Education Equity

Will this pandemic force us to boldly address inequities in our schools?

Special to redefinED March 27, 2020

Editor’s note: This commentary by Laura Waters, a mom, education blogger and former school board president in New Jersey, first appeared March 25 on EducationPost. The daughter of New York City educators and parent of a son with special needs, she writes frequently about the need to listen to families and ensure access to good public school options for all. Her observations on school inequities in her state are arguably observable nationwide.

I live right off Route 206, a mostly two-lane road that begins in the Pinelands of southern New Jersey, winds 130 miles north to Stokes State Forest, and ends in Dingman Township, Pa. One 12-mile stretch of 206 connects Princeton, Lawrence Township (where I live), and Trenton, the state capitol.

As COVID-19 affects, well, everything — here, we’re currently in something close to a lockdown, with a 158 percent jump in confirmed cases during the last three days — New Jersey’s educational inequities come into sharp relief.

Think of this stretch of Route 206 as an emblem of America.

Princeton Regional Public Schools, a district where only 8 percent of students are economically disadvantaged and 80 percent of 10^th graders meet or exceed benchmarks in reading, created a “Pandemic Response Team” that has issued a 10-page booklet explaining how students will continue to learn at home. Every student has a laptop or iPad, as well as internet access; if necessary, the district will fill in any gaps. Special education students have daily to-do lists and “teachers will send individualized guidance and support to parents through email.”

The district website lists separate letters from each of its principals detailing daily expectations. At Princeton High School, for example, “teachers will post content … and [students] will have a minimum of one hour of coursework for each class each day.” At elementary schools, students will have four hours of coursework per day and “one or more of our teachers [will] check-in with each pupil and his or her family multiple times per week via telephone calls, e-mails, Class Dojo or some other means.”

Now let’s travel 12 miles south to Trenton where 70 percent of students are economically disadvantaged and 22 percent of 10^th-graders meet or exceed benchmarks in reading. The district has a booklet labeled “Health-Related School Closures” that says, “a series of learning experiences has been created for students by grade levels.” There is a one-page letter from the superintendent that says “the current school closure is not a vacation” and “students are expected to log on to Google daily for at least four hours daily and complete assignments in Google classroom” using a one-page reference of free online education programs. If a family doesn’t have a computer or online access (for comparison, in demographically-similar Camden only 30 percent do), parents can “pick up a paper packet from their school.”

Or not. Just up the district website:

The district has exhausted all of the printed packets; the district is closed and our vendors have limited resources in printing out additional packets. Therefore, no additional copies are available until further notice.

If you are a Princeton High School student, you get six hours of online instruction a day and regular check-ins with teachers.

If you are a Trenton Central High School student who happens to have a laptop and access to the internet, you get up to four hours of online instruction with no assured teacher contact. If you don’t have a laptop and internet access you get nothing.

This disparity in opportunity and access was true before the pandemic, but now we see the gaps more clearly. Oh, the data was always there: according to state Doe, 72 percent of third-graders at this Princeton elementary school read at or above grade level; at this Trenton Elementary school, 11 percent do. Ninety percent of Princeton High graduates enroll in postsecondary programs but 51 percent of Trenton Central High graduates do. (It’s 12 percent at Trenton’s alternative high school where 445 students are enrolled.)

These starkly disparate numbers haven’t swayed New Jersey to do anything in the last half-century but throw more money at the problem with no impact on student outcomes. While we seem susceptible to bromides like those from the state teacher union that proclaim, “NJ schools rank first in the country,” parents stuck at home now have an unfiltered view of our deficiencies.

Of course, these opportunity gaps aren’t limited to a two-lane road in New Jersey. Camden superintendent Katrina McCombs says the school shutdown “has just exacerbated the inequalities.”

Colin Seale writes,

The coronavirus pandemic is revealing new layers of inequity that may end up setting us back even further. Education leaders are tackling the unexpected challenge of providing distance learning as the primary mode of instruction for weeks, months, and possibly the remainder of the school year. How can school systems that struggle to deliver equitable results in a standard brick and mortar setting overcome the added challenges inherent in distance learning?

Meria Carstarphen, superintendent of Atlanta Public Schools, told NPR:

The inequities that we often talk about have a spotlight during this crisis. So if you’re wealthy or of a better socioeconomic means, you can get an access to tests, still get access to the support you need for your students. But that’s not true in communities where there’s high poverty and high need.

