House Speaker Cameron Sexton offered some concerning commentary on school funding ahead of an expected announcement this month on Gov. Bill Lee’s proposed changes to the state’s school funding formula (BEP).

Meghan Mangrum highlighted the comments in an article published in the Citizen-Tribune out of Morristown:

It seems the Speaker is not all that familiar with how schools actually work. The suggestion he makes here is that teachers and schools lack the proper incentive system. That is, schools fail students because there’s no threat of losing money no matter the outcome. This reflects a fairly depressing view of humanity. Further, it suggests that Sexton believes that teachers are currently “holding back” simply because they don’t fear punishment.

If only a punishment-based incentive system were in force, Tennessee teachers in every school system would rapidly accelerate learning, Sexton seems to be saying.

This type of thinking is especially alarming as the state considers revamping the school funding formula. Gov. Lee has promised a “student-centered” approach but has also stopped short of calling for more overall spending.

Here’s an analogy that might help explain the flaw in Sexton’s approach. UT Football has experienced a bit of a resurgence in recent years, but most fans would admit the last decade has been pretty rough. Under Sexton’s approach, the right answer is to offer less resources to the football program and then that will motivate them to get better and thus “earn” better resources. Want 10+ wins each season? Deduct $100,000 from the coach’s pay for each win under 10. Then, when the team only wins 6 or 7 games, take some more cash away so that they’ll be fired up to get after it next season. Maybe if the defense has a really bad game, the next game they could play without helmets? Surely, the proper punishment-based incentive will yield the desired results.

Of course, some have speculated that the whole movement on the part of Lee to change the BEP is really about a backdoor path to school vouchers:

In any event, I’m sure teachers across the state are working hard and polishing off all that knowledge they’ve been holding back thanks to the threat of lost resources made by Sexton. Once the punishment-based BEP formula is in place, I’m sure only good things will happen. In fact, I bet such a system will cause a rapid influx of people into the teaching profession in Tennessee – if only policymakers in previous years had thought of such a plan, Tennessee would be at the top of the nation by now.

Here’s a piece on merit pay that addresses (to some degree) the type of incentive plan Sexton may be envisioning:

And, here’s a piece that makes the argument for an across-the-board increase in school funding:

Finally, a note on the importance of raising teacher pay – not simply as a means of addressing the teacher shortage but also as a key factor in improving student achievement:

When teachers get paid more, students do better. In one study, a 10% increase in teacher pay was estimated to produce a 5 to 10% increase in student performance. Teacher pay also has long-term benefits for students. A 10% increase in per-pupil spending for each of the 12 years of education results in students completing more education, having 7% higher wages, and having a reduced rate of adult poverty. These benefits are even greater for families who are in poverty.

Photo by Pixabay on

For more on education politics and policy in Tennessee, follow @TNEdReport


WATCH: “FILTERING HISTORY IS MUCH MORE DESTRUCTIVE TO OUR GROWING MINDS.” As radical Moms For Liberty and board member Rhonda Thurman force Hamilton County Schools to create a committee to censor library books (to censor MLK, other black authors) — A WISE 5TH GRADER PUSHES BACK.



Darrell Freeman, the 1 black MTSU trustees board member, says he “cannot stay silent” — and puts his where his mouth is to fight racial inequities as he unleashes hard truths.


Governor Bill Lee has just appointed Jordan Mollenhour of Knoxville to the State Board of Education, the governing and policy-making body for Tennessee’s Pre-K-12 public education system – which through partnership with the TN Department of Education maintains oversight in K-12 implementation and academic standards.

According to Knox TN Today:

“Mollenhour is co-CEO of Mollenhour Gross LLC, an investment company based in Knoxville. He will represent the Second Congressional District… Mollenhour’s term of service is for five years….”

What the article does not mention is Mollenhour’s very concerning history as an online ammunition dealer, owning an online company with an obscure ownership trail that according to the St. Louis Dispatch sold thousands of bullets to at least one mass shooter.

In a 2014 article called “HOW THE AURORA SHOOTER GOT HIS AMMO” by Todd Frankel, then of the St. Louis Dispatch, Frankel follows the trail of the sale of the bullets used in the murder of 12 people and the injuring of 58 others in an Aurora, Colorado movie theater all the way to Knoxville, and then on to Atlanta.

