Please CALL your legislators today and tell them to vote NO on HB 350! 1-800-372-7181
The House Appropriations and Revenue Committee is meeting right now, and the scholarship tax credit supporters are here in their yellow scarves. It’s important for us to let our legislators know that Kentucky’s public schools can’t afford to lose $25 – $50 million.
Kentucky is one of several states that are currently considering legislation that would affect how transgender people will be able to receive healthcare. These bills are based on wide-spread public misconceptions about what it means to be trans and what is appropriate healthcare for transgendered people. Kentucky’s HB 321 is a bill that denies doctors the ability to provide gender affirmation treatment to transgender children under penalty of law. If passed, this bill would put Kentucky’s transgendered children at risk. Read on to understand why.
What is transgender?
There’s a biological basis for being transgendered. Gender in humans is determined by a complex set of factors, including genetics, brain development, and our endocrine systems. Scientists are only now beginning to understand how these factors work together in determining our gender, however, it is clear that the scientific community no longer considers human gender to be a binary, but rather a continuum that encompasses a number of variations. There’s so much more to our gender identity than our external genitalia or even our chromosomal composition.
People who are trans have a strong sense that their personal identity and gender do not correspond with the gender they were assigned at birth. Children as young as three can know that who they are on the inside does not match what their bodies look like on the outside. The World Health Organization classifies this condition as gender incongruence. For some children, especially those approaching puberty and beyond, this incongruence between the child’s gender identity and their assigned gender may cause them significant discomfort and distress, known as gender dysphoria. Gender dysphoria is a condition recognized by both the American Medical Association and the American Psychological Association. It is the condition for which trans people might seek a medical diagnosis and treatment.
What are the health implications of gender dysphoria in children?
Gender dysphoria poses serious health risks. Children and adolescents who experience gender dysphoria are at increased risk for anxiety and depression, and are at high risk for self-injury and suicide. Almost 84% of these children experience bullying related to their gender identity at school, resulting in social isolation, low self-esteem, and aversion to school. Children with gender dysphoria are five times more likely to talk about or attempt suicide than other children. As many as 45% of trans children engage in self-harm before the age of 20, with many of these individuals often targeting their genitals or breasts as physical reminders of the gender to which they feel they don’t belong.
What is gender affirmation?
Gender affirmation is the process through which a person receives support for their gender identity and expression. The World Professional Association for Transgender Health has published standards of care to guide doctors and mental healthcare providers in reducing gender dysphoria in children. These recommendations include allowing children to socially transition by living in their affirmed gender (changing their hairstyle, how they dress, using different pronouns, and perhaps using a different name). Children approaching puberty may decide along with their parents and doctors to receive hormone blockers that will temporarily halt the development of physical characteristics that may be distressing for gender dysphoric youth. The effects of these drugs are reversible, and puberty will resume when they are discontinued. Around age 16, older transgendered children may be eligible to receive hormone therapy, either estrogen or testosterone, that will help their bodies develop the characteristics that match their gender identity. Children are not eligible for surgical transition. Gender reassignment surgery is only available to adults over the age of 18, and who have passed an intensive screening process.
Why should we continue to allow doctors to provide gender-affirmation treatments to Kentucky’s trans children?
Allowing trans children to affirm their gender is life-saving. Receiving gender affirmation treatment significantly reduces the rate of suicidal ideations and self-harm in transgendered children. Gender affirmation is the course of treatment recommended by the American Academy of Pediatrics for gender incongruence. Medical treatments like hormones and puberty blockers can only be administered after a thorough discussion of the risks and benefits. The decision for when and how to assist a transgendered child to transition to their affirmed gender is a decision that is made carefully and thoughtfully by the patient, the parents, and the physician together. Children who are at risk for suicide and self-harm deserve supportive healthcare that is mutually agreed upon by the patient, their parents, and their physician. Legislation such as HB 321 that would put decisions about children’s healthcare in the hands of the government is dangerous and should not be enacted. Protect trans kids; Oppose HB 321.
