I'm really glad that in Bill Ferguson's post in early April, he linked to the ABC Newsline broadcast comparing "The Wire" to the reality at Baltimore middle schools. I had heard about that segment, but never had the opportunity to view it in it's entirety until I watched it this morning. I have similar mixed feelings regarding the ABC show's racialized depictions of Baltimore. They significantly gloss over the fact that the middle school that they visited (what middle school wears navy polos? I would love to know which school they went to) was under control and teachers were teaching. This directly contradicts their opening assertion that middle school is where it all falls apart. Clearly in some cases, it doesn't. Why didn't they talk about what makes for a successful middle school in Baltimore and what factors indicate failure? That would have been a more interesting and honest angle to pursue. Also, I was troubled by an administrator's statement that the students bring so much baggage (and so few schoolbooks!) that we cannot expect them to perform. It's true that many students face significant problems in their home lives, but many of those same students cling to school as a stabilizing force in their lives. We cannot excuse them for our expectations because of what they are going through. Perhaps we can modify what we want for severely troubled students, but to say that we don't expect them to do anything is ridiculous.
City Paper has an interesting cover story this week that examines the plight of one family whose children bring the "baggage" to school mentioned by the administrator on the Newsline report. The reporter Erin Sullivan follows the saga of a West Baltimore family who are run out of their Section 8 house by local corner boys who think that they are "snooty" for not doing drugs and going to school. An altercation occurs between the father and son of the family and two corner boys that results in a minor shooting, the family's house is firebombed, and they drift around for three months trying to get a new housing unit. Navigating the dead-end bureaucracy of city agencies, they family is final able to find a new unit and pull their lives back together. All throughout the piece, Sullivan refers to how much the children want to go back to school and pick up their studies. She makes it sound as though that is their lifeline to normalcy and the site of many of their dreams. And the children are by no means perfect, all but the youngest have criminal records (possession, assault, gun charges), and they have lived amidst drug dealers and users all of their lives. Still though they reach out to school as a stabilizing influence. The family's story speaks volumes about the attitudes of our students. All but the most jaded see some value in education. They are simply not able to translate that abstract value or purpose into consistent, concrete action. They know how to do right, it's just a matter of getting through all of the mess to allow them to do so.
It seems as though one service that could be added into the all-ready strained budget of our schools is a program that would teach students how to function in school. How do you sit, take notes, organize information, make a study schedule, ask pertinent questions? But most importantly, how do you do all of those things in the face of adversity and contingency? I envision that this kind of program would be entirely practical and get students to think about what they are going to have to do in each situation to maintain their focus and success. Maybe I'll just try and propose this at the next school board meeting...
Saturday, April 21, 2007
Friday, April 20, 2007
Gender Segregated Schools
This is my first blog ever! :) I guess this is my first chance to vent/dicsuss/BLOG an educational issue that I have thought quite a bit about. As soon as the topic of segregation in public schools arises most people shutter to think that it may actually be a research based innovation that may actually result in significant increases in student achievement. There is a bit of internal conflict as an urban educator when the issue of segregation in public education facilities arises. However, the segregation I speak of is not demeaning, belittling, ethically, or racially motivated. Gender segregation is a research based change of traditional education that may not be as radical as we think. It is certainly an interesting concept, and worth some thought and debate. I guess the thing about NCLB that makes the most sense, but is often time misinterpreted, is the ‘innovative’ factor. BCPSS annually implements changes that are little more than the Federal minimum as far as changes that will produce serious results.
What is the motivating factor for deviant or inappropriate behavior from our students? Girls are catty to impress the boys and boys show off to impress the girls. I find that often fights, arguments, and classroom disruptions are between boys and girls, and if they are same sex arguments, it is over the opposite sex. If that variable were eliminated, would student achievement benefit? Let’s look at the research…
A voluntary pilot program in Pennsylvania’s Erie School District has found that students in gender-separated classes improve in both academics and behavior.
The federal government (NCLB) is going to make it easier to experiment with same gender education. Presently, there are 223 public schools offering single-sex classrooms. There were four eight years ago.
Boys and girls learn and process information differently. Boys respond to direction and motion. Girls respond to detail and color. Girls are more likely to learn sitting still and boys do better if they can move around and work with their hands.
