The following email was sent to Dear JCPS. We are publishing it with permission from the author, amid what appears to be emerging as a systemic and pervasive pattern of discrimination that has been allowed to fester in a number of our schools under the previous administration. By sharing this former Manual student’s testimony with our followers, our hope is that this type of behavior can be eliminated from our schools once and for all, so no other students or staff will be subjected to similar treatment. Dear JCPS encourages JCPS to take swift action and send a clear message that discrimination, in any form, will not be tolerated.
Dear JCPS,
I’m one of the many students coming forward about the issues being caused by Jerry Mayes, principal of the magnet school duPont Manual High School.
I tried to file a complaint with the HRC in May of 2016, with many allegations against Jerry Mayes. You see, I was president of the school’s Gay Straight Transgender Alliance and it was very clear that he had issues with us. I’ll list the following things I feel he did wrong in order:
Repeatedly pushed Christian ideology in a public school environment
Kept certain clubs from handing out flyers/meeting information at student registration
Let Christian clubs reserve larger meeting spaces at the expense of other, more ‘liberal’ clubs
Tried to keep the Black Student Union from forming in 2014-15, using the slur ‘wigger’ to defend himself
Censored the yearbook as to not include ‘too much’ intersectionality; wouldn’t let the cover of the 2016 yearbook be a gay couple holding hands
Pulled me out of class REGULARLY to discuss things with me that were either a distraction or not time sensitive
Asked me to keep a domestic abuse/student being outed and abused at home situation quiet from EVERYONE, including other teachers/my club sponsor/my parents after asking me for advice on the matter
Regularly dropped hints that he would ‘out’ me as trans and queer to my father, who he saw in public
Monitored the meetings of the GSTA regularly, outed and undermined students during meetings, and threatened to shut us down
Asked transgender students in private without any other faculty support in the room about their genitalia and medical history
Seeing as most of these things happened within my senior year at duPont, I would not be surprised if they continued to happen. I think it’s of the utmost importance that Jerry Mayes be reviewed in his position at duPont Manual High School before more accounts like this happen. If more dates and specifics to events are needed, I’ll be more than happy to provide those along with any eyewitness accounts of what I witnessed during my time at duPont.
Thank you so much for your time,
Oberon Waters
The views expressed here are those of the author. Because a copy of this email was also sent to district leaders, its contents are a matter of public record, subject to discovery under the Kentucky open records act. We share it with our followers because transparency and accountability within our district remain our primary focus. If you or someone you know has had a similar experience with leadership in a JCPS school, you are encouraged to submit a letter using our open letter form.
I have recently had occasion to read a variety of letters to “Dear JCPS” regarding the abhorrent behavior of current duPont Manual High School principal Jerry Mayes. As a proud Manual/YPAS graduate of the class of 1994, I am appalled by what I’m reading.
I have lived in Los Angeles, California for the past 20 years, and as you might imagine, some pretty demeaning opinions about Kentucky get spouted here from time to time. I always rise to defend Louisville and my high school in particular as in fact being models of diversity and tolerance. To hear that a school I deeply loved and valued as a place of inclusion is now being led by someone intent on moving it backward, who absolutely embodies the stereotype outsiders have of Kentucky as a place full of hateful, homophobic, ignorant racists, is beyond enraging. It’s heartbreaking. There should be no tolerance for his intolerance in the JCPS system. I hope you will take the necessary steps to remove him from his leadership position and to prevent him from interacting with and thereby harming any more young people for the remainder of whatever career he is able to have.
My name is [Name Withheld], duPont Manual class of 1996. I am a federal public servant at the U.S. Food and Drug Administration in the Washington, DC region, an attorney, and a parent of two daughters. I account my life thus far a success, and I do so in no small part thanks to the guidance and nurturing I received at Manual in the early 90s.
I was therefore extraordinarily shocked and outraged to read stories fellow alumni shared with me this morning about the conduct of the current principal at Manual – see links:
As a proud alumnus, let me make clear that I find this behavior on the part of any school official utterly abhorrentand antithetical to the goal of fostering positive educational outcomes in an environment where all students can feel safe and valued.
