Buffoon – Bumbler – Brilliant?
Trump the buffoon, de Blasio the bumbler, but Cuomo’s been brilliant?
Not so fast!
The nightly news version, the press conference version, that fits.
Trump blusters, brags, bullies. He exudes confidence in his intellect and abilities, despite ample evidence to the contrary.
He really wants to be good at this, he wants to sound official, and somber, and caring, but de Blasio’s meandering, whining, pleading, plodding press conferences inspire mostly sighs.
Cuomo stands out. He’s punchy. He’s sharp. He’s confident. He’s cogent. He cares. He’s realistic.
Donald the Buffoon, Bill the Bumbler, and Brilliant Andrew. Case closed?
Not so fast.
When the bar is set at “not completely insane” Cuomo clears it pretty easily. But we should not be using such a low bar.
Cuomo grabbed more emergency powers than were reasonable, and then abused them: to cut aid to localities (schools and health care) and to take revenge on political opponents.
But the crisis, right? Hasn’t he been a shining light in the storm? Well, no. Take an hour, read this Propublica piece. (might take you 20 minutes, took me 40, deserves an hour). Or, here, let me pull out some highlights. The article contrasts the response in NY State and California, with a lot about NYC and San Francisco, as well. Cuomo and de Blasio get blasted. Strangely, de Blasio, even with criticism, comes off better than he does from his press conferences. Another low bar.
Anyway, skim the highlights, and then go read the full piece.
Two Coasts. One Virus. How New York Suffered Nearly 10 Times the Number of Deaths as California.
On March 17, de Blasio suggested a “shelter in place” order as in California. Cuomo blocked it: ““shelter-in-place” sounded like it was a response to a nuclear apocalypse. Moreover, Cuomo said, he alone had the power to order such a measure.” The order came five days later. With exponential growth, and a doubling time of less than five days, that delay may have doubled the total number of New York deaths.
“No later than Feb. 28, federal officials warned the country that a deadly pandemic was inevitable. It is from that point forward, they say, that any individual state’s actions should be judged.” But ““Governors don’t do global pandemics,” Cuomo said.”
“While New York’s formal pandemic response plan underscores the need for seamless communication between state and local officials, the state Health Department broke off routine sharing of information and strategy with its city counterpart in February”
The article is not kind to de Blasio either: “For his part, de Blasio spent critical weeks spurning his own Health Department’s increasingly urgent belief that trying to contain the spread of the virus was a fool’s errand. The clear need, as early as late February, was to move to an all-out effort at not being overrun by the disease, which meant closing things down and restricting people’s movements.”
The disconnect between de Blasio and his own Health Department played out — perhaps decisively — in late February and early March. The events of those days have been reconstructed through notes kept at the time by the city official alarmed by what they were seeing — the diminishment and disregarding of one of the world’s most respected local health departments. The official’s notes show that late February was the first opportunity for de Blasio to have absorbed what his department was warning about. It didn’t go well. “He said all the wrong things,” the official wrote after a Feb. 26 news conference.
All eyes are on the federal government’s lack of stockpile (and rightly so). But the article points out Cuomo’s responsibility: “New York’s pandemic preparedness and response plan, first created in 2006 and running to hundreds of pages, predicted the state’s health care system would be overwhelmed in such a situation, and it highlighted two vital necessities: a robust and up-to-date state stockpile of emergency equipment and protective gear, and a mechanism for quickly expanding the number of hospital beds available. Despite repeated requests, New York state health officials would not say what was in the state’s stockpile at the start of 2020, but it clearly wasn’t adequate.”
But while the state’s plan makes clear its obligation to be adequately prepared, Cuomo over many weeks sought to portray the federal government as the culprit for the crisis in shortages of protective gear and medical equipment such as ventilators.
As for expanding hospital capacity, it was not until March 16 that Cuomo designated a task force to engineer greater numbers of beds, demanding a 50% increase in capacity in 24 hours. “You could make an argument that it should have happened a month before,” said Michael Dowling, the chief executive officer of Northwell Health, the largest hospital organization in the state and one of the health care leaders Cuomo appointed to the task force.
The state’s performance once New York fell under siege from the disease has also been challenged. State Health Commissioner Howard Zucker — one of a half-dozen advisers who made up Cuomo’s brain trust during the crisis — has been pilloried by the local press for his decision to allow nursing home residents who tested positive for the disease to be returned to those homes. The administration reversed its position this week.
Meanwhile, the New York State Nurses Association has sued the state Health Department and its commissioner for failing to adequately equip front-line medical workers with protective wear and allowing hospitals to order nurses sickened by the virus back to work.
…when the March 2 news of community spread surfaced in New Rochelle, Cuomo urged calm. The state, he proudly noted, had successfully confronted a wide variety of health scares over the years. “We are fully coordinated, and we are fully mobilized, and we are fully prepared to deal with the situation as it develops,” Cuomo said. “This isn’t our first rodeo.”
Retiring Advanced Placement
The College Board cannot plan a test, give a test, guarantee fairness, catch cheaters, or tell the truth.
This has been a rough week for them, with the AP Fiasco, and a long time coming. Even favorable coverage bends unfavorable.
Let’s run through the list:
- They get schools to give appropriate space for free, and crumble when forced to come up with something themselves. They made no attempt to guarantee an appropriate environment for test-takers.
- They get schools to plan administration for free, and when left to their own devices, fail. There were student taking tests at midnight. And at 2AM. And at 4AM.
- They count on teachers to proctor and prevent cheating. Left to their own devices, they insult everyone with bullying “Don’t Cheat you Cheaters!” threats (which are as ineffective as they are insulting), pretend to be teens and try to entrap students (and are instantly found out), and fail to prevent actual cheating (as a google trends search of “how do you find an integral,” “progressive era,” “angular momentum,” or “active transport” quickly reveals).
- They fail to develop an app (students know how to use apps), fail to obtain sufficient bandwidth, and then lie through their teeth, blaming teenagers when the teenagers actually followed the directions.
- And instead of rectifying their mistake, they rescheduled exams for June – including rescheduling some at conflicting times.
What do we need these clowns for?
Curriculum?
There are many “AP Curricula” out there – we can continue using them without these clowns being involved. Schools and districts may also have their own high level courses – or courses that should have been considered “high level” but were not considered so without the AP imprimatur.
Test?
Hell, most teachers in my school know ±1 what their students will score.
Or even better, forget the tests. AP exams are way before the end of the year… replace them with performance-based assessment of projects or original writing, or research or creative work. This could be better than APs. Can you imagine students spending time applying their knowledge, rather than cramming? And we get more time to do the work. No one will want to go back.
Postscripts
We have a moment. Now is the time to move to get the College Board out of our public schools.
We should carefully examine ANY private company that is intruding into public education.
We will look back on this, years from now, and wonder why it took so long.
TDA: Diversified, Fixed – 2000-20
The Diversified Fund Unit Values are available on the TRS website. I put them into a chart starting in 2010, and I got asked to push it back.
The fixed return was 8.25% until December 11, 2009, when it dropped to 7%. Here’s the deal that delegates voted overwhelmingly for. The UFT used to have the story on its website, but they cleared out their archives. I kind of care, because Jack Miller took a FANTASTIC photo of me speaking in opposition (below) but I also care because documentation of history matters. Norm wrote two lines about it, but that’s not the same thing.
Anyhow, there’s something challenging about making this chart – where to index the fixed? Make the two amounts equal in January 2000 would give one impression – and I think that would be the default. But I chose to show them as equal January 2010. In any case it is the comparative shapes, rather than raw numbers, that are of interest. Also, and I am not an analyst, this is an ongoing investment, so you don’t drop your money in at the beginning and watch. In other words – I’ve made a somewhat pretty picture, but the analysis is probably much more complicated.
