Two Mandatory Courses For Sen. Chad Barefoot’s Ridiculous Replacement for Governor’s School

If you remember, the recent North Carolina Senate budget included a provision offered by Sen. Chad Barefoot to do away with more liberal arts opportunities for our students and replace those prospects with state funded “camps” to teach students how to legislatively run the state in the same manner as the current powers that be.

Amendment #2 to Senate Bill 257 proposes to establish a “Legislative School For Leadership and Public Service” using the very funds that would have financed Governor’s School starting in 2018-2019 (https://ncleg.net/Applications/BillLookUp/LoadBillDocument.aspx?SessionCode=2017&DocNum=4282&SeqNum=0) .

Actually, it could be called a “Legislative School for Gerrymandered Boroughs and Public Policy to Promote Total Discrimination,” but why split hairs?

I hope that Sen. Barefoot makes sure to include a couple of prerequisite courses for those lucky students fortunate enough to use taxpayer money to learn from his creation.

They should learn their shapes and how to draw well in a gerrymandering district redrawing course. For instance,

12th

No. That is not an internal organ. It is not a paramecium. It is not an ink blot. It is not a lake on a map. It is a real shape.

And the shape is called “Gerrymander.” Students at the “Legislative School for Gerrymandered Boroughs and Public Policy to Promote Total Discrimination” use shapes like this to help draw maps of voter districts.

See how it looks on a real map? Looks just like the 12th congressional district. It somehow connects Winston-Salem, Greensboro, High-Point, Charlotte, and multiple sites in between in a way that only crafty politicians can do. In fact, this district was called the most gerrymandered in the nation (https://www.washingtonpost.com/news/wonk/wp/2014/05/15/americas-most-gerrymandered-congressional-districts/?utm_term=.6a56823e620f).

12th2

There are more shapes. Some even represent parasites sucking the blood right out of the democratic process.

1st

Looks like a tick sucking out the blood of its victim, but in actuality, this is a shape called “Unconstitutional” and it can also be used on maps.

Like here in the 1st district in North Carolina.

1st2

Sen. Barefoot will also want to make sure to include a class for students at the “Legislative School for Gerrymandered Boroughs and Public Policy to Promote Total Discrimination” on crafting policy that will eventually be struck down in the legal court system or have judgement passed against it in the court of public opinion.

Think about the recent decisions by the Supreme Court concerning the gerrymandering of congressional districts.

Think about the recent decision by the Supreme Court to not “revive a restrictive North Carolina voting law that a federal appeals court had struck down as an unconstitutional effort to ‘target African-Americans with almost surgical precision’”(https://www.nytimes.com/2017/05/15/us/politics/voter-id-laws-supreme-court-north-carolina.html?_r=0).

Think about other decisions in state and federal courts that have rejected legislation brought forth by Sen. Barefoot and his cronies like separation of powers, redrawing school board districts (Wake county), and removing existing teacher due-process rights.

And then of course, there is the infamous “Bathroom Bill” which cost North Carolina untold amounts of revenue and stains in reputation.

But that is no matter, because that’s what the “Legislative School for Gerrymandered Boroughs and Public Policy to Promote Total Discrimination” is supposed to do – keep North Carolina moving in the direction that Sen. Barefoot and his ilk has us moving.

Backwards.

To the past.

But please do not tell him that “Legislative School for Gerrymandered Boroughs and Public Policy to Promote Total Discrimination” has the initials LGBT in it.

He’ll probably want to make a new amendment.

The North Carolina Senate’s Education Budget and The Rise of “Pathologia Boven Excrementum”

NC_General_Assembly

“Frankly, we believe a better use of tax dollars is to move those from an unaccountable bureaucracy and into the classroom where those dollars will actually benefit students.” – Sen. Chad Barefoot, May 17th, 2017 (http://www.wral.com/senate-proposes-cutting-8-state-education-staffers-including-42-year-employee/16707728/).

The above was stated by Barefoot in response to questions as to why the recent NC Senate budget proposal calls for a 25 percent cut to the operating budget for the Department of Public Instruction and the elimination of eight positions in state education offices.

This is also the same budget that actually according to an NEA report is reducing the amount of money our state will spend per student.

“NEA’s report also found that North Carolina is projected to be ranked 43rd in the nation in per-pupil spending. It ranked 42nd last year. North Carolina is projected to spend $8,940 per student, down from $8,955 the prior year” (http://www.wral.com/nc-ranks-35th-in-nation-for-teacher-pay-ranked-41st-last-year/16693105/).

That certainly puts Barefoot’s mantra of “The money should follow the child” into perspective (http://www.ncpolicywatch.com/2015/09/23/bill-sets-up-charter-schools-to-receive-funds-for-services-they-dont-provide/).

But of course Barefoot’s explanation is nothing more than a political form of “Pathologia Boven Excrementum” which is a euphemistic way of saying that lawmakers like Barefoot may have reached a point where they truly believe the very lies they continuously spout about prioritizing public education.

Ironic that much of that tax money Barefoot claims to be saving from “unaccountable bureaucracy” to make sure that money “reaches classrooms to benefit students” actually has been tagged by Barefoot and his ilk for other forms of “unaccountable bureaucracy” and will never “reach classrooms to benefit students.”

Consider the Opportunity Grants that have not been shown to increase student achievement in comparable measures for students who use them. Barefoot was a sponsor of Senate Bill 862 that called for more money for those vouchers.

And these voucher are anything but transparent and free from proper oversight. Just read Duke University’s report:  https://law.duke.edu/childedlaw/School_Vouchers_NC.pdf. Furthermore, they almost all go exclusively to religious-based schools.

Consider then the new “super-voucher” bill, SB603. Dr. Diane Ravitch, probably the foremost voice in educational history and reform research, even shared reasons why such a bill would be disastrous to public schools – https://dianeravitch.net/2017/05/13/an-urgent-message-to-the-citizens-of-north-carolina/.

She mentions potential for fraud and lack of accountability. It also seems odd that it would alienate children who were not able to get the “super voucher” who remained in traditional public schools that were receiving less money because of the senate’s budget.

Now that’s making sure the money is following the child. Not. It’s just replacing “unaccountable bureaucracy” with “unaccountable reform.”

But Barefoot is no stranger to “unaccountable reform” movements. His championing of the Achievement School District has still not spurred any traction in saving targeted schools.

Maybe another fact to consider when listening to Barefoot’s recent fit of “Pathologia Boven Excrementum” comes when he tries to explain that the eight positions being eliminated were in and of themselves part of the “unaccountable bureaucracy.”

Why? Because the same budget also calls for this:

unnamed2

Actually, this sounds like Barefoot is simply replace “unaccountable bureaucracy” with “bureaucracy loyal to him and his cronies.”

