Darlene Click:

As the saying goes, you catch flack when you’re over target. Disney execs boast about secret queer agendas, teachers boast on social media how they will defy parents and, now, that bastion of inane Leftwing propaganda, Salon states parental rights are harming kids.

Across the country, students are struggling to regain a sense of normalcy as they cope with the loss and emotional hardship of the pandemic. This is especially true in Florida and Texas, where there are severe teacher shortages and underfunded public school systems, we parents are concerned for our children’s well-being and futures.

We? we? Who is this “we” that the co-authors, Jane Gray and Jaime Jara, portray themselves as representative of parents everywhere? Was there an election the rest of us missed?

According to their Salon bios, Gray describes first about herself as mother of three children who are cisgender and Jara as mother of a transgender daughter. Both are involved in academia. 

Explains a lot now, doesn’t it?

These two moms, steeped in the jargon of Left Lysenkoism and racialist pedagogy, pen a short rant that takes gaslighting to new levels. Never mind that parents themselves had a front row seat via Zoom of their children’s classrooms during the Wuhan virus lockdowns and grew, rightfully, alarmed. No, none of those parents showing up at school boards demanding to know why their kids are being racially targeted or sexually harassed actually exist (pace AG Garland’s siccing the FBI on parents), or girls and their families trying to save girls’ sports, this is all a great big conspiracy of (cue the screaming horses) RETHUGLICAN POLITICIANS!

“We have the children”.

Mandates, closed schools and Dane County Madison Public Health.

The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic”

2017: West High Reading Interventionist Teacher’s Remarks to the School Board on Madison’s Disastrous Reading Results 

Madison’s taxpayer supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our Disastrous Reading Results

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?

So said a former Madison School District Administrator some years ago.

Rod Dreher on recent taxpayer supported federal government actions:

I remind you that this very US government policy document actually states that there are “no scientifically sound” reasons to doubt whether hormones and surgery for minors is harmful, and to say, therefore, that children may be removed from their families so that their bodies can be altered by the state.

This is the Democratic Party at work. This is what it means to have a Democratic government. Does having a Republican government mean reversing all of this? One hopes so.

Folks, they really are coming for our children. It’s right there on the government website. They are propagandizing doctors to act as agents of the state in the seizure of kids. Read the document yourself!

Under this bill, faculty and staff will be punished if they don’t comply with the preferred pronouns of students as early as kindergarten.

However, they ARE permitted to hide a child’s gender dysmorphia from their own parents. pic.twitter.com/Jsw8IHmcvr

— Justine Brooke Murray (@Justine_Brooke) August 10, 2021

William Jacobson:

I expect that news cycle will continue because Solas was just sued by the Rhode Island branches of the largest teachers union in the country, the National Education Association, trying to prevent South Kingstown from providing Solas with information she has requsted, including communcations involving the union or its members.

You can read the full Complaint with exhibits(pdf.), filed in Rhode Island Superior Court, at the bottom of this post. Legal Insurrection is the first to report on the lawsuit.

We will add additional analysis and commentary to this post. My initial take is that this smells collusive. South Kingstown doesn’t want to produce records and the union is helping them out. The lawsuit purports to prevent disclosure of “private” information, but the public records laws and Solas’ requests pursuant to those laws only require the district to produce public records. The district has been very aggressive in asserting exemptions and redacting documents, so the union’s concern and rush to court seems peculiar, at best.

Additional commentary, here.

2017: West High Reading Interventionist Teacher’s Remarks to the School Board on Madison’s Disastrous Reading Results

Madison’s taxpayer supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our Disastrous Reading Results

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration

Matt Walsh:

It was all the way back in 2004 that the Department of Education released a report finding that, between kindergarten and 12th grade, 9.6% of students nationwide were subjected to sexual misconduct by a school employee. That’s one in ten students, totaling more than 5 million child victims in the system at any given time. Teachers, coaches, and bus drivers were the most common offenders. …

Why would the sexual abuse of adult women in Hollywood receive so much attention, while the sexual abuse of children receives basically none?

AJ Bayatpour

As MPS (Milwaukee Public Schools) asks taxpayers for $252 million in April, I asked Supt. Keith Posley about national testing data (NAEP) that show Milwaukee 4th graders have been scoring worse than the average big city district for more than a decade.

—-

and:

For reference, 10 points is about the equivalent for one year’s worth of learning. In 2022, Milwaukee was 20 points lower than the average big city district in 4th grade reading and math results. The gap has worsened over the last decade:

——

Plus:

When the media reports that spending in MPS has “fallen far behind inflation,” they are cherry-picking one year of data to make the claim: pre-Great Recession. Real $ over time has largely kept up with inflation, and districts saved billions with Act 10.

More:

This is an interesting outtake from @CBS58’s Milwaukee Public Schools referendum story!

In contrast, here is Miami’s former superintendent in 2015, post-recession, in the midst of making Miami America’s best big district, closing gaps, spending $7,500 less per child than MPS.

Legislation and Reading: The Wisconsin Experience 2004-

Underly and our long term disastrous reading results….

WEAC: $1.57 million for Four Wisconsin Senators

Legislation and Reading: The Wisconsin Experience 2004-

“Well, it’s kind of too bad that we’ve got the smartest people at our universities, and yet we have to create a law to tell them how to teach.”

The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic”

My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our Disastrous Reading Results

2017: West High Reading Interventionist Teacher’s Remarks to the School Board on Madison’s Disastrous Reading Results 

Madison’s taxpayer supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?

Kelly Oakes:

“Is he in his own room yet?” is a question new parents often field once they emerge from the haze of life with a newborn. But sleeping apart from our babies is a relatively recent development – and not one that extends around the globe. In other cultures sharing a room, and sometimes a bed, with your baby is the norm.

This isn’t the only aspect of new parenthood that Westerners do differently. From napping on a schedule and sleep training to pushing our children around in strollers, what we might think of as standard parenting practices are often anything but.

Parents in the US and UK are advised to have their babies sleep in the same room as them for at least the first six months, but many view this as a brief stopover on their way to a dedicated nursery.

In most other societies around the world, babies stick with their parents longer. A 2016 review that looked at research on children sharing not just a room but a bed with one or more of their parents found a high prevalence in many Asian countries: over 70% in India and Indonesia, for example, and over 80% in Sri Lanka and Vietnam. Research on bedsharing rates in countries across Africa is patchy, but where it does exist suggests the practice is near-universal.

brightside

Child psychologist Yekaterina Murashova describes an unusual experiment in her book showing what happened when a group of teenagers were deprived of access to the internet and modern technology for a single day. We think it’s well worth checking out — you can consider the implications for yourself.

Children and teenagers aged between 12 and 18 years voluntarily spent eight hours alone without access to any means of communication (mobile phones; the internet, etc.). They were also forbidden to turn on the computer, any other electronic gadgets, the radio and the TV. But they were allowed to engage in a number of ’classic’ activities by themselves: writing, reading, playing musical instruments, painting, needlework, singing, walking, and so on.

Dr Joyce Stallworth:

Over my 25 years as a teacher turned university professor and administrator, I have watched countless numbers of students enter and leave college – most are well prepared to harness the realities of life after leaving the college cocoon while others are less well equipped. Freshmen arrive on college campuses with different levels of academic preparation; different aptitudes and proclivities; and different goals and agendas for their first substantial attempt at making it on their own. Parents, while you still have some modicum of influence over your children’s decision-making, please:

Do all you can to ensure that they do not pursue fields of study that offer very few prospects for gainful employment after graduation. Even if your children decide during their college matriculation to apply to graduate school, they need to pursue undergraduate majors that will yield solid prospects for employment. Graduate school plans change, and you want to avoid their boomeranging back to your house. I have seen, for example, a scant few nursing, engineering, mathematics or science education, accounting, and finance majors without multiple job offers after graduation. I have seen tons of psychology, sociology, English (and I was one!), and political science majors end their university matriculation jobless. The goal must not be singularly focused on getting accepted into college; the goal is graduating from college prepared for the next stage of life. Therefore, post-graduation planning must start with the admissions process, not as an afterthought while sending out graduation invitations.

Peter Gray:

I’m a research bio-psychologist with a PhD, so I’ve done lots of school. I’m a pretty good problem-solver, in my work and in the rest of my life, but that has little to do with the schooling I’ve had. I studied algebra, trig, calculus and various other maths in school, but I can’t recall ever facing a problem – even in my scientific research – that required those skills. What maths I’ve used was highly specialised and, as with most scientists, I learnt it on the job.
The real problems I’ve faced in life include physical ones (such as how to operate a newfangled machine at work or unblock the toilet at home), social ones (how to get that perfect woman to be interested in me), moral ones (whether to give a passing grade to a student, for effort, though he failed all the tests), and emotional ones (coping with grief when my first wife died or keeping my head when I fell through the ice while pond skating). Most problems in life cannot be solved with formulae or memorised answers of the type learnt in school. They require the judgement, wisdom and creative ability that come from life experiences. For children, those experiences are embedded in play.

Lisa Hansel, via a kind reader’s email:

So why haven’t we ensured that all children get a rigorous, supportive education?
This is a question I ask myself and others all the time. I think it’s more productive than merely asking “How can we?” Those who ask how without also asking why haven’t tend to waste significant amounts of time and resources “discovering” things that some already knew.
Okay, so I’ve partly answer the why question right there. Much better answers can be found in Diane Ravitch’s Left Back: A Century of Failed School Reforms, E. D. Hirsch’s The Schools We Need and Why We Don’t Have Them, and Richard Hofstadter’s Anti-Intellectualism in American Life.
But still, those answers are not complete.
Right now, Kate Walsh and her team with the National Council on Teacher Quality (NCTQ) are adding to our collective wisdom–and potentially to our collective ability to act.
NCTQ is just a couple months away from releasing its review of teacher preparation programs. The results may not be shocking, but they are terrifying. Walsh provides a preview in the current issue of Education Next. In that preview, she reminds us of a study from several years ago that offers an insiders’ look at teacher preparation:

The most revealing insight into what teacher educators believe to be wrong or right about the field is a lengthy 2006 volume published by the American Educational Research Association (AERA), Studying Teacher Education. It contains contributions from 15 prominent deans and education professors and was intended to provide “balanced, thorough, and unapologetically honest descriptions of the state of research on particular topics in teacher education.” It lives up to that billing. First, the volume demonstrates the paucity of credible research that would support the current practices of traditional teacher education, across all of its many functions, including foundations courses, arts and sciences courses, field experiences, and pedagogical approaches, as well as how current practice prepares candidates to teach diverse populations and special education students. More intriguing, however, is the contributors’ examination of the dramatic evolution of the mission of teacher education over the last 50 years, in ways that have certainly been poorly understood by anyone outside the profession.
Studying Teacher Education explains the disconnect between what teacher educators believe is the right way to prepare a new teacher and the unhappy K-12 schools on the receiving end of that effort. It happens that the job of teacher educators is not to train the next generation of teachers but to prepare them.

Huh? Really? How exactly does one prepare without training? Walsh goes on to explain that. But the only way to prepare yourself to comprehend the teacher educators’ reasoning is to pretend like “prepare them” actually means “brainwash them into believing that in order to be a good teacher, you have to make everything up yourself.” Back to Walsh:

Harking back perhaps to teacher education’s 19th-century ecclesiastical origins, its mission has shifted away from the medical model of training doctors to professional formation. The function of teacher education is to launch the candidate on a lifelong path of learning, distinct from knowing, as actual knowledge is perceived as too fluid to be achievable. In the course of a teacher’s preparation, prejudices and errant assumptions must be confronted and expunged, with particular emphasis on those related to race, class, language, and culture. This improbable feat, not unlike the transformation of Pinocchio from puppet to real boy, is accomplished as candidates reveal their feelings and attitudes through abundant in-class dialogue and by keeping a journal. From these activities is born each teacher’s unique philosophy of teaching and learning.
There is also a strong social-justice component to teacher education, with teachers cast as “activists committed to diminishing the inequities of American society.” That vision of a teacher is seen by a considerable fraction of teacher educators (although not all) as more important than preparing a teacher to be an effective instructor.

Kate Walsh:

Nowhere is the chasm between the two visions of teacher education–training versus formation–clearer than in the demise of the traditional methods course. The public, and policymakers who require such courses in regulations governing teacher education, may assume that when a teacher takes a methods course, it is to learn the best methods for teaching certain subject matter. That view, we are told in the AERA volume, is for the most part an anachronism. The current view, state professors Renee T. Clift and Patricia Brady, is that “A methods course is seldom defined as a class that transmits information about methods of instruction and ends with a final exam. [They] are seen as complex sites in which instructors work simultaneously with prospective teachers on beliefs, teaching practices and creation of identities–their students’ and their own.”
The statement reveals just how far afield teacher education has traveled from its training purposes. It is hard not to suspect that the ambiguity in such language as the “creation of identities” is purposeful, because if a class fails to meet such objectives, no one would be the wiser.
The shift away from training to formation has had one immediate and indisputable outcome: the onus of a teacher’s training has shifted from the teacher educators to the teacher candidates. What remains of the teacher educator’s purpose is only to build the “capacity” of the candidate to be able to make seasoned professional judgments. Figuring out what actually to do falls entirely on the candidate.
Here is the guidance provided to student teachers at a large public university in New York:
In addition to establishing the norm for your level, you must, after determining your year-end goals, break down all that you will teach into manageable lessons. While so much of this is something you learn on the job, a great measure of it must be inside you, or you must be able to find it in a resource. This means that if you do not know the content of a grade level, or if you do not know how to prepare a lesson plan, or if you do not know how to do whatever is expected of you, it is your responsibility to find out how to do these things. Your university preparation is not intended to address every conceivable aspect of teaching.
Do not be surprised if your Cooperating Teacher is helpful but suggests you find out the “how to” on your own. Your Cooperating Teacher knows the value of owning your way into your teaching style.

Related: When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?.
Wisconsin has recently taken a first baby step toward teacher content knowledge requirements (something Massachusetts and Minnesota have done for years) via the adoption of MTEL-90. Much more on teacher content knowledge requirements, here.
Content knowledge requirements for teachers past & present.

Zoe Williams:

The Conservative MP Liz Truss, like so many in public policy, has noticed that childcare is unaffordable – families in the UK spend nearly a third of their income on it; more than anyone else in the world.
Truss is unique, I think, in identifying the problem as over-regulation – specifically, she thinks the current adult-to-child ratios are too stringent. In her plan, one adult would be able to care for six two-year-olds (at the moment it’s four). This would force up wages (apparently), and professionalise the role of childcare – which process, incidentally, would be shored up by new requirements, including C grades in maths and English GCSEs.
Opinion gathered along party lines – rightwing thinktanks and blogs hailed this as Truss’s “moment”; lefties said she was barking. Ah, the smell of Napisan in the morning, I love it. But did anybody test-drive her theory for her, even in its planning stage? I do not think they did.

