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.

Jeff Schogol:

The Navy believes it is worth publicly disclosing whenever admirals in particular have been disciplined for misconduct in order to maintain the public’s trust and confidence in the Department of the Navy’s integrity, Mommsen said. Generally, that standard also applies in cases when allegations of misconduct against commanding officers, executive officers, and senior enlisted leaders have been adjudicated.

Joey Roulette and Eric M. Johnson:

SpaceX President Gwynne Shotwell sent an email saying the company had investigated and “terminated a number of employees involved” with the letter, the New York Times said.

The newspaper said Shotwell’s email said employees involved with circulating the letter had been fired for making other staff feel “uncomfortable, intimidated and bullied, and/or angry because the letter pressured them to sign onto something that did not reflect their views”.

Focus:

It was the third mission for SpaceX in just over 36 hours. The company launched 53 of its Starlink internet satellites on Friday (June 17) from NASA’s Kennedy Space Center in Florida and lofted a radar satellite for the German military from Vandenberg Space Force Base in California on Saturday (June 18).

Ian Ward:

For one, elites, even when they try to act on public opinion, often have no idea what the public actually wants. At the same time, these studies suggest that studying the defects in elite decision-making may be the first step to correcting them — since at least in some cases, elites are still responsive to public opinion.

Preparing children for the 21st century

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

WILL:

The News: The Oconomowoc Area School District (OASD) issued a cease and desist letter to a local parent and activist threatening her with a defamation lawsuit for statements she made in public forums about the use and accessibility of age-inappropriate material. The Wisconsin Institute for Law & Liberty (WILL) issued a letter to the Oconomowoc Area School District’s attorneys, on behalf of Alexandra Schweitzer, making clear that her public statements do not meet the legal standard for defamation and that her speech is protected by the First Amendment.

The Quotes: WILL President and General Counsel, Rick Esenberg, said, “The Oconomowoc Area School District’s attempt to silence a local mom with legal threats is inappropriate and troubling. The District’s accusations of defamation are weak. This tactic needs to be called out for what it is: bullying a critic.”

Alexandra Schweitzer, recipient of OASD’s cease and desist letter, said, “If the school district wanted to silence me, they have failed. School districts need to know that parents won’t back down and legal threats won’t deter us from looking out for our kids.”

Dr. Elana Fishbein, Founder & President, No Left Turn in Education, said, “Bullying a parent into silence is a dangerous precedent to set in a free society. No Left Turn in Education stands with Alexandra Schweitzer and any American parents petitioning their school boards on matters relating to the education of their children.”

Colleen Hroncich:

Some of the innovative education models that are exploding recognize this fact. Forest schools, hybrid schools, unschooling, and microschools typically offer children flexible ways to learn that can help keep them more engaged than they would be in a conventional classroom.

Another option for students who are looking for a more hands‐​on approach to education is vocational‐​technical school, also known as career and technical education or CTE. This can be particularly important in states like Massachusetts that have no private school choice programs, such as tax credit scholarships or education savings accounts.

Fortunately for students in the Bay State, most of Massachusetts’s voc‐tech schools are producing impressive results. According to Jamie Gass, Director of the Center for School Reform at Pioneer Institute, a 1993 education reform law had a huge impact on voc‐tech schools. “At that time, voc‐tech schools were some of the lowest performing schools,” he says. “Because of their focus on occupational education, they were highly resistant to standards and tests. Eventually they embraced it, though, and they’ve seen the biggest gains of pre‐existing schools.”

Ira Still:

How much has Rochester been “overspending?” The website Seethroughny.com, a project of the Empire Center for Public Policy, lists 717 Rochester City School District Employees who earned more than $100,000 in 2019. The district has about 25,000 K-12 public school students, according to the state of New York. Spending runs about $20,000, a little below the statewide average. Whether that amounts to “overspending” probably depends on one’s view of how much the children are learning, and also one’s view of whether the students could learn more, and how much more, if more money were spent.

The teachers may point out that they earn less the SEC staff, who average more than $200,000 a year, according to the FederalPay.org, which tracks government pay. Though the SEC may counter that its lawyers can earn much more at corporate law firms, a consideration that may be less applicable to Rochester teachers.

In practice, the legal aspects of the case will probably turn more on considerations about disclosure to potential bond buyers than about the details of the spending on teacher salaries.

Even so, the mere mention of securities law and bondholders as potential tools to curb school district “overspending” is intriguing, especially when the action comes under a president who campaigned promising to increase school spending so as to pay teachers “competitive salaries.” For years, reformers have complained that teachers unions capture school boards and run school systems for the benefit of adults rather than children. Now a different set of influential adults—bondholders—is, in a way, asserting, via the SEC, its own claim that could be a countervailing force.

SEC Press Release.

Joel Kotkin:

Overall, these cities tend to have some of the worst inequality of any location, an urban model very different to the Jane Jacobs conception of a city that does not “lure the middle class” but creates one. Indeed, as the transactional city reached its apogee, the opportunity horizon for working- and middle-class families dimmed. In 1970, half of the city of Chicago was middle income; today, according to a 2019 University of Illinoisstudy, that number is down to 16 percent. Meanwhile, the percentage of poor people has risen from 42 to 62 percent.

San Francisco, the urban center that gained most from the technological revolution, epitomizes the final stages of the transactional city. It is now the country’s costliest city and anchors a region with the smallest middle class among the 52 Metropolitan Statistical Areas with over a million people. Inequality grew most rapidly there over the last decade, reports the Brookings Institution, as techies moved into tough urban areas like the Tenderloin. A city of enormous wealth has become bifurcated, plagued by mass homelessness and petty crime, while the middle-class family heads toward extinction. San Francisco has lost 31,000 home-owning families in the last decade, a trend that accelerated during the pandemic.

The current crop of urban leaders has only made things worse. In recent years, some city officials seem to have become tolerant of—and even willing to embrace—disorder. At the height of the 2020 urban riots, even the planning community favored “defunding” the police. Efforts to reduce policing have, unsurprisingly, been accompanied by rising crime in places like Chicago, Washington, DC, Minneapolis, New York, Seattle, and Los Angeles. Perhaps most remarkable has been the deterioration of tech-rich San Francisco, where tolerance of deviant behavior has helped to create a city with more drug addicts than high school students, and so much feces on the street that one website has created a “poop map.” Homeless encampments can also be found throughout Los Angeles, with a particular concentration along the beach, in inner city parks, and most famously in the downtown “skid row” area, the conditions of which a UN official last year compared to those of Syrian refugee camps.

Demographer Wendell Cox estimates that the percentage of households with children between the ages of five and 17 was nearly three times higher in suburbs or exurbs than in or near the urban core. Urban school districts are imploding as the number of young people growing up in core cities has declined.San Francisco, for example, is home to more dogs than children under 19, while Seattle boasts more households with cats than two-legged offspring.

Robert Pondiscio:

Calkins’s work mostly disregards this fundamental insight, focusing students’ attention in the mirror instead of out the window. For low-income kids who are less likely to grow up in language-rich homes and don’t have the same opportunities for enrichment as affluent kids, the opportunity costs of Calkins’s “philosophy” are incalculable. Endless hours of class time that could be building knowledge and vocabulary are squandered.

I witnessed this daily in my South Bronx elementary school, where fewer than 20 percent of students passed state reading tests. I never had a single student unable to read words printed on a page. When they were reading and writing about topics they knew—the Calkins method—students did well. But when asked to read about unfamiliar topics on state tests, they often struggled. They read it, but they didn’t get. One principal I worked under attributed our low scores to “test anxiety,” but that wasn’t the problem. Their education was all mirrors and no windows.

It is well that Calkins has finally seen the light on phonics, however begrudgingly. But her approach commits even greater sins, particularly against low-income children, that phonics alone can’t fix.

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Joseph Henrich

No, it was a religious mutation in the Sixteenth Century. After bubbling up periodically in prior centuries, the belief that every person should read and interpret the Bible for themselves began to rapidly diffuse across Europe with the eruption of the Protestant Reformation, marked in 1517 by Martin Luther’s delivery of his famous ninety-five theses. Protestants came to believe that both boys and girls had to study the Bible for themselves to better know their God. In the wake of the spread of Protestantism, the literacy rates in the newly reforming populations in Britain, Sweden, and the Netherlands surged past more cosmopolitan places like Italy and France. Motivated by eternal salvation, parents and leaders made sure the children learned to read.

The sharpest test of this idea comes from work in economics, led by Sascha Becker and Ludger Woessmann. The historical record, including Luther’s own descriptions, suggest that within the German context, Protestantism diffused out from Luther’s base in Wittenberg (Saxony). Using data on literacy and schooling rates in nineteenth-century Prussia, Becker and Woessmann first show that counties with more Protestants (relative to Catholics) had higher rates of both literacy and schooling. So, there’s a correlation. Then, taking advantage of the historical diffusion from Wittenberg, they show that for every 100-km traveled from Wittenberg, the percentage of Protestants in a county dropped by 10%. Then, with a little statistical razzle-dazzle, this patterning allows them to extract the slice of the variation in Protestantism that was, in a sense, caused by the Reformation’s ripples as they spread outward from the epicenter in Wittenberg. Finally, they show that having more Protestants does indeed cause higher rates of literacy and schooling. All-Protestant counties had literacy rates nearly 20 percentage points higher than all-Catholic counties. Subsequent work focusing on the Swiss Reformation, where the epicenters were Zurich and Geneva, reveals strikingly similar patterns.

The Protestant impact on literacy and education can still be observed today in the differential impact of Protestant vs. Catholic missions in Africa and India. In Africa, regions with early Protestant missions at the beginning of the Twentieth Century (now long gone) are associated with literacy rates that are about 16 percentage points higher, on average, than those associated with Catholic missions. In some analyses, Catholics have no impact on literacy at all unless they faced direct competition for souls from Protestant missions. These impacts can also be found in early twentieth-century China.

The notion of universal, state-funded schooling has its roots in religious ideals. As early as 1524, Martin Luther not only emphasized the need for parents to ensure their children’s literacy but also placed the responsibility for creating schools on secular governments. This religiously inspired drive for public schools helped make Prussia a model for public education, which was later copied by countries like Britain and the U.S.

When the Reformation reached Scotland in 1560, John Knox and his fellow reformers called for free public education for the poor and justified this with the need for everyone to acquire the skills to better know God. Having placed the burden for delivering schooling on the government, the world’s first local school tax was established in 1633 CE and strengthened in 1646 CE. This early experiment in universal education may have mid-wifed the Scottish Enlightenment, which produced intellectual luminaries ranging from David Hume to Adam Smith. A century later, the early intellectual dominance of this tiny region inspired France’s Voltaire to write, “we look to Scotland for all our ideas of civilization.” Voltaire, who grew up in a region controlled by Huguenots (French Calvinists), was educated in Jesuit schools, along with other Enlightenment luminaries like Diderot and Condorcet. Rousseau, for his part, likely learned to read from his Calvinist father in the Protestant city-state of Geneva.

Andrew Sullivan:

Elite imposition of the new social justice religion — indoctrinating children in the precepts and premises of critical race and gender theory — has also met ferocious backlash as parents began to absorb what their kids were being taught: that America is a uniquely evil country based forever on white supremacy; that your race is the most important thing about you; that biological sex must be replaced by socially constructed genders of near-infinite number; and that all this needs to be taught in kindergarten. Yes, some of this was politically exploited or hyped by the right. But if you think there is no there there in this concern about schooling, you’re dreaming.

Across the country, school boards are thereby in turmoil, with those supporting less ideological education on the march. On the question of trans rights, there is broad support for inclusion — but most Americans are understandably uncomfortable with pre-pubescent kids having irreversible sex changes, and with trans women competing with women in sports. For which those normies are called “hateful.”

And many people have now experienced firsthand what happens to a workplace when crusades for “social justice” trump every other value. The Washington Post this week was convulsed by public infighting — initiated by a reporter, Felicia Sonmez, whose crusade to dismantle the “oppressive systems” she endures at the WaPo went on for a week of public name-calling, vitriol, and victim-mongering. As a professed victim of sexism, Sonmez felt fully justified in destroying any shred of civility or decorum — because she assumed she couldn’t be punished. The same applies to the unethical journalism of Taylor Lorenz, another social justice warrior at the WaPo.

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.

Ruy Teixeira:

Finally, there is perhaps the key issue for many Asian voters: education. It is difficult to overestimate how important education is to Asian voters, who see it as the key tool for upward mobility—a tool that even the poorest Asian parents can take advantage of. But Democrats have become increasingly associated with an approach to schooling that seems anti-meritocratic, oriented away from standardized tests, gifted and talented programs and test-in elite schools—all areas where Asian children have excelled.

This of course was a huge issue in San Francisco, where the School Board pushed this approach up to and including replacing the rigorous entrance test for the famed Lowell School with a lottery. That move, combined with the School Board’s bizarre obsession with an “anti-racist” school renaming project even as schools remained closed and students suffered, angered Asian parents and others so much that they took the lead in successfully recalling three of the ringleaders of this approach, a clear precursor to the current recall.

So Democrats are hemorrhaging support among Asian voters, alienating other nonwhite voters with their lax approach to public safety and losing many formerly loyal white liberals and moderates who are “mad as hell and not going to take it anymore”. What to do?

The answer seems clear to me. It’s time for Democrats to adopt former UK prime minister Tony Blair’s felicitous slogan: “Tough on crime, tough on the causes of crime”. Conservative outlets like Fox News may exaggerate but voters really do want law and order—done fairly and humanely, but law and order just the same. Democrats still seem reluctant to highlight their commitment to cracking down on crime and criminals because that is something that, well, Fox News would say.

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Shannon Whitworth

Recently, in my high school Business Communication class, I had one of the most disheartening conversations I’ve ever had with my students. It was regarding the effects of the pandemic lockdowns. Policymakers and leaders need to listen to these experiences, get students back on track and develop new strategies if we ever have a challenge similar to the COVID-19 pandemic in the future.

It was apparent during this conversation that many children under 18 cannot do school by computer.  My students admitted that they regularly checked in with their teachers and then either turned off their camera or checked out after attendance. Many students said the isolation shortened their attention spans and made it difficult to stay on task. This is reflected in recent research as well. The Center for Education Policy Research at Harvard released a study in May based on two years’ worth of data, from 2019 through 2021. Over that timeframe students who attended school in-person for the 2020-21 school year—and were only remote for the spring of 2020—lost about 20% of their learning in math, while students who were remote for the majority of that time lost close to 50% of their learning. That is a disaster.

Two students shared about taking the ACT exam and how they just wanted to give up in the middle of the test because in the last year they “hadn’t learned anything.” By far, this was the saddest statement shared within the discussion. When I revealed to them that schools in their surrounding suburbs were allowed to go back to in-person instruction much sooner than Milwaukee Lutheran, I saw anger in their eyes. They feel the policymakers and community leaders bailed on them, and they won’t forget it.

Sgt Mom

The post at Legal Insurrection (link) says in part, that the goal is to “…to equalize test scores among racial groups, OPRF will order its teachers to exclude from their grading assessments variables it says disproportionally hurt the grades of black students. They can no longer be docked for missing class, misbehaving in school or failing to turn in their assignments, according to the plan.”
So basically, this is an administrative rubber-stamping a passing grade on the report cards of black students who can’t be arsed to attend class, behave properly as students when they do, or turn in required assignments. Frankly, one wonders why such students even bother with school anyway, if they are so vehemently disinclined towards the life intellectual, but truant law and free daycare for such parental units as they have probably account for it, as well as money for butts in seats on the part of the school itself. At this rate of scholastic malpractice, urban schools might just as well hand out high school graduation certificates as if they were Pokemon cards, one to a customer and save themselves time and effort in the classroom. Any serious education of pupils appears as merely a happy afterthought to a means of employing large numbers of administrators, assistant principals and teachers whose union membership is vastly more important to the powers that be than imparting knowledge to that handful of rare-as-hen’s-teeth pupils who seriously want to learn.

This particularly unfortunate notion to enforce the mystical quality of “equity” on students of color will backfire of course. Future employers, associates, neighbors and professional will regard those students of color who hold such useless bits of paper as worthless, illiterate, and dumber than dirt, which will no doubt make those public-school products feel even more disrespected, resentful, and inclined to casual criminality and general uselessness as citizens than they already are. Just call me Cassandra, if you please.

Honestly, home school looks better and better all the time, as many otherwise well-intentioned, well-paid and ambitious-for-the-children parents discovered during sessions of remote learning and home lockdown, exactly and to their vast disgust what kind of sex-ed and racial-theory lunacies were romping untrammeled through the classrooms.

Natalie Wexler:

No single ready-made curriculum can do all of that, she said. Wit & Wisdom has provided a crucial “backbone” of curriculum materials that build knowledge in a thoughtful sequence—and ideally teachers help students connect their own lives to whatever they’re studying. But the district has also supplemented Wit & Wisdom with a social studies curriculum it created called “BMore Me,” which highlights the role of Black and brown communities in Baltimore’s history.

One of the most gratifying results of the new curriculum, Santelises said, is hearing from parents who are impressed by what their children are learning: “Parents love knowing their children know something they don’t know. Particularly in communities that have been underserved by the institution of school, that ability to see that your child is moving further than you is a very human need.”

Under the previous curriculum, students often never even learned to sound out words, because teachers hadn’t been trained in the systematic phonics instruction that many kids need. Some teachers still resist phonics, but Santelises says it’s important to let them know that historically, some Blacks in the South were prevented from learning phonics as a way of ensuring their continued oppression.

