America recently marked the 65-year anniversary of the Supreme Court’s decision in Brown v. Board of Education – a landmark case intended to abolish the “separate-but-equal” doctrine of racial segregation in schools.
But the racial makeup of today’s schools actually owes itself to a series of other court decisions – including one issued 45 years ago on July 25, 1974. The Milliken v. Bradley decision sanctioned a form of segregation that has allowed suburbs to escape being included in court-ordered desegregation and busing plans with nearby cities.
A 1974 Supreme Court decision found that school segregation was allowable if it wasn’t being done on purpose.
The Milliken decision recognized “de facto” segregation – segregation that occurs as a result of circumstances, not law. This allowed schools in the North to maintain racially separate schools at the same time southern schools were being ordered by the courts to desegregate. By giving suburbs a pass from large mandated desegregation attempts, it built a figurative wall around white flight enclaves, essentially shielding them from the “crisis” of urban education.
Upholding segregation
Outside a few voluntary and limited programs such as METCO in Boston and Springfield, Massachusetts, or Chapter 220 in Milwaukee, Wisconsin, that enabled a small number of children from cities to attend schools in the suburbs or more affluent areas, northern school districts remained largely segregated.
The decision ruled that social segregation was permissible and therefore exempt from court-ordered, “forced” desegregation plans. That is, the court said, if segregation occurred because of certain “unknowable factors” such as economic changes and racial fears – not a law – then it’s legal.
Originating in Detroit, a major destination of the Great Migration, the mass movement of southern African Americans to northern cities, the decision dictated how desegregation would proceed outside the South, if at all.
But the nation largely understood segregation to be an issue confined to the South. Milliken brought the freedom struggle’s call for integration to the North.
A new legal front
Twenty years after the Brown decision, the NAACP, Urban League and civil rights activists documented how segregation led to underfunded and inferior schooling across the North in cities like Chicago, New York and Detroit.
Black activists in Detroit like Rev. Albert Cleage, the NAACP and black parents in segregated housing and schools began to demand education reform as the freedom struggle intensified during the 1940s. They demanded things that ranged from community control to integration in all schools as opposed to token desegregation. By 1970, the NAACP demanded a desegregated school system as promised by Brown and filed a lawsuit against the governor, William Milliken.
As the Milliken case worked its way through the courts from 1970 to 1974, the nature of public education was changing. Millions of whites abandoned the cities for suburban enclaves. Like the rest of the North, Detroit experienced dramatic population shifts that decimated public schools. From the 1950s through 1970s, Detroit lost over 30% of its white population to the suburbs, where the population climbed to over 3 million. By the 1970s students of color comprised nearly 75% of a once majority-white system. More affluent whites and the few families of color who fled left behind a depleted tax base that starved public schools, as described in Jeffrey Mirel’s “The Rise and Fall of an Urban School System.”
Desegregation dreams deferred
To address the issue of persistent segregation, the Supreme Court consented in the 1971 Swann v. Mecklenburg decision to busing students outside their neighborhood schools in North Carolina as a solution to segregation.
Following the spirit of Swann, a United States district judge for the Eastern District of Michigan named Stephen J. Roth, issued one of the most extensive desegregation orders of the era in 1972. Roth’s plan called for the two-way integration of 780,000 students across not only Detroit, but school districts in a tri-county area.
The plan was never put into action because of the 1974 Supreme Court Milliken decision.
Districts could still voluntarily bus – but busing was so unpopular and politically untenable in 1974 that few attempted it in any serious manner. A narrow 5-4 majority of justices determined that “racial imbalance” in Detroit – and by inference in other U.S. cities – was caused by “de facto” segregation.
Justice Potter Stewart wrote in his concurring opinion that segregation in Detroit was “caused by unknown and perhaps unknowable factors such as in-migration, birth rates, economic changes, or cumulative acts of private racial fears.” In other words, the justices in the majority – most of them appointed by President Richard Nixon – found that the suburbs should not be subject to busing.
In a scathing dissent, Justice Thurgood Marshall, the lead counsel for the NAACP when the Brown case was brought to the court and who was appointed to the Supreme Court in 1967, wrote: “After 20 years of small, often difficult steps (toward equal justice under law) the Court today takes a giant step backwards.” He said the Court revived “the same separate and inherently unequal education … afforded in the past.”
Milliken put forth the convenient narrative that segregation in the North was natural and therefore permissible. It also freed northern school districts from being forced to participate in large-scale solutions to segregation and unequal education outside their boundaries.
