Well, Chester, the initial part of that was that at the time when our state representative was in Harrisburg, he voted not to become part of the privatization movement that was 86 9/24/01 - EDUCATION - RES. NO. 010531 designated for Chester. Because other legislators who were from Philadelphia out-voted him, he had to go along with that. So we were the victims of that particular situation. But after the Governor saw fit to make sure that he appointed a board of directors, once the board of directors took over, the regular school board members had no authority. So therefore, the board of directors decided that it would best for us to privatize. And as a result, that's how privatization got into Chester. Chester did not vote to bring Edison in. They did not like Edison at all, the citizens didn't because they felt that they were not close enough to the Chester culture the fulfill the kind of needs of that the Chester School District felt that they were up against. So as a result of that, they went with Learn Now. Learn Now was a group of educators who were from Delaware County, most of them were black. They were young men who had at one time worked in Chester or grew up in Chester. So Learn Now formed a nucleus of local citizens and formal educators and students who had been Chester. They decided to bring those in and allow them to bid as being the 87 9/24/01 - EDUCATION - RES. NO. 010531 contractor people that they would go to to provide education for the district. As a result, they lost funding somewhere down the line and Edison bought them out. Once Edison bought them out, it gave them a lot of responsibility but no authority. And what happened as a result of that, our schools are now all controlled by Edison.
Okay. I just want to make something -- I have a lot of questions for you, but I just can't take up all that time. I'd like to talk to you later.
Here in Philadelphia, our empowerment team were made up of people from all walks of life. Your team was like that in Chester?
I just wanted to make sure. We had elected official because I was on the team, Secretary Kahn was on the team and as a result of that, we did not recommend that Philadelphia privatize. We would like them to fund our empowerment plan for Philadelphia. That's one 88 9/24/01 - EDUCATION - RES. NO. 010531 of the reasons why we put it together. I do have a lot of questions for you. How long has Edison been in Chester?
Edison officially has been in Chester, started September. We had to open schools a week late. We opened schools on the 10th. We had no teachers in place. They threw away all the --
Yes, this September. We have been negotiating since April as to whether or not they would come in. And of course, they had to do a lot of leg work within the City. And as a result, Learn Now was the dominant vendor. Because they lost funding, they were no longer able to provide the kind of financial base to support the teachers, so Edison being the most stable financial vendor just bought them out, which we think was very much planned by the Governor of Pennsylvania.
Thank you, Madam Chair. I need some clarity. You were principal 89 9/24/01 - EDUCATION - RES. NO. 010531 prior to the Edison regime?
And you're currently a teacher under the Edison regime?
Yes. Well, what we did is that we had to renegotiate the contract for those who were kicked back into the bargaining unit. And we just kind of created positions for ourselves because Edison had not a clue as to what was needed. And many of us were assigned to the classroom. So we're now assigned as regular classroom teachers back into the classrooms, many of us, yes.
To follow-up on the very important questions Mrs. Bivens asked, during your leadership as principal, how were students with discipline problems handled? And more importantly, how were students handled with special needs as principal?
Very good question. We were under special education guidelines and restrictions by the State of Pennsylvania. When they came in they had no clue as to what to do with special ed students. Those students who were disruptive in terms of the regular school environment, they were 90 9/24/01 - EDUCATION - RES. NO. 010531 placed in an alternative educational setting. We had many kids who were not able to adjust into a regular school environment, so we had an alternative school for them. They had no alternative schools whatsoever because they could not finance them sufficiently. You've got to understand, this is the first time that this has ever happened in the history of United States where a private organization has been able to take over an entire school district. See, Edison has been allowed to come into school districts and take over one school or create a school and allow kids to ome, give parents an alternative, say, you can come to the Edison School. But they've never been given the authority nor the power to come in and take over a school district. So as a result of that, you're going to find that the school district still must maintain the schools and all of the maintenance that goes along with that, along with giving the contract to Edison.
So within the Edison agreement, there is an alternative --
Well, then define alternative school. What does that mean?
An alternative school is a school that is provided for, like I said, students who are disruptive, students who have learning disabilities.
So there's no avenue to accommodate children with special needs and those with discipline problems?
Are there any other questions from members of this committee? Thank you. Thank you very much. (Applause.)
The next panel -- we're switching up a little bit again. We want to 92 9/24/01 - EDUCATION - RES. NO. 010531 hear from our students. We want to hear from the young people. Emmanuel Filpo, Youth United for Change; and Jasena Nieves, Youth United for Change. (Applause.)
Good afternoon, everyone. I'm Jasena Nieves from Youth United for Change. So this what I have to say. From what I know so far, Edison school is a private corporation with their own curriculum, their own teaching style, their own ideas, but our money. Yes, I believe that we should be having a new and different curriculum. But this curriculum is the same eurocentric curriculum but in a different perspective. I don't want that curriculum, nor do I want my children to grow up in it. I have fought restless to be heard. I have studied James Bank's model and even went and heard Beverly Tatum speak. We are even dedicating our service learning project to this new multicultural curriculum. For so long, people have been waiting for students to work and fight for the right. Now that we are, it's pointless and meaningless because it's going to be taken away from us. I'm sorry, but we fought too long, we did too much and Edison 93 9/24/01 - EDUCATION - RES. NO. 010531 Schools do not know what we need. We know what we need. (Applause.)
We also know what they want. They are going to sen teachers to programs and teach them how to teach us. How could they teach us something that they don't know themselves? (Applause.)
Have they sat down and heard our concerns, our thoughts? Have they asked us what we need and how would we want to be taught? Because I assure you, students have a lot to say. They're wasting their time trying to look good in everyone's eyes because we know who they are and we will pass the word. They need to sit down and for once listen to the future, today's students. (Applause.)
Edison doesn't want to give us a better education because if they did, they wouldn't be trying to take over our schools and trying to buy us as if we were wearing a price tag. They are trying to benefit themselves. However, if they were to do an altruistic work, they would do 94 9/24/01 - EDUCATION - RES. NO. 010531 that by lending a hand, not by buying our brains. So Edison, Inc., stop the nonsense because you are not fooling anyone but yourselves. You're not getting into our schools without a fight. And if they ever get in, there will be more that follows because students do care about their education and our schools. (Applause.)
I say that students are priceless and they can't buy us. We are making a difference. We are changing the schools. I have the right to speak and say what I feel. With all honesty, I don't want Edison's incorporation taking over my school. If they do, we won't be practice our rights and our voices will not be heard. Besides, what future would we have? Think about it. I have. And I have come to a conclusion. If we let them take over we will be telling them that we are weak. We are telling them that we will sell our students and schools, that they could have our money and that we surrender to them. I'm not willing to surrender to destruction. Are you? (Applause.)
Good afternoon. My name is 95 9/24/01 - EDUCATION - RES. NO. 010531 Emmanuel Filpo. I'm from Youth United for Change from Edison High School. Youth United for Change opposes the Edison.
Filpo, F-I-L-P-O. Youth United for Change opposes the Edison Schools, Inc., takeover and evaluation of Philadelphia schools because they are here to make a profit off students. (Applause.)
We believe that public education is a right, not a privilege, and that public schools should not be run by private corporations. We also are concerned about the way that they are conducting their evaluation. They are holding public forums. I say that if they want to come to Philadelphia and evaluate our schools, they should take time off their busy schedule and visit the schools to listen to the students and their concerns. (Applause.)
Because we are the once that are in the schools every day and we know the problems and can suggest some solutions. What we 96 9/24/01 - EDUCATION - RES. NO. 010531 need in Philadelphia is for the hour powers, the State, to give us money to run the schools. (Applause.)
What we do not need is for them to bring in a company to make money off of us. (Applause.)
Not to mention the bad reputation that follows Edison School, Inc. How can the Governor and the Mayor agree to bring a corporation that is in debt and has its own internal problems and expect them to fix the many problems of the Philadelphia schools. It doesn't make any sense. Our recommendations are that they should come to our schools and listen to the students and their concerns. Students voices should be part of decision-making in our schools. And we need an anti-racist multicultural curriculum, not the one that they provide. We need more money to run our schools. A change in the state funding formula for education and the Mayor needs to reinstate the racial discrimination lawsuit against the state. (Applause.) 97 9/24/01 - EDUCATION - RES. NO. 010531
Public schools should remain public, not be run by private corporation. I also wanted to say that students do care about our education and I am tired of hearing that we don't. We do not have price tags and we will stop anybody from trying to put them on us. Thank you. (Applause.)
Thank you very much. We thank you for your testimony. Are there any questions from members of the panel? Again, we thank you for coming out and really appreciate your testimony. (Applause.)
Panel No. 3, Lynn Marin, a parent from Kelly School; Black Radical Congress, parents; Alice Yarborough, parent; and Veronica Johnson. Are you here? Oh, that's Bernard Johnson. Sorry Bernard. I have here Veronica, but I don't think you're Veronica. I think you are Bernard. In fact, let me thank Bernard for the two forums he held in West Philadelphia last week. I attended both, one 98 9/24/01 - EDUCATION - RES. NO. 010531 at Kingsessing Recreation Center and one at St. James Church. And we thank him for his leadership in this area and for all the work that he is doing to include the community, keep them informed and to do what he can to deal with the whole Edison issue. Good afternoon, Ms. Martin. Please identify yourself for the record and begin your testimony.
Good afternoon. My name is Lynn Martin. I'm a proud parent of a fourth grader at John B. Kelly Elementary School. I am a member of the Alliance Organizing Project, a school council member, a community representative and a secretary for the John B. Kelly Home and School Association. Parents want to know just what is Edison going to do better, not just something different. We've had different many times, but it hasn't always been better for our children. Different last year meant no teacher for mentally gifted program. Different this year is having no art teacher. What different can we expect next year? We want better, improved, and equal. (Applause.)
