EDUCATIONAL REFORM PART X: Elected Officials Must Stop Lying That Failing Grades Are Passing Grades.
“Sometimes you lie to deceive people. Sometimes you lie because you need the lie to become the truth.” Rick Riordan, The Ship of the Dead
Today’s Headlines
Democratic Politicians Are in Denial on the Education Crisis
‘We’ve lost our advantage on education’: Democrats grasp for wins on public schools
Democrats Used to Run on Education. What Happened?
How the Democrats Have Destroyed Public Education In the Inner City
Years ago, I led workshops for inner-city schools, many of which were surrounded by tall 10-foot chain-link fences, with police officers stationed around the buildings and signs warning vagrants to stay away. As a choral director, I found music to be a powerful way to connect with students. Before we dove into singing, I would use icebreakers to build rapport with the students. One of these activities began with the prompt, “Write down your dream.” The instructions were simple: On the paper in front of you, imagine that the world is a perfect place—what would you dream of doing as an adult? There’s no right or wrong answer. It’s your dream to share.
On the day I visited this class, the warm, brown eyes of the Hispanic and African-American middle schoolers lit up with smiles—first at me, then at each other. But no one moved. Not a single pencil touched the paper. It was as if every child was frozen in thought. At this point, the classroom teacher gently urged the students to write something, anything. The smiles faded into looks of confusion, even sadness. At that moment, every teacher begins to wonder: Do these students think the exercise is silly and are refusing to cooperate, or are they so unsure of themselves that they don’t even grasp the instructions? So, I tried again, explaining that I wanted them to share their dreams as a way to get to know them better. Still, nothing. All the students had their heads down, and I was at a loss for how to proceed. In my previous workshops, held in suburban schools with middle and high schoolers, this activity had always been a fun, successful venture to get students to open up, with everyone eager to share their perfect dream. But today, it was different. Why?
In my 46 years of teaching, I can't recall a time when my lesson plan derailed so quickly and so dramatically. I tried drawing from my experience, seeking answers through different methods of questioning, but still, nothing. Then, one of the boys, sensing my growing frustration, raised his hand not even waiting to be called on, as he blurted out. "I don’t have a dream." My heart stopped. I never expected to hear those words. Suddenly, others in the class chimed in with "me neither." One girl, with an exaggerated sense of humor, joked that her dream was simply to "get home without getting shot." There was laughter, but it was the kind of laughter that felt uncomfortable, as if the humor was masking a painful truth.
This moment in my teaching career took place in 2007, and I can’t even begin to imagine what the environment must be like now, 18 years later. Here are some sobering facts about children in inner-city schools that, sadly, are not surprising.
Failure Is Tolerated
There are areas of growing concern, such as persistently high dropout rates among specific subgroups, poor academic achievement, and drug use. National Library of Medicine
Inner city schools are often considered "bad" due to a combination of factors, including high concentrations of poverty, limited funding, large numbers of students from disadvantaged backgrounds, overcrowded classrooms, difficulty attracting and retaining qualified teachers, and a lack of resources.
Mishandled Covid-related school closures went too long in democratic cities. The Liberal Patriot
The cultural wars rage on with Critical Race Theory, LGBTQ+ agendas, and progressive ideologies. The Liberal Patriot
Failure is tolerated. Education leaders capitulate to the demands of teachers’ unions. There is a constant blocking of school choice and vouchers. Wall Street Journal
Where are these inner-city schools? Chicago, New York City, Baltimore, Los Angeles, Phoenix…too many to mention here. What do they all have in common? Democratic mayors, failing schools, children left behind.
In Chicago Public Schools, 18% of elementary students tested at or above the proficient level for reading, and there is no data for the number that tested at or above that level for math. Also, 17% of middle school students tested at or above the proficient level for reading, and there is no data on the number of students that tested at or above that level for math. And 14% of high school students tested at or above the proficient level for reading, and 14% tested at or above that level for math.
In New York City Public Schools, 46% of elementary students tested at or above the proficient level for reading, and 41% tested at or above that level for math. Also, 51% of middle school students tested at or above the proficient level for reading, and 34% tested at or above that level for math. And 66% of high school students tested at or above the proficient level for reading, and 35% tested at or above that level for math.
In Baltimore City Public Schools, 29% of high school students tested at or above the proficient level for reading, and 10% tested at or above that level for math.
In Los Angeles Unified School District, 40% of elementary students tested at or above the proficient level for reading, and 33% tested at or above that level for math. Also, 38% of middle school students tested at or above the proficient level for reading, and 25% tested at or above that level for math. And 46% of high school students tested at or above the proficient level for reading, and 18% tested at or above that level for math.
The ACT scores show that 30% tested at or above the proficient level for mathematics. In reading, 30% were also at or above proficiency. Science scores reveal 10% at or above proficiency.
SOLUTIONS
The Louisiana public schools are one of the very few states where test scores are going up.
