Category Archives: that’s political

I’m always pondering how to build a better world. Or how to survive this one. I read, think, dream, act. It’s all here: utopias, dystopias, the hidden workings of power, resistance, organizing, and action.

Collective Liberation Simplified

Power has a tendency to centralize, and the more it does, the more the working class (the 99 percent) faces economic exploitation, political disenfranchisement, and social inequality–difficulties that can be broadly classified as “oppression.” They’re all linked. Different groups within the working class (men, women, people of color, immigrants, scapegoats-of-the-year) face these issues in different ways, but we all face them.

Some people face multiple forms of oppression at once. They might be at the intersection of racism, sexism, or any number of things. They teach us intersectionality: that is, is the understanding that everybody’s oppression is connected.

Fighting any one thing at the expense of another is bound to fail. That’s why we should never be too busy with our own liberation that we fail to lend a hand in someone else’s. When we do, we are working toward collective liberation.

Any questions? Read these next.

“The Combahee River Collective Statement”

and

“Heteropatriarchy and the Three Pillars of White Supremacy” by Andrea Smith

and

“Refusing to Wait: Anarchism and Intersectionality” by Deric Shannon and J. Rogue

 

Politics and art (again)

The topic of politics and art came up recently in a Facebook debate, and I had some perspectives to share. Rather than overwhelming my friend’s Facebook wall, I’ll share them in this post. Here are a few of the assertions made:

“Censorship, even self-censorship to abet a political agenda, is anathema to art.”

“Mixing politics and art doesn’t do art any favors.”

In this post, I’ll start by generally considering the concepts art, politics, and self-censorship. Then I’ll put it in the context of the feminist movement and finish up with a work of political art by Frida Kahlo.

Art

There’s no defining the term art, but as a rough start I’ll say that it is something produced by people that speaks to the soul of those who receive it. (Except that nature makes art, too.) Art is created in a social context. It’s made many times–first by the creator, and then by the person who receives it.

Art is made for art’s sake, as self-expression, as commerce, as politics, or for any number of reasons. What makes it art? That it transcends those conditions of production and becomes something that speaks to the soul.

Art is shaped by culture, and in turn, it shapes culture.

Politics

There’s no defining politics either. In the Facebook discussion, everybody was using the term without agreeing on its basic definition, which in my opinion derailed the whole conversation. My own definition of politics is broad and expansive and stems from the feminist movement. That definition is so widely used that ignoring it will inevitably lead to confusion and pointless arguments.

The personal is political. There’s a world of meaning in that statement. When a publicly elected official can pass a law legislating what a woman may or may not do with her womb, the personal is political.

Politics, to me, is everything having to do with the power dynamics of human relationships. And as such, it’s an integral part of art.

Therefore, the assertion “mixing politics and art doesn’t do art any favors” makes no sense to me. It’s like saying “mixing salt and ice cream doesn’t do ice cream any favors.”

 

Art and social movements

For every broken human institution we’ve ever had, there’s been art to back it up. To justify it, to put it in a positive light. Our culture is the water we swim in, the air we breathe, and it is inevitably reflected in our art.

Then maybe a social movement comes along, intending to change the institution. Struggle ensues, and you’ll see resistance art. This is true for any social movement–feminism, civil rights, communism, or the push for democracy in the late 1700s.

For every social movement against a human institution you’ll have two kinds of art: that which strengthens the institution and that which resists it. They’re both political. There are those who believe in a third kind of art, that which remains neutral. I’m skeptical. Sometimes the people who say that just don’t see the air we breathe.

At the very least, whenever there is a struggle to change our social, cultural, economic, and political circumstances, art situates itself somewhere in the struggle. Maybe it’s actively building a wall against change. Or throwing rocks against a wall, or up in the picket lines fighting and getting tear gassed. It could be standing on the wall trying to simply observe–a risky business. Or sitting down and having a beer with the people who don’t want anything to change, feeling innocent. Perhaps, instead, it’s throwing pies at somebody. No matter what, though, art is somewhere.