We want better schools, 99 9/24/01 - EDUCATION - RES. NO. 010531 improve working environment and equal funding. This is nothing new. Parents, teachers, and students have complained for years only to fall upon deaf ears. How is Edison going to achieve what we as caring parents could not without cutting more programs? (Applause.)
In light of recent events, now more than ever we have to concern ourselves with our children's education. Make no mistake, middle and high school children are looking for any signs of hope. Pushing ahead for equal education for public school students let's them know that we still care about their future because they will have a future. Despite all the talk of war and more violence directed at America, we will not see our children's education be to the lowest bidder or for a profit business. (Applause.)
Edison talks about its successes, but we can't forget about its many failures. I'm not willing to have Edison come to Philadelphia to fail at my child's expense. (Applause.) 100 9/24/01 - EDUCATION - RES. NO. 010531
Edison has failed to prove that they can successfully improve education in urban areas. They failed in San Francisco. They failed in Detroit. And one school's success in Baltimore is not enough to convince me that they won't fail again. Let's be honest, Edison is not about improving education; it's about making money. (Applause.)
I believe Edison has been misled to believe that they can come into our schools without protest because of the large minority population without consulting with the teachers, parents, and students of Philadelphia. We intend to fight you every step of the way. We need full funding to offer our students the quality education they deserve, need equal funding for education. We need equal funding for art, music, quality teachers, and for the academic progress for our children. We can build their dreams rather than suffer the bitter disappointment of poor education. Thank you. (Applause.)
Thank you very much. Black Radical Congress. Is that the entire 101 9/24/01 - EDUCATION - RES. NO. 010531 group or is that -- sir, you're representing the organization? Please identify yourself for the record and begin your testimony.
Thank you. My name is Ewuare Osayande. I'm the chairperson of the local chapter here in Philadelphia, the Black Radical Congress. The Black Radical Congress opposes the presence of Edison Schools, Incorporated, in the City of Philadelphia. The hiring of Edison Schools, Incorporated, by Governor Ridge to do a $2.7 million investigation is a conflict of interest and sets the stage for the State to take over our schools and hand control over to Edison. Edison is a fraud. Their track record is embarrassing. (Applause.)
According to two independent reports, schools controlled by Edison performed no better and often worse than public schools in the same districts. Cities like New York; Sherman, Texas; Lansing, Michigan; Goldsboro, North Carolina; San Antonio; Miami; Dade; Baltimore, Detroit; Pontiac; Las Vegas; and San Francisco, 102 9/24/01 - EDUCATION - RES. NO. 010531 practically everywhere Edison has been have all reported disastrous findings about Edison. Some have even voted to get rid of Edison. Poor performance, teacher turnover, high cost, low scores and plummeting enrollment are some of the reasons cited. In San Francisco, for example, the Board of Education took action when it was discovered that 9 of 15 pupils Edison suspended or, "counseled out" of 10 its schools were African-American. 11 Edison Schools are no good or 12 African-American students or other children of 13 color. They do not care about our kids. They only 14 seek to exploit them for their own profit. (Applause.)
Black Radical Congress demands the State take our children off the auction block of private corporate interests. Edison Schools is a bankrupt corporation. Since '92 Edison Schools, Incorporated, has lost more than $200 million. The State is not interested in improving our children's education. And the black face being put on Edison Schools is a front. Edison is not a black operation. Those African-American politicians that support them are corporate minstrels, political 103 9/24/01 - EDUCATION - RES. NO. 010531 puppets propped up to put a friendly face in a dangerous plan. Edison CEO, Chris Whittle, has said that he needs to triple the number of schools he controls in order to get out of debt. That is why Edison has been brought here. In order for Edison to make a profit, they will have to cut back on teachers, staff, and services. And the report for the principal at Chester speaks to this. Parents, teachers, and communities will have no say in their boardroom decisions. The Philadelphia Black Radical Congress calls on the Philadelphia City Council and Mayor John Street to reinstate its racial discrimination lawsuit against the State. Since 1970, the African-American community has been involved in a protracted struggle to desegregate the public school system in Pennsylvania. We don't need any more studies. We need justice. (Applause.)
In 1994, Judge Doris Smith released a report on the Philadelphia School District that stated that "The district is failing or refusing to provide equal opportunity and a 104 9/24/01 - EDUCATION - RES. NO. 010531 quality education to children attending racially isolated schools." The Philadelphia School District has the highest number of African-American students in the State and the lowest per pupil spending in the State. We do not need privatization; we need full and equitable funding. (Applause.)
According to the most recent reports, $336 million is the gap between what Philly schools and the average of local suburban schools get to spend on our children's education. Imagine what this City could do with that amount of money. The City could implement the findings and suggestions of Doris Smith's investigation which called for much smaller class sizes, extensive training for teachers and parents, expanded early childhood programs, and improve facilities and greater community control. With the millions of dollars due us -- and we must recognize it as that. We are due this money. We could change the way in which this City educates its children and create a functional and effective school system as functional and effective 105 9/24/01 - EDUCATION - RES. NO. 010531 as any other public school system in the State of Pennsylvania. It is a slap of the face of the African-American community that politicians would bring in Edison Schools, Incorporated, into the City of Philadelphia. (Applause.)
They would not do that if this were in Montgomery County or any county in the State of Pennsylvania. You don't hear about white schools in the suburbs being privatized. It's only where you have majority students of color in predominately urban areas where you have privatization is the concern. It's a slap in the face of parents who are struggling to maintain a quality education for their children. We will not stand for it. We will not stand it. (Applause.)
It's time to tell Edison to pack their backs and go home. (Applause.)
Thank you very much. Please, would you spell your name for our stenographer.
Sure. It's E-W-U-A-R-E. 106 9/24/01 - EDUCATION - RES. NO. 010531 Last name is spelled O-S-A-Y-A-N-D-E.
Thank you very much. Alice Yarborough, parent. And then after Ms. Yarborough, Bernard Johnson.
Good afternoon, City Councilmembers, other representatives and other staff. My name is Alice Yarborough. I come here before you today to talk about the current crisis in our school system. It's apparent to me that we might lose some of our good teachers and principals. I am a working parent, a college student, a taxpayer, and most of all, a registered voter. I am a product of the public school system and have had the opportunity and the knowledge to keep up with the history of our City and schools. In the past, we have had parents come before you and give testimony on how they felt left out of the process of making decisions affecting their children. I have three children in the public school system, one in elementary and two in middle school. I have done my best to keep up with their education at home and at school. I volunteer my time to help school teachers in their daily routine, then leave to go to 107 9/24/01 - EDUCATION - RES. NO. 010531 class and then to work. I come before you today to ask you to be open-minded and compassionate to my plea. Our schools have been in serious trouble since the 1970s. As a parent I have networked with dozens of parents with the rapid deterioration in our schools. I understand that we have approximately 115 point billion dollar budget that has been used as an source of funding to operate our schools. That's nice. But we have still poorly renovated buildings, bad drafts, poorly maintained lavatories on some days with no toilet paper or hand towels. Our schools are working understaffed with little or no support from parents because parents have given up on the City of Philadelphia. I for one spent last year $300 for school supplies. Most important, what is going to happen to not only my children, but other children in our school system? Mind you, I am aware of the studies that have been done to straighten out the mess that have been present for many years. Why is it that we have to straighten out and bring in a wealthy entrepreneur to save our ship? It has been stated in current readings in the newspapers and articles 108 9/24/01 - EDUCATION - RES. NO. 010531 in circulation around our City that this person is already in the red. Do you think for a moment that the public is not aware of what's going on? Is this person and his company going to be really interested in our children? Or is it really a done deal and the motions are going into play? It will be a crying shame if we wind up having the State to take over our school. Last but not least, the children. What's going to happen to their future? Yes, uniforms have been implemented and I am glad. But that doesn't change the fact that, again, if our prestigious Mayor and Governor do not come up with plans in collaboration with you, the City Council. What will be the answer? I trust that you will take heed to the voters of this great City and do the best to strengthen out situation. I want to see my children continue to be honor role students and pray that together parents and children will pay close attention to how our City functions. I hope and pray that you do your best as representatives as well as citizens for our City to come up with a decisive plan that will erase all of the bad workers of the past endeavors of a 109 9/24/01 - EDUCATION - RES. NO. 010531 supposedly operative budget. Please to not forget our children. Thank you. (Applause.)
My name Bernard Johnson. I have been coming to these Council meetings for a number of years now talking about education and reform. Right now I think it's time for reform. I'm not saying that I favor one body over the other because I don't know enough about anybody to talk about who can do a better job. I know that this system has not worked for our children. We were at a meeting the other night that Councilwoman was at and children from Shaw School talked about roaches and rats and mice and molded bread. So we went to the school the next day and we found some of those condition to be alarming. Like this lady here talked about no soap in the bathroom, no toilet paper. Well, I'm tired of talking about that. I'm tired of the David Hornbecks coming to town and the people who supported the Hornbecks being part of this movement to stymie reform right now. I'm sick of it. So I think there needs to be some reform. How that reform takes place is something that I'd like to 110 9/24/01 - EDUCATION - RES. NO. 010531 talk about. I'd also like to say to the gentleman who was a principal over there at Chester High School, my wife's family is from Chester. I met Councilman Ortiz in Chester when he was working for Legal Services and I was working for Legal Services there. The parents in that school district had to sue the Chester Upland School District for services that go to kids for special education, sued them for three or four years. So for someone to sit here and talk about a good program for children who receive special services in Chester City, you know, I think he should have talked about how those service came about, through a lawsuit of parents. And so I'd like to make some suggestions anyway. I think that reform should promote high standards for all children, not just children from a particular group. And that they should address all academic subject areas and grade levels, and not some. Don't improve it for some and leave the others hanging. (Applause.)
