We occupied Afghanistan for years (& all we got was nothing)

For those who have followed the situation even somewhat more closely than the average media outlet — which ignored the war in Afghanistan almost entirely after 2002 — there is (sadly) no surprise whenever another pillar of moral justification for the lengthy war and occupation effort collapses or becomes too tenuously thin to make the case anymore.

The twins of propaganda and profligate budget fraud have been skipping hand in hand for years around the U.S. effort in Afghanistan. We have not made the country better and most “evidence” that we did has been fabricated, exaggerated, or erased immediately by local forces we can’t control (including our own political allies).

We don’t want to talk about that because then we would have to admit that thousands of troops died and three-quarters of a trillion dollars were spent over the course of more than a decade…for nothing. Literally nothing. It was a giant, heartbreaking waste.

Now read the details from BuzzFeed News, which sent journalist Azmat Khan and others all over Afghanistan to check just the $1 billion worth of USAID and DOD funded schools alone. And weep.

Here’s a quick summary of the massive report:

The United States trumpets education as one of its shining successes of the war in Afghanistan. But a BuzzFeed News investigation reveals U.S. claims were often outright lies, as the government peddled numbers it knew to be false and touted schools that have never seen a single student.
[…]
a BuzzFeed News investigation — the first comprehensive journalistic reckoning, based on visits to schools across the country, internal U.S. and Afghan databases and documents, and more than 150 interviews — has found those claims to be massively exaggerated, riddled with ghost schools, teachers, and students that exist only on paper. The American effort to educate Afghanistan’s children was hollowed out by corruption and by short-term political and military goals that, time and again, took precedence over building a viable school system. And the U.S. government has known for years that it has been peddling hype.

BuzzFeed News exclusively acquired the GPS coordinates and contractor information for every school that the U.S. Agency for International Development (USAID) claims to have refurbished or built since 2002, as well as Department of Defense records of school constructions funded by the U.S. military.

BuzzFeed News spot-checked more than 50 American-funded schools across seven Afghan provinces, most of which were battlefield provinces — the places that mattered most to the U.S. effort to win hearts and minds, and into which America poured immense sums of aid money.
[…]
Over the last decade, report after report has chronicled the corruption and waste that squandered taxpayer dollars across many U.S. programs in Afghanistan. But American education efforts — long seen as a shining success — have gone mostly unexamined, a truth acknowledged even by one of the U.S. officials who has investigated corruption in Afghanistan.

 

U.S. Marines in Afghanistan in November 2001. (US Marine Corps Photo)

U.S. Marines in Afghanistan in November 2001. (US Marine Corps Photo)

8 years late, Congress ready to revisit No Child Left Behind

When the No Child Left Behind Act (NCLB) was signed into law in 2002, it was intended to last only until 2007, when lawmakers would revisit and improve the law. Instead, our country’s lawmakers allowed the bill to expire, forcing states to continue to abide by it until another law replaces it (or, after 2011, seek a conditional waiver from the Obama Administration).

Finally, with both sides of the aisle dissatisfied with NCLB, Congress has decided to take note of the lessons learned in the past 13 years and begin debates to replace the law. Meaningful changes in the law are far from a slam dunk; those on the left are calling for reforms as progressive as universal pre-kindergarten and those on the right wish to see more decision-making power reside in the states. If an agreement is to be struck, it will surely come at the end of impassioned and tumultuous debate.

The bill that has been brought to the Senate floor is sponsored by Lamar Alexander (R-TN) and Patty Murray (D-WA) — both of the Senate Committee on Health, Education, Labor and Pensions, where the bill passed unanimously in April. The proposed bill calls for the continued use of mandated math and reading tests, but would allow states to decide what to do with their results. Furthermore, in direct response to the debate over Common Core, the bill would prohibit the federal government from requiring, or even encouraging, a nationwide set of academic standards.

The House of Representatives is set to debate their own version of the bill, sponsored by John Kline (R-MN), which includes giving states control over school accountability and a controversial school choice provision. This bill was set to be voted upon in February, but that vote was withdrawn because there was not enough support, even within the Republican majority, for it to pass — and the White House announced that it would be vetoed, should it reach the President.

Here’s a primer on some of the key issues set to unfold during the debate:

Veto Power. The White House has announced that it does not support either the House or Senate bills in their current form due to a lack of accountability. While they haven’t said that they would veto the Senate’s bill, they have made it clear that they hope to see improvements. Namely, they would like to see a plan for failing schools. As Secretary of Education Arne Duncan, pointed out, “To simply label a school as failing, that doesn’t change a kid’s life.”

It’s a civil rights issue. Although a school and its students are far more than a number, testing has allowed for a quantitative way to highlight the differences in quality of our country’s schools and has been particularly effective in bringing the black/white achievement gap out of the shadows. When the President and his Secretary of Education refer to accountability, they are, in many ways, referring to the federal government’s responsibility to figure out which of its citizens it is failing and fix it.

