About the NC Gerrymandered Joint Legislative Task Force on Education Finance Reform

Beginning this month, a “Joint Legislative Task Force on Education Finance Reform” is meeting in Raleigh to start “investigating” how to “best” fund public schools with state money.

And they are now looking at possibly eliminating the salary schedule for public school teachers and what might be another disastrous, planned “reform.”

As Billy Ball reported in a post yesterday on NC Policy Watch,

“A pivotal legislative task force may be just beginning its dive into North Carolina’s school funding maze, but lawmakers’ hints that they may abolish the state’s teacher salary schedule or other state-set funding allocations is already spurring criticism from local district advocates.

Talk of nixing a state-set pay scale emerged this year when lawmakers took on a revamp of school principal pay, and it’s resurfaced multiple times in the Joint Legislative Task Force on Education Finance Reform’s first meetings in November.

Yet local district leaders and their advocates in Raleigh say the proposal may only exacerbate the state’s looming pay disparities between wealthy and poor counties, spur employment lawsuits and complicate matters for local school boards” (http://www.ncpolicywatch.com/2017/11/17/legislators-consider-abolishing-teacher-salary-schedule-study-nc-school-funding-labyrinth/).

The word “task” is certainly “pivitol” here in this context. Why?

Because if you simply take a look at the members of the “task” force, you can easily see that there already was a “task” at hand and it was started years ago when the GOP powers in Raleigh took control of the General Assembly.

That “task” is tightly linked to an agenda that has been executed and carried out long before this “pivotal task force” ever convened: dismantle the public education system.

Below is a list of the members on the Joint Legislative Task Force on Education Finance Reform.

Task Force

19 people appointed by each branch of the General Assembly. That makes it already under the control of Sen. Phil Berger and Rep. Tim Moore, two of the biggest “reformers” in the state.

Look at that list of 19 people.

  • 16 of the 19 are republican.
  • 15 of the 19 are male.
  • 17 of the 19 are white.
  • 17 of the 19 were never in education as a profession (although Lambeth was on the school board of Forsyth County for a number of years).

And they as a group are to help revamp the way that public education is to be funded for a public that they are grossly unrepresentative of?

That list is a great example of the effects of gerrymandering.

Go further and look at that list more closely. It includes some of the major players and champions of the “reforms” that really have hurt public education in North Carolina.

  • Chad Barefoot
  • David Curtis
  • Jerry Tillman
  • Jon Hardister
  • Craig Horn

Sen. Barefoot has been a champion for the watered down version of the Teacher Fellows, the original sponsor of SB599 which allows people to enter the teaching profession with minimal training, and was an original architect for HB13, the class size bill that is threatening so many districts with layoffs and seismic budget constraints.

Sen. David Curtis is a stalwart supporter of charter schools and has been rather vocal on his views of what public school teachers are “worth.” One only has to revisit that rather caustic letter he wrote a young teacher a few years ago and see that his view of public education is set in stone – http://wunc.org/post/teacher-email-legislators-draws-harsh-reply#stream/0.

Sen. Jerry Tillman has probably been the staunchest supporter of the unregulated charter school industry here in North Carolina. He also was instrumental in helping craft legislation to bring in the Innovative School District. His abrasive nature against debate and constructive criticism has been well-known for years.

Rep. Jon Hardister has been part of the “reform” since he took office. On one instance, he wrote an op-ed pretty much proclaiming the same platitudes and generalities that Rep. Moore recently did on EdNC.org. They were easily refuted – http://pulse.ncpolicywatch.org/wp-content/uploads/2015/09/Letter-to-Hardister.pdf. Hardister also has tried to help further charter school growth by financing it with other state money – https://caffeinatedrage.com/2017/06/01/robbing-peter-to-pave-for-paul-rep-jon-hardisters-misguided-amendment-for-charter-schools/.

Rep. Craig Horn has literally been in the center of every education “reform” in this state, the most recent being the principal pay plan. When backlash for the plan became rather quick and vocal he exclaimed,

“Legislation is not an exact science” – – Craig Horn in EdNC.org on Sept. 21, 2017.

But science requires thought, reflection, observation, and objectivity. This “task force” being led by Rep. Horn is actually an exercise in rapid narrow-minded policy changes.

With over a quarter of this task force controlled by these people, it should not be too hard to realize that this “Joint Legislative Task Force on Education Finance Reform” is nothing more than a gerrymandered body whose agenda to further privatize a public good is more important than actually representing the public of North Carolina.

