Is the Dream over?

Luis E. Juarez-Trevino, a fifth grade bilingual teacher in Dallas, is “DACAmented.”

President Obama’s 2012 Deferred Action for Childhood Arrivals (DACA) order make it possible for undocumented immigrants to work legally without fear of deportation. Teach for America has placed 146 “DACAmented” teachers — also known as “Dreamers” — in classrooms, reports Education Week. Will they stay or will they go?

In a 60 Minutes interview, Trump said he’ll prioritize deporting criminal immigrants before deciding about people who’ve broken only the immigration laws. (His estimate of two to three million “bad hombres” is very high.)

Deporting Dreamers makes little sense, says Stephen Legomsky, former chief counsel at U.S. Citizenship and Immigration Services. To qualify for DACA, they’re supposed to be in school or working and have clean records. “As a practical matter, it seems like these folks would be the lowest priority of all,” he said.

Will Trump let people who arrived as children continue to get work permits?

Black Lives group takes on schools

The Movement for Black Lives has published a policy platform that includes an education plan stressing community control of schools, writes Emily DeRuy in The Atlantic.

“The coalition’s proposals are wide-ranging and, depending on who is talking, either aspirational or entirely unrealistic,” writes DeRuy.

The plan calls for a constitutional amendment to guarantee “fully funded” education, no new charter schools, no police in schools and closure of juvenile detention centers.

It attacks the “privatization” of education by wealthy philanthropists “and criticizes charter-school networks for decimating black communities and robbing traditional neighborhood schools of resources,” writes DeRuy.

When Black Kids Don’t Matter is RiShawn Biddle’s analysis of “why the National Association for the Advancement of Colored People and the Movement for Black Lives have issued proclamations opposing the expansion of school choice and Parent Power for the very black families for which they proclaim to care.”

The declaration itself was written not by the Black Lives Matter activists within the coalition, but largely by two of NEA’s and AFT’s prime vassals.

One of the coauthors, Alliance to Reclaim Our Schools, has long been a front for the Big Two (teachers’ unions). . . . Another coauthor, Philadelphia Student Union, has been one of AFT’s lead groups in its effort to oppose systemic reform and school choice in the City of Brotherly Love . . .

After the NAACP voted for a charter moratorium, black leaders defended urban charters’ effectiveness, reports Jason Russell in the Washington Examiner.

Many charters “offer a high-quality education to low-income and working-class black children,” said Jacqueline Cooper, president of the Black Alliance for Educational Options.

“In communities of color throughout our country, public charter schools are providing pathways to college and careers that previously were not available,” said Shavar Jeffries, president of Democrats for Education Reform, in a statement.

According to a BAEO report released in January, “black students in public charter schools learn the equivalent of 36 extra school days per year in math and 26 extra school days in reading,” reports Russell. “The gains are even higher for black students living in poverty.”

Short of teachers, SF says ‘no’ to TFA

Kamaria Carnes (right) of Teach for America high-fives Anderson Aguilar after he finished an oral exam during her eighth-grade English language arts class at Everett Middle School in the Mission District. Photo: Connor Radnovich, The Chronicle
Teach for America corps member Kamaria Carnes, who teaches eighth-grade English at a San Francisco middle school, high-fives Anderson Aguilar after he finished an oral exam. Photo: Connor Radnovich, San Francisco Chronicle

Under pressure from the teachers’ union, the San Francisco School Board voted to suspend Teach for America’s contract for the coming school year, writes Tracy Dell’Angela on Education Post.

Who will teach instead?

The 15 San Francisco classrooms that would have been staffed by TFA corps members — yep, only 15 — are now going to be filled by either long-term subs or untrained college grads with emergency certification,”

San Francisco has a dire teaching shortage—district administrators predicted the district will not be able to fill its 500 vacancies by August and many of these will be in areas that TFA specializes in recruiting—special education, bilingual classrooms and STEM.

Superintendent Richard Carranza wanted to renew the TFA contract, but couldn’t get board support.

