On
Feb 7, 2015, President Donald Trump’s choice for Secretary of Education, Betsy
DeVos, was confirmed by the U.S. Senate. With Vice President Mike Pence casting
an historic tie-breaking vote, the final tally of 51 to 50 ended an unusually
contentious fight over this cabinet post. The largely partisan vote stemmed
from Ms. DeVos’ long history of advocacy for charter schools and school vouchers
in her home state of Michigan, a pair of programs heavily opposed by the
Teachers Unions which are universally supported by the Democratic Party.
During
confirmation hearings, Ms. DeVos reiterated support of charter schools with the
statement “I am a firm believer that parents should be empowered to choose the
learning environment that’s best for each of their individual children.” The
following day Eric Heins, president of the California Teachers Association,
declared “It’s clear to us: she is an anti-public education activist more
interested in funneling public monies into private schools and for-profit
charter schools. She doesn’t value the
diversity we celebrate and hold dear here in California.” And upon her
confirmation, Randi Weingarten, president of the American Federation of
Teachers, said “DeVos shows an antipathy for public schools; a full-throttled
embrace of private, for-profit alternatives and a lack of basic understanding
of what children need to succeed in school.”
As
the participants in the schools wars continue to engage in combat, let me
interject a few comments to which both sides would object. I contend neither
the public school nor the charter school has a monopoly on educational
expertise. In both settings bright students who strive to learn will do well,
while those that are dull or who fail to apply themselves will do poorly. Of
particular concern to me is the dogmatic belief that how the school hierarchy
functions will dictate the scholastic outcome. The implication is clear – and
faulty – that learning is something done to the student, not by the student.
And finally, I’m appalled that none of the combatants appear to phrase their
arguments or address their comments to the very persons on whom education is
presumably directed: the students. These appear to be the forgotten ciphers in
this never ending battle, who will perform as directed, but enjoy no say in how
they’ll be required to learn.
A
final thought: I’m convinced the intent of all parties in this fracas is funneling
public monies into schools they control. It’s nothing more than a fight over
the loot.
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