If this really was a “task force,” then maybe it should spend its time and energy trying to validate with real research and real data the effectiveness of the very “reforms” that many on this “task force” have championed.

But alas, that would go against their narrative and would require a look at the truth.

About That John Hood Op-ed on Teacher Pay and “Reasoned Debate”

teacher

As the president of the John William Pope foundation and chairman of the board at the libertarian think tank John Locke Foundation, John Hood serves more as a mouthpiece that represents a political ideology which obeys the policies of the American Legislative Exchange Council more than it considers the average North Carolinian.

On issues such as voter rights, economic stimulus, tax reform, tort reform, legislative district boundaries, and the privatizing of public goods, John Hood’s writings and commentaries reflect the very ideologies of his boss, Art Pope, who helped craft the very political atmosphere that NC has adopted these last five years.

Nowhere does Hood’s words more reflect a narrow-mindedness than when he talks about public education.

John Hood’s recent missive in EdNC.org entitled “Teacher pay deserves reasoned debate” is nothing more than platitudinous rubbish that continues to push unregulated reform under the veil of a moral high road all in the name of free markets (https://www.ednc.org/2017/10/31/teacher-pay-deserves-reasoned-debate/).

It is condescending and haughty whether it was intended or not.

Hood calls for “reasoned debate.” That’s laughable. The practice of “reasoned debate” has not been used in Raleigh in years. When the very GOP-controlled General Assembly who champions the policies that Hood promotes conducts multiple “special sessions” and midnight meetings without transparency, that means the idea of “reasoned debate” has been abandoned.

The constant flow of court cases which continuously get laws and initiatives overturned as unconstitutional is the product of intentional disdain of reasoned debate. To claim that reasoned debate can and will be used when discussing the teaching profession is simply hot air. To claim that “civil, respectful, and productive discussion” is possible with the pedigree shown by leaders in Raleigh is even more preposterous.

Hood’s lesson in rhetoric with explanation on the “three elements to any argument” was especially arrogant. To suggest that what has been used to drive policy on public education was and still is built on facts and “logical reasoning” is a farce. What has happened in Raleigh is a distortion of the facts and the promulgation of logical fallacies.

And the idea that all parties come to the table to discuss matters? It is hard to “put the different definitions on the table” when most of the people who are to be affected by the “discussion” are not even allowed to the table.

Argumentation is not that simple when you consider the credibility of the speaker, the message, the audience, the style of the delivery, and the overall purpose. Argumentation can be meant to dominate, negotiate, inquire, or even assert. And arguments are rarely offered with just appeals to logic but may appeal to ethics and emotions and a mix of the three.

What Hood is doing is simplifying the matter and claiming to take a civilized route. In reality, a debate on public education should include so much more than Hood’s simple explanation of rhetoric.

When offering the biased analysis of the recent debate in Newton over teacher pay, Hood obviously sides with Dr. Terry Stoops and Rep. Craig Horn. They abide by the same narrative.

In fact, Hood made sure to highlight Stoops’s argument over teacher pay overhaul.

Terry Stoops, a former teacher who directs education studies for the John Locke Foundation, argued that traditional teacher salary schedules, centered on years of tenure and forms of credentials, bear little resemblance to the way professionals such as lawyers, doctors, engineers, and accountants are paid.

“If you’re a teacher and performing very well, you might get paid less than the person down the hall just because they’ve been in the profession longer,” Stoops said. “That sends a bad signal to those teachers that are in the profession that just because someone has spent longer in the system they’re making more, when it’s completely disassociated with student performance.”

Ironically, Hood identifies Stoops as a former teacher and not as his colleague at the John Locke Foundation. Why is that important? That’s because Stoops taught for less than one calendar year according to his LinkedIn profile.

One year.

He never experienced the very changes and flux that the very teachers he is supposedly “advocating” for have endured like change in curriculum, evaluations, leadership, testing, etc. In fact, it is hard to find anything that Dr. Stoops has written that informs teachers of his own limited days in the classroom in Virginia, a state that just got rid of its school performance grading system and put a cap on charter school growth, two initiatives so readily embraced in Raleigh.

But it’s that “suggestion” that NC should move to pay teachers like the “way professionals such as lawyers, doctors, engineers, and accountants are paid” that lacks the very logic Hood claims should be using in a “reasoned debate.”