DuPont Manual has had a reputation for being among the best high schools in the nation, as it did when I was a student in the 1990s, and its success was in no small part due to the efforts of its teachers and staff to create an environment where students felt safe, accepted for who they were, and valued as people. This environment greatly aided the amazing educational outcomes for which Manual has rightly received praise.
The views Mr. Mayes has expressed to, and the bullying actions he has taken against kids who, as minors and students under programs within his control, are utterly at his mercy are anathema to the mission of Manual High School and, indeed, any other school. It is ludicrous to me that here, in the year 2017, there would be such discriminatory conduct from a principal AT MANUAL that I would feel compelled to write to you about this, but here we are.
It is my hope that you will take immediate action to remedy this gross and possibly unlawful behavior on the part of Mr. Mayes. In the mean time, I will continue to notify my fellow alumni about this.
The following email was sent to @JCPSKY Board Members and Superintendent, with a copy to Dear JCPS. We are publishing it with permission from the author, amid what appears to be emerging as a systemic and pervasive pattern of discrimination that has been allowed to fester in a number of our schools under the previous administration. By sharing this parent’s testimony with our followers, our hope is that this type of behavior can be eliminated from our schools once and for all, so no other students or staff will be subjected to similar treatment. Dear JCPS encourages JCPS to take swift action and send a clear message that discrimination, in any form, will not be tolerated.
Dear JCPS,
I’m Keni Brown, a parent of a DuPont Manual High School graduate. I am writing to express my concerns regarding Mr. Jerry Mayes, principal at Manual High School.
I’m writing because I have heard through the Manual community that Mr. Mayes is intimidating and threatening students, and being insensitive to the diversity of the student population. I experienced this first hand as a parent at Manual with Mr. Mayes. It was so terrible that I escalated my concerns to the public relations officer for JCPS at the time. Because it was not long ago, several parents and students know of the issues that occurred; and have shared with me the stories that are occurring now at Manual.
My daughter, Jahne Brown, was a student at Manual High School and graduated in May 2016. In Mr. Mayes’ first year as principal at Manual, Jahne asked to start the school’s first Black Student Union (BSU). We had no idea at the time that encouraging her to pursue this idea would cause years of intimidation by Mr. Mayes.
Before starting the BSU, Jahne had to get a teacher to sponsor the organization. Her sponsor was a Manual Jornalism & Communications teacher. The teacher signed the appropriate paperwork required to start the student organization. When the paperwork went to Mayes for approval, Jahne was called into his office by him. This is when the trouble began. Mr. Mayes told my daughter, who was 14-15 years old at the time, that starting a BSU is equivalent to introducing weeds into good crops and would kill everything. He told her there was no reason for black students at Manual to have representation or need a club of their own. He told her that she was part of the problem with black students at the school.
When Jahne shared this information with me, I contacted Mr. Mayes by phone. Mr. Mayes insulted me and my child during the conversation. Some of the things he told me included:
He asked me if Jahne’s father was in the home and his profession. Because she was misguided. I told Mr. Mayes that Jahne’s father is an Electrical Engineer who encourages his child to pursue her dreams.
To that he responded, he adopted minority children. He can’t be racist. Black parents like me are a problem because we don’t give back to our communities and adopt black children.
Jahne should be taught to accept the status quo. We are raising her to be a woman that won’t be liked and people would perceive as angry.
He told me that if she started the BSU he may have influence over whether she could participate in other extracurricular activities.
After talking to Mr. Mayes, I advised him that he could no longer speak with Jahne without the presence of an adult. He continued to do so multiple times and pulled her out of class to give her his personal opinions of the Black Student Union. The issue became so bad, that I advised Jahne that whenever Mr. Mayes contacted her or tried to talk to her, that she should ask the BSU sponsor to go alone or go along with her.
The BSU sponsor attended multiple meetings with Jahne and took copious notes where Mr. Mayes insulted or demeaned her, the club, and abused his authority. The issues did not stop with the BSU.
Jahne was also a staff member and later editor in chief of the Manual yearbook. The students wanted to profile a transgender student. Mr. Mayes came to the yearbook class and told them they could not publish the article because they were profiling a misfit who was going through a phase. He said that the lifestyle was wrong and that the students would be punished if they pursued the article. He threatened the two Journalism and Communications teachers who taught the yearbook classes and sponsored them in the afternoon at the time.