We’re all trying to stay healthy and keep our loved ones safe. It’s hard to think beyond this day or this week. But I think we must. Jonathan Rauch of the Brookings Institute says “plagues drive change.” Rahm Emanuel says, “you never let a serious crisis go to waste. Things that we had postponed for too long, that were long-term, are now immediate and must be dealt with. This crisis provides the opportunity for us to do things that you could not do before.”

We have to do things we thought we could not do before. We have to drive change. Otherwise, your location on a 12-mile stretch of road represents whether or not your third-grader can read or your high school graduate will go to college or get a job. It may have taken a pandemic to enable us to see this clearly, but here we are. Do we have what it takes to address systemic inadequacies, to innovate and buck a broken system? I hope so, but I don’t know the answer.

March 27, 2020 0 comment

Advocate Voices Education Choice Education Equity Family Empowerment Scholarship Featured Florida Tax Credit Scholarship Podcast School Choice

podcastED: SUFS president Doug Tuthill speaks with Equality Florida CEO Nadine Smith

redefinED staff March 19, 2020

redefinED staff

Nadine Smith is executive director of Equality Florida, the state’s largest organization dedicated to ending discrimination based on sexual orientation and gender identity.

In today’s redefinED podcast, Step Up president Doug Tuthill and Equality Florida chief executive officer Nadine Smith talk about their ongoing efforts to ensure every child has access to a safe and healthy learning environment.

“We’ve been having this conversation, I think, for a couple of years now,” Smith says. “We’ve taken some time to really figure out the best possible way to pursue this. To us, the bottom line is every student should feel safe and in an environment where they can thrive and be themselves when they go to school. That should be true in private school. That should be true in public school. It should be true throughout our K-12 system.”

Two-thirds of the schools that participate in the Florida Tax Credit Scholarship and Family Empowerment Scholarship programs, which serve economically disadvantaged students, are faith-based. Smith, whose father is a church deacon and whose organization has worked with church congregations in the past, says she welcomes the opportunity to talk with faith-based leaders and educators across the state. A process that she and Tuthill have begun.

“In our years of doing this,” she says, “I think people are often pleasantly surprised when we get out of this idea of an us-and-them and friends-and-enemies, and we just talk as people who want the same things for our children and want to live in a community where we’re respected with dignity. And so I’ve had some of the best conversations with faith leaders all around the state.”

The influx of LGBTQ students into Step Up’s scholarship programs has led many schools to ask for training on how to better support these students. In response, Equality Florida has agreed to offer private schools who ask for it the same cultural awareness training program it currently provides public school districts.

“We’re hearing from a lot of the schools that they’re trying to serve these kids, but they often lack the expertise they need,” Tuthill says.

“In terms of the training that we do, what we really believe is that you meet people where they are, where their belief systems are,” Smith says. “We’re not telling someone that they have to change their faith beliefs, but what we are saying is there are ways that you interact with young people that can either make them safe and create a healthy learning environment or ways you can make them unsafe and push them away and push them down a path that can lead to depression, suicide, homelessness – a lot of negative outcomes.

“What we discover in talking to schools and parents and teachers who cross the spectrum in terms of belief – political beliefs, religious beliefs, cultural beliefs – is that they want to create the safest space for every student, they want to see them have the most support in becoming who they are. And we can be a great partner in making that happen.”

March 19, 2020 0 comment

Catholic Schools Education Choice Education Equity Featured Florida Tax Credit Scholarship Gardiner Scholarship McKay Scholarship News Parental Choice Private School Scholarships Private Schools School Choice

How school choice puts all hands on deck

Ron Matus March 18, 2020

Ron Matus

Academy Prep Center of Tampa is a rigorous private middle school for students who qualify for need-based scholarships. Modeled after Nativity Mission Center in the Lower East Side of Manhattan, students attend school 11 hours a day, six days a week, 11 months a year.

Seventeen years ago, a group of business and community leaders in Tampa Bay decided to renovate rather than raze an old, abandoned public school. The spooky building with stately red brick once served generations of Cuban and Italian kids in Tampa’s historic Ybor City neighborhood. The group wanted to restore its former glory by transforming it into a premier private middle school for black and Hispanic students. With help from a then-fledgling school choice program, that’s what happened.