Madeleine Rowley

According to a letter written by Haim’s lawyers, Assistant U.S. Attorney Tina Ansari admitted that she hadn’t reviewed the purported evidence against Haim and was instead relying on what FBI agents told her. In the same discussion, Ansari insisted that the documents Haim sent to Rufo included children’s names, but nothing in the documents Rufo saw identified any individuals. All were redacted. The prosecutor then asked Haim to admit wrongdoing, telling him that he should apologize to the families of the children who received transgender medical interventions at TCH if he wanted her to help him avoid a felony prosecution. When this tactic failed, Ansari intimated that the families would sue if she didn’t bring criminal charges.

Roger Severino, vice president of domestic policy for the Heritage Foundation and a former HIPAA regulator at the Department of Health and Human Services, called Haim’s prosecution “outrageous.” As Severino notes, Haim blew the whistle in good faith in a state “where it’s illegal to do these experimental surgeries on minors.” (In September 2023, Texas attorney general Ken Paxton announced that SB 14, a new law banning gender-transition procedures for minors in Texas, had gone into effect.)

Ansari’s zeal to prosecute Haim is especially strange, given her lack of knowledge of HIPAA law, as noted in a letter from Haim’s lawyers. In the past, Ansari has prosecuted cases involving doctors who falsified patient-care documents to receive higher insurance payouts, a health-center owner who scammed Medicare out of millions based on fraudulent claims, and a pharmacist who submitted false claims to Tricare and other federal insurance programs while pocketing $22 million. Yet she moved to indict Haim in this case, despite his having no profit motive, and despite the Texas Attorney General’s Office declining to act on the case for six months.

Dan Epstein, vice president of America First Legal, a conservative public-interest law group, calls the Haim indictment an overreach of epic proportions. “The fact that Texas state attorneys decided not to bring action on this case says that there wasn’t much public concern over it,” Epstein said. “This is a policy matter, and as a prosecutor if you’re enforcing legal policy and statute, you have to exercise some level of discretion.”

Paragraph 19 of the indictment alleges that Haim’s disclosures to Rufo resulted in “financial loss” to TCH, and that Haim blew the whistle out of “malicious intent.” Haim, for his part, observes that he swore an oath to “do no harm” and believed he had a duty to disclose alleged TCH’s secret gender clinic to prevent further harm to children undergoing procedures for which there is a lack of long-term evidence of efficacy (or safety).

www

As physicians, together with nurses, psychotherapists and behavioral health clinicians, other health professionals, scientists, researchers, and public health and policy professionals, we have serious concerns about the physical and mental health effects of the current protocols promoted for the care of children and adolescents in the United States who express discomfort with their biological sex.

Julia James:

This growth can be attributed to several factors, but chief among them is a 2013 state law that created a more robust infrastructure around helping children learn to read and holding them back at the end of third grade if they didn’t hit a certain benchmark.

But this national test also measures students again in eighth grade. The gap between the national average and Mississippi’s eighth-grade reading score has gotten smaller over the last decade, but it hasn’t closed at the rate of fourth-grade reading. 

State leaders are paying attention. 

“Some of our challenge points are eighth-grade reading,” Interim State Superintendent Ray Morgigno said when presenting an annual report at the Jan. 18 State Board of Education meeting.

Morgigno then pointed to the pilot programs underway around the state to expand Mississippi’s fourth-grade reading strategies up to the middle school level. One is being operated by the Mississippi Department of Education in conjunction with a regional arm of the U.S. Department of Education. 

—

Literacy momentum stalls in Wisconsin (DPI): Why would Wisconsin’s state leaders promote the use of curriculum that meets “minimal level” criteria, instead of elevating the highest-quality

——-

The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic”

My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our Disastrous Reading Results

2017: West High Reading Interventionist Teacher’s Remarks to the School Board on Madison’s Disastrous Reading Results 

Madison’s taxpayer supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?

Oliver Wiseman:

A study of eight developed countries found that U.S. students were dead last in math skills but number one in confidence in math skills, even though they suck at it. Yes, we’re number one in thinking we’re number one.

The idea that kids have too little self-esteem is antiquated. It’s a Zombie Lie, one of those ideas that perhaps was true in the past but now is not, and yet people keep saying it. Kids now have too much self-esteem, and it’s turning them into angry, screaming grievance collectors.

All of that childhood tolerance is resulting in grown-up tyrants. It’s no wonder that by the time they get to college, just having to listen to an opinion they don’t agree with is considered an act of “violence.” This is what happens when no one ever loses and everyone gets a prize. You can run the wrong way on the field and score five goals for the other team, and you’re still a winner. Even though you’re actually a big fucking loser. No wonder today’s NBA players give each other high fives when they miss a foul shot.

We tell our children they don’t have to fix their flaws, because it’s the world’s job to accept everything about them and love it. Like they say on reality shows, the most important thing is just “you doing you.” But what if “you” is a big asshole?

Quinton Klabon:

Alan Borsuk:

Wisconsin’s kids need help learning to read, so let’s see more cooperation and an end to power maneuvers and partisanship.

Enough. Enough.  

I’m fed up with partisanship, polarization and power maneuvers in the state Capitol that put adults and politics first and kids last. 

There have been many episodes of this unfortunate soap opera over the years. And now we have one of the most aggravating because it involves something that has both urgency and broad agreement, yet is at a standstill.   

Wisconsin has a reading crisis. Milwaukee and some other areas where poverty is high especially have a reading crisis, but the problem goes beyond income, race and where a child lives. There are just too few children who are becoming capable readers by the end of third grade, which a wide range of educators would tell you is an important point in determining whether a kid is on the road to doing well in school and, in many cases, in life beyond school.  

In state standardized tests a year ago (the most recent results available), 37% of all third-graders in Wisconsin were rated as proficient or better in English language arts, which generally means they’re reading well. Another 36% were rated as “basic,” which I interpret as “kind of OK.” And 25% were rated as “below basic,” which I rephrase as “not really on the playing field.” Overall, that means about 60% of the kids are rated below proficient — or, to put it more gently, a quarter are not doing well at all. That is a lot of kids.  

Education and the Administrative State

CJ Safir:

The “why can’t we all get along?” narrative doesn’t apply here.

➡️DPI worked WITH legislators to craft literacy legislation copying the best states.

➡️Now, as my team has shown, DPI has tried to override the law every step of the way.

J-S

In 1964, 10 years after Brown v. Board of Education, a coalition set up a one-day boycott of Milwaukee Public Schools to protest school segregation.

——

Legislation and Reading: the Wisconsin Experience 2004-

——

Literacy momentum stalls in Wisconsin (DPI): Why would Wisconsin’s state leaders promote the use of curriculum that meets “minimal level” criteria, instead of elevating the highest-quality

——-

The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic”

My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our Disastrous Reading Results

2017: West High Reading Interventionist Teacher’s Remarks to the School Board on Madison’s Disastrous Reading Results 

Madison’s taxpayer supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?

Abbey Machtig:

Madison developed the community schools program in 2015 and Kennedy will be the eighth school with that designation. 

Starting next school year, Kennedy will be granted a community school resource coordinator and a family liaison who will work full-time from the school.

Kennedy also is adding several other new staff members, including another school social worker, a behavior specialist and a handful of new classroom teachers to help decrease class sizes.

“The idea is that all children and families benefit from the community school model by being able to access resources, opportunities and support to advance their learning and healthy development,” Community School Manager Sarita Foster said. “So, community schools address barriers that limit opportunities for students and families.”

But parents and teachers who have been advocating for more help and have witnessed Kennedy’s struggles for years, say the district’s support hasn’t come fast enough. 

——

The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic”

My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our Disastrous Reading Results

2017: West High Reading Interventionist Teacher’s Remarks to the School Board on Madison’s Disastrous Reading Results 

Madison’s taxpayer supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?

WILL:

The state’s largest public school district, Milwaukee Public Schools, continues with its financial woes. Despite the narrow approval of a massive $252 million referendum just last month, Milwaukee Public Schools recently announced that substantial cuts to their budget will be required. These cuts could include over 280 staffing positions including nearly 150 teacher filled using pandemic-era funds; funds that are now ending. But while MPS continues to demonstrate a lack of financial management with taxpayer dollars, other decisions the board is considering that are designed to placate teachers unions are actually harming their bottom line.  

The Carmen Situation 

Recently, the MPS School Board began the process to consider forcing Carmen Schools to leave two buildingsthat it currently rents from the district. Carmen runs a network of charter schools in the city that historically have been some of the highest performing schools in the district. This was a sad day for those that saw hope for better collaboration between traditional public schools and charter schools. Carmen advocated for co-location of its schools within MPS, hoping to benefit both the public charter and public school students.  In 2015 when the partnership was approved, MPS billed itas an opportunity to “accelerate student achievement” and it was among Eight Big Ideas the district put forth by the district to improve student success. Now, that experiment is potentially coming to an end without clear reasons and could displace more than 1,000 students.  

Timothy P. Carney

Congress, the White House and policy experts have started debating “family policy” in recent years, rattled by an epidemic of childhood anxiety and plummeting birthrates. Child-care subsidies, marriage penalties and maternity care all deserve attention, but one government action that would greatly help today’s parents is almost entirely local—and involves concrete, grass and some crosswalk paint. American cities and towns need to reorient infrastructure to make it easier for kids to walk and bike freely around their neighborhoods.

Children today are more car-dependent than in past generations, which makes childhood less healthy and less fun, and parenthood more exhausting. In 1969, more than four in 10 American schoolchildren walked or biked to school. The Transportation Department’s most recent National Household Travel Survey, in 2017, found that figure is down to only one in 10.

Kayla Huynh:

After years of stagnant reading scores, educators see renewed promise in Act 20. The law, signed in July with broad support from legislators and school districts, is set to make sweeping changes across the state in how schools teach kindergarten through third grade students how to read.

Under the act, districts next school year will need to shift to a teaching model based on the science of reading, a collection of research on how children best learn to read. It emphasizes the use of phonics and phonemic awareness, or an understanding of the individual sounds of letters and how those sounds together can form words.

Among many of its provisions, the law requires schools to assess students through reading tests. Teachers will need to complete additional instructional training, and some schools will need to change their curriculum to comply.

Third-graders who fail to reach their reading milestones are more likely to struggle in later grades because they cannot comprehend the written material that is key to the educational process. And those who cannot read at grade level by third grade are more likely to not finish high school, according to research from the nonprofit Annie E. Casey Foundation.

The study revealed that one in six children who are not proficient at reading in third grade do not graduate from high school on time — a rate four times greater than that of their proficient peers. The rate is even higher for third graders who score “below basic proficiency,” with around one in four dropping out or graduating late from high school, compared with 9% of those with basic reading skills and 4% of proficient readers.

—-

Legislation and Reading: The Wisconsin Experience 2004-

“Well, it’s kind of too bad that we’ve got the smartest people at our universities, and yet we have to create a law to tell them how to teach.”

The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic”

My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our Disastrous Reading Results

2017: West High Reading Interventionist Teacher’s Remarks to the School Board on Madison’s Disastrous Reading Results 

Madison’s taxpayer supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?

Lucy Caulkins:

The author’s efforts to place responsibility for Ohio’s reading struggles into my lap, however, are unwarranted. He writes, “A recent survey from the Ohio Department of Education and Workforce found that two of the most popular curricula statewide are Fountas and Pinnell’s Classroom and Lucy Calkins’ Units of Study,” and he goes on to denigrate both.

The truth is, however, that the same survey showed that just 6% of Ohio’s schools identify Units of Study as their curriculum. Eight times that number of schools — 395 districts — cite Heggerty’s Phonemic Awareness Curriculum, six times that number, Fundations, and three times the number use the basal textbook “Reading Wonders.” How can a curriculum used by only 6% of Ohio’s schools be responsible for the state’s literacy woes?

My curriculum has been continually developed and refined for 40 years, informed by classroom-based research, by rich assessments of children and by scholarship, results that have been verified through a careful study by the American Institute of Research. The data overwhelmingly indicate that schools partnering with us demonstrate meaningful improvements in student performance and that improvements deepen over time.

And this is also true for Ohio schools that use Units of Study. Many that report using the curriculum far outperform the state average. In fact, if you average the results obtained by all 48 schools that reported using Units of Study, third-grade reading proficiency in those schools outperforms Ohio’s 2022-2023 state average by 7.44%.

Contrary to the author’s assertion, I have never bypassed phonics. It is ludicrous to suggest that I want children to open a book and guess wildly at the words. I’d be happy to walk anyone through the newest edition of Units of Study in K-2 Reading to show how it incorporates the instructional practices promoted by the science of reading. The same cannot be said of many of the curricula, per an in-depth analysis from University of Connecticut Professor Rachael Gabriel, on that state’s short list of approved curricula, which share much overlap with Ohio’s curricula list.

Jessica Winter:

In truth, the crisis was a collision of multiple issues: racial tension, union power, the respectful treatment of queer and trans kids, and the place of religion in schools—not to mention the aftermath of the covid-19 pandemic and what it has done to the fabric of civic life in the U.S. The public schools in Amherst were slow to return to pre-pandemic normalcy; they reopened for a mix of in-person and remote learning in April, 2021, only after they were forced to by the state of Massachusetts. “We had physicians, psychiatrists, social workers, and parents writing to us in despair about the impact that remote learning was having on the emotional and mental health of the children in our community,” Allison Bleyler McDonald, a former school-committee member, told me. Leaders of the Amherst teachers’ union “refused to even speak to us about the possibility of opening up schools and classrooms,” she said.

Talking to people in town, one gets the sense that the discord of that period has never fully gone away. “Things really ramped up with covid,” Ben Herrington, who is also a former member of the school committee, told me. “The language changed. People became comfortable with being blatantly hostile. We were no longer having normal conversations.” Several people told me about an incident from the fall of 2021, when the school committee approved a policy that would have allowed some unvaccinated staffers into school provided that they wore masks. In response, McDonald said, the union’s president at the time, Lamikco Magee, “accused us of wanting to inflict genocide on teachers.” (Magee denies invoking genocide.)

The ongoing fight in Amherst seems to press against every bruise that public schools have sustained in recent years, and the continued fallout—multiple investigations, resignations, a persistent leadership vacuum in the schools—doesn’t inspire confidence in our collective capacity to work through the inevitable frictions of a pluralistic society. Even in a liberal and largely affluent district, certain conflicts and tensions have come to feel irresolvable. As one person I spoke to in town told me, “The left is eating its own all over the country—it’s not just Amherst.”

Benjamin Eastman and Christina Wheatland 

If the Electoral Count Act unambiguously did not allow for the vice president’s involvement, as some have contended, why did Congress quietly modify the law in an omnibus bill to clarify that the vice president’s role in the certification of elections was merely ministerial — a high-priced letter opener?

Finally, the legacy media would tar and feather Eastman before they admitted his claims of election illegality were, at the very least, credible and at most that the illegality and fraud were significant enough to steal the 2020 election. In fact, polls show that between one-third and two-thirds of right-leaning Americans believe the former and a growing number are inclined to think the latter.