And art has power: to change our hearts and minds, to change our culture, to start a revolution or to glorify a king.

Art, politics, and self-censorship

Because art has power, there will always be people making demands of it. Do this! Don’t do that! At some point, those demands rise to the level of censorship. Maybe the artists face execution for their work, or the loss of a job. This is terrible for art (at least until whoever is in power gets deposed).

In that context, I wholeheartedly agree with the sentiment:

“Censorship, even self-censorship, is anathema to art.”

However, I don’t agree with this one:

“Censorship, even self-censorship to abet a political agenda, is anathema to art.”

To me, it’s only censorship if the artist is at risk of execution or loss of ability to get a job, or if a censor has the power to stop the work from getting out in the world. There’s a high bar, and for good reason. Censorship is terrible. We shouldn’t weaken the term.

By the same token, it’s only self-censorship if the artist limits or changes their work as a result of these kinds of repression.

Anything else is whatever the artist chooses to do with their art, which is their own business. If they want to change or limit their work to abet a political agenda, they can do that. Call it self-regulation, or editing.

People can even demand that an artist change or limit their work, and it’s not self-censorship. People make demands on art all the time. But art’s going to do whatever it does.

Art, censorship, and feminism

Feminist authors are often told their works are “too political.” We’re repeatedly told, by workshop reviewers and editors, that we should change or limit our literature. Or we’re not told that: our work is just dumped into the slush pile, because its political sensibilities offend.

We’re asked to change or limit our work. We are often rejected by fiction markets because we don’t conform to prevailing notions. I could call that censorship, but I’m not going to. I set the bar high, and it applies equally to both sides of the debate.

The feminist movement has gained in power, and people with feminist sensibilities have our own publishers and publications. We’re everywhere: writers, editors, publishers, reviewers, and on awards committees. We’re even approaching 50% representation in some of these areas, though we have a long way to go.

Now that we’re here, we’re making our own demands. We’re saying, “Artists, we want the world to be different, and your art is part of that. We want you to stop perpetuating obnoxious stereotypes. Or even better, could you take our side in this struggle we’re having just now?”

The demand itself–this is not censorship.

Art, feminism, and backlash

In the field of fantasy and science fiction, as in all the other fields of art, feminism has encountered a backlash. No surprise there. Part of the backlash is asserting that feminist fiction has politics, while good fiction does not. A lot of the people who believe that politics and art can be separated are really referring to politics that violate cultural norms. The politics that validate them go unnoticed.

Another part of the backlash is the accusation of “political correctness.” This accusation, ironically, is used to silence a demand. We want our culture to change the way we use language, especially the way members of oppressed groups want people to refer to them. These are not unreasonable demands. If somebody is calling me a b**h or a c**t, I would ask them to stop.

However, I don’t have the power to make anybody stop using words. I don’t have the power to enforce censorship. I don’t want that power, either. I want the power to effect social change as one member of a democratic debate.

 

The work in question

The work in question was “Five Signs Your Story is Sexist–Against Men.” This article considers five stereotypes: male heroes with no relationships, fathers that are distant or judgemental, men that are divided into winners and losers, male consent that’s disregarded, and feminine men who are mocked. And it offers suggestions for how to fix fiction that has those stereotypes.

I don’t agree with all the advice in there. In some places it overstates its case and makes political statements I don’t agree with. Nobody should take its proscriptions and follow them blindly. At the same time, I was so happy to see a feminist article that talks about how stereotypes hurt men, and to tackle them as an element of craft.

In no way does this article privilege politics over art. Feminist politics are all about the nature of human relationships, which is a proper subject of art.

So I don’t see this work as any less legitimate as another article on the same blog, “Five Characters That Are Too Powerful.”

I have disagreements with both articles, and I’d happily participate in a lively debate about them. But one thing they both do well: they start a fascinating and productive conversation about craft.

