Who Will do the Work of Upgrading America’s Infrastructure?

Part 1: Why our public schools are in serious need of more enhancing technology capacity infrastructure upgrading.

Recently I was honored by my former school, Science Skills Center High School (SSCHS), in a ribbon-cutting ceremony recognizing the major technological upgrading of the school’s library to a Research and Media Center (R&MC). This new resource-rich facility will give students access to a vast world of reading and study resources covering high school students’ intellectual, inner-attainment/enjoyment, and social-emotional needs. At the same time, the R&MC will offer study research resources for term papers and projects in all academic subject areas, especially science, technology, engineering, and mathematics (STEM). The R&MC will also complement the student’s in-school Advanced Placement classes and outside of school university-based college-level courses. This powerful project was championed and received ($1 million in) funding from Brooklyn Borough President (soon to be NYC mayor) Eric Adams.

The good news for the entire city looking forward is that in my conversations with Mr. Adams, I strongly sense that he understands the need for the technology-based R&MC model to be available to all children, not just at SSCHS or NYC, but indeed, throughout our entire nation.
This understanding by Mr. Adams is critical for NYC children, because, to be honest, I have not always been successful in getting elected officials, civic leaders, and sadly, even some educational leaders, to be able to wrap their brains around the crucial need to combine STEM education, research skills, personal resilience capabilities, good self-discipline/study habits, academic knowledge, information, and algorithmic competencies; and further, students having highly-adaptive performative skills (in classwork and on standardized assessment instruments). And then having all of these student scaffolding conceptual and behavioral qualities delivered by a highly-skilled and high-efficaciously gifted school staff. Equally important is that this high-quality ‘teaching and learning experience’ is fairly given to all students, without prejudice, bias or neglectful malice; a zip code should not be a quality-future life-determining number.
Finally, this approach to building students’ intellectual and emotional empowerment capabilities can only be accomplished through the determined work of a strongly ethical school building leader and a committed staff that is strategically smart and morally compassionate in the application of the principles of equity and equality.

America, our public schools, have a technology infrastructure problem.

I am happy that President Biden’s “Infrastructure Bill” passed, and for sure, it will do much good for our nation.
To fix and build our economy, we must build and fix bridges better, expand and upgrade roads, and improve the many modes of human and commercial transportation. But, we must also build better technological learning access bridges and roads that could transport our young people into a highly-skilled, competent and confident workforce prepared future.
And of course, there’s some irony in play here; because based on my professional work, observations, and travel experiences in places like Alabama, Mississippi, Louisiana, and West Virginia; the political leaders from those states should have been the legislation’s (with Biden’s original proposal format) greatest champions; but such is our present political state of national self-destruction.

Unfortunately, the Infrastructure Bill, in my view, was nowhere close to what is needed for upgrading the technology infrastructure in the most technology-framework deficient school districts in our nation. This bill would need to be twice as large to begin to address the tremendous educational technology and internet soft and hardware upgrading that many of the school districts (and public libraries) in those states mentioned above (and many others) so desperately need.

Further, for US rural public educators, there is a never-ending struggle to match the present and future American workforce competencies demands that could be solved in part by those school communities having access to state-of-the-art, high technology capacity learning environments that could provide their students the access to research/library services links, online/virtual courses, particularly in those subject/content curriculum areas where there is an acute shortage of certified teachers (STEM, foreign languages, the Arts, college-level/AP courses, etc.). In addition, and specifically, on the high school side of the equation, having better hard and soft internet technology infrastructure could allow students to gain access to Career Technology Education (CTE) certification courses for private sector companies like Microsoft, CISCO, and governmental agency job opportunities in skilled technical areas like robotics and cyberforensics.

The ‘endangering-our-future-economic-growth’ technology capacity gap between rural and urban America and the secondary and equally deleterious lack-of-access-to-opportunity gap that separates communities inside urban localities is one of the greatest threats to the US being able to maintain and enhance its international competitive and international cooperative favorable economic development status.

Finally, we have painfully been taught (but have we learned?) by our Covid-19 school years’ experience that the technological capabilities and infrastructure gaps between school districts, and the enfranchised students versus the students of disenfranchisement access to technology resources gaps existing between cohorts of students inside of school districts, has most-likely led (by way of learning loss/learning gain factors) to an unfavorable increase in an already severely existing academic learning and achievement gap situation.

We have met the #1 enemy of our future national economic development capabilities…and that enemy is our inability to employ all of our national human resources!

I found it strikingly symbolic that Presidents Joseph Biden and Xi Jinping held a summit the day after the signing of the US Infrastructure Bill. I, for one, don’t buy the many current fear-mongering commentaries making the news media rounds proclaiming that China is the greatest threat to America’s future social, political, and economic success; after all, China is not passing US state-level voter restriction laws, and it does not direct or manage the dismal academic achievement outcomes of US public school systems. But educationally interesting, the People’s Republic of China (PRC), to its credit, does clearly understand that closing their rural/urban, poor/more affluent families STEM structural/infrastructural divide is an essential key to any plan for a PRC national economic development strategy that would lead to future “first-world” status success.
Now I know this because PRC regional commissioners of education, superintendents, and principal delegations visited both (SSCHS/PHELPS) of my high schools. And so, why would the PRC invest so much in sending education delegations to visit two US urban Title 1 high schools? First, I understood their unstated objective as an educational leader who appreciates an effective information gathering plan for gathering valuable information.
It appeared that the focus of all of their questions could be reduced and framed into one fundamental question:

“How are you able to get students from communities that were traditionally excluded from STEM learning opportunities and representation to embrace, succeed and exceed in their STEM studies?”

One of the critical parts of my answer to them was this:

First, you must challenge any anti-STEM cultural beliefs that may exist in the minds of the students (their parents and the community), by affirming that STEM is historically and presently very much a part of universal (everybody’s) culture; STEM learning, achievement, any real or imagined “STEM-giftedness” is not the restrictive territory of any particular social-economic class, nationality, ethnicity, gender, or geographical location.
Secondly, ‘nail early’ (elementary school) the student’s ability (prerequisite arithmetic skills) to take and master that critical ‘STEM-gateway’ algebra course. You must have (our high school program) four years of lab science courses and four years of mathematics. Design STEM electives (e.g., computer-assisted art and design), teams, and clubs (e.g., robotics, meteorology, game design, etc.). You must surround and immerse students in highly-effective STEM instructional practices (and then continually professionally develop those teaching talents); make sure students have access to modern college/industry level STEM equipment and building structures (supported and strengthened by the necessary external infrastructure); insist that the students are being engaged with a robust and rigorous STEM curriculum and standards-based assessments program that reflects and ‘rehearses’ the students in those advance STEM technological knowledge and application skills you want them to learn and later practice as graduated (STEM professional) adults… Essentially, what the PRC presently succeeds at doing with their specialized professional athletes’ development schools!

But suppose any nation’s (US or the PRC) leaders want to produce more and better specific categories of students, e.g., STEM competent, from the ranks of the “traditionally” ignored, excluded, or underserved populations. In that case, there must be a profound (game-changing) pedagogical/political thinking shift in how they will make investments in technological institutional structures and the necessary supporting civic infrastructures that will lead to the growth in the qualitative and quantitative numbers of those dispossessed and disconnected students; it won’t happen by accident. A public civil service educational bureaucracy left to its own job justifying/persevering “playing-it-politically-safe” inertia culture will naturally incline toward predictively producing unimaginative, uninventive, and mediocre educational outcomes.

The critical question for America is: Will we finally realize too late (by ignoring the recent demographic predictive math of the 2020 census) that the denial of STEM school structural learning opportunities and infrastructure enabling capabilities to the disentitled children (the majority population) of our public school systems, will eventually inflict serious economic, social, and psychological harm on the country’s future developmental aspirations; a situation that will cause even the nation’s children (and adults) of entitlement to be rendered unable to avoid the resulting collective psyche pain.

In Part 2, I discuss a second major public school (and the nation’s) infrastructure upgrading problem. And that is the problem caused by US public education’s “stuckness” in an old and timely-unsuitable “vocational school” model. Our current approach is not imaginative, robust, or dynamic enough to meet the country’s modern need to produce skills trades apprenticeship-school-ready, allied health career prepared-for-internships, and applied technology certified industry and governmental agencies work-force ready high school graduates. For these reasons, we need to upgrade from the traditional “vocational education” model to a modern version of the Career Technical Education (CTE) model, intellectually, pedagogically, and structurally, and do it expeditiously.

Science Skills Center High School Library Naming and Ribbon Cutting Ceremony.

On Friday, November 12, 2021, 1:00 PM ET, the Hon. Eric Adams, NYC’s Department of Education (NYCDOE) Science Skills Center High School (SSCHS), will ‘cut-the-ribbon’ on its new state-of-the-art Research Library and Media Center (RLMC). The RLMC will be named after the school’s founding principal, Michael A. Johnson*.

I would first of all like to thank Dr. Dahlia McGregor, the SSCHS principal, for developing a dynamically inspiring library facility and proposing that I be honored in such a fantastic way. I would also like to thank former NYC Chancellor Richard Carranza and present NYC Chancellor Meisha Ross Porter for graciously waving the NYCDOE regulation that prohibits the naming of any part of an NYC public school facility for a person who is still living (I am, by the way, very much alive, fully vaccinated + booster shot!).
As a former NYC superintendent, I understand the “political risk” of taking such a bold action; and so, I will always strive to honor their decision and work hard never to disappoint them.

