Archive for the ‘opportunity gap’ Tag

The results are in……but don’t celebrate just yet!   Leave a comment

Earlier this week, the Georgia Department of Education released the overall results for the Georgia High School Graduation Tests (GHSGT), which will become a thing of the past for the Freshman class of 2011 (READ: Performance for the state and districts as a whole, not the results for AYP subgroups. Those results will not be made public until mid to late-July) . I won’t go into my P.O.V. on phasing out the test here, instead I will save that for another day when I find myself putting off struggling to write. Today we got a glimpse of the overall performance on the state’s Criterion Referenced Competency Test (CRCT), which is administered to kids in grades 3-8; those in grades 3, 5, and 8 are required to pass the Math and Reading tests in order to be promoted to the next grade. As I read the article in the AJC and Maureen Downey’s AJCGetSchooled blog, I didn’t even bother to dissect the scores or pop a bottle of champagne in celebration of the what they want you to think is good news. Instead, I pulled a few snip-its from the article, tweeted them, and added my own .02, which all follow below:

EDUCATIONCEO TheParentsEducator
Math scores highlight CRCT gains  | ajc.com ajc.com/news/math-scor… #Georgia #CRCT #testing #education
EDUCATIONCEO TheParentsEducator
So they are spinning the test score results to say new Math curriculum might be working.How do we explain scores for h.s. students? #Georgia
EDUCATIONCEO TheParentsEducator
And why in the heck are schools ‘preparing’ for the test at beginning of year? Let teachers teach & test prep is not necessary.
EDUCATIONCEO TheParentsEducator
One student said a few questions were poorly written or confusing.http://ow.ly/5eoAZ (This comment from a student is especially troubling.)
EDUCATIONCEO TheParentsEducator
I won’t celebrate CRCT results until I see the AYP subgroup breakdown…which takes them FOREVER to release… #Georgia
And that last tweet is the motivation for writing this post: We cannot and should not measure everything our kids are supposed to learn based on one test, especially since that test does not measure growth. And we cannot distract the public from the real issue: The ever-present and pesky opportunity gap. Yes, my 4th grader passed all four sections on the first administration; I had no doubts that she would pass. But each day she came home and she said she was tired of testing….she said the same thing last year. Boy Wonder was one tired soul too. As a high schooler, he had to take End-of-Course Tests (EOCT) in three subjects as well as final exams in all six classes. That’s just testing overkill.
I will credit State Superintendent John Barge for phasing out the GHSGT and instead, using the EOCT as 20% of the final grade. However……..we still have to address the obnoxiously obese elephants in the room: The ‘new’ Math Curriculum and the toxic fall-out, including (1) the drop in GHSGT Math scores, (2) increase in the number of students taking remediation/credit recovery courses; and (3) the number of students who will be disqualified from receiving the HOPE Scholarship because their low Math grade lowers their overall G.P.A. (in core classes only). Yep, Boy Wonder now fits into two of the three afore-mentioned categories because he failed Integrated Geometry, and miserably I might add. Despite that setback, he still managed to crank-out a 3.1 G.PA. this year but more than likely he will be disqualified from receiving HOPE (both the scholarship and actual hope.)
But seriously, when are we going to start doing the things necessary to actually eliminate the opportunity gap? No, I am not speaking in terms of closing it because anything that is closed can easily be reopened, right? When you eliminate something, it is gone and has no chance of returning unless those in power create the conditions conducive for its return. Hmmmm….marinate on that one for a minute (or hour/day/week/month). I think that in order to eliminate the opportunity gap, we (all) need to acknowledge the reasons why there is a gap to begin with. Unfortunately, there are too many people who are uncomfortable with the truth would rather believe that everyone has had an equal opportunity at eradicating generations (plural) of illiteracy, poverty, and just overall lack of opportunity.
I didn’t set out to change the world with this blog post. Instead, I just want people to keep their eyes (and ears) open, use discernment and common sense when people try to convince you that we are making considerable strides in education.
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2011-12 School Year in Review: I’m still sane   Leave a comment

With all the faux pas major screw-ups this school year, I naively thought the last 3 days would be peaceful and incident free. Just when I thought the Universe was conspiring for my greater good, I have yet another fire to extinguish with this school run by bumbling idiots. No more than twenty minutes after I enter the house, Boy Wonder asks me if he can have money to eat lunch tomorrow. Hmmm, that’s odd because the last time I checked, he was supposed to receive free breakfast and lunch at school. So, as mothers do, I unloaded a barrage of questions:

Me: Why didn’t you eat lunch today?

