save our schools

Kozol: ‘I’m sick of begging’ Congress to do the right thing - The Answer Sheet - The Washington Post
Q) Why have you decided to participate in the Save Our Schools March on July 30th?
[Jonathan Kozol] 
A) I'll be in Washington for S.O.S. because I'm sick of begging members of the Senate, even those among them who have been my friends for years, to move two inches in the right direction. I'm tired of complaining. And I'm too old to bite my tongue and mute my words out of politeness and respectfulness for politicians who tell me in private that they share my views about the practices and policies that demean our teachers and threaten the survival of our public schools, but then refuse to stand up and denounce these policies in public. 
I think, like many of my oldest friends and youngest allies who will be at S.O.S., it's time for us to get up off our knees in front of this enormous juggernaut and stop bargaining for crumbs. I've begun to see a movement of resistance growing now for several years. I've seen courageous teachers speaking up and reaching out to others. And I've seen the tide of activism start to rise, and surge, among our students and the parents of those students.
I think a moment of critical energy has suddenly emerged. But moments like this come and go unless we seize them at their height.
The Save Our Schools march is today.   These are their demands.

For the future of our children, we demand:
Equitable funding for all public school communities
  • Equitable funding across all public schools and school systems
  • Full public funding of family and community support services
  • Full funding for 21st century school and neighborhood libraries
  • An end to economically and racially re-segregated schools
An end to high stakes testing used for the purpose of student, teacher, and school evaluation
  • The use of multiple and varied assessments to evaluate students, teachers, and schools
  • An end to pay per test performance for teachers and administrators
  • An end to public school closures based upon test performance
Teacher, family and community leadership in forming public education policies
  • Educator and civic community leadership in drafting new ESEA legislation
  • Federal support for local school programs free of punitive and competitive funding
  • An end to political and corporate control of curriculum, instruction and assessment decisions for teachers and administrators
Curriculum developed for and by local school communities
  • Support for teacher and student access to a wide-range of instructional programs and technologies
  • Well-rounded education that develops every student’s intellectual, creative, and physical potential
  • Opportunities for multicultural/multilingual curriculum for all students
  • Small class sizes that foster caring, democratic learning communities
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