Further, and in every significant way critical to this project, I would like to thank the Honorable Eric Adams (now mayor-elect of NYC), Brooklyn Borough President, who provided encouragement, material, and spiritual support for this new library facility. I am highly honored that Mr. Adams would recognize me, a humble son of Crown Heights Brooklyn, in this extraordinary way. And in addition, with all of the things he must have on-his-plate, that he has decided to attend the event personally. It is my hope and prayer that SSCHS will make his future public leader-servant mission work easier, and that SSCHS will forever remain (in the words of several former NYC Mayors and Chancellors, and specifically quoting one former NYC Chancellor Harold Levy): “One of the great bright and shining stars of the NYC public school constellation!”

I am also proud to announce that the Research Library/Media Center will be managed by the very competent and experienced hands of SSCHS Librarian, Ms. Sandra Echols. I sincerely hope that my former American Library Association and Brooklyn Public Library Trustees colleagues, and all of my many elected officials, corporate, private foundations, and city, state, and federal governmental agency friends will give this great new Library the support it deserves.

Finally, as you have probably noticed, the word “Science” is prominently situated in the school’s name; but it also takes the lead in the school’s extraordinary sense of respect for the principles of science; therefore, this event will be virtually broadcast so that we can encourage medically safe distancing. I am hopeful that at some point in the future, after everyone gets vaccinated (sorry, you know once a principal, always…), and we have defeated this Covid-19 scourge, we will be able to gather as a community and celebrate in this beautiful facility. But, until then, and with special thanks to SSCHS Technology Coordinator Mr. Andres Villar; here is the virtual viewing information:

Subject: Library Ceremony Zoom Meeting.
Topic: MICHAEL A. JOHNSON LIBRARY RIBBON CUTTING CEREMONY & OPENING
Time: Nov 12, 2021, 1:00 PM Eastern Time (US and Canada)

Join Zoom Meeting: https://us02web.zoom.us/j/86881150113?pwd=bmtIMjhtTS82b1JHWTk4ODRmTTBTZz09

Meeting ID: 868 8115 0113

Passcode: 470375

One tap mobile
+16465588656,,86881150113#,,,,*470375# US (New York)
+13126266799,,86881150113#,,,,*470375# US (Chicago)

Dial by your location
+1 646 558 8656 US (New York)
+1 312 626 6799 US (Chicago)
+1 301 715 8592 US (Washington DC)
+1 253 215 8782 US (Tacoma)
+1 346 248 7799 US (Houston)
+1 669 900 9128 US (San Jose)

Meeting ID: 868 8115 0113

Passcode: 470375

Find your local number: https://us02web.zoom.us/u/kqK1Chipy
If you have any technical viewing questions please contact Mr. Andres Villar at: (718) 243-9413

For all those who are ever watching and forever watching over us from the ancestral realm, my mother, family, and friends; my growing-up-in church family, the community/neighborhood elders of my youth; my childhood Cub/Boy Scout, Sunday school, Acolyte, and P.A.L. leaders, the kind and wise Hasidic (a WWII Holocaust survivor) grandmother who daily provided me with warm milk, cookies, and words of encouragement during those very cold dark winter days on my before-the-start-of-school Eastern Parkway newspaper route (Oh my, route #18!).

To all, both living and dead, of my great K-12 NYC public school educators. Please know, all of you, that I have failed and fallen short of my own expectations at times, but rest assured that I have always strived to be worthy of your hopeful dreams and aspirational belief that the unfolding promise, “under-divine-construction,” ever inquiring, and in so many ways awkward and discontented adolescent you thought warranted your attention would someday make all of your hard work, support, and sacrifices worthwhile.

My young world was (and the world still is) full of many morally and efficaciously excellent, gracious, kind, and caring adults, wrapped in all colors, religions, nationalities, and ethnicities; these are those who sincerely want to see all of the children of this world survive, succeed and enjoy life to the fullest; and without them, our species is despairingly doomed.

I was that societally disenfranchised “latch-key” kid who was able to survive into adulthood because of two safe sanctuaries; P.S. 9 elementary school and the Brooklyn Public Library (BPL), where I went every day after school and stayed until my mother came home from work. The BPL’s unofficial childcare program allowed me to escape the many dangers of the Brooklyn streets. And yet, (as the old folks would say: “the devil can’t know what’s on God’s mind”), that escaping danger experience allowed me to spend hours on hours of intellectual seed-planting reading time with great enlightening books, across many different topic areas. That “falling-in-love” with books period of my adolescence would lead to a life-long love of reading, learning, and enjoying the knowledge prizes that waited at the end of every intellectual inquiry. P.S. 9 (and later JHS 294’s Gifted and Talented program) and the BPL learning sanctuaries also provided a constantly in danger Brooklyn Black boy with that critically crucial safe space to be smart. I would eventually share my love-of-learning, and seek to protect and inspire that learning-love in thousands of young people; and who would imagine (surely not me) that the BPL free after-school “childcare kid” would one day serve as a Trustee for the entire BPL system; and as a professional educator, create a nationally and internationally highly acclaimed after-school STEM learning center in a wing of P.S. 9! It all almost sounds—well, miraculous!

To my many friends and supporters, my professional education community colleagues, in the U.S. and from around the world (especially my former students who, to my great joy, are now my professional colleagues), to all of my former students in whatever career they pursued, to all of the outstanding school staff members, school administrators, principals, teachers, and the many school district staff members I worked with as a superintendent. Having gained a more wise and greater time-granted experiential understanding of life, I can now, with profound and humble sincerity, fully appreciate the many years of love, support, and positive teamwork accomplishments we have seen together; for surely your names are forever joined to the single name on the wall above the doors of this library—Peace and Blessings on you all. And to everyone, please stay well, stay safe, stay smart and follow the science!
M.A.J.

*Michael A. Johnson is a former teacher, principal, and school district superintendent. An internationally recognized formal (school-based) and informal (outside-of-schools) Science, Technology, Engineering and Mathematics (STEM) and Career Technical Education (CTE) educator; and a School Leadership Educationalist. He served as an expert peer-review panelist for “request for funding” proposals submitted to the Howard Hughes Medical Institute and the National Science Foundation. A member of the Educational Testing Service (ETS), National Assessment of Educational Progress (NAEP) Science Assessment Exam Development Committee, designers of the first NAEP national science exams. A presenter and panelist at numerous professional conferences, symposiums, and meetings like the NYS Governor’s Conference on Developing New York State’s Action Plan for Science and Engineering Education, Research and Development, Albany, New York; 1990, the American Association for the Advancement of Science Meeting: “Science and Mathematics Assessment in the Service of Instruction,” the National Press Club, the National Urban League National Conference: “Science and Mathematics Education, Tools for African-American development,” Philadelphia, PA, the New York Academy of Sciences, and as the keynote speaker at the International Conference for STEM Administrators and Educators, City College, Norwich, England.

The subject of many international books, dissertations, research studies, electronic and print media stories, and articles including PBS’s “Crisis: Who Will Do Science?” (1990) and the Nightly Business Report, PBS: “Phelps: An example of a school of the future”, 2008. The New York Times Magazine, “Scores Count.” Bulletin, National Association of Secondary School Principals – “Standards-Based Education”: Are Academic Standards a Threat or an Opportunity, 1997, Cross and Joftus pgs. 15-16; Savoy Magazine 2012: “CISCO/Phelps High School Developing the Next Generation of IT Leaders.” “Bridging the gap between cultures”; Li Xing and Tan Yingzi; China Daily; 2011. The Washington Academy of Science; Journal (v. 97, no 3); “STEM/CTE Education: Phelps as a new model”; Dr. Cora Marrett (NSF); Dr. Sylvia M. James (NSF); 2012. Johnson also serves as a consultant and grant writer/reviewer for universities and school districts’ STEM-CTE projects/programs funding proposals. In those efforts, he is working hard to build strong and sustaining STEM-CTE operational and systemic pedagogical “bridges and infrastructure” for the PreK-16 educational systems role in building and expanding the national STEM-CTE career “pipelines”.

The author of many newspapers, magazines, and journal articles, including two American Association for the Advancement of Science Journal articles: “Assessment in the Service of Instruction” and “Science Assessment in the Service of Reform.” Johnson was appointed a member of the NYS Education Department Commissioner’s Advisory Council on Equity and Excellence in Mathematics and Science Education (1989-1990). The recipient of hundreds of awards, citations, and proclamations, for example, Resolution of Recognition U. S. Senate Floor; Congressional Record-Senate; S9581; U.S. Member of the Senate; Mary Landrieu (La); The Global Diversity Innovation Award; World Diversity Leadership Council; Boston, Mass; U.S. Department of State Award: “For Contributions Fostering Global Understanding Through Language Learning and Support of the National Security (Chinese) Language Initiative,” Washington DC. Multiple Proclamations in Recognition of Dedication and Excellence in Education, U.S. House of Representatives, NYS Senate, NYS Assembly, and the City Council of New York.

As a principal, he created the first majority Black and Latino students national F.I.R.S.T. Robotics and Cyberforensics academic competition teams. As a superintendent, he extended STEM learning to the early childhood, elementary, and middle school levels by building dedicated applied STEM Labs and assigning specially selected and professionally developed science teachers to those labs. As a superintendent, he also provided access to larger numbers of Black and Latino students to the district’s expanded Gifted and Talented, International Baccalaureate (IB), and Advanced Placement (AP) programs; while building lower-grades “STEM capacity” by significantly “ramping up” the quality and efficacy of elementary mathematics education; thus having more students prepared to take 8th-grade Algebra (the “STEM gatekeeper”).