Deland, Florida experimented with same-sex classrooms vs. co-ed. The state writing test was administered to both groups. In the co-ed class, 37% of the boys passed and 86% passed in the same-sex environment. In the co-ed class, 57% of girls passed the writing test and 75% passed in the same-sex class. Judging from just this one statistic, same-sex classes are more helpful to boys than girls although it helps both.
(Research taken from http://educationalissues.suite101.com/)
How about Baltimore City? Western high school is currently all female and is one of the oldest in the country. Here is how Western compares to the other same sex high schools in Baltimore City:
Western Baltimore City
Grad rate 97.1 60.6
Attention: 94 83
HSA English 85 37
Drop out rate 1.12 (5 year high) 10.5
What does this all mean for BCPSS? Well for starters, they should be taking a very close look at the research on same sex schools. From what I’ve found, the students, especially boys, do significantly better in same sex schools. Opponents argue that segregated schools hinder students’ social development. While this is a very valid point, I believe there is a way schools can do both. I think that both girls and boys could use, rather share, the same facility; however, during the instructional time, they would remain in separate parts of the building, attending classes with all boys or all girls. The school could have co-ed dances, organizations, events, etc. so they are still getting to socialize with the opposite sex, but the socialization would occur outside of the classroom and the actual learning. By really examining the research out there, BCPSS could make a well informed, educated decision on whether or not this innovated idea of gender segregated schools is something that could help the students in Baltimore City. I will be interested to see if the Bluford Drew Jemison All Boys Academy is more successful than other Baltimore City middle schools and if they believe that the fact it is a same sex school is a major contributor to that success.
What is the motivating factor for deviant or inappropriate behavior from our students? Girls are catty to impress the boys and boys show off to impress the girls. I find that often fights, arguments, and classroom disruptions are between boys and girls, and if they are same sex arguments, it is over the opposite sex. If that variable were eliminated, would student achievement benefit? Let’s look at the research…
A voluntary pilot program in Pennsylvania’s Erie School District has found that students in gender-separated classes improve in both academics and behavior.
The federal government (NCLB) is going to make it easier to experiment with same gender education. Presently, there are 223 public schools offering single-sex classrooms. There were four eight years ago.
Boys and girls learn and process information differently. Boys respond to direction and motion. Girls respond to detail and color. Girls are more likely to learn sitting still and boys do better if they can move around and work with their hands.
Deland, Florida experimented with same-sex classrooms vs. co-ed. The state writing test was administered to both groups. In the co-ed class, 37% of the boys passed and 86% passed in the same-sex environment. In the co-ed class, 57% of girls passed the writing test and 75% passed in the same-sex class. Judging from just this one statistic, same-sex classes are more helpful to boys than girls although it helps both.
(Research taken from http://educationalissues.suite101.com/)
How about Baltimore City? Western high school is currently all female and is one of the oldest in the country. Here is how Western compares to the other same sex high schools in Baltimore City:
Western Baltimore City
Grad rate 97.1 60.6
Attention: 94 83
HSA English 85 37
Drop out rate 1.12 (5 year high) 10.5
What does this all mean for BCPSS? Well for starters, they should be taking a very close look at the research on same sex schools. From what I’ve found, the students, especially boys, do significantly better in same sex schools. Opponents argue that segregated schools hinder students’ social development. While this is a very valid point, I believe there is a way schools can do both. I think that both girls and boys could use, rather share, the same facility; however, during the instructional time, they would remain in separate parts of the building, attending classes with all boys or all girls. The school could have co-ed dances, organizations, events, etc. so they are still getting to socialize with the opposite sex, but the socialization would occur outside of the classroom and the actual learning. By really examining the research out there, BCPSS could make a well informed, educated decision on whether or not this innovated idea of gender segregated schools is something that could help the students in Baltimore City. I will be interested to see if the Bluford Drew Jemison All Boys Academy is more successful than other Baltimore City middle schools and if they believe that the fact it is a same sex school is a major contributor to that success.