The article reads:

“The answer appeared to be an online company in St. Louis… but the trail leads not to St. Louis but to Knoxville, TN, and on to Atlanta, to a secretive company considered to be among the nation’s top online ammunition dealers. It’s founders – a pair of former real estate developers – sell bullets using far-flung P.O. Boxes, different corporate entities, and online marketing tactics that have offended even some firearm enthusiasts. By last summer, these entrepreneurs stood perfectly positioned to close on a quick, legal sale to a deranged killer.”

Those “former real estate developers” were Jordan Mollenhour and his partner Dustin Gross. Both are University of Tennessee graduates. Governor Lee has just appointed Mollenhour to the Board of Education.

According to the article, their company was called, and operated under the names,, and others. In the article Frankel tracks their web of corporations and business names to a distributor in Atlanta, but he’s never able to contact them for comment.

Frankel also summarizes the history of the ammo business in America, pointing out that it wasn’t always possible to order thousands of bullets online and have them show up to your door no questions asked, but that a piece of legislation in 1986 changed it so that they could.

Maybe Chris Rock is right – If gun control is impossible to pass in our messed up, gun-sick nation – maybe restricting the ammo is what we should be focusing on? But in the meantime it seems fair to ask why Governor Lee is appointing someone with a sordid past that includes enabling at least one mass shooting in Colorado to a board of education overseeing what our kids learn.

Selling thousands of bullets online to a mass killer wasn’t illegal, but it probably should be, and at the very least we shouldn’t be putting people who think it’s ok to make a living doing that in charge of our children’s education.

It’s worth noting that this isn’t Lee’s only questionable education appointment – Lee and Speaker Sexton just also recently appointed anti-Muslim 9/11 Truther Laurie Cardoza-Moore to the textbook commission.

Extremism at the highest levels of Tennessee’s government is on full display. And it’s our kids who will suffer.


Last night we learned the STEM PREP boys & girls basketball teams left their games against Smyrna High after a referee allegedly used the “N Word” towards one of the female players.

The student was not the only one who heard it. Her grandmother did too, and she promptly recorded herself on Facebook reacting emotionally to the racist referee’s actions:

We called TSSAA, the organization responsible for staffing high school games with officials throughout Tennessee. They’re based in Hermitage.

Gene Menees, Assistant Executive Director, called us back. This is how our conversation went.

HOLLER: Can you shine any light on what happened? Will the ref still be reffing games? Does the TSSAA have a statement?

MENEES: We’re investigating.

HOLLER: Ok. And if the ref did use the N word towards a player, what would the outcome potentially be?

MENEES: We’re looking into it and we’re investigating.

HOLLER: Theoretically, would you still allow them to referee games?

MENEES: I can’t answer that question because it’s an allegation. We’re investigating into the allegation.

HOLLER: I understand, but it seems like people would be interested to know what the TSSAA’s policy is towards a ref using that word in general.

MENEES: Well, let’s reverse it. We will deal with an official obviously if the official used a racial slur. Just as an administration of a school, I would assume, would deal with it if a player used a racial slur directed towards an opponent. Or fans used a racial slur directed towards a player. So if an official used a racial slur, we would certainly deal with that official.

HOLLER: In what way would you deal with them?

MENEES: We would deal with them. We’re investigating.

HOLLER: Right, but would you suspend them? Fire them?

MENEES: We would look into it. We would talk. We would meet and make a decision.

HOLLER: So it’s not a zero tolerance policy?

MENEES: I didn’t say that. I said we would look into it, and if it was verified we would deal with the official and take care of the situation.

HOLLER: What does that mean? Is there a world where a ref can use the N Word towards a player and still ref games for TSSAA?

MENEES: I didn’t say that. You said it.

HOLLER: I’m asking.

MENEES: I’m gonna be honest with you – we’ve never dealt with this before. We’ve had allegations before, but the allegations have never been confirmed… we’re not an organization that’s going to tolerate racial slurs. So if it’s confirmed we would deal with it.

HOLLER: And what’s the process for confirming? Are you talking to the refs? Players? Fans? Who are you talking to?

MENEES: We’re an association of schools. I’ve been in touch with STEM Academy, Smyrna, and the officials.

