A Clewiston, Florida mother hid her cell phone inside her purse to capture her daughter’s elementary school principal paddling the 6-year-old girl while her aide held her down. The video is disturbing, to say the least.
When interviewed the mother admitted her difficulty with the English language, claiming to have been blindsided by Central Elementary School principal Melissa Carter when she was called to the school over her daughter’s apparent inflicting of $50 damage to school computer equipment. Rather than accepting the money, which the mother was more than willing to pay, the principal decided a paddling would be appropriate, with her aide, Cecilia Self, holding down the distressed child.
Corporal punishment is allowed in Florida schools, as well as 18 other states: Alabama, Arizona, Arkansas, Colorado, Georgia, Idaho, Indiana, Kansas, Kentucky, Louisiana, Mississippi, Missouri, North Carolina, Oklahoma, South Carolina, Tennessee, Texas, and Wyoming. While most private schools have completely disavowed the practice, there are still cases of it cropping up in public schools like Central. Parental consent is not required to administer punishments.
A doctor visit after the abuse yielded documentation of injuries to the 6-year-old, including red marks and bruising. The mother is now pursuing criminal charges.
Central Elementary School in Clewiston, Florida serves approximately 600 students in from Pre-K to 5th grade. All students qualify as low-income, with the majority being black or Hispanic. Melissa Carter has been principal at the school for less than 7 years.
In an age of cancel culture, where anything can be deemed offensive and virtually erased from the public consciousness, one wonders how this assignment ever made it past the initial idea phase of one high school English teacher in Texas.
Even if this assignment (seen below, originally posted by @BrandiDAddison via Twitter) had any actual aim other than to shock and entertain, one would expect to see it in a History classroom, and not an English one. Perhaps even more surprising, the tone-deaf teacher apparently had used this assignment in at least one year previous, allowing students the option to refuse participation, if they objected to the content.
More than a class project at Shallowater High School, the “rules” contained in this assignment were to be strictly followed all day, throughout school, and even at home. Members of the opposite sex could essentially grade them on their success. Oddly enough, this assignment was designed by a female English teacher.
While male students are expected to open doors, pull out chairs, and compose themselves cleanly and respectfully, with no foul language, female students are told to “obey any reasonable request of a male” and also to dress enticingly, clean up after the boys, and bring them treats. The disparity is apparent if these students are following these rules throughout the school day: while the boys may just be seen as nice and well-behaved, the girls would undoubtedly be judged in a very different light.
After Addison posted the offending documents on Twitter the assignment was removed from the school due to public outcry, though some critics still insist, “How else will we learn about how life was like for women in the 1300’s?” I guess we should remember that next time a History class begins a unit on slavery, then?
Shallowater High School in Shallowater, Texas, serves approximately 450 students in grades 9-12. Sixty-six percent of students are white, with the remainder mostly Hispanic. It boasts a 100% 4-year graduation rate and excellent college readiness scores.
There exists perhaps no greater example of the disparity between socioeconomic classes than the ability of some to “lock down” for the past year, and the necessity of getting back to work as soon as possible for others. For many families, especially in large cities, staying home just wasn’t an option. The concept of virtual schooling wasn’t even on the radar, when bills had to be paid and groceries had to be purchased.
Enter Chicago Public School district, where a recent attendance review found that nearly 20 percent of high schoolers are not attending virtual classes. Jamey Makowski of BUILD Chicago says, “Some of our young people are caring for younger siblings so they are trying to do their work and also care for siblings while parents are not in the home.” In lower-income neighborhoods, perhaps where every adult in the household must work, there is no one standing over these students, making sure they attend virtual classes and complete assignments. At some schools, the numbers were far worse than the city’s average of 20 percent, with more than half of students not showing up for remote learning. A breakdown of some of the worst is below. Race and socioeconomic status are mentioned in order to highlight the overwhelming inequality present when it comes to virtual learning and its “success.”
Austin College and Career Academy High School, with just 43.8% of students attending virtual classes, has overwhelmingly low-income students: 95.4 percent. Most are black, as well: 96.6 percent. More than 16 percent of the students attending ACCA are homeless.
Manley Career Academy High School has 57.3 percent of its students attending online programming, with 93.7 percent of students qualifying as low-income. Black students make up 91.1 percent of the student body. More than 7 percent are homeless.
Douglass Academy High School has a student body that is 93 percent black and 98.2 percent low-income. Fourteen percent of the students at Douglass are homeless. Of enrolled students, only about 60 percent are attending virtual classes.
Some of the worst attendance records (as low as 35 percent attending), sadly, come from Ombudsman schools in Chicago, namely, Rosebud, South, and West High Schools, which are designed with rolling admission for those who have dropped out of traditional public high schools in the area and are looking for an alternative path to graduation. Other low-attendance schools include Youth Connection Charter Schools, which were also designed for drop-outs and at-risk youth. There’s also York High School, which is located within a prison and provides an alternative educational experience for incarcerated people wishing to earn a diploma.
Conversely, schools with high virtual attendance records tend to skew higher-income, like Payton College Preparatory Academy with attendance of 93.8. percent. This school has a majority white and Asian student body, and only 29 percent of students are low-income. Less than a percent of students are reported to be homeless.
It’s no secret that public schooling is all about the money. Teachers are never paid enough. Failing school? Throw more money at it – maybe in the form of high-priced consultants or more testing.
The problem Covid-19 posed, of course, to public schools’ bottom line is, of course, that it’s hard to justify the astronomical costs of running these schools when they haven’t been open for a year. California is set to remedy that with – you guessed it – even more money, now bribing districts to reopen by March 31 to receive extra funding ($2 billion). “Get it while it lasts,” because every extra day they wait after that, they will lose out. An addition $4.6 billion will be made available to all schools, regardless of how they offer instruction.
Eighty-five percent of the money must be used for in-person instruction: perhaps summer school or extended hours for struggling students (because you know virtual school didn’t work out for many).
Specifics such as how many days or for how long students will be in school, haven’t been addressed. Some lawmakers suggest that the reopening could mean just 12 days of in-person instruction between now and the start of summer break. But for a district to receive funding, all K-2nd grade schools must reopen, but only one middle school and one high school grade need to have in-person classes.