Thursday, April 19, 2007
Budget Crisis Déjà Vu
As we all know, the Baltimore City School System has its issues, some easier to fix then others. I joined Teach For America after college and ranked the Baltimore region as my first pick because I wanted to do my part to help and close the achievement gap and to help every child in the city of Baltimore to have the chance to attain an excellent education. When I came here I happily found many others that were here to do the very same thing and everyday put their heart, soul, and energy into making this happen from their end. It is great to see others that will put their lives on hold to help a child have the chance to learn and to grow. AND THEN THERE IS NORTH AVENUE…
Now, I am not saying that the wonderful people that work at North Avenue do not care about the students of Baltimore City Public Schools, but it seems to be the most disorganized and mismanaged place that I have ever seen. Ask any teacher that has needed to go down to the lovely headquarters of Baltimore City Public Schools to get anything done, they will most likely tell you that it was one of the most frustrating experiences of their lives. My personal experiences there have been so incredibly frustrating, that I have left almost hours later with nothing accomplished. I can handle mismanagement to a point, but there is a time when someone needs to step up and get everything under control, and that is not happening at North Avenue.
The latest budget madness is enough to drive anyone crazy! Baltimore City has been through so much in the past couple of years… To refresh your memory: The school system was sinking into what ultimately would become a $58 million deficit, it was laying off hundreds of staff that it could no longer afford to pay, and its top administrators were resigning right and left. One would think that the powers that be would take every precaution from here on out to make sure that their budgets were correct….think again. You don't have to do the math to see the problem with those and other entries in the breathtakingly inept budget prepared by the Baltimore City public school system's administrators - and somehow unanimously approved by the school board! How does this happen?
Did anyone on North Avenue read, for example, the clearheaded report issued in 2003 by a blue-ribbon panel of business and educational leaders, who had been asked to rescue the school system from fiscal chaos?
City and school officials sent an SOS to two business groups, the Greater Baltimore Committee and the Presidents' Roundtable, and, after months of review, the groups offered some basic, accounting-for-dummies advice: Start working on the budget earlier, stick to it, closely track staffing, hold managers accountable for their spending, pay bills on time, etc. It really was that simple - "business management 101," as GBC President Donald C. Fry called it at the time.
And yet now, four years later, the school system has presented a budget that was late, filled with staffing and salary discrepancies and requiring some fairly mind-twisting explanations. Those 187 guidance counselors referred to at the start of the document but never seen again? Oh, they're paid under the "general instruction" category. That $18 million in new initiatives? Actually, they'll cost $31 million. Those phantom employees whose salaries total $6.2 million? They must be the 73 instructional support teachers who, on another page, appear not to be getting paid at all.
One cannot help but get the feeling of déjà vu. It is extremely frustrating to be someone who is working everyday in what I like to call “the trenches” pouring your heart and soul to try and improve the education system in Baltimore City, and the powers that be cannot even take the time to read that important of a document to ensure that Baltimore City is giving it’s students everything that they will need to be successful. We need people at North Avenue that are more business minded when it comes to administrative duties such as preparing budgets and handling HR issues, but they also need to see the children in Baltimore City schools and the needs that they have and what a mismanaged budget can do to the morale of a city school system that is so desperately trying to improve itself for the betterment of the students.
Now, I am not saying that the wonderful people that work at North Avenue do not care about the students of Baltimore City Public Schools, but it seems to be the most disorganized and mismanaged place that I have ever seen. Ask any teacher that has needed to go down to the lovely headquarters of Baltimore City Public Schools to get anything done, they will most likely tell you that it was one of the most frustrating experiences of their lives. My personal experiences there have been so incredibly frustrating, that I have left almost hours later with nothing accomplished. I can handle mismanagement to a point, but there is a time when someone needs to step up and get everything under control, and that is not happening at North Avenue.
The latest budget madness is enough to drive anyone crazy! Baltimore City has been through so much in the past couple of years… To refresh your memory: The school system was sinking into what ultimately would become a $58 million deficit, it was laying off hundreds of staff that it could no longer afford to pay, and its top administrators were resigning right and left. One would think that the powers that be would take every precaution from here on out to make sure that their budgets were correct….think again. You don't have to do the math to see the problem with those and other entries in the breathtakingly inept budget prepared by the Baltimore City public school system's administrators - and somehow unanimously approved by the school board! How does this happen?
Did anyone on North Avenue read, for example, the clearheaded report issued in 2003 by a blue-ribbon panel of business and educational leaders, who had been asked to rescue the school system from fiscal chaos?
City and school officials sent an SOS to two business groups, the Greater Baltimore Committee and the Presidents' Roundtable, and, after months of review, the groups offered some basic, accounting-for-dummies advice: Start working on the budget earlier, stick to it, closely track staffing, hold managers accountable for their spending, pay bills on time, etc. It really was that simple - "business management 101," as GBC President Donald C. Fry called it at the time.