And here’s the raw data (to be proofread or analyzed, or anything you like)
| Date | Diversified Fund Unit Values | Fixed |
| Jan-00 | $74.220 | $23.14 |
| Feb-00 | $71.086 | $23.30 |
| Mar-00 | $71.665 | $23.46 |
| Apr-00 | $76.533 | $23.62 |
| May-00 | $73.769 | $23.78 |
| Jun-00 | $71.763 | $23.94 |
| Jul-00 | $73.669 | $24.10 |
| Aug-00 | $72.281 | $24.27 |
| Sep-00 | $76.444 | $24.44 |
| Oct-00 | $72.885 | $24.61 |
| Nov-00 | $71.865 | $24.78 |
| Dec-00 | $66.328 | $24.95 |
| Jan-01 | $67.534 | $25.12 |
| Feb-01 | $69.120 | $25.29 |
| Mar-01 | $63.228 | $25.46 |
| Apr-01 | $59.113 | $25.64 |
| May-01 | $63.277 | $25.82 |
| Jun-01 | $63.336 | $26.00 |
| Jul-01 | $61.900 | $26.18 |
| Aug-01 | $60.945 | $26.36 |
| Sep-01 | $57.696 | $26.54 |
| Oct-01 | $52.638 | $26.72 |
| Nov-01 | $53.766 | $26.90 |
| Dec-01 | $57.135 | $27.08 |
| Jan-02 | $57.709 | $27.27 |
| Feb-02 | $56.530 | $27.46 |
| Mar-02 | $55.518 | $27.65 |
| Apr-02 | $57.547 | $27.84 |
| May-02 | $55.073 | $28.03 |
| Jun-02 | $54.528 | $28.22 |
| Jul-02 | $50.928 | $28.41 |
| Aug-02 | $46.829 | $28.61 |
| Sep-02 | $46.952 | $28.81 |
| Oct-02 | $42.026 | $29.01 |
| Nov-02 | $45.038 | $29.21 |
| Dec-02 | $47.348 | $29.41 |
| Jan-03 | $44.843 | $29.61 |
| Feb-03 | $43.846 | $29.81 |
| Mar-03 | $42.624 | $30.01 |
| Apr-03 | $42.752 | $30.22 |
| May-03 | $46.057 | $30.43 |
| Jun-03 | $48.607 | $30.64 |
| Jul-03 | $49.115 | $30.85 |
| Aug-03 | $49.698 | $31.06 |
| Sep-03 | $50.575 | $31.27 |
| Oct-03 | $50.311 | $31.48 |
| Nov-03 | $52.934 | $31.70 |
| Dec-03 | $53.522 | $31.92 |
| Jan-04 | $55.993 | $32.14 |
| Feb-04 | $56.928 | $32.36 |
| Mar-04 | $57.611 | $32.58 |
| Apr-04 | $57.003 | $32.80 |
| May-04 | $55.520 | $33.03 |
| Jun-04 | $55.947 | $33.26 |
| Jul-04 | $56.883 | $33.49 |
| Aug-04 | $54.801 | $33.72 |
| Sep-04 | $54.914 | $33.95 |
| Oct-04 | $55.703 | $34.18 |
| Nov-04 | $56.503 | $34.41 |
| Dec-04 | $58.976 | $34.65 |
| Jan-05 | $60.909 | $34.89 |
| Feb-05 | $59.282 | $35.13 |
| Mar-05 | $60.546 | $35.37 |
| Apr-05 | $59.243 | $35.61 |
| May-05 | $57.824 | $35.85 |
| Jun-05 | $59.463 | $36.10 |
| Jul-05 | $59.684 | $36.35 |
| Aug-05 | $61.706 | $36.60 |
| Sep-05 | $61.408 | $36.85 |
| Oct-05 | $62.071 | $37.10 |
| Nov-05 | $60.611 | $37.36 |
| Dec-05 | $62.582 | $37.62 |
| Jan-06 | $63.038 | $37.88 |
| Feb-06 | $65.061 | $38.14 |
| Mar-06 | $64.864 | $38.40 |
| Apr-06 | $65.757 | $38.66 |
| May-06 | $66.618 | $38.93 |
| Jun-06 | $64.315 | $39.20 |
| Jul-06 | $64.128 | $39.47 |
| Aug-06 | $64.037 | $39.74 |
| Sep-06 | $65.387 | $40.01 |
| Oct-06 | $66.430 | $40.29 |
| Nov-06 | $68.431 | $40.57 |
| Dec-06 | $69.661 | $40.85 |
| Jan-07 | $70.413 | $41.13 |
| Feb-07 | $71.280 | $41.41 |
| Mar-07 | $70.152 | $41.69 |
| Apr-07 | $70.788 | $41.98 |
| May-07 | $73.261 | $42.27 |
| Jun-07 | $75.354 | $42.56 |
| Jul-07 | $74.093 | $42.85 |
| Aug-07 | $71.679 | $43.14 |
| Sep-07 | $72.005 | $43.44 |
| Oct-07 | $74.399 | $43.74 |
| Nov-07 | $75.726 | $44.04 |
| Dec-07 | $72.353 | $44.34 |
| Jan-08 | $71.460 | $44.64 |
| Feb-08 | $66.717 | $44.95 |
| Mar-08 | $65.133 | $45.26 |
| Apr-08 | $64.299 | $45.57 |
| May-08 | $67.195 | $45.88 |
| Jun-08 | $68.275 | $46.20 |
| Jul-08 | $62.888 | $46.52 |
| Aug-08 | $61.869 | $46.84 |
| Sep-08 | $61.936 | $47.16 |
| Oct-08 | $55.357 | $47.48 |
| Nov-08 | $45.089 | $47.81 |
| Dec-08 | $41.509 | $48.14 |
| Jan-09 | $42.493 | $48.47 |
| Feb-09 | $39.175 | $48.80 |
| Mar-09 | $35.364 | $49.14 |
| Apr-09 | $37.945 | $49.48 |
| May-09 | $41.505 | $49.82 |
| Jun-09 | $43.979 | $50.16 |
| Jul-09 | $44.033 | $50.50 |
| Aug-09 | $47.180 | $50.85 |
| Sep-09 | $48.744 | $51.20 |
| Oct-09 | $50.532 | $51.55 |
| Nov-09 | $49.387 | $51.90 |
| Dec-09 | $51.621 | $52.26 |
| Jan-10 | $52.629 | $52.56 |
| Feb-10 | $50.713 | $52.87 |
| Mar-10 | $51.840 | $53.18 |
| Apr-10 | $54.716 | $53.49 |
| May-10 | $55.347 | $53.80 |
| Jun-10 | $50.806 | $54.11 |
| Jul-10 | $48.310 | $54.43 |
| Aug-10 | $51.433 | $54.75 |
| Sep-10 | $49.212 | $55.07 |
| Oct-10 | $53.481 | $55.39 |
| Nov-10 | $55.253 | $55.71 |
| Dec-10 | $54.825 | $56.03 |
| Jan-11 | $58.207 | $56.36 |
| Feb-11 | $59.246 | $56.69 |
| Mar-11 | $61.050 | $57.02 |
| Apr-11 | $80.881 | $57.35 |
| May-11 | $62.750 | $57.68 |
| Jun-11 | $61.897 | $58.02 |
| Jul-11 | $60.624 | $58.36 |
| Aug-11 | $59.225 | $58.70 |
| Sep-11 | $55.426 | $59.04 |
| Oct-11 | $51.100 | $59.38 |
| Nov-11 | $56.249 | $59.73 |
| Dec-11 | $55.541 | $60.08 |
| Jan-12 | $55.630 | $60.43 |
| Feb-12 | $58.119 | $60.78 |
| Mar-12 | $60.467 | $61.13 |
| Apr-12 | $61.719 | $61.49 |
| May-12 | $61.156 | $61.85 |
| Jun-12 | $57.035 | $62.21 |
| Jul-12 | $59.120 | $62.57 |
| Aug-12 | $59.543 | $62.93 |
| Sep-12 | $60.744 | $63.30 |
| Oct-12 | $62.048 | $63.67 |
| Nov-12 | $61.110 | $64.04 |
| Dec-12 | $61.532 | $64.41 |
| Jan-13 | $62.174 | $64.79 |
| Feb-13 | $65.154 | $65.17 |
| Mar-13 | $65.582 | $65.55 |
| Apr-13 | $67.617 | $65.93 |
| May-13 | $68.781 | $66.31 |
| Jun-13 | $69.567 | $66.70 |
| Jul-13 | $68.243 | $67.09 |
| Aug-13 | $71.550 | $67.48 |
| Sep-13 | $69.543 | $67.87 |
| Oct-13 | $72.107 | $68.27 |
| Nov-13 | $74.633 | $68.67 |
| Dec-13 | $76.199 | $69.07 |
| Jan-14 | $77.656 | $69.47 |
| Feb-14 | $75.061 | $69.88 |
| Mar-14 | $78.365 | $70.29 |
| Apr-14 | $78.382 | $70.70 |
| May-14 | $78.290 | $71.11 |
| Jun-14 | $79.626 | $71.52 |
| Jul-14 | $81.078 | $71.94 |
| Aug-14 | $79.251 | $72.36 |
| Sep-14 | $81.499 | $72.78 |
| Oct-14 | $79.271 | $73.20 |
| Nov-14 | $80.542 | $73.63 |
| Dec-14 | $82.029 | $74.06 |
| Jan-15 | $81.363 | $74.49 |
| Feb-15 | $79.846 | $74.92 |
| Mar-15 | $83.661 | $75.36 |
| Apr-15 | $82.492 | $75.80 |
| May-15 | $82.918 | $76.24 |
| Jun-15 | $83.538 | $76.68 |
| Jul-15 | $81.738 | $77.13 |
| Aug-15 | $82.668 | $77.58 |
| Sep-15 | $77.419 | $78.03 |
| Oct-15 | $74.680 | $78.49 |
| Nov-15 | $79.632 | $78.95 |
| Dec-15 | $79.588 | $79.41 |
| Jan-16 | $77.773 | $79.87 |
| Feb-16 | $73.218 | $80.34 |
| Mar-16 | $72.947 | $80.81 |
| Apr-16 | $77.546 | $81.28 |
| May-16 | $77.866 | $81.75 |
| Jun-16 | $78.512 | $82.23 |
| Jul-16 | $78.102 | $82.71 |
| Aug-16 | $81.078 | $83.19 |
| Sep-16 | $80.958 | $83.68 |
| Oct-16 | $81.042 | $84.17 |
| Nov-16 | $78.955 | $84.66 |
| Dec-16 | $81.062 | $85.15 |
| Jan-17 | $82.351 | $85.65 |
| Feb-17 | $83.973 | $86.15 |
| Mar-17 | $86.227 | $86.65 |
| Apr-17 | $86.533 | $87.16 |
| May-17 | $87.440 | $87.67 |
| Jun-17 | $88.399 | $88.18 |
| Jul-17 | $88.681 | $88.69 |
| Aug-17 | $90.261 | $89.21 |
| Sep-17 | $90.080 | $89.73 |
| Oct-17 | $91.800 | $90.25 |
| Nov-17 | $93.288 | $90.78 |
| Dec-17 | $95.100 | $91.31 |
| Jan-18 | $95.898 | $91.84 |
| Feb-18 | $100.326 | $92.38 |
| Mar-18 | $96.212 | $92.92 |
| Apr-18 | $94.245 | $93.46 |
| May-18 | $94.459 | $94.01 |
| Jun-18 | $95.640 | $94.56 |
| Jul-18 | $95.605 | $95.11 |
| Aug-18 | $98.198 | $95.66 |
| Sep-18 | $100.006 | $96.22 |
| Oct-18 | $99.877 | $96.78 |
| Nov-18 | $92.192 | $97.34 |
| Dec-18 | $93.484 | $97.91 |
| Jan-19 | $85.504 | $98.48 |
| Feb-19 | $92.173 | $99.05 |
| Mar-19 | $94.744 | $99.63 |
| Apr-19 | $95.432 | $100.21 |
| May-19 | $98.700 | $100.79 |
| Jun-19 | $92.578 | $101.38 |
| Jul-19 | $98.450 | $101.97 |
| Aug-19 | $98.938 | $102.56 |
| Sep-19 | $96.264 | $103.16 |
| Oct-19 | $97.765 | $103.76 |
| Nov-19 | $99.678 | $104.37 |
| Dec-19 | $102.435 | $104.98 |
| Jan-20 | $105.276 | $105.59 |
| Feb-20 | $104.047 | $106.21 |
| Mar-20 | $95.393 | $106.83 |
| Apr-20 | $81.142 | $107.45 |
The College Board: Incompetent, Cruel, and Greedy
1. The College Board routinely steals space, labor, and know-how from our public schools and local school districts for administration of Advanced Placement Exams. This year, they were not able to, and the test administration was plagued by problems. I wrote a bit about that yesterday. If they ever come back in our schools, they should be paying for the space, labor, and know-how.
