First Person

Voices: Some Monday morning quarterbacking on Amendment 66

A+ Denver CEO Van Schoales reflects on lessons that supporters of school finance reform should learn from the failure of the school tax measure Amendment 66. And join EdNews for a panel discussion on the future of school finance in the wake of Amendment 66 Tuesday evening at 6 p.m. RSVP here. 

moneymagnifiedReform-minded school board candidates swept the largest districts in the state for the first time ever. At the same time, voters rejected Amendment 66 by a 2 to 1 margin. One might think that the same voters who wanted to reform school districts would also want to reform the school finance behemoth — assuming they understood that 66 might make school finance more equitable, targeted and transparent.

Why didn’t the $10 million spent on the campaign lead to better results? What lessons should be learned? Here is a little Monday morning quarterbacking, a reflection on what might have gone wrong, what we might learn and what we can do differently next time.

  1. Partnerships of convenience make for weak alliances: The school finance partnership was well-meaning and led to some great conversations among education leaders. However, its makeup was lopsided in favor of the status quo: leadership from school boards, administrators and teacher unions. The partnership was convened because it was necessary to have everyone at the table so that a bill might get passed. Yet, while the partnership developed broad principles, it was never able to agree philosophically on what needed to change or provide the specifics about what would change. It is like the Israelis and Palestinians agreeing on a general peace agreement but with nothing about the settlements. A “grand bargain” was struck wherein everyone would get more money but would be required to swallow some reforms, but it was a compromise, not a partnership. Therefore, a true coalition between reformers and status quo representatives never gelled. As a result, the establishment camps continued to undermine the parts of the bill they never agreed to throughout the legislative process. This raises some important questions about who should be at the table and what agreements should be made before a bill idea arrives at the capital.
  2. Coloradans are not fans of statewide taxes: Coloradans generally don’t like taxes unless someone else is paying. We are only willing to pay if we know exactly what our money is going to do and how it benefits us directly. Even Denver voters, who recently voted 69% to support last year’s mill levy increase for the Denver Public Schools, only voted 53% in favor of 66. Some have argued that if only the campaign had enough funding, a tax increase could be passed; clearly this was not the case. Proposition 103, which cost about $600,000, lost by 65%, compared to the 66 campaign loss of 64% with almost 20 times the funding for the effort. Was greater clarity needed about how new taxes directly benefit the taxpayer? Or, as many have said, was this too big a bite for too many voters?
  3. Colorado is purple and maybe cynical gray a la George Packer: Senator Mike Johnston and his partners did a remarkable job ushering SB 213 through the state house and senate. Ultimately, however, the bill had to be carried by Democrats. In retrospect, not having a single Republican made the bill too tough to sell to purple state voters. Amendment 66 might have had a better chance of passing (think Owens cheering while Hickenlooper jumped out of planes for Referendum C) if the first draft had been crafted by Senator Johnston and a Republican. This might have sent the education establishment and some of their Democrat friends spinning, but in the end, aligning too closely with the (Dem-backed) establishment alienated a lot of reformers and Republican voters. Significant reforms in Colorado (from standards and teacher effectiveness to school accountability) have almost always stemmed from bipartisan efforts.
  4. Organize Colorado business: The business community provided a great deal of support when SB 213 was moving through the legislature by pushing against the education establishment when it came to getting and keeping school reform in SB 213. Many of these business folks were happy to stand with Governor Hickenlooper when he signed 213 into law, yet many of these same groups went silent or changed direction when it came to paying for the reforms and supporting 66. These same groups seem more than happy to line up for more taxes (probably a regressive sales tax) to build roads, but quickly scatter when asked for education reform funding. Kudos to Colorado Succeeds for seeing the whole process through to the ballot. We all need to do a better job working with the business community so that they might support a more effective public education system that directly benefits them and the rest of us. Or maybe we need to understand more has to be done with less.
  5. Messaging matters: The 66 campaign was built on the supposition that if the far left mailed their ballots, 66 would pass. They bet that the message of smaller classrooms, more art classes, gym and funding to meet student needs would motivate voters (particularly given some of the recent cuts). At the same time, messages about reform were mentioned as an afterthought, if hardly at all. While A+ Denver did not have access to the polling or focus group data, the “more money equals better outcomes” message was worrisome because so few we talked to were motivated by this message. Most people agree that we need to improve our schools but questioned the price tag and exactly how the money would be spent. Clearly there is enormous skepticism about the effectiveness of government, particularly when at the state or federal level. What remains confusing is how campaign insiders believed that they were within several points of winning up until a week before the election. This is puzzling, given the well-funded, sophisticated campaign. They engaged in regular polling and focus groups throughout the summer and fall and ended up with a message that could have been written by the teachers’ union. Was this what voters wanted to hear? More needs to be understood: what worked for the campaign and what did not?

