is one of the world's 13 black billionaires. His generosity and example may help to create other black billionaires. Kudos to you and your family Mr. Smith, well done. His entire commencement address is below.
Jessie Dean Gipson Simmons was full of optimism when she and her family moved from an apartment in a troubled area of Detroit to a new development in Inkster, Michigan in 1955.
With three children in tow, Jessie and her husband settled into a home on Colgate Street in a neighborhood known as “Brick City” – an idyllic enclave of single, working-class families with a shared community garden.
The plan was simple. Like many African Americans who left the South as part of the Great Migration, Jessie’s husband, Obadiah Sr., would find a stable factory job just outside of Detroit. Then Jessie would put to use the bachelor’s degree she had earned in upper elementary education from Grambling State University in the township of Taylor – just a few blocks from their new home.
But the plan went awry. Jessie first applied for a teaching position with the Taylor school district in April 1958, but was denied. The same thing happened in March 1959. And a third time in May 1959. The repeated denials may have set back Jessie’s plans, but they also set her up to fight an important battle for justice for black educators at a time when many were being pushed out of the teaching profession.
I interviewed Jessie’s family as part of my ongoing research into the history of black women teachers from the Reconstruction Era to the 21st century.
The battle began when Jessie filed a grievance with the Michigan Fair Employment Practices Commission, or MFEPC, on Sept. 1, 1959. Jessie’s grievance detailed her conversation with the superintendent Orville Jones in March 1958, in which he told her “there would be vacancies in 1959.”
In August 1958, the Taylor Township Board of Education – the body overseeing the school district where Jessie wanted to teach – took up the matter of employing Negro teachers at a board meeting. The reason the item was placed on the agenda? The Superintendent at the time, Orville Jones, “felt that any handicap” – he deemed race as a handicap – “be pointed out to the board.”
The chair of the school board, Mr. Randall, stated applications were “considered in the order of the dates they were received.” Since the Taylor school board was now on record regarding its hiring practices for teachers, Jessie used that statement in her grievance.
Jessie’s decision to file a grievance would be a costly one for her family. The couple had planned on two steady incomes. In 1959, now a mother of five children, Jessie took a job as a waitress and a cook in a cafe to make ends meet. Her job drew scorn from family members in Louisiana who knew she was severely underemployed. And though her children didn’t know it at the time, Jessie and her husband “gave up meals so the children could eat,” according to Jessie’s oldest son, Obidiah Jr.
In 1960 the MFEPC held a public hearing for the grievance filed by Jessie and Mary Ruth Ross – a second black teacher who was also denied employment by the Taylor board of education. According to the Detroit Courier, Jessie and Mary “were passed over for employment in favor of white applicants who lacked degrees.” Records uncovered by the MFEPC found that 42 non-degreed teachers hired between 1957 through 1960 were all white and “had a maximum of 60 hours of college credits.” Jessie and Mary, on the other hand, were both degreed teachers with some credits toward a graduate degree.
How the Brown decision hurt black teachers
While the 1954 Brown v. Board of Education decision is often celebrated and considered a legal victory, many scholars believe it had a harmful effect on black teachers. In 1951, scholars writing in the Journal of Negro Education rightly warned that Brown “might conceivably” impact “Negro teachers”. Nationwide, school district leaders pushed back against Brown in two ways.
First, school leaders slow-walked the implementation of Brown – for many school districts as late as the mid-1980s. Second, black teachers across the country lost their once-secure teaching jobs by the tens of thousands after Brown when black schools closed and black children integrated into white schools. In the South, for example, the number of black teachers had soared to around 90,000 pre-Brown. But by 1965 nearly half had lost their jobs. A 1965 report from the National Education Association, a leading labor union for teachers, concluded school districts had “no place for Negroes” in the wake of Brown. School officials railed against Brown and refused to hire black teachers like Jessie, turning them into what sociologist Oliver Cox described as “martyrs to integration.”
My own research confirms that the forced exodus of black women from the teaching profession was ignited by Brown. Discrimination by school leaders fueled the demographic decline of black teachers and remains one of the leading factors for their under-representation in the profession today.
First ruling of its kind
At the eight-day public hearing, Jones admitted that “the hiring of Negro teachers would be something new and different and something we had not done before.” He stated he felt that the Negro teachers were “not up to par.” The hearing eventually revealed that applications for “Negroes” were kept in distinct folders – separated from the submissions of the white applicants.
After more than a year, the MFEPC issued a ruling in Jessie’s case. The decision got a brief mention from Jet Magazine on Dec. 1, 1960:
In the first ruling of its kind, the MFEPC ordered the Taylor Township School Board to hire Mrs. Mary Ruth Ross and Mrs. Jessie Simmons, two Negro teachers, and pay them back wages for the school years of 1959-60 and 1960-61. FEPC Commissioner Allan A. Zaun said the teachers were refused employment on the basis of race.
The attorney for the Taylor board of education, Harry F. Vellmure, threatened to challenge the ruling in court – all the way “to the Supreme Court if necessary,” according to the Detroit Courier. The board stuck to its position that Jessie and Mary were given full and fair consideration for teaching jobs and simply lost out to better qualified teachers.
As a result of noncompliance with the MFEPC’s order, Carl Levin, future U.S. senator and general counsel for the Michigan Civil Rights Commission, filed a discrimination lawsuit against the Taylor school district on Jessie’s and Mary’s behalf. Even though the matter did not reach higher courts, Vellmure filed several appeals that effectively slowed down the commission’s order for seven years.
