Book about Book Bans Banned! Thanks Moms.

Well, folks, it’s happened again. A Florida school district has banned a book about book bans. Yes, you read that right. "Ban This Book" by Alan Gratz has been removed from the Indian River County schools. And yes!  I'm serious!

Jennifer Pippin, a local parent and chair of the Moms for Liberty chapter, challenged the book, and the school board voted 3-2 to remove it. The reason? The book allegedly teaches "rebellion of school-board authority." Given the reality that this school board made this decision, it seems that teaching rebellion against this type of action should be the focus of the next mandated "high-quality instructional materials."

Alan Gratz, the author, perfectly captured the absurdity, noting, “They banned the book because it talks about the books that they have banned and because it talks about book banning.” You can’t make this stuff up.

This isn’t just an isolated incident. The American Library Association reports a 92% increase in book censorship efforts in 2023. Thanks Moms!  We love your vision of liberty.

So, here we are, living in a world where banning books about book bans is a reality. It would be funny if it weren’t so tragic. Good grief, Florida. Can we please stop proving the point of these books so spectacularly?

To all the parents, educators, and students out there: Keep reading. Keep questioning. And "Moms" can you please ban reading the BustEDpencils Blog and listening to BustEDpencils radio.  I need the "bad" press!

The Looming Shadow of Project 2025 and Our Public Schools' Call to Arms

In a chilling exploration of America’s potential descent into autocracy, the specter of Project 2025 has emerged, unmasking plans to dismantle the pillars of our democracy, including the potential abolition of the Department of Education. Amidst this dark forecast, public schools stand as our last bulwark against a systematic, ideologically driven obliteration of democracy. 

As the article vividly outlines, the implications of Project 2025 echo the historical maneuverings of fascism, aiming to uproot the very foundations of democratic governance by subverting state institutions and remolding them into conduits for autocratic rule. It’s a blueprint designed not merely to alter, but to entirely usurp the democratic ethos with an iron fist cloaked in the veneer of populist rhetoric.

At the heart of this looming storm is our education system, an often understated yet quintessential arena of ideological contestation. Public schools, with their commitment to inclusive education and community enrichment, are anathema to the philosophies underpinning Project 2025. These institutions are the training grounds for the next generation, cultivating critical thinking, democratic engagement, and a shared sense of civic responsibility—elements diametrically opposed to the authoritarian drift.

Yet, it is precisely because of their pivotal role that public schools find themselves in the crosshairs. The manifesto of autocracy requires the suppression of dissent and the molding of conformity. Public schools, with their diverse and dynamic educational ecosystems, promote a worldview that threatens the monolithic, controlled narrative desired by autocrats.

In response to this existential threat, merely advocating for public education is no longer sufficient. As advocates and defenders of public education, we must elevate our approach. We must articulate the dangers with a clarity and urgency that pierces through the noise of political rhetoric. It’s not just about safeguarding institutions but preserving the very cradle of democracy.

We need a concerted effort to expose how public education is being systematically targeted for its power to foster a discerning and free-thinking citizenry. This means not only defending against budget cuts or policy shifts but also proactively campaigning to illustrate the broader societal implications of such attacks. Public education isn’t just a line item in a budget—it’s the bedrock of our democracy.

Moreover, as we draw nearer to pivotal electoral moments, the role of public education as a defender against authoritarian encroachments must be a central theme. This isn’t just policy—it’s survival. We need to mobilize, to bring this message to every town hall, every legislative session, and every ballot box. We must build alliances that transcend traditional political boundaries, forging a coalition dedicated to the preservation of public education as a public good that benefits all.

In facing the shadow of Project 2025, let's remember: the fight for public schools is fundamentally a fight for the soul of our nation. It’s a battle against the forces that seek to divide and diminish us, and a stand for the values that unite and uplift us.  

Let’s ensure that public schools remain resilient beacons of democracy, not casualties of authoritarian ambition. 

It’s Time for a Resurgence: Confronting the Privatization Crusaders Head-On

Diane Ravitch writes, “One person who takes credit for the rapid advance of vouchers, which send public dollars to private and religious schools, is named Corey DeAngelis. You probably never heard of him. He works for Betsy DeVos. He hates public schools…”

Carol Burris writes, “Corey DeAngelis works for Betsy DeVos’s American Federation for Children, which pays him to travel the country hawking ESA vouchers. He directs its PAC to destroy candidates who oppose vouchers.”

