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COMMENTARY: To Commemorate Brown, Support Our Teachers
NNPA NEWSWIRE — Sixty-five years ago, the Supreme Court tackled the issue of segregation in our nation’s school systems. The Brown v. Board of education decision changed the law, but not the structure of racial gaps in education. And it did not foresee the many ways that those who deliver the educational product, our nation’s teachers, have been disrespected and disadvantaged by the structural indifference to classrooms that serve poor and Black students.
By Julianne Malveaux, NNPA Newswire Contributor
Sixty-five years ago, the Supreme Court ruled, in the Brown v. Board of Education case, that the Plessy v. Ferguson (1896) doctrine of “separate but equal” was unconstitutional. That ruling ended legal segregation in public facilities, but it did not necessarily accomplish its goals in terms of school desegregation. Indeed, Richard Rothstein, the historian who is a Distinguished Fellow at the Economic Policy Institute and at the University of California, Berkeley School of Law, wrote that in 2014, Black students are “more racially and socioeconomically isolated” than at any time since 1970, when this data was first available.
After Brown passed, there were some integration gains, through bussing and magnet schools, but the South resisted Brown because a second case ordered desegregation “with all deliberate speed,” which was a euphemism for taking your sweet time. I attended a segregated school in Moss Point, Mississippi in 1969, fifteen years after the passage of Brown v. Board of Education. In 2016, Cleveland, Mississippi finally closed its segregated Black high school and renamed Cleveland High School, the white school, Cleveland Central High School.
Now, the district is in court because a young Black woman was denied the salutatorian honors she earned so that a young white man, with a lower GPA, could have the honor. Yes, the Brown v. Board of Education case made history, but it was an imperfect tool to tackle racial inequities in the public school system, mainly because these inequities are anchored in residential patterns and funding sources. When schools are funded with property taxes, those who live in wealthier districts will simply have better education, perpetuating inequalities.
It has been trendy to blame teachers for unequal education outcomes, even as these teacher’s responsibilities expand with increased regulation, test-taking, and unrealistic requirements around engagement with parents and others. A school district in South Carolina, for example, requires that teachers respond to parent emails within 24 hours. The burden of one teacher’s 10-12-hour days became so onerous that she quit her teaching job in the middle of the school year. Many questioned her commitment to children, but she fought fiercely to maintain her sanity and some semblance of a quality of life.
Teaching is not supposed to be trench warfare. It is supposed to be joyful for both students and teachers. There is nothing more gratifying than to watch children gleefully grasp a concept, read a page, solve a math problem, or give a speech. But that sense of gratification is diminished when bureaucracy chips the joy away, or when a teacher has to take on outside work to pay her bills.
Teachers have made national headlines as they seek supplemental income, driving Uber or Lyft, moonlighting as food servers, taking on side jobs as tutors, and living two or three in an apartment meant for one to save money. Those who teach really have to want to do it – they earn about a quarter less than their counterparts who have the same education, according to the Economic Policy Institute. We have been underpaying teachers for at least the last two decades!
So, the nonsense we celebrated during the week of May 6, Teacher’s Appreciation Week, is a charade. If you want to appreciate teachers, pay them! Don’t offer folks two for one burritos at Chipotle or other food fringes when what teachers need is fair pay. Don’t give teachers apples and faux appreciation when the teachers who graciously accept your apples and recognition are hustling outside the classroom to make ends meet.
Teachers are striking all over the country, even in places like West Virginia where we would least expect it because they are desperate to be valued. Paying them less than they are worth is disrespectful. Offering half price burritos and other nonsense is hypocrisy at its highest!
Sixty-five years ago, the Supreme Court tackled the issue of segregation in our nation’s school systems. The Brown v. Board of education decision changed the law, but not the structure of racial gaps in education. And it did not foresee the many ways that those who deliver the educational product, our nation’s teachers, have been disrespected and disadvantaged by the structural indifference to classrooms that serve poor and Black students.
Sixty-five years after the Brown v. Board of Education decision, the achievement gap is persistent. Our nation’s wealth gap is a function of that achievement gap, and the treatment of our nation’s teachers is connected to the wealth and achievement gap. When we commemorate Brown v. Board of Education, we must embrace the importance of adequately compensating teachers. In embracing our teachers, we support the children they are teaching and guiding. In ignoring issues of fair teacher compensation, we are utterly abandoning our children!
Julianne Malveaux is an author and economist. Her latest project MALVEAUX! On UDCTV is available on youtube.com. For booking, wholesale inquiries or for more info visit www.juliannemalveaux.com.
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Conversation with Al McFarlane and Coach Leah
May 29, 2023 – Welcome back to another episode of The Conversation with Al McFarlane! We bring you inspiring discussions …
The post Conversation with Al McFarlane and Coach Leah first appeared on BlackPressUSA.

https://youtube.com/watch?v=6ydjQ14cOJM&autoplay=0&cc_lang_pref=en&cc_load_policy=0&color=0&controls=1&fs=1&h1=en&loop=0&rel=0
May 29, 2023 – Welcome back to another episode of The Conversation with Al McFarlane! We bring you inspiring discussions …
The post Conversation with Al McFarlane and Coach Leah first appeared on BlackPressUSA.