Since Eastman’s appearance at the Ellipse, he has endured three years of malicious lawsuits, bar complaints, subpoenas, and testimony before the House January 6 committee.

These include criminal charges. Eastman — alongside President Trump and 17 other “co-conspirators” — was indicted with absurd and unprecedented racketeering charges in Georgia by a rogue district attorney, Fani Willis, who appears to have committed perjury while testifying under oath about the details of her affair with the prosecutor she hired for the RICO case.

Holy Week brought a new set of horrors. An action we foresaw based on the predictable conclusion of lawfare was taken Wednesday that shook two centuries of American jurisprudence to its core. After what one commentator has described as the longest (32 days of trial over 10 weeks), most expensive (more than half a million dollars) bar trial in this country’s history, a bar court judge who has continued to make donationsto Democrat politicians even after taking the bench has recommended the disbarment of Eastman.

Wall Street Journal:

That’s good news for residents who have experienced the harmful side effects of progressive policies. In 2021 lawmakers restricted police officers’ ability to pursue suspects in vehicles on grounds that car theft is merely a property crime. Motor vehicle theft in the state increased 73% between 2019 and 2022, according to Washington state House Republicans.

The Washington state constitution forbids a graduated income tax, but last year Democrats in the Legislature approved a tax on capital-gains income, claiming it’s an excise tax. The state Supreme Court upheld the tax, 7-2, and this week’s initiative is an attempt to placate angry voters.

The initiatives are half of a slate of six that were initiated by citizens who gathered signatures and had the measures certified by the secretary of state in January. Under Washington state rules, when a voter initiative is approved by the Legislature, it is enacted without requiring approval from the Governor. The remaining three, including efforts to repeal the capital-gains tax and end cap-and-trade climate regulation, will go before voters in November.

Elaine Chen:

Obesity rates grew particularly fast among children and teens, quadrupling from 1990 to 2022, the latest year the analysis looked at, while rates among adults more than doubled. That comes to 159 million children and teens with obesity, and 879 million adults, according to the study, published Thursday in the Lancet and conducted by the NCD Risk Factor Collaboration, a group of researchers around the world studying noncommunicable diseases.

Obesity is flaring in low- and middle-income countries, the study found. Some of the biggest increases in youth obesity rates occurred in Polynesia and Micronesia and the Caribbean. Latin America and the Middle East and North Africa are also experiencing much more obesity than underweight, the study said.

A.J. Bayatpour:

As MPS asks taxpayers for $252 million in April, I asked (taxpayer funded Milwaukee K-12) Superintendent Keith Posley about national testing data (NAEP) that show Milwaukee 4th graders have been scoring worse than the average big city district for more than a decade (deeper dive).

(His response):

“We have made things happen for children.”

John Gedmark:

This particular program — a satellite system in GEO — is classified, but we know from an earnings call that Northrop Grumman did a $2 billion reduction “related to the termination”

That’s right, more than $2 billion for a single satellite.

David Blaska:

The school district is planning to hit up taxpayers for $1 billion — one Billion with a capital B dollars — in referenda over the next 20 years to go carbon neutral.

MMSD can’t teach or keep young Javon safe but it’s going to replace that Swedish girl’s perpetual scowl with a Mona Lisa smile.

US Debt Clock 24 February 2024:

Debt per citizen: $101,978. Debt per taxpayer: $265,178

Over the last 4 years alone, total US debt is officially up $11 trillion and counting. At the current rate, we will see $40 trillion in US debt by 2026 and that assumes a “soft landing.”

The Madison Literary Club hopes to host a substantive fall event featuring Wisconsin 2024 US Senate candidates discussing the current debt situation, how we arrived here and what should be done about it.

debt is money owed (learn more).

Debt has many uses, from very useful to wasteful. Infrastructure such as roads, sewers, water systems and our current home ownership system is built on hopefully the wise use of debt – often secured, that is collateralized by an asset such as a home (mortgage). It can also be a way to quickly waste funds and generate fee income for the financial food chain.

Finally, I’ve heard a number of complaints over the years from the farming community about bailout policies and agriculture crises over the years. Of course, farm subsidies, particularly toward large organizations and interests, are part of the mix as well.

Rachael Lyle-Thompson

When my sister, her husband and their four-month-old daughter moved from New Jersey to the Netherlands in March of 2022, I wasn’t expecting our family to receive a lesson in Dutch parenting. But, after spending time at their former home on Bloemgracht, a street and canal in the Jordaan neighborhood of Amsterdam, I learned a lot about the Dutch parenting pedagogy: namely, allowing children to be free and independent—even when it means permitting them to bike in the rain. Yet underneath this conscious parenting philosophy, I observed that, while Dutch parenting may indeed be impressive, it’s the Dutch social safety net that permits parents to feel safe and secure enough to allow their children this broad freedom and independence.

Social safety net

Visiting my sister’s 1600s-era apartment one summer, I meet her Dutch neighbors Daan and Annamarie and their two children, Louie, 7, and Morris, 10. As my partner, Mike, and I sit on the bench in front of my sister’s home, we watch as Louie and Morris chase each other up and down the street, barefoot and dodging Bakfiets—the human-powered cargo bike that all the “cool” Dutch parents have—and run back and forth across the bridge over the Bloemgracht canal.

Nick Bumgardner

Her program’s principal investigator was able to move funds to give Conley six weeks of paid leave, but she considers herself “privileged” and sees her experience as the “best-case scenario.”

“I’ve spoken with so many parents who have not had the experience I have had,” Conley said. “[They] have been put in a very difficult situation, and their families and have lost health insurance, [they] have lost their place in their academic program, have lost funding,” Conley said.

Volunteers from WISPO have also been key organizers in the TAA’s diaper distribution program. Volunteers give 100 free diapers, per child, per month, to graduate student families in need, according to Denne and Conley. 

“The program needed a lot more support, and so we partnered with [the TAA] to kind of revitalize that program and get it to a much more sustainable place,” Conley said. “I am proud to say that that program is doing really well today and actually is growing literally exponentially every month.”

James Bosco:

How new laws will affect children and parenting

“Till at last the child’s mind is these suggestions, and the sum of the suggestions is the child’s mind. And not the child’s mind only. The adult’s mind too—all his lifelong. The mind that judges and desires and decides—made up of these suggestions. But all these suggestions are our suggestions…Suggestions from the State!,” Brave New World, Aldous Huxley, 1932.

‍

Brave New World opens inside the Central London Hatchery where babies are not born, but rather “decanted.” We are told by the Director of Hatcheries and Conditioning how hypnopedia, or the repetition of recorded phrases every night is used to condition children in their sleep. Such conditioning shapes the minds and desires of human beings in the World State. These repeated phrases determine how the child behaves for the rest of his or her life, guiding their decisions and behaviors. Naturally, all the programming comes from the state.

In Huxley’s dystopian future, there are no parents. No mothers or fathers. No brothers or sisters. There are no families and there are no marriages. No one is a son or a daughter. Whereas the population appears to be sterile, sex is trivial. There are no relationships, and despite there being five castes, everyone is considered to be equal. No matter who you are, everyone has an important role to play in service to the World State.

“Every one works for every one else. We can’t do without any one. Even Epsilons are useful. We couldn’t do without Epsilons. Every one works for every one else. We can’t do without any one,” Brave New World.

Now it appears that the Chicago Public Schools (CPS), being prodded on by a radical leftist arm of the Chicago Teachers Union, the CORE caucus, has taken Huxley’s warning as an instruction manual. In CORE’s dystopian future — which is now — your children do not belong to you; every child is a ward of the state.

Liyan Qi:

The number of newborns has gone into free fall over the past several years. Official figures released Wednesday showed that China had fewer than half the number of births in 2023 than the country did in 2016, after China abolished the one-child policy. The latest number points to a fertility rate—the number of children a woman has over her lifetime—that is close to 1.0, a level considered by demographers as “ultralow.”

The worsening demographic gloom has taken on increasing urgency for Beijing. The country hit a historic turning point in 2022, marking the first year the population shrank since the starvation years in the early 1960s.

Over the past year, China’s population dropped by 2.08 million, more than twice the drop in 2022. China ended 2023 with 1.410 billion people, the National Bureau of Statistics said Wednesday, down from 1.412 billion in 2022.

Economic headwinds didn’t help the situation. Another possible factor was China’s sudden abandonment of Covid-19 restrictions at the end of 2022, which might have led to a sharp rise in deaths early last year.

The statistics bureau, which doesn’t break out deaths by month, said the number of deaths increased to 11.10 million in 2023 from 10.41 million in 2022.

Matthew Archer:

The highly intelligent child must learn to suffer fools gladly — not sneeringly, not angrily, not despairingly, not weepingly — but gladly if personal development is to proceed successfully in the world as it is.

— Leta Hollingworth, 1942 [emphasis added]

London, September 2018.

It’s the start of a new school year. A thirteen-year-old boy with an ill-fitting blazer and a fuzzy top lip shuffles into my first philosophy class of the term. He has messy black hair and big, dark eyes. He’s by far the shortest in the class. Eyes down, he makes his way to a front desk without any attempt at human interaction. A nervous air hangs over him. Teenagers quickly pick up on oddballs, and I wonder, as he glides through like a ghost, if they already intuit that this boy is strange. Under his arm is a tattered book, the size catches my eye. This isn’t an academically selective school — my expectation is smartphones, not tomes. He takes a seat and places the book face down on the desk. I twist my neck to see its spine, then I begin with the usual question: what is philosophy? His hand shoots up: “The etymology is from the Greek philos, meaning love, and sophos, meaning wisdom, so love of wisdom.” In this first lesson, the boy will — literally squeaking with enthusiasm — raise his hand for every question. He does that thing eager kids do where they hover slightly above their chair, almost hyperextend their arm, and stare at you until you either relent or ask someone else. The boy’s name is Georgios. A few weeks later, he will have locked himself in the bathroom. He will be crying and unable to say why.

Gregg Easterbrook:

Today almost everyone seems to assume that the critical moment in young people’s lives is finding out which colleges have accepted them. Winning admission to an elite school is imagined to be a golden passport to success; for bright students, failing to do so is seen as a major life setback. As a result, the fixation on getting into a super-selective college or university has never been greater. Parents’ expectations that their children will attend top schools have “risen substantially” in the past decade, says Jim Conroy, the head of college counseling at New Trier High School, in Winnetka, Illinois. He adds, “Parents regularly tell me, ‘I want whatever is highest-ranked.'” Shirley Levin, of Rockville, Maryland, who has worked as a college-admissions consultant for twenty-three years, concurs: “Never have stress levels for high school students been so high about where they get in, or about the idea that if you don’t get into a glamour college, your life is somehow ruined.”

Alex Nowrastesh:

room at Fox News. He had just been on air, and I was about to go on to talk about my area of expertise, the latest immigration controversy. (Yes, this is a very DC story.) I asked him what he was working on and he said, “The fertility crisis.” I was broadly aware of concepts like the demographic transition, falling total fertility rates, and how even immigrants from high-fertility societies rapidly decrease their fertility after arrival. Well-worn books by Bryan Caplan, Jonathan List, and Julian Simon about how children and a higher population are great and why falling birth rates are bad have been with me for years, but this was the first I’d heard of a crisis. 

Knowing that I worked on immigration policy, my acquaintance said that immigrants assimilate too rapidly to America’s low-fertility culture and we have to find a way to slow assimilation to boost the birthrate. I disagreed vehemently because I support cultural assimilation (which is going well, by the way), but also because he had misdiagnosed the mechanism. “They’re not assimilating to America’s low-fertility culture,” I said. “They’re assimilating to high opportunity cost in the United States, which is the reason why they’re here in the first place.” He asked what I’d do to increase fertility if that were the only outcome I cared about. After clarifying that I don’t support this policy, I said that I’d massively increase marginal tax rates on the second worker in any household to force them out of the labor market, which would lower their opportunity cost of having children. Then the producer came out and hustled me on set.

That conversation has stuck with me because people who worry about low fertility focus on vague cultural explanations and don’t look at the simple one staring them in the face: microeconomics. Opportunity cost is what you must give up to buy what you want in terms of other goods or services, but the concept applies to every action you take. If I go to the movie theater on a Friday at 7pm, I give up the opportunity to spend that time watching a Netflix movie at home. The cost of going to the movie theater is watching the Netflix movie at home, or any other activity that’s second on my list of desires. The more options I have, the potentially higher the opportunity cost I face.

Fino Menezes:

One of the traditions of the Japanese education system is that students do o-soji(cleaning). However, it’s been in print more than once that Japanese schools have no janitors because students do all the cleaning. That’s simply not true.

Japanese schools have non-teaching staff called yomushuji , or shuji for short. They have many responsibilities, including serving as crossing guards when school lets out, but their main job is cleaning and maintenance. That’s a good thing, too, when you take a moment to think about. Schools definitely need adults to mop things up after the children finish cleaning.

Jill Barshay:

In 2017, public interest lawyers sued California because they claimed that too many low- income Black and Hispanic children weren’t learning to read at school. Filed on behalf of families and teachers at three schools with pitiful reading test scores, the suit was an effort to establish a constitutional right to read. However, before the courts resolved that legal question, the litigants settled the case in 2020. 

The settlement itself was noteworthy. The state agreed to give an extra $50 million to 75 elementary schools with the worst reading scores in the state to improve how they were teaching reading. Targeted at children who were just learning to read in kindergarten through third grade, the settlement amounted to a little more than $1,000 extra per student. Teachers were trained in evidence-based ways of teaching reading, including an emphasis on phonics and vocabulary. (A few of the 75 original schools didn’t participate or closed down.)

A pair of Stanford University education researchers studied whether the settlement made a difference, and their conclusion was that yes, it did. Third graders’ reading scores in 2022 and 2023 rose relative to their peers at comparable schools that weren’t eligible for the settlement payments. Researchers equated the gains to an extra 25 percent of a year of learning.

This right-to-read settlement took place during the pandemic when school closures led to learning losses; reading scores had declined sharply statewide and nationwide. However, test scores were strikingly stable at the schools that benefited from the settlement. More than 30 percent of the third graders at these lowest performing schools continued to reach Level 2 or higher on the California state reading tests, about the same as in 2019. Third grade reading scores slid at comparison schools between 2019 and 2022 and only began to recover in 2023. (Level 2 equates to slightly below grade-level proficiency with “standard nearly met” but is above the lowest Level 1 “standard not met.”) State testing of all students doesn’t begin until third grade and so there was no standard measure for younger kindergarten, first and second graders.

——

Meanwhile:

Underly and our long term disastrous reading results….

WEAC: $1.57 million for Four Wisconsin Senators

Legislation and Reading: The Wisconsin Experience 2004-

“Well, it’s kind of too bad that we’ve got the smartest people at our universities, and yet we have to create a law to tell them how to teach.”