If I as a teacher should be paid as one of those other professionals, then maybe I should be paid by an hourly rate that I establish and be able to consider each student a separate client since I have to differentiate instruction. Actually, I would be a lot richer now than when the current GOP-led NCGA came to power because now I teach more students in a school year with more criteria to be met and spend more hours teaching them.

Now that’s logic.

Maybe I could market myself as a professional and go after the best “clients” no matter where they are slated to attend. Competition is competition, right?. Essentially, that sounds a lot like what unregulated charter schools and private schools already do. And Hood is all for those.

The comment “Structuring pay around years of experience and degrees awarded was a bad idea” is also devoid of the logic that Hood so thinks we should use.

It seems logical to expect a lawyer, doctor, engineer, or accountant to believe that experience should be factored in his/her pay scale. Actually, the more letters that these professionals can place next to their names through further certification and advanced degrees, the more these people can demand in recompense. Of course, performance is key in their success, but for doctors, lawyers, engineers, and accountants, performance is not always under the constant scrutiny of the legislature.

Furthermore, each of those professions requires a certain amount of schooling and certification. The man who supposedly leads our public school system became a teacher in a matter of weeks and was in the classroom twice as long as the former teacher referred to in Hood’s op-ed, Dr. Stoops. Would Hood call Mark Johnson a “professional educator?” Try passing a bill like SB599 for the legal and medical professions.

Teachers are certainly underpaid. That is not the question. But to automatically equate how we pay teachers with how other “professionals” are paid is ridiculous when they are treated so differently than the teaching profession. Try regulating the legal, medical, and business communities in the same way that education is regulated. Interestingly, the same legislation that goes out of its way to “deregulate” how businesses operate in the state in order to promote business usually ensures less interference from government in how those entities should operate.

Quite the opposite has happened with public education. In fact, Hood and his reformist cronies have actually added more layers of nebulous accountability while weakening the ability for the profession to advocate for itself and the students in public schools.

And paying teachers like they are professionals probably would be easier if teachers were part of the conversation “at the table.” The operative word here is “at.”

Not “under” the table.

Not “on” the table”

“At” the table.

Then that conversation can start, because the “logical debate” that Hood alludes to seems to only have lawmakers “at” the table illogically discussing with their alternate facts what should be done about teacher pay.

Lawmakers should be more open to speak “with” teachers.

Not “to” them.

Not “down” at them.

This op-ed from John Hood is talking down to teachers.

Op-eds like this are a re-run of the same blue-blazered and straight collared argument to funnel tax-payer money from a public good to profit a few as well as weakening the teaching profession while presenting a dignified smile at the same time.

 

Every Principal in NC Has The Right to Speak Out Against This New Principal Pay Plan – It’s “Political Crap”

“Legislation is not an exact science. We do things that we think will help solve an issue.”

– Craig Horn in EdNC.org on Sept. 21, 2017.

Rep. Craig Horn’s quote was in response to what he called “overblown fears” concerning the new principal pay plan newly implemented this school year (https://www.ednc.org/2017/09/21/principal-pay-situation/).

However, considering what this current slew of lawmakers, including Horn, has done to “reform” public education here in North Carolina, it is rather ironic that he says that educators should not have “fears.” Anyone who has been an advocate for public schools in North Carolina knows full well that this state has every reason to fear what is brewing in Raleigh concerning educational reforms.

Horn mentions that legislation is not an exact science, but it is odd that he refers to it as a science because if it is then we have some lousy “scientists” in Raleigh. Consider the need for scientists to thoroughly investigate all possible scenarios and constantly experiment before declaring something a “law.” Consider that scientists usually have their work peer-reviewed before publishing.

But that would go against the special sessions of Horn’s constituents and their use of secret midnight meetings. Furthermore, if Horn is claiming to be practicing a science, then why not listen to actual scientists when it concerns matters like coal ash spills, GenX, and fracking?

The problem with Horn’s comments found in response to criticism of the principal pay plan is that those comments are simply weak and do not even pass the basic tenants of the scientific process. In fact, they are insulting to educators and those looking to see past the smoke and mirrors which have come to define the political process in Raleigh.

Horn continues (as Granados explains),

“Did we intend to get it done perfectly? Well, we would have liked to have, but we don’t kid ourselves,” Horn said. “Did we intend to screw somebody? No. Period.” 

Intentions can be debated all day, but actions speak truly. This principal pay plan simply does “screw” people, both literally and figuratively.