Some of the eight positions that were eliminated in this act of “Pathologia Boven Excrementum” are from the office of the state board of education, the very same people who are fighting against some strange proposals to shift power to the office of the new state superintendent, Mark Johnson in a bill called SB4 that was constructed in a special seesion at the end of the 2016 calendar year to safeguard against a new democrat governor.

Ironic then, that Barefoot talks about ““unaccountable bureaucracy” when another part of the senate budget calls for this:

unnamed1

That’s for Johnson to fight the state board over that power in SB4 on which Barefoot was quoted as saying something about the role of bureaucrats.

Sen. Chad Barefoot, R-Wake, said lawmakers created the bill to clarify the constitutional role of the superintendent. “I can tell you from personal experience that the superintendent needs more administrative control over his department” (http://www.wral.com/state-board-of-education-chair-house-bill-17-raises-significant-legal-concerns-/16357128/).

Clarifying a constitutional role? Giving money to a neophyte in education to get more power over public school monies? Slashing the Department of Public Instruction’s budget by a quarter and still lowering per pupil expenditures? Giving more money to unaccountable vouchers? Championing reforms with horrible track records?

And he wants to call it “a better use of tax dollars” because it is supposedly moving money “into the classroom where those dollars will actually benefit students.”

That’s willful display of hogwash, nonsense, crap, rubbish, poppycock, bunk, piffle, drivel, baloney, codswallop, blather, gobbledygook, and prattle.

It’s “Pathologia Boven Excrementum”.

Sen. Chad Barefoot’s Bid to End Governor’s School and Establish A Legislative School for Gerrymandered Leadership and Public Policy to Suit Private Interest

An amendment offered by none other than Sen. Chad Barefoot on May 10, 2017 is yet another assault by the North Carolina General Assembly against the arts in our schools.

Amendment #2 to Senate Bill 257 proposes to establish a “Legislative School For Leadership and Public Service” using the very funds that would have financed Governor’s School starting in 2018-2019.

Here is a copy of that amendment found at https://ncleg.net/Applications/BillLookUp/LoadBillDocument.aspx?SessionCode=2017&DocNum=4282&SeqNum=0.

In short, Chad Barefoot and others of his ilk want to do away with Governor’s School and replace it with a “Legislative School of Leadership and Public Policy.”

Governor’s School has been an institution in this state for over fifty years. Its description on its webpage (www.ncgovschool.org) says,

“IMAGINE … A Summer Program

… where students who are among the best and brightest gather for the love of learning and the joy of creativity

… where teachers and students form a community while searching together for answers to challenging questions

… where there are no grades or tests

… where a synergy of intellectual curiosity fuels the exploration of the latest ideas in various disciplines


This is the Governor’s School of North Carolina . . .
Two campuses. One vision. Over fifty years of experience.

 And the subjects that academically-gifted students can go and study include:

  • English
  • French
  • Spanish
  • Math
  • Natural Science
  • Social Science
  • Art
  • Choral Music
  • Instrumental Music
  • Theater
  • Dance

It truly is an institution that has faced termination before but sustained itself because so many found value in what it provides. Yet with the recent events surrounding HB13 and the funding of specialties in elementary schools like art and physical education, it is not totally surprising that Sen. Barefoot launch another attack on opportunities for students to enhance their academic and creative endeavors in the liberal arts.

But he literally wants to replace it with a summer school for leadership and public service that has an “intensive course of study in leadership and public policy.”

Actually, what he seems to want to do is set up a state-funded camp of political indoctrination for another generation of students who will carry on the policies that he has championed on behalf of the powers that be in Raleigh.

Truly this is another slap in the face for those who see value in what Governor’s School has done for our state enriching the lives of talented students who then keep investing themselves in our communities. It is a slap in the face for those who see the value in the liberal arts.

But what really makes this stink of partisan politics is the changing of the name from “Governor’s” to “Legislative.” Whether that’s a snub toward Roy Cooper is up for debate. Well….

Actually it seems pretty clear.

Forget the passive-aggressive nature of not debating the budget and ramming it through committee.

Forget the fact that there are already in existence a multitude of internships, public and private, as well as other funded opportunities for students to become more familiar with public service. In fact, it seems that motivated students already have put themselves in situations to learn leadership and pursue public service.

However, Barefoot and others in Raleigh have an agenda, one which they hope to turn into a curriculum that can be offered at the Legislative School For Leadership and Public Policy.

There could be a class that will teach future leaders to allocate public money that will allow a government official to sue other government officials so that the public school system can be put into limbo for an extended period of time such as this example:

unnamed1

That’s right. Three-hundred thousand dollars to Mark Johnson so he can sue the State Board of Education to get powers that he should have never had in the first place.

The Legislative School for Leadership and Public Policy could also teach academically gifted students to become so partisan that they will begin to budget government positions to create even more bureaucracy. Take for example:

unnamed2

This allows Mark Johnson to have five more people to work for him than the previous state superintendent who seemed to do a lot more in her first months of service than he has – with fewer people working for her.

The cost of just those two provisions? Almost three/quarters of a million dollars, which is more than enough to help fund Governor’s School for another summer session on two campuses.

Sen. Barefoot needs to call it for what it is – A Legislative School for Gerrymandered Leadership and Public Policy to Suit Private Interest.

And if rumor serves true, he already has a person in mind to run the first session:

umbrage

The Hypocritical Time Machine – Reflecting on Sen. Chad Barefoot and Rep. Rob Bryan’s 2014 Op-Ed About Teacher Pay

On February 8th, 2014, the Charlotte Observer posted a special op-ed on its website and published it the next day in the actual paper. It was a viewpoint penned by two political figures whose actions have helped shape the policies that confine public education in North Carolina today.

Those two people were Sen. Chad Barefoot and Rep. Rob Bryan.

Three years later, Sen. Barefoot sits on a powerful education committee. Bryan was defeated in his last election, but his brainchild of reform, North Carolina’s Achievement School District, is still slated to take over five schools in 2018-2019.

In their piece entitled “How to Upgrade Teacher Pay,” both men begin an outline of “reform” that they have spent coloring these last three years.

Maybe it is worth revisiting their words and determining through reflection whether they have made progress on their goals to upgrade teacher pay and other needs for public education.

Or if they have not.

The text of the op-ed can be found here: http://www.charlotteobserver.com/opinion/op-ed/article9095660.html. However, it will be referenced throughout this posting.

Barefoot and Bryan begin,

“In the book “That Used To Be Us,” Thomas L. Friedman, a liberal columnist for the New York Times, and Michael Mandelbaum, a professor of American foreign policy at John Hopkins University, argue that America has fallen behind in the world it invented. And although many of the book’s proposals have turned out to be stumbling blocks rather than solutions, the authors are right about one thing – we are falling behind in the world we invented – especially in education.”

It must be noted that it was very hard to not simply summarize Barefoot and Bryan’s op-ed by almost using the same exact wording they did. Consider this possibility.