And yet now, four years later, the school system has presented a budget that was late, filled with staffing and salary discrepancies and requiring some fairly mind-twisting explanations. Those 187 guidance counselors referred to at the start of the document but never seen again? Oh, they're paid under the "general instruction" category. That $18 million in new initiatives? Actually, they'll cost $31 million. Those phantom employees whose salaries total $6.2 million? They must be the 73 instructional support teachers who, on another page, appear not to be getting paid at all.
One cannot help but get the feeling of déjà vu. It is extremely frustrating to be someone who is working everyday in what I like to call “the trenches” pouring your heart and soul to try and improve the education system in Baltimore City, and the powers that be cannot even take the time to read that important of a document to ensure that Baltimore City is giving it’s students everything that they will need to be successful. We need people at North Avenue that are more business minded when it comes to administrative duties such as preparing budgets and handling HR issues, but they also need to see the children in Baltimore City schools and the needs that they have and what a mismanaged budget can do to the morale of a city school system that is so desperately trying to improve itself for the betterment of the students.
Teaching Students to Raise Their Voices In A System That Won't Let Them Be Heard.
Jason Torres’ April fourth article “Lessons in Frustration: Algebra Project Holds ‘Die-In’ To Protest Board’s Refusal to Support Education Rally” www.citypaper.com/news/story.asp?id=13468 outlines a growing awareness of inequity in Maryland’s public school systems. According to Torres, on March 22, 2007, approximately 230 students rallied outside of the Baltimore City Public Schools headquarters on North Avenue to protest a school board’s cancellation of Baltimore City Public School students and advocates of students’ trip to Annapolis. The group was to call on Governor Martin O’Malley and the General Assembly to improve the quality of education Baltimore City students receive. Organized and represented by the Algebra Project, an advocacy group for Baltimore City students, the trip to Annapolis was to promote the “ABC Plan,” a move to increase funding for arts, building repair and class-size reduction. Despite the group’s organization and initiative, the school board continually denied access to Maryland’s capital. In response, students staged a “Die-In in front of the North Avenue headquarters. Torres’ article describes a “Die-In” as “police tape and chalk outlines around symbolically ‘dead’ students in an attempt to draw a correlation between crime and lack of education in the city.”
Since December of 2006, the Algebra Project has been working on addressing the issue of Baltimore’s schools with Governor O’Malley. On February 26, the Algebra Project received conditional support from the school board to rally in Annapolis; the group requested twenty-five buses for up to 1,000 students. Twenty-five buses required a more-accurate estimate. Instead, the board offered five buses and only if all students had permission slips and chaperones. While meeting these expectations, including permission slips for 800 students, the school board postponed the trip because “paperwork couldn't be completed in time for March 22.” Students believed no additional paperwork was needed. Comprised of primarily Baltimore City Public School students, with support from Baltimore City Public Schools alumni who are now university students, the school board’s efforts to suppress the group’s voices is yet another move to delay school improvement.
Torres’ article reinforces Baltimore City Public School’s ability to not only slow progress within the system, but to stifle student empowerment. Although “Lessons in Frustration” ends on a positive note with an Algebra Project representative praising the group’s progress on raising awareness, “‘I feel like we’re making real progress and making it harder for them to ignore us,’” in denying students their voices for school improvement the system is reinforcing the shell around Baltimore City’s neighborhoods. Torres clearly suggests that dramatic improvements can be made if Baltimore’s youth are empowered. Die-ins attracting police and media presence are only reminders of what student voices can achieve, particularly in an under-represented and under-supported community.
As a teacher, I encourage students to have a voice in society. While doing so, it is disappointing to see one of Baltimore's stronger student advocacy groups be denied an opportunity to speak in Maryland's capital. What sort of message does this send to our students? Again, the praise for standing in front of North Avenue is great, but I would love for Baltimore City Public Schools students to be heard beyond Baltimore because it's clear that they have something to say.
