Amber Duke:

We have a long cultural tradition of free speech in this country that is an unwritten but near-universally understood extension from the First Amendment protection of speech from the government. Our Founders and other enlightened thinkers from the time reasoned that “bad speech” is best countered with more speech. Censoring “bad” ideas would drive them underground and allow them to fester, which promotes unhealthy conflict resolution and national disunity. In addition, the majority “right” or “good” idea can be wrong, so being open to new ideas and minority opinions is vital for societal progress and determining truth.

This philosophy requires a belief in democratic principles. That is, you have to trust the populace to be able to ascertain for themselves what is true versus false or good versus bad and make good decisions based on the speech they hear. It would seem obvious that America believes in that idea; after all, we allow nearly everyone to vote for their elected officials. We trust them enough to choose the government, so we must trust them enough to consume information without censorship.

Unfortunately, the news media in this country has increasingly isolated itself from most of this country which has allowed an elitist attitude to emerge within the industry. It became more prevalent during the Trump era. We know Trump is crazy and dangerous, but the people are too stupid to figure it out on their own, so we need to do everything possible to help defeat him, even if it means shielding the public from what he has to say. Journalists repeatedly lobbied social media companies to remove Trump from their platforms — with many of them finally acquiescing post-January 6 — and encouraged corporate advertisers to pull paid ads from conservative or Trump-related content on social media and television. Many stopped carrying his speeches and events live so that viewers could not see for themselves what he had to say. All of his words were filtered through a biased media that wanted to present him in the most unfavorable light possible. Private persons who chose to support Trump anonymously online were harassed and “canceled” by news organizations, a warning that ideological dissent to the regime would not be tolerated. 

Few of these journalists have ever stopped during this process to consider that their opinion of Trump might be wrong — or wonder why their strategy to silence him hasn’t meaningfully diminished his support. Instead, they have doubled down.

Wall Street Journal:

From tech to tractors, companies are dialing back diversity, equity and inclusion efforts. Instead, a DEI alternative endorsed by Elon Musk could alter the fate of your next job application.

It’s known as MEI, short for merit, excellence and intelligence. As described by Scale AI Chief Executive Alexandr Wang, who helped popularize the term, MEI means hiring the best candidates for open roles without considering demographics. 

“A hiring process based on merit will naturally yield a variety of backgrounds, perspectives, and ideas,” he wroteon his company’s website last month, adding that casting a wide recruiting net was important. “We will not pick winners and losers based on someone being the ‘right’ or ‘wrong’ race, gender, and so on.” …

Whether diversity does, in fact, happen naturally in what Wang and others deem merit-based systems is hotly contested a year after the Supreme Court ruled against affirmative action in college admissions.

More.

John Sweller, Richard Clark, and Paul Kirschner

Problem solving is central to mathematics. Yet problem-solving skill is not what it seems. Indeed, the field of problem solving has recently under- gone a surge in research interest and insight, but many of the results of this research are both counterintuitive and contrary to many widely held views. For example, many educators assume that general problem-solving strategies are not only learnable and teachable but are a critical adjunct to mathematical knowledge. The best known exposi- tion of this view was provided by Pólya (1957). He discussed a range of general problem-solving strat- egies, such as encouraging mathematics students to think of a related problem and then solve the current problem by analogy or to think of a sim- pler problem and then extrapolate to the current problem. The examples Pólya used to demonstrate his problem-solving strategies are fascinating, and his influence probably can be sourced, at least in part, to those examples. Nevertheless, in over

a letter to a friend

Benedict:

Last year you asked me for my best reason why you should have a kid. I gave you the answer that was true for me at the time, even though I knew it would be unpersuasive. I said that it was the right thing to do for the continued flourishing of humanity. A way of passing the torch as our ancestors did for us, in an line unbroken from some unknown Adam and mitochondrial Eve.

But my daughter is turning two and I have a new answer for you: there is nothing in the world that feels like this. I am so proud of her for no reason at all. She’s not a exceptional child in any way, at least not yet. She’s a little slow in learning to speak. She’s on the tall side, not breaking any records or anything, but if I ever walk her down the aisle she’ll probably be taller than me. She loves fidgeting, especially with buckles. She’s absurdly shy, so there are only maybe six or seven people in the world who have seen her toddling at full speed, smiling, laughing. She clams up around anyone else and gives them this suspicious side-eye. Her laugh would melt your heart though. There’s nothing in the world like it.

University of California

The faculty Workgroup on Mathematics (Area C) Preparation, convened by UC’s Board of Admissions and Relations with Schools (BOARS) in fall 2023, has concluded their work and issued their Stage 2 report. The report focuses on which mathematical coursework is most appropriate and necessary to prepare students for success at UC, including courses recommended as the fourth year of math.
 
The Stage 2 conclusions are as follows:

• There are no changes to the Area C requirement. UC will continue to require the three lower-level (i.e., foundational) math courses covering the topics found in elementary algebra, geometry and advanced algebra (typically Algebra I-Geometry-Algebra II or Math I-II-III) as the best preparation for a diverse range of interests. This sequence allows maximum flexibility for students to explore various majors in their postsecondary studies, including STEM, social science and humanities majors. Nearly all California applicants to UC already meet this minimum requirement.
• UC recommends a fourth year of math that substantially builds upon the knowledge and skills acquired in the foundational sequence. Such courses should be appropriate for 12th-grade students who have already completed the lower-level coursework.
• Area C courses will fall under one of the following four categories:

Nikki Forrester:

I’m a developmental biologist who secured a tenure-track position at a university in the southern United States. I spent eight years building my laboratory, training graduate students, applying for grants and publishing papers. At the end of the eight years, when I went up for tenure, I felt confident. My research was in a good place, two of my students had graduated and gone on to excellent positions and I had several notable publications. My department recommended me for tenure, and my colleagues told me that I had nothing to worry about. Then, despite my strong record, I was denied tenure at the university level.

When my department chair told me the decision, I was shocked. I had never considered what I would do if this happened. My chair and other department members are convinced that I should appeal, because personal relationships might have influenced the decision — but I’m not sure what to do. I feel like I did the best I could, and it wasn’t good enough. Do I accept the decision and walk away? Do I fight it? Do I ever get to know why I was denied tenure? — Sincerely, a bereft biologist

Quinton Klabon

Nancy Carlsson-Paige, former Lesley University education professor/Matt Damon’s mom from that 1 Reason video: “I could barely stand [Sold A Story]…full of false information, misconceptions, and distortions of 3-cueing. She didn’t even understand it.”

We’re concerned about equity in education. You will never achieve equity by spending the few resources that you have, money, on tests. Tests don’t produce equity. They just show you that you have inequities. RF: Magic wand, testing is gone. We take the resources from that, put it in your control and do what with it to address these problems? TS: The first thing is to make sure that every kid coming to school has access to the best children’s literature available. Nothing is a better predictor of being able to learn to read when you get to school as having books in the house. So not one more dime under my leadership goes to testing companies. We’ve literally spent across the entire United States, some economists say, probably $1 trillion in tests and data systems. I guarantee you that half of that money could have been spent on reducing issues — so books, food for kids, adequate after school care and adequate health care. Then whatever is leftover goes back to the classroom for teachers, who as the teachers of those kids know what those kids need. And please not one more dime on professional development, sponsored usually by one of the testing companies that comes in and tries to tell the teachers they don’t know what they’re doing, do it our way and this will fix everything.

I strongly support the elimination of any high stakes standardized test as a gatekeeper to the teaching profession. That means PRAXIS, Core, and FoRT (Foundations of Reading Test). Each of these imposed gates has been detrimental to actually preparing the teachers our children deserve.

Is there a way to avoid that horrible Foundations of Reading Test? Yes.

Joe Gabriel Simonson

Whenever I read stories about journalists attacking their new bosses, who point out that no one reads their work and the publication is losing money, I’m reminded of a meeting I sat in as an intern for a major publisher.

Christopher Rufo:

We will see if losing half your audience and $77 million a year gives executives enough incentive to finally say “no” to Longhouse-style hysteria, hypochondria, and manipulation.

Charlotte Klein;

“We are losing large amounts of money. Your audience has halved in recent years. People are not reading your stuff. I can’t sugarcoat it anymore,” Lewis said. “So I’ve had to take decisive, urgent action to set us on a different path, sourcing talent that I have worked with that are the best of the best.”

“Don’t we need our brilliant social journalists and service journalists as embedded in our core product to make sure that people are actually reading the thing that’s out at the center of the mission of the Washington Post?” one staffer asked, to which Lewis replied, “You haven’t done it. I’ve listened to the platitudes. Honestly, it’s just not happening.”

“The fact that Will Lewis keeps going to his network rather than plucking Washington Postleadership implies that he finds everyone lacking, and I think that’s kind of the most disturbing thing,” a second staffer told me.

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Peachy Keenan:

Hilarious NPR report on swing voter focus groups. All the voters say the economy is terrible, they can’t afford food or medicine, and that Trump will be better on the economy. In the follow up, the reported tells Steve Inskeep that people are desperate and are talking like it’s 1934. Inskeep says “I know we have to listen to these people, but how much of their feelings about the economy is due to them being deceived by misinformation?”

Ann Althouse:

You haven’t done it…. you don’t “get it”… Lewis had to take control, because “the game” was up. What does “it” mean? What was “the game”? Maybe you had to be there to understand. Maybe “it” just means: We’re a business and we need readers, readers who will pay. But what was “the game”? The “game” of doing journalism without paying attention to the numbers? Or was it a “game” of putting DEI concerns ahead of the numbers?

Mike Kerrigan:

C.S. Lewis made the case for moral absolutes in his 1946 essay “A Christmas Sermon for Pagans.” “A better moral code can only mean one which comes nearer to some real or absolute code,” he observed. “One map of New York can be better than another only if there is a real New York for it to be truer to.”

The insight is as true for comparisons of feeling as of fact. Lewis argued that emotions must be trained. In “The Abolition of Man,” he wrote that the head rules the belly through the chest. The heart mediates between will and appetite and directs human action toward goodness.

Last winter I saw how even the most personal feelings function best when ordered to reality. It happened in my kitchen, during a mother’s attempt to deploy that most subjective of therapeutic tools: the pain scale.

My son Jack, then 12, had returned from basketball practice complaining of pain in his chest. Trying to discern whether it was run-of-the-mill or more serious, Devin, my wife, asked him to quantify the pain: “On a scale of 1 to 10, how bad is it? Is it a 6?”

Jack was incredulous. “No, it’s nothing like that. More like a 1½.” Devin shrugged her shoulders but then thought to ask a critical follow-up question: “Just so I know, what’s a 6 to you?”

Daniel Nuccio:

A group of professors is using taxpayer dollars doled out by the federal government to develop a new misinformation fact-checking tool called “Course Correct.”

National Science Foundation funding, awarded through a pair of grants from 2021 and 2022, has amounted to more than $5.7 million for the development of this tool, which, according to the grant abstracts, is intended to aid reporters, public health organizations, election administration officials, and others to address so-called misinformation on topics such as U.S. elections and COVID-19 vaccine hesitancy.

This $5.7 million in grant money is on top of nearly another $200,000 awarded in 2020 through a Coronavirus Aid, Relief and Economic Security Act-funded NSF grant for a project focused in part on mental health that Course Correct is said to have grown out of.

According to the abstract of the 2021 grant, Course Correct’s developers, a group of five professors from various institutions nationwide, are using techniques related to machine learning and natural language processing to identify social media posts pertaining to electoral skepticism and vaccine hesitancy, identify people likely to be exposed to misinformation in the future, and flag at-risk online communities for intervention

Phase II proposal; more.

Overview: Democracy and public health in the United States are in crisis. These twin crises are exemplified by two major public problems: 1) vaccine hesitancy related to the COVID-19 pandemic, hindering vaccination and spilling over to other domains (e.g., flu vaccines) and 2) skepticism regarding American election integrity. These crises have resulted in 200,000 excess deaths after COVID-19 vaccines became available due to low uptake rates, especially among Black, Hispanic and Native American people, and concerted attempts to overturn the 2020 United States presidential election, culminating in an attack on the US Capitol. Networks of misinformation production and diffusion on social media platforms are ground zero for the creation, sharing, and uptake of content that spurs election skepticism and vaccine hesitancy. Journalists reported to us in Phase I that while they are trying to tame the misinformation tide, they are overwhelmed by what to check, how to effectively correct misinformation and target misinformation networks, and how to evaluate their interventions. To address these twin crises, we propose Course Correct, our innovative, four-step method to detect, test, verify, and field test a system to counter real- world misinformation flows. We propose to (1) extend our computational work to detect misinformation, using multimodal signal detection of linguistic and visual features surrounding vaccine hesitancy and electoral skepticism, coupled with network analytic methods to pinpoint key misinformation diffusers and consumers; (2) further develop A/B-tested correction strategies against misinformation, such as observational correction, using ad promotion infrastructure and randomized message delivery to optimize efficacy for countering misinformation; (3) disseminate and evaluate the effectiveness of evidence-based corrections using various scalable intervention techniques available through social media platforms by conducting a series of randomized control trials within affected networks, focusing on diffusers, not producers of misinformation and whether our intervention system can reduce misinformation uptake and sharing; and (4) scale Course Correct into local, national, and international newsrooms, guided by our interviews and ongoing collaborations with journalists, as well as tech developers and software engineers.