I am writing all of this to say that Mr. Mayes is not a first time offender. He has a history of using his authority to demean students of color. He has abused his power to threaten kids who have no recourse. He has a history of pulling students out of the learning environment to impose his personal beliefs.
I have been told that Mr. Mayes is telling students that he started the Black Student Union. I am shocked and appalled to hear this after I know first hand how Mr. Mayes took time and energy to personally harass my child for years. He should not be allowed to remain in place at Manual, or any school.
I am sure that my daughter Jahne would be happy to share her experience with you. She is currently a student at the University of Chicago. We are so happy that with our support and the support of caring teachers that Jahne was able to persevere. Unfortunately, every child doesn’t have the support system our child has; and Mr. Mayes is influencing their view of the world, themselves, their value, their place in this world and their ability to impact positive change.
Thank you for taking time to read my very lengthy email and to hear my concerns.
Best, Keni
The views expressed here are those of the author. Because a copy of this email was also sent to district leaders, its contents are a matter of public record, subject to discovery under the Kentucky open records act. We share it with our followers because transparency and accountability within our district remain our primary focus. If you or someone you know has had a similar experience with leadership in a JCPS school, you are encouraged to submit a letter using our open letter form.
The following email was sent to all Kentucky Legislators by a Jefferson County Public Schools Principal. We are publishing it with his permission:
Legislators,
My name is Robert Fulk, Principal of The Marion C. Moore School in Louisville, KY JCPS. We are the largest school in the city of Louisville with an enrollment of over 2,150. I have over 240 folks that work for me here at Moore and right now, they are scared. I’d like to take a moment and give you some context as to why Pension Reform is so critical not only to our school, but to the Commonwealth, and our future generations of Kentuckians.
Without a doubt, I am invested in the future of our Commonwealth. I am Kentucky born, and my adult life has been in service to the school system. I own property, pay taxes, and volunteer my time to better my city and state. I am a member of the Board of Directors for the Olmsted Parks, the school board for St Nicholas Academy, and an active parishioner of OLMC. I am a father of three wonderful kids, and married to an educator. I am the principal of the largest school in the city of Louisville. THE Marion C. Moore, grades 6-12. We have over 2,150 students. I took this building over last year as it was failing, culture was terrible, and our programs were abysmal. In a year we’ve added engineering, Electricians track, Culinary Arts, Medical pathways, and dual credit for our students. We have opened the doors to prepare our students more fully for their next step, and our culture is growing rapidly, daily. In a year we have shown marked improvement in any measurable category and we are quickly becoming known for our turnaround. A big component of this is hiring. Last year I hired 78 staff. This year I’ve hired 37. One of the driving factors in new teachers in the pension, and for those of us already vested it is a huge component of why we choose this work. It is an essential recruitment and retention tool. Without the pension, I will lose quality applicants. This is an undeniable fact from any study on pension reform. We are already paid less than comparable fields with as much education, and removing the pension from this equation is shackling a system even further. I ask those of you that are businessmen and women, could you sustain high performance in your industry with my current hiring ratio? We are proud that in a year we have cut our hiring in half, but removing the pension will only make this problem worse. It is not sustainable.
By my best estimate I have paid in over $140,000 in my career, and this is my 14th year. 11%+ per paycheck, without fail, and without griping. Yet here we are now and I am told I may lose what is promised to me in an inviolable contract. Like any employer-employee relationship, teachers and school administrators accept their employment in schools based on assurances that they would receive certain levels of salary and benefits. More importantly, these assurances are in law. Each year that they have already worked represents a year in which they performed their obligations under that contract. The legislature must live up to its obligations as well, and continue to provide the benefits it has committed to provide for each of the years that the employee has already worked. Any retroactive reduction of benefits, including sick leave accumulation, would represent a breach of contractual obligations. The current plan presented this week is not good. Aside from the defacto pay cut of 3%, the burden placed on the district of 2%, and the provision of putting the pension aside if you work more than 100 hours for a state institution (how will we have retired subs, retired administrator covering schools in between principals, or retired folks teaching at public universities?) this plan is not keeping the promise.