Testing, testing, and, oh wait, more testing. The country’s largest teacher’s union, The National Education Association, has long been calling for the elimination or severe reduction of standardized tests. Banking on a renewed anti-testing fervor stemming from frustration with the Common Core, their voice is sure to be heard in this debate. While testing is disruptive, wildly unpopular, and known to distract school systems from the true mission of educating children, another viable accountability option would have to be brought forward to see the elimination of testing. In the meantime, there’s a real chance the testing could be limited and the scores used in a different way.

Wish lists. It is impossible to overstate the importance of public education, and everyone wants to leave their mark on the issue. Bob Casey (D-PA) seeks to provide universal pre-kindergarten and believes he can fund it by closing a corporate loophole allowing US companies to move part of their business overseas in order to become foreign corporations for tax purposes. Pat Toomey (R-PA) and Joe Manchin (D-W.Va) will ask for more detailed background checks of all school personnel. Other lawmakers are sure to add their opinions and addendums to the bill.

In the words of John F Kennedy, “Our progress as a nation can be no swifter than our progress in education. The human mind is our fundamental resource.” Nothing short of the fate of our country rests upon the education we provide to its children. Let us insist that our lawmakers take this opportunity to make sound, effective, and significant improvements to our education system.

School Desegregation and Its Effect On Black Neighborhoods

In 2012, in her book Extraordinary, Ordinary People: A Memoir of Family, Condoleezza Rice talked about what life was like for her growing up in Birmingham, Alabama before and during desegregation. In it, she paints a very different picture from what is usually presented when you look into the history books. Condoleezza paints the picture of her life before desegregation as a middle class dream — complete with ballet class, music lessons, and charm school. She talks about a tight-knit Black community that was determined to make sure their children were well educated and prepared for a world that would be hostile towards them.

What’s often glanced over in history books is that many Black people opposed desegregation of schools. While most people’s view of the pro-segregationist is that of the White people we see in pictures, holding signs that say “Keep N—–s Out Of [Insert School Here],” there were many Black neighborhoods that weren’t eager to send their children off to school somewhere else.

A major downside to school integration is that it meant many schools in Black neighborhoods would be shut down. It seemed as if the majority of children being forced to move from one school to another were the Black students. In Tulsa, Oklahoma more Black students were being sent to predominantly White schools than White students were being sent to predominantly Black schools. This led to Carver Middle School being shut down for a year. As recently as 1997, well-performing but predominantly Black schools like Central High School in Louisville, Kentucky were in danger of being shut down because they didn’t have enough White students — due to geographic location — for the school to be considered properly integrated.

The experience of segregation wasn’t exactly the same from state to state after the Brown v. Board of Education ruling in 1954 and other laws desegregating public facilities, housing, private businesses, and more. In Los Angeles, California (as well as in many other Western and Northern states across the US) people of color — who were now free to live in any neighborhood they wanted — still preferred to live in neighborhoods largely populated by their own race, ethnicity or culture. Many Black people moved to the Crenshaw district of Los Angeles, which, during the 60s and 70s, became the hub for African-Americans in the area.

This kind of segregation, known as de facto segregation, wasn’t illegal, but it meant that the schools in the Crenshaw district (and many others like it) had predominantly African-American students because the students living in those districts were predominantly African-American. It became the norm for school districts with this particular problem to employ busing as a means to desegregate these schools. Children in the Crenshaw district of Los Angeles were bused out to the San Fernando Valley, at the time a majority-White area that was also a one hour bus trip each way for the children.

In 1981, the US Supreme Court halted the mandatory busing system stating that it was unconstitutional to enforce busing when the segregation in schools was unintentional — meaning it was based on where people chose to live, de facto segregation rather than de jure segregation.
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June 15, 2014 – Arsenal For Democracy 88

AFD-logo-470
Topics: California teacher tenure ruling, Iraq-ISIS crisis. People: Bill, Persephone, Sarah, Nate.

Discussion Points:

– Why is maintaining teacher tenure and paying trained teachers more money so important?
– Just how badly did the United States screw up Iraq in 2003?

Part 1 – Teacher Tenure:
Part 1 – Teacher Tenure – AFD 88
Part 2 – Iraq/ISIS Crisis:
Part 2 – Iraq – AFD 88

To get one file for the whole episode, we recommend using one of the subscribe links at the bottom of the post.

Related links

– NYT: Judge Rejects Teacher Tenure for California
– NYT Op-Ed: Taking On Teacher Tenure Backfires
– Guardian: “US sends aircraft carrier to Persian Gulf as Obama considers air strikes in Iraq”
– YouTube throwback: Thomas Friedman sums up the Iraq war… (5/29/2003)
– Washington Post blog: “How can the U.S. help Maliki when Maliki’s the problem?”
– AFD: “Maybe let’s stop trying to ‘help’ Iraq for a second”

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