I believe continuing to ignore Milliken covers up the ongoing segregation of America’s schools today and the nation’s collective, ongoing failure to improve public education in the spirit of Brown.
Republished with permission under license from The Conversation.
Obama Sends Letter to Prisoner He Freed Who Turned Her Life Around
President Obama let Danielle Metz out of prison. Then she enrolled in college and made the dean's list. Obama heard about Metz's success and sent a letter telling her how proud he is of her for turning her life around and graduating college.
“I am so proud of you, and am confident that your example will have a positive impact for others who are looking for a second chance, Tell your children I say hello, and know that I’m rooting for all of you.”
Barack Obama's letter to Danielle Metz. (Photo: Danielle Metz)
Danielle Metz's full story about her journey from jail to college is below.
From prison to dean’s list: How Danielle Metz got an education after incarceration
by CASEY PARKS
NEW ORLEANS – The sun glowed gold, and a second line parade was tuning its horns just a few streets away. But Danielle Metz had missed half her life already, and she couldn’t spare the afternoon, even one as unseasonably warm as this mid-February Sunday.
She climbed the stairs to the shotgun house her mom had bought in uptown New Orleans more than half a century ago. Metz slipped through the screen door, then shut it tight enough to keep out the sun. Inside, she dug through a box next to her bed and pulled out the clothbound journal that a woman had given her in 1996, when they were both incarcerated in the Federal Correctional Institute in Dublin, California. Metz hadn’t kept much from the 23 years she spent in prison, but the journal had been too special to leave behind. She opened it and read the dedication as a reminder of what she hoped to accomplish now that she was out.
“To Danielle — There’s so many things we can’t get in here, but knowledge and education can’t be kept out by walls.”
Growing up, Metz had believed that college was for white kids and for “Huxtables” — black people she named after the upper-middle-class family in “The Cosby Show.” She knew, as she looked at the laptop screen, how improbable people might think earning a degree would be for her now. She’d dropped out of high school her junior year. At 26, a judge had sentenced Metz to three life sentences plus another 20 years for her role in her husband’s cocaine distribution. She’d thought she’d never see New Orleans again, let alone visit a university.
Even after President Barack Obama granted her clemency in 2016, Metz believed she couldn’t go to college. Nationwide, less than 4 percent of formerly incarcerated people have a bachelor’s degree, according to a report released last year. The chances seemed especially low in Metz’s home state. Louisiana had long held twin records, the world’s highest incarceration rate, and the country’s lowest rate of black college graduates. Put together, this meant tens of thousands of residents lacked a viable pathway to middle-class security.
But lawmakers had come to believe that a change was imperative for the state’s future. In 2017, Louisiana became the first state in the nation to “ban the box” on public college and university applications, prohibiting school officials from asking whether an applicant has a criminal record. Metz knew that people across the country were working to help people like her go to college after prison. Though Illinois and New York failed to pass “ban the box” measures for university applications, several other states are trying to follow Louisiana’s lead. And federal lawmakers from both parties are pushing to allow incarcerated people to access Pell Grants, financial aid that they’ve been barred from using since Metz first went to prison.
Metz was grateful for the legal shifts, but political momentum alone would not carry her through school. As the parade began its march through Uptown, she scrolled through the university’s website and hovered over the tab marked “current students.” She had no idea how long it would take or how much it might cost, but Metz didn’t care. She was going to college.
Metz grew up the youngest of nine children in a city barreling toward chaos. As a kid, she considered herself lucky. Both of her parents worked — her father as a cement finisher, her mother in a bakery — and together they earned enough to buy a home three miles away from the St. Thomas Projects, a public housing development where many other black families lived. St. Thomas was so poor and violent when Metz was young that Sister Helen Prejean described the neighborhood in the opening of her book “Dead Man Walking” as “not death row exactly, but close."
Even as a little girl, Metz knew people who’d gone to jail, but her neighborhood was quiet, and her parents were dreamers. For years, her father urged her to become a nurse. Metz knew the job required a college degree, but she didn’t know anyone who’d earned one. In 1980, the year Metz enrolled at Walter L. Cohen High School, more than half the city’s black adults didn’t have even a high school diploma, let alone a university credential.
Instead, Metz longed to become a hairstylist. She’d practiced since she was a little girl on her mom, whose locks grew in so straight that people speculated she must have white ancestors. But even that goal felt unreachable after Metz became pregnant in 1985, her junior year of high school. She dropped out and assumed she wouldn’t have a career. She’d be a mother instead.