As the lawsuit dragged on, Jessie became an elementary school teacher with the Sumpter School District in 1961. By 1965, she left Sumpter for the Romulus Community School District. According to Jessie’s children, they would continue in the Taylor school district and were known as the kids “whose mother filed the lawsuit against the school district.”
In 1967, after seven years of fighting the Taylor school district in local court, Jessie and Mary prevailed. They were awarded two years back pay and teaching positions. Saddled by hurt feelings after a long fight with the Taylor school district, Jessie declined the offer and continued teaching in Romulus.
The Simmons moved into a larger, newly constructed home on Lehigh Avenue. Jessie gave birth to her sixth child, Kimberly, one month before moving in. Although the new home was only two blocks south of their old home on Colgate Avenue, Jessie’s four surviving children recall that their lifestyle improved and their childhood was now defined by two eras: “before lawsuit life and after lawsuit life.” And by 1968, Jessie earned a master’s degree in education from Eastern Michigan University.
Unsung civil rights hero
At her retirement in 1986, Jessie’s former students recalled that she was an effective teacher of 30 years who was known as a disciplinarian with a profound sense of commitment to the children of Romulus.
Jessie’s story is a reminder that the civil rights movement did not push society to a better version of itself with a singular, vast wave toward freedom. Rather, it was fashioned by little ripples of courage with one person, one schoolteacher, at a time.
Unless you're among the handful of people who were taught the truth, much of what you know about Thanksgiving is mythology. America's history is full of half truths and outright lies. Just about everything I was taught about America when I was a child was fake, including the myth of Thanksgiving.
What do you know about indigenous communities of people that we incorrectly refer to as Indians or Native Americans? The information you've accepted as fact, such as the story about Pocahontas is fake news.
My brainwashing about how great America was began in kindergarten when I was taught the Pledge of Allegiance, "I pledge allegiance to the flag of the United States of America, and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all." Fast forward 40 plus years to Colin Kaepernick's protest of the National Anthem, which highlighted not everyone enjoyed justice or liberty. Ironically, the "Star-Spangled Banner" as originally written, glorified the deaths of slaves who were actually fighting for their freedom which includes justice and liberty. However, that was never mentioned in school.
The Fourth of July (Independence Day) celebrates the creation of a country where my ancestors were still enslaved! Even the story about George Washington being the first president of the United States is not entirely true! Keep in mind that George Washington wasn't elected president until 1788 and inaugurated in 1789. The Continential Congress began in 1774 and the Declaration of Independence was signed in 1776. Who ran things between 1774 – 1788 before Washington was elected?
There were 15 presidents prior to Washington. Peyton Randolph was the first of eight presidents of the Continental Congress, John Hancock was president when the "Declaration of Independence" was signed in 1776; which probably explains the large signature. Samuel Huntington was the last president of the Continental Congress and the first of ten presidents under the Articles of Confederation. John Hanson, the third president under the Articles of Confederation is responsible for establishing Thanksgiving as the fourth Thursday in November in 1782.
The American public is becoming more aware of historical misinformation. Attempts to remove monuments to despicable people and ideology have begun and real change has happened. Many cities celebrate Indigenous Peoples Day instead of Columbus Day and Columbus, OH for the first time this year chose not to celebrate its namesake.
“Above all, don't lie to yourself. The man who lies to himself and listens to his own lie comes to a point that he cannot distinguish the truth within him, or around him, and so loses all respect for himself and for others. And having no respect he ceases to love.”
Some people are so indoctrinated in American propaganda, they can't or refuse to see the truth. American was built on stolen land and made rich by stolen labor and lives.
The 1790 Naturalization Act permitted only "free white persons" to become naturalized citizens, thus opening the doors to European immigrants but not others. Only citizens could vote, serve on juries, hold office, and in some cases, even hold property.
The 1830 Indian Removal Act forcibly relocated Cherokee, Creeks and other eastern Indians to west of the Mississippi River to make room for white settlers. The 1862 Homestead Act gave away millions of acres of what had been Indian Territory west of the Mississippi.
Indigenous people and people of color had their land stolen, their rights stripped away, were artifically held back by law, placed under restrictions and oppressed.
Don't let others tell you to forget about the past. Forgeting or lying about the past is the same as erasing your future.
The first group of borrowers who tried to get Public Service Loan Forgiveness – a George W. Bush-era program meant to provide relief to those who went into socially valuable but poorly paid public service jobs, such as teachers and social workers – mostly ran into a brick wall.
Of the 28,000 public servants who applied for Public Service Loan Forgiveness earlier this year, only 96 were approved. Many were denied in large part due to government contractors being less than helpful when it came to telling borrowers about Public Service Loan Forgiveness. Some of these borrowers will end up getting part of their loans forgiven, but will have to make more payments than they expected.
With Democrats having regained control of the U.S. House of Representatives in the November 2018 midterm elections, the Department of Education will likely face greater pressure for providing better information to borrowers, as it was told to do recently by the Government Accountability Office.
The Public Service Loan Forgiveness program forgives loans for students who made 10 years of loan payments while they worked in public service jobs. Without this loan forgiveness plan, many of these borrowers would have been paying off their student loans for 20 to 25 years.
In general, working for a government agency – such as teaching in a public school or a nonprofit organization that is not partisan in nature – counts as public service for the purposes of the program. For some types of jobs, this means that borrowers need to choose their employers carefully. Teaching at a for-profit school, even if the job is similar to teaching at a public school, would not qualify someone for Public Service Loan Forgiveness. Borrowers must also work at least 30 hours per week in order to qualify.
What types of loans and payment plans qualify?
