Why Every State Needs Strong
Parent & Community Stakeholder Participation to
Address Power Imbalances in Decision-making

The unions do not speak for the American public. By now, the public should know, without question, that the nation had 43, 000 failing schools, at last count, or before the unions declared war on objective testing measures --- or any type of information, penalty or sanction that had anything to do with teacher accountability in the classroom. But, was it really their decision to make --- in creating this culture of anti-accountability, on behalf of all public school students --- as though all parents are against testing?  Do the unions really think that the public wants to go backward in time, to the days, when school accountability measures were nowhere to be found or when 99% of U.S. teachers and, in turn, schools were considered highly effective even when they were not?
(By the way, we still do not know what happened to those schools.)

This is an important topic to explore, especially since most educational leaders dont seem to know what happened to them, either. This fact can be proven in many ways but, most importantly, by reviewing the latest NAEP scores. For instance, only 7% of black 12th graders are proficient in math and only 13 % are proficient in reading. I do not believe the scores are the fault of the students at all. The problem or problems, instead, are state, district and school-based concerns. These concerns show up in the unfair distribution of effective teachers in schools and across districts ,  low academic standards for children of color, low expectations for children of colorinflated graduation rate schemes (click here,   here, here, and here ---  that show that effective research-based  targeted interventions are not in use) and school ratings that mask a multitude of concerns. (For example,  Maryland's ESSA plan shows that only 65 percent of the score — will be based on objective academic measures," "the operative word is objective." This is an incredibly low percentage, a percentage so low that it should be rendered meaningless for it will remain in place for the next 15 years if their plan is approved (It's due on September 17th.). In contrast, Delaware's 80% focus on academic measures is deemed too low (to put MD's in perspective) --- for a bona fide school system with a public mission --- by other, if not most, educators. Clearly, more parents, community leaders, community stakeholders  and faith-based leaders must 
show up and speak up on behalf of public school students about these concerns.), etc.    
For more information, click here.


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News About the Trump Administration 
Input about Trump. . .
from a wide range of perspectives representing parents, community stakeholders,
 civil rights leaders, teachers, educational leaders, charter school leaders, etc. 
Learn more about how Trump is refusing to denounce white nationalists
by clicking here. To learn more about Heather Heyer, click here

Learn more about how states are " removing eligible voters from the
rolls without adequate evidence" under the Trump administration and/or
"through a sham commission."

Learn what civil rights organizations are saying about his
strategy for public schools here,  here, and here

Learn what teachers' unions are saying about his
strategy for public schools here,  here, here and  here.

Learn what educational leaders are saying about his
strategy for public schools herehere, here,  here and here.

Learn what public school parents are saying about his
strategy for their children here,  and  here .

Learn what community members are saying about his
strategy for public schools here.

Will Trump address equity and fairness concerns between districts in public school systems?   Will he try to do away with educational standards as he said he would do and lead the public education system back to a time when most children were failing without anyone even understanding why or how it happened? To learn more, click here, here, and here.  




COPACS is a U.S. collaborative of parents and community stakeholders (across races/ethnicities, gender, geographical regions, socioeconomic status and age groups) that was organized to support public school effectiveness.
 
This mission-driven goal moves beyond the “one size fits all” traditional school-based approach to parent engagement.  Instead, COPACS supports
parents as well as community stakeholders in gaining access to the latest research-based findings, best practices, lessons learned and/or the best possible solutions tied to positive student outcomes. 

To meet this need and/or to  further deepen parent and community stakeholder involvement in public schools, COPACS offers its members a wide range of programming ---  from capacity development opportunities aligned with research-based practices --- to "shared democratic spaces for knowledge creation, exchange and use." 

At its root, COPACS' purpose then underscores the importance of a culture of inquiry that guarantees  transparency and accountability in public school governance, discourse and decision-making connected to student achievement. 
 
To learn more about COPACS, please click here.
   
 
Joining  COPACS