Monthly Archives: April 2015

Inside the Chaos, Rage and Confusion That Consumed Baltimore Last Night

Originally published in VICE on April 28, 2015.
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 photo credit: Rachel Cohen

As I walked through the streets of West Baltimore on Monday evening, small bright green opiates littered the sidewalk, pills left over from when the local CVS pharmacy was looted hours earlier. The air felt thick and musty—police had fired teargas canisters near the Penn-North subway station. By 6:15 PM, clouds of smoke were pouring out of the empty pharmacy, which filled with flames. At one point, protestors cut the hose that was being used to put out the fire.

Except for a few young activists hoisting “Justice 4 Freddie Gray!” picket signs, most people hanging around were not protestors. The majority of Baltimoreans on the streets were just snapping photos and watching the events unfold as spectators. Unlike Saturday’s protests, where thousands proudly marched, chanted, and gave speeches about accountability and justice for Freddie Gray, a 25-year-old black Baltimore resident who suffered a fatal spinal cord injury while in police custody earlier this month, Monday felt perilously chaotic.

By the corner of North Avenue and Pennsylvania, just a half-mile down from where Freddie Gray’s funeral took place earlier that day, two Maryland Transit Administration vehicles were burning. A wrecked police car sat in the middle of the street a few hundred feet down—every one of its windshields and windows cracked and shattered. Broken glass lay by its tires. By 9 PM, Maryland Governor Larry Hogan had deployed National Guard troops, Mayor Stephanie Rawlings-Blake announced there would be a weeklong 10 PM curfew, and all public schools were cancelled for Tuesday. The city was officially declared to be in “a state of emergency.”

Saba Nazeer, a local resident who works with the Right to Housing Alliance, a Baltimore housing justice organization, came out to watch one standoff unfold between high school students and the police. The cops knew to meet the teenagers because a flier circulating earlier on social media called for students to meet for a “purge” out by the mall after school. (Frederick Douglass High School is across the street from Mondawmin Mall.) Dozens of cops were ready to meet the 75 or so students that showed up. Things escalated quickly. Students hurled bricks, rocks, and bottles at the police; cops sprayed mace and teargas. Fifteen officers were injured in clashes around the city, six seriously, and two were hospitalized Monday evening.

“These kids were going to fight for their neighborhoods, and they want justice not just for Freddie Gray but for all those who have died at the hands of police in their communities,” Nazeer said, defending the students. “I’ve been seeing it all day, the police try to put fear in the communities, they harass and bully. They’ve been doing it for decades. And people are tired of it.”

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photo credit: Rachel Cohen

Speaking out Monday night, hours after the funeral, Freddie Gray’s mother Gloria Darden pleaded for the violence to end. “I want you all to get justice for my son,” she said. “But don’t do it like this here.”

A national conversation on police brutality broke out after the deaths of Michael Brown and Eric Garner last year, but local cops’ excesses have been a major political issue in Baltimore for a while now. A Baltimore Sun investigation released in September found that the city paid out $5.7 million in judgments and settlements in cases related to alleged police brutality and civil rights violations since 2011. Even before Gray’s death, the city was haunted by two recent high-profile incidents of unarmed Baltimore black men dying in police custody— Tyrone West in 2013 and Anthony Anderson a year earlier. Cops faced no charges following the deaths of either men.

Since West’s death in July 2013, Baltimore community members have convened outside City Hall every Wednesday to call for the police to be charged with homicide. (These weekly demonstrations are locally referred to as “West Wednesdays.”) Activists keep count— Monday marked day 648 since West’s death. While an independent review issued in August determined that the police did not use excessive force, some still insist they saw cops kick West in the head, yank him by his dreadlocks, and beat him with batons.

In September, an alarming video surfaced that showed a Baltimore cop repeatedly punching a man. Unable to ignore the damning footage, Mayor Rawlings-Blake vowed to develop a “comprehensive” plan to address police brutality in the city. A few months later, however, she vetoed a bill that would have required city police to wear body cameras. Rawlings-Blake has said she supports the measure, but felt the specific legislation proposed was not within the City Council’s authority.