I have, and all of my people have fulfilled my end of the contract faithfully. As principal of the largest school in the city of Louisville I average about 70 hours a week of work. I do not get social security. I am compensated well, but if you remove the pension from the equation good luck finding people with as many degrees as an average principal has (and eventually a Doctorate) that will work on average 3300+ hours a year for our students. I am the norm for an effective school principal. Removing the pension from our field will result in less qualified teachers, and in my case, school leaders. You do not want this, not for the future of the Commonwealth. I have worked my time with the assurance the pension will be there. I am expecting to retire in 17-18 years or so when I hang it up that my pension will be there, intact; as quite frankly it is your obligation to fulfill this contract. Whether or not you or the previous body of legislators have mismanaged, underfunded, or otherwise kicked the can down the road is immaterial to me, my teachers, my classified folks, and any else in education. We have done our part.
You have an obligation to me, and to the 240 employees in my building, and the rest of us around the state. This will be the primary issue on which I base my votes for either of your reelection, and what I communicate as a member of our community. I urge you to do the right thing and protect our pension. We have done our part, faithfully. I will confess, I believe this will be found on deaf ears. I have contacted Senator Seum, and Representative Donahue several times with no response, a trend mirrored by several of my staff, as these men are our legislators for the Highview area. This issue is essential to us, and to the future of the Commonwealth.
I send this to you as a citizen of our Commonwealth, a sitting school principal, the HS role group representative of JCASA, a volunteer on numerous boards, and as a father who is relying on his pension for his twilight years. Please consider what you are doing to the future of the Commonwealth.
v/r
RobFulkEd.S Principal THE Marion C. Moore School @robfulk (Twitter) @Mooremustangs (School Twitter) Office: 502-485-8304 Rob.fulk@jefferson.kyschools.us
Our Mission: THE Marion C. Moore School will be a school where students want to be, adults want to work, and the community is proud to have their children attend.
Click here to join our support group for SBDM members.
Tomorrow, the Kentucky house and senate education committees will be holding a joint meeting to discuss, among other things, taking power away from SBDMs. Read more from KASC’s post: Keep Your Voice.
Koch-Brothers aligned “free-market” proponent BIPPS is one of the anti-SBDM speakers tomorrow. In an opinion letter that appeared in several papers across the state recently, they say teachers and parents are not equipped to make curriculum decisions. That’s ludicrous. Teachers are among the BEST equipped persons to do this. They have master’s degrees and certifications in education, are current on what’s going on in education and classrooms, and they know their students. A superintendent who, in a district the size of ours, may not have taught in decades and may only set foot in our building maybe once a year. A school in a high poverty area has many different needs and learning styles than a more-affluent magnet-only school. A superintendent has their own “adult-centered” agendas and when the state puts demands on them that force them to pay more attention to how things “look” than what they know to be right, they don’t always have the ability to do what’s best for the school. And depleting power from the local school level will only make matters worse.
I know this first hand.
My son graduated from an “Advisory SBDM” school. As a high-poverty school, we were in the first cohort to hit priority status under the new regulations, and the SBDM was made “advisory” prior to our arrival. When we found the school, the principal was dynamic and the school was in the midst of a turnaround. Despite being the lowest performing school in the state at the time, the energy was electric, and my son absolutely loved it. Unfortunately, at the end of my son’s first year there, because the principal did not get the school out of priority status in the state’s allotted 3-4 years, he was forced to resign.
His school went the next several months with interim principals, each having to leave after completing 6 weeks of service so they didn’t jeopardize their retirement plans. Soon into the school year, JCPS considered reimagination of several schools with innovation in mind and a district-devised “plan” was proposed and pitched to board members as something “everyone loved.” We were told the plan was necessary in order to “prevent us from being taken over by the state,” even though we had no leadership and no one representing the students or teachers or parents had been consulted in crafting “the plan.” And it was FAR from being “loved.” Finally, after numerous objections from parents, teachers, staff, students, alumni and community members, and speaking at board meetings and to the media, by Christmas break, JCPS Halts Redesign Of Shawnee High, Considering Principal Applicants. Soon, we had a new principal. SBDM meetings resumed and capacity was beginning to resume. However, our new principal left abruptly a year and a half later (two weeks before the end of the school year) and the next principal was not selected until 36 hours before the next school year started. Shawnee was the FIRST school to know they needed a new principal and, despite repeated appeals to the superintendent, it was the LAST one to get one. That would not have happened if we had an empowered SBDM.