Art, revisited

All art is created, distributed, and remade in a social, cultural, economic, and political context. It takes politics as its subject and it makes proscriptions. And if it’s really good art, it transcends politics, proscriptions, and context. Take this painting by Frida Kahlo, “Marxism Will Give Health to the Sick.” It is overtly political, and it leaves us face to face with the unknown, watching and wondering.

frida kahlo marxism-will-give-health-to-the-sick

Frida Kahlo, “Marxism Will Give Health to the Sick” – from fridakahlo.org

 

Six months on a Racial Equity Team

This year I was a parent participant on a Seattle Public Schools Racial Equity Team. What’s a Racial Equity Team? Short answer: it’s a group of people working together to confront racism at a specific school.

Longer answer: the Seattle school district has provided funds and training for a small number of schools to form Racial Equity Teams. (As a side note, during contract negotiations, the Seattle Education Association pushed for every school to have a racial equity team, but the district pushed back and ultimately only 18 schools got them.) You can read more about it on the Seattle Public Schools website, but sadly, they haven’t updated it since last year, so whatever work our schools have done is not reflected there.

At our school, the group of teachers and parents that ultimately became a Racial Equity Team got started partly in response to reports of race-based bullying and the recognition that the adults at the school were not prepared to handle it. There was some talk about starting something called a Restorative Justice Team, in which a group of students, led by parents or teachers, would meet regularly to help settle issues that arose.

Then we found out about the opportunity to get a grant, and we went for it. Our first two meetings ended up being all about filling out the grant application. We got the grant, which meant several of the teachers could attend district trainings and bring back what they learned to our team and to the other teachers at the school. Step one: they learned about bias. That’s a big and important step.

Having the grant happen right at the formation of the group changed its mission, though, in ways I still don’t exactly understand. There’s the big job of changing institutional racism, and the Seattle Public Schools chunk of it seems to be more about advancing academic equity — a smaller, more limited goal.

We spent a lot of time this year absorbing what we learned and trying to decide exactly what to tackle. We’ve had hugely valuable discussion, learning more about the specific needs of students at the school, and the challenges teachers face when trying to meet those needs. We also had conversations about race, gender, and ability.  But the focus is still coming together.

Will the work we do ultimately challenge institutional racism? Will it help students of all kinds feel safer in our halls, on our playgrounds, and on the school bus?

I sure hope so!

This work is necessary. It needs to be done at every single school in the district. And it needs to start now.

To be continued . . . 

 

Not at my school

I’ve been a parent at the same elementary school for seven years now, and I thought I knew it inside and out. Heard the parent gossip, volunteered in the classrooms, watched the kids on the playground, gotten to know the teachers. And then I heard from a parent about race-based bullying their child had experienced. Hair-pulling, name-calling, threats of physical violence, sexual assault. And the lack of appropriate response by the adults. And I thought, “Not at my school!”

See, my kids’ school, although it is mostly white, is less white than most of the schools in my neighborhood. We picked it for that reason. And the adults at the school are doing a whole lot of things to make sure everyone is included and treated fairly.

But the reality isn’t matching the intent. Once I started asking my friends the question, “Has your child experienced racism at the school?” it opened a floodgate of stories. How come I didn’t hear them, in all my seven years at the school?

One reason is that I didn’t ask. I just assumed things were mostly working. I’m not alone in that. White people like me, who grew up in segregated communities and were socialized not to talk about race, don’t ask the questions and don’t hear the answers.

Hearing the answers can be hard. There are truths we don’t want to accept, about racism in our communities and of course in ourselves. It’s easy to be defensive. “Not at my kids school! It’s a good school!” But defensiveness and avoidance just makes problems that much harder to solve. They build a wall between whites and people of color, reinforcing racial divisions.

On the other hand, learning to be honest about the reality around us gives us the power to change it.

So, white adults: if race-based bullying is happening at my kids’ school, it’s happening at yours too. And, most likely, despite best intentions, the other white adults in the community are mishandling the situation through avoidance and defensiveness. But this isn’t an always and forever thing. Everyone can change. Institutions can change.