2. Mercedes Schneider, a dedicated education blogger from Louisiana (I met her for a second at one of Leonie Haimson’s Skinny Awards dinners several years ago) has long been on the trail these scoundrels, and their President, David Coleman. The College Board is closely associated with its Advanced Placement Exams, as well as with the Common Core.
Mercedes has a great post, running through AP “technical glitches” mostly through student tweets, and the College Board’s pathetic responses. I’ve copied some of the good stuff, but click over there and read the whole thing. She does a great job.
Major point: the College Board goofed. They did not get enough “servers” or “band-width” and because of that kids could not upload jpegs or pdfs or photos or whatever – and worse, once they were done and clicked the button – the College Board did not accept their work.
Next major point: the College Board lied and blamed the kids, the victims, for not updating their browsers (which had worked fine during the test runs.)
Last major point: the College Board lied and said 99% of the tests went fine – omitting those who did not even try – and supplying the 99% number before they could have known – and when anecdotal responses from the field indicate a much higher incomplete or unsuccessful submission rate.
3. A Pod-caster (is that a real thing?) interviews a teacher from a school in Abu Dhabi (Nate Bowling) who make a lot of interesting points, but I pick up on three:
- international students took the exams synchronously with US students. Students in Abu Dhabi had to sit for an exam at midnight; students in Singapore at 4AM
- The College Board claimed that they surveyed test-takers in advance about their access to technology, and said they had an overwhelmingly favorable response. Of course they omit that only those with good access to technology responded…
- Students who do have good access to technology, especially in poorer, crowded homes, might not have access to quiet, individual space. Imagine taking a high stakes test in a room with constant activity
4. The College Board put out big scary messages about not cheating. They get a 1*. Human proctors, trained teachers, year after year do a fine job. Districts should be compensated for their time, and for the substitutes that need to be hired. But how do I know the College Board did not do a good job? Word of mouth? Or do the cheaters leave tracks?
The double peak for angular momentum? There are two physics exams.
Some highlights from Mercedes Schneider’s tweet compendium:
AP Snafus / Why is the College Board in our Schools?
In the midst of this pandemic it became clear that the College Board, a private company, could not use its favorite space for AP examinations: public schools across the country.
Why does the AP like using public school space, paid for by local governments, and not its own private space?
Let’s start by asking, what does the College Board pay school systems to use their space? Oh, and what does it pay school systems for cancelling classes? And I guess, what does it pay to families for having their children’s classes cancelled?
Nothing. Nothing. Nothing.
The College Board steals from families and local governments across the country. But the cost is built in. It’s hidden. But it is real.
The College Board also could not use its favorite proctors. Who do they use to proctor their exams? How do they pay them?
Public School teachers. And the College Board does not pay them. Local school districts pay the College Board’s proctors.
Are these unemployed teachers?
Nope. These teachers have their own classes. While they are proctoring, their classes are not being taught by their regular teachers. They are being taught by subs.
Who pays for the subs? Who compensates the public school students for not getting their regular lessons?
Local school districts. And no one.
The College Board steals from families and local governments across the country. But the cost is built in. It’s hidden. But it is real.
But COVID interrupted the College Board’s larceny. They were desperate – not only were they losing tens of millions of dollars of free labor and free space – their customer base was at stake. What would happen if schools, kids, teachers and families were not tied tightly to the importance of the tests this not for profit (but wink wink) company produces?
The College Board cobbled together a substitute. Instead of three hour exams, 45 minute exams. No proctors. And they hoped – not for the best – but for minimal negative publicity. Why should kids take these pretend exams? They started backing out. And the College Board, concerned for its own future, decided to make the exams free (of course they were still not paying for proctors or space).
Verdict?
Why were these ever anything more than 45 minute tests? (hint – $$$)
Essays are easier to upload than math work (Maybe 10% of calculus exams were lost to problems uploading – apparently the College Board tweeted additional instructions a few minutes prior to the exam. Bad move guys. Eventually they agreed to give kids another try in June. But they also blamed the kids.
Here’s some details from a report from Houston:
“With the AP physics, AP government and AP calculus tests, server issues or delays, connection drops and broken links from the e-ticket, which allows the students to log onto the tests successfully.”
College Board, which administers the tests, said their servers never came close to crashing and less than 1 percent of the more than 1 million students who have taken the tests so far encountered technical difficulties.
Firat said they’re spinning those numbers and they aren’t taking responsibility for the glitches.
“Unfortunately, College Board has done nothing but to say it’s not us, it’s you, and that shows a lot of incompetence and uncare for the students and the families at this time,” Firat said.
Here’s something from the Bay:
Ava Osborn, a senior at Oakland Tech who took her AP physics test on Tuesday, was also confounded by the online testing system and could not get answers when her completed test failed to process correctly.
“We spent two hours on hold with the College Board, and the woman on the phone basically said she couldn’t help me,” Osborn said. “I still haven’t been able to file for the makeup test.”
The College Board said on Tuesday that approximately 1% of the more than 1 million students who took the exams, given in 38 subjects, encountered technical difficulties.
That’s roughly 10,000 kids who prepared, paid $94 each and sat through the 45-minute online program.
Jones said she doesn’t believe the 1% number is accurate.
“There’s absolutely no way they could know how many people had problems,” she said. “It’s a blind statement from them that shows they have no empathy for the kids who worked so hard to take these tests.”
The College Board did not respond to The Chronicle’s requests for further comment.
And a report from suburban Chicago:
“Yesterday, “I took the AP Calculus BC exam,” said Hadlaw. “Monday, I took the AP Physics, C mechanics and AP C physics electricity and magnetism test.
“I got an email from my teacher yesterday saying that most of my class had to fill out the retake form, and presumably it’s because they ran into the exact same issue that I ran into,” Hadlaw said.
The Superintendent of District 207 said more than 7% of their students had problems. It’s another issue for students during an already stressful year.
“It’s causing consternation this spring for students who have already missed their graduations, they’re going to miss their graduations, miss proms, miss senior events, miss sporting events,” said Wallace.
He thinks the College Board should have skipped testing this year and adjusted for the situation students are in.
They did a “freebie” to hold onto their market, and did not worry about quality. And certainly did not worry about the kids. Kind of like their connection to Common Core.
Let’s get them out of our schools. Or at least make them pay to get in.
The 70th Time is the Charm – Virtual UFT Delegate Assembly
After my 69th call I switched back to my e-mail. I had a new message from my Borough Rep, with a new number, and instructions. And on call #70 I joined the May 2020 UFT Delegate Assembly, already in progress.
– – — — —– ——– ————- ——————— ————- ——– —– — — – –
Earlier in the day I had mixed feelings. I like going to live DAs. Sometimes their is corridor business. I can always schmooze. People save me seats (I’m usually late) Kate, or Eliu, used to be Alan or Lynne. Annette. We used to sit together. When I started out Dave and Cathy. Lately Arthur. But this wouldn’t be a live DA. It would be on the phone. With no one to shush my bad jokes. Or my loud jokes. And the phone’s not fun.
But I had some work. I put two resolutions onto the list to be considered – This one on protecting us from the DoE I will probably try for again in June unless the leadership has already adopted something similar – not a shock that it wasn’t gotten to – bottom of the list (#12). But they were also moving two political endorsements – and one of them I planned on speaking against.
– – — — —– ——– ————- ——————— ————- ——– —– — — – –
I have temporarily relocated north. My signal is spotty. So I preprogrammed the number in my phone, copied the code onto the phone’s notepad, and hopped in my car. Four miles ENE, by the highway on-ramp, there’s a pretty wide strip. And good signal. That’s where I was headed. Perfect day, opened the windows. And turned off the car. Then turned it on. How quickly was I going to run my battery down? Charge it, and idle? Or drain it? It was just after 4. I was going to keep changing my mind over the next two hours.
I brought my talking points up on my phone. I hadn’t written sentences, but the notes would work. The Brooklyn machine candidate had pushed everyone else off the ballot. The details, how Cuomo helped, that was too far into the weeds. But I was going to talk about Sandy, and about the machine candidate. And I would make sure that one name was more prominently mentioned. And that I tied this kind of garbage NYC politics to voter suppression. They really are first cousins. Plus Sandy is more than progressive, she’s radical. And Bella, who rarely advises me, advised me. Other organizations were just staying out of the special election. The UFT should too.
– – — — —– ——– ————- ——————— ————- ——– —– — — – –
And then it was 4:16. I’d let the minutes slip. I made my first call. Busy. My second. Busy. Third? You can guess. I found a pattern. Call number 6 got through, but I flubbed the number. And then back to the first pattern. See this?

I tweeted to @UFT – nothing. I emailed by DR, cc’ed my borough rep, VP, and Sill and Barr. I kept calling. Michael SIll wrote back with a different number to try. Now I could get through, but my code was being rejected. I kept trying
. 30… 35… 38 calls. I asked on FaceBook if anyone was having problems. Some were, some were in. Someone offered to put me on a zoom call so I could listen – but I wanted in. I wrote back to the UFT officials, and kept trying. And trying. And… Calls 68 and 69 were at 4:54. I checked my email. My borough rep had written back, with a new number for me to try. I dialed at 4:58, and was in at 4:59. That was call #70
50 + 2 + 4 + 5 + 6 + 2 + 1 = 70
– – — — —– ——– ————- ——————— ————- ——– —– — — – –
Mulgrew was giving his report. I’ve been following closely, so there was not much new. And I’m not much of one to take notes, not on his talks, where he circles back and leaves thoughts half-said so often. And when the windows were down it got loud. But when they were up the sun heated the car quickly. I tried to be not too distracted, though I may have missed things. But I did jot this down – it must have struck me: “Need to customize social distancing to your building.” I guess I thought that might be a Big Deal.