DeAngelis is the poster boy for the DeVos brigade. He sells the snake oil of ESA vouchers and directs PACs to torpedo anyone who dares to stand against them. His mission? To dismantle the public education system as we know it. This isn't just about one man; it's about a systemic push to reshape the educational landscape into a marketplace where public funding — our taxes — is siphoned away from our public schools and into private pockets.

And what’s our current response? A storm of blog posts, a flurry of op-eds, and heated discussions that, frankly, often echo back to us without reaching the ears of those still swayed by the hollow promises of 'school choice.'

Our opposition is not just posting their thoughts; they're enacting policies, influencing elections, and reshaping public opinion with a narrative crafted in boardrooms rather than classrooms. 

Remember the Save Our Schools March in 2011? 

We need that energy back. We need to stop just cataloging our defeats and start planning our comeback. This isn’t about just holding the line anymore; it’s about pushing forward, about being as bold and relentless as those who seek to undo the work we believe in.

So, where do we go from here? It starts with recognizing that we can’t just defend; we need to attack — not with invective or vitriol, but with a clear, compelling alternative vision for what education in America can be. We need a new strategy, one that includes education but extends to electoral influence, policy making, and above all, engaging directly with the communities most affected by these policies.

The upcoming elections in 2024? They're not just another box to check. They are a referendum on the future of education in America. This is our call to arms. Let’s mobilize, not just in protest but at the polls. Let’s build coalitions that stretch across the political spectrum because the fight for public education is the fight for democracy.

We need to reignite our grassroots spirit with a modern twist — think digital campaigns, think strategic partnerships, think about how to outmaneuver those who’ve been outplaying us on the political field. But all this needs funding, substantial funding. No more patting on the back with ‘Good Job.’ Those who can afford to, must step up now more than ever. It’s time to fund this fight like we truly intend to win it, not just participate.

We’ve got a history of fighting the good fight — now let’s make sure we’ve got a future where we can celebrate the victories, not just lament the losses. Let’s get to work, not just because we can, but because we must.

Tuesday on BustEDpencils: Dive Back into "Slaying Goliath" with Diane Ravitch. We promise!

Grab your pencils—BustEDpencils is gearing up for a no-holds-barred revival of Diane Ravitch's game-changing book, *Slaying Goliath*, live this Tuesday on Civic Media. 

Launched into a world on the brink of a pandemic, *Slaying Goliath* hit the shelves with a mission: to arm the defenders of public education against the Goliaths of privatization. But then, COVID-19 overshadowed everything. Despite that, the battles Diane described haven’t paused—they’ve intensified. And this Thursday, we’re bringing these crucial discussions back to the forefront with Diane herself.

This Thursday at 7pm EST on BustEDpencils, we’re not just revisiting a book; we’re reigniting a movement. Diane will dissect the current threats to public education and highlight how *Slaying Goliath* still maps the path to victory for our schools. This isn’t just about reflection—it’s about action.

**It’s time to get real. It’s time to get loud. It’s time to tune in this Thursday at 7 PM EST on Civic Media.**

If you believe that without a robust public education system our democracy is in jeopardy, then join us. Listen in, call in (855-752-4842), and let’s get fired up. We’ve got a fight to win, and Diane Ravitch is leading the charge.

Mark your calendars and fire up Civic Media this Tuesday at 7pm EST 

Unmasking the Curriculum Crusade: A Closer Look at 40 years of Education Reform

In his recent piece, Robert Pondiscio touts curriculum reform as the key to unlocking educational improvement. But let's be clear: this isn't just about curriculum—it's a continuation of a 40-year assault on public education disguised as reform. It's time to peel back the layers and reveal the true agenda.

At its core, Pondiscio's argument is an attack on teachers. By framing the debate around curriculum, the implication is that educators—those on the front lines of our classrooms—are the problem. This narrative conveniently shifts blame away from systemic issues and onto individuals, undermining the professionalism and dedication of countless educators.

But the stakes are higher than just teacher bashing. The push for curriculum control is an insidious attempt to undermine the very foundation of universal public schooling. It's about dictating what is taught, how it's taught, and ultimately, controlling the narrative. This isn't just about educational standards; it's about ensuring that an anti-public school agenda remains at the forefront of education reform.

Moreover, controlling the curriculum is a form of censorship. It strips teachers of their academic freedom and professional judgment, turning them into mere mouthpieces for a predetermined script. This not only disrespects the expertise of educators but also deprives students of a rich, diverse educational experience.