The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic”

My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our Disastrous Reading Results

2017: West High Reading Interventionist Teacher’s Remarks to the School Board on Madison’s Disastrous Reading Results 

Madison’s taxpayer supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?

Upstate Guy:

I’m a science teacher with urban HS and MS experience. The learning loss and gap predate the pandemic, it just accelerated it. The roots of our problems are actually easy to recognize: 

1) In a bizarre quest for equity, we aren’t allowed to suspend black or brown students because the State says they are suspended too often. The kids know this and thus do whatever they want. They literally run the school. I was hit by a shoe in the hallway this week. I asked the student why she threw it and she replied, “Because I can.” 

2) To protect their own jobs, school officials juke the state about academic performance, attendance and graduation rates. Students are not held back for failing a grade. Summer school is academically useless. My 8th grade students are 4-6 years below grade according to their NWEA test scores and my observations. Yet I’m ordered to teach 8th grade curriculum to them. How engaged are students who can’t even read the material? How does it affect their mental health to be humiliated day after day because they lack basic skills to engage the material? For example, none of my 8th graders can read the analog clock on the classroom wall. 

These issues can be solved with much smaller student:teacher ratios and truly rigorous standards. Kids can’t be promoted until they have mastered the material. Poor behavior must have consequences. 

Raising children without consequences is producing a generation of antisocial young adults, without drive, discipline or knowledge.

Jennifer Sey:

It was all obvious — the learning loss, the disengagement from education overall, the depression and anxiety and suicidality due to severe isolation (often summarized as “mental health impacts”), the chronic absenteeism, the drop out rates, the graduating without being able to read, the abuse at home, the loss of community and hope . . . I could go on. And on. And of course, the poorest, most vulnerable children were harmed the most. 

But if anyone pointed that out in real time, we were called racists and able-ists and eugenicists. Among many other career-destroying smears.

Patrick McIlheran:

Two-thirds of children whose schools are under attack by Minocqua beer baron are racial or ethnic minorities, many are poor, many are very likely his fellow Democrats

In the lawsuit bankrolled by the Minocqua beer marketer, Kirk Bangstad, who’s trying to kill school choice in Wisconsin, his lawyers make an icy admission: They know it will “impact tens of thousands of children” to throw them out of their schools. They’re asking the state Supreme Court to hurt those kids anyway.

WEAC: $1.57 million for Four Wisconsin Senators

Legislation and Reading: The Wisconsin Experience 2004-

“Well, it’s kind of too bad that we’ve got the smartest people at our universities, and yet we have to create a law to tell them how to teach.”

The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic”

My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our Disastrous Reading Results

2017: West High Reading Interventionist Teacher’s Remarks to the School Board on Madison’s Disastrous Reading Results 

Madison’s taxpayer supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?

Carol E. Lee and Courtney Kube:

“If this really goes bad, we want to be able to point to our past statements,” a senior U.S. official said. The official said the administration is particularly worried about a narrative taking hold that Biden supports all Israeli military actions and that U.S.-provided weapons have been used to kill Palestinian civilians, many of them women and children. The Defense Department has said the U.S. is not putting any limits or restrictions on the weapons it’s providing Israel. 

Secretary of State Antony Blinken delivered a planned, more strident message Thursday before he boarded his plane for a trip to Israel. “As we’ve said from the start, Israel has not only the right but the obligation to defend itself,” he told reporters. “We’ve also said very clearly and repeatedly that how Israel does this matters.”

Leslie Eastman:

I asserted one of the many reasons that students felt empowered to engage in soulless tactics, such as tearing down posters of missing Israeli children and smearing the videos of torture and murder as faked, is that the administration and educators at colleges and universities have gotten more stridently progressive and activist in each iteration over the last few decades. Nobody who challenges the narratives or ideologies is hired or promoted. If someone with an independent conservative viewpoint happens to make it into the system, they remain silent or become targets of campaigns to remove or silence them.

The fact there have been counter-protests to the shameful Hamas-supporting disruptions is a hopeful sign that not all is lost. Pro-freedom and Western values is the new counter-culture.

Wall Street Journal:

Illinois Gov. J.B. Pritzker says he wants his state to continue its Invest in Kids scholarship program, but only if he doesn’t have to spend political capital to pass it. That’s the message between the lines of his statement last week that he wouldn’t block the program, which gives scholarships to more than 9,000 low-income students, if someone else in Springfield can make it happen.

Illinoisans don’t need the refresher on how a bill becomes a law, but they do need the Governor to do more than duck and cover. He could start by asking Democrats in Springfield to renew the program during their six-day veto session that begins this week.

Under amended legislation filed Tuesday, the program would be cut back to reduce the overall tax credit available to $50 million from $75 million. Contributions up to $5,000 would qualify for a 100% tax credit. Contributions over $5,000 would have their tax credit reduced to 55% from 75%. Donations over $5,000 earmarked for children in areas designated as “underserved” by the Illinois Department of Commerce and Economic Opportunity would qualify for a 65% tax credit. Those areas have 35% of children living below 130% of the poverty line.

Peter Gray, David F. Lancy and David F. Bjorklund:

It is no secret that rates of anxiety and depression among school-aged children and teens in the US are at an all- time high. Recognizing this, the American Academy of Pediatrics, American Academy of Child and Adolescent Psy- chiatry, and Children’s Hospital Association issued, in 2021, a joint statement to the Biden administration that child and adolescent mental health be declared a “national emergency.”1
Although most current discussions of the decline in youth mental health emphasize that which has occurred over the past 10-15 years, research indicates that the decline has been continuous over at least the last 5 or 6 decades.2,3 Although a variety of causes of this decline have been pro- posed by researchers and practitioners (some discussed near the end of this Commentary), our focus herein is on a possible cause that we believe has been insufficiently re- searched, discussed, and taken into account by health practi- tioners and policy makers.
Our thesis is that a primary cause of the rise in mental dis- orders is a decline over decades in opportunities for children and teens to play, roam, and engage in other activities inde- pendent of direct oversight and control by adults. Such inde- pendent activities may promote mental well-being through both immediate effects, as a direct source of satisfaction, and long-term effects, by building mental characteristics that provide a foundation for dealing effectively with the stresses of life.

Tobias Wolfram & Damien Morris

Educational attainment (i.e., ultimate years of education completed) is a key variable in the behavioural sciences because of its effectiveness in predicting a wide variety of important life outcomes. Despite being a measure that can be calculated from a single questionnaire item (e.g., “what is the highest qualification you’ve obtained?”) educational attainment (EA) is one of the best predictors of occupational status and income¹, longevity and health outcomes², and the risk of receiving a criminal conviction³. The qualities needed to advance through the modern secondary and tertiary education system appear to be useful for navigating a wide variety of challenges that life throws at individuals in advanced industrial economies.

One of the most established findings in the social sciences is that EA tends to run in families—a result which has widely been interpreted as evidence of persistent inequality in environmental opportunity and the “social reproduction” of socioeconomic advantages^4,5,6,7,8. However, as noted by Jencks and Tach “the size of the correlation between the economic status of parents and their children is not a good indicator of how close a society has come to equalising opportunity… In particular, we must separate the contributions of genes” (p.2-3)⁹. From the 1970 s twin studies began to show evidence that the variation in EA had a substantial genetic component^10,11. Two studies published in the last decade have sought to summarise the results of the international twin literature that has accumulated since then: a meta-analysis by Branigan et al.¹² and a mega-analysis by Silventoinen et al.¹³ (see Supplementary Note 1). Both studies converged on similar results, estimating mean heritability at 40%–43% and mean shared environmental influence at 31%–36%. These heritability estimates are low relative to other highly correlated cognitive outcomes such as adult general cognitive ability (60%–80%)^14,15,16 or adolescent school grades ( ~ 60% at age 16)¹⁷. However, the estimates of shared environmental influence are especially conspicuous, being among the highest for any behavioural trait investigated in adults.

Jenny Anderson:

In third grade, Cristyonna mostly got As and Bs on her report cards. At parent-teacher evenings, teachers were positive about her learning. So Shareeda Jones, her mother, was surprised when they moved neighborhoods and schools and her daughter’s new teacher told her Cristyonna was three grade levels behind in reading. “I was shocked,” Jones says. 

Many American parents would be shocked to know where their kids were actually achieving. Nationally, 90% of parents think their children are reading and doing math at or above grade level. In fact, 26% of eighth graders are proficient or above in math and 31% are proficient or above in English, according to Learning Heroes, an organization that collects data and creates resources to improve parent-teacher relationships.

What’s worse, 80% of parents say they are confident they understand how their child is achieving academically, and more than three-quarters say they feel their kids are prepared to enter and succeed at college and in the workplace. They don’t seem to know there’s a problem. Which means they won’t see any reason to try and help, by securing support at school or accessing tutoring services that may be available.

Caitlin Moscatello

At a meeting with parents in May, Elizabeth Phillips, a longtime principal at P.S. 321, a highly sought-after elementary school in Park Slope, didn’t mince words about the new reading curricula being implemented across the city this fall by Mayor Eric Adams’s administration. Not only did she refer to the trio of options selected by Schools Chancellor David Banks and the mayor’s Cabinet as “three bad choices,” she also shared her plans to resist. “We are definitely pushing back against it,” she said, “and many principals in the district are. And our superintendent understands that we are not going to do it with fidelity, that we are going to keep doing what has worked for us.”

Phillips (who did not respond to interview requests; the spring meeting was recorded) is a devotee of “balanced literacy,” an approach to teaching kids to read that had been the prevailing ethos in New York City schools for roughly two decades — until it came crashing down last year when heightened scrutiny caused the method’s once-revered leader, Lucy Calkins, to concede that it was fundamentally flawed. Specifically, critics said kids were falling behind because they didn’t know how to sound out words. Instead of phonics, Calkins’s program pushed a cuing method that instructed students to look at the first letter of a word, then to a picture on the page, and consider the context and piece it all together. But this technique relied on students having enough background knowledge to make the proper inferences as well as the ability to process language without difficulty. As a result, many kids weren’t actually reading. They simply became really good at guessing.

“Well, it’s kind of too bad that we’ve got the smartest people at our universities, and yet we have to create a law to tell them how to teach.”

The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic”

My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our Disastrous Reading Results

2017: West High Reading Interventionist Teacher’s Remarks to the School Board on Madison’s Disastrous Reading Results 

Madison’s taxpayer supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?

Amelia Hill:

Father’s Day is dangerous for Robert Nurden. Childless not through choice but, as he puts it, “complacency, bad luck, bad judgment”, he tries to stay indoors and ignore the family celebrations outside.

But one year, he went for a walk. “I met family after family. There were children everywhere,” he remembered. “It was terrible. Just so painful. So many ambushes and triggers for my anguish.”

There is very little research into men who have not had children, although that is beginning to change. Research by Dr Robin Hadley has found that 25% of men over 42 do not have children – 5% more than women of the same age group.

Half of the men who are not fathers but wanted to be describe a huge grief and isolation from society. Almost 40% have experienced depression and a quarter feel a deep anger.

Now 72, Nurden had a sheltered upbringing. Reaching adulthood, there was a lot he wanted to experience. “Having children was a very low priority. I was complacent: I just assumed it would happen,” he said.

James Freeman:

The best way to prevent politicians and bureaucrats from ever again inflicting on American kids the learning losses, social isolation and staggering financial burden of the Covid lockdowns is to ensure a just reckoning for the destruction they caused. Perhaps this is beginning to happen.

John Fensterwald reports in the Bakersfield Californian:

This fall, in a courtroom in Oakland, lawyers will reexamine the pandemic’s impact on K-12 schools in California — a subject many people might prefer to forget about but can’t because, like COVID itself, the effects are inescapable.
The state of California defends itself over accusations that it mishandled remote learning during COVID, starting in the spring of 2020, and then failed to alleviate the harm its most vulnerable children experienced then and still experience.
Alameda County Superior Court Judge Brad Seligman denied the state’s request to dismiss the case outright earlier this month. There’s no dispute that low-income students of color, in particular, had less access to remote learning during the nine-plus months they learned from home, Seligman wrote in a 12-page ruling. The question that needs answering, he said, is whether the state’s level of response is so insufficient that it violated the children’s right to an equal opportunity for an education under California’s constitution.
The case is Cayla J. v. the State of California, the State Board of Education, the California Department of Education, and State Superintendent of Public Instruction Tony Thurmond. Cayla J., a Black 8-year-old twin in third grade in Oakland when the lawsuit was filed in November 2020, is the lead of 15 unnamed student plaintiffs from Oakland and Los Angeles. The trial is scheduled to begin Nov. 13.
Of course the California government has responded to the lawsuit with a spirit of good faith and a commitment to transparency.

Just kidding. The editorial board of the San Diego Union-Tribune writes:

State education officials didn’t just reject the idea they bore any blame for the nightmares faced by many students in Los Angeles and Oakland. They threatened Stanford Graduate School of Education professor Thomas Dee — and other education researchers given access to state data — with legal action if they provided information used in this or any lawsuit deemed “adverse” to the California Department of Education.
To insist that researchers can only use school data in a way that is neutral or makes the department look good is perverse and antithetical to what should be the goals of public education. Had such policies been in place 20 years ago, they could have kept the lid on perhaps the worst scandal in the history of public schools in California: the 2005 report by Harvard researchers that credibly alleged the state had for years knowingly exaggerated graduation rates, especially among Latino and Black students, by relying on what was plainly “misleading and inaccurate” information.
Advertisement – Scroll to Continue

Thankfully, on Aug. 17, the EdSource website reported that the state had mostly backed away from its threats against Dee and others. But given state officials’ history, there is simply no reason to believe this resulted from a realization the threats were wrong. Instead, they were embarrassed by the optics of the flap.

It would be nice if the entire lockdown regime led by Gov. Gavin Newsom (D., Calif.) and other similarly reckless governors nationwide could be put on trial. It might be useful to have officials acknowledge under oath just how small the Covid risks to children really were—and also how small the benefits of societal shutdowns turned out to be, especially in light of titanic costs. But Judge Brad Seligman’s order denying the California government’s motion for summary judgment suggests that the issue in his court is the way California educators implemented the destructive lockdown, not the decision to impose it:

This case does not address any overarching claims about state’s response to the COVID epidemic, nor the closures of schools that were the result of emergency orders. This case is also likewise not about historic inequities suffered by students of color or lower socio-economic means. The narrow focus of this case targets the period of time when the schools were physically closed and learning was available only remotely.

Related: Taxpayer supported Dane County Madison Public Health mandates & closed schools.

“Well, it’s kind of too bad that we’ve got the smartest people at our universities, and yet we have to create a law to tell them how to teach.”

The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic”

My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our Disastrous Reading Results

2017: West High Reading Interventionist Teacher’s Remarks to the School Board on Madison’s Disastrous Reading Results 

Madison’s taxpayer supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?