Intellectual Merit: The Intellectual Merit of our project springs from the insight that the problems of both vaccine hesitancy and electoral skepticism emerge from a common set of sources: a) declines in the trust that many citizens have in political processes, public institutions, and the news media; b) accumulation of misperceptions where the acceptance of one piece of misinformation often reliably predicts the endorsement of other misinformation; c) an active online group of merchants of doubt, often driven by ideological extremism and empowered by social media recommendation algorithms, and d) growing cadres of micro-influencers within online communities who, often unintentionally, play an outsized role in fueling the spread of misinformation. Despite the rapid development, testing, approval, and delivery of safe, reliable, and effective COVID-19 vaccines, 34.5 percent of Americans are not vaccinated. Despite a clear and transparent result, several recounts, audits, and lawsuits concerning the 2020 presidential election, 40 percent of Americans do not believe the result. Good science and good electoral administration alone are not enough to foster trust in health and political institutions, outcomes, and behaviors. Converging approaches across communication, social platforms, computer science, politics, and journalism are necessary to show which networks and actors spread falsehoods, and which strategies work best for reducing sharing and endorsement behaviors on social media that amplify misinformation.

Broader Impacts: The Broader Impacts of the project include delivering: 1) Course Correct: an interactive system that enables reporters to detect high-priority misinformation topics and the underlying networks where they flow, perform rapid-response randomized testing of fact-checks, and monitor their real-time performance, 2) the underlying code, survey instruments, and databases of labeled and curated messages to share publicly, 3) evidence-based corrective messages of immediate utility to public health and electoral professionals, 4) training of research personnel and journalists in interdisciplinary topics of global and practical significance, and 5) papers and presentations that will share our findings and conclusions with the academic and broader community.

and

Network Detection of Misinformation and its Spread: To address Aim 1, we will continue our work from Phase I, using multimodal signal detection to develop a curated dataset and machine learning classifiers to discern social media posts related to COVID-19 vaccine hesitancy and adoption of misinformation about election integrity, along with the spreaders and consumers of misinformation.



We have begun creating a corpus of millions of public content on our two topics: posts, images, videos, and URLs shared on popular social media and information platforms, including, but not limited to, Twitter, Reddit, and YouTube. In Phase II, we will consult with our Advisory Board member, Dr Kate Blackburn at TikTok to explore adding TikTok data collection. The data collection, which has already started, will span from January 2019 to January 2023. We focus our data collection on content about (1) election administration in the U.S. 2020 generally and a secondary focus on the 2022 midterm elections and (2) COVID-19. specifically, vaccine hesitancy. In Phase I, using the respective platforms’ Application Programming Interfaces (APIs), we have collected data about COVID-19 vaccine misinformation, including false claims that vaccines cause infertility and COVID-19 was caused by 5G*.

The data collection will continue to be done via a snowball sampling technique where we begin the collection with seed relevant keywords (identified with expert consultation) and then expand it with their co-occurring terms. With this corpus, we will continue to develop machine learning techniques to accurately detect electoral administration and COVID-19 related content that is directly related to attitudes about the veracity of the elections we target and the effectiveness and safety of the COVID-19 vaccines. Since all posts that contain a certain keyword (e g., ‘COVID-19′) may not be related to the topic (many users add popular keywords so their posts get more views), we will develop a two-tier filtering process to identify the relevant posts that support or deny a specific claim. We will take inspiration from our previous works that adopts a similar strategy to create a clean and relevant data corpust’. We will build supervised machine leaming classifiers for this task. The first tier of the classifier will weed out irrelevant posts, while the second tier will categorize posts as pro versus anti posts according to the topic. Word embedding and multi-modal models: To enable this, our team members will label a set of 2000-3000 posts on each topic and mark their relevance to the topic and their stance (pro or anti). We will use the relevance labels to train a supervised classifier (e.g., SVM, Random Forest classifier or a neural network), which uses text features as inputs and generates relevance class as output. The text features will contain syntactic, semantic, lexical and psycholinguistic categories. We will also use word embedding models (such as BERT and its variants’ , which will be fine-tuned on the supervised data) to extract tweet features? – a direction that our Advisory Board member, Dr. Koustuv Saha, has extensively used in his research. Models trained with an ensemble of all these features will be used for both tiers (relevance in the first tier and pro- or anti in the second tier). We will evaluate the performance of the trained machine learning classifiers with precision, recall, area under the ROC curve, false positive rate, and false negative rate with respect to the hand-labeled dataset. The classifier that perforns the best will be used to classify the entire corpus. As a proof of concept, in Phase I, we followed this pipeline to conduct classification for one topic of COVID-19 misinformation, specifically on ‘vaccines cause infertility’ misinformation. The classifier achieved an F-1 score of 0.9848 This shows the effectiveness of the proposed pipeline. This pipeline, however, was focused on text-based misinformation detection only.

In Phase II, we will extend the framework to detect misinformation to a multimodal setting, i.e. integrating images/videos along with the text. When both features are available (as is the case with many social media posts) the image can often disambiguate the text (for example, making it clear whether it is a post about basketball or about guns). In outline, we will develop deep multimodal fusion-based methods that leverage knowledge extraction from visual and linguistic features, as images can often complement aifically ont methad will encode the text usine_a_BERJibased fontire vector and.

Based on common forms and types of misinformation we detect, we will collaborate with our end-users at Snopes, the Wisconsin Center for Investigative Journalism, and the Capital Times in Year 1, adding International Fact-Checking Network signatories in Year 2, to co-design misinformation mitigation messages for use in evidence-based correction strategies. Interventions will be tested for effectiveness while also meeting organizational needs and journalistic norms— an aspect important for the purposes of cultural validity. Then, we will take advantage of existing sponsored content mechartisms available on platforms such as Twitter and deliver the co-designed interventions through randomized n-arm A/B testing to social media users on these platforms. Based on the pilot test we conducted in Phase I, we are confident that rapid-cycle A/B testing can help demonstrate the feasibility and efficacy of various corrective interventions, some content specific and some “evergreen” (i.e., non-content specific), and better understand which messages best reduce the endorsement and sharing of misinformation.

we will implement Course Correct into local, national, and international newsrooms, guided by dozens of interviews and ongoing collaborations with journalists, as well as tech developers and entrepreneurs. Rather than focusing on platform restriction and fact-checking partisan political elites, Course Correct will help journalists, and ultimately public health and election administration officials, to see what misinformation is circulating on social platforms and to quickly test correction strategies within the online communities most in need of seeing those corrections so that they are exposed to the verifiable truth. We will begin scaling up on a case study basis with our local (Capital Times), state (WCIJ, and national (Snopes) partners in Year 1. Phase II supports the hiring of a new journalist for

Doug Lederman:

The stagnation and disinclination to experiment that many critics believe is rife in higher education may loom over some gatherings of campus leaders. The College-in-3 event here this week wasn’t among them.

Several dozen college administrators, faculty leaders, accreditors and others gathered at Merrimack College to share progress reports on, and commiserate about, common roadblocks in their efforts to create three-year bachelor’s degrees.

The gathering was organized by the College-in-3 Exchange, which has been working for several years to encourage institutions to design and build academic programs that deliver faster, less expensive, and—ideally—better degree programs for learners. Most of the institutions in the fledgling consortium, striving to redesign their way to a more secure future, would do so by reducing the number of academic credits they require from the typical 120 to as low as 90.

Progress has been slow, despite the missionary zeal of its chief advocates, Bob Zemsky, one of America’s best-known scholars and analysts of higher education, and Lori J. Carrell, chancellor of the University of Minnesota Rochester. By the time of last spring’s gathering at Georgetown University, not a single one of the then-12 pilot programs had been approved by their accreditors and states to begin operating.

Julie Burchill:

Boyish girls, climb the nearest tree and give a Tarzan whoop of victory – girly boys, fashion a floral crown and caper copiously. Thanks to the Cass Report, failing to follow sexist stereotypes (which decree that girls play with dolls and boys play with themselves) will no longer get you marched off to the sex-correction clinic. You’ll no longer be stuffed like a five-bird roast with the best that Big Pharma can tout and later shuttled off to the abattoir to have your perfectly healthy sexual organs hacked off. For the Great Trans Con has been bust as wide open as the space between India Willoughby’s ears.

Why did so many people who should have known better give their support to the incompetence verging on evil which the Cass Report has exposed? 

Was ever a ‘liberation’ movement ever so risible from the start? Did any other allegedly oppressed group’s bid for equality include seeking to rob another oppressed group of their rights? Did any other oppressed group claim their freedom by dressing up as another oppressed group? And, crucially, did any allegedly oppressed group ever carry out such a comprehensive and conclusive capture of the most conservative and capitalist corporations and institutions? No, they didn’t – because previously, oppressed groups weren’t mostly composed of white middle-class men, as the trans-lobby are.

 Like the Mitchell and Webb Nazis, the signs that the trans-mob weren’t the good guys – though they were definitely guys – were there all along. The threats of violence, rape and death while calling women who sought to preserve women’s spaces the hateful ones. The snitching to the police – such rebels! – who reacted true to form by siding with the blokes and arresting women for being impolite to men, joined by the judges who made raped women call their attackers ‘she’ out of ‘respect’. They stand revealed as a bunch of liars, fantasists and bullies, the whole rotten lot of them.

Milwaukee Teachers Union, via Debbie Kuether:

Fascinating maps of referendum results! Support for the referendum was moderately correlated with race (won in most majorty white wards) but even more strongly correlated with (not) having kids. In wards where 20% or less of residents have children, the referendum overwhelmingly passed with ~2/3 of the vote. Wards where more than 40% have kids? Lost by nearly 5 points.

In other words, the referendum was most popular in the parts of the city with the fewest children, and in the parts of the city with the most white, affluent residents.

I know most here are happy about the referendum-I myself voted “yes.” Regardless, these figures do say a lot – and if you’re not thinking long and hard about the implications and the work/listening we have to do going forward to best serve our Milwaukee community…l’d ask yourself why that is.

Referendum vote by the share of households wit lose size corresponds to the number of votes cast.

Quinton Klabon:

It’s official! Milwaukee Public Schools has become 1 of the highest-funded big districts in America!

This is a chance to make MPS as good as our kids deserve.

John Johnson:

On balance, the MPS referendum won wards with few children and lost wards with lots of children. Yes, you read that right.

Will Flanders

Sen. Larson leaves out a key out key point that makes his message misleading: school districts also get local funding. This takes the per pupil amount above the average voucher ($10,573) in every district. Below is the pupil spending in all districts. All are above voucher.

Joe Nocera and Bethany McLean

Michael Osterholm, the prominent epidemiologist at the University of Minnesota, also doesn’t think lockdowns did any good. “There is actually no role for lockdowns,” he says. “Look at what happened in China. They locked down for years, and when they finally relaxed that effort, they had a million deaths in two weeks.” As for flattening the curve, “that’s not a real lockdown,” Osterholm says. “You’re just reducing contact for a few weeks to help the hospitals.”

Dr. Anthony Fauci was probably the best-known defender of lockdowns as a life-saving measure. But the policy continues to have many defenders within the public health establishment. Howard Markel, a doctor and medical historian at the University of Michigan, believes they succeeded. “The amount of lives saved was just incredible,” he says. Markel pointed to an August 2023 study by the Royal Society of London that concluded that “stay-at-home orders, physical distancing, and restrictions on gathering size were repeatedly found to be associated with significant reduction in SARS-CoV-2 transmission, with more stringent measures having greater effects.”

Still, the weight of the evidence seems to be with those who say that lockdowns did not save many lives. By our count, there are at least 50 studies that come to the same conclusion. After The Big Fail went to press, The Lancet published a studycomparing the COVID infection rate and death rate in the 50 states. It concluded that “SARS-CoV-2 infections and COVID-19 deaths disproportionately clustered in U.S. states with lower mean years of education, higher poverty rates, limited access to quality health care, and less interpersonal trust — the trust that people report having in one another.” These sociological factors appear to have made a bigger difference than lockdowns (which were “associated with a statistically significant and meaningfully large reduction in the cumulative infection rate, but not the cumulative death rate”).

In all of this discussion, however, there is a crucial fact that tends to be forgotten: COVID wasn’t the only thing people died from in 2020 and 2021. Cancer victims went undiagnosed because doctors were spending all their time on COVID patients. Critical surgeries were put on hold. There was a dramatic rise in deaths due to alcohol and drug abuse. According to the CDC, one in five high-school students had suicidal thoughts during the pandemic. Domestic violence rose. One New York emergency-room doctor recalls that after the steady stream of COVID patients during March and April of 2020, “our ER was basically empty.” He added, “Nobody was coming in because they were afraid of getting COVID — or they believed we were only handling COVID patients.”

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Related: Dane County Madison Public Health lockdown mandates.

Alan Borsuk:

The approach is best known for emphasizing phonics-based instruction, which teaches children the sounds of letters and how to put the sounds together into words. But when done right, it involves more than that — incorporating things such as developing vocabulary, comprehension skills and general knowledge.

More:What is phonics? Here’s a guide to reading terms parents should know

The approach differs from the “balanced literacy” approach widely used in recent decades, which generally downplayed sounding out letters. One well-known balanced literacy approach, called “three-cueing,” will be illegal in Wisconsin in all public schools, charter schools and private schools taking part in the state’s voucher program as of this fall.  

What curriculums will be recommended? 