He is a former NYC Mayoral appointee as a Trustee of the Brooklyn Public Library. Instrumental in leading the designing, development, and building of two Science, Technology, Engineering, and Mathematics—Career Technical Education (STEM—CTE) high schools: Science Skills Center High School, NYC and Phelps Architecture, Construction, and Engineering High School, Washington DC. In addition, Johnson has served as an adjunct professor of Science Education in the School of Education at St. John’s University. An author of a book on school leadership: Report to the Principal’s Office: Tools for Building Successful High School Administrative Leadership.; and is presently completing his second book on school administration and leadership: Report From The Principal’s Office (Fall/2021).

The 2020-21 Coronavirus—a painful, teachable moment for professional educators.

What shows up as leadership in a crisis is already present in the person who occupies the leadership position. COVID-19 didn’t make our educational leaders into ineffective leaders; instead, those who performed inadequately brought their gross ineptitudes and disqualifying leadership qualities into the deadly reality of the COVID-19 pandemic.

A plague exploringly invades, probes, and reveals the fragile parts of our personality. A plague, any plague, invites and requires an individual response from all those upon whom the epidemic imposes its ugly omnipresence. The microscopic world’s impact, like the unseen mind, is demonstrably expressed in the macroscopic world of our words and actions. The plague does not “steal” bravery from the heart; instead, it allows the already present, dominant spirit of cowardliness in the individual to emerge. Plagues “smoke us out” of hiding those artificially crafted representations we offer as “us” to the world and what self-deceivingly we present falsely as ourselves, to ourselves.

And like a viral plague, the plague of horrible educational outcomes won’t let us hide in rhetorical rifts, “slogan-isms,” and false, insincere affirmations of how “we care about all children!” Public education can however, “hide” our failures from a less attentive and poorly informed public citizenry. Still, we can’t hide our negative results, as everyone can see U.S. prisons overflowing with public education’s failures. Further evidence of our failure is that large segments of the U.S. public who can’t wrap their brains around the most basic middle/high school grade concepts in environmental science and the behaviors of microorganisms (e.g., a virus). The plague of poor education produces, in too many brains, an underappreciation and a disregard for knowledge, logic, science, and expertise produced information.

Contrary to popular belief, a quality education is not only for employment purposes. An academically diverse, thought-provoking, and sound PreK-12 educational experience is required if we hope to enjoy a good society, and a peaceful and healthy democracy. Science, logic, thinking, and problem-solving skills must be enhanced, or how will those presently in our schools deal with future political, health, and environmental crises?

Further, our civics education can’t be some half-a-semester course students take when they have one foot out the high school door. Our civics curriculum must reach down to PreK-8 grades expanding in intellectual rigor as it reaches high school. Students should not leave high school thinking that the right not to wear a protective health mask during a deadly pandemic is one of the amendments to the US constitution.

It’s also making sure students have a better understanding of topics that already exist in the present biology syllabus. “What is a virus?”, “How and why does it reproduce?”, “What is a vaccine, and how does it work?” Why is there such an information gap on the efficacy of vaccines in “defeating” many of the world’s most debilitating and deadly diseases (e.g., polio, smallpox, malaria, diphtheria, etc.) And how the shortage or absence of these vaccines means that “previously defeated” diseases are currently starting to devastate countries (especially the children) in many less-wealthy nations in the world.

And then there is the PreK-16 deficient teaching of the scientific method; how could so many of our high school (and sadly) college graduates not be conversant with what constitutes a legitimate scientific process or a “peer-reviewed” research study? I’m happy that so many people are “doing their own vaccine research,” but shouldn’t they know something about science and the scientific methods of research?

The massive lack of understanding of how scientists think, inquire, hypothesize, experiment, problem-pose, problem-solve, and eventually “peer-review” each other’s research has opened up a path for many death-causing “faux-experts” to dominate the societal (especially on social media) science and health information conversation. Biological viruses are harmful, but the vast amount of physical and emotional harm caused by our national ignorance virus is a major problem that professional educators must study and solve, or we are in severe future trouble as a nation.

Michael A. Johnson is a former teacher, principal, and school district superintendent. An internationally recognized science educator who served as an expert peer-review panelist for the National Science Foundation. He was part of the team that designed the first NAEP national science exam questions. Johnson led the design, development, and building of two Science, Technology, Engineering, and Mathematics—Career Technical Education (STEM—CTE) high schools: Science Skills Center High School, NYC and Phelps Architecture, Construction, and Engineering High School, Washington DC. He also served as an adjunct professor of Science Education in the School of Education at St. John’s University. An author of a book on school leadership: Report to the Principal’s Office: Tools for Building Successful High School Administrative Leadership. And he is presently completing his second book on school administration and leadership: Report From The Principal’s Office (Fall/2021).

The 2020 US Census Report: Presenting critical challenges for US public education and the American political-cultural mindset.

In my Bernie Mac voice: America, don’t say I didn’t warn you!

As a principal and superintendent, I’ve learned that uncomfortable “facts on the ground” are difficult for many people to work with when those facts painfully shift them out of their emotional comfort zones. Intelligence embraces facts. Education, at its core, is a force of radical disruption in the process of the peaceful surrender to ignorance and the ignoring of facts. The formal act of growing intelligence (schooling), when done right, can produce thinkers, and those thinkers can become questioners of the status quo: “Why must it be like this?” — “Why must we continue to do something that is not working?” Formal educational learning can stretch the learning modalities intelligences of children and thus produce students who can be effective analyzers of objective facts, which will lead to them becoming first-rate formulators of reasonable hypotheses. The present intellectual power drain on our nation, and the cause of much painful social-psychological trauma, covid-19 illnesses and related deaths, is the rejection, lack of appreciation, and diminishing power and influence of factual (aka scientific and mathematical) information.

The 2020 US Census Report presents us with some very excellent sociological and numerical facts. One, in particular, is the nation’s demographic projected calculations of birth rates based on race and ethnicity. This exciting body of data could lead us to arrive at several hypothetical possibilities. Our response (or lack of) to these hypotheses could very well determine America’s international competitiveness capabilities, national economic strength, and the US global influencing-events power status in the future.
Let me go straight in: One objective fact of the 2020 census is that the White American percentage of the population is shrinking and is projected to continue to shrink over time. So, putting aside that the assumed classification of “White Person” is problematic from a genotypical and phenotypical scientific analysis point of view, let’s work with its present commonly understood social-political construction of what being “White” means in America.

The numbers are what they are…
#1 Challenge: The national ability to face facts; and then act as if those facts mattered. Honestly, a major fairness and justice for all paradigm movement shift and the ending of a biased-based belief-system culture are required if the U.S. citizenry is to succeed and prosper in the future collectively. And even the ugliest legislative actions of the shredding-of-the-constitution through voter suppression laws is a false permanent fix for maintaining an unfair advantage; for no acts of denying voting rights, or the most creatively designed gerrymandered maps, will, in the end, affect the present and projected low birth rates of US White citizens. The problem is that if your survival plan is dependent on you permanently keeping your knee on another person’s neck, then you can’t move and walk forward down a life path to a full and fulfilling future human experience. Therefore, if America is to survive and thrive entering the upcoming decades, then she must liberate herself from the dependence on separate and unequal high-quality educational opportunities; not an easy thing to do when the simple suggestion to teach U.S. history accurately is seen as an existential threat and generates a major national rhetorical slugfest.
And to add additional painful awareness, insult, and political injury to the cause of the deniers of equal opportunity gang’s game-plan, as well as others who want to conserve racial segregation in our nation; is the fact according to the 2020 census, that there is a rapidly increasing number of Americans who probably stayed awake in their high school biology class, and thus they know that the designations of “Black” or “White” people are political inventions and not the descriptions of two-separate species; as a result, more and more of these U.S. citizens are getting married and having children (Who knew, science education inspiring romance!). But, what is public educational systemic racism to do with this growing phenomenon? Because they can’t create schools that can deny a quality education to only the black-side of these children! And even if the children of “mixed-race” parentage self-select or, because of systemic societal racism, are forced to identify as “Black,” their mere tremendously growing presence is going to change all of America’s (ready or not) thinking about this unscientific thing called “race” and how it’s discriminatory applications damages America’s capacity to be genuinely powerfully great!
I am afraid that more bad news is coming for those for whom “American Greatness” seeks to exclude Black and Latino students. Wearing my school district superintendent’s hat, and therefore knowing that student behinds in seats drives a district’s budget. As we hit the 2030’s, 40’s…, school districts will not be able to financially sustain school buildings (there is a high operational expenditure-cost “floor” whether a school building has 500 students or 1,000 students) full of phantom white kids; this means that school integration, based on demographic reality pressures (not political or social reasons), will eventually become a budgetary imperative. In addition, the high cost of living in many areas of the nation (mainly cities) will probably remove the private school option for a lot of working-class (or even middle-class) white parents.

There is a statistical birthrate price to pay for financial well-being and a college education…
This White birth rate decline phenomenon should not surprise anyone who took a college economic or sociology 101 class and probably learned that as factors of wealth and education increase, those women who are the beneficiaries of that increased wealth and education tend to have fewer children. Therefore, let us accept that the present birthrate trend outlined in the 2020 census holds steady, and going forward, the socio-psychological laws of finance and education and their effects on the number of children born to a family stays true, then that means America is possibly heading for a series of troubling hypothetical events. And so, here now are two additional theoretical warnings that the 2020 Census Report offers.