Amy Dockser Marcus:

Dylan Stone-Miller took a 9,000-mile road trip this summer to see some of his 96 children.

Emotionally, logistically, in all ways, it is complicated for the kids, their families and for Stone-Miller, a prolific 32-year-old sperm donor. His road trip is part of a larger odyssey—to figure out how he fits in the lives of the boys and girls he fathered in absentia. It began three years ago, when he first saw a photo of one of his biological children, a toddler named Harper who had his blue eyes and his sister’s blond curls. He got tears, he recalled, and unexpected feelings of kinship.

“I think of her as my first child,” Stone-Miller said. He met Harper when she was 3 and decided he wanted to foster relationships with as many of the children as possible. He quit his job as a software engineer and has funded his quest with savings. So far, Stone-Miller has met 25 of his biological children. Because tracking progeny from a donor isn’t always reliable, “I will never know for sure how many children I have,” he said.

Stone-Miller’s mission is itself an accident of birth, springing from the unforeseen union of in vitro fertilization, the internet and low-cost DNA testing. Together, these disparate advances have made it possible to find biological fathers who in the past were kept largely anonymous by sperm banks.

Months after Stone-Miller and his wife split up in 2020, a stranger messaged him. “I really hope you don’t feel violated in any way, but it’s Canadian Thanksgiving and I wanted to tell you how grateful my family is to you,” wrote Alicia Bowes, one of Harper’s two mothers. She had tracked Stone-Miller through social media and clues from his donor file, including his first name and his father’s occupation as a forensic psychologist.

Nicole Nguyen:

Low-price, easy-to-use Chromebooks were once a boon to cost-conscious schools. Educators say the simple laptops are no longer a good deal.

Models have shot up in price in the past four years. Constant repairs add to the cost. Google imposes expiration dates, even if the hardware still works. This year, Google ceases support for 13 models. Next year, 51 models will expire.

These surging costs are presenting a predicament for anyone who runs a school and wants to educate children. Some administrators say they are throwing precious funding at a product that just doesn’t last long enough. Doubling the lifespan of Chromebooks could save public schools—and taxpayers—an estimated $1.8 billion, according to U.S. PIRG, a public-interest research group that analyzed Chromebook data.

Chromebooks have no second life. When they expire, they become e-waste. By contrast, Macs and PCs can run apps even after their native software is no longer supported. They can even be repurposed into Chromebook-like devices.

Death dates

During the pandemic, schools rushed to buy Chromebooks and other devices for remote learning. Chromebook sales slumped after in-person classes resumed.

Liz Rowlinson:

Please use the sharing tools found via the share button at the top or side of articles. Copying articles to share with others is a breach of FT.com T&Cs and Copyright Policy. Email licensing@ft.com to buy additional rights. Subscribers may share up to 10 or 20 articles per month using the gift article service. More information can be found at https://www.ft.com/tour.
https://www.ft.com/content/b6077200-ca54-46c1-8c3a-2e93195b28ca

During the pandemic, Despina and Taso decided that the US public school system wasn’t working for their eight-year-old daughter. The Greek-American family took a “leap of faith” and moved from Massachusetts to the Monferrato wine region of Piedmont in northern Italy, where a new Village Forest School had just opened.

“We can work from anywhere and were culturally drawn back to Europe. The new school offered the sort of education we dreamt of: letting children remain children for longer,” says Despina — now also the mother of twin boys — who declined to give her surname. “It’s been a massive change for the family but we now have a lifestyle more closely aligned with our values of living a slower life more closely connected with the natural world and the people around us.”

A typical school day starts with the children singing songs together, combining counting and language skills, before two blocks of classroom-based lessons: maths, history, geography etc, taught by both an Italian and an English teacher. Lunch is based on the nose-to-tail, non-processed food principles of the Weston Price diet — there’s rice soaked in bone broth, for example, or a ragù made from the whole organs of a cow or pig. After lunch there will be art, crafts, woodwork, maybe horseriding and even grape-picking at harvest time.

Nick Collins:

Reaction times – a reliable marker of general intelligence – have declined steadily since the Victorian era from about 183 milliseconds to 250ms in men, and from 187ms to 277ms in women. 

The slowing of our reflexes points to a decrease in general intelligence equivalent to 1.23 IQ points per decade since the 1880s or about 14 IQ points overall, researchers said. 

Actual IQ scores from different decades cannot be directly compared because people today enjoy better teaching, health and nutrition which would help improve their results, the scientists explained. 

But the reaction times signify that the genetic component of general intelligence – which leads to the type of creativity and invention typical of the Victorian era – has been dwindling over the past century. 

Dr Michael Woodley, who led the study published in the Intelligence journal this month, identified the trend by comparing reaction times from trials conducted by Victorian scientists against those carried out in recent decades.

Our declining intelligence is most likely down to a “reverse” in the process of natural selection, he explained. The most intelligent people now have fewer children on average than in previous decades, while there are higher survival rates among people with less favourable genes.

BIANCA VÁZQUEZ TONESS

Across the country, students have been absentat record rates since schools reopened during the pandemic. More than a quarter of students missed at least 10% of the 2021-22 school year, making them chronically absent, according to the most recent data available. Before the pandemic, only 15% of students missed that much school. 

All told, an estimated 6.5 million additional students became chronically absent, according to the data, which was compiled by Stanford University education professor Thomas Dee in partnership with The Associated Press. Taken together, the data from 40 states and Washington, D.C., provides the most comprehensive accounting of absenteeism nationwide. Absences were more prevalent among Latino, Black and low-income students, according to Dee’s analysis.

The absences come on top of time students missed during school closures and pandemic disruptions. They cost crucial classroom time as schools work to recover from massive learning setbacks.

Absent students miss out not only on instruction but also on all the other things schools provide — meals, counseling, socialization. In the end, students who are chronically absent — missing 18 or more days a year, in most places — are at higher risk of not learning to read and eventually dropping out. 

“The long-term consequences of disengaging from school are devastating. And the pandemic has absolutely made things worse and for more students,” said Hedy Chang, executive director of Attendance Works, a nonprofit addressing chronic absenteeism.

Related: Taxpayer funded Dane County Madison public health mandates and closed schools.

“Well, it’s kind of too bad that we’ve got the smartest people at our universities, and yet we have to create a law to tell them how to teach.”

The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic”

My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our Disastrous Reading Results

2017: West High Reading Interventionist Teacher’s Remarks to the School Board on Madison’s Disastrous Reading Results 

Madison’s taxpayer supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?

Jon Haidt & Peter Gray:

The central idea of my forthcoming book, The Anxious Generation, is that we have overprotected children in the real world, where they need a lot of free play and autonomy,while underprotecting them online, where they are not developmentally ready for much of what happens to them. Much of my thinking about the importance of free play comes from Peter Gray, a professor of psychology at Boston College who is one of the world’s leading experts on the psychology of play. See his powerful TED talk, where he lays out the evolutionary origins of play—a necessity for all young mammals. He then shows how we have systematically deprived children of free play since the 1970s and shows that adolescents’ mental health has declined substantially over the same period. He notes that this is a correlation, not proof of causation, although experiments with animals support the claim that play deprivation causes anxiety and poor social development.

Peter gave that talk in 2014. Since then, the mental health of children and adolescents has worsened, and evidence has increased showing that Peter was correct. Peter recently published a major review article in the Journal of Pediatrics titled Decline in Independent Activity as a Cause of Decline in Children’s Mental Well-being: Summary of the Evidence. I think it’s among the most important essays ever written on play. I was planning to write a summary of the article for the After Babel Substack, but a few days ago, I got Peter’s own summary of the article, which he posted on his new Substack, Play Makes Us Human, which you can find and subscribe to here:

Emily Files:

Parents of children with dyslexia have been ringing an alarm bell in Wisconsin.

They say school districts often fail to teach children to read. According to the National Assessment of Educational Progress, only one in three Wisconsin fourth graders is a proficient reader.

After years of debate in the Capitol, Gov. Evers and Republican lawmakers agreed on a bill that makes sweeping literacy reforms. Evers signedthe so-called “Right to Read Act” last week.

Aatish Bhatia, Claire Cain Miller and Josh Katz:

Elite colleges have long been filled with the children of the richest families: At Ivy League schools, one in six students has parents in the top 1 percent.

A large new study, released Monday, shows that it has not been because these children had more impressive grades on average or took harder classes. They tended to have higher SAT scores and finely honed résumés, and applied at a higher rate — but they were overrepresented even after accounting for those things. For applicants with the same SAT or ACT score, children from families in the top 1 percent were 34 percent more likely to be admitted than the average applicant, and those from the top 0.1 percent were more than twice as likely to get in.

The study — by Opportunity Insights, a group of economists based at Harvard who study inequality — quantifies for the first time the extent to which being very rich is its own qualification in selective college admissions.

The analysis is based on federal records of college attendance and parental income taxes for nearly all college students from 1999 to 2015, and standardized test scores from 2001 to 2015. It focuses on the eight Ivy League universities, as well as Stanford, Duke, M.I.T. and the University of Chicago. It adds an extraordinary new data set: the detailed, anonymized internal admissions assessments of at least three of the 12 colleges, covering half a million applicants. (The researchers did not name the colleges that shared data or specify how many did because they promised them anonymity.)

The new data shows that among students with the same test scores, the colleges gave preference to the children of alumni and to recruited athletes, and gave children from private schools higher nonacademic ratings. The result is the clearest picture yet of how America’s elite colleges perpetuate the intergenerational transfer of wealth and opportunity.

Not sure how you can look at this data, ostensibly be interested in either meritocracy or equality, and want to move away from standardized tests. It's the subjective measures that are most slanted in favor of the rich kids.https://t.co/r4rNYBnrfK pic.twitter.com/S8w8HQ0yz9

— Nate Silver (@NateSilver538) July 24, 2023

Evidence for the fig leaf interpretation of affirmative action: https://t.co/3T8goyvUDy

— Chris Rickert (@RickertWisSJ) July 24, 2023

Joanne Jacobs:

Founded less than three years ago to fight masking mandates, the Moms for Liberty — with 120,000 members and nearly 300 chapters in 45 U.S. states — is now a political force, he writes. Members believe “malign forces in public schools — gender ideology, critical race theory, Marxism, anti-Americanism — have come for their children, and they’re having exactly none of it.” 

Republican presidential hopefuls showed up at the summit to woo members. No doubt they remember that “school choice moms” helped Ron DeSantis win in his first run for governor of Florida, and Democrat Terry McAuliffe lost the race for Virginia governor in 2021 after saying “I don’t think parents should be telling schools what they should teach.”

In breakout sessions, Moms learned “how to run for school boards — and if they win, how to advance their agenda even when in the minority,” Pondiscio writes. “More than half of the 500 candidates Moms for Liberty endorsed for local school board elections last year won their races.”

Corinne Hess:

Wisconsin schools reported nearly 6,000 instances of seclusion and nearly 7,000 occurrences of physical restraint during the 2021-22 school year, according to the latest data available from the Wisconsin Department of Public Instruction.

Among those instances, 1,920 students at 32 percent of Wisconsin’s schools were secluded and 2,856 students at 44 percent of the state’s schools were physically restrained, DPI data shows. The data does not indicate whether these incidents occurred simultaneously.

Students with individualized education programs, or IEPs, comprised 79 percent of all seclusion incidents and 76 percent of all physical restraint incidents reported for the 2021-22 school year, according to DPI. 

Children in elementary schools were also involved in a higher percentage of instances of seclusion and/or physical restraint than other levels of school.

“Reading this report and seeing these numbers can be difficult, but that is nothing in comparison with the emotional difficulty these numbers represent in the lived experiences of students and staff,” State Superintendent Dr. Jill Underly said in a written statement.

Jeffrey Carter:

No, better to do a non-profit and tackle some cause that has no real solution, like food deserts. Or they’d send their kids to get a degree in public policy and then work for a consulting group dreaming up spider web solutions to issues that are better handled by the free market instead of the government. Or better yet, they’d use their networks to make sure their kids got government grants to do research on big important issues that actually were meaningless.

During the Obama and the current Biden administrations, the culture of the military has been deliberately changed. They are focusing on equity, ESG, and all the woke bullshit that destroys everything else. The days of the USAF being the force that you call when you “absolutely positively have to blow things up” have given way to men in skirts and the words we use becoming more important than the chain of command. 

Is it any wonder that the military is short of its recruiting goals by 25%?

If any institution was based on merit, it was the military. President Truman integrated it and it was one of the first places minorities could earn respect and rise. That spirit of merit is changing and giving way to the woke values that destroy anything good in America.

Chris Lau, Gawon Bae, Jake Kwon and Nayoon Kim:

For a country with the world’s lowest fertility rate – one that has spent hundreds of billions of dollars trying to encourage women to have more babies – the idea of barring children from places like cafes and restaurants might seem a little counterproductive.

But in South Korea, “no-kids zones” have become remarkably popular in recent years. Hundreds have sprung up across the country, aimed largely at ensuring disturbance-free environments for the grown-ups.

There are nearly 80 such zones on the holiday island of Jeju alone, according to a local think tank, and more than four hundred in the rest of the country, according to activist groups.

Doubts, though, are beginning to creep in about the wisdom of restricting children from so many places, fueled by concerns over the country’s growing demographic problems.

In addition to the world’s lowest birthrate, South Korea has one of the world’s fastest aging populations. That has left it with a problem familiar to graying nations across the world, namely: how to fund the pension and health care needs of a growing pool of retirees on the tax income generated by a slowly vanishing pool of workers.

A programmer’s perspective

A question I often ask myself lately is wether I am the person that I want my children to grow up to be. Children, and human beings in general, learn mostly by imitation. We look at how others behave and we try to emulate their behaviour. Small children copy everything their parents do. The good parts and the bad parts. This is why it’s very important to stop and ask yourself if your behaviour is the right behaviour you want emulated in your children.

“Do you want your children to be like you?” This simple question is useful to reflect, discover and fix our imperfections. We are all full of all sorts of bad behaviour. Instead of accepting our faults we should strive to fix them, so that we don’t pass them onto our children.

Accepting that one has an imperfection is the first necessary step towards improvement. Some are easy to fix while some might take years. But we need to first accept that we have them and then try to fix them.

Every one of us has mountains of undiscovered potential. Sadly, we often don’t believe in our own potential. We think we already reached the end of our abilities. This is why children are amazing. They have so much potential. And it’s so visible, beautiful and exciting. It is our duty as parents to help them reach their potential.

Kendall Tietz:

“If you ask, ‘Who’s the most likely to take this republic down?’ It would be the teachers’ unions, and the filth that they’re teaching our kids, and the fact that they don’t know math and reading or writing,” Pompeo said of teachers unions and the state of education in the U.S. 

Weingarten went on to say she was “very offended” that he called what teachers teach “filth,” stating that those who are trying to create a more inclusive society are unfairly called pedophiles or groomers. 