MD Kittle:

The Wisconsin Department of Public Instruction has long been a haven of leftist thought and policy. Increasingly, the agency has become politically weaponized in the pursuit of its woke diversity, equity and inclusion agenda.

Most recently, DPI launched an investigation into a Milwaukee Public Schools counselor whose alleged crime is that she spoke passionately in opposition to “gender identity ideology.” At a feminist rally in Madison.

DPI is investigating whether the counselor should lose her license for “immoral conduct.”

“The state is, quite simply, trying to punish a public-school counselor for her views on gender ideology. This is a classic, clear-cut, violation of the First Amendment and the state can expect a federal lawsuit if it proceeds,” said Luke Berg, attorney at the Milwaukee-based Wisconsin Institute for Law & Liberty. On Wednesday, the civil rights law firm sent a letter warning DPI of the legal perils it faces in attacking an educator’s First Amendment rights.

Marissa Darlingh, the MPS counselor, spoke at a feminist rally at the state Capitol on April 23, 2022.  She said she “oppose[s] gender ideology” in elementary schools and that young children should not be “exposed to the harms of gender identity ideology” or given “unfettered access to hormones—wrong-sex hormones—and surgery.”

She told rally-goers that she “exist[s] in this world to serve children” and “to protect children,” and does not support social or medical transition of young children. Darlingh, apparently in a moment of passion, declared “f… transgenderism,” referring to the “gender identity ideology” that she believes harms children.

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Robert Pondisco:

Every teacher of struggling readers hasexperienced the moment when a student says, “I read it, but I didn’t get it.” It can be a bewildering experience. Why don’t they get it?

For several decades, elementary schools in New York City and across the country have turned to Columbia University education professor and acclaimed reading guru Lucy Calkins to answer that question. But in recent years, her influential and best-selling “Units of Study” curriculum has faced an intense barrage of criticism from experts who complain its “balanced literacy” approach is ineffective and gives short shrift to phonics — teaching children to look at pictures and guess words, for example, instead of sounding them out.

Schools Chancellor David Banks has announced plans to move literacy instruction in New York City away from Calkins’ curriculum in favor of approaches based on the “science of reading,” including phonics. Perhaps as a result, Calkins now appears to have conceded the argument, promising in a lengthy New York Times article to include “daily structured phonics lessons” in her program. That’s welcome news, but it’s not enough.

The South Bronx elementary school where I taught 5th grade for several years was a proponent of Calkins’ approach. We adopted her teaching methods and employed her literacy coaches for years, to very little effect. Her greatest sin against literacy comes after kids learn to “decode” the written word, whether or not they are taught with phonics, which is just the starting line for reading.

Alex Gutentag:

The collapse of educational pathways and structures has had a particularly brutal effect on the poorest students, who can least afford to have their schooling disrupted. High-poverty schools had the lowest levels of in-person instruction, causing low-income students to fall even further behind their more affluent peers. The entirely foreseeable ways in which bad COVID-19 policy choices exacerbated inequality perversely led many public school systems to try to hide their mistakes by dismantling programs for gifted and talented students along with entrance tests and other standardized testing regimens—piling on more bad policy choices that deprive economically disadvantaged students of opportunity.

The available numbers tell a worrying story of educational slippage that is likely to keep large numbers of kids from acquiring the basic skills, both intellectual and social, that they will need to hold decent jobs. Recent test scores have dramatically declined, with one report finding that in districts offering distance learning, the decline in passing rates for math was 10.1 percentage points greater than in districts that offered in-person instruction. In Maryland, 85% of students now are not proficient in math, and in Baltimore the figure is 93%. Michigan, Washington, and other states have found dramatic declines in their test scores. In Los Angeles, the decline has been worse for younger students, with 60% of third and fourth graders not meeting English standards compared to 40% of 11th graders. Overall, the youngest children were most profoundly impacted by lockdowns and school disruptions, and some of them now lack basic life skills.

As the severity of these repercussions comes to light, some outlets—notably those that most aggressively advocated for lockdowns and masking—have been eager to suggest that we are now aware of the overwhelmingly negative consequences of these policies thanks to “new research” that has only just become available to fair-minded people, who can therefore be forgiven for having adopted the course they did. But to many doctors and scientists, the damage to kids caused by COVID-19 panic was neither inevitable nor surprising. Rather, it was the result of the public health establishment’s conscious choice to eschew rational cost-benefit analysis in favor of pet cultural theories and political gamesmanship. For those who applied the scientific method to the available evidence, the consequences were already clear just a few weeks into the pandemic. “It was not at all true that people in healthcare and public health were unaware of what was going on with children,” Dr. Noble told me. “They were not ignorant.”

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Mine Bloomberg:

The message to educators and elected officials could hardly be clearer: Too many public schools are failing, parents are voting with their feet, and urgent and bold action is needed. Until now, however, the only governmental response has been to spend more money — too much of which has gone to everyone but our children.

Since 2020, Congress has sent an additional $190 billion to schools, in part to help them reopen safely and stave off layoffs. But in many districts, union leaders resisted a return to in-classroom instruction long after it was clear that classrooms were safe. And by and large, remote instruction was a disaster. By one analysis, the first year of the pandemic left students an average of five months behind in math and four months behind in reading, with much larger gaps for low-income schools.

It’s abundantly clear that money was far from the biggest challenge facing public schools. The U.S. spends more per pupil on public education than virtually any other country, and many districts have struggled to spend all the federal funds they’ve received. Others have splurged on sports.

Tdarb.org

By shifting towards a purely "open" software stack, schools then have the ability to purchase older, cheaper hardware. Instead of running bloated spyware (Windows) IT departments could opt to use any one of the lightweight Linux distros available.

This would reduce e-waste, save school districts significant amounts of money (no need to purchase Windows licenses or beefy hardware to be able to even _run_ the operating system) all while still maintaining a high level of user/network security.

Heck, you could even have a fleet of Raspberry Pi devices as your main student "computers". The cost of replacement also becomes less significant (these are children using these devices remember).

Clayton Kozinski:

True, nothing on the LSAT prepares someone for legal practice. But it provides a back-of-the-envelope measure of aptitude in law-adjacent skills—primarily logical reasoning and reading comprehension. And studies have consistently shown that LSAT performance is the single strongest predictor of academic success in law school.

So why oppose it?

Criticisms of the LSAT largely echo criticisms of standardized tests more generally.

Essentially, they boil down to the claim that the LSAT does not objectively measure ability because children from wealthy backgrounds can more easily afford elite prep courses and personalized tutoring.

It certainly seems unfair that such a significant portion of the admissions criteria favors the wealthy. But even critics of the LSAT concede that the same is true of nearly every other component of the admissions process. The wealthy can hire tutors to improve their GPA and snag better recommenders. And they can pack in more extracurriculars because they are less distracted by resource requirements.

Scott Niederjohn, Ph.D.

Student debt forgiveness schemes are both inefficient and unfair policies for helping low-income families. First, it is clear that any plan to eliminate student debt across the board would end up benefiting doctors, lawyers and many others who have or are likely to get high-earning jobs and won’t need help paying off their loans. Further, because the majority of student debt—both nationally and in Wisconsin—is held by those in the top 40% of the income distribution, such a plan would most benefit the wealthy, contributing further to income and wealth inequality. In addition, debt forgiveness would add to inflationary pressures, as the former debt holders have freed-up money to spend on other uses.

Debt forgiveness amounts to spending $1 trillion from the federal Treasury exclusively on people who went to—and in most cases graduated from—college. This essentially punishes Americans who didn’t go to college and, because of that fact, are more likely to need government help.

In all, 58% of college student debt is held by students from the top 40% of incomes. Further, 56% of student debt is held by those with master’s, professional or doctoral degrees. Such groups are not typically targeted for federal welfare or subsidy programs. But that is exactly what any across-the-board student loan forgiveness program would do. Further, such a plan seems exceedingly unfair for families whose children either didn’t attend college or, if they did and borrowed money to do so, paid off their loans as most responsible borrowers do.

Sandy Flores-Ruiz:

Baylor University, based in central Texas, is one of the many institutions that uses a federal loan program called Parent Plus. Among private schools with a minimum of $1 billion endowment, Baylor also had the lowest repayment rate for this particular type of loan. 

The Parent Plus program offers federal loans to parents and allows them to help pay for their children’s tuition. Before the introduction of this program, undergraduate students were the largest demographic taking out college loans requiring payment. Now, in the Parent Plus era, parents and graduate students take out the most loans. 

The fast-growing Parent Plus program does not have income limits or a cap on the amount of money parents can borrow, unlike other undergraduate loan programs. This makes Parent Plus appealing and accessible to parents, especially to those who want to send their children to the best ranking schools. They often hastily agree to take out these loans without realizing the magnitude and future impact of their debt. 

At Baylor, the Parent Plus loan program has allowed the university to shift its reputation from being a locally appreciated Baptist college to a nationally accredited and endorsed institution. The university has funneled its resources into building a new sports complex and expanding its existing research facilities to match those of the top schools in the nation.

Eugene Volokh:

The claims arise out of “UPMC’s purported disclosure of their confidential medical information to [child protection authorities] for the purpose of targeting them with highly intrusive, humiliating and coercive child abuse investigations starting before taking their newborn babies home from UPMC’s hospitals shortly after childbirth.”

Scott Girard:

At issue is an April 2018 document, titled “Guidance & Policies to Support Transgender, Non-binary & Gender-Expansive Students,” which outlined a series of ways staff should work with students who share they are transgender or gender-questioning at school, including using their preferred names and pronouns. It also prohibited staff from disclosing to parents “any information that may reveal a student’s gender identity to others, including parents or guardians and other school staff, unless legally required to do so or unless the student has authorized such disclosure.”

“Transgender, non-binary, and gender-expansive students have the right to discuss and express their gender identity and expression openly and to decide when, with whom, and how much to share private information,” the guidance states. “If a student chooses to use a different name, to transition at school, or to disclose their gender identity to staff or other students, this does not authorize school staff to disclose a student’s personally identifiable or medical information.”

The Wisconsin Institute for Law and Liberty and the Alliance Defending Freedom, on behalf of 14 parents, argue it violated parents’ constitutional right to raise their children.

A temporary circuit court injunction in September 2020 forbid the district from “applying or enforcing any policy, guideline, or practice” in the document that “allows or requires District staff to conceal information or to answer untruthfully in response to any question that parents ask about their child at school, including information about the name and pronouns being used to address their child at school.”

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Dana Goldstein:

How Professor Calkins ended up influencing tens of millions of children is, in one sense, the story of education in America. Unlike many developed countries, the United States lacks a national curriculum or teacher-training standards. Local policies change constantly, as governors, school boards, mayors and superintendents flow in and out of jobs.

Amid this churn, a single charismatic thinker, backed by universities and publishing houses, can wield massive power over how and what children learn.

Some children seem to turn magically into readers, without deliberate phonics coaching. That has helped fuel a mistaken belief that reading is as natural as speaking. In fact, functional magnetic resonance imaging of the brain demonstrates that humans process written language letter by letter, sound by sound. Far from being automatic, reading requires a rewiring of the brain, which is primed by evolution to recognize faces, not words.

But that finding — by cognitive psychologists and neuroscientists — is often disconnected from the work of training teachers and producing classroom materials.

Indeed, Professor Calkins, 70, is far more typical in the world of curriculum development: She is a teacher, a writer and a theorist.

But her influential 2001 book, “The Art of Teaching Reading,” warned about what she saw as the risks of too much sounding-it-out. She praised one teacher for avoiding “an intricate series of activities with phonics,” and argued that a simple way to build “lifelong readers” was to allow children to spend time with books they chose, regardless of content or difficulty.

For children stuck on a difficult word, Professor Calkins said little about sounding-out and recommended a word-guessing method, sometimes called three-cueing. This practice is one of the most controversial legacies of balanced literacy. It directs children’s attention away from the only reliable source of information for reading a word: letters.

Three-cueing is embedded in schools. Online, novice teachers can view thousands of how-to guides. In a 2020 video, a teacher tells children to use a picture to guess the word “car,” even though simple phonics make it decodable.

Professor Calkins said word-guessing would not be included in her revised curriculum. But in some ways, she is offering a hybrid of her old and new methods. In a sample of the new materials that she provided to The Times, teachers are told that students should first decode words using “slider power” — running their fingers under letters and sounding them out — but then check for mistakes using “picture power.”

Mark Seidenberg, a cognitive neuroscientist at the University of Wisconsin, Madison, said that while he found some of the revisions “encouraging,” he was concerned that “objectionable” concepts remain.

Ann Althouse notes a comment:

The top-rated comment is from someone who has taught in a NYC public school for 21 years where they use Calkin’s “Units of Study”: “The degree to which we have had to supplement them with other approaches and sources is immense. Most kids would not learn literacy with these curricula alone. There really has been a sort of cult of personality around Lucy Calkins. The professional developers she hires parrot her ideas and demeanor. Regardless of her claim that she wants to support and respect teachers, the message was always ‘Lucy knows best.'”

1. I spoke to a dozen educators and parents in Units of Study schools for this piece. Many could not be named. One thing notable in movements led by charisma is that adherents often develop more extreme views than leaders. For example… https://t.co/EgtKkryxle

— Dana Goldstein (@DanaGoldstein) May 22, 2022

We Madisonions have long tolerated disastrous reading results. To wit:2005:

What the superintendent is saying is that MMSD has closed the achievement gap associated with race now that roughly the same percentage of students in each subgroup score at the minimal level (limited achievement in reading, major misconceptions or gaps in knowledge and skills of reading). That’s far from the original goal of the board. We committed to helping all students complete the 3rd grade able to read at or beyond grade level as demonstrated by all students in all subgroups scoring at proficient or advanced reading levels on the WRCT.

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Hannah Natanson and Laura Vozzella

“We are not serving all of Virginia’s children and we must,” Youngkin said at a news conference in Richmond, where he and his education team presented the report. “We want to be the best in education. We should be the best in education. And the data that is compiled and shared with you today suggests that we have a lot of work to do to be the best.”

A Washington Post analysis of the report, though, suggests its use of data is misleading, and shows Virginia students performed at least as well as or better than students nationwide over the past several years. And some educators and politicians took immediate exception to the report Thursday, criticizing its presentation and analysis of student test scores.

Senate Majority Leader Richard L. Saslaw (D-Fairfax) said in a statement: “To accuse Virginia’s education system of failure is an outright lie, supported by cherry-picked data and warped perspective.”

Although Youngkin has rejected equity initiatives in education and called “equity” a “very confusing word,” he promised on Thursday to address racial and socioeconomic performance gaps by providing more funding for school facilities, raises for teachers, and innovation in early childhood and literacy programs — all things expected to be included in the two-year state budget that the General Assembly must finalize before July 1. And he vowed to employ the best teachers to serve the students most in need.

The Education Department report also outlines steps to improve students’ academic skills, including developing an improved in-state assessment system, revising Virginia’s school accreditation standards and hiring reading specialists to improve student literacy.

At Thursday’s news conference, Virginia’s top education officials condemned education policy decisions made by previous administrations, especially a 2017 revision of Virginia accreditation standards that allowed students’ academic progress to count toward accreditation along with their test scores. Education Secretary Aimee Guidera said such initiatives were part of a misguided push for equity.

“There was a general culture of lowering expectations,” Guidera said. “What happened before was we took our eye off the ball in the state of Virginia.”

Notes on mediocrity.

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Lori Lowenthal Marcus and Jesse M. Fried:

A group of Jewish public-school parents and teachers filed a federal lawsuit Thursday challenging the adoption of anti-Semitic and anti-Zionist curricular materials in Los Angeles public schools.

Last year California Gov. Gavin Newsom signed a law requiring public-school students in the state to complete a course in ethnic studies to graduate from high school. He said it was needed because “students deserve to see themselves in their studies, and they must understand our nation’s full history if we expect them to one day build a more just society.” But the ethnic-studies movement has never been about representation or justice. A creature of 1960s radical left-wing activism, ethnic studies was from the start about attacking the U.S., capitalism and Zionism.

Advocates—including teachers union officials, public-school teachers and other ideologues—have formed the Liberated Ethnic Studies Model Curriculum Consortium, through which they hope to influence the teaching of ethnic studies in the state. The consortium, which disseminates teaching materials lifted directly from radical anti-Israel websites, rejects the idea that all cultures should be studied. It asserts that ethnic studies is about only four groups: Native Americans, black Americans, Chicanos/Latinos, and Asian-Americans/Pacific Islanders. That last group includes Arabs from the Middle East—but not Jews, who’ve lived in that same region for millennia.

Christopher Rufo:

I have obtained videos from a publicly accessible website that show that the conference went far beyond the school district’s euphemism about “issues facing the trans community.” The event included sessions on topics such as “The Adolescent Pathway: Preparing Young People for Gender-Affirming Care,” “Bigger Dick Energy: Life After Masculinizing [Gender Reassignment Surgery],” “Prosthetics for Sex,” “The Ins and Outs of Masturbation Sleeves,” and “Trans Sex: Banging Beyond Binaries.” The conference attendees included educators, activists, adults, and adolescents. There were graphic sessions on prosthetic penises, masturbation toys, and artificial ejaculation devices, which some hosts explicitly promoted to minors. As one session host explained, “there’s no age limit, because I feel like everybody should be able to access certain information.”