#2 Challenge: As we advance into the future and think about our nation’s necessary employment skills and workplace competencies requirements. America will not be able to prison-its-way out of the problem of providing poor quality public education for massive numbers of Black and Latino children, who will represent the majority of our public school population. Presently the US utilizes its international record-breaking (in the number of incarcerated persons) Criminal Justice System (CJS) to primarily serve as a place-holder-station for those citizens who fail to master the required ‘soft’ and ‘hard’ market-able, marketable skills and knowledge that would allow them to function in a highly professional and competitive job environment. These grossly uneducated and under-skilled individuals will often get cyclically caught up in the CJS for the duration of their lives.
Secondarily, the CJS serves the purpose of being a civil service, good-paying, benefits-rich, relatively secure employment outlet for millions of US citizens. And the primary survival rule of any government civil service bureaucracy is never to undermine and raise reasonable questions that might eliminate its reason for existing, even if those questions could be helpful to the practical success of that bureaucratic organization’s primary mission. A U.S. public education system that does not successfully educate its majority Black and Latino student population (soaring rhetoric notwithstanding), is essentially in a philosophical and operational partnership with the CJS that requires a continuous flow of failed public education recruits.
Unfortunately, this humanity-destructive bureaucratic partnership has worked well for many years because the economically poor, “American Promise” disinherited, and the politically disenfranchised populations of our nation are the communities who are offering their children as the “raw feed” of this failed-education to successful-incarceration process?
But, here is the problem that the 2020 Census Report forces us to confront. What happens to the nation when these CJS feeder population children become the numerical foundation and primary participants for the country’s future economic development skilled-workforce needs? Simply throwing them away (by throwing them in prison) won’t work in the nation’s best economic and internationally competitive interest.
Over the years, I’ve had, both as a principal and superintendent, enjoyed very positive and productive partnership relationships with the corporate sector and with many national governmental agencies (e.g., US State Department, NSF, USDOT, the Office of Naval Research, etc.). Those partnerships were so successful and extremely helpful for my students because I always framed my ‘ask’ request (proposal) in the language they spoke and understood. But I have come to accept that many people who want to help Black and Latino students succeed may or may not share my moral rationale for effectively educating those children. However, beyond the moral imperatives of expanding educational opportunities to diverse cohorts of children in this nation; it’s also true that for practical reasons, the country can’t succeed or survive based on its current trajectory practices of the successful incarceration of so many of its citizen-children, and thus losing out on the gifts, talents and potential contributions of these quality-education-denied children.
A nation will undercut its own social and physical infrastructure development; stifle economic expansion possibilities; weaken any response to national health or environmental crisis; limit technological capabilities and innovation; comprise its national defense; incapacitate international business cooperation and competitive efforts; if the plan starting-off includes a strategy to exclude the majority of its student population from high-quality liberal arts, the creative and performing arts, Science, Technology, Engineering and Mathematics (S.T.E.M.) and a skills trades Career Technical Education (C.T.E.) learning opportunities.

#3 Challenge: As we advance into the future, our nation will require more, not fewer, professional S.T.E.M. and Career Technical Education (C.T.E.) skilled labor (electricians, solar/wind power technicians, allied health professionals, roboticians, welders, etc.) trained personnel.
On the S.T.E.M. high-tech level, many of these job positions face ‘state security challenges’ (e.g., in the military, the nation’s numerous security organizations, the many U.S. intelligence organizations; and in private companies with military and intelligence organizations contracts); these entities will require a U.S. citizenship status from their employees and managers. In a practical case of numbers not lying, the 2020 National Census informs us of the racial and ethnicity profiles of the growing numbers currently attending or will enter our public schools in the 2022, 2023, 2024,….2030 years ahead. If in the future we plan to prepare Black and Latino public school students for careers in S.T.E.M. or C.T.E., the way we are presently preparing them, then we are in serious trouble as a nation. Our only rational option is to radically change our thinking and methods for preparing (our majority) Black and Latino PreK-12 public school children population. As a superintendent, I warned principals of the “Lake Woebegone” defective vision syndrome. “You must,” I said, “work and succeed with the students and parents you have, not the students and parents you wished you had!” America is about to face a similar significant decision-making moment in the area of future PreK-12 S.T.E.M./C.T.E. education.
There is a very straightforward question I kept asking for so many years in the past (1970-90s.) while speaking before groups like the New York Academy of Science or the American Association for the Advancement of Science: “Who will do science in a future America?” I would ask. And of course, my audiences being in many ways, numbers-driven thinkers, were perhaps not alarmed by my question because back then and to a large extent now, our hospitals, corporate, and university research vacancies were being adequately filled by huge numbers of S.T.E.M. practitioners arriving from other parts of the world (e.g., Asia, Africa, Europe, Central, and South America, the Caribbean, etc.) And in the spirit of full and honest disclosure, even those of us working in the K-12 public and private education systems community, in cooperation with U.S. Emigration Agencies and The State Department, we worked with many foreign nations to facilitate the fast-track recruitment and hiring of their nationals to fill our S.T.E.M. and other critical content area staffing shortages. But my question of: “Who will do science in a future America?” was not based on the U.S. demographical data of the 1970-90s, but rather on future demographic profiles. What happens as nations like China become hyper-S.T.E.M. competitive with the U.S. and at the same time they build their own powerfully modern S.T.E.M. governmental and commercial infrastructures, research facilities, K-12 and university programs that can teach and absorb their own homegrown S.T.E.M. professionals (or maybe some Chinese S.T.E.M. professional might, wait on it— just enjoy living and working in China!). America needs to get its S.T.E.M. education act together and rely more on our public school K-12 home-grown, very capable but presently ignored and disempowered S.T.E.M. career able Black and Latino future stars. Just take a glance at the long list of the last twenty years of Noble Prize wining stars in science, where we see that the gap between American and other nation’s S.T.E.M. labs “sophistication” has closed dramatically. For example, even a small country like Israel is amazingly over-performing (despite the American GNP/GDP, population and the number of U.S. universities differential advantage) in advanced chemistry research and the wining of Noble Prizes in chemistry.
And then there is the family and quality of life issues for many of those internationally recruited S.T.E.M. professionals we Americans have grown accustomed to receiving. Perhaps you wonder why a S.T.E.M. scientist-researcher practicing in their home country of the Netherlands, Scotland or Japan, might want to live and work in labs there; after all, what’s not to like about those beautiful environments and rich cultural experiences? And, (I don’t know why I am feeling the “Wiz” this morning) there’s no place like home!
I remember doing a science education workshop for teachers in Trinidad & Tobago; while there, I was introduced to a Trinidadian civil engineer who worked for the government and studied and received his engineering degree from an American university. I will never forget his comments as he had me over for lunch at his house (and large surrounding land), for which I can’t think of any other descriptive words except a lovely small mansion. He really did not need to say what he eventually said because his beautiful home (a short distance from a stunning beach) said it all. “Of course, I could make more money in the U.S.,” he said, but I could not enjoy the quality of life there that I enjoy here. And that quality-of-life included things like professional educators and the society in general not having low expectations of his children, and not worrying about someone calling the police if he was working in his garden, bird watching in the forest near his house, or jogging in his own neighborhood. “Further,” he continued, “I am near my aging parents, friends, and other family members (particularly the young folks still in school), and my being here means that I serve as a role model for young people who travel abroad to acquire skills, and should think about coming back to help develop our country.” And so, how long will we be able to convince people like my young Trinidad & Tobago engineer to sacrifice the quality of life issues, quality high-expectations education for their children, personal racial safety, and the ability to fulfill a patriotic duty to their nation, in exchange for an American high price tag living expenses residency? I get that (and am a proud product of) our “nation of immigrants” story narrative, and it is indeed a powerful potential admirable strength. But it becomes a national weakness when we let life-success blocking bigotry and discriminatory denial practices drive public educational decisions. At some point, motivated by either moral or demographic realities, we will need to stop discarding our American-born talent simply because they live in the ‘wrong’ neighborhood, look like the other-than-my-child, or don’t have access to political or financial power.

And let’s be completely transparent about the “facts”…
Since we are in the being-totally-honest mode and speaking of real deleterious facts-on-the-ground; we will specifically need to confront and dramatically change our way of doing things in those school districts/localities with majority Black and/or Latino students, where the local civil governmental political leadership (consistently Democratic), school district leadership, and the school governance control is in the hands of people who look like and share the ethnicity of the children. And yet, the Black and Latino students in those public schools chronically fail, underperform, drop(pushed)out at an amazingly alarming high rates, and suffer from gifts, talents, skills and intellectual under-stimulation and discouragement. Too often these already struggling school districts are (wrongly) primarily focused on: Engaging in personal self-serving, hurting, or ignoring students’ needs political behaviors (aka shenanigans); acting as educational mission distracting local economic development projects; the overreliance and over-indulgence on annual highly-expensive poor-outcomes “school improvement” and “closing achievement gaps” consultant services and programs; and functioning as local community employment centers. Further, many of these (Black majority-controlled) districts have an unbelievably high, quick, educational progress damaging and destructive turnover of their superintendents, usually for political reasons only. Ineffectual educational policies or practices inflicted by elected or appointed leadership persons of color are not less educationally devastating to the deserved opportunities, high hopes, and future dreams of Black and Latino students.

“Don’t nobody bring me no bad news!” — Evilline; Job Title: Wicked Witch of the West (of the “Wiz” fame) before the eventual dramatic end of her reign.
Ignoring the factual data of challenge #1 will lead to a series of miscalculated acts of unpreparedness that will produce too little or too late responses to address the #2 and #3 challenges. I genuinely want to be optimistic and believe that as a nation, we will see the light that the 2020 Census Report’s statistical data is shining on our present and future demographic reality. But then there’s that troubling recurring histography curriculum knowledge problem that suggests former empires and people who were in positions of an unearned and unprincipled power advantage, even when passionately and continually warned, will predictively fail to listen and act in a proactive, positive, and productive way. They only get it (or they don’t) when the angry teeming masses are at and ripping down their protective gates, or the guillotines of history are being rolled out to separate their delusional heads from their body politics of false entitlement. Always tragically too late because as conditions worsen, there is the strong inclination to ignore or reject all factual information; it’s that fateful historical self-defeating moment when great efforts are made to silence or kill their patriotic prognosticators and truth-producing prophets; eventually, there are the last-ditch delusory verbal affirmations of braggadocios exceptionalism pride, and an overabundance of overconfident sloganeering pronouncements; all before the final, fatal and dramatic fall.