Only Federal Direct Loans automatically qualify for Public Service Loan Forgiveness. Borrowers with other types of federal loans must consolidate their loans into a Direct Consolidation Loan before any payments count toward Public Service Loan Forgiveness. The failure to consolidate is perhaps the most common reason why borrowers who applied for forgiveness have been rejected, although Congress did provide US$350 million to help some borrowers who were in an ineligible loan program qualify for Public Service Loan Forgiveness.
In order to receive Public Service Loan Forgiveness, borrowers must also be enrolled in an income-driven repayment plan, which ties payments to a percentage of a borrower’s income. The default repayment option is not income-driven and consists of 10 years of fixed monthly payments, but these fixed payments are much higher than income-driven payments. The bottom line is it’s not enough to just make 10 years of payments. You have to make those payments through an income-driven repayment plan to get Public Service Loan Forgiveness.
Parent PLUS Loans and Direct Consolidation Loans have fewer repayment plan options than Direct Loans made to students, so borrowers must enroll in an approved income-driven repayment plan for that type of loan. Borrowers must make 120 months of payments, which do not need to be consecutive, while enrolled in the correct payment plan to receive forgiveness.
How can borrowers track their progress?
First of all, keep every piece of information possible regarding your student loan. Pay stubs, correspondence with student loan servicers and contact information for prior employers can all help support a borrower’s case for qualifying for Public Service Loan Forgiveness. Unfortunately, borrowers have had a hard time getting accurate information from loan servicers and the Department of Education about how to qualify for Public Service Loan Forgiveness.
The U.S. Government Accountability Office told the Department of Education earlier this year to improve its communication with servicers and borrowers, so this process should – at least in theory – get better going forward.
Borrowers should also fill out the Department of Education’s Employment Certification Form each year, as the Department of Education will respond with information on the number of payments made that will qualify toward Public Service Loan Forgiveness. This form should also be filed with the Department of Education each time a borrower starts a new job to make sure that position also qualifies for loan forgiveness.
Can new borrowers still access Public Service Loan Forgiveness?
Yes. Although congressional Republicans proposed eliminating Public Service Loan Forgiveness for new borrowers, the changes have not been approved by Congress. Current borrowers would not be affected under any of the current policy proposals. However, it would be a good idea for borrowers to fill out an Employment Certification Form as soon as possible just in case Congress changes its mind.
Are there other affordable payment options available?
Yes. The federal government offers a number of income-driven repayment options that limit monthly payments to between 10 and 20 percent of “discretionary income.” The federal government determines “discretionary income” as anything you earn that is above 150 percent of the poverty line, which would translate to an annual salary of about $18,000 for a single adult. So if you earn $25,000 a year, your monthly payments would be limited to somewhere between $700 and $1400 per year, or about $58 and $116 per month.
These plans are not as generous as Public Service Loan Forgiveness because payments must be made for between 20 and 25 years – instead of 10 years under Public Service Loan Forgiveness. Also, any forgiven balance under income-driven repayment options is subject to income taxes, whereas balances forgiven through Public Service Loan Forgiveness are not taxed.
The U.S. Supreme Court on Tuesday vacated an appeals court ruling that supported a lengthy licensing process for hair-braiders in Missouri and ordered a judge in St. Louis to dismiss the case. The Supreme Court voided the 8th Circuit Court of Appeals opinion that upheld the previous cosmetology license requirements, because a new law, which is discussed in the background section, had already addressed it.
The Supreme Court didn't write a separate opinion, it simply reversed the 8th Circuit opinion. Therefore, the question of whether Missouri and other states within the 8th Circuit can require a cosmetology licensing for African hair braiders remains unanswered. However, the lawsuit which called the law into question in the first place is most likely the only reason the law was changed.
This case demonstrates why it is so important to understand and be able to use the law for your benefit. As we have said before, just because a law exists, doesn't mean it legitimate. You have a right and an obligation to question unfair and questionable laws!
Cases such as this is one of the reason Court.rchp.com exist; so people, especially those who have traditionally been oppressed can be empowered. Discover the hidden secrets of our legal and justice system with the information contained within Court.rchp.com.
African hair braiders sue over Missouri law
Ndioba Niang and Tameka Stigers are professional African-style hair braiders in Missouri, but are not licensed as cosmetologists or barbers. The Missouri Board of Cosmetology and Barber Examiners required hair braiders to be licensed as cosmetologists or barbers even though African-style hair braiding is not included in the cosmetology or barbering school curriculum, and the licensing tests barely test on subjects related to the practice.
In order to obtain a Missouri cosmetology license, one must pass a background check, undergo substantial training, and pass an exam. Before sitting for the exam, an individual must have: (1) graduated from a licensed cosmetology school with at least 1,500 hours of training; or (2) completed an apprenticeship of at least 3,000 hours; or (3) completed similar training in another state. Alternatively, obtaining a barbering license requires at least 1,000 hours of training at a licensed barber school or completion of an apprenticeship of at least 2,000 hours. Completing the necessary requirements for a license would have forced Ms. Niang and Ms. Stigers to incur significant costs for irrelevant training.
Four years ago, Ms. Niang and Ms. Stigers filed the federal lawsuit; they sued to vindicate their constitutional right to earn a living free of unreasonable government interference, and after losing in lower courts asked the Supreme Court to take their case. The original lawsuit, filed in 2014, complained that African-style hair-braiders were required to obtain a cosmetology license, which can cost thousands of dollars but doesn’t include any hair-braiding training.