But for Horn to say that “screwing” somebody with this principal pay plan was not intentional? The “we” he refers to must mean the GOP establishment in power on West Jones Street. And frankly, those people do not have a good track record with having good actions backing up their intentions.

Maybe the representative should explain how HB2 did not intentionally target transgender citizens of North Carolina. Maybe he should explain how the unconstitutional Voter ID law did not intentionally target lower-income minorities. Maybe Horn should explain how the racially-gerrymandered redistricting plan that his own party enacted was not intentionally constructed to screw people over.

To continue with Horn’s scientifically unsound comments:

Horn also expresses frustration with some of the critics who he said have unfairly used the hold harmless provision to demonize Republicans. He said their fears are theoretical. 

“That may happen. This may happen. The Earth may explode. To use that as a bludgeon is patently ridiculous,” he said. “It’s fear mongering and political crap at its worst.” 

It’s funny that someone like Horn talk about frustration. Ask any veteran public school teacher or administrator about how Raleigh has totally changed the landscape of public education in North Carolina morphing it from a once nation-leading progressive system to a playground for privatizing, then you will hear some scientifically supported frustration.

The irony is not lost on Horn’s use of the word “theoretical” since he and his cronies will pass a hint of a baseless hypothesis into law within the matter of a day – like HB2. Or HB14. Or SB4. Without any experimenting! Yet, the people who actually are practicing the scientific method and have advanced degrees and conducting research are telling us that we are doing everything in our power to make the Earth explode. People in Houston, Puerto Rico, and Mexico have sure seen things explode.

Horn would call that last statement “fear mongering” and “political crap,” but what he is actually selling is “crap mongering” because of “political fear.” Why? Because the principal pay plan is so shallow and thin that it shows the lack of “scientific process” used by lawmakers to pass it. And people immediately recognize it.

If one looks at the actual steps of the scientific process as taught in our high schools based on the curriculum that the state prescribes, then one can see the steps real scientists use to explore. The steps listed below actually come from DPI’s K-12 Standards page for science (http://www.ncpublicschools.org/curriculum/science/).

  1. Asking questions and defining problems
  2. Developing and using models
  3. Planning and carrying out investigations
  4. Analyzing and interpreting data
  5. Using mathematics and computational thinking
  6. Constructing explanations and designing solutions
  7. Engaging in argument from evidence
  8. Obtaining, evaluating and communicating information

Except in this instance the problem defined was how to make principals and schools do more with less. The model came from some political playbook used by ALEC-leaning bodies. The planning occurred behind doors without actual educators. The data that was analyzed involved monetary bottom lines. The math and the computational thinking come from entities that benefit from this pay plan like SAS. Given explanations have been broad and nebulous. There is no evidence. And lastly, a body of lawmakers that uses special sessions and secret meetings which shut out other points of view does not practice communication well.

Horn’s comments still do not explain why the principal pay plan simply assumes that principals were not already focused on helping students achieve. He never explains why their getting advanced degrees to become more qualified to handle tasks and duties of an educational leader who has to navigate the terrain of today’s educational reality is not important. And he sure as hell does not explain how the same lawmakers who champion this plan resolve to help alleviate poverty’s effects on student performance.

Until he does that, then all he is giving us is a lesson in political scatology.

The NC General Assembly Should Cap Class Sizes and Fund For Arts and PE – Jesus and Churchill Would. It’s About Investing In Our Kids, Not Using Them As Pawns.

Arika Herron’s recent Winston-Salem Journal column this past Sunday entitled “Too big to learn? Schools seeking waivers for exceeding class-size limits” brought to mind the ongoing disconnect that legislative leaders in our state have with reality when it comes to curbing class sizes in public schools.

As reported last fall in a variety of media outlets, NC General Assembly leaders were pushing to limit class sizes in early grades (k-3) to a prescribed number. The problem with the original bills associated with such an endeavor was that there would be no additional funding to really alleviate the need for extra classrooms and teachers because fewer students per classroom would mean more required classes and more space.

Well… actually, there was a solution to that in the eyes of many a lawmaker – cut “non-core” classes, specifically physical education, art, music, and other specialties. If certain classes cannot be tested by state tests for “student achievement,” then they may not be as important.

At least to some.

And with Herron’s report came the stark realization that many in Raleigh still choose to ignore the reality in schools for what appears to be purposeful reasons. And when they do finally witness what happens in public schools, these lawmakers feign surprise.