Each principal selected by the superintendent was loyal to her, not the students and parents and teachers in the building. With the most recent replacement, the superintendent overlooked the overwhelming support from the SBDM advisory council to name one of the HIGHLY qualified APs in the building who knew the kids and could keep the momentum going. Instead, she put someone she either owed a favor or who she knew would do her bidding in the open slot. And she did so at the last possible moment. Our SBDM implored the superintendent to realize that our kids needed consistency. We even asked if this had been communicated to the new principal. Instead, this new principal changed EVERYTHING. She killed our mentoring program. She realigned the staff and put them in jobs that they weren’t suited for. Not knowing what worked or didn’t work, and not being given time to prepare, she got her marching orders from the superintendent who only saw us as “failing.” Our new principal clearly intended to make her mark, even if it upset the apple cart for these kids, AGAIN.
One week, when student fights had gotten out of control, the principal denied it was a problem. She also apparently didn’t log them in the system, because she didn’t want to look bad or she was following a directive to not report. When pressed, our superintendent claimed she couldn’t help us with added resources, because the “data didn’t support it.” So, our students videotaped the fights and sent them to the media. A few days later, we got the support we needed. Unfortunately, in the school that already had the highest turnover in the district, and where relationships matter, we also got an unwelcome consequence. Three of our most beloved staff members were intentionally moved to different schools. Intimidation tactics were employed that sent the message that more retribution would be necessary if these “factions” continued. One of the displaced staff members was our only high school counselor during critical scholarship and college application window — in a high-poverty school that NEEDS help with college applications and scholarships more than most. This retaliation would never have been able to happen if the SBDM had been involved in staffing decisions.
Our new principal also was able to select members to serve on the advisory SBDM who were not engaged enough to ask hard questions, and often missed meetings. Business could not get done. She chose what she wanted to share for input, and made the important decisions behind closed doors. At one point, I had to do an open records request when we wanted to simply see the budget. This lack of transparency is one of the reasons we have been opposed to charters. We do not need it in our public schools too. It almost seems like someone has an agenda to make public schools on par with charters, doesn’t it? So charters can be more competitive.
My son’s school met its AMOs for several years in a row, but because they couldn’t get out of the bottom 5%, they couldn’t get their SBDM powers back. Such an arbitrary and moving target should not be used to hold decision makers hostage. However, the superintendent could have helped his school meet this goal by simply changing the student assignment plan, since the inequities had never been made right after being assigned the highest poverty levels in the district in 2008, and since test scores are an indication of wealth, nothing more. (Makes you wonder if his school wasn’t set up that way so other schools could be more successful.) Anyway, who is held accountable for the failings of a school when decisions are not in their control? The superintendent is supposed to be, which is why you say you want to give them this power. But there is no evidence anyone is paying the price at my son’s school except the kids.
So, while one county has indicated that there are problems at their schools, there is no reason to abandon parental and teacher involvement in decision making at the local school level in other districts. I can assure you doing so will create many, many more opportunities for delays, lack of transparency and corruption than it solves. Not just here in Jefferson County, but in districts across the state.
Sincerely, Gay Adelmann Parent of 2016 JCPS Graduate Former SBDM Member
White privilege is real. So is generational, institutionalized racism. Nowhere is it more prevalent than in our public school system. But often, those who make the rules have a hard time seeing how those rules can limit access to opportunity for others. While these issues are nothing to make light of, sometimes you need a hands-on approach to help white students or family members understand their privilege. We hope this example is of benefit to those who wish to approach these sensitive, yet undeniable, issues with an open heart and open mind. (Download a PDF of the flyer here.)
There are two sets of CARDS. Educational injustices experienced by students of color go in the FAT CHANCE pile (click here to print your own cards). Tax breaks, stock market gains, work bonuses, opportunities due to “who you know,” etc. go in the PRIVILEGED COMMUNITY CHEST.
They choose their TOKEN (the IRON, because it’s the only one that’s left), and the game commences.
When they notice that the board is not set up equitably, they complain. You respond with, “That’s in the past. We’re all equal now. Let’s play!“ You roll and proceed to move forward the correct number of spaces.