I think that it should be research-based and research-tested. And I think 111 9/24/01 - EDUCATION - RES. NO. 010531 that the reform has to have a common goal that includes parents and community. There needs to be more professional development and that there needs to be an alignment of resources across all grades and subject areas. And whoever is involved with this reform should facilitate the involvement of parents and the community. Schools should make sure the reform design has a proven record of student achievement. The developers should provide schools with benchmarks to measure progress, and schools should implement an evaluation system that regularly determines whether the reform effort is working. And that principals should play to some degree a pivotal role in the school-wide reform, but that no 16 one school leader should be dependent on for any long period of time. And I guess I'd like to close by saying that in the research that we've done that many of these efforts around reforms have neglected to gather the support of families in the community and that parents and teachers should have an active role on committees investigating and instituting reform. Based on our research, in schools where there have been school-wide reform, parents, teachers, 112 9/24/01 - EDUCATION - RES. NO. 010531 community individuals have served on planning committees at all levels. And I think that's where I would like to stop, Councilwoman. But I would like to say to people that privatization is already in our school to a certain degree. The Tenent people who manage Hahnemann Hospital today are providing 80 percent of the mental health assessments for the children live in the Bartram and West Philadelphia clusters. And if there's a danger of profiteering, it's already taken place. Last year we looked at a contract that the School District had given out for pizza, for thin sliced cheese pizza for three months for a quarter million dollars. That children who are in these schools -- at Shaw School there are 13 water fountains off. We saw the engineer report. There is no bottled water in the building. Thirteen fountains are off. Parents are meeting at that school a quarter to 4 tomorrow afternoon if anybody would like to join us. Thirteen fountains off and water being sold in the cafeteria of that school and Tilden School for a dollar a bottle. And we're talking privatization. It is already here. So as we talk on the struggle to keep 113 9/24/01 - EDUCATION - RES. NO. 010531 out Edison, I don't care if it's Edison, but I don't think that -- the process should be open. (Applause.)
The process should be open so that if the education experts in this room who are also community members want to get involved in the process around reform, it should be an open process to allow that to happen. I don't think that we should be just focusing on what's going on in the future next month or two, but we need to be looking at what's happening in these schools right now around bottled water. (Applause.)
You know, you can go over to the Board of Education and you find bottled water all over place.
Water should not be sold in schools. Fountains are being closed. That has to be a brand-new policy that we haven't been informed about because every time I have found out about something like at the Welsh School and at Hunter, water has been provided but the kids have not been charged. So I'd like to find out what it is. And I'm going to ask Secretary Kahn to give us 114 9/24/01 - EDUCATION - RES. NO. 010531 a report on that. That should not be happening today. (Applause.)
There's a clear record from the day's Council meeting where we had this discussion around water. And I'll tell you, the Mitchell Elementary School at 56th and Kingsessing, the Shaw Middle School at 54th and Warrington, and the Tilden Middle School at 66th and Elmwood, students buy water for a dollar a bottle. And this is the water when they give it out, this is the water. This is the bottle of water. You know, how do you take your medication with this? How do you get any kind of nourishment with this and you're in a building eight hours a day. And I'll be quite honest with you, the fastest place to dry out for me is in a public school.
And so teachers bring water to school, Councilman, because they know they can't get decent, clean drinking water.
Bernard, we had hearings when you were here on the lack of water and 115 9/24/01 - EDUCATION - RES. NO. 010531 polluted water in the School District. A promise was made that water was going to be done, it was going to be fixed and water was going to be provided. If that promise is not being kept, I want to thank you for coming and telling us that. That has to be fixed. Thank you.
Thank you very much. And certainly, I was at the meeting when students came and said that to Mr. Johnson. I was there and I heard him when he was on the radio asking other parents and interested people to join him at the school to check it out. And again, we reiterate to Secretary Kahn, I'm glad she's still here, would you please check into that. He mentioned Shaw and Mitchell which are in my district, and Tilden which is just outside of my district, one of the schools where I taught, with regard to charging a dollar for that little two sips of water. And also, Secretary Kahn --
No, that's the water that the School District provides. The dollar bottle of water is the eight-ounce bottle of water.
I've seen that. And also the 13 water fountains that are broken, 116 9/24/01 - EDUCATION - RES. NO. 010531 reportedly broken at Shaw, would you please check into those and would you please get back to the Chair? Thank you, Secretary Kahn. Thank you again, Mr. Johnson. (Applause.)
Good afternoon, members of City Council, parents and all other interested parties. My name is Sarah Gilliam. I'm the Executive Director for Parents Union for Public Schools in Philadelphia, which is a city-wide educational advocacy organization serving families in the Philadelphia area for the past 30 years. Today I come before City Councilmembers and the general public to the speak to the issues on hand regarding Edison Schools and privatization. Our children here in Philadelphia Public Schools for the past decade have experienced numerous reform efforts that have proven costly, ineffective, and detrimental to their learning outcomes and opportunities. This is not only unfair, it is immoral to have impinged upon the rights to having a quality appropriated adequate 117 9/24/01 - EDUCATION - RES. NO. 010531 educational program; therefore, their rights have been violated as to the quality of what has been offered as well as received. Lack of funding, accountability, resources, overcrowded classrooms, these things are no secret to the stakeholders in public education. The ills are ever so present. It is the misconceptions of the uninformed that are being led to believe that Edison Schools has the remedy to solving these ills. The quick fixes are certainly no answer for our system. It did not become this way overnight. And it will certainly not cure itself quickly. Our children deserve more than this. (Applause.)
We currently are at a pivotal turn in public education. As those who believe that Edison Schools or any other method of privatization can make the repairs deemed necessary without addressing the root causes of why it remains in such a dismal state will too find themselves attempting to accomplish that which cannot be accomplish. The root causes must first be addressed. We are aware of those root causes, yet still they remain unaddressed: Lack of funding, 118 9/24/01 - EDUCATION - RES. NO. 010531 discriminatory practices, old and deplorable school buildings, accountability systems that are weak, poor quality teachers, racial disparities, poor administrative leadership, inadequate resources and many equity issues. These issues must first be dealt with and then perhaps the fault that blurs our vision can be removed and we can begin to clearly see what needs to be done. Public education was established to give every citizen in this country a fair and equal learning opportunity. Anything less than that is a violation of that person's right to an appropriate educational program. (Applause.)
Sadly enough, my plea before you is in regard to the 210,000 public school students in Philadelphia whom Parents Union for Public Schools strongly feel are once again being placed the risk. The choice here that I speak to is assuring, and I reiterate, assuring a quality educational program for all 210,000 students. It is incumbent upon decision-makers at this point to not be misled nor hasty in making decisions as well as to believe that one such as 119 9/24/01 - EDUCATION - RES. NO. 010531 Edison Schools who has not proven effective programs across the board can enter into our school district in any capacity and set up shop. We cannot allow for our children here in this great City to be shortchanged any longer or even to be placed at a greater risk, for Edison Schools to be considered to undertake the role as the corporation to solve these problem. We as taxpayers, parents, grandparents, and registered voters are not convinced that Edison Schools can nor will we stand back and allow for poor decisions to be made without remaining a thorn in their sides, as well as holding the political powers that be accountable for those poor decisions. (Applause.)
There is too much at stake here. There are 210,000 innocent children who go to school every day in hopes of receiving a quality educational program, programs which allow for them to become self-sufficient adults in our society. We must advance in providing as well as improving quality instructional programs. We must investigate best practices that are working in other schools nationally and not have such a narrow focus on allowing one salesman to convince a district of our 120 9/24/01 - EDUCATION - RES. NO. 010531 size that he could do this without exploring other options. (Applause.)
There are many other best practices that have been incorporated in other schools nationally that have proven effective, yet no option has been shared with parents regarding this matter. Parents have been left out of the loop of this decision-making process. They are not informed as to the current changes that are underway and lack understanding as to the potential outcomes of all of this. Any changes of this magnitude must be shared with parents as well as allowing for parents to have input in any decision-making process that may impact the well-being of their children. This is critical. From our perspective at Parents Union for Public Schools, we feel there is much work to be done in improving the current state of our public schools in Philadelphia; however, we remain committed to challenging as well as remaining a watchdog to assuring a quality educational program for each and every child. As we move forward in resolving the ills we are facing, we must remain 121 9/24/01 - EDUCATION - RES. NO. 010531 mindful that our students are not for sale. (Applause.)
Thank you. Does any members of the committee have any questions? Thank you. The next group will be Lisa Stratten, parent; Patricia Raymond, Gerald Wright, Jilma Wilson, Evelyn Gibson.
Good afternoon, Secretary, Councilmembers and students. My name is Evelyn Gibson and I am testifying on behalf of the 5600-member families of Pennsylvania ACORN. ACORN is a membership organization made up of low- and moderate-income people who work to change their communities on the neighborhood, local, state and federal level. ACORN is an independent organization and we consistently have been critical of Philadelphia School District and have advocated for positive change. Last March we turned out a bus load of members to the school board meeting to complain about Philadelphia schools, moved over 100 non-instructional personnel back into the classroom for the start of the school year. We strongly believe that the district with adequate funding and 122 9/24/01 - EDUCATION - RES. NO. 010531 public pressure will continue to move in the right direction. Currently, our district spends barely more than 50 percent per pupil than a district like Lower Merion. This is outrageous. Facilities are downtrodden, libraries closed, textbooks and other materials insufficient. A considerable amount needs to be done, and we are committed to engage it with policy-makers to make that happen. However, bringing in Edison Schools is not the answer to our problem. (Applause.)
For starters, Edison's academic record is NO better than public schools. In fact, an AFT study of 40 percent Edison schools showed that Edison students scored no hire and often lower than their district counterparts. Additionally, in numerous cities Edison has been accused of dumping special education students. The most troubling aspects of Edison's recent entry into our school crisis is the systematic attempt to keep parents, teachers, students, and even Councilmembers out of the decision-making process. (Applause.) 123 9/24/01 - EDUCATION - RES. NO. 010531
We are disgusted by the evasive way in which Edison have recently entered our City as though we would honestly believe that they are only interested in studying our schools to make them better. Edison made a deal with the Governor using personal relationship between Governor Ridge and Robert Flake. Edison did not dare enter into a competitive bidding process. Additionally, Edison's public forums are a joke. Officials have cut off speakers the moment they attempt to criticize privatization. ACORN members were threatened with arrest for unfolding anti-privatization signs. None of these acts lead us to believe that if Edison takes over our schools parents will have any say in what occurs in our schools. For these reasons, parents, students, and teachers are organizing across the country to keep Edison out of their cities. (Applause.)