“In the op-ed “How to Upgrade Teacher Pay,” Sen. Chad Barefoot, a conservative state senator, and Rep. Rob Bryan, another state lawmaker, argue that North Carolina has fallen behind in the country. And although many of the op-ed’s claims have turned out to be stumbling blocks rather than solutions, the authors are right about one thing – we are falling behind in the country – especially in teacher pay.”

First, it is interesting that Barefoot and Bryan reference Friedman who actually argued in his book The World is Flat that America still has a lot of vitality in the world economy because it still leads the world in patents and patent applications. That is a sign of innovation and creativity and curiosity, the very skills that students can learn in a variety of classes, especially the arts which seem to be something that Barefoot holds in contempt considering his recent HB13 maneuvers.

Secondly, it is odd that they refer to Friedman and Mandelbaum’s book to begin their own argument. They seem to only agree with one thing about the claims of the book and dismiss the rest. But that is not totally surprising considering that identifying Friedman as a liberal already puts anything that Friedman says in a “false” light.

Carrying on,

“Today, the status quo has become a dangerous position. Technology and industry are changing more quickly than ever, and large government bureaucracy has prevented our public policy from being able to keep up.”

Large government bureaucracy preventing public policy? Really? And who were the two authors of this op-ed? Those would be two people in government who helped to push so much reform down the throats of North Carolina including a law called HB2 which took away local powers of the very city that published the op-ed like passing LGBTQ protections and setting its own minimum wage for work done for the city government.

“We are aware of North Carolina’s national teacher pay ranking and agree that it is a problem. But we would like to argue that behind the low ranking are structural concerns with our statewide base salary schedule that are more significant to individual teachers than our ranking against the national average. Making it our goal to reach the national average in teacher pay is just that – an average goal. What we need is a new salary schedule aligned with a comprehensive vision for the future.”

Now three years later with the abolishment of graduate degree pay bumps for newer teachers, no due-process laws for newer teachers, school grading systems that are more arbitrary, low average per pupil expenditures, uncontrolled charter school growth, unproven vouchers, and a myriad of other “reforms,” it might be worth relooking over those words again because what has happened over the three years since this op-ed has been anything but a “comprehensive vision for the future.”

It’s really been more of an attack on the public school system to justify some of the privatization efforts that the NC General Assembly is allowing to happen.

“Studies show that teachers improve most dramatically during their first five years. But under the current salary schedule, teachers do not see their first step increase until year seven. That means for six years they improve without any reward. This is a problem.”

Which studies? And nothing says that they still do not improve after six years. That argument almost dismisses the worth of veteran teachers. However, it is easy to see that beginning teachers did need to see increases in salaries earlier to remain in the profession. But that’s all the new salary schedule did. Barefoot and Bryan never talk about retaining veteran teachers. The new salary schedule surely does not encourage veteran teachers to stay.

They go on to state,

“The current salary schedule also fails to enable schools to compete in our region. Surrounding states have surpassed North Carolina’s starting salaries, enabling them to recruit our graduates with higher starting pay. Most also increase teachers’ salaries earlier in their career, while under the current salary schedule it can take a North Carolina teacher 16 years to reach $40,000. That’s crazy. This encourages high turnover. It is not attractive.”

What is even crazier is that the new salary schedule that Barefoot and Bryan helped to fashion in these last three years not only does get beginning teachers to the maximum salary more quickly, it creates a lower ceiling for maximum salary.

Once those teachers get to that level in year 16, they may never see another pay bump on the salary schedule.

Ever.

This past election, Pat McCrory ran on the platform of having raised teacher pay to an average of $50,000. He was using very distorted logic. You can read this posting and see if what McCrory claims was real or if it was fake because Barefoot and Bryan are using the same argument (https://caffeinatedrage.com/2016/07/17/the-ignoramasaurus-rex-how-gov-mccrorys-claim-on-average-teacher-pay-is-not-really-real/).

And like Bryan, McCrory lost his reelection bid.

“We also know that the top indicator of a child’s academic success is having an excellent teacher. But under the current salary schedule our teachers receive no reward for their excellence and taking on more responsibility.”

And under the current system we as a state are seeing a seismic drop in teacher candidates in our university system. In fact, NC’s ability to recruit and retain teachers has gotten so bad even with this new salary schedule that Barefoot and Bryan helped to establish that this past month five bills were introduced in the NCGA which are aimed at getting more teachers to come to North Carolina.

All five of them are sponsored by Sen. Chad Barefoot (http://www.wral.com/barefoot-backs-bills-to-boost-teacher-recruitment/16638866/).

Apparently the new salary structure that was to discourage high turnover and make things more attractive simply did not work.

Then here comes the ethos,

“You see, we were both raised by N.C. educators. Chad’s mom is a former public school teacher who has dedicated her life to early childhood development and currently teaches in our state’s Pre-K program. His younger sister is a second grade teacher in her third year (who has never seen a step increase). Rob’s mom was a public school 4th grade teacher for 12 years and is now the Educational Director for DARE America. His sister also taught in North Carolina’s public school system. Rob even taught in the classroom for two years with Teach for America.”

If Barefoot and Bryan had such roots in public education, then why have their actions for the last three years since the printing of this op-ed done more harm to public education than help? Barefoot’s mother and sister teach/taught young students as did Bryan’s mother. If they were so in tune with helping teachers of these students, then why are things like the following happening?

“RALEIGH – Durham elementary school students took over Sen. Chad Barefoot’s office on Wednesday for an art lesson and protest designed to urge state lawmakers to increase education funding (http://www.newsobserver.com/news/local/education/article148484449.html#storylink=cpy).

barefoots office

The pool of irony is getting deeper. And murkier.

But how Barefoot and Bryan end their op-ed from 2014 really frames their hypocrisy because it talks about rewarding teachers without really paying them respect.

“Recruiting great teachers means paying teachers better at the beginning of their career. Retaining great teachers means getting them to a professional and competitive wage as quickly as possible while allowing them to grow in their careers. Rewarding great teachers means recognizing their excellence and value to the classroom and compensating them for it.

We acknowledge that being able to say that we pay our teachers at the national average will make politicians everywhere feel good. But what we risk is leaving in place the status quo – structural problems that prevent us from treating our teachers with respect. We should want a salary schedule that attracts the best and brightest and reenergizes our educators who have been neglected by the existing salary schedule.”