Six months after Metz gave birth to her son, Carl, his father was murdered.
Metz became a single mother just as the state’s economy was collapsing. Louisiana had long been dependent on oil — profits from the natural resource accounted for nearly half of the state’s budget then. But the price per barrel began falling in 1981, and by the mid-1980s, one in eight Louisiana workers was unemployed, the highest rate in the nation. New Orleans lost nearly 10,000 jobs, leaving few openings for a teenage mother with no credentials or documentable skills.
Metz didn’t take time to grieve. Most black people in New Orleans knew someone who’d been killed, she said. Instead, she started looking for someone to help raise her child.
Glenn Metz had money. He’d grown up poor in the Calliope housing projects, one of the most violent neighborhoods in New Orleans, but he owned two tow-truck companies by the time Metz met him. At age 30, he possessed the kind of quiet maturity that Metz, then 18, thought would make him a good substitute father for Carl. Glenn Metz wore such nice clothes and jewelry the night Metz met him that she suspected he at least dabbled in drug-dealing, but she told herself his business had nothing to do with her.
Growing up, Metz believed that college was for white kids and for “Huxtables” — black families she named after the upper-middle-class family in “The Cosby Show.” Cheryl Gerber/The Hechinger Report
According to federal prosecutors, Glenn Metz formed a drug ring just before he met the girl who would become his wife. Between 1985 and 1992, Glenn Metz and his crew came to dominate St. Thomas and Calliope, prosecutors said, distributing more than 1,000 kilos of cocaine and killing 23 rivals. Glenn Metz sat atop an organization manned by more than half a dozen enforcers, two of whom, prosecutors said, drove through town in an armor-plated pickup with the word “homicide” spelled out on the hood in gold letters.
Metz spent most of those years at home. “The Cosby Show” debuted the year she should have graduated high school, and she watched it and its college-based spin-off “A Different World” every week, dreaming of the life she wished she had. She took a few beauty school classes and occasionally cut hair in someone’s home, but Glenn Metz didn’t like when she left the house, she said. They married in 1989, and Metz soon gave birth to their daughter, Gleneisha. Metz didn’t have a social security number or any way to make money on her own. When Glenn Metz told her to ride with her aunt to deliver a few packages to Houston, Metz said, she did it.
Crack cocaine was spreading through black neighborhoods across the country then, and lawmakers blamed the drug for an increase in inner-city violence. New Orleans was especially hard hit. In 1990, the city topped 300 murders for the first time. Nearly every edition of The Times-Picayune that year carried news of cocaine busts. Police arrested scores of black men, including Metz’s older brother, Perry Bernard, for possession. As the city’s murder rate rose to the nation’s highest, investigators worked to take down Glenn Metz. His was the biggest and most violent drug ring in the city, prosecutors said. They indicted him and eight others, including Metz, in the summer of 1992.
Metz, who’d been temporarily living in Las Vegas with her husband before the indictment, fled to Jackson, Mississippi. She rented an apartment near Jackson State University and planned to enroll after the investigation concluded. When police arrested her there in January 1993, Metz figured she’d just get probation. Most people she knew went to jail “seasonally.” Her older brother had drifted in and out before a 1989 arrest netted him 13 years in a state prison.
After crack cocaine became popular, Congress adopted the Anti-Drug Abuse Act of 1986, establishing for the first time mandatory minimum sentences triggered by specific quantities of cocaine. The penalties were worse for defendants charged with possession or distribution of crack cocaine, favored by African-Americans, than for those accused of possessing or distributing the powder cocaine primarily used by white people.
But Metz, 25 then, had never had so much as a traffic ticket. She believed her involvement in her husband’s narcotics sales was minimal enough that prosecutors would let her go with a warning. Police did not find any drugs with her, and she was never implicated in any violence.
Instead, federal authorities charged Metz and her co-defendants under the Racketeer Influenced and Corrupt Organizations Act. Lawmakers created RICO in the 1970s under President Richard Nixon as a tool to combat the Mafia, but prosecutors increasingly used it in the 1980s to fight drug rings. The charges under RICO carried automatic sentences of life in prison without parole.
The U.S. attorneys who prosecuted her case presented witnesses who were major narcotics suppliers or small-time drug dealers. They testified that Metz had driven packages to Houston for her husband and, on occasion, accepted cash payments and wired money to suppliers. The jury decided she was guilty.