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No Labels Endorses Bipartisan Deal to Resolve US Debt Ceiling Debate
NNPA NEWSWIRE — “We have always emphasized that there should be common sense bipartisan solutions to our nation’s problems that are supported overwhelmingly by the majority of the American people,” No Labels National Co-Chairs Joe Lieberman, Larry Hogan, and Dr. Benjamin F. Chavis, Jr., said in a joint statement issued on Sunday, May 28.
The post No Labels Endorses Bipartisan Deal to Resolve US Debt Ceiling Debate first appeared on BlackPressUSA.

By Stacy M. Brown
NNPA Newswire Senior National Correspondent
@StacyBrownMedia
No Labels, a growing national movement of what the organization calls “common sense Americans pushing leaders together to solve the country’s biggest problems,” announced its support of the bipartisan deal that President Joe Biden, House Speaker Kevin McCarthy, House Minority Leader Hakeem Jeffries, Senate Majority Leader Chuck Schumer, and Senate Minority Leader Mitch McConnell have agreed upon in principle to avoid the United States defaulting on its national debt before the June 5 deadline.
“We have always emphasized that there should be common sense bipartisan solutions to our nation’s problems that are supported overwhelmingly by the majority of the American people,” No Labels National Co-Chairs Joe Lieberman, Larry Hogan, and Dr. Benjamin F. Chavis, Jr., said in a joint statement issued on Sunday, May 28.
Chavis also serves as president and CEO of the National Newspaper Publishers Association, the trade association of the more than 230 African American owned newspapers and media companies in the United States.
After months of uncertainty and verbal sparring, an “agreement in principle” has been reached to spare the United States from its first-ever debt default.
But now comes the hard part: convincing both Democrats and Republicans in Congress to agree to pass the measure.
After President Joe Biden and House Speaker Kevin McCarthy announced that they’d reached an accord to raise the nation’s debt ceiling and avoid a catastrophic default, Congress has just a few days to approve the deal.
Treasury Secretary Janet Yellen said a deal needs ratification by June 5, or the United States would breach its $31.4 trillion debt ceiling.
If approved by Congress, the deal would raise the debt ceiling for two years, punting it to the next administration.
The GOP originally proposed a one-year deal but conceded to Democrats’ demand for two.
In the agreement, spending – except for the military – would remain at 2023 levels for next year, with funds being earmarked for other federal programs.
Biden also agreed to a $10 billion cut to the $80 billion he had earmarked for the IRS to crack down on individuals cheating on their taxes.
Instead, the funds will go to other programs that Republicans sought to cut.
Additionally, with billions remaining from pandemic relief funds unspent, both parties agreed to claw back those funds to the federal government.
“Avoiding America’s default in paying our national debt is vital to the future of our nation. We thank President Biden and Speaker McCarthy for their leadership to achieve the debt ceiling deal,” the No Labels leaders continued.
“We encourage Republican, Democratic and Independent members of both chambers of the US Congress to pass this agreement expeditiously because it is so important for every American.”
The post No Labels Endorses Bipartisan Deal to Resolve US Debt Ceiling Debate first appeared on BlackPressUSA.
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Three Years After #DefundThePolice, Schools Are Bringing Cops Back to Campus
SAN DIEGO VOICE & VIEWPOINT — As of January 2023, there were about 60 SROs remaining in D.C. schools, down from its peak of more than 100, according to the Washington Post. However, the progress made toward reducing law enforcement presence in D.C. schools appears to be in jeopardy. In what seems like a backtrack from the progressive momentum generated during “America’s racial reckoning,” four D.C. council members now support a proposal to retain officers in schools, citing an uptick in violence and crime in school vicinities.
The post Three Years After #DefundThePolice, Schools Are Bringing Cops Back to Campus first appeared on BlackPressUSA.

By
In the wake of George Floyd’s murder, calls to defund the police rang across the nation during the summer of 2020. While few cities took swift action, many school districts — integral community hubs where young minds are nurtured, and where kids spend the bulk of their time — began to reevaluate the presence of armed personnel patrolling the hallways.
In September 2019, eight months before Floyd’s murder, the Bureau of Justice Statistics reported nearly 25,000 school resource officers were assigned to primarily K-12 schools.
Those numbers slowly started to change in districts around the country as a response to calls to defund the police.
In Washington, D.C., for example, the D.C. Council unanimously voted in 2021 to reduce the number of SROs in both public and charter schools beginning July 2022, with the plan to end the Metropolitan Police Department’s School Safety Division in 2025.
In September 2019, eight months before Floyd’s murder, the Bureau of Justice Statistics reported nearly 25,000 school resource officers were assigned to primarily K-12 schools.