Boy Wonder: Because they didn’t serve lunch today?

Me: Why not? Did you eat breakfast at school today?

Boy Wonder: Yes.

Me: Well, what time do you normally eat lunch?

Boy Wonder: 11:30.

Me: What time was school dismissed today?

Boy Wonder: 12.

Me: So let me get this straight: The school didn’t serve lunch yesterday, today, and they won’t serve it tomorrow?

Boy Wonder: No. The other kids bought Chik-Fil-A sandwiches.

Me: <Audible sigh, thinking: WTF? Didn’t we already deal with this at the end of first semester?> Are you sure because I need to know before I contact the school. (READ: I need the facts before I raise hell and read the Town Idiots the Riot Act.)

Boy Wonder: Yes.

Now, let me ‘splain something: If this were the first time, I wouldn’t be as upset. But as I mentioned, we had and discussed this exact same issue first semester. I don’t know where you all are from or how you were raised, but the people I know had this saying: ‘A hard head makes a soft a$$.’ It took me a very, very long time to understand the true meaning of this saying (because I rarely got in trouble), but I knew it was not good. I need to know: How many verbal a$$whoopings will it take for Gwinnett County Schools to get their act together? Better yet, do they even care? Or do I need to punch, kick, and scream harder and louder? Probably.

So here I am, mentally spent from dealing with this one school in particular but honestly, I am tired of the district. Sure, there are some excellent teachers here. And there are certainly some bright students who pass through the schools, but I’ll be damned if it doesn’t seem like their Stepford-esque district sponsored leadership program is simply cranking out a bunch of desensitized, clueless, and less-than impressive overseers leaders for the schools. Correct me if I am wrong, but if there is a problem within an organization, don’t most true leaders put measures in place to ensure that the same problem does not arise a few months later? Or is that something only us city-slickers do?

This year has been filled with ups, downs, and countless emails written in perfectly clear English, but yet no one seems to know anything much less how to do any damn thing. After dealing with a Math curriculum few can teach and many do not understand, paying $100 for a Credit Recovery class that caused more anxiety and stress than necessary, reminding personnel that my kids attend Title I schools and, therefore, are entitled to enrichment programs, whether they are struggling or not; and what happens bureaucracy and incompetent people hinder the education process.

That’s a lot of SHAT for one person to handle. Now can you imagine how overwhelmed I would be if I didn’t know how to navigate  send tersely written letters with fancy $50 words, casually mention my knowledge of federally funded programs, and Cc: state and federal education officials?

So I will end this post with this:

Dear Gwinnett County School System,

I may be a little grayer due to your shenanigans. My approach may make you uncomfortable. You have dealt my child some blows to his self-confidence this year, but guess what? I Ain’t Through. I have 2+ months to recharge my battery, make some new alliances, and ask important people the kinds of questions that make them uncomfortable so they, in turn, can make you uncomfortable. Enjoy your summer because I sure will!

Don’t Make Me Angry…..You Won’t Like Me When I’m Angry   1 comment

Yes, I am channeling my inner 80s child..but I am oh-so serious right about now. Let’s just be honest: I am a lot pissed right now. That is part of the reason why I haven’t written since my last blog about why I do what I do as a mamma. Sometimes it may seem that most 99.9% of my writing comes from a place of anger, but it really doesn’t. Ok, maybe a little bit. But there are three things of mine that I caution people NOT to mess with: 1. My kids. 2. My family. and 3. My money. And yes, I am serious. So as I logged in to write this post, I noticed that I haven’t written anything on more than 2 weeks. Yikes! That’s a long time considering how much I used to write, but then I have to remember that I am actually employed now but still…..I don’t know. Anyway, the reason why I decided to write….

