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La cuestión Como si los estudiantes de primaria y secundaria no tuvieran suficientes preocupaciones, ahora algunos enfrentan la amenaza de la deportación forzada de ellos mismos, de sus padres y/o de sus amigos. La promesa del presidente electo de deportar a millones de inmigrantes indocumentados ha inquietado a los estudiantes inmigrantes, a sus padres y a sus comunidades. Su amenaza de poner fin a la ciudadanía por derecho de nacimiento añade una capa adicional de crueldad a sus planes de deportación masiva. Según el Consejo Estadounidense de Inmigración ( American Immigration Council)  la deportación forzosa o incluso la amenaza de deportación tiene “ repercusiones físicas, emocionales, de desarrollo y económicas muy significativas para millones de niños en todo el país. Las deportaciones de padres y otros miembros de la familia tienen graves consecuencias que afectan a los niños, incluidos los niños ciudadanos estadounidenses, y se extienden a comunidades enteras y al país en su conjunto”. Hiroshi Motomura , profesor de la Facultad de Derecho de la UCLA, ha dicho que las amenazas de deportación masiva “inhiben la capacidad de las personas para funcionar en la sociedad y para que sus hijos obtengan una educación”. Se estima que seis millones de niños menores de edad comparten el hogar con un familiar indocumentado, que a menudo es uno de sus padres. Pew Research estima que 9 millones de personas son “familias de estatus mixto” que incluyen al menos un “adulto no autorizado” y al menos un niño nacido en los Estados Unidos. Si los hijos de residentes indocumentados son ciudadanos estadounidenses, ¿qué les sucede si sus padres o tutores son deportados? La reunificación familiar puede llevar años, sobre todo después de un plan de deportación masiva mal definido, como ha sucedido en este país anteriormente. Tom Homan, el candidato del presidente electo Trump para el cargo de zar fronterizo y ex director del Servicio de Inmigración y Control de Aduanas de Estados Unidos (ICE), ofreció una solución despiadada a ese problema. Cuando se le preguntó si había alguna manera de llevar a cabo deportaciones masivas sin separar a las familias, respondió: "Por supuesto que sí. Se puede deportar a las familias juntas". Una de las preocupaciones de los educadores es que los estudiantes vulnerables comiencen a quedarse en casa sin ir a la escuela para evitar exponer a sus familias a la posibilidad de una deportación. Esto ocurre al mismo tiempo que los sistemas escolares de todo el país están haciendo esfuerzos para abordar el ausentismo crónico porque la importancia de la asistencia a la escuela para el rendimiento académico está bien documentada . Con los recientes esfuerzos por mejorar el rendimiento de los estudiantes , es contraproducente crear situaciones en las que el ausentismo reduzca el rendimiento.   El plan de deportación Durante la primera administración de Trump, los planes de deportar a estudiantes y sus familias aterrorizaban a las comunidades inmigrantes, pero al menos el ICE tenía una política según la cual los agentes no debían llevar a cabo acciones de control cerca de escuelas, hospitales o lugares de culto. Sin embargo, hay indicios de que bajo la nueva administración de Trump esa política cambiará y la aplicación de la ley se tornará más agresiva incluso en lugares que antes estaban designados como lugares prohibidos. Actualmente, el presidente electo ha prometido redoblar los esfuerzos en las acciones que tomó durante su primer mandato. Mucho antes de la toma de posesión en 2025, la nueva administración electa está haciendo planes para deportar a cerca de 11 millones de personas. Esto incluye la expansión de los centros de detención para este propósito y el despliegue de militares para la aplicación de la ley . Por supuesto, un plan de este tipo enfrentará importantes desafíos legales, económicos y políticos, pero el presidente electo Trump “ promete superar los obstáculos y montar una campaña inspirada en las duras redadas de la administración de Eisenhower, cuando el gobierno estadounidense expulsó a cientos de miles de trabajadores migrantes a México”. En consecuencia, los sistemas escolares se están preparando para lo peor, a medida que se revelan los detalles sobre el plan de deportación masiva. Los planes pasados y actuales de aplicación agresiva de la ley por parte del ICE dieron como resultado la autodesignación de varias jurisdicciones santuario en todo Estados Unidos. Las ciudades, condados y estados santuario “ tienen leyes, ordenanzas, reglamentos, resoluciones, políticas u otras prácticas que obstruyen la aplicación de la ley migratoria y protegen [a los inmigrantes] del ICE, ya sea negándose a cumplir con las órdenes administrativas de detención del ICE o prohibiéndoles hacerlo, imponiendo condiciones poco razonables para la aceptación de las órdenes administrativas de detención, negando al ICE el acceso para entrevistar a extranjeros encarcelados o impidiendo de otro modo la comunicación o el intercambio de información entre su personal y los funcionarios federales de inmigración”. El condado de Fairfax en Virginia tiene una Política de Confidencialidad y Confianza Pública que garantiza que los residentes inmigrantes puedan acceder a los beneficios y servicios del condado sin temor a que la información que compartan sea divulgada a los funcionarios federales de inmigración. El condado de Fairfax “cree en mantener unidas a las familias y proteger a los más vulnerables y la política de confianza especifica que esta política se aplica “independientemente de su estatus migratorio o de ciudadanía”. El objetivo de esta política era aumentar las oportunidades y reducir la delincuencia en las comunidades inmigrantes, brindándoles protección contra la deportación si denunciaban los delitos y enviaban a sus hijos a la escuela. Todo parece indicar que esta política ha tenido éxito. Lamentablemente, hay quienes utilizan la desinformación para desprestigiar a las comunidades inmigrantes y las políticas que las protegen. Por ejemplo, hay informes inexactos sobre “ relaciones causales entre las ‘ciudades santuario’, los estudiantes de inglés, las políticas de límites en el sistema escolar público del condado de Fairfax y desvaríos políticos sobre la ‘frontera sur’. Algunos sugieren que los estudiantes indocumentados no deberían asistir a nuestras escuelas públicas debido al costo para los contribuyentes, pero estas personas “malinterpretan enormemente el propósito y la misión de las escuelas públicas, que son educar a todos , un punto que es fundamental para nuestra nación y respaldado por numerosas leyes y regulaciones”. Desde la decisión de la Corte Suprema de 1982 conocida como  En el caso Pyler v. Doe , los niños indocumentados tenían derecho a asistir a la escuela pública. Sin embargo, los desafíos a esa decisión están aumentando y los expertos advierten que la Corte Suprema, dominada por los conservadores, podría revocar el precedente.   