Four months later, in mid-December, U.S. District Judge A.J. McNamara sentenced Metz to three life sentences plus another 20 years in federal prison.
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.
Jessie Dean Gipson Simmons, shown top center about age 37, c. 1961. [Clockwise: daughter Angela, sons Obadiah Jerone, Jr. and Carl, and husband Obadiah Jerone, Sr.; daughters Carolyn and Quendelyn are not pictured] Simmons family archives, Author provided
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.
Fighting back
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.
There are currently 573 federally recognized tribes in the United State. Last month, our nation celebrated Columbus Day, celebrating a man responsible for unspeakable atrocities against millions of native people.
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.
Borrowers must follow a complex set of rules in order to be eligible for the Public Service Loan Forgiveness program. As a professor who studies federal financial aid policies, I explain these rules below so that up to 1 million borrowers who have expressed interest in the program can have a better shot at receiving forgiveness.
What counts as public service?
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.
Republished with permission under license from The Conversation.
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.
Case Background
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.
one Tameka Stigers
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.
Ndioba Niang
In 2016, U.S. Magistrate Judge John Bodenhausen upheld the requirements, and the 8th U.S. Court of Appeals agreed in January. A petition for writ of certiorari was filed on April 11, 2018 with the U.S. Supreme Court. However, the Missouri Legislature passedHouse Bill 1500 which eased the rules on hair- braiding, although those new rules have yet to take effect.
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.
“‘How I Learned to Read – and Trade Stocks – in Prison,’ by Curtis ‘Wall Street’ Carroll.
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.
The transformative power of education
Education provides opportunities for people with criminal records to move beyond their experience with the penal system and reach their full potential. The more education a person has, the higher their income. Similarly, the more education a person has, the less likely they are to return to prison.
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.
Inmate Terrell Johnson, a participant in the Goucher College Prison Education Partnership at Maryland Correctional Institution-Jessup, speaks with then-Education Secretary Arne Duncan in 2015.Patrick Semansky/AP
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.
This question also disproportionately effects people of color, since people of color are disproportionately impacted by the criminal justice system. Furthermore, the question runs the risk of making formerly incarcerated people feel isolated and less valuable than those who’ve never gotten in trouble with the law.
When people who have been incarcerated begin to feel like they don’t belong and higher education is not for them, our nation will likely not be able to realize their potential and hidden talents.
It will be as if we have locked them up and thrown away the key.
Republished with permission under license from The Conversation.
Some university leaders immediately went on the defense.
Historically, many American universities helped lay the foundation for eugenics, a pseudoscience used to justify racism. Helioscribe/www.shutterstock.com
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.”
Beyond teaching eugenics on campus – 376 American colleges were offering courses on the subject by the late 1920s – these academic leaders and their followers worked hard to take eugenics ideas mainstream – and did so “with considerable effect,” according to Harvard Magazine.
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.
Melville W. Fuller (1833-1910), eighth chief justice of the United States Supreme Court from 1888 through 1910. The court decided in favor of racial segregation in the Plessy v. Ferguson case of 1896.Everett Historical/www.shutterstock.com
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.”
It was only after the Holocaust that the U.S., rather slowly, abandoned its own eugenicist policies. Interracial marriage was still forbidden in 16 states when it was declared unconstitutional in 1967. Coerced or involuntary sterilizations continued to happen into the 1970s.
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.
Republished with permission under license from The Conversation.
Betsy DeVos, shaking hands at a school choice rally shortly before she became education secretary in 2017. AP Photo/Maria Danilova
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.
As an educational policy scholar, I have identified a few reasons why school reform efforts so persistently get lackluster results, as well as why enthusiasm for reform hasn’t waned. Despite its long-term failure, large-scale education reform maintains consistent bipartisan support and is backed by roughly US$4 billion a year in philanthropic funding derived from some of the nation’s biggest fortunes.
Shiny objectives
DeVos may be a uniquely polarizing figure, but she is hardly the first federal leader to champion school reform.
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.
Former PBS NewsHour education correspondent John Merrow sums up his book ‘Addicted to Reform,’ which describes the pitfalls of the K-12 reform movement.
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.
Cookie cutters
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.
Sean Reardon, a Stanford University professor, discusses the gap between how low-income and rich students perform academically.
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.
Entrepreneurial outsiders
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.
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.
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.