Good question. The law created an Early Literacy Curriculum Council with nine members, generally educators from around the state, to make recommendations. The council had a big job and got behind schedule. But it recently recommended four curriculums, generally ones regarded favorably by prominent “science of reading” advocates.

The state Department of Public Instruction has been critical of aspects of the council’s work, including saying that council members didn’t stick strictly to the requirements of the new law. DPI took the council’s recommendations, deleted one, and added eight to come up with 11 curriculum choices that it said meet the law’s requirements.

Some literacy council members and other advocates have criticized the DPI list for including programs that are not as good as the ones the council recommended.  

Can you give examples?  

Sure. “Into Reading,” by HMH (also known as Houghton Mifflin Harcourt), is a popular program. It is one of three programs now being used by schools in New York City, the largest district in the country. And Milwaukee Public Schools has been using “Into Reading” for a couple years. It is considered to meet “science of reading” standards, but some experts regard other curriculums as better.

The literacy council did not include “Into Reading” on its list. The DPI included it. For one thing, including it could lead to saving districts, including MPS, large sums of money by not putting them under pressure to get new textbooks and other materials.    

And then there is “Bookworms.” This curriculum has some distinctive aspects, and some advocates, such as well-known curriculum analyst Karen Vaites of New York, regard it highly and say schools using it have had good results. The literacy council included “Bookworms” on its list. DPI did not and said the program did not meet all the standards of the new law.  

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Politics and the taxpayer funded DPI.

Wisconsin DPI Reading Curriculum Evaluation list

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Legislation and Reading: The Wisconsin Experience 2004-

Underly and our long term disastrous reading results….

WEAC: $1.57 million for Four Wisconsin Senators

Legislation and Reading: The Wisconsin Experience 2004-

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

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Robin Hanson:

There is a big literature on the ages at which intellectuals peak in life. The rate of publishing papers peaks about tenure time. Physical sciences peak earlier than social sciences. And per paper, each one has an equal chance to be a person’s best paper, regardless of at what age it was written. 

Being a polymath, I’ve posted lots on the topic of polymaths over the years. Seen as a production rather than a consumption strategy, polymathing is mainly looking for and building on connections one finds between distant intellectual areas. And while I haven’t seen data to confirm it, my personal experience suggests a hypothesis: polymaths peak later in life.

Why? Because our key intellectual strategy of looking for connections between areas should work better as we learn more areas. And I feel like I see this in my own life. While my stamina and raw speed or intensity of thought is probably declining with age, knowing more things makes it easier for me to learn the basics of each new area. When I seek concrete examples of things, I have a far larger library to draw on, and I find closer better examples more easily. And when I ponder a puzzle, I can find many more analogies and kinds of explanations to consider. Furthermore, I better know roughly want to expect re what sorts of connections won’t yet have been found, which are how valuable, and what it would take to test them or get folks to listen about them. 

Wisconsin Public Radio’s Kate Archer Kent interviews Laura Adams:

mp3 audio. Transcript.

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

Last week, the nine-member ELCC submitted its recommendations: four curricula widely praised for their quality (Bookworms, Core Knowledge, EL Education, and Wit & Wisdom). Literacy leaders cheered the selections. Personally, I consider it the best state list we’ve seen.

Just two days later, Wisconsin’s Department of Public Instruction (DPI) issued a statement asking the Joint Finance Committee to approve a rather different list of 11 options… the list of curricula that earn “all-green” ratings on EdReports. Conspicuously omitted from DPI’s list: Bookworms, a curriculum with the most persuasive studies showing that it improves reading outcomes – but which earned a widely-questioned yellow review on EdReports.

The average quality of the DPI list was markedly lower than the ELCC list, something that even DPI acknowledged. Laura Adams of the DPI told CESAs,“The two different lists represent two different perspectives. The Council’s list represents a judgment of quality, while DPI’s list represents a floor of those materials that meet the requirements, even at a minimal level.”

Jill Underly didn’t attend the meetings, so she missed these conversations. Frankly, her absence from ELCC meetings speaks volumes. If DPI felt urgency about children’s reading success, or even about the review timelines, one would have expected Underly to make time for ELCC meetings. Underly’s late-breaking objections have not sat well with close watchers of the process.

Karen Vaites:

All eyes have been on Wisconsin, where politics threaten to stall promising curriculum improvement efforts. 

The Badger State’s Act 20 literacy bill was one of the bright spots in a flourishing national legislative phase. The bill had a refreshing focus on all aspects of literacy, and recognized the importance of curriculum in fostering change. Act 20 called for the convening of an expert Early Literacy Curriculum Council (ELCC) to identify a set of recommended ELA curricula; only these programs would be eligible for state subsidy.

The ELCC – which includes a high-performing superintendent, practitioners immersed in reading research, and dyslexia advocates whose children suffered under previous DPI choices – has real stakes in Act 20’s success. And the stakes are high: Wisconsin has the largest gap in reading outcomes for Black vs white students of any state. 

Last week, the nine-member ELCC submitted its recommendations: four curricula widely praised for their quality (Bookworms, Core Knowledge, EL Education, and Wit & Wisdom). Literacy leaders cheered the selections. Personally, I consider it the best state list we’ve seen.

Just two days later, Wisconsin’s Department of Public Instruction (DPI) issued a statement asking the Joint Finance Committee to approve a rather different list of 11 options… the list of curricula that earn “all-green” ratings on EdReports. Conspicuously omitted from DPI’s list: Bookworms, a curriculum with the most persuasive studies showing that it improves reading outcomes – but which earned a widely-questioned yellow review on EdReports.

The average quality of the DPI list was markedly lower than the ELCC list, something that even DPI acknowledged. Laura Adams of the DPI told CESAs,“The two different lists represent two different perspectives. The Council’s list represents a judgment of quality, while DPI’s list represents a floor of those materials that meet the requirements, even at a minimal level.”

——-

Jill Underly didn’t attend the meetings, so she missed these conversations. Frankly, her absence from ELCC meetings speaks volumes. If DPI felt urgency about children’s reading success, or even about the review timelines, one would have expected Underly to make time for ELCC meetings. Underly’s late-breaking objections have not sat well with close watchers of the process.

—-

Legislation and Reading: The Wisconsin Experience 2004-

Underly and our long term disastrous reading results….

WEAC: $1.57 million for Four Wisconsin Senators

Legislation and Reading: The Wisconsin Experience 2004-

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

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Erin Geary:

The letter of the day is B: Bureaucracy, benefits, and billions

The school reading wars have raged since the 1800s and consists of two camps: Those who believe that children learn to read through phonics and those that believe that children read using a whole language approach. A third recent addition to the ongoing battle over how to teach reading skills is referred to as balanced literacy, which combines the best of both phonics and whole language.

In preschool and kindergarten after recognizing each letter of the alphabet both in lower and upper case, phonics teaches that letters have their own corresponding sounds and that some consonants can be blended to form new sounds. Children are not taught letter sounds in alphabetical order, rather pupils ate instructed in an order of hierarchal importance based on frequency. First, for example, teachers may start letter sounds based on each child’s name before moving on to the letters: s, t, p, n, i, and a. It’s quite easy to make numerous words from these initial letters, their sounds, and rhyming words—sit, pit, nit, sat, pat, sin, pin, tin, etc. Words can easily be deconstructed by their individual letter sounds then brought together as a word: S-i-t, sit.

Naturally, not all words in the English language can be decoded in this way, and these words are the ones known as sight words (e.g. the, she, said), which must be memorized. Teachers have been using the 220 Dolch sight words, which were considered the most frequently used sight words seen by readers (excluding nouns) for kindergarten through the second grade since they appeared in the 1930s. The Fry list, first appearing in 1957 and updated in 1980, focused its attention on the1,000 most frequently used words beyond grade two. Both lists need children to memorize rather than sound out words, which is a whole language approach.

Kelly Meyerhofer:

This is quite the parting email from Richard Brunson to the Goshen College student orchestra.

jsonline.com/restricted/?re…

Richard Brunson:

I wanted to take a moment and tell you how sorry I am. I am sorry my time with you ended so abruptly. I loved my time at Goshen College and will miss it. I am also sorry that so many of you were so quick to believe the worst of me. I am sorry that no one thought to ask whether the news was true, or if it was deliberately skewed and sensationalistic. I am sorry you couldn’t see muckraking, yellow journalism for what it was. I am sorry that the student reporters at Goshen, even when they were provided with the documented facts showing that the news reports were deliberately salacious, continued to spout half-truths and innuendo, and I’m sorry that some of you were so willing to aid in that endeavour. The UW knew I was not a danger to anyone, or they wouldn’t have tried to extort me to drop my legal actions against them and then they would let me move on with my career. I am sorry you don’t see the irony of someone saying in the student paper that they believe in “restorative justice” and forgetting that to restore something means to put it back the way.

I am sorry that you didn’t get to see my daughter Alyson sobbing in my arms when I had to break the news to her. I’m sorry that Goshen College was more interested in appearing to do the right thing for the sake of appearances instead of actually doing the right thing regardless of the consequences as Jesus would have done. I am sorry that I won’t get to make music with you again. I was determined to be a most loyal and supportive friend to all of you. I’m sorry you didn’t believe that.

I am sorry that you didn’t get to see my daughter Alyson sobbing in my arms when I had to break the news to her. I’m sorry that Goshen College was more interested in appearing to do the right thing for the sake of appearances instead of actually doing the right thing regardless of the consequences as Jesus would have done. I am sorry that I won’t get to make music with you again. I was determined to be a most loyal and supportive friend to all of you. I’m sorry you didn’t believe that.

And I’m especially sorry that when Mika still showed up to play oboe in order to make sure you had all the players you needed for the concert, colleagues didn’t even have to decency to acknowledge her presence, or the decency to tell her in advance that they didn’t want her to play.

I leave you with a clear conscience, knowing that I am innocent of any offense against you. And though I do wrong, I do not the wrongs of which I am accused.

Believe it or not, but I wish only the best to you all, always. I will miss working with you, and seeing you achieve such great things.

More:

My client, Richard Brunson, admitted to wrongs and apologized, as is documented in the legal record,” Brown told the Journal Sentinel. “He made the mistake of defending himself against procedural oversteps and excessive punishments that violated the law. When will his punishments end?”

And. Search.

Anna Hansen:

For 13-year-old word whiz Vincent Bautista, the traditional Mexican soup represented a final hurdle, six letters, three of them vowels, separating him from cementing a family legacy at Madison’s All-City Spelling Bee on Saturday morning.

It wasn’t until Bautista sealed his victory with the final “o” that the white-knuckled crowd exhaled. Bautista could only smile: The weight of the competition had lifted, replaced by the weight of a massive golden trophy, where his name will be engraved alongside every other spelling bee champion dating back to 1968, including his own brother and sister.

“On that last word, I really didn’t know it, so I had to do my best on it,” he said. “My heartbeat was pumping.”

by Carolyn Jones • CalMatters

An Assembly bill introduced this week would require all California schools to teach students to read using the “science of reading,” a phonics-based approach that research shows is a more effective way to teach literacy.

AB 2222, introduced by Assemblymember Blanca Rubio, a Democrat from West Covina, is backed by Marshall Tuck, who ran for California superintendent of public instruction in 2018. Tuck is now the chief executive officer of EdVoice, an education policy organization. It’s also backed by the advocacy groups Decoding Dyslexia California and Families in Schools.

Many schools in California have already transitioned to the science of reading approach, but some are still using a method known as balanced literacy or whole language, which emphasizes sight recognition of words in addition to phonics. The battle over the best way to teach children to read has been heated, because the stakes are so high: strong literacy skills are linked to higher graduation rates, better employment opportunities, the chances of being incarcerated and the state’s overall economy.  

Lauren Gilbert:

In a discrete choice experiment in which bureaucrats in education were asked to make trade-offs between foundational literacy, completion of secondary school, and formation of dutiful citizens, respondents valued dutiful citizens 50% more than literate ones. For many policy makers, the goal is not the production of knowledge, but the fostering of nationalism.

This may sound like an odd set of priorities, but both European and Latin American countries had similar priorities when they expanded their education systems to serve more than a small elite around the turn of the 20th century. The goal was not to produce scientists or entrepreneurs but to inculcate a reliable workforce that would support the state.

—-

Commentary

This is part of why I think modernity was born out of the Reformation and the response thereto. Education is always in danger of falling afoul of the state – either banned for any appreciable number of folks or for being required to emphasize the propaganda and justifications of the state. China, for instance, had everything needed for mass literacy – printing, a large scholar class, and even some reverence for written words. But instead the state used education largely to staff the bureaucracy on the basis of who could make Confucian piety sound the best and who had memorized the most Legalistic commentary. 

The Protestant Reformation, most notably in Scotland, has this radical idea that even the poor dirt farmers of society need to be literate and educated enough to understand holy scriptures to grasp Reformed doctrine. And that understanding had to be enough to end with a “credible profession of faith” the evidenced understanding and (at least in theory), not just vain repetitions. 

And this is part of why I think the West achieved so much, there really was an ideology of learning for a higher purpose and enough teachers bought that they were dealing with the immortal souls of their pupils that the fundamentals could not be short changed merely to maintain discipline or orthodoxy.

——

Legislation and Reading: The Wisconsin Experience 2004-

Underly and our long term disastrous reading results….

WEAC: $1.57 million for Four Wisconsin Senators

Legislation and Reading: The Wisconsin Experience 2004-

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

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Esther Dyson:

People worried about AI taking their jobs are competing with a myth. Instead, people should train themselves to be better humans.