“Every time somebody attempts to, and teachers attempt to, or society attempts to, create a more inclusive society, those who are trying to do that are called pedophiles or groomers or teaching filth,” Weingarten said. “It’s trying to scare people and that’s part of this leveraging of what has happened in terms of COVID for political advantage.”

Roberts pointed to scores from the National Assessment of Education Progress (NAEP) that show U.S. schools have seen the largest average score decline in reading since 1990 and the first average score decline in math since 1989, as evidence that children in the American education system are falling behind. 

In response, Weingarten admitted that the scores went down because of COVID and that she was wrong when she said there was no learning loss, but claimed that Los Angeles Unified School District, which stayed closed longer than any other school district in the country, fared better than schools in the state of Florida.

David Blaska:

“A concerned Dane County citizen sent me an e-mail and photograph alleging that a child was allowed to participate in Madison’s Naked Bike Ride. The photograph shows what appears to be a child, surrounded by naked adults riding bicycles around the Wisconsin Capital. I have e-mailed Sheriff Barrett and have asked that his department investigate this matter.  In addition, I have filed a complaint with the Madison Police Department. 

“Our law enforcement officers need to investigate this matter and enforce our laws. If a child was allowed to participate in this naked bike ride, any and all adults who supported and condoned this need to be arrested immediately.”

Christopher Rufo

have been engaged in an ongoing dialogue with a physician who works in a major children’s hospital in a blue city. This physician has witnessed firsthand how transgender ideology has captured the medical profession and jeopardized the first commandment of the healing sciences: do no harm.

He has now chosen to speak out, on condition of anonymity, because he is alarmed by the sudden corruption of the medical community. His colleagues, many of whom oppose transgender interventions, have so far chosen to stay silent. This interview has been edited for length and clarity. 

Christopher Rufo: Please begin by setting the scene. What’s it like in a major children’s hospital in the United States regarding transgender interventions for children?

Physician: I think the best way to answer that question is to talk about the cultural shift that happened in 2020, because transgender ideology and Covid are inextricably linked. Normally, doctors operate by the authority of the professional societies that govern our specific practice. That worked because the individuals in those institutions were reliable, intelligent, and thoughtful. But with Covid in 2020, we started getting medical decrees without peer review or evidence—you saw this with masks, social distancing, and emergency-use authorizations. These decrees were expressed as something that everyone had to do, without justification based on sound science. The other thing was censorship. If you were to ask questions or express doubt about these medical decrees, you would be ostracized within your department, and you stood a good chance of being publicly humiliated, severely reprimanded, or fired.

That’s when transgender ideology really took off. Within these academic institutions, so-called experts in the field of transgender medicine would simply declare that puberty blockers and other interventions were the gold standard of care. The evidence to support this is completely fraudulent, but no dissent was permitted. Everyone within the medical community knew that if he questioned transgender ideology, he would suffer the same type of repercussions that had happened during Covid. The best way to describe the environment would be as an authoritarian, censorious culture that discourages any meaningful debate and encourages the demonization of anyone who asks questions.

Rufo: What are the main tenets of transgender medical theory that are enforced as the conventional wisdom? And how have those tenets changed medical practice?

Kiera Butlers

Ten years ago, Marilyn Muller began to suspect that her kindergarten daughter, Lauryn, was struggling with reading. Lauryn, a bright child, seemed mystified by the process of sounding out simple words. Still, the teachers at the top-rated Massachusetts public school reassured Muller that nothing was wrong, and Lauryn would pick up the skill—eventually. Surely they knew what they were talking about. Their reading curriculum was well-regarded, and one that encouraged children to use context clues when they couldn’t decode a word. The class was organized into leveled reading groups—bronze, silver, gold, and platinum—with everyone starting out the year in the bronze group. By year’s end, everyone had moved up to a new level—except Lauryn. Muller’s daughter was the only kindergartner stuck in bronze all year.

First grade was no better. The teachers continued to brush off Muller’s concerns—but she couldn’t help but worry for all sorts of reasons, especially because not being able to read was starting to affect her daughter emotionally. Tears started each day, as Lauryn began to refuse to go to school in the mornings. Finally, Muller brought Lauryn in for a private neuropsychological evaluation, and the psychologist who tested her found that her daughter was dyslexic. After a long battle with the school, Muller eventually convinced them to provide appropriate services—something to which all students are entitled by law.

In Lauryn’s case, this meant that her current reading curriculum should have been replaced by a method of known as the structured literacy approach. Instead of guessing and looking for context clues, structured literacy—also known as phonics—teaches students how to map sounds onto letters to decode words. There was only one problem: Muller discovered that the teacher the school assigned to Lauren wasn’t trained in structured literacy. Lauryn continued to struggle.

Muller didn’t know it at the time, but she had stumbled into an educational controversy that in recent months has turned into something of a scandal. A spate of recent reporting—in podcasts, national magazines, and major newspapers—has highlighted new research finding that the balanced literacy approach wasn’t as effective as a phonics-based approach for most students—learning disabled or typical. And the national embrace of balanced literacy was particularly bad for low-income students of color. Today, a staggering third of all children—and half of all Black children—read below grade level. In May, leaders in the country’s largest school system of New York City officially announced plans to transition away from a balanced literacy curriculum and apologized for the harm they had caused. Addressing students and parents in a recent New York Times interview, Chancellor David C. Banks said, “It’s not your fault. It’s not your child’s fault. It was our fault. This is the beginning of a massive turnaround.” Understandably, parents are outraged.

“In a 2020 report, a team of reading researchers at the educational consulting group Student Achievement Partners (SAP) concluded that Calkins’ approach was only effective for students who had already received outside reading instruction.” https://t.co/P5tyNUVg7w

— Karen Vaites (@karenvaites) June 21, 2023

“Well, it’s kind of too bad that we’ve got the smartest people at our universities, and yet we have to create a law to tell them how to teach.”

The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic”

My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our Disastrous Reading Results

2017: West High Reading Interventionist Teacher’s Remarks to the School Board on Madison’s Disastrous Reading Results 

Madison’s taxpayer supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?

Kevin Mahnken:

COVID-19’s cataclysmic impact on K–12 education, coming on the heels of a decade of stagnation in schools, has yielded a lost generation of growth for adolescents, new federal data reveal. 

Wednesday’s publication of scores from the National Assessment of Educational Progress (NAEP) — America’s most prominent benchmark of learning, typically referred to as the Nation’s Report Card — shows the average 13-year-old’s understanding of math plummeting back to levels last seen in the 1990s; struggling readers scored lower than they did in 1971, when the test was first administered. Gaps in performance between children of different backgrounds, already huge during the Bush and Obama presidencies, have stretched to still-greater magnitudes.

The bad tidings are, in a sense, predictable: Beginning in 2022, successive updates from NAEPhave laid bare the consequences of prolonged school closures and spottily delivered virtual instruction. Only last month, disappointing resultson the exam’s history and civics component led to a fresh round of headlines about the pandemic’s ugly hangover. 

But the latest release, highlighting “long-term trends” that extend back to the 1970s, widens the aperture on the nation’s profound academic slump. In doing so, it serves as a complement to the 2020 iteration of the same test, which showed that the math and English skills of 13-year-olds had noticeably eroded even before the emergence of COVID-19.

Seems like huge spending increases during COVID didn't help.

We need to hold students & teachers accountable and not let the rampant social promotion in K-12 schools continue. https://t.co/krIJY1DgzV

— Robin Vos (@repvos) June 21, 2023

“Well, it’s kind of too bad that we’ve got the smartest people at our universities, and yet we have to create a law to tell them how to teach.”

The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic”

My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our Disastrous Reading Results

2017: West High Reading Interventionist Teacher’s Remarks to the School Board on Madison’s Disastrous Reading Results 

Madison’s taxpayer supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?

Roger Partridge:

Over the last twenty years, our education system has slipped from being the envy of the world to barely mediocre.

Kiwi students once ranked near the top of international education league tables. In the latest results from the highly rated Progress in International Reading and Literacy Study, Year 5 students placed last among all English-speaking countries and 24^th out of all 26 participating OECD countries. Students suffered similar slides in maths and science.

The New Zealand education system is also now one of the most unequal in the world. The gap between the educational “haves” and “have nots” eclipses all our English-speaking OECD peers. All this, despite Government spending per child increasing in real terms by more than 30% since 2001.

Commentary.

Troy Closson:

As New York embarks on an ambitious plan to overhaul how children in the nation’s largest school system are taught to read, schools leaders face a significant obstacle: educators’ skepticism.

Dozens of cities and states have sought to transform reading instruction in recent years, driven by decades of research known as the “science of reading.” But the success of their efforts has hinged in part on whether school leaders are willing to embrace a seismic shift in their philosophy about how children learn.

Already in New York City, the rollout has frustrated principals. The schools chancellor, David C. Banks, is forcing schools to abandon strategies he says are a top reason half of students in grades three to eight are not proficient in reading.

But principals will lose control over selecting reading programs at their schools, and their union has criticized the speed of change. And many educators still believe in “balanced literacy,” a popular approach that aims to foster a love of books through independent reading time but that experts and the chancellor say lacks enough focus on foundational skills.

“Well, it’s kind of too bad that we’ve got the smartest people at our universities, and yet we have to create a law to tell them how to teach.”

The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic”

My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our Disastrous Reading Results

2017: West High Reading Interventionist Teacher’s Remarks to the School Board on Madison’s Disastrous Reading Results 

Madison’s taxpayer supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?

Colleen Hroncich

My oldest child is graduating from college tomorrow, so it has me thinking about our educational journey—which could best be described as eclectic. At various times, we used private school, district school, and cyber charter school. But we ultimately landed on homeschooling. That doesn’t mean they were literally learning at home every day. My kids participated in co‐​ops, hybrid classes, dual enrollment, athletics, and more. This gave them access to experts and plenty of social time.

It can be scary taking charge of your children’s education—I remember feeling very relieved when my oldest received her first college acceptance. But today there are more resources than you can imagine to help you create the best education plan for your children’s individual needs and interests. And with the growth of education entrepreneurship, the situation is getting even better.

For starters, you don’t have to go it alone. The growth of microschools and hybrid schools means there are flexible learning options in many areas that previously had none. One goal of the Friday Feature is to help parents see the diversity of educational options that exist. To see what’s available in your area, you can search online, check with friends and neighbors, or connect with a local homeschool group.

Christopher Rufo:

Last spring, executives at Texas Children’s Hospital announced that they would cease performing transgender medical procedures on children, citingpotential legal and criminal liability. The hospital’s chief pediatrician, Catherine Gordon, an advocate for “gender-affirming therapy,” abruptly resigned.

I have obtained exclusive whistleblower documentsshowing that, despite its public statements, the Houston-based children’s hospital—the largest in the United States—has secretly continued to perform transgender medical interventions, including the use of implantable puberty blockers, on minor children. (When reached via email, hospital spokeswoman Kelley Carville responded: “We have no comment.”)

As an institution, Texas Children’s Hospital (TCH) has openly promoted “gender-affirming care” to its physicians. In January of this year, TCH and Baylor College of Medicine, which works in partnership with the children’s hospital, hosted a “pediatric grand rounds” presentation titled “Medical and Psychological Care of Gender-Diverse Youth,” describing the process of sex-change interventions, from puberty blockers to cross-sex hormones to genital surgeries.

According to this presentation, TCH and Baylor College of Medicine encouraged doctors to begin treatment with puberty blockers and hormones during adolescence, and then consider surgeries, including breast removal and genital reconstruction, in adulthood—though the presenters explained that some surgical procedures could be appropriate for “adolescents on [a] case-by-case basis.”

Stevens Malange

Public school districts across the United States closed for unprecedented periods during the Covid-19 pandemic. Enrollments plunged, as students either headed to private schools or stayed home for schooling. Other children simply disappeared from schools and remain unaccounted for even today by school officials. Now, because of this exodus, school districts nationwide are grappling with another kind of closing: empty classrooms and underused school buildings are prompting waves of school shutdowns, as education officials look to downsize their operations in response to smaller student populations and disappearing Covid bailout funds. In many communities, the process is messy, with parents, teachers, and teachers’ unions objecting. But failing to act will only worsen budget deficits at a time of economic uncertainty.

According to an international study, American schools closed for an average of 70 weeks during the pandemic—far longer than schools shut down in most European countries, though the length of closures varied by state. Schools in Texas and Florida, for example, were closed for just a fraction of the time that schools in California and New York were shuttered. In all, public schools lost some 1.2 million students in the first two years of the pandemic. Some migrated to private institutions, where enrollments grew by 4 percent, while homeschool numbers rose by 30 percent.

Among states sustaining the biggest losses are California, which saw public school enrollment shrink by some 245,000 in two pandemic years, and New York, where enrollments fell 80,000 in the same period. In these states and elsewhere, Covid accelerated a trend already underway. School enrollment had peaked in many states in the mid-2010s and begun slipping shortly after, a result of fewer births, outmigration, and modest growth in homeschooling and alternative schools. New York State, for instance, has lost about 6 percent of its students, or 120,000 children, since 2016. California’s enrollment has dropped by 382,000 students since the 2014 school year.

Troy Closson:

In a recent interview, Mr. Banks said that the city’s approach had been “fundamentally flawed,” and had failed to follow the science of how students learn to read.

“It’s not your fault. It’s not your child’s fault. It was our fault,” Mr. Banks said. “This is the beginning of a massive turnaround.”

Over the next two years, the city’s 32 local school districts will adopt one of three curriculums selected by their superintendents. The curriculums use evidence-supported practices, including phonics — which teaches children how to decode letter sounds — and avoid strategies many reading experts say are flawed, like teaching children to use picture clues to guess words.

The move represents a sea change in a city where principals have historically retained authority over approaches to teaching at their individual schools.

Half of the districts will begin the program in September; the others will start in 2024. Waivers to opt out will only be considered for schools where more than 85 percent of students are proficient in reading, a threshold that only about 20 schools meet.

MSU:

Last summer, researchers at Michigan State University reported that one in five Michigan adults, or about 1.7 million people, don’t want children and therefore are child-free. Although that number was surprisingly large to many data has now been confirmed in a follow-up study.

“We found that 20.9% of adults in Michigan do not want children, which closely matches our earlier estimate of 21.6%, and means that over 1.6 million people in Michigan are child-free,” said Jennifer Watling Neal, MSU professor of psychology and co-author of the study. “Michigan is demographically similar to the United States as a whole, so this could mean 50 million to 60 million Americans are child-free.”

The new study published in PLOS ONE attempted to replicate the original study by using the same methods, but with a new sample of people. The researchers used data from a representative sample of 1,000 adults who completed MSU’s State of the State Survey, conducted by the university’s Institute for Public Policy and Social Research. To avoid any risk of cherry-picking results, the researchers preregistered the study by recording in advance exactly how the study would be conducted and what they expected to find.

“Many adults are child-free, and there do not seem to be differences by age, education or income,” said Zachary Neal, associate professor of psychology at MSU and co-author of the study. “However, being child-free is somewhat more common among adults who identify as male, white or who have always been single.”