It starts with us.

 

Elementary School “Book Swap”

This month I hosted a “book swap” for my child’s elementary school. It’s an idea that’s been rolling around in my mind for quite a while–I initially thought it would be great to have a book exchange party in which my kids and their friends could swap books they liked. But one thing led to another . . .

The book swap was much easier than I expected, and a lot more fun! Here’s a quick recap of what I did and how I went.

First, I approached the principal and the PTA with the idea. They suggested that I do the book swap in conjunction with a PTA “family partnership night.” Those happen regularly and involve games and free pizza. So I signed on to host the family partnership night and got some help. Then I sent out communication to the school well ahead of time, including both online and paper announcements. I was hoping for lots of people and lots of books!

Then I found some books to prime the pump. It turns out that there are usually tons of books for lower grades, but not so many for higher grades. I went to a thrift store and found some appealing upper-grade books for about a dollar each. It would alternatively have been a good idea to solicit donations from middle-schoolers. I also reached out through my local “Buy Nothing” Facebook group and left a box in the office so people could donate books early. Finally, the kids and I worked on clearing our own shelves.

The day of the event, I showed up early to order the pizza and to put out signs on the cafeteria tables, so that the people who brought in books could organize them roughly by grade level (pre-K through 1st, 2nd & 3rd, and 4th & above). I didn’t have to do the organizing myself because the kids were all over it.

We had a gorgeous spread of books by the time we were done! It was heavy on the picture books and light on the books for fourth graders and above, but there were at least some.

Kids were allowed to take 2 books each to start off with. Once everybody had taken two books, it was more of a free-for-all. When we were done, about half the books had been taken and half remained.

And that was it! Really fun and easily manageable.

I asked other people on the Soup for Teachers Facebook page if they’d done anything similar, and people have. Here were some of the responses I got:

  • One school hands out “book bucks.” Kids who bring books get one “book buck” for each book they bring in. But every student gets a “book buck,” whether they brought books or not.
  • Another school takes donations and then uses volunteers to sort them. Each student then gets the same number of books.
  • Another school does the swap during school hours, classroom by classroom. They get books from a variety of places, from the thrift store to the spring library sale to Goodwill. Then students visit, one classroom at a time, and each student takes one book.

Has anybody else done a book swap for a school? How did it work? Would you do it again?

childrens-books-with-morals-340x306

image from modernreader.org

Privilege, Power, and Getting Things Done

Sometimes I’ll be sitting in a group discussing our plans and somebody will say, “Hey, I have an idea! What if we do this?” The person looks around to the group for an answer. Some people shrug, some people look interested. Somebody might respond to the idea and somebody might bring up another idea, or the original person might expand on the idea.

Now everybody’s thinking, “Well, let’s see what the group thinks about this idea.”

But does a group think? And if so, how do you know what it thought?

People’s eyes settle on one or two people. There’s a smile and a nod from those people, or a frown. Somebody speaks.

“Well I think this. What does everyone else think?”

One or two people might speak up and discussion might go on from there. If nobody interrupts this train of thought, a decision might get made.

But who made that decision?

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Here’s something I’ve seen. Meeting after meeting, somebody brings up an idea. “Here’s something our group do. What do people think?” Nobody’s all that interested, but nobody’s opposed. They’d be perfectly happy to pitch in if somebody else takes the lead.

The person asks the group and nobody answers.

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Or there’s this. “Here’s a proposal. What do people think?” Everybody shrugs and then one person speaks up. “What a great idea! Let’s all do it!” Some people frown and look down. They’d rather not do anything, or they think the group shouldn’t do it. A third person says, “Why not?” The first person says, “Do we have consensus on this? Okay, then!”

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All in all, people have a muddled understanding of what a group is. We think we can ask a question of a group and get an answer. But it’s people who answer, and the kinds of responses depend on all kinds of factors: communication styles, speed of response, degree of shyness, amount of power within a group.