Mulgrew’s last remarks were to recognize that some people had difficulty logging on, and that we (UFT) would goof and correct our mistakes. That’s what teachers do. He apologized. I’m quick to blame him when he’s wrong. So I have an obligation to pause now and to recognize that Mulgrew’s apology was genuine, and that I appreciated it. Then came the question period. I also did not write down the questions. But they are often the most informative part of the Delegate Assembly – especially when most of the questions are not plants.
Then the motions. A Unity stalwart ate up half the ten minutes motivating a reso in support of the US Postal Service – like how much time to motivate apple pie? I missed not having people next to me. I would have predicted that she would eat up time. Might have run a pool on how many minutes. And then we voted to put it on next month’s agenda by 96% – 4%. It was kind of cool phone voting by pushing a button. And nice getting an actual count. I noticed a motorcycle in the weeds, on the opposite side of the road. Rider just sitting there. The next two resos failed to get on – one by a wide margin. The third by 49% – 50%. The guy announcing the votes, Rasheed, had the coolest voice at the DA. He should have been doing a late night FM album only show. Time was up – and we were not even close to my resolution #12.
– – — — —– ——– ————- ——————— ————- ——– —– — — – –
There were two resolutions, both to endorse in a special election for City Council. The first passed without opposition – 92% – 8%. The second they were endorsing the Brooklyn machine candidate. There was no one else, since the machine had knocked the others, including progressive community activist Sandy Nurse, off the ballot. I pushed the button to get on the speaker’s line. I had a little trouble. The Brooklyn Political Action Director motivated the machine candidate.
A DR spoke first, supporting the candidate. Another Unity exec board member spoke next. And then they called me. I was uncomfortable, sitting in the car, parked, for two hours, and asked Mulgrew how he was doing, forgetting that not all the delegates were sitting in cars trying to figure out whether to keep the engine on or off. He was fine, but didn’t like not seeing the delegates.
And then I talked a little about Sandy Nurse, that she shared our values, how she was a fine progressive community activist, housing, food, LGBTQ, how the machine’d knocked her off the ballot, and how unions, progressive organizations, and other politicians were withholding endorsement until the regular election. And that we should not endorse the machine candidate.
Ryan Bruckenthal, followed by supporting those points, and talking about how dirty the machine was. And Marv Reiskin backed the leadership. Marv used to be Political Action Director, now heads the retiree chapter. Big gun, I guess. His speech included that the machine candidate was the only one left. And that she was a public school parent – a claim that only one million New York women (and a similar number of men) could make.
In the end it didn’t matter, as the leadership wanted to go with the machine, and they prevailed 74% – 26%.
– – — — —– ——– ————- ——————— ————- ——– —– — — – –
I trust the technical stuff will be better next month. The modifications of the rules are problematic. Points of Information are generally misused. But Points of Order are not. And Points of Personal Privilege are rarely used, and in my experience, always justified.
We had nothing that needed amending, but amendments are an important part of discussion. We need to find a way to get them back in.
But the times are off. Questions are very useful. They should not be limited to 15 minutes. Honestly, at every DA they could do half an hour of questions, and that would be time well-spent. Motions directed to the agenda – and this would not have got mine up – but there needs to be more time. And Unity, if they hate a resolution, vote for it not to get on the agenda. The use of the thinly-disguised filibuster is wrong – not that anyone besides Unity could stop it.
And as we’ve learned during remote teaching, everything takes longer. I wouldn’t propose shortening the president’s report – delegates want that information. I think we should recognize that we conduct the business of the union one time each month, and that an hour 45 minutes right now is not adequate.
NYCDoE did not protect us in March – How can we trust them in September?
In March the NYC Department of Education violated protocols by not shutting schools with COVID-19 and cleaning them. They stifled reporting. They hid what was going on.
We knew that the NYC Department of Education unconscionably delayed closing schools – that was really bill de blasio. That’s not what I am writing about. That’s a policy disagreement (they were wrong).
I am writing about teachers reporting that they had confirmed COVID-19, and the DoE making up rules so they could pretend that the case was not properly confirmed, and keeping the schools open. They broke their own rules. And while an ultimate investigation might serve up a fall guy, that’s not what I care about right now. No, I care about September.
Because in September it is possible that our schools will, in one form or another, reopen. In September there will be rules in place to keep us safe. But how do we trust the DoE, who just two months ago broke rules and put lives at risk?
It’s not just here. The NEA just shared out this article from Texas: what do we do if they tell us to go in, but we are not safe?
Now, there is a UFT Delegate Assembly tomorrow. It is virtual, which will be weird. I don’t know if I would get called on if it were a live DA. But I am going to try.
I think, to help keep us safe, the Department of Education should have to show up, a real person – at a school where the staff/chapter think they are at risk. No more burying safety reports. No remote bureaucrat sending us in to get sick. Come in, explain that it is safe. We can use the UFT to monitor that they are not violating the rules.
Here’s what I submitted (to be added to next month’s agenda)
Submitted for the June Agenda
Safety Enforcement Mechanism for COVID in Our Buildings
Whereas the COVID-19 Crisis reached New York City this winter; and
Whereas in the first half of March of this year the NYC Department of Education resisted calls to close our buildings; and
Whereas guidelines in place required certain schools to be closed for a day and disinfected; and
Whereas the Department of Education appears not to have closed certain schools for a day and disinfected them when required to; and
Whereas the United Federation of Teachers is currently considering measures to ensure the safety of our members, other adults, and students when school buildings reopen, conceivably in September; and
Whereas the United Federation of Teacher’s proud history includes keeping members out of hazardous conditions, famously during the asbestos crisis;
Therefore be it resolved that the United Federation of Teachers will make it a priority in negotiations with the NYC Department of Education that no one be required to enter a building when there is question about their safety; and be it further
Resolved that United Federation of Teachers chapter-based safety committees and consultation committees will be involved in all decisions to open and close those respective chapters; and be it further
Resolved that the United Federation of Teachers will make it a priority in negotiations with the NYC Department of Education that if the Department of Education believes a building to be safe, when members do not, that they be compelled to send a representative from outside the building to that building, and that representative give presentations in the building to staff, explaining how the DoE determined it was safe to enter the building, and that a UFT representative from outside the school will stay with the DoE rep to monitor their activity and ensure compliance; and be it further
Resolved that United Federation of Teachers will continue to insist on measures to keep our members, other adults, and students safe.
Halfway Home – Remote Teaching – NYC – May 11
On March 12 we saw students in class. That was Thursday. Friday was a special day in my school – we still saw students, but not regular classes, and attendance was down. And then – no more. Tuesday, Wednesday, and Thursday the next week were PD. And classes resumed, remotely, Monday March 23. That was 49 days ago. And there are only 46 days until June 26. We are more than halfway.
Tough things I have learned so far
- Being on a computer for a full day is exhausting.
- “Remote teaching” is not the same as regular teaching. We work more, less effectively, and don’t get as far.
- Technology has lots of issues – many that we had not thought of.
- Principals who were unreasonable in person are unreasonable remotely. I have not heard even one case of an abusive admin becoming mellower in this process.
- Electronic paperwork can be worse than paper paperwork.
On the brighter side
- It’s ok to slow down.
- Taking things a week at a time is not only smart, it’s also gotten us through 8 of 15 weeks.
- We have gotten at least a little better at organizing our systems. I mean, at least I have. But I think most of us have.
This can get me to June 26. But worries for September
- What will September bring?
- Schools open?
- Schools remote?
- Schools hybrid?
- How can I program without knowing what school will look like?
- How will we stay safe in September?
- How will the union protect us in September?
That last one brings up some real questions about the UFT.
- What went wrong in mid-March?
- How can crisis response be improved?
- How can communication be improved?
Because communication IS improving, and because we are not facing an immediate crisis, I can relax, a bit, here. But these questions matter.
Seven weeks until June 26. But then ten and a half weeks until Labor Day.
TDA / Diversified Fund and Fixed / 2010 – 2020
The world right now is horrible. I’m taking a break by displaying some numbers that some of my colleagues might find interesting. It should not be hard to expand this to other funds, and to expand it back (maybe to 2000), and maybe to fit in inflation as well. It is an exercise – I am not analyzing the numbers – I am not qualified.
I started fixed at 50 even – once I have more stuff in, I’ll pick a common starting date and starting value.
TDA Unit Values
And now for something quite different.
Corona pounded the stock market, and naturally those who have Tax Deferred Annuities in the market also felt it (or more likely, saw it. This is future money for in-service members)
The fund that I usually hear about, I’m guessing the most popular, is Diversified Equity. In January it was over $105, and in April just over $81 – about a 23% drop. But let’s add some historical context. To start with, one year ago it was at $95. (I’ve left off the pennies). But let’s chart it out for a few years.
The comparison with inflation may not be useful, but $52.69 in 2010 money would be about $62.17 today.
Look, I wanted to make a chart. I’m not sure how to interpret it. That’s a lot of gain wiped out in a short time, but in the long term?