I supported 66. It would have been a great step forward and I knocked on doors trying to convince voters of the same. Finance reform is necessary, along with full-day kindergarten and high quality early childhood education, if we are serious about having a world-class public education system. No higher performing system, whether Massachusetts, Shanghai, the Netherlands, Denmark or Sweden, lacks these components. Maybe we need to regroup and take much smaller bites of the apple to build a public education system that lives up to our desires and the needs of our state.

However, we all (winners and losers in the 66 fight) must ultimately take stock of what happened and what is possible in Colorado on the reform and funding fronts before we return to the education battlefield to do what each of us believes is necessary to improve public education.

First Person

To close out teacher appreciation week, meet the educators whose voices help shape the education conversation

From designing puzzles to get kids fired up about French to being christened “school mama” by students, teachers go above and beyond to make a difference. Chalkbeat is honored to celebrate Teacher Appreciation week with stories of the innovation, determination, and patience it takes to teach.  
Check out a few of the educator perspectives below and submit your own here.

  1. First Person: When talking about race in classrooms, disagreement is OK — hatred is not by David McGuire, principal at Tindley Accelerated Schools and previously a teacher in Pike Township. McGuire is also a co-founder of a group called Educate ME.  
  2. First Person: What my Bronx students think about passing through scanners at school by Christine Montera, a teacher at East Bronx Academy for the Future in the Bronx. She is also a member of Educators 4 Excellence-New York.  
  3. First Person: What 100 ninth graders told me about why they don’t read by Jarred Amato, High School English teacher and founder of ProjectLITCommunity.
  4. This fourth-grade teacher doesn’t take away recess or use points to manage the class. Instead she’s built a culture of respect by Liz Fitzgerald, a fourth-grade teacher at Sagebrush Elementary and Colorado Teaching Policy fellow.
  5. First Person: Why I decided to come out to my second-grade students by Michael Patrick a second grade teacher at AF North Brooklyn Prep Elementary.
  6. Meet the teacher who helped organize the Women’s March on Denver, a profile of Cheetah McClellan, Lead Math Fellow at Denver Public Schools.
  7. First Person: At my school, we let students group themselves by race to talk about race — and it works, by Dave Mortimer, and educator at Bank Street School for Children.
  8. What Trump’s inauguration means for one undocumented Nashville student-turned-teacher a profile of Carlos Ruiz, a Spanish teacher at STRIVE Prep Excel and Teach for America fellow.
  9. First Person: ‘I was the kid who didn’t speak English’ by Mariangely Solis Cervera, the founding Spanish teacher at Achievement First East Brooklyn High School.
  10. First Person: Why recruiting more men of color isn’t enough to solve our teacher diversity problem by Beau Lancaster, a student advocate at the Harlem Children’s Zone and  Global Kids trainer teaching, writing, and developing a civic engagement and emotional development curriculum.
  11. Sign of the times: Teacher whose classroom-door sign went viral explains his message a profile of Eric Eisenstad, physics and biology teacher at Manhattan Hunter Science High School.
  12. First Person: How teachers should navigate the classroom debate during a polarizing election year  by Kent Willmann, an instructor at the University of Colorado Boulder School of Education. He previously taught high school social studies in Longmont for 32 years.
  13. First Person: I teach students of color, and I see fear every day. Our job now is to model bravery by Rousseau Mieze, a history teacher at Achievement First Bushwick charter middle school.
  14. Pumpkin pie with a side of exhaustion: Why late fall is such a tough time to be a teacher by Amanda Gonzales, a high school special education teacher in Commerce City, Colorado.
  15. This teacher was a ‘class terrorist’ as a child. Now he uses that to understand his students by Andrew Pillow a technology and social issues teacher at KIPP Indy College Prep Middle.
  16. What this teacher learned when her discipline system went awry — for all the right reasons by Trilce Marquez, a fourth-grade teacher at P.S. 11 in Chelsea.
  17. Here’s what one Tennessee teacher will be listening for in Haslam’s State of the State address by Erin Glenn, a U.S. history teacher at East Lake Academy of Fine Arts and Tennessee Educator Fellow with the State Collaborative on Reforming Education.
  18. An earth science teacher talks about the lesson that’s a point of pride — and pain a profile of Cheryl Mosier, a science teacher at Columbine High School.
  19. A national teacher of the year on her most radical teaching practice: trusting kids to handle their bathroom business by Shanna Peeples, secondary English language arts curriculum specialist for Amarillo ISD.
  20. How this teacher went from so nervous her “voice was cracking” to a policy advocate by Jean Russell, a literacy coach at Haverhill Elementary School,  2016 Indiana Teacher of the Year and TeachPlus statewide policy fellow.

