Rachel Schilke:

Parents Defending Education have filed an ethicscomplaint against Chicago Mayor Lori Lightfoot, calling emails sent encouraging students to volunteer for her reelection campaign as “political patronage.” 

Lightfoot confirmed on Thursday that a campaign staffer sent the emails to Chicago Public School teachers, stating that students would receive school credit in exchange for working 12 hours per week on the campaign. A later statement said the opportunity would provide children the chance to learn more about civic engagement and the mayor’s campaign. 

“We’re simply looking for enthusiastic, curious and hardworking young people eager to help Mayor Lightfoot win this spring,” the email read, according to photos of the email in the complaint.

Jason Riley:

Learning losses experienced by students during the pandemic, and especially by low-income minorities, have been attributed to an excess of remote schooling that was driven by union demands more than sound science. A study released last week by the U.S. Education Department offers reason to believe that policies being advanced by the equity crowd may be contributing to the challenge of getting our youngsters back up to speed academically.

According to an annual survey of school leaders conducted by the federal Institute for Education Sciences, schools saw a 56% increase in “classroom disruptions from student misconduct” compared with a typical school year before the pandemic. There’s also been a 49% rise in “rowdiness outside of the classroom,” in places such as cafeterias or hallways. Actual “physical attacks or fights between students” are up by one-third, and threats of the same have increased 36%.

Vijay Prasad:

 Dr. Michael Osterholm, director of the Center for Infectious Disease Research and Policy at the University of Minnesota, says: “It feels like it’s bad because hospitals are so understaffed, but this does not represent an outlier season.”

RSV, which is a standard childhood illness, also surged early, and it generally hits very young children and the elderly hardest. There are ongoing shortages both in terms of medicine, like Tylenol, and pediatric hospital beds. But the latter is less about the rising cases and more about the disappearance of pediatric services. Caring for children is not a major moneymaker for hospitals, and often earns less than adult hospitalization. Over the past two decades, as the Washington Post explained, there has been a major decline in pediatric beds nationally. The bottom line: we should be less afraid of RSV and more concerned about our broken ability to handle routine viral illness year to year.

Second, there is no avoiding respiratory viruses. With extreme, draconian measures, exposure to respiratory viruses can be delayed, but can never be averted. This is in contrast with, say,  our ability to avoid contaminated drinking water or sexually transmitted diseases. The difference is that human beings have to breathe every minute of every day. And, as humans are social creatures, most of that breathing will naturally be very close to other human beings.

“The piper must be paid at some point in nature; kids will get sick, and it has nothing to do with a more compromised immune system,” says Dr. Danuta Skowronski from the British Columbia Centre for Disease Control.

This point must be emphasized. It is natural, healthy, and necessary for young children to be exposed to many viruses. In order for children to build immunity to common pathogens—in order for them to develop a normally functioning immune system—they must have such exposure, which will sometimes make them sick.

And third, there is no evidence that the interventions purported to stop Covid-19, flu, and RSV will help. Before Covid-19, the evidence to support masking was thin. I co-authored a survey of masking trials that were done prior to the advent of Covid-19, examining whether masks stopped transmission of respiratory viruses. Fourteen of the 16 trials showed masks were ineffective at this. In other words, the pre-Covid evidence was clear that recommending masks for the average person was useless. This is likely one reason why Dr. Anthony Fauci, the CDC, the World Health Organization, and others initially advised against masking. 

Even worse, the evidence for masking young children for Covid-19, flu, and RSV viruses is entirely lacking.

Kaleem Caire:

Thank you CapTimes for printing my OpEd. Interestingly, in a conversation with the Wisconsin Department of Public Instruction yesterday, state officials told us that we are legally obligated to count our students who are enrolled and present on the day of the pupil count (tomorrow, Friday). This is state law. They also told us we “should keep the money”.

As a side note, see a second article that I posted in the comment below about this. Our counting or not counting our Scholars will not have an impact on MMSD. What will impact them and other districts more is if our Scholars enroll with them or not. So, why did One City Schools get singled out and why do people expect us to do what NONE of the 423 traditional public school districts or 60 independent public charter school districts in Wisconsin do? One word answer: Politics.

It’s funny how in my home town (Madison), I am personally and constantly expected to go above and beyond everyone else and work magic with a too little funding. MMSD will receive and spend $23,000 per student, on average from the state, federal government and local property taxes. One City will only receive approximately $13,000 per student from the state and federal government, and not one dime of local property tax money, even though we operate “public schools” that educate the public’s children. Tell me if that’s fair. I have to raise $9,000 per student (multiplied by 400+ students) from private philanthropy, foundations, corporations and people like you in order to operate our schools.

This is totally not fair.

Public school districts like MMSD, Middleton, etc also get to count our charter school students in their annual property tax levy if our Scholars reside within their districts, and keep that money.

They do not “transfer” this money to us…but this wasn’t mentioned in any of the press releases or articles other organizations wrote about us. Why not?

Why not point out that traditional public school districts get to keep thousands of dollars per child for students they don’t educate and are not enrolled in their schools? It’s very disingenuous and unfair, and is only meant to draw negative public attention to public charter schools and One City. It’s sad, very sad.

Independent public charter schools like One City are also expected to produce dramatic test score improvements annually when each year we enroll many new students who are two or more years behind academically. We also had to alter our entire school model just 18 months after opening our first charter (elementary) school after the pandemic arrived in March 2020. Thankfully, this school year, we have been able to shift back to our original school design and are enjoying doing our work with our Scholars the way we always intended.

This is how innovators in education who go against the status quo in Dane County and Madison are treated. We get questioned, ridiculed and smacked for trying to do something new, despite 90 percent of Black and 80 percent of Brown students failing miserably in our public schools – EVERY YEAR.

BUT YOU DON’T SEE MANY ANY HEADLINES about that, or about the BUT YOU DON’T SEE MANY ANY HEADLINES about that, or about the fact that just 35 PERCENT OF ALL third graders in Wisconsin, including students from all racial backgrounds, can read to learn by the end of 3rd grade. That’s all – 35%…..and just 8% of all Black third graders and 18% of all Latino third graders in Wisconin.

The $250,000 One City Schools might receive for our Scholars is more important than addressing the massive failure of thousands of our children in Madison, Dane County and our state?

Our priorities continue to be jacked up and off-base, people. Our chickens will come home to roost, and in many ways, they already are.

No, schools are not solely at fault for the failure of our children BUT One City focuses holistically on the family, community, students and their habits of character), and our educators and school at the same time. We have expectations and supports for everyone. We go at these challenges head on and are transparent about our challenges and results so we and others can learn from them.

One City Schools is an asset to Madison, Dane County and Wisconsin, and should be treated and supported this way. Who else is trying to tackle the challenges the way we are? Onward.

2011: a majority of the taxpayer funded Madison School Board aborts the proposed Madison Preparatory Academy IB Charter School in a 5-2 vote.

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?

Dizz Tate:

In 2020, after losing my waitressing job due to Covid, I became a teaching assistant at a secondary school in Birmingham. My role as a TA, as we’re known, was to provide support for students with special needs and those with English as a second language. There should have been three of us to cater for around 200 students, but for a third of the year, there was only me. Budget issues.

During the pandemic, TAs were not allowed to be in classrooms, where we are usually based. Instead I worked from a small room where, from 8am until home time, there was a constant carousel of door knocks: students who needed help with reading or maths, or who had no money for lunch, or whose uniform had ripped, or who felt anxious and needed a quiet place to sit. Often these students had a complex tangle of needs ranging from autism and anger management to low literacy.

Sometimes during the lockdowns, TAs were the only members of staff in schools, keeping them open for children who could not stay at home. I remember February 2021, when it snowed, and how relieved we were that there was enough snow for everyone to make a snowman in the playground. A natural and joyous delivery and, for once, enough supplies to go around.

Fuzzy Slippers:

Journalist Asra Q. Nomani has taken the lead in reporting the latest round of outrages perpetrated by Fairfax County public schools in Virginia. Virginia’s public schools are notorious for their woke racism and allegedly hiding instances of rape and sexual assault in their schools.

Nomani broke the story that top administrators at Thomas Jefferson High School for Science and Technology (TJ) allegedly have been hiding academic achievements from students and their parents because ‘equity.’

Nomani is now reporting that two more area school principals allegedly contacted parents via oddly identically-worded emails to inform them that their children had earned the national merit awards but had not been informed by the schools.

The abrupt change of heart appears to have been instigated by Virginia AG Jason Miyares’ announcement of an investigation into the controversy, including possible civil rights violations given that so many of the harmed students are Asian.

Alan Kamhi:

This prologue reiterates the case for the narrow view of reading as a solution to the persistently high levels of reading failure that occurs in our schools and provides a brief summary of the 5 response articles. Method: The arguments that support the narrow view of reading are presented and the respondents are introduced. Conclusion: Although the contributors to this clinical forum may have different views, we all are working toward a common goal: improving the literacy levels of children in our schools.

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?

Nader Issa

The student attended Northside College Prep, a selective enrollment school on Chicago’s Northwest Side, from 2019 until this past December, according to a report released Thursday by the CPS inspector general’s office.

Investigators found the student and her father violated the district’s residency rules by reporting that they lived in the basement of his cousin’s home in Chicago when the girl actually lived with her mother in suburban Lincolnwood, the report said.

Children who live outside Chicago are required to pay tens of thousands of dollars per year in non-resident tuition to attend the city’s taxpayer-funded schools. In this case, that added up to $56,337.13 for three school years and one semester.

“We have to look at these cases because every seat that is taken by a student who doesn’t reside in the district means that a student who does reside in the city of Chicago is deprived of the opportunity to go to one of these schools,” Inspector General Will Fletcher said in an interview.

“They’re highly competitive. And parents and families fight like hell to get their kids into some of these schools.”

Matthew Barakat:

Virginia Attorney General Jason Miyares is launching an investigation into one of the state’s most prestigious high schools, acting on complaints that students there weren’t properly recognized for their achievements on a standardized test.

Miyares said at a news conference Wednesday that his Office of Civil Rights is investigating the Thomas Jefferson High School for Science and Technology not only for its failure to timely notify students of a commendation they received in a scholarship competition, but also the school’s recently overhauled admissions policies.

The public high school commonly known as TJ is located in the Washington, D.C., suburb of Fairfax County and regularly ranks as one of the best in the country. Admission to the school is highly competitive, and parents map out strategies to gain entry for their children years in advance.

A majority of students are Asian American and for many years African American and Hispanic students have been woefully underrepresented. In 2020, the Fairfax County School Board dramatically overhauled the admissions process, scrapping a high-stakes standardized test and setting aside a certain number of seats on a geographic basis.

The changes prompted claims of discrimination against Asian Americans who had fared well under the old system, and a federal lawsuit challenging the new procedures is going through the appeals process.

THE YEAR WAS 2081, and everybody was finally equal. Kurt Vonnegut: Harrison Bergeron.

Jason Dougal:

Not one of these districts is growing. Some of them have lost more than 10 percent of their students since the pandemic started. Enrollment losses will be an enormous, ongoing challenge for many school systems across the U.S. post-pandemic.

“What we’re trying to do is just stop the bleeding,” said Jerry Almendarez, the superintendent of the Santa Ana Unified School District, south of Los Angeles.

It’s important to understand why enrollment loss is such a critical issue for these leaders. With every student who walks out the door, school funding leaves with them. The fixed costs of running their schools do not decrease proportionately.

This makes it difficult for these leaders to provide more opportunities, rigor and support for students at the precise time students need them the most. If we can’t reverse enrollment losses, the cost of running a school will become untenable. Schools will be forced to close or cut corners on quality; inequality will soar as parents with means find and fund alternatives to public schools — paying private school tuition or home schooling — while families who already struggle to get access to a quality school will be stuck in a flailing public education system.

If access and quality are compromised, it will risk our democratic foundations.

There are many reasons to see this as a real danger. Public school enrollment fell nearly 3 percent after the pandemic hit. Some children switched to private schools. Others started home schooling, which ballooned by 35 percent from before the pandemic in the 18 states that shared recent homeschooling data.

Sarah Mervosh:

But recently, he said, he has made strides, in part because of an unusual and sweeping high school literacy curriculum in Memphis.

The program focuses on expanding vocabulary and giving teenagers reading strategies — such as decoding words — that build upon fundamentals taught in elementary school. The curriculum is embedded not just in English, but also in math, science and social studies.

With his new tools, Roderick studied “I Have a Dream,” the speech by the Rev. Dr. Martin Luther King Jr. — no longer skipping unfamiliar words, but instead circling them to discern their meaning. And when scanning sports news on ESPN in his free time, he knew to break down bigger words, like the “re/negotia/tion” of a player’s contract.

The instruction “helped me understand,” said Roderick, 17, who is on the honor roll at Oakhaven High School and is preparing to take the ACT. (He and other students, interviewed with parental permission, are being identified by their first names to protect their privacy.)

The program in Memphis is an extension of a growing national movement to change the way younger children are taught to read, based on what has become known as “the science of reading.” And it is a sign of how sharply the pendulum has swung in the decades-long, contentious debate over reading instruction, moving away from a flexible “balanced literacy” approach that has put less emphasis on sounding out words, and toward more explicit, systematic teaching of phonics.

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?

Rachel Wolfe::

“I was like, ‘I’m trying!’ ” said Ms. Kaku, a 7th-grade teacher who had moved back home to Fresno, Calif., at the time. She agreed to the course, mostly because she didn’t want to waste her mom’s money.

Dating coaches say pandemic lockdowns and their long aftermath have raised parent worries that their grown children will stay single forever. That has led to a surge of interest from mothers and fathers splurging on premium dating-app subscriptions, relationship classes and one-on-one sessions with dating experts for their children, said relationship psychologist and dating coach Christie Kederian.

“Know if someone is the one for you in 5 dates!” according to an online advertisement for Dr. Kederian’s services. She consulted with Ms. Kaku and her advice was, first, to talk with her mother about maintaining personal boundaries, and, second, be more open-minded about potential partners.

A few months later, Ms. Kaku decided to take a chance on a Bumble profile she had previously passed over. It turned out to be a great match. Nobody is happier about the pair’s coming wedding than Ms. Kaku’s mother, who said she told her daughter, “See, it was totally worth the money.”

Scott Girard:

In her message to constituents, Gomez Schmidt listed a series of district accomplishments in her three years on the board, including navigating the pandemic, adopting new K-5 reading curriculums, investing in the “science of reading” and seeing the community approve a record referendum.

“I am grateful that this experience has challenged me in how I think about achievement, disparities, privilege, and opportunity,” she wrote, coming one day after a vote on standalone honors classes. “My sincere hope is that we can collectively find ways to continue to have necessary and challenging discussions with respect for one another. Our children deserve to see us model how to collaborate and build consensus to solve complex problems.”

Thanking her supporters for the opportunity to serve in the role, Gomez Schmidt also looked forward, writing that the district “must decide what we expect from, and for, our public schools,” which face “significant” challenges.

“Declining enrollment, disparities in achievement, staff recruitment and retention, needed investment in our aging facilities, and a clear, multi-year strategic plan are a few of these,” she wrote. “Yet we have a Governor dedicated to education, incredibly strong support for public schools in Madison and Fitchburg, and a developing vision for the future.

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?

Florian Sohnke:

Depravity, “rules for thee and not for me” and bullying culture appear systemic at Chicago’s most elite private school

‍What do Doug Sohn (Hot Doug’s), Carol Fox Flanigan (Co-Founder of the Lyric Opera of Chicago), William Wrigley (creator of the famed gum company), Lisa Madigan (Former Illinois Attorney General), Donny and Teddi Pritzker (children of current Governor J.B. Pritzker) all have in common? If you said they all attended the prestigious Latin School of Chicago, you would be correct!

Likely none of these famed alumni, with the exception of the Pritzker children who most recently attended the school, have any sense of what has become of their beloved alma mater.

Why even today, the Latin School of Chicago ranks as the third best high school in Illinois out of 142 private schools and nationally, number 141 out of 4,323 private high schools and only ranks below that of the famed University of Chicago Laboratory School as the top independent school in the Chicagoland region, according to Niche.com.