It would be a lesson worthwhile for Barefoot and Bryan to realize that there is a very sharp difference between rewarding teachers and respecting teachers. Why? Because…

  • A reward sounds like something that can be used as a political ploy. Respect needs no political prompt.
  • A reward could be a one-time gift. Respect is continuous and grows.
  • A reward is a reaction to something. Respect guides your actions.
  • A reward is giving teachers a small bonus that gets taxed by the state and has no effect on retirement. Respect would be to bring salaries for teachers at least to the national average.
  • A reward would be to give a school some sort of distinction because it met a measurement achievement. Respect would be honoring teachers because of actual student growth in the face of factors out of the schools’ control.
  • A reward would be providing more textbooks. Respect would be to keep growing per-pupil expenditures to ensure that all students got the resources they need.
  • A reward would be giving a one-time pay hike to teachers. Respect would be to make sure they kept getting raises throughout their careers on a fair salary schedule and restoring longevity pay.
  • A reward may be speaking highly of principals. Respect would be not ever allowing our average principal salary to rank next to last in the nation.
  • A reward may be to alter the teacher evaluation system. Respect would be to restore due-process rights for all teachers.
  • A reward may be to give more professional development for teachers. Respect would be restoring pay bumps for graduate degrees.

Ironically, Barefoot and Bryan use the term “status quo” twice as a premise on which to build their sanctimonious claims and give themselves permission to pursue the policies they have since the publication of this op-ed.

If anything, they are the status quo.

Open Letter to NC Lawmakers Concerning HB13 and Funding the Arts & PE

Dear Senator Chad Barefoot, Senator Bill Rabon, and other lawmakers concerning the amended HB13 law,

This week marks the beginning of Advanced Placement testing in schools around the country (and world), and while the validity of AP classes and testing results has become the subject of much debate, I have a multitude of students working hard to do well on those exams.

The state of North Carolina seems to put a lot of emphasis on AP tests. In fact, the General Assembly actually pays for each administration of an AP test (over $90 per) in public schools. It’s a measure of success apparently to see how many students are actually taking the tests in the state. And if it is increasing success overall for students, then that is good.

Maybe that’s the same reasoning that goes into the forced administration of the ACT in North Carolina public schools. Making every student in public schools, whether they are invested in the test or whether they have no inclination of entering college, take a test that gives really no more feedback than a score point has become another source of measurement that lawmakers use to judge the public school system.

Either way, some company is making of a lot of money from the tax payers to create a measure to arbitrarily see how well our North Carolinian students are performing. And decision makers like yourselves seem to take a lot of stock in arbitrary test results, especially in comparison with the results of other countries.

But there are many variables that a test cannot measure which are vital to student success and our state’s health – variables like creativity, inventiveness, collaboration, teamwork, and innovation whose ingredients are found in classes like visual arts, music, physical education. Ironically, those are the very classes in jeopardy next year with the porous version of HB13 passed this past week.

Valerie Strauss writes and publishes an educational blog called “The Answer Sheet”. It is published primarily through the Washington Post and is widely read. The following is from a February 13, 2017 posting entitled “Three global indexes show that U.S. public schools must be doing something right.”

It starts,

Nancy Truitt Pierce is a member of the Monroe School Board in Washington state who was appointed by Gov. Jay Inslee to his STEM Alliance Advisory Board. In her day job, she is a consultant who convenes monthly peer group meetings of top executives in Seattle and hears what they are looking for when recruiting new employees. What do they want?

 Here’s what she wrote in an email:

 What I hear from the key corporate leaders I meet monthly with is that they want candidates coming out of our public schools who are creative, innovative, collaborative problem solvers. Yes, the candidates must also have strong foundational skills of math, science and language arts but I suggest we are putting too much emphasis on the PISA math score as a key indicator of public school quality. I suggest there are other indicators that would serve us in much better ways (https://www.washingtonpost.com/news/answer-sheet/wp/2017/02/13/three-global-indexes-show-that-u-s-public-schools-must-be-doing-something-right/?tid=a_inl&utm_term=.40a032ddd1c3).

I chose this particular part of the posting because of Ms. Pierce’s job as a consultant with business executives and as a STEM proponent. Interestingly, her words about creativity reminded me of the recent debate that you and others simply avoided when it concerned the arts and its funding in our elementary schools when HB13 was front and center.

Later in the posting there is a reference to three specific indicators that measure the very elements of creativity, innovation, and collaboration.

 We win where it matters. If you look at other indicators more related to innovation, creativity and entrepreneurship, the USA does very well.

To be clear, the Global Creativity Index “ is a broad-based measure for advanced economic growth and sustainable prosperity based on the 3Ts of economic development — talent, technology, and tolerance” (http://martinprosperity.org/content/the-global-creativity-index-2015/).

The Global Innovation Index? Look at some of the indicators (https://www.globalinnovationindex.org/gii-2016-report).

AP2

The Global Entrepreneurship Index utilizes the “Global Entrepreneurship and Development Index’s (GEDI) 14 Pillars of Entrepreneurship as its primary measurement.

  • Pillar 1: OPPORTUNITY PERCEPTION
  • Pillar 3: NONFEAR OF FAILURE
  • Pillar 4: NETWORKING
  • Pillar 5: CULTURAL SUPPORT
  • Pillar 8: HUMAN RESOURCES
  • Pillar 13: INTERNATIONALIZATION

All of those variables are directly attributable to skills learned in classes like visual art, music, and physical education. The items listed under the Global Innovation Index concerning investment in education brings to mind the very heart of the discussion of bills like HB13 and HB800 and other initiatives that take monies away from public schools and put them into unproven methods of education that actually segregate rather than allow for us to collaborate.

And Nancy Pruitt Pierce says we need more people who collaborate. More people who are creative. More people who are innovative.

Does the ACT measure those elements? Do the EOCT’s? Maybe to a very small, small degree.

One could make an argument that the AP tests could measure for those items, because students are often asked to elaborate or be required to show their thought processes or support their arguments. In fact, here is a prompt from the 2014 administration of the AP English Language and Composition Test.

AP1

The part of the prompt that states, “the scores of younger children in America – from kindergarten through sixth grade” has the decline that is the “most serious” really seems to fit into the dialogue here in North Carolina.

I would very much like to see how many of you would respond to this prompt. Actually, I would like to see you make a coherent argument for your actions to jeopardize funding for the very classes that essentially foster those very skills that others testify are crucial to building stable economic futures in our state and country.

If you do offer that argument, make sure to back up your claims with hard evidence and verifiable data as well as explain how that evidence and data support your claims – out loud and clearly.

Not behind closed doors or in secret sessions.

North Carolina’s Plagiarized Privatization of Public Schools – Or, How to be Unoriginal

North Carolina is literally practicing privatization plagiarism.

That’s great for alliteration fans, but for public school advocates it’s harmful, hurtful, hateful, disabling, devitalizing, devaluing, and debilitating.

And they’re not even being original because all of these supposed “re-forms” are nothing more than rehashed failed policies that profit a few and hurt the many.