Two weeks ago we asked you to show your opposition to Scholarship Tax Credits (HB350) by emailing your legislators and calling to leave a message for them on the Kentucky Legislative Hotline. You stepped up to the task, and we were able to register a substantial number of legislator contacts. That kind of coordinated effort from public school activists makes a real difference!
The “school choice” advocates are still working hard to convince legislators to pass their Scholarship Tax Credit bill. Watch this video from our Friends at People Over Politics KY to find out why vouchers are bad for Kentucky’s public schools.
We need your help again today to keep up the pressure on legislators to vote NO on HB350. Please use this direct link to send an email to your legislators telling them to OPPOSE Scholarship Tax Credits in Kentucky. Even if your legislator is already committed to opposing HB 350, please send them an email anyway. The volume of legislator contacts definitely matters.
Click here to send an email or call 1-800-372-7181. Our students deserve the very best. Our schools can’t afford to lose $25-50M in funding.
The internet is rife with memes and viral posts blaming the problems in our schools on the fact that God is no longer welcome there. A simple Google search will reveal plenty of examples. There is even the possibility of a bill being filed in this year’s legislative session requiring two minutes of silence at the beginning of each school day to create space for prayer in school. (As a side note, this would essentially mean that, over the course of the year, an entire instructional day would be lost in this practice once you add it up.) As a practicing Christian, I am offended at the notion that anyone thinks that God is so small as to be “not allowed” anywhere! You can’t exactly ban an omnipresent, all powerful being, and you can’t have it both ways. This exaggeration is just another way to try to pretend that Christianity is being discriminated against when what some people are actually wanting is that Christianity should be given priority over other faiths. It’s almost as if those crying out on this topic conveniently forget the first phrase of the First Amendment which reads, “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof.”
Prayer is allowed in school. In fact, if a student asks for space to pray, it must be provided for them. Many Christian students, if they pray at school, are comfortable doing so in the midst of whatever else they may be doing. Muslim students, on the other hand, often rearrange their prayer times so that they do not interfere with school or simply because they are afraid to request the space and time to conduct their prayers. In fact, the only student in my ten year career who has ever asked to pray is a student I have right now. Almost every day at the conclusion of last period he asks if I have time for him to pray. He takes off his shoes and faces towards Mecca and prays. Many times, I take that time to sit quietly at my desk and pray alongside him even if he doesn’t know it. It is a beautiful picture of the religious freedom we have in America, two people quietly practicing their own faith alongside each other and respecting that we do so differently.
Students may lead prayer amongst themselves. This happens in spaces like Fellowship of Christian Athletes or other student organized clubs. When I was in school, we had morning prayer groups and events like “Meet me at the Pole” where students gathered around the flagpole before school and prayed. The caveat, of course, is that teachers cannot lead students in prayer. This is only right, as young minds are impressionable and should not be swayed by the particular faith of their teacher. This is a family responsibility. Faith is diverse and there is too big a possibility that a teacher may accidentally or intentionally force their own ideas of faith onto a student. Additionally, there are now standards created for Bible literacy in schools which some schools offer and others do not. You can check them out here if you want, https://education.ky.gov/curriculum/conpro/socstud/Pages/historical_cultural_influences_of_the_bible.aspx.
Next to my desk, I have a bulletin board of pictures and quotes that help remind me that I am human and refocus me in my mission to help students. Among those words is a prayer that I use to start every day before kids get to my room to remind myself how I want to live each day.
“May God give you Grace never to sell yourself short!
Grace to risk something big for something good!
Grace to remember that the world is too dangerous for anything but truth
and too small for anything but Love!”
-William Sloane Coffin
Last week these words weren’t enough. I listened to a 15 year old girl weeping down the hall about a trauma from her childhood that the lesson her class was doing had reawoken in her memory. I was not supposed to hear her conversation, but she said, “I prayed to God over and over that my mom would come home and He never answered me. I wanted to believe so badly.” Would two minutes of forced silence at the beginning of each day help her? I think not. I however, sat at my desk for part of my planning quietly praying for her and crying my own eyes out because she’s not the only student carrying these huge traumas and needing so much more help than school can provide. If we want to help students like this one, we need to be making sure we have as many mental health counselors in school as possible and wrap around services that help in times of homelessness and hunger. Mindfulness programs like the one we have at Fairdale High can also be an amazing help to students to help them acquire coping skills and have a place to de escalate.