Estrategias para oponerse a la deportación A pesar de una campaña agresiva para reducir la inmigración, existen esfuerzos vigorosos para oponerse a la deportación. Gracias a Jessica Craven de Chop Wood Carry Water, un compendio ha  sido compilado sobre las organizaciones estatales que apoyan a los inmigrantes . Movilización por la Justicia ( Mobilization for Justice) ha proporcionado información sobre qué hacer si ICE llega a su escuela y una comunidad de educadores K-12 preocupados y partidarios de niños, familias y comunidades inmigrantes produjo y compartió una guía para escuelas con grandes poblaciones de inmigrantes . La Unión Estadounidense por las Libertades Civiles (ACLU, por sus siglas en inglés) está intensamente involucrada en la oposición a la deportación de inmigrantes. La ACLU comparte un apoyo fundamental al proporcionar la historia de las leyes y políticas relacionadas con la inmigración , una advertencia sobre las tácticas engañosas que puede emplear el ICE, detalles de su trabajo en la lucha por el asilo , información sobre demandas contra las deportaciones , el posible uso de la Ley de Enemigos Extranjeros para racionalizar la detención de inmigrantes y una forma en que el presidente Biden puede proteger a los inmigrantes indocumentados antes de dejar el cargo. Además, la ACLU ofrece una hoja de ruta para oponerse a la deportación masiva planeada de inmigrantes. Recursos adicionales ¿Qué esperamos del inicio de Trump 2.0 y cómo podemos prepararnos? Inmigración: Conozca sus derechos y defensa de deportación. Manual de defensa contra la deportación Conozca sus derechos: Derechos de los inmigrantes (en varios idiomas) Solicitantes de asilo: consideren tomar estas medidas antes de enero de 2025 Red Nacional de Visitas Mapa: Ciudades, condados y estados santuario Cómo transformar el miedo electoral en poder de los inmigrantes Recursos adicionales ¿Qué esperamos del inicio de Trump 2.0 y cómo podemos prepararnos? Inmigración: Conozca sus derechos y defensa de deportación. Manual de defensa contra la deportación Conozca sus derechos: Derechos de los inmigrantes (en varios idiomas) Solicitantes de asilo: consideren tomar estas medidas antes de enero de 2025 Red Nacional de Visitas Mapa: Ciudades, condados y estados santuario Cómo transformar el miedo electoral en poder de los inmigrantes

Join the FLE Committee on February 12th from 7-9pm at Gatehouse It is a year with a number in it, so you can be sure that Fairfax Public School (FCPS) volunteers on committees are hard at work. Few committees are as attacked as the Family Life Education (FLE) committee which provides suggestions to modify the sex education curriculum in FCPS to ensure that it is scientifically accurate, age-appropriate, accessible, and relevant for kids in the 21st Century. This year, the FLE committee was tasked with making the FLE curriculum in Elementary School more "inclusive" meaning that it would include new topics or approaches to ensure that the diverse student population in Fairfax County could be seen in the curriculum. One component of this is to ensure that gender identity is included in the curriculum, as students and parents have expressed that the current curriculum ignores transgender and nonbinary students to such an extent that the curriculum can feel somewhat hostile and exclusionary. Of course, in these days of book banning and other culture wars, some are trying to overwhelm the committee with negative comments and attendees at the public meetings. In one particular case, a retired lawyer with no kids in FCPS has written a fallacious blog misrepresenting the FLE curriculum and committee which he published on New Year's Eve. CLICK here to read more The blog was so inflammatory that it triggered an array of people, most of whom want to eliminate sex education, to name-call and make threatening comments about the good volunteers on the FLE committee. Of course, the Fairfax Times, a hate group, and the Fairfax GOP quickly repeated and amplified the blog disinformation to such a point that their members became angry and afraid. Thus, 4 Public Education is asking that you come to the Wednesday, February 12, 2025 from 7-9pm at the Gatehouse Cafeteria (8115 Gatehouse Road-- enter through the garage and go to the first floor ) to witness and support the brave volunteers on the FLE committee. If you cannot attend in person, please send your support for inclusivity in FLE to your school board member . Or attend a later meeting on March 12th or April 9th. If you would like to learn more about what the FLE committee does, please read the blog entitled What you need to know about the FLE Curriculum which provides links, background, and critical information about the curriculum and committee. Unfortunately, there is much misinformation about the FLE program, so this blog will guide you toward the truth. CLICK to learn more

Although Fairfax County had known that being a world community would make it the target of anti-immigrant policies when the new administration began, local leaders were not sure what either the breadth or the depth of ICE actions would be in our communities.  Though the new administration and Virginia’s governor have waived the protections afforded schools, places of worship, and medical centers, Fairfax County policy leaders have assured local residents that they will retain the Trust Policy and protections at sensitive places which have been in place since 2021.  Superintendent Dr. Reid has worked with the FCPS staff to develop protocols to assure schools have response plans should direct ICE incursions occur. She has also visited community meetings and events to reassure parents that children will be safe at school. She has openly shared the plan  with the FCPS community. In addition there are multiple other community groups working with local residents to help people understand their rights, and to make necessary arrangements should their lives be impacted by ICE actions.  Included here is an Indivisible Tool Kit , a Basic Know Your Rights card that can be downloaded and printed or placed on your phone.  Should you encounter an ICE action, engagement is not advised, but a few observations can help you be most effective when reporting what you encountered. Think of the acronym SALUTE S - Size–the number of people involved A - Activity–what are they doing L - Location - as precisely as possible U - Uniform–what kind and what insignia T - Time  E - Equipment (Vans? weapons? other?) Fairfax County and other school districts are doing the best they can in these chaotic times to keep students safe and educated. We all should do our part to support our schools as they do this work, and our immigrant neighbors as they are under attack.  4 Public Education has developed a list of resources (below). Please consider reading more about the issue here: Is Cruelty the Point? Deportation Threatens Our Public School Communities. When Anti-Immigrant Rhetoric Seeps into Public School Discussions Additional Resources What Do We Expect At The Beginning of Trump 2.0 and How You Can Get Prepared Immigration: Know your rights and deportation defense.  Deportation defense manual Know your rights: Immigrant Rights (in many languages) Asylum seekers: Consider taking these steps before January 2025 National Visitation Network Map: Sanctuary Cities, Counties, States  Turning election fear into immigrant power

