The Year Since Orlando Has Brought One Hit After Another—and a Renewed Commitment to Meeting Fear with Celebration
A year ago today we woke up to the news that a domestic terrorist had trapped hundreds of people inside a Florida gay club. He gunned some down indiscriminately before stalking others like prey. By the time I saw the headlines, 49 people—virtually all Latinx—had been confirmed dead.
I literally couldn’t get out of bed. A few hours later Barack Obama spoke, decrying the symbolism of a slaughter during Pride: “The place where they were attacked is more than a nightclub,” he said. “It is a place of solidarity and empowerment where people have come together to raise awareness, to speak their minds, and to advocate for their civil rights.”
The mixture of emotions–horror at the scale of the violence and astonishment that, in my lifetime, the president would define a gay bar as a sacred community space—was enough to get me upright at the keyboard. Continue reading
We Can Greet North High’s Rising Grad Rates with Polar Pride–and Still Ask What Those Diplomas Mean
Today in the Continuing Adventures of Minneapolis’ Biggest Buzzkill, we engage in the sad but necessary task of a little graduation-season reality check.
This morning’s Star Tribune carries a heartwarming story about the amazing turnaround at Minneapolis Public Schools’ North High, from which some 50 seniors graduate today. The piece sketches the school’s “comeback” from five years ago, complete with a graph showing the graduation rate’s rise from 44 percent to 82 percent.
Congratulations to those Polars. May their diplomas serve as a formal invitation to bright futures. The world needs bright young people like them more than ever. Let’s agree, as a community, to support them in whatever endeavors come next.
The mellow I feel obliged to harsh? The narrative that has sprung up around the rebirth of the high school—at least as depicted by this city’s newspaper of record—skirts some major potholes. In fact, I’ve been thinking of it all morning as Exhibit A in why, in 2017, regional newspapers need to do like the national ones and realize that public education is not an entry-level, tooth-cutting beat but a hard-edged policy arena in need of watchdogging.
Of the 63 members of the 2017 class who took a state reading exam in 10th grade, seven—or 11 percent—passed. Of the 54 juniors who took the math test the next year, four—or 7.4 percent—passed.
Let’s countersink that nail: Two of 42 North 10th-graders—next year’s presumed grads–last year passed the reading test.
The story takes no note of this. Continue reading
Happy Pride, y’all!
June 1 marks the start of a month-long celebration of LGBT history and culture and of our extraordinary leaps forward in terms of equality in recent years. If what you know of Pride is the rainbow- and glitter-bomb-saturated parades that are the grand finale–great. I hope to see you there; I’ll be the one on the sparklepony wishing she’d brought sunscreen.
In the meantime, let me leave you with this: Pride is an incredibly important month for educators and students. Schools can play a vital role in supporting LGBT youth and in affirming their identity—especially if their understanding of it is still in formation.
In no particular order, then, I offer several opportunities for educators to observe and celebrate:
Feels like home
Know where young people who suspect their families might not embrace their sexual orientation or gender identity can explore in a supportive cocoon? Where there’s hopefully a library full of books where they can see themselves and answer their unvoiced questions—maybe even staffed by a librarian who can create the space for them to browse unobserved? Continue reading
A Cross-Section of Education Advocates Set Aside Their Differences to Create a Blueprint for Reshaping the City’s Education Landscape. It Almost Happened.
The morning John Rakolta Jr. rode the bus to school with Mrs. Robinson and her two kids it was 7 degrees in Detroit. The four stepped outside the Robinsons’ apartment building exactly at 6:15 a.m. Rakolta’s bodyguard and driver trailed at a discreet distance.
Kids bundled against a wind chill that made the trek even more frigid, they walked to the bus stop and waited. And waited. What time was the bus expected to arrive, Rakolta asked, shivering. 6:50. So why get to the stop half an hour early? Because buses are few and schedules erratic; if the 6:50 came early and they missed it there wouldn’t be another for two hours.
The panoramic windows in Rakolta’s downtown Detroit office look out over the city’s main thoroughfare. Buses go up and down Woodward Avenue, but the reality of relying on them was a rude surprise to him.
The CEO of a privately held company that builds auto assembly plants all over the world, Rakolta’s sideline avocation is race relations. He’d been part of two decades of purposeful efforts to understand his own white privilege and to build relationships between black and white Detroiters. He’s both a conservative and a booster of a black, Democratic city.
John Rakolta Jr.
A major fundraiser for the presidential campaigns of Mitt Romney in 2012 and Marco Rubio in 2015, Rakolta was riding the bus with the Robinsons because a few months earlier a friend had asked him to join an effort to create some stability in the city’s crumbling school system, often described as the worst in the nation. Continue reading
When Mark Dayton first ran for governor, I wrote a wonky little story about a new kind of assessment. When a Minneapolis principal I’d interviewed called after it appeared I flinched a little before picking up. Had I double-checked my notes? Had I gotten something wrong?
Nope. Turned out Dayton, who was running in a crowded field of DFLers who all had remarkably similar—and shallow—things to say about K-12 education, had called the principal and asked if he could stop by.
It can’t have been the only impromptu cold-call. Unlike his challengers, Dayton’s stump remarks on education were peppered with real-life examples of needs his policies would address. His vignettes were rich with the kind of detail that suggested he did more listening than flesh-pressing.
With the Legislature headed toward adjournment and a hailstorm of vetoes coming out of the governor’s office, I wonder where that man went. Particularly since his re-election, on education policy Dayton seems increasingly like a guy who is listening to one set of voices: Education Minnesota.