In New York, the ACORN chapter forced a parent to vote at each school that Edison was considering privatization. Despite the promise of a free computer of every child, parents overwhelmingly voted to keep their schools. Many 124 9/24/01 - EDUCATION - RES. NO. 010531 other cities have voted to get rid of Edison. Even more have complained about Edison's high cost and performance. Our children's future should not be in the hands of smooth-talking businessmen who are interested in making a profit. (Applause.)
Our children's future needs to be in the hands of those who don't receive millions of dollars in exchange for their concern. Parents, teachers, and community members, for this reason we urge you to keep Edison out of our district. Our parents, teachers, and students should be in on the making of the rules. Our parents should know what is going on in the schools and what is being taught to their students. I thank you for this space of time. (Applause.)
Hi. My name is Jilma Wilson and I'm a community organizer. I'm reading a statement from New York ACORN by Bertha Lewis, execute director. "In New York parents at five schools voted 80 percent to 20 percent to eject Edison's 125 9/24/01 - EDUCATION - RES. NO. 010531 offer to take over six low-performing schools. Parents a had many reasons for overwhelming rejecting Edison's imposition. First, parents rejected Edison because they were never consulted at any stage of the process, nor did their opinions and thoughts matter. Additionally, public money spent without any public consultation was a shady and unacceptable process. "Second, parents did a lot of research on Edison's recommendations and determined that they were nothing new. In fact, parents have been making the same recommendations for years. "Third, contracting deals done in the dark without public input were unacceptable to parents and community. "Fourth, Edison patronized and disrespected parents. Parents thought they were being bought off with balloons and videotapes rather than engaged on issues. Many parents do not have VCRs. "Fifth, Edison was an experiment, yet it was only an experiment in schools with certain neighborhoods. If Edison is so successful, why didn't they choose to experiment across the board, 126 9/24/01 - EDUCATION - RES. NO. 010531 making decent schools more successful? This whole process smacked of racism. Black and brown children are always being experimented with. Instead of employing available knowledge about what to do when increasing performance and resources to eliminate the condition, the system chooses to experiment. "Six, parents felt the Board of Education of New York City had an obligation to teach all of the children of New York and could not advocate its responsibilities. Schools in our neighborhoods or bad and underperforming. "Finally, Edison never built any relationship with the parents or the community. "We understand that many of these same issues ring true with Edison's intrusion into Philadelphia. We understand that schools in both cities need help, but as a part of a partnership parents, teachers, administrators, and elected officials, not as a part of an imposition. "Finally, there must be more advocation of responsibility, no more abuse in the name of experimentation. Instead, our method should be what do we need to be done for the most vulnerable so all may succeed? 127 9/24/01 - EDUCATION - RES. NO. 010531 "Thank you for accepting my testimony, and I apologize for not being able to present it in person. And attached I have wrote a piece for the vulnerable children of our community. Thank you." (Applause.)
My name is Gerald Wright, and I live in Germantown. Good afternoon, Honorable Donna Reed-Miller, Education Subcommittee Chairwoman, Councilmembers, distinguished guests, and all present. Thank you for giving me and others the opportunity to express opinions today about the privatization of the Philadelphia Public School System. I want to state clearly as a parent and as a citizen of Philadelphia, I am opposed privatization of the public school system. As a taxpayer and a parent, I have not been presented with facts that indicate that a for-profit private corporation is better suited or better able to provide public education for our children in Philadelphia at this time. I believe that one of the most important jobs of our government in Philadelphia is to make certain that our children receive a quality public education. Just because that task becomes difficult is not a good reason to 128 9/24/01 - EDUCATION - RES. NO. 010531 give up or to turn that responsibility over to people whose motive is to make a profit off of our children. (Applause.)
Without clear spending information from the Board of Education, it may be that too many people have already made an unfair profit off of our children without returning a good education to them. We can do better if we really want to. I am not advocating for poor quality education. I am advocating for an educational process that includes the very best that we have to offer. I urge City Council and the Mayor of Philadelphia to bring together local people who have a stake in our educational system, including parents, teachers, principals, local educational activists, corporate leaders, and students. There is no greater resource to resolve problems in the Philadelphia School System than these people. I know that these people are available because I attended a meeting at Mount Carmel Baptist Church a couple weeks ago, and the room was packed despite people saying that folks don't come out. So I do 129 9/24/01 - EDUCATION - RES. NO. 010531 believe that people will come out if they believe that the process is honest. I'd like to thank you for this opportunity.
Mr. Wright, you sound very reasonable in your requests and the people here today have overwhelming shown their opposition to the Edison plan or any plan like it because they honestly believe it will hurt and not help public education in Philadelphia. But I ask you, it's quite clear from the scenario thus far played out that there's been no room for public participation, yet we have to find a way, don't we, for public participation?
I'm asking you for any thoughts you may have. How does the public participate in this process when the leadership, Governor Ridge and Mayor Street are following a script which excludes public participation? I think that's a problem that the community faces because it seems to me that there's going to be a bold attempt to just disregard public sentiment entirely, disregard what's good for our 130 9/24/01 - EDUCATION - RES. NO. 010531 children, and instead turn the system over to a for-profit corporation whose intent you all have recognized clearly is not education but profit. I think we've got to look for a way to make sure that the Governor and the Mayor understand that the public is not going to be content with expressing its opinion of this agreement and then quietly accepting a decision that the public feels is against its interest. I ask you to give thought to that. If you have any ideas, I would like to hear them. I suggest I'm picking on you because you were the last speaker on this panel and you had a very measured response, you've shown your interest by being at the very first discussion at the Mount Carmel Church and you saw there the sentiment of the people. And I think an important part of the ensuing discussions that take place have to be how does the public make its feelings felt by the people make the decision? How can we force our way into the processes so that the public will be represented at every stage?
Councilman Cohen, I think that we've made this thing far too complicated. If we really believe that education is an open process 131 9/24/01 - EDUCATION - RES. NO. 010531 and a people process, which I understand it to be, number one, we have to make the facts readable by everyone who has a stake. So when I get a financial report, if I get one from the Board of Education, I should be able to understand that report. I should be able, in fact, like the sheriff puts the sales of sheriff properties into all of the newspaper, public education is so important I think we should put that type of information into every newspaper so that everyone can read it. (Applause.)
It's not a secret. So that would be the first thing that I think has to happen in order to open this process up. Secondly, every school has a home and school association. And we say parents don't participate. I hear this all the time. I'm a parent. I'm sure others who presented today are parents. We do participate. (Applause.)
But we cannot be -- I get up in the morning, God knows how early to get going, sometimes 5 sometimes 4:30. You can't expect parents to be every place all the time. You also 132 9/24/01 - EDUCATION - RES. NO. 010531 have to work, you have to do all the other things you have to do. And when we set meetings up, we should be considerate. Home and school associations have meetings. We should find a way to get into those home and school associations so we know that the parents have a chance to have their voices heard. And when you have a major activity like this Edison process -- and someone said Edison has held public meetings. I'm not aware of Edison holding one public session. Every public meeting that has been held in this process has been held by another group.
So my point to you is anytime you have something as important as this, it should be built into their contract that they have to talk with the public. And so if you put those things into place, I think putting the information into the newspapers just like you would the sheriff's sales, you make it mandatory, put that information and report into all of the local newspapers, then people will be able to see it and react. 133 9/24/01 - EDUCATION - RES. NO. 010531 At this point, most people feel that this thing is too big, too mysterious, and no one really wants to hear from them. So if there is a way, I think we've got to de-mystify this process. Education isn't a mystery, it is a process. You can train people to teach, you can train people to understand, and you can help parents to help their children learn better. So I do think that we can do that. (Applause.)
You just said something, the mystification of process. And one of the things that bothered me through this process over the summer because I was in New York when Edison was going through the attempt to privatize Harlem and South Bronx schools and I attended a community meeting. There were probably over a thousand people in that community meeting. Edison, I think, spent close to a few million dollars trying to use TV, mailings, and so on. They made it a political campaign. But here, every time you would 134 9/24/01 - EDUCATION - RES. NO. 010531 hear from the board or the Mayor's office and their meetings with the Governor, it was always, "Well, we can't negotiate in public." Well, let me tell you something. What you're negotiating is the giveaway of the public school system and that has to done in public. That has to be done in public. (Applause.)
That cannot be done in private. That cannot be done in private. And it was also, again, we abdicated our ability to be advocates because they said to us, "If you criticize the state government, they're going to really be mean to us. If you criticize the state legislature, they're going to be mean to us." So the lawsuit which was seen as a criticisms of the Governor's policy and the legislature, we had to say to them we're going to hold that and we're not going to pursue it. It was in Federal Court, it was not in State court where political influence could be done on judges. Well, let me tell you something. This body, this Administration is elected by the people of Philadelphia. We passed a charter change two years ago to put accountability in the Mayor's 135 9/24/01 - EDUCATION - RES. NO. 010531 office, not on a board of education that is appointed by him, on his office. His abdication on this issue cannot be tolerated. It has to be open. The people of Philadelphia have to have a say in it, and they have to be educated enough, they have to given all the information in order for them to have a say in it. And I don't think we're getting that. Today is the 25th. In four days decisions are going to be made. And I don't think we are thoroughly informed as to what those decisions should be and how they're going to go. We wanted a process for a referendum. I know a lot of people had misgivings on it, but it was vetoed. It was not allowed to go to the poles so we could have a process in which people could say something about this whole process that is going to be taking place. Thank you.