For instance from Herron,

In a recent visit to Jefferson Elementary School, which has six classrooms with more than 24 students, Rep. Debra Conrad, R­-Forsyth, said she was surprised to see such large classes.

“We allot based on a ratio,” she said. “We’re trying to find out what (school districts) have been doing with the money.”

School officials said the district doesn’t fill classrooms with just 18 students — as the state allots — because it uses some of its allotted teaching positions to hire for special classes like art, music and physical education. There is not a specific state allotment to hire those special teachers and because they don’t have a dedicated class assigned to them, they do not affect a school’s teacher­-to-­student ratio.

Jefferson Elementary is one of the highest rated schools in the district and has been for quite a while, and Debra Conrad has been a representative for Forsyth County for at least three terms.

Further on in Herron’s report it states,

The flexibility that currently allows districts to do that and fill classes above their allotted ratio is in jeopardy. A provision of the budget bill would hold schools to strict class sizes starting with the 2017­18 school year.

However, lawmakers are currently considering a bill that would give back the flexibility after school districts across the state said they would have to cut art, music and gym classes in order to comply. Some districts, like Forsyth County, have said they’re also already facing a teacher shortage and struggling to fill the elementary positions they have now — let alone dozens more. Many districts would need additional classroom spaces, too.

What they do not see must not exist. And what does not exist must not need money.

This is not just by accident. And it is not simple ignorance.

It’s intentional. And until they receive lots of feedback from lots of angry parents and citizens, they will not reverse course. That’s why it is incumbent to call lawmakers. That’s why our journalists must be fearless in reporting what is true.

Remember, this is the very same General Assembly that ramrodded vouchers (Opportunity Grants) down the throats of tax payers to allow people to send their children to private schools because of the thought that public schools were not doing their job.

The recent Duke Law School Children’s Law Center’s report called SCHOOL VOUCHERS IN NORTH CAROLINA : THE FIRST THREE YEARS (https://law.duke.edu/childedlaw/School_Vouchers_NC.pdf.) has some rather enlightening summations about the NC voucher program established by the same people who want the very class size restrictions in public schools, yet who also claim ignorance to what happens in overcrowded schools. One of the most damning conclusions states,

“The North Carolina voucher program is well designed to promote parental choice, especially for parents who prefer religious education for their children. It is poorly designed, however, to promote better academic outcomes for children and is unlikely to do so.”

While these lawmakers applaud the structure of the private schools for their small class size, unique approaches to teaching, and their well-rounded curriculum, they seem to admonish traditional public schools in their quest to have the same resources.

Ironic that over 93% of vouchers go to private religious schools that are overwhelmingly Christian in affiliation, and while traditional public schools are having to worry about cutting arts, music, dance, and physical education just to fit students within limited resources, voucher-enabled religious schools get to teach their students in reduced-sized classrooms verses like,

“Let them praise his name in the dance: let them sing praises unto him with the timbrel and harp.” – Psalm 149:3.

 “Do not neglect the gift you have, which was given you by prophecy when the council of elders laid their hands on you.  Practice these things, immerse yourself in them, so that all may see your progress” – First Timothy 4:14-15.

“Thus I do not run aimlessly; I do not fight as if I were shadowboxing. No, I drive my body and train it, for fear that, after having preached to others, I myself should be disqualified” – 1 Corinthians 9:26-27.

Those verses talk about music, dance, creative talents, and physical fitness. And those are being sacrificed by our General Assembly within traditional public schools under a ruse of fiscal responsibility when in actuality it is nothing but ignorance and neglect.

When so many of our lawmakers who tout the very “reforms” that have actually hurt traditional public schools profess such a love of Jesus Christ, then would it not make sense for them to invest in all schools?

And when lawmakers like the aforementioned Rep. Conrad support school choice and vouchers they are actually supporting using tax payer money to help fund schools that service far fewer students than traditional public schools.

Consider another observation from the SCHOOL VOUCHERS IN NORTH CAROLINA: THE FIRST THREE YEARS report.

“The participating schools range in size from very small to large. As the following chart shows, six of the participating schools enroll more than 1,000 students. 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. Together, that means that nearly a fifth of the schools accepting vouchers have total enrollments of 20 or fewer students” (p.8).