Last month, a superintendent was chosen for North Carolina’s version of the Achievement School District that was put into place by “re-forming” legivangelists like Sen. Chad Barefoot and Sen. Jerry Tillman. If you do not know what a legivangelist is then here is a definition:

Legivangelist  – (n.) one who preaches to constituents about how holy his cause is in hopes of obtaining votes in elections  to maintain power over those he claims to help (further explanation can be found here: https://caffeinatedrage.com/2016/04/18/legivangelists-and-others-who-praise-the-lard/).

Remember the discussion that surrounded the implementation of a model that had not shown success in other states like Tennessee? Well, here’s a reminder from an earlier posting (https://caffeinatedrage.com/2016/06/29/outsourcing-our-kids-for-profit-rep-rob-bryan-and-sen-chad-barefoot-will-have-much-to-answer-for-in-the-future/).

“Neither Barefoot or Bryan could never really explain the “how the ASD will work” or the “why it will work”. They are simply appealing to their authority. They just tout that it will work in spite of all the results of past experiments and implementations ASD districts in multiple states, especially Tennessee whose model Bryan originally looked at to create the NC ASD proposal.

Lack of specificity is a tactic in making arguments. It hopes that people will get lost in the ambiguity of an explanation and simply rely on the speaker as being more equipped to make a decision because of a title or office held.

But lack of specificity is also a sign of not really knowing the answers. It’s like when you ask a question of someone and what he doesn’t say speaks as loudly as what he does say.

Take for instance the explanations given by Sen. Barefoot when pressed for specificity in a meeting for HB1080 (the ASD bill) chaired by Sen. Tillman as reported by Billy Ball (http://pulse.ncpolicywatch.org/2016/06/24/senate-committee-approves-controversial-charter-takeover-of-low-performing-schools/).

Barefoot calls the ASD model for NC an “innovative solution.” But when others in the meeting bring up that there really have not been positive outcomes from other ASD implementations, Barefoot just says that we will make it work because we are NC (the geographical cure).”

Since then more has happened to the Memphis branch of the ASD program in Tennessee concerning audits, which Sen. Barefoot should be aware of since he is so intent on making sure that all public schools show what they do with every cent given to them while allowing charter schools to operate in the state without as much transparency or vouchers to be tracked for effectiveness in religious school like Trinity Christian in Fayetteville.

But that is just regressing.

Or is it?

Either way, there has been no revelation of the new Carolina approach to the ASD except that it will include a small amount of schools that will be taken over by for-profit entities from outside the state.

If one was a betting individual and wanted to gamble public money on failed schemes like education reform efforts enacted here in NC, then maybe one of those companies is Charter Schools USA out of Florida run by Jonathan Hage, who is an avid campaign contributor to politicians like Sen. Jerry Tillman.

Below is a screen shot from followthemoney.org which tracks campaign contributions to political candidates (https://www.followthemoney.org/entity-details?eid=14298646). Here is a list of candidates who have received money from Hage in NC.

Hage1

  • There’s Jerry Tillman, the former public school administrator who is a champion for opaque charter school regulation.
  • And there’s Jason Saine who loves charters as well.
  • There’s Rep. Bryan who helped to bring in the ASD district.
  • There’s David Curtis, who loves charters as well.
  • There’s Lt. Gov. Dan Forest, who sits on the state school board and lambasted DPI under Dr. June Atkinson for its report on charter schools that said they were disproportionally representing populations.
  • There’s Buck Newton, who was going to make NC “straight” again as attorney general for the NC, but lost.
  • There’s Bill Rabon, who stalled the HB13 bill in the Senate.

These names are not unfamiliar in the “re-form” movement here in NC.

And their actions are not original. They are plagiarized.

Take for instance House Bill 800. That’s the so-called “Jobs’ Bill” introduced by Sen. John Bradford this past week that would allow for businesses who help finance a part of a charter school to claim up to half of the allotted enrollment of the charter school for children of their employees.

Sound original? Not really.

Recently Greg Flynn out of Raleigh tweeted the following on April 26th.

flynn1

Those statutes? (http://www.legis.la.gov/Legis/Law.aspx?d=762875).

LA1

Interestingly enough, Sen. Bradford’s name, while not on Hage’s preferred list of campaign contributions, is familiar.

He was one of the primary sponsors of the ASD bill that helped to spur the creation of our NC district (http://www.ncpolicywatch.com/2016/06/03/tempers-flare-as-controversial-achievement-school-district-bill-clears-house/).

So with a model of a failed experiment from Tennessee (ASD) which was actually being lobbied by a conservative Oregonian backer being that was co-sponsored by a man who received funds from a Florida charter school executive was also co-sponsored by another state lawmaker who looked to a privatizing scheme from Louisiana to introduce another charter school bill.

Wow! If you want to read more about that Oregonian connection, refer to this – http://www.ncpolicywatch.com/2015/08/13/out-of-state-money-behind-secret-plan-to-fund-charter-takeover-of-ncs-worst-performing-schools/.

Then there was this gem of a bill that was introduced – HB514: The Permit Municipal Charter School / Certain Towns Bill.

Or otherwise known as segregation.

Sen. William Brawley, a commercial real-estate broker from Matthews (and also represents Mint Hill) introduced HB514 so that his district which is predominantly white (Mint Hill is 73% and Matthews is 78% white) to set up its own charter schools within its city limits to serve its students in an effort to keep them away from a predominantly black school district it already resides in – Charlotte / Mecklenburg. Read Kris Nordstrom’s report for better explanation: http://pulse.ncpolicywatch.org/2017/04/26/flurry-house-charter-school-bills-facilitate-segregation-north-carolinas-schools/#sthash.Wa3GCLPC.whzD62t5.dpbs.

That idea isn’t really plagiarized from a certain state or geographical location.

It’s taken straight out of the 1950’s.

Nordstrom also mentions a bill that would allow for the state to examine ways to break up larger school districts and make them into smaller ones. That bill, HB704, is sponsored by both Brawley and Bradford, two senators who make a living on real estate and the value of the land they sell and develop.

And nothing drives the value of land like the schools that service that area.

If lawmakers in North Carolina wanted to “copy” good reforms, they don’t really need to look that hard.

  • Virginia just put a stop to charter growth.
  • Tennessee voted down the use of vouchers.
  • And New York is about to fund more pre-k programs for preschoolers to get them more prepared for success.

That’s what should be plagiarized.

But alas, too many in Raleigh have confused mixing business, money, greed, politics, and public education with “doing the right thing” as public servants.

Sen. Chad Barefoot’s Walking Contradiction on HB13

hb13-nc_orig

The term “walking contradiction” describes someone who says one thing and then acts in a contradictory fashion.  Nowhere do we get a better example of the “walking contradiction” than with politicians who knowingly and blatantly make statements that contradict their own actions or professed value systems.

In North Carolina, we have many of our own walking contradictions. One of them is Sen. Chad Barefoot, the co-chairman of the NC Senate Education Committee which has refused to move on HB13 after the House passed it unanimously.

His reasoning?