Just one question, Mr. Wright. You gave, again, a very reasonable answer. About 30 years ago, the school system was also in great crisis. There were concerns about police brutality. There were great concerns about integration. When every other arena was closed to the people, when the people on top who you would 136 9/24/01 - EDUCATION - RES. NO. 010531 have to convince to follow this program that you outline and they show no interest because they don't want the public involved, people took things somewhat in their own hand and under the leadership of the then state Representative David Richardson -- whom the City and the State and the Country lost a few years ago. It was a very severe loss when he left us. He organized all kinds of picket lines around the school at the end of the day. Children and parents, they would join in when they came home from work at various times. Somehow the public has to find a way to express itself because it seems to me there's a train called privatization moving along taking away people's rights and I think we've got to think of ways of stopping that train. Thank you. Thank you, Mr. Wright. (Applause.)
Thank you. And people are organizing meetings and I'm sure we have your name and we'll let you know what's going on. Our next panel will be Aldustus Jordan from PCCY, Helen Gym, Kay McKinna, Marlene Pryor, Gerald Gailman, Delores Shaw. Of the six, we have three? Some people 137 9/24/01 - EDUCATION - RES. NO. 010531 had to leave. Walter Holmes, Janet Lansdale.
Thank you, Madam Chairman and Councilpeople. I'm Kay McKinna, and I'm the City Council observer for the League of Women Voters of Philadelphia. I'm speaking today for Heidi Gold, President of the League of Women Voters of Philadelphia and Judy Rice, Education Specialist for the League of Women Voters of Pennsylvania. The foundation of the League's position on education is conviction that all children have the right to a good education and an education that prepares them for success in today's world. The League further believes that it's responsibility of the Commonwealth to assure the fulfillment of this obligation. After many years of budgetary shortfalls and last-minute tinkering and bailouts, the State has hired Edison to study the district and propose solutions to its problem. Report hasn't been presented so we therefore we won't criticize or condemn its findings. But no matter whom the State will select to implement its final design. The State is responsible for the results achieved. The League anxiously awaits the release of the Edison 138 9/24/01 - EDUCATION - RES. NO. 010531 Corporation study, and we think that all citizens should have full access to this report as well as sufficient opportunity to respond to its findings and its recommendations. After the publication of that report, we think further hearings by City Council would be very appropriate. We are particularly concerned about the lack of public participation in this process. And I want to emphasis that we care very much that this report does gets released to the public and that the public has a chance to comment on it before any kind of agreement is reached. Thank you. That's all we have to say. And I'm sorry we have to leave. (Applause.)
Hi. My name is Helen Gym. I'm with Asian-Americans United, a community organization based in Chinatown that's been active in education reform issues since 1989. For more than a century, public education has been a hallmark of our civil society. But that changed in August when Governor Ridge decided unilateral that he would break this century-old social contract, hire a private firm for a possible takeover, and basically say to 139 9/24/01 - EDUCATION - RES. NO. 010531 Philadelphia's children, "We will no longer be responsible for whether you are educated or not." We know Edison Schools was not hired to help us deliver a quality public education. This $2.7 million study was a buy-out by Governor Ridge to write is own report. Ms. Kahn said that she did not know what level of detail will be in Edison's report, but she and we do know one thing that won't, and it will be money. Adam Tucker, a Edison representative said to the Philadelphia Public School Notebook in addition to saying that he had a prior agreement to the Governor not to recommend additional funding but that school finances are not even Edison's expertise. So let's make this clear. The essential issue in Philadelphia is changing the Commonwealth's funding formula to ensure long-term financial viability for the School District. If money isn't even on Edison's plate, then why we are wasting our time? (Applause.)
And if at this time of national crisis we are so quick to assert ourselves as a democracy to be protected, then what does it 140 9/24/01 - EDUCATION - RES. NO. 010531 mean when we fail to protect the citizens of this city against back-door deals, against the fallacy of a process that attempts to without public debate disband a public good such as the public education system? (Applause.)
In the past week, many of our nation's leaders have never been more eloquent in asserting our country's values, never been more passionate about believing that our society has been the paradigm for civil societies around the world. In this civil society then, the introduction of Edison Schools begs this question: How does a civil society express its love for its children, and whose responsibility is it to educate them? Is it a civil society that auctions them off to the lowest bidder? Is it in a civil society that behind close doors a social contract, a civil, political, social, moral and ethical responsibility for the governance to educate its own children gets broken? We do know how to teach our children, but the problem is we do it unequally. We know how to build schools because we build them by the dozens in affluent communities. We know how to allocate 141 9/24/01 - EDUCATION - RES. NO. 010531 money toward public education because we already provide those kinds of resources for already privileged children. The issue of public education is then a moral issue. It's fundamentally about what we in our civil society believe to be ethically and socially right for our children. So what does it mean when we tell our children that we spend a billion dollars on sports stadiums and veto additional money for our schools? (Applause.)
How do we look them in the eye and say to them that at this time our government is more eager to draft them in a war than they are to ensure that they will graduate from public schools? (Applause.)
We are not here to defend the state of Philadelphia Public Schools, be we recognize that that responsibility for transforming it lies squarely on our shoulders. You have a clear mandate to preserve education as a long-term vision for the public good. And it does not mean parceling and piecemealing the district off to corporations who are worried about next quarter profits. It does not mean describing our children as financial 142 9/24/01 - EDUCATION - RES. NO. 010531 burdens while holding us powerless through your refusal to appropriate needed funds. So today we say to our leaders that we the citizens of Philadelphia ask you to take a courageous stand. Fulfill your moral and legal responsibilities to the children of Philadelphia. Join in pursuing the racial discrimination lawsuit to overturn the Commonwealth's funding formula. (Applause.)
We say this is a public issue that we the public will hold all public servants accountable to. Thank you. (Applause.)
Good afternoon. My name is Aldustus Jordan. I'm speaking on behalf of PCCY, the region's child advocacy organization. I want to begin by thanking City Council for holding these hearings and providing the opportunity to speak. PCCY has fought for decades to try to improve the children's lives within the City. We have urged full-day kindergarten, small class size, adequate books and computers, more supports for children falling behind, more after-school programs, and more public accountability. We join with many 143 9/24/01 - EDUCATION - RES. NO. 010531 others today in expressing our concern about any proposed contracting out with Edison Schools, Incorporated. We are concerned that our public school children need to have adequate funding so that they will be able to grow and learn. Yet according to published reports, Edison agreed not to ask for more state funding as part of the audit. We are concerned that there needs to be openness and public accountability throughout the system if we are to provide educational outcomes for children. The secretive way that the contract was awarded or the idea that the auditor is being encouraged to apply to fix any problems found or that the way that Edison public forums have been conduct do not in any way give confidence that we would be moving towards public accountability should Edison be part of a state takeover. We are concerned that all children have the opportunity to learn and grow. We understand that Edison has been charged with creaming the best kids and dumping the difficult students in other parts of the country. Again, because of the process thus far, we have little confidence that there would 144 9/24/01 - EDUCATION - RES. NO. 010531 be appropriate public information and monitoring to assure that this wasn't happening. We are concerned that all children have a fair shot. We understand that in some instances, the Edison School start out with the same amount of money but then discover that they need more and somehow they get more funding, but other public schools do not receive increases. We see this in many cities throughout the United States, Perry County, Indiana; Wichita; Clark County, Nevada; York Pennsylvania; Wayne County, North Carolina, et cetera. We are serious about improving education outcomes for children. Edison's record in improving educational outcomes is questionable at best. In Lansing, Baltimore, Miami Dade, San Francisco, Pontiac, Michigan, the verdict was that Edison Schools did not consistently improve student achievement. In the last several years with all the troubles, there has been improvement in student achievement here in Philadelphia. As the newspaper reported yesterday, even with the disappointing results of this last year, overall we have seen 145 9/24/01 - EDUCATION - RES. NO. 010531 substantial growth and student achievement from 29 percent to 41 percent in combined scores of PSAT and consistent growth according to the State's test; not near enough, but growth nevertheless. So why should we think that turning over to a company whose results are far less consistent is a good idea? It's simply not. If the issue is more money, more money is the answer. If the issue is public accountability, public accountability is the answer. Neither of these answers are supplied by contracting with Edison Schools. The bottom line is: Our children need more funds for education. Our State needs a new funding system that is fair for all children. We all need to work to improve our schools and Edison, again, is not the answer. Thank you. (Applause.)
Good afternoon. My name is Walter Holmes. I am with the Fifth House Educational Development Company. I am here at the request of Ms. Saunders who at the request of Anna Verna I met with a week ago and she thought it best that I come here and testify day. 146 9/24/01 - EDUCATION - RES. NO. 010531 I am president of the Fifth House Educational Development Company and we're introducing something called diagnostics which is a compentency-based student evaluation strategy designed to address many of the problems that the Philadelphia School system may have. In Chapter 4 of the Pennsylvania State Board of Education regulation describe the purposes of education as follows: Together with parents, families and community institutions, public education provides opportunities for students to acquire knowledge and skills, develop integrity, process information, think critically, work independently, collaborate with others and adapt a change. How do we assess students in school has not only fail to measure reality, it has also managed to change it. In all educational environments, assessments drive instruction. Consequently, unless we revisit the true purposes of education, instruction will always be limited to empirical facts void of all that cannot be captured by standardized testing. To approach education's intended purposes would mean good schools would abandon uniformity and 147 9/24/01 - EDUCATION - RES. NO. 010531 standardization. Instead they would seek individuality by increasing the variances in student development. The most ideal assessment strategy would revel the distinctive talents of individual students and the effects of school practices on their development. In 1999, I began developing a diagnostic assessment in contact with Dr. Kay Lovelace who at the time was the associate superintendent of the Philadelphia School System. My first presentation to Dr. Lovelace was in essence a business model. She gave me a copy of the curriculum framework CD and asked that I translate what I have presented in an appropriate application for school environment. She also gave me a consumer's guide to continuous school improvement to format the presentation for principals and those making decisions regarding its use in the school level. Diagnostic assessments is a re-engineered approach to student assessment and school governance. As an effort to stem the tide of low academic achievement, we are introducing strategies to address the whole personal needs of students. We also pioneer ways to apply 148 9/24/01 - EDUCATION - RES. NO. 010531 quantifiable values to environmental influences and evaluation of the effects of a myriad of influences on student behaviors. What we are also proposing to automate the recognition of student needs and learning preferences along with the application of affective curriculum selection and instructional strategies. What we are presenting is a common sense approach to student assessment design to target the root causes of poor student achievement. If I can for a second, I'd like to read just a couple letters of support. I have also received letters of support from a Dr. Mitchell Chester, Executive Director of the Office of Accountability and Assessment for the Philadelphia School System. And from Ms. Melanie Haines Garner, principal of special assignment out of the Office of Standards Equity and Student Services also from the Philadelphia School System. Even though I've received these letters of support, I have not been able to meet from anyone from the School District. And all we're trying to do is just present alternative strategies that was presented to the State that prompted them to maybe choose to bring in Edison. 149 9/24/01 - EDUCATION - RES. NO. 010531 One of the letters of support I have received was "I am extremely impressed with the concept of diagnostic assessments and the benefit it can provide our children.
