I remember, vividly, the first time I learned that my presence wasn’t welcome in official public policy debates.
I had spent hours researching proficiency-based education, and for the first time in my life, I’d gathered enough courage to head to our state house to testify before the education committee.
My plan was to tell them what was plainly obvious: that this method of learning was devoid of evidence showing it was best for kids; that it was designed by investors and ed-tech developers rather than educators; and that by mandating we award proficiency-based diplomas, we were effectively using the children in our state as guinea pigs in a grand, unethical experiment.
I thought for certain that when I told the committee my credentials – a public school teacher with masters degrees in both special education and developmental psychology (one from Columbia, even) – that they would listen in earnest.
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