We should automate routine tasks and use the money and time saved to allow humans to do more meaningful work, especially helping parents raise healthier, more engaged children.

We should know enough to manipulate ourselves and to resist manipulation by others.

Front-line trainers are crucial to raising healthy, resilient, curious children who will grow into adults capable of loving others and overcoming challenges. There’s no formal curriculum for front-line trainers. Rather, it’s about training kids—and the parents who raise them—to do two fundamental things.

First, ensure that they develop the emotional security to think long term rather than grasp at short-term solutions through drugs, food, social media, gambling or other harmful palliatives. (Perhaps the best working definition of addiction is “doing something now for short-term relief that you know you will regret later.”)

Second, kids need to understand themselves and understand the motivations of the people, institutions and social media they interact with. That’s how to combat fake news—or the distrust of real news. It is less about traditional media literacy and more about understanding: “Why am I seeing this news? Are they trying to get me angry—or just using me to sell ads?”

Unfortunately, many children today are exposed to bad training as the result of having divorced or missing parents or experiencing abuse, hunger, exposure to addiction, mental illness, racism or bullying. These children complete less school, commit more crime and suffer from more instances of addiction, obesity and poor health than their peers with loving relatives and helpful neighbors. Affected children then often pass these vulnerabilities to those around them, including their own children when they become adults. Everyone suffers (including future taxpayers).

Expecting and new parents are the ideal place to begin such training. They are generally eager for help and guidance, which used to come from their own parents and relatives, from schools and from religious leaders. Now such guidance is scarce.

——-

Legislation and Reading: The Wisconsin Experience 2004-

Underly and our long term disastrous reading results….

WEAC: $1.57 million for Four Wisconsin Senators

Legislation and Reading: The Wisconsin Experience 2004-

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

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Ruy Teixeira:

Claudine Gay is out as president of Harvard. It’s tempting for Democrats to simply ascribe her fall to the nefarious activities of the right and, of course, to racism as Gay herself alleges in her resignation letter. If so, no rethinking of Democratic positions is necessary, just a ringing affirmation of the party’s noble commitment to, well, diversity, equity and inclusion (DEI).

That would be a mistake. In truth, Gay owed her position to her race, gender and, importantly, her role as a DEI enforcer par excellence. Her body of academic work is thin, undistinguished and, as we now know, riddled with instances of plagiarism. As the dean of arts and sciences at Harvard, her position prior to becoming president, Gay presided over a DEI regime where dissenters from the reigning orthodoxy were enthusiastically punished, including the evolutionary biologist Carole Hooven for publicly asserting that there were only two biological sexes and, most egregiously, the brilliant young economist Roland Fryer.

Fryer, like Gay, is black. But unlike Gay, who grew up in a comfortable middle-class household headed by two professionals and attended Phillips Exeter Academy, Fryer came from a broken home, living on and off with his alcoholic father and crack-dealing relatives and was involved in gang life. But he overcame all that to become a profoundly original economist who won the John Bates Clark award for best economist under 40, with innumerable pathbreaking papers to his name. As Glenn Loury observed:

Ann Althouse:

I’m reading “How a Proxy Fight Over Campus Politics Brought Down Harvard’s President/Amid plagiarism allegations and a backlash to campus antisemitism, Claudine Gay became an avatar for broader criticisms of academia” by Nicholas Confessore, in The New York Times.

Dr. Gay’s defenders… warn[ed] that her resignation would encourage conservative interference in universities and imperil academic freedom. (Though some experts have rated Harvard itself poorly on campus free speech during Dr. Gay’s tenure in leadership.)…

What a delicious parenthetical!

That link on “poorly” goes to the FIRE website, where you have to do a search to see where Harvard ranks. I did the search (and you can too). We’re told the “speech climate” is “abysmal.”

But of course, this article, outside of its parentheses, portrays conservative critics of academia as the threat to freedom. Note that the FIRE analysis is looking at “student free speech and open inquiry,” while the NYT article has Gay’s defenders concerned about “academic freedom,” which connotes the interests of faculty. 

Back to the NYT article:

———

Rifts dividing students, faculty and donors have widened

👀
SCOOPLET + 🧵

Danielle Allen, a highly respected Harvard poli sci prof, interviewed for the presidency in 2022.

She didn't get past an early round.

Worth asking why Gay got the job while Allen didn't come close.

I'm not saying I know. But it sure wasn't scholarship…

1/ pic.twitter.com/JtfKJsjysV

— Alice (@AliceFromQueens) January 3, 2024

Ronald Sullivan deleted this one word post written in response to former Harvard president Claudine Gay's resignation: "Karma".

As Dean of Faculty of Arts and Science, Gay refused to defend Sullivan's right to provide legal counsel to an unpopular client and played a key role… pic.twitter.com/WCPTG42I5G

— Wesley Yang (@wesyang) January 3, 2024

Mara Gay — a member of the NYT editorial board and one of America's most infamous diversity hires — is perhaps best known for claiming on live TV that $500 million divided among 327 million people would give each person $1 million. https://t.co/P8uOwaQBSs

— i/o (@eyeslasho) January 3, 2024

You’d think nothing in the article could top the headline, but then you see @AP’s definition of scalping. https://t.co/BaC9cJaBjs pic.twitter.com/WORZ2IqISp

— John McCormack (@McCormackJohn) January 3, 2024

As much as I would like to blame Claudine Gay for her shenanigans, I think most of the fault lies with "us," the people who designed, supported and/or tolerated the current systems of affirmative action, diversity, equity, inclusion and all the other nonsense for the past 50… pic.twitter.com/Ud8kNxKwxA

— Thomas Sowell, The Genius of… (@AlanWolan) January 3, 2024

And:

Bill Ackman:

What I learned, however, was that DEI was not about diversity in its purest form, but rather DEI was a political advocacy movement on behalf of certain groups that are deemed oppressed under DEI’s own methodology.

Under DEI, one’s degree of oppression is determined based upon where one resides on a so-called intersectional pyramid of oppression where whites, Jews, and Asians are deemed oppressors, and a subset of people of color, LGBTQ people, and/or women are deemed to be oppressed. Under this ideology which is the philosophical underpinning of DEI as advanced by Ibram X. Kendi and others, one is either an anti-racist or a racist. There is no such thing as being “not racist.”

Under DEI’s ideology, any policy, program, educational system, economic system, grading system, admission policy, (and even climate change due its disparate impact on geographies and the people that live there), etc. that leads to unequal outcomes among people of different skin colors is deemed racist. More.

Christopher Rufo:

I don’t like playing the racism tabulation game, but, given that Claudine Gay’s defense has amounted to smearing her opponents as racist, let’s put it to the test, comparing Claudine Gay’s racism to that of her critics.

Evidence that Gay is racist:

–Oversaw a discriminatory admissions program ruled unconstitutional by the Supreme Court
–Led a discriminatory DEI bureaucracy that sought, among other things, to reduce the visual presence of “white men” on campus
–Minimized antisemitism and the call for the violent “decolonization” of Jews
–Supported policies that reduce individuals to racial categories and judge them on the basis of ancestry, rather than individual merit

Evidence that Claudine Gay’s critics are racist:

–Claudine Gay claiming, but providing no hard evidence, that some unknown person or persons sent her mean emails

Michael Segal:

Even support for Hamas’s Islamic supremacist ideology didn’t surprise anyone reading student newspapers. The most significant change in students’ moral philosophy in recent years has been the popularity of an identity-based ideology known as “intersectionality” that demands special privileges for all groups deemed oppressed. Intersectionality creates a pecking order with blacks, Muslims, and LGBTs on top and whites, East Asians and Jews on the bottom. The result is a zany coalition in which gay-hating Islamic supremacists and gay intersectionality devotees go to the same demonstrations, and groups emerge that sound like parodies, such as Queers for Palestine.

Nutty ideas persist longer than they used to because ideas can dwell in the safe space of like-minded groups on the internet. But to have an effect on real life, ideas need to emerge from the shadows, and they may not survive. As Louis Brandeis observed, “sunlight is said to be the best of disinfectants.”

White supremacists found that out in 2017, when they emerged into the sunlight in Charlottesville, Va. If they expected support from leaders on the right, they were disappointed. Although Donald Trump’s critics accused him of not denouncing the supremacists forcefully enough, in fact Mr. Trump declared from the beginning that “they should be condemned totally.” The same is happening to the identity-based demonstrators who emerged into the sunlight after the Oct. 7 massacre. If they expected support from leaders on the left, they were disappointed. President Biden backed defeating Hamas, and so did Democratic Sen. John Fetterman. In a letter last week denouncing Israel for the way it is conducting its Gaza campaign, even Sen. Bernie Sanders acknowledged that the Jewish state “has a right to go to war against Hamas.”

Tyler Cowen:

1. Harvard is by no means “wrecked.”  In 2023, as in every other single year, Harvard along with MIT had the best and most interesting job market papers in economics.  That isn’t about to change.  I see good evidence that Harvard remains excellent in many other fields as well.  Perhaps the humanities are in trouble there, I don’t know enough to speak to that.

2. There is still a lot else wrong about Harvard, especially at the level of undergraduate education and pressures for peer conformity. And academic pressures placed on faculty, and lack of freedom of speech, and inconsistent standards at the administrative level, depending on the particular issues at stake in a disciplinary case. On all those issues, Harvard gets poor marks, much poorer marks than my own George Mason University. That shouldn’t be the case for what is supposed to be “America’s best university.”

Jessica McBride & Jim Piwowarczyk

“The majority’s outcome-focused decision-making in this case will delight many. A whole cottage industry of lawyers, academics, and public policy groups searching for some way to police partisan gerrymandering will celebrate. My colleagues will be saluted by the media, honored by the professoriate, and cheered by political activists. But after the merriment subsides, the sober reality will set in. 

Without legislative resolution, Wisconsin Supreme Court races will be a perpetual contest between political forces in search of political power, who now know that four members of this court have assumed the authority to bestow it. A court that has long been accused of partisanship will now be enmeshed in it, with no end in sight. Rather than keep our role in redistricting narrow and circumspect, the majority seizes vast new powers for itself.”

WILL:

Redistricting: Although the issues surrounding decennial redistricting were resolved by the Wisconsin Supreme Court just a year and a half ago, Petitioners sought to re-litigate that case. They asked the Wisconsin Supreme Court to declare the current maps unconstitutional, draw new maps from scratch. The court has now agreed to do just that.

And, the Supreme Court:

“If this thought sits a bit uneasily, blame the lawfaring leftists who engineered the sandbagging of the nation’s top jurists…. Embittered by electoral losses, unwilling to trust the will of voters, the left now routinely turns to extraordinary legal action in hopes of pressing the courts to impose its political objectives by judicial fiat. Every party to these high-stakes, highly speculative cases knew exactly where this would end. And not one cares a whit for the consequences for the high court…. The biggest question now is whether the three liberal justices understand the grave risks of this lawfaring agenda… Do they sign up for the campaign with opinions that justify novel legal theories and the judicial usurpation of elections — in the process inviting more special counsels, more rogue court decisions, more litigation? Or do they recognize this game for what it is, acknowledge the sound legal reasons for why no one has attempted such reckless prosecutions and lawsuits before, and send a message it needs to stop?”

James Piereson and Naomi Schaefer Riley:

The Jehovah’s Witnesses have long preached that going to college is a waste of time because the world as we know it is going to end soon. “No doubt, school counselors sincerely believe that it is in your best interests to pursue higher education,” advised the faith’s official publication a few years ago. “Yet, their confidence lies in a social and financial system that has no lasting future.”

It would be interesting to know how soon Americans actually think the world is going to end. A growing number of secular progressives have begun echoing the apocalyptic rhetoric of religious sects. Their views aren’t driven solely by fear of imminent environmental doomsday. They believe the whole “system” is broken and don’t want to bring children into a world plagued by structural racism, sexism and irreversible oppression. It is one reason campus protests are so common, with some spilling over into violence. According to this worldview, there’s no time for considered political persuasion.

But the Jehovah’s Witnesses have a point. If one thinks the world will run out of time to save itself from climate catastrophe in 2030, as the U.N. Intergovernmental Panel on Climate Change declared in 2018, then there isn’t much point in going to college or planning for the future.

Tyler Cowen:

This is not the kind of argument many on the political left find appealing. In tax policy, for example, such reasoning — the idea that short-run inequality can bring longer-run benefits — is often derided as “trickle-down economics.” And yet virtually any fan of the Ivies has to embrace this idea. The best defense of the admissions policies of America’s most prestigious universities is a right-leaning argument that they are deeply uncomfortable with.

So instead they tie themselves into knots to give the impression that they are open and egalitarian. To boost their image, minimize lawsuits and perhaps assuage their own feelings of institutional guilt, America’s top schools adopt what are known as DEI policies, to promote diversity, equity and inclusion.

The “inclusion” part of that equation is hardest for them to defend. Top-tier universities accept only a small percentage of applicants — below 4% at Stanford last year, for example. How inclusive can such institutions be? Everyone knows that these schools are elitist at heart, and that they (either directly or indirectly) encourage their students and faculty to take pride at belonging to such a selective institution. Most of all, the paying parents are encouraged to be proud as well. Who exactly is being fooled here?

Commentary.

M-J Metcanti-Anthony:

The thing that surprised me most about my teacher preparation program was that we never talked about how kids learn.