This being said, I am one of many teachers who view teaching as a kind of ministry. I don’t need to lead my students in prayer, force them to pray, or even say anything about God to daily live out Jesus’s teachings in my words and actions. I can show them love in action every day. I can care for them and listen when they feel voiceless. I can be the kind word when all they have heard that day is anxiety and tension. I can give them tools and knowledge to move forward in life. I need the strength that God gives me each day to be able to do that because teaching is a weary, hard calling. God is still in our schools. It’s just that Christianity is not and should not be forced upon students without their consent.
The Census is coming! The last census was in 2010 and it is estimated that around one million children were not counted in that year. The census determines funding for all kinds of government services and education is included in that. Undercounting means less funding for students, severely restricting the type of resources they have access to. Here at VOTE, we will be bringing you up-to-date information on the census as well as what you can do to help.
If you’re a JCPS teacher, you hopefully received information from your school to pass out during our Parent-Teacher Conferences. Both the school district and your union will be working to ensure that every possible student is counted. We are also working with a coalition of other organizations that have the best interests of children at heart.
On April 1, the census will officially be open for responses. Families will be able to answer online for the first time this year. Options for mail and phone are still available, but all families will have access to a link to fill out their census information. If you want to be notified when the link becomes active, you can text COUNTMEIN to 51555 to receive updates from Metro United Way about the census.
Census information is protected by federal law. Your responses, and the responses of your students, are not to be used by the government in a harmful way. It’s important to note that the citizenship question will not be on the census. Families need to respond regardless of citizenship status, which won’t be tied to the census at all. It’s important to help families complete the census as early as possible. From May to July, census takers will begin knocking door-to-door in order to make sure everyone is counted. You will only have your door knocked on if you have NOT completed the census.
Our national union, NEA, is encouraging educators to sign up with the Census Bureau to be census takers. Why? Because our families and communities already trust us. Families that haven’t completed the census yet are more likely to open the door for you, a friendly face they know from school. You can apply to be a census taker using the census website, a position you will be paid for!
The census is vitally important to making sure our schools and children are appropriately funded, as well as other services necessary for our students to be safe and have every opportunity for success.
It’s inevitable. Every time. I know it’s coming. I’m listening to a speaker or reading an article about the need for education to make seismic shifts to adapt to changes in society and culture. I’m nodding along in agreement, but I can feel it about to happen. There’s the call for relevance – yes… the need for student centered – yes… but then… “and we’re still teaching the Pythagorean Theorem.”
There it is – without fail – the “mathematical anecdote”: a piece of content from math class cited as proof that schools are irrelevant or outdated (e.g. ‘they don’t teach kids taxes, but they spend weeks on systems of equations’ or ‘I had to memorize the quadratic formula, but never…’). Even owning my own bias and passion for the discipline of mathematics, I would still wager that mathematics is used disproportionately as a negative example in such contexts. It’s like the shoe that keeps dropping. I usually agree with the bigger point being made, but the trope of the “mathematical anecdote” isn’t helping any of us.
In fairness, I’ll start by acknowledging the culpability of mathematics educators in the overuse of the “mathematical anecdote.” In general, we have held tighter to our cannon of formulas and skills than other disciplines, especially at the secondary level. We’ve moved perhaps more quickly than other subjects to gamify the content, create flashy activities, and dissect a complex curriculum into discrete skills that look good on administrative checklists. We’re more likely to overly scaffold work so that student products have forms and symbols that look complex to outside observers, but do not require true depth of thought. We’re more likely to support systems of oppression through test-prep, than we are to acknowledge and advocate against the use of our discipline (even if a bastardized version of it) as a gatekeeper.
