April 4 will mark the 50th anniversary of the assassination of Dr. Martin Luther King, shot down on the balcony of the Lorraine Motel in Memphis, Tennessee.
At the time, we had come to Memphis to support striking sanitation workers seeking a living wage and a union. Dr. King was focused on organizing a Poor People’s Campaign, an effort to bring people together across lines of race, religion and region to call on the country to address the grinding poverty of the day.
Fifty years later, poverty remains unfinished business. In Memphis, according to the authoritative 2017 Memphis Poverty Fact Sheet compiled by Dr. Elena Delavega of the University of Memphis, nearly 27 percent of the population – more than one in four – is in poverty. A horrifying 45 percent of children live in poverty. They suffer from inadequate food, health care, insecure housing and impoverished schools.
Poverty has been going up among all races, except for people over 65, protected a bit by the earned benefits of Social Security and Medicare. Memphis is the poorest metropolitan area with a population over 1 million in the United States.
In the last years of his life, Dr. King turned his attention to the plague of war, poverty and continued racial injustice. He understood that the war on poverty had been lost in the jungles of Vietnam. The Civil Rights Movement had successfully eliminated legal segregation and won blacks the right to vote. Now it was time to turn to this unfinished business.
We should not let the trauma of his death divorce us from the drama of his life, nor the riots that came in reaction to erase the agenda that he put forth for action.
At the center of that agenda was a call grounded in the economic bill of rights that President Franklin D. Roosevelt put forth coming out of the Great Depression and World War II. Americans, he argued, had come to understand the need for a guarantee of basic opportunity: the right to a job at a living wage, the right to health care, to quality public education, to affordable housing, to a secure retirement.
Now, 50 years later, we should revive Dr. King’s mission, not simply honor his memory. During those years, African-Americans have experienced much progress and many reversals.
Over the last decades, blacks have suffered the ravages of mass incarceration and a racially biased criminal justice system. In 2008, African-Americans suffered the largest loss of personal wealth in the mortgage crisis and financial collapse.
Schools have been re-segregated as neighborhoods have grown more separated by race and class. New voter repression schemes have spread across the country. Gun violence wreaks the biggest toll among our poorest neighborhoods.
Through his life, Dr. King remained committed to non-violence. He sought to build an inter-racial coalition, openly disagreeing with those who championed black separatism or flirted with violence.
He would have been overjoyed at the young men and women organizing the massive protests against gun violence, building a diverse movement, making the connection between the horror of school shootings in the suburbs and street shootings in our cities. And he would have been thrilled to see his nine-year-old granddaughter, Yolanda Renee King, rouse the crowd with her presence and her words: “My grandfather had a dream that his four little children would not be judged by the color of their skin, but the content of their character. I have a dream that enough is enough, and this should be a gun-free world, period.”
Now as we mark the 50th anniversary of his death, let us resurrect the mission of his life. Memphis Mayor Jim Strickland set the tone, when he announced that the city would offer grants to the 14 living strikers from that time and establish a matching grant program to subsidize the retirement savings of active sanitation workers. He hopes to expand this to all city workers not covered by the public pension plan.
At the national level, we should act boldly. Social Security and Medicare have dramatically reduced poverty among the elderly. With a jobs-guarantee policy, a Medicare for All program, a $15 minimum wage, debt-free college and affordable child care, we could slash poverty, open up opportunity and lift hope across the country.
We have the resources; the only question is whether we have the will. That will take organizing, non-violent protests, voter registration and mobilization — a modern-day poor people’s campaign.
“We will not be silenced,” said the young leaders at the March for Our Lives. That surely is a necessary first step.