When you start to think about power, it’s well worth taking a look at the short article “Tyranny of Structurelessness” by Jo Freeman. Written in 1971, it suggests that the apparent structurelessness of groups — specifically, radical feminist groups in the 1960s — masks an actual informal power structure, with unelected elites dominating the process. It proposes seven concrete steps that can be taken to safeguard democratic process.

An enormous argument ensued, and in 1979, Cathy Levine wrote a response called “Tyranny of Tyranny.” Her article suggests that structure doesn’t solve the problem of elites, and that the feminist movement needs small, unstructured groups.

The argument is still going on, and it’s especially relevant in groups that are trying to undo systems of oppression such as sexism, racism, class tyranny — anytime there’s a power imbalance. Groups choose leaders, whether explicitly or informally, and by default those leaders will be the ones at the top of the hierarchy in the system of oppression we’re trying to dismantle. Preventing that means taking specific steps, but what are they?

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So maybe you’re in a group, and there’s a leader that got chosen by default, and that leader understands they have a position of privilege and wants to let somebody else have a chance. So they don’t take up the mantle of power that the group is trying to give them and then what happens? Who’s making the decisions? Should we just have a go-round?

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Well, here’s the trouble with go-rounds.

The size of the group has an impact on how quickly decisions can be made, and so does the decision-making mechanism. There’s an enormous difference between a group of 5 and a group of 10. Here’s the math, from the essay “Small Group Size Limits and Self-Reinforcing Feedback Loops.” 

Imagine a simple scenario where all N people in a group are given the opportunity to speak for 2 minutes, and everyone can respond to others people’s initial point for 1 minute.  The meeting lasts 2N+N(N-1) minutes which is 30 minutes for 5 people, almost 2 hours for 10 people, and 7 hours for 20 people.  The problem is clear here, even with severe limitations on communication.  Allowing fuller interaction would make the meeting of 5 take maybe another hour, but 20 people might take literally years of nonstop 24/7 meetings.

 

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Sometimes I feel like I’ve been in years of nonstop 24/7 meetings. I’m tired of the group conversations that drag on and on, ending with nothing decided. Enough is enough. Here’s my question: “Our group has a mission. How can we just get the dang thing done???”

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So here’s the question, and I don’t have the answer: how do you fairly, inclusively, and quickly find out what the group wants to do, individually and collectively, and then do it?

There’s not just one answer. But here are some things to think about:

  1. It’s good to have an agenda, a chair/facilitator, a timekeeper, and somebody to take notes.
  2. Everybody should get a chance to speak. Nobody should take more than their fair share of time.
  3. Somebody’s going to end up being the informal leader. That person has the dual responsibility of making sure things get done and sharing power fairly.
  4. It’s good to train group members up so that everyone can take on that leadership role from time to time.
  5. It’s good to have somebody who’s able to “take the pulse” of the group and help it focus.
  6. Surveys can be our friend! And big butcher paper. Everyone gets to talk at once.
  7. Big groups can break out into small ones.

Well, that’s a start, but . . . what else?

(You tell me.)

https://www.flickr.com/photos/lorettastephenson/7902147342

Cat Question Mark by Retta Stephensen

What are LEAs?

In our public school system, we have school districts, with elected officials who are publicly accountable. And we have state education departments, with an elected school superintendent who is publicly accountable. Money that goes to these entities is, at least in theory, transparently spent.

But there’s this other thing we don’t hear too much about. It’s kind of in between the school district and the state. It’s a “local education agency” or LEA. Here are two examples.

The Puget Sound Educational Service District includes King and Pierce Counties, plus Bainbridge Island.

Educational Service District 112 includes counties in southwest Washington.

According to ESD 112, State lawmakers created ESDs in 1969 for these purposes:

  1. To help districts pool their resources to maximize education dollars and realize cost savings;
  2. To create equal educational opportunities for all children of Washington, whether they live in districts large or small, rich or poor, urban or rural.
  3. To bring greater efficiency to school district operations through creative program development and partnerships

So it sounds like they do some pretty awesome work.