HOLLER: And when you make your decision, do you have a sense of a time frame?

MENEES: We’ll look into it, get the reports in, we’ll talk to STEM. There were other situations that occurred in the game as well. So we’ve gotta work through all that. This is is one of the things involved in that game that we’re working through?

HOLLER: What other things were involved?

MENEES: We had 2 players ejected. We had a fan that came on the floor. We’ve got policies in place for that as well. We’ve gotta deal with the entire situation that occurred at Smyrna. The racial slur is one of the things we’ve got to deal with, obviously. But it’s not the only thing.

HOLLER: Have you had any issues with that referee in the past?

MENEES: What referee?

HOLLER: The one that allegedly used the racial slur?

MENEES: Who allegedly said it? I’ve never been given a name? Which name do you have?

HOLLER: How are you investigating if you don’t even know who we’re talking about.

MENEES: I’ve not been given a name. Nobody has given me a name of the official who allegedly made the racial slur.

HOLLER: Do you know who was assigned to that game?

MENEES: There was a crew of officials.

HOLLER: There were 3. How would you go about figuring out which ref it was?

At this point Menees goes on telling us a story about when he was a high school football player in Kingsport and got ejected for using profanity, but says there was no tape with audio to prove it.

HOLLER: So because there may not be video of this happening, it might end up being just what people heard vs. what the ref says happened, what happens in that scenario?

MENEES: That’s what we’re investigating. We’re looking into it. And once we get the reports in we’ll take a look at it and make a decision.

HOLLER: You said you talked to STEM and Smyrna. Is there a crew chief?

MENEES: There’s always an R on the game.

HOLLER: Well I guess figuring out who the ref is would be the first step, right?

MENEES: We’ll talk to the officials, talk to STEM, talk to Smyrna… let’s be fair. It’s an allegation. Right? Let’s be fair.

HOLLER: It’s allegation, but multiple people have told us they heard it.

MENEES: I understand. But momentarily, let’s be fair. Multiple people didn’t hear it.

HOLLER: They did. I’m happy to send you a video. We have a video of a grandmother who heard it. It was her granddaughter that was called it.

MENEES: We’ll hear the racial slur on the video? That’s what you’re saying?

HOLLER: No. You’ll hear a grandmother saying she was right there and heard it.

MENEES: The video will prove someone said it, correct?

HOLLER: No. The video will prove more than one person heard it. And so I guess at that point what you’re saying is unless a racial slur gets caught on camera…

MENEES: No, I didn’t say that. I didn’t say it didn’t happen…  If we get a video… I’ll go back to the football example…

Here he goes back to the story getting thrown out for profanity and there not being video of it to prove it, and a coach denying it.

We then asked him what a time frame would be for making their decision, and he told us schools and people are busy and wouldn’t commit to anything specific.

The thing to remember here is both teams forfeited, so clearly the teams were convinced that this happened. But Menees certainly gave the impression that without video of the incident this could potentially get treated as nothing more than an allegation.

We’d also add that this tweet by Smyrna basketball mentioning the forfeit without explaining the context seemed highly inappropriate, and appears to have been deleted.

Here’s hoping TSSAA does the right thing. Their contact info, should you feel like hollering at them: 615-889-6740 [email protected]

And as always, film everything.




Even though the VA governor race has gone opposite the president basically every time historically, everyone seems to have their own hot take about why the Democrats lost in Virginia, a need to treat the race as a bellwether for the impending doom of the Democratic party.

Some are blaming it on progressives, saying Biden is overreaching with his Build Back Better agenda (despite the fact that everything in it is extremely popular).

Others are saying it’s the gridlock that had Biden’s popular budget and the infrastructure package stuck in gear (and gutted) that caused people to sour on the Dems.

And then there’s the schools issue.

Glenn Youngkin seized on a big misstep by Terry Mcauliffe in the closing weeks of the race where he said:

“I’m not going to let parents come into schools, and actually take books out, and make their own decision.”

Republicans seized on the quote as Mcauliffe saying parents should have “no role” in public schools, which is something no candidate is arguing for or running on.

Those who want the truth taught, believe masks keep kids safe, and who insist Critical Race Theory is not being taught are not saying parents have “no place” in schools. School boards were elected by parents to make many of those decisions, and parental involvement is obviously an important key to a child’s education.