April 4 will mark the 50th anniversary of the assassination of Dr. Martin Luther King, shot down on the balcony of the Lorraine Motel in Memphis, Tennessee. At the time, we had come to Memphis to support striking sanitation workers seeking a living wage and a union. Dr. King was focused on organizing a […]
Education leaders face challenges every day. We examine them through the lens of opportunity and strive to be proactive in solving problems before they materialize. We lead to serve, to build capacity, and to nurture hopes, dreams, and our children’s futures. Yet, we live in a time where we wake each day to a barrage of formidable responsibilities that politics and divisive behaviors only amplify. Among those are frequent acts of school violence. Many of us agonized—and continue to do so—following the Parkland school shooting, the student walkouts, and the tenuous struggle between encouraging civic activism and protecting our students’ safety. These gnaw at the essence of my being.
Faced with these challenges, we create opportunities; we shift paradigms. Despite our best efforts to make the best decisions, we will never be right in everyone’s eyes. That is the school leader’s reality. Opinions surrounding the March 14th student walkout were varied. They represented a wide range of values and beliefs. But our school district runs on consensus, so it was important to me to make the decision about the walkout together with my district colleagues. We wanted to remain true to our priorities: school safety and the education of our students.
On March 5th, we sent home a letter to the parents and guardians of the 846 students in our district’s one high school, since these were primarily the students who would be walking out. We made it clear that if students chose to exit the building, they would face consequences as defined by our district’s code of conduct. And these would be the same consequences they would face for leaving the building on any other school day…
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“We have to harden our schools, not soften them up,” President Donald Trump said at a White House event days after the Feb. 14 school shooting in Parkland, Fla.
There is no evidence to support such an assertion. I know, because I’ve looked for it. I have spent close to a decade studying various aspects of American high school life, culminating last year in a book that questions whether high-security schools do students more harm than good. In Rhetoric, Embodiment, and the Ethos of Surveillance: Student Bodies in the American High School, I make a controversial suggestion: We need to lessen school security.
We may think that more metal detectors, more sniffing dogs, and more armed police officers will keep students safer. The U.S. House of Representatives overwhelmingly approved the STOP School Violence Act last week by a 407-10 vote to provide training and funding for violence prevention. The bill doesn’t allow funds to be used to provide firearms, but could fund threat assessments and crisis-intervention teams. A similar Senate bill is awaiting a vote.
The darker side of all these safety measures is that they conflate schools with prisons, engendering the school climate with fear, distrust, paranoia—and, yes, violence…
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In the wake of yet another mass slaughter of innocent Americans, I am writing to implore my colleagues in both the Congress and our state legislatures to go to CNN’s website and listen carefully to the words of a young American named Cameron Kasky. You can find his declaration of principle and truth on CNN.com.
This 17-year-old student at Marjory Stoneman Douglas High School in Parkland, Florida, is demonstrating more courage, moral clarity and determination about the danger of unregulated guns in America (and, especially, the danger to us all of high-powered, military grade, semi-automatic weapons) than are many of the women and men with whom I serve.
As most Americans now know, on February 14 (Valentine’s Day), Cameron Kasky, his brother, Holden, and all of the students and teachers at their Parkland, FL, high school were forced to fear for their lives. A deranged person had picked up a lawfully purchased AR-15, took it to the school, and methodically murdered 17 people, injuring another 14.
We also know that, in the era after the Columbine massacre of 1999 (13 dead and 24 injured), mass slaughters with semi-automatic weapons have become a harsh, terrifying and unacceptable reality of American life.
Just as we must redouble our efforts to reduce the violence in places like Chicago and Baltimore, we cannot – and we must not – forget the sense of loss and personal devastation that we felt after Virginia Tech (32 dead). We cannot brush aside the primitive brutality of Binghamton, NY (14 dead), or Aurora, CO (12 dead), or Sandy Hook (the lives of 27 children and teachers methodically destroyed).
We must act. Our national conscience and sense of security and self-worth cannot withstand any more breaking headlines – any more mass killings in San Bernadino, CA (14 killed), Orlando, FL (49 massacred), Las Vegas, NV (58 killed and 546 injured), or Texas (26 killed).