First Person

I’m a black man raised on the mistaken idea that education could keep me safe. Here’s what I teach my students in the age of Jordan Edwards

The author, Fredrick Scott Salyers.

This piece is presented in partnership with The Marshall Project

I worry a lot about the students in the high school where I teach. One, in particular, is bright but struggles in class. He rarely ever smiles and he acts out, going so far recently as to threaten another teacher. As a black, male teacher — one of too few in the profession — I feel especially compelled to help this young black man reach his potential. Part of that work is teaching him the dangers that might exist for him, including the police.

The killing of Texas teenager Jordan Edwards proves, though, that it’s not just black boys with behavior issues who are in danger. Jordan — a high school freshman, star athlete and honor student — was shot dead by a police officer last month while leaving a house party. As he rode away from the party in a car driven by his older brother, officers who’d been called to the scene fired multiple rifle rounds at the car. One bullet went through the passenger window, striking Jordan in the head. Murder charges have since been filed against the officer who fired the fatal shot.

It’s a near impossible task to educate black children in a society that constantly interrupts that work with such violence. Still, it’s incumbent on educators like me to guide our students through the moment we’re living in — even when we can’t answer all their questions, and even if we’re sometimes confused ourselves.

I began teaching in 2014, the year the police killings of Eric Garner, Michael Brown, and Tamir Rice dominated headlines. The tragedies have piled on, a new one seeming to occur every month since I first stepped into a classroom. I currently teach ninth-graders at a predominantly black charter school in Brooklyn, and I often find myself struggling to make sense of the events for my students.

I’ve shown them clips from popular films like “Selma” and “Fruitvale Station” and prepared lessons on the civil rights movement, and I’ve done my best to ground it all in the subjects I was hired to teach — American history, composition, and college readiness. My hope is that these films will encourage my students to connect today’s police violence to our nation’s history of racial injustice. And, because there are no easy answers, they’ll simply be encouraged by the perseverance of those who came before them.

I can’t help but worry I’m sending them mixed messages, however, teaching them lessons on resistance while also policing their conduct day to day. As an administrator and one of few black male teachers in my school, I’m often charged with disciplining students. I find myself having a familiar talk with many of them: “get good grades,” “respect authority,” “keep your nose clean.”

It’s instruction and advice that can feel pointless when a “good kid” like Jordan Edwards can have his life cut short by those sworn to serve and protect him. Still, I try in hopes that good grades and polite behavior will insulate my students from some of society’s dangers, if not all of them.

The Monday after police killed Edwards, I asked the students in my college readiness class to watch a news clip about the shooting and write out their feelings, or sit in silence and reflect. Many of them were already aware of what happened. I was proud that so many of them were abreast of the news but saddened by their reflections. At just 14 and 15 years old, many of them have already come to accept deaths like Jordan’s as the norm, and readily expect that any one of them could be next. “Will this police officer even be fired?” one asked. “Was the cop white?”

The young man I worry about the most was more talkative than usual that day. During the class discussion, he shared his guilt of being the only one of his friends who “made it” — making it meaning being alive, still, and free. The guilt sometimes cripples him, he said, and high-profile police killings like Jordan’s compound that guilt with a feeling of hopelessness. They make him think he will die in the streets one way or another.

I didn’t know what to say then, and I still don’t have a response for him. I’ve always taught students that earning an education might exempt them from the perils of being black in America, or at least give them a chance at something more. I was raised on that notion and believed it so much that I became an educator. But deaths like Jordan’s leave me choking on the reality that nothing I can teach will shield my students from becoming the next hashtag.

In lieu of protection, I offer what I can. I provide a space for my students to express their feelings. I offer love and consideration in our day-to-day interactions and do my best to make them feel seen and, hopefully, safe for a few hours each day.

Fredrick Scott Salyers teaches at a charter high school in Brooklyn. He began his career in education as a resident director at Morehouse College. Find more of his work here.