I have spent almost 3 weeks going back-and-forth with the school and district about his damn credit recovery class my son had to take because he failed Integrated Geometry the first semester. I had finally decided to let them (educrats) sweat bullets for a while and I left the issue alone..that is, until two more things happened. Yesterday I had to take Boy Wonder to B.F.E. to take his ‘performance final’ for the credit recovery class. (BTW: WTH is a ‘performance final’ any damn way?) So we get to the testing location early, which for me means 15-20 before any scheduled event. Not only was it hot as hell in the building, but there were a lot of people there and the educrats weren’t even ready. They didn’t start checking-in kids until 10-15 minutes before the tests began. ‘Why is that a big deal?’ you might ask. Well, the final was scheduled for 4 PM. Like I said, I. DON’T. DO. LATE. Since I knew a lot of running around and being given the runaround would be involved (otherwise it wouldn’t be the Gwinnett County Public Schools), I decided to spare myself a little grief by not working yesterday. (Nope, I won’t get paid either) I picked-up Boy wonder at 1:00, after driving around Alcatraz the school to get to the Attendance Office. Yes, you have to go outside the main building and drive around, past the football field and across from the scoreboard to get to the Attendance Office. After we left his school, we headed over to the elementary school to pick-up two little old ladies. Yep, I had to check them out of school early because: (1) I do not have family here to babysit; (2) I only work part-time and cannot afford after-school programs; and (3) the largest school district in the state, which also won $1 million from the Broad Foundation, does not offer any after-school programs. Not even at the Title I schools. Did I mention that the testing site is about 40 minutes from my house? Almost forgot that point.

As we were standing in line (and sweating), I noticed that there were a large number of kids taking credit recovery classes. And not just black and brown kids either. There were a lot of white kids, with money, there too. Yeah, I knew they had money because they drove more expensive (and newer) cars than me. SMDH. And guess what? A lot of the kids with resources were also taking credit recovery for Integrated Geometry. Interesting. But here is the reason why I have been steaming for the past week: Not only did I have to drop $100 for this credit recovery class, for a subject in which a lot of kids are failing and blowing their chances of getting the HOPE Scholarship, but I found out that the Georgia Department of Education provides an entire credit recovery curriculum to all districts for FREE. I don’t think I need to let that marinate with you all…free is free. After speaking with a knowledgeable little birdie, we came to the conclusion that Gwinnett likely contracted with an outside software/curriculum company to get curriculum for their credit recovery program. Basically, they are passing the cost of that program on to students. Black, White, Brown. Rich, poor, etc. I am not ashamed to say that $100 is a lot of money to me; it can go a long way if you are careful about how you spend it. I have come to the conclusion (and I keep re-visiting it) that Gwinnett County can pretty much do whatever the hell it wants to do and no one is willing to call them on their SHAT. Well, like the saying goes: All crooked good things must come to an end. And who better to put an end to this crap than me?

I will spare you all the details of the gazillion emails I exchanged with the talking-head principal, Math Curriculum Coordinator (or whatever the heck his official title is), and some other unqualified, overpaid, and apathetic district official. Long story short: I started asking questions about money, specifically Title I money, and I may have mentioned something about contacting the U.S. Department of Education. Suddenly I get a response from the above-referenced underqualified, overpaid person about a refund. I never asked for a refund, but instead, I want someone to explain to me why I had to pay for the class in the first place when they knew my financial situation. I guess I need to wait two more weeks for a response to that question. In their defense though, they are dealing with these allegations of shady land deals. My little $100 contribution is of little significance right now. And besides, I think I included enough links to make a point without risking the eye safety of my legion of five blog readers. Besides, I’m sleepy.

Over and Out. *Cues ‘Incredible Hulk’ theme.

How do we reward anti-reform efforts? Why with $1 million dollars, of course.   1 comment

If you haven’t heard already, the Gwinnett County Public School System was awarded the big kitty in the Broad Prize for Urban Education competition yesterday, or the day before-I forget. Anywho, I have blogged about this same district a number of times, including this post on encouraging parental disengagement and this one on how kids get lost in monolithic schools-or how personnel drop the ball, or even this one highlighting the obvious lack of accessible school choice options.  Now don’t get me wrong: $1 million dollars is a whole lotta money. The kids who will benefit from the scholarships are definitely deserving of those funds, but we cannot let the cash flow distract us from the other ‘stuff’ that is happening in this, and other ‘urban’ districts across the country. (Since I am generally always long-winded in my posts, I will opt to use bulleted lists this time. You’re welcome!)