Now, if you think that this partial listing of the butcher’s bill from our failure to adequately regulate semi-automatic weapons of war is incomplete, you are correct. There is insufficient room in this newspaper to adequately remember all of the casualties from the gun violence that our nation has endured.
What should be heartening to us, however, is the determination and clarity that Cameron Kasky and young people across America are expressing in their challenge to their elected representatives, their governors and the President of the United States.
“At the end of the day,” Cameron observed in his CNN interview, “the students at my school felt one shared experience – our politicians abandoned us by failing to keep guns out of schools….”
“Our community just took 17 bullets to the heart,” he continued, “and it feels like the only people who don’t care are the people who are making the laws.”
I must agree.
There is no period of silence, no equivocating delay, no overreaching argument about the constitutional sanctity of our Second Amendment that is adequate to counterman a simple, compelling and unavoidable truth.
Cameron Kasky is speaking truth to power when he declares that, as a nation, we are failing to protect our people from this carnage. Most unforgivable of all, we are failing to protect the lives of our school children.
Every last elected official in America, and every last citizen who voted for us (or failed to vote at all), bears a measure of responsibility for this failure and its bloody toll on human lives. Yet, as Cameron Kasky also acknowledges, we are not all equally culpable.
“The truth,” he observed, “is that the politicians on both sides of the aisle are to blame. The Republicans, generally speaking, take large donations from the NRA and are therefore beholden to their cruel agenda. And the Democrats lack the organization and the votes to do anything about it.”
We, who have been elected to serve and protect our Constitution and the American People, can only stand before this challenge, acknowledge our failures and seek to reclaim our honor.
As a first honest step, we can acknowledge that before the federal assault weapons ban expired, it did not stop all killings, but it did significantly reduce the carnage. We who serve in the Congress have the power, right now, to renew those protections.
The proposed Assault Weapons Ban of 2018 [H.R. 5087], sponsored by my colleague, Rep. David Cicilline of Rhode Island, now has more than 173 co-sponsors. Senator Diane Feinstein’s companion bill [S.2095] has 29. I, along with all of Maryland’s Democratic Delegation, am fighting for its passage.
However, in proof of Cameron Kasky’s indictment, there are no Republicans in support of these modest, protective measures, only a few Republicans support strengthened background checks, and a Republican House and Senate leadership, beholden to the NRA, is denying us the ability to even have a floor debate and up-or-down vote.
Nevertheless, I am cautiously optimistic that the will of the American People will prevail. A recent Quinnipiac opinion poll found that 67 percent of Americans (including 43 percent of Republicans) now favor an assault weapons ban. Even more encouraging, the young people of our nation (along with many of us who are older) are mobilizing.
This growing movement for greater safety, security and sanity in our national discussion about guns – this March for Our Lives – will be bringing upwards of 500,000 Americans to Washington, DC, on March 24th – with companion marches across the nation, including here in Baltimore. For more information, go to https://marchforourlives.com/ on your Web browser.
Even if you can’t march on the 24th, please remember this. Our Constitution (including its Second Amendment) was not designed to be a collective suicide pact. It was designed to protect the safety, as well as the liberty, of the American People.
Above all else, and whatever political obstacles may be placed in our path, we must protect our nation’s children. Our sacred oaths and honor demand that – and more.
Congressman Elijah Cummings represents Maryland’s 7th Congressional District in the United States House of Representatives.
When a deadly or life-threatening crime takes place at an educational institution, the public justifiably asks: Did the school do enough to maintain safety? At such times, “we can’t say anything because of student privacy” is a profoundly incorrect answer—legally, morally, and practically.
The Family Educational Rights and Privacy Act (FERPA) was enacted in 1974 to protect students against law enforcement snooping into secret files their schools might be keeping without their knowledge. Over the years, aggressive lawyering by school and college attorneys has distorted the statute to encompass much more—but not nearly as much as school administrators insist.