Perhaps most egregiously, this curriculum crusade diverts attention from the real issues plaguing our education system: socioeconomic inequalities. By fixating on curriculum reform, we ignore the broader context in which education takes place. Poverty, lack of resources, and social disparities are the true culprits behind academic challenges, yet they are conveniently sidelined in this narrow-minded reform agenda.

It's crucial to remember that before the publication of "A Nation at Risk," initiatives like the War on Poverty were making significant strides in closing achievement gaps. The decision to shift focus from systematically addressing poverty to blaming "bad" schools and teachers was a calculated move. It served as a diversion to take the spotlight off the uncomfortable reality of socioeconomic disparities and to pivot attention and policies toward a manufactured crisis in education. This shift marked the beginning of a 40-year campaign to dismantle democracy by attacking the very existence of a public school system.

In conclusion, Pondiscio's call for curriculum reform is simply offensive. It's a distraction from the systemic issues that require our attention and a covert attack on the principles of public education. If we truly want to improve our education system, we need to move beyond this curriculum charade and address the root causes of educational inequity. It's time to stop blaming teachers and start tackling the socioeconomic barriers that stand in the way of academic success. The future of our democracy depends on it.

Busting Pencils since 2011

 

The Journey:

Welcome to a journey that spans over a decade, a journey where I, Dr. Tim Slekar, have delved into the heart of educational advocacy through various mediums—blogging, podcasting, and hosting my radio show, BustEDpencils. This book is more than a collection of writings and reflections; it's a narrative of my relentless pursuit to challenge and reshape the educational landscape. From my earliest blog posts to the dynamic discussions on BustEDpencils, I have navigated the evolving terrain of public education, questioning established norms and advocating for meaningful change. As we traverse through these pages, you'll witness the evolution of my thoughts, the intensification of my activism, and the growth of a community passionate about defending and reimagining education. This is not just a story of a decade's work but an invitation to understand and participate in a movement that continues to fight for a just and equitable educational system for all.

Introduction to the Book

Let’s rewind to 2011. That’s when I took to the Huffington Post, stirring the pot with my take on the dire need for educational reform. It was the heyday of No Child Left Behind, an era where my own kids—a fifth-grader and a second-grader—were just cogs in the high-stakes testing machine. Seeing my son’s spirit crushed under this relentless regime was the last straw. I sparked a dialogue about reclaiming the soul of our neighborhood schools.

 

Fast forward through years of blogging under various banners, and we land in 2014 when I rallied the troops under one unyielding flag: BustEDpencils. The blog and podcast that followed attempted to inspire a movement to reclaim public schools.

 

Now, here in 2024, this ebook marks the start line, not the finish. It’s the beginning of my head-on collision with high-stakes testing that ignited back in 2011. This isn’t just a retrospective. It’s a blueprint for battle—a chronicle of the first charge in what became a decade-plus war against the corporate takeover of our public schools. So, welcome to the frontline; pencils ready, folks, because they’re about to be busted.

Chapter 1: Rejecting Standardized Testing

My first foray into education blogging began in 2011 with a poignant piece titled "Rejecting Standardized Testing With The Bartleby Project." This post captures my internal debate about engaging my son in an act of civil disobedience by having him write "I prefer not to take your test" on his standardized test.

 

This moment marked the beginning of my public activism, as I grappled with both the ethical dilemmas and the necessity of challenging systemic educational issues for the sake of my child. It set the tone for my blogging journey—one where my role as an educator and a parent compelled me to speak up against policies that I believed were detrimental to nurturing curiosity and a love for learning.

 

Rejecting Standardized Testing With The Bartleby Project

https://www.huffpost.com/entry/rejecting-standardized-tests_b_822014

 

I am currently thinking hard about asking my son to participate in the Bartleby Project and to write "I prefer not to take your test" across the top of his state test in March.