But there are some things I wonder about. I checked out ESD 112 because a Seattle Public Schools “Friday Memo” referred to them as a source of information for how to align curriculum to the Common Core, while the district was in the process of creating a “scope and sequence” document. Here’s what the memo said:

It is our goal that whatever math assessments are used in Seattle Public Schools that they provide insight for teachers into how well their students are progressing toward learning the key work of the grade. To define the key work of each grade, the central math program is using guidance from OSPI on the major focus of the grade and guidance from the Common Core State Standards on fluencies at each grade.

Here are the links to these major emphases from OSPI: http://web3.esd112.org/docs/default-source/smerc/ospi-ccss-major-focus-k-2.pdf?sfvrsn=0

http://web3.esd112.org/docs/default-source/smerc/ospi-ccss-major-focus-3-5.pdf?sfvrsn=0

http://web3.esd112.org/docs/default-source/smerc/ospi-ccss-major-focus-6-8.pdf?sfvrsn=0

Here is a link to a document containing the Common Core “Required Fluencies” per course: http://achievethecore.org/content/upload/Focus%20in%20Math_091013_FINAL.pdf

A team of centrally based math curriculum specialists and math teachers from across the district are working diligently this spring to be sure that the math Scope and Sequence is aligned to these major emphases. The central math team will then align mClass Beacon assessments to the Scope and Sequence and therefore to the key learning for each grade.

I find it really depressing that the school district decided to mandate this “Scope and Sequence” before the assessments were finished and without having the least idea what curriculum would be used, but that’s not what I got curious about.

I got curious about what this “ESD112.org” thing might be and why a school district memo would say it was OSPI (the state department of education). So that’s why I started looking at it.

What I don’t like is that it is a public/private hybrid. I am opposed to school privatization, and by that I don’t mean charter schools, I mean a collection of practices that are intended to remake our schools into an image of the “free market.” There’s a really thorough treatment of what that means and why it’s a problem in the document “Hidden Privatisation in Public Education” from the Education International 5th World Congress, 2007.

I’m not opposed to privatization in a knee-jerk fashion. I really like the thought that the League of Women Voters has put into its position paper on privatization. They suggest:

The League believes that some government provided services could be delivered more efficiently by private entities; however, privatization is not appropriate in all circumstances. . . The decision to privatize a public service should be made after an informed, transparent planning process and thorough analysis of the implications of privatizing service delivery.

They go on to list a number of specific criteria that should be followed. Check it out. Good stuff!

Going back to ESD 112, the reason I would say it’s a public/private hybrid is the amount of money that seems to be coming from private grants. That money always comes with strings. And then there’s the stated philosophy:

In addition to acting as a liaison between local districts and the State Office of the Superintendent of Public Instruction to deliver programs mandated by the state, Washington’s ESDs are public entities, which operate in a highly entrepreneurial fashion. We blend the benevolence of the public sector with the spirit and ingenuity of the private sector.

Not necessarily bad, but worth keeping an eye on.

 

 

 

 

I do want a standardized test, BUT

I opted my kids out of the state Smarter Balanced Assessment Consortium (SBAC) test last spring, joining the thousands of students and parents who felt it was fatally flawed — but the truth is that I do want my kids to take a standardized test that measures mastery of Common Core standards in math. Ironically, though, despite the millions upon millions of dollars that have been spent on Common Core assessments, the kind of test I think my kids should have does not seem to be available.

Let me back up a minute and talk about what the Common Core standards are. They’re a set of national standards, pushed on states across the country essentially by the private sector, that are clearly delineated. In the opinion of many education activists, they’re a complete mess. I won’t comment on that just now. I will say that having clearly delineated national standards in math makes sense to me. If everybody knows what’s supposed to be taught and when, that is a win. You can build off that knowledge to differentiate instruction, and you can keep track of what each child does and doesn’t know.