Journalists and concerned parents have been unable to obtain many documents from the Broward County school system that might help the public understand whether school authorities responded to the Parkland, Fla., mass shooter’s capacity for violence with adequate urgency. Instead, they have met the “FERPA wall of secrecy” in asking about the background of Nikolas Cruz.
Government records, including those maintained by public schools, are normally presumed to be open for public inspection, even when the records contain sensitive or embarrassing information. But schools have widely come to misunderstand FERPA as preventing them from providing the public even with an anonymized factual description of serious disciplinary incidents or safety problems that involve students.
As a result, parents and community members regularly hear that “something bad happened” at a school but that they can’t be told what it is or whether anyone was punished. This makes it impossible for the public to hold schools and colleges accountable for how they use their governmental authority…
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School administrators across the country have a choice to make this week. Judging from pre-emptive censorship efforts in two districts, some of them are going to get it wrong.
To mark the one-month anniversary of the Feb. 14 deadly school shooting in Parkland, Fla., students nationwide plan to walk out of school for 17 minutes to demand their state and local representatives address gun violence. Students, who are among the organizers of the ENOUGH National School Walkout on March 14 and a separate day-long National School Walkout on April 20, are using social media to rally classmates. In a statement posted to Instagram and Facebook, student organizers—who hail from more than a dozen states—call their joint efforts “part of an escalating force in a longer fight.”
Yet, in at least two school districts, administrators are seeking to silence student voices with threats of discipline. In a now-deleted public Facebook post, Superintendent Curtis Rhodes of the Needville Independent School District, near Houston, warned against student participation in any type of protest during school hours. He threatened a three-day suspension for any participating student because, he wrote in the post, students “are here for an education and not a political protest…”
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It’s the type of thing that occasionally makes Twitter lose its virtual mind, and maybe in a good way. Frederick Joseph, a 29-year old Harlem based activist, took it upon himself to start a GoFundMe campaign to buy advance complimentary tickets for at-risk black youth to see eagerly anticipated hit Marvel Comics’ movie Black Panther. Millions of social media handles in the Black Twitterverse were ecstatic, applauding Joseph for the move.
“I knew I wanted to do something for the children, especially of Harlem, because it was a community primarily of color,” Joseph later said during a CNN interview. “I said to myself, how can I get as many children as possible to see this film and see themselves as a superhero or a king or queen?”
Black Panther, with its timely Black History Month release, has eventually become a global box office hit that has many looking for the needed emotional and cultural comfort. Times are urgent, social justice challenges are constant and there has always been a sense that Black History is not as appreciated as it should be. Even when it is as deeply woven into the very foundation and pillars of American society, defining and shaping who we all are, it still suffers from the tragedy of convenient cruelty and selective national memory. Indeed, we could all use a Black History Month observance and a healthy dose of Black History lesson.
But, what sense does it make to celebrate Black History when the condition of our Black youth suggests it may not have much of a future?
The dilemma with Black History Month memoriam is that it carries with it a tendency to tell ourselves that great progress has been achieved. Yet, in terms of educating African American youth, we appear to regress. More important than free tickets to Black Panther matinee showings are functioning educational systems and access to quality alternatives and opportunities. Progress is unreachable when a community fails to reach its academic and intellectual zenith.
African American high school students still lag considerably behind their white and Latino peers. A Johns Hopkins University study of 2015 national graduation rates found they were 74.6 percent for Black students versus 77.8 percent for Latino students and 83.2 percent for whites. The discourse on these rates has simmered somewhat and given us all the impression that we’ve somehow solved the dropout crisis.
Clearly, we haven’t. More than a quarter of black high school students are dropping out, and it’s more pronounced in some states than in others.
Something systemic continues to eat away at full Black student educational progress. While we have seen the narrowing of math and reading test score gaps between Black and white students, 8th grade math score test results compared against white students are worsening more for Black students than for Latino students. And even though 65 percent of Black high school graduates go on to college, just 39 percent of them remain there and finish with a bachelor’s degree.
What’s going on? Quite a bit.