Freddie Gray was arrested on April 12 after making eye contact with police and taking flight, but more than two weeks later the public has still not been given any meaningful details about how he sustained his fatal injury. (He died on April 19.) Last week, Baltimore Police Commissioner Anthony Batts admitted Gray was unbuckled when police placed him in a van despite being shackled and handcuffed, and noted that Gray’s multiple requests for medical attention were ignored. Other findings from the department’s internal investigation, however, have not been made public. More information will be released on May 1— a deadline Batts set to share findings with Baltimore’s State Attorney.

“This is one case where body cameras certainly would have been useful,” said Peter Moskos, a former Baltimore City Police Officer and professor at John Jay College of Criminal Justice. “We’d have a lot better idea of what actually happened, and we’d know far more quickly.” (A bystander’s mobile footage showed Gray writhing in agony as police carried him away.)

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photo credit: Rachel Cohen

Baltimore Bloc, a grassroots activist group in Baltimore, has announced that they are planning another protest for Freddie Gray Tuesday afternoon at 3 PM. They told me that while their collective has been in “emergency response mode” for the past two weeks, eventually they will begin to outline more long-term plans. The “pace and emotion [has] left us with less space than we normally have to strategize,” they explained. But soon, they will join with other local organizing groups to “turn our attention to the next steps, including legislative strategy at the state level and organizing here at home for the 2016 city elections.”

Speaking at a press conference in the evening, Mayor Rawlings-Blake referred to the Monday rioters as “thugs” who were senselessly “trying to do tear down what so many have fought for.” Some 200 arrests were made by Tuesday morning. Brandon Scott, a city councilman, said, “We can’t let this be a repeat of 1968″—referring to the violent Baltimore riots that followed Martin Luther King Jr.’s assassination. “Adults have to step up and be adults.”

Tensions between political leaders, police, and community members are unlikely to abate any time soon, but multiple community cleanup efforts are being organized on social media today in West Baltimore. One group will be meeting back by the Penn-North subway station at 10 AM, and another will start at 2 PM by the University of Baltimore. Organizers have asked individuals to bring their own gloves, trash bags, brooms, and food.

Teaching Character: Grit, Privilege, and American Education’s Obsession with Novelty

Originally published in The American Prospect on April 17th, 2015.
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Twice a week for 30 minutes, fifth graders at KIPP Washington Heights, a charter school in New York City, attend “character class.” Each lesson is divided into three parts, according to Ian Willey, the assistant principal who teaches it. First, students find out what specific skill they’ll be focusing on that day. “This morning we’re going to learn how to set a long-term goal,” Willey might tell them. Next, students are asked to practice the skill. In this case, students may imagine they have a long-term project to complete, and then work to construct a timeline with incremental deadlines. In the final part of the lesson, students would take time to collectively reflect. “What was hard about this exercise?” Willey might ask. “What went well? Did anyone feel nervous? What did you do when you felt nervous?” And because part of KIPP’s mission is to help build character, the students would then classify their new skill as one or more of KIPP’s seven targeted character goals. In this example, the students were learning “grit.”

Few ideas inspire more debate in education circles than grit, which means having dedication to and passion for long-term goals. Angela Duckworth, a psychologist at the University of Pennsylvania, first popularized the concept in 2007; she believes that if we can teach children to be “grittier” in schools, we can help them achieve greater success. Paul Tough, a journalist who published a 2012 bestseller, How Children Succeed: Grit, Curiosity, and the Hidden Power of Character, also brought grit into the national spotlight. Many policymakers and school leaders have since jumped at the idea. Secretary of Education Arne Duncan praised Tough’s “fantastic book”—arguing that teaching skills like grit “can help children flourish and overcome significant challenges throughout their lifetimes.” Districts all over the country are exploring how they can incorporate grit into their curriculum. In 2013, Duckworth was awarded $625,000 by the MacArthur Foundation to continue researching ways to cultivate grit in schools.

Despite grit’s enthusiastic boosters, a growing movement has sprung up in opposition. Some psychologists and policy analysts question the methodology behind Duckworth’s research—which has chiefly relied on students answering questionnaires on how gritty they think they’ve been. (For example, a survey question might read: “New ideas and projects sometimes distract me from previous ones,” and students would report how much that statement resonates with them.) Some critics argue that grit places too much weight on individual student behavior, and as a result, crucial attention is directed away from the structural forces that inhibit academic success. Some researchers think that emphasizing grit can even produce negative outcomes, like killing creativity.