Michael A. Johnson is a former teacher, principal, and school district superintendent. He led the design, development, and building of two Science, Technology, Engineering, and Mathematics—Career Technical Education (S.T.E.M.—C.T.E.) high schools: Science Skills Center High School, N.Y.C. and Phelps Architecture, Construction, and Engineering High School, Washington DC. An author of a book on school leadership: Report to the Principal’s Office: Tools for Building Successful High School Administrative Leadership. He has served as an adjunct professor of science education in the St. John’s University School of Education. Mr. Johnson is presently completing his second book on school administration and leadership: Report From The Principal’s Office (Fall/2021).

How to teach students good humanitarian habits that will last them a lifetime —A personal story.

“…If responsibility for ills can be pinned down, then the possibility of attacking and uprooting them is very real. This possibility is in the profound confidence that a structure of moral integrity undergirds all of life…” —Howard Thurman.

I recently read a news story with incredible sadness while asking myself: “who are these people?” And, “who raised them?”

“As coronavirus cases and hospitalizations surged in Alabama, Rep. Marjorie Taylor Greene (R-Ga.) mentioned the state’s lowest-in-the-nation vaccination rate at a political fundraiser, eliciting cheers from the audience in a video posted this week. Days after the video surfaced, the state’s health leader said officials have tossed out more than 65,000 coronavirus vaccines that expired, citing low demand that experts have partly attributed to the politicization of the vaccine. Alabama has the lowest vaccination rate in the country, followed closely by Mississippi, according to data compiled by The Washington Post…” —Source Washington Post.

Suppose you wanted to permanently establish some humanitarian core values, ideals, and behavioral inclinations into a young person’s personality. As a professional educator, I can think of no more efficient pedagogical delivery system than that child having a 1950-60s Caribbean-American home upbringing and 12 (yes, K-high school) years of Anglican-Caribbean-American weekly church Sunday school classes ( ST. Augustine—Bed-Stuy Brooklyn). After so many years of reading the great works of people like Gwendolyn Brooks, James Baldwin, Ralph Ellison, Toni Morrison, W.E.B. DuBois, Sonia Sanchez, Franz Fanon, Walter Rodney, Dennis Walcott, Amílcar Cabral, Aimé Césaire, et al.; and listening to the words of Martin Luther King, Fannie Lou Hammer, Malcolm X, and Nelson Mandela; it seems that all of their wonderful and enlightening words are captured, compressed and expressed in those basic fundamental teachings I received from the Caribbean-American instructional team of my church Sunday school teachers and the moral instructions I received at home.

The simple, standardized ethical messages that my childhood ‘teaching-elders-experience’ gave to me has held consistently true for my entire life (including professional) time; they are: be honest and upright in your dealings with others, walk in purposeful righteousness, assist, and do no harm to the less fortunate, fight for the weak and oppressed, and just basically resist evil and be a good person.
All of the K-12, undergraduate, and graduate school learning I received could only reinforce but never erase those fundamental humanitarian habits that were planted and nurtured in my subconscious childhood brain and spirit. And I always suffer a great deal of emotional and psyche pain when I did not go all in, that is 100%, on any of those moral virtues I was taught as a child. So I knew early in my career the type of professional educator I would always be and how that “Augustinian” (choosing between the City of God and the city of man) choice I needed to make would close many appealing and enjoyable doors to me. And at the same time, open me up to situations that could bring me great disappointment, pain, and suffering.
One always has a choice, but that choice is not totally removed from a personal experiential, psychological, and philosophical adult thought encounter we must have with an upbringing that is inseparably linked to our early ethical ethological imprinting.

It did not matter if none of my church and home adult instructors were college-educated, read Dewey, Piaget, Bruner, or Vygotsky, or if, like me, they took a large number of professional education courses and collected multiple educational degrees, licenses, and certifications. Instead, their instructional practices were based on the moral example of their personal lives, the consistent time and place repetition and replication (year after year—home and church) of their lesson objectives; and how these learning objectives were always wrapped in either biblical or a personal overcoming difficulties story narratives.
For example, one Sunday school recurring theme: “What is meant by humans as an act of evil (e.g., Daniel in the lion’s den, Joseph and the cruelty of his brothers, etc.); will cause a powerfully ‘turning-it-around’ responsive Divinely responsible act of justice and good(ness) to emerge!” A human disappointment could be, in actuality, a transcendent moment of a supernatural appointment.
And one of my mother’s favorite exhortation (I guess on one level you could say inspirational) stories:
“You must never take free school in America for granted because I remember as a small child how poor we were and our parents could not afford the school fees for all of the children to attend school at the same time, we had to take turns attending school, and I remember crying my eyes dry when it was my year to stay home!” I would have no idea if that tale was even accurate. But to a young adolescent, especially one who possessed an early, albeit ideologically immature sensitivity for the plight of the poor and who also passionately loved school and learning, you can imagine how these emigrant autobiographical story-telling-sessions could serve as extremely powerful, moving, and motivating teachable moments.
But then there were those many other maternal spiritual/moral lessons:
“God does not rest, nor does he slumber, He sees and knows everything!”(and there was a subtle sub-context suggestion: “And so do I!”)… “I know that you will behave when I am present, but I am training you to behave properly when I am not present!” … “The devil only pretends to be your friend, but he is the enemy of good!” … “Better to go without, lose or suffer, then to cheat or steal!”… “There is never a good reason or a right way to do the wrong thing!” … “Jealousy is the first step on the path to thievery and sin!” …
My mother was not a university trained theologian (or university trained anything), but I was totally convinced that at the core existence of what it meant to be human was to fearlessly practice goodness, justice and mercy; and that I could commit no wrong act or action that would go unknown or unseen by God; and further, that there was a universal principle that led (forced) every person to eventually confront the resultant reality of accountability and the severe cost and consequences for every evil or wrong deed that was done by them in their life-time.

And so, here we are in 2021, where I find myself a long way from my 1950-60’s Brooklyn home and church moral, educational learning system and reading: “…Alabama state health officials tossed out 65,000 coronavirus vaccines that expired, citing low demand that experts have partly attributed to the politicization of the vaccine…” And, I’m wondering, who are these people and who raised them? And further, did they have Sunday school lessons that were different from the ones I received?
How could something like this happen with so many of our planetary neighbors in the world suffering, dying, and desperate for covid-19 vaccines? And will this dastardly collectively cruel act of a resource-rich nation generate a ‘cursed’ response from the universe? (Oh yeah, that’s another one I heard over and over again as a child: “If you don’t properly use the blessings God has given you, then those blessings are either given away to someone else (more deserving) or turned into curses!”)

Throwing away those precious 65,000 coronavirus vaccines may not meet The International Criminal Court in The Hague definition of a crime against humanity. Still, it indeed achieves the status of a crime of indifference and insensitivity concerning the suffering and death of other human beings. And equally educationally tragic, what long-term moral lessons are the children of Alabama learning about their sacred duties and responsibilities toward other members of our human family?
Wait, I seem to remember something… Now, how does that go?… Oh yeah, “Do not be overcome by evil, but overcome evil with good” (Romans 12:21)! That’s pretty straightforward.
Ok, I think I got it; perhaps the problem is that the vaccine discouragers/destroyers are using a different (new pro-covid translation) version of the Bible than the one I used in my childhood Brooklyn church Sunday school classes. Oh well, the quality of one’s humanitarian learning is always a matter of time, the teachers and the terrain.

Michael A. Johnson is a former teacher, principal, and school district superintendent. He led the design, development, and building of two Science, Technology, Engineering, and Mathematics—Career Technical Education (S.T.E.M.—C.T.E.) high schools: Science Skills Center High School, N.Y.C. and Phelps Architecture, Construction, and Engineering High School, Washington DC. An author of a book on school leadership: Report to the Principal’s Office: Tools for Building Successful High School Administrative Leadership. He has served as an adjunct professor of science education in the St. John’s University School of Education. Mr. Johnson is presently completing his second book on school administration and leadership: Report From The Principal’s Office (Fall/2021).

Our COVID-19 public education ‘Lesson Plan’ is badly flawed, and our instructional delivery system is equally ineffective.

As every principal who has observed a sizable number of classroom lessons knows, it is impossible for a teacher to “nail” a lesson if the conceptual and behavioral objectives are a set of ‘moving targets.’ The challenge of educating the public about a presently existing, highly infecting harmful microorganism, going through its natural seeking-to-live life cycles, e.g., advantageous adaptation and opportunistic reproduction, is not like teaching a lesson on World War II. Not only will the information change rapidly and often seemingly contradictorily; e.g., some vaccinated people will still get infected, but do amazingly better recovery-wise than the unvaccinated who get infected. Further, this public health lesson is not like some abstract pedagogical exercise; indeed, COVID-19 is negatively (in one way or another) affecting all of us student-citizens daily. Also, we scream at people that they should “listen to the science,” but that implies; and I am not proud to say this, that those of us in the K-12 public education community have adequately provided the majority of our citizens with the tools to effectively apply science knowledge and methodology to all of the real-science or pseudo-science information being thrown at them every day (just count the number of “likes” and “commentary endorsements” for the strong-but-wrong assertions of the many “Facebook and Twitter Scientist”; people who would not recognize the ‘Scientific Method’ if it sat down next to them at their breakfast table!).