As National Equity Atlas data show, Black students are stuck in high poverty school districts – the majority of Black students in half of the largest U.S. cities go to schools where three quarters of students are considered. Other studies, such as one at Stanford, also prove that high poverty school districts are scoring several grade levels below wealthy school districts. Black students are much more likely to live in distressed socio-economic circumstances plagued by unemployment, depressed access to financial capitol, little to no social mobility and a merciless school-to-prison pipeline. An overwhelming and destructive number of young Black men, over half, are dropping out of high school or receiving diplomas late. When that happens, we find a situation where 1 in 3 of them ends up incarcerated.
The data points are staggering and seemingly endless. Yet, while depressing, it also presents an opportunity moment. We may not be able to solve the current litany of socio-economic ills cutting off Black youth dreams, but we can certainly start to minimize their impact in the present and begin a path towards eliminating them in the future. That starts with re-examining how we educate our children, and a need for creative thinking and fresh models.
In the information age, it defies logic that we’re still having conversations about learning gaps and divides. Existing modes of learning, particularly a public education system that insists on being stuck in an Industrial Age past where students sit in buildings all day, is obviously not the most sensible approach. Instead, educators and school systems must adapt to our highly digitized and fiercely competitive environment – and that doesn’t mean simply putting more laptops in a classroom or increasing the frequency of standardized tests rife with disparities and abuse.
There are encouraging signs that educators are recognizing that the one-classroom-size-fits-all approach doesn’t work for everyone. This is the case in a diverse, multi-cultural and multi-faceted society where students on the K-12 level are faced with a variety of socio-economic circumstances. In fact, white students will only be 46 percent of the public school population by 2024 while Black (15 percent) and brown students (28 percent) will shift into the majority. We need a radical fix before then.
Which is why it’s encouraging to see school systems and policymakers not only exploring, but implementing new learning models whereby curriculum can be easily tailored to the student. No longer should it be just a classroom: it can be a mix of digital learning, expanded course offerings, experiential learning in the field through institutional partnerships, career and technical education, and more. Economically-disadvantaged Black students, faced with daunting challenges, need access to the same doors of opportunities that are available to students with greater economic means.
In his seminal, turn of the 20th century work of American sociology entitled The Souls of Black Folk, the great African American thinker W.E.B. DuBois observed that “[t]his meaning is not without interest to you, Gentle Reader; for the problem of the Twentieth Century is the problem of color line.” That problem persists today, aggravated by education gaps that we should deem unacceptable in the 21st century and beyond. Unchecked, these gaps will prove unsustainable and destructive. This is not just important to our Black students struggling to make their own Black History. It’s absolutely crucial to our collective future and the health of our nation as a whole.
Kevin P. Chavous is an attorney, author, education leader, and president of academics, policy and schools for K12 Inc. He served as a member of the Council of the District of Columbia from January 1993 to January 2005.
Last spring’s U.S. Supreme Court ruling in Endrew F. v. Douglas County School District reaffirmed the importance of providing, in the words of Chief Justice John Roberts, an “appropriately ambitious” education for the nation’s 6.7 million children with disabilities. The court ruled that in order for school districts to meet their obligations under the Individuals with Disabilities Education Act, or IDEA, they must offer students with disabilities an individualized education plan that enables them to make progress and be adequately challenged to meet their full potential.
The court described this standard in its ruling as a “fact intensive exercise.” From our vantage, that fact-intensive exercise must include processes to ensure that schools actually provide the mandates that appear in each student’s IEP.
In recent years, there have been substantial structural improvements to existing special education practices. Schools now typically place greater emphasis on educating students with disabilities in general education classes and have adopted stringent guidelines to ensure that students with disabilities have access to the general education curriculum.
Despite these improvements, the U.S. Department of Education determined in July that fewer than half of the states are meeting their obligations under IDEA. Most of those states failing to follow educational guidelines have done so for at least two years…
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By Jesse Jackson
By Michelle Saylor
WRITTEN BY: 