When the lower courts considered the braiders’ challenge, they essentially ignored the evidence provided by the braiders that showed the licensing requirements were overly burdensome and did not sufficiently relate to the government’s asserted interests in public health and safety. In so doing, the lower courts applied a version of the rational basis test that is no more than a rubber-stamp of approval of government regulation. But that is not the proper application of the rational basis test.
The lawsuit was filed on behalf of Tameka Stigers, of Locs of Glory in St. Louis, and Ndioba “Joba” Niang, who runs Joba Hair Braiding in Florissant. Both have performed the hourslong braiding process for years without licenses and say they fear prosecution.
Joba Hair Braiding owner Ndioba Niang, a native of Senegal who later lived in France, said she completed 1,000 of the required 3,000 hours of cosmetology training at a cost of thousands of dollars before dropping out.
The Institute for Justice, which has filed suits across the country against regulation of various occupations, said the appeals court decision in the Missouri case was in conflict with other federal courts and the Supreme Court. Both the group and the Missouri attorney general asked the court to dismiss the case because of the change in the law, they said.
In May, the Missouri legislature passed a law easing requirements on hair-braiding that made the four-year lawsuit moot. Braiders are now exempted from the cosmetology license and a new specialty braiding license only requires that braiders pay a fee of $20, watch a four- to six-hour instructional video and submit to board inspections. Attendance at a licensed cosmetology school in Missouri can cost more than $16,000.
Fourteenth Amendment Jurisprudence
The Fourteenth Amendment states that “No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law.” Passed during Reconstruction, these provisions held the promise that freedman would finally be granted the same rights and protections as their white brethren. Yet less than five years after this amendment was enacted, the Supreme Court eviscerated the Privileges or Immunities Clause in what became known as the Slaughter-House Cases (1873).
There the Court held that the clause—which was supposed to protect substantive rights against state infringement—only guaranteed a limited set of federal rights, such as the right to access seaports, to use navigable waters, and to demand protection on the high seas (not exactly the key motivations for the Civil War). The ruling not only delayed the protection of African Americans’ civil rights, it left the Court’s Fourteenth Amendment jurisprudence hopelessly confused and contradictory.
Slaughter-House eventually led to the development of modern “substantive” due process doctrine as a makeshift bandage over the hole in the Fourteenth Amendment left by the unprotected privileges and immunities. While allowing the Court to protect some rights, the “incorporation” of certain rights through the Due Process Clause relegated other, often “economic” rights to second-class status. Instead of judges’ taking a hard look at the actual reasons a law was passed and asking whether the government has overstepped its constitutional bounds, infringements of the right to earn a living or the freedom of contract barely receive a passing glance. They are upheld unless nobody—not even the judge hearing the case!—could possibly imagine a legitimate rationale for the law. Suffice it to say, hardly any laws are struck down under this so-called rational-basis test.
What It Has to Do with Hair-Braiding
Enter Ndioba Niang and Tameka Stigers, both of whom are traditional African-style hair braiders attempting to support themselves by offering their services to willing customers. The Missouri Board of Cosmetology and Barber Examiners, however, demands that they first pay thousands of dollars to receive completely irrelevant training that has virtually nothing to do with hair-braiding. Applying the usual government-can-do-whatever-it-wants-regarding-economic-regulations level of judicial scrutiny, both the federal district court and the U.S. Court of Appeals for the Eighth Circuit upheld the licensing scheme.
You Shouldn’t Need a License to Braid Hair
This approach is wrong: ethically, historically, and legally. There is a long and well-documented history recognizing the right to earn an honest living as being at the center of the Anglo-American legal tradition and indispensable to the maintenance of a free and open society. Industry insiders often lobby for licensing laws and regulations—and then populate the boards or agencies tasked with enforcing the new rules as a means of limiting their competition. By contrast, those harmed are often politically powerless groups with limited means to fight back. But as long as the government says the magic words of “safety,” “health,” or “consumer protection” in asserting its restrictions, courts are content to turn a blind eye.
Because the right to earn a living is one of the basic rights that our Constitution was formed to protect, Cato has filed an amicus brief supporting the hair-braiders’ petition to the Supreme Court. We ask that the Court take Niang v. Tomblinson and establish that courts must meaningfully examine government incursions against this essential liberty, regardless where in the Fourteenth Amendment it finds the relevant right.
The background section was reprinted with permission under license from Cato at Liberty, with additional edits from other sources.
As a formerly incarcerated person who now is now an endocrinologist and professor at two world-renowned medical institutions – Johns Hopkins Medicine and Howard University College of Medicine – I believe this move is a positive one. People’s prior convictions should not be held against them in their pursuit of higher learning.
While I am enthusiastic about the decision to remove the criminal history question from the Common Application, I also believe more must be done to remove the various barriers that exist between formerly incarcerated individuals such as myself and higher education.
I make this argument not only as a formerly incarcerated person who now teaches aspiring medical doctors, but also as an advocate for people with criminal convictions. The organization I lead – From Prison Cells to PhD – helped push for the change on the Common Application.
My own story stands as a testament to the fact that today’s incarcerated person could become tomorrow’s professor. A person who once sold illegal drugs on the street could become tomorrow’s medical doctor. But this can only happen if such a person, and the many others in similar situations, are given the chance.
There was a time not so long ago when some in the legal system believed I did not deserve a chance. With three felony convictions, I was sentenced to 10 years in prison for drug trafficking as a prior and persistent career criminal. My prosecuting attorney once stated that I had no hope for change.
Today, I am Dr. Stanley Andrisse. As a professor at Johns Hopkins and Howard University, I now help train students who want to be doctors. I’d say that I have changed. Education was transformative.