Contact Congress about Two Anti-Public School Executive Orders Two recent federal Executive Orders (EOs) on public education have been taken directly from Project 2025, Mandate for Leadership  and are attempts by the Trump administration to usurp Congress’s authority and the state and local authority. It is time for public school advocates to tell their members of Congress to insist these orders be rescinded.  1. Public Education Funds SHOULD NOT be used for Scholarships for Private Schools Federal funding of education is legislated by Congress, not by the Executive branch, and the U.S. Department of Education is mandated to carry out policies set by Congress. Allowing the Executive Order (EO) Expanding Educational Freedom and Opportunities for Families   to stand diminishes the authority of Congress by directing how federal funds are to be spent, ultimately attempting to usurp power from Congress. Adding authority in the federal budget to allow states to divert federal funds to private schools, as recommended in both this EO and Project 2025, will be detrimental to the education and future opportunities of American youth. However, that appears to be the plan in the federal budget being developed at this time.  There are many downsides to diverting federal funds to private education:  Private schools are not subject to the strict accountability  that is required of public schools. Private schools are permitted to discriminate against students before or after matriculation, and can reject students who are considered “too expensive to educate” (e.g., students with disabilities). On the other hand, public schools must accept all students and provide for their education.  Also, the failure rate is high in private schools. Almost half of all new “school choice” schools close within five years, leaving students and families to return to increasingly underfunded local public schools, because public funding has been removed from the system to pay for vouchers and other “school choice” schemes.  In fact, In every state where school choice initiatives have been implemented, choice has been a monumental failure: blowing up state budgets  beyond educational spending, eliminating quality controls for student learning with less qualified teachers , predominantly benefit wealthy families , and reducing monies available to public schools by as much as a third.  This EO will negatively impact public schools by directing states to prioritize the privatization of funds allocated by Congress for public education. Using these funds for “scholarships” or vouchers to  private schools destabilizes and undermines the quality of the education of the very students it claims to champion. Rather than expanding “education freedom” as the order suggests, this order will starve public schools of needed funding.  The Commonwealth Institute  reports that “Diverting public funding to private schools will exacerbate financial challenges for public schools. Using [public] dollars – whether in the form of tax credits or opportunity scholarships — for private schools leaves fewer resources available for public school students. And research shows that private school vouchers do not improve – and often harm – student outcomes.“  Diverting federal funds meant for public education tends to benefit the wealthy, not lower income families. This redirection of federal funding is being billed as freedom and an opportunity for families which can be a lucrative tax shelter  for wealthy families and a gift to the private sector. Seldom do “scholarships” or vouchers cover the cost of private school tuition so only those who can pay the difference between the scholarship and the tuition can actually afford to use the funds for private school tuition.  Please ask your Congressperson and Senators to insist that this executive order be rescinded and that no direction to divert public funding to private schools be included in the federal budget. You can do this easily by using this one-click call to action.  2. Public School Curriculum Control SHOULD Remain at the Local Level, Not the Federal Level Although the law  is clear that the federal government can not “exercise any direction, supervision, or control over the curriculum, program of instruction, administration, or personnel of any educational institution, school, or school system, or over the selection of library resources, textbooks, or other printed or published instructional materials by any educational institution or school system” a recent Executive Order (EO) attempts to exert control over public schools’ curricula.  The EO “ Ending Radical Indoctrination in K-12 Schooling ” attempts to limit classroom lessons about race, gender, and American history by punishing public schools  that teach these topics. This EO is consistent with Project 2025, the Mandate for Leadership  which suggests on pg 358 that “The next President should issue a series of executive orders requiring: An accounting of how federal programs/grants spread DEI/CRT/ gender ideology”.  Not only is this EO unlawful, its direction is not in the best interest of K-12 students. Historically, students have been limited to Eurocentric historical content and perspectives in public schools. Only recently have public schools made an effort to provide inclusive and factually accurate historical information that reflected all facets of U.S. History in an age-appropriate manner.  The recent EO reinstates the 1776 Commission that President Trump created during his first term in office to promote “patriotic” education and counter lessons that he says divides Americans on race and slavery. But lessons on factual history of the African American experience are important. Sometimes Black history is hard to talk about, but the teaching of true history is essential so that students know how our country was formed and the challenges faced by American who came before us.  In addition, this order discounts statements by the  American Academy of Pediatricians  that found that many “ systematic reviews  of  the literature  have  indicated  that comprehensive sex education promotes healthy sexual behaviors” and access to comprehensive sex education is known to have many benefits. Sex education has long been a focus of culture wars, with flash points  caused by different viewpoints on what should be taught, and when it should be taught. But regardless, it is each state’s and local school system’s responsibility and NOT the Executive Branch of the federal government to decide what is taught in public schools.  Please ask your Congressperson and Senators to insist that  this Executive Order  be rescinded and the decision to develop course components of school curriculum be left to the states. Please contact your members of Congress ( find them here ) and tell them you do not want them to allow the federal government to prescribe curriculum content.