 

"I'm inviting you to join a real conspiracy, call it an open conspiracy, with real consequences on millions of real lives. I know that sounds megalomaniacal, but be patient. If we pull this off, a great many will bless us, although the school industry few will curse us. This is about a project to destroy the standardized testing industry... This adventure is called 'The Bartleby Project.'" John Taylor Gatto. (Weapons of Mass Instruction, New Society Publishers 2008)

 

My 11-year-old son loves the show Myth Busters. From the first time he put two Legos together he was hooked on constructing intricate things (200 piece Bionicles at age 5). He creates Rube Goldberg contraptions and loves animals. He can manipulate through different technologies (Google Earth, iPad, iPod, Facebook, Sims, etc) and he doesn't need instructions because his curiosity enables him to navigate and learn new technologies. He also loves football. He watches the NFL channel around the clock and can give you just about any statistic related to the game or players. This is just a snapshot. A quick glimpse of my son outside the insidious institution we call public schooling today.

 

I am currently thinking hard about asking my son to participate in the Bartleby Project and to write "I prefer not to take your test" across the top of his state test in March. In Pennsylvania we don't celebrate March Madness. Instead we practice it. March is the month when Pennsylvania schools administer the Pennsylvania State System of Assessments (the PSSAs). The entire school year comes down this one week in March. This is when schools and students across the Keystone State are held accountable. This is the big time. This is what it's all about.

 

Is it fair to ask my son to carry out an act of civil disobedience? Should I place this social burden on his shoulders? What will the consequences be? Can he handle the pressure? Should he even have to handle the pressure?

 

Since late in August, my son has been subjected to a system of indoctrination that has essentially squashed his inner desire to learn -- the Ruinous Culture. Five entire months devoid of intellectually-stimulating classroom experiences. He has been forced to complete worksheets in language arts and mathematics. He can alphabetize spelling words and find the main idea of a paragraph. He's had practice in sequencing. He can round numbers. He can add, subtract, multiply and divide with fractions and decimals. And he has mastered the scripted art of estimating (Who knew there were incorrect estimates?). He has had multiple PSSA practice tests and according to these tests my son is ready. He has been trained for five months to produce scores that will help his school achieve Adequate Yearly Progress (AYP). I'm sure his school is counting on him.

But what has been lost during these past five months? He sits in social studies and science classes that have been shortened to allow more time for reading and math instruction. He hasn't been given the opportunity to engage real children's literature. His reading teacher is clueless about his interests. Five months of drudgery. How much can he take before just the thought of going to school immobilizes him? There is real damage being done. Something has to happen before my son loses all curiosity.

 

As his father, I need to advocate for him. But I don't want to just go in and take him out of school. I want him to learn something. I want him to experience real opportunities to learn in school. I want him to learn about the courage needed to change social structures that are designed to ultimately guarantee mass failure. Maybe he will be the start of a movement.

 

As Gatto said in 2008:

"No demonstrations, no mud-slinging, no adversarial politics... [just] peacefully refuse to take standardized tests."

 

This is the perfect opportunity for my son to learn about social justice. He has a chance to fully participate in the democratic life we are supposedly striving to instill in children. But why does he have to do it?

Because, as Gatto said:

"Adults chained to institutions and corporations are unable to; because these tests pervert education, are disgracefully inaccurate, impose brutal stresses without reason, and actively encourage a class system which is poisoning the future of the nation."

 

Is he capable of sitting down at his desk during March Madness and simply writing, "My name is Luke and I refuse to take your test?" Will this be the start of something? I'm sure it will start something, however, I'm not sure what. Luke may be on the verge of becoming a hero. His classmates may cheer him and go home to tell their parents that they want to "be like Luke." Or, it may begin the process of social blackballing. Would it be bad if either of these outcomes materialized? What should we do?

Now What?

Reflecting on my post from 2011, we are reminded of the significant strides made and the challenges that persist in education reform. This journey through a decade of advocacy and blogging reveals the profound impact of standardized testing on students, educators, and parents alike. It underscores the importance of questioning and challenging educational practices that prioritize ratings and rankings over fostering genuine learning and curiosity.

 

My narrative is not just about rejecting standardized tests; it's about reclaiming education from the grip of a one-size-fits-all approach. It highlights the need for a system that recognizes and nurtures the diverse talents, interests, and capabilities of every child. The Bartleby Project, in this light, emerges not just as an act of defiance, but as a beacon of hope for a more holistic, inclusive, and student-centered approach to education.

 

Throughout the years, my advocacy has sparked dialogues, influenced policies, and inspired many to view education through a different lens. However, the journey is far from over. As I continue to advocate for change, I am reminded of the lessons learned from past experiences and remain committed to creating an educational environment where every child can thrive.