The conference began with presentations promoting puberty blockers, hormone treatments, breast removals, and genital surgeries. In one session, “The Adolescent Pathway Preparing Young People for Gender-Affirming Care,” Dr. Scott Mosser, the principal at the Gender Confirmation Center in San Francisco, explained that he has performed “over two thousand top surgeries,” which involve removing girls’ breasts, and that there is no age limit for beginning the “gender journey.” “I do not have a minimum age of any sort in my practice,” he said, explaining that he would be willing to consult with children as young as ten years old with parental consent. In another session open to children, “Gender-Affirming Masculine and Feminizing Hormones for Adolescents and Adults,” Dane Menkin, divisional director of LGBTQ services at Main Line Health, endorsed treatments ranging from puberty-blocking hormones to manual breast-binding for “masculinizing” adolescent girls. “I’m a strong proponent that you can bind for as many hours a day as you can tolerate binding,” he said.

Other presentations at the Trans Wellness Conference involved explicit sexual themes. Two female-to-male trans activists, Kofi Opam, a graduate student at the University of Iowa, and Sami Brussels, a medical illustrator, hosted a presentation called “Bigger Dick Energy,” in which they explained the process of phalloplasty and using an artificial penis for “navigating cruising and anonymous/casual sex life.” Chase Ross, a transgender activist and YouTuber, hosted a series of sessions on “packers,” “masturbation sleeves,” and “prosthetics for sex,” demonstrating various devices from his collection of more than 500 genital prosthetics. “I have tried and touched many dicks, right—prosthetics, real dicks, all dicks. This is one of the most realistic feeling in terms of like the inside of a penis,” he said during one demonstration. “It’s a big boy, this is, like, gigantic. Alright, give me two hours alone and I’ll get this in my butt,” he said during another.

By Shawn Hubler

All together, America’s public schools have lost at least 1.2 million students since 2020, according to a recently published national survey. State enrollment figures show no sign of a rebound to the previous national levels any time soon.

A broad decline was already underway in the nation’s public school system as rates of birth and immigration have fallen, particularly in cities. But the coronavirus crisis supercharged that drop in ways that experts say will not easily be reversed.

No overriding explanation has emerged yet for the widespread drop-off. But experts point to two potential causes: Some parents became so fed up with remote instruction or mask mandates that they started home-schooling their children or sending them to private or parochial schools that largely remained open during the pandemic. And other families were thrown into such turmoil by pandemic-related job losses, homelessness and school closures that their children simply dropped out.

Now educators and school officials are confronting a potentially harsh future of lasting setbacks in learning, hardened inequities in education and smaller budgets accompanying smaller student populations.

“This has been a seismic hit to public education,” said Marguerite Roza, director of the Edunomics Lab at Georgetown University. “Student outcomes are low. Habits have been broken. School finances are really shaken. We shouldn’t think that this is going to be like a rubber band that bounces back to where it was before.”

https://t.co/VzjVP0XigW pic.twitter.com/Qfe3qodyzl

— Erika Sanzi (@esanzi) May 18, 2022

In some states where schools eschewed remote instruction — Florida, for instance — enrollment has not only rebounded, but remains robust. An analysis by the American Enterprise Institute, a right-leaning think tank, concluded last month that remote instruction was a major driver around the country, with enrollment falling most in districts most likely to have delayed their return to in-person classrooms.

Private schools have also seen some gains in enrollment. Federal head counts have not yet been released, but both the National Association of Independent Schools and the National Catholic Educational Association have reported increases that total about 73,000 K-12 students during the past two years.

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Felicia Fonseca

Boarding school survivors also might be hesitant to recount the painful past and trust a government whose policies were to eradicate tribes and, later, assimilate them under the veil of education. Some have welcomed the opportunity to share their stories for the first time.

Haaland, the first and only Native American Cabinet secretary, has the support of President Joe Biden to investigate further. Congress has provided the Interior Department with $7 million for its work on the next phase of the report, which will focus on burial sites, and identifying Native children and their ages. Haaland also said a year-long tour would seek to gather stories of boarding school survivors for an oral history collection. 

A bill that’s previously been introduced in Congress to create a truth and healing commission on boarding schools got its first hearing Thursday. It’s sponsored by two Native American U.S. representatives — Democrat Sharice Davids of Kansas, who is Ho-Chunk, and Republican Tom Cole of Oklahoma, who is Chickasaw.

Irwin Collier:

ANSWER ALL FIVE QUESTIONS: The first two questions should take no more than ten or twenty minutes each, allowing at least forty-five minutes each for the last three.

1. The following entry was submitted to the PUNCH “Toby competition” calling for an “unpleasing codicil to a will,” and received a runner-up award in the issue of July 6, 1960:

To my daughter, Judith Georgina Margaret, I leave my house, land and all my worldly possessions therein on the condition that it should be run as either an hotel, a college for gardeners or a rest-house for disappointed Beatniks.

My cash and capital are to be put into a trust. My widow, three daughters and nine grandchildren will each have an equal share in the trust. No income or capital can be drawn from the trust until the will is contested by a legatee. If this happens, the contesting legatee will lose his share to the others. If the others pay compensation for this loss, all capital will go untied to a charity.

Describe and discuss in game-theoretical terms the arrangement described in the second paragraph. Draw a matrix to represent it. (For purposes of the matrix, you may reduce the number of legatees to two.) Include, with respect to the two-person matrix, any pertinent references to a “solution,” “equilibrium point,” dominant or dominated strategies, or “efficiency” of outcome.

Brian Lopez:

But more GOP involvement in local politics may not be the only effect of Saturday’s elections. Experts believe campaigning on culture wars is a winning strategy for the GOP. And, they say, it will embolden Republicans to continue passing laws based on political wedge issues during next year’s legislative session.

“The state party wants to continue to ride this wave,” said Rebecca Deen, a political science professor at the University of Texas at Arlington.

Teachers and public education experts have repeatedly pointed out that critical race theory — a university-level concept that examines how racism shapes laws and policies — is not taught in K-12 public schools. And many of the books targeted for removal from school libraries in recent months tell the stories of LGBTQ characters and people of color.

But Texas Republicans are following a national playbook of feeding off conservative parents’ fears that “critical race theory” is being taught in public schools and children are being exposed to obscene sexual content.

Conservative school board candidates saw victories across the state, but most notably, they won big in Tarrant County, which has been moving away from its perch as one of America’s reddest urban counties. The county had 10 candidates win their races with the backing of the conservative Patriot Mobile Action PAC, which poured half a million dollars into the races.

C Bradley Thompson

The corollary principles of CRT include:

First, the rejection of concepts such as “objectivity” and “truth” as white constructs. According to two leading CRT proponents, Gloria Ladson-Billings and William F. Tate, all “knowledge” and “truth” is relative: “truths only exist for this person in this predicament at this time.”[2] This is how many schools around the country are trying to apply CRT principles to subjects such as math and the sciences, which they believe have hitherto been grounded in racism. The fact that there are performance disparities between races in subjects such as math and the various sciences is all the proof necessary to declare that truth-bearing and reality-oriented subjects such as math and science must be racist and therefore in need of curricular reconstruction.

Second, the repudiation of all the core values, principles, virtues, and institutions associated with the West, such as equality, liberty, individual rights, private property, merit, work, personal responsibility, equal protection under the law, neutrality, due process, federalism, freedom of speech color blindness, constitutionalism, separation of powers, and, most of all, capitalism because white people identify with them. According to the Seattle educators, racist values include “emphasizing individualism” as opposed to collectivism and having “a future time orientation.”[3] In other words, you are a racist if you like to plan ahead.

Third, the assumption that virtually everything good or great produced by Anglo-European culture and its American offshoots is inherently racist and built on the slave labor of others, and therefore must be deconstructed, dismissed, or destroyed. Racism is everywhere, and it has infected everything. It’s in western painting, music, architecture, literature, philosophy, etc., which means that Michelangelo, Beethoven, Christopher Wren, Jane Austen, and Aristotle must be abandoned or forgotten. CRT rejects all that is good and great in Western Civilization.

Fourth, the demand that “critical” education be used to delegitimize, subvert, and overturn American society. Critical Race Theory is concerned first and foremost with turning students into advocates, activists, and change agents pushing a political agenda defined by radical egalitarianism. This means that CRT is not concerned with having students learn the great body of knowledge developed in the West over the course of several thousand years; it’s goal is to destroy all knowledge generated by white, cis-gendered, heterosexual men and replace it with a kind of politicized learning that seeks to transform society. According to education activist Christine Sleeter: “Working for social justice—redistribution of the world’s resources—is at the heart of what multicultural education should be about.”[4]

How did Critical Race Theory go from being a crazy theory taught in America’s law schools to being the hegemonic curricular framework for America’s government schools? More to the point, how was CRT smuggled into America’s government school system? What are the institutions that are delivering CRT to America’s children?

Center on Privacy & Technology:

In its efforts to arrest and deport, ICE has – without any judicial, legislative or public oversight – reached into datasets containing personal information about the vast majority of people living in the U.S., whose records can end up in the hands of immigration enforcement simply because they apply for driver’s licenses; drive on the roads; or sign up with their local utilities to get access to heat, water and electricity. 

ICE has built its dragnet surveillance system by crossing legal and ethical lines, leveraging the trust that people place in state agencies and essential service providers, and exploiting the vulnerability of people who volunteer their information to reunite with their families. Despite the incredible scope and evident civil rights implications of ICE’s surveillance practices, the agency has managed to shroud those practices in near-total secrecy, evading enforcement of even the handful of laws and policies that could be invoked to impose limitations. Federal and state lawmakers, for the most part, have yet to confront this reality. 

This report synthesizes what is already known about ICE surveillance with new information from thousands of previously unseen and unanalyzed records, illustrating the on-the-ground impact of ICE surveillance through three case studies – ICE access to driver data, utility customer data and data collected about the families of unaccompanied children. The report builds on, and would not have been possible without, the powerful research, organizing and advocacy of immigrant rights organizations like CASA, the Immigrant Defense Project, Just Futures Law, Mijente, the National Immigration Law Center (NILC), Project South and the American Civil Liberties Union (ACLU) of Northern California (among many others), which have been leading the effort to expose and dissever ICE’s American dragnet.

John Tierney:

More than a century ago, Mark Twain identified two fundamental problems that would prove relevant to the Covid pandemic. “How easy it is to make people believe a lie,” he wrote, “and how hard it is to undo that work again!” No convincing evidence existed at the start of the pandemic that lockdowns, school closures, and mask mandates would protect people against the virus, but it was remarkably easy to make the public believe that these policies were “the science.” Today, thanks to two years of actual scientific evidence, it’s clearer than ever that these were terrible mistakes; yet most people still believe that the measures were worthwhile—and many are eager to maintain some mandates even longer.

Undoing this deception is essential to avoid further hardship and future fiascos, but it will be exceptionally hard to do. The problem is that so many people want to keep believing the falsehood—and it’s not just the politicians, bureaucrats, researchers, and journalists who don’t want to admit that they promoted disastrous policies. Ordinary citizens have an incentive, too. Adults meekly surrendered their most basic liberties, cheered on leaders who devastated the economy, and imposed two years of cruel and unnecessary deprivations on their children. They don’t want to admit that these sacrifices were in vain.

They’re engaging in “effort justification,” a phenomenon famously demonstrated in 1959 with an experiment involving a tame version of a hazing ritual. Social psychologists Elliot Aronson and Judson Mills offered female undergraduate students a chance to join a discussion group on the psychology of sex, but first some of them had to pass an “embarrassment test.” In the mild version of the test, some students read aloud words like “prostitute” and “petting.” Others had to pass a more severe version by reading aloud from novels with explicit sex scenes and lots of anatomical obscenities (much more embarrassing for a young woman in the 1950s than for students today). Afterward, all the students, including some who hadn’t been required to pass any test, listened in on a session of the discussion group, which the researchers had staged to be a “dull and banal” conversation about the secondary sexual behavior of lower-order animals. The participants spoke haltingly, hemmed and hawed, didn’t finish their sentences, mumbled non sequiturs, and “in general conducted one of the most worthless and uninteresting discussions imaginable.”

Dr Howard Fuller:

Let me cite some of the specific concerns I have:

First, the proposed rule to demand that charter schools partner with a local district is obviously aimed at ending their independence and forcing them under the control of the traditional public school system. Charters should be free to determine whether partnering with a school district is in the best interests of the students and families they serve. Historically, charter schools have thrived when they are independent of their local district — particularly where, as is the case in so many places, the local districts have been hostile to the charter school efforts in their locale. This rule would put an end to that freedom.

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Seth Stephens-Davidowitz:

What the scientists found was that the family a kid was raised in had surprisingly little impact on how that kid ended up. Unrelated children adopted into the same home ended up only a little more similar than unrelated children who were raised separately. The effects of nature on a child’s future income were some 2.5 times larger than the effects of nurture.

Read: Parents are sacrificing their social lives on the altar of intensive parenting

Other researchers have done further studies of adoptees and twins, with similar results. As Bryan Caplan notes in his 2011 book, Selfish Reasons to Have More Kids, parents have only small effects on their children’s health, life expectancy, education, and religiosity (though studies have found that they have moderate effects on drug and alcohol use and sexual behavior, particularly during the teenage years, as well as how kids feel about their parents).

There are, of course, examples of parents who have had an enormous impact. Consider Jared Kushner. His father pledged $2.5 million to Harvard, which accepted Jared despite what were reportedly fairly low GPA and SAT scores. Jared then received a stake in his dad’s real-estate business. At the risk of being presumptuous, I think it is clear that his estimated $800 million net worth is many times higher than it would have been had he not inherited a real-estate empire. But the data suggest that the average parent—the one deciding, say, how much to read to their kids, rather than how many millions to give to Harvard—has limited effects on a kid’s education and income.

If the overall effects of parenting are this limited, the effects of individual parenting decisions are likely to be small. And indeed, if you stop reading the headlines from the parenting-industrial complex, and instead look at high-quality studies, you’ll find that’s the case for even the most debated techniques.

Why is this decision so powerful? Chetty’s team has a possible answer for that. Three of the biggest predictors that a neighborhood will increase a child’s success are the percent of households in which there are two parents, the percent of residents who are college graduates, and the percent of residents who return their census forms. These are neighborhoods, in other words, with many role models: adults who are smart, accomplished, engaged in their community, and committed to stable family lives

There is more evidence for just how powerful role models can be. A different study that Chetty co-authored found that girls who move to areas with lots of female patent holders in a specific field are far more likely to grow up to earn patents in that same field. And another studyfound that Black boys who grow up on blocks with many Black fathers around, even if that doesn’t include their own father, end up with much better life outcomes.

Data can be liberating. It can’t make decisions for us, but it can tell us which decisions really matter. When it comes to parenting, the data tells us, moms and dads should put more thought into the neighbors they surround their children with—and lighten up about everything else.

Libby Sobic:

Gov. Tony Evers’s recent vetoes put him at a historic rate of total vetoes compared to previous governors. Of the more than 100 vetoes he executed a week ago Friday, about a quarter were related to education. In many veto messages, the governor cited his previous role as state schools superintendent. Yet his vetoes demonstrate a bias towards the public school establishment and how out of touch the current administration is with Wisconsin parents.

The pandemic created a great awakening for parents across the country. Many families, who were happy with their local public school, were thrown into a difficult dynamic when their district placed the interests of adults over their students in returning to the classroom. In Wisconsin, families fled their local districts and enrolled their children in alternative options. But some parents became determined to hold their local district accountable for their decisions and are trying to change the public school status quo.

In our latest cover story, Cap Times reporters Scott Girard and Jack Kelly describe the GOP’s focus on K-12 education issues as the core Republican strategy against Evers.

They reported: “The party’s two top candidates for governor, former Lt. Gov. Rebecca Kleefisch and businessman Kevin Nicholson, both list education as their No. 1 issue on their campaign websites.

“State Rep. Timothy Ramthun, who is also running for governor, says he wants to give ‘power to the parents.’ Construction magnate Tim Michels, a late addition to the Republican gubernatorial primary …. has also made education a top issue, saying Wisconsin needs ‘to get back to teaching more ABCs and less CRT (critical race theory).’ ”

Evers vetoed 21 education-related GOP bills over the past two years. The governor told Cap Times reporters that the Republican ideas, which included the topics of teaching about race, mask policy and school choice, among others, would have “obliterated” K-12 education in the state.

“The Republican bills were going to make life in our public schools very, very difficult,” he said. “They were going to essentially replace what happens now with a radical agenda that, frankly, no one in the school world wants.”

The governor also said the GOP is being hypocritical about wanting local control.

“Local control for the Republicans is only if it advances their agenda,” Evers said. “Time and time again, in and outside of the school world, they’ve been (working) against local control.”

Evers added: “Division hurts kids. Honest to God, we don’t need to spend our time dividing our schools and hurting your kids with radical, intrusive, micromanaging of our schools. … I stand with those kids — (Republicans) apparently are standing against them.”

Yet:

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Steve Sailer:

In recent weeks, American college admissions departments sent out to high school student applicants millions of thick envelopes (good news) and thin envelopes (bad news). But finding out what colleges decided in aggregate is becoming increasingly difficult as more universities respond to the various critiques against them by clamping down on their release of information.

For example, Princeton University announced last month that it was not going to issue its annual press release on how many undergraduate applications it had accepted for admission. It will only publicly announce late in 2022 how many students had enrolled. Princeton’s bureaucrats rationalized their censorship with the implausible argument that increased public ignorance will

…help us keep students central to our work and tamp down the anxiety of applicants.

Princeton’s decision might have something to do with a statistic that Princeton used to announce each April about the applicants it had accepted. In 2014:

…49.2 percent have self-identified as people of color, including biracial and multiracial students.