Our Students, Staff, and Families need the Equity Office If you’ve been reading the news in the last two weeks, it is pretty clear that political rhetoric pertaining to “DEI hires” has become code for efforts to roll back qualified women, Black, Hispanic, disabled, and Veteran hires. On social media, anti-DEI (diversity, equity, and inclusion) rhetoric is frequently unleashed against non-white, non-male, disabled, non-straight, non-cis, and/or non-Christian people in leadership positions or high-skilled jobs, thereby intimating that all who do not fit a narrow racial, religious, gender, sexuality, and gender identity are “diversity hires” and are therefore unqualified for the job.  It is astonishingly bigoted rhetoric that has somehow overtaken our country…in the 21st Century! Many of us find this anti-DEI rhetoric disturbing and understand the historical significance of it. It is reminiscent of Jim Crow era reactionary language and discriminatory actions against formerly enslaved people. Nevertheless, Trump has taken steps to fire those in DEI offices across the federal government, while eliminating DEI positions and efforts in private business and at all levels of state and local government.  Unfortunately, there is now an effort by his supporters to question or attack equity and DEI at all levels of government and the private sector, as well. Retired lawyer Mark Spooner  of the Fairfax Monitor , Independent Women's Forum ( IWF) Senior Fellow   Asra Nomani  of the Fairfax Times , and Independent Women's Network ( IWN) Chapter leader   Stephanie Lundquist-Arora  of Washington Times  wrote recycled talking points and carelessly questioned whether DEI or Equity offices deserve to exist.  However, their lack of attention to crucial details–like “What is DEI, or What do equity offices do?”–undermines their credibility and weakens their argument. It is not helped by the amplification of the Fairfax Monitor’s blog by both the Fairfax GOP and known Southern Poverty Law Center (SPLC) defined  hate group ,  Parents Defending Education  ( PDE ), which highlights the political nature of these blogs and articles. It is important to note that all three have sued Fairfax County Public Schools (FCPS) or its school board multiple times. Their three hit pieces on the employees of the Equity Office in FCPS seem long on right-wing dog whistles, and short on information, except in the case of Nomani who provides people’s names and salaries! Now, that is doxxing!  Key points they fail to address or accurately analyze are: What is DEI?  What is the purpose of the FCPS Equity Office? What critical roles do the employees in the Equity Office play in our school system? What the heck is “equity” anyway? First, DEI stands for Diversity, Equity, and Inclusion. Fortunately, for you, 4 Public Education explains DEI thoroughly in Anjy Cramer’s blog, DEI is Civil Rights . However, if you don’t have time to read her great piece, here is a simple definition of why DEI is necessary in schools: Acknowledges that every person within its community is entitled to dignity and space to exist. Within public schools, DEI departments work to maintain a civilized school and organizational culture celebrating differences among students and staff. This enables students to access learning and makes them more likely to succeed; enabling teachers to best support students while encouraging staff retention at the same time. - Anjy Cramer Second, Spooner and Nomani fail to do the most basic of research on their targets. If they had, they would know the FCPS Equity Office  is: “committed to fostering a responsive, caring, and inclusive culture where all feel valued, supported, and inspired to thrive within FCPS.” I’m unsure why the three authors and the political groups they represent have a problem with that since there is proof  that students learn better and that a responsive, caring, and inclusive culture ensures better education outcomes  for students and their families. Third, if Spooner and Nomani are going to question the entire Equity Office, they need to evaluate the actual  jobs of those they are targeting, or in Nomani’s case doxxing. For example, they question the need for the following positions in a 180,000 student and 25,000 staff school district without even looking at the FCPS website! Thomas Jefferson High School for Science and Technology ( TJHSST) admission staff  who oversee the TJHSST application process. Title IX investigators  who are “responsible for the divisionwide responses to reports of Sexual Harassment affecting students so every reported incident is fully addressed and resolved.” Hearings office  conducts discipline hearings, makes discipline recommendations to the School Board, maintains records and statistics of discipline data, provides school-based assistance, and conducts employee grievance hearings. Diversity, Equity, & Inclusion  office is “committed to serving every student by name and by need” by ensuring appropriate policies and practices, advocating for those who are marginalized, and providing staff training. They work “to improve how everyone at FCPS works with students, families, and colleagues in ways that are empowering and responsive to all.”  How could anyone be against those roles in such a large and diverse school system? Why would anyone want to stall the education of children who are neurodiverse, disabled, multi-lingual, lower income, LGBTIQA+, and/or advanced in STEM? Fourth, there is a legitimate definition of “equity” and it is not simply “equal outcomes” as all three authors claim. Equity in a classroom involves “taking student opportunities  and infusing them with support and resources personalized to each student.” Why? Because not all students start from the same place–additional resources can bring students up. To help students achieve their goals, equity comes into play, giving each student the support, challenges, and resources they need, whether it is reading support for dyslexics, team taught classes or extra testing time, or advanced math classes. In far right circles, “equity” and “DEI” have become dirty words (a.k.a., dog whistles) that are part of some coded nefarious plan to destroy merit. Whether or not they know it, each of these authors has fallen into the trap of pushing this far right, coded definition of equity and DEI. Unfortunately, anti-DEI efforts are “the latest attack on racial equity and free speech” per the ACLU : “First, Donald Trump and right-wing extremists attacked government trainings on racism and sexism. Then the far right tried to censor classroom instruction on racism and sexism. Next, they banned books about [Black, Indigenous, and People of Color] and LGBTQ lives. Today, the extreme right’s latest attack is aimed at dismantling diversity, equity and inclusion (DEI) programs.”   This holds true today with President Trump attacking DEI and equity in several 2025 Executive Orders and firing federal employees whose titles included the word “equity.” However, he did not get in real trouble, even with his base, until Trump blamed DEI for the plane and helicopter crash  that rocked DC National Airport this past Wednesday . His assertions went beyond merely blaming diversity hiring for the crash into eugenics territory where he refers to needing hires that are “ psychologically superior .” While Spooner, Nomani, Lundquist-Arora, the Fairfax GOP, and PDE question the “price tag of equity in Fairfax County,” we should all remember the value of a public education that educates and includes all students and their families. No one should be excluded from our schools and all should be made to feel welcome. Please join me to support our FCPS staff who work in the Equity Office whose very livelihoods and critical jobs in our FCPS community are under attack, even while many of them work hard every day to ensure students are included and can achieve success in our public schools. Especially now, as they support students and communities that have have lost friends and neighbors on the American Airlines plane that crashed into a helicopter on January 29th. Our hopes and hearts are with the families and friends of all of the victims of the crash. Author's Note: I woke up with the realization last night that not only do these hit pieces by Spooner, Nomani, and Lundquist-Arora lack research and critical thinking, but I suspect that they serve another purpose: to distract from the authoritarian, unconstitutional, dehumanizing, cruel, and ignorant Executive Orders and actions by the current Presidential Administration. They are red herrings to distract Fairfax County, which is filled with federal workers, contractors, and their families from the absolute horror of the federal scene. Rather than question the constitutionality of the President's actions, these three writers chose to target hard-working FCPS employees who improve educational outcomes for our students. It's just a thought.