“For years, the General Assembly has been sending tens of millions of dollars to districts for new classroom teachers for the purpose of lowering classroom sizes,” he said. “The question we keep asking over and over again is, ‘What did they do with the money? …The data that we have received from the districts varies, and some districts did not fully respond to our information request. What some of the data has shown is that there are districts that did not reduce class sizes with the funding we sent them. Why are they holding art and PE teachers’ jobs hostage for their misallocation of classroom teacher funds?” (http://www.wral.com/law-reducing-class-size-has-music-art-pe-teachers-anxious-about-future-/16628678/).

That’s all he has said. No proof of the data. No explanation of what he has seen. No transparency. If he is to make the claim, then he needs to show us where those “misallocations” really are.

But until then, he is just a “walking contradiction” especially for two specific reasons.

First, the arts, music, and physical education are not “specialties” but “necessities.” In a nation that is spending more on health problems caused by obesity, the need to get kids moving and away from the television might be just as important as core subject material.

Even Louisburg College, “America’s Premier Private Two-Year College”, here in North Carolina understands the value of these “necessities.

https://www.louisburg.edu/

Just look at its introductory screen on the website. There is even a link to the “Humanities” department.

And the description is rather telling.

“The humanities cover a broad range of academic disciplines that have been, and continue to be, a crucial component of the educational goals of Louisburg College. The Humanities Division’s learning objectives of competent written and oral communication, critical thinking, creative thinking, and aesthetic engagement support Louisburg College’s mission statement of building a strong foundation to prepare students for an academic journey that leads to a four year college.”

The Humanities Division includes Art, Communications, Drama, English, Film, Music, Religion/Philosophy, and Spanish.

So “creative thinking” and “aesthetic engagement” are needed t support a “strong foundation to prepare students?” I could not agree more. With classes in art, drama, film, music, and foreign languages it seems that Louisburg values the continuation of a curriculum that teaches the whole body and mind.

And yes, there is a strong athletics department.

And guess who the is the Vice-President of Institutional Advancement as of this past July 1st.

Chad Barefoot
Vice President for Institutional Advancement
919.497.3325
cbarefoot@louisburg.edu

His responsibilities? According to Louisburg’s press release on his hiring (https://www.louisburg.edu/news/barefoot.html),

“Barefoot will serve as chief development officer for the college, which includes directing and overseeing annual fundraising programs and alumni and community relations. He will also serve as a member of the President’s cabinet and as a strategic partner to the Board of Trustees.”

Is it not ironic that Sen. Barefoot raises funds for an institution that is a private industry so that it can fully fund its “necessities” when he is also actually elected to do the same for the public schools and he is stalling a bill called HB13 that if not passed would force public school systems to spend much more money to come into accordance with an ill-conceived mandate while eliminating the very same type of “necessities?”

Secondly, Barefoot’s actions and words concerning HB13 and fully funding public schools show a glaring contradiction to the religious platforms that he and many in state government have been professing while maintaining office.

The predominant spiritual path in the United States, Judeo-Christianity, talks much of the need for music, dance, movement, song, and expression. I think of all of the hymns and musicals my own Southern Baptist church produced, most complete with choreography, which is odd considering that many joke about Baptists’ aversion to dancing.

Even the Bible commands “Sing to the LORD a new song; Sing to the LORD, all the earth” (Psalms 96:1), and “Praise Him with timbrel and dancing; Praise Him with stringed instruments and pipe” (Psalm 150:4).

Furthermore, the Bible often talks of the body as being a “temple of the Holy Spirit” and even commands Christians to stay physically fit. “Or do you not know that your body is a temple of the Holy Spirit within you, whom you have from God? You are not your own, for you were bought with a price. So glorify God in your body” (1 Corinthians 6:19-20).

Not passing HB13 is egregious. It’s backwards. It’s forcing school districts to make decisions about whether to educate the whole child or part of the child in order to make student/teacher ratios look favorable. It’s either drop those courses or cutting teacher assistants and that would be yet another detrimental blow against public education.

That’s like going out of your way to get plastic surgery, liposuction, and body sculpting to create a new look while ignoring the actual health of your body. Without proper nutrition, sleep, exercise, mental health, and emotional support, we open doors to maladies.

When the Bible that Barefoot reads talks about a temple, it talks about the insides, not just the outsides.

Interestingly enough, many of the private schools and charter schools that receive public money through Opportunity Grants that Barefoot heartily champions have plentiful art programs and physical education opportunities.

So why put these programs for public schools in jeopardy if they reach so many more children?

What our history has shown us time and time again is that we needed music, dance, arts, and physical education to cope and grow as people and we needed them to become better students. To force the removal of these vital areas of learning would be making our students more one-dimensional. It would make them less prepared.

Rather contradictory to what is supposed to happen.

Open Letter to Sen. Chad Barefoot Concerning His Words on HB13

Dear Sen. Barefoot,

Your recent comments concerning the stalled House Bill 13 that would help local school districts navigate a stubborn legislative obstacle is yet another example of why so many people who advocate for the constitutionally protected public school system view you as hypocritical and piously partisan.

While Guilford County has already served notice to many teacher assistants about their possible non-renewal, systems such as the one I work for (Winston-Salem / Forsyth County) are waiting to see if waivers will be given by DPI.

As reported by WRAL on April 6th,

Sen. Chad Barefoot, R-Wake, co-chair of the Senate Education/Higher Education committee, says lowering class size is a priority.

“For years, the General Assembly has been sending tens of millions of dollars to districts for new classroom teachers for the purpose of lowering classroom sizes,” he said. “The question we keep asking over and over again is, ‘What did they do with the money?'”

Lawmakers requested financial data from school districts in the state and are analyzing it to try to get that answer.

“The data that we have received from the districts varies, and some districts did not fully respond to our information request,” Barefoot said. “What some of the data has shown is that there are districts that did not reduce class sizes with the funding we sent them. Why are they holding art and PE teachers’ jobs hostage for their misallocation of classroom teacher funds?” (http://www.wral.com/law-reducing-class-size-has-music-art-pe-teachers-anxious-about-future-/16628678/).

First, did you remember that teachers of classes for vital subjects such as art, music, and physical education are not dictated by a particular state allotment and ,therefore, do not count into student-teacher ratios for core subjects in the early grades?

Also, how will help these schools build more physical facilities to house the vast numbers of new classrooms that will be needed?

But more importantly, can you explain how your comments are not duplicitous when taken as a part of a bigger conversation?

You mentioned “tens of millions of dollars” over a period of “years.” Or at least, that is your assumption. The truth is that over the last several years we have seen a lower per-pupil expenditure for our students and an average teacher salary that still ranks in the last tier within the nation all while this state has experienced a boom in population.

But you talk about “tens of millions of dollars” that need to be accounted for so thoroughly that you are willing to hold LEA’s hostage.

