By next fall, New Orleans will have only five public schools—those operated by the Orleans Parish School Board. Everything else will be charters. The post-Katrina path to almost 100 percent charter education began with the post-storm shutdown of the city’s struggling public schools and the firing (recently declared illegal) of some 7,500 unionized teachers and other school employees, predominantly African American women. The assault was accelerated by a massive infusion of foundation and entrepreneurial investment in new charter schools, and years of state and federally supported deregulation and privatization.
Beyond possessing bodacious instructional expertise, outstanding K-12 teachers provide students with a disciplinary View-Master to see the world in stereoscope. We call those teachers transformational for how they engage learners, develop ability and understanding, and amplify students’ identities.
One of Project Still I Rise Urban S.T.E.M. Intiatives
Through the Urban STEM Initiative PSIR stimulates a interest in STEM for students during school and out of school time through robotics training, math enrichment and STEM based competitions. The Urban STEM Initiative has the following goals and objectives:
'I’m a middle school English teacher, but I’m also a social justice educator, and I’ve spent some time contemplating how to merge the two. This goal has led me to seek out pieces of writing not just about activists but by activists. After a thorough selection process, I chose five activist memoirs to set the stage for exploration and discussions about motives, sacrifices and rewards of taking social action.'
"Prompted in part by federal incentives to expand learning time for students, districts serving high-poverty populations are leaping into longer school days, without always embracing what research has found: Simply adding time is not enough to raise student performance."
Dr. King was an 18 year old, Morehouse College student when he wrote this.
"Education must also train one for quick, resolute and effective thinking. To think incisively and to think for one’s self is very difficult. We are prone to let our mental life become invaded by legions of half truths, prejudices, and propaganda. At this point, I often wonder whether or not education is fulfilling its purpose. A great majority of the so-called educated people do not think logically and scientifically. Even the press, the classroom, the platform, and the pulpit in many instances do not give us objective and unbiased truths. To save man from the morass of propaganda, in my opinion, is one of the chief aims of education. Education must enable one to sift and weigh evidence, to discern the true from the false, the real from the unreal, and the facts from the fiction."