We started this COVID-19 public education process wrong from the start. To add to this problem, we are (not learning from our mistakes) continuing down that not appreciating the rules-of-education path to this present day. Here in the US and in other places like Brazil and India, the public education problem was exacerbated by the ‘bad luck’ of having the worst possible leader at the initial moments when we faced one of the worse public health crises in our national history. Bad leaders make bad situations much worse. When I first began as a superintendent, I had to stop some principals in mid-explanatory sentences when they started with: “Well, we are outperforming such-n-such schools…”— Me (channeling the Motown Supremes: Stop! In the name of educating children): “Don’t even try it!”, I responded, “the performance of schools x, y or z are not the measuring criteria by which I am evaluating your school leadership capabilities!” For sure, Donald Trump did a lot of damage to our Covid-19 response and recovery efforts; but this is where we are. It follows then that Mr. Biden must do much better and go beyond “just not being Trump” I’m sorry, I like Mr. Biden, but that Trump-leadership-bar-standard is way, way too low!

I get that people are in love with the idea of bipartisanism (well, at least the Democrats are). Still, we need to face the reality that we are fighting both a highly-efficient virus and a high-powered and well-organized, pro-virus spreading elected and public leadership movement in our country…
In an email to two of my dear friends (Medical Drs. Sweeney & Walker), I recently proclaimed that the ‘mask mandates’ and ‘healthy social distancing’ battle is lost and over; they both sadly agreed. Unfortunately, the right-wing “business or bust” cynical Darwinian forces have succeeded in convincing a lot of people in the world (i.e., Germany, France, America) that there is some ‘natural’ or constitutional right to expose oneself or to potentially expose others to a deadly viral disease. In England, they marketed their largest-to-date COVID-19 exposure and spreading moment in the worst possible phraseological way: “Freedom Day!”
One British conservative commentator said in a PBS interview (I paraphrase here): “We can survive the small number of global deaths due to COVID-19, but the economic destruction and dislocation will be more devastating and long-lasting if we don’t fully open up now!” … I guess it’s good when you and your family have privileged person options! Perhaps, we should share his ‘uplifting message’ with “the small number” of the dead, dying and destined to die in the future, millions of people who live in those parts of the world where they don’t have access to COVID-19 vaccines or adequate medical treatment and facilities.

Republicans may not believe in science, but it does not mean they don’t believe in arithmetic!
Even though we now see some Republican elected leaders backtracking on vaccinations as they watch ‘their voters’ (the politically hardcore unvaccinated) bear the brunt of new deadly accelerated infections. But this vaccination epiphany they are displaying is not based on any principles of religion or human compassion; instead, they have come to realize the mathematical reality that a lot of GOP unvaccinated voters could very likely die before the 2022 or 2024 election cycle, thus possibly nullifying any expected advantage gained by the massive Black voter suppression laws they are putting in place nationally. If a politician can only do one thing, that one thing is count voters, or sadly, in this case, dead voters. The problem, however, is that they have taken their followers so far down the “ignorant-and-loving-it” path, I am not sure that these millions of people who think that Mr. Biden stole the election can now turn it around and believe that the COVID-19 virus is devastatingly real and not some “story” that was invented by the “deep liberal state.”

An effective response to an extraordinary public crisis requires extra-ordinary, unorthodox, and working outside of bureaucratic boundaries types of actions. (what those highly effective principals of successful Title-1 schools do every day!)…
Living in a nation with massive numbers of COVID-19 disease and vaccination deniers, the countless number of social media medical “experts” dispensing vaccination advice without conducting or bothering to reference peer-reviewed clinical trials data. And when you throw in the vast number of “don’t tread on my right and freedom to be covid-19 infected and to infect others!” folks, we can see how our present situation might look a little bleak. However, this challenging health crisis place we now find ourselves I believe logically presents us with the best and perhaps only viable option in fighting this COVID-19 viral siege; and that is to create the highest number of vaccinated citizens in the fastest, most efficient way possible; that objective should drive our pedagogy and all of our efforts.
Operational logistics aside (actually the easiest part), this extraordinary effort sounds to me to be, in large parts, like a major educational initiative. And, of course, professional education provides many models for achieving the greatest success in this type of mass teaching and learning effort.
(#1: “Know when your lesson plan isn’t working for some or all of your students!”) One of the attributes of a master teacher is having the ability to ‘decenter,’ assess student comprehension by observing student body-facial language and utilizing good questioning techniques during a lesson. Clearly, for reasons previously mentioned, our current vaccination information/convincing plan is not working. If too many states and localities like Alabama (34% vaccinated) have below 50% of their population vaccinated, then we are in for some challenging and troubling national health times ahead. And then there are also those citizens who are resisting taking the vaccine who live in those states and communities with higher general numbers of those vaccinated, e.g., Vermont 80% vaccinated; and yet, these vaccine resisters may be traveling locally or nationally, and therefore can serve as human petri-dishes of virus spreading. It seems to me that a national ‘one-size-fits-all’ vaccination education strategy won’t work here, and even worse, our present approach misallocates resources, people, time, and money.
Therefore, we need (#2: A differentiated methodological reaching people and teaching people process). This problem-solving methodology must include a standards-based, rubrics defined, pacing calendar vaccine education curriculum based on local infection and vaccination rates, geography, history, social and political science, anthropology (local customs), social-psychology, and demographical researched data. This qualitative/quantitative data-driven approach might sound ‘too technical’ to non-professional education readers, but it’s something the best educators do every day by putting efficacious scaffolding and supports in place for different cohorts of children (meeting them at the place of their learning need), and thus placing them in the best conditions and in the best possible positions to succeed educationally.

Part of this differentiated analysis is to separate those Americans who have legitimate concerns about vaccines in general and/or the COVID-19 vaccines in particular from those who are motivated by political anti-vaccine movements. Distinguishing between unvaccinated citizens who make great prophylactic lifestyle efforts not to get infected and not infect others and those immorally reckless citizens who are unvaccinated and don’t care if they get infected and if they infect other people. People who believe that some billionaire or the ‘government’ is inserting software data into the body of everyone who is vaccinated should not be blended (in the same Q & A information sessions) with people who in many situations are simply afraid, confused, and overwhelmed by an overabundance of both good and bad information.
And to be fair on the topic of providing information, the well-meaning, well-informed, and science-driven ‘explainers’ have not always been clear, unified, and ‘on-the-same-talking-points-message’ positions concerning the explanations of the ‘behaviors’ of microbiological organisms, infectious diseases specifically, covid-19 infection prevention protocols, and crucially, the pro-vaccine taking encouragement campaign. Another public information/communications problem: Pharmaceutical firms should be part of the “conversation,” but they should not frame and lead the conversation due to financial conflicts of interest. In my humble opinion, the natural leaders of this national health crisis response team, the Centers for Disease Control (CDC), needs to ‘step up’ stronger and in a more (better expressed) transparently focused and definitive way, provide good and practical “laywoman-layman-friendly” information in all of their pronouncements and recommended actions!
And my message for the CDC I take from my principal and superintendent years; there are times when you just can’t ‘hedge or hint’ around a problematic issue. These are those moments when you must just tell folks the truth (as sensitively and gently as the situation allows), even if it’s a truth they don’t want to hear.

Time is not on our side…
We also need to keep in mind that ‘time’ is not an innocent bystander in a pandemic. So, how should we focus our vaccination educational efforts and resources? Should we first invest a lot of time on those whose hesitancy could be more easily removed by having access to small sessions with an excellent local information provider in their homes, a community-based organization center/site, or meetings in their affiliated religious institutions? A place where they can feel safe and comfortable in raising difficult questions and concerns.

Professional educators don’t see questions as the enemy…
True professional educators want more, not less ‘asking for clarification’ questions from students. And what educators really don’t want is for students to sit quietly in (and eventually walk out of) a classroom without fully understanding the lesson’s objectives or finding out that the students have carried their lesson ‘misunderstandings’ into the standardized testing exam room. As I have warned principals as a superintendent, a staff person raising a ‘difficult’ but fair question or requesting clarification on an initiative should not automatically be interpreted as someone who is in hostile opposition. We need (for time and limited resources reasons) to separate the unclear, questioning, reluctant vaccine taker from the unrepentant pro-covid-19 disease spreader. Understanding the underlying motivations for a concern is the leader’s responsibility, not necessarily those who are raising the concern; that’s the teaching/mentoring part of leadership. For example, Black Americans can’t be mistaken to have concerns about the COVID-19 vaccine based on their love of or faith in right-wing or Republican propaganda (even as these negative actors having extensive news media access are not helping the Black infection rate situation); rather, their mistrusting of America ‘operating-in-their-best-interest’ with a vaccine or anything else, is framed by centuries and up to the present days of horrible racial mistreatment, abuse, discrimination and denial (think of those Republican voter suppression folks trying to “clean-up” the voting process). I would go further in saying that as far as not trusting White America institutionally to do the right, just, and fair thing as it applies to the lives of Black people in America, is, in my view, perhaps a sign of a healthy Black psychological profile. And so, any pro-vaccine-taking educational approach with Black Americans should respectfully start from that understanding. Therefore, (#3: “Get the right instructional practitioners in front of the students who need them the most!”) Black Americans will, in my hypothetical view, only respond positively to those Black American pro-vaccine advocates (not just any black face presently in a prominent place), who they
genuinely trust to represent their best interest and well-being. Why not invest federal outreach funding in organizations and institutions like: The National Medical Association, National Black Nurses Association; Meharry, Morehouse, and Howard University medical/nursing/allied/public health schools to do a massive national on-the-ground (literally door-to-door, block-by-block, religious institutions-to-religious institutions) COVID-19 information campaign in Black communities across this nation? Employing an anti-rightwing/anti-vexers message or debate is less effective with Black Americans since they are already profoundly suspicious and cautious of any GOP (Trump-like or Trump-lite) motives. We need to stop sending the wrong messages to people and start sending the right messages to the right people.
For example, please, news media, stop ‘ambushing’ random professional athletes and celebrity entertainers and asking them if they’ve been vaccinated; beyond this not being any of our business, it’s not helping. Instead, let those self-selecting, highly influential celebrities, who choose as a service-to-humanity to publicly share their vaccination story, be part of an organized information campaign where their messages are vetted, professionally managed, and filmed/recorded in a strategically smart targeted way to specific audiences.