In closing, this reflection serves as a testament to the power of parental advocacy, the necessity of challenging the status quo, and the enduring spirit of hope that drives us towards a better future for our children and our education system. As I move forward, I carry these lessons with me, continually striving for an education that truly serves the needs and aspirations of all students.

Read more Busting Pencils since 2011!

 

Busting More Pencils Teaser.

 

Busting More Pencils

 

As I set out to write this book, it wasn't just about recounting my personal journey through the trenches of local school board elections. Far from it. This narrative dives deep into the heart of what it means to advocate for change within our education system, blending personal anecdotes with broader reflections on the state of public education today. From the spark that ignited my passion for educational reform to the countless conversations with parents, teachers, and community members, this story is a mosaic of collective concern and individual action.

 

Through these pages, I invite you into my world—not just as a candidate, but as a concerned citizen, a parent, and an advocate for a system that nurtures every student's potential. This isn't a solitary tale of political aspiration; it's a call to arms for those who believe in the transformative power of public education and the critical role of engaged citizenship in shaping our children's futures.

 

With a mix of humor and gravity, I share the insights gained from my experiences, the challenges of navigating political landscapes, and the profound moments of connection that remind us why we fight for change. This book is a reflection on the journey of advocacy, the lessons learned, and the hopeful path forward. It's about our collective responsibility to foster an education system that serves all students equitably and prepares them for a world that awaits their contributions.

 

So, as you turn these pages, I hope you find not only a story of personal endeavor but a reflection of our shared stakes in the future of education. May it inspire, challenge, and motivate you to take up your own cause, whatever that may be, in the service of a better future for our schools and our children.

My Adventure Running for Schoolboard.

 

https://bustedpencils.com/2011/05/my-adventure-running-for-schoolboard/

 

Preface: The election was last Tuesday. I made the ballot by one vote.

Yes. I am running for school board. Why? Because, once again I have to back up my rhetoric with actions. Plus, I am no longer willing to watch my local community-school get squashed by the market driven reforms being thrust upon it. If our school goes down I want to go down with it.

There is a quick story as to how I became a candidate. In the winter, two of our board members stepped down, creating temporary vacancies. A call went out to the local community for volunteers. I got a little nudging from “friends” but I made the decision to put name in pretty much on my own. Walk the talk.

The process for replacing board members that step down is relatively simple. You submit your name and resume and explain your desire to be considered. You then appear in front of the current board and answer some school board-related questions. If the current members find you acceptable and they vote for you, you’re in. I completed all the necessary paperwork and received confirmation that I would be considered as a candidate.

The following week I was at the elementary school dropping off some materials for my daughter when I was stopped in the hallway. According to this person there were a lot of people supporting me. The term would only be for four months until the general election, and considering my background as an educator, I felt relatively confident in my chances of being selected by the remaining board members.

However, one week before the interviews I was informed by a friend that I was not going to be selected. “How could that be? I hadn’t even had my interview,” I thought. The current board didn’t really know anything about me except for what was on my resume — or so I thought. I pressed my friend for information: “Why? What was the problem? How was it possible to be eliminated before even interviewing?”

That’s when living in a small, conservative (and I don’t necessarily mean that in a derogatory manner) town smacked me upside the head. According to my friend, even though some community members liked my background in education, I had a major problem. You see, according to some in the community, along with being involved in little league baseball and football and being a member of the PTO, I am also a liberal college professor, most likely an atheist, and I probably have plans to get rid of the Christmas play. I looked at my friend in disbelief.

He then told me how he launched into an hour-long promotion of my education related qualifications and how I actually have really great ideas when it comes to public education. But he said his listeners had serious hearing problems. In truly conservative towns, right wing rhetoric is typically viewed as unbiased news — absolutely factual! Therefore, since I actually do work at a college as a faculty member, I must be an unabashed liberal, atheist, and Christmas warmonger (according to the leading news agencies — right wing radio).

Anyway, after pondering this new professional reputation, I attended the interview process the following week. I gave great answers related to public schools and what’s best for children and communities that value public schools (I kept my disdain for Christmas a secret), but in the end I only received one of the four votes needed to be selected to finish out the terms of the vacating school board members. Oh well. It wasn’t like I didn’t have enough to do at my university job — advocating socialism and the destruction of all religions.

However, after a month I received a strange call one morning from a standing school board member (a no vote for me). He told me that he had just filed his paper work for re-election and found out that I wasn’t running. He wondered why. I told him very simply that since my “interview” with the board and finding out my reputation in the community, I was not going to run in the election. I told him I did not stand a chance at winning. Then it happened again (small town politics). According to this person, he now wished that he had voted for me and that “other community members” were hoping I was going to run. I just listened and thought, “Really? What about Christmas?”