If you want to look at how money is being spent (or not spent) with a fine-tooth comb, then maybe look at the Opportunity Grants program.

Just this past summer, you introduced a bill to further increase vouchers in NC under a system that many in the nation have found to be one of the most opaque in the country. Adam Lawson from the Lincoln Times News reported in May of 2016,

Senate Bill 862, filed by Republican state Sens. David Curtis (Lincoln, Iredell, Gaston), Chad Barefoot (Franklin, Wake) and Trudy Wade (Guilford) calls for 2,000 additional Opportunity Scholarship Grants to be available each school year beginning in 2017-18.

That comes with a $10 million annual rise in cost, from $34,840,000 in 2017-18 until 2027-28, when taxpayers would begin paying nearly $135 million for vouchers on a yearly basis. According to the Charlotte Observer, the state has spent just $12 million on the program this school year, 93 percent of which has gone to faith-based schools.

Actually, legislation that you championed will funnel nearly one BILLION dollars into North Carolina’s voucher program within the next ten years. And what results has the state seen from that venture so far?

I would invite you to look at the Duke Law School of Law’s Children’s Law Center’s recent March 2017 report called SCHOOL VOUCHERS IN NORTH CAROLINA: THE FIRST THREE YEARS.

Duke study

The entire report can be found here:  https://law.duke.edu/childedlaw/School_Vouchers_NC.pdf.

But just to give you a flavor of what the Opportunity Grants have done according to one of the more respected research universities in the nation, consider the following excerpted observations:

  • Approximately 93% of the vouchers have been used to pay tuition at religious schools (p.3).
  • Based on limited and early data, more than half the students using vouchers are performing below average on nationally-standardized reading, language, and math tests. (p.3).
  • It is poorly designed, however, to promote better academic outcomes for children and is unlikely to do so (p.3).
  • The most typical size for a participating school is between 100 and 250 students. However, 33 schools (7%) have ten or fewer students, with another 42 (9%) enrolling 20 or fewer students (p.8).
  • Although it is not an “apples-to-apples” comparison, the most recent data shows that comparable students who remained in public schools are scoring better than the voucher students on national tests (p.12).
  • In comparison to most other states, North Carolina’s general system of oversight of private schools is weak. No accreditation is required of private schools (p.13).
  • Unlike some laws, the law creating the Opportunity Scholarship Grant Program does not set out its purpose (p.15).
  • In fact, there is no requirement that the participating private schools meet any threshold of academic quality. (p.15-16).
  • THE LEGISLATIVE DECISION TO EXEMPT VOUCHER STUDENTS FROM PARTICIPATING IN THE STANDARD STATE END-OF-GRADE TESTS MEANS THAT NO RESEARCHER WILL EVER BE ABLE TO MAKE AN “APPLES-TO-APPLES” COMPARISON BETWEEN PUBLIC SCHOOL AND VOUCHER STUDENTS (p.18).
  • The North Carolina program allows for participation in the program by children who are not in failing schools and by private schools that do not offer a more academically promising education (p.19).

If you are analyzing the data from districts that have spent these “tens of millions” of dollars you mentioned earlier, are you analyzing the data from this report that spends this much taxpayer money?

Are you also analyzing recent improprieties of the use of monies in schools that use vouchers like Trinity Christian in Fayetteville? (http://ajf.org/employee-states-largest-recipient-school-voucher-funds-accused-embezzling-nearly-400000-public-tax-dollars/). The financial reports that were sent by Trinity were also incomplete (https://www.ednc.org/2017/04/07/serious-questions-arise-states-largest-voucher-school/) . It would be interesting to see if the financial reports from the suspected systems that you have focused on in your recent investigation, but you will not identify them.

And if analysis is so important to you to ascertain how money is being spent, then would you also not question analysis that talks about how your own actions have cost our state much more than “tens of millions of dollars?”

Your zealous defense of HB2 has according to many outlets cost the state of North Carolina hundreds of millions of dollars. A recent AP report even put that figure at over 3.5 BILLION (http://abc11.com/news/ap-hb2-estimated-to-cost-north-carolina-$376b/1819978/).

While lawmakers such as Lt. Gov. Dan Forest and possibly yourself may question the validity of the AP’s report, they were very transparent in their findings. And that does not even account for what may have been invested in North Carolina but never made it into public record.

Even if half of that number is correct, the loss to our state is tremendous.

Yet you remain steadfast in helping stall a bill that would greatly aid public school systems and greatly help students.

But in light of the actions you have taken and the comments that you have made that are simply rooted in biased politics, I am more prone to believe in the transparent analysis of Duke University or the Associate Press or even the unanimous passing of a bill in the highly divided North Carolina General Assembly House of Representatives (HB13) than your words.

How John Oliver’s Segment On Charter Schools Speaks to North Carolina

If you have any interest in why the charter school industry has been under the spotlight in this election year in North Carolina, you might want to check out a segment from the August 22, 2016 episode of Last Week Tonight With John Oliver. If you have HBO GO then you can watch all the episodes of a great show, but if you are a hard-line Trump supporter, you will not agree with a lot of things that Oliver says. Well, not anything he says.

But I do agree with what Oliver says about charter schools. Actually, I agree with a lot of what he says.

He devoted over 18 minutes to the charter school industry in this episode and you can tell that there was so much more to talk about. And yes, it is HBO, so there is a lot of vulgarity, but it’s not gratuitous to me and if your ears are too sensitive to listen to any “f-bomb” being dropped, then don’t view it.

In fact, if Oliver’s language is offending to you, don’t walk down the hall of a large public school. I’ve walked down the halls of small, private Christian schools and heard language that would put hair on your chest. Teenagers cuss. And some do it well. As an educator who teaches rhetoric and argumentation, I have heard some beautifully phrased lude comments come from our nation’s youth. Would I want my daughter saying that? No.

But man, there was no further explanation needed.

I will write about the use of vulgarity later.

But back to Oliver. Here’s the segment. And watch the whole thing –  https://www.youtube.com/watch?v=l_htSPGAY7I .

watch-john-oliver-online.jpg

Interestingly, the segment begins with a lot of presidential hopefuls (mostly GOP) praising charter schools. Obama sings their praises. Even Trump is quoted as saying, “Charter schools work and they work very well.”

In 42 states as well as the District of Columbia over 6700 charter schools are educating over 3 million students. They get to use taxpayer money, but can operate under less transparency like a private school.

And I liked that Oliver did not argue whether the concept of charter schools is bad or not. He agreed that they are good in principle. There are fantastic charter schools here in North Carolina. Many times I have referred to the Arts Based Schools here in Winston-Salem as an example. But they do something that public schools do not. That is using innovative practices to educate students. Their students typically go into traditional public schools for high school.

What Oliver was exploring was the way that many charter schools operate and handle money. And in eighteen minutes he could not begin to dissect all states. He focused mostly on Florida, Pennsylvania, and Ohio.