In short, Latin arguably remains the most elite school in the city of Chicago.

Yet nine months ago, 15-year old Nate Bronstein ended his life as a result of cruel and vicious cyberbullying from numerous classmates while attending the Latin School of Chicago. The child-perpetrators, a number of which were privileged children of families named in a lengthy lawsuit filed by the Bronstein family, allegedly have officially faced no consequences. And the former Latin School of Chicago Board Chairman David Koo continues to serve as the Board of Trustees Chair for the Shedd Aquarium. It remains unclear as to what David Koo’s role is in this story, but this will come out in the lawsuit.

Beyond the allegations surrounding Mr. Koo and other community members, not only have the kids involved in the matter not faced any consequences which anyone Chicago Contrarian spoke to is aware of, a “narrative” in the community has developed portraying Nate as troubled teen who struggled to form friendships at his “new school,” was prone to emotional outbursts and generally, “did not fit in” with the Latin culture. Of course all of these comments could not be further from the truth. By all accounts, and Chicago Contrarian has spoken with many parents close to the story, Nate presented as a typical teen with plenty of friends.

Fiona McCann:

The most terrifying podcast I listened to so far this year was not about the death of American democracy or even Jordan Peele’s new horror offering (though more of that at a later date). Rather, it was a podcast about reading.

Sold a Story, Emily Hanford’s new six-parter highlighting how American kids have been learning – or more accurately, not learning – to read for decades, is an investigation into why teachers, parents, and governments came to believe in a methodology that she says caused harm to a generation of children.

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?

Bee Wilson:

If there was​ one thing Maria Montessori hated, it was play. She also disapproved of toys, fairy tales and fantasy. This came as a surprise to me. I had the impression – from the hippyish reputation of modern Montessori schools – that the essence of the Montessori method was ‘learning through play’. Indeed, this is the way her philosophy is often summarised, including by her admirers. When you read her own words, however, you realise that the foundation of Montessori’s methods was a belief in work: effortful, concentrated, purposeful work. In her view, the work of children was more focused than the work of adults. Many adults were lazy, working only because they were paid to and doing as little as possible. But in her schools, she wrote, ‘we observe something strange: left to themselves, the children work ceaselessly … and after long and continuous activity, the children’s capacity for work does not appear to diminish but to improve.’ The fierce concentration Montessori observed in children had much in common with what the psychologist Mihaly Csikszentmihalyi called ‘flow’: the state of being completely absorbed in an activity for its own sake. More recently, some psychologists studying children on the ADHD and autistic spectrums have used the word ‘hyperfocus’. For Montessori, this phenomenon was something that all children were capable of, as creatures of God.

Montessori’s educational theory is both less playful than one might assume and, as Cristina de Stefano’s biography shows, more deeply rooted in Catholicism. She wrote that the task of education was to find in the child ‘the true spirit of man, the design of the Creator: the scientific and religious truth’. She often contrasted her own methods with those of the German education theorist Friedrich Froebel, who died in 1852 (Montessori was born in 1870). Froebel coined the word ‘Kindergarten’ in 1840 to describe preschool establishments where children would spend their days at play. He created a series of sets of objects called ‘play gifts’ (Spielgaben) suitable for children of different ages. For example, ‘gift one’ consisted of balls of coloured yarn and ‘gift three’ consisted of eight identical wooden cubes. Many of Froebel’s gifts were the same objects Montessori used in her schools. The difference was the meaning assigned to them. Froebel thought a child should be encouraged to arrange a set of toy bricks as if they were horses and a stable, and then to rearrange them as a church. To Montessori, such fancies could only result in ‘mental confusion’ and even ‘savagery’ on the part of the child. For her, a brick was a brick was a brick and it was liberating for a child not to have to pretend otherwise.

Aaron Sibarium:

So some audience members were shocked when Dr. Morissa Ladinsky, an associate professor of pediatrics at the University of Alabama at Birmingham, lauded a transgender teenager for committing suicide. 

In an address about “standing up for gender-affirming care,” Ladinsky eulogized Leelah Alcorn, an Ohio 17-year-old who, in Ladinsky’s words, “stepped boldly in front of a tractor trailer, ending her life,” in 2014, after leaving a suicide note that “went viral, literally around the world.” 

Ladinsky’s remarks were captured on video by a horrified onlooker, Oregon pediatrician Dr. Julia Mason, who expressed outrage on Twitter that Ladinsky was “glorifying suicide,” an act she described as “unprofessional and dangerous.”  

That isn’t just Mason’s opinion. Technically speaking, it is also the official stance of the AAP, whose website for parents, healthychildren.org, explicitly warns that “glorifying suicide” can have a “‘contagious’ effect” and inspire others to take their own lives.  

Reached for comment, Ladinsky expressed “regret” about her choice of words and said it was “never my intent” to glorify self-harm. 

But how did this esteemed doctor wind up telling a group of physicians that a teen had, as she put it, “boldly ended her life?”

In any large organization, some members are bound to hold fringe views. But Ladinsky, who has devoted her career in part to facilitating the gender transition of teenagers including by challenging state laws that restrict the kinds of treatment physicians can provide to them, is hardly an outlier at the AAP. And the AAP is an organization that matters a great deal.

Free Black Thought:

The purpose of this article and its associated downloadable Powerpoint is to make available, for parents, educators, and all who care about K-12 education, information about some of the potentially harmful ideas and practices around race that have become increasingly prevalent in K-12 education. For convenience, we call these new ideas and practices “DEI,” that is, “Diversity, Equity, and Inclusion.” Other terms you may have seen for roughly the same phenomenon include “Critical Race Theory (CRT),” “(critical) social justice,” “diversity work,” and “antiracism.” This is not to say that there are no constructive alternative-DEI / alternative-to-DEI frameworks out there. There are, and we discuss some in the final section. It is merely to say that the broad mainstream of the DEI industry, now asserting itself in classrooms everywhere, tends to evince some unsettling features. Some of these features are the subject of this post. 

In the following six sections, we explore six of these unsettling features of DEI as it manifests in K-12. A final coda offers some alternatives to traditional DEI that are worth exploring. This post is long. We hope, however, that you find it to be a useful resource. Each section is independent of the others and so may be consulted independently. You may click on a section number to jump to that section:

          1. "Oppressed vs. oppressor" framing

          2. "White supremacy culture" framing

          3. Segregating children by race or ethnicity in “affinity groups”

          4. Constructive vs. Critical/Liberated Ethnic Studies

          5. Lowering/eliminating standards in math education

          6. Misrepresentation of “Implicit Bias”

          Coda: For what may we hope? Alternatives to DEI

Kerry McDonald

We really couldn’t find what we were looking for. We tried several different schools,” added Funchess, who has a master’s degree in computer science and is a certified mathematics teacher. “We decided that if we can’t get the table, we’ll build the table.”

The result is Harper Academy, a mixed-age, K-12 microschool for children who benefit from a smaller school setting with a customized curriculum approach. The microschool currently has 14 students and two classroom teachers, along with Harper and Funchess who serve as administrators while continuing to do their consulting work. Indeed, it’s the consulting business that subsidizes the microschool and makes it more financially accessible to families.

Located in an inviting, home-like setting along a commercial strip, the microschool exudes warmth and happiness. The smiling children, most of whom have learning differences, learn at their own pace, with creative curriculum and state-of-the-art technology. In one language arts lesson, the teacher guided the older elementary and middle school-age children through an “escape the room” writing and critical thinking activity that blended Chromebooks and lively conversations. Meanwhile, a group of younger students in the adjacent classroom were enthusiastically working through a math lesson. They were allowed, and encouraged, to move their bodies as they listened to their teacher, rather than being told to sit still in their seats—something that is difficult for many young children and especially for children who may have an ADHD diagnosis, as many of these microschoolers do.

Funchess’s daughter is one of them. She struggled with ADHD and anxiety, and had been taking medications to treat these conditions. Since beginning Harper Academy over the summer, she no longer needs any medication. “A lot of it was because of her school settings,” said Funchess. “School was a big trigger for her. Here, we make them feel human. My daughter now says that when she’s here, she’s happy.” In addition to being happier, her daughter and the other microschooled children are also excelling academically through this more individualized educational approach.

Kerry McDonald:

The result is Harper Academy, a mixed-age, K-12 microschool for children who benefit from a smaller school setting with a customized curriculum approach. The microschool currently has 14 students and two classroom teachers, along with Harper and Funchess who serve as administrators while continuing to do their consulting work. Indeed, it’s the consulting business that subsidizes the microschool and makes it more financially accessible to families.

Located in an inviting, home-like setting along a commercial strip, the microschool exudes warmth and happiness. The smiling children, most of whom have learning differences, learn at their own pace, with creative curriculum and state-of-the-art technology. In one language arts lesson, the teacher guided the older elementary and middle school-age children through an “escape the room” writing and critical thinking activity that blended Chromebooks and lively conversations. Meanwhile, a group of younger students in the adjacent classroom were enthusiastically working through a math lesson. They were allowed, and encouraged, to move their bodies as they listened to their teacher, rather than being told to sit still in their seats—something that is difficult for many young children and especially for children who may have an ADHD diagnosis, as many of these microschoolers do.

Funchess’s daughter is one of them. She struggled with ADHD and anxiety, and had been taking medications to treat these conditions. Since beginning Harper Academy over the summer, she no longer needs any medication. “A lot of it was because of her school settings,” said Funchess. “School was a big trigger for her. Here, we make them feel human. My daughter now says that when she’s here, she’s happy.” In addition to being happier, her daughter and the other microschooled children are also excelling academically through this more individualized educational approach.

From their experience working in public schools as teachers and consultants, Harper and Funchess say that the educators working in conventional schools try their best and are often hamstrung by institutional constraints, such as rigid curriculum standards and frequent testing. “It’s not the people, it’s how the system was created,” said Harper. “Our philosophy is that we’re doing what’s best for each child, not an institution.”

Natalie Wexler:

In the debate over Emily Hanford’s podcast “Sold a Story,” two groups have been vocal: those who agree that teachers have been conned into believing most children learn to read without systematic phonics instruction; and those who, like the 58 educators who signed a letter to the editor of the Hechinger Report, respond that Hanford has “reduce[d] the teaching of reading to phonics.”

But there’s a third perspective that needs to be heard if all children are to become fully literate.

Related: Reading Matters: Read Hechinger’s reporting on literacy

I disagree with the contention that Hanford has reduced reading instruction to phonics. She’s acknowledged that comprehension is important. And she deserves enormous credit for revealing that standard instructional methods have left many children unable to decode words.

But I agree with the letter writers that there’smore to the story than Hanford’s podcasts cover. I just don’t think we agree on what that is.

Those who signed the letter ask for “stories of school districts and educators who have seen incredible success using comprehensive approaches to reading instruction.” Given that Lucy Calkins is one of the letter’s signatories, I suspect they mean approaches that include methods of teaching reading comprehension and writing that Calkins herself has long promoted. (Disclosure: The Hechinger Report is an independent unit of Teachers College, Columbia University, where Calkins and several other signatories to the letter serve as professors.)

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?

Lisa Buie:

Many families whose schools were closed in the early months of the COVID-19 pandemic or who erred on the side of caution about sending their children back to the classroom responded innovatively by forming learning pods – small groups of students led by a teacher or an educator guide.

Now that the crisis has passed, most students have returned to their traditional schools. But many of these innovative solutions have persevered, especially those serving Black families.

Black education leaders who discussed the issue at a recent forum agreed that these tiny private schools are now an established alternative to traditional schools, which they say have failed their children.

Among six participants in a webinar sponsored by the Center on Reinventing Public Education – a group studying the role of learning pods – was Robert S. Harvey, former superintendent of a charter school network in East Harlem, New York, and now president of FoodCorps, a nonprofit dedicated to child nutrition.

Ed Treleven:

Remington’s Nov. 23 decision does not directly address the merits of the policy but spends a great number of its 33 pages discussing what is considered legal standing, as expressed in recent state and federal court decisions.

Ignoring Doe’s lack of standing, Remington wrote, would be ignoring his own “limited and modest role in constitutional governance” and telling people he knows what’s best for them.

Remington wrote that while he doesn’t doubt her “genuine motive and keen interest in this case,” she is someone who was brought into the case to “invoke a court ruling upon” the matter. Many parents could believe, he wrote, that they or their children will be harmed by the policy, but they’re not part of the case.

“That is not to say that Jane Doe’s claims are not important — they just are equally important to every other member of the public who also disapproves of their local school board,” Remington wrote. “That our Constitution does not allow this court to take a side may leave the parties unsatisfied.”

Scott Girard:

The Wisconsin Institute for Law and Liberty has appealed the dismissal of its 2020 lawsuit over Madison Metropolitan School District gender identity guidance.

On Nov. 23, Dane County Circuit Court Judge Frank Remington dismissed the lawsuit, citing a lack of standing for the sole remaining petitioner, Jane Doe 4. The anonymous complainant is one of 14 original parties on the lawsuit — the rest have left amid two years of appeals and arguments over the process for the lawsuit.

“(Jane Doe 4) does not predict or anticipate she will be harmed, but she nevertheless seeks a declaratory judgment that a transgender student policy of the Madison Metropolitan School District violates her constitutional right to parent,” Remington wrote. “Because she presents no evidence that she predicts, anticipates, or will actually suffer any individual harm, Jane Doe has no standing and her Complaint must be dismissed.”

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?

Melissa Korn:

Though many university administrators earn high salaries, they still often submit aid forms so their children can be considered for merit scholarships, or if they have multiple children in school simultaneously.

University of Utah President Taylor Randall filled out the Fafsa for his four children, though in one case his daughter only reminded him about the deadline at the last minute—when he was traveling.

“It’s 11:30 at night. I’m like, ‘Oh my gosh, I haven’t done this in a few years!’” Dr. Randall recalls. “I’m in a hotel room trying to get someone to grab my tax returns.”

As vice president for enrollment management at Bentley University in Massachusetts, Carolina Figueroa would grow concerned when parents went overboard with prep. She saw little need for hiring private college counselors, or signing children up for multiple SAT test dates.

Then, guiding her teen EJ toward college, she observed the frenzy among her own peers. “It was hard not to get caught up in it,” she recalls. She wondered: “Am I making a mistake?”

Ms. Figueroa did give in to temptation when it came to deploying her baloney detector. Some colleges “mentioned nonexistent rankings to make themselves sound more prestigious,” she says. “I would find myself on the phone fact-checking claims.”

Claire Anderson:

Reynolds provided further advice in her comments to The College Fix on where to meet that lifetime partner.

“Do interesting activities,” Reynolds wrote to The Fix. “College campuses have interesting clubs and events that are hard to find or make time for later in life.”

She suggested activities such as “ballroom dancing classes, attend[ing] student debates [or] enter[ing] the trivia competition with a team.”

Reynolds told The Fix that whether you meet your spouse or not in those scenarios, “you will undoubtedly make interesting friends.” And she said those relationships may later on in life be an avenue for meeting a spouse.

The current debate over student loans is also part of the equation, Reynolds told The Fix.

She believes that partially the student loan crisis has been made worse by “the notion that you’ll have a decade in your career before settling down and welcoming children.”

Anda Heyl:

School closures due to the COVID-19 pandemic affected learning to varying degrees in different countries. A new study sheds light on what this learning loss will mean for countries’ human capital in the decades to come.

Education is a human right and ensuring access to quality education for all is the fourth Sustainable Development Goal (SDG4) set by the United Nations General Assembly. While there is evidence that more children and youth worldwide have access to education, according to some indicators, the quality is in decline when looking at acquired skills such as literacy or numeracy.

Deeper research into the level of education and acquired skills is crucial to see how recent trends, such as school closures in the COVID-19 pandemic affect the workforce. A new study published in PLOS ONEprojected adult skills until 2050 while measuring the effect of pandemic school closures on these skills.

“Projecting human capital—in other words the economic value of a person’s experience and skills—gives us insight into the future status of societies, particularly the workforce, whose skills are essential for jobs contributing to economic growth and development outlooks,” explains Claudia Reiter, a researcher in the IIASA Social Cohesion, Health, and Wellbeing Research Group and a coauthor of the study. “It also influences people’s capacity to innovate in view of the many challenges to be faced in the future, such as climate change.”