The excitement towards and resistance to this new field illuminates a great deal more about American education and its obsession with novelty than the grit research itself—which is still in its infancy.

The Background on Grit

Grit researchers begin with the conviction that grit is malleable: They believe that if we could design the right interventions, we could probably increase students’ grit levels, too. Duckworth admires the work of Carol Dweck, a psychologist whose research on “academic tenacity”—a mindset that helps students focus on and persevere towards long-term goals—suggests that cultivating grit may be possible. Grit research also builds on the work of Martin Seligman, who pioneered the field of positive psychology, focused on positive human flourishing. Duckworth is Seligman’s former student.

Schools, politicians, and news organizations have embraced grit, excited by its possible implications. The New York Times Magazine ran a cover story about grit’s potential. KIPP charter schools, like the one Ian Willey works for, have incorporated inculcating grit and other “character strengths” such as optimism, self-control and gratitude into their mission statement. In 2013, the Association for Supervision and Curriculum Development (ASCD), a global education organization, published a book entitled “Fostering Grit.”

Dan McGarry, an Assistant Superintendent for Upper Darby School District—located in a township adjacent to West Philadelphia—read about Duckworth’s work in 2011 and grew fascinated by character education. “I truly believe that this is going to change the world,” he told The Philadelphia Inquirer. His district has since formally partnered with Duckworth’s lab, allowing Penn researchers to both provide professional development to their staff and conduct experiments on their students. McGarry hopes that teaching character will reduce discipline problems and raise student achievement.

Backlash

Advocates insist that the benefits of teaching grit are just as important for affluent kids growing up in hypercompetitive communities as they are for low-income students growing up in poverty. Yet as grit hype grows, critics have started speaking out against what they see as an attempt to gloss over the uniquely debilitating effects of poverty. Paul L. Thomas, an education professor at Furman University, argues that reformers have embraced grit precisely because it presents them an opportunity to ignore material solutions. Indeed, in How Children Succeed, Paul Tough wrote, “There is no antipoverty tool we can provide for disadvantaged young people that will be more valuable than the character strengths … [such as] conscientiousness, grit, resilience, perseverance and optimism.” 

David Meketon, a research liaison from the Duckworth Lab, acknowledges that social class impacts everyone throughout their lives. But “we think our work and understanding can help mitigate those possible preconditions,” he says.

Eldar Shafir, a professor of Psychology and Public Affairs at Princeton is skeptical that teaching grit can diminish the effects of poverty. He recently co-authored an influential book with Sendhil Mullainathan, a Harvard economist, on “scarcity”—which is the psychological effect of struggling to manage with less than you need. “I have no problem with the idea that whoever you are, having grit will be better than not having grit,” Shafir says. “But my intuition is that the kinds of problems that are so pressing that it’s very hard to put them out of your mind, like whether or not you will have food to eat, or whether your parent is going to prison or will lose their job, those stresses are much harder to ignore than the stresses facing the affluent, like which prestigious college will you go to.”

“To be perfectly honest, I’m very reluctant to ask the American poor to spend more time doing yoga,” Shafir answered.

I asked Dr. Shafir what he thought about teaching students yoga and mindfulness—popular ideas that the Duckworth Lab and other proponents of grit are exploring. “To be perfectly honest, I’m very reluctant to ask the American poor to spend more time doing yoga,” Shafir answered. “I think the impact of giving kids after school programs, transportation, and childcare for their parents would be much greater than trying to figure out how to include meditation in schools.” 

In late January, some progressive educators discussed the racial implications of grit at “EduCon 2.7,” a Philadelphia-based conference designed to explore digital learning. (The panel was called “Grit, Galton, Eugenics, Racism, Calvinism.”) “We keep [hearing] this narrative that the only way children in poverty are going to succeed is by working harder than their peers who are middle-class,” said Pamela Moran, a superintendent of a large public school district in Virginia. “We have to think about our own cultural biases, why grit appeals to us, and why we want to focus on it in our schools.”