Today, Academy Prep graduates routinely matriculate to top high schools and colleges. And as a new paper published by the R Street Institute spotlights, it’s but one example of the kind of civil society engagement unleashed by the Florida Tax Credit Scholarship, the nation’s largest private school choice program. (The scholarship is administered by nonprofits like Step Up For Students, which hosts this blog.)

Written by Victoria Bell (she authored it while associate policy director for educational opportunity at the Foundation for Excellence in Education; she’s now assistant director of K-12 education relationships at The Philanthropy Roundtable), the case study explores an underappreciated dynamic core to private school choice. Creation of the Florida Tax Credit Scholarship in 2001 energized parents, educators and an incredibly diverse mix of non-governmental entities to expand educational opportunities for Florida’s most disadvantaged students.

The scholarship allowed existing private schools to be a bigger part of the solution. It spawned creation of new private schools. It empowered educators to create new models. It empowered parents to choose them, or not. Bell offers examples of all that. Community groups, like the one behind Academy Prep, where nearly every student uses a tax credit scholarship, got involved. So did hundreds of churches and faith leaders. So did hundreds of corporations, thanks to a funding mechanism that allowed them to donate towards scholarships in return for tax credits. All of this happened voluntarily, with government offering incentives but an otherwise light touch.

The result: Better outcomes at less cost. The program now serves more than 100,000 low-income students, with an average annual family income of $25,743. And the academic outcomes are encouraging. A study released last year by the Urban Institute found scholarship students are 20 percent more likely to earn bachelor’s degrees than like students in public schools. This, even though other rigorous research shows scholarship students were, on average, the lowest performers in their prior public schools. And that the scholarship is worth 59 percent of total per-pupil funding for students in public schools.

The scholarship is a “successful example of public policy and civil society combining to solve a problem,” Bell concludes. “More Florida students than ever before have access to educational environments that are equipping them with the skills they need to pursue the American dream.”

I’m especially grateful Bell included the scholarship program’s impact on Catholic schools. As she notes, the scholarship is a key reason Catholic schools in Florida, unlike Catholic schools in virtually every other state in America, are not continuing to disappear. Enrollment has remained steady in recent years, and even ticked up slightly. Knowing how much Catholic schools have delivered high-quality education to low-income families for generations, this trend line has yet to get the recognition it deserves, either in Florida or beyond.

Bell focused on the tax credit scholarship, but there’s no doubt Florida’s ever-expanding menu of choice programs is stoking similar reactions. More than 130,000 students are enrolled in private pre-schools with help from Florida’s Voluntary Pre-Kindergarten program. More than 30,000 students with disabilities use the McKay Scholarship to attend private schools. Another 13,000 use the Gardiner Scholarship (also administered by Step Up), an education savings account for students with special needs.

The Gardiner Scholarship is still shy of its sixth birthday, but there are already 10,000 vendors in its orbit, from tutors to therapists to private schools. As this new wave of choice expands, look for an even more amplified response from civil society – and even more hands on deck.

March 18, 2020 0 comment

Bipartisanship Education Choice Education Equity Education Legislation Education Politics Family Empowerment Scholarship Featured Florida Tax Credit Scholarship School Choice

Scholarship expansion bill headed to governor’s desk for signature

Lisa Buie March 13, 2020

Lisa Buie

A bill that expands and aligns two K-12 scholarship programs for economically disadvantaged students won final passage in the Florida Legislature today and will be sent to Gov. Ron DeSantis for his expected signature.

With no debate and by a vote of 21 to 14, the Florida Senate gave final approval to HB 7067, which is aimed at aligning policies between the Family Empowerment Scholarship, adopted last year and serving 18,000 students, and the Florida Tax Credit Scholarship, created in 2001 and serving 108,000 students.

“This session, revising the Family Empowerment Scholarship Program was our state’s priority, because no matter what economic challenges a student has, investing in the education of our children is always a win,” said Sen. Manny Diaz Jr., R-Hialeah, who as chairman of the Senate Education Committee, shepherded the bill through the legislative process. “I would like to thank my House and Senate colleagues for supporting a world of opportunity for all students that regardless of race, wealth, or beliefs should have access to an education that meets their needs.”

A Democratic House member expressed his satisfaction after the bill’s passage.

