The chairman of the School Board is Joseph Mazur. The Board's phone number is 570-288-6551.
"I signed the bill because the law requires that I do that and I haven’t looked at changing that law," Lee said Thursday.
He declined to say whether he believed state law should be changed to no longer require the governor to issue such proclamations or whether he had reservations about doing so.So egregious was this act that even Ted Cruz called out Tennessee's governor this week. Now when your governor is to the right of Ted Cruz, you know you're in trouble.
…it is the sign of a competent “crap detector” that he is not completely captivated by the arbitrary abstractions of the community in which he happened to grow up. Teaching as a Subversive Activity, p. 17Midway through the first decade of this century's widespread reading instruction malpractice that was enforced by No Child Left Behind and funded by the corrupt Reading First program, the U. S. Department of Education released a long-awaited study that identified the most effective reading programs used in American schools.
. . . .That program, Reading Recovery, an intensive, one-on-one tutoring program, has drawn criticism over the past few years from prominent researchers and federal officials who claimed it was not scientifically based.
That was then, this is now, and just as the phonics zombies have been re-animated repeatedly over the past century by the spirit of corrupt and oppressive fanaticism, the phonics zombies have once more been turned loose to restore a fearful order and intellectual rigor mortis among poor black and brown children everywhere.Federal officials and contractors tried to discourage states and districts from using Reading Recovery in schools participating in the federal Reading First program, citing a lack of evidence that it helps struggling readers. . . .
. . . . As I noted at the beginning of this article, the new insistence that phonics-heavy reading instruction can provide the pathway to academic success, regardless of the poverty afflicting students, spotlights the beginning-reading program in Bethlehem, Pennsylvania. Reporting on the instruction in Bethlehem, journalist Emily Hanford insists that hundreds of scientific studies have “shown over and over that virtually all kids can learn to read,” if they are taught to read with a method in which “explicit, systematic phonics instruction” is central.
The 60-plus years of the resurrection and failure of phonics to overcome the impact of poverty on educational achievement leaves the question of the “science” purportedly supporting phonics. Can it be that phonics instruction does indeed have substantial scientific evidence favoring it, but it has not been deployed properly in the classroom?
It’s not apparent what “science” Hanford has in mind, but having written about the research on reading, learning disabilities, and dyslexia since the late 1980s, beginning with my first book, The Learning Mystique (1987), what’s clear about this so-called “science” is that much of it is contrived evidence to “prove” pre-existing conclusions. For example, Hanford is much taken with the research on dyslexia, which has searched for neurological dysfunction in beginning readers. However, she fails to consider the decades-long confusion in this research of correlation and causation. That is, the brain functioning of poor readers (“dyslexics”) is different from that of competent readers, but that is largely because of a difference in competence. Similarly, for example, readers able to read Czech will show brain functioning different from those who cannot, but that is not reason to brand the latter as “czechlexic.” (See my essay on the deficiencies of this research in “Brain Activity, Genetics, and Learning to Read” in Handbook of Early Childhood Literacy, Joanne Larson and Jackie Marsh, eds., 2012).
Hanford frequently references the “science” on the side of heavy-phonics-and-skills-instruction-for-reading-success, but offers nothing about the evidence on the other side of the dispute. Neither does she explore the purported “scientific evidence” the George W. Bush educators used to push through the mandated skills-based instruction, purportedly based on “the findings of years of scientific research on reading,” that subsequently failed children who were victims of it. (For a thorough review of this bogus “evidence” see my Reading the Naked Truth).
Joe Biden, the youthful and telegenic senator from Delaware, also played an important role in this history. According to historian Matthew F. Delmont in his indispensable book "Why Busing Failed," Biden labeled busing a "bankrupt concept" that defied "common sense" and would go on to sponsor anti-busing amendments in the Senate. Biden faced the dilemma of Northern liberals of the era who generally supported national civil rights legislation, yet found themselves on unstable ground when these issues struck closer to home. Biden chose, like many of his political contemporaries, to be on the wrong side of history. In 1974, the year after Biden came to the Senate, the Supreme Court -- in Milliken v. Bradley -- struck down a busing plan in Detroit, saying it was "wholly impermissible" to bus white children who lived in the suburbs into inner-city schools to integrate schools.As a result of the Milliken decision, the white rush to the suburbs picked up steam, and school desegregation efforts in subsequent years were further neutralized by court decisions and legislative efforts, like the stringent Senate bill introduced in 1975 by Jesse Helms and supported by Joe Biden.
Lying is a big issue, but the bigger issue here is Biden's ignorance or disregard for the devastating effects that the demise of busing has had in terms of efforts to achieve integrated schools. Biden's decades of opposition to busing helped to lead us to where we are today, with the resegregation of urban schools, in particular, now almost complete.