Jeff Snyder, an education historian at Carleton College, thinks that while it’s “patently absurd” to argue—as some of his colleagues do—that teaching grit is inherently racist, there are some problems with how it is being applied in the real world. “[KIPP co-founder Dave] Levin, Duckworth, they all say that character education should be for everyone. But the way that it turns out is that KIPP-based character education is overwhelmingly for poor kids of color,” says Snyder. Referring to the “culture of poverty thesis”—the controversial idea that the urban poor are disadvantaged not due to racism and discrimination but because they harbor certain cultural pathologies—Snyder says it’s understandable that people would resist a new theory that seems to suggest academic failure is rooted in individual behavior. 

Perhaps the most outspoken critic of grit culture is Alfie Kohn, an education writer who published The Myth Of The Spoiled Child in 2014. “There is no pretense of objectivity in [Duckworth’s] work; [she] is selling grit rather than dispassionately investigating its effects,” Kohn writes. “Proponents of grit tend to focus narrowly on behavior, ignoring motive,” he adds. “Do kids love what they’re doing? Or are they driven by a desperate (and anxiety-provoking) need to prove their competence? As long as they’re pushing themselves, we’re encouraged to nod our approval.”

Ironically, Kohn and Duckworth both insist they are looking out for “the whole child”—the idea that schools should not just be for children’s academic development, but for their moral, social, and physical development as well. “If we’re interested in the whole child—if, for example, we’d like our students to be psychologically healthy—then it’s not at all clear that self-discipline should enjoy a privileged status compared to other attributes. In some contexts, it may not be desirable at all,” Kohn argues. In an interview with ASCD, Duckworth says, “standardized tests … are limited in their ability to pick up things like grit and self-control … gratitude, honesty, generosity, empathy for the suffering of others, social intelligence, tact, charisma. … We’re now seeing a pendulum swing away from the single-minded focus on standardized testing and toward a broader view of the whole child.”

Is Grit Science Reliable?

In 2012, the University of Chicago Consortium on Chicago Schools Research published a comprehensive literature review detailing all the existing evidence on how these “non-cognitive factors” like grit, motivation, and perseverance shape school performance. They found that most of the existing research is correlational, not causal—making it unclear the extent to which these factors can be developed in classrooms, and raising questions about whether changing them would actually even improve school performance. They also found little evidence to suggest that improving students’ academic behavior would narrow racial and ethnic achievement gaps.

One criticism of grit research is that it has relied mostly on the students’ self-reported questionnaires and surveys. Two sets of problems accompany these measures—one is “social desirability bias” and the other is “reference bias.” The former is a well-documented phenomenon where people tend to inaccurately report their experiences or memories on surveys in order to present themselves in the best possible light. They seek to present themselves in a socially desirable way, thus skewing the results. “Reference bias” is a less obvious issue, but perhaps more detrimental. To answer a survey question that asks “Are you a hard worker?” you’d typically conjure up an image of what you envision hard workers look like, and then compare yourself to them. “Am I hard worker compared to the other kids in my class?” you might ask. In effect, the results of these surveys can tell us very little about how you’ll do compared to people outside of your own peer group.

Martin R. West, of Harvard’s Graduate School of Education, has been researching the limitations of self-reported assessments, and finds evidence that the school climate in which a student answers these questions can significantly affect what answer they will give. “In a rush to embrace non-cognitive skills as the missing piece in American education, policymakers may overlook the limitations of extant measures,” West writes, urging researchers to develop alternatives that are valid across a broader range of settings. The Duckworth Lab’s Meketon says his team is now focusing on creating more activity-based tests, such as computer games, in the hope that this will ameliorate some of the concerns people have about the lab’s surveys and questionnaires.  

Avi Kaplan, a psychology professor at Temple University who studies student motivation and self-regulation, finds the public rhetoric around grit research to be extremely political. “Grit is a paradigm that gives people certainty, and that’s what people are looking for—absolute truth.” He argues that there have always been those in his field who aspire, mistakenly, to treat psychology like a natural science. “But human beings are all so different, and people develop and change at such different points in their lives.”