DEmyst-I-fied from a K-12 Perspective Author's Forward: (January 31, 2025): Earlier this week, 4PE approached me about republishing my post on DEI written last year.  Just in one week... one day, not only has DEI become a dirty word, but now it's executive ordered out of our lexicon, soon to be out of all levels of government. You can Google all of the anti-DEI EOs and corporate c apitulation to know that we're in dangerous times where only dominant culture is valued and centered. Of particular note, the January 29th E.O.,  “Executive Order Ending Radical Indoctrination in K–12 Schooling” threatens to defund schools federally that the president claims promote "radical gender ideology" or "discriminatory equity ideology." However, each locality/school system has full authority over its curriculum; and by law, the government cannot unilaterally take away federal funding from individual school districts. (See more here ). Furthermore, I want everybody to see what DEI actually stands for: DIVERSITY. EQUITY. INCLUSION. We ARE a diverse nation. Not only by race, ethnicity, religion and gender... but also in thought. Engaging in good faith with diverse opinions and critical thinking is how we grow as people and as a society.  Public schools at its best teach children  how   to think, not  what   to think. Don't we want to include and welcome everyone who participates in our public education system? Don't we want to ensure that every student and staff have the same opportunities to succeed so that they can participate fully in our schools and society?    Not all is lost though. From our leaders to activists on the ground, it is our turn to fight for our values. Let's move forward, not backward. - Anjy Because DEI is Civil Rights. Centering marginalized children and staff within your systems will only buoy the rest of us.   In light of right wing and monied actors using DEI as a wedge issue  to  destroy   K-12   public   schools  and higher   education   in   general , it may be helpful to engage with what DEI exactly is, and why it has been implemented in educational settings across the nation.    Diversity, Equity and Inclusion (DEI) is a paradigm that acknowledges that every person within its community is entitled to dignity and space to exist. Within public schools, DEI departments work to maintain a civilized school and organizational culture celebrating differences among students and staff. This enables students to access learning and makes them more likely to succeed; enabling teachers to best support students while encouraging staff retention at the same time.   It is more than just implementing policies to center marginalized communities; DEI creates the capacity and opportunity where all can thrive and succeed in an increasingly intellectually interconnected global world. For a global society that is empathetic and can think critically about issues from different viewpoints and understandings will only benefit the greater good.   What exactly is “DEI” though? In the simplest terms... Why Do We Need a DEI Department? But why do school systems need whole departments and staff to address issues of marginalization? DEI synergizes efforts between departments to foster achievement for all, not just for the majority, normative students. It would be difficult for even one person to manage all these efforts holistically. Amongst other roles, DEI departments work with (click on the arrow to expand for more information):  Human Resources and Recruitment DEI starts not just with diverse students, but also with hiring diverse staff who marginalized students can see themselves in. Representation matters and having role models that embody their own realities can foster student aspirations for their own futures. And in school, they can have a shared voice in advocacy for their communities  But marginalized peoples not only benefit: Exposure to diverse educators of all backgrounds helps EVERY student develop interpersonal skills, emotional maturity, and empathy towards others. Challenging preconceptions about others based on prejudices and thinking deeply about the actual communities they live in, and all people that encompass it builds crucial critical thinking skills as they engage with diverse peoples and perspectives.  Professional Development One role of DEI departments is to conduct staff training to help them reflect on their own   implicit biases . Many teachers/staff do not feel comfortable talking about large systemic issues such as race and feel unequipped when they must address it in the moment to students. And it should not be incumbent on marginalized staff to always have to explain their own oppression to others.   By evaluating and implementing culturally responsive trainings, DEI departments educate staff on how to discuss marginalization with students leads to having hard conversations that can lead to societal change that benefits all social groups.  Edit: 1/31/25: This journal article made me change my mind on focusing extensively on individual approaches to addressing inclusive workforces and learning cultures for students and staff. Changing individual mindsets has its place, but where DEI is successful is when structural change occurs. Also read this Medium article , written in 2018. DEI programs focusing on diversity (rather than the intersectionality of this diversity); at the expense of equity does not promote or further equal opportunity or outcomes. Academic Support (particularly for lower performing students) Why do mostly Black, Brown, and/or the disAbled/neurodivergent underperform in standardized testing scores relative to other students?  Traditionally called the “achievement gap,” (but it’s really a failure of   opportunity ), systems need to understand why their schools consistently fail these children and measure how these scores change over time. Many divisions have now implemented online “ dashboards ” to show accountability to their constituencies.  These students often need further academic support. Some examples include Special Education or EL programs that target specific students for additional individualized services.   Curricula/Program of Studies DEI departments work together with instructional departments to make sure the system procures and maintains   culturally responsive , unbiased curricula that reflect all lived experiences that students can see themselves in.  Information Technology also interplays with curricula development, as school systems makes sure that all students have access to the same technology in and out of schools so that everyone can learn the same platforms and complete homework outside of class. Pen and paper are important, but resource-poor schools do not have access to printers, paper, and pencils consistently.  School Climate School climate  is a wide-ranging term, which refers not only to the physical attributes of a classroom (e.g., is the classroom space inviting and uncluttered; is the ratio of children to teachers appropriate for learning), but also the emotional  space (i.e., are teachers and staff able to build relationships with students, do students “feel safe” with their adults and peers in the school setting); all of which intersect with the high quality of academic rigor  each system expects the children in their care to partake.  The school climate informs why   trauma-informed care  and   socio-emotional learning  must be   implemented in classrooms  too, as “students can’t learn if they don’t feel safe….” (Minahan, 2014) Emotional regulation, the ability to make and sustain peer-based friendships within the school setting and feeling confident in oneself enough to learn  all traverse in resulting successful academic outcomes. This reality applies to all students, not just marginalized ones.  Community-Based Learning Many school-based DEI departments develop public seminars related to marginalized people's experiences within the system; and in response to current history and events. It creates spaces for sustained discussions within and among the larger community.  Other School-Based Department Coordination/Considerations Schools, for better or for worse, are institutions that must go beyond just mere learning instruction. Everything that impacts communities finds its way into schools: substance abuse, violence, poverty, amongst other societal issues. Indeed, for many families, their local public school is their primary source of food, health and mental care. DEI works hand in hand with specialized student support staff, such as counselors, school psychologists, community outreach groups, mental health specialists and specialized Special Education Teams (e.g., physical/occupational/speech therapists) to provide appropriate, culturally and family based   wrap-around services .   Restorative justice practices  also play a role in schools, and not just in law enforcement. For example, chronic absenteeism is a real issue within school systems, mostly borne by students of color, marginalized genders and those with disAbilities. Disciplinary policies that actively promote school suspensions/expulsions often results in students falling further behind academically before dropping out of school altogether.   Students who do not feel that they belong to their school community do not have successful outcomes in school and often, in life. The   school-to-prison pipeline  is a reality for many marginalized populations.    DEI Supports Each and Every Student to Succeed For the naysayers that promote DEI programs as “bloat,” divisive and unnecessary… you just cannot ignore issues away. Differentiation between groups of students is not only academic; no  student is alike and there will always be variation between and amongst them due to race, class or other marginalization. And reverting to the same (privileged) lens to solve structural issues… where has it left us? The same groups of children who have always fallen behind ( even before the COVID-19 pandemic ) will continue to fail. And why is race (and merit) brought up when   people of color ascend to leadership positions , while for the truly privileged, even with   low test scores , it’s just assumed they are qualified... and it does not stop them from reaching the top.    I am not convinced those who want to eliminate DEI programs want all children to succeed. They only want theirs to hoard all the limited resources public schools possess. Eventually going to Ivy league schools will always and forever be reserved for the most privileged of our society.   And as for school systems who embrace DEI, it must be more than just words. Can your system unequivocally say that their DEI policies and implementation of them is truly having the effect of lifting up marginalized children you work with every day? If not, it’s just a performative exercise without action. Your students deserve better.   Anjy Cramer has a child in Arlington Public Schools.