The raw data:
| Unit Value | |
| Date | Diversified Fund Unit Values |
| Jan-10 | $52.629 |
| Feb-10 | $50.713 |
| Mar-10 | $51.840 |
| Apr-10 | $54.716 |
| May-10 | $55.347 |
| Jun-10 | $50.806 |
| Jul-10 | $48.310 |
| Aug-10 | $51.433 |
| Sep-10 | $49.212 |
| Oct-10 | $53.481 |
| Nov-10 | $55.253 |
| Dec-10 | $54.825 |
| Jan-11 | $58.207 |
| Feb-11 | $59.246 |
| Mar-11 | $61.050 |
| Apr-11 | $80.881 |
| May-11 | $62.750 |
| Jun-11 | $61.897 |
| Jul-11 | $60.624 |
| Aug-11 | $59.225 |
| Sep-11 | $55.426 |
| Oct-11 | $51.100 |
| Nov-11 | $56.249 |
| Dec-11 | $55.541 |
| Jan-12 | $55.630 |
| Feb-12 | $58.119 |
| Mar-12 | $60.467 |
| Apr-12 | $61.719 |
| May-12 | $61.156 |
| Jun-12 | $57.035 |
| Jul-12 | $59.120 |
| Aug-12 | $59.543 |
| Sep-12 | $60.744 |
| Oct-12 | $62.048 |
| Nov-12 | $61.110 |
| Dec-12 | $61.532 |
| Jan-13 | $62.174 |
| Feb-13 | $65.154 |
| Mar-13 | $65.582 |
| Apr-13 | $67.617 |
| May-13 | $68.781 |
| Jun-13 | $69.567 |
| Jul-13 | $68.243 |
| Aug-13 | $71.550 |
| Sep-13 | $69.543 |
| Oct-13 | $72.107 |
| Nov-13 | $74.633 |
| Dec-13 | $76.199 |
| Jan-14 | $77.656 |
| Feb-14 | $75.061 |
| Mar-14 | $78.365 |
| Apr-14 | $78.382 |
| May-14 | $78.290 |
| Jun-14 | $79.626 |
| Jul-14 | $81.078 |
| Aug-14 | $79.251 |
| Sep-14 | $81.499 |
| Oct-14 | $79.271 |
| Nov-14 | $80.542 |
| Dec-14 | $82.029 |
| Jan-15 | $81.363 |
| Feb-15 | $79.846 |
| Mar-15 | $83.661 |
| Apr-15 | $82.492 |
| May-15 | $82.918 |
| Jun-15 | $83.538 |
| Jul-15 | $81.738 |
| Aug-15 | $82.668 |
| Sep-15 | $77.419 |
| Oct-15 | $74.680 |
| Nov-15 | $79.632 |
| Dec-15 | $79.588 |
| Jan-16 | $77.773 |
| Feb-16 | $73.218 |
| Mar-16 | $72.947 |
| Apr-16 | $77.546 |
| May-16 | $77.866 |
| Jun-16 | $78.512 |
| Jul-16 | $78.102 |
| Aug-16 | $81.078 |
| Sep-16 | $80.958 |
| Oct-16 | $81.042 |
| Nov-16 | $78.955 |
| Dec-16 | $81.062 |
| Jan-17 | $82.351 |
| Feb-17 | $83.973 |
| Mar-17 | $86.227 |
| Apr-17 | $86.533 |
| May-17 | $87.440 |
| Jun-17 | $88.399 |
| Jul-17 | $88.681 |
| Aug-17 | $90.261 |
| Sep-17 | $90.080 |
| Oct-17 | $91.800 |
| Nov-17 | $93.288 |
| Dec-17 | $95.100 |
| Jan-18 | $95.898 |
| Feb-18 | $100.326 |
| Mar-18 | $96.212 |
| Apr-18 | $94.245 |
| May-18 | $94.459 |
| Jun-18 | $95.640 |
| Jul-18 | $95.605 |
| Aug-18 | $98.198 |
| Sep-18 | $100.006 |
| Oct-18 | $99.877 |
| Nov-18 | $92.192 |
| Dec-18 | $93.484 |
| Jan-19 | $85.504 |
| Feb-19 | $92.173 |
| Mar-19 | $94.744 |
| Apr-19 | $95.432 |
| May-19 | $98.700 |
| Jun-19 | $92.578 |
| Jul-19 | $98.450 |
| Aug-19 | $98.938 |
| Sep-19 | $96.264 |
| Oct-19 | $97.765 |
| Nov-19 | $99.678 |
| Dec-19 | $102.435 |
| Jan-20 | $105.276 |
| Feb-20 | $104.047 |
| Mar-20 | $95.393 |
| Apr-20 | $81.142 |
Next Year State needs to design different tests (or cancel them again)
Reimagine this: remote learning goes slower, less effectively, than real teaching and learning.
And there is a real chance that this mode of “school” will continue into the next school year.
Ramifications? They abound. Vision for what this looks like? Andrew Cuomo brought in Bill Gates. Mistake. Gates has never gotten anything in education right. (Sign this survey; and read this for more background).
Teacher Tests
I want to focus on tests. Some teachers are still giving them. Others have stopped.
Me? I stopped giving tests two years ago, but I was giving one class quizzes right through early March. I stopped.
Most teachers stopped testing and quizzing. Some teachers shifted to take-home tests. When I was a student I preferred tests, which were actually tests, to take-home tests, which were homework assignments that got graded like tests. But that was me.
Teachers are trying to figure things out. Actual tests on one or another of those on-line platforms. Take-home tests. Papers instead of tests. Other graded assignments. Projects.
“Sit in rows and keep your eyes on your own paper” tests can’t be done, so we will muddle through with something else. And if we had to figure it out for next year, we would keep muddling through, probably a little better, because most of us goof, learn, and adjust.
State Tests
But that’s teachers. How about the state? New York State gives lots of tests. Poorly-constructed, high-stakes, mandatory tests. What’s going to happen to them?
This year, they are canceled. ELA and Math. Science. Grades 3 – 8. The Regents (high school exams). Lots of them. All canceled.
But what if this crisis continues into the next school year? Could New York State, one of the slowest in the country to order the school buildings closed for the term, New York State which has struggled to make bad tests worse, New York State whose governor didn’t even bother putting a K-12 educator on the reopening panel, could this state design tests that kids could take at home? Clearly not.
But they could copy a smarter state. Let’s just suppose they do that, that Andrew Cuomo says “we are not smart enough to design state tests that could be taken at home, but we will wait for Kansas or Oregon and copy them.” They could do that.
But getting a test-taking platform is probably the easy part. Say they get it. What will they test?
Standards vs Content
For those of you who haven’t been paying close attention, or are not from New York, this has become a tricky question. New York State does not have required content, it has “standards” – nebulously defined lists of skills kids should possess.
New York State teachers often look at sample exams or previous exams to figure out what the content should be – we want the content we should teach. New York State does not oblige.
They do not even offer us curricula – claiming that curriculum is a local decision. (Actually, I don’t think they are good enough to put together curriculum, so we may be catching a break there; there’s sometimes benefit to ignoring a lie).
Remote Teaching ≠ Real Teaching
One obvious difference is that we “cover” less material. Just. No. Way. To go at the same speed. If you are teaching 75% of what you normally teach, wow, I’m impressed. If you are teaching 100% of what you normally teach, stop sneaking into school – you’re putting yourself and your students at risk. Me, I’m teaching around 50-60% – and it’s more like I’m guiding my students through self-teaching.
In any case, if we were to do this next year, for a full year, we would be teaching less content than we normally teach. That’s clear and obvious.
So what do we teach?
In September, as we lay out our units for the year, what should we teach? Part of our calculation will be based on what the State intends to test in March or April or May or June. It is reasonable for us to want to know what the Board of Regents wants us to do. It is reasonable for us to want the NYS Education Department to tell us what they will test. And it is reasonable for us to expect the answers.
So what will they test?
I love living in a state where there are lots of smart people, but where they are massively outnumbered by decision makers. If New York State tests kids next Spring, and if remote learning has been the norm for a large chunk of the year, most kids will not have learned what kids normally learn by test time. Will New York State’s Education Department revise the tests? I think they’d have to. Will they tell us in September?
At least we have the Oneida Lake approach to content in New York. (here’s where I would normally say a mile wide and an inch deep, but New York State has this great lake – huge, freezes over every winter – 21 miles long, 22 feet deep – that’s as close as you are going to get in the real world, and no mistake, it’s in New York State). It’s probably possible to chop off parts of each course without doing massive damage.
Are the people at SED clever enough to remove content (or standards) from each of our courses, and leave the remainder at least a slightly coherent whole? I am asking the question, because it has to be asked. I am not holding my breath waiting for an answer.
One option that bears consideration – maybe remote teaching does not lend itself to standardized testing? Maybe we should continue this year’s “pause” indefinitely? I think I’d be ok with that.
Teacher Support Week
Isn’t it Teacher Appreciation Week? I actually like when my colleagues, students, parents, other teachers, and my supervisors let me know I’m appreciated.
And, not to let the moment pass – for any teacher reading this, I truly appreciate how hard you are working, under really lousy conditions. Day-to-day it is frustrating, but we know, we do.
But I got a note from Carranza. We all did. It wasn’t personal (it couldn’t be, no blame for that). He is grateful for our work, proud of what we do, and thanks us. And it pissed me off. I don’t mind getting thanked. I am furious not to be supported.
Look, we are all angry and frustrated with the circumstances that the Coronavirus has thrown us into. Is it fair to blame Carranza? For most of what has happened, no. But let’s just talk about support.
- On March 17 – 19, he directed us to report to schools to plan for remote instruction. Where was the guidance for what we were supposed to produce?
- On March 17 – 19 teachers were exploring on-line platforms. Where was the guidance for which platforms would be not allowed? (Most teachers chose Zoom, greatest functionality, most features, easiest to set-up, easiest to use. April 3 we learned that the DoE would ban it, immediately, via text. Apparently lawyers did that. April 6 we were officially informed we would need to phase it out).
- Remote learning takes different planning. Where was his guidance to principals to allow teachers more planning time?
- Remote teaching takes enormous amounts of time to grade. Where was his directive to principals to allow X hours each day for planning and grading? “Teachers will need at least 2 hours more than during normal times to plan and grade” That would have been supportive. But I think the number should be bigger than that.
- When was Carranza going to crack down on principals who are demanding unreasonable work from teachers?
If he really wanted to show his appreciation, he would make it possible for us to do our jobs with reasonable expectations, and without unreasonable demands. Carranza could show appreciation for the job we do by doing his.