The caller also volunteered to help me file paper work, collect signatures and “not hold it against” me that I was registered Democrat. My new supporter lived up to his word and within three days we had collected all the necessary signatures. I took all my paper work to the courthouse and filed it with the elections office and in five days I received confirmation that I was an “official” candidate for school board. Now what? Hand-shaking? Baby-kissing? Christmas in April celebration?

No. My next experience came in an official looking envelope addressed to “school director candidate Timothy D. Slekar.” I didn’t take the time to look at the return address so when I opened the letter I was a bit surprised. The letter was from the local Tea Party. According to the letter, the Tea Party was gathering information on all local candidates for school board. Along with this letter was a questionnaire. The Tea Party wanted me to answer their questions concerning my ability and desire to run for school board. If I answered the questions the Tea Party would post my responses to their website so community members could make some kind of judgment concerning my candidacy for school board.

After reading the questions it was obvious that the Tea Party had no objective intention to “gather information.” They were looking for certain answers to their loaded questions. Considering that my reputation as an intolerant atheist was already known, I decided to answer their questions anyway. I’m sure they were looking for me to proclaim my hatred of taxpayers, my love of unions, and to finally come clean about my intentions for the Christmas play. However, I decided to play my own game and below are my answers to the Tea Party school board candidate questionnaire. I also decided that since I had taken the time to answer their questions that they should answer some questions for me. So after you read my responses you can see my questions to the Tea Party.

What are the main responsibilities of a school board, and what would your priorities be?

…

Check out my new Ebook.

The American Patriotic Supremacy Curriculum take 2

In republishing the original blog post below on the American Patriotic Supremacy curriculum, it’s essential to underscore the ongoing importance of confronting our past to safeguard our future. With the shadow of the January 6th insurrection still looming, we must not let the distance of time dull the urgency of that day's lessons. Public schools are the guardians of democracy, tasked with imparting truths that liberate and empower. As the 2024 election approaches, bringing with it a pivotal election, the threat of fascist ideologies creeping further into our social fabric becomes increasingly palpable. This moment demands a major victory for truth, a renewal of dedication to an educational system that rejects false narratives of exceptionalism and instead fosters critical, inclusive thought. By revisiting this post, we are reminded of the crucial battle for the soul of our social studies curriculum—a fight that will decide what our children learn about their country and how they will carry its legacy forward.

The American Patriotic Supremacy Curriculum: A Breeding Ground for Civic Toxicity

The January 6th insurrection did not emerge in a vacuum—it is the offspring of the pervasive American Patriotic Supremacy curriculum in our schools. This curriculum, lacking in deep historical analysis and context, is more than an educational oversight; it is a generator of civic toxicity.

The “American history” spoon-fed to generations of students has amounted to an insidious form of brainwashing. It peddles the fantasy that ignorance is a right, allegedly bestowed by a divine power that demands an unwavering allegiance to said ignorance.

Witnessing the insurrectionists, one thing stands out: They believed, fervently, that they were the modern-day embodiment of the patriots of yore, waging war against a tyrannical government that was out to snatch their freedoms. Yet, no clear encroachments upon their rights to speech, guns, or religion exist. The anger was fuelled by a curriculum that placed them at the core of a grandiose hallucination—American exceptionalism.

After years of ingesting these distortions, the words of an actual tyrant have been mistaken for a battle cry to shield “our country” from those alien to this hallucinatory exceptionalism.

In the 1930s, a radical educator, George Counts, dared schools to forge a new social order that exposed inequities and transcended mere "schooling" for a liberating, democracy-serving education. For this, Counts and his ilk were branded as threats to the American exceptionalism fantasy and were excommunicated as socialists and communists. Thus, instead of education serving as enlightenment, it devolved into a mechanism for indoctrination, bonded by the American Patriotic Supremacy curriculum.

We've all been fed the easily digestible, though grossly oversimplified, narrative: Columbus 'discovered' America, the 13 Colonies fought the tyrant king, patriots declared independence in 1776, and eventually, an actor turned President in the 1980s saved America by championing capitalism.