Ari Kauffman:

In the 23 City Schools of Baltimore, zero students are proficient in grade-level math. The Baltimore Teachers Union, unsurprisingly, is among the nation’s most influential and a top AFT ally. They partner in hurting children.

Weingarten and her totalitarians love to talk about supposed “racism,”; but if her union cared about black Americans’ lives — instead of collecting massive salariesand funding Democrats — rather than political grandstanding, they would do something since the district is majority black.

They also might do something about the fact that 40 miles down the road in the Washington D.C. public school system, only 9% of black 3rd-12th graders counted as proficient in math last year.

Why doesn’t the Washington Post or NPR care that despite the massive amount of money the nation’s capital’s residents spend per pupil, their public school teachers cannot get 1 of 10 black students proficient in math? That’s not “economic inequality”; that’s a true scandal.

It’s not much better for other groups.

Only 17% of D.C.’s Hispanic students are proficient in math. And in English, only 20% of black students and about a third of Hispanic students count as proficient.

“Well, it’s kind of too bad that we’ve got the smartest people at our universities, and yet we have to create a law to tell them how to teach.”

The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic”

My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our Disastrous Reading Results

2017: West High Reading Interventionist Teacher’s Remarks to the School Board on Madison’s Disastrous Reading Results 

Madison’s taxpayer supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

No When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?

Janet Adams:

“No matter how much they increase your pay, everything else is going up,” said Kristy Morrow, a coordinator for a hospital who lives in Big Spring, Texas. “I do fear that for the kids.”

Which of the following best describes your financial situation?
My finances are in better condition than I expected for this stage in my life
In worse condition than I expected
About where I expected

Ms. Morrow, 37, said she’s concerned her children will be worse off because deep divisions in America have left people unable to fix the country’s problems. The single mother of two young boys and an adult daughter, who earns about $45,000 a year, said she traded her Chevrolet Tahoe for a GMC Terrain to lower her gas costs and is teaching her boys the importance of spending money on needs, not wants.

The findings showed fresh anxiety about the strength of the job market, which was a rare point of economic optimism as recently as last year. More than half of respondents said it wouldn’t be easy to find another job with comparable pay and benefits. That was the highest level since 2010, according to NORC’s General Social Survey.

Recent economic data show the labor market is strong despite job-cut announcements from large technology companies. Employers added more than 800,000 jobs in the first two months of the year and the unemployment rate is trending near a half-century low. Available jobs exceed the number of unemployed Americans seeking work and a broad gauge of layoffs is holding at low levels.

Amy Kazmin and Chris Giles:

“It’s a demographic crisis — we are going to lose a lot of people in the future,” Testa said, adding that the forecast assumed a recovery in fertility rates to 1.5 children per woman. “It’s a pretty rapid change.”

If the fertility rate failed to rebound and instead stayed at current low rates, the decline in the population size would be even more drastic, she warned.

Prime minister Giorgia Meloni’s government has repeatedly expressed concern about the low number of births in Italy, and the implications for the country’s prospects.

Malcolm and Simone Collins:

People underestimate how quickly this effect will be felt. South Korea currently has a total fertility rate of 0.81. For every 100 South Korean great-grandparents, there will be 6.6 great-grandkids. At the 0.7 fertility rate predicted in South Korea by 2024, that amounts to 4.3 great-grandkids. It’s as if we knew a disease would kill 94 percent of South Koreans in the next century.

People underrate how quickly this can become serious, once it is felt. As recently as the mid-1990s, South Korea had a birth rate of 1.7, which is close to the U.S.’s present rate. A fertility collapse takes around thirty years before it causes a population collapse, and once that happens, the collapse is inevitable. If 70 percent of a nation’s population is over age 50, and even though many of those people have almost half their lifespan left they are not going to be having any more kids.

Across the world, we see a similar phenomenon: countries explode in population as access to modern wealth expands, then drop off and begin to collapse as incomes rise and lifestyle modernization sets in. While many countries have yet to reach this crescendo, most are well on their way. But why is this happening?

Consider your personal social group. If you are like most in the developed world, around a third of your peers will have no kids and about a third will have two kids. If that group is to hover just above the repopulation rate, the final third must have over four kids each.

Italian abortion data

Ashley Ahn:

Yun-Jeong Kim grew up imagining what her future family would look like — married with several kids, a nice home and a dog. But when the lease on her apartment in Seoul, South Korea, became too much to afford, she found herself somewhere she’d never imagined: 31 years old and living back at home with her younger brother and their parents.

Kim, a product designer and art instructor, calls her hopes of one day having children “just a fantasy” — especially now, when housing costs are soaring, the job market is oversaturated and marriage rates are plummeting.

“I can’t believe that [not having children] is the current situation in Korea,” she said. “But this is the reality.”

It’s a reality that has left the country with the lowest fertility rate in the world since 2013. Across South Korea, women are choosing to have fewer children — or none at all — as they contend with a rise in the cost of living that has hit young people disproportionately hard. At the same time, marriage rates are down more than 35%, according to the last 10 years of available data, as more South Koreans are increasingly prioritizing work over starting a family. 

In South Korea, the fertility rate — the average number of children born to a woman in her reproductive years — is now 0.78, according to figures released by the Korean government in February. It could be years before the country can reach the 2.1 rate that experts say is needed for a country to maintain a stable population without migration.

Choose life.

By LaTonya Goffney, Sonja Santelises and Iranetta Wright:

America is finally acknowledging a harsh truth: The way many schools teach children to read doesn’t work. Educators, and indeed families, are having a long overdue conversation about how one of the nation’s most widely used curricula, “Units of Study,” is deeply flawed — and where to go from here.

The problem became a mainstream topic of conversation after parents got a closer look at their children’s lessons over Zoom during the pandemic, and journalist Emily Hanford released a podcast exposing how schools and teachers were “Sold a Story.” 

As Hanford explained, “Units” was not crafted on the science of reading — or what research shows are the best ways to build literacy. Such research-based methods focus on developing content knowledge, an understanding of letter-sound and sound-spelling relationships, word recognition, and language comprehension and fluency. Multiple, rigorous studies over 40 years prove these are the most effective ways to teach reading.

Yet “Units” instead encourages children to “cue” their thinking by looking at pictures or other words on the page to figure out what they don’t know. This approach is wholly inadequate — it does not build knowledge and skills, is especially problematic for children with a limited vocabulary, and often amounts to little more than guessing. 

But the “Units” curriculum has been popular, championed by respected voices, and too few teachers know about or study the science of reading as part of their preparation programs and professional development. Many administrators have also assumed that instructional programs peddled to their districts have a solid research base and are supported by data.

“Well, it’s kind of too bad that we’ve got the smartest people at our universities, and yet we have to create a law to tell them how to teach.”

The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic”

My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our Disastrous Reading Results

2017: West High Reading Interventionist Teacher’s Remarks to the School Board on Madison’s Disastrous Reading Results 

Madison’s taxpayer supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

No When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?

Wall Street Journal:

Virginia Gov. Glenn Youngkin won election in 2021 in no small part on education policy, including a promise to ban critical race theory in schools. His first executive order instructed the Superintendent of Public Instruction to review curricula and end the use of “inherently divisive concepts, including Critical Race Theory.”

The Black Lives Matter at School organization promotes an annual “week of action,” which took place Feb. 6-10 this year. The VEA encouraged its members to participate and offered an instruction manual “to be used as a resource guide for advancing racial justice in Virginia’s schools,” as Taisha Steele, director of the Human and Civil Rights division at the VEA, wrote in a memo with the materials.

By “advancing racial justice,” she means following the highly politicized agenda of the Black Lives Matter (BLM) movement. The materials show this isn’t an attempt to teach black history as part of American history, or to fill in the gaps in black history that no doubt have existed in instruction in the past.

Richard Dawkins:

Not surprisingly, this adolescent virtue-signalling horrified New Zealand’s grown-up scientists and scholars. Seven of them wrote to the Listener magazine. Three who were fellows of the NZ Royal Society were threatened with an inquisitorial investigation. Two of these, including the distinguished medical scientist Garth Cooper, himself of Māori descent, resigned (the third unfortunately died). I was delighted to meet Professor Cooper for lunch, with others of the seven. His resignation letter cited the society’s failure to support science against its denigration as ‘a western European invention’. He was affronted, too, by a complaint (not endorsed by the NZRS) that ‘to insist Māori children learn to read is an act of colonisation’. Is there an implication here – condescending, if not downright racist – that ‘indigenous’ children need separate, special treatment?

Perhaps the most disagreeable aspect of this sorry affair is the climate of fear. We who don’t have a career to lose should speak out in defence of those who do. The magnificent seven are branded heretics by a nastily zealous new religion, a witch-hunt that recalls the false accusations against J.K. Rowling and Kathleen Stock. Professor Kendall Clements was removed from teaching evolution at the University of Auckland, after the School of Biological Sciences Putaiao Committee submitted the following recommendation: ‘We do not feel that either Kendall or Garth should be put in front of students as teachers. This is not safe for students…’ Not safe? Who are these cringing little wimps whose ‘safety’ requires protection against free speech? What on earth do they think a university is for?

Nate Joseph:

Over the years, I have on numerous occasions seen the claim that 95% of students can learn how to read proficiently, so long as they are provided adequate tier 1/2 instruction. Truthfully, it has always stuck out to me as a strange figure, for three reasons. First, most academic research does not typically use percentages in this sort of manner. Second, I often see this figure unaccompanied by a citation. And third, it seems low; I find it hard to believe that 5% of students just cannot learn how to read. That said, I have never really looked into the claim, because the general purpose of citing this figure seems to be to encourage evidence-based practices for reading instruction and this seems like a positive goal. That said, I recently saw some skepticism of the idea, based on the belief that the number is too high and that 95% of students cannot learn how to read. For this figure to have scientific validity, it would need experimental research demonstrating it to be true. Ideally, I would want to see multiple large scale studies, due to the universality of the claim. Intrigued by the discussion, I put out a public call on twitter asking if anyone had a citation for the figure. To my pleasant surprise, I was sent dozens of comments and direct messages, with links to studies and papers on the topic. 

Some of the citations I was sent were policy papers, by authors and institutions that used this claim. However, these papers were not experimental and usually cited popular Science of Reading books, not experimental research. There was also, interestingly, one research paper sent to me from the 1980s, that made the claim, but did not cite any evidence to support it. So it appears that this claim has been in circulation for a long time. The most common source listed for this claim seemed to be Louisa Moats, who has written about this rule on numerous occasions. However, she does not claim that 95% of students can reach grade level, based on just core instruction, but rather in totality. Louisa Moats cites 4 sources in support for this rule. In Kilpatrick’s book Essentials of Assessing, Preventing, and Overcoming Reading Difficulties; a 2009 paper by Lim, et al. on students with Down Syndrome; a 2005 paper by Mathes, et al, examining the rate of risk reduction for struggling reading, with intensive intervention instruction, and a literature review of risk reduction, by Joseph Torgersen. In my opinion, the last two citations provide some experimental evidence to support this claim.

The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic”

My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our Disastrous Reading Results

2017: West High Reading Interventionist Teacher’s Remarks to the School Board on Madison’s Disastrous Reading Results 

Madison’s taxpayer supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

No When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?

Ed Cumming ; Genevieve Holl-Allen and Benedict Smith

“Words matter,” begins the discreet notice, which sits at the bottom of the copyright page of Puffin’s latest editions of Roald Dahl’s books. “The wonderful words of Roald Dahl can transport you to different worlds and introduce you to the most marvellous characters. This book was written many years ago, and so we regularly review the language to ensure that it can continue to be enjoyed by all today.”…

Ed Cumming ; Genevieve Holl-Allen and Benedict Smith

“Words matter,” begins the discreet notice, which sits at the bottom of the copyright page of Puffin’s latest editions of Roald Dahl’s books. “The wonderful words of Roald Dahl can transport you to different worlds and introduce you to the most marvellous characters. This book was written many years ago, and so we regularly review the language to ensure that it can continue to be enjoyed by all today.”…

Ben Chapman:

Districts have lost track of thousands of students who left public schools since the pandemic began, and it is unclear how many of them are truant or unreported home-schoolers, according to a new study.

An analysis of enrollment data conducted by Stanford University in collaboration with the Associated Press found that there were no records last school year for more than 240,000 school-age children living in 21 states and the District of Columbia, which provided recent enrollment details.

Nationwide, public-school enrollment in kindergarten through grade 12 fell by roughly 1.2 million students between fall 2019 and fall 2021, according to the study’s analysis of Education Department data.

The study published this week sought to find out where students who left public schools went, and the degree to which changes in demographics and new schooling choices by families may account for the enrollment decline.

An estimated 26% of children who left public schools during the first two years of the pandemic switched to home-schools, the research found.

Private-school enrollment grew less, climbing 4% higher from the 2019-20 school year to the 2021-22 school year, while home-school enrollment jumped by 30%, according to the study by Thomas S. Dee, a Stanford University professor who specializes in the economics of education.

Talal Ansari:

Nearly 1,000 children separated from their parents at the U.S. border under the Trump administration’s zero-tolerance policy on illegal immigration haven’t been reunited, federal data shows, despite a multiyear effort to do so.

The federal program has reunited 600 migrant children with their parents, according to numbers released by the Department of Homeland Security on Thursday, the second anniversary of the establishment of the Family Reunification Task Force by President Biden soon after he assumed office.

Of the 998 children who remain separated from their families, 148 are in the process of being reunited, DHS said. The task force has also worked with nongovernmental organizations to inform 183 families of the opportunity to reunify.

“We understand that our critical work is not finished,” Secretary of Homeland Security Alejandro Mayorkas said in a statement Thursday.

Julie Jargon:

Seeing a child endure drama over group chats is enough to send parents lunging for their kid’s phone. After all, we have the skills to resolve disputes diplomatically, the words to make it all better. If only we could just…

Nope, don’t even think about it.

Writing texts as your child is a bad idea, and what’s more, texting in momspeak isn’t going to fool kids more accustomed to acronyms and emojis. It also isn’t going to teach kids how to resolve differences themselves, in their own words, as awkward as they might be.

When 13-year-old Hannah Yeatman wasn’t sure how to respond to some friend drama in a group chat, her mother, Lilly Yeatman, offered suggestions. Her wording didn’t fly with Hannah.

“If my mom had sent the message, she would have put in a bunch of punctuation,” says Hannah, a seventh-grader in Los Angeles. “We don’t really do that.”

Joanne Jacobs:

Jessica Bradshaw’s daughter — now a son — was diagnosed as on the autism spectrum, as well as with attention deficit hyperactivity disorder, PTSD and anxiety, the California mother told Baker. Her teenager “had struggled with loneliness during the pandemic” and “repeatedly changed his name and sexual orientation.” School officials had put her child “on a path the school wasn’t qualified to oversee,” rather than let the family decide what was best, Bradshaw said. She resents being made to feel like a bad parent.