“Some board members didn’t even try to pretend their pushback was in the best interest of children,” writes Dell’Angela. “Board member Jill Wynns’ opposition was based on Teach For America’s ‘financial connections to supporters of charter schools and market-based education reform’.”

Only 17 percent of TFA corps members are teaching in district schools after 17 years, say opponents. But turnover is high for all new teachers: San Francisco is a very expensive city.

TFA teachers are more likely to stay on the job than other new teachers in San Francisco, Beatrice Viramontes, the organization’s senior managing director in San Francisco, told the Chronicle. “Overall, 90 percent of the group’s teachers come back after their first year of teaching, compared with 56 percent of those who are new to the teaching profession in general. In addition, most of the program’s teachers stay for a third year after their two-year commitment ends, said both the organization and the district.”

TFA drops social justice training

Michael Darmas, a Teach for America corps member, “high fives” a student at Holmes Elementary School in Miami. Photo: AP

Teach for America‘s Education for Justice pilot, which trained would-be teachers in social justice and cultural competency, has been canceled, writes Stephen Sawchuk in Ed Week. College students took courses for a year to prepare to teach in low-income, minority communities.

TFA is cutting 150 positions, including its national diversity office, notes Sawchuk. “Still, this is somewhat surprising news. After all, the pilot was one that TFA CEO Elisa Villanueva Beard announced in 2014 to great fanfare.”

After nearly a year of E4J, Kailee Lewis, a future TFA corps member, believes telling teachers they’ll show low-income students “what’s possible when they work hard and dream big” is a false and dangerous lie.

This idea that ‘hard work’ can create something out of nothing neglects the fact that often in low-income communities there are multiple forms of oppression stacked against a child even before birth.

Education 4 Justice was teaching future teachers . . . to recognize their privilege and their oppressions.

I don’t see how this prepares someone to teach. If you think your students can’t succeed, even if they “work hard and dream big,” then what’s the point? Give the pobrecitos hugs and recess, but don’t bother them with fractions, grammar and photosynthesis.

TFA is expanding recruitment efforts among college juniors, rather than waiting till students are about to graduate. It will offer training for future teachers that takes “the best practices from E4J and other pre-corps pilots,” said an official statement.

Welcome to class

The Real Life of Teachers, a Teach for America web series, follows first-year teacher Pocco Bussey, a military veteran who’s teaching kindergarten, second-year social studies teacher David Brackett, and alumna teacher Jenn Jeffers, who teaches Spanish in New Orleans.

Teach for America students become teachers

Sobella Quezada, a 2015 Teach for America corps member, reads to a student in her Head Start class at P.S. 152 in Manhattan. 

Fourteen years ago, Sobella Quezada’s eighth-grade English teacher, Nick Marinacci, a Teach for America corps member, introduced her to Shakespeare, persuaded her to make college plans and urged her to apply to a good Catholic high school.

An English major in college, Quezada is a “second-generation” TFA member. She teaches Head Start students at a Manhattan community school run by the Children’s Aid Society. Her class is made up of “15 economically disadvantaged 3- and 4-year-olds, many with special needs.”

“I feel like I’m living my purpose,” she told The 74.

Twenty-five years after TFA was founded, about 140 of this year’s 4,100 new recruits say they were once taught by TFA teachers themselves. In New York City, where the non-profit is looking for more ethnically diverse teachers, almost 1 in 10 new recruits this year are second generation.

Jessica Pena is a "second-generation" Teach for America teacher.

Jessica Pena is a “second-generation” Teach for America teacher.

A Bronx native, Jessica Pena, 23, knew she wanted to teach. She contacted her former TFA teacher-turned-mentor, seventh-grade science teacher, Anu Malipatil, to ask about applying to TFA.

Pena now teaches social studies at the Bronx Claremont International School.

There’s a lot of resistance to TFA on the Colby campus, writes Dylan Alles, who’ll graduate in 2016. She wishes Teach for America didn’t exist and that’s why she’s joining.