Assessments that allow educators to continually monitor student development is a must to meet the rigorous standards demanded in today's school environment. The process and measures the concept introduces makes sense if we wish to achieve the level of understanding needed to make formal informed decisions. The success of any school is contingent upon clear, commonly-defined goals. It want articulated focus individual and collective energy clarifies understanding articulates communication while promoting persistence and collective purpose. There is also a need to manage the volume of student data gathered that is key to the individualized instructional strategies. " She goes 0 on and on, but is one of the letters of support from Gail Hawkins Bush, Chief Operating Administer for Alliance in Progress. The other charter schools was Universal Community Charter School of South Philadelphia and West Oak 150 9/24/01 - EDUCATION - RES. NO. 010531 Lane Charter School in West Oak Lane Philadelphia. Just one more. This letter was written to the Honorable Robert P. , Auditor General. "Dear General Casey, as you consider education policy matters this year, I want you to recommend that you or an appropriate staff member talk with Mr. Walter Holmes. Mr. , a public organization that has a great deal to offer towards a rational useful approach to student school assessments. I recently met with Mr. Holmes and was impressed with the common sense of his approach in measuring student educational success. In short, it offers a system of using information about a student learning in every subject every day to inform how teachers work with the student. Rather than systems like the PSSA test that are a stop shop with very little diagnostic and value for teachers, the approach Mr. Holmes advocates is primarily data driven providing information that teachers can use constantly to examine and refine teaching and learning in the schools. Because it focuses on individual students, it permits a school virtually to create an individual educational plan for each student but 151 9/24/01 - EDUCATION - RES. NO. 010531 without the formal process that EIPs require. I believe the next governor will want and need to create a far better assessment system than the PSSA system. While the approach Mr. Holmes proposes is designed for the school level, it will be wise to think of how the state assessment system will complement school-based measurements of student achievement rather than being different and hostile to them. Interestingly, Mr. Holmes has a business background rather than an academic background. " This was signed by Timothy Potts, Executive Director of the Pennsylvania School Reform network, a project of the Education and Law Center of Pennsylvania. In conclusion, I just want to state that today's students will inhabit a world requiring far more complex and subtle forms of thinking than students needed years ago. Schools need to change from a standardized to a personalized instructional approach where unique skills and talents of each student are identified and they are allowed to compete to their own individual strengths. Most 152 9/24/01 - EDUCATION - RES. NO. 010531 importantly, we must emphasize assessments that recognize the importance of instructional routines that consider the significance of higher order of thinking. I have prepared a 30-minute Power Point presentation and I remain at the disposal of City Council collectively or individually to personally present our diagnostic approach. Thank you in advance for your cooperation. )
Good afternoon, Councilwoman Miller and committee members. Thank you for the opportunity to testify here before your committee. My name is Janet Lonsdale. And that's with an "o" not an "a," which was the way it was pronounced, in any case. I work for Parents Involved Network which is part of the Mental Health Association of Southeastern Pennsylvania. I'm testifying today for the Child and Adolescent Division of the Mental Health Association of Southeastern Pennsylvania. Our division provides many services to children and youth with behavioral and/or emotional problems in Philadelphia. Through Penn we provide support, advocacy information, 153 9/24/01 - EDUCATION - RES. NO. 010531 referral, and resources for families of children and adolescents with emotion and/or behavior problems. Through our crisis response center which is based in Einstein, we provide supports for parents and families of children who are in a crisis at the Children's Crisis Center. We also have a peer support group for children and adolescents who are coping with mental issues. And Penn presents a six-week coping skills workshop in cooperation with the School District of the Office of Mental Health a few times a year. My comment today will be brief. We're aware that we're probably preaching to the choir. The Mental Health Association of Southeastern Pennsylvania is opposed to any State takeover of the Philadelphia schools. We are particularly opposed any involvement of the Edison Schools, Incorporated, and the administration of the Philadelphia School District for the follow reasons: The manner in which Edison was given the contract to analyze the report on public schools, as we all know, this was something that nobody had any public comments on. It was a situation that was announced. This contact was awarded with no public 154 9/24/01 - EDUCATION - RES. NO. 010531 involvement to an organization which does not have a consistent record of success in the schools which it currently is responsible. Further, Edison's fiscal status seems to be as tenuous as that of Philadelphia schools. Edison does not have a record of educational or fiscal success. We have read and heard reports and spoken to people who had experience with Edison Schools. The Edison Schools have forced out the harder to education children and adolescents. We know of no comprehensive plan of Edison's which addresses the needs f children and adolescents with emotional and behavioral problems. This is alarming, given the number of children in Philadelphia with such difficulties. There is no mystery about what Philadelphia schools needs. Research upon research study establishes the needed actions: Smaller class size, well-trained teachers on comprehensive curriculum based on the needs of a large urban center. That, of course, means money. The State should not be allowed to avoid its fiscal responsibility to schools by giving contracts to an 155 9/24/01 - EDUCATION - RES. NO. 010531 organization which have not established their academic and fiscal success in order to divert attention from the needs of all schools in the Commonwealth. We must spend money on education. Thank you. (Applause.)
Thank you. Are there any questions form any members of the committee from this panel? Thank you. Thank you very much. Wendall Harris, Rita Odessa, Rosita Johnson, Arnold Hall, Phyllis Gilbert.
Good afternoon, all our City Council reps and distinguished guests, students, parents, and organizations that are here. My name is Wendall A. Harris. I'm one of the reps for the home and school association council reps. I'm also a board member with a Parent Union, and I'm apart of the alliance with Philadelphia Organized to Support Public Education. I would like to start by saying, God bless America and the democracy that it represents. However, even in a democracy, many times the concerns and interests of its people are heard only 156 9/24/01 - EDUCATION - RES. NO. 010531 by a few because too often deals and special interests are served behind closed doors. If there was equity and just funding of our public school system, there would be no need for privatization of our schools with the bottom line being for profit. The Philadelphians United for Public Schools put all on notice at this time, you will not be accountable only, and I said only, to those special interest groups and to your stockholders. But you will be accountable to us parents and citizens of Philadelphia, the real stakeholders. Deal or no 13 deals, our children's education is not for sale, and we will be here watching you. (Applause.)
And real quick, Councilman Cohen isn't here but he said he wanted some suggestions. Now, the brother that was here, I endorsed and advocate everything he said, but I also suggest that we get together and take it to the politician's house, around the schools, whatever. I mean, this is what you got to do. You got to do what you got to do. If they're going to exclude you and they're not going to involve you, then you have to get involved right to their face, you know, and 157 9/24/01 - EDUCATION - RES. NO. 010531 that's what we need to do. If we do that, we should do that. We get together, go out there, and say, "You are held accountable and you're not going to have these deals behind our backs. We're the people. We want to be heard. That's it. Thank you for hearing me. (Applause.)
Good afternoon, Councilwoman Miller, Chair of this committee and other Councilmembers present, students and others. First of all, my name is Arnold Hall, and I'm currently serving as the President of the Philadelphia Home and School Council. I'd just like to begin by just saying a tremendous thank you for the opportunity for this hearing to take place that offers a believability in some opening of processes. I want to say thank you to those who came out here today to give testimony, a great many of whom were parents which is why some came at various hours because they had to make a decision of picking up children before they got here or rushing out to pick up children, and to those students who come and sat through the whole of this process. So just thank you. I will shortened to say ditto, ditto to 158 9/24/01 - EDUCATION - RES. NO. 010531 fairly much everything that has been said here today rather than repeating over and over as has been done because we are all of the same common belief, common awareness that Edison is not the answer to our problems. (Applause.)
Edison is not going to be the beneficiary, certainly not for long. I want to say thank you to those who came out because they came in the face of so much echoing of the fact that it's already a done deal, it's a closed thing. And so anytime we're challenged, we should be willing to stand up in the face done deals and otherwise because what was done yesterday can be undone tomorrow. (Applause.)
I want to say in behalf of the Philadelphia Home and School Council, as opposed to going through the wholeness of this because I do have written testimony that I will provide you for the details of my testimony. But just in summation, I wanted to no to Edison involvement here. In behalf of Philadelphia Home and School Council, our associations and the 264 schools in this school 159 9/24/01 - EDUCATION - RES. NO. 010531 district representing parents and it is a member of this coalition that has come together to echo again a resounding no to Edison's involvement here. Yes to true equitable funding. Yes to full citizen involvement in the processes. Yes to working on all issues of need here and in Harrisburg. Yes to registering for balloting in November of 2001 and in May of 2002. The people who sign and make agreements to the deals that people who sit sometimes silently too long know that there is a thing called reckoning day, election day is our venue. What is it we'll do about this? We're going to mass and work like heck to mass the greatest voter registration between now and the short period remaining as can possibly happen from the Philadelphia Home and School Council and those friends to our children here in Philadelphia. Thank you. (Applause.)