Instead, we were taught how to structure a lesson and given tips on classroom management. I took “methods” classes that gave me strategies for discussions and activities.

I assumed that I would eventually learn how the brain worked because I thought that studying education meant studying how learning happens.

But in my training in the late ’90s, the closest I got to cognitive science was the concept of “practitioner inquiry.” I was told to study my own students and investigate what worked best. That sounded hollow to me; surely more-experienced hands knew better.

But discussions around teacher effectiveness — what methods are scientifically proven to support cognitive development — were painfully rare. Eventually, I concluded that I never learned, and we never talked about, how the brain processes information because scientists didn’t know much about it.

Alexander Russo:

The big education story of the week is the negative effects of inadequate literacy instruction on parental trust — and the lack of sufficient coverage needed to cover the literacy reform effort. 

What’s being attempted in NYC and many other parts of the nation is one of the biggest education stories of the decade. “No major metropolitan school district has ever managed to raise reading achievement at scale — or to make higher test scores stick,” writes Robert Pondiscio in a sobering overview of NYC Reads in the outlet Commentary. 

Researchers, school systems, and publishers responsible for the prolonged use of discredited methods and materials are — not surprisingly — trying to avoid accountability. Nineteen different Teachers College colleagues declined to comment or didn’t bother to respond, including the discredited former head of the program, according to the Columbia Spectator’s Sabrina Ticer-Wurr. To block Ohio’s efforts to improve literacy, Reading Recovery is suing Ohio, reports EdWeek’s Sarah Schwartz.

And yet parents and the general public still know precious little about how their kids and their schools’ efforts are going, week in and week out. “It’s no accident that Moms for Liberty has embraced the ‘science of reading’ movement,” writes NYC parent and journalist Kendra Hurley in Slate. “Reading instruction drove a wedge between me and my kids’ teachers.”

Kendra Hurley:

Call it the end of an era for fantasy-fueled reading instruction. In a move that has parents like me cheering, Columbia University’s Teachers College announced last month that it is shuttering its once famous—in some circles, now-infamous—reading organization founded by education guru and entrepreneur Lucy Calkins.

For decades, the Teachers College Reading and Writing Project was a behemoth in American education. As many as 1 in 4 U.S. elementary schools used Calkins’ signature curriculum. But that number is dwindling as a growing chorus of cognitive scientists, learning experts, and parents—many amplified by education journalist Emily Hanford via her 2022 podcast Sold a Story—argue that the Calkins approach to reading is ineffective at best, actively harmful at worst, and a large part of why more than half of our country’s fourth graders aren’t demonstrating proficiency on reading exams.

It’s common knowledge that never learning to read well damages children’s self-esteem, their life prospects, and our country’s future workforce. What’s less talked about is how, when schools fail to teach reading, it harms the public’s trust in schools. An unspoken contract between public schools and parents is that schools will teach their children to read. In many places, that contract was broken when schools adopted Calkins’ methods, kids didn’t learn to read, and responsibility for teaching reading transferred onto parents and guardians.

Legislation and Reading: The Wisconsin Experience 2004-

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

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Elizabeth Heubeck:

In an era where humans have managed to create an artificial intelligence toolsophisticated enough to churn out an essay on Shakespeare, it seems unlikely that there would still be ambiguity about how best to teach kids how to read. But the “reading wars” continue to incite differences of opinion in various forums, from school board meetings to legislative sessions. 

Recently, literacy curriculums that include systematic attention to phonics—the most contested of the strategies, but one that has been affirmed by decades of research—have again emerged as a best practice. (Phonics and sound-letter correspondence aren’t the only pieces of evidence-based literacy, of course; so are building students’ vocabulary, knowledge of sentence structure, and content.) 

Lofty curriculum decisions such as these are often made at levels far removed from classrooms. Between 2013 and July of this year, 32 states and the District of Columbia have passed laws or implemented new policies related to evidence-based reading instruction. It’s teachers who must implement them, sometimes after years of using very different instructional approaches. It’s an inordinately challenging task.

Jill Varshay:

Amid the growing debate over how best to teach math, there is another ballooning problem: grades. They’re becoming increasingly untethered to how much students know. That not only makes it harder to gauge how well students are learning math and catching up from pandemic learning losses, but it’s also making math grades a less reliable indicator of who should be admitted to colleges or take advanced courses.

The latest warning sign comes from college admissions test maker ACT, which compared students’ ACT test scores with their self-reported high school grades between 2010 and 2022. Grade inflation struck all high school subjects, ACT found, but it was highest for math, followed by science, English, and social studies.

Grade inflation accelerated after 2016 and intensified during the pandemic, as schools relaxed standards. But as schools settled back into their usual rhythms in 2021-22, grades didn’t fall back to pre-pandemic norms and remained elevated. Grades continued to rise in math and science even as grade inflation stabilized in English and social studies. For a given score on the math section of the ACT, students said they had earned higher grades than students had reported in previous years.

Edgar Sanchez, an ACT researcher who conducted the analysis, said the inflation makes it hard to interpret high school grades, especially now that A grades are the norm. “Does 4.0 really mean complete content mastery or not?” Sanchez asked, referring to an A grade on the 0 to 4 grade-point scale.

Ted Balaker:

It’s back to school time, and for some of us that means back to home school. 

In recent years homeschooling has enjoyed a fairly well-publicized upswing. But the surge in interest has also sparked some narrow-minded backlash. Like the other areas I cover, education suffers from plenty of groupthink. 

My family of three is a homeschool family. My wife and I have one child, an eight-year-old son, and having an “only” makes homeschooling sometimes harder and sometimes easier. We live in an area where homeschooling is quite common, and being part of a larger community has been very helpful. 

We experimented with four different types of more traditional schooling and exposed ourselves to an array of less conventional models. After some back-and-forth between schooling and homeschooling (courtesy of California’s lockdowns), we settled on homeschooling as the best fit for our son. As much as we tout it, we’re not dogmatic. If we come across something better, we’ll switch. 

We’ve been lucky that the vast majority of our friends and family support our decision to homeschool. In general, the better they know us, the more supportive they are. That’s because they see that it’s working for our son. 

But we’ve also experienced some rather bewildered reactions. Such reactions typically come from people who have experienced nothing but traditional schooling. One person asked if our son had any friends, but nobody who knows him well would ask that. Although many worry that homeschooling hampers socialization, our experience has been quite the opposite.

Ray Dalio:

It is an ominous picture because these conditions are classic symptoms of stage 5 of the internal order- disorder cycle, which is just before stage 6 which is when there are great internal conflicts—typically some form of civil war. That is because most people willingly follow rules and laws rather than fight for what they want only when they believe that the people overseeing the system are good and fair. Without these beliefs, they are inclined to fight for what they want and believe in. When that happens, terrible fighting ensues, and order is lost. Since we recognize how bad the trust in the system has become and the behaviors of certain people are, and we can imagine what that could lead to, perhaps we will take actions to improve things – like demand truthfulness and objectivity from politically elected officials and the media and reaffirm our commitment to the legal system to judge us. 

I thank all of you who gave me your assessments. I read many excellent comments and perspectives, the best of which I hope to share at some point. I invite those of you who haven’t read my piece, “Declines of Truth, Trust, and the Rule of Law Have Throughout History Led to, and Are Now Leading to, Disorder,” and/or haven’t shared your perspective on it to do so here. 

As you probably know from my study of history and observations of what is now happening, I believe that the five “Big Cycle” evolutionary forces—1) the financial/economic force, 2) the domestic order-disorder force, 3) the international order-disorder force 4) the nature-climate force, and the 5) technology force—have always interacted, and are now interacting, to make very big changes in the world order. I believe that it is critically important to understand and manage these changes well. In my book and YouTube video, I showed how these have worked over the last 500 years of history and in my posts and articles, I try to show how things are transpiring relative to the template explained in the book and the video. This most recent article was about the growing domestic disorder. The one before that was about the financial-economic force. The next one will probably be on the nature-climate force.

James Freeman:

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

John Fensterwald reports in the Bakersfield Californian:

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

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

State education officials didn’t just reject the idea they bore any blame for the nightmares faced by many students in Los Angeles and Oakland. They threatened Stanford Graduate School of Education professor Thomas Dee — and other education researchers given access to state data — with legal action if they provided information used in this or any lawsuit deemed “adverse” to the California Department of Education.
To insist that researchers can only use school data in a way that is neutral or makes the department look good is perverse and antithetical to what should be the goals of public education. Had such policies been in place 20 years ago, they could have kept the lid on perhaps the worst scandal in the history of public schools in California: the 2005 report by Harvard researchers that credibly alleged the state had for years knowingly exaggerated graduation rates, especially among Latino and Black students, by relying on what was plainly “misleading and inaccurate” information.
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Thankfully, on Aug. 17, the EdSource website reported that the state had mostly backed away from its threats against Dee and others. But given state officials’ history, there is simply no reason to believe this resulted from a realization the threats were wrong. Instead, they were embarrassed by the optics of the flap.

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

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

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

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

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Matthew Guariglia:

We all deserve privacy in our communications, and part of that is trusting that the government will only access them within the limits of the law. But at this point, it’s crystal clear that the FBI doesn’t believe that either our rights nor the limitations that Congress has placed upon the bureau matter when it comes to the vast amount of information about us collected under FISA Section 702.  

The latest exhibit in this is in yet another newly declassified opinion of the Foreign Intelligence Surveillance Court (FISC). This opinion further reiterates what we already know, that the Federal Bureau of Investigation simply cannot be trusted with conducting foreign intelligence queries on American persons.  Regardless of the rules, or consistent FISC disapprovals, the FBI continues to act in a way that shows no regard for privacy and civil liberties. 

According to the declassified FISC ruling, despite paper reforms which the FBI has touted that it put into place to respond to the last time it was caught violating U.S. law, the Bureau conducted four queries for the communications of a state senator and a U.S. senator. And they did so without even meeting their own already-inadequate standards for these kinds of searches.

Chuck Ross:

Elias alleged that “irregularities” in voting machines switched votes from Brindisi to Tenney. The case drew some national attention because the argument mirrored Republicans’ baseless claims that voting machine irregularities were responsible for Donald Trump losing to President Joe Biden in some states.

A judge ruled in favor of Tenney on Feb. 5 after finding insufficient evidence of any widespread problems with voting machines.

Elias, a partner at the firm Perkins Coie, is perhaps best known outside Democratic circles for his links to the Steele dossier.

Melissa Korn, Andrea Fuller and Jennifer S. Forsyth

The nation’s best-known public universities have been on an unfettered spending spree. Over the past two decades, they erected new skylines comprising snazzy academic buildings and dorms. They poured money into big-time sports programs and hired layers of administrators. 

Then they passed the bill along to students.

The University of Kentucky upgraded its campus to the tune of $805,000 a day for more than a decade. Its freshmen, who come from one of America’s poorest states, paid an average $18,693 to attend in 2021-22. 

Pennsylvania State University spent so much money that it now has a budget crisis—even though it’s among the most expensive public universities in the U.S. 

The University of Oklahoma hit students with some of the biggest tuition increases, while spending millions on projects including acquiring and renovating a 32,000-square-foot Italian monastery for its study-abroad program.

The spending is inextricably tied to the nation’s $1.6 trillion federal student debt crisis. Colleges poured out money in part by raising tuition prices, leaving many students with few options but to take on more debt. That means student loans served as easy financing for university projects.

“Students do not have the resources right now to continue to foot the bill for all of the things that the university wants to do,” said Crispin South, a 2023 Oklahoma graduate. “You can’t just continue to raise revenue by turning to students.”

Rather, they raised prices far beyond what was needed to fill the hole. 

For every $1 lost in state support at those universities over the two decades, the median school increased tuition and fee revenue by nearly $2.40, more than covering the cuts, the Journal found.

Philip Greenspuni:

At least five of the folks with whom I chatted in the San Francisco Bay Area recently noted that the ocean water near Florida had been heated up to more than 100 degrees. When I asked them what part of the Florida shoreline was plagued with this scalding water, they couldn’t answer precisely. Their conjectures ranged from a few miles out to sea from Miami to maybe right near a popular beach.

For all of these loyal Followers of Science, one of whom has a Ph.D. in physics, the source was “101°F in the Ocean Off Florida: Was It a World Record?” (New York Times, July 26, 2023):

The reading from a buoy off Florida this week was stunning: 101.1 degrees Fahrenheit, or just over 38 Celsius, a possible world record for sea surface temperatures and a stark indication of the brutal marine heat wave that’s threatening the region’s sea life.

So it’s “off Florida” and therefore out into the open sea, right? A Marvel-style villain heated up part of the open ocean to over 101 degrees and, with a little more climate change, it is easy to imagine this hitting 213 degrees F, the boiling point for sea water. (In other words, New Yorkers with money should not follow their former neighbors and move to Florida because the risk of being boiled alive at the beach is real.)The best-known beach in Florida is Miami Beach. Is it 101.1 degrees in the water there? seatemperature.net says that, around the time that the NYT raised the alarm, it was a degree or two hotter than the average for previous years:

Spencer Jakab:

“Everybody who reads the newspaper knows that the United States has a very serious long-term fiscal problem.”

That wasn’t a quote by some financial talking head in the aftermath of Fitch’s downgrade of America’s credit rating on Tuesday. It was a reaction by then chairman of the Federal Reserve Ben Bernanke the last time a major rating agency took that action back in August 2011. Investors could google hundreds of such warnings over the decades and conclude that the hand-wringing is best ignored or even viewed as a buying opportunity.