Decades of this sanitized "history" set the stage for the absurdity we saw at the Capitol—rioters clad in a mishmash of historical cosplay, convinced they're fighting a new revolution. The American Patriotic Supremacy curriculum found its champion, a tyrant who manipulated the myth of American exceptionalism into a perilous call to arms.

The imperative now is to confront this damaging curriculum. We need a public education that is unafraid of the truth, one that encourages critical thought and champions the principles of democratic citizenship. This is the only path to mending the civic rifts that endanger our collective future.

What Would Matt Damon's Mom Say?

 

We are thrilled to announce a new segment on BustEDpencils Radio: "What Would Matt Damon's Mom Say?" Every first Monday of the month, Nancy Carlsson-Paige, a leading advocate for public education and early childhood education and the mother of Academy Award-winner and activist Matt Damon, will join Tim and Johnny to answer questions about education policy.

Nancy Carlsson-Paige is an emeritus professor at Lesley University, where she taught teachers for thirty years. She is the author of several books, including "Taking Back Childhood: A Proven Roadmap for Raising Confident, Creative, Compassionate Kids," and is the co-founder of Defending the Early Years. Her wealth of knowledge and experience in education advocacy makes her a valuable voice in the ongoing conversation about education policy.

In a past interview with Tim Slekar, Nancy shared her thoughts on education, activism, and the importance of early childhood education. She emphasized the need for a more holistic approach to education, one that values creativity, critical thinking, and citizenship skills.

Nancy's commitment to education and her passion for empowering young learners make her a perfect fit for BustEDpencils Radio. We look forward to the insightful discussions and valuable perspectives she will bring to the show.

Join us for the debut of "What Would Matt Damon's Mom Say?" on the first Monday of next month, and stay tuned for more updates and exciting guests on BustEDpencils Radio.

BustEDpencils Wants YOU to Give it All!

BustEDpencils Wants YOU to Give it All!

It's time to amplify our voices and take our fight for public education to the next level. We're calling on all passionate advocates, educators, parents, grandparents, students, researchers, and anyone who believes in the power of public schools to join us on the airwaves of BustEDpencils Radio!

We're on a mission to make BustEDpencils the go-to platform for unapologetic, no-holds-barred conversations about public education. But we can't do it without YOU. We want to hear YOUR stories, YOUR struggles, and YOUR triumphs in the fight to protect and transform our public schools into true incubators of democracy and critical thought.

Teachers, we know you're on the front lines, and your insights are invaluable. We want to hear your voices loud and clear, sharing the realities of the classroom, the challenges you face, and the victories you've won.

Parents and Grandparents, you're the backbone of our school communities. Your perspective on what's happening in our schools and how it's affecting our kids is crucial. We want you to share your experiences and your unwavering support for public education.

Students, you're the reason we're all here. Your experiences, ideas, and dreams matter. We want to hear your voice, your perspective on education, and your vision for the future of our schools.

University and College Researchers, your expertise sheds light on the policies and practices shaping our schools. We need you to break down the research and help us understand what's at stake and what we can do about it.

And here's where it gets even more exciting – we're also looking for volunteers to host BustEDpencils Listening Parties! Let's boost our ratings, spread the word, and create a movement that the mainstream media can't ignore. It's time to make public education a national priority, and with your help, we can make it happen.

This is our moment, folks. It's time to rally together, share our stories, and make our voices heard. If you're ready to join the fight and be a part of something big, email me at timslekar@gmail.com to volunteer. Let's take BustEDpencils mainstream and show the world that when it comes to public education, we mean business.

Together, we can save and transform our public schools. Let's Give it All!

In solidarity,

Tim and Johnny

Hosts, BustEDpencils Radio

40 years after a Nation at Risk: The Reality!

Here we go again.  Michael J. Petrilli can't seem to let go of the good old days of test and punish (Those days never went away). In a new post on The 74, Petrilli once again resurrects A Nation at Risk as a change catalyst that started the education reform movement.  He acknowledges that education reform had some flaws "but a recommitment to accountability for results, along with a focus on making classroom instruction more coherent, effective, and equitable, could yield stronger results in the years ahead."

As an educational researcher and an advocate for a more nuanced approach to public education, my engagement with the discourse around standards-based reform is both analytical and deeply personal. In this blog post, I aim to unpack the layers of standards-based reform, drawing upon the experiences and insights captured in "Busting Pencils since 2011," a collection that chronicles my own journey through the changing landscape of education.

