Gov. Dayton earns an "F" in EdPolicy 101

“The stability of a republican form of government depending mainly upon the intelligence of the people, it is the duty of the legislature to establish a general and uniform system of public schools.” —Constitution of the State of Minnesota, Article XIII, Sec. 1

When the DFL puts the interests of the teachers' union above the needs of Minnesota's public school students, we get headlines like this, year after year:

• State standardized test scores show little change; achievement gap persists (Star Tribune)
• Minnesota student performance on proficiency tests holds steady, with some modest gains (Pioneer Press)
• Achievement gap persists in statewide MCA test scores; slight improvement overall (Minnesota Public Radio)

Don't remember hearing about this? It may be because the state Department of Education released their annual report of the Minnesota Comprehensive Assessments standardized testing on August 26, when Minnesotans were either at the lake or enjoying the unofficial last week of summer at the Minnesota State Fair.

By doubling the number of standardized tests that middle and high school students will be required to take, Gov. Dayton and the DFL legislature have ensured that “paralysis by analysis” will preserve Minnesota's achievement gap between white and minority students for another generation.

In contrast, union interests are being well-served by the majority party in Saint Paul:

• Democrats prioritize seniority over teaching ability (one doesn't guarantee the other) when they oppose ending the state's last-in/first-out teacher layoff law.
• Democrats protect union members when they oppose introducing innovative programs like Teach for America into low-performing public schools.
• Gov. Dayton put union interests above high teaching standards when he vetoed a bill that would have required new teachers to pass a basic skills test before teaching in a classroom.

When he was a Minnesota legislator, Republican candidate for governor Jeff Johnson voted to increase K-12 funding, although some would define voting for a smaller increase than was requested as “voting to decrease funding.” Governor Johnson would advocate for genuine education reforms that would make Minnesota's students, especially those who are unfairly stuck in the gap, the top priority again.

Truth, justice, and the American way

Figures of Soviet soldiers at the base of a Soviet Army monument transformed into superheroes in Sofia, Bulgaria.

“Well, Doctor, what have we got, a Republic or a Monarchy?”
“A Republic, if you can keep it.” —Benjamin Franklin (attributed)

On this thirteenth anniversary of the 9/11 attacks on the United States — on United Airlines Flight 93, the World Trade Center in New York City, and The Pentagon in Washington, D.C. — we remember those who were murdered by those who hated America. We should also understand that there are still those with a deadly hatred for this country and all for which it stands (see the documentary America: Imagine a World Without Her, and its companion book by Dinesh D'Souza).

But we should also remind ourselves that there are so many of us in the United States and around the world who still believe in and want to preserve all that is good about the U.S.A.

This startling and oddly reassuring image showed up recently in a newsfeed from, of all places, the Moscow Times. I tweeted it almost right away.

Bulgarians believe in American exceptionalism, even if Obama does not. http://t.co/zYabbFiHzK #tcot pic.twitter.com/iSyORc9bDm
— Matt Abe (@mattabe) September 4, 2014

President Obama said, “I believe in American exceptionalism, just as I suspect that the Brits believe in British exceptionalism, and the Greeks believe in Greek exceptionalism.” With all due respect, Mr. President, if every country is exceptional, no country is exceptional. Perhaps that was your point.

That Bulgarian graffiti artists would transform a Soviet military monument into a monument to American superheroes (and Santa Claus and is that Ronald McDonald??) is remarkable on multiple levels. People from other countries often understand American exceptionalism better than U.S. citizens who take their country's freedoms and opportunities for granted.

Photograph by Dorothea Lange, Oakland, California, 3/13/42, for the War Relocation Authority. University of California collection.

Japanese Americans of my parents' generation who happened to live on the West Coast in 1942 suffered terrible racism and were unjustly incarcerated in camps for years. It was illegal for those born in Japan and other Asian nations to become naturalized U.S. citizens until 1952. Yet many of them enlisted in the U.S. military, fought with valor, and remained in the U.S. to help raise the Baby Boom generation.

Why? Around the turn of the twentieth century, their parents immigrated to this country, with no hope for a better future in Japan, many homeless, rising to the middle class in a generation. They believed in American ideals, some dying on the battlefield defending those ideals, even when America sometimes did not live up to them. In short, they were Americans.

Family friends of ours fled Castro's Cuba during the 1960s. They often wonder what would happen if the United States fundamentally changes from its founding principles of freedom. “Where would we go?” they ask.

Fly the flag, petition the government with your grievances, thank a military veteran, say the Pledge of Allegiance, write a letter to the editor, teach your children why they should know the Constitution. Their future, and our country's future, depends on it. It's our country — if we can keep it.