Chaz
Eric Chasanoff blogged. About New York City schools. About Queens schools. About high schools. About pensions. About teaching science. About being in the ATR pool. About the UFT. About the Department of Education. About the issues that teachers face.
Eric was dedicated to his students and the profession and his colleagues. He blogged because it was important, because he had a message, because these things mattered. When the interests of teachers were at stake, he was not afraid of stirring up trouble. For Chaz, right was right.
Our blogs started around the same time. The 2005 UFT – DoE contract had awful concessions, and blogs were new, and a bunch of us got pulled in at the same time. I think he was the first who acknowledged by presence.
I remember when I first met Eric, he ran up to me in a diner on the west side. “Jonathan!” He knew me. But I looked confused. “It’s Eric!” Still confused. We had been reading each other’s blogs for five years. And I didn’t know his first name. Hard to recognize him without his light blue background. Even lately, when I went to e-mail him, I type Chaz and wonder why nothing pops up. Happened 3 days ago, when I wrote him, concerned because he hadn’t blogged in a week.
Eric and I often agreed, and often disagreed. But we respected each other. When the UFT leadership refused to create an ATR chapter, and I was on the Exec Board, we had back and forth over what we could get them to agree to. He was not satisfied with what I got passed, nor should he have been. But he did help shape what we got. Just last year I was honored to get his endorsement in the last UFT election.
The universe of active NYC Public School teacher/bloggers is shifting, and not very big. Eric was a major part of it, for over a decade. I mourn his passing. He will be missed.
Chaz’s School Daze 2006 – 2020
How can I fish without the hook?
“I’m a showman. That’s my teaching style. How can I fish without the hook?”
– W.O. Former student, current teacher
Last night a friend asked:
So, what makes it more work and harder with the distance learning? Is it just unorganized? More paper work for you?
W.O. nailed it. Succinct. I go on wordier. Here’s how I answered:
if I sit near you, and you ask me a question, I can understand from your question what you are thinking –
I can “sense” what your misconception is, and ask you a question that points you in the right direction, then confirm that you’ve “got it’
I’m good at that. And it doesn’t happen on line
I can ask a question, and hands go up – but I can read the body language in the room – are most of the kids on board? all of them? And I can adjust speed, spend extra time, or push ahead
Now, no body language
Grading – a pile of 100 quizzes, 20 – 45 minutes – depending
now the equivalent sort of assignment? At least 3 – 4 hours, maybe more
everything is a click, a download, a wait, another click
reading on the impossible screens
Grading – typing the grade, typing comments
another click to send the comment
another click to return the work
And planning – If I am going to teach a lesson – at this point 5 – 10 minutes, usually 5, to jot notes about what I need to do. Maybe I pre-plan a key example or two
Now, I need notes for the kids to read. That 10 minute lesson can take 1 – 2 hours to write out with all the details in place
I’ll add that I’m learning an inferior platform – that I have emails coming in on multiple accounts – and that tracking them takes work. In a classroom response, I can check if the child understands, and we can continue the conversation until that happens – but via e-mail I have to wait – and there’s no face to face verification.
And to top if off, all of this, exhausting and draining – and the students are learning a lot less.
I’ve written about this before –
Hello Sunshine
Do you keep social distance? (Don’t get too close). Wear a mask? (don’t go uncovered) Cover your cough? (don’t spread droplets). There’s probably a lot of things you don’t do. Good for you!
Here’s two things you CAN DO.
Get some sunshine. Be safe while you are doing it, but do it. I want to say at least __ minutes a day, but I don’t know how many. Healthline says 10 – 30 minutes. And I don’t know if they know, but they have a better chance of knowing than me. Get at least 10 minutes of sunshine a day (at a safe distance). The sun will improve your mood. It will help you produce Vitamin D. It’ll get you off your butt. Being healthier is not a vaccine, but it helps. You can do this. Every day. Stay safe. But 10 minutes of sun.
Say Hello. Ask “how are you doing?” Set a goal. One person a day. Two. Go crazy – four. Ask. Stop. Listen to the answer. Even if they are bad, they had a chance to speak. To be listened to. They’ll feel a little better. You just did good. Think about that while you feel the sun on your face.
And check it out – good song. Remember Aretha Franklin?
Six Feet in Schools just Will Not Work
What will it take to reopen schools?
A vaccine and a cure? that would mean a long time. We would have to do some real work on making remote learning more productive than it is now. There are definitely people who are thinking we will wait that long. Not me.
“Flatten the curve” – that was designed to avoid the crush of cases all at once, when the ERs or ICU beds, or doctors, or ventilators, etc, etc, could not keep up with demand. We flattened the curve somewhat, not enough, people died, many fewer than if we had done nothing. But we are past that, or passing that point, in NYC.
We will be, in the not distant future, ready to open with precautions. But what will those precautions be? And specifically in schools, are there enough precautions to be ok to open? Or will schools be an exception (among many exceptions)?
Masks – not a problem in the real world. Not a problem in schools.
Sick – stay home. The advice is right. And with those new-fangled thermometers they can at least check temperatures before someone comes in – to any building, including a school. But we should be mindful about the time this takes.
Testing – the tests need to be better – and yes, it makes sense to test everyone at the start of the year. Do we have enough tests? Are they good enough? I think the answer to both of those will be yes, but not today. By August.
Reaction Protocols when Covid-19 shows up at a school – there needs to a disinfecting protocol that is followed. Schools probably need to be shut (does 24 hours do it?) The entire school community needs to be notified. The UFT leadership needs to play an active role in enforcing notification, and protecting staff from entering a building if the DoE tries to ignore protocols. We cannot have a repeat of March.
Wash your hands – here’s a place where schools have some operational issues and some facilities issues. Are there enough sinks in the building? Is there a real soap replenishment cycle? And if there’s not enough sinks, can enough hand sanitizer stations be installed? Further, making these things available is probably not enough. How do we ensure that hands are being washed frequently enough? I’m not talking about monitors (gross) but about dedicated time to allow it to occur. And with distancing requirements, that might be a significant bit of time.
(The Department of Education should already be procuring the hand sanitizer stations. No doubt in my mind, they haven’t even thought of it).
Cover your cough – should be enforced through social pressure
Sanitize surfaces – that’s a change in how school cleaning is done, and how often. More staff? Different supplies?
No large gatherings. In the real world, some of this is obvious. Movie theaters? Sporting events (for spectators)? Broadway shows? Clubs? But do schools fall into this category?
Social distancing. That’s 6 feet. The elephant in the room is that you can’t get another elephant in there.
What does six feet look like in a school? I’m going to discuss my school, 13 classrooms, 400 students. YMMV
Let’s consider, when it is not possible to maintain six feet, is the problem momentary, or longer?
Entering school. Perfectly lined up, single file, 6 feet between, that’s almost half a mile. (There are other schools on the block – the single file line thing won’t work like that. Maybe a designated area in the parking lot with a 6 foot switchback line?
Lockers. OK, I can’t do this. Maybe no locker use?
Hallway. Our hall (singular) could handle one line in each direction. (that’s where the lockers are, but assume we don’t use them). I think we could work out a change of class routine, with momentary violations, but not for 400 students (our hallway gets crowded). I think the hall is 150 feet or so. Could we get a line (with some staging?) of 50 in each direction? Maybe.
Classrooms. Ours are small. There is a range, but 22×24 I think is somewhere in there. We could just about squeeze 11 – 15 students in – but 10 might be more like it. Call that 130 students.
130 students would mean we violate social distancing minimums during class change. Even if we staggered the changes, we would have concentrations near doors leaving or entering. And the time for changes would need to go from the current 3 minutes to maybe 10, to allow unbunched passing. Maybe more than 10. 15?
With those numbers, we could rotate, and see three groups of students, maybe three times every two weeks.
But wait, we have four grades? How could we run the classes that each kid needs at the right time?
I haven’t discussed art. or pe. lunch in the classrooms is fine for everyone who brings lunch. WIll there be school lunch?
Look, every building is a little different, but needing 3 independent sessions sounds about right. And 4 might be more manageable for 4 grades. And I’m not sure what good that does parents who need to work.
I don’t think there is a way to maintain 6 feet all day, but 6 as a guideline with momentary lapses might be possible.
But I didn’t discuss teaching. How do I check a kid’s work? How does a teacher hand out a test? How do we do a million little things that teachers do with students every day?
I noticed two bloggers attacked this with questions I like: Arthur and Peter.
But here’s the reality: there’s no way to run in-person school with the 6 foot guideline.
Threatened Cuts to Education Demand a different Response
Trump and McConnell won’t send money to the states. What does that mean for our schools?
Cuomo’s first pandemic, he’s treating it like a candy store during a blackout. And not like Mario who would have been helping out the storekeeper, Andy’s helping himself. Who raised him? Dumping Bernie from the ballot, getting the Working Families Party off the ballot (the way he tried before, but a judge saw through his illegal scheme), promoting the interests of his big donor pals (his reopening committee is over 50% businessmen, mostly big business. And no teachers. Out of 116 people. Except for Dennis Walcott, who I don’t think counts). He’s cutting medicare! But his deepest cuts: to localities, which will be universally, schools.
And then, outdone as usual, but still trying, bill de blasio. He and his chancellor have proposed an unconscionably high level of cuts to the schools (which will be cuts mostly to the classroom) while maintaining wasteful contracts, bloat at Tweed, unnecessary levels of administration, and lawyers (lots). He’s keeping money where it can’t help kids, and taking it from where the kids need it.
And central administration is less useful than usual. Teachers (and principals) figured out various ways to do remote teaching. Most of it functions, but not so great. A lot of it sucks. We had to do this under pressure, because we had to run “classes” – and when we noticed mistakes, we had to try to make corrections under pressure. And Central’s contribution? Failure to distribute IPads (and why IPads instead of cheap laptops?). Banning the most popular platform (that they had let us train ourselves on). Announcing a new much-anticipated grading scheme, which accomplishes almost nothing, except annoying us. And handing out resources for remote teaching THIS WEEK, to teachers who are knee deep in remote teaching.