Education Policy’s Ebb and Flow

This is not the first time we’ve recognized that success is not exclusively about IQ or raw talent. In 1961, psychological theorist David McClelland published The Achieving Society, which argued that cultivating the need for achievement, often through early childhood experiences, plays an integral role in one’s chance for life success. In 1990, journalist Dan Goldman published Emotional Intelligence: Why it Can Matter More Than IQ, which argued that self-awareness, altruism, personal motivation, empathy, and the ability to love and be loved are the greatest indicators of success.

This is not even the first time our country has tried to teach character or seen it as integral to education—far from it. Writing in The New Republic, Snyder of Carleton College traces the history:

From the inception of our public school system in the 1840s and 1850s, character education has revolved around religious and civic virtues. Steeped in Protestantism and republicanism, the key virtues taught during the nineteenth-century were piety, industry, kindness, honesty, thrift, and patriotism. During the Progressive era, character education concentrated on the twin ideas of citizenship and the “common good.” As an influential 1918 report on “moral values” put it, character education “makes for a better America by helping its pupils to make themselves better persons.” In the 1960s and 1970s, meanwhile, character education focused on justice and working through thorny moral dilemmas.

With this in mind, the discussion around grit actually fits quite snugly within a long tradition of American education. First comes an idea, and initial excitement. Then there is a backlash, followed by an uneasy period where ideas are implemented and critiqued. “And then ultimately there’s the sad truth with education research and millions of dollars that you will always end up with mixed results,” says Snyder. “You will never do an educational experiment with real live human beings that give you dramatic results.”

Duckworth’s Meketon thinks the grit backlash might be partly steeped in resentment towards the research’s popularity. “The cynical part of me says that if you find someone who is getting a lot of attention, you go against them and attack them,” he says. But Meketon acknowledges that perhaps a simpler explanation is that educators have short attention spans. “I was an educator for 40 years and I’ve watched the evolution of various ideas and best practices in education come and go.”

Snyder disagrees; he thinks it is administrators, policymakers, and philanthropists—like Bill Gates—who have short attention spans, not the educators themselves. “It’s the people who fund the type of research being done by Duckworth that tend to get bored more quickly, because they are excited by innovation in and of itself.” Snyder expects that in ten years we’ll see people excited about new ideas, or old ideas that are billed as new.

Ultimately, we just don’t know that much about grit yet. Even Angela Duckworth has admitted she doesn’t know if we can actually teach it in schools. Her lab is only just now beginning to develop tools that don’t rely predominately on self-reported assessments. Prior research suggests that we’re not all that good at teaching character in school. In 2010, the largest federal study on school-wide character education programs found that these programs largely fail to produce improvements in student behavior or academic performance.

This is not to say this is all pointless. The University of Chicago researchers did find plenty of evidence that supporting positive academic mindsets can help students develop better learning strategies, and in turn, improve their grades—learning strategies like breaking up long-term projects with incremental deadlines, which is what Willey tries to teach in his classroom.

Stefanie DeLuca, a sociologist at Johns Hopkins University, sees grit’s academic value, and defends teaching it in schools. (“Learning how to be persistent at an unpleasant task, it’s hard to argue that doesn’t matter,” she says.) But ultimately DeLuca worries about where the public conversation is going. “On the one hand, there’s a hopefulness that grit offers us. It’s an American narrative that’s really appealing, and it tells us that poor kids are not lost causes,” says DeLuca, who notes that too many policymakers just give up on kids in poverty. “But what happens with really popular ideas that have simple and compelling solutions is that you can run with them, and if things don’t change, then you start to think things can’t ever change.” By not confronting social structure directly within the grit narrative, we may be setting up these kids for failure. “At the end of the day,” says DeLuca, “poor kids—gritty or not—are still navigating within a profoundly unequal geography of opportunity.”

With New Protections Tied Up in the Courts, Home Health Care Workers Aren’t Waiting Around

Originally published in The American Prospect on April 3rd, 2015.
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Almost two years after the Obama administration extended historic labor protections to the nation’s 1.79 million home healthcare workers, those new rights remain in limbo. In September 2013, the Department of Labor (DOL) announced plans to amend a longstanding regulation that has excluded them from earning the federal minimum wage, overtime pay, and compensation for travel on the job. For home healthcare workers in the United States—a group that is nearly 90 percent female—this move marked a significant step towards setting a floor of decent labor standards.