“It’s a good day in the state of Florida,” said Rep. James Bush III, D-Miami, who supported last year’s bill establishing the Family Empowerment Scholarship program and was one of eight Democrats who voted Monday in favor of the expansion in the House. “This bill is really going to further empower parents to be able to choose the educational environment that is best for their children.”

Both scholarship programs serve students from lower-income and working-class families.

The bill would increase the allowed enrollment growth in the Family Empowerment Scholarship. Under current law, the program can grow by up to 0.25 of total public school enrollment each year, which is roughly 7,000 students. The bill would increase that growth to 1 percent, or roughly 28,000.

The bill gives clear priority to renewal students in both programs and provides for a gradual increase in household income eligibility over time. That provision allows the eligible income level in the Family Empowerment Scholarship, currently 300 percent of federal poverty, to increase by 25 percentage points in the next year if more than 5 percent of the available scholarships remain unawarded.

The income limit for Tax Credit Scholarships would remain at 260 percent of poverty.

The bill also allows students who receive scholarships in either program to remain on the scholarship until they graduate or turn 21.

March 13, 2020 0 comment

Blog Guest Commentary and Opinion Education Choice Education Equity Featured Jack Coons Parent Empowerment Parental Choice School Choice

Trusting John Dewey?

John E. Coons March 11, 2020

John E. Coons

The curriculum and the teaching method that are ideal for children have long been in dispute and remain so. Favorite methods range from Montessori to Steiner to traditional classroom lecture, recital and ABCs; the same diversity holds for the perfect content – factual, moral and political.

Many, also, are the professional luminaries who enlighten us on these questions, each confident of this or that solution.

Up to a point, this variety seems quite understandable and even healthy. Long observation of schools of education at various universities convinces me that method and content in pedagogies for children are as little matters of science as are law and the visual arts. We can sometimes (to a degree) recognize the rare classroom teaching genius, but such heroes tend to be inconspicuous in education school.

Nor is their gift always obvious even when they have made it to the classroom. Happily, the great run of teachers are at least competent – and bless them.

The great diversity of teaching style and substance is plainly cordial to the issue of parental choice. Even John Dewey appears to have thought so, and almost said it. That great guru of schooling would be an interested observer of our current debate over the empowerment of low-income parents to choose for their own child.

In his definitive “My Pedagogic Creed,” written in pre-voucher days, Dewey offered these foundational pearls:

“ … the school life should grow gradually out of the home life; … it should take up and continue the activities with which the child is already familiar in the home.”

“ … it is the business of the school to deepen and extend his sense of the values bound up in this home life.”

Today’s public school professional might snicker. Dewey could have foreseen very little of life as it would come to be lived in the “inner city” of today where home is too often a place and environment to be escaped. Yet, is it absurd to wonder that one detriment of that very urban crisis may be the conscriptive style of those city schools whose leaders have, in the last hundred years, seemed more in tune with Plato, who despised the contribution of the home and parent, than with Dewey?

What would be the level of responsibility and authority among low-income parents of the city today if, during the 20^th century they had, like the rest of us, experienced the dignity and responsibility of the choice of school for their own children?

But, conceding the civil calamity wrought by the urban school of the 20^th century and today, might our trusting of today’s parents merely risk compounding the consequences? If we try to fix it all by trusting the poor, will the newly empowered parent prove already hopelessly corrupted, making the urban scene even worse with his new options? No doubt there would be plenty of parental mistakes; these could be expected as the fruit of our long disabling of the poor.

Worse, several generations of mistrust might prove to have been dehumanizing beyond repair. Can we be certain of the effect of the sudden experience of authority? Still, choice would at least allow the parent to learn by mistake and experience. Mothers and fathers have done well so far with the opportunities already given them in various states to decide for their own child.

I see no alternative but the adoption of systems of subsidized choice that are designed, step by step, year by year, to reach at last a universal empowerment of the poor. America cannot afford another century of the present regime of abduction by the state. The social structure of our public schools is poisonous, but it can be fixed. It will take time and patience, but there is no alternative.

March 11, 2020 0 comment

Commentary and Opinion Education Choice Education Equity Education Politics Education Savings Accounts Featured Florida Tax Credit Scholarship McKay Scholarship Parent Empowerment Private School Scholarships School Choice Special Needs Education

Proposed funding cap in Arizona would deprive thousands

Matthew Ladner March 9, 2020

Matthew Ladner

Katie Swingle, mother of a child with autism, spoke before the Florida Senate Education Appropriations Committee in March 2015, imploring lawmakers to expand education choice options for children with special needs.

