TN Gov. Lee Seeks to Win Reagan's War on Public Schools
Plus: notes on school funding and the teacher shortage
Gov. Bill Lee made clear in his State of the State that he is a proponent of an alternative history known as “American exceptionalism.”
This theory is grounded in a sort of American evangelicalism – and certainly has strong ties to far-right Christian movements. To advance his “exceptionalism agenda” Lee has announced a partnership with conservative Hillsdale College – a private, Christian school in Michigan. Yes, Tennessee is such a great example of exceptionalism that we have to turn to a private college from Michigan to “properly” teach history.
Here’s a note on that from Lee’s speech:
Two years ago, I traveled to Hillsdale College to participate in a Presidents Day celebration and spend time with champions of American exceptionalism.
For decades, Hillsdale College has been the standard bearer in quality curriculum and the responsibility of preserving American liberty.
I believe their efforts are a good fit for Tennessee, and we are formalizing a partnership with Hillsdale to expand their approach to civics education and K-12 education.
WPLN reports that public education advocates are raising concerns about the transfer of Tennessee tax dollars to a private, religious institution:
Lee has made a deal with a conservative college to open about 50 charter schools in the state.
Lee has made a deal with Hillsdale College, a small Christian liberal arts school in Michigan, to bring their civic education and K-12 curriculum to Tennessee.
Beth Brown, the [Tennessee Education] association’s president, says there is no need to bring in outsiders to implement a new curriculum or to set aside $32 million for new charter schools, a key element in the proposal.
“The concern is that we’re taking taxpayer dollars and we’re going to take those taxpayer dollars away from our public schools and give them to private entities,” said Brown.
It’s noteworthy, too, that Lee cited Ronald Reagan in his address:
I recently watched President Reagan’s farewell address, made just before he left office in January of 1989.
As many other Presidents have done, his farewell address includes a warning to the American people.
He reminds us that what we want to have in this country is “informed patriotism.”
Lee claims that he has been inspired by Reagan’s words. This inspiration is ostensibly the impetus for the focus on an American exceptionalism curriculum from Hillsdale College.
Of course, Reagan is no stranger to efforts to dismantle public education and turn schools over to those on the extreme right of the political spectrum.
In fact, a June piece in the San Francisco Chronicle by education journalists Jennifer Berkshire and Jack Schneider point out that today’s privatization movement has roots in Reaganism.
A Note on School Funding and Teacher Pay in Tennessee
In his State of the State Address, Gov. Bill Lee had this to say about funds he’s dedicating to teacher compensation:
We should raise teacher pay this year by $125 million, which is a well-deserved increase into the teacher salary pool.
Historically, funds put in the salary pool don’t always make it to deserving teachers. When we say teachers are getting a raise, there should be no bureaucratic workaround to prevent that.
This statement implies that there is some sort of trickery going on at the local level to divert state dollars intended for teacher pay. It’s deflection and blame-shifting. The reality is that the state underfunds teaching positions. By a lot.
In fact, as Lee surely knows, the Tennessee Advisory Commission on Intergovernmental Relations (TACIR) issued a report suggesting the state underfunds schools by $1.7 billion.
That report noted:
“In fiscal year 2018-19, the BEP funding formula generated a total of 62,888 licensed instructional positions, but school systems employed a total of 69,633 with state and local revenue.”
“Although the changes made in 1992 and since have resulted in substantial increases in funding to support the BEP, meeting local needs and the requirements imposed by the state and federal governments often requires more resources than the BEP funding formula alone provides. Consequently, state and local funding in fiscal year 2017-18 totaled $2.1 billion over and above what was required by the BEP formula, including a total of $1.7 billion in local revenue.”
In fact, Lee’s funding formula proposal is creating more questions than Lee or his Commissioner of Education Penny Schwinn have answers:
Will there be bi-partisan, transparent legislation that guides leaders across our state? Or will decisions be delegated to the Tennessee Department of Education or State Board of Education?
If a detailed law is not codified by the Tennessee General Assembly, how can we ensure that future changes to the formula are transparent and not made arbitrarily?
Given Nashville’s considerably higher cost of living and the state’s low minimum requirement for teacher salaries, we already pay a much higher average teacher salary than the state requires. Because of this disparity, it’s unclear how Nashville teachers would benefit from any increase.
Finally, a note on the teacher shortage and what it means for kids:
he following post is a submitted guest column by Greg O’Loughlin
Last Saturday, some teacher friends and I were having lunch, and the conversation turned to the conditions required for students to trust their teachers with questions about racism, equity, and justice.
One of the teachers was recounting a recent experience with some of her students who were discussing the use of a racial epithet by some other students. Some were quoting recent headlines and others were using it in full while questioning appropriate usage. It sounded very much like kids playing with fire – it was dangerous, potentially harmful, and if things got out of hand, there was the risk that people would be hurt. Lines were crossed and confusion was leading to injury, so they came to this teacher seeking some help and guidance.
She shared the details of the conversation she facilitated with them, in between classes, in the hallway, then later in the day for some follow up. It was tricky and sensitive, and it worked – everyone involved in the conversation reported leaving it with a better understanding of the risks, the consequences, and the humanity involved.
A member of our party asked, “How did those students know that they could trust you with questions like that? Why did they know that they could turn to an older White lady with questions about the N-word? I don’t think I would have trusted a teacher with a question that was so full of emotion and vulnerability.”