The study uses the Skills in Literacy Adjusted Mean Years of Schooling (SLAMYS) indicator, which combines the lengths of schooling with a factor based on adult literacy test scores. The researchers applied the measure for the working age population in 45 countries and looked at five-year intervals until 2050 under various population scenarios, integrating COVID-19 school closures in the models.

Posted at the Hechinger Report:

Re “A company has made millions selling books on reading instruction rooted in bad science” (Nov. 10, 2022)

We are educators who have devoted our lives to the cause of helping children read and write with power. We’re dismayed that at this moment in our history, when all of us should be banding together to support literacy education, the podcast “Sold a Story” fans divisiveness, creating a false sense that there is a war going on between those who believe in phonics and those who do not. Systematic phonics instruction is essential. That is a settled issue. And essential, too, is comprehension strategy instruction, knowledge building, vocabulary acquisition, language development, writing process, culturally responsive teaching, emotional well-being and attention to educational equity.

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?

Scott Girard:

MMSD had its strongest ratings in the growth and on-track to graduation priority areas, though both were down slightly from last year’s scores. In growth, the district received a 73.6 out of 100, while it scored 77 out of 100 for on-track to graduation.

In the other two priority areas, MMSD scored a 57 on achievement and 58 on target group outcomes. Both, again, were a slight drop from the previous report card.

MMSD spokesperson Tim LeMonds wrote in an email that the district did not plan to make a statement on the report cards.

Overall scores for schools and districts can fall into five rating categories: significantly exceeds expectations (83-100), exceeds expectations (70-82.9), meets expectations (58-69.9), meets few expectations (48-57.9) and fails to meet expectations (0-47.9).

Earlier this year, Republicans passed a bill to require DPI to return its report card scoring formula to the one used in 2018-19 and force the department to use the public rules process to adjust the formula rather than make any changes itself. It would have restricted DPI from giving greater weight to measures of growth in student achievement than measures of actual achievement in determining a district’s or school’s overall score on the report cards.

Gov. Tony Evers vetoed the bill.

On a call with reporters Tuesday, DPI accountability office staff explained that the changes to the formula that went into effect last year helped soften sometimes large fluctuations in small student groups that “weren’t true school or district changes.”

Office of Educational Accountability assistant director Sam Bohrod said the work began prior to the pandemic and they believe it’s a “more useful tool” for districts and schools to identify where they are in helping their lowest performing students.

Rory Linane:

They reiterated their plan for recovery, including more funding for special education, mental health and general school costs.

“We know that obviously the stressors of the past few years have exacerbated a lot of problems but we also know that mental health for children in Wisconsin, and far beyond Wisconsin, has really been at a significant problem level for far too long,” said Abigail Swetz, communications director for DPI.

DPI provided report card scores for 1,920 public schools and 163 private schools — a minority fraction of the state’s private schools. Private schools are given report cards only if they receive tax-funded vouchers and have a large enough student population.

See scores for all types of schools below.

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?

Jay Caspian Kang:

There’s a thoroughly unsympathetic but deeply felt crisis that hits the grown children of upwardly mobile immigrants. These second-generation strivers—who are largely assimilated, educated in the U.S., and often ostensibly liberal—have children of their own, and, when faced with the more lax customs of their neighbors, start to wonder if their parents, who forced them into all sorts of academic labor, might have been right all along. I call this population the Amy Chua Silent Majority, after the infamous author of “Battle Hymn of the Tiger Mother.” Despite the association with Asian American tropes, members of the A.C.S.M. are actually quite ethnically diverse. I’ve met Russians, West Africans, West Indians, Central Americans, and South Asians who belong to this group. They squirm every time they hear about “play-based learning.” They collectively roll their eyes at the idea of homework bans. They wonder if it’s really necessary to let kids just be kids.

Their—our—discomfort is nothing new. The anxieties of immigrant populations have shaped American education for more than a century. The establishment of Catholic schools in the U.S., for instance, came from successive waves of immigrants who felt anxious about the public-school system. In the mid-nineteenth and early twentieth centuries, Catholics from Europe migrated into East Coast cities, and their children attended “common schools” founded on Protestant norms that didn’t look particularly fondly on the newcomers. Catholic schools were created, in large part, to allow the children of these immigrants to retain their culture and take classes taught in French, German, or Italian.

The influence of parochial schools grew until 1964, when a full twelve per cent of America’s K-12 students were enrolled in Catholic institutions. But, as Irish and Italian families began to move to the suburbs and into public schools in the latter half of the sixties, a new group of immigrants from Asia, South America, and the Caribbean came in to take their place. Toward the end of the twentieth century, the Catholic school increasingly became something of a middle ground between the public-school system and expensive private schools, and less of a cultural or religious institution. “For immigrant families that have arrived recently,” Vivian Louie and Jennifer Holdaway wrote in a 2009 paper, “religion seems to be more or less irrelevant to the decision to send their children to Catholic school. Instead, like many native Blacks and Latinos, these families chose Catholic schools to avoid what they see as a seriously deficient public school system.”

Jessica Winter:

The 2022 midterm elections offered many snapshots of the contemporary school wars, but one might start with the race for Superintendent of Education in South Carolina, a state that languishes near the bottom of national education rankings and that’s suffering from a major teacher shortage. Lisa Ellis, the Democratic candidate, has twenty-two years of teaching experience and is the founder of a nonprofit organization that focusses on raising teacher pay, lowering classroom sizes, and increasing mental-health resources in schools. Her Republican opponent, Ellen Weaver, who has no teaching experience, is the leader of a conservative think tank that advocates for “education freedom” in the form of more public funding for charter schools, private-school vouchers, homeschooling, and micro-schools. “Choice is truly, as Condi Rice says, the great civil-rights issue of our time,” Weaver stated in a debate with Ellis last week. In the same debate, Ellis argued that South Carolina does not have a teacher shortage, per se; rather, it has an understandable lack of qualified teachers who are willing to work for low pay in overcrowded classrooms, in an increasingly divisive political environment—a dilemma that is depressingly familiar across the country. Ellis also stressed that South Carolina has fallen short of its own public-school-funding formula since 2008, leaving schools billions of dollars in the hole. Weaver countered that the state could easily persuade non-teachers to teach, so long as they had some relevant “subject-matter expertise,” and warned against “throwing money at problems.” The salary floor for a public-school teacher in South Carolina is forty thousand dollars.

In short, the two people vying to run South Carolina’s public schools were an advocate for public schools, and—in her policy positions, if not in her overt messaging—an opponent of public schools. The latter won, and it wasn’t even close: as of this writing, Weaver has fifty-five per cent of the vote to Ellis’s forty-three. Weaver didn’t win on her own, of course—her supporters included Cleta Mitchell, the conservative activist and attorney who aided Donald Trump in his attempt to overthrow the 2020 election results; the founding chairman of Palmetto Promise, Jim DeMint, a former South Carolina senator who once opined that gay people and single mothers should not be permitted to teach in public schools; and Jeff Yass, a powerful donator to education PACs—at least one of which has funnelled money to Weaver’s campaign—and the richest man in Pennsylvania. (Yass, as ProPublica has reported, is also “a longtime financial patron” of a Pennsylvania state senator, Anthony Williams, who helped create “a pair of tax credits that allow companies to slash their state tax bills if they give money to private and charter schools.”)

Weaver borrowed the sloganeering and buzzwords of right-wing activist groups, such as the 1776 Project and Moms for Liberty—which, as my colleague Paige Williams recently reported, have turned public schools into the national stage of a manufactured culture war over critical race theory (C.R.T.), L.G.B.T.Q. classroom materials, the sexual “grooming” of children, and other vehicles of “woke leftist” indoctrination, as well as lingering resentment over COVID-19 lockdowns. During the debate, Weaver railed against C.R.T. and the “pornography” supposedly proliferating in schools, and associated Ellis with a “far-left, union-driven agenda.” (Incidentally, South Carolina’s public employees are prohibited from engaging in collective bargaining.) “They believe in pronoun politics. They believe parents are domestic terrorists, much like Merrick Garland,” Weaver said. (Weaver may have been referring to an incident in May, 2021, when Ellis’s nonprofit cancelled a protest after it “received harassing and threatening messages from groups with extreme views about masking,” including death threats.) “These are people,” Weaver went on, “who are out of touch with the mainstream of South Carolina values, and these are the people who my opponent calls friends.” Ellis maintained that those who profess to be hunting down proponents of C.R.T. in schools are “chasing ghosts.”

Robert Epstein:

We have so far preserved more than 1.9 million “ephemeral experiences” – exposure to short-lived content that impacts people and then disappears, leaving no trace – that Google and other companies are able to use to shift opinions and voting preferences, and we expect to have captured more than 2.5 million by Election Day. 

In emails leaked from Google to The Wall Street Journal in 2018, Googlers (that’s what they call themselves) discussed how they might be able to use “ephemeral experiences” to change people’s views about Trump’s travel ban. The company later denied that this plan was ever implemented, but leaked content (including multiple blacklists) and startling revelations by Tristan Harris, Zach Vorhies, and other whistleblowers show that Google is indeed out to remake the world in its own image. As the company’s CFO, Ruth Porat, said in a November 11th, 2016 video that leaked in 2018, “we will use the great strength and resources and reach we have” to advance Google’s values.

Since early 2016, my team has been developing and improving Neilsen-type monitoring systems that allow us to do to Google-and-the-Gang what they do to us and our children 24/7: to track their activity, and, specifically, to preserve that very dangerous and persuasive ephemeral content.

Since 2013, I have been conducting rigorous controlled experiments to quantify how persuasive that kind of content can be. I’ve so far identified about a dozen new forms of online manipulation that make use of ephemeral experiences, and nearly all these techniques are controlled exclusively by Google and, to a lesser extent, other tech companies. 

These new forms of influence are stunning in their impact. Search results that favor one candidate (in other words, that lead people who click on high-ranking results to web pages that glorify that candidate) can shift the voting preferences of undecided voters by up to 80 percent in some demographic groups after a single search. Carefully crafted search suggestions that flash at you while you are typing a search term can turn a 50/50 split among undecided voters into a 90/10 split with no one knowing they have been manipulated. A single question-and-answer interaction on a digital personal assistant can shift the voting preferences of undecided voters by more than 40 percent.

The reading ape:

‘Once you learn to read you will be forever free,’ is the quotation by Frederick Douglass (2017, p1) that adorns numerous primary school libraries across England and who would disagree? With 25% of young offenders having reading skills below that of the average seven-year-old and 60% of the prison population having literacy difficulties (Clark and Dugdale, 2008) the assertion might have more accurately quoted that an inability to read will ensure that you may be forever incarcerated.

Certainly the list of ills associated with poor literacy skills make for uncomfortable reading: lower income; greater likelihood of unemployment; lower self-esteem; greater likelihood of school exclusion; greater likelihood of depression; lower levels of trust in others and greater likelihood of feeling unsafe (Literacy Foundation, 2017). It would seem that Kofi Annan’s proclamation that ‘Literacy is a bridge from misery to hope’ (un.com, 1997) has a resounding toll of veracity. And yet the very group within society with the greatest power to address this social and economic debility; the group explicitly trained to challenge it and charged with overcoming it, is the very group most resistant to adopting the means to do so.

Humanity’s ability to communicate through language has developed over an evolutionary period of many hundreds of thousands of years and the ability to communicate through speech is a developmental skill that is biologically primary knowledge (Geary, 2007) and thus developed and absorbed by maturing humans with no need for didactic instruction. Writing on the other hand (and by implication reading) first developed in the ‘fertile crescent’ in the fifth milenium BC with symbolic characters and marks representing words until the revolutionary advance of the Phoenician alphabet in the second millennium BC (Dahaene, 2014). With sounds being represented by letters and groups of letters, literary communication was not now the preserve of a small group of educational elite but was available to anyone who could learn those phoneme/grapheme correspondences. However, the brain has not evolved to read: writing has evolved to the constraints of the human brain (Dehaene, 2014). Written communication is thus biologically secondary knowledge and has to be taught; it cannot be naturally absorbed (Geary, 2007).

Florian Sohnke:

Yet nine months ago, 15-year old Nate Bronstein ended his life as a result of cruel and vicious cyberbullying from numerous classmates while attending the Latin School of Chicago. The child-perpetrators, a number of which were privileged children of families named in a lengthy lawsuit filed by the Bronstein family, allegedly have officially faced no consequences. And the former Latin School of Chicago Board Chairman David Koo continues to serve as the Board of Trustees Chair for the Shedd Aquarium. It remains unclear as to what David Koo’s role is in this story, but this will come out in the lawsuit.

Beyond the allegations surrounding Mr. Koo and other community members, not only have the kids involved in the matter not faced any consequences which anyone Chicago Contrarian spoke to is aware of, a “narrative” in the community has developed portraying Nate as troubled teen who struggled to form friendships at his “new school,” was prone to emotional outbursts and generally, “did not fit in” with the Latin culture. Of course all of these comments could not be further from the truth. By all accounts, and Chicago Contrarian has spoken with many parents close to the story, Nate presented as a typical teen with plenty of friends.

Nate, Contrarian is told, cracked a lot of jokes and loved to make his friends laugh. In fact, Nate loved sports and often talked about his future. Nate was empathetic, kind, some would say even a mensch (a person with integrity and honor). Nate played basketball at Oz Park and his friends at Francis Parker, his former school, were thrilled to hear that Nate would return to school for the second semester. Regrettably, Nate’s friends never got the chance to welcome him back.

Wall Street Journal:

Ms. Whitmer says children were out of classrooms only three months, but she may be suffering from her own math deficit. Many of the districts that stayed closed the longest, including Ann Arbor, Lansing, Kalamazoo and Detroit, have large minority populations. During the 2020-2021 school year, Ann Arbor offered in-person instruction a mere 11.4% of the time, according to data-analytics company Burbio, which tracked school shutdowns. Lansing was closed more than Ann Arbor, and in Kalamazoo students learned via Zoom all year.

A study by Michigan State University’s Education Policy Innovation Collaborative found that “students in districts that did not offer in-person instruction at any time during the 2020-21 school year were the least likely to achieve a typical year’s growth and the most likely to demonstrate no growth in either year, though performance gaps shrunk substantially once most districts returned to in-person learning in 2021-22. Improvements in growth outcomes between 2020-21 to 2021-22 were consistently larger for students who received in-person instruction in 2021-22.”

In 2022 only 32% of all Michigan fourth graders were proficient in math while 71% achieved only “basic.” The reading numbers were even worse, with 58% of fourth graders at or above basic and only 28% proficient. 

Many states closed schools out of caution at the beginning of the pandemic and test scores fell nationwide. But Michigan schools didn’t reopen for longer than many places, and Gov. Whitmer opposed a plan that would have made it a priority to open schools for K-5 students. According to the Mackinac Center for Public Policy, by September 2020 only 460,000 public school students (about 35% of the total school population) had a chance to return to classroom learning full time while the rest were stuck with online or hybrid instruction.

Joanna Williams

Education has rarely been a major electoral issue in the US. Yet as we approach November’s Midterms, the state of the nation’s schools now follows closely behind the economy and crime among voters’ key concerns. And parents are worried about far more than falling academic standards. They are angry that teachers are using the classroom to promote their own narrow political views. 

Parents opposed to woke indoctrination in schools are organising. They may even prove to be a decisive force in the elections. Parents Unite, set up by New England mothers Ashley Jacobs and Jean Egan, is one of many groups to have emerged in the past couple of years. It brings together parents, teachers and academics concerned with what children are being taught in America’s independent schools. Having grown quickly, the group held its second annual conference in Boston last week, which I was invited to attend. What became clear from listening to the stories of parents was a growing sense of anger that children are being corralled into uncritically accepting highly contested and political ideas. This is an experience common to every type of school, public and independent alike, across the US.