For example, a funny thing happened when Standard & Poor’s shocked the financial world 12 years ago: Stocks plunged, getting close to an official bear market, yet investors rushed to buy bonds, the very thing that had supposedly become more risky. Stocks remained unsettled for another couple of months, but an 11-year bull market marched onward.

Investors are drawing false comfort from the past and from the perception that fiscal scolds have cried wolf so often.

True, Treasurys remain the most liquid, coveted asset on earth and the risk-free bedrock off which everything else is priced. And, aside from the temporary plunge in stocks back in 2011, America’s fiscal excess has rarely been an immediate pocketbook issue for its citizens. Fitch’s warning comes at a time when it is getting harder to ignore, though.

Maya Bodnick:

Every year, hundreds of thousands of students around the U.S. participate in competitive debate. Most start competing at a young age (early high school or even middle school), eager to learn about politics. At its best, the activity teaches students how to think critically about the government and the trade-offs that policymakers face. They are assigned to argue for different positions that they may not agree with and engage with their peers’ diverse perspectives. 

I started competing in Parliamentary debate at 12 years old. Growing up in Silicon Valley—a place full of scorn for politics—and attending a STEM-focused high school, debate was how I learned about public policy and economics. Often, the activity broadened and enriched how I thought about politics. But debate has strayed from these goals. Instead of expanding students’ worldviews, debate has increasingly narrowed to become a microcosm of critical theory.

The rise of critical theory in high school debate

In a traditional debate round, students argue over a topic assigned by the tournament — for example, “The U.S. should adopt universal healthcare.” One side is expected to argue in favor of the motion (the affirmation side), and one against (the negation side). However, in recent years, many debaters have decided to flat-out ignore the assigned topic and instead hijack the round by proposing brand new (i.e., wholly unrelated to the original topic), debater-created resolutions that advocate complex social criticisms based on various theories — Marxism, anti-militarism, feminist international relations theory, neocolonialism, securitization, anthropocentrism, orientalism, racial positionality, Afro-Pessimism, disablism, queer ecology, and transfeminism. (To be clear, traditional feminism is out of fashion and seen as too essentialist.)

These critical theory arguments, known as kritiks, are usually wielded by the negation side to criticize the fundamental assumptions of their affirmation side opponents. Kritik advocates argue that the world is so systematically broken that discussing public policy proposals and reforms misses what really matters: the need to fundamentally revolutionize society in some way. For example, if the topic was “The U.S. should increase the federal minimum wage,” the affirmation side might provide some arguments supporting this policy. But then the negation side, instead of arguing that the government shouldn’t raise the minimum wage, might reject spending any time on the original resolution and counter-propose a Marxist kritik. Here’s an example of how the negation might introduce this kritik:

Michael Bailey:

I am a professor of psychology at Northwestern University. I have been a professor for 34 years, and a researcher for 40. Over the decades, I have studied controversial topics—from IQ, to sexual orientation, to transsexualism (what we called transgenderism before 2015), to pedophilia. I have published well over 100 academic articles. I am best known for studying sexual orientation—from genetic influences, to childhood precursors of homosexuality, to laboratory-measured sexual arousal patterns. 

My research has been denounced by people of all political stripes because I have never prioritized a favored constituency over the truth. 

But I have never had an article retracted. Until now.

On March 29, I published an article in the prestigious academic journal Archives of Sexual Behavior. Less than three months later, on June 14, it was retracted by Springer Nature Group, the giant academic publisher of Archives, for an alleged violation of its editorial policies.

Retraction of scientific articles is associated with well-deserved shame: plagiarism, making up data, or grave concerns about the scientific integrity of a study. But my article was not retracted for any shameful reason. It was retracted because it provided evidence for an idea that activists hate.

The retracted article, “Rapid Onset Gender Dysphoria: Parent Reports on 1655 Possible Cases,” was coauthored with Suzanna Diaz, who I met in 2018 at a small meeting of scientists, journalists, and parents of children they believed had Rapid Onset Gender Dysphoria (ROGD). 

ROGD was first described in the literature in 2018 by the physician and researcher Lisa Littman. It is an explanation of the new phenomenon of adolescents, largely girls, with no history of gender dysphoria, suddenly declaring they want to transition to the opposite sex. It has been a highly contentious diagnosis, with some—and I am one—thinking it’s an important avenue for scientific inquiry, and others declaring it’s a false idea advocated by parents unable to accept they have a transgender child.

Ann Althouse:

Umaretiya’s observation is based on what he saw colleges and applicants doing before the Supreme Court’s new decision came out. After the decision, there will be even more emphasis on the applicant’s personal essay, and what can students do but tell the best story of their life as a victim of society?

Even before the decision, [Umaretiya] had seen anxious classmates at his selective high school, Thomas Jefferson High School, in Alexandria, Va., making up stories about facing racial injustice.

What’s the difference between framing your life story in terms of victimhood and making up stories? Umaretiya says he saw — how did he see? — his own classmates making up stories. That’s the NYT paraphrase. Who knows? Maybe every applicant is honest or no more dishonest than to pick a tale of woe out of context and describe it colorfully. But the heavy reliance on the personal essay as the new way to pursue racial diversity creates far too much temptation and strikes me as quite unfair to those who are scrupulously honest. But who cares? Honest people are all alike. You want diversity.

Lindsay Ellis:

Many members of the class of 2023 were freshmen in college in the spring of 2020, when campuses shuttered due to the Covid-19 pandemic. They spent the rest of their college years partially in virtual mode with hybrid internships and virtual classes. Students didn’t learn some of the so-called soft skills they might have in the past by osmosis on the job, from mentors and by practicing on campus.

To address deficiencies in everything from elevator chitchat to presentation skills, companies, universities and recruiters are coming up with ways to train new hires and give them clear advice. They are eating it up.

Recent graduate Joslynn Odom had her first hybrid internship after her junior year and found working in person to be draining thanks to wearing professional attire and staying energetic consistently. It made her realize that she needed to sharpen her communication and networking skills.

Programming arranged by her college, Miami University in Ohio, has since helped. Just before graduation she attended an etiquette dinner where she learned to follow the lead of more senior leaders over dinner: Eat at their pace, discuss neutral topics and avoid personal questions. When buttering bread, it is best to put a slab on one’s own bread plate before applying it to a roll, and when cutting food, holding the fork hump-side up is best, she said.

“Knowing that, I feel more confident,” she said.

Andrew Hill and Andrew Jack

Francesca Gino is one of HBS’s best-known behavioural scientists and author of Rebel Talent, a 2018 book with the subtitle “Why It Pays to Break the Rules at Work and in Life”.

The controversy, which centres on the use of allegedly fraudulent data in published papers, is the latest to hit the field of behavioural science and psychology research. Some well-publicised findings in the discipline have proved hard to replicate, casting a shadow over the highly modish branch of management studies and social science.

Gino, whose work has been widely cited, including in the Financial Times, has been a professor of business administration at HBS since 2014. Her HBS profile was recently altered to indicate that she is on administrative leave. She did not respond to FT requests for comment via email and social media. A Harvard Business School spokesman said: “We have no comment at this time.”

A group of academics who compile the Data Colada blog about the evidence behind behavioural science has started publishing a series of posts in which they say they will detail “evidence of fraud in four academic papers” co-authored by Gino. “We believe that many more Gino-authored papers contain fake data,” they wrote in the first post of the series, which appeared on June 17.

The allegations, first reported in the The Chronicle of Higher Education, have unsettled US behavioural scientists. Katy Milkman of University of Pennsylvania’s Wharton School, shared the first Data Colada post on Twitter, urging anyone in the field to read it immediately. Alongside a nauseated-face emoji, she said: “We have to do better.”

Alliance for education Waukesha:

The School District of Waukesha is doing harm to the students, but it’s not as simple as the School Board blaming pride flags, or disaffected teachers blaming the Superintendent. The system itself is a cancer that has metastasized and crept into every classroom across this massive district, and we know it’s doing harm to students because they show us that it does. To begin to scratch the surface of these problems, we have to identify the goals of the elected school board members, who overwhelmingly support the agenda of the nationally infamous Moms for Liberty organization. Board policies reflect a drive to adopt a curriculum that whitewashes any discussion of discrimination, whether it’s related to race or gender identity. Their narrative has always been to equate the discussion of racism with “critical race theory;” or a student grappling with gender dysmorphia, confiding in their teacher with “grooming.” Material ways that we can observe how this narrative harms students, includes implementing StudySync and TCI into our English and Social Studies curriculum. These so-called “rich” and “complex” texts offer highly outdated and disengaging views of history and literature. TCI, which my class dealt with this year, is three miles wide, and a half-inch deep, so there is no chance to engage in deep inquiry, or time to create projects. Truthfully, the problem isn’t the curricular resource itself, rather the fervor with which it was implemented. At the beginning of the school year, all of the English and Social Studies teachers were gathered for a meeting where school board policies were laid out in front of us, saying that every supplemental resource outside of the aforementioned would have to be approved by our supervising administrator. Every article, video, political cartoon, activity, had to be vetted for indoctrination. What did this meeting tell us? Well, the Director of Secondary Learning told me personally, when I expressed how this would ultimately cause students to disengage, “Rusty, your days of autonomous teaching are behind you.”

So began a cycle: Enforcement of milquetoast curriculum gives way to teachers feeling mistrusted and undervalued, which gives way to subpar instruction, which results in classrooms of disengaged learners who see no incentive to rise to the task. Ultimately, it returns to the problem of curriculum and policy, where the many factors causing these problems are not considered valid in the eyes of many of our stakeholders. In a discussion I held with my classes during final exams, the students reported that they noticed that some of their teachers appear to be phoning it in. Some teachers are asking for work in an unreasonable amount of time; others are too exhausted to lead engaging lessons. Regardless of the way this burnout is expressed, it is not their fault. What we are seeing is neither the students’ fault, nor is it teachers’ fault, because many of Waukesha’s best educators are seeking asylum elsewhere. In some cases, teachers are shifting to different buildings, others to different districts, and some, sadly, are leaving the profession entirely. I am leaving for a school that bears no resemblance to SDW, and I am glad of it. Education is too important to lose learning over culture wars, and students know this. Conservative students and Liberal students at South understand better than any that they have to exist on the same plane, and so they do far more to bridge their differences than the adults, and ultimately they found themselves agreeing with one another in a class discussion that regardless of what their ideology is, they are the ones who are getting the raw deal.

Michael F. Shaughnessy, via email:

1. Rick, COVID came, it saw, and it conquered, and it impacted a lot of schools. In your new book, The Great School Rethink, you discuss the pandemic’s effects and the aftermath. Can you talk a bit about the consequences of COVID-19 on the education system?

Look, during COVID-19, when schools shuttered across the nation, educators and families suddenly had to scramble. The shift to remote learning spurred new practices and led teachers to explore new skills and attempt new strategies. The pandemic altered household routines and upended how tens of millions of families interacted with schools. Even as schools opened back up, disruption lingered. Students had suffered staggering learning loss. Behavioral and disciplinary issues were rampant. Enrollment in the nation’s public schools declined by more than one million students, the biggest drop ever recorded. Schools struggled mightily to answer the challenges of a once-in-a-century cataclysm highlighted and exacerbated longtime frailties that were hiding in plain sight.

2. One consequence of COVID was a switch to online instruction for many students. How do you think this worked out?

Initially, harried school leaders responded to school closures by throwing classrooms online—telling unprepared teachers to essentially move their classroom onto a screen filled with glazed-eyed, muted kids. Some schools even implemented a widely reviled practice, derisively termed “Zoom in a room,” in which masked students sat six feet apart in classrooms staring at screens, supervised by a nonteacher, while their teacher taught remotely. This stuff was a debacle. It was glitchy, rote, and dehumanizing. It was technology at its impersonal worst.  

This was always going to make for a worse experience. At the same time, online instruction created new opportunities for instructional delivery. Just three or four years ago, the technology for virtual tutoring was something totally alien to most parents and teachers. Today, millions of families think it’s no big deal to enroll kids in online courses, when appropriate, and students are more acclimated to such settings. Used well, this potentially opens a whole world of opportunities to customize course-taking and instructional support.  

3. As we “catch our breath” and transition back to normal in education, we may have an opportunity to re-evaluate and re-assess what we are doing. But are people doing this? If not, how would you recommend people go about it?

Some of the early signs aren’t promising. When funders, advocates, and the US Secretary of Education started burbling about the need for a post-pandemic “Great Reset,” the grandiose rhetoric left me cold. Look, given what I do all day, I’m well aware that the easiest thing in the world to do is talk about school improvement. It’s a whole lot easier to write white papers, deliver keynotes, and churn out colorful PowerPoints than to change things in real schools for real kids.  

As I pondered the opportunities to do better, it struck me that there’s less need for a Great Reset than a great rethink. Instead of more self-assured answers, there might be more value in helping to ensure that we’re asking the right questions. If that impulse doesn’t come naturally to many of those passionately seeking to improve schools, that just may make it all the more necessary.  

4. In The Great School Rethink, you address some of the issues coming out of the pandemic. What do you see as the main challenges for education leaders?