US incarceration rates the highest
The United States needs to have more of this transformative power of education. The country incarcerates more people and at a higher rate than any other nation in the world. The U.S. accounts for less than 5 percent of the world population but nearly 25 percent of the incarcerated population around the globe.
Roughly 2.2 million people in the United States are essentially locked away in cages. About 1 in 5 of those people are locked up for drug offenses.
I was one of those people in prison not so long ago.
Early life of crime
Growing up in the Ferguson, North St. Louis area, I started selling drugs and getting involved with other crimes at a very young age. I was arrested for the first time at age 14. By age 17, I was moving substantial amounts of drugs across the state of Missouri and the country. By my early 20s, I found myself sitting in front of a judge and facing 20 years to life for drug trafficking charges. The judge sentenced me to 10 years in state prison.
When I stood in front of that judge, school was not really my thing.
Although I was a successful student athlete and received a near full scholarship to play football for Lindenwood University, a Division II college football program, I found it difficult to get out of the drug business. Suffice it to say, there were people in the drug world who wanted me to keep moving drugs. And they made it clear that they would be extremely disappointed if I were to suddenly stop. So I continued. For this reason, I didn’t view my undergraduate college experience the way I view education now.
A 2013 analysis of several studies found that obtaining higher education reduced recidivism – the rate of returning to prison – by 43 percent and was four to five times less costly than re-incarcerating that person. The bottom line is education increases personal income and reduces crime.
Despite these facts, education is woefully lacking among those being held in America’s jails and prisons. Nearly 30 percent of America’s incarcerated – about 690,000 people – are released each year and only 60 percent of those individuals have a GED or high school diploma, compared to 90 percent of the overall of U.S. population over age 25. And less than 3 percent of the people released from incarceration each year have a college degree, compared to 40 percent of the U.S. population.
Rejected by colleges
I had a bachelor’s degree by the time I went to prison but never got the chance to put it to use. Then something tragic happened while I was serving time that prompted me to see the need to further my education. Due to complications of diabetes, my father had his legs amputated. He fell into a coma and lost his battle with Type 2 diabetes. I was devastated. This experience made me want to learn more about how to fight this disease.
While incarcerated, I applied to six biomedical graduate programs. I was rejected from all but one – Saint Louis University. Notably, I had a mentor from Saint Louis University who served on the admission committee. Without that personal connection, I’m not sure I would have ever gotten a second chance.
I finished near the top of my graduate school class, suggesting that I was likely qualified for the programs that rejected me.
Restore Pell grants to incarcerated people
Based on the difficulty I experienced in going from prison to becoming a college professor, I believe there are things that should be done to remove barriers for incarcerated or formerly incarcerated people who wish to pursue higher education.
One of those barriers is cost. When the government removed Pell funding from prisons by issuing the "tough on crime” Law Enforcement Act of 1994, the vast majority of colleges offering courses in prison stopped. Due to the federal ban on receiving Pell grants while incarcerated, most of those serving time are not able to afford to take college courses while in prison. The Obama administration took a step toward trying to restore Pell grants for those in prison with the Second Chance Pell pilot. The program has given over 12,000 incarcerated individuals across the nation the chance to use Pell grants toward college courses in prison.
Through the program, 67 colleges and universities are working with over 100 prisons to provide college courses to the incarcerated.
Under the Trump administration, this program is at-risk of being discontinued at the end of 2018. Historically, some have argued that allowing Pell dollars to be used by those in prison takes precious Pell dollars from people who did not violate the law. However, the current Second Chance Pell pilot funding being directed to prisons, $30 million, accounts for 0.1 percent of the total $28 billion of Pell funding. Even if the program were expanded, based on historical levels, it would still amount to one-half of 1 percent of all Pell funding. This is justified by the impact that Pell dollars would have in prison in terms of reducing recidivism.
Remove questions about drug crimes from federal aid forms
Federal policymakers could increase opportunities by removing Question 23 on the federal student aid form that asks if applicants have been convicted of drug crimes. A 2015 study found that nearly 66 percent of would-be undergraduates who disclosed a conviction on their college application did not finish their application.
Federal student aid applicants likely feel the same discouragement. I felt discouraged myself when I was applying to graduate programs when I came across the question about whether I had ever been convicted of a crime. It made me feel like I was nothing more than a criminal in the eyes of the college gatekeepers.
Some university leaders immediately went on the defense.
Harvard University stated that it plans to continue to use race as an admission factor to “create a diverse campus community where students from all walks of life have an opportunity to learn from and with each other.”
But, why is diversity essential for the educational mission of U.S. universities?
Advocates for diversity in higher education emphasize a variety of reasons. They range from business oriented considerations, like the need for a diverse and well-educated workforce to meet the needs of an increasingly diverse marketplace or the belief that diversity fosters innovation and creativity. Another reason is based on the idea that diversity enriches the educational experience of all students on campus, not just minorities.
In addition to the reasons above, we believe that diversity is also an ethical obligation of American universities. We write not only as professors but as higher education administrators with a keen interest in diversity on campus. We believe that promoting diversity in our campuses helps fulfill the inclusive vision that gave birth to our nation. This vision became enshrined in the Declaration of Independence when it proclaimed that “all men are created equal.”
Sadly, the “all men are created equal” proclamation was not a guiding principle for our universities not so long ago. Quite the contrary, they fostered ideas that promoted racial disparagement and exclusion, causing great harm to the country in ways that we must still deal with today. For instance, black students were not admitted to the University of Texas and many other universities until the 1950s, and lack of black representation among students and faculty remains an issue. The pursuit of diversity now can help universities make amends for aggressive anti-diversity practices of the recent past.