Since December of 2006, the Algebra Project has been working on addressing the issue of Baltimore’s schools with Governor O’Malley. On February 26, the Algebra Project received conditional support from the school board to rally in Annapolis; the group requested twenty-five buses for up to 1,000 students. Twenty-five buses required a more-accurate estimate. Instead, the board offered five buses and only if all students had permission slips and chaperones. While meeting these expectations, including permission slips for 800 students, the school board postponed the trip because “paperwork couldn't be completed in time for March 22.” Students believed no additional paperwork was needed. Comprised of primarily Baltimore City Public School students, with support from Baltimore City Public Schools alumni who are now university students, the school board’s efforts to suppress the group’s voices is yet another move to delay school improvement.
Torres’ article reinforces Baltimore City Public School’s ability to not only slow progress within the system, but to stifle student empowerment. Although “Lessons in Frustration” ends on a positive note with an Algebra Project representative praising the group’s progress on raising awareness, “‘I feel like we’re making real progress and making it harder for them to ignore us,’” in denying students their voices for school improvement the system is reinforcing the shell around Baltimore City’s neighborhoods. Torres clearly suggests that dramatic improvements can be made if Baltimore’s youth are empowered. Die-ins attracting police and media presence are only reminders of what student voices can achieve, particularly in an under-represented and under-supported community.
As a teacher, I encourage students to have a voice in society. While doing so, it is disappointing to see one of Baltimore's stronger student advocacy groups be denied an opportunity to speak in Maryland's capital. What sort of message does this send to our students? Again, the praise for standing in front of North Avenue is great, but I would love for Baltimore City Public Schools students to be heard beyond Baltimore because it's clear that they have something to say.
Tuesday, April 17, 2007
Much More Ado About Money
Lately, the Baltimore Sun, has been full of reports of a recently approved city school budget that is nothing but a bunch of miscalculations and ineptitude. The entire school board approved a document that, among other things, allocated 6.2 million to zero city employees. One has to wonder who got the job for such embarrassing mathmatics skills. Columnists such as Jean Marbella sarcastically point the out the difficulties of long division, and insist it is all an honest mistake.
Circuit Court Clerk Frank Conaway is insisting that there be a freeze on funds and the city budget be taken over by the state--a very controversial issue early last year between Nancy Grasmick and then-Mayor O'Malley.
Many people want to point fingers and find who is to blame, but they are, as usual forgetting who really gets lost in this mess of a system-the students. How can I possibly expect my students to become proficient in Math on their MSA when, not only are the people in charge of them incapable of simple mathematics, but in that mess of a situation, they are also missing out on much needed resources that have instead been allocated to imaginary employees
It is yet another instance when the system is not practicing what it preaches. As written in the previous post on the budget, the real culprits to this atrocity are complacently keeping their jobs. All those NCLB buzzwords like accountability? Not for these guys! I am accountable for overcoming countless barriers in the educational system to help my students succeed while needless extra barriers are being placed in the way.
While all this controversy is discussed, reviewed and everyone has a respectable bit of outrage, the significant problems are not being addressed. We instead deal with unnecessary and unacceptable missteps. This budget consists of 1.2 billion dollars and not a single person on the entire school board had the time to review simple line item expenditures?
And on a superficial level, how does this look to the rest of the country? Should this information be presented to anyone, BCPSS looks ridiculous. I remember feeling outrage at the statements Oprah used when she discussed giving donations to Baltimore. She said, and I quote, “What I've learned from my philanthropic giving is that unless you can create sustainable change, then it's a waste, you might as well pee on it." This statement infuriated me, because I thought, “Wow, if Oprah doesn’t believe in us, we must be in bad shape.” Such bad shape in fact, that adults with considerable authority can’t add and subtract.
It is yet another instance when the system is not practicing what it preaches. As written in the previous post on the budget, the real culprits to this atrocity are complacently keeping their jobs. All those NCLB buzzwords like accountability? Not for these guys! I am accountable for overcoming countless barriers in the educational system to help my students succeed while needless extra barriers are being placed in the way.
While all this controversy is discussed, reviewed and everyone has a respectable bit of outrage, the significant problems are not being addressed. We instead deal with unnecessary and unacceptable missteps. This budget consists of 1.2 billion dollars and not a single person on the entire school board had the time to review simple line item expenditures?