Here’s how I see it. As families, communities, and neighborhoods dealt with the fallout from COVID-19, many things became newly clear. Too much school time gets wasted. The parent-school relationship has grown distant. Families need more and better school options. Schools are too inflexible and don’t make good use of new technologies. This doesn’t mean that we need yet another eleven-point plan from on high. Leaders should resist the impulse to come up with those complicated plans, and instead ask hard questions about how schools use time and talent, what they do with digital tools, and how they work with parents. 

5. What has COVID taught us about what makes an effective teacher?

During the pandemic, I heard a lot of highly regarded teachers saying that they were having trouble adjusting to online teaching—that their repertoire wasn’t designed for pixel-based instruction. At the same time, plenty of school leaders remarked that they were pleasantly surprised to find that teachers who’d sometimes struggled in classrooms were surprisingly adept when online. The pandemic taught us that some in-person skills translate to remote learning, but not all of them. And remote learning may utilize skills that don’t count for as much in person.  

This can all get pretty complicated. But one simple takeaway is that it’s nuts to solely think of teachers as either “good” or “not good.” When we say that an educator is effective, the first question should be “At what?” And the second question should be, “How do we get them doing more of what they’re effective at?” 

6. I hear from a lot of educators that we need more time in the school day or year. Do you agree that we need to extend those to make up for lost time during COVID?

Advocates and public officials have long argued that American students need to spend more time in school. Reformers will insist that American students spend too little time in the classroom compared to their international peers. But the Organisation for Economic Co-operation and Development reportsthat, on average, U.S. students attend school for 8,903 hours over their first nine years in school—which is 1,264 hours more than the OECD average.

It turns out that enormous amounts of time get wasted in the school year. For instance, researchers studying schools in Providence, Rhode Island, estimated that a typical classroom in a Providence public school is interrupted over 2,000 times per year and that these interruptions combine to consume ten to twenty days of instructional time. Before locking kids into dingy school buildings on a sunny afternoon or warm summer’s day, we should first be sure that we’re productively using the 1,000+ hours a year that schools already command.  

7. In The Great School Rethink, you talk about what teachers actually do during the school day. Can you share some of your thoughts on this?

Teachers perform many, many different tasks each day. They lecture, facilitate discussions, grade quizzes, monitor hallways, fill out forms, counsel kids, struggle with obstinate technology, and much else. Yet when I work with teachers, they almost invariably report that they’ve never been part of a meaningful effort to unpack what they do each day. That makes it tough to know if time is being used effectively or what might be done differently. 

If you get teachers to list out what they do each day, you’ll often find that many teachers are spending a lot of time on things that they don’t think matter the most for kids. Post-Covid, school leaders should start asking how they can get teachers to do more of the hand-on-shoulder work that makes the profession meaningful. 

8. There’s a lot of concern right now about students’ mental and emotional well-being. Given what we saw during the pandemic, is that a product of technology? Or is there any way that these new technologies can help with that?

It’s clear that kids’ mental health took a beating during the COVID-driven isolation. Today, kids are enmeshed in fewer social networks than ever before. They are far less likely than they once were to engage in things like church groups, the Boy Scouts, and 4-H clubs. One oft-overlooked downside of this isolation is that kids now encounter fewer potential mentors, which matters for everything from learning to college admissions to landing a job.  

Technology can help with some of this. They can provide students, especially those who don’t have a lot of educated adults in their lives, with access to mentors they might not otherwise encounter. For instance, platforms like ImBlaze and Tucson, Arizona-based CommunityShare streamline the act of locating experts and potential partners. School systems can partner with these agencies to increase student engagement with potential mentors. This is the human dimension of mentoring, which is something that risks getting lost in all the enthusiasm for AI-enabled tutoring. 

9. Rick, after the pandemic, there has been a lot of consternation about school choice laws coming out of red states. Can you tell us about what’s going on here?

You’re right to be puzzled about the proliferation of school choice laws, commonly billed as education savings accounts. Essentially, they entail states depositing a student’s education funds into a dedicated account which families then use to mix-and-match education goods and services from schools and other providers. ESAs are, in large part, a response to the limits of school choice. School choice isn’t a great solution for parents who like their schools but have more specific concerns.  

And given that the lion’s share of parents say they like their kid’s school, this means that school choice isn’t much help for many students or families. But because these programs frequently require parents to pull their children from public schools to be eligible for the ESA, are subject to a variety of restrictions, depend mightily on execution, and may be available to only a limited number of families, we’re a long way from the kind of radical evolution that supporters seek and critics fear. 

10. Who is publishing your book and how can interested readers get a copy?

The Great School Rethink was published by Harvard Education Press. Readers can purchase a copy on Harvard’s website, or through familiar platforms like Amazon or Barnes & Noble. And, if you visit just the right bookstore, you may be able to pluck a copy off the shelves. 

I should say that any readers interested in ordering bulk copies for professional development or book clubs can reach out to my assistant, Greg Fournier (greg.fournier@aei.org), who will be happy to work with Harvard to get them the best possible price.

Learn more, here.

Stephen J. Ceci, Shulamit Kahn, and Wendy M. Williams

We synthesized the vast, contradictory scholarly literature on gender bias in academic science from 2000 to 2020. In the most prestigious journals and media outlets, which influence many people’s opinions about sexism, bias is frequently portrayed as an omnipresent factor limiting women’s progress in the tenure-track academy. Claims and counterclaims regarding the presence or absence of sexism span a range of evaluation contexts. Our approach relied on a combination of meta-analysis and analytic dissection. We evaluated the empirical evidence for gender bias in six key contexts in the tenure-track academy: (a) tenure-track hiring, (b) grant funding, (c) teaching ratings, (d) journal acceptances, (e) salaries, and (f) recommendation letters. We also explored the gender gap in a seventh area, journal productivity, because it can moderate bias in other contexts. We focused on these specific domains, in which sexism has most often been alleged to be pervasive, because they represent important types of evaluation, and the extensive research corpus within these domains provides sufficient quantitative data for comprehensive analysis. Contrary to the omnipresent claims of sexism in these domains appearing in top journals and the media, our findings show that tenure-track women are at parity with tenure-track men in three domains (grant funding, journal acceptances, and recommendation letters) and are advantaged over men in a fourth domain (hiring). For teaching ratings and salaries, we found evidence of bias against women; although gender gaps in salary were much smaller than often claimed, they were nevertheless concerning. Even in the four domains in which we failed to find evidence of sexism disadvantaging women, we nevertheless acknowledge that broad societal structural factors may still impede women’s advancement in academic science. Given the substantial resources directed toward reducing gender bias in academic science, it is imperative to develop a clear understanding of when and where such efforts are justified and of how resources can best be directed to mitigate sexism when and where it exists.

Housed at the University of Wisconsin-Madison Journalism School (along with Marquette University), the formation, affiliation(s) and funding sources of Wisconsin Watch have generated some controversy. Jim Piwowarczyk noted in November, 2022:

“Wisconsin Watch, a 501(c)(3) organization that disseminates news stories to many prominent media outlets statewide and is housed at the taxpayer-funded UW-Madison campus, has taken more than $1 million from an organization founded by George Soros over the years. Wisconsin Right Now discovered that the group is still prominently pushing out stories by a writer, Howard Hardee, who was dispatched to Wisconsin by a Soros-funded organization to work on “election integrity” stories and projects.” When major media outlets like WTM-TV and the Wisconsin State Journal run stories by Wisconsin Watch or Hardee, they fail to advise readers that he’s a fellow with a Soros-linked group. The group says that “hundreds” of news organizations have shared its stories over the years, giving them wide reach.

The Soros family also boasts significant influence over American media. An analysis from the Media Research Center found numerous media outlets employ journalists who also serve on boards of organizations that receive large amounts of funding from Soros.

More recently, and amidst Wisconsin’s biennial budget deliberations including many billions ($11.97B in 2019! [xlsx] excluding federal and other sources) for traditional government K-12 school districts, Wisconsin Watch writer Phoebe Petrovic posted a number of articles targeting choice (0.797%!! of $11.97B) schools:

May 5, 2023: Considering a Wisconsin voucher school? Here’s what parents of children who are LGBTQ+ or have a disability should know. (Focus on < 1% of redistributed state taxpayer spending).

May 5, 2023: False choice: Wisconsin taxpayers support schools that can discriminate. (Focus on < 1% of redistributed state taxpayer spending).

May 20, 2023: Federal, state law permit disability discrimination in Wisconsin voucher schools. (Focus on < 1% of redistributed state taxpayer spending).

## May 22, 2023 via a St Marcus Milwaukee sermon [transcript]- a church family whose incredible student efforts are worth a very deep dive. Compare this to Madison, where we’ve tolerated disastrous reading results for decades despite spending > $25k+/student!

## May 23, 2023: Curious (false claims) reporting on legacy k-12 schools, charter/voucher models and special education via Wisconsin coalition for education freedom. (Focus on 99% of redistributed state taxpayer spending).

May 31, 2023: ‘Unwanted and unwelcome’: Anti-LGBTQ+ policies common at Wisconsin voucher schools. (Focus on < 1% of redistributed state taxpayer spending).

May 31, 2023: Wisconsin students with disabilities often denied public school options via another Wisconsin Watch writer: Mario Koran. (Focus on 99% of redistributed state taxpayer spending).

WI’s open enrollment program is one of the best in the country, but that doesn’t mean there aren’t limitations. When anti-#SchoolChoice folks use @WisconsinWatch articles to attack, they should also remember the same things happen in public schools. https://t.co/EwPIiwm7CU

— Will Flanders (@WillFlandersWI) June 1, 2023

The free market roots of #SchoolChoice are often overlooked in today’s political debates. It’s important to remember that the goal of school choice isn’t the elimination of public schools, but rather the lifting of all ships by providing competition to the public school monopoly. https://t.co/t49It5boHq

— Will Flanders (@WillFlandersWI) June 1, 2023

Related: Governor Evers’ most recent budget proposals have attempted to kill One City Schools’ charter authorization…… and 2010: WEAC $1.57M !! for four state senators.

June 2, 2023 Wisconsin Watch’s Embarrassing Campaign against Vouchers and Christian Schools

Oops:

“Wisconsin Watch isn’t nonpartisan in a way that a layman would understand the term. Rather, it’s nonpartisan because there isn’t a party far enough to the left to earn its support.” @LutherAbel1 dismantles Petrovic’s reporting.https://t.co/2U1miyLSv7

— Patrick McIlheran (@PaddyMacMke) June 2, 2023

In examining who Wisconsin excludes from school choice, we’ve seen how private voucher schools discriminate against LGBTQ+ students and those w/ disabilities.

Here, @MarioKoran examines how public schools reject kids w/ disabilities from open enrollment https://t.co/gsNYBO6ocX

— Jim Malewitz (@Jmalewitz) June 1, 2023

Yeah, @WisconsinWatch has long leaned left and can easily be similarly accused of avoiding introspection. Lol https://t.co/GBseKikRh6

— Chris Rickert (@RickertWisSJ) June 3, 2023

Their literal next piece (by a different reporter, true) was on inadequate special needs funding, so it’s suspicious to overlook that when critical of voucher schools and special needs.

The sexuality piece was bad journalism with unfounded logical leaps.https://t.co/A8WQgg2bdP

— Quinton Klabon (@GhaleonQ) June 3, 2023

Why might civics minded have an interest in funding sources (such as Wisconsin Watch, WILL, ActBlue and so on)?

Two examples:

Billionaire George Soros is taking a stake in the Bernalillo County district attorney’s race, backing Raul Torrez with a $107,000 contribution to an independent expenditure committee.

George Soros, a multibillionaire who has only the most tenuous connection to Colorado, is paying for negative ads against incumbent District Attorney Pete Weir, a Republican, pumping hundreds of thousands of dollars into the effort.

Scott Girard:

“I’d been looking forward to high school and it was so hyped up,” said West High School senior Alex Vakar. “It felt like this necessary period for growth because people always talk about them being the best days of their lives, and we missed out on half of that.”

Dances, sports, time with friends, theater performances — all of them were canceled or altered at some point over the past four years, and that’s just outside the classroom. The interruption to students’ learning was severe, and even while virtual learning was a positive for some, students noticed missing foundational pieces when they returned to in-person classes.

That environment faced a sudden change on the afternoon of March 13, 2020, as district officials announced an extended spring break, and later that afternoon Gov. Tony Evers closed schools statewide.

“Of course, we’re freshmen in high school, we’re like, ‘Let’s go! It’s an extra week!’” Mueller said. “Initially we were all just super excited for it because we didn’t know enough about it.”

No one knew how long it would last.

“When I heard that we were closing down and school was shutting down, I was in my geometry class and my teacher just said, ‘Hopefully I’ll see you next week,’” Vakar recalled.

Reality quickly set in, as the wait for a return kept being extended and the school district tried to formulate a plan to continue students’ learning. That spring, MMSD began virtual learning but switched to a “pass/no pass” grading system for high schoolers and froze grade point averages at their first semester level.

Vakar grew increasingly frustrated with MMSD as she saw peers in surrounding school districts return while Madison remained virtual. When Vakar returned in spring 2021 to a limited schedule at West, as the district phased in in-person instruction and a hybrid schedule, she noticed the differences from fall 2019: masking, one-way hallways and one class in which she “was completely alone with the teacher” while the rest of the class was on Zoom.

Dane County Madison Public Health Notes and links.

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

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Glenn Zorpette:

Rapid and pivotal advances in technology have a way of unsettling people, because they can reverberate mercilessly, sometimes, through business, employment, and cultural spheres. And so it is with the current shock and awe over large language models, such as GPT-4 from OpenAI.