My name is Rosita Johnson, and I'm here today to raise my voice against the privatization of any part of our school district. I speak as an advocate for public education and a retired teacher who worked in the district for over 160 9/24/01 - EDUCATION - RES. NO. 010531 30 years. We did not need Edison Schools, Inc., to do a 60-day fiscal and educational assessment of the schools and come up with an improvement plan. For this, taxpayers had to pay $2.7 million. Although in 1994 Judge Doris Smith appointed an educational team to do an extensive assessment of our public schools and the report and the recommendations were ignored by the State and the City. The hiring of Edison Schools, Inc., by Governor Ridge was an act of patronage, not an act of caring for our students and our schools. Chris Whittle, CEO of Edison Schools, Inc., told his stockholders last year that Edison needs many more schools to manage before it can earn a profit. Even before that assessment is finished, Edison is meeting behind closed doors to plan the takeover in the name of the State. I was told by one school district official it was a done deal. Well, deals can be undone and this one must be. (Applause.)
It is a conflict of interest for a company to assess a school system and then recommend itself as the manager for its own profit. Why would Governor Ridge, the Mayor, the 161 9/24/01 - EDUCATION - RES. NO. 010531 School Board want to hire a company that has no 3 proven record to take over our schools? Sound like nonsense to me. (Applause.)
Last year I saw the 60 minutes expose on Edison Schools and it revealed that the achievement of some students in Edison Schools declined under its management. And most students showed minimal or no improvement. In York, Pennsylvania; Wichita, Kansas; Dallas, Texas; Edison was unable to run its schools for the amount of money it promised. Most of the students in Edison Schools are African-American and Latino. School districts in five states have canceled its contract with Edison Schools. Why should we want Edison in Philadelphia? (Applause.)
The real problem is that Pennsylvania does not fund its schools in an adequate and equitable manner. Wealthy school districts have good schools and poor districts like Philadelphia have inferior schools. Then there is the problem of racism. Pennsylvania knowingly created and maintained the 162 9/24/01 - EDUCATION - RES. NO. 010531 system of school funding that leaves Philadelphia and other majority African-American and Latino districts with significantly fewer dollar per student than predominately white districts. A lawsuit was filed against the State in Federal Court by the School District and the City in 1998. But Governor Ridge pressures the Mayor to withdraw it for one year and now for 90 days. Well, I think this lawsuit should be heard. We should all come together and support it. (Applause.)
A few people say to me, "Oh, more money for the schools will not make the difference." Well, I say to them, it will take quite of bit of money to reduce class size, build new schools, renovate older schools, hire the best teachers, train and retrain the teachers we already have, purchase state-of-the-art equipment, books, et cetera. Quality education is the right of every citizen in Philadelphia regardless of race, religion, gender or income. Education is a civil rights issue. It is a moral issue. And I say we should join in saying no to Edison and yes to our students. 163 9/24/01 - EDUCATION - RES. NO. 010531 (Applause.)
Good afternoon. My name is Phyllis Gilbert, I'm the chairperson of Peace Action Delaware Valley. We are the Pennsylvania affiliate of a national peace organization with 7 offices across the State and about 1,000 members in 8 Philadelphia. 9 We are very concerned about this 10 takeover of the public education. And I thought it 11 might be a little bit useful to -- since others have 12 made such sterling and appropriate comments about 13 the Edison situation and the takeover -- to give you 14 a little overview about the history of the dwindling 15 education and other kinds of services in the City 16 from a peace perspective. 17 As you all know, the Constitution and 18 the State's responsibility is promote the general 19 welfare and the State specifically to be responsible 20 or public education. And as we all know, this has 21 become a political football. But the federal 22 government has had a role also. After the Sputnik 23 wake up call, the United States government seemed to realize that a boost to better equip our citizens' education was an important avenue to regaining our 164 9/24/01 - EDUCATION - RES. NO. 010531 privacy in the world. So they started to fund head start for preschool children and a follow-through program for elementary school-aged children. And these programs helped raise the achievements significantly. Unfortunately, the follow through program has lost their federal support for many years and then soon disappeared. To multiply the funding problem, the Park's decision in 1973 mandated that public schools educate children with special needs. And that idea was a great idea because it gave the students with the special needs smaller class size and specially trained teachers, but it was unfunded mandate to a large degree because the federal government agreed to only fund up to 40 percent of the costs and never has even met that promise. So that's put an additional burden on the public schools, and not just in Philadelphia, of course. So since the 1980s and in addition to the already waning specific education support for Philadelphia, the federal government has withdrawn related support services for Philadelphia's children and families so the children frequently come to school unprepared to learn. We all know that a great element to children achieving well in school 165 9/24/01 - EDUCATION - RES. NO. 010531 is whether or not a family is able to really help their children learn, to be the nudger, to help them with their homework, to make sure they get to bed on time, all those kinds of obvious supports that parents can give kids if the parents have a job, if they earn a living wage, all those kind of things. So our organization points out that the Commonwealth of Pennsylvania has followed the lead of the federal government in reducing financial support for our public schools. Since 1974, the State has reduced its level of support from 55 percent to 35 percent of our overall costs. In more effective suburban schools, their funding has greatly increased through the years so that some schools spend as much as $13,553 per student, compared to meager $4,397 per student in Philadelphia. Well, the obvious disparity is in line what everybody has been saying day. So our public service poor students and many of the students are on some sort of welfare support, many who face neighborhood violence and drug problems. The public schools cannot effectively teach students or teach children who are facing so many societal problems and in overly large 166 9/24/01 - EDUCATION - RES. NO. 010531 class sizes and in huge schools with inadequate equipment and poorly trained teachers, all of the things that people have been saying. So we must do something about this inequitable funding. And then as David Cohen was suggesting, we must find a solution to stop this steamroller that's heading down our way and prevent privatization. And Peace Action will help in whatever we can.
And it seems to me that we need to go to the state and bypass the Mayor and make sure that our elected officials the whole Philadelphia delegation know that we will just not accept this. And we need to go in big numbers and maybe just sit in. )
I appreciate the opportunity to be here today. I am Rita Addessa. I am Executive Director of the Lesbian and Gay Task Force. I had the opportunity to arrive around 4 o'clock, and everything that I have heard testifiers say, I absolutely agree with. I just want to add some comments. I don't think they are -- well, they're somewhat redundant but not totally. There are some differences I'm sure among all of us. 167 9/24/01 - EDUCATION - RES. NO. 010531 Do you have a copy of my testimony?
Is this taped so we can get this into the record? Because I thought it was rather special to think of this analogy. And I thank Barbara Miner and I refer all of you if you do not know her to Barbara Miner and the work of rethinking schools which readily accessible on the web, and that is noted on that testimony. They are an absolutely wonderful, progressive organization that provide excellent teaching tools for social justice inside and outside of the classroom. So to sum, this is how I'd like to begin, with a summary. And whether this is a popular view or not, I see a lot of similarities between George W. Bush asking our nation to support a new kind of war and this man I had not heard of before, John Chubb who is Chief Education Officer of Edison inviting parents to consider a new kind of school, because from my point of view as a civil rights leader and an education activist for more than 20 years, it's my point of view that there is absolutely nothing knew about the government forcing public sacrifice for mass destruction. There is 168 9/24/01 - EDUCATION - RES. NO. 010531 absolutely nothing new about the government misappropriating, including the City of Philadelphia and Pennsylvania and the United States Government's misappropriation of public funds to subsidize private ventures. And there's nothing knew about this Edison project. The only thing knew about it, I suppose, is that it's very clear that it has completely failed in its stated mission and that it continues to rob public education and it continues to undermine our children's future and needs to be dissolved. (Applause.)
And I think I'm going to move to the end of my formal testimony and to suggest that philosophically, and I think we need to think philosophically because many of my colleagues know a great deal more than I ever will know about the specifics of the Edison project and all of us will know more when the Edison project actually releases a written report if it should be required to do so. But what I think of philosophically about this project is that it is simply another assault, it's one of a thousand assaults including vouchers on ordinary citizens. Very strong support for 169 9/24/01 - EDUCATION - RES. NO. 010531 public education. All of us as parents, as grandparents, as human beings want quality public education for our children. And we know that the majority of our children in Philadelphia and in the United States go to public schools, not to private schools. As a public citizen, I support the notion and I would suggest that our sisters and brothers must share in my chagrin that we continue to support private education but not public the education and we continue to support not private profiteers. The question I think before you -- and in some ways Edison is a distraction. The question that I've asked City Council for about years for 16 those of you who have been here that long is, how are we going to address the basic issue of how we can achieve academic excellence and education equity? It is a philosophy that's been embedded for those of you know Policy 102 adopted more than five or six years ago. The question we have to ask is not only --I'll wait until you have a moment.
You can proceed. Your testimony is being recorded by a court stenographer. 170 9/24/01 - EDUCATION - RES. NO. 010531
Well, that's your choice. You can do whatever. It's your choice. But we have access. All of you're saying will be on our e-mail. So sometimes people have to answer the phone and take other calls from constituents. So it may appear that they're not listening, but they are.
Thank you. It feels repetitive to say this yet again, but the question in Pennsylvania is, how do we achieve academic excellence and education equity? How do we implement Policy 102? How do we assure high performance, educators and students? How do we enable as my colleagues have talked about already small classrooms, state-of-the-art equipment, facilities and resources? How do we assure a structurally coherence system that is publicly accountable and grounded in the commitment to economic justice social justice? Privatization is obviously counterproductive and counter-intuitive to an educational process and system that must be and remain a public and collaborative effort and that 171 9/24/01 - EDUCATION - RES. NO. 010531 has nothing to do with anything called Edison. Thank. (Applause.)
Thank you. Is there anyone else here to submit testimony on this resolution? If so, you want to come up.