Central administration has been late, has been incompetent, has been an impediment. But Carranza thinks they are vital.
And back to Cuomo and de blasio, which one of these two is responsible for siphoning off public school money to privates and charters, when there’s not enough for public school? Not to let Trump and De Vos off the hook – but today they are in a position to turn off money – not force anti-education policy changes (wouldn’t they wish).
The threats today are massive. They are coming from all three layers of government. Cuomo points at Trump, but at the same time he kicks us as hard as he possibly can. Trump in turn is performing for his base, who delight when he turns on New York. And de blasio? I can’t even.
That is why our response has been so massive? But what response? I see some newspaper columns. That’s not enough, guys. This is not business as usual. Where are the petitions, the campaigns, the phone calls, the email drives? Where are the virtual phone banks getting members and parents involved? Where is the outreach in solidarity with the rent cancelation and tax the billionaires community groups? Where is the recognition that this time is unlike any we have experienced.
Where is the semi-threatening potential job action language? (even if you would never follow through). Well, we have that, in the form of pronouncements from leaders. But has there been any preparation? Any involvement of membership? Any sign that the membership will be mobilized, for anything?
The strength of a union lies in its potential for collective action. We must begin to wield this power. The threats today are far greater than at any time since you became teachers. You need to toss “business as usual” out the window, or allow someone else to lead.
Sneezes and Grades
So your friend is certain he can get you to sneeze. A huge sneeze. A tremendous sneeze. He grinds some black pepper fine, wafts it into the air. You feel the sneeze start to build up. You tense up. He’s quite pleased with himself as he continues wafting. You feel the tension build, the sneeze is coming, you’re both waiting for it, he keeps wafting, you are telling him “just watch, it’s going to be huge.” A crowd gathers. Anticipation (and pepper) are in the air and… and, wait?
What happened? Tension’s gone. Nose tickled for a second there. Was that it? You tell him perplexed “I think I sneezed” – he looks disappointed (as does everyone who has started to pay attention). “My nose tickled” They look sad. You correct your tone “I sneezed.” He smiles. “It was a tremendous sneeze!”
Now, everyone knows you are lying, but your friend is a good friend, and smiles bigger, and pretends to believe you. Here, let me stop trying to describe the situation, I have the friend’s words:
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How I’m Teaching Remotely during this Crisis
Once a week, back in February, a small group of juniors and seniors would bring bag lunches into Room 133. Every Tuesday. They’d take out their lunches. I’d take out mine. I’d pass out a snack – often Croatian wafers with mocha or hazelnut filling (no allergies in the room). And then we would start.
The class? I was calling it Axiomatic Arithmetic. Goal? To construct the real number system, using, for high school, fairly formal language. I wanted to make sure they got a big gulp of history along the way. And proof. I wanted to walk away with all 12 students better at understanding proof, and with some experience constructing proofs. We did some history. Learned about Peano. Picked a least bad text (doesn’t really do what I wanted, but first few chapters are heavy on proof for the naturals, integers, and rationals, and almost within their grasp). Started. Paused to relearn arithmetic (base 4, but using four strange symbols, to make it strange and make them think). Worked through Peano’s axioms. Paused to do some easier (advanced high school) proofs by induction. Now we have defined addition, and are proving associativity and commutativity tomorrow…. Yes, March 19 I wrote, and asked who wanted to continue, lunch time class, so completely voluntary. Eleven of twelve signed back up. We are down to ten now. And the live class once a week? Not so different from sitting in Room 133, except not being in 133. Great group, by the way.
Once a week, back in February, a smaller group of juniors and seniors… Same idea, different day. Set Theory, using the primary source-heavy MAA intro to Set Theory. And lunch time, Monday, just like we were in school, we meet and have a live discussion as we carefully move through the text, dwell on the language and notation, and attempt exercises and proofs.
But those are extra classes for me. My primary teaching this term is precalculus. Four sections. 101 dalma.., er, students. Before the crisis I had an interesting set-up. Homework assigned four days a week. Graded for completeness, not correctness. It was their job to correct (by asking others, by putting on the board). A few projects. And quizzes once or twice a week. The quizzes only counted if they were at least 80% right (no major errors), but could be retaken, for full credit, as many times as necessary. Could be taken? Nah. I required it.
Cool system, crushed by Corona.
So what now?
Each Monday I post reading from the text, with exercises. I attempted to provide additional notes, the kind that I would supply during a real lesson. But they are much easier to put on the board than on paper. To cover for me not being there, I needed to supply the kind of detail that I would only offer if I saw a kid with “that look” that told me they needed more. And trying to cover every question, they were just taking me a long time to write. A 20 minute lesson I might scratch out in 4-5 minutes, was taking me an hour and a half to write. I couldn’t keep up. And dropped the attempt.
Each Friday I announce which of the problems from the week I will collect for grading. And then the homework comes in. Slowly. Two-thirds exactly when due. More over the weekend. But I take everything – no idea what is going on in their real lives. And then, grading on line! How many clicks to open? Math handwriting can be bad on paper. But try reading on a screen! Why does Google Classroom have a defective zoom in feature? Comments are typed for each error or defect, whether or not it led to a deduction. Send the comment. Record the grade. Return the assignment. If the grade is low, assign replacement problems. A stack of 100 (ok, 101), should take me 20-30 minutes. Now? 3 – 4 hours.
During the week I was running office hours, 8 – 10 each morning. Coffee with me. Over “vacation” I broke the time up into half-hour activities. I am continuing that. Each student should show up at least once a week, for at least 15 minutes. As a minimum I can check in, listen to how they are doing – life, school work. I ask about food and sunlight and exercise. Not sure why, but they seem like good questions. Here’s my “office hours” schedule for this week:
Those requizzes are left overs from before the crisis. They are awkward to run, but there’s a few kids with older quizzes, and if they want to make them up (which they should) I feel an obligation to allow them. “Current Data” is just what it sounds like. I share and we review some source data, and talk about mathematical models, and politics or next steps, if that’s the direction they want to go in. “Complex” is an extra topic, for students who want a little more math. DeMoivre, if you wanted to know. Puzzles are logic, Games are probably anagrams of student names. One of my students can rearrange her letters into Magic Lit Zone, which is a pretty cool anagram. And the graphing covers this week’s material. I’ll give instructions for anyone who needs them, and run little mini-lessons to get them started.
I am trying hard. But I am not getting very much done – certainly less than in a live class.
There are things I cannot do. I can’t watch a student, and understand they are getting stuck. I can’t listen to a wrong answer, and diagnose the misunderstanding on the spot, and help the child repair it themselves. The stuff I am best at, not available.
What I can do goes slower. I am collecting very little, and am overwhelmed by the time grading it. Tracking attendance live is far, far easier (I count the kids in each class, and conclude “all here!” or “two out – who is missing?” My little mini-lessons take more time than full lessons, and cover a fraction of the ground.
I do NOT have this figured out. I am not sure that this is even sustainable – I may need to slow it down a bit more.
Set Theory and Arithmetic, with tiny groups of highly motivated students – no issue. Live class, once a week. Doing nearly the work we would have done live. Kids absolutely are earning their quarter credits.
But precalculus? I’ll strip out some topics – and we will go to late June – and it still will be a shadow of the real course.
I am not figuring out “remote teaching” – I’m learning to cope with it. And know what? If I had to do a full term of this, I would need to sit down and think really, really hard, and talk to a bunch of really smart people. Not close to there yet. But at least next time, if there is one, we would be planning in advance.
Updated Resources (annotated)
I like tracking the data the experts are citing.
I feel an obligation to track data that politicians are citing or mis-citing (how do we know which unless we watch? The alternative is to trust them…)
Dashboard by the Center for Systems Science and Engineering (CSSE) at Johns Hopkins University
Confirmed cases and fatalities, keyed to a zoomable world map. In the US, data is county level (except NYC).
Tables, graphs, and charts for the world, and for individual countries. Current and total cases, fatalities, recoveries. Distinguishes between serious cases and others. Click on the US, and get state by state data. Some charts have y-axis that can be toggled between linear and log scales.
NY State Department of Health Covid-19 Tracker
County level data. Trends. Tests/Positives. Fatality breakdowns (county, age, race, sex). Why don’t the comorbidities include asthma and other respiratory ailments? smoking? NY State DOH, you can do better.
Colorful, if slightly busy, charts. Rate of spread by country. Fatality rates by country. Others. The upper two are updated daily. Careful with the lower ones. Thank you Emily!
One sharp chart, case trends by country. Click on the continents on the right to see more clearly. Updated daily.
For serious data folks – an attempt to capture the reproduction rate – state by state. Seems to update every day or every other day. The data is “bouncy” – I think this reflects state level sources and testing inconsistencies. They link to their math, if you like that stuff, and their science, which is challenging. It looks like The Atlantic gave original impetus to this project, but not clear who is running it now (I see names, not an organization)
UFT and DoE documents and agreements, plus resources. This matters to me, and my colleagues.
Let’s do more than wait and hope
There are important things we can do to help slow the spread of the novel Coronavirus / COVID-19. Shelter in place. Wear masks. Practice social-distancing. Minimize unnecessary trips. Etc. All of them are important. We should follow them.
But why only passive advice?
These are things not to do.
What can we DO?
Where is the advice on exercise?
Where is the advice on nutrition?
Where is the advice on sleep?
Where is the advice on smoking?
Where is the advice on emotional well-being?
Where is the advice on screen-time?
The politicians want us docile. I would prefer to DO SOMETHING to make a difference.
That is why the applause for hospital workers has been huge – they deserve it – but for many people, that’s the biggest ACTIVE thing they can do.
We need more. We need to be involved.
Ask the reporters. Ask the politicians. Ask the departments of health. Ask the public health professionals. Ask the doctors. Ask the researchers.
Let’s do more than wait and hope.
Resources
Times change, resources need replacement. Here’s a few, new to me, and I’ve been using all of them:
Worldometers Coronavirus Updates. Click a county and you get roughly as much detail, but on the country level.