Thursday Dayton vetoed a bill to overhaul the way Minnesota teachers are licensed that had broad, bipartisan support. And he appears willing to go to the mat over his much less popular universal school-based pre-kindergarten plan known in Capitol shorthand as VPK—voluntary Pre-K. Continue reading
Why I think the New School Board Will Address the Little-i Inequities But Stop at Trying to Solve the Big Ones
Ah, how quickly the bloom goes off the rose.
A Minneapolis School Board with a new political majority has been feeling its oats since the first of the year. It didn’t take long for things to get rocky.
In the new board’s most dramatic chapter yet, a couple of weeks ago about 150 community members organized by a faction of the Minneapolis Federation of Teachers showed up to protest what they said were the forced resignations of seven district employees who are people of color. With just Don Samuels voting no, the board supermajority could not move swiftly enough to reverse the decisions.
And so the next week it was forced to convene a special meeting to hear from principals and others who deplored the board’s intercession, insisting that there were more clear-headed ways to make personnel decisions and noting that the board overruled school leaders without so much as requesting information about the cases at hand.
The board insisted it was acting out of a concern for equity. And indeed a pattern of forcing people of color out of jobs in schools, where they are desperately needed, would be a very bad—and sadly not surprising–thing.
But let’s pause, because in short order the universe has served the board an opportunity to address equity on a much larger and more impactful scale. Dollars to doughnuts the new board walks—nay, sprints—away from this one. Continue reading
This is a rant about school vouchers—which I oppose. And it’s a shaggy dog story of sorts. It ties together in my mind, so if you care at all about the former, I hope you will stick with the latter. Because Minnesota, in the Crazy Mixed Up World that is 2017, is actually entertaining the notion of sending tax dollars to private schools.
Calling them tax credits, or scholarships, doesn’t change the basic calculus. We are talking about sending public money—which people of myriad creeds contribute, because way back when we decided we were one nation, indivisible—to institutions that may decide to flaunt civil rights.
Not long ago, I was in Texas interviewing parents at, among other events, a school choice fair. I stopped at the booth of a school serving students on the autism spectrum that claimed to get great results via novel methods. After chatting with the school’s founder for a little while, I arranged a visit.
The school was private, not a public charter. Special ed is a notoriously bureaucratic corner of education. The decision to open a private school, he said, was driven by his and his colleagues’ desire to be free to adhere, unfettered, to their approach.
When I got to the school, all I could see were red flags. Texas-sized, fire-engine-red flags. Flags Christos could unfurl across a cattle barony big enough to encircle Delaware. I left. I hit one last taqueria. I flew home. Continue reading
Comes now the news that Minneapolis Public Schools’ communications chief has resigned some three months after her appointment.
Is this good news? Bad?
Who knows. Seriously.
When the news rolled in Monday I was in the process of wading through all 123 pages of the PowerPoint presented at the Minneapolis School Board’s March 28 meeting. I was in search of a particular factoid, and I was falling into a familiar rabbit hole.
The presentation had pages of graphs and charts showing increases in Minneapolis Public Schools graduation rates, including a long dissection of how better record-keeping contributed to the rise–but no actual numbers showing how much of the increase was the result of improved tracking.
There were also charts outlining the results of a survey that found—unbelievably and in total contradiction even to other data in the same presentation—that almost all families are thrilled with their children’s experiences with MPS, that they feel affirmed culturally and are asked for their feedback on the school’s operations on a regular basis.
Not surveyed: The third of Minneapolis families using public education who enroll their school-aged kids somewhere other than MPS—a percentage that rises to half on the north side.
And, the piece de resistance: a communications plan including the sharing of positive stories about MPS, “proactive communications and issues management” and an “eventual” marketing campaign aimed at retaining and recruiting families to district schools. Because none of that EVER occurred to communications regimes past. Continue reading
Did you wear a pink hat? Stay home? Help a girl make sense? Reactions to the post-inaugural marches were as varied as womankind
After pretty much everyone I knew marked #45’s inauguration by marching in St. Paul, I reached out to a list of women I know who all write about education to start a dialogue about our varied perspectives and our shared passion–equity for kids. I had no idea the reaction it would get. Hard truths, spoken word? We’ve got it.
After a long series of emails, we decided to edit the best parts of the conversation into a blog post to share. My colleague Kerry-Ann Royes in Florida–helpful context: Jamaican by birth–hosted the effort at her blog Faces of Education, which is hyperlinked below. My friend Vesia Hawkins in Nashville has added to the project by making a short, shareable video. The woman in the photo above on the right is my friend Maureen Kelleher; the moppet next to her is her daughter.
It’s our collective hope you’ll want to contribute by commenting. Read on, and you’ll know why I love this group.
Fellow women writers, education advocates and mama bears: I didn’t go to the Women’s March the day after the presidential election–I’m too much of a journalist at heart to participate in protests–but I followed all of your Facebook posts and tweets as closely as if I’d been there.
I was astonished to realize that in the incredible diversity of opinions we had about the event and about the need to keep showing up for children. Some of you took your children to introduce them to a kind of civic activism that fuels you. Some of you support our kids just as fiercely, yet did not find the same meaning in the march.
I’m moved, in the wake of the largest peaceful protest in U.S. history, to open a dialogue. What does it mean to be, raise and educate women in the age of Trump? Let’s share with each other and then with our readers. I’ll kick it off:
Schools are full of girls learning to be women. They are full of women trying to have an impact on the dreams of the girls coming up behind them. This is no trifling thing. Did you know that when I was a schoolgirl there literally was no such thing as a woman’s athletic shoe? We wore smaller men’s shoes. My mother could not get a credit card or buy a house. I could go on. Continue reading