The “most typical size for a voucher accepting school is between 100 and 250 students?” That’s fairly eye-opening when you consider that many public high school teachers are teaching six out of eight slots in a block schedule without a cap on students per class. That means that many high school teachers in typical public schools are teaching as many students in their classes (150-200) as there are total in the “typical” school that participates in the voucher program here in North Carolina.

And yet lawmakers have measured the merit of teachers and graded our public schools without regard to class sizes in the past few years, but when they decide to alleviate the “class size” issue they create a “bait-and-switch” scenario that further weakens how public schools can service the majority of school aged-children.

It was a little encouraging to hear Rep. Craig Horn quoted last November in NC Policy Watch acknowledging that the NCGA’s original ideas to “curb” class sizes were not very clearly thought out.

How things play out is not always how you expect them to play out,” Horn told Policy Watch this week. “I mean, we obviously intended to make class changes. Did we fully understand all of the implications? Quite frankly, hell no” (http://www.ncpolicywatch.com/2016/11/14/new-rules-lower-class-sizes-force-stark-choices-threatening-tas-specialty-education-positions/).

Ironic that Rep. Horn is a huge admirer of Winston Churchill. He often quotes him and makes reference to him on his website, craighorn.com.

Craig is often called “Representative Churchill” by his legislative colleagues owing to his close association with the Churchill Centre. Craig is president of the Churchill Society of North Carolina and serves on the Board of Governors of the International Churchill Society and the Churchill Centre.

So he may know of this quote that is falsely attributed to Winston Churchill.

winston-churchill-arts

It would be fantastic for this essay if that quote was actually Churchill’s. Yet, alas.

But Churchill did say this.

“The arts are essential to any complete national life. The State owes it to itself to sustain and encourage them….Ill fares the race which fails to salute the arts with the reverence and delight which are their due.”

That works well enough.

What would work even better is for the North Carolina General Assembly to take measures to cap all class sizes and keep the arts and physical education classes alive and vibrant.

It’s money well spent. Rather, it’s money well invested.

About That Guest Column Today in the Winston-Salem Journal – Concerning “Intellectual Dishonesty”

Nothing is ours but our language, our phrasing. If a man takes that from me (knowingly, purposely) he is a thief. If he takes it unconsciously–snaking it out of some old secluded corner of his memory, and mistaking it for a new birth instead of a mummy — he is no thief, and no man has a case against him.

Mark Twain,  Letter to Robert Burdette, circa April 19, 1890

I read with great interest the guest column in the October 22nd Winston-Salem Journal entitled “What McCrory has done for North Carolina.” You may read it here – http://www.journalnow.com/opinion/columnists/maurice-atwood-what-mccrory-has-done-for-north-carolina/article_78cb1927-7292-5b7d-b24d-af306a621fb5.html.

(NOTE: The article has been taken down from the WSJ site. A Copy can be found here – maurice-atwood_-what-mccrory-has-done-for-north-carolina-winston-salem-journal_-columnists).

And while it begins with a famous quote from Winston Churchill concerning “incontrovertible truth,” there were points argued by the guest columnist that could be flushed out more cleanly and would very much validate Mark Twain’s quote above. That will be left for another time.

Here is Winston Churchill’s full quote that the guest columnist starts his op-ed with and supposedly frames his argument around – truth.

“The truth is incontrovertible. Malice may attack it, ignorance may deride it, but in the end, there it is.”
But the purpose of this particular response is not to combat the article’s arguments in the guest column. It is to examine the meaning of truth and how it is supposedly delivered. If you read the article, I invite you to focus on the last paragraph because how the guest columnist ended the column really struck a nerve with me. It starts with “Let’s choose facts.”

Ironically, Winston Churchill was a journalist at one time. He even won the Nobel Prize for Literature later in his life. He was very keen on his choice and use of words.

It’s interesting how the guest columnist ends this concluding paragraph with “Suggesting anything other than these truths is being intellectually dishonest.” That’s a strong suggestion and supposes that anyone who would counteract the supposed truths in his op-ed would be “intellectually dishonest.” If that is the case, then I am an intellectually dishonest person because I can refute each of these points that are considered truth by the guest columnist.

Actually, I believe that makes me intellectually honest in my opinion. The person who is being “intellectually dishonest” is not me or anyone else who has challenged the governor or the GOP’s educational agenda, but the guest columnist himself.

Why? Because the guest column is largely plagiarized from another source. Actually more than half is lifted word for word from Rep. Craig Horn’s “Stop the Spin” posting from September 4th on his website, www.craighorn.com/?cat=3.