If you need to make a choice between reading this post or watching the video featuring the mom pictured above, please watch the video. Katie Swingle explains why families with children with special needs require and deserve access to education choice. Her story demonstrates why depriving them of choice is a terrible thing.

Sadly, there is an effort underway in Arizona to do exactly that.

Arizona’s Save Our Schools group has proposed a statewide ballot initiative that would create an overall participation cap on Arizona’s Empowerment Scholarship Program of 1 percent of the total student enrollment of the public school system. Once that cap is reached, students other than those with disabilities, including Native American children, those who have been in the foster care system, are zoned for D- or F-rated public schools, orphans and dependents of active duty military service members among others, would be purged from participating.

Upon completion of this purge, the program would lack the ability to serve additional special needs students. Last week, I noted that 1.7 percent of the total public school enrollment in Florida makes use of private choice programs for children with disabilities. I should further have noted that Florida has a waitlist of students with disabilities for the ESA program.

Historical program data allows us to assess the length of time it would take for the proposed cap to deny access to disadvantaged students if something like it were to be applied in Florida. As a thought experiment, imagine Florida’s multiple-choice programs debuting as a state-funded program in the same year that the McKay Scholarship program debuted.

This next part will require you to suspend your disbelief. Imagine a group of advantaged urban Floridians who exercise choice in their own families managing, from the outset of choice, to implement a cap in Florida for disadvantaged students. Floridians, of course, would find it nearly impossible to live with such a level of moral hypocrisy.

In Florida’s actual experience, lawmakers created a voucher program for students with disabilities and one for children in failing schools, followed by a tax-credit scholarship program for low-income students. Our thought experiment involves envisioning Florida following closer to the Arizona ESA experience: a single program starting with students with disabilities. A few years into the program, the Florida lawmakers of our thought experiment add low-income students into the eligibility pool for the state-funded program. Okay. So, how long would it have taken for the SOS cap to have purged disadvantaged students in Florida?

Let’s look first at the McKay Scholarship program for students with disabilities.

If the McKay Scholarship program had been the only choice program created, it would have exceeded the 1 percent cap by itself in 2013. After 2013, additional special needs children would have been denied access. Of course, it wasn’t the only program; Florida lawmakers also made low-income students eligible to participate in choice.

The combination of McKay and the tax credit program would have exceeded the SOS cap around 2004. “Let them eat cake,” the cap supporters would tell the tens of thousands of low-income families piling onto waitlists.

This isn’t the end of the story, however. Florida also created a special needs ESA program in 2015. This is the program used by the all-too-real mom in the video.

Every single one of these families, including the Swingle family, would have been denied choice under an SOS cap. Arizona’s ESA program is only a few years of growth away from reaching the proposed cap.

Supporters claim the cap will not impact current beneficiaries, but it clearly will. Moreover, there are thousands of Arizona students with disabilities today, and many more yet unborn, who would be denied access through the proposed cap.

March 9, 2020 0 comment

Education Choice Education Equity Education Legislation Family Empowerment Scholarship Featured Florida Tax Credit Scholarship School Choice

Senate moves closer to expanding income-based scholarship programs

Lisa Buie March 3, 2020

Lisa Buie

The Senate Appropriations Committee voted along party lines today to bolster and align two state scholarship programs that provide education choice to economically disadvantaged students.

SB 1220, a bill that spells out rules for teacher training and qualifications, also includes provisions aimed at aligning policies between the new Family Empowerment Scholarship, adopted last year and serving 18,000 students, and the Florida Tax Credit Scholarship, created in 2001 and serving 108,000 students.

Both scholarship programs serve students from lower-income and working-class families. The primary difference is that the Florida Tax Credit Scholarship is funded by corporations that receive a 100 percent tax credit, and the Family Empowerment Scholarship is funded directly from the state education budget.

The final vote was 13-8, with all Republicans supporting the bill. The bill now heads to the Senate floor. A similar bill in the House, HB 7067, is awaiting action on the floor there.

Several parents whose children receive scholarships attended the hearing in support of the bill, including Natalie Gillespie, a mother of nine from Tallahassee. She called the scholarships “life changing” and said her youngest three daughters, who are adopted, “can be nurtured in a smaller environment that is not as overwhelming to them.” Her son, now a successful employee at an insurance company, was able to attend a faith-based school that provided spiritual training and a “moral compass.”