“In a perfect world,” there’d “be no need to rally new teachers to the most at-risk classrooms,” Alles writes. “A system would be in place to incentivize the best proven educators to serve and be supported in those spaces.”

In an imperfect world, Alles will begin teaching in Washington, D.C. in fall 2016.

‘Quiet middle’ needs to help to reach goals

As a social studies teacher in Atlanta, Ian Cohen taught ninth-graders who wanted to be doctors, lawyers, and CEOs, or entrepreneurs, chefs, and engineers. But the school’s graduation rate was only 42 percent — even lower for black males.

"Next Generation" apprentices visit the set of Inside NBA Football.

“Next Generation Men” visit the set of Inside NBA Football.

Males in the “quiet middle” were doing the minimum needed to pass, Cohen writes. They didn’t realize what it would take to achieve their goals.

Cohen and two other Teach for America corps members have founded Next Generation Men) to provide “exposure to different careers and post-secondary options, guidance on how to achieve them, and consistent support.”

If my student wants to be an engineer, but doesn’t know how integral math and science are to that profession, what other reason would he have to be interested in trigonometry or calculus? And if he came from a family without a college graduate, how would he manage to learn about the application process, the importance of school selection, and what the actual experience entails or requires?

Tenth-grade “apprentices” meet with teachers twice a week and visit a different industry each month.

For example, students met the cameramen, audio engineers, writers and producers of one of their favorite TV shows, Inside the NBA, at Turner Studios, writes Cohen. “Now, they understand that there are over 20 careers involved in making that show possible, and that it takes a commitment to mastering a craft or skill set that will enable them to pursue one of those professions.”

Many young people are encouraged to say they want to go to college and say they want to be doctors, lawyers, etc. But they have no clue what they should be doing in school to make those goals a reality.

Teach your padwan well

Be a Force for Good in Your Classroom, says Teach for America.

TFA novices do as well as trained veterans

With only a few weeks of training, Teach for America teachers are as effective with elementary students as traditionally trained, far more experienced teachers at the same high-poverty schools, concludes a new Mathematica study.

In pre-K through second grade, TFA teachers’ students gained an extra 1.3 months of reading, the study found.

The TFA teachers averaged 1.7 years of experience compared to 13.6 years for the other teachers studied. TFA recruits most of its corp members from selective universities.

Mathematica Policy Research.

Earlier research “suggests that TFA teachers have been more effective than their non-TFA counterparts in math and about the same in reading,” Mathematica noted.

Eighty-seven percent of TFA teachers — and 26 percent of conventionally trained teachers — don’t plan to make teaching a lifetime career, the study found. (Bloomberg calls that a “plan to fee teaching.”) However, 43 percent of TFA teachers who said they’ll leave the classroom plan education careers.

Is Teach for America losing its luster?

First-year Teach For America corps member Deja Moss teaches social studies at a North Carolina middle school. (Travis Dove for The New York Times)

After 15 years of growing demand, applications to Teach for America are down 10 percent this year, reports the New York Times. Last year, the highly selective program accepted about 15 percent of its applicants. That selectivity will continue, even if it means a smaller teaching corps, says Matt Kramer, the nonprofit’s co-CEO.

The rebounding economy has created more job opportunities for graduates of elite colleges, says Kramer.

“Teaching in general has been losing favor,” notes the Times. “From 2010 to 2013, the number of student candidates enrolled in teacher training programs fell 12.5 percent, according to federal data.”

Deja Moss, a first-year teacher photographed for the Times story, tells her own story on TFA’s Pass the Chalk. Raised by a single mother in Georgia, Moss recalls her sixth-grade social studies teacher, a TFA corp member who became her mentor.

Andrea Merrick, who joined TFA in 2005, still teaches at the middle school, writes Moss. “Ms. Merrick shifted from teacher to mentor, cheering me on through high school graduation, four years at the College of Wooster, and the day I became the first in my family to earn a college degree in four years. This fall, as I took on my own class of sixth and seventh grade social studies scholars as a corps member in my own right, she’s been a source of comfort, guidance and tremendous strength.”