This targeted differentiated COVID-19 teaching method could also work for many other cohorts of Americans who live in places where I have spent a lot of time, places like Alabama, Louisiana, and Mississippi. Now don’t get me wrong, I have a profound respect for Dr. Anthony Fauci, and I think that future historians will designate him as one of our great national science-medicine heroes for this historical period. But the truth is that in places like Alabama, Louisiana, and Mississippi, for a large segment of the population in those states, Dr. Fauci’s “approval ratings” (believability-credibility ratings) are in the same ‘statistical neighborhood’ as Hillary Clinton’s favorable ratings. This means his message, no matter how well articulated, scientifically sound, or life-savingly clear, won’t be heard. These are the places where we need a new and different set of instructional personnel to take the lead in the vaccine ‘message delivering mission’; people like famous NASCAR drivers, college Football and Basketball coaches, country & western music stars, etc. In fact, I suspect that Nick Saban, Alabama University’s famous football team coach, if given a major state-wide professional PR, print, radio, TV, and social media communications campaign platform, could single-handedly significantly raise the vaccination rate numbers in the state of Alabama! (My apologies to Auburn fans—sorry everyone else, this is an inside Alabama conversation:-)

The right tools for the job and the right professionals for the job…
Finally, if you need electrical work done in your house, you don’t call a plumber; in need of a new roof, you probably won’t hire a brick mason. If America is going to embark (and it must) on a major vaccine-trusting-taking educational project; which I now believe is our only getting-out-of-this with the least amount of people dying option, then there must be a recognition that the word “education” is the center and centering objective and activity of such a campaign. Then why are we not utilizing professional educators as primary, not peripheral planners in this national COVID-19 response and recovery effort?… Just asking for a lot of very brilliant PreK-12 professional educators in this nation.

Michael A. Johnson is a former teacher, principal, and school district superintendent. He led the design, development, and building of two Science, Technology, Engineering, and Mathematics—Career Technical Education (S.T.E.M.—C.T.E.) high schools: Science Skills Center High School, N.Y.C. and Phelps Architecture, Construction, and Engineering High School, Washington DC. An author of a book on school leadership: Report to the Principal’s Office: Tools for Building Successful High School Administrative Leadership. He has served as an adjunct professor of science education in the St. John’s University School of Education. Mr. Johnson is presently completing his second book on school administration and leadership: Report From The Principal’s Office (Fall/2021).

Bob Moses understood that a people’s freedom and development were connected to their children’s mastery of S.T.E.M. education.

On Sunday, July 25, 2021, one of the most dedicated African-American freedom fighters journeyed to that ancestral work-space to continue his efforts with the many other fighters for Black political freedom; those recognizers of each person’s natural human right to obtain the greatest intellectual capabilities possible.

There were two people in my life who, upon only meeting them once, we realized in both cases that our pedagogical efforts to liberate the minds of the disempowered and disregarded children of our nation was to empower those children with the knowledge and skills of a S.T.E.M. (Science, Technology, Engineering, and Mathematics) education. One of those individuals was Jamie Escalante (“Stand and Deliver”), and the other was Bob Moses (“Radical Equations: Civil Rights from Mississippi to the Algebra Project”). Interestingly, they both focused on mathematics, while my particular focus was on S.T.E.M. education generally. But there was no conflict of ideology or purpose, for I have always affirmed that mathematical literacy was the key to opening the door of opportunity for science, technology, and engineering careers.

Specifically, with Bob Moses, I agreed that the proficiency level in “Algebra 1” was the great gatekeeper-determiner that allowed, hindered, or disallowed students from pursuing higher-level science and mathematics courses in high school, and later the ability to successfully pursue a S.T.E.M. major in college. This reality I understood clearly from the experiential knowledge I gained from spending 11 years as a high school principal. The students who mastered Algebra 1, either in the eighth grade or in the ninth grade, were on a solid track to be able to take calculus or A.P. calculus in high school (the best place to take your first or second calculus course); this high school calculus taking then set them up well to meet and master those very hard “calculus for engineers” or “calculus or physics for science majors” courses when they stepped onto a college campus.

But the other uniquely extraordinary greatness about Bob Moses is that he understood and made the critical linkage between mathematics education and the political struggle to affirm all children’s inherent gifts, talents, and called purpose in life. In all of my 40+ plus years in education, I can honestly declare that there is no more assured, confident, and sense-of-empowerment student personality than that which is found in the cohort of Black and Latino students who attain mastery level in their S.T.E.M. education! The best antidote to societal dismissal and disentitlement is S.T.E.M. learning empowerment. You can change the history curriculum all you want (and for sure, it requires profound changes). However, as long as Black and Latino children are effectively kept out of the S.T.E.M. learning universe, they will remain second-class students, acquiring a second-class education, even if they live in a “first world” nation like America.

We can now add Bob Moses’s name to the ‘ancestral working group’ list of those great African leaders throughout the diaspora, people like Amílcar Cabral (Agricultural Engineer — Guinea-Bissau) and Cheikh Anta Diop (Physicist-Anthropologist — Senegal), who believed that political freedom and independence was inseparable from the ability to exercise the primary building tools of development and self-reliance fully; and that skilled resource is having a S.T.E.M. educated mind exposed to and enhanced by a quality S.T.E.M. education.

Michael A. Johnson is a former teacher, principal, and school district superintendent. He led the design, development, and building of two Science, Technology, Engineering, and Mathematics—Career Technical Education (S.T.E.M.—C.T.E.) high schools: Science Skills Center High School, N.Y.C. and Phelps Architecture, Construction, and Engineering High School, Washington DC. An author of a book on school leadership: Report to the Principal’s Office: Tools for Building Successful High School Administrative Leadership. And he is presently completing his second book on school administration and leadership: Report From The Principal’s Office (Fall/2021).

The fight over “Critical Race Theory” helps us to forget the race that really matters.

“The key at the art and heart of a magic trick is distraction,” so explained a former colleague of mine who had more sense than I (still focused on educational concerns) to take up a rewarding and fun retirement hobby of learning “magic.” He continued, “I just do this for my grandkids and the neighborhood children, and once I get them hooked into the act; I deliver a small educational lesson like the importance of studying hard at home and in school” He would not explain the precise “technical truths” of these magic tricks, only speaking generally of the importance of ‘distraction’ as a method of “fooling” the audience into believing their “eyes” and not their brains.

Whether you are sympathetic to the ideas of either Carl Jung or Karl Marx, you should agree that the weapons of mass-distraction (e.g., a stolen election lie) can effectively be used to get people either consciously or unconsciously to march in a direction that is detrimental to their well-being, and ultimately to a place that is not in their personal or the collectives best interest. I feel that way about these distracting Critical Race Theory arguments, that will probably end up being a very lucrative enterprise for a small set of Black wokeness acolytes; leading to a flood of talk show appearances, create a lot of journal and newspaper essays, and produce a New York Times bestseller list of books that will race-shame white folks into seeking solace and redemption from an Amazon book purchase. But forgive my lack of heavy wokeness, perhaps driven by my having spent eleven years as a public title-1 high school principal and observing year after year the number of US native-born Black and Latino children arriving in the ninth grade who can’t read, decipher, explain or express in writing, the meaning of the individual words Critical, Race or Theory. For many of these young people, a high school textbook is of no use to them; which means that we must then come up with creative ways to teach high school vocabulary level subject/courses matter through alternative methods, as we critically race to get their reading and writing skills up to 8th grade standards comprehension levels. The reading weakness problem is also not helpful in their unreadiness to take on other academic subjects like the heavy language-dependent algebra-1 course, which negatively combines with their K-8 algorithmic processes and conceptual knowledge pre-algebra skills deficiencies. The only thing that saved us was my excellent and efficacious mathematics and english department teachers, who performed their own form of pedagogical magic to push and pull these young people up to a functional high school student learning level.

We need a theory that would compel us (convince us?) to critically race to get our children up to academic and grade proficiency learning levels.

When (I’ve wondered for many years), do we begin to focus on the quality of our collective children’s learning and get those basic educational things right! Those non-sexy and social media non-trending actions to make sure that by the time a child gets to high school, they can read, write, do science and mathematics on a ready-to-do high school work level. Every day it’s one distracting issue or another that takes our attention away from a real primary mission of a community’s adults; and that is, the educational success of their children. Today it’s Critical Race Theory, and tomorrow it’s a professional track athlete who is correctly sanctioned for smoking weed. Anything that takes our eyes and hearts away from the real issues; perhaps because those real and meaningful struggles are too painfully hard to undertake; better to not focus on our inner-community educational needs, but instead, focus on making segments of the white community angry; as if our path to progress is dependent on white upsetness (or happiness), and not on our own independently focused and purposeful efforts.