This is the second full week of the 2025 General Assembly and all 4 Public Education’s priority education bills are still in play, either being heard on the chamber floor ( HB1954 ), advancing through the committees on the way to the floor, ( SB977 , SB979 , SB1262 ) or still in Committee ( HB 2118 , HB2196 ) so far. Meanwhile work on the budget has begun.  The following are details about 4 Public Education’s six priority education bills in three categories, and the budget that pertains to K-12 public education.  Restorative Practices in Schools Restorative practices in school are known to produce positive outcomes  and it is time for the Commonwealth to make the investments to bring Restorative practices into more of its school systems. Focusing on positive relationships and using evidence-based approaches to guide student behavior are restorative practices that are designed to prioritize students’ safety by helping students to feel welcome and supported. These practices have been shown to lead to fewer disciplinary issues and a safer and more positive school environment.. Restorative practices  emphasize conflict resolution and repairing harm rather than the more traditional and punitive discipline that sometimes pushes students out of the classroom. Restorative practices can help to promote respect, dignity, and mutual concern; repair harm within the school community; create emotionally and physically safe learning environments; give all students a voice, and; empower students and staff to take personal responsibility for the school community. Two of 4 Public Education’s priority bills call for funding a pilot program on Restorative Schools and there are two quick and easy calls to action readers can complete to tell our legislators to pass the bills that support Restorative Schools. They are linked here for the House of Delegates  and Senate . Both bills are important so please answer both calls to action.  New Accountability Framework In 2024 the Virginia Department of Education approved a revised accountability framework scheduled to go into effect in 2025. However there are problems with that revised framework making it essential to conduct a thorough review and make any necessary changes before the revised framework is implemented.  There are two easy and quick calls to action telling our legislators to vote YES on the bills that support delaying implementation of the revised accountability framework until appropriate reviews are conducted. The bills are linked here for the House of Delegate  and Senate . Both bills are important so please answer both calls to action.  Funding for K-12 public schools.  Public education is a cornerstone of our democracy, yet Virginia seriously underfunds its public schools, as was documented by Virginia’s Joint Legislative and Audit Review Commission (JLARC). By way of example, the Commonwealth’s per student funding level is 41st in the United States, between that of Mississippi and Missouri. This problem is made worse by the fact that public schools are primarily funded by localities, largely through property taxes.  This means localities with lower income levels have less funding available for education. School divisions in rural areas, those that have large immigrant populations, or those that are in communities with a high share of poverty, have fewer resources per student to invest in schools, making it harder for their students to obtain a quality education.  The Commonwealth Institute reports  “... over the past few years, community advocates in partnership with education champions in the legislature have made progress — winning historic investments in our P-12 schools, with more of it distributed in an equitable way. And with a system of intentional, equity-focused policies that includes investing in schools and families, we can make high-quality education a reality for every student in every zip code.” But we have a long way to go before schools in rural areas, in low income communities, with large immigrant communities receive the funding they need to support students in their communities the way they need to be supported.  There are currently bills in both the House of Delegates and in the Senate to implement the recommendations of JLARC and improve the funding of Virginia’s public schools. Please take action on both bills. The Education Budget The money committees in the House of Delegates and Senate are currently evaluating the Governor’s budget amendment proposals  for 2025-2026, and those committees will publish their proposed amendments on February 4. That will be followed by a period of negotiation between the Governor and legislature culminating in a revised budget.  As in past years and despite surplus revenues being available recently, the governor’s proposed budget amendments make very few substantive improvements in our public schools . Instead, most of the “improved funding” to education claimed by the Governor is actually an allocation to school construction using funds that were already set aside for that purpose or for public education in general, and some one-time funding for new tests. Most disturbing, in his amended budget the governor proposes that some of the public school funds be diverted to private schools. This is despite research showing mixed to negative outcomes on student achievement when states offer vouchers. Also, it is well known that the private schools receiving the money are not held accountable, are not prevented from discriminating against student applicants or those enrolled, and lack transparency measures. This proposed diversion of funds to private schools is consistent with the Governor’s recent efforts to move toward privatization of public education in Virginia.  The Commonwealth Institute explains :   Diverting public funding to private schools will exacerbate financial challenges for public schools. Using state dollars – whether in the form of tax credits or opportunity scholarships — for private schools leaves fewer resources available for public school students. And research shows that private school vouchers do not improve – and often harm – student outcomes. This $50 million (in the Governor’s proposed budget for private school scholarships) could instead go toward addressing the decades-long underfunding of the public school system. There are bound to be some heated discussions over the budget this year, and 4 Public Education will relay any needs for advocacy. Meanwhile, for more information on Virginia’ budget, including the education component of the budget, readers can attend a webinar on Wednesday, February 5. 2025. Please register at this link .  Recap of the Calls to Action included above - please click to support! SB977 Funding for Public Education (Senate) HB1954 Funding for Public Education (House of Delegates) SB979 Evaluation of Public Schools (Senate) HB2118 Evaluation of Public Schools (House) SB1262 Restorative Schools Project (Senate) HB2196 Restorative Schools Project (House) THANK YOU FOR RAISING YOUR HAND FOR PUBLIC EDUCATION!