Youngkin seizing on that unfortunate Mcauliffe quote was fair play. His closing ads that insisted Mcauliffe was lying about CRT being taught in schools, however, were not. The slides Youngkin featured in those ads were not from a Virginia public schools curriculum, but were instead from a presentation given to adults about student discipline – according to the woman whose presentation it was, and who was horrified by Youngkin’s tactics.

Never one to let facts to get in the way of a good story, that didn’t matter to Youngkin. He featured them anyway, which led to many Virginians pointing to CRT in schools as their main issue in the election even when they couldn’t tell you what CRT actually is.

Whether or not you believe the CRT lie turned the election, one thing is clear: Republicans are going to make public schools an issue throughout the country in future elections.

And they’re finding sympathy for their causes in some unlikely places – the bluest cities in America.

There’s now no shortage of think pieces about how school issues in places like New York City and San Francisco where people believe the push for equity and inclusion have gone too far have laid the groundwork for the conflicts we’re seeing in places like Virginia – as though the discussions surrounding public schools in these very different places are somehow even remotely the same.

But they are not.

In Tennessee for instance, the fights at school board meetings are about refusing to mask children, banning books, and not even letting teachers talk about race, which is essentially the bill Tennessee legislators just proudly passed.

Notably, that anti-CRT bill didn’t even mention CRT, but instead basically banned teachers from putting history in the context of race.

The state legislature is also banning the ability of teachers to even mention LGBT people, and passing bills that threaten heavy fines if teachers teach the truth about our history, instead insisting that they both-sides things like the Civil War (while they fight to keep KKK Grand Wizard statues in our capitol and refuse to acknowledge that the Civil War was fought over slavery).

This is all against a backdrop of having Governor Bill Lee as our governor, who has made “school choice” and private school vouchers his #1 priority, getting them passed through “bribes and threats” according to members of his own party before they were struck down by a federal judge.

Yet he’s still trying.

Lee even had Trump Secretary of Education Betsy Devos come to town to help him push the vouchers through. Devos once revealed on a Christian radio show that her agenda was to steer public funds to private Christian schools to “Advance God’s Kingdom” – a goal Governor Lee very much seems to share.

Steering funds away from our public schools is especially problematic considering we’re already #46 in the nation in per pupil spending. We have BILLIONS in our “rainy day fund”, we just awarded $900 MILLION to Ford for a new plant in West Tennessee… yet when it comes to our kids and paying our teachers properly, it’s pockets empty.

That’s the backdrop for the school board fights in Southern states like ours. It isn’t about renaming a school away from a founding father to be more politically correct here, or about whether or not there’s a more racially equitable way we can teach math.


It’s worth noting the chair of Moms For Liberty in Williamson County doesn’t even have her kids in public schools (Lee doesn’t either), openly says we shouldn’t teach the truth, and has called public school teachers “brainwashing assholes”. Governor Lee once told a woman at a town hall he agreed people without kids in schools should have the option not to pay for them.

So when Virginia makes headlines, and moderate Democrats who otherwise believe in public schools and want to fix them start to see those Republicans as brothers and sisters-in-arms in a war against progressives, they need to realize the fight they’re fighting is a MUCH DIFFERENT FIGHT than the fight those Republicans they sympathize with are fighting, and that tying the two together ultimately runs cover for people who are hellbent on destroying public education.

As we move towards a more equitable and inclusive country, and public schools more and more become the center of the discussion, there may be things some think go too far – but please think twice before making common cause with those who don’t want to fix public schools, but instead would prefer they, and government-backed anything, go away completely – which would inevitably hurt those with the least, the most.

Public education is a bedrock of our American democracy. It isn’t perfect, but we need it. Let’s fix it and defend it, not attack it and defund it.

Justin Kanew is the founder of the Tennessee Holler. Subscribe & Support HERE.

TN ED REPORT: Public Money, Private Schools – Tennessee’s Gov. Bill Lee

Tennessee Gov. Bill Lee is an unapologetic champion of school privatization. While the Tennessee Supreme Court has delayed implementation of the voucher scheme Lee succeeded in passing in 2019, Lee has put on a full court press of other measures in order to bring privatization to the Volunteer State.