The bill would increase the allowed enrollment growth in the Family Empowerment Scholarship. Under current law, the program can grow by up to 0.25 of total public school enrollment each year, which is roughly 7,000 students. SB 1220 and HB 7067 both increase that growth to 1 percent, or roughly 28,000.

A strike-all amendment proposed by Education Committee Chairman Manny Diaz, R-Hialeah, was intended to give clear priority to renewal students in both programs and also provided for a gradual increase in household income eligibility over time. That provision allows the eligible income level in the Family Empowerment Scholarship, currently 300 percent of federal poverty, to increase by 25 percentage points in the next year if more than 5 percent of the available scholarships remain unawarded.

The provision is also in the House bill. The income limit for Tax Credit Scholarships would remain at 260 percent of poverty.

Other parts of the bill approved today included:

Allowing Florida Tax Credit Scholarship students to continue receiving the scholarship until they graduate from high school or turn 21, aligning it with the Family Empowerment Scholarship provision. Now, Florida Tax Credit students must reapply each year.
Allowing Florida Tax Credit Scholarship students whose scholarships were not renewed due to a lack of funding to transfer to the Family Empowerment Scholarship.
Allowing students in the Family Empowerment Scholarship program to take up to two state-supported virtual courses each year without cost. That provision already applies to Florida Tax Credit Scholarship students.

March 3, 2020 0 comment

2020 Presidential Election Blog Guest Charter Schools Chris Stewart Commentary and Opinion Education and Public Policy Education Choice Education Equity Featured Funding Opinion School Choice

Presidential candidates do not think all children are created equal

Chris Stewart February 28, 2020

Chris Stewart

Editor’s note: This column from redefinED guest blogger Chris Stewart first appeared Feb. 25 on Education Post.

I’m starting to notice a trend among the presidential candidates. I don’t think they’re vying to be a president who represents all Americans, just some. It sounds crazy but hear me out.

When Democratic frontrunners lavish attention on traditional public schools to the exclusion of charters, privates, and homeschoolers, it’s as if the worth of a child instantly plummets the moment they are enrolled in a disfavored school. As if their families don’t pay taxes and aren’t worthy as voters. Never mind the fact that many of the candidates have taken advantage of these same options.

Not to be outdone, President Trump got in on the action when he released a budget that cut funding for charter schools but increased funding for privates. Some of his supporters have told me not to worry because one, a president’s budget is a fictional thing, and two, the funding for charter schools is just being bundled together with other programs. It’s called “block granting” and that’s a good thing because it can give states the flexibility to use the money in a way that makes sense for their local context.

That sounds great in theory until you consider the fact that flexibility in a state like California, the largest charter system in America, could easily fall victim to union politics. Handing over charter school money would be a financial love letter to a fickle governor, one that would give him Thanos-like powers to snap his fingers and freeze charters startups.

But maybe I’m making too much of this.

The candidates would respond to me by saying they aren’t proposing the elimination of charter schools. They just want to slow their growth. And, the block-granting of federal funds isn’t the end-all of charter funding. And, after all, maybe there is more to life than charters. Most of the candidates are proposing enormous new investments that will grow school staff and provide more services to kids.

Who can complain about that? I can.

Yes, research shows that money matters in public education, but some of the nation’s biggest spenders are still hot zones of poor achievement and unacceptable results. Teachers unions and their allies have cleverly called for things like “community schools” as a main investment. It sounds good until you consider the fact that many of the existing community schools need help. Lots of it.

And no matter how much you wrap kids in services, it will still be a problem that our nation’s teachers aren’t recruited from the top of the class, their preparation is trash, and the support of many of those who teach in the toughest schools is nonexistent. To cover this with “I-stand-with-teachers” happy talk is to prove oneself incapable of true leadership.

We need a leader who will stand up for all families. We need someone who will fight for every American child equally. Today, parents from around the country are headed to South Carolina in hopes of meeting with presidential candidates to urge them to bring about “big, bold changes.” Because the fact is, every child deserves a better education, and our current system isn’t offering that.

We need people who can bring us together rather than continuing the bad practice of pitting parents against each other, then siding with the groups that want one form of schooling to be the only form of schooling.

Which leader is that?

I’m looking.

February 28, 2020 0 comment