Consider these facts about the Gwinnett County Public School System:

  • For approximately the past 7-10 years, the racial/ethnic demographics have changed significantly, yet school personnel (excluding custodians, cooks, & bus drivers) have failed to reflect those changes. For the 2008-09 school year, Gwinnett had a student enrollment of 156,484. Of that number: 28% were Black, 22% Latino, 11% were Special Needs (SWD), 15% were ELL, and 46% were eligible for Free and Reduced Lunch (FARL). When we consider the ‘diversity’ of the teaching and administrative staff, the picture changes significantly. With regard to teachers, 14.7% and 2.3% respectively, were Black and Latino. The only reflection we see of ‘urbanism’ within this district is the student enrollment, I guess.
  • During that same year, the district’s Special Education population was 21,202. Of that number 33.7% were Black and 20.2% were Latino. Basically, more than half of the Special Education population was comprised of students from minority groups. Their combined representation in this group exceeded their combined representation in the total student population. Hmmmm.I still don’t know how that’s possible, considering the fact that those two groups comprised exactly 50% of the student population. I may need a mathematician to explain that one to me.
  • Based on those numbers we know that Black and Latino kids aren’t in the Gifted Education program. How do I know this? Well, of the 22,138 students enrolled in the Gifted Education program, 12.9% were Black and 6.5% were Latino. I don’t know about you, but that makes one heck of a statement (to me). It says that Black and Latino kids are more suited for Special Education than Gifted Education programs. If the district wanted to project a different message, then it would use some/one of the alternate assessments recommended by the Georgia Department of Education. There are several available that were developed to account for the cultural and linguistic differences of Black and Latino children. But that’s just my .02 cents. What do I know anyway?
  • 3rd grade students identified as belonging to one of the AYP subgroups (Black/Latino/ELL/SWD/FARL) lagged behind White and Asian students on the state’s Criterion Referenced Competency Test (CRCT). For example, on the Reading test, the Failure Rates were 7-23% higher for those in the AYP subgroups. Students with Disabilities fared the worst on all sections of the test. Remember, the majority of the district’s Students with Disabilities were (and still are) Blacks and Latinos.

Here are some things that the foundation’s judges should have given at least a little consideration:

  • The district was the first to file a lawsuit challenging the state’s Charter School Commission, citing that the state did not have the authority to divert funds from local districts to charter schools (which would have been a part of the district if the old-heads knew the first thing about charter schools). How can you credit a district with doing a superb job at closing the opportunity gap, while they essentially eliminate accessible school choice options for the families that cannot afford to live in $300K+ homes? It’s a sad state of affairs when your zip code determines the quality of your school, within the same district. The differences are not quite as drastic as those highlighted in Kozol’s Savage Inequalities, but they do exist. I would love for my kids to have access to a robotics program and curriculum, but I cannot afford to purchase a home in the community where the school is located.
  • Some of the current board members have been serving for almost as long as I have breathed air into my lungs…that’s a long time. They hardly ever go out into their communities. They are not current on best practices or real school reform initiatives. Yes, school boards are important because they make decisions that affect our kids and our schools. They have been instrumental at blocking efforts to offer school choice in communities where families do not have the means to afford private school tuition or to drive 30+ minutes out of their way for one of the more affluent schools offering permissive transfers. Is that how the Broad Foundation envisions change and improvement?
  • The district’s superintendent has not minced words about his feelings on the Special Education population, referring to the department as the ‘albatross around the neck of public education.’ After that debacle one would think that the district’s spokesperson would get a better handle on the superintendent’s public statements, but nooooooooo. Back in 2008 this fool leader had the audacity to ask, in an open school board meeting, ‘Do they even have Blacks in Idaho?’ He made that comment in context of conversation regarding handling disciplinary issues involving Black and Latino students. There were (and still are) repeated allegations that the district unfairly punishes Black and Latino students. I would like to invoke the sentiments of Jay-Z here: ‘Men lie. Women Lie. Numbers don’t lie.’ (O.K. so it’s probably not his quote but he is the person I heard use it.) Well, the local NAACP investigated and sure enough, they found that Black and Latino students, namely males, were (are) more likely to be suspended or expelled, even when White students commit the same offenses. Hmmmmm. Regardless of the point the superintendent tried to make, what old, grown arse person, especially one who leads the largest school district in the state, would utter those words? What you do on your own time, down at the ‘lodge’ with your buddies is your business; however, in your capacity as a public school official you should know better. But I have to keep in mind the location and thought-processes (or lack thereof) of some of these folks…
  • The system is still very much segregated. The district has no measures in place to address that issue and most of the schools in low-to moderate income communities are overcrowded, with no relief plans in place.
  • There was no input from parents. That sounds an awful lot like the recent one-sided conversations held on education reform. No one wants to hear what the parents think. As I meet more and more people (from all races and parts of the community), I am learning that there are a lot of unhappy people here. Sadly, the majority of us are stuck due to the horrible housing market or by the fact that our kids are nearing the end of their high school careers.