Firstly, let's approach standards-based reform with the necessary critical lens: it is a policy driven by the intent to uniformly elevate educational outcomes and close the achievement gap. However, a closer examination reveals a complex interplay between well-meaning objectives and unintended consequences that have emerged over the years. The data may suggest improvements, but behind the numbers lies a different story—a story of narrowed curricula, marginalized students, and disempowered educators.

The introduction of high-stakes standardized testing as a measure of accountability has led to significant shifts in classroom practice. Teachers, under immense pressure to produce test score gains, have often resorted to teaching to the test, which has stifled creativity and reduced rich educational experiences to a series of test prep exercises. The impact on students' development as critical thinkers and curious learners is palpable and concerning.

From an ethical standpoint, the moral implications of such a reform are worth considering. While standards-based approaches aim for equity, they often result in a paradox of educational inequality. Disadvantaged students, who may require more holistic and supportive learning environments, find themselves in increasingly restrictive educational settings where their diverse needs and backgrounds are not adequately addressed.

Furthermore, the reform movement has had profound implications for the teaching profession. The demoralization of teachers, a result of the scripted curricula and reduced autonomy, undermines their expertise. As pointed out in my reflective writings, the transformation of teachers from agents of change to enforcers of policy is a disservice to both the profession and the students they serve.

This examination of standards-based reform is not just a critique but a call for a return to an educational vision that respects the complexities of teaching and learning. It is about recognizing the value of teacher judgment, the importance of student engagement, and the necessity of a curriculum that extends beyond the narrow confines of standardized tests.

In conclusion, while the narrative of standards-based reform speaks of raising standards, we must question what we lose in its pursuit. Do we sacrifice the love of learning for the sake of uniformity? Do we trade the rich diversity of educational experiences for the predictability of test scores? True reform will come not from standardization, but from embracing the diverse talents of all students, the professional wisdom of teachers, and the collaborative efforts of communities. 

#EducationReform #BustEDPencils

https://www.youtube.com/watch?v=gEYIayLwixQ

$31 Trillion Lost and No New inventions: Economists Spreading Gloom and Doom!

In an era obsessed with standardized test scores as the ultimate measure of educational success, it's all too easy to succumb to narratives of impending economic doom. But what if education is more than just a set of numbers? On the latest episode of Busted Pencils, hosts Dr. Tim Slekar and Dr. Johnny Lupinacci, tear apart the myths put forth by economists that link learning loss to a pending economic disaster.

This episode delves deep into the heart of contemporary educational debates, tackling everything from tech blunders in the classroom to the intricate consequences of privatizing public education. With their signature blend of humor and sharp analysis, Tim and Johnny dismantle the notion that a dip in student assessment scores signals an economic end times.

The conversation kicks off with a humorous recount of Dr. Johnny Lupinacci's technical woes in the studio, highlighting the everyday hurdles educators face. This personal story leads into a discussion on the unforeseen side effects of outsourcing aspects of public education, like driver's education, which can have a ripple effect on voter suppression.

The hosts then tackle the recent uproar over declining math and reading scores among fourth and eighth graders, as reported by the National Assessment of Educational Progress (NAEP). They dissect the alarmist predictions that link these drops to a future devoid of innovation and a less competent workforce. The episode boldly questions whether the educational disruptions during the COVID-19 pandemic might have actually spurred more creativity and out-of-the-box thinking, aspects that standardized tests fail to measure.

As the episode unfolds, the term 'learning loss' comes under scrutiny, and the narrative of educational turmoil during the pandemic is picked apart. The hosts challenge the capitalist obsession with perpetual growth and the quick-fix solutions that ignore proven approaches to enhancing learning. They advocate for investing in education by prioritizing smaller class sizes and diverse teacher recruitment over an exclusive focus on technology and standardized testing.

In the concluding segment, Dr. Johnny Lupinacci contemplates the notion that adversity can breed resilience and new opportunities. The episode celebrates the strength derived from challenging experiences and underscores that today's youth are pivotal in shaping a future that prioritizes their values over profit-driven economic forecasts.

Busted Pencils is more than just entertainment; it's a call to action. It compels listeners to engage and shake up the conversation on education, urging them to look past the doom-and-gloom projections and envision a brighter future rooted in resilience and critical thinking.

Tune into Busted Pencils for a bold, thought-provoking take on education and its true significance in our society. Let's redefine success and champion an educational system that fosters the economy of tomorrow—one that values humanity above profit margins.