Does that lessen what has happened in charter schools here in North Carolina? No. In fact, it really highlights what is happening here in the Old North State.

Remember the DPI report that Lt. Dan Forest wanted redone to shed a more positive light on charter schools here in North Carolina when there were glaring negatives? The report talked about lack of diversity. But it also showed how eager some in Raleigh were in giving charter schools so much freedom to use tax money to proffer a narrative that public schools were failures. I wrote Lt. Forest an open letter about his “championing of charter schools” last January – http://pulse.ncpolicywatch.org/2016/01/12/open-letter-from-teacher-takes-dan-forest-to-task-on-charter-schools/. I received no response.

I have also written other prominent lawmakers on their actions to allow charter schools to privatize a constitutionally protected social service with tax money. None have garnered a response to this public school teacher, parent of public school children, and voter.

Here is one to Sen. Jerry Tillman, the godfather of charter schools. Sen. Tillman was instrumental in removing obstacles for charter schools to get up and running without much oversight https://caffeinatedrage.com/2016/06/10/my-one-sided-pen-pal-relationship-with-sen-jerry-tillman-or-why-i-am-are-sending-an-old-letter-with-more-love/ .

Here is one to both Rep. Rob Bryan and Sen. Chad Barefoot on their rush to fund an ASD district here in NC while ignoring the horrible effects that ASD’s have had in other states. My own school system, Winston-Salem / Forsyth County Schools may be involved in this without any local community members having input. Financial improprieties are now hovering over the ASD in Tennessee. North Carolina’s version is not any different   https://caffeinatedrage.com/2016/06/29/outsourcing-our-kids-for-profit-rep-rob-bryan-and-sen-chad-barefoot-will-have-much-to-answer-for-in-the-future/ .

And here is one to Sen. David Curtis. He has been very buddy-buddy with a charter school chain that is a for-profit entity   https://caffeinatedrage.com/2016/04/28/hes-back-open-letter-to-sen-david-curtis-why-do-you-not-support-public-schools/.

Here in NC, the charter school industry seems to be championed by people who live in more rural areas. Opening a charter school in a rural area can have incredible effects on the traditional public schools there. If enough students are pulled from the public schools, then those public schools have a harder time petitioning for money to actually have resources for their students.

Oliver’s segment also touched on virtual academies, which is under scrutiny here in NC for its attendance problems. In fact, Oliver’s segment could have easily been done on North Carolina’s situation alone, but our charter school industry sometimes gets overshadowed with all of the talk of HB2, Voter ID bills, coal ash spills, and Opportunity Grants.

But there is one common theme or thread that runs through all of those issues related to North Carolina, especially ill-conceived charter schools – everybody pays a price so a few can profit.

Having John Oliver explore this topic on the eve of school starting when so much else is happening in the country and the world should be an indication that something has gone very awry. And it’s costing us.

However, with the State Board of Education having denied the Charter School Advisory Board’s recommendation for almost twenty applications, there might be a little of a change in the air as to how we spend money for schools.

Maybe that is the beginning of restoring sanity in the stewardship of the public’s money for education.

Fifty Shades of No Way – New SBOE Member Todd Chasteen’s First Book To Challenge

Now that Todd Chasteen has now been appointed to the NC State Board of Education, I would like to go ahead and ask that he and others on the board read the latest installment of the Fifty Shades of … book for possible inclusion in schools, or at least in the dialogue of what is happening in North Carolina.

I will offer only this table of contents to the SBOE and Mr. Chasteen in deference to any delicate sensibilities toward works of literature that actually display and describe the human condition through creative use of language, strong diction, vivid imagery, incredible detail, and varying syntax.

I must admit that the other books in this series really are not that well written and have one driving motif, but I would ask that this book, Fifty Shades of No Way, be investigated as it does accurately portray the climate and terrain of the Old North State.

Here is the list of chapter titles. There are 50 –Get it? Fifty Shades of No Way. In each chapter there is deception, manipulation, vivid imagery, hurt feelings, but most of all in each one of them someone is getting screwed pretty hard and often, mainly the citizens of North Carolina.

Enjoy

  1. HB2 – Bathroom Bill
  2. HB3 – 5.5% income tax cap – TABOR
  3. Medicaid Expansion Denied
  4. Voter ID Law
  5. Gerrymandering of Districts
  6. Duke Coal Ash Ponds
  7. Fracking Industry Without Oversight
  8. Teacher Pay still at the bottom tier in the nation
  9. Removal of due-process rights for new teachers
  10. Tom Ross Replaced With Margaret Spellings
  11. Graduate Degree Pay Bumps Removed for new teachers
  12. Bad Teacher Evaluation Systems
  13. Push for Merit Pay
  14. “Average” Raises and neglecting veteran teachers
  15. Central Office Allotment Cuts
  16. Rainy Day Fund That Can’t be Accessed Unless The Apocolypse Comes
  17. Religious Freedom Bill
  18. Attacks on Teacher Advocacy Groups (NCAE)
  19. Revolving Door of Standardized Tests
  20. Less Money Spent per Pupil in Traditional Public Schools
  21. Remove Caps on Class Sizes
  22. Jeb Bush School Grading System
  23. Opportunity Grants Expansion
  24. Allowing Private and Religious Schools To Profit From Tax Payer Money
  25. Charter School Growth Without Regulation
  26. Virtual Schools Deregulation
  27. Achievement School Districts
  28. Reduction of Teacher Candidates in Colleges
  29. Elimination of Teaching Fellows Program
  30. Governor’s Inability to Defend Policies to the Press
  31. Governor’s Unwillingness to Defend Policies to the Press
  32. Attacks on Teacher Assistants
  33. Elimination of State Employees Rights to File Discrimination Suits in State Courts
  34. Pissing Off Bruce Springsteen
  35. Using God and Jesus as Political Crutches
  36. Gov. Dan Forest’s request to have Charter School Report to be Rewritten
  37. Buck Newton Keeping Our State Straight
  38. House Bill 539 – Giving Charters Money For Services They Do Not Provide
  39. Rowan-Salisbury Pepper Spray Proposal
  40. Chad Barefoot’s Appt. to Senate Education Committee Chair
  41. Teach For America Expansion Plans
  42. SB 873 – Access To Affordable College Education Act
  43. Clyde Edgerton and New Hanover County’s Superintendent
  44. What the Teacher Working Conditions Survey Really Said
  45. Arresting of Teachers Who Protested and Saying They Were At Fault
  46. McCrory’s Didaskalithedemosiophobia – Yep, That’s What I said – Look it up on my Blog
  47. SB867 – Background Checking Bill
  48. Appointing People Who Are Not Qualified to the SBOE
  49. Special Sessions of the General Assembly
  50. Surreptitious Midnight Meetings to Craft Bills That Only Benefit a Few