My name is Barbara Dowdall, spelled D-O-W-D-A-L-L, and I am a graduate of the Philadelphia Public Schools, Girls High, January '64. I am a teacher in the public schools. I teach at Dobbins in the English Department, Dobbins Randolph, and the parent of a graduate of Central High School. I just want to say on a feeling level that when I constantly hear about the failing, failing, failing public schools, we are not recognizing the many successes, hundreds and thousands of successes in our system. I have taught a student at Dobbins who was given full scholarship to the University of Pennsylvania. There are graduates of our system who are in symphony orchestras, who are doctors, who are attorneys, teachers and principals, active citizens. We are not a failing system. We are a system that needs 172 9/24/01 - EDUCATION - RES. NO. 010531 adequate funding. (Applause.)
And I want to pay tribute to Central High School that instilled the desire for learning in my younger daughter who when she came out of her dorm on Tuesday the 11th of September at Union Square and saw the towers burning, walked toward them because she had a class to go to, which she eventually found was canceled, but she had that desire to learn and I pay tribute to her teachers at Central High School. And the teachers at Central High School are representative of all the teachers across this City, most of whom are very dedicated, very qualified. And if you talk to them, they'll tell you what they need be to do a better job. (Applause.)
My name is Dianne Mohney, M-O-H-N-E-Y. I'm a school nurse and the parent of two fairly recent graduates of the public school system. Thank you for letting us testify today. I don't want to repeat a lot of what other people have said today. I am against the privatization of public schools and especially privatization by Edison Schools. Privatization is 173 9/24/01 - EDUCATION - RES. NO. 010531 just another way of transferring public money to corporate pockets. (Applause.)
This money should be used for public school students, for their supplies, for their school buildings. I went to the first Edison meeting at the Baptist church in West Philadelphia. I forget the name of it -- Mount Carmel Baptist Church. That meeting democratic meeting. People were not encouraged to share all of their thoughts especially where it came to Edison Schools. And I think we should be cautious on this ground and think about what parent teacher association meetings might be if Edison took over. Further, I think that Edison at best is the K-mart of private school system. At best they are equal to the schools that they take over. At worst, they do worse than the schools that they've taken over. And as we've heard testimony today, a lot of school districts are trying to get rid of Edison Schools. Do we need more money for schools? Yes, we do. We need smaller class size. We need more books. We need more supplies. We're told that 174 9/24/01 - EDUCATION - RES. NO. 010531 there's over a billion dollar surplus in the State budget. At the meeting in West Philadelphia, we were told that that's a rainy day fund. Well, guess what? It's raining outside. (Applause.)
And in some of the schools on a rainy day, it literally rains inside of the school because are roofs are in such terrible condition. Our children do not deserve that. It is racist. It is anti-child. I'm a school nurse, and I work in the health care community as well as the education community. I work with a coalition of patients, doctors, nurses, trying to get better health care for everybody. Recently we just watched on a national level the attempts to get a very inadequate patients Bill of Rights passed. If we privatize education, we will be in the same situation a few years down the line trying to get a student and parents Bill of Rights passed. None of us wants to see that. We need standards for our children. And I wanted to leave one thought while I was sitting here. If Edison and other private institutions like that do such a great job of 175 9/24/01 - EDUCATION - RES. NO. 010531 educating children at a reduced cost, why aren't the suburban school districts that spend 11, 12, 4 thousand dollars a year on education lining up to 5 get Edison to do the job for them? Well, the fact 6 is you don't get a very good education for a cut 7 rate education. If kids in the suburbs deserve an 8 excellent education that cost money, so do our 9 children. Thank you very much. 10 (Applause.) 11
Good afternoon. My name 13 is Lou Incognito, and I'm second vice president of East Mount Airy neighbors and the parent of five graduates of Philadelphia Public School System and also the grandparent of seven. I must say that my five children, public school graduates, are only about 40 or 70 times smarter than I am. But I will try to give testimony for the family. Public education is a democratic right. Federal, State, and City officials are obliged to ensure that our public schools are run properly with full funding and equality. Leaders in the republican party and democrats who do their bidding consistently try to destroy our schools. They seek 176 9/24/01 - EDUCATION - RES. NO. 010531 our votes and praise even when they work against our rights. But we call them corrupt, corrupt for privatization schemes like the Edison project, corrupt for allowing inequality and segregation to exist, corrupt for creating the illusion that privatization works. We know corruption when we see it. We know the names of corrupt politicians and well continue to work to sweep them out of office. Some public officials claim that privatization is necessary because of insufficient funds. We know differently. We know that privatization is undemocratic. We know that privatization is a form of union busting. We know if there is money for suburban schools, there is money for all schools. If there's money for the Edison project, there is money for our schools. If there is money for Edison stockholders, there is money for our schools. Instead of giving away our money, let us reduce class size to suburban school levels. Let us put more textbooks, computers, and supplies in our classroom. Let us provide proper pay for our teachers. There is no greater return than a one received from quality did he segregated public education. Let us not settle for educating 177 9/24/01 - EDUCATION - RES. NO. 010531 the few through vouchers, charter schools, and private firms. Let us do what is right and provide quality education for all our children. We are not surprised that some politicians would try he Edison approach, but we are sad to see some of our formerly trusted leader sink to their level. Governor Ridge and his allies are in contempt of our rights, not only because of calls to privatize but also because of segregation. In 1998 lawsuit filed by our School District and City accuses Governor Ridge with violating the civil rights of public school children. The suit charges that schools with high levels of minority enrollment receive less funding than others and that the Philadelphia Public School students receive less than the students in the rest of the State. In 1996 Commonwealth Court Judge Doris Smith ordered the State to pay its fair share so that quality desegregation could replace discrimination. The City has illegally, immorally and unconstitutionally avoided both lawsuits. Privatization would add to the damage already done. Private firms running public schools have poor track records, but are presented as a 178 9/24/01 - EDUCATION - RES. NO. 010531 solution to our school problems. They cost us money that is not required for education. Education should not involve making payments to stockholders. Education should not involve making profit from students. Education in other private firms are paid according to student count. To ensure high rates of return they have falsified attendance records and accepted payment on those attendance record lies. Because of the poverty in our cities and the fear of violence, parents are tricked into accepting alternatives that deprive our public schools of money. We wish those parents well, but we oppose vouchers. We oppose using public school funds for charter schools. And we oppose any form of privatization. We will close with the reminder: No 18 privatization, no racial discrimination and no false promises. We will continue to fight for our City, its children and workers.
We will continue to defend all students' right to desegregated public education. I really do want to mention now in the wake of this terrible tragedy that has occurred on September 11th, I do want to mention this: There's 179 9/24/01 - EDUCATION - RES. NO. 010531 been so much work. Our family has volunteered blood, money and whatever they can do to find the missing bodies to search through the rubble. However, we don't want to do this again. And I just want to mention that there was money to fund and install the Taliban. A government that opposes public education, it opposes viciously rights for women and yet we supported, we helped overthrow a government that tried to install public education and obey the decisions of the Afghanistan people. And we have no problem supporting that government until now all of a sudden that maybe we made public declarations, I would bet money that there's still private support for that Taliban. We take responsibility. The working class of our country has to pay for Edison. And now it has to pay for rubble and threats to our environment. Now we see last night they're threatening the food supply, the terrorists are threatening our food supply. We see that on the news last night. I mean, there are frightening things happening and they're caused by policies right here. We want every single politician, we pay them, we want them to fight this kind of atrocity. 180 9/24/01 - EDUCATION - RES. NO. 010531 We really want not an Edison study, we want our politicians and even these Edison School people, we want them to study the careers of Angel Ortiz -- I hate to bring their name up while they're here -- and David Cohen. And we'll give them tests. We want really want people to speak for us because we pay them to do that and our democracy says that they must. No back room deals, no stadiums. I promise you that we will get our -- the crumbs that we've been promised crumbs from the stadium and we've forgotten losses. We will get every cent back from those people that are making money, the politicians and the ones who decided that they could have stadiums and not our schools. We will make them pay. That's not part of my testimony, but I want to conclude with that. My written testimony is here. )
Thank you. If anyone wants to leave their testimony here so we can make copies, the Sergeant-at-Arms will come and get it from you and we'll distribute it to Councilmembers. Is there anyone else here who wants to 181 9/24/01 - EDUCATION - RES. NO. 010531 testify on this bill?
Madam Chair, I just want briefly to announce that two women's organizations, one called Wages for Housework Campaign and the other one called Every Mother is a Working Mother Network, both groups want to be identified in the record as being opposed to privatization, opposed to the Edison project. Finally, I want to -- the third item is the letter I think every Councilmember got from the Philadelphia Federation of Teachers announcing its option to privatization. Thank you very much.
Just for the record, I'm Terrance Wilson, I'm a president Home and Association out of Cook Middle School in the Logan Section. I just wanted to propose one thing or have one comment that has something directly to do with the stadium that I heard a proposal that the people who are going to run the stadiums, the baseball stadium and the football stadium will give $5 million to a children's fund in the City, $5 million a year or something to that effect.
One million dollars. 182 9/24/01 - EDUCATION - RES. NO. 010531
I would suggest that they would go back 30 years from 1970 from one million from 1970 up to now and then start the one million for year for the next 30 years.
Well, we suggested that it be more than one million dollars. So we all have suggestions -- let me just say this. This committee is just going to recess. We're not going end the committee. We want to continue to have hearings, so right now we're just recessing to the call of the Chair.
We thank you for having an interest in coming in. Thank you. (Council adjourned at 5:23 p.m.) - - - 183 C E R T I F I C A T I O N I HEREBY CERTIFY that the foregoing proceedings of the Council of the City of Philadelphia of September 24, 2001, were reported fully and accurately by me, and that this is a correct transcript of the same. RE: COMMITTEE ON EDUCATION ___________________________ Lisa C. Bradley, RPR and Notary Public