Oh well, we have yet another example of why test scores should not be use as the only measurement of achievement/closing of the opportunity gap. I guess looking at the real issues makes the Broad Foundation more uncomfortable than it does Guggenheim. But what do I know?

 

It’s a conspiracy…a C-O-N-spiracy!   4 comments

Last week I wrote about the plight of one Gwinnett parent, whose child has a disability. At the time, we thought dealing with the ignorance would be contained to Special Education issues but as I learned this morning, we were both wrong. Dead wrong. This is the text I received this morning:

‘Guess what Monise, the principal of Meadowcreek had the Parent Coordinator tell me that he doesn’t want me to volunteer any more because I spoke up at the Title I meeting held on Friday here at Meadowcreek HS. And that my interest isn’t in the best interest for the school.”

I couldn’t believe that (actually I could but didn’t think any person was actually dumb enough to tell the parent of a child they could not volunteer, especially when federal dollars are tied to Parent Centers). In fact, I am still a little shocked and a whole lotta pissed. Why? Because we have heard people say that parents, especially those of the Black and Brown hues, do not care about education because we only show-up for sporting events or when our kids are in trouble. Here we have a parent, armed with the assistance of an (free) advocate, a grasp of Special Education Law and No Child Left Behind (NCLB), who asks some questions (apparently the right ones) about the qualifications of her child’s teacher. How does the administration respond? The same way they usually do when they realize people are ‘on to them:’ They shut down and the walls go up. READ: ‘She knows too much and we don’t want her in this building everyday, talking to other parents and informing them of their rights.’ Kinds sounds like the reasoning slave owners used to keep slaves from learning to read. Only this time, the overseer (principal) is Black. Yep, direct descendant of Uncle Tom.

Now let me break-down the steps of the Conspiracy Theory:

  1. Talking heads and education ‘experts’ say parents don’t care. READ: Black, Brown, and low SES parents don’t care about education;
  2. Federal government waives extra money at districts to create Parent Centers to increase parental involvement;
  3. Districts indoctri, er…. hire people they know will only give parents enough information, but not too much;
  4. Said people mentioned in #3 should, when possible, be members of said disinterested parental groups, also known as tokenism in an effort to thwart any claims of racism when the superintendent says something stupid;
  5. Once this Parent Center is established, make sure that the building principal has complete control and liberty to select volunteers (yes, that’s an oxymoron);
  6. Any parent who asks questions of the Stepford Parent Coordinator should be annihilated immediately. Inform them that their services as a volunteer are no longer needed.
  7. If steps 1-6 are followed as directed, you can continue to assert (lie) that Black, Brown, and low SES students cannot and will not learn because their parents do not care about education;
  8. Repeat as often as necessary to perpetuate the opportunity gap.

Sometimes I feel like I am living in a bad dream..people can’t really be this stupid and careless, can they?

It's a conspiracy…a C-O-N-spiracy!   3 comments

Last week I wrote about the plight of one Gwinnett parent, whose child has a disability. At the time, we thought dealing with the ignorance would be contained to Special Education issues but as I learned this morning, we were both wrong. Dead wrong. This is the text I received this morning:

‘Guess what Monise, the principal of Meadowcreek had the Parent Coordinator tell me that he doesn’t want me to volunteer any more because I spoke up at the Title I meeting held on Friday here at Meadowcreek HS. And that my interest isn’t in the best interest for the school.”