Universities and eugenics
At the beginning of the 20th century, many administrators, alumni and faculty members from American universities were at the forefront of the eugenics movement, a pseudoscience that sought to improve the genetic qualities of human populations by selective breeding. The movement was led by presidents of elite private institutions like Harvard, Yale and Stanford, and also at public universities like Michigan and Wisconsin.
Eugenicists championed ideas of racial superiority. For them, the Nordic “race” – that is, people from Northern Europe, like Anglo-Americans – was the master race. Accordingly, they regarded Africans, Asians and even Southern and Eastern Europeans as inferior. They believed the immigration of these groups to the U.S. should be curtailed.
“The Nordic race will vanish or lose its dominance,” renowned Yale professor and economist Irving Fisher warned in 1921. Eugenicists were anti-diversity. They considered immigration and racial mixing a threat. They spoke of the “yellow peril,” the “flooding of the nation with foreign scum” and the arrival of “defectives, delinquents and dependents.” These views are not unlike President Trump’s recent complaints about Mexico sending “rapists” and “criminals,” or about admitting people into the U.S. from “shithole countries.”
The eugenecists’ ideas may not have predated the racial prejudices and segregationist practices that existed in the United States, but they provided academic validity to help sustain those prejudices and practices.
In 1896 the U.S. Supreme Court had paved the way for segregation when it ruled in Plessy v. Ferguson that keeping races “separate but equal” was constitutional. Then in the 1920s, at the height of the racial caste system known as “Jim Crow,” the U.S. government embraced new policies promoted by eugenicists.
Those policies included new anti-miscegenation laws that criminalizedinterracial marriage. They also included forced sterilization programs. These programs affected all racial groups but especially targeted women, minorities and the poor. Eugenicists advocated effectively for forced sterilization in court cases that remained the law of the land for decades.
The eugenics movement also actively advocated in Congress for policies to prevent immigration by “undesirable” racial and ethnic groups. And the movement succeeded. With the Immigration Act of 1924, Congress implemented quotas that favored immigration from Northern Europe and drastically reduced arrivals of Eastern European, Jews, Italians and Africans. It completely stopped immigration from Asia.
These policies were developed to reverse fears of what President Theodore Roosevelt called “race suicide” or the dwindling of the Anglo-American “stock.”
Reversing a racist past
New York lawyer Madison Grant, a graduate of Yale and Columbia, was a prominent eugenicist and friend of President Theodore Roosevelt. In 1916 he published “The Passing of the Great Race,” widely considered the most influential eugenics book. Grant attempts to use science to justify racism. The book was translated to German and after he became Fürher, Adolf Hitler wrote a fan letter to Grant thanking him and praising the book as “his Bible.”
The fact that thinkers from prestigious American universities provided the intellectual foundations for Hitler’s racial cleansing policies is scarcely mentioned in our country. We believe it is time for universities to undertake a discussion about this disturbing chapter of their history – a time when their own community led the development of white supremacist ideologies.It is also timely to reflect on the extraordinary impact universities can have in our nation and the world. A century after the misguided eugenics movement took a hold of higher education in the U.S., most universities now actively work to be inclusive and diverse. They must embrace their renewed values and help lead our nation toward a more just and equitable future.
Betsy DeVos exposed the education reform movement’s pitfalls in her highest-profile media appearance to date.
President Donald Trump’s education secretary got the job based on her years of advocacy for expanding “school choice,” especially in Michigan, her home state. Yet she stumbled when Lesley Stahl asked her in a widely watched CBS “60 Minutes” interview to assess the track record for those efforts.
“I don’t know. Overall, I – I can’t say overall that they have all gotten better,” DeVos stammered.
It’s not just Michigan or Midwestern conservatives. Policymakers and philanthropists across the ideological spectrum and the nation have teamed up to reform public education for decades, only to find that their bold projects have fallen short. Regardless of the evidence, however, top-down reform remains the standard among politicians and big donors.
Still, the larger ethos of reform hasn’t changed. And none of the leaders of this effort, including DeVos, appear to be wavering in their efforts, even when challenged with evidence, as happened during her cringe-inducing “60 Minutes” interview.
But it has routinely failed to produce promised results. Today, educators, scholars and policymakers now almost universally regard No Child Left Behind as a washout. And many critiques of Obama-era reform efforts have been equally blistering.
Nevertheless, the core approach to federal education policy has not markedly changed.
The chief reason that all this activity has produced so little change, in my view, is that the movement’s populist politics encourage reformers to make promises beyond what they can reasonably expect to deliver. The result, then, is a cycle of searing critique, sweeping proposal, disappointment and new proposal. The particulars of each recipe may differ, but the overall approach is always the same.
Beyond this dysfunctional cycle, the other big reason the school reform movement has consistently come up short has to do with an approach that is both too narrow and too generic.
Ever since 1966, when Johns Hopkins University sociologist James S. Coleman determined in his government-commissioned report that low-income children of color benefit from learning in integrated settings, most education researchers have agreed that economic inequality and social injustice are among the most powerful drivers of educational achievement gaps. What students achieve in a school, in other words, reflects their living conditions outside its walls.
Yet rather than addressing the daunting issues like persistent poverty that shape children’s lives and interfere with their learning, education reformers have largely embraced a management consultant approach. That is, they seek systems-oriented solutions that can be assessed through bottom-line indicators. This has been particularly true in the case of conservatives like DeVos, who even in her stand against the public education “system,” has proposed a new kind of system – school choice – as a solution.