In 2019:

…56 percent have self-identified as people of color, including biracial and multiracial students.

And in 2021, after George Floyd, F. Scott Fitzgerald’s alma materstated:

Sixty-eight percent of U.S. citizens or permanent residents in the admitted group self-identified as people of color, including biracial and multiracial students.

During the current racial reckoning, it’s mathematically inevitable that for nonwhites to benefit, the children of white parents must suffer. But many white folks are just waking up to that fact. Thus, continuing to issue press releases rubbing their noses in it might be imprudent.

Tom Knighton:

I’m not a big fan of public education. 

It’s not that I’m not a fan of education itself. I just think the government is, generally, the worst entity imaginable to deliver a quality product. That was before everything got ridiculously stupid.

Yet I have a bit of a reputation for having negative feelings toward public education, even though both of my kids have attended public school.

The fact that my daughter is now homeschooled should tell you something.

Anyway, as bad as the schools here are, they could be worse. After all, a psychologist at Boston College has some harsher words about public education than even I do.

More families may be flocking to homeschoolingand other schooling alternatives over the past two years, but Peter Gray has been urging families to flee coercive schooling since long before the pandemic began. The Boston College psychology professor wrote in his 2013 book Free To Learn: “The more oppressive the school system becomes, the more it is driving people away, and that is good.”

…

In our conversation, Gray explains that standard schooling today is a key factor in the continuous rise in rates of childhood and adolescent anxiety, depression, and suicide. Its imposed, one-size-fits all curriculum, reliance on reward and punishment as external motivators, and dismissal of natural childhood curiosity and creativity erode learners’ powerful drives for learning and discovery. Stripped of these drives, and increasingly deprived of opportunities to play, explore, and pursue individual interests outside of school without the constant hovering of adults, children and adolescents become more melancholic and morose.

“We adults are constraining children’s lives, in school and out of school,” says Gray in our podcast discussion. “School has become a toxic place for children, and we refuse to say that publicly. The research can show it but it almost never gets picked up in the popular press,” he adds.

Christopher Rufo:

Evanston–Skokie School District 65 has adopted a radical gender curriculum that teaches pre-kindergarten through third-grade students to celebrate the transgender flag, break the “gender binary” established by white “colonizers,” and experiment with neo-pronouns such as “ze,” “zir,” and “tree.”

I have obtained the full curriculum documents, which are part of the Chicago-area district’s “LGBTQ+ Equity Week,” which administrators adopted last year. The curriculum begins in pre-kindergarten, with a series of lessons on sexual orientation and gender identity. The lesson plan opens with an introduction to the rainbow flag and teaches students that “Each color in the flag has a meaning.” The teacher also presents the transgender flag and the basic concepts of gender identity, explaining that “we call people with more than one gender or no gender, non-binary or queer.” Finally, the lesson plan has the teacher leading a class project to create a rainbow flag, with instructions to “gather students on the rug,” “ask them to show you their flags,” and “proudly hang the class flag where they can all see it.”

In kindergarten, the lessons on gender and trans identity go deeper. “When we show whether we feel like a boy or a girl or some of each, we are expressing our GENDER IDENTITY,” the lesson begins. “There are also children who feel like a girl AND a boy; or like neither a boy OR a girl. We can call these children TRANSGENDER.” Students are expected to be able to “explain the importance of the rainbow flag and trans flag” and are asked to consider their own gender identity. The kindergartners read two books that affirm transgender conversions, study photographs of boys in dresses, learn details about the transgender flag, and perform a rainbow dance. At the end of the lesson, the students are encouraged to adopt and share their own gender identities with the class. “Now you have a chance to make a picture to show how YOU identify,” the lesson reads. “Maybe you want to have blue hair! Maybe you want to be wearing a necklace. Your identity is for YOU to decide!”

In first grade, students learn about gender pronouns. The teachers explain that “some pronouns are gender neutral” and students can adopt pronouns such as “she,” “tree,” “they,” “he,” “her,” “him,” “them,” “ze,” and “zir.” The students practice reading a series of scripts in which they announce their gender pronouns and practice using alternate pronouns, including “they,” “tree,” “ze,” and “zir.” The teacher encourages students to experiment and reminds them: “Whatever pronouns you pick today, you can always change!” Students then sit down to complete a pronouns workbook, with more lessons on neo-pronouns and non-binary identities.

Douglas Belkin:

“Nearly half of white students admitted to Harvard between 2009 and 2014 were recruited athletes, legacy students, children of faculty and staff, or on the dean’s interest list—applicants whose parents or relatives have donated to Harvard”

Michaeleen Doucleff:

Editor’s note: This story discusses the practice of giving children the freedom to go out on their own. In some places, parents who allow young children to run errands or go places without adult supervision may violate local laws. Parents interested in this topic should be sure to familiarize themselves with the law and rules in their community.

A few years ago, my husband and I had a bit of a situation on our hands. Our 4-year-old daughter had figured out how to climb onto the roof of our home. After breakfast in the mornings, we would find her perched, like a pigeon, three stories above a busy city sidewalk. (It makes me a bit nauseous to think about it).

The first morning, I tried to coax her down by asking her nicely (“Rosy, please come down. That is dangerous.”), nagging a bit (“Rosy, I’m serious. You have to come down. Please. Please”) and eventually issuing a flimsy threat (“Ok. If you don’t come down, we won’t get ice cream on Friday.”)

Then the fourth time she went up there, I was a bit fed up and decided to try and fix the root of the problem, instead of just the symptoms. I was in the middle of writing a book about parenting around the world, and I had heard the same advice over and over again: When a kid misbehaves they need more autonomy; they need more responsibility.

Balaji Srinivasan:

Why a new school? Confidence in public schools is at historic lows. Parents want a change. And people can sense that the Prussian education system, the model for American schooling, just isn’t working anymore. Perhaps fifty years ago you might well pull the same lever every day on an assembly line, but today you hit a different key every second.

Instruction hasn’t kept up.

You can watch videos on the Synthesis model here, but the fundamental concept is teaching kids how to collaboratively work with information like adults do. In a sense, it’s similar to what American education used to be — namely early apprenticeship in the kinds of activities they’d be doing as adults, the system that educated Ben Franklin.

Synthesis is starting out as a complement to existing schools, but already has thousands of happy students and parents. Over time the plan is to add more and more math and science, until eventually it’s a full-blown alternative to the legacy K-12 system. Ultimately that may involve building physical classrooms.

There are several aspects of Synthesis that I think are worth noting, as they are part of a general set of tactics to build opt-in alternatives to failing institutions.

• First digital, then physical. A full replacement for the education system will eventually require physical locations. Too many parents depend on state-run schools for childcare. However, it’s important to go digital first, then physical. Synthesis is building a networked community online and then, later, creating physical infrastructure as needed be.
• Scale what can be scaled. Today’s K-12 instruction can be decoupled into (a) curricula, (b) small group tutoring and (c) de facto childcare. While the tutoring and childcare components will continue requiring hands-on attention for each student, the curricula can be created by world class instructors and cost-effectively scaled to millions of children. That means one could have the polish of a Hollywood movie or an AAA-quality game for educational content, which is what Synthesis is working on.
• Go direct. Legacy media is incentivized to protect legacy systems. Therefore, companies offering an exit must go direct to customers and build their own distribution. Otherwise, they’ll either get politically attacked or forced to fold back into the values of the incumbent system. And so Synthesis is reaching parents entirely through social media and eschewing legacy media corporations.
• Make exit easy. Our education systems won’t reform from within. The necessary improvements require too much change. The only real solution is to create something better from the ground up that’s so attractive users can’t help but exit the old system. Something like that doesn’t arise overnight – it’s proved out in stages, by people gradually opting out of the current system, providing feedback and driving features, till the parallel system is better in all respects and ready for broad adoption. This, too, is part of the Synthesis strategy.
• Win and help win. Finally, the aim of education should be to train kids to grow the global pie for humanity so all can benefit. In other words, kids need to learn how to work together and succeed in a competitive environment so thatthey can contribute to the common good. And Synthesis believes that teaching values like this is as important as teaching calculus.

Human capital is the bottleneck to civilizational progress. It’s our scarcest resource. To increase the supply, the highest leverage place to begin is K-12. If we can fix that system, we have a base for a better world. That’s what Synthesis aims to do.

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Johan Anderberg;

When the epidemiologist Johan Giesecke read the paper, it left him a little puzzled. On any normal day, 275 people die in Sweden, he thought. He’d spent a large part of his life studying just that: where, when, and how people die. The way the world currently thought about death was, to him, completely alien. When he’d taken part in an online conference in Johannesburg, one participant had pointed out that, in that year alone, more than 2 million people had died of hunger in the world. During the same period, Covid-19 had claimed between 200,000 and 300,000 lives.

Giesecke felt as though the world was going through a self-inflicted global disaster. If things had simply been left to run their course, it would have been over by now. Instead, millions of children were being deprived of their education. In some countries, they weren’t even allowed to go to playgrounds. From Spain came stories of parents sneaking down into parking garages with their children to let them run around.

Tens of thousands of surgeries had been postponed by healthcare services. Screenings for everything from cervical to prostate cancer were put on ice. This wasn’t just happening in other countries. Sweden had seen its fair share of peculiar decisions, too. The Swedish police hadn’t tested drivers for insobriety for months, out of fear of the virus. This year, it didn’t seem quite as serious if someone were to get killed by a drunk driver.

Melissa Gomez:

California public school enrollment has dropped for the fifth year in a row — a decline of more than 110,000 students — as K-12 campuses struggle against pandemic disruptions and a shrinking population of school-age kids amid wide concerns that the decrease is so large that educators can’t account for the missing children. 

California enrollment stood at 5,892,240 when measured in the fall of 2021, a 1.8% decline, according to state data released Monday. It is the first time since 2000 that the state’s K-12 population has dipped below 6 million, with large urban districts accounting for one-third of the drop. 

While public school enrollment has experienced a downward trend since 2014-15, state education officials largely blamed the pandemic for the plummeting numbers over the last two years. This year’s decline, which includes charter schools, follows a huge enrollment hit during the 2020-21 school year, when the state experienced the largest drop in 20 years, with 160,000 students. In March 2020 the pandemic closed campuses in California and across the country, forcing schools into distance learning, many for nearly a year.

“One of the questions that we just have to come back to is, just where are those kids?” said Heather J. Hough, executive director of the Policy Analysis for California Education. “We don’t have satisfying data to answer that question.”

There was some expectation that enrollment would continue to fall, as the state faces declining residential population and birth rates, and out-of-state migration, said Julien Lafortune, research fellow at Public Policy Institute of California. But there was also hope in the education community that enrollment would show signs of rebounding from last school year’s massive loss.

“It doesn’t really look like that happened,” Lafortune said. “If anything, it looks like the declines are bigger than projected.”

Several factors probably contributed to the falling numbers, experts said, although it is hard to pinpoint answers from preliminary state data. Some students entered private schools, which saw an increase in enrollment. Home schooling also increased as families either did not want to comply with pandemic safety measures such as masking or were concerned about the health risks posed by in-person learning.

David Bernstein:

Conventional wisdom has it that there are only two sides in the culture war over kids’ instruction on race and racism in America. Those on the right want to impose state-level bans on teaching critical race theory in public schools. Some also want to remove particular books from libraries and curriculums. On the left, people want to teach about America’s history of racism and contemporary systemic racism but from only one perspective, with little if any room for debate. They deny CRT is being taught. I don’t believe these are really the only options. Schools can and should teach about race and racism while upholding this nation’s liberal values of free inquiry.

I know firsthand that American public schools are suffering from highly ideological instruction. I recently received an email from Maryland’s Montgomery County Public Schools, where I have two children enrolled in 11th grade, updating parents on an “Antiracist Audit” the school system is undertaking. The report describes a new proposed social-studies curriculum, which “strengthens students’ sense of racial, ethnic, and tribal identities, helps students understand and resist systems of oppression, and empowers students to see themselves as change agents.”

Molly Beck:

Democratic Gov. Tony Evers on Friday vetoed legislation that would have dramatically overhauled education in Wisconsin by making all children eligible to receive a taxpayer-funded private school voucher, regardless of their household income.  

Parents would have been able to sue school districts for violations of a new “parental bill of rights” under another bill Evers vetoed on Friday. 

Evers, a former public school educator and state superintendent of the Department of Public Instruction, rejected the legislation as Republicans hoping to unseat him in seven months make the policy idea central to their campaign against him.

Republican lawmakers passed a number of bills this session that would overhaul K-12 education knowing Evers would veto them. Evers has long opposed expanding the state voucher programs without overhauling how schools are funded in Wisconsin. 

GOP lawmakers said Friday Evers was siding with school officials rather than parents in issuing his vetoes.

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

David Mamet:

Those currently in power insist on masking, but don’t wear masks. They claim the seas are rising and build mansions on the shore. They abhor the expenditure of fossil fuels and fly exclusively in private jets. And all the while half of the country will not name the disease. Why?

Because the cost of challenging this oppressive orthodoxy has, for them, become too high. Upon a possible awakening, they—or more likely their children—might say that the country was occupied. And they would be right.

Gandhi said to the British, you’ve been a guest in our house for too long, it is time for you to leave. He borrowed the line from Oliver Cromwell, and it’s a good one. The left has occupied the high places for too long, promoting dogma even as the occasions for their complaint have decreased (what position is closed to people of color, or women? Inclusion in all levels of the workforce; preference in higher education, a seat in the cockpit, in the Oval Office, in a movie’s cast, or admission to an elite school+? And yet the vehemence of their protests has increased, progressing into blacklisting and even rioting by those claiming to represent “the oppressed.”

Old-time physicians used to speak of the disease “declaring itself.” History teaches that one omnipresent aspect of a coup is acts of reprisal staged by agents provocateurs of the revolutionaries, and blamed on supporters of the legitimate government. It would be a historical anomaly if we were not to see such between now and the midterm elections.

For the disease has declared itself, and we are not now in a culture war, but a nascent coup, with its usual cast of characters. The Bolshevists could have been defeated by a company of soldiers in the suburbs of Moscow, Hitler stopped at Czechoslovakia, and the current horrors confronted at the Minneapolis police station or a meeting of the San Francisco school board. But those tragedies, and our current tragedies, were not just allowed but encouraged to run their course.

C Bradley Thompson:

“Philosophers have hitherto only interpreted the world in various ways; the point is to change it.—Karl Marx, “Theses on Feuerbach.”

In this new series of essays, I’d like to show you whatis being taught in America’s twenty-first-century government schools and the philosophy behind it. The portrait that I will present here is not a pretty one, but it is the reality. The simple truth of the matter is that America’s government schools are intellectually bankrupt and morally corrupt. To suggest otherwise is either disingenuous or a form of head-in-the-sand-ism.

Friedrich Nietzsche once wrote in Beyond Good and Evil that the strength of a man’s “spirit should be measured according to how much of the ‘truth’” he could bear. I’m asking you to bear a big dose of truth with this essay, the kind of truth that makes you wince and hurt.

Let’s start at the 30,000-foot level, where we can get a birds-eye view of the main philosophic systems that dominate America’s government schools and drive the content of what it being taught in the classroom.

Officially, America’s schools claim to teach no moral values per se. But that claim is contradicted by the fact that they constantly push moral values such as “diversity,” “equity,” “inclusion,” “tolerance,” moral relativism, and egalitarianism. Such “values” are intended to strip children of any standards or principles they may have previously embraced, so that the teachers can replace the sometimes conservative cultural values of the kids’ parents with the political values of today’s postmodern, cultural Left—namely, egalitarianism, multiculturalism, feminism, environmentalism, transgenderism, “social justice,” socialism, etc.

The ultimate aim of Critical Gender Theory is to deconstruct the family and replace it with the State as the primary vehicle for educating children. The specific political goal is to create a new class of the “oppressed.” From this new class of victims will come the new revolutionaries who will keep the revolution alive and move it to the next stage of development. This is the ultimate means by which capitalism is to be dismantled and the State is to become the final arbiter of the principle, “From each according to his ability, to each according to his need.”

Michael C. Bender:

Democrat Jennifer Loughran spent the pandemic’s early days sewing face masks for neighbors. Last month, as a newly elected school-board member, she voted to lift the district’s mask mandate. That came four months after she voted for the state’s Republican candidate for governor.

After a monthslong political identity crisis, Ms. Loughran decided her opposition to her party’s mask mandates, economic restrictions and school-closure policies outweighed her support for positions on climate change, abortion and gay rights, at least for the moment.

Watching her daughter fall behind in virtual kindergarten, Ms. Loughran had grown so frustrated not knowing when her children would return to the classroom that she joined a group that attracted right-leaning parents in its school-reopening push. She was unhappy that Gov. Phil Murphy didn’t fight to reopen schools sooner, and she associated his fellow Democrats with mask mandates and restrictions.

She hasn’t decided which party to pick this fall in her local House race, a contest expected to help determine control of Congress. “What I do know,” she said, “is that my party-line vote shouldn’t be taken for granted anymore.”

The defection of once-loyal voters like Ms. Loughran—along with disapproval from independents—is among the challenges Democrats face in their bid to retain control of Congress and win state-level races in this November’s midterm elections. These voters say Democratic officials left pandemic restrictions in place too long and mishandled the health crisis, with devastating consequences for their children, while Republicans have generally pushed to minimize school closures and keep the economy open.

Wall Street Journal:

America’s fed-up parents on Tuesday sent another set of school board incumbents to the timeout corner to reflect on what they’ve done wrong. This time the elections were in Waukesha, Wis., a suburb of Milwaukee. The races were nonpartisan officially, yet it was a win for a slate backed by the state and local GOP.