The latest effort comes by way of Lee attempting to “reform” the state’s school funding formula, known as the BEP. The move includes 18 subcommittees designed to make recommendations for revising the formula – even though Lee has indicated he has no plans to actually increasing funding for schools.

On that note, the Tennessee Education Association suggests Lee’s efforts are missing the mark:

Tennessee ranks 46th in the nation for what we invest per student. It is irresponsible and harmful to Tennessee children to continue the pattern of insufficient state investment in our schools, especially at a time when Tennessee has the largest revenue surpluses in state history. We can and must do better for our students.

Any review of the BEP funding formula must include more than recommendations on how to change the formula. Until the state makes a significant increase in public education funding to address many challenges plaguing our schools, updating a formula will not get us where we need to be to provide the high-quality public education Tennessee children deserve.”

Nashville education blogger TC Weber notes that the BEP is often studied, but never actually improved:

Hamilton County Schools Interim Superintendent Nakia Towns puts it succinctly when pointing out that without a commitment from the governor and the legislature to put more money into funding education, “this whole conversation is without any real teeth.”

There is no need for further study, but Bill Lee insists on acting in a manner not dissimilar to my children’s behavior. If you don’t like what Mom says, go try to engage Dad. If that doesn’t work, try asking the question with different wording. Likely to work out as well for him as it does for them.

J.C. Bowman, executive director of Professional Educators of Tennessee embraces Lee’s promise of including more voices, but with a caveat,

“If we want different outcomes, we need different voices in the room. I hope there is an honest attempt to let people truly express their opinions, and that the outcome is not already decided,” he said. “This cannot be an exercise in futility. We need to address some giant issues.”


Lee has tipped his hand a bit by suggesting the new formula will be “student-centered” – that money will follow kids. This is exactly the type of rhetoric used by voucher advocates who suggest we should fund “students not systems.” Student-centered funding is also an approach pushed by privatization advocates over at ALEC (American Legislative Exchange Council).

If Lee were serious about improving public schools, his major announcement around the BEP would have included his commitment to a way to make up for the $1.7 billion shortfall in Tennessee’s current school funding.


Photo by Celyn Kang on Unsplash

Meanwhile, a Pro-Privatization PAC Ramps Up

Just as Gov. Lee is moving forward with his funding formula privatization scheme, a political action committee allied with Lee’s interests is ramping up activity. Team Kid PAC is now on the scene and sure to be a player in the 2022 elections.

Team Kid PAC is the political arm of Tennesseans for Student Success – a supposedly pro-schools nonprofit that is heavily involved in legislative and political advocacy with an aim toward school privatization. Plus, the group has close ties to the payday lending industry.

Finally, the Teacher Shortage Crisis is Here

I mean, we don’t actually want a teacher shortage crisis. But, for those who have been warning about it for some time, the moment may finally be here. Policy makers are actually making some noise about a crisis years in the making. One that was entirely predictable.

Few are suggesting one key solution: Raise teacher pay substantially. Yes, adjusting responsibilities and providing a more welcoming work environment are also important. But, it is long past time to pay teachers significantly more. Tennessee has a $2 billion surplus from the recently-concluded fiscal year. We could fully close the teacher wage gap (a raise of about 20% for most teachers) and still have plenty of cash left over without raising taxes one dime.

Subscribe to the TN Education Report HERE

RUTHERFORD COUNTY TEACHER: “I’m scared I’m going to walk away from a field I genuinely love.”


“Teachers will do what we have always done. We will make it work!” 

This was a quote from my last teacher blog post at the end of teaching in my first pandemic school year. While we are still experiencing the effects, this post has nothing to do with the actual nature of the pandemic on my teaching experience.

I am absolutely tired, y’all!

I am tired of just making it. I am tired of breaking my back to get it done. I am tired of the endless nights of worrying how I will complete my tasks. I am tired of smiling and shukin’ and jivin’ with other adults when there is not a single thing humorous occurring within this educational institution of which I am employed.

Imagine being so excited to receive a gift. You know that feeling of anticipation and giddiness that you experience while sitting with your eyes closed waiting for it to be placed in the palm of your hands?