At the same time, reformers of all stripes have tried to enact change at the largest possible scale. To work everywhere, however, education reforms must be suitable for all schools, regardless of their particular circumstances.
This cookie-cutter approach ignores educational research. Scholars consistently find that schools don’t work that way. I believe, as others do, that successful schools are thriving ecosystems adapted to local circumstances. One-size-fits-all reform programs simply can’t have a deep impact in all schools and in every community.
Perhaps this flawed approach to education reform has survived year after year of disappointing results because policy leaders, donors and politicians tend not to challenge each other on the premise that the ideal of school reform requires a sweeping overhaul – even though they may disagree about the best route. DeVos may be criticized for her dogmatic demeanor, but her approach is fairly mainstream in most regards.
Additionally, many leading reformers generally subscribe to the ethos of educational entrepreneurism. They consider visionary leadership as essential, even when leaders have scant relevant professional experience. That was the case with DeVos before she became education secretary. As outsiders operating within a complex system, however, reformers often fail take the messy real-world experiences of U.S. schools into account.
Finally, the reformers see failure as an acceptable part of the entrepreneurial process. Rather than second-guess their approach when their plans come up short, they may just believe that they placed the wrong bet. As a result, the constant blare of pitches and promises continues. And it’s possible that none of them will ever measure up, no matter the evidence.
Editor’s note: This article incorporates elements of a story published on March 8, 2018, and the Bill and Melinda Gates Foundation is a strategic partner of The Conversation US and provides funding for The Conversation internationally.
“A library outranks any other one thing a community can do to benefit its people. It is a never failing spring in the desert.” – Andrew Carnegie
By Arlene Weismantel, Michigan State University
The same ethos that turned Andrew Carnegie into one of the biggest philanthropists of all time made him a fervent proponent of taxing big inheritances. As the steel magnate wrote in his seminal 1899 essay, The Gospel of Wealth:
“Of all forms of taxation this seems the wisest. By taxing estates heavily at death the State marks its condemnation of the selfish millionaire’s unworthy life.”
Carnegie argued that handing large fortunes to the next generation wasted money, as it was unlikely that descendants would match the exceptional abilities that had created the wealth into which they were born. He also surmised that dynasties harm heirs by robbing their lives of purpose and meaning.
He practiced what he preached and was still actively giving in 1911 after he had already given away 90 percent of his wealth to causes he cared passionately about, especially libraries. As a pioneer of the kind of large-scale American philanthropy now practiced by the likes of Bill Gates and George Soros, he espoused a philosophy that many of today’s billionaires who want to leave their mark through good works are still following.
A modest upbringing
The U.S. government had taxed estates for brief periods ever since the days of the Founders, but the modern estate tax took root only a few years before Carnegie died in 1919.
That was one reason why the great philanthropist counseled his fellow ultra-wealthy Americans to give as much of their money away as they could to good causes – including the one he revolutionized: public libraries. As a librarian who has held many leadership roles in Michigan, where Carnegie funded the construction of 61 libraries, I am always mindful of his legacy.
Carnegie’s modest upbringing helped inspire his philanthropy, which left its mark on America’s cities large and small. After mechanization had put his father out of work, Carnegie’s family immigrated from Dunfermline, Scotland, to the U.S. in 1848, where they settled in Allegheny, Pennsylvania.
The move ended his formal education, which had begun when he was eight years old. Carnegie, then 13, went to work as a bobbin boy in a textile factory to help pay the family’s bills. He couldn’t afford to buy books and he had no way to borrow them in a country that would have 637 public libraries only half a century later.
In 1850, Carnegie, by then working as a messenger, learned that iron manufacturer Colonel James Anderson let working boys visit his 400-volume library on Saturdays. Among those books, “the windows were opened in the walls of my dungeon through which the light of knowledge streamed in,” Carnegie wrote, explaining how the experience both thrilled him and changed his life.
Books kept him and other boys “clear of low fellowship and bad habits,” Carnegie said later. He called that library the source of his largely informal education.
Carnegie eventually built a monument to honor Anderson. The inscription credits Anderson with founding free libraries in western Pennsylvania and opening “the precious treasures of knowledge and imagination through which youth may ascend.”
Carnegie believed in exercising discretion and care with charitable largess. People who became too dependent on handouts were unwilling to improve their lot in life and didn’t deserve them, in his opinion. Instead, he sought to “use wealth so as to be really beneficial to the community.”
For the industrial titan, that meant supporting the institutions that empower people to pull themselves up by their bootstraps like universities, hospitals and, above all, libraries.
In Carnegie’s view, “the main consideration should be to help those who will help themselves.” Free libraries were, in Carnegie’s opinion, among the best ways to lend a hand to anyone who deserved it.
Carnegie built 2,509 libraries in the late 19th and early 20th centuries, 1,679 of them across the U.S. in nearly every state. All told, he spent US$55 million of his wealth on libraries. Adjusted for inflation, that would top $1.3 billion today.
Some were grand but about 70 percent of these libraries served towns of less than 10,000 and cost less than $25,000 (at that time) to build.
A lasting legacy
Through Carnegie’s philanthropy, libraries became pillars of civic life and the nation’s educational system.
More than 770 of the original Carnegie libraries still function as public libraries today and others are landmarks housing museums or serving other public functions. More importantly, the notion that libraries should provide everyone with the opportunity to freely educate and improve themselves is widespread.
I believe that Carnegie would be impressed with how libraries have adapted to carry out his cherished mission of helping people rise by making computers available to those without them, hosting job fairs and offering resume assistance among other services.