But oddly, that’s not what’s happening. The general concept was for the Common Core standards to be adopted by the states and for the private sector to start making textbooks and assessments and online curricula and so forth. In other words, free-market chaos.

So on the national and state level, our government is pouring enormous amounts of money into tests whose only practical purpose is to compare the performance of teachers, schools, school districts, and states according to whether or not the students have mastered Common Core standards. These are high-stakes tests. Because of the high stakes, their content is not open for public inspection, and we can’t evaluate their quality. Also, they are summative tests, given at the end of the school year to determine what was taught that year. In the case of the SBAC, the results were not available until well into the next school year.

What schools actually need are formative or interim assessments that can be used in the classroom, like we had in the olden days when schools had textbooks and the publishing company provided tests and quizzes.

But Common Core adoption has broken that this year, at least for Seattle Public Schools elementary kids. It shouldn’t have. Washington State has always had standards, and textbook companies have always adapted their curriculum to those standards, more or less. When Common Core came out, the same thing happened — apparently. The district spent several years on a textbook adoption process for elementary school and ultimately chose Math in Focus, which was supposed to be aligned with the Common Core.

This year, though, the school district has dictated that teachers abandon the “scope and sequence” (the content, plus the order in which subjects are taught) of Math in Focus and instead use a district-made “scope and sequence” document.

That breaks all the classroom tests from the Math in Focus textbooks–but doesn’t replace them with anything.

Why did they mandate the new scope and sequence? I would hazard a guess that they were told, or decided, that Math in Focus wasn’t the right textbook to prepare schools for the SBAC. Were they right? Were they wrong? Who knows! I bet that, as often happens, the private sector got way too much input in our schools.

This is the third year in a row that elementary school curriculum has been changed at our school. The district spent two years planning for a curriculum adoption. Two years ago, our school piloted a textbook called My Math. Then the district adopted Math in Focus, and we used that. Now we’re still kinda using Math in Focus but only as far as it matches the “scope and sequence.” How the teachers can adapt to all these changes, I have no idea.

And how is it going to be assessed? Probably with the SBAC. We’ve been promised formative assessments, but the tests the district got weren’t available to all schools, had serious privacy issues, and didn’t satisfy most teachers.

It’s a muddle for everybody, advanced learners included. Our school offers ALOs (advanced learning opportunities) for kids who qualify or just need extra challenge. By the end of last year, I figure that my fourth grade student had mastered all of the fourth grade curriculum, most of the fifth, and some sixth and seventh. In other words: all over the map. Next year, under normal circumstances, she’d enter sixth grade doing seventh grade math. But will she be ready?

Without appropriate assessments, I don’t see how her teachers could possibly know the answer to that question, or even what to teach her. Getting a handle on what parts of fifth grade curriculum she has and has not mastered is hard enough.

It didn’t have to be this hard. The SBAC and Amplify tests were designed top-down, to be sold to upper (mis)management. But for a whole lot less money, tests that gave the information we need could have been designed from the bottom up by teachers who are actually in the classroom with kids.

Here are the qualities I wish a Common Core assessment could have:

  1. Open and transparent (no high-stakes);
  2. Easily administered and quickly scored;
  3. Quickly given;
  4. Able to measure the curriculum in discrete chunks;
  5. Able to measure content above and below grade level;
  6. Easily modified for disability accommodations.

If such a test existed, then chances are, I wouldn’t opt my kids out.

Should I hold my breath? I don’t know. I doubt the ability of the Smarter Balanced Assessment Consortium to bring it to me, but efforts are being made by other organizations. For my own child, Khan Academy is a reasonable choice. But it’s not for everyone, especially kids with certain types of disabilities or kids without access to computers. There are also organizations like OERCommons and others that collect educational materials that are licensed for free use (though with no guarantee of quality). And the New York Department of Education appears to have done something clever in designing and delivering its own educational content.

But on the other hand, even in the best of times, good tests are hard to design and time-consuming to take and to grade.