Sex Education in Virginia's K-12 Public Schools The Family Life Education (FLE) curriculum in Virginia is an abstinence-based curriculum taught in grades K-12 with age- and developmentally-appropriate lessons covering Human Growth and Development (HGD) and Social Emotional Health (SEH). which promotes parental involvement, fosters self-care and protective behavior, explains sexual development, and provides mechanisms for coping with peer pressure and stresses. The Virginia Department of Education provides standards and guidelines  for instruction on a “ variety of issues  including family and community relationships, mental health, responsibility and disease prevention.” The lessons are sequential, so that older grade levels build on what is learned earlier, and additional material is added as students mature. Many school districts provide grade-by-grade public overviews of their program (e.g., Fairfax County , Alexandria City , Prince William County , etc.), and they typically provide community review opportunities.  All school districts must provide opt-out opportunities for students to withdraw completely from FLE lessons or to opt-out of specific lessons. Currently, there are efforts in many districts to ensure that FLE can be inclusive of diverse student populations found in Virginia schools. The American Academy of Pediatricians  has found that many “ systematic reviews  of the literature  have indicated  that comprehensive sex education promotes healthy sexual behaviors.” Access to comprehensive sex education has many benefits including building healthy relationships; delayed sexual activity; reduced rates of sexually transmitted diseases, sexual activity, and teen pregnancy; and increased use of contraception and condoms.  Sex education has long been a focus of culture wars, and FLE is no different. One thing that makes it such a flash point is different viewpoints on what should be taught, and when it should be taught. However, great efforts are made in Virginia for parental/guardian involvement and the ability to opt out of the program.  Nevertheless, the FLE curriculum and volunteer committee who provides input on FLE, FLE Curriculum Advisory Committee (FLECAC) , are frequently the target of angry rhetoric  by organized groups who seem to fundamentally disagree with the existence of sex education in public schools, or feel it should exclude LGBTQIA+ students and families. Local groups, parents, guardians, and students have organized  to encourage positive change in FLE programs.  The FLE curriculum is sometimes confused with the School Health Profiles Survey , a national system of surveys implemented by local and state departments of health, which use the data collected in schools to direct resources and programming. See the Fairfax County Youth Survey  to see the kind of data collected and how it is used. In Fairfax County, FCPS values public input; therefore, they publish the FLE meeting dates, notes, members, and more on the FLECAC web page . If you would like to learn more, meetings are held at the Gatehouse cafeteria ( 8115 Gatehouse Road Falls Church, VA 22042) from 7-9pm on the second Tuesday of the month from September-April. The next meetings will be on February 12, March 12, and April 9 in 2025.

When I first heard that President Trump was going to abolish the U.S. Department of Education (USDoE), I was horrified, but now, I may be on the bandwagon.  Wait! Hear me out. I would NEVER want to abolish a fully functioning USDoE that supports our public schools, students, educators, and families. But that is not what we have anymore. We have a full blown propaganda machine that makes unprofessional posts, pushes school vouchers, and likely doesn’t know IDEA (Individuals with Disabilities Education Act) from a hole in the ground. In week 1, President Trump’s USDE went from this  to this . Gone is the information that parents/guardians and students would want to know about student loans or education grants, data, and laws. Erased are photos of children with disabilities, including a girl with down syndrome. Instead, they have an ambiguous catchphrase combined with 1984-level Ministry of Truth propaganda about ending “Biden’s book ban hoax,” celebrating sucking money from public schools and eliminating diversity, equity, and inclusion.  Oddly enough, they have not yet shut down commentary on their Facebook posts , but the outraged responses to their edu-propaganda are epic. So epic that SPLC-defined extremist groups like Parents Defending Education are directing their propaganda consumers to the USDoE Facebook p osts . It would be funny if it weren’t so villainous. However, the responses to the U.S. Department of Edu-Propaganda are inspiring. It is clear that NO ONE is standing down from fighting for public schools, our students, and our staff. Nor will we back down at 4 Public Education. We will be there, side-by-side to push back on the propaganda and fight fiendish takeover of our public schools. Join us. Read our blogs . Sign up for our newsletter . Donate so that we can continue our work. Join local groups that are fighting the privatization of our valuable public schools. If we don't fight for it, we won't have it four years from now. That applies to public schools, civil rights, kindness, ethics, and the rule of law. We must focus on what matters . I hope that public education matters to each and every one of you.

The question of what makes a good school has never been more complicated, and questions like “What are we educating students for?” have never been more relevant. Those are questions Virginia educators have long asked. Unfortunately, the most recently proposed answers from the Governor and Virginia Department of Education (VDOE) are not what kids, grads, or Virginia need.  There are four important reasons the Governor’s VDOE School Performance and Support Framework  (Framework) should never  be implemented. 1. It reduces the time and quality of instruction The Governor’s VDOE Framework hampers and diminishes instructional time and the quality of the instruction that can be delivered in K-12 schools. Already administering the SOLs takes approximately 5 weeks of the instructional year.  New  growth assessments  implemented in the last couple of years add testing windows in fall and spring, and the VALSS which replaces PALS assesses K-3rd reading in each of the early years. The Framework’s 5th grade  8th grade, and new 3E assessments which will include various career and technology evaluations such as the Armed Services Vocational Aptitude Battery ( ASVAB ) will add to the testing load. Assessments can be expected to continue to proliferate as VDOE chooses and will add to the already staggering level of tests and reporting.  Any system wide or large scale new programs should be required to enhance instruction  and increase class learning time, not decrease it . For 30 years we have relied on multiple choice testing as the primary measure of student achievement and school quality. Sadly that policy has not accomplished any of the stated goals for using it.  Even the National Assessment of Educational Progress ( NAEP) acknowledges that their methodology has not moved the needle on student achievement to a statistically significant degree. Even if we are to accept that their methodology is valid, standardized testing and mass assessment has been particularly ineffective when it comes to the most vulnerable students, particularly around what has been called the “achievement gap.” Yet, the Governor and VDOE adamantly persist in implementing a Framework that creates an entirely new layer of assessments at 3rd, 5th, 8th, and in high school.  How much education time will that take away from our students? 