LOUISIANA’S BRAVE PLAN FOR EDUCATION
Back to Basics
Schools were established to develop academic learning and skills in children. Schools should utilize their personnel, resources, and time to prioritize endeavors aligned with their original intent – ensuring academic excellence. Instead of chasing other pursuits, schools should go back to the basics with a laser focus on teaching fundamental academic content and skills. A back-to-the-basics approach will solidify knowledge with early learners and prepare them for the remainder of their academic career, work, and life.
Redesign High Schools
The world of work has changed; our high schools must adapt. Instead of processing students through antiquated experiences and coursework, we must commit to personalizing high school for each student, guaranteeing them a deliberate handoff to high-wage work, higher education, or service. High schools must adequately prepare students for success after graduation.
Accelerate Parental Rights
Children belong to their parents, not the government. Further, a child’s first – and foremost – teacher is their parent. Anything to solidify and accelerate the fundamental rights of parents should be a priority. Parents, not bureaucrats, must be in the driver’s seat of their children’s education. Parents send their children to school with a desire for their child to receive a quality education.
Value Teaching Professionals
Other than the parent, there’s nothing more critical for student success than high-quality school teachers. As we move into the future, a comprehensive approach must be utilized to value teaching professionals. We must appreciate the significance of the profession and those who choose to serve the next generation. In an effort to value teaching professionals, we should frequently evaluate practices, policies, and pay and be responsive to needs.
Expand Education Freedom
In Louisiana, educational freedom opportunities should be abundant for families. We must seek to expand choice options and remove barriers to accessing the educational environments and models that make the most sense for students. In addition to high-quality traditional public schools, Louisiana should cultivate a stronger portfolio of options to include public charters, non-publics, and home-study programs. Students should not be mandated to attend failing schools simply because of their zip code. Instead, we must have expanded options that put families in the driver’s seat for their child’s education.
GOLDEN RULE PROJECT
Applying the principle of the Golden Rule, students, parents, teachers and administrators will better demonstrate “treating others as you wish to be treated”. Recognizing each student’s story and fostering an atmosphere void of prejudice is paramount to success-based outcomes. This will be accomplished through a 30 minute student/teacher meeting (at least three times per week), with a regularly assigned teacher. This instructor will provide mentoring, appropriate social interaction and address possible mental health issues.
Points of View:
Students, Parents, Teachers and Administrators
Resource:
Rescue the Teacher, Save the Child! (book/study guide)
Purpose:
-Empowering students to boldly talk and walk their beliefs and ideas in the public school arena without imperious repercussions from peers or staff
-Educating parents and school boards regarding ways and means to question public schools’ approach to education in an animus-free environment
-Enlightening teachers to utilize tools for the mentoring of all children, free from bias including but not limited to race, religion, ethnicity
-Entrusting all administrators with legal guidance and support to provide a safe place for their teachers and students to attain the very best results in their respective capacity
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This marks the conclusion of my ten-part series on Education Reform, which began in November 2024 and wraps up today, March 11, 2025. I hope you've taken the time to read my blogs or listen to my podcasts over the past few months (paulabaack.substack.com). As I observe the individuals who loudly debate education reform, it’s clear that many of these so-called experts rarely seek the insights of teachers who are currently in the field—or, even better, those who have spent decades teaching America's children. What now for me? The following is from my book Rescue the Teacher, Save the Child!
New Mountains
My favorite quote comes from Robert Schuller (1926-2015), a well-known evangelical pastor. I printed it on a bedrock, which stood guard in my classroom for years. Here is the (paraphrase): “When faced with a mountain, I will not quit. I will either go around the mountain, tunnel through it, or climb over it. Better yet, I will stay and turn the mountain into a gold mine.” The mountain personified teaching where I remained dedicated for 46 years, and the precious gold mine was symbolic of the 6,000+ students whose lives intertwined with mine.
The following from Pastor Osteen best reflects my new aspiration: In the Bible, Caleb helped lead the people of Israel into their Promised Land. But Caleb didn’t just stop there. In fact, when he was 80 years old he said, “God, give me another mountain.” He was saying, “God, give me something else to do. Give me another assignment.” Notice, he was planning on living out his life in victory. He could have said, “God, just let me retire. Medicare wouldn’t pay for that latest prescription. I’m so aggravated.” No, he was strong. He was energetic; he was ready for the next challenge. And so am I!
No matter how old or how young you are, God has another assignment for you. You wouldn’t be here if God didn’t have a purpose for you. Make plans for another victory!
I am a Teacher—at least, I was, until I was abruptly dismissed, fired, and forced into retirement on April 25, 2017. I’m not sure which term best describes my departure. I have some understanding now, but I’ll gain a deeper insight as the years go by. No one can take away my title of Teacher, whether through actions or words. The smoldering embers of my passion for teaching continue to reignite, fueled by the advocacy fire that burns brightly for the dignity of my fellow educators. God, grant me another mountain to climb so I can remind my colleagues of their importance. God, give me another mountain to scale so I may help save a child.