When a player lands on a “DRAW A CARD” SQUARE, you draw from PRIVILEGED COMMUNITY CHEST. Your opponent draws from the FAT CHANCE pile. These distinctly different stacks of cards represent the systemic disparities still in place from generations of targeting, profiling and redlining of the black community reflected in policies and norms throughout society today.
When your opponent lands on YOUR PROPERTIES, they pay you RENT. If you own all properties in a COLOR GROUP, their rent is DOUBLED.
When you land on THEIR PROPERTIES, same thing. Except, they probably don’t own any properties, you bought most of them (or inherited them) before they got there.
Eventually, they will inevitably land on one of your HOUSES or HOTELS and they won’t have enough cash to continue. If they happen to have purchased a property, they have the option to MORTGAGE their property to the bank in order to stay in the game. However, they only get half the LOAN AMOUNT on the back of the card.
When your opponent runs out of cash, they have to GO TO JAIL, while you continue to roll the dice until all assets have been acquired. If they complain about any of the rules, you say, “That was one of the rules that was decided on before you got here. Don’t like it? Get here earlier next time.”
OBJECT OF THE GAME:
To inspire whites to understand their privilege enough to research it and develop talking points so they can respond to others who try to marginalize it by saying racism or privilege don’t exist, and to commit to fight to create equitable learning opportunities for our children of color.
Credits: Created by Gay Adelmann. Inspired by Shelton McElroy and Jane Elliott.
Disclaimer: We realize this post will probably upset some of our white followers. However, in this current climate, and the increasing suffering of our students of color, we believe it’s a chance we must take. If you disagree with the examples presented in this post, it’s possible that you are not one of the ones impacted by them. The FAT CHANCE CARDS were created based on actual examples experienced by students of color in our district. These hurdles continue to happen every day in our schools. And we cannot end them until we acknowledge they exist.
We are pleased to report an update to this story. We have heard that this item will be coming off Tuesday night’s agenda. Advocacy works!
Dear JCPS,
Tuesday night, the JCPS Board of Education is looking to revise the minimum job requirements of library director for JCPS, just in time to replace our current retiring director.
In order to become a librarian, I had to obtain an additional Master’s degree in Library and Information Science. This was after I already had a Master’s in Education and a Master’s in Literacy. I have a Rank I, three Master’s degrees and a Bachelor’s degree. Despite all of my credentials prior to obtaining my LIS degree, I still needed an additional degree to become a librarian. And even though I had nine years of teaching under my belt, I really wasn’t qualified to be a librarian until I had completed my degree. Through the completion of this degree, I learned the skills and tools necessary to become a librarian.
Despite what people believe, no, librarians don’t just read books to kids all day. Librarians are more important than that. We are advocates for literacy, research, and support in learning endeavors in schools. We are the go-to spot for current, relevant and factual information. We are essential guides to finding the best resources to achieve goals. We are essential in promoting schoolwide literacy initiatives. We are essential in creating a school culture that promotes and supports the foundations that students need to succeed. We teach teachers. We select materials that support learning. We do so much more above and beyond the minimum job requirements of any teacher. We encourage new readers, foster book groups and promote communities of reading. We are the backbone of each and every school in JCPS.
With that being said, a librarian director for JCPS should be just as qualified to lead more than 155 librarians in our district. A teacher with an admin degree doesn’t have the skills necessary to lead and advocate for our librarians. How can a person with an admin degree lead and teach 155 teachers when they themselves don’t have any concept of what it means to be a librarian? How can a person who has no knowledge of library and information science lead librarians when they have no experience being/doing what a librarian is/does?
I own a car. I’ve been driving for well over 20 years now. I’ve own multiple cars in my life of a variety of makes and models. I’m pretty competent in driving a car and identifying most of the parts of a car. But when I need my car serviced, I take it to a qualified mechanic who knows how everything works under the hood because they know how to diagnose and repair. They have the experience, tools, and training to get the job done. Just because I have experience with cars doesn’t mean I know how to speak the language of a mechanic, or repair the car. It doesn’t mean I can repair my own car, or train mechanics how to repair a car.
Likewise, just because a person has “leadership experience working with diverse populations” doesn’t mean they have the tools, skills, and experience necessary to lead, teach, evaluate, advocate for, and direct 155 librarians in the field of library science. I urge you to vote against these revisions. JCPS doesn’t need a body with an admin degree to fill an open position. We need someone who knows who and what a librarian truly is.