Many of the parents I spoke to talked about lockdown and ‘Zoom school’ as having been pivotal in making them more aware of what their children were being taught. They say they witnessed lessons that push children to see America as a uniquely sinful country, forged solely out of racial discrimination. Parents say that this stepped up a notch in the aftermath of George Floyd’s death in the summer of 2020, when suddenly a great deal of the school day was taken up by Black Lives Matter activism. A similar story emerges in relation to teaching about sex and gender. Parents are unhappy at the prospect of sending their daughter to school, only for her to return home questioning whether she might actually be a boy. In addition, there is concern that sex education introduces children to provocative and hyper-sexualised content at far too young an age.

Kristen Griffith:

There are four contested races on the fall ballot, while three candidates are running unopposed. Meanwhile, the terms of four appointed members on the 11-member board are expiring later this year; their replacements will be appointed by the next governor, likely in January. Early voting has started and Election Day is Nov. 8.

Among the conservative contenders, none has drawn as much attention as Maggie Litz Domanowski, a mother of three children now enrolled in county schools whose past social media comments have come under scrutiny. She is running in council District 3 against retired educator Diane Jean Young.

Former state Sen. Jim Brochin recently endorsed Young, citing her experience as an educator and her volunteer work as a court appointed special advocate in Baltimore County. He also accused Domanowski of backing Republican gubernatorial nominee Dan Cox, who claimed falsely that the 2020 election was stolen from former President Donald Trump. Anyone who aligns with Cox “is a nonstarter and should not be part of any part of leadership,” Brochin said.

Domanowski did not answer a question from The Banner about whether she supports Cox, but did say she will work with and support whoever becomes the next governor.

As a senator, Brochin passed a bill that allowed board members to be elected instead of exclusively appointed. He described himself as a “very conservative Democrat” who voted with Republicans 40% of the time in the state Senate. He said Young’s more than two decades working in the Baltimore City and county school systems make her particularly qualified to serve on the board.

Domanowski has been endorsed by two Republican County Council members seeking reelection, Wade Kach and David Marks; state Del. Kathy Szeliga, who represents Baltimore and Harford counties; and U.S. Rep. Andy Harris, a social conservative who represents Maryland’s 1st District and is running for a seventh term.

Aaron Kheriaty:

CLEAR isn’t the only enterprise working at the intersection of biometric and digital authentication. Plans for digital IDs have been in the works for several years, but they gained traction during the pandemic. ID2020 is a nonprofit alliance founded in 2016 with seed money from Microsoft, Accenture, PricewaterhouseCoopers, the Rockefeller Foundation, Cisco, and Gavi (a vaccine alliance founded by the Gates Foundation). The stated mission of ID2020 is to provide digital identities for all people worldwide by 2030. Digital IDs will be tied to fingerprints and other biometric data like iris scans, demographic information, medical records, data on education, travel, financial transactions, and bank accounts.

Almost two years before Covid, ID2020 published an article titled “Immunization: An Entry Point of Digital Identity.” It argued that “immunization poses a huge opportunity to scale digital identity.” The article noted cumbersome inefficiencies with paper immunization records and delineated how health challenges in developing nations could be leveraged as the pretext for implementing digital IDs. The year before, Seth Berkeley, CEO of Gavi, published a piece in Nature making the same argument: To achieve 100 percent vaccination rates in underdeveloped nations, we need digital IDs. Gavi has promoted the same message at gatherings of the World Economic Forum in Davos.

The ID2020 article attempted to frame the benefits of this system as follows: “Because immunization is conducted in infancy, providing children with a digital child health card would give them a unique, portable digital identity early in life.” It goes on to explain that “as children grow, their digital child health card can be used to access secondary services, such as primary school, or ease the process of obtaining alternative credentials. Effectively, the child health card becomes the first step in establishing a legal, broadly recognized identity.”

This may at first glance sound sensible. But consider: If an impoverished family doesn’t accept the health NGO’s preferred interventions for its children, these children may not be provided any other opportunity to establish a “legal, broadly recognized identity” necessary to access things like primary school. In other words, you are literally nobody until you are vaccinated.

:

Now several new and thoughtful books are asking whether it is fair that ostensibly meritocratic societies have handed such extensive power to a small clutch of academic institutions. Though each comes at the question differently, they all conclude that the winner take all approach to tertiary education must change.

Evan Mandery, author of Poison Ivy, focuses primarily on class. A contemporary of mine at Harvard, he now teaches at John Jay College within the publicly funded City University of New York, which gives him insight to both America’s elite and its striving lower and middle classes. His book attempts to demolish claims by the most prestigious US schools that they dedicate their tax breaks, gigantic endowments and selective admissions for the greater good.

He marshals statistics and personal stories to show that the top schools mostly educate rich people and steer them into lucrative careers that equip them to send their children and donations back to their alma maters. Sixty-three per cent of Harvard’s 2020 graduates went into finance, consulting or technology, he reports. By contrast, about 60 per cent of John Jay students work for the government or a not-for-profit organisation. “Elite colleges are exceptionally good at keeping rich kids rich,” writes Mandery.

While the few poor students who attend rich colleges see an increase in social mobility, the impact is small. Three CUNY colleges lead the nation in economic mobility: at least 10 per cent of graduates move from the lowest quintile in income to the top quintile; Harvard and Princeton fail to crack 2 per cent.

Robert Zimmerman:

First we Sandra Hernden in Michigan. When her autistic child’s grade scores plummeted because he could not handle remote learning during the Wuhan panic, she began to raise the issue repeatedly with the Chippewa Valley School Board in Michigan, trying to show them that there was no scientific reason to isolate little kids, and that such remote learning policies were very detrimental not only to her son, but all the children in the schools.

The board not only refused to listen, it responded vindictively,so viciously in fact that Hernden as since filed a lawsuit [pdf]. First, the board’s secretary, Elizabeth Pyden, wrote Herndon’s work supervisor, accusing Herndon of expressing “anger, disrespect, and veiled racism.” This immediately caused an investigation to be mounted against Herndon which could have resulted in her losing her job.

Herndon by the way is a police officer. Her supervisors reviewed the evidence and cleared her. They understood that, according to the first amendment, they had no right to silence her, and the board’s attempt to use its power to punish her was actually illegal.

Since Herndon refused to back down, the school board’s president, Frank Bednard, decided to take more serious action. He wrote the Department of Justice, essentially making a criminal referral that asked if there was anything federal law enforcement could do “to curb this behavior by these people.”

What a thug. Bednard didn’t like the opinions of Herndon and other parents, so the obvious solution is to sic the Gestapo on them.

Morten H. Christiansen, Pablo Contreras Kallens,

Unlike the carefully scripted dialogue found in most books and movies, the language of everyday interaction tends to be messy and incomplete, full of false starts, interruptions and people talking over each other. From casual conversations between friends, to bickering between siblings, to formal discussions in a boardroom, authentic conversation is chaotic. It seems miraculous that anyone can learn language at all given the haphazard nature of the linguistic experience.

For this reason, many language scientists – including Noam Chomsky, a founder of modern linguistics – believe that language learners require a kind of glue to rein in the unruly nature of everyday language. And that glue is grammar: a system of rules for generating grammatical sentences.

Children must have a grammar template wired into their brains to help them overcome the limitations of their language experience – or so the thinking goes.

This template, for example, might contain a “super-rule” that dictates how new pieces are added to existing phrases. Children then only need to learn whether their native language is one, like English, where the verb goes before the object (as in “I eat sushi”), or one like Japanese, where the verb goes after the object (in Japanese, the same sentence is structured as “I sushi eat”).

Bruce Gilley:

I am blessed to be the father of a beautiful young woman who just began university after graduating from St. Mary’s Academy, an all-girls Catholic school in Portland, Ore. I’ve always been surrounded by strong and faithful women—my mother, my two elder sisters, my many nieces, and of course my wife. In addition to rearing children, they have followed many vocations, some as doctors, engineers, attorneys, investors and the like. But reflecting on the state of my daughter’s high school, I’m concerned that girls today are being offered radically limited ideas of how to live meaningful lives.

Like all Catholic schools, St. Mary’s was pressured during the past decade to get woke with equity teams, affinity groups, Black Lives Matter movements, Native American land acknowledgments, transgender affirmations, climate-change hysteria and all the rest. I found myself counting the days until my daughter was out.

Like all prudent parents, I kept my peace for the most part. But after my daughter graduated, I had an opportunity to reflect on the school’s direction when I received the first alumni donor appeal. The school president defined St. Mary’s mission as preparing girls “to bridge equity gaps, explore careers in STEM, and advocate for change in every element in society.”

Every element in society? This appeal for girls to become mindless agitators without any contemplation of the need, direction and consequences of change should scare the living daylights out of any parent. Yes, your daughter can grow up to be Jane Fonda.

As a handy reference, the fundraising letter included a header with suggested future roles for your daughter. “Girls as . . .” was the repeated phrase followed by a series of suggestions: global citizen, social activist, environmental champion, political leader, scientist, entrepreneur.

ACT scores have declined around the nation, and in Wisconsin as well. Our research shows that the policies of school districts in putting the desires of unions ahead of the needs of children has contributed to this trend. 🧵

— Will Flanders (@WillFlandersWI) October 14, 2022

Andrew Van Dam:

You might want to look at corporal punishment of children in schools.

— Lucien Lombardo, New York

As a means of controlling classrooms or improving academic performance, corporal punishment has an uninspiring track record. Last year, a review of 69 studiespublished in the medical journal the Lancet found “physical punishment is ineffective in achieving parents’ goal of improving child behaviour and instead appears to have the opposite effect of increasing unwanted behaviours.”

The good news is that, in most of the country, fewer than 0.01 percent of public school students were paddled, slapped or otherwise physically punished in the 2017-2018 school year, the most recent for which we have data from the U.S. Education Department.

The bad news is that 10 states, mostly in the South, don’t seem to have gotten the memo.

Those 10 states accounted for a full 99 percent of incidents of corporal punishment reported to the Education Department. About 75 percent happened in just four Southern states: Mississippi, Texas, Alabama and Arkansas.

Mississippi is the nation’s corporal-punishment capital, and it’s not particularly close. About 4.2 percent of students there were physically punished, more than double the rate in Arkansas, which ranked second at 1.8 percent. That adds up to more than 20,000 Mississippi students being paddled in the 2017-2018 school year — nearly a third of all American public-school students who were physically punished that year.

In the 10 paddling states, Native American and Black boys are punished at the highest rates (more than double the average), while White boys and boys with disabilities also face relatively high rates of corporal punishment. Girls are physically punished at much lower rates, with Native Americans, Blacks and girls with disabilities bearing the brunt of such punishment in those states.

Statement of Commissioner Gail Heriot in the U.S. Commission on Civil Rights Report: Beyond Suspensions: Examining School Discipline Policies and Connection to School to Prison Pipeline for Students of Color with Disabilities

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?

David Withun:

In an 1891 essay penned as a student at Harvard, future civil rights leader W. E. B. Du Bois asked a provocative question: “Does education pay?” 

Anticipating the rivalry with Booker T. Washington that would define much of his early career, Du Bois writes true education is more than just practical job training. Genuine education, Du Bois argues, aims at the higher ends of human life, the “Truth, Beauty, and Virtue” of the tradition that includes Aristotle, Socrates, Michelangelo, Goethe, Shakespeare, Beethoven, and Christ—a few of the denizens of the realm that Du Bois calls “the kingdom of culture.” One enters this kingdom through an education grounded in the liberal arts—the great works of literature, history, philosophy, and science that have explored the nature and meaning of human life.

Today, a liberal arts education continues to have both detractors and defenders. One hotspot for the conflict between the two is the increasing national interest in returning to classical education. 

While this movement has been on the rise in charter schools, homeschooling, and private schools for several decades, it has grown even more prevalent during the last few years as the recent pandemic drew attention to the problems in America’s public schools. Just as in the days of W. E. B. Du Bois and Booker T. Washington, much of the conflict over classical education is focused on questions of access, particularly for people of color and children from underserved communities.

Sven Schneiders:

The following critique of the education system goes beyond merely pointing out that these institutions mostly do not deliver on their main promise of teaching valuable skills. I argue that these institutions also destroy the desire to learn. This destruction is, as we will see, a real catastrophe.

Professors Only TalkMany people have heard of the “concept” of lifelong learning mostly from professors who are themselves not lifelong learners but think that it is a great idea. People who keep on learning throughout their lives do not talk in boring presentations about it, because for them it is not an abstract concept that has to be integrated into everyone’s life. They know that lifelong learning is not something that academics can persuade people to do, rather it is a natural consequence of intellectual curiosity. This is a key observation and changes the goal from “making people lifelong learners” to “making people intellectually curious.” Academics—not realizing this distinction—have been trying to persuade people into becoming lifelong learners by highlighting the importance of it; they should instead foster the natural curiosity and critical thinking of their students. This critical thinking would ironically relieve many of the same professors of their jobs—mostly those in the social “science” category.So how do we make people intellectual curious? We do not need to, they already are. More accurately, they used to be. You see this curiosity is in children. They are learning machines asking questions all day, trying to figure out everything. Now a curious person might wonder: Why are there not many more intellectually curious adults? And that is exactly the right question. We will see later how schools and universities destroy this quality in most people. But first, we turn towards the discussion of learning and mental models.

WILL:

The News: Academic theories underlie the important classes that our children learn in every day at school. But these theories are more than an academic exercise – they shape the lens that students view the world. This is especially true in social studies.

WILL is proud to partner with Scott Niederjohn and Mark Schug, professors who have spent their careers crafting social studies curriculum and training teachers, to provide a roadmap for educators and parents looking to understand how academic theories impact student learning of social studies.

The Quotes: WILL Director of Education Policy­­, Libby Sobic, said, “We encourage Wisconsin school districts to use this report as a guide. Students deserve the right resources and skills to analyze social studies-based subjects, for their personal growth and individual liberties.”

Philip Hackney:

Instead of the community controlling major educational decisions, charter management organizations control those decisions. Still, allowing parents to seek the form of education they deem right for their children may increase voice in part. Additionally, valid democratic authorities across the country have chosen to provide some education through charter vehicles. Given the strong interest in keeping tax policy in harmony with democratically chosen policies, most ideal in this conflict would be to maintain tax-exemption. However, to be charitable, a charter school and its management organization ought to be democratically operated in some broad sense. The Article thus suggests some ways to increase the democratic accountability of charters.

Pia Ceres:

There are more eyes on students today than just a teacher’s watchful gaze. Thousands of school districts use monitoring software that can track students’ online searches, scan their emails, and in some cases, send alerts of perceived threats to law enforcement. A recent investigation by The Dallas Morning News revealed that colleges have been using an AI social-media-monitoring tool to surveil student protesters.

While technology companies claim to be able to prevent violence, there’s little proof that surveillance can actually protect students. Meanwhile, monitoring software has been used to eveal students’ sexuality without their consent. Low-income, Black, and Hispanic students are also disproportionately exposed to surveillance and discipline.

If your school (or your child’s school) uses monitoring software, there are a couple of steps you can take to protect your privacy—and start a conversation with your school.

Ask Your School These Questions

It’s important first to understand why your school is using monitoring software in the first place. In the US, schools are required by the Children’s Internet Protection Act to have some kind of web filtering in place to prevent students from accessing obscene or harmful material online. Schools are not required to implement sophisticated technologies that can scan the content of students’ emails and send alerts to police.

Michael Graham:

On Thursday, NHJournal reported on a press conference held by GOP congressional candidate Karoline Leavitt outside the district’s headquarters, denouncing both the policies and the Democrats who support it. Her opponent, Rep. Chris Pappas (D) voted on Thursday to kill a proposal requiring schools that receive federal funds to inform parents about counseling they receive at school.

“Parents have an inalienable right to know what’s going on in their child’s classroom, and in Congress, I will proudly support legislation to enact a federal parental bill of rights,” Leavitt said. “I will always ensure that Granite State moms and dads feel heard at the highest level of our government. That is why I am here today, and I will always put parents over politicians.”

Friday morning, Buckley tweeted to NHJournal: “You’re purposely going after children, endangering their lives, mental health & safety & its disgusting. Not all families are the same, some kids will be kicked out or beaten (to death), or commit suicide. All to try to get votes for Karoline?”