. . . dozens of parents whose children have socially transitioned at school told The Times they felt villainized by educators who seemed to think that they — not the parents — knew what was best for their children. They insisted that educators should not intervene without notifying parents unless there is evidence of physical abuse at home. Although some didn’t want their children to transition at all, others said they were open to it, but felt schools forced the process to move too quickly, and that they couldn’t raise concerns without being cut out completely or having their home labeled “unsafe.”

Quinton Klabon:

The coronavirus pandemic was a 2-year catastrophe for children. Students suffered through virtual schooling, quarantined teachers, and emotional misery. Academic results, the lowest this century, still have not recovered.

After sending $860 million to help Wisconsin public schools manage through spring 2021, Congress sent a final $1.49 billion to get students back on track.

The goal? Do whatever it takes to catch kids up by September 2024.

The problem? No one knows how schools have directed it or not directed it…until now.

Madison’s $42M? Have a look.

The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic”

My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our Disastrous Reading Results

2017: West High Reading Interventionist Teacher’s Remarks to the School Board on Madison’s Disastrous Reading Results 

Madison’s taxpayer supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

No When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?

The Economist:

he job of a head teacher involves hiring teachers, disciplining pupils and placating parents. It does not normally include selling chickens. But that was one of several side-hustles run by Evermore Chakwizira, who until last year was the head of Chinyika High School in Goromonzi, 40km (25 miles) east of Harare, Zimbabwe’s capital. Since 2019 his school has sold hundreds of chicks a week at the local market. During the covid-19 pandemic, when children were at home, fluffy poults took up residence in the classrooms.

William Jacobson:

Before that, we spotlighted Providence (RI) teacher Ramona Bessinger. Our most recent post on October 8, 2022, gives the history of Bessinger’s struggles ever since she blew the whistle in a post at Legal Insurrection about the corrupting influences of a new radicalized and racialized curriculum at her middle school, Providence (RI) Schools Bow To Radical Mob, Remove Whistleblower Ramona Bessinger From Teaching Position.

Here’s a brief excerpt for those of you who are not familiar with Bessinger:

…We have covered Bessinger’s story from inception. In July 2021, then a middle school teacher, Bessinger blew the whistle at Legal Insurrection on a new radicalized and racialized curriculum that was creating racial tension in school, including turning students and staff against her because she is white….

Bessinger received national and international media attention:

Christine Smallwood:

One night, while searching in the woods for food, Frankenstein’s monster discovers a leather suitcase containing three books: The Sorrows of Young Werther, Plutarch’s Lives, and Paradise Lost. Goethe is a source of “astonishment” but also alienation; the monster can sympathize with the characters, but only to a point—their lives are so unlike his own. From Plutarch he learns about public virtue. It is Milton who expands his soul. Paradise Lost “moved every feeling of wonder and awe,” the monster says. As a created being, he identifies with Adam, but Satan is “the fitter emblem of my condition, for…when I viewed the bliss of my protectors, the bitter gall of envy rose within me.”

It may move us to wonder and awe that the monster is able to read Milton at all, let alone form a complex analysis. But fate took a hand in his education when, alone and wandering in the woods, he happened upon a cottage where two children were teaching French to a visitor. Listening and looking through the window, the monster became a pupil, too. “While I improved in speech,” he explains, “I also learned the science of letters.” He learned, in other words, how to read.

It’s possible that absent those lessons and with knowledge of the alphabet alone, the monster might have puzzled over Paradise Lost long enough to figure it out for himself. As Bruce McCandliss, a cognitive neuroscientist interviewed on the recent podcast Sold a Story, puts it, some people are just naturally good at “hearing all of the individual sounds within words.” In time, with enough exposure to text, “they start to make all of these connections”—decoding and pronouncing and mastering, by intuition and practice, the contradictory and exception-ridden rules of written English (the language Sold a Story concerns). As Milton might put it, with wandering steps and slow, they make their solitary way. In common parlance, they figure it out. But the phrase “science of letters” suggests that Frankenstein’s monster was more like a member of the greater majority, the 60 percent who, as Emily Hanford, an education reporter and the host of Sold a Story, explains, require “direct and explicit instruction” in phonics to learn to read.

Phonics, in the words of the reading researcher Reid Lyon, is “nothing more than a relationship between sound structure and a print structure.” It’s breaking down the word “cat” into a spoken hard k sound, followed by the short vowel a, and finally putting the tip of your tongue on the front roof of your mouth and letting go to make that little burst of t. Phonics teaches you how to handle consonants, long and short vowels, digraphs (sh, ch), diphthongs (ow, ou), and so on—and to smoothly blend phonetic units, repeating them like the characters on Sesame Street who push letters from one side of the screen to the other until a word is born and sense breaks through sound.

Pamela Snow:

Jane is impressed that her grandson is “sounding out words he did not know”. Wow indeed! That means her grandson has been taught the transferable skill of decoding – of lifting a previously unseen word off the page – and importantly “words he did not know”. This could either mean he had not seen them written down before, did not have them in his oral language vocabulary, or perhaps both – Jane did not specify and that’s fine, tweets have limited character lengths.

We can turn to two well-established theoretical frameworks and one more recent publication here to understand what is going on for Jane’s grandson, and for ten of thousands of other beginning readers.

The Simple View of Reading reminds us that reading comprehension (RC) is the product (not sum) of two connected processes: word identification/ decoding (D) and language comprehension (LC). It can be represented thus:

RC = D x LC

Because the operator in this formula is a multiplication sign, we are reminded that if the value on either side is zero, then the product will be zero. So, if Jane’s grandson had strong oral language skills but no decoding skills for those unfamiliar words, his reading comprehension score would be at or close to zero. (Children sometimes recognise a few key words from environmental print exposure in the pre-school years but cannot necessarily decode them if they see them in isolation or in a another context).

Martin Austermuhle:

The 13-member board that oversees the county school system has been embroiled in controversy in recent years, with Chair Juanita Miller and various board members trading accusations related to contracts and violations of board policies. An independent audit last year found problems on both sides, while separately the State Board of Education requested Miller’s removal from officeover allegations of misconduct. (Following that request, County Executive Angela Alsobrooks asked that Miller step aside.) Miller opted instead for a state disciplinary hearing, which concluded late last year.

A person who picked up the phone at the school board’s office said the body would have no comment on Goldson’s retirement announcement.

Goldson led Prince George’s County Public Schools during the COVID-19 pandemic, and requiring masking by staff and students longer than any other jurisdiction in Maryland. (The county was among the state’s hardest-hit by the virus.) Early in the pandemic’s shift to virtual learning, she published an op-ed in The Washington Post urging federal action to help students get online more easily. (More than half of the students in Prince George’s County Public Schools qualify as low-income.)

“Removing systematic barriers to education is a national emergency every day, but now the urgency is as great as ever before. In these trying times, we are already seeing what happens when we don’t answer the call when an alarm is sounded — or wait too long to act,” she wrote.

Goldson also urged Maryland lawmakers and officials to fully fund a sweeping bill to expand free pre-Kindergarten programs, increase pay for teachers, and speed the modernization of schools across the state.

Michael Swan:

In a prestigious medical journal, doctors from Toronto’s Hospital for Sick Children have laid out policies and procedures for administering medically assisted death to children, including scenarios where the parents would not be informed until after the child dies.

The article appears just three months before the Canadian Council of Academies is due to report to Parliament on the medical consensus about extending voluntary euthanasia in circumstances currently forbidden by law. The Canadian Council of Academies is specifically looking at extending so-called assisted dying to patients under 18, psychiatric patients and patients who have expressed a preference for euthanasia before they were rendered incapable by Alzheimer’s or some other disease.

The Sept. 21 paper written by Sick Kids doctors, administrators and ethicists was published in the British Medical Journal’s J Med Ethics and backed by the University of Toronto’s Joint Centre for Bioethics.

In a flowchart that outlines how a medically induced death would occur at Sick Kids, authors Carey DeMichelis, Randi Zlotnik Shaul and Adam Rapoport do not mention conversation with family or parents about how the child dies until after the death occurs in the “reflection period.”

Patient confidentiality governs the decision about whether or not to include parents in a decision about an assisted death, the authors said. If capable minors under the age of 18 stipulate they don’t want their parents involved, doctors and nurses must respect the patients’ wishes.

CNN:

“… showed the average number of children a South Korean woman will have in her lifetime is down to just 0.79. That is far below the 2.1 needed to maintain a stable population and low even compared to other developed countries where the rate is falling, such as the United States (1.6) and Japan – which at 1.3 reported its own lowest rate on record. And it spells trouble for a country with an aging population that faces a looming shortage of workers to support its pension system…. [M]ore than $200 billion has been spent trying to boost the population over the past 16 years…. A monthly allowance for parents with babies up to 1-year-old will increase from the current 300,000 won to 700,000 won ($230 to $540) in 2023 and to 1 million Korean won ($770) by 2024…. Government-funded nurseries are free…”

Kayley Fryre:

In all education, and life in general, there is nothing more important than writing. From writing school essays and reports to applying for a job, the ability to write well is essential. More than that, in recent years, with the emergence of texting and social media, writing has devolved to be much more casual and lighthearted. While casual writing is not necessarily bad, it harms writing as an art. The beauty of writing seems to be lost, along with great writers like Tolkien, Shakespeare, or Charles Dickens. By reading those classical works of literature, a student expands their vocabulary and writing style.

Part of this problem has to do with the media we consume, but another problem is public school’s approach to writing. In my experience, and those of my friends, schools have removed classic books from their curriculum, and with it, artistic, thoughtful writing. 

In my own life, I have seen the effect public schools have had on my writing capabilities, but only in hindsight. I now realize the forest I was trapped in, and how detrimental it was to my educational health. After all, as a kid, I read plenty on my own, so I never thought anything was wrong. However, my parents also saw it differently. They believed that school should teach children, instead of having children independently teach themselves, or worse, other students. So, they made a decision. 

Once my parents saw the problem of public-school education, they pulled me out and put me in a Classical Homeschool program. Classical curriculums have been around for thousands of years, and it focuses on “training your child’s mind” (homeschoolon.com, Classical Homeschooling Style: What is it and How Does it Work?) The classical curriculum has students read works of literature like the Odyssey, the legends of Beowulf and The Hobbit. Besides that, they study ancient history, Latin, as well as core classes. Learning Latin greatly expanded my knowledge of the English language and its structure. The classical curriculum is almost certainly the reason I enjoy writing and succeeded at it in school.

Peter Gray:

I have previously written much about the decline, over decades, in children’s freedom to play and explore independently of adults and how that has contributed to well-documented declines in children’s mental health, creative thinking, and internal locus of control(e.g., here, here, and here). Recently I came across a book that documents brilliantly how adults’ attitudes about children’s competence, duties, and responsibilities have changed over the past hundred years. I wish I had discovered it earlier, as it was published 11 years ago and would have been a great reference for some of my writings over the past decade. 

The book, entitled Adult Supervision Required, is by Markella Rutherford, an associate professor of sociology at Wellesley College. It is based primarily on her systematic qualitative analysis of 565 articles and advice columns about childrearing that appeared in popular magazines—especially in Parents and Good Housekeeping—from the early 20th century on into the early 21st century. Here, under separate headings, are four of her main conclusions.

1. Children’s public autonomy declined greatly.

If you are considerably younger than I, you might be amazed to read articles for parents written prior to the 1970s, in which the prevailing assumption is that children, even young ones, will spend much of their time outdoors away from adults. Here are three examples from Rutherford’s book:

• An article in Parents, in 1956, expressed approval of a mother’s decision to acquiesce to her 5-year-old’s desire to walk to school by himself, about four blocks from home. The article made it clear that a child old enough for kindergarten is old enough find his or her own way to and from school and can be trusted to make that trip without an adult. The article implicitly judged the child’s desire for such independence to be healthy and normal, something the parent should encourage.

RT Watson:

The more success the kids have found, the swankier the toys and outings have become. In one video, Vlad and Niki snub mom and the Range Rover she bedecked in fluffy pink boas for a ride in dad’s hot red Ferrari. In another video from this year, the “Kids Diana Show” hits the road, staying in a resort in Maldives where the kids and parents hop aboard a yellow submarine.

Videos feature lots of “oohs,” “aahs,” applause and minimal dialogue—which makes it easy to redub the YouTube posts, which are mostly in English, into other languages including Arabic, Spanish or Indonesian.

“Kids feel that Vlad and Niki are their friends,” says their mother, Victoria Vashketov, of her children, who are 9 and 7 years old, respectively.

Toy makers pay the young celebrities to play with their products. Rates can range anywhere from $75,000 to more than $300,000, according to a person familiar with such deals.

The YouTubers also have exclusive lines of playthings branded with their names and likenesses. There’s a caped Vlad action figure and palm-sized figurines of Diana’s entire family, which can be purchased at big U.S. retailers like Walmart and Target as well as in countries including Sweden and Mongolia, according to the channels’ representatives.

Matthew Ladner:

Emily Hanford’s podcast Sold a Story tells the disturbing tale of how schools have come to embrace patently absurd and ineffective methods for literacy instruction. I could summarize one such method, known as “three-cueing,” in one sentence: Teach children how to guess the meaning of a sentence rather than how to read it.

(You can listen to all six episodes of Sold a Story here.)

Despite the implausibility of this strategy – as well as multiple decades of neurological research confirming just how destructive these techniques are – it has a cult-like following among many public-school teachers. As EdWeek reported in 2020:

In 2019, anEdWeek Research Center survey found that 75 percent of K-2 and elementary special education teachers use the method to teach students how to read, and 65 percent of college of education professors teach it.

Episode 4 of Sold a Story, titled “The Superstar,” focuses on Lacey Robinson, an African-American girl in Dayton, Ohio, in the 1970s whose mother insisted she be retained in first grade so she could learn to read. Lacey’s second first-grade teacher taught her to decode words and then Lacey taught her grandmother to read. Inspired, Lacey years later became a teacher with a mission to teach children, especially Black children, how to read.

Lacey Robinson began her career at a Georgia public elementary school where her superiors quashed her efforts to establish a reading program. She moved to a suburban school, hoping to learn what children were offered there, so she could bring it back to inner-city schools.

Along the way, Robinson attended graduate school at Columbia Teacher College and went to work for Lucy Calkins, a leader in three-cueing training. Hanford includes videos in “The Superstar” of teachers fawning over Calkins that are obsequious enough to make 12-year-old Taylor Swift superfans blush.

Robinson found Calkins’ three-cueing system prevalent in suburban schools. got her suburban teaching job and found that Calkins three-cueing was prevalent. But she discovered that her affluent students’ ability to decode words was made possible because they had tutors.

The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic”

My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our Disastrous Reading Results

2017: West High Reading Interventionist Teacher’s Remarks to the School Board on Madison’s Disastrous Reading Results 

Madison’s taxpayer supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

No When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?