I couldn’t believe that (actually I could but didn’t think any person was actually dumb enough to tell the parent of a child they could not volunteer, especially when federal dollars are tied to Parent Centers). In fact, I am still a little shocked and a whole lotta pissed. Why? Because we have heard people say that parents, especially those of the Black and Brown hues, do not care about education because we only show-up for sporting events or when our kids are in trouble. Here we have a parent, armed with the assistance of an (free) advocate, a grasp of Special Education Law and No Child Left Behind (NCLB), who asks some questions (apparently the right ones) about the qualifications of her child’s teacher. How does the administration respond? The same way they usually do when they realize people are ‘on to them:’ They shut down and the walls go up. READ: ‘She knows too much and we don’t want her in this building everyday, talking to other parents and informing them of their rights.’ Kinds sounds like the reasoning slave owners used to keep slaves from learning to read. Only this time, the overseer (principal) is Black. Yep, direct descendant of Uncle Tom.

Now let me break-down the steps of the Conspiracy Theory:

  1. Talking heads and education ‘experts’ say parents don’t care. READ: Black, Brown, and low SES parents don’t care about education;
  2. Federal government waives extra money at districts to create Parent Centers to increase parental involvement;
  3. Districts indoctri, er…. hire people they know will only give parents enough information, but not too much;
  4. Said people mentioned in #3 should, when possible, be members of said disinterested parental groups, also known as tokenism in an effort to thwart any claims of racism when the superintendent says something stupid;
  5. Once this Parent Center is established, make sure that the building principal has complete control and liberty to select volunteers (yes, that’s an oxymoron);
  6. Any parent who asks questions of the Stepford Parent Coordinator should be annihilated immediately. Inform them that their services as a volunteer are no longer needed.
  7. If steps 1-6 are followed as directed, you can continue to assert (lie) that Black, Brown, and low SES students cannot and will not learn because their parents do not care about education;
  8. Repeat as often as necessary to perpetuate the opportunity gap.

Sometimes I feel like I am living in a bad dream..people can’t really be this stupid and careless, can they?

How many reports does it take to close the opportunity gap?   12 comments

Depending on your age, you may or may not be familiar with the commercial from which I borrowed (paraphrased) the blog title. Remember the Tootsie Pop commercial with the boy and Mr. Owl? The boy always asked, “Mr. Owl, how many licks does it take to get to the center of the Tootsie Pop?” Every time, Mr. Owl would take the boy’s Tootsie Pop and start licking; he eventually just bit into it. The boy could have saved himself the grief and just counted for himself, instead he continued to wait for someone to answer his question. What’s my point? Do we really need another report to tell us that the number of low-income school kids is steadily growing?  Didn’t we read a similar report from the Southern Education Foundation a few months ago? And yes, I weighed-in on that one too. I was surprised that Steve Suitts, the author of the January report and Vice President of the foundation, responded to my comments (and I asked how I could help). Here is an excerpt:

“The reality is that far too many students of color and low income students of all races and ethnicities aren’t getting the education they need. The students who need the most resources and support are now usually getting the least. For large numbers of these students to succeed, this pattern has to change. Our report is a call to arms in fighting for that change. Best wishes.”

So if the first report was a ‘call to arms in fighting’ for change, what does that make the second report? Better yet, what will that make the reports that we know will follow? By no means am I being cynical, but rather practical and realistic. Anyone who has spent time (as a teacher or volunteer) in an urban classroom knows the financial circumstances of the students. We know that the number of students now eligible for Free and Reduced Lunch has increased because the economy is in the crapper, and millions of people, with kids, are now unemployed. Did we really need another report to tell us that? How much money and human resources were spent on this study? Aren’t there better ways to use those resources? How about spending some time with lawmakers and educating them on the unseen effects of double-digit unemployment, e.g., families with fewer financial resources to pay for such novelties as food, school supplies, and after-school enrichment programs? Now I feel as though I sound like a broken record because I talk about the same issues, e.g., school reform, wasteful spending, etc., in almost every post. Stuitts has a valid point about the allocation of resources, but when will we see a detailed study on how these states (15 in the South), spend Title I and Special Education funds? Some districts spend more of those funds on administrative costs (unnecessary training, conferences, etc.) than instructional resources. And they get away with it because the federal government’s accountability system is weak. Unless and until stricter guidelines are developed, implemented, and monitored districts will continue to take advantage and waste free money our tax dollars.

Unfortunately, districts will continue to blame their AYP shortcomings on the fact that there are a large number of low-income students in their classrooms. And the madness will continue. So I am issuing a BOLO for the next study telling us that there are now more poor kids in America than ever before. Don’t say I didn’t warn you.