And on a superficial level, how does this look to the rest of the country? Should this information be presented to anyone, BCPSS looks ridiculous. I remember feeling outrage at the statements Oprah used when she discussed giving donations to Baltimore. She said, and I quote, “What I've learned from my philanthropic giving is that unless you can create sustainable change, then it's a waste, you might as well pee on it." This statement infuriated me, because I thought, “Wow, if Oprah doesn’t believe in us, we must be in bad shape.” Such bad shape in fact, that adults with considerable authority can’t add and subtract.
Monday, April 16, 2007
Mathemtatics, Economics Objective Mastery at North Avenue?
Baltimore Sun, April 10, 2007: http://www.baltimoresun.com/news/education/bal-md.marbella10apr10,1,3611627.column
Again BCPSS has budget problems. Not a few years after 50 some million dollars "disappeared" off the books, the new $1.2 billion budget submitted by BCPSS last week is filled with errors. $6 million allotted to a program without any employees. Initiatives reported to cost $18 million that actually cost $31 million. ISTs employed without salary. Obviously, when such miscalculations or lack of calculations occur in other billion dollar industries, consequences are incurred. Yet, Mayor Dixon said that the reevaluation of the budget would not be done via a line-item measure is too little time for that. Too little time? The budget that was submitted full of holes was submitted late. So, why aren't BCPSS officials learning from their mistakes? Why are the funds that back the education of this city so erroneously misplaced year after year? Greater Baltimore Committee (brought in to advise BCPSS on its financial mishaps years ago (1992 at the latest)) President Donald Fry finds it frustrating, saying these problems have been identified and steps suggested to correct them yet action is rarely taken and complacency continues among those who run BCPSS. Startling? Or, not surprising?
This article tries to pen the blame of the problem on the lack of consistency at the head of BCPSS. And while there is some truth to that, I take an opposite approach. An analogy: Tearing the colorful petals off of a plant creates the appearance of the plant's death. Change in the plant seems visible to all who care to look. But, later, after some time, after you forget to look at the plant, the petals grow back as the roots and the stem of the plant still remain alive and thriving. At BCPSS, flowers are torn from their stems at a high-frequency and with good reason; but, rarely are the people who actually make up BCPSS held accountable for their mistakes and inactions. Only the figurehead faces the sword. Everyone else knows they are usually safe and can afford to continue in their complacent approach to education. Today this complacency is a mess of a budget. Last year it was a mess of a curriculum. Each time only one or two are held accountable for their errors and those who never spoke up, who never made sure the best decisions were made, are given another free pass. Baltimore City, it appears through this article, can't afford to keep giving free passes, unless they are expecting free work from ISTs.
Again BCPSS has budget problems. Not a few years after 50 some million dollars "disappeared" off the books, the new $1.2 billion budget submitted by BCPSS last week is filled with errors. $6 million allotted to a program without any employees. Initiatives reported to cost $18 million that actually cost $31 million. ISTs employed without salary. Obviously, when such miscalculations or lack of calculations occur in other billion dollar industries, consequences are incurred. Yet, Mayor Dixon said that the reevaluation of the budget would not be done via a line-item measure is too little time for that. Too little time? The budget that was submitted full of holes was submitted late. So, why aren't BCPSS officials learning from their mistakes? Why are the funds that back the education of this city so erroneously misplaced year after year? Greater Baltimore Committee (brought in to advise BCPSS on its financial mishaps years ago (1992 at the latest)) President Donald Fry finds it frustrating, saying these problems have been identified and steps suggested to correct them yet action is rarely taken and complacency continues among those who run BCPSS. Startling? Or, not surprising?
This article tries to pen the blame of the problem on the lack of consistency at the head of BCPSS. And while there is some truth to that, I take an opposite approach. An analogy: Tearing the colorful petals off of a plant creates the appearance of the plant's death. Change in the plant seems visible to all who care to look. But, later, after some time, after you forget to look at the plant, the petals grow back as the roots and the stem of the plant still remain alive and thriving. At BCPSS, flowers are torn from their stems at a high-frequency and with good reason; but, rarely are the people who actually make up BCPSS held accountable for their mistakes and inactions. Only the figurehead faces the sword. Everyone else knows they are usually safe and can afford to continue in their complacent approach to education. Today this complacency is a mess of a budget. Last year it was a mess of a curriculum. Each time only one or two are held accountable for their errors and those who never spoke up, who never made sure the best decisions were made, are given another free pass. Baltimore City, it appears through this article, can't afford to keep giving free passes, unless they are expecting free work from ISTs.
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