Jessica Calarco and Ilana Horn:

We were curious about how teachers reward students who complete their homework and penalize and criticize those who don’t – and whether there was any link between those things and family income.

By analyzing student report cards and interviewing teachers, students and parents, we found that teachers gave good grades for homework effort and other rewards to students from middle-class families like Gina, who happen to have college-educated parents who take an active role in helping their children complete their homework.

But when it comes to students such as “Jesse,” who attends the same school as Gina and is the child of a poor, single mother of two, we found that teachers had a more bleak outlook.

The names “Jesse” and “Gina” are pseudonyms to protect the children’s identities. Jesse can’t count on his mom to help with his homework because she struggled in school herself.

“I had many difficulties in school,” Jesse’s mom told us for the same study. “I had behavior issues, attention-deficit. And so after seventh grade, they sent me to an alternative high school, which I thought was the worst thing in the world. We literally did, like, first and second grade work. So my education was horrible.”

Jesse’s mother admitted she still can’t figure out division to this day.

Leah Triedler:

But in a statement after the speech, Republican Sen. Alberta Darling, chair of the Senate Education Committee, said Wisconsin students’ poor performance stems from Gov. Tony Evers “refusing to reform education in Wisconsin” despite Republican efforts, including a literacy bill Evers vetoed twice.

Darling said Underly is following in his footsteps.

“The DPI Secretary refuses to acknowledge failure,” Darling said. “Under her watch, too many children in our schools are failing. There was not a single acknowledgment that less than one-third of students are proficient in English or Math. Instead of accepting we have the largest achievement gap in the country, she’d rather change the definition.”

Underly, however, outlined ways to improve student achievement and bridge racial disparities. She said policymakers and educators need to recognize that those disparities stem from a gap in representation and engagement, not the student.

“Instead of blaming the student because of their learning challenges or their family, because their parents are working multiple jobs to get by, or their school district or teachers are under-resourced,” Underly said, “instead of placing blame about their achievement, we can make important choices about curriculum that can make a difference.”

That includes increasing representation in curriculum, she said. All students, especially students of color, need to see themselves reflected in what they learn, she said, and not just learn about trauma and struggle, but also growth.

That includes teaching students about the country’s complicated history, Underly said.

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.

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

Christopher Rufo:

The Michigan Department of Education has adopted a radical gender theory program that promotes gender “fluidity” beginning in elementary school and encourages teachers to facilitate the sexual transition of minors without parental consent.

I have obtained videos and internal documentation from the state’s training program, which first took place in 2020 and was repackaged for public school employees for the 2021–2022 school year. The training program mimics the basic narrative of academic queer theory: the presenters claim that the West has created a false notion that “gender is binary” in order to oppress racial and sexual minorities. In response, the department encourages teachers to adopt the principle of “intersectionality,” a key tenet of critical race theory, in order to “dismantle systems of oppression,” which are replicated through the culture and institutions of education. (In a statement, the Michigan Department of Education defended the program as “respecting all children” and “meet[ing] the needs of their LGBTQ+ students.”)

The first step to dismantling these systems, according to the presenters, is to disrupt the gender binary. In one presentation, trainer Amorie Robinson, who describes herself as a “Black, masculine-identified, cisgendered lesbian baby boomer” and uses the “African name” Kofi Adoma, says that “we’ve been conditioned and we’ve been acculturated in this particular culture that gender is binary.” But teachers should know that, in fact, gender is a spectrum, including identities such as “gender non-binary,” “gender fluid,” “gender queer,” “gender non-conforming,” and “bi-gender.” Likewise, sexual orientation can include an expanding range of categories. Students might identify as “asexual, lesbian, straight, gay, bisexual, queer, questioning, demisexual, demiromantic, aromantic, and skoliosexual,” says Robinson. “I’ll leave that to you to go Google on those. Because we ain’t got time today!”

Mitchell Schmidt:

A new coalition of conservatives, policy groups and advocacy organizations has begun developing a package of education goals for the coming legislative session — with expanded school choice as a top priority — that could play a considerable role in the upcoming race for governor this November.

Officials with the Wisconsin Coalition for Education Freedom say the goal is to give parents and students more options. But the proposals also stand in stark contrast to priorities laid out by Democratic Gov. Tony Evers — setting up an education policy battle in the Nov. 8 election, in which Evers, a former educator and state superintendent who has opposed expanded private school vouchers, faces businessman Tim Michels, a Republican who has pledged to expand school choice offerings across Wisconsin.

People are also reading…

“The election is critically important,” said Susan Mitchell, a longtime advocate for school vouchers and founder of School Choice Wisconsin. “Gov. Evers, both as (Department of Public Instruction) superintendent and as governor, has repeatedly opposed the expansion of these programs. Tim Michels has made public a completely opposite sort of perspective, so it matters a lot in terms of getting things done.”

The coalition, launched Thursday, includes conservative groups Americans for Prosperity, Badger Institute and law firm Wisconsin Institute for Law and Liberty, as well as education stakeholders such as American Federation for Children, virtual education company K12/Stride, School Choice Wisconsin and Wisconsin Manufacturers and Commerce, the state’s largest business lobbying organization.

The group did not provide specific legislative proposals, but officials told the Wisconsin State Journal the two biggest priorities will be “school choice for all families” and legislation seeking to establish a “Parental Bill of Rights,” letting parents sue a school district or school official if they don’t allow parents to determine the names and pronouns used for the child while at school, review instructional materials and outlines used by the child’s school and access any education-related information regarding the child, among other measures.

Evers vetoed a GOP-authored bill last session that would have extended those powers to parents, stating in an April 15 veto message he opposed it “because I object to sowing division in our schools, which only hurts our kids and learning in our classrooms.”

He also vetoed a measure that would have vastly expanded private school vouchers by eliminating the income limits in the statewide, Milwaukee County and Racine County private school voucher programs, as well as create a temporary education expense reimbursement program for public school students. A fiscal report estimated the bill could raise property taxes as much as $577 million.

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.

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

Mitchell Schmidt:

A new coalition of conservatives, policy groups and advocacy organizations has begun developing a package of education goals for the coming legislative session — with expanded school choice as a top priority — that could play a considerable role in the upcoming race for governor this November.

Officials with the Wisconsin Coalition for Education Freedom say the goal is to give parents and students more options. But the proposals also stand in stark contrast to priorities laid out by Democratic Gov. Tony Evers — setting up an education policy battle in the Nov. 8 election, in which Evers, a former educator and state superintendent who has opposed expanded private school vouchers, faces businessman Tim Michels, a Republican who has pledged to expand school choice offerings across Wisconsin.

People are also reading…

“The election is critically important,” said Susan Mitchell, a longtime advocate for school vouchers and founder of School Choice Wisconsin. “Gov. Evers, both as (Department of Public Instruction) superintendent and as governor, has repeatedly opposed the expansion of these programs. Tim Michels has made public a completely opposite sort of perspective, so it matters a lot in terms of getting things done.”

The coalition, launched Thursday, includes conservative groups Americans for Prosperity, Badger Institute and law firm Wisconsin Institute for Law and Liberty, as well as education stakeholders such as American Federation for Children, virtual education company K12/Stride, School Choice Wisconsin and Wisconsin Manufacturers and Commerce, the state’s largest business lobbying organization.

The group did not provide specific legislative proposals, but officials told the Wisconsin State Journal the two biggest priorities will be “school choice for all families” and legislation seeking to establish a “Parental Bill of Rights,” letting parents sue a school district or school official if they don’t allow parents to determine the names and pronouns used for the child while at school, review instructional materials and outlines used by the child’s school and access any education-related information regarding the child, among other measures.

Evers vetoed a GOP-authored bill last session that would have extended those powers to parents, stating in an April 15 veto message he opposed it “because I object to sowing division in our schools, which only hurts our kids and learning in our classrooms.”

He also vetoed a measure that would have vastly expanded private school vouchers by eliminating the income limits in the statewide, Milwaukee County and Racine County private school voucher programs, as well as create a temporary education expense reimbursement program for public school students. A fiscal report estimated the bill could raise property taxes as much as $577 million.

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.

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

Scott Calvert:

elainey Tidwell says she loves reading. The tricky part for her is understanding the words on the page.

Though she returned to school in August 2020, repeated quarantines left her mostly on her own at home. Her father is a construction supervisor who has to be on site. Her mother works from home but gets few breaks during the day. Delainey sometimes had to care for her little sister during virtual school.

Delainey’s difficulty with comprehension is also hurting her in math class, where she struggles to understand word problems, said her mother, Danyal Tidwell, who pins some blame on the pandemic. “We want to give her every resource we can between school and home, because we want her caught up,” Mrs. Tidwell said.

For two years, schools and researchers have wrestled with pandemic-era learning setbacks resulting mostly from a lack of in-person classes. They are struggling to combat the learning loss, as well as to measure just how deep it is. Some answers to the second question are becoming clear. National data show that children who were learning to read earlier in the pandemic have the lowest reading proficiency rates in about 20 years.

The U.S. Department of Education last Thursday released data showing that from 2020 to 2022, average reading scores for 9-year-olds slid 5 points—to 215 out of a possible 500—in the sharpest decline since 1990. Average math scores fell 7 points to 234, the first statistically significant decline in math scores since the long-term trend assessments began in the 1970s.

Frederick M. Hess

Biden’s calculus is simple. He’s giving up to $20,000 in taxpayer money to millions of college-educated borrowers, whom Democrats trust to be appropriately grateful. Meanwhile, the cost will be borne by, well, everyone, including children and grandchildren who aren’t yet with us. The politics here are those of sugar subsidies— concentrated, visible benefits and dispersed, ephemeral costs. Most of the time, this kind of politics pays off.

Is there any reason to think things might work differently in this case? Maybe.

Recall that it took some time for the political consequences of Dobbs to shake out. Indeed, the very reasons that Dobbs aids Democrats might suggest why loan forgiveness could cut the other way.

Both Dobbs and loan forgiveness raise hard questions regarding the motives of those upending the status quo. Democrats have effectively used Dobbs to suggest that the right is willing to trample on individual rights in pursuit of some kind of Handmaid’s Tale-style theocracy. Biden’s loan maneuver was tailor-made to fuel the suspicion that Democrats are contemptuous of personal responsibility and intent on catering to woke kids with graduate degrees. 

Both hint at slippery slopes. Dobbs raised the specter that the Supreme Court might revisit other decisions governing gay marriage and privacy. The audacious illegality of Biden’s move and the calls for more from the progressive back-benchers feed the suspicion that Democrats will be itching to do a reprise in the future.

Charley Locke:

Some have been pushed to take more inventive approaches to solve the staffing shortages. In Philadelphia, during a districtwide bus-driver shortage, the district paid families $300 a month to drive their kids to and from school. Atlanta Public Schools used nearly $2.2 million to provide on-site child care for 1,800 teachers to enable them to staff summer programs. Sometimes, retaining teachers has come at the cost of other planned investments: the Alamance-Burlington School System in North Carolina planned to spend $36 million on HVAC upgrades; amid severe staff shortages last fall, it put $10 million of that money toward teacher bonuses instead. 

Once they’ve hired the staff, districts have tended to focus on three approaches to addressing learning loss: summer learning, intensive tutoring and extending the school day, often through after-school programs. According to Burbio, 62 percent of districts plan on summer learning or after-school programs, allocating $1.7 million on average; 23 percent are planning on tutoring, with average spending of $1.4 million. The cost and scale are often staggering. With $27 million, Baltimore created an enormous summer-school program, hiring over a thousand educators to teach 15,000 students at 75 different sites and conduct more than 3,000 home visits. Dallas will spend close to $100 million to extend learning opportunities for nearly 22,000 students, including reinventing the school calendar. Instead of an annual 10-week vacation, a fifth of the district’s campuses will add five weeklong “intersessions” across the calendar, during which students who have fallen behind can still attend school and receive more personalized attention.

But however much sense it might make to address lost learning by expanding time in the classroom, a longer school year or summer school often aren’t politically feasible. In their advocacy on behalf of exhausted, burned-out teachers, unions often protest proposals that require more work from educators, whether a shorter summer, longer school days or mandatory tutoring. Parents themselves often aren’t much interested in tutoring and summer school, particularly when they think their kids aren’t struggling. Many educators are still grading students on a pandemic-adjusted curve, which may be skewing parents’ understanding of the extent to which the crisis has hampered their own children’s educational progress. According to a recent Brookings Institution report, 90 percent of parents responded that their child was doing well academically; less than a quarter were interested in summer school and only 28 percent in tutoring.

Objections from educators and apathy from parents often dilute proposals to add school hours to the point that they become ineffective. In the spring, the Los Angeles Unified School District considered a proposal to lengthen the upcoming school year by two weeks. After opposition from the teachers’ union and lukewarm support from families, the Board of Education instead voted in favor of adding four optional days of school for students, citing the widespread exhaustion among educators. “Students in Los Angeles will have lost the equivalent of 22 weeks of typical math learning,” says Thomas Kane, the faculty director of Harvard’s Center for Education Policy Research. “There is no way you can make up for 22 weeks of lost learning with four optional days.”

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.

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

Julie Jargon:

Based on my conversations, here are some common workarounds children use in their attempts to bypass Apple’s Screen Time restrictions:

Changing the time zone. Setting the device to an earlier time zone can fool Downtime, the Screen Time function that prevents users from accessing a device’s apps after a preset time. Apple was supposed to have fixed this in iOS 15, but the trick sometimes still works on iPhones and iPads.

I tested it out on my daughter’s iPad Pro, which was running the slightly older iPadOS 15.5. I scheduled downtime to begin at 8:25 a.m. Pacific. At that time, all the apps went gray and I couldn’t open them. But when I changed the device’s time zone to Honolulu’s, three hours behind me in California—bingo!—I was able to open any app.

I updated the tablet to the latest version of iPadOS, 15.6.1, and the time-zone hack no longer worked.

Chris McKenna, founder of internet-safety company Protect Young Eyes, has been informing Apple of Screen Time hacks for years. When he scheduled downtime on his up-to-date iPhone and then changed the time zone to an earlier one, he was still able to access all his apps. (This might be because he is the admin for his Family Sharing group.)

Karol Markowicz

A few weeks ago, White House press secretary Karine Jean-Pierre was asked about the abysmal results of the National Assessment of Educational Progress regarding 9-year-olds. “The nation’s report card,” as the assessment’s crafters like it to be known, had found the sharpest drop ever in mathematics and the steepest decline in reading in over 30 years.

There was no way to escape the damning implications of the extended COVID-19 school closures or Democrats’ owning the lion’s share of the blame for them, so Jean-Pierre tried to deflect: “In less than six months, our schools went from 46% to nearly all of them open to full time. That was the work of this president, and that was the work of Democrats in spite of Republicans not voting for the American Rescue Plan, [of] which $130 billion went to schools to be able to have the ventilation, to have the tutoring and the teachers and being able to hire more teachers, and that was because of the work that this administration did.”

This is a lie Democrats are increasingly telling themselves and anyone who will listen because they need the villains of this particular story to somehow be transformed in the public’s imagination into the heroes. The arsonists want to be remembered as the firefighters.

But the reality wholeheartedly refutes the spin. Before President Joe Biden even took office in January 2021, he set a very unambitious goal to get schools open in the first 100 days. One problem: That 100-day goal meant children would finally head back to regular school in May, right around the time schools around the country were shutting down for the summer. In the end, it wouldn’t matter. The 100-day plan would run headlong into the same roadblock that had kept schools closed before Biden became president: Randi Weingarten, the head of the American Federation of Teachers who had directed the Democratic officials in her pocket to fall in line.

During a press briefing on Feb. 9, 2021, then-press secretary Jen Psaki suddenly backtracked on what “open schools” meant to the president. “His goal that he set is to have the majority of schools, so more than 50%, open by Day 100 of his presidency. And that means some teaching in classrooms, so at least one day a week. Hopefully, it’s more. And obviously, it is as much as is safe in each school and local district.” Asked to clarify, Psaki answered, “Well, teaching at least one day a week in the majority of schools by Day 100.”