Just curious where this JCPS HR issue stands to date (“I am 100% integrity“). It was brought to light at an earlier board meeting yet, there has been no update. Can you offer, at this time, any updates for the public on this matter. Is there truth to the matter, has it been swept under the rug, or is it of false nature? Mr. Brady, we are counting on you to keep transparent.
I noticed HR director Tiffeney Armour is presenting HR annual report at tomorrow’s (July 25, 2017) Board of Ed meeting. Will this topic/issue be addressed as well? Please address and update.
Everyone should know by now that you all can only do “so much” due to a possible state takeover but at this point it doesn’t matter and let me explain to you why.
Charter schools are a radical change. Trying to legally segregate us again was an almost radical change. Approving the Dubious Academy was a radical decision (kudos) although seemingly very rushed and unorganized with some very stupid contingencies…but still very good nonetheless.
What are you all actually doing to help the other 30 thousand students of color? From what i see, NOTHING compared to simple things you can do. It is easier to approve a school and start one for a specific demographic than it is to teach culturally and historically accurate information to your teachers and students??? No no no no no. I do not for one second believe that mess. One bit!! I’ve visited a school or 2 with high concentrations of students of color and white teachers. I’ve been at other schools as well where its like walking in a mini university. I’m no professional in the field but correct me if I’m wrong in thinking that its easier to teach students who look like the people who write and sell the curriculum. African descendants built this country. My parents parents parents’ environment was manipulated in a way to create a perpetual cycle of poverty, maladaptive behavior, and a slower pace of growth than every other demographic. And we are seeing the manifestations of the social experiment of the “ghetto” (which was adopted from Adolf Hitler and given steroids) in today’s children and adolescents of color.
For starters, a simple way to begin to break the school to prison pipeline is teaching a real education with real facts. Not some europeanized lie that’s been perpetuated for HUNDREDS OF YEARS. You know, like the roman emperor names Septimius Severus who was from Africa. Who was born with heavily melenated skin. Or the man who created the machine to attach soles to shoes. Or the woman who created the ironing board. Or the fact that every major religion on the planet in our existence was started by melenated people. Or something as simple as making sure every map in every classroom that has and needs one shows the relative size of every continent. You know, the fact that America, China, India, and Europe, and Japan fit into the continent of Africa…All together. Or that Plato, Aristotle and their gang of philosophers gained the vast majority of their base knowledge and much more advanced knowlege from Africa. That Alexander the great was intimidated by Queen Candace of Ethiopia and instead of an invasion, he retreated before even going to war with her and her army. That the wealthiest human in history was Mansa Musa of Mali. Or that people from Africa sailed to the americas long before Columbus.
In no way am I saying anyone is better than anyone else, but why lie? Stop contradicting yourselves by saying, “We’re committed to equity” when you pay for books that teach lies. You want real change in the classrooms? Stop closing down schools that actually work. Teach your teachers diversity and empathy, as well as how its difficult to learn when you’re too hungry, tired, and/or wound up to learn from trauma. Fix the biased busing. Teach the truth. Equitably market the schools downtown. Create youth counselor positions for people who will be trained to teach emotional regulation and social skills for our students who live in poverty and affluent neighborhoods.
Of course teaching curriculum based not entirely off of white male fairy-tales will cause a ton of white flight. SO WHAT!!! If you can’t teach relevant information that will change the perspective of how we view one another to a more positive one then you do not at all need to be teaching anyone’s child anything. Oh and ending the play-based school downtown was a stupid decision. You clearly missed the obvious fact that the schools leaders didn’t support it in the first place. You also missed that they clearly defied the board by not implementing the program like they were directed to. Also, I don’t see how smart of a decision it is to appoint the new CAO when she literally has only worked with 1/6 the students of color population that Louisville has. WAKE UP Pollio. White students get more than enough in this city from the school district. And now the person in charge of Title 1 and 2 funds is the same person who cannot give a moment of silence to 2 students? We cannot continue to be devoid of common sense.
So I leave you with this… Are you all really, truly within your soul committed to radical change? To level the playing field for the most miseducated and neglected? Because your actions say, “Of course not!”
Dear Mr. Brady,