Three Waukesha school incumbents lost their seats, one in the primary, two on Tuesday. “Our children have endured an awful lot in the past two years navigating a pandemic that unleashed mandates, restrictive rules, remote learning and constant changes to their normal school routine,” one of the winning challengers, Mark Borowski, says on his website. He also criticizes—and he ran against—“equity initiatives” that “infiltrated district curriculum,” while dividing students and “espousing falsehoods about America.”

The incumbents protested that Mr. Borowski and the other challengers were running on national GOP talking points. But the arguments had local resonance.

Kaleem Caire, via a kind email:

Dear Community Members,

In November 2019, the Wisconsin Partnership Program, located within the University of Wisconsin-Madison’s School of Medicine and Public Health, awarded One City Schools a five-year, $1 million grant to support the implementation of our education programs, and the design and launch of a long-term longitudinal evaluation of our organization and schools. We are pleased to share highlights from the first report of the longitudinal study, published by Wisconsin Evaluation Collaborative and the Center for Research on early Childhood Education (CRECE).

Over the next several years, evaluators will assess the implementation process, outcomes and impact of One City’s organization and schools on children, parents/caregivers, teachers, community partners and systems. The evaluation began in January 2020 and is currently funded through 2024.

We encourage you to review the executive summary of the report, and the initial public announcement of the grant award. Together, they explain the purpose and goals of the evaluation.

The evaluation is designed to (1) inform One City Schools about its areas of strength and need for change and/or improvement, (2) inform the growth and expansion of its schools and educational strategies, and (3) inform the fields of early childhood and K-12 education, nationally and internationally, about the impact and efficacy of One City’s education models and strategies.

Elizabeth Beyer:

The report is a part of a four-year evaluation process, broken up into phases, which began in 2020 and is funded through 2024. UW-Madison researchers in partnership with the Wisconsin Evaluation Collaborative interviewed teachers, staff, including leadership staff, and families between January 2021 and September; observed preschool and elementary classrooms; sent surveys to staff, teachers and families; and analyzed documents from One City Schools including reports, newsletters and administrative documents to compile the first phase of the report

Scott Girard:

The first recommendation, to “keep innovating, keep dreaming big,” also recognized “that One City has undertaken a critical task of lifting up all children, but particularly Madison’s Black children who have been long underserved by our community.”

“In a short time, One City has mapped a plan for success by thinking outside of the box to create a unique set of schools,” the report states. “These schools are vibrant places that exemplify innovation.”

The areas for improvement are also often challenges for traditional public schools. Staffing, for example, has become a nationwide challenge for schools exacerbated by the COVID-19 pandemic.

The Economist:

Yulia bodar’s classroom was once the back bedroom of a large Warsaw apartment. Now it boasts a blackboard, a bright carpet decorated with cartoon animals, and desks at which a dozen small children are learning to write. Her pupils are refugees from Ukraine who have arrived in Poland since Russia invaded their country on February 24th. She is a newcomer herself, having fled western Ukraine with her own two children not long after the bombs began to fall.

Ms Bodar is a teacher at Materynka, a school that teaches the Ukrainian curriculum from several makeshift locations in Poland’s capital. Before the war began it had about 200 pupils, largely children of migrants who had come to Warsaw to work. Now it has around 1,000. Larysa Vychivska, one of its founders, points to a tall stack of forms filled out by newcomers. She says her school is taking in about 20 new pupils each day.

Robby Soave:

On March 16, Washington, D.C., became one of the very last major metropolitan areas in the country to finally end mask mandates for students. According to Mayor Muriel Bowser, a Democrat, kids who attend D.C. Public Schools (DCPS) no longer have to wear masks.

That’s not always what happens in practice, of course. Earlier this week, Vice President Kamala Harris visitedThomas Elementary School, a public school, and posed for photos with kids. Every single child who participated in the photo op wore a mask, but Harris did not.

Thomas Elementary did not respond to a request for comment about its masking policies, so it’s not clear if the school actually requires masks. If so, the school would hardly be alone in keeping a mask mandate in place. In fact, many of the city’s public charter schools—which are overseen by a school board that is separate from DCPS—have kept mask mandates in place. Indeed, several have no plans to ever end the mandate, a source of tremendous frustration for some parents.

“Our principal told us that right now masks are still required indoors for all students,” says Lindsay Elman, a mother of a child at Mundo Verde Bilingual Public Charter School.

Mundo Verde is one of five D.C.-area foreign language immersion charter schools that run from kindergarten through fifth grade. They are feeder schools for District of Columbia International School (DCI), which teaches sixth through 12th grade. And they are, by and large, keeping mask mandates in place.

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Houman David Hemmati

The evidence now proves (as Dr. Fauci said in the early days of the pandemic) that cloth masks are ineffective, and we now also know surgical masks are minimally protective, while properly fitted N95 masks can protect the wearer against infection. Once we finally reopened schools, we discovered what many of us had been suggesting all along: that there were no meaningful outbreaks that resulted in death or serious illness, even among unvaccinated students and teachers. And we now know that the closures and heavy restrictions imposed on restaurants, businesses, recreational facilities, and the hospitality industry had nowhere near their full intended effects.

Moreover, today we have numerous vaccines available to anyone who wants one, as well as solid clinical evidence of their protective benefits against serious illness or death. We also have information about their lack of protection against infection, and a vast understanding of their risks, all of which empowers individuals to make their own choices. Moreover, we have numerous safe and effective FDA-authorized treatments, including two orally administered outpatient therapies, which can nearly erase the chances of serious illness or death when taken on time. And, thanks to the high infectivity of the Omicron variant, we have exceptionally high rates of natural immunity to the point that we have begun approaching herd immunity.

But the draconian measures we took in the name of “flattening the curve,” “stopping the spread,” and saving lives came with a great cost. We are now only beginning to realize the extent of the devastation caused by the strict COVID lockdowns, school closures, and mandates, nearly all of which failed to have a meaningful impact on the course of the pandemic. We placed millions of people on chronic unemployment and made them dependent on the government for housing, utilities, and food. We caused immeasurable learning loss and psychological harm in children. We caused obesity rates to skyrocket. We canceled countless celebrations and trips, kept millions from seeing their physicians, and induced a permanent sense of paranoia among so many. And we labeled those who dared question these policies as unpatriotic or “domestic terrorists.” In other words, we created enormous harm and division to achieve, at best, a small benefit.

But perhaps the greatest lesson we have learned from this period of our history is that government, and the public health establishment, are not always right, that regular citizens (particularly parents) should be trusted, and that the American people value individual freedom and autonomy above all else.

Ngozi Nwanji

Stephen and Ayesha Curry are taking action to increase the literacy rate for children through their Eat. Learn. Play. Foundation.

ABC7 reports that the Currys have unveiled the first of 150 Little Town Libraries that will be spread out across Oakland, CA — with an aim to provide 30,000 books to the youth. The libraries are chosen by partners in the community such as Oakland Literacy Coalition, Oakland Public Library, and Black Cultural Zone. First up for the installments was Franklin Elementary.

The power couple’s foundation — launched in 2019 — is all about providing kids and families in Oakland, the Bay Area, and across the U.S. with the resources necessary to excel. Their latest initiative is working to combat the statistic of one in three children reading at grade level by the end of third grade in addition to the low levels of Black and Latinx elementary students reading at grade level. According to the outlet, “only 15.4% of Black and 12.5% of Latino/a elementary students are reading at grade level.”

Kathryn Paige Harden

MIT brings back a test that, despite its reputation, helps low-income students in an inequitable society.

Critics of standardized tests have had plenty of reasons to celebrate lately. More than three-quarters of colleges are not requiring the SAT or the ACT for admission this fall, an all-time high, and more than 400 Ph.D. programs have dropped the GRE, up from a mere handful a few years ago. MIT’s announcement on Monday that it is reinstating a testing requirement for fall 2023 admissions was a major departure from these recent trends. Just as striking, amid the widespread perception of standardized testing as an engine of inequality, was MIT’s rationale: “Not having SATs/ACT scores to consider,” MIT’s dean of admissions, Stu Schmill, wrote, “tends to raise socioeconomic barriers to demonstrating readiness for our education.” Dropping the SAT, it turns out, actually hurts low-income students, rather than helping them.

MIT’s conclusion is counterintuitive because students from richer families, on average, score higher on the SAT and other standardized tests than students from poorer ones. The correlation between family background and SAT performance is from about .25 to .40—that is, meaningful but far from perfect. Still, it’s strong enough that some researchers dismiss standardized tests as nothing more than a proxy for asking, “Are you rich?” (The ACT measures roughly the same skills as the more widely used SAT, and the arguments for and against both tests are similar.)

But the income-related disparities we see in SAT scores are not evidence of an unfair test. They are evidence of an unfair society. The test measures differences in academic preparedness, including the ability to write a clear sentence, to understand a complex passage, and to solve a mathematical problem. The SAT doesn’t create inequalities in these academic skills. It revealsthem. Throwing the measurement away doesn’t remedy underlying injustices in children’s academic opportunities, any more than throwing a thermometer away changes the weather.

Bill Glauber:

One panelist from suburban Milwaukee was critical of the amount of time schoolchildren spend on electronic devices, including computers, claiming that it connects students to pornographic images and affects their learning.

Johnson said: “This is their testimony, this is their viewpoint … that is something that should concern parents if that is happening.”

“I think there are good parts of technology and potentially bad parts of technology,” Johnson said. “I think we should make sure that the bad doesn’t come with the good. So I am concerned.”

Johnson said he was prompted to hold the meeting because he has been listening to parents in different formats — “in a completely nonpartisan way,” he said. “It’s interesting how many people that don’t necessarily agree with me on some issues come in here and want to talk about this.”

Asked about what he heard during the session, in which panelists spoke followed by audience members, Johnson said: “I think there’s some real concern about our public school system not listening to parents, not hearing their voices, not hearing their concerns, a lack of accountability. That should concern us all.”

On schools, Johnson said he was concerned “about the influence of national groups, teachers unions, that type of thing, trying to impose their ideology on our children.”

Dylan Brogan:

Every bad change in education over the last 50 years started with university professors,” says Pesta. “And don’t underestimate those teachers unions.” 

But Pesta’s evidence of how Critical Race Theory is taught in Wisconsin public schools mostly came from out-of-context examples from other states. The tenured professor did include in his presentation a February tweet from state Rep. Lee Snodgrass (D-Appleton) stating that “If parents want to ‘have a say’ in their child’s education, they should home school or pay for private school tuition out of their family budget.”

Snodgrass later deleted and apologized for the tweet. Another example was from an email sent by the Ozaukee County Democrats: “Public schools have the responsibility of the parents when their children are in their care.” 

A parent from Burlington cited comedian Trevor Noah’s Born a Crime, which chronicles his early life growing up in South Africa during apartheid, as evidence that Critical Race Theory is pushed on her kid.

U.S. Sen. Ron Johnson held a listening session on education in Madison. It got a little weird.https://t.co/YsZSqYOZad pic.twitter.com/nxjVox7Obz

— Isthmus (@isthmus) April 1, 2022

Falcon 9’s first stage has landed on the Just Read the Instructions droneship pic.twitter.com/UZ0OWJJOy5

— SpaceX (@SpaceX) April 1, 2022

Nice to see STEM folks making it go!

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

C Bradley Thompson:

“The aim of public education is not to spread enlightenment at all; it is simply to reduce as many individuals as possible to the same safe level, to breed a standard citizenry, to put down dissent and originality.”

—H. L. Mencken

I have thus far attempted in this series of essays to examine 1) the intellectual origins and history of government schooling in America; 2) the nature and purposes of government schooling; and, 3) the moral case for adopting the principle of “Separation of School and State” and with it the need for abolishing America’s government school system.

You are all by now familiar with my judgment on America’s government school system. I consider it to be immoral and anathema to the principles and institutions of a free society. The evidence for my position is overwhelming and the logic is irrefutable.

Still, some of you might not yet be fully persuaded by facts and logic, or at least maybe you can’t give up your attachment (for any one of a number of reasons) to the government schools. Those who know that the government schools are a mess but can’t quite give up their attachment to them do so almost always for sentimental reasons.

Maybe it’s because you’re a product of the government schools (as most of us are), and, well you “turned out ‘ok’ after all.” Or maybe your kids go to a government school and it doesn’t seem all that bad despite the fact that you know that the America’s system of government education is failing nationwide (this phenomenon has been dubbed by others as the “Thompson paradox”). Or maybe you think that the government school system is the one and only institution that holds small-town America together (or what I refer to as “Friday Night Lights” syndrome). Or maybe you hold the cynical view that ordinary Americans don’t love their children enough to do whatever it takes to educate them properly. Or maybe you think (incorrectly) that poor families couldn’t afford to educate their children if there were no government schools. Or, finally, maybe you think that government schooling is a good thing in principle (just like Marxism) but just needs to be “reformed” in practice.

It might also be the case that you’re one of those hard-headed realists who doesn’t like to think in terms of moral principles. Maybe you’re put off by my moralistic rhetoric. Maybe you’re one of those pragmatists, who is only concerned with whether an institution works or does not work. Maybe you just need to see some data.

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Kathy Gannon:

A news presenter on Afghanistan’s TOLO TV wept as he read the announcement. Images of girls crying after being turned back from school flooded social media. Aid groups and many others remained baffled.

The Taliban have so far refused to explain their sudden decision to renege on the pledge to allow girls to go to school beyond sixth grade. Schools were supposed to reopen to older girls on Wednesday, the start of the new school year.

The ban caught even the Taliban-appointed Education Ministry unprepared. In many places across Afghanistan, some girls in higher grades returned to schools, only to be told to go home.

The move may have been designed to appease the Taliban’s hard-line base but it came at the expense of further alienating the international community. The world has been reluctant to officially recognize Afghanistan’s new rulers, concerned the Taliban would impose similar harsh measures and restrictions — particularly limiting women’s rights to education and work — as when they previously ruled the country in the late 1990s.

The United Nations children’s agency told The Associated Press on Thursday they were blindsided by the announcement.

“I think that yesterday was a very confusing day for all of us,” said Jeannette Vogelaar, UNICEF’s chief of education in Afghanistan.

Patrick Hauf:

The video, “Ten Years on Testosterone,” details the transition of LGBT activist Aydian Dowling through hormone injections. Teachers and administrators at Pearl R. Miller Middle School in Kinnelon, N.J., did not notify parents about the lesson, which included slideshows with definitions of different gender ideologies, beforehand.

“You can build up the courage to stand up for yourself in a way that this is what you want to do with your life,” Dowling says in the video after injecting testosterone.

Dowling later spoke at a school-wide assembly as part of the school’s “Stories Of Adversity & Resilience Program,” about which administrators notified parents ahead of time, giving them the option to opt out their children. Concerned parents flocked to a school board meeting last Thursday, where board members admitted parents should have similarly been informed about the hormone therapy video.

“I felt as if I was blindsided,” Loren Malfitano, whose two sons were shown the video, told the Washington Free Beacon. “They’re learning about this ideology of gender before they even have classes on the actual biologies of males and females.”

Josh Christensen:

Amid a nearly imperceptible rise in COVID-19 cases, Chicago Public Schools returned to masking kids in K-12 classrooms, and its teachers’ union is still pressing for further COVID restrictions.

The city’s schools were among the last in the nation to drop universal mask mandates for children. Having promised to shift to a “mask-optional” policy on March 14, however, CPS published a flyer that says students must wear masks whenever visiting a school nurse, for at least 10 days after a COVID exposure, and for at least 5 days after a weeklong period of at-home learning. The Chicago Department of Public Health can also require an entire class to mask up at any point, the flyer reads, and CPS “may require masks again if community transmission reaches a moderate or high level.”

The Chicago Tribune first reported the return to masking on Monday, writing that CPS and the city’s health department had ordered parents of elementary school children to mask their children due to a recent classroom exposure.

Studies have shown children are at very low risk of severe illness and death from COVID-19. In-school transmission is also “extremely rare,” according to a peer-reviewed study done by the American Academy of Pediatrics in January 2021.

The news comes as the Chicago Teachers Union agitates for a return to universal masking as part of a safety deal it signed with the city in January. Alleged violations of that deal, which ended in a five-day cancellation of classes citywide, prompted the teachers’ union to appeal to the state’s Educational Labor Relations Board. The board declined the union’s request for an emergency injunction but will hear its complaint in June. The safety agreement between the city and teachers’ union expires in August.

The safety agreement states all schools must universally mask students and provide universal testing. Any school may also flip to remote learning provided at least 30 percent of teachers are absent for at least two days or at least 40 percent of students have been told to quarantine by the city’s health department.

Cook County, which encompasses Chicago’s school districts, is at low risk of community spread, according to data from the Centers for Disease Control and Prevention. The public health agency recently changed its metrics for tracking community transmission of COVID, opting to give a locality’s hospitalizations more weight than case counts in its recommendations.

“An emphasis on adult employment”

Anna Nordberg, via a kind reader:

California’s reading scores are dismal, with 68% of fourth-graders reading below grade level. This is the result of the disastrous decision in the 1980s for the state to embrace whole language, the idea that children should learn to recognize words and phrases through context, guessing and memorization. But evidence shows the whole language approach has left millions of kids behind. What children actually need is to be taught how to decode, or sound out, words — a phonics-based approach called structured literacy that requires explicit instruction and works with all students, including those with learning disabilities and second language learners.