Public libraries in Michigan, for example, host small business resource centers, hold seminars and provide resources for anyone interested in starting their own businesses. The statewide Michigan eLibrary reinforces this assistance through its online offerings.
Outside of government, Carnegie’s ideas about philanthropy are still making a difference. In the Giving Pledge, contemporary billionaires, including Bill and Melinda Gates and Warren Buffett, have promised to give away at least half of their wealth during their lifetimes to benefit the greater good instead of leaving it to their heirs.
Following in Carnegie’s footsteps, the Gates family has supported internet access for libraries in low-income communities and libraries located abroad. Several billionaires, including Buffett, have publicly professed their support for the estate tax. A philosophy of giving and public responsibility may be one of Carnegie’s most enduring legacies.
Editor’s Note: The Bill and Melinda Gates Foundation is a strategic partner of The Conversation US and provides funding for The Conversation internationally as does the Carnegie Corporation of New York.
By Derek Black – Professor of Law, University of South Carolina
A federal district court judge has decided that Gardendale – a predominantly white city in the suburbs of Birmingham, Alabama – can move forward in its effort to secede from the school district that serves the larger county. The district Gardendale is leaving is 48 percent black and 44 percent white. The new district would be almost all white.
The idea that a judge could allow this is unfathomable to most, but the case demonstrates in the most stark terms that school segregation is still with us. While racial segregation in U.S. schools plummeted between the late 1960s and 1980, it has steadily increased ever since – to the the point that schools are about as segregated today as they were 50 years ago.
As a former school desegregation lawyer and now a scholar of educational inequality and law, I have both witnessed and researched an odd shift to a new kind of segregation that somehow seems socially acceptable. So long as it operates with some semblance of furthering educational quality or school choice, even a federal district court is willing to sanction it.
While proponents of the secession claim they just want the best education for their children and opponents decry the secession as old-school racism, the truth is more complex: Race, education and school quality are inextricably intertwined.
Rationalizing Gardendale’s segregation
In some respects, Gardendale is no different from many other communities.
Thirty-seven percent of our public schools are basically one-race schools – nearly all white or all minority. In New York, two out of three black students attend a school that is 90 to 100 percent minority.
In many areas, this racial isolation has occurred gradually over time, and is often written off as the result of demographic shifts and private preferences that are beyond a school district’s control.
The Gardendale parents argued their motivations were not about race at all, but just ensuring their kids had access to good schools. The evidence pointed in the other direction: In language rarely offered by modern courts, the judge found, at the heart of the secession, “a desire to control the racial demographics of [its] public schools” by “eliminat[ing]… black students [from] Gardendale schools.”
Still, these findings were not enough to stop the secession. As in many other cases over the past two decades, the judge conceded to resegregation, speculating that if she stopped the move, innocent parties would suffer: Black students who stayed in Gardendale would be made to feel unwelcome and those legitimately seeking educational improvements would be stymied.
Simply put, the judge could not find an upside to blocking secessionists whom she herself characterized as racially motivated.
As such, the court held that Gardendale’s secession could move forward. Two of its elementary schools can secede now, while the remaining elementary and upper-level schools must do so gradually.
The problem with conceding to segregation
Unfortunately, there’s no middle ground in segregation cases. No matter what spin a court puts on it, allowing secessions like Gardendale’s hands racism a win.
While it’s true that stopping the secession may come with a cost to members of that community who have done nothing wrong, our Constitution demands that public institutions comply with the law. That is the price of living in a democracy that prizes principles over outcomes.
In this case, the constitutional principles are clear. In Brown v. Board of Education, the Supreme Court held that there is no such thing as separate but equal schools: Segregated schools are “inherently unequal.”
Rather than stick to these principles, the judge in the Gardendale case seemingly tried to strike a bargain with segregation. As long as Gardendale appoints “at least one African-American resident” to its school board and does not do anything overtly racist moving forward, the court will allow the city to pursue its own agenda.
The sordid roots of school quality – and inequality
The ruling in Gardendale is a step toward reinforcing an unfortunate status quo in Alabama.
Alabama is one of a handful of states that amended its state constitution in an attempt to avoid desegregation in the 1950s. The amendment gave parents the right to avoid sending their kids to integrated schools and made clear that the state was no longer obligated to fund public education. Alabama preferred an underfunded and optional educational system to an integrated one. Courts quickly struck down the discriminatory parts of the new constitution, but the poor state education system remained.
Today, student achievement in Alabama ranks dead last – or near it – on every measure. Most communities don’t have the resources to do anything about it. Funding is relatively low – and unequal from district to district. Even after adjusting for variations in regional costs, a recent study shows that the overwhelming majority of schools in Alabama are funded at ten percent or more below the national average and another substantial chunk is thirty-three percent or more below the national average.
Parents trapped in under-resourced schools understandably feel like they need to take action. But rather than demanding an effective and well-supported statewide system of public schools, parents with the means often feel compelled to isolate their children from the larger system that surrounds them.
And while whites and blacks struggle over the future of Gardendale’s schools, the real culprits – the current state legislature and the segregationists who gutted public education in Alabama decades ago – go unchallenged.
The path forward leads through equal public education
The education system in Alabama, like in so many other states, is rigged against a large percentage of families and communities: Those with less money tend to get a worse education. Until these states reform their overall education funding systems, the inequalities and inadequacies that they produce will continue to fuel current racial motivations.
The lawsuit in Gardendale was a poor vehicle for fixing Alabama’s education system: The state’s overall education system was not on trial. The only issue before the court was a racially motivated district line in one small community.
But our small communities are connected to larger education systems.