All I know is, my family needs appropriate assessments for sixth grade math. And we need them now.

– Kristin

(Post updated 12/4/2015)

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If racism were volleyball

This post is for white people who feel unjustly accused because they’ve been called out on something. I know how you feel, because I’ve been there too.

So you’re in the middle of a great volleyball game. Everybody’s having fun, you’re really into it. Then you step on somebody’s toe.

“Ouch!” they say. “That really hurt!”

You’re shocked. You look around at all the other players and you imagine a scarlet J (for “Jerk”) has just appeared on the front of your jersey. You gotta protect your reputation.

“I didn’t mean anything by it!” you protest. “Why are you so sensitive?”

You’re absolutely right that you weren’t a jerk for stepping on the toe. That was an accident. You were a jerk for what you said next.

Now there are a half-dozen volleyball players shaking their heads. They go back to the game slightly annoyed and it’s not so fun any more. The person whose toe got hurt thinks you’re a jerk. They were going to ask you out on a date, but they’ve changed their mind. Or worse, somebody starts arguing about whether it was your fault, and next thing you know there’s a big fight. The game’s cancelled.

It’s a bit of a contrived situation. That’s not part of your typical volleyball game. Here’s what would usually happen instead.

“Ouch!” they say. “That really hurt!”

“I’m sorry!” you say. “You okay?”

“Yeah, I’ll be fine.” Everybody goes back to the game and has a good time. The end.

If that’s what happens when you accidentally step on somebody’s toe, how come it’s not what happens when you accidentally make a racist remark? (I’m not talking the n-word here — there are a thousand tiny slights that people of color experience, which cumulatively add up to a badly bruised toe.) The intent is about the same, the harm is about the same. The difference is in our culture. Racism is taboo. You make a racist remark, pretty soon you imagine you’re walking around with a big “R” on your shirt. You’re thinking about you, not the other person.

But there’s a simple fix. A casual “I’m sorry!” usually erases that imaginary R. And it magically helps the toe feel better, too.

How come I know all this? First, because I’ve done it both ways. I go home a lot happier if I said “I’m sorry.” And second, because I have friends who have gotten their toes stepped on, and they’ve told me what it’s like.

Questions? Comments? Thoughts?

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I stand with educators

Last night the Seattle educator’s union voted to strike if the district doesn’t provide an acceptable contract proposal. I’m in full support. I sent a letter to the school board and superintendent, and in so doing, realized exactly how angry I am with the school district. My laundry list of complaints includes: bus transportation withdrawn for my kids; no playground equipment last year due to unexpected placement of portables; learning time lost to the SBAC; and more. But in the letter I just stuck to the ones related to this contract.

A note: the Seattle Education Association is not just teachers. It also includes office staff, nurses, aides, and much more. If I’d thought of it before I sent the email, I would have replaced “teachers” with “educators.”


Please prevent a strike by giving the teachers a reasonable contract proposal. I’m a parent with an entering fifth grader and an entering sixth grader. My fifth grader had a tough year last year, and contributing factors were lack of appropriate recess facilities, stressed out teachers, and teaching to standardized tests.

The district has spent a lot of time, energy, and money trying to overrule teachers’ professional judgement with respect to standardized tests. But teachers are the only ones I trust to know my individual children’s learning needs. And of course I, as the parent, have the ultimate responsibility and authority over the education of my children. That’s why I opted my kids out of the SBAC last year.
You should know that, as a parent, I did not appreciate the district’s requirement that no instruction should take place for children who were opting out of the SBAC. You stole learning time from my child.
You should also know that, as a parent, I feel insulted by the P.R. put out by the district over contract negotiations. You haven’t given us all the information, and what information you have given us, has been slanted. Aren’t we supposed to be equal partners in our children’s learning?
I have high expectations for Seattle Public Schools. My children’s teachers have been meeting them; the district has not.
I stand with the teachers.
News article from 1985 with empty desks in the background

The last time Seattle educators struck was in 1985. They won.