But the rule-change, which was set to go into effect on January 1st, now faces a challenge in federal court, and critics say state legislators are using the ongoing litigation as an excuse to avoid implementing the new protections. At the same time, given that most home healthcare workers are paid through Medicaid and Medicare—two underfunded public programs—many also worry that states will respond to the rule-change by curtailing consumers’ access to quality care. Activists across the country are working to pressure their lawmakers to reckon with these new standards and avoid potential calamity.

Four decades ago, Congress decided that home healthcare workers should be classified more like babysitters who provide “companionship,” rather than as workers entitled to basic protections. Nursing home employees, by contrast, are fully covered under the Fair Labor Standards Act (FLSA), despite performing many of the same tasks. As home healthcare has ballooned in recent years, these occupational distinctions have become harder to justify.

According to the Bureau of Labor Statistics, the U.S. will need one million new home healthcare workers by 2022. But the work is draining, the pay is paltry, and turnover is high. When adjusted for inflation, home healthcare workers’ average hourly wages have declined by nearly 6 percent since 2004. In 2013, the average earnings of home healthcare workers totaled just $18,598. 2013 was also the year that the Obama administration decided it was well past time to update FLSA’s policy. Because the DOL has the authority to amend federal regulations, it was able to enact this change without seeking Congress’s approval.

Though the new DOL rule-change would most directly benefit home healthcare workers, it carries implications for all domestic workers, including nannies and housekeepers. “By improving the conditions and protections in one area, you’re broadly boosting the sense that this is dignified work,” says Elly Kugler, an attorney with the National Domestic Workers Alliance, (NDWA) a group representing domestic workers in the United States.

Whether that change will actually be implemented is another question. Last year three industry groups filed a lawsuit against the DOL rule-change, insisting that it would have a “destabilizing impact” on home healthcare and hurt millions of elderly individuals. On December 22, 2014, a D.C. district judge vacated the rule for third-party employers, arguing that the executive branch cannot make such a regulatory change. A few weeks later, the same judge also vacated FLSA’s revised definition of “companionship services.” The DOL filed a challenge in appeals court, and arguments will be heard later this spring. Some suspect this may ultimately make its way to the Supreme Court.

Then, on March 20th, Labor Secretary Tom Perez sent a letter out to all 50 governors, urging them to focus on budgeting the minimum wage and overtime protections now, “to ensure that [they] will prepared if the Department prevails” in appeals court. Across the country, activists are also pressuring their representatives to focus on these issues. Yet many lawmakers are using the litigation as an excuse to avoid reckoning with the thorny budgetary questions. This means workers may not see minimum wage, overtime, and travel pay increases anytime soon.

“In Georgia, we’re seeing that our lawmakers are not talking about these issues,” says Tamieka Atkins, who leads Atlanta’s chapter of NDWA. “They have the attitude that we’re not going to move on this until the lawsuit comes down.” In response, Atkins’ group launched a campaign to lobby lawmakers and health agency commissioners in advance of their next legislative session. They also started a petition—“Governor Deal: All Eyes Are On Georgia”—asking for gubernatorial support towards minimum wage and overtime.

Activists in Texas are also applying pressure to their leaders. In January, domestic workers launched a home healthcare campaign, bringing together consumer groups, disability rights organizations, and labor unions. The following month—for the first time ever—domestic workers traveled to Austin to share their personal stories and lobby state legislators. “It was a really great opportunity because we agitated on different levels,” says Mitzi Ordonez, a domestic worker organizer at the Fe Y Justicia Worker Center in Houston. “What we found is that many of the lawmakers just didn’t know about these [DOL] changes.”