Johns Hopkins’ COVID-19 Dashboard. Lots of data. And cool maps.
New York State Department of Health. County level data, plus charts, maps, comorbidities… Lags about a day.
UFT Coronavirus InfoHub. UFT and DoE documents and agreements, plus resources.
Survival of the Sheep: Considering 100 hungry points of view
A logic puzzle? Now?
I’m glad I’m back writing, but need a break between remote teaching, the UFT, the politicians and the pandemic… That’s a lot of scary stuff and frustration and unknowns… Let’s squeeze in some math to lower the temperature.
Last week I ran discussions with no outside assignments. And some of the discussions were logic puzzles, run like problem solving sessions. And I dusted off this old favorite about leprechauns, and as the kids pushed to an answer, someone said “is this the same as the wolf and sheep problem?”
I did not know the wolf and sheep problem (which I told him). But when we were done, I looked it up. Brand new problem for me, but fits right in with some of my favorites: the pirates and leprechauns. Here it is – try to reason it out for yourself:
I took the language from a page that seems to be selling a logic course – but I prefer the title I found on Braingle:
Survival of the Sheep
On an island in a far away country there is a population of 100 wolves and 1 sheep. They are the only two living species on the island. The following facts are known to be true:
- There is grass covering the whole island (grass is not considered as a living species for the purposes of the problem).
- The sheep can survive just by eating grass throughout its lifespan.
- As the grass is being eaten, it instantaneously grows back. No matter how many times it gets eaten, it will always grow back. It is therefore suitable to state that the island has an infinite supply of grass.
- The wolves themselves, unlike the sheep, are part of a very rare and intelligent species. They are actually perfectly rational beings, and can be considered as being infinitely intelligent.
- Similarly to the sheep, the wolves can also survive by eating grass throughout their whole lifespan.
- As one might imagine, the wolves prefer eating sheep than eating grass.
- If the sheep were to be eaten, it could only be eaten by a single wolf (the wolves cannot share their prey). However, there is catch:
- In this faraway land it is known that after a wolf eats a sheep, the wolf itself will become a sheep and it will therefore be in danger of being eaten by other wolves.
- All wolves are perfectly aware of this.
- If a wolf knows for sure that eating the sheep will cause him to be eaten by another wolf, then it prefers to eat grass instead.
- In the same way, if the wolf knows that eating the sheep will not put him in danger, it will eat the sheep.
Given all these facts and given the scenario from the very beginning, the question which must be answered is the following:
Will the sheep be eaten?
Put your questions/hints/solutions with work in the comments section
Who is demonstrating today? Start with: what happened in 2016?
The state capital demonstrators, nuts, right? Are these vast rightwing mobilizations in favor of infection? It would be wonderful if the right could only bring out such pitiful crowds. Paid agents of Fox? Hardly. Fox has the money to fake a decent-sized crowd. So who are they?
I think to get to the answer, we should start with another question. What happened in 2016? Not in November, but from January through the Spring.
For four years I have asked the question. And the answers have been various, but all have been disappointing. Commonly Trump opponents will pivot to how horrible his supporters are, or how stupid they are, or how Hillary won the popular vote, or how awful his policies are, or he is personally. There is often an unnecessary glimmer of self-satisfaction. There are responses that explain how Trump is wrong, or how bad his policies are. There are arguments about running a better campaign, or combatting voter suppression.
But what happened?
The election of Trump was a big shift. There have been other shifts in the political landscape. I’m thinking of the election of Reagan in 1980. Reagan was the face of a conservative wave that was taking over the Republican Party. The two wings came into conflict, and the socially liberal northeastern Republicans were defeated, and marginalized. This was an internal battle in the party.
But in 2016, Republican primary voters rejected every traditional republican to vote for Trump. Trump was a businessman with no experience in politics. He held political positions at odds with post-Reagan traditional Republican positions. This was not one wing of the GOP overthrowing the other. This was part of the GOP’s base rejecting its entire leadership. The leadership survived, but only by pledging allegiance to the outsider who usurped the throne.
What part of the Republican movement, (“movement”, because as their presence in rallies on the streets showed, they are more than just an electorate) what part of the Republican movement threw Bush and Rubio and Cruz and Christie and Kasich overboard? Because I think a good answer to that question would go a long way to figuring out what’s happen with the “Open” rallies at the state capitals.
Just looking at who voted for Trump (Nate Silver) doesn’t address where his core support came from. In the UFT, we heard that – was it 25, 30% ? – of our members voted for him (I can’t remember which number, and I don’t trust it anyhow). But in any case, Mulgrew trusted it – so much so that he rarely utters Trump’s name, out of fear of alienating his UFT voters. He started right after the election. We should have asked, did McCain and Romney get the same vote? Because otherwise, we are talking about people who flipped from Obama to Trump in the UFT, and I’ve never met one of those. Have you?
Nah, if we want to get to Trump’s core, we are not looking for UFT members. Instead, think of the early Trump rallies. You could probably think of the later ones too. The crowd was white, outer suburbs more than inner suburbs. Lots of flag symbolism, and those MAGA hats. There were no bankers, no bankers’ friends and families. These were Republicans not doing what their leaders wanted them to do.
A fascinating paper out of NYU tries to ask the question I’m driving at. Manza and Crowley find that Trump’s support, and this at the core of his vote, was less affluent than that of other Republicans, but more affluent then the country as a whole. They find it not a working class vote, but a vote of those who personally felt economic insecurity (and were white, of course).
Who are we talking about? Small business owners. Very small businesses. Perhaps some worked a regular job, as well. Or some may have once had businesses, and now did not. Screwed by the 2005 bankruptcy law, although they did not realize it until the 2008 crisis, when bankruptcies occurred in huge numbers, and being bankrupt was bad, but small and bankrupt was horrible. The bill added a means test for Chapter 7 bankruptcy, and raised filing fees from about $600 to $2500. That’s for someone going into bankruptcy to pay? Chapter 13, the alternative, let’s creditors go after future assets, not just what you have when you declare.
By the way, the bill also encouraged predatory student lending policies. And it was strongly pushed by the credit card companies. Their benefactor was so desperate to get it passed, he once inserted it in a foreign relations bill. One guess who the culprit was (or you can read all about it, here).
So there we had a ready audience for Trump – and I don’t think even he knew it was going to be there. Angry, xenophobic, with a populist anti-big business tinge. Resentful. They had a little money, but had been voting for people with a lot more money. Angry enough to throw them out. (Little irony, they backed a rich guy to do it).And yeah, angry enough to vote for a guy who may not have shared their valued. But he knew when they responded, that he had his message. Build the Wall. Insult people. Red MAGA hats.
During the primaries, they had a love affair, Trump and this crowd. And during the general. And he kept them revved up. But in DC, he started accommodating some of the old Republican leadership. And even more so, they accommodated him. Everyone in the GOP, today, at least on the surface, is a Trump loyalist. But today’s Trump may be as vile as the one from the campaign trail, but remember that Wall? The trade deals? He’s not the same.
(An aside – what happened to the traditional Republicans? Not from 1972, but from 2000, conservative, racist, anti-gay, misogynist, interventionist, deep in big-business’ pocket? Just a guess: I think they are all still there. They’ve brought Trump towards their positions. And they are, I believe, just waiting for the chance to reclaim their party, sinister plotters looking to remove this disgusting oaf who they did not invite, or to wait him out.)
And now, fast forward. Who is going to the capitals, and why? Small businessmen. White. Don’t want the government to shut their businesses. Worried about going broke. This is a piece of Trump’s original core. But there’s not so many, are there? These are not the tools of powerful rightwing groups. These are the tail that once wagged the dog. These are the soldiers who overthrew the leadership of one of the two major political parties. They just don’t seem so powerful today.
Who Wants to Return to Normal?
Well, everyone, right? That was an easy question.
But maybe not.
In the last few days I have seen that view challenged in three ways. And all of them are worth thinking about.
First, let’s think about “return to normal” – that means before the pandemic? But two months ago, it meant before Trump? How much of a difference is there?
- I saw this posted on Instagram:
The version I saw was attributed to Brené Brown, who tweeted: “I’ve seen this attributed to me, but it’s not my quote. After digging in, we found the original and it belongs to Sonya Renee Taylor. If you’re going to share these beautiful and powerful words – please use this image with her name. Attribution matters.”
Attribution fixed, it’s all good, as Brown indicates.
2. “… the pre-Trump period gave birth to — Trump! ”
Wow. Just wow. Dial things back to 2015, and we have a country about to propel Donald Trump to the presidency. That’s not a normal place. That’s not a place I want to recreate.
3. A slew of articles, the numbers increasing in recent days, about racism and the pandemic. This is from the Atlantic. This is from the New Yorker. There are many, many more.
Here’s something a former student, now a teacher, wrote last week: ”
“Currently watching the president’s briefing as they discuss how coronavirus disproportionately affects African Americans. Fauci mentions how this is due to disparities in chronic underlying health conditions (he specifically mentions diabetes, hypertension, obesity and asthma), but, being a health educator that’s passionate about our health, I wish he would have explained WHY. It’s not because Black people are necessarily negligent in regard to health or simply don’t take care of themselves. It’s not because Black people are genetically inferior. It’s because of structural racism in this country. It’s because of the unequal access to healthcare, education and job opportunities. It’s because of the low quality of care we receive. It’s because of residential segregation that results in African Americans living in lower quality neighborhoods due to environmental factors such as air pollution, and the inability to access healthy foods and exercise.
And instead of just stating how African Americans are disproportionately “unhealthy,” I wish they would say what they are actually DOING to help us…”
And it goes beyond just the pandemic. In the dark days of December 2016 and January 2017 there were discussions, all over, about how to combat Trump. I remember being told to put questions of race aside, that they would sow disunity, and that we could work on racism after we defeated Trump. I’m sure others heard similar comments. That’s not the sort of thinking I want to return to.
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So I don’t think I want things to go back to “normal” – I want to build a better place than we had before. And as important as social distancing and the November election are, we need to do much, much more to build that place.