As a supervisor of a history department for many years, a department who in parallel cooperation and support from the english department’s 9-12 fiction literature reading list, took its own unique path to apply a curriculum approach that balanced standardized test readiness (City, State or AP exams) with teaching the truth arrived at by scientifically applying critical historiographical analytical techniques as championed by people like Allan Wilson, Cheikh Anta Diop, and John Hope Franklin. We also utilize other curriculum areas, i.e., dance, art, music, foreign language, and technology, and (yes for a high school) went on a lot of cultural institutions trips and invited many visiting scholars to broaden students understanding of the many complicated and nuanced expressions of the worlds culturally diverse perspectives. We did not ask permission or agreement from outsiders when we decided to teach world and US history critically and honestly in its full complexity (achievements and disappointments). We did not define “exceptionalism” or “development” solely in the context of material wealth or military power; rather, how does a nation treat the emigrant seeking a safe asylum, the politically and economically disenfranchised, the children of the disinherited, its elders, etc.; in other words how exceptional is that society’s kindness, caring and compassion standards? And ultimately that every nation in the world is essentially a work in (more rapid or less rapid) progress.

We did not have a special “phrase” that would have caught the attention of outsiders for whom we did not want to waste time explaining to non-educators (who probably would not understand anyway) our philosophical approach to teaching historiography.
And principal, if you don’t know how to clandestinely “bend” the curriculum to help your students to be more ethically enlightened, morally sensitive, intellectually enriched, and emotionally empowered, then you need to ask somebody who does know or probably get another job title.

One of my former colleagues remarked once to my extreme pride and joy about Facebook postings: “I notice that your former students are very politically thoughtful, astute, sensitive and articulate when it comes to current and past political events” Yeah (I think he was also suggesting progressive), as I even smile today reflecting on his words, I realize that we got a few things right because they are basically decent human beings, great critical thinkers and skilled analytical readers!

Michael A. Johnson is a former teacher, principal, and school district superintendent. He led the design, development, and building of two Science, Technology, Engineering, and Mathematics—Career Technical Education (S.T.E.M.—C.T.E.) high schools: Science Skills Center High School, N.Y.C. and Phelps Architecture, Construction, and Engineering High School, Washington DC. An author of a book on school leadership: Report to the Principal’s Office: Tools for Building Successful High School Administrative Leadership. And he is presently completing his second book on school administration and leadership: Report From The Principal’s Office (Fall/2021).

The Supreme Court’s N.C.A.A. student-athlete compensation ruling is a good start, but not the end of the problem.

Sometimes the appearance of a silver lining will precede a cloudy situation…

Regardless of one’s political affiliation, you would be hard-pressed to not agree with several parts of Supreme Court Justice Kavanaugh’s assessment of the present N.C.A.A./college varsity student-athlete relationship; here is one excerpt:

…Nowhere else in America can businesses get away with agreeing not to pay their workers a fair market rate on the theory that their product is defined by not paying their workers a fair market rate. And under ordinary principles of antitrust law, it is not evident why college sports should be any different. The N.C.A.A. is not above the law...”

Calling things by their true names, in this case calling some college sports programs what they are ——“businesses;” is the first step in understanding the true nature of those ‘things,’ and, thus, their true motivations. But if we follow the “if” premise of Judge Kavanaugh’s argument, and then the “than” conclusion that follows, we will be lead to a place that defines those who work for these businesses are in fact and deed employees, and therefore entitled to being fairly compensated for their labor.

Everything about this ruling turns on the question of whether or not the N.C.A.A. is primarily an umbrella business conglomerate organization for the MLB, NBA, NFL etc., or is it an agency with a primary mission of working on behalf of the best health, safety, and educational interest of college students. Multitasking aside, I don’t think that the N.C.A.A. can ethically and effectively engage in both of those actions simultaneously.

In any event, the SCOTUS’s unanimous ruling on this matter essentially yanked away the insufficiently covering fig leaf argument made for years by the N.C.A.A., that college varsity athletes were indeed being compensated by receiving a “market value” college education scholarship. Now that assertion may have been overwhelming true in the past and still might be true for many college varsity athletes who take full advantage of an athletic scholarship. Still, the amazing expansion of “professionalism” into sports activities generally like lacrosse, volleyball (beach and hardwood), soccer, track & field, etc., along with the athletic gear endorsement and marketing money, has radically changed the college varsity sports economic landscape. But the scholarship argument is also undone by things like the “one-and-done” (or 2-3 years and done) escape-to-the NBA clause; where there is not even the pretense (at least try to fool us N.C.A.A.!) that those college athletes who select this exit plan are in any sense of the term real “college students.” In one-and-done and other ‘get-out-of-college-early’ cards like the “financial hardship” rationale seems to be a mutually benefiting agreement to exploit students’ talents by the NCAA and professional sports bodies. But the arithmetic reality is that the vast majority of college students participating in ‘pre-professional’ varsity sports activities will never set foot on a professional court or playing field. And unfortunately, too many of those never-will-make-it to the pro-ranks athletes will fail to take serious advantage of that free education option. I’ve spoken to both (Division-1) student and professional athletes, who say that there is a great deal of unstated and unofficial pressures used by the adults in these varsity sports programs to discouraged athletes from acting like “real students”; and so what is a young highly impressionable person to do if they hope to move up to professional sports ranks? Many young people see professional sports as their only viable option to move themselves and their families out of a precarious socio-economic situation. The larger society encourages and reinforces this myth, even if the objective statistical odds tell an opposite story. Those odds of turning pro and making it a viable long term career includes factoring in all of the things that could go wrong (e.g., injury or just some kid from another college beats you out of one of those limited number of pro positions), makes the pro-route to economic viability such a daunting mountain to climb. This excludes the exceptionally talented student-athletes like Leonard Fournette (NFL) or Devin Booker (NBA), for whom participating in college sports could (the chance of injury) actually hurt their odds of being well-compensated because they are highly likely to be professional athletes. But the overwhelming number of college student-athletes receiving a scholarship might find it in their best interest to seize the moment by earning a ‘real’ college degree. This approach could offer an immediate and generational improvement way to a brake-the-chains-of-poverty narrative that might be plaguing their families.

Unfortunately, we live in an economic system that requires all workers to commoditize themselves as they brutally clash in an artificially created unfriendly competition against each other for the chance to be economically exploited. And so, the SCOTUS decision did not solve the undergirding problem of college athletes serving primarily as ‘marketable products’ instead of college students. However, the SCOTUS ruling did offer a peek into the institutional problematic culture of the economics of college sports programs. We see that this is a seriously damaged system that, even if ‘tweaked’ by legal rulings or legislation, will still make it possible for the major Division-1 universities to come out on top in any type of student-athlete compensation initiative structure. Surely, the biggest and wealthiest universities will be able to offer “top-pick” prospective high school athletes the most attractive “compensation packages.” Also, these colleges will have the advantage of offering top-recruits greater exposure through “TV-Time” and highly professional marketing services. And which aspiring to be a professional athlete teenager will turn their back on the opportunity to have greater exposure to the sports shows talking heads, journalists, and professional sports scouts?
The present N.C.A.A. college varsity sports situation already disadvantages small to middle-size colleges, inflicting its greatest harm on institutions without huge reservoirs of cash, like the Historically Black Colleges and Universities (HBCUs), who ironically, are unable to recruit the most talented Black high school athletes in states (e.g., Arkansas, Kentucky, Florida, Georgia, Texas, etc.) that go out of their way to suppress the human, civil and voting rights of their Black citizens. These cynical states have adopted a political position that says: “We want Black bodies on the varsity sports playing field, but not in the voting booth!

The college varsity sports system is so broken that even those nine wise souls of the SCOTUS can’t fix it!

The best solution, I believe, is to dismantle and rebuild the entire college student varsity sports oversight system so that the primary beneficiaries are guess who —The students! The prime ethical directive of a reconstructed N.C.A.A. should be to do no harm to any student. The N.C.A.A. must ensure that colleges have as their primary mission to prepare their student-athletes for a highly likely non-professional career future. Universities need to be forced by the N.C.A.A. to actually (not just rhetorically) produce real student-athletes with real college majors and then be held accountable (by way of sanctions) for their graduation completion rates. There must also be a professional responsibility on the college athletic staff to be educators first, and sports coaches second, to care about student-athletes after their college playing days are over.

I think that N.C.A.A. can and must do better…

I always ask my public education PreK-12 colleagues the ethical question: What would public schools look like if we were genuinely and seriously committed to the pursuit of our overarching mission statement to educate all children? And so, what would happen if the N.C.A.A. dared to pursue its true mission?

I get it, major league sports is a business, but colleges should primarily be in the business of enhancing and enriching students’ knowledge, skills, and information banks, as they are being prepared for the cruel realities of the demands of a world waiting for them. Thus, the N.C.A.A. should serve in the role of protectors of college students’ present and future well-being. In that regard, I think that the N.C.A.A. can and must do better.

Michael A. Johnson is a former teacher, principal, and school district superintendent. He led the design, development, and building of two Science, Technology, Engineering, and Mathematics—Career Technical Education (S.T.E.M.—C.T.E.) high schools: Science Skills Center High School, N.Y.C. and Phelps Architecture, Construction, and Engineering High School, Washington DC. An author of a book on school leadership: Report to the Principal’s Office: Tools for Building Successful High School Administrative Leadership. And he is presently completing his second book on school administration and leadership: Report From The Principal’s Office (Fall/2021).