That was me waiting for the beginning of the school year. I couldn’t barely sleep the night leading up to the first day to get back. I had made contact with my parents in mid June, set up my teacher webpage, made my rosters and started preparing first week “get to know you” activities. Two months in, and my students and their parents met my level of excitement. Working with them has been amazing. Such great support and open communication. It has been wonderful.

But, what I also found out two months in, was that the anticipation of the gift was all I had.

The actual gift of the school year wasn’t wrapped in pretty packaging or neatly put together. The gift that was placed within my hands was wrapped with barbed wire paper, taped tackily together with pieces of controlling micromanagement, held poorly together with a large and abrasive bow of disrespect and disregard for teacher individuality, and lastly slapped on with a crooked label of mistrust of teacher intelligence.

To know me, is to know that my teaching passion is as wide as the ocean is deep and as high as the endless sky above. I care about students. I do extra for them. I push them. I motivate them. I will dance and sing for them to learn. I will attend their sporting and after school events. I will hug them when they’re scared. I will tend to them when they are hurt. I tie dirty shoelaces. I go above and beyond for them because I think it’s important and school should be a place of magic and fun while kids learn.

The current demands being placed on me are zapping the last bit of energy I have and making it so difficult to go that extra mile. I hear the phrase “you can’t give from an empty cup.” Well my cup has a million pinholes and the water is trickling out at such an alarming rate that I can’t fill it quick enough to quench my thirst.

I’m scared I’m going to walk away from a field that I genuinely love. I’m scared I’m going to  dread when the alarm goes off and I have to go to work. I’m scared that my negative attitude is going to be noticed and impact my students. I’m scared that I won’t be a good teammate because of the frustration I feel.

I recently called the board of education to see what my “contractual obligations” were just to be aware. I found that our “contract” is basically terms of service dates and most of the day to day and expectations of teachers are generally at building administrator discretion.

Here in lies my issue…

Each building administrator chooses the guidelines and expectations of their building and then as teachers talk from school to school within a district we see how our experiences are often drastically different. While there are always positives and negatives, I personally feel that I am on a slippery slope to the negative neighborhood right now.

I don’t know where many of the expectations that we are being asked to meet are coming from, and I understand that we all have a job to do, but what I do know is that these expectations often feel unreasonable and leave me and my peers in a state of confusion as we try to implement them.

I constantly have to juggle doing what I think is a best within my classroom and meeting a bullet point on an unrealistic checklist. I often go with my gut and trust myself to do what I know works.

It is truly so much that people outside the education field don’t know about our profession, but when those of us in the profession try to speak out we are ridiculed and told our job isn’t that hard and if we don’t like it then we should quit.

Well let me tell you it is hard as hell!

It’s hard seeing your coworkers in tears because they are struggling to meet a goal, it’s hard to be a teacher mentor when you are trying to navigate a school year yourself, it’s hard to ask for help when others look like they have it together so you think something is wrong with you instead, it’s hard to sit up all night to make a lesson plan that you won’t even use because you don’t need it, it’s hard to want to go the extra mile and be creative when you have a guide to follow and can barely deviate from it without explicit evidence as to why you are doing so, it’s hard to listen to people tell you that they are there to help you, but they rarely do anything to help. It’s hard to care so much, but you can’t do anything to make it better. It’s hard to listen to people who have never worked with children make the rules.

I’m exhausted from just pushing through the hard stuff.

The teammates I have this year are basically rockstars. We all contribute doing what we can to create successful learning opportunities within our classes. We share, collaborate, and communicate effectively during school and even after hours. We go hard for our students, help each other out and sometimes it feels like we are damned if we do or damned if we don’t from outside spectators. They don’t see our day to day or how we work our butts off. It’s all about what we aren’t doing and that is damaging to our spirit!

When you feel like your creativity is being blocked  every step of the way and you’re being restricted to follow a certain plan, you find yourself with an internal struggle. You ask yourself, do I do what I know doesn’t work or do I do what is best for kids that will get them to grow? My passion has been and will always be for my students and making their learning experience amazing any way that I can.

I can no longer stand for being questioned at every turn, asked to implement trivial tasks, or just go with the flow when it’s detrimental to keeping my mental peace and protecting my joyful spirit.