The debate over whether children should be taught to read through whole language (rebranded as balanced literacy in the ’90s) or phonics became known as the Reading Wars, turning a complex issue into a catchy cultural meme. Which is depressing, because how we teach kids to read really matters. It can be the difference between an intact, confident child and one who thinks they can’t succeed in school.

One of the biggest challenges, explains Kymyona Burk, a senior policy fellow at ExcelinEd and the former state literacy director at the Department of Education in Mississippi, is changing the mindset of a state’s education system. “California has long been a whole language state,” she says, and that’s influenced an entire generation of teachers and administrators.
The first step is teacher knowledge. “All the new curricula in the world doesn’t matter if teachers don’t have the training to pivot during instruction,” says Burk, who oversaw the implementation of Mississippi’s Literacy-based Promotion Act from 2013-2019, which dramatically increased the state’s reading scores. “When a child says, ‘I don’t understand,’ does the teacher have the knowledge to fill the gap?” In Mississippi, Burk ensured that teachers had access to high-quality professional development, and put literacy coaches into the highest need schools.

Madeline Fox:

“I plan to focus on a broad spectrum of issues, including making sure students have access to high quality schools across the state, curriculum transparency and making sure that schools follow the constitution in enacting policies that respect and empower parents and their constitutional right to direct the upbringing of their child,” Brewer said.

Even before Brewer was hired, the organization has been working on school issues for years. It supported a legislative effort to create a parental bill of rights that would permit parents to review instructional materials and determine which pronouns are used for their children. And, WILL is currently suing the Madison and Kettle Moraine school districts over guidance to staff to use kids’ preferred pronouns and gender identity without first running it by parents. 

WILL has also been supportive of plans to expand the state’s school voucher programs and create a new body to approve charter schools. It’s intervened in school district battles over masking policies, issues around race and what books are available in school libraries. 

The Wisconsin chapter of the American Civil Liberties Union, which often champions liberal causes, has also focused more heavily on schools, in large part through the work of its Equal Justice Works Fellow, Elizabeth Lambert, who started a two-year fellowship with the organization in September 2020.

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Heather Knight:

San Francisco public school officials and board members talk a lot about kids like Royal Holyfield, an 11-year-old Black boy in fifth grade at a Tenderloin elementary school. They talk a lot about equity. They talk a lot about narrowing the persistent achievement gap between Black kids and their white and Asian peers.

But Joan Thomas, Royal’s grandmother, who has raised him since he was 10 days old, thinks it’s just that — a whole lot of talk. And at this crucial moment for the city’s school system, with three new board members sworn in Friday and a new superintendent to be picked this spring, Thomas and other Black families say they’re hoping the district will finally give their kids more support.

Thomas, 62, is charismatic, funny and direct. In October 2020, she invited me to her small apartment in a South of Market affordable-housing complex to see what never-ending Zoom school had done to Royal.

He’d sunk into a deep depression, gained weight and spent long days toggling among distance learning, YouTube videos and his beloved “Fortnite” video game. I thought of the family often afterward, as San Francisco became one of the last urban school districts in the country to reopen, and called Thomas the other day to ask how Royal is doing now that he’s back in the classroom.

“Not great,” Thomas said with a sigh. “He hates school. Some days are almost impossible.”

C Bradley Thompson

In the first two essays in this series on the relationship between government and the education of children (“How the Redneck Intellectual Discovered Educational Freedom—and How You Can, Too” and “The New Abolitionism: A Manifesto for a Movement”), I established, first, how and why the principle of “Separation of School and State” is both a logical and moral necessity grounded in the rights of nature, and then I demonstrated how and why America’s government schools should be abolished as logical and moral necessities.

In this essay, I’d like to drill down more deeply into the nature and purposes of government schooling in order to further demonstrate how and why a system of government-run education is anathema to the tradition of American freedom and therefore immoral. Let me be clear (if I haven’t been so already): I regard the government school system to be the single worst and most destructive institution in America. It cannot be “reformed,” and it cannot be tolerated. Period. It must, therefore, be abolished.

To that end, it is important to understand how and why government schooling came to the United States in the first place. Most Americans today assume that the “public” school system is as American as apple pie, that it has been around since the first foundings of Britain’s North American colonies in the seventeenth century or at least since the founding of the United States of American in 1788. But this is not true.

In the longue durée of American history from the early seventeenth century to the present, the government school system is actually a relatively recent phenomenon. A system of nation-wide government schools was not fully implemented in this country until about 100 years ago.

Let’s begin with a brief journey through the early history of American education to see when, why, and how the American people gave up their unalienable right to educate their children and turned it over to government officials.

2005: When all third graders read at grade level or beyond by the end of the year, the achievement gap will be closed…and not before. 2004 notes.

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

David Lewkowicz:

My daughter’s friend was recently alarmed when she was told that her two-year-old must wear a mask in preschool. Her little girl already struggles to make herself understood, and her mother worries that the mask will make it harder for her daughter to be understood and that she will have trouble telling what her masked peers and teachers are saying.

Now that the face mask has become the essential accoutrement of our lives, the COVID pandemic has laid bare our fundamental need to see whole faces. Could it be that babies and young children, who must learn the meaning of the myriad communicative signals normally available in their social partners’ faces, are especially vulnerable to their degradation in partially visible faces?

Faces are a complex and rich source of social, emotional and linguistic signals. We rely on all of these signals to communicate with one another through a complex and dynamic dance that depends on each partner being able to read the other’s signals. Interestingly, even when we can see whole faces, we often have trouble telling what other people are feeling. For instance, as the psychologist Lisa Feldman Barrett has noted, we can interpret a smile as meaning “I’m happy,” “I like you” or “I’m embarrassed”. So, seeing partially visible faces robs us of a plethora of linguistic signals that are essential for communication.

Arika Herron:

It was passed by the House last month, 60-37, along largely party lines but the version of the bill that the Senate was considering Monday had been significantly gutted. The list of “divisive concepts” shrank from eight items to three and provisions to allow parents to sue schools over things educators said in the classroom were stripped out. 

Those who opposed the bill said it was a solution to a problem that doesn’t exist in Indiana and risked driving teachers — a critical profession already in short supply — out of the field. 

It had been largely opposed by the Black community, which worried that the bill would further limit representation of Black and other people of color in school curricula and result in an incomplete and inaccurate teaching of the country’s difficult history.

“This is a good day for the state of Indiana,” said Garry Holland, education chair of the Indianapolis NAACP, “not to accept that which would cause disenfranchisement of children and teachers.”

The Indiana State Teachers Association, which has led a weeks-long effort to oppose the measure, celebrated its demise in a statement released Monday night.

“Over the past several weeks, ISTA members and public education advocates have shared their stories and voiced their concerns about stifling teachers’ ability to teach and students’ ability to receive an honest education,” said ISTA President Keith Gambill. “Hoosier parents and educators all want our students to succeed, and we’ll continue to be partners in standing up for what’s right for their future.”

James Pethokoukis:

Central to that cultural history has also been the notion of meritocracy, going back to the Mandarin bureaucrat-scholars who obtained their positions through the imperial examination system. More recently, China’s communists have attempted to run a more vibrant economy by reintroducing meritocracy — and not just in government. 

As Adrian Wooldridge, author of The Aristocracy of Talent: How Meritocracy Made the Modern World, recently wrote in Bloomberg Opinion, “Children compete to get into the best nursery schools so that they can get into the best secondary schools and then into the best universities. Examinations regulate the race to get ahead. This examination system, which draws on the tradition of civil service examinations that were administered for more than a thousand years, is now more geared to produce scientists and engineers rather than Confucian officials.”

We need an education system that works for all kids, whatever their background and natural abilities. And by work, I mean maximizes their human potential. And then we can reward that potential by having a society that deeply values achievement. But this is also important: Getting the most out of our best and brightest. I am distressed by growing efforts to undermine gifted education programs across America. When California’s Instructional Quality Commission adopted a new mathematics framework in 2021 that urged schools to do away with accelerated math in grades one through 10, it explained the move this way: “We reject ideas of natural gifts and talents.”

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Jessica Winter:

When my daughter was little, I became fixated on a schoolhouse a few blocks from our apartment—a Tudor-style storybook cottage, with red trim and a brick chimney and a playground all of wood. Its first-floor windows were concealed by tall bushes of a deep impossible green, and everything that a childhood should be was waiting for my daughter behind them, or so I believed. When I went inside, my expectations were met. The children, aged two to six, were serious and serene, occasionally speaking to each other in low, considerate tones. They stacked blocks, strung beads, and arranged letter boards, and of course I had seen these kinds of blocks and beads and boards before, but never these specific, exquisite renderings of them. When it was time for “walking on the line”—a morning custom in which the children followed a line of tape on the floor, around and around, silent and judiciously spaced—I felt overcome by a sense of dazed compliance.

This was our local Montessori school, and I had convinced myself that, with a bit of scrimping and bootstrapping, I could somehow find the money to send my daughter there. I scheduled her required interview; afterward, the director told me, “Oh, she’s a dream,” and in that moment I would have signed a Sea Org contract in exchange for a year of my kid’s enrollment. But when I reviewed the numbers, the following weekend, I concluded that I could pay the tuition only if I went into credit-card debt—and, really, if that qualifies as being able to “afford” something, what can’t you afford? I withdrew her application, and, to self-soothe, I bought a Montessori-ish hundred-piece counting board for her off Amazon. (She barely touched it, and I gave it away after her toddler brother expressed an interest in eating the numbers.)

Spencer Kimball:

Pfizer and BioNTech’s two-dose Covid vaccine provided very little protection for children aged 5 to 11 during the wave of omicron infection in New York, according to a study published Monday.

The New York State Department of Health found that the effectiveness of Pfizer’s vaccine against Covid infection plummeted from 68% to 12% for kids in that age group during the omicron surge from Dec. 13 through Jan 24. Protection against hospitalization dropped from 100% to 48% during the same period.

The study has not yet undergone peer review, the academic gold standard. Due to the public health urgency of the pandemic, scientists have been publishing the results of their studies before such review.

The team of public health officials who conducted the study said the dramatic drop in vaccine effectiveness among children 5 to 11 years old was likely due to the lower dosage they received. Kids in this age group are given two 10-microgram shots, while children aged 12 to 17 receive 30-microgram shots.

The researchers also compared 11 and 12 year olds during the weekend ended Jan. 30. They found the vaccine effectiveness plunged to 11% for the low-dosage group but offered 67% protection to the group that received the higher dose.

“Given rapid loss of protection against infections, these results highlight the continued importance of layered protections, including mask wearing, for children to prevent infection and transmission,” the public health officials wrote in the study.

Howard Blume:

Confidence in California public schools has declined as voters and parents overwhelmingly have concluded that the quality of education worsened during the pandemic, according to a UC Berkeley Institute of Governmental Studies poll co-sponsored by the Los Angeles Times.

Pollsters asked voters to give schools a letter-grade rating from A to F — essentially the same question asked of voters in a 2011 USC Dornsife/Los Angeles Times poll. A decade ago, the results were interpreted as sobering; the numbers are worse now.

Statewide, about 21% of voters give the state’s public schools an A or B; in 2011 it was 27%. Meanwhile, D or F grades statewide rose 15 percentage points in the last decade, from 13% to 28%.

In the city of Los Angeles, 18% of voters give schools an A or B; about 1 in 3 voters give D or F marks to public schools. Comparable figures are not available for 2011.

“The decline is significant,” Mark DiCamillo, director of the IGS poll, who has surveyed voters in California for more than four decades. “It could be a long-term trend, but I would certainly think that the impact of COVID has probably contributed to it.”

As in 2011, voters still give their local schools higher marks on average than they give to schools statewide, but the gap has shrunk. Statewide, 35% of voters give an A or B to “the public schools attended by children who live in your neighborhood.” 

The percentage in Los Angeles was 24%. Improving both the perception and reality of L.A schools is part of the agenda laid out in a “100-Day Plan” unveiled Thursday by new L.A. schools Supt. Alberto Carvalho.

Steven Malanga:

After two years of fighting Covid, public officials are still debating how schools should respond to the virus. Despite ample data showing that virus transmission in schools has been generally weak and that cases among kids are often mild, governors in some states have been slow to ease restrictions on schools even as they lift them on society in general. This makes the U.S. an outlier. We’ve imposed tougher restrictions on schools, including closures, than have our peer countries. Meantime, state policy has varied widely, with some states offering much less in-person instruction to children than others.

The data can be framed in various ways, but one significant factor is that in places where teachers’ unions are the strongest, schools have been closed the longest. No wonder, then, that for the second straight year, public schools appear to be losing students and, according to a new survey, parents are increasingly embracing school choice.

Many of the world’s richest industrialized countries boast scientific and medical expertise that approaches that of the United States and have grappled with serious Covid outbreaks for as long as America has. Yet according to UNESCO’s latest data, virtually all have closed schools for far less time than the U.S. In France, where the first wave of the Omicron variant crested in December, schools have been closed for an average of 12 weeks throughout the two years of Covid. Spain has shuttered them for 15 weeks. Italy and Germany have been tougher, having closed schools for 38 weeks apiece. The U.K. sits in between those four countries, at 27 weeks. Our neighbor to the north, Canada—increasingly seen amid the truckers’ protests as endorsing among the most restrictive measures—tallied 41 weeks. American schools have lost a staggering 71 weeks of in-person instruction since Covid began.

Country-wide averages can be misleading, as state reactions to Covid have varied widely. A year ago, as vaccines were becoming widely available, an audit of school districts throughout the country discovered wide variations of in-person instruction. The audit gave states a score between one and 100, with one being the least amount of in-person instruction and 100 the most. The lowest states were Maryland (with a score of just 9.8), California (11.1), Oregon, and Washington. Illinois scored marginally higher, at 37.6, in the same range as states like New Jersey and Massachusetts. By contrast, Texas was almost completely back to in-person instruction, with a ranking of 90.8 on the in-person index. Florida came in at 99.9. In all, 15 states, mostly in the South and Central Plains, had returned to in-person instruction 80 percent or more of the time.

C Bradley Thompson

This essay serves as an introduction to yet another series of essays that I will be writing in the weeks ahead, this time on the topic of educational freedom. In my previous 10-part series on the question of rights and education (see here, here, here, here, here, here, here, here, here, and here), I established the moral foundation for thinking about education in a free society. I there explored questions such as:

• Is there a right to an education?
• Do parents have an unalienable right to determine how, in what, and by whom their children will be educated?
• What rights or authority does the government have to educate children?

With this new series, I’d like to turn in the weeks ahead to the institutional question, “who shall educate the children, the State or parents (including their proxies)?” More specifically, I will be concerned to examine the moral and educational status of top-down, government schooling versus bottom-up, parent-chosen schooling.

All of the essays in the series will head toward a twofold conclusion: first, government schooling is immoral and incompatible with a free society; and, second, a free market in education is the only moral system for educating children and the only one compatible with a free society.

I’d like to begin this series with a brief intellectual autobiography on how and why I came to think about these issues and why I care about them so passionately. We might think of this as an exercise in how to think—in principles and on principle—like a Redneck. Welcome to Redneck Logic 101.

Since the day I started kindergarten, I have spent my entire life in school. I attended elementary, middle, and high schools for 14 years! (I know what you’re thinking: the Redneck Intellectual must have, not surprisingly, failed a grade or two. But you would be wrong. Back in the day, Canadian Rednecks had to attend grade 13 if they wanted to go to college. Yes, grade 13! Talk about cruel and unusual punishment.) Then I went off college for four years, then did a master’s degree, then taught for two years at an all-boys boarding school, then went back to graduate school to do a Ph.D., and ever since then I have been a college professor.

I have only been two things in my life: a student or a teacher. I know no other way of life. Learning and teaching is all I know, it’s what I do, and, truth be told, it’s all I care about.

School Choice Wisconsin:

Wisconsin voters strongly support making all families eligible for the state’s school choice programs and favor ending funding inequities between choice, charter, and traditional public schools. These are among key findings on education issues in a scientific, random sample poll conducted earlier this month by one of the nation’s leading opinion research firms. 

“Parents want more options. They want to be more involved. It’s as simple as that,” said Nic Kelly, President of School Choice Wisconsin. 

The poll showed support for school choice across the political spectrum. While strong Republican support is unsurprising, noteworthy is solid majority support among independents and sizable support among Democrats. 

SCW retained OnMessage Inc. to conduct the poll. The firm’s national recognition includes being named “Pollster of the Year” in 2019 by the American Association of Political Consultants (https://theaapc.org). 

Wisconsin parents have four tax-supported options for enrolling children in K-12 schools. They are: (1) traditional public schools in the district where a family lives; (2) traditional public schools in districts other than where a family lives; (3) public charter schools; and (4) private schools in one of the state school choice programs. All parents may participate in the first three options, while the private choice programs are limited largely to lower income families. 

Taxpayer support of charter schools and choice schools is about 60% of traditional school funding. Students at these schools generally outperform those in traditional public schools on state proficiency exams. Students in choice programs consistently score higher on the college-readiness ACT test. In Milwaukee, the state’s Department of Public Instruction finds that twice as many choice and charter students attend highly-ranked schools when compared with students in the Milwaukee Public Schools.

Commentary

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Joel Kotkin:

The urban fringe is where the American dream is now being re­discovered. But these fringes remain widely disdained in academia, media, and the planning community. This was most evident during the financial crisis when there were widespread media accounts suggesting, among other things, that the exurbs would become “the next slums,” the equivalent of “roadkill” doomed by changing economics and demo­graphics.⁵ The New York Times even suggested how to carve up the suburban carcass, with some envisioning that suburban three-car garages would be “subdivided into rental units with street front cafés, shops and other local businesses,” while abandoned pools would become skateboard parks.⁶ Yet this is exactly what did not happen.