Talis Shelbourne:

But as he grew older, Ma’Siah suffered more and more crises. After he turned 3 years old, doctors suspected he was severely asthmatic, but because of his age, they waited to confirm the diagnosis.

Farr was terrified to sleep, fearing she wouldn’t be available if he began having breathing problems. She watched Ma’Siah to catch the slightest hitch in his breath or wheeze from his chest. On the way home from each emergency department visit, she worried about when the next would come.

After having four healthy children, Farr’s focus on her son’s challenges brought an element of trepidation into the family.

Ma’Siah’s asthma was uncontrolled. And when Farr watched him, her feelings went from joy to helplessness.

Farr’s angst would be familiar to parents and caregivers of the 6 million asthmatic children in the United States. The chronic respiratory condition, which afflicts 25 million people overall, disrupts breathing and prevents oxygen from reaching vital organs. A severe attack can be fatal; on average, 11 people die from an attack every day.

Chuck Ross:

Pennsylvania Senate hopeful John Fetterman (D.) opposes vouchers that let children in failing public school districts attend private and charter schools. But the progressive champion, who lives in one of Pennsylvania’s worst performing school districts, sends his kids to an elite prep school.

Fetterman’s kids attend the Winchester Thurston School in Pittsburgh, where parents pay up to $34,250 for a “dynamic” learning environment and an “innovative” approach to teaching. They would otherwise go to schools in Woodland Hills School District, where graduation rates are far below the state average. The local elementary school that serves Fetterman’s town of Braddock is in the bottom 15 percent of the state in academic performance. Fetterman and his wife Gisele have sent at least one of their three kids to Winchester Thurston for the past seven years. A 2018 news article mentioned that Fetterman sends his kids to a private school in Pittsburgh, though the school was not identified. Gisele Fetterman has been a “WT parent” since at least 2015. Last year, Winchester Thurston praisedGisele, a “WT Mom,” for her help on an art project.

Fetterman’s embrace of school choice for his own family opens him up to allegations of hypocrisy on several fronts. Fetterman, the lieutenant governor, has made his Republican opponent Mehmet Oz’s wealth a centerpiece of his campaign. He has also called for increased funding for public schools, though by sending his kids to private school he is diverting funds from Woodland Hills under a state funding formula that awards money to districts based on enrollment.

Sam Leith

The central question in Brenna Hassett’s book, put simply, is: why are our children so very useless for so very long? Or: ‘What is the possible adaptive value of teenagers?’ If we consider maturity, or adulthood, to be the point at which an animal can play its own role in the evolutionary process – i.e. have its own babies – why is it that we have evolved to mature so slowly; and, even when mature, to delay having children until many years after we’re first physically capable of doing so? 

The framework in which Hassett sets out to answer this is one to do with investment and return on investment. An animal invests energy in growing its young. Sometimes that energy is front-loaded in gestation: infant giraffes come out more or less fully baked, or precocial, and are making their knock-kneed way across the savannah soon after birth. In other species, infants are altricial: they come out like baby rats or baby humans, helpless. They need care and feeding. They can’t be trusted to cross busy roads, sweep chimneys or hunt mammoths for ages. They’re sitting ducks for sabre-toothed tigers. Considerable investment of time and energy in growing them to physical maturity (not to mention the opportunity cost of not being able to procreate for a bit) is made by the parents after birth. 

Some animals spread their bets – giving birth to very many infants in the hopes that enough survive to breed. Some, like us, tend to bet the farm on a relatively small number. Seasonal scarcity of food, the presence of predators and all sorts of other factors affect when and how animals mate and give birth, how long they care for their children, and when those children start making children of their own. With a wide range of reference, Hassett sets out to put our human investment strategies in their evolutionary context.

Marty Makary:

Very early on in this pandemic, we knew that there was an extremely stratified risk from Covid. The elderly and those with co-morbidities were especially vulnerable, while children were extremely unlikely to get dangerously ill. 

Instead of acting on the good news for children—or drawing on the ample experience in Scandinavian and European countries where schools were open and students were without masks—American kids were seen as vectors of disease. Young children were forced to wear masks inside school and out, affecting the language and social development of many. The effects of school closures will play out for decades, but we already know that children suffered major learning loss, and many left school never to return. Throughout the pandemic, Dr. Fauci supported the most oppressive restrictions for children, including school closures and mandatory cloth masking. 

Yesterday on Fox Neil Cavuto asked Dr. Fauci whether Covid restrictions “went too far” and if they “forever damaged” the children “who couldn’t go to school except remotely.” Dr. Fauci replied: “I don’t think it’s forever irreparably damaged anyone.”

Parents know otherwise. 

A generation is coping with learning loss, and the impact has been the worst in poor and minority communities. According to the Brookings Institute, test-score gaps between students in low-poverty and high-poverty elementary schools grew by approximately 20 percent in math and 15 percent in reading over the pandemic. Meantime, anxiety and depression have hit record highs among young Americans, and the surgeon general has described a youth mental health crisis. Of all of Dr. Fauci’s legacies, this might be the gravest.

Mary Katherine Ham:

Twelve years after he was acquitted of murder, O.J. Simpson and a ghostwriter penned a book called If I Did It. I was reminded of that when The Stolen Year arrived on my doorstep. A chronicling of the horrors wrought by COVID policies that kept American kids from their school buildings and childhood milestones for more than a year, this book was written by someone at the scene of the crime, intimate with the gory details, and ultimately uninterested in reckoning with who was responsible for it. This is a whodunnit without a culprit.

As The Stolen Year‘s title implies, a crime was perpetrated on U.S. children during the pandemic—one that “increase[d] inequality and destroy[ed] individual hopes and dreams,” one whose “impact can be measured for a generation,” in author Anya Kamenetz’s words.

Kamenetz, an NPR education reporter, is highly credentialed and well-informed. But if the pandemic taught us anything, it’s that degrees and area expertise don’t necessarily lead people to good decisions or sound interpretations of data. Knowing the facts was not synonymous with having the courage to buck the pressure to padlock playgrounds.

There were signs in Kamenetz’s reporting that she understood that the risks of opening schools were being exaggerated and the harms of closures downplayed. (I frequently shared her early reporting on YMCAs safely opening for children of essential workers.) Despite that, she admits that she and her colleagues largely missed the biggest story in the modern education beat’s history.

“It was all easy to predict,” she told The Grade. “So we could have been a lot louder.”

Sara Randazzo:

In one vision of classrooms of the near future, young children will put on headsets and read sentences aloud as they navigate computer programs powered by speech-recognition technology.

Behind the scenes, that technology will listen to each student and spit out dozens of lines of code, rating the pronunciation for each individual sound and word in the sentence and tracking the timing of every utterance.

By the time each student reads an entire passage aloud, the software will have mapped where they stand on a few hundred finite skills needed to be a fluent reader.

Andrew C. Barr, Jonathan Eggleston & Alexander A. Smith

We provide new evidence that cash transfers following the birth of a first child can have large and long-lasting effects on that child’s outcomes. We take advantage of the January 1 birthdate cutoff for U.S. child-related tax benefits, which results in families of otherwise similar children receiving substantially different refunds during the first year of life. For the average low-income single-child family in our sample this difference amounts to roughly $1,300, or 10 percent of income. Using the universe of administrative federal tax data in selected years, we show that this transfer in infancy increases young adult earnings by at least 1 to 2 percent, with larger effects for males. These effects show up at earlier ages in terms of improved math and reading test scores and a higher likelihood of high school graduation. The observed effects on shorter-run parental outcomes suggest that additional liquidity during the critical window following the birth of a first child leads to persistent increases in family income that likely contribute to the downstream effects on children’s outcomes. The longer-term effects on child earnings alone are large enough that the transfer pays for itself through subsequent increases in federal income tax revenue.

Pilot Clark:

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https://www.ft.com/content/087082a8-91c1-447b-a08f-4428992b0819

Last month, I went on holiday to a small town at the bottom of Spain that I have been visiting for more than 20 years, where a friend asked: “Why is your Spanish still so bad?”

“Er,” I said, struggling to remember how to say in Spanish that, after decades of fitful studies, there had in fact been times when I could speak as well as any local four-year-old.

This was not one of those times, unfortunately. So I went home, sat down and started writing out lists of verb conjugations by hand, which was when I discovered something worse. My handwriting, never good, had turned into barely legible scrawl. My words jerked across the page like the trails of a snail dunked in crystal meth. The very act of writing was a strain. Years of typing and texting had taken an unattractive toll.

I cannot be alone. Nearly 60 per cent of Britons say they write less by hand than they did five years ago, a survey found last year, and 12 per cent have never written even a shopping list. Children email Santa and some struggle to hold a pen.

The question is, does this really matter? Wouldn’t the world be a better place if everything we wrote was as clear and unambiguous as the printed word? The medical world certainly would: a 42-year-old American once died after a pharmacist reading a cardiologist’s sloppily written prescription dispensed the wrong pills.

Ian Rowe

In 1966, the U.S. Office of Education commissioned the landmark survey “Equality of Educational Opportunity” to study the “lack of availability of equal educational opportunities for individuals by reason of race, color, religion, or national origin in public educational institutions.” James Coleman, who led the study, was a noted sociologist and civil-rights advocate who had been arrested for demonstrating outside an amusement park that refused to admit African Americans.

Known as the Coleman report, the 700-page study drew on data from more than 645,000 students and teachers in 4,000 U.S. public schools. Among its most controversial findings was that family background — not schools, funding, religion, or race — was the only characteristic that showed a consistent relationship with academic performance. The report summarized:

One implication stands out above all: That schools bring little influence to bear on a child’s achievement that is independent of his background and general social context; and that this very lack of an independent effect means that the inequalities imposed on children by their home, neighborhood, and peer environment are carried along to become the inequalities with which they confront adult life at the end of school.

This unexpected takeaway should have changed the education-policy landscape forever. Yet it never gained widespread traction, principally because it received an unwelcome reaction from most educators, who were unwilling to accept that “schools bring little influence to bear on a child’s achievement.” They feared that emphasizing family background (most notably parents’ marital status) as the greatest driver of a student’s academic achievement would lead to victim-blaming, finger-pointing moralizing directed at single mothers. Even worse, it would turn attention away from addressing racism, underfunding, and other, more acceptable theories of the causes of academic underperformance.

Aaron Carroll:

Too many messages are still centered on trying to frighten people into compliance by arguing about worst-case scenarios and ‌‌convincing them that things are as dangerous as ever. They amplify every new variant and predict future worsening. They point to charts of the unvaccinated and vaccinated and marvel at the differences in deaths.

Such charts almost always, however, depict outcomes that don’t easily apply to young children. If the goal is to convince parents to take action to prevent harm to their children, this won’t work.

The risk of Covid infection today is not what it was two years ago (or even last year). Hospitals continue to admit people infected with Covid, but many of them are incidentally so, and the intensive care units are relatively empty. Parents have seen many of their children, and their children’s friends, get Covid and do fine, adding to a belief that this isn’t nearly as dangerous as they were led to believe. This perception, when it comes to their children, isn’t necessarily wrong. If public health advocates want to change minds, then they are going to have to change their strategies to accept this safer reality.

Older people ‌‌continue to be at the highest risk of death from Covid. Arguing that they needed to get vaccinated, and more, to save their lives made sense. Saying that childhood deaths from Covid are somewhat more common than influenza may be true, but too many parents don’t think influenza is a problem either. Many ‌‌do not vaccinate their children against that, let alone mask and isolate them.

Some of the information is indeed confusing. Several European countries are not recommending vaccination against Covid in young children because they believe they are not at high enough risk of disease. I disagree with that decision, because even though it’s rare, youngsters do die of it (as they do from influenza). I have no problem recommending we vaccinate them against the flu, too.

What’s more, there are other outcomes from Covid that warrant intervention, and that’s most likely a better argument for childhood immunization. Children who are vaccinated have a lower chance of getting sick at all, and if they do get sick, they are likely to have a lower chance of getting severely ill, developing MIS-C or being hospitalized. They probably have a lower chance of being affected by long Covid, too. Such outcomes are far more common in children than death.

Related: Dane County Madison public health mandates.

Beth Hawkins:

Mounting evidence supports an academic strategy known as acceleration, in which students who are behind are challenged with grade-level material while getting help with missing skills or knowledge. But new research finds its use in schools “is currently more talk than action.” 

Analyzing data from 3 million students assigned lessons through a widely used literacy program, the nonprofits ReadWorks and TNTP found that during the 2020-21 school year — the first full year after the start of the pandemic — students were assigned work below their grade level a third of the time. Children in high-poverty schools were given less challenging materials more often than their affluent peers — even when they had already mastered grade-level assignments.

“Our analysis reveals a stark disconnect between the extent of students’ unfinished learning during the pandemic and the opportunities they’re getting to engage with the grade-level work they need to catch up,” states a report outlining their findings. “It suggests that while many school systems are talking about learning acceleration, far fewer have implemented a successful learning acceleration strategy.”

Wall Street Journal:

K-12 enrollment nation-wide declined by nearly 3%, or about 1.3 million students, over the past two school years, according to the report by the American Enterprise Institute. Notably, enrollment dropped more in 2020-2021 in districts with the most remote learning (3.2%) than those with the most in-person learning (2.1%). Many parents decided to home-school their children rather than have them stare at screens all day.

Districts that returned to in-person instruction sooner saw enrollments rebound faster, while those that stayed remote longest saw further declines. Those that remained remote longest suffered a net decline of 4.4% since the start of the pandemic, while districts that were most in-person recovered about 1% in the second year and declined only 1.2% overall.

Enrollment also fell more in districts in counties that voted for Joe Biden (3.8%) than in those that favored Donald Trump (2%), perhaps because conservatives put a higher priority on keeping schools open. “Districts’ COVID caution or assertiveness had more to do with communities’ shared ideological priors than COVID case rates in the county,” writes AEI fellow Nat Malkus.

Angela Garbes:

I ponder this relic of my childhood as I gently cajole (then eventually yell at) my child to put on shoes, No, shoes that fit, not her older sister’s shoes. Shoe drama comes after I firmly tell her that she must wear underwear; after I suggest to both of them to maybe not wear black thermal pants on a 90-degree day or a sleeveless dress on a 40-degree day (seasons change, but their aversion to weather-appropriate clothing does not). I walk the nine circles of wardrobe negotiation hell all while fielding my older daughter’s questions about the seven-day weather forecast, if I have any goals for how many books I want to write while I’m alive, why giraffe tongues are black, and enduring yet another explanation of the Dragonette Prophecy from the Wings of Fire graphic novels (not that I asked). I contemplate exactly what percentage of my parenting — 27%? 44%? — is just me nodding and saying “Oh yeah? Cool.”

When they are finally out of the house, I am typically overcome with the desire to get back in bed (or just lie down on the living room carpet). Memories from my TV-addled childhood enter my brain and I think: the Army’s got f*cking nothing on me. Some days I feel I have actually gone to war.

The morning routine is Groundhog Day: every morning a repetitive circle of waking to action — the alarm is a child screaming and what follows is a blur of toothpaste, tears, maple syrup, shoelaces, and mugs of coffee abandoned amid all the tending, gone cold on the counter.

Our society values production, novelty, progress, hustle (and side hustles), and, once we’ve offloaded our children to other people, weary and numb, we are then expected to get to work.

The routine is always the same, even when it’s different. It stultifies the brain, makes it easy to disassociate at the breakfast table, to float away as Cheerios are thrown on the floor and a small person talks endlessly about how Ezra or Rainer or Ada fell off the monkey bars and by the way have you seen my hard bone shin bruise?

There is no hero’s journey in this particular labor of mothering — or maybe there is, but you are definitely not the protagonist. Our society values production, novelty, progress, hustle (and side hustles), and, once we’ve offloaded our children to other people, weary and numb, we are then expected to get to work.

Frederick Hess:

The debates over critical race theory (CRT) and gender ideology can feel like people on either side are talking past one another. Truth is, they often are.