2. It narrows student curricula and choices The Framework places restrictions that narrow rather than expand curriculum choices. The VDOE website insists that their 3E’s readiness Framework adds more options for students. However, at this time, students can select individual explorations to sample different fields of interest from music to computers, or from cars to cosmetology or other interests and career possibilities across 17 fields Virginia schools provide. Their elective choices belong to them. By adding the 3E’s, students from middle school onward will be tracked into one of three categories:  Enrollment (College or trade school), Enlistment (Military), or Employment (Work). The decision about “what do I want to do with my life,” will effectively be moved earlier for the next generation by at least 5 years--to 12 and 13 year-olds. Forget students deciding for themselves. Their paths for life will be decided by the state and guidance counselors, with the approval of a parent when they are in 7th grade. Their career choices will be streamlined to one goal, in an employment landscape that predicts they will hold multiple jobs, even multiple careers across their work life.  3. It subverts the mission of public education The Framework is destructive to schools’ primary missions of knowledge, skills, and civic understanding. The Framework shifts the entire purpose of K-12 Education towards an education whose primary purpose is to determine a particular career, and create workers. The increased assessments make sure early career choice and lock-in will be the focus. The Framework neglects any subject field that does not provide immediate workforce supply for existing, mostly regional, companies. That approach will reduce study of any fields that uphold and inform immensely important areas of civil, family, and personal lives, including entrepreneurship, small business skills, and creative fields (e.g., theater, visual arts, music). The Framework’s calculations of quality at the school level has very specific requirements and penalties. For instance for student performance to count a full point in VDOE’s readiness ratings students in each category must either complete a CTE credential in a specific field the state selects as high needs, or get an ASVAB score of 65 or higher, or take 3 college credit courses and score B or better in each. Anything less will negatively impact their school on the school’s performance ratings from 1.0 for that student to .75 (or lower) in the calculations. As a result, this structure will create incentive for schools to direct kids into programs that will provide better school ratings rather than better choices for the individual student. The Governor has created an entirely new office in the state government for the sole purpose of collecting data to orient the K to college Virginia Education systems toward an employment-only set of goals. It’s called the Virginia Office of Education Economics, ( VOEE).  VOEE will choose which careers will be eligible for students to gain credit for their school. Given the proliferation of reports and dashboards the VOEE has been producing, it is likely it will become an embedded and expensive way to measure what our children are not learning by giving them tests that satisfy employers, but students don’t need–unless they are applying for an entry-level minimum wage job at the local mass employer.  The Accountability portion of the Framework will be of little or no use to increase learning. The ratings have gone through several naming conventions due to public outcry. They have changed from actual grades to colors (red, yellow, green and blue) to finally Distinguished, On Track, Off Track and Needs Intensive Support.  Though the names have changed, the policies and intent behind them have not been altered. The VDOE’s own projections reveal categories that will sort schools into categories that have more to do with socio-economic status of neighborhoods than school quality.  An analysis of the VDOE projections reveals that:  “Distinguished” labels will apply mostly to schools in more affluent communities. “Schools labeled as Distinguished spend over $1,000 more per student on average in state and local funding than schools labeled as ‘Needs Intensive Support.’”  While “Off Track” and “Needs Intensive Support” will become the category for alternative, remedial, working class, and working poor Title 1 schools.  “Teacher vacancy rates in Needs Intensive Support schools are five times higher than in Distinguished schools. Nearly 1 in 5 teaching positions in Needs Intensive Support schools are either vacant or filled by provisionally licensed teachers, compared to just 1 in 15 in Distinguished schools.” These categories have been confirmed by the VDOE’s own projections of which schools will receive each rating.  That means the VDOE accountability and accreditation Framework will only serve to reinforce the mental health problems and deprivation of less affluent communities, and bolster housing and economic cycles that have led to segregation and housing shortages Analysis reveals that “Nearly 7 in 10 students in Needs Intensive Support schools are students of color. The share of English Learner (EL) students in Needs Intensive Support schools is more than double that of Distinguished schools.”  Although there have been recent increases in state school funding, state budgets continue to exist with a status quo between schools that get support and those that don’t, which keeps us below the national average on most funding points. This long standing underfunding of public schools is answered in the Governor’s Framework by a School Improvement grant system in which schools with low ratings must apply for a grant that can only give them up to $500 per student, which will likely provide less than it takes to pay for the bureaucracy of the reports and forms and agreements they must create and monitor. To fund these grants, the VDOE plans to use funds allocated to the school by the federal ESSA program, but the locality will have to apply to the state for the money allocated to them by the federal government. 4.  It adds expensive bureaucracy, not instruction What the Framework calls “support” consists  predominantly of management consultants . The VDOE’s plan describes “innovation” and exciting new designs, but a deeper look reveals strategies that have been used over the last 30 years to prove schools are underperforming rather than helping schools meet the needs of their students. The bulk of the Governor’s proposed funding will go to specialists and outside managers, not to classroom resources and in-school staff. The resulting “support” does not address the “how” of resolving real instructional needs, achievement gaps or meeting the challenges of the changing work and culture landscape. Instead it tackles how to manage the teachers and students so they deliver the numbers VDOE wants. Notably, this method of “consult and break” has been used for years with dire results in other states as a means to disrupt and shift from local management to privatized school and commercial district managers.  It would be detrimental to the state and to our children to implement an infrastructure that does not meet the needs of now nor correct the missteps of the past.  The History of Education Mass education in the public schools of the 20th century accomplished great feats for humanity: reducing disease, increasing lifespan, raising economic potential for most countries of the world, and exploding the potential of human creativity in every field by educating all students in our sciences, social sciences, and arts to a level once reserved for only elites.  The early 21st century has already almost broken that incredible progress and the schools that created it. Now, if the schools of the near future are to survive and prepare children for their whole lives, not just their 9 to 5 life, we must abandon the stress, break, and punish models of the last 30 years and ask much deeper questions about what is necessary for our children and our human societies to be healthy and thriving, and how to design that success.  The Future of Education The currently accelerating speed-of-change is one of the more pressing reasons we cannot opt for an old fashioned, "train them to make buggy whips in 1910" kind of choice. AI, technology, and a changing economic landscape is altering faster than companies can keep up. As Forbes put it, “In 2030 there will be 30 Technology Companies by 2050 there will be 10.” The World Economic Forum  estimates that by 2027 44% of workers' core skills will be changed or disrupted and 41% of companies will have reduced their work forces. The 2028 graduates who entered high school in fall of 2024 will already be entering a changed job market. It is not that we shouldn’t equip students to hold jobs, but that we must be more deliberate and cautious and simultaneously more discerning and insightful than Governor Youngkin’s and the VDOE plans allow.  Certainly Governor Youngkin’s hastily designed and deliberately destructive Framework, which seeks to prove one more time that the schools which have given us so much are failing, will not give our students and Virginia the thriving future they deserve.  There are currently bills in both the House and Senate to call for a review and report on the controversial revision of the school performance accountability system.  Take Action Now Please take action on both bills. Tell Delegates in the House of Delegates Education Committee to Vote YES on HB 2118 to require fair and equitable evaluations of public schools and improve student growth and learning outcomes across the Commonwealth. Tell your Legislators to  Vote YES on SB979 to require fair and equitable evaluations of public schools. However, between this session and next year, we need to do more than just delay. We need to make a new and better plan that gives the children and youth of Virginia a chance at their dreams.