The Exurban Revolution

In the new Urban Reform Institute report, we identified the fifty high­est‑growth large counties in terms of net domestic migration from 2015 to 2019. These areas grew their population at 7.5 times the rate of the country’s other 3,100 counties during this period and gained 1.8 million net domestic migrants. Out of the fifty, all but seven are located in combined statistical areas (CSAs) of more than 500,000 residents. And each of these outer counties are within or close to a two-hour commute time of a central core county. Key areas include Atlanta, Dallas–Fort Worth, and Orlando.⁷

The key demographic headed to these places is young people in prime family formation years. From 2015 to 2019, these counties saw an increase in twenty-five- to thirty-four-year-olds of 12.8 percent, almost four times the 3.4 percent growth rate in the other counties. The high­est‑growth counties also have a far higher rate of school-age children (five- to fourteen-year-olds) per household than the rest of the nation—0.66 compared to 0.43 for the other counties. The highest growth counties have 3.5 times as many school-age children per household than, for example, Manhattan and San Francisco⁸ and 75 percent more school-age children per household than other counties in the United States.⁹

This migration is not a repeat of the “white flight” that drove peripheral growth a half century ago. To be sure, during the great mass suburbanization of the mid-twentieth century, many communities—Levittown and Lakewood are well-known examples—excluded ethnic minorities, providing planners and “smart growth” advocates a rationale to claim that single-family neighborhoods are inherently racist ever since.¹⁰ This assertion is seriously out of date, however. Over the past decade, non-Hispanic whites accounted for less than 4 percent of growth in suburbs and exurbs, while Latinos accounted for nearly half, with Asians, African Americans, mixed race, and other groups making up the balance.¹¹

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Emily Oster:

Local governments are relaxing pandemic restrictions at a dizzying pace, removing mask requirements and vaccine entry rules for businesses. Politicians are generally pushing for a return to normalcy. But for one group, change is not forthcoming: children. The removal of mask mandates in schools is likely weeks, if not months, away in some parts of the country. Quarantine and testing requirements remain in many child-care and school settings, even as they disappear from adult life. My burning question is simply: Why? I can imagine three arguments in favor of a kids-last approach, none of which I find convincing.

First, one could argue that ongoing child-specific restrictions are warranted because children need more protection. This is a hard case to make. Throughout the pandemic, children have been at lower risk of serious illness than adults. In the latest CDC numbers, hospitalization rates for children 0–4 with COVID are estimated at 3.8 per 100,000 and for the 5–11 group at 1 per 100,000. By comparison, the rates in the 18–49, 50–64, and over 65 groups are 3.7, 8.5, and 22, respectively. (The very youngest kids and the 18-49 set have about the same risk, despite only the latter having access to highly effective vaccines.) Long COVID also seems less prevalent among children than adults. Some children are more vulnerable than others, of course, and society owes special attention to high-risk kids. But it doesn’t follow that COVID restrictions for children ought to stay uniformly in place after they’ve been removed for their parents.

A second possible argument in favor of a kids-last policy is that COVID mitigations work better in child settings than in others. The data don’t support this argument, either. Evidence from test-to-stay programs, for example, suggests that more than 97 percent of kids who are exposed to the coronavirus at school and are then required to stay home never end up testing positive. Keeping these kids out of school, then, isn’t meaningfully halting community spread. As for masking,others have made the point that, after two years, we still have paltry proof that face coverings significantly lower case counts at school. Even if you are skeptical of these arguments, masking in school (as practiced) is certainly not more effective than masking in other settings. The largest masking randomized trial, in Bangladesh, found the highest efficacy among older individuals.

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Laura Meckler and Matt Viser:

Democratic governors have responded by dropping mask mandates, urging that schools remain open and emphasizing there is a light at the end of the dark covid tunnel. They also are trying to change the subject, with a focus on education investment and recovery and warnings about the consequences if Republicans are elected.

But some Democrats worry that the responses, to date, are insufficient given the hardball politics the GOP is playing on these emotional issues.

“Democrats are giving away one of their greatest assets, and that’s being associated with public education. And giving away that advantage is going to get Democrats’ clocks cleaned this fall,” said Joe DiSano, a Michigan-based Democratic consultant. “We are letting the conservative crazies run ragged on us. We have the ammo to fight back, and we don’t.”

Republicans were buoyed by their unexpected victory in November’s Virginia gubernatorial contest, where Republican Glenn Youngkin won after a campaign defined by education issues. Youngkin criticized pandemic-related school closures and a statewide mask mandate in schools, issues that analysts who studied the race found particularly effective. He also promised to ban teaching of critical race theory, an academic framework for examining the way policies and laws perpetuate systemic racism and a catchall term that many GOP politicians have embraced to describe various racial equity lessons and initiatives they find objectionable.

Youngkin also effectively seized on a gaffe by his opponent, who said parents should not tell schools what to teach.

A Washington Post-ABC News poll after that election found overwhelming support for parents having a say in what their children’s schools teach. It also found 44 percent of Americans say they trust Democrats more to handle education, barely topping the 41 percent choosing Republicans. That represented a significant weakening in Democrats’ historic advantage.

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Hannah Natanson:

“I see these people just not wearing a mask, or wearing one pulled down, like, under their chin,” said Swan, “and my brain just immediately goes, ‘That person does not share the same ideals as me. We won’t get along.’ ” She added: “They may not be a bad person. They may just be thinking the same things as their parents.”

Youngkin issued his mask-optional order, which aims to give Virginia parents choice over masking in both public and private schools, on his first day in office. A fierce fight ensued: Seventy of 131 Virginia school districts refused to comply and kept their mask requirements, according to a Washington Post analysis, and parents and school officials filed a flurry of lawsuits for and against the order. This week, the Virginia General Assembly narrowly passed — along largely partisan lines — a law that requires all schools to go mask-optional on March 1, ensuring every one of Virginia’s more than 1.8 million public and private schoolchildren will face masking decisions and tensions at school in days to come.

As the adults battle over the merits of masking, Virginia students have been forced to navigate the real-life fallout.

The Washington Post asked parents across the state to share how their children are feeling about school masking policies, garnering nearly 200 submissions from families living in at least 25 school districts.

Additional commentary.

Nada Elmikashfi:

While all city employees at one time were required to live within the city limits, the residency requirement was eliminated for Madison Metro drivers in the 1980s and in subsequent years for other unionized employees as well. Arguments to keep the requirement were based in part on concerns over a dwindling middle class, while opponents have cited the high cost of living in Madison and the quality of suburban schools.

Dan Rolfs, a community development project manager for the city and a union representative for the Madison Professional and Supervisory Employee Association, told Brogan that members have had concerns about sending their kids to public schools in Madison and were drawn to the new high school facilities of Verona, DeForest and Sun Prairie.

It’s understandable. The resource-rich tech and science labs, professional looking athletic facilities, expansive aquatic centers, and unique greenhouses in these suburban schools would be a draw for any parent. Who doesn’t want the best education for their children? 

According to a 2021 report from the Madison school district, enrollment has been “decreasing slightly since the 2014-15 school year” and the district projects another decrease next school term. Enrollment for 4K-12 in 2021-22 was 25,936 students, down 482 students from 2020-21.

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Jennifer Sey:

When I traveled to Moscow in 1986, I brought 10 pairs of Levi’s 501s in my bag. I was a 17-year-old gymnast, the reigning national champion, and I was going to the Soviet Union to compete in the Goodwill Games, a rogue Olympics-level competition orchestrated by CNN founder Ted Turner while the Soviet Union and the United States were boycotting each other. 

The jeans were for bartering lycra: the Russians’ leotards represented tautness, prestige, discipline. But they clamored for my denim and all that it represented: American ruggedness, freedom, individualism. 

I loved wearing Levi’s; I’d worn them as long as I could remember. But if you had told me back then that I’d one day become the president of the brand, I would’ve never believed you. If you told me that after achieving all that, after spending almost my entire career at one company, that I would resign from it, I’d think you were really crazy. 

Today, I’m doing just that. Why? Because, after all these years, the company I love has lost sight of the values that made people everywhere—including those gymnasts in the former Soviet Union—want to wear Levi’s.

My tenure at Levi’s began as an assistant marketing manager in 1999, a few months after my thirtieth birthday. As the years passed, I saw the company through every trend. I was the marketing director for the U.S. by the time skinny jeans had become the rage. I was the chief marketing officer when high-waists came into vogue. I eventually became the global brand president in 2020—the first woman to hold this post. (And somehow low-rise is back.)

Over my two decades at Levi’s, I got married. I had two kids. I got divorced. I had two more kids. I got married again. The company has been the most consistent thing in my life. And, until recently, I have always felt encouraged to bring my full self to work—including my political advocacy. 

That advocacy has always focused on kids.

In 2008, when I was a vice president of marketing, I published a memoir about my time as an elite gymnast that focused on the dark side of the sport, specifically the degradation of children. The gymnastics community threatened me with legal action and violence. Former competitors, teammates, and coaches dismissed my story as that of a bitter loser just trying to make a buck. They called me a grifter and a liar. But Levi’s stood by me. More than that: they embraced me as a hero.

MD Makowsky:

There are many reasons why an industry can become concentrated within a narrow geographic region. Externally generated increasing returns to scale i.e. a firm becomes more productive simply by being near other firms producing the same thing, is an observation that goes all the way back to Alfred Marshall. That’s the story of Hollywood and Silicon Valley, not to mention a million other micro-industries. The story of journalism, however, is different, because it is not the capital or labor market opportunities, but specifically the labor itself that is concentrated in a narrow location. The “Writer living in Brooklyn” Twitter/LinkedIn/Muckrack bio is a cliche at this point for a reason. But why are they all in Brooklyn? And why do I get the sense that I can summarize at least half of them as White children of the upper-middle class who paid full-freight for an English-adjacent degree from an expensive liberal arts college? 

Wages in journalism have gone to hell while, at the same time, there has emerged an extreme upper tail whose public standing achieved escape velocity, allowing them to go independent via Substack and earn vastly higher incomes. These diverging trends have their origin in the same phenomenon: the skyrocketing potential of any one journalist to reach the masses. The power law scale of social networks means every article, post, or tweet has a chance of going viral, and with it the chance to reach tens of millions of eyeballs. Put another way, its gotten easier to reach people, but harder to get paid to reach people. 

There is a status that comes with strangers knowing who you are, what you wrote, what your core ideas are. It is also a status that disproportionately recognizes itself. When prominent writers hang out with each other, recognizing the ideas that each carries and communicates to large numbers of people, they reinforce the status that comes with that reach. I’m getting out over my psychological skis a bit here, but I’m willing to wager it feels good, in a way not dissimilar to my research being recognized by my academic peers. With less risk to going beyond my own expertise, I’m willing to argue that the reach, imprint, pageviews, and followers; the eyeballs that your work generates, is the prinicipal source of status within the modern journalist community

DPI Superintendent Jill Underly:

Dear Wisconsin Families and Educators,

I am writing this letter to you as a fellow parent and a former teacher.

Like you, I know what it means to be involved with my children’s education, and I love it. But I look at the way politicians talk about parental involvement, and I don’t recognize it. Family engagement isn’t about yelling at school staff or suing your school board if they don’t do exactly as you demand. It’s also not asking caregivers to homeschool or pay for private tuition if they feel unheard or unseen. Family engagement is about having a real conversation about – and with – our children. Like you, I build relationships with my children’s teachers, I reach out when I need to, and they know they can call if they need to. As a parent, I love my children’s school, and I see the ways our district works to involve all families and the entire community, and how the entire community supports our school. It’s an exchange, because what matters most to all of us is what we all have in common: our children.

Of course, this isn’t what politicians mean when they talk about protecting parental rights when it comes to children’s education. Rather, they’re talking about micromanaging curriculum and preying on our parental emotions during a traumatic time, all with the ulterior motive of placing suspicion on educators by weaponizing lessons about difficult topics, or by placing blame on schools for a pandemic they did not cause but are nonetheless supporting our children through.

As to my fellow educators, you and I all know that this isn’t the first time that politicians in this state have gone after teachers. And as a former civics teacher, I know that teaching the history of this nation cannot – and should not – be done without tackling difficult topics. Families know this and support these opportunities for our schools to engage our children to become critical thinkers and critical consumers of information. We want our students to grow up and be active participants in democracy, and that means they need to know how to examine their past, think critically about their present, and make informed decisions about their future. This critical lens is what makes our democracy stronger, and the only way for our children to engage is through our public schools where this freedom to think critically is encouraged and the skill of thinking critically is actively taught. Teaching is our expertise, and we are happy to learn from parents about your children, just as we hope families are excited to learn the answer to, “What did you do in school today, honey?” when your learner walks through the door.

I’m tired. Like you, I’m tired of the pandemic. I’m getting tired of this winter. And I’m really, really tired of politicians pitting parents against teachers when our children are the ones who get hurt in the end. Because they’re the ones who matter most in this conversation and who matter most for the future of our state. And that conversation – how to best meet the needs of our children and students – is one I’m excited to continue having as a parent and an educator, and to lead as your Wisconsin State Superintendent.

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Will Flanders & Libby Sobic:

Presumably, the Representative was specifically responding to testimony from parents from around Wisconsin in support of AB 963. In an era where parents who attend school board meetings are called potential terrorists by the National Association of School Boards and subjected to monitoring by the federal government, it is more important than ever to enshrine in law the rights that parents have over their children’s education. The bill, supported by WILL, would ensure some very basic parental rights are protected: the right to be notified about violence in schools, the right to review curriculum, and the right to opt their child out of controversial topics are among them. Most of these rights are things that a previous generation never thought would need to be guaranteed: they are common sense. Yet increasingly ‘woke’ education establishment has placed them under threat. The legislature heard from more than 100 parents (in person or via written testimony) angry at this overreach by local schools, and demanding change. According to Representative Snodgrass, though, their only option would be to switch to a different educational model.

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Andrew Yang:

The data are clear. Boys are more than twice as likely as girls to be diagnosed with attention-deficit/hyperactivity disorder, according to the Centers for Disease Control and Prevention; are five times as likely to spend time in juvenile detention; and are less likely to finish high school.

Unfortunately, it doesn’t get better when boys become adults. Men now make up only 40.5 percent of college students. Male community college enrollment declined by 14.7 percent in 2020 alone, compared with 6.8 percent for women. Median wages for men have declined since 1990 in real terms. Roughly one-third of men are either unemployed or out of the workforce. More U.S. men ages 18 to 34 are now living with their parents than with romantic partners.

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Yet another picture of an unmasked Democrat surrounded by masked children. This is at a Decatur, Georgia elementary school, where they have a district-wide mask mandate. #gapol #UnmaskOurKids https://t.co/36NRJkNmhV pic.twitter.com/GU7DgL2nIA

— Kelley K 😀 * covid-georgia.com (@KelleyKga) February 5, 2022

Dale Chu:

Amid the raging culture fires engulfing our politics and schools comes a concerted push among some conservative groups to codify a “parents’ bill of rights.” House minority leader Kevin McCarthy rolled out his proposal last November, as did U.S. Senator Josh Hawley. Although neither measure is likely to get much traction in Congress, at least not before the mid-term elections, kindred efforts are making headway in some states. Florida’s version was signed into law last June, and Texas and Virginia both jumped into the fray in January. A dozen or so states have bills pending. These plans typically include sections on school or curriculum “transparency,” which calls for information about curricula and instructional materials to be posted online or otherwise made accessible to parents and other interested parties.

They run the gamut from painless to preposterous. Some require schools to provide a list of core curricular materials (although this elides the much thornier question of how or whether such materials are used, never mind how they’re likely to be supplemented), or even an inventory of everything in the school library. Others allow parents to opt their children out of any lesson or assignment they find objectionable (giving new granularity to the concept of choice in education). Still others would allow teachers’ professional development sessions to be open to the public (though this would seem to work at cross purposes with pre-pandemic and post-Columbine efforts to “harden” schools). Some would let parents watch videos—livestreamed or recorded—of their children’s classrooms.

The principle of school transparency has undeniable appeal, yet we can’t avoid asking about the motives behind these efforts and wondering whether an unassailable value like transparency is being deployed as a wedge to worsen the politicization of our discourse and fragmentation of our culture.

Operationally speaking, putting into practice the kinds of curriculum transparency imagined in some of these proposals would be incredibly burdensome on teachers, schools, and districts, and strongly opposed by all their organizations. But before getting lost in the challenges of implementation, let’s ask whether the theory of action undergirding curriculum transparency even makes sense as policy.

Amy Schwabe:

Two years ago, I never thought I would homeschool one of my children.

Of course, two years ago, I never thought that leaving the house with a face mask would become second nature. Or that my grandma would become computer-literate enough to Zoom with me every few weeks. A lot has changed.

Before the COVID-19 pandemic, my daughter Wendy would have days — in hindsight, too many days — when she begged to stay home from school. She cried nearly every morning, and she seemed to have constant stomachaches and nausea. My husband Jonathan and I spent a year taking her to doctors, scheduling medical procedures and giving her various medications, trying to figure out what was going on with her.

I remember standing over her as she cried in her closet one morning, wondering what I was going to do if she actually refused to go to school. What if she really wouldn’t get up? I couldn’t pick her up and force her into the car, force her into school, force her to learn.