Such moves garner mathematics educators short term praise and recognition that often elevate our stature within the school community but fail to make more transformative shifts, thus failing in any substantive way to address the specific criticism of the “mathematical anecdote.” Those shortcomings acknowledged, the “mathematical anecdote” is most often used to make a broader point about the state of education as whole. In this, however, the “mathematical anecdote” actually undercuts its own intent of articulating a more transformative vision for schools, and should thus be abandoned.
The “mathematical anecdote” is usually received with claps or nods of affirmation. But, such responses are more likely reflections of cultural biases against math or personal anxieties about mathematics than they are positive reactions to a visionary framing of what schools could be. The “mathematical anecdote” serves more to reinforce a shared devaluing mathematics than to inspire support for new ideas. In other words, it’s not helping make the right point.
Moreover, the “mathematical anecdote” typically affirms a utilitarian epistemology that undermines the deeper value of schools. It corroborates a belief that the value of knowledge should be judged solely on its ability to produce something, usually for commercial or economic gain. Yet, the enduring power of educations lies in its ability to inspire awe and wonder, to cultivate beauty in the spirit and the mind, and to unite and empower community. Schools are not conveyor belts for producing workers, but rather igniters of passions so students can build a world better than we can imagine. The rhetoric of the “mathematical anecdote” obscures this more powerful and important view of schools.
Such rhetoric also reinforces negative conceptions about learning and evokes harmful power dynamics. The “mathematical anecdote” is usually laced with technical jargon and a tone implying that mathematics is a rarefied subject, accessible only to a select few. As educators, we should be evangelists for learning not dismissive of certain disciplines or affirming of their inaccessibility.
Most importantly, the “mathematical anecdote” belies the real root of the problem. It implies that schools have simply identified the wrong body of knowledge to transmit to students, which can be addressed by simply identifying the “right” set of facts and skills to teach. Of course, that immediately sets up an infinite game of catch up in which schools will always be behind. Actual transformation requires deeper, structural shifts away from a content-transmission model of education and toward empowering pedagogies that begin with students and communities.
Of course, the point the “mathematical anecdote” seeks to make must still be made, and substituting with examples from other contents would only pose the exact same problems. So, if you must cite an example, some alternatives:
Why are we still organizing days by a rigid bell schedule when we know learning doesn’t happen at or with in a predetermined time slot?
Why do we still divide coursework into content areas when we know that jobs and citizenship require an intersectional understanding of the world?
Why do our systems and policies still prioritize a content-transmission model of education when such a model is the least empowering to students and the most irrelevant in a digital age?
Why are testing and grading still so central to our assessment of students when their limitations are almost universally acknowledged?
Admittedly, these pack less of a punch. But, they pack the right punch. In “Don’t Think of An Elephant,” George Lakoff described how shared metaphors actually reinforce beliefs, even when we think we are explicitly negating them. The use of the “mathematical anecdote” only reinforces traditional and outdated metaphors about schools. Mathematics educators (as all contents) certainly have work to do addressing the more specific critique of how our discipline is currently enacted in schools. But, we are all in this together and to build a more transformative metaphor for what schools can be, we all have to start by removing the “mathematical anecdote” from our rhetoric.
Today is #WearRed4Ed and Call Legislators Wednesday!
We are asking that you CALL or EMAIL your legislators to ask that they SUPPORT HB137 – The Sports Betting Bill. You can use one of the following scripts below when you contact legislators. Find your legislators here.
Dear [Senator or Representative] ________________
Hello my name is ______________ and I am a [your position] and [local affiliate like JCTA] and KEA member living in your district. I’m writing to ask that you SUPPORT HB137. It’s time to put Kentucky first and create revenue using Sports Betting. Kentuckians already spend money on Sports Betting. It’s only right for our Kentucky dollars to stay in Kentucky. This revenue is essential for Kentucky to provide services necessary of state government.
Thank you for your service!
Be prepared to share your name and address. You can leave a message for ALL legislators or just yours. The Legislative Message Line is 1-800-372-7181.
I am calling to leave a message for ALL senators and representatives. I am asking that you SUPPORT HB137 to create new revenue for our commonwealth.