As of January 2023, there were about 60 SROs remaining in D.C. schools, down from its peak of more than 100, according to the Washington Post. However, the progress made toward reducing law enforcement presence in D.C. schools appears to be in jeopardy. In what seems like a backtrack from the progressive momentum generated during “America’s racial reckoning,” four D.C. council members now support a proposal to retain officers in schools, citing an uptick in violence and crime in school vicinities.
On the other side of the country, the Denver Public School District Board of Education unanimously voted to bring SROs back to schools through June 2023. Similar to D.C., the decision followed closely on the heels of a shooting at Denver’s East High School. And 18 SROs were brought back to 17 schools in the district.
Schools around the country are running into roadblocks trying to remove SROs.
The Roadblocks
The roadblocks don’t look the same in every situation.
In D.C., for example, ACLU DC policy associate Ahoefa Ananouko cites Mayor Muriel Bowser as the biggest barrier. Bowser has been vocal about keeping SROs in schools, going as far as to say that removing SROs is “the nuttiest thing.”
And, like in D.C. and Denver, politicians, policymakers, and some educators nationwide cite violence in the area as a reason for keeping SROs, but there is little evidence to support that SROs actually do make schools safer. In fact, in a 2020 report, the Justice Policy Institute said, “rates of youth violence were plummeting independent of law enforcement interventions, and the impact of SROs on school shootings has been dubious at best.”
Plus, it’s been proven that SROs exacerbate the school-to-prison pipeline, especially for Black students.
The Center for Public Integrity analyzed U.S. Department of Education data from all 50 states, D.C., and Puerto Rico in 2021. The investigation found that school policing disproportionately affects students with disabilities and Black students. Nationwide, these two groups were referred to law enforcement at “nearly twice their share of the overall student population.”
What we often have seen is that the teachers or classified staff who feel that it’s not within their ability to handle certain situations automatically defer to the SROs.
ADONAI MACK, SENIOR DIRECTOR OF EDUCATION AT CHILDREN NOW
But it doesn’t stop many adults on the school campus from differing discipline to SROs, says Adonai Mack, the senior director of education at Children Now. This happens when there is either a fear around addressing disciplinary problems or concerns, or feeling they aren’t able to handle it.
“What we often have seen is that the teachers or classified staff who feel that it’s not within their ability to handle certain situations automatically defer to the SROs,” Mack says.
This is where the call for additional non-police safety officials comes in, like nurses, counselors, or psychologists, who “certainly do more help than harm,” Mack says.
But, like teachers and other educators, there’s a shortage of these professionals. But Ananouko says this shouldn’t be a barrier if policymakers decided it was more important to have mental health professionals or restorative justice interventionalists — people who are trained to handle trauma, behavior, and underlying issues.
“I believe they could and should shift those resources to incentivize those professionals being hired instead of investing more in police,” Ananouko says, “which have been shown to be harmful to students in a school environment, generally.”
A Detriment to Mental Wellness
Though it’s too early to have concrete data on students’ mental health without SROs, there are, anecdotally, reasons to believe it’s a positive change.
Aside from students leading police-free school groups, there are other historic factors that lend insight. For one, whenever there are fears around deportation, not only Black students, but Latino and AAPI students experience negative mental health impacts, Mack says.
The feelings, like with the Defund the Police movement, are split across racial lines. Black, Latino, and AAPI students don’t always feel safe with police around.
“With kids of color, what you often have is this alienation,” Mack says. “There are decreased feelings of safety. Now, I would say that’s different for white kids and white families. They often will feel that having police on campus makes the campus safer.”
Black and Brown students are more likely to attend a school patrolled by an SRO.
And, Black and Brown students are more likely to attend a school patrolled by an SRO. A 2023 Urban Institute study found that schools where the student population is at least 80% Black and Brown, students are more likely to have an SRO compared to schools with a high population of white students, regardless of income levels. And, 34%-37% of schools with high populations of Black and Brown students have an SRO, compared to 5%-11% of predominantly white schools.
But it’s clear that there’s “a detriment to kids of color” with police on campus, Mack says.
“From that perspective, with any decrease, what we see is that it automatically improves the mental wellness of students from those communities,” Mack says.
‘A Critical Point’
While the roadblocks might be tougher or the headlines have fizzled out, Ananouko says the police-free schools movement “isn’t slowing down at all.”
And now, D.C. is at a critical point. It’s budget oversight season, meaning it’s the time when funding for SROs could be restored. But, every year since the initial 2021 vote, students, school administrators, teachers, and advocates have continued to push for the phase-out, Ananouko says.
“Our messaging has not changed,” Ananouko says. “We’ve stayed consistent in saying that police don’t keep students safe. And none of that has changed in these past three years.”
The bottom line is that all kids deserve to feel safe and nurtured, Ananouko says.
“They should be able to feel like they can go to school with that fear,” she says, whether this fear comes from other students or armed officers in the building who can use their gun “at any point at the discretion of the law is on their side.”
“A lot of the issues that students are dealing with are not going to be addressed by somebody with a gun.”
This article originally appeared in San Diego Voice and Viewpoint.
The post Three Years After #DefundThePolice, Schools Are Bringing Cops Back to Campus first appeared on BlackPressUSA.
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