I didn’t have to find out what would happen in that scenario because March of 2020 arrived, and we all stayed home. For months. And a curious thing happened. Wendy stopped getting nauseous. She stopped vomiting. We took her for a follow-up at the doctor, and her acid reflux had improved. Stress and anxiety turned out to be her triggers.

William Broad:

Fermat’s last theorem, a riddle put forward by one of history’s great mathematicians, had baffled experts for more than 300 years. Then a genius toiled in secret for seven years to solve it, according to the usual narrative. That shy Englishman, Andrew Wiles, made his feat public in the early 1990s and amassed a glittering array of tributes. In 2016, he won the Abel Prize, math’s top award. It came with a $700,000 purse.

Now, a wealthy Texas philanthropist is recounting how his financial support created a community of Fermat innovators that, over decades, lent moral and mathematical support to Dr. Wiles. That patronage drew top mathematicians to the puzzle after great minds had given up, succeeded in bringing the moribund field back to life, and may have helped make Dr. Wiles’s breakthrough possible.

“We solved the problem,” the philanthropist, James M. Vaughn Jr., 82, president of the Vaughn Foundation Fund, said in an interview. “If we hadn’t put the program together as we did, it would still be unsolved.”

In interviews, top experts described Mr. Vaughn’s foundation and its early financial support as sparks that had lit an intellectual fire, although they stopped short of saying that his backing had been responsible for Dr. Wiles’s Fermat breakthrough. Dr. Wiles did not respond to inquiries.

Recently, Mr. Vaughn gave the University of Texas a collection of 125 rare and foundational books in the history of mathematics, and the gift has prompted him to speak publicly of other foundation projects that have gone largely unheralded.

While gregarious, Mr. Vaughn, heir to a Texas oil fortune, is an extremely private man who has never before claimed publicly that his philanthropy begot the mathematical feat. Even so, he takes immense pride in what he characterizes as his legacy. Mr. Vaughn said that he and his wife had no children and that the Fermat triumph was how he hoped he would be remembered.

Chester Finn

Monday’s Washington Post featured a long, front-page article by the estimable Laura Meckler titled “Public schools facing a crisis of epic proportions.” In it, she skillfully summarized a laundry list of current woes facing traditional public education:

The scores are down and violence is up. Parents are screaming at school boards, and children are crying on the couches of social workers. Anger is rising. Patience is falling.

For public schools, the numbers are all going in the wrong direction. Enrollment is down. Absenteeism is up. There aren’t enough teachers, substitutes, or bus drivers. Each phase of the pandemic brings new logistics to manage, and Republicans are planning political campaigns this year aimed squarely at failings of public schools.

Public education is facing a crisis unlike anything in decades….

As I’m sure Ms. Meckler would agree, this is a “supply side” lamentation, a catalog of woes as seen from the perspective of those inside the education system. She might instead have written a very different article describing the “crisis” as viewed by consumers of public education. (You know—students, parents, taxpayers, us folks.) Such a piece might have read more like this:

The schools our kids attended were closed so long that students lost whole years of learning. Those from families with limited means lost even more. Those schools were closed far longer than they needed to be, apparently because the adults who work in them didn’t want (or were scared) to return and those running them put their employees’ interests ahead of those of their students and parents. We watched the firemen and nurses and utility workers keep coming to work despite the pandemic. Why not the teachers?

Worse, the closed schools’ failure to supply satisfactory forms of remote instruction meant that millions of children forgot how to study, how to get along with other kids, how to relate to grown-ups outside their families. Idleness, lassitude, and frustration took a toll of their physical and mental health and made life extremely difficult for us parents and other caregivers, including messing up our own work lives. Many of us had no choice but to quit our jobs. No wonder many of us took education into our own hands, seeking out other schools that managed to stay open, getting serious about homeschooling, hiring tutors when we could afford it, and teaming up with neighbors to create quasi-schools. Yes, we’re angry, furious even, and yes, our kids are upset and acting out. And it didn’t get any better when we got them back into school only to discover that, instead of the Three R’s, our schools were obsessing over racial and political issues. No wonder we’re protesting at school board meetings. No wonder a bunch of politicians are using our unhappiness to get themselves elected. And it’s no help at all when folks in Washington seem more interested in sending money and coddling misbehavers than in whether our children are learning. 

Yes, it would have been a very different sort of lamentation. The point, though, isn’t journalism per se. It’s what’s the proper perspective from which to view the semi-meltdown of traditional public education: the system’s perspective or the perspective of those for whose benefit it exists and whose tax dollars pay for it? If the nation is still—or again—at grave risk because its children aren’t learning enough (and in many cases seem not even to be in places of learning), where ought responsibility for the melting be placed?

I’m not exactly saying the public schools had it coming. Nobody (except perhaps the denizens of a mysterious Wuhan laboratory) had any idea what was coming, and nobody is ever fully prepared for a full-scale catastrophe. No giant system that’s been doing the same thing for decades can be expected to turn on a dime. The inertia is profound. And yet, in many ways, the educational failures of the past several years were far worse than they needed to be because of long-standing characteristics of American public education. It’s worth recounting three of those.

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

MARTIN KULLDORFF AND JAY BHATTACHARYA

With millions of Americans getting infected and over 800,000 reported COVID-19 deaths, most people now realize that Washington’s pandemic policies failed. Lockdowns just postponed the inevitable while causing enormous collateral damage on cancer, cardiovascular disease, diabetes, tuberculosis, mental health, education and much else.

So, the blame game is in full swing. At a recent Senate hearing, Dr. Anthony Fauci did not even attempt to defend his policies. Instead, he insisted that: “Everything that I have said has been in support of the CDCguidelines.”

Dr. Fauci, as director of the National Institute of Allergy and Infectious Diseases (NIAID), has worked closely with the two CDC directors, Drs. Robert Redfield and Rochelle Walensky, throughout the pandemic, but he is now laying the responsibility on them. He did the same with his former boss, shortly after Dr. Francis Collins resigned as director of the National Institutes of Health (NIH).

Dr. Collins fiercely defended Fauci throughout the pandemic. In October 2020, the Great Barrington Declaration criticized Fauci’s lockdown strategy, calling for focused protection of high-risk older people while letting children go to school and young adults live near-normal lives. A few days later, Collins—a geneticist with little public health experience—wrote an email to Faucisuggesting a “take down” of the declaration, and characterizing its Harvard, Oxford and Stanford authors as “fringe epidemiologists.” Fauci agreed with his boss, but when asked about the incident at the recent Senatehearing, he responded that it “was an email from Dr. Collins to me.” In other words, Fauci himself was just following orders.

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Helen Raleigh:

Even the Democrat-led city government of San Francisco had enough with the board. It filed a lawsuit against both the SFUSD and its board in February 2021, accusing them of ” failing to come up with a reopening plan even as numerous other schools across the U.S. have reopened.” But SFUSD reopened only elementary schools last April and didn’t return to full-time in-person learning for all K-12 until fall 2021.

Board President López claimed the long delays didn’t cause any learning loss because children were “just having different learning experiences than the ones we currently measure,” and they learned more “about their families and cultures by staying home.” Her tone-deaf comments angered many parents, who have witnessed their kids’ academic and emotional struggles at home due to the school closures.

The school district has experienced such a sharp decline in student enrollment during its long closure that it had to implement a steep cut this school year to fill a budget hole of $125 million.
Social Justice at the Expense of Education

Second, the school board focused on leftist politics rather than education. In 2019, the board voted to cover a mural depicting slavery and Native Americans at George Washington High School, a decision that would cost taxpayers between $600,000 to $1 million. Fortunately, the mural will stay after a San Francisco Superior Court judge overturned the school board’s decision last year.

In January 2021, rather than focusing on reopening schools, the board voted to rename 44 schools, including Abraham Lincoln and George Washington High Schools. Even Democrat Mayor London Breed expressed her disbelief in a statement, saying, “I can’t understand why the school board is advancing a plan to rename all these schools when there isn’t a plan to have kids back in those physical schools.”

John McWhorter:

I don’t want an admissions officer to consider the obstacles my children have faced, because in 2022, as opposed to in 1972, they really face no more or less than their white peers do.

I don’t want that admissions officer to consider that, perhaps here and there, someone, somewhere, underestimated them because both of their parents aren’t white. In the 2020s, that will have happened so seldom to them, as upper-middle-class persons living amid America’s most racially enlightened Blue American white people, that I’m quite sure it will not imprint them existentially any more than it did me, coming of age in the 1970s and 1980s.

I don’t want the admissions officer to consider my children’s “diversity.” For one thing, their diversity from the other kids in their neighborhoods, classrooms and lives is something of an abstraction. They wear clothes from Old Navy, watch (and rewatch) “Frozen” and “Encanto,” and play a lot of Roblox, just like their peers. And I will never forget a line from a guidebook that Black students at Harvard wrote two decades ago: “We are not here to provide diversity training for Kate and Timmy.” Yep — and if we salute the enterprising undergrads who wrote that, we must question the general thrust of the sundry amicus briefs that will be offered in the Harvard and U.N.C. cases, about how kids of color are vital to a campus because of their diversity, echoing the statement of Harvard’s president, just this week, that “Considering race as one factor among many in admissions decisions produces a more diverse student body which strengthens the learning environment for all.”

“Diversity” has become one of those terms (and ideas) that makes us feel cozy inside, like freshly baked blueberry muffins and “A Charlie Brown Christmas.” But how would you feel about looking a Black undergraduate in the eye and saying, “A lot of the reason we wanted you here, on our campus, is your differences from most of the other students and the life lessons they can learn from them”? Someone says, “I want my kids to interact with Black students before they go out into the world.” I ask, “Just what was it about Black people that you were hoping your kids would learn?”

American Federation of teachers:

Notwithstanding the considerable difficulties of the pandemic, public school parents express high levels of satisfaction with the schools serving their children and say that public schools are helping their children achieve their full potential.
• More than seven in 10 public school parents give a high performance rating to their children’s schools. Fully 72% of parents say that the public school(s) their children attend provide them with an excellent or good quality education. In contrast, just 7% feel that the education received by their children is not so good or poor (another 21% say “adequate”). Parents across the demographic spectrum give high marks to their public schools, including Black parents (70% excellent or good), Hispanic parents (67%), and parents in cities (75%).
• Parents are overwhelmingly satisfied with the job public schools are doing to help their children achieve their potential. Four in five (79%) parents are satisfied with their children’s public schools when it comes to helping their child or children achieve their full potential, while only 21% report feeling dissatisfied. This widespread satisfaction includes 83% of parents in cities, 81% of Black parents, 73% of Hispanic parents, and 81% of younger parents (under age 40).

2. Parents give very high performance ratings to their children’s teachers, recognize the challenges facing teachers during the pandemic, and appreciate the extra efforts that teachers are making to help their children.
   • A remarkable 78% of parents feel that the quality and performance of their children’s teachers is excellent or good. This positive rating is seven points higher than the last time we asked this question of a national sample of parents (71% in 2013). Teachers receive high marks from parents in cities (84%), Black parents (72%), Hispanic parents (75%), and younger parents (79%).
   • Parents feel overwhelmingly that teaching during the pandemic has been a hard job (79%), not an easy one (21%).
   • Eighty percent (80%) say that their children’s teachers have …

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Helen Raleigh:

Even the Democrat-led city government of San Francisco had enough with the board. It filed a lawsuit against both the SFUSD and its board in February 2021, accusing them of ” failing to come up with a reopening plan even as numerous other schools across the U.S. have reopened.” But SFUSD reopened only elementary schools last April and didn’t return to full-time in-person learning for all K-12 until fall 2021.

Board President López claimed the long delays didn’t cause any learning loss because children were “just having different learning experiences than the ones we currently measure,” and they learned more “about their families and cultures by staying home.” Her tone-deaf comments angered many parents, who have witnessed their kids’ academic and emotional struggles at home due to the school closures.

The school district has experienced such a sharp decline in student enrollment during its long closure that it had to implement a steep cut this school year to fill a budget hole of $125 million.
Social Justice at the Expense of Education

Second, the school board focused on leftist politics rather than education. In 2019, the board voted to cover a mural depicting slavery and Native Americans at George Washington High School, a decision that would cost taxpayers between $600,000 to $1 million. Fortunately, the mural will stay after a San Francisco Superior Court judge overturned the school board’s decision last year.

In January 2021, rather than focusing on reopening schools, the board voted to rename 44 schools, including Abraham Lincoln and George Washington High Schools. Even Democrat Mayor London Breed expressed her disbelief in a statement, saying, “I can’t understand why the school board is advancing a plan to rename all these schools when there isn’t a plan to have kids back in those physical schools.”

Kayla Huynh

“If we are a truly great nation, how could the truth destroy us? Why would we have to hide from it?” she asked. “Great people acknowledge what they’ve done, and then they work to fix it. What will destroy us are the lies that we maintain.” 

“I’m just one 5-foot-5 journalist,” she added, “yet some of the most powerful people in the nation — from the former president to sitting senators to state governors — have sought to discredit this work.” 

She denounced those unwilling to “fight for the policies and laws that Dr. King gave his life securing,” saying they have no right to determine how to best honor his legacy. Hannah-Jones also warned that U.S. democracy is on the brink of being destroyed. 

“We cannot be here talking about dreams and service and singing kumbaya,” she said. “We are in danger of losing the very democracy that Dr. King gave his life for.” 

While Hannah-Jones acknowledged that King did long for a day when his children would be judged by their character, he also understood this could not come without a “radical restructuring of our society.” 

“The real Dr. King,” she said, “did not pretend that hoping for a colorblind society one day meant ignoring the racial caste system that exists right now.” 

Hannah-Jones ended her remarks by reminding the crowd it takes action to make change.

“Dr. King did not sit around and hope for a better day,” she said. “He was determined to bring that day about. He took action.” 

“He put himself on the line,” she added. “He did what was not popular but what was right; what was not easy; what was not safe; what was not practical, and really what was not sane — because he lost his life for it.” 

She told the crowd it’s not enough simply to hope.

“We must act,” she said. “We have more power than we believe that we do, and we squander it in this moment. Our democracy is on the brink.”

Jackson Walker:

“The speaker was paid $55,000, consistent with past speakers for this event, from private funding sources; no public funds were used,” spokesperson Meredith McGlone told The College Fix via email.

The public university’s Student Affairs and its diversity office hosted the event in the student union. People who want to watch her speech again will have trouble doing so due to press and recording restrictions.

“Sharing or recording of the broadcast is strictly prohibited,” the university said in an email to participants. The only way to watch the $55,000 speech was to attend in person or watch the livestream.

Hannah-Jones is the author of the “1619 Project,” a widely criticized New York Timesinitiative which claimed the first American settlers wanted a new country to protect slavery. Hannah-Jones has also said that the American Revolution was fought to preserve slavery. The project has warranted criticism from Republican lawmakers who see the teaching of it in schools as divisive.

The symposium began with a performance of “Lift Every Voice and Sing,” a song acknowledged by the event’s presenters as the “Black National Anthem.”

Prof Ornery:

For some reason the question of “do parents have a right to know what their kids are being taught?” is highly contentious. It shouldn’t be. It should be a given no matter the political leanings of anybody that parents ALWAYS have a right to know what their children are being taught. 

Glenn Youngkin won the Virginia governor’s election largely because Terry McAuliffe said that parents have no right to know what’s taught in schools. This idea that children need to be removed from their parents and “educated” while parents are kept in the dark is totalitarian in the extreme. What McAuliffe, the teacher who said that children need to be educated so they don’t grow up to be like their parents, and the board of ed member in Pennsylvania, and many others, all believe is that children, once of age to go to school, no longer belong to their parents. They become the responsibility of the state at that point.

Of course, all of those spouting this theory (however they explain it) exclude their own children from the equation. I’m confident that if you asked the teacher who said that she wants to make sure kids don’t grow up to be like their parents would vociferously argue with you if you included her kids in that group. She, of course, is well-qualified to raise her children. She’s a teacher after all.

Education is a key factor in molding children to accept society’s norms and rules of interaction. It is such a big key to socialization that the left has been steadily working to control it for decades. They have largely succeeded at this point, at least in public schools and many private schools as well. 

One of the only silver linings of the Wuflu panic and shutdowns was that parents were in the same room with their kids during school hours for the first time. And for the first time many parents got a front-row view of what exactly is passing for education these days. There is so little focus on the fundamentals that most colleges and universities run freshmen through a series of remedial classes (they aren’t called that. Oh, no. These classes are labeled as freshman gen ed requirements.) before they are loosed into the general university population.

Colleen Hroncich:

“One size doesn’t fit all when it comes to education.” This is a phrase that education-choice advocates have voiced for years to explain why families need options. But it’s never been truer than today while dealing with Covid-19.

Before Christmas break, many Pennsylvania school districts had considered moving to remote instructiondue to concerns about the Omicron variant. Some teachers – especially in Philadelphia – called for returning to remote instruction following the holidays.

A large spike in school closures occurred nationwide in early January, according to Burbio’s K-12 School Opening Tracker. In Pennsylvania, however, most districts have continued to operate in-person. Still, schools throughout the state have closed at least some days this month, with the largest cluster in Greater Philadelphia.

Some families felt a sense of relief when their schools announced closures and a transition to remote instruction. This was especially true for households with higher-risk family members. For example, one mother, who was scheduled to have breast cancer surgery, expressed her concern to the New York Times that her procedure would be delayed if she contracted Covid. Others, meanwhile, fear their children getting Covid despite the low statistical risk of severe infection. Regardless of their reasons, these parents should be free to choose a remote learning option for their children.