There’s a lot more agreement than it seems. Parents and teachers tend to think that the Left has a point when it says schools should do a better job teaching about America’s complex racial history, and that kids should feel welcome in school regardless of their race, sex, sexual orientation, or gender identity. Meanwhile, most Americans share concerns about CRT dogma that demonizes hard work or personal responsibility as legacies of “white-supremacy culture” and don’t want teachers discussing sexual orientation or gender identity with eight-year-olds.

Indeed, it’s pretty clear that most Americans reside in both camps — think of it as the “inclusive but sensible” coalition. The American Enterprise Institute’s Survey Center on American Life has found that, among Republicans and Democrats alike, more than four in five say social-studies textbooks should discuss slave-owning by the Founders, the internment of Japanese Americans during World War II, and the maltreatment of Native Americans, and agree that students should read “works by a racially diverse set of authors.”

At the same time, polling by the Economist and YouGov finds that more than half of Americans who are familiar with CRT say they have a “very unfavorable” opinion of it and 55 percent think teaching CRT is “bad for America.” This spring, Public Opinion Strategies found that two-thirds of registered voters deem it “inappropriate for teachers or school personnel to discuss gender identity with children in kindergarten through 3rd grade.”

Given that kind of commonsense agreement, why are schools riven by bitter fights over whether educators should teach that America is a “white supremacist” nation or talk to first-graders about gender identity? Who is responsible for pushing this toxic tripe?

It’s mostly a mistake to blame the nation’s teachers and school leaders. In three decades of working with educators and writing about education, I’ve known precious few kindergarten teachers eager to talk about gender or make kids fill out “privilege worksheets.” Education Week reports that 56 percent of educators oppose teaching their students “about the idea of critical race theory” and that just 29 percent self-identify as liberal (5 percent as “very liberal”).

Vladimir Kogan:

It is impossible to overstate the devastating impact that the Covid-19 pandemic has had on the education of America’s children. Over the past year, a growing body of evidence has produced something rare in education research — a consensus. These studies show that the disruption to schooling caused unprecedented learning shortfalls — worse even than the effects of school closures in New Orleans after Hurricane Katrina — that have hit lower-income and minority students the hardest, erasing hard-won progress toward closing achievement gaps made in the late 1990s and early 2000s.

Tragically, much of this was avoidable. The blame falls squarely on highly politicized decisions made by local school districts, driven to a large extent by school-employee interest groups and partisan calculations (as Nat Malkus explains in greater detail elsewhere in this issue of NR). Most depressingly, the same dysfunctional politics that caused student learning to suffer continues to impede students’ academic recovery.

To understand what went wrong, it’s important to briefly review how we got here. In the early months of the pandemic, in spring 2020, nearly every American school closed. With the benefit of hindsight, many now recognize that was a mistake. But the initial closures were not unreasonable at the time. Policy-makers saw how the emerging pandemic overwhelmed hospitals in Italy and New York City, and a great deal remained unknown about the nature of the virus and the risks faced by different groups.

By the summer, however, much had changed. Emerging data clearly indicated that children themselves remained at very low risk of severe disease, evidence from European countries where many schools remained open showed that teachers similarly did not face dramatically worse health outcomes than did adults in other occupations, and it appeared that schools were not the primary drivers of community spread, as pre-pandemic statistical models based on the seasonal flu had predicted.

“It’s called ‘the Fauci effect’…people go to medical school and go into science…because I symbolize, integrity, and truth”pic.twitter.com/WNuMCG9YrG

— Aaron Ginn (@aginnt) August 12, 2022

Esther Bintlff:

Years ago, after I received some negative feedback at work, my husband Laurence told me something that stuck with me: when we receive criticism, we go through three stages. The first, he said, with apologies for the language, is, “Fuck you.” The second is “I suck.” And the third is “Let’s make it better.”

I recognised immediately that this is true, and that I was stuck at stage two. It’s my go-to in times of trouble, an almost comfortable place where I am protected from further disapproval because no matter how bad someone is about to tell me I am, I already know it. Depending on your personality, you may be more likely to stay at stage one, confident in your excellence and cursing the idiocy of your critics. The problem, Laurence continued, is being unable to move on to stage three, the only productive stage.

Recently, I asked my husband if he could remember who had come up with the three-stage feedback model. He said it was Bradley Whitford, the Emmy-award winning actor who played the charismatic Josh Lyman in The West Wing and, among other roles, the scary dad in the 2017 horror movie Get Out. “What? I would definitely have remembered that. There is no way that would have slipped my mind,” I insisted, especially because I had a mini-crush on the Lyman character for four of The West Wing’s seven series.

In 20 seconds flat, I had my laptop open and was putting one of my few superpowers, googling, to use. There it was. Whitford has aired this theory in public at least twice. Once during a 2012 talk at his alma mater, Wesleyan University, and again when he was interviewed on Marc Maron’s podcast in 2018.

…..

One of Scott’s fundamental beliefs is that there is nothing kind in keeping quiet about a colleague’s weaknesses. She calls this “ruinous empathy”. Scott is a two-word-catchphrase-generating machine. While aiming to achieve “radical candour”, you need to avoid “manipulative insincerity” and “obnoxious aggression”. The key in giving feedback, she writes in her book, is to “care personally” while “challenging directly”.

This holds true even when we are merely anticipating feedback. In a 1995 study by academics from the University of California, Riverside, children were split into two groups to solve maths problems. One was informed the aim was to “help you learn new things”. The other was told: “How you do . . . helps us know how smart you are in math and what kind of grade you might get.” The first group solved more problems.

Michael Toth:

In the ensuing decades, the high court reiterated the fundamental status of parental rights. In May v. Anderson (1953), the justices noted that a mother’s right to the “care, custody, management and companionship of her minor children” is an interest “far more precious” than any property right. In Wisconsin v. Yoder (1972), they concluded that parental rights are firmly rooted in the “history and culture of Western civilization” and “established beyond debate.” And in Troxel v. Granville, decided in 2000, the Supreme Court invalidated a Washington law that empowered the state’s courts to disregard the views of custodial parents as to whether “third parties”—in this case grandparents—should have visitation rights to minor children. In an opinion for a four-justice plurality, Justice Sandra Day O’Connor emphasized that parental rights were “the oldest of the fundamental liberty interests,” dating back to Meyer and Pierce.

Even before Dobbs, federal judges were citing this line of cases in upholding recent parental-rights claims. In May, Judge Holly Teeter enjoined a Kansas school policy prohibiting teachers from revealing a transgender student’s “preferred first name and pronouns” when communicating with parents. Although the plaintiff in Ricard v. USD 475 was a teacher, Judge Teeter went out of her way to chastise the school’s intrusion on parental rights. Quoting Pierce and Troxell, she questioned why a school would even claim an “interest in withholding or concealing from the parents of minor children, information fundamental to a child’s identity, personhood, and mental and emotional well-being.”

Rebecca Katz:

Faced with a crisis of chronically absent students last academic year, Los Angeles County education officials have spent the summer training workers to connect with families so children return to class next month.    

Teachers and social workers have been learning to spot mental health issues; and help parents find resources such as daycare so older siblings can return to school.  

Last year, the number of chronically absent students in the LA Unified School District was stunningly high. 

More than half of all L.A. Unified students — over 200,000 kids — were chronically absent last year. Chronically absent students miss more than 9% of the school year.

In the spring, L.A. Unified superintendent Alberto Carvalho pledged to personally follow 30 chronically absent students. Last month at a conference in Orlando, Florida, Carvalho said 10 of the 30 students were at home with no parents. “No adult was caring for them,” he said. 

Chronically absent students have had to stay home with their siblings, get jobs, or simply cannot find transportation to school. Now, Carvalho estimated that tens of thousands of students are not enrolled for school at all this year.

Carvalho told the Los Angeles Times that the chronic absenteeism rates were “exceedingly high.”

Rebecca Katz:

Faced with a crisis of chronically absent students last academic year, Los Angeles County education officials have spent the summer training workers to connect with families so children return to class next month.    

Teachers and social workers have been learning to spot mental health issues; and help parents find resources such as daycare so older siblings can return to school.  

Last year, the number of chronically absent students in the LA Unified School District was stunningly high. 

More than half of all L.A. Unified students — over 200,000 kids — were chronically absent last year. Chronically absent students miss more than 9% of the school year.

In the spring, L.A. Unified superintendent Alberto Carvalho pledged to personally follow 30 chronically absent students. Last month at a conference in Orlando, Florida, Carvalho said 10 of the 30 students were at home with no parents. “No adult was caring for them,” he said. 

Chronically absent students have had to stay home with their siblings, get jobs, or simply cannot find transportation to school. Now, Carvalho estimated that tens of thousands of students are not enrolled for school at all this year.

Libertycenter:

This was the experience of our client’s daughter, who in just the sixth grade was recruited by teachers to join an “Equality Club” where she was told she may be transgender and bisexual—two terms that were foreign to her. Teachers encouraged Jessica Konen’s daughter to change her name to a boy’s name as an expression of her new identity and specifically instructed her not to tell her mother about her new identity because her mother couldn’t be “trusted.”

Then, they gave her articles—and required her to read them—on how to hide her transgenderism from her mother. Still without Jessica’s knowledge, teachers and administrators created a “Gender Support Plan” instructing faculty to refer to her daughter by a new name, male pronouns, and to let her use the unisex teachers’ restroom.

Parents absolutely have a right to know what is being taught in their kids’ school, especially with respect to sensitive issues like gender and sexuality. The Supreme Court has consistently held that parents have the right to direct the upbringing and education of their children. But parents are denied that right when activist teachers think they know better and intentionally hide information from moms and dads.

Will Flanders & Dylan Palmer :

Since the beginning of the COVID-19 pandemic, there has been a much greater focus by parents and concerned citizens on what is being taught in schools around the country. For the first time, many parents were exposed to what was being taught to their children, and they didn’t like what they found. Horror stories abound, from students being taught that conservatives are “ignorant and poor” at a high school in Sparta, Wisconsin,1 to school districts around the country using the 1619 Project as a means of teaching American history.2

The Wisconsin Institute for Law & Liberty’s previous work on this topic3 has shown that these are not isolated incidents. Instead, this sort of politically divisive rhetoric in K-12 schools is quite pervasive, from the biggest cities, to the smallest towns. While we can document that these problems are occurring in schools, the question remains: how did we reach this situation?

In this policy brief, we will begin to answer this question by showing that Wisconsin’s teachers don’t always push a liberal agenda purely of their own volition. Instead, we will show that the controversial material spilling into schools today is the result of an indoctrination process that begins when teachers are enrolled in universities around the state. We use the word “indoctrination,” here, and throughout this brief, not solely because future teachers are presented with politically charged materials during their college educations, but because these materials are presented from only one political perspective, and in a manner that preempts and forecloses healthy debate and conversation about these contested political issues.

For this report, we collected syllabi from courses for education majors at all of the University of Wisconsin’s four-year public colleges. In 2020, the University of Wisconsin System graduated approximately 2,000 students majoring in various education programs.4

While we cannot gather data from private universities in the state via open records requests, we can safely say that the schools from which we have gathered data represents courses taken by roughly 80% of all education graduates in the state for recent years.*

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

Isaac Morehouse:

The final leg universities stand on is the mythology of social status. That’s it. That’s what gives them what waning power they have.

I can’t count the number of parents I’ve talked with who recognize that college is one of the worst places to learn and degrees are one of the weakest ways to try to get hired, but who still needlessly bite the bullet and send their kid anyway.

Often, they shackle themselves or their children to tens of thousands in debt along the way. They despise the infantilizing policies on campus and bitter ideas in the classroom. They see the waste, corruption, stupidity, warped worldview, and bad habits cultivated and rewarded by the system.

But they still send their kids.

Why?

Because they value the decaying social status indicator of a degree. They want a shortcut to communicate to the world that they are good parents and their kids are better than most.

Even when they know the college experience is not good for their kids, many go through with it because they panic. They don’t know how to face other parents who ask what their kids are doing. They don’t know how to deal with the social expectation among the masses that college is somehow respectable.

Christopher Rufo:

Los Angeles Unified School District has adopted a radical gender-theory curriculum encouraging teachers to work toward the “breakdown of the gender binary,” to experiment with gender pronouns such as “they,” “ze,” and “tree,” and to adopt “trans-affirming” programming to make their classrooms “queer all school year.”

I have obtained a trove of publicly accessible documentsfrom Los Angeles Unified that illustrates the extent to which gender ideology has entered the mainstream of the nation’s second-largest school district. Since 2020, the district’s Human Relations, Diversity, and Equity department has created an infrastructure to translate the basic tenets of academic queer theory into K-12 pedagogy. The materials include a wide range of conferences, presentations, curricula, teacher-training programs, adult-driven “gender and sexuality” clubs, and school-sponsored protests.

In a week-long conference last fall, titled “Standing with LGBTQ+ Students, Staff, and Families,” administrators hosted workshops with presentations on “breaking the [gender] binary,” providing children with “free gender affirming clothing,” understanding “what your queer middle schooler wants you to know,” and producing “counter narratives against the master narrative of mainstream white cis-heteropatriarchy society.” The narrative follows the standard academic slop: white, cisgender, heterosexual men have built a repressive social structure, divided the world into the false binary of man and woman, and used this myth to oppress racial and sexual minorities. Religion, too, is a mechanism of repression. During the conference, the district highlighted how teachers can “respond to religious objections” to gender ideology and promoted materials on how students can be “Muslim and Trans.”

Michaéla Schippers, John P. A. Ioannidis and Ari Joffe:

A series of aggressive restrictive measures around the world were adopted in 2020-2022 to attempt to prevent SARS-CoV-2 from spreading. However, it has become increasingly clear that an important negative side-effect of the most aggressive (lockdown) response strategies may involve a steep increase in poverty, hunger, and inequalities. Several economic, educational and health repercussions have not only fallen disproportionately on children, students, and young workers, but also and especially so on low-income families, ethnic minorities, and women, exacerbating existing inequalities. For several groups with pre-existing inequalities (gender, socio-economic and racial), the inequality gaps widened. Educational and financial security decreased, while domestic violence surged. Dysfunctional families were forced to spend more time with each other, and there has been growing unemployment and loss of purpose in life. This has led to a vicious cycle of rising inequalities and health issues. In the current narrative and scoping review, we describe macro-dynamics that are taking place as a result of aggressive public health policies and psychological tactics to influence public behavior, such as mass formation and crowd behavior. Coupled with the effect of inequalities, we describe how these factors can interact towards aggravating ripple effects. In light of evidence regarding the health, economic and social costs, that likely far outweigh potential benefits, the authors suggest that, first, where applicable, aggressive lockdown policies should be reversed and their re-adoption in the future should be avoided. If measures are needed, these should be non-disruptive. Second, it is important to assess dispassionately the damage done by aggressive measures and offer ways to alleviate the burden and long-term effects. Third, the structures in place that have led to counterproductive policies, should be assessed and ways should be sought to optimize decision-making, such as counteracting groupthink and increasing the level of reflexivity. Finally, a package of scalable positive psychology interventions is suggested to counteract the damage done and improve future prospects for humanity.

David Perry:

Tech is just a tool or a plaything for him like any other. But we were promised more than that — we were promised a future in which technology would mediate between my disabled son and an ableist world. Instead, what is available to my son is driven more by arbitrary systems than by his needs and his personality. 

My son’s most significant needs relate to speech. By the time he was three, it was clear he was not going to predominantly use verbal speech, though he was learning to communicate in a wide variety of ways. His speech therapist at the time quickly sent us to a world-class facility to assess the best way for him to use tech to talk. At the time, Nico’s healthcare and education costs were covered by the “early intervention” programs in Illinois — statewide systems funded by federal, state, and local dollars intended to help children under three years of age meet “developmental milestones.” 

We tried a wide variety of devices, but because he had the manual dexterity to operate the simplest one, that’s the one the state would pay for. Within a few weeks after having it prescribed, we had a plastic box where you could literally cut and paste pieces of paper with words and pictures on it, and then use your voice to record sounds that then my son could press to play out loud. It was over a foot long. It cost over $3,000. 