Compared to Texas and Georgia, some states have made greater progress towards implementing the new labor protections. California, which already pays its home healthcare workers minimum wage, allocated new funds for overtime pay in its 2014-2015 budget, and was prepared to pay workers more at the start of 2015. But after learning about the federal lawsuit, California Governor Jerry Brown decided to postpone the overtime pay, even though there is nothing legally obligating him to do so. Frustrated activists have launched a campaign in protest; they organized meetings with state legislators, held rallies and candle light vigils, and even set up a“Justice for Homecare Tribunal”—a mock trial against the state. “The best thing for us to do is to not rest on our laurels,” says Doug Moore, the executive director of the United Domestic Workers of America. “The governor wants this to go through the courts, but we will use pressure to change his position.” Moore says that if the DOL rule-change is upheld in appeals court, they will then move to demand retroactive overtime pay back to January 1st.

Yet for some states that have reckoned with the rule-change, the results haven’t always been encouraging. “What we have been seeing, unfortunately, is that you can equally comply with FLSA by paying overtime and travel time, or by setting caps on the number of working hours,” says Alison Barkoff, the Director of Advocacy at the Bazelon Center for Mental Health Law. This scenario is playing out in states like Arkansas, which is looking to cap homecare workers to just 40 hours per week, and to limit each worker to just one customer per day. In effect, this would enable states to avoid paying workers overtime and travel costs. But such measures will hurt employees who make their living by piecing together multiple part-time jobs. It may also impact consumers who need more than 40 hours of care, or who may have a harder time finding someone willing to work for just a few hours per day.

Some hope that the Americans With Disabilities Act (ADA) and the Olmstead v. L.C. Supreme Court case, both of which protect disabled individuals from discrimination and unjustified segregation, will help consumers fight back against cuts to healthcare services. “The ADA and Olmstead provide important protections to consumers, but they won’t completely prevent a state from implementing restrictive policies,” Barkoff explains. “The laws do not prohibit a state from capping worker hours, so long as the state has a process for exempting individual consumers who will be seriously harmed. Most consumers will have to shift the way their care is provided.”

Meanwhile, labor activists maintain that their interests are not at odds with those of healthcare consumers, because quality care depends on creating sustainable working conditions. Many in the disability community have also signed amicus briefs in support of extending minimum wage, travel time, and overtime protections to home healthcare workers. “I think it’s important to know that there isn’t just one disability rights community,” says Sarah Leberstein, an attorney with the National Employment Law Project. “Many groups are very supportive, but they’re also really concerned about states taking it seriously and implementing the rules in a thoughtful way that doesn’t result in cuts to services.”

Even if upheld, the DOL rule-change may be hard to enforce. In New York City—a place that has instituted a progressive domestic workers’ bill of rights and a paid sick leave policy—activists have learned first-hand how enforcing these types of laws can be quite challenging.

“It’s really hard to be reliant on a complaint-driven process where workers have to come forth, but still fear retaliation,” says Irene Jor, a New York organizer with NDWA. Many domestic workers are also isolated in private homes, without much regular interaction with other workers who might provide them with moral support to raise grievances. Even once complaints are filed, not all are likely to be dealt with. “The Department of Labor, both on the federal and state level, is incredibly underfunded and does not have enough investigators,” says Leberstein. “So often they can’t simply respond quick enough, and they can’t do targeted enforcement.”

Nevertheless, if the DOL rule-change were upheld, it would be an important achievement. Some businesses would certainly have to adjust their operations to accommodate the new labor protections, but supporters of the rule-change insist that the industry’s opposition is overblown. According to national surveys, less than 10 percent of home healthcare workers even report working more than 40 hours a week. “We’ve also got many examples of big home care agencies that have figured out ways to pay workers properly, and still provide good care,” says Leberstein, who points out that many organizations already operate in states that require minimum wage and overtime protections. “So they’ve either figured out a way to do it and still earn profits, or they’re admitting to violating the laws in their state.”

Asking the public to pick between providing quality care and treating workers fairly is ultimately a false choice wrought through a political culture of austerity. States could avoid this by increasing funds towards Medicare and Medicaid, which would help ensure that the disabled and elderly can access the high-quality and flexible care without compromising national labor standards and worker dignity.

Though the future of the law is still unknown, one thing is clear. This is an issue that cannot be put on hold—thousands of health homecare workers live in poverty and 10,000 more baby boomers turn 65 every single day.