My job is to teach kids and I will continue to do that to my best ability. However, that may now mean that I get reprimanded for speaking out, get labeled abrasive, or that I am not a team player, but I will always go against the grain in my profession when I know that what I am doing is right.

I can’t “just make it” anymore because that’s not good enough for me or my students. If it’s just to meet an institutions absurd often impossible requirements, I will question it. If I know you aren’t answering my questions I will question you. If you are wasting my time, I will remind you I have important things to do and that you need to get to the point, respectfully.

I will show up on time and leave on time. I will work hard in my room with my students and go hard for my teammates. I won’t break myself for the sake of unrealistic, emotionally taxing, and unattainable expectations handed down to me to be implemented without rhyme or reason.

As far as this topsy turvy educational system goes, I will do what I have always done. I will continue to make it work, but within reason and with respect to my peace of mind.

I’ve learned that teaching is a wonderful, enriching part of my life that I genuinely have passion for, but this educational system will not ruin my life. I’m setting boundaries and sticking to them. I value myself too much to second guess my abilities by a system that I feel truly doesn’t value me.

Jessica Trice

Rutherford County Teacher 

INTERVIEW: REP. GLORIA JOHNSON On the anti-mask backlash closing schools

REP. GLORIA JOHNSON joins us to discuss the threats to block schools and the overall Anti-Mask backlash that got Knox Schools closed today.



Subscribe to “The Education Report” by Andy Spears HERE

Jennifer Berkshire writes in The New Republic about the unraveling of the charter school coalition. She notes that while progressives have previously expressed support for charters, that support is waning. Meanwhile, those on the right are moving rapidly toward their actual goal: full privatization of public schools.

Yet today the charter school movement itself is perhaps more vulnerable than it has ever been. Unlikely allies in the best of times, its coalition of suppo

rters—which has included progressives, free-market Republicans, and civil rights advocates, and which has been handsomely funded by deep-pocketed donors and Silicon Valley moguls—is unraveling.

David Menefee-Libey, a professor of politics at Pomona College, likened the original political coalition that came together to back charter schools to a treaty. “You see this bipartisan embrace of a market-based approach to schooling, but both sides also had to give something up,” he said. For Democrats, that meant weakening the party’s support for teachers’ unions—a key constituency—and retreating on demands for school integration. Republicans, meanwhile, accepted charter schools as a watered-down alternative to private school vouchers.

Berkshire references West Virginia as a clear example of the rapid movement from charters to private school vouchers:

Starting in 2022, West Virginia parents who withdraw their children from public schools will receive their child’s state share of public education funding—approximately $4,600 in 2021—to spend on virtually any educational cost: private school tuition, online education programs, homeschooling, tutors, even out-of-state boarding schools.

Take Me Home, Mountain Vouchers
Lawmakers in West Virginia and Kentucky last week passed legislation that would create school voucher programs in those states. Both states saw teacher strikes in recent years over school funding and teacher pension issues. Now, policymakers there are planning to divert public dollars to fund unaccountable private schools…

The bottom line: Privatizers want privatization. Period. No half-measures here. A recent story out of Tennessee further bears this out. It seems the ed reform groups who have been driving “disruption” in public education in the state for years are now lamenting the outcomes of all that disruption.

Groups like Tennesseans for Student Success are joined by other privatization apologists such as Bill Frist’s ed reform group known as SCORE in an ongoing and seemingly never-ending push for BOLD! REFORM! NOW! It’s odd because one might think that with all the bold reform of the last decade, we’d finally have achieved some element of “success.” Instead, we must keep reforming because our students are still “behind” and there’s all this “learning loss.”

Meanwhile, a shortage of educators and education support professionals is creating all sorts of interesting situations in schools. Here’s one example out of Baltimore:

Baltimore City Public Schools is offering to pay several hundred parents to transport their own children to school this month.

The payment for September would be a $250 stipend, according to a reimbursement form obtained by WBFF News in Baltimore.

And, the school funding fight rages on in Tennessee:

The State of Tennessee now has a court date to face allegations of inadequate school funding. The lawsuit, originally filed by school systems in Nashville and Memphis, has been joined by Tennessee School Systems for Equity, a group representing smaller systems around the state. The suit alleges that as it currently stands, the state’s school funding formula (BEP) does not provide sufficient funding for the operation of schools.