Here is a screen shot.

Craig Horn.png

And below is the text of the posting. You may compare it to the guest column in question and find a high rate of plagiarism, a sin that Winston Churchill would have abhorred and that is probably one of the greatest offenses in “intellectual dishonesty.”
Election season, or the Silly Season as it is known by many, is again upon us. It may be useless to bring some common sense into the picture, but let’s try.


In 2011, this state was nearly $3 billion overspent. Personal Income Taxes, Corporate Income Taxes and gasoline taxes were the highest in the Southeast and among the highest in the nation. North Carolina could not borrow money, our credit card was over the limit and we owed the Feds billions of dollars for money borrowed to sustain an under-performing system.


Over the last four years, Governor McCrory and the General Assembly have paid off those debts to the Feds, reduced personal and corporate income taxes to be among the lowest in the region, reduced and capped the gas tax AND added over a billion dollars to education funding in this state.
Before committing millions of dollars to teacher raises, Governor McCrory met with teachers and superintendents across this state who were clear that we must raise teacher salaries dramatically. And, they told us all that we must start with our newest teachers first or we will never be able to rebuild our base.


Over the last two years, North Carolina has implemented the largest teacher pay increase in the nation. We have also firmed up teachers’ benefit package which is now worth about $16,000 per year for every teacher in this state. Furthermore, contrary to what some teacher’s groups purport, NO benefits have been removed for new teachers, longevity pay was NOT taken away from veteran teachers, textbook funding has tripled during this administration and $97 million has been leveraged in federal and state funding to connect all schools to a robust Wi-Fi system by 2018.


In addition, graduation rates are at an all-time high and drop-out rates are at an all-time low. “Education Next” magazine now ranks North Carolina among the top K-12 schools in the nation for rigor and “Wallethub,” the online personal finance blog, has moved North Carolina into the top twenty in the nation for education quality and security.


There is more. We have stabilized the tuition costs for a 4- or 5-year degree by fixing tuition at all public universities so that students and parents can reliably plan ahead for these costs. And capping fee increases at no more than 3% a year. Our 58 Community Colleges are moving to an outcome-based education model and our Independent Colleges and Universities are helping to fill the void for the many needs-based scholarship students.


So what about the naysayers that just cannot stand for North Carolina to prosper and are desperate for bad news? Those folks keep saying, “It’s Not Enough!” Well, how much is enough? Consider that a teacher entering his 10th year of teaching has realized a 21% salary increase since Governor McCrory entered office; a teacher in his or her 19th year of teaching has seen a 15.5% increase.


Actually, we agree that we need to “Keep Pounding” and ensure that every teacher is prepared, supported and rewarded for their efforts and for improved student outcomes. And we need to complete the transition to the digital education environment. That prepares every student in our state for the demands of the twenty-first century job market. But, to ignore what has been accomplished thus far is dishonest and prevents real conversations about necessary school reform from taking place.


As our state continues to grow, we will need to attract more teachers to the classroom as well as retain and support our experienced teachers and principals. Their guidance and experience is critical to our future success. They too deserve more pay and they need to extend their hand of welcome and support to our newest educators.


Winston Churchill once said, “The truth is incontrovertible. Malice may attack it, ignorance may deride it, but in the end, there it is.” These words of Churchill stand in stark contrast to the words that are preached on the other side of the political divide regarding education in North Carolina. If people simply looked a bit deeper at what the naysayers espouse, it would be ver obvious that much has been accomplished in a short amount of time.


We can choose ignorance and thus succumb to believing lies, but we know where that leads us. The truth is incontrovertible. When we can work together in a spirit of respect and understanding, we can climb to amazing heights and make life better for everyone.
The choice, as well as the responsibility, lies within each one of us.


By:
D. Craig Horn
Representative, District 68
North Carolina General Assembly

Merriam-Webster’s online simple definition of plagiarism is “the act of using another person’s words or ideas without giving credit to that person : the act of plagiarizing something.

Sounds like “intellectual dishonesty” to me.

The Winston-Salem Journal probably has a circulation of print and electronic media nearing maybe 200,000 readers. To present another person’s work (and half-truths in my opinion) is the very definition of intellectual dishonesty. To do it openly and deliberately for that many readers is egregious.

In truth, Rep. Horn’s “Stop the Spin” posting is not intellectually sound. It’s simply just a piece of political propaganda.

And I will post an intellectually honest answer to it soon after this posting.