There were much better, and much more expensive, dedicated speech devices on the market, many of which are in fact a marvel of engineering, and do not require exhausted parents to do arts and crafts. But what we needed, we thought, was a speech app; they were just becoming available on mobile platforms like iPads. We wanted Proloquo2go, one of a number of programs that can reproduce words or phrases by selecting from an infinitely customizable menu. It cost $250, which we didn’t have, and needed to be on an iPad, which we also couldn’t afford. The price would have been much lower than our state-funded arts and crafts box, but at the time the system wouldn’t pay for medical programs on non-medical devices. We ultimately got both the tablet and the app thanks to a donor.

Adam Taylor

Requejo said that even before the pandemic, coverage rates of vaccination for DTP had stagnated in part because of rapidly increasing population numbers in key countries. “There are some regions, like Africa, where you have an increasing birth cohort. So 85 percent coverage in 2008 is X number of people, but its X plus a couple of million more that you need to deliver just to maintain that level,” Requejo said.

The U.N. Population Division estimated Monday that the world’s population will reach 8 billion later this year. Some of the countries expected to see their population increase dramatically, such as Nigeria and the Democratic Republic of Congo, already have millions of unvaccinated children. Both are expected to see their population grow by well over 100 million by 2050.

Wesley Yang:

The summer program where I’m currently teaching enrolls about seventy students between the ages of six and twelve. Classes are technically open to any child in the district, but only a few parents actually sign their children up themselves; instead, the vast majority of kids are registered for the program by a teacher who was concerned with their academic performance the previous year. Parents can choose to accept or reject the enrollment, but the acceptance rate is something like 90% – it’s free, after all, and plenty of these parents are already looking for a safe place to send their children while they work during the day.

This “enroll first, ask questions later” approach removes many of the obstacles that keep struggling students from engaging with other summer programs, many of which have complicated application processes and require children to meet certain academic standards. However, it also means many families aren’t particularly invested in the program itself and, as a consequence, both parent and student engagement is lower than it might otherwise be.

Early on, an administrator confessed that this sort of setup could lead to “attendance issues,” which I took to mean some kids showing up late or even skipping class once in a while. Nine of the eleven students in my grade level were absent the first day. The next day, it was ten. By the end of the week, I had one student consistently attending and a few who had been officially withdrawn by their parents – but there were still eight children on my roster who were technically enrolled while having never once shown up.

Lola Fadulu:

Mayor Eric Adams announced Thursday the details of a plan to turn around a literacy crisis in New York City and, in particular, to serve thousands of children in public schools who may have dyslexia, an issue deeply personal to the mayor, who has said his own undiagnosed dyslexia hurt his academic career.

School officials plan to screen nearly all students for dyslexia, while 80 elementary schools and 80 middle schools will receive additional support for addressing the needs of children with dyslexia. The city will also open two new dyslexia programs — one at P.S. 125 Ralph Bunche in Harlem and the other at P.S. 161 Juan Ponce de Leon in the South Bronx — with a goal of opening similar programs in each borough by 2023.

Officials also plan to train all teachers, and will create a new dyslexia task force. School leaders are requiring school principals to pivot to a phonics-based literacy curriculum, which literacy experts say is the most effective way to teach reading to most children.

“Dyslexia holds back too many of our children in school but most importantly in life,” Mr. Adams said during a press briefing Thursday morning, adding that it “haunts you forever until you can get the proper treatment that you deserve.”

New York is facing a literacy crisis: Fewer than half of all third to eighth graders and just 36 percent of Black and Latino students were proficient on the state reading exams administered in 2019, the most recent year for which there is data. Research suggests that the coronavirus pandemic has only worsened those outcomes.

Peter Biello:

Researchers at MIT and Georgia Tech have developed a tool that redraws school attendance boundaries to both reduce racial segregation and travel times.

Researchers surveyed parents’ preferences on class size and school travel time. Overall, when looking at elementary school districts across the country, researchers found they could achieve a 12% decrease in segregation by moving one in five students to a new school and also reduce overall travel time. 

Nabeel Gillani led the project at MIT. He said results vary by district. 

“Certainly there’s the technology piece here, but we know fundamentally this is not a technology problem: It’s a social problem, i’s a political problem,” he said. “So we wanted to see if we could use technology now in ways to get more people involved, get more voices involved in the mix, and share more of what they think of these boundaries.”

Gillani says researchers chose to focus on elementary schools because the benefits of integration can start earlier.

“The way early learning experiences shape children and the impact those have later in life … was definitely a consideration,” he said.

BREAKING: Parents in Tennessee have filed a lawsuit against Williamson County Schools, alleging that the district’s curriculum teaches children they are “inherently racist and oppressive” based on their skin color and violates the state’s anti-critical race theory law. pic.twitter.com/J2d3ZVeZhp

— Christopher F. Rufo ⚔️ (@realchrisrufo) July 11, 2022

Ann Althouse:

But what’s really bothering Strauss isn’t the outrage of insulting education departments. It’s Hillsdale’s participation in charter schools around the country. There’s the “Hillsdale K-12 curriculum that is centered on Western civilization and designed to help ‘students acquire a mature love for America.'”

Valerie Strauss:

At the reception last week, held at a Cool Springs conference center in Tennessee, Arnn made comments while addressing an audience from a lectern and while sitting on the stage next to Lee on a stage. Here’s a sample:

• “Ed departments in colleges. If you work in a college you know, unless you work in the ed department. Ours [Hillsdale’s] is different. They are the dumbest part of every college. [Audience laughs.] You can think about why for a minute. If you study physics, there is a subject. … How does the physical world work? That’s hard to figure out. Politics is actually the study of justice. … Literature. They don’t do it much anymore, but you can read the greatest books, the most beautiful books ever written. Education is the study of how to teach. Is that a separate art? I don’t think so.”
• “If you read a book called ‘Abolition of Man’ by C.S. Lewis, you will see how education destroys generations of people. It’s devastating. It’s like a plague. … The teachers are trained in the dumbest part of the dumbest colleges in the country. And they are taught that they are going to do something to those kids. … My wife is English, and she is a gardener, big-time. And she doesn’t talk about what she is going to do to these plants. She talks about what they need. Because if you give them what they need, they will grow.”
• “The philosophic understanding at the heart of modern education is enslavement. … They’re messing with people’s children, and they feel entitled to do anything to them.”
• “Here’s a key thing we are going to try to do. We’re going to try to demonstrate that you don’t have to be an expert to educate a child. Because basically anybody can do it.”

Educators and other Tennesseans said they were angry at Arnn for making the comments and at Lee for failing to defend his state’s teachers and teacher preparation programs. Claude Pressnell Jr., president of Tennessee Independent Colleges and Universities Association, tweeted: “This is incredibly disturbing. Dr. Larry Arnn’s demeaning portrayal of Tennessee’s Ed prep programs and professors is uninformed and offensive. I’m disappointed that @GovBillLee is not on record with Dr. Arnn defending the integrity of Tennessee’s education programs.”

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.

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

Callum Borchers:

Don’t even get them started on time-off requests, an especially contentious subject in sunny weather. They say colleagues’ family vacations routinely get approved before their own romantic getaways or solo excursions because managers (who often have kids, too) prioritize time with children.

One thing many parents and non-parents can agree on: The always-on culture of work—made worse by the pandemic—is largely to blame for fueling resentment.

The Economist

Then the pandemic struck and hundreds of millions of pupils were locked out of school. At first, when it was not yet known whether children were vulnerable to covid-19 or were likely to spread the virus to older people, school closures were a prudent precaution. But in many places they continued long after it became clear that the risks of reopening classrooms were relatively small. During the first two years of the pandemic more than 80% of schooldays in Latin America and South Asia were disrupted by closures of some sort. Even today schools in some countries, such as the Philippines, remain shut to most pupils, leaving their minds to atrophy.

Globally, the harm that school closures have done to children has vastly outweighed any benefits they may have had for public health. The World Bank says the share of ten-year-olds in middle- and low-income countries who cannot read and understand a simple story has risen from 57% in 2019 to roughly 70%. If they lack such elementary skills, they will struggle to earn a good living. The bank estimates that $21trn will be wiped off their lifetime earnings—equivalent to about 20% of the world’s annual gdp today.

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.

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

William J. Bennett:

All Americans should be concerned about any indoctrination of children. But content addressing America’s difficult history of race relations, including today’s challenges, isn’t necessarily evidence of that. Achievements in the realm of civil rights have happened through an imperfect process spanning more than two centuries. The struggles of Americans like King and Frederick Douglass are lessons in striving toward the “more perfect union” of the Founders’ imagination. And they are worth teaching.

The American public-school system must teach both the galling and glorious aspects of U.S. history. As Virginia Gov. Glenn Youngkin has said, “We can teach all of our history, the good, the bad, and Virginia’s children will be better for it.” While it isn’t always a comfortable process, teaching children America’s complete history in an age-appropriate way, with parental awareness, is necessary for their own sake and for our country’s.

Doing so will help take politics out of education. It will prepare kids for the real world, where preventing hurt feelings doesn’t take precedence over facing uncomfortable facts. And it will instill in our children the ability to entertain ideas they may disagree with—an essential condition for a functioning democracy.

American exceptionalism is real, but fragile. Teaching the full story of American history will encourage the next generations of Americans in their own progress toward a more perfect union. America is still, as Lincoln said, “the last best hope of Earth.” If we tell the full story of the American past, it will help write a bright story of the American future.

Dan hart:

The result of this implosion of intact families has been absolutely catastrophic on society, particularly on boys. A recent study conducted by the Institute for Family Studies found stark disparities among fatherless boys compared to their peers with fathers in college graduation (14% versus 35%), idleness at ages 25-29 (defined as not working and not looking for work—19% versus 11%), and who have been incarcerated by ages 15-19 (31% versus 21%) and ages 28-34 (21% versus 10%).

Common sense tells us why this is the case. As Adam B. Coleman has astutely observed, involved fathers provide critical guidance to their sons in a host of ways. In particular, they offer:

• “a blueprint for manhood”;
• “a source of protection” and a “source of security” from the outside world;
• “a builder of confidence and a teacher for how to regulate your emotions in stressful situations”; and
• “the son’s purpose compass as he helps guide him throughout the trials of adolescence towards purposeful adulthood.”

This fatherly nurturing is especially critical during a boy’s childhood and as they approach the teen years. As Family Research Council’s senior research fellow George Barna has written, “Because a worldview is fully developed before the age of 13, young children listen to and watch their parents for clues on how to live an appropriate and successful life.”

Roland Fryer:

One of the most important developments in the study of racial inequality has been the quantification of the importance of pre-market skills in explaining differences in labor market outcomes between Black and white workers. In 2010, using nationally representative data on thousands of individuals in their 40s, I estimated that Black men earn 39.4% less than white men and Black women earn 13.1% less than white women. Yet, accounting for one variable–educational achievement in their teenage years––reduced that difference to 10.9% (a 72% reduction) for men and revealed that Black women earn 12.7 percent more than white women, on average. Derek Neal, an economist at the University of Chicago, and William Johnson were among the first to make this point in 1996: “While our results do provide some evidence for current labor market discrimination, skills gaps play such a large role that we believe future research should focus on the obstacles Black children face in acquiring productive skill.”

Recently, I worked with a network of hospitals determined to rid their organization of gender bias. The basic facts were startling: Women earned 33% less than men when they were hired and their wages increased less than men once on the job. Yet, accounting for basic demographic variables known about individuals prior to hiring, these differences decreased by 74%. A problem remained, but it was an order of magnitude smaller than the unadjusted numbers implied.

Find the root causes of bias

Social scientists tend to categorize bias into one of three flavors: preference, information, and structural. Preference bias is good old-fashioned bigotry. If company A prefers group W over group B then they will hire and promote them more even if they are similarly qualified.

Information bias arises when employers have imperfect information about workers’ potential productivity and use observable proxies, like gender or race, to make inferences (gender stereotypes are a classic example).

Structural bias occurs when companies institute practices, formally or informally, that have a disparate impact on particular groups, even when the underlying practices are themselves group blind. Employee referral programs can fall into this category.

Robert Lewis & Joe Hong:

A CalMatters investigation found that schools had wildly different approaches to stimulus spending — from laptops to shade structures to an ice cream truck. No centralized database exists to show the public exactly where the money went. 

When the pandemic closed schools in March 2020 – abruptly ending classes and stranding children and working parents – leaders in Washington and Sacramento scrambled to provide relief.

The result was a series of stimulus measures that allocated $33.5 billion in state and federal funds to California’s K-12 schools to address the devastation of the pandemic. It was a staggering amount of one-time funding for the state’s cash-strapped schools, equal to a third of all the money they got the year before the pandemic. 

Imagine your boss giving you a check equal to four months of your salary and telling you to spend it quickly or risk giving it back. For schools, this was money for things like laptops, air filters and mental health counselors – money to help kids.

But much of the funding has come with limited oversight and little transparency, according to a CalMatters investigation. No centralized state or federal database exists to show how schools have spent this money. And data from the districts’ quarterly spending reportsprovided to the state are so broad as to be virtually useless in tracking this COVID relief money.

Robert Lewis & Joe Hong:

A CalMatters investigation found that schools had wildly different approaches to stimulus spending — from laptops to shade structures to an ice cream truck. No centralized database exists to show the public exactly where the money went. 

When the pandemic closed schools in March 2020 – abruptly ending classes and stranding children and working parents – leaders in Washington and Sacramento scrambled to provide relief.

The result was a series of stimulus measures that allocated $33.5 billion in state and federal funds to California’s K-12 schools to address the devastation of the pandemic. It was a staggering amount of one-time funding for the state’s cash-strapped schools, equal to a third of all the money they got the year before the pandemic. 

Imagine your boss giving you a check equal to four months of your salary and telling you to spend it quickly or risk giving it back. For schools, this was money for things like laptops, air filters and mental health counselors – money to help kids.

But much of the funding has come with limited oversight and little transparency, according to a CalMatters investigation. No centralized state or federal database exists to show how schools have spent this money. And data from the districts’ quarterly spending reportsprovided to the state are so broad as to be virtually useless in tracking this COVID relief money.

Robert Lewis & Joe Hong:

A CalMatters investigation found that schools had wildly different approaches to stimulus spending — from laptops to shade structures to an ice cream truck. No centralized database exists to show the public exactly where the money went. 

When the pandemic closed schools in March 2020 – abruptly ending classes and stranding children and working parents – leaders in Washington and Sacramento scrambled to provide relief.

The result was a series of stimulus measures that allocated $33.5 billion in state and federal funds to California’s K-12 schools to address the devastation of the pandemic. It was a staggering amount of one-time funding for the state’s cash-strapped schools, equal to a third of all the money they got the year before the pandemic. 

Imagine your boss giving you a check equal to four months of your salary and telling you to spend it quickly or risk giving it back. For schools, this was money for things like laptops, air filters and mental health counselors – money to help kids.

But much of the funding has come with limited oversight and little transparency, according to a CalMatters investigation. No centralized state or federal database exists to show how schools have spent this money. And data from the districts’ quarterly spending reportsprovided to the state are so broad as to be virtually useless in tracking this COVID relief money.

Robert Lewis & Joe Hong:

A CalMatters investigation found that schools had wildly different approaches to stimulus spending — from laptops to shade structures to an ice cream truck. No centralized database exists to show the public exactly where the money went. 

When the pandemic closed schools in March 2020 – abruptly ending classes and stranding children and working parents – leaders in Washington and Sacramento scrambled to provide relief.

The result was a series of stimulus measures that allocated $33.5 billion in state and federal funds to California’s K-12 schools to address the devastation of the pandemic. It was a staggering amount of one-time funding for the state’s cash-strapped schools, equal to a third of all the money they got the year before the pandemic. 

Imagine your boss giving you a check equal to four months of your salary and telling you to spend it quickly or risk giving it back. For schools, this was money for things like laptops, air filters and mental health counselors – money to help kids.

But much of the funding has come with limited oversight and little transparency, according to a CalMatters investigation. No centralized state or federal database exists to show how schools have spent this money. And data from the districts’ quarterly spending reportsprovided to the state are so broad as to be virtually useless in tracking this COVID relief money.