It’s a textbook example of the mixture of amazement and, especially, anxiety that often accompanies a tech triumph. And we’ve been here many times, says Rodney Brooks. Best known as a roboticsresearcher, academic, and entrepreneur, Brooks is also an authority on AI: he directed the Computer Science and Artificial Intelligence Laboratory at MIT until 2007, and held faculty positions at Carnegie Mellon and Stanford before that. Brooks, who is now working on his third robotics startup, Robust.AI, has written hundreds of articles and half a dozen books and was featured in the motion picture Fast, Cheap & Out of Control. He is a rare technical leader who has had a stellar career in business and in academia and has still found time to engage with the popular culture through books, popular articles, TED Talks, and other venues.

Matt Taibbi:

I read Special Counsel John Durham’s “Report on Matters Related to Intelligence Activities and Investigations Arising Out of the 2016 Presidential Campaigns” yesterday in a state I can only describe as psychic exhaustion. As Sue Schmidt’s “Eight Key Takeaways” summary shows, the stuff in this report should kill the Trump-Russia conspiracy theory ten times over, but we know better than that. This story never dies. Every time you shoot at it, it splits into six new deep state fantasies.

I’ve given up. Nearly seven years ago this idiotic tale dropped in my relatively uncomplicated life like a grenade, upending professional relationships, friendships, even family life. Those of us in media who were skeptics or even just uninterested were cast out as from a religious sect — colleagues unironically called us “denialists” — denounced in the best case as pathological wreckers and refuseniks, in the worst as literal agents of the FSB.

Paul Thacker:

For years, Twitter executives provided favored access to a pack of select technology and “disinformation” reporters, giving them insider entrée to new products, responding quickly to their reporting needs to identify and suspend “disinformation” accounts—even helping one Washington Post reporter shut down an account that delved into her background as a wealthy child of privilege who attacked conservatives. In another example, CNN reporters requested that Twitter alter their algorithm to create a “read only mode” to guard them from criticism.

By changing Twitter’s culture and firing the majority of employees, Musk severed these ties between Twitter executives and privileged journalists—relationships that were so close one executive referred to some journalists as “our reporters.” Reporters who were close to Twitter, returned the favor to company executives by giving them positive press—even helping the company deal with lawmakers by relaying drafts of pending bills and providing advice on product development.

“Our DC-based tech reporters have gotten advance copies of at least five draft House bills that may get introduced today or early next week that would make changes to federal law and give more power to regulators,” wrote one Twitter executive in a June 2021 email. “This is in line with what we’re hearing about the Biden administration’s priorities to address antitrust concerns.”

In a separate example, Twitter held a meet-and-greet with their “news partners” in New York City later that same year to “solidify key relationships, encourage intel sharing, and, more broadly, help to reinforce comm’s network of trusted reporters.” Reporting back on the meeting, Twitter’s Elisabeth Busby wrote that journalists were “excited to meet” and profiled each reporter’s needs and what Twitter might expect in return.

“Please keep this information close hold,” Busby emailed.

In her report, Busby provided detailed insight into Twitter’s relationship with multiple journalists—many who work in the “disinformation” space and who are now some of Elon Musk and Twitter’s greatest online critics

Okay, that was a fucking powerful statement by @elonmusk

I’m very impressed because he was committed to his words. RESPECTpic.twitter.com/JiYecgdLe8

— MAGS (@TAftermath2020) May 17, 2023

George Soros has been so uniquely destructive to law & order in American cities that there’s a name for the carnage he’s wrought: “Soros DAs.” His organization described its strategy to Politico in a 2016 article: it would change the law, not by going through legislatures, but…

— David Sacks (@DavidSacks) May 17, 2023

This is a small comment, but a very telling one: Establishment Dem acting as though it’s absurd to trust a *journalist* over the *FBI*

Of course, that’s entirely backwards. (And @Julio_Rosas11 is great) https://t.co/wKng50yDfZ

— Emily Jashinsky (@emilyjashinsky) May 16, 2023

To understand why most of corporate media has deservedly lost all public trust, look at how they are minimizing the Durham Report.

For decades in DC, John Durham was heralded as one of the US's most apolitical, trustworthy federal prosecutors. NYT, 2009:https://t.co/DU01bEVvgR pic.twitter.com/Fp7ECNmPkJ

— Glenn Greenwald (@ggreenwald) May 17, 2023

Will Flanders and Matt Levene:

Forward Exam scores show that Wisconsin students are struggling in reading. Currently statewide, only about 36.8% of students scored proficient or higher on the Forward Exam, meaning the majority of students are falling behind. Reading problems cut across all socioeconomic and racial lines. Much attention has been focused on the “Science of Reading,” and the persistence of reading curricula around the state that are not focused on these metrics. The Science of Reading is a ‘back to the basics’ approach that is focused on learning phonics, increasing vocabulary, and sounding out words rather than the context-clue based “guessing” techniques that have become popular in recent decades. Until now, it has not been possible to take a statewide look at what curricula districts are using for reading, and whether this choice has a relationship to student outcomes.

This paper takes advantage of a new dataset available from the Department of Public Instruction that details the curricula used in each district around the state. We correlate reading outcomes on the Forward Exam with some two of the most widely criticized curricula that rely on “Whole Language” techniques—Lucy Calkins and Fountas and Pinnell.

Key takeaways include:

Whole Language techniques are still in wide use. About 44% of schools around Wisconsin under the high school level are still using Lucy Calkins and/or Fountas and Pinnell.

Use of Lucy Calkins is correlated with lower proficiency. Controlling for a number of other factors that are known to affect reading scores, the use of Lucy Calkins is correlated with about a 2.1% decline in ELA proficiency. No relationship was found with Fountas and Pinnell, possibly due to lower usage rates.

Combined, use of either curriculum is correlated with lower proficiency. Controlling for a number of other factors known to affect reading scores, the use of Lucy Calkins or Fountas and Pinnell is correlated with 2.7% lower reading scores.
Policymakers should consider adopting best practices from the Science of Reading. States like Mississippi have seen significant jumps in reading proficiency by moving away from Whole Language methods to science-based methods. The evidence here suggests Wisconsin could benefit from doing the same.

A list of district-level reading curricula is available on WILL’s School Scorecard. Visit https://will-law.org/school-scorecard/ to see what is in use in your community.

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

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Jessica Winter:

Travis came to live at his ninth home the day before he started kindergarten. When his new foster parents, Elizabeth and Dan, enrolled Travis at their neighborhood public school, in a rapidly gentrifying neighborhood in Brooklyn, they learned that Travis was eligible for special-education services. (Some names in this story have been changed.) Several languages had been spoken in Travis’s past homes, which had included foster-care placements and homeless shelters, and he had not begun speaking until he was three and a half. A neuropsychiatric evaluation of Travis, conducted when he was four, estimated that he had a grasp of twenty words; it also noted that he still wore pull-up diapers and “tends to speak very loudly to his peers.”

Elizabeth noticed a line in Travis’s paperwork that read “Disability Classification,” and, next to it, the initials “E.D.” The school’s principal told her that they stood for “emotional disturbance.” Elizabeth and Dan, who later adopted Travis and his infant brother, Kieran, did not yet know that Travis had suffered abuse and neglect in previous homes. Nor did they know that Travis had been kicked out of two preschools for violent behavior. But, Elizabeth told me, “it was almost immediately apparent that he had aggressive and violent coping skills. That was how he interacted with the world, because that was how the world had interacted with him.”

That fall, when Elizabeth visited Travis’s kindergarten classroom for her first parent-teacher conference, one of the teachers gestured toward a comfy reading nook, piled with pillows. “See that calm-down corner? We built that for Travis,” the teacher said. Elizabeth, who is a stay-at-home mother, began receiving frequent calls about Travis acting out at school: tantrums, hitting other children, throwing books. A behavioral paraprofessional was assigned to Travis, but the incidents persisted. “We started getting calls like, ‘There’s a field trip coming up, and it would probably be best if Travis stayed home.’ Or, ‘Could he not come into school tomorrow? It would just be easier,’ ” Elizabeth said.

Will-Law

Recently Wisconsin Watch released articles criticizing the Wisconsin parental choice programs and incorrectly claiming that private schools may “discriminate.” This memo provides resources and information about the false claims made in the article and talking points to refute them. 

The claims that private schools may “discriminate” are false. 

These claims are false. Wisconsin Watch claims that federal law “allows religious entities to discriminate against LGBTQ+ students” and that schools in the parental choice program may discriminate against LGBTQ+ students or those with disabilities “once that student is enrolled.” 

Private schools are governed by different laws than public schools.  There are specific prohibitions of discrimination that apply to private schools participating in the parental choice program. For example, Wisconsin law requires private schools in the choice programs to do a blind admission process. Schools are not permitted to create barriers for enrollment for student based on anything other than the DPI application and income verification forms. Private schools are allowed to give existing students and their siblings eligibility preferences.  

Private schools are not permitted to “discriminate” against students with disabilities. 

The Obama Administration began a misguided investigation into private schools in the Milwaukee Parental Choice Program in 2011. DPI, at that time, correctly stated that private schools in the program have a different legal standard to serve students with disabilities. Despite a three-year investigation, there were no instances of discrimination found. 

Private schools have a different legal standard than public schools for students with disabilities. 

Public schools are subject to several state and federal laws regarding the education of students with disabilities including the requirement that public school districts may not deny any student access to a “Free and Appropriate Public Education” and receive specific funds to educate children with disabilities. Even within public school districts, not all individual schools are required to provide a full range of special education services.

Private schools must meet a different legal standard. Section 504 of the Rehabilitation Act and the Title III of the Americans with Disability Act (ADA) set forth requirements for private schools. 

Title III of the ADA requires private schools to make “reasonable modifications” for individuals with disabilities to access the facility and prohibits private schools from discriminating against individuals based on their disability. Changes to accommodate may not fundamentally alter the nature of the goods and services provided by the private school or impose an undue financial or administrative burden on the private school. Similarly, Section 504 requires private schools to make “minor adjustments” for individuals with disabilities to access the facility. Private schools may consider  the nature of the program provided and the expense of accommodations sought when serving individuals with disabilities under Section 504. 

Furthermore, private schools participating in the Wisconsin Special Needs Scholarship Program, to specifically serve students with disabilities, must meet with families to complete an agreement to discuss the educational needs of each student and to explain special education resources available at the school. Participating private schools are also required to provide reports to parents about student progress.

The Wisconsin Watch articles do not specifically claim a private school violated the federal laws regarding students with disabilities. 

Private schools in Wisconsin serve hundreds of students with disabilities.

Academic research found that private schools in Wisconsin parental choice programs serve many students with disabilities. Reported disability rates are often lower because choice schools lack the financial incentive public schools have for identification.

This is further supported by the growing participation in the Special Needs Scholarship Program, a state-funded program to give students with disabilities funding to attend a private school of their choice. Since the program’s creation in 2015, participation has grown by 815%, from 215 to 1,986 students. 

Private schools in the choice program welcome all students. 

Private schools in the choice program choose to participate in the program, with full knowledge that they are opening their doors to students and families from all different backgrounds and beliefs. Many of these schools participate because they want to serve as many students as possible. 

Private schools in the choice program may not require participation in religious classes. 

Once enrolled, all students are subject to the policies of the school, religious policies included. If families disagree with the religious beliefs of the school, state law permits families to opt their children out of religious instruction. 

Additionally, the choice program is a voluntary program that empowers families to choose the school that best fits their child’s needs. Families are always free to choose to send their children to a school that matches their values.

Religious schools have a constitutional protection to serve students based on their beliefs. 

The U.S. Constitution protects the free exercise of religion. This allows religious schools to teach and make decisions based on their religious beliefs. For private, religious schools, this includes decisions relating to policies and procedures at the school. 

Both the Wisconsin Supreme Court and U.S. Supreme Court have determined that parental choice programs are legal. 

The claims that taxpayer dollars should not go to schools that enforce their religious beliefs has been litigated both in Wisconsin and most recently in the U.S. Supreme Court. The U.S. Supreme Court has made clear that if states choose to create and provide a parental choice program the state may not discriminate against faith-based schools and may not bar students from using public funds to attend religious schools. 

With private schools, the choice ultimately lies with the student, parent, and family. 

All families deserve to access high-quality schools that meet their child’s needs. Far too many families are stuck in their assigned public schools, but school choice provides families with the option to attend the school that is the best fit for their child.

Ultimately, parents and students have every right to go to a school that matches their moral convictions.  The whole idea behind school choice is if a parent or student is upset with how a school is run, then they can in fact go somewhere else and take their money with them. 

For additional questions, please contact:

Nic Kelly, kelly@parentchoice.org

Libby Sobic, libby@will-law.org

Notes and links on “Wisconsin Watch”

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

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

DRAKE BENTLEY:

In her letter, Underly stated, “Whether you realize it or not, you are, under the guise of protection, causing undue harm to students and staff. However, this damage is reversible. It is paramount that you change course now.”

Underly requested that the administration reverse the policy to “foster inclusive environments,” saying the controversial issues policy is “eliminating conversation on topics that you have in the past deemed controversial.”

Reversing the policy “will send a clear message to the residents of Waukesha and all of Wisconsin about the high priority you place on ensuring a well-rounded education for your students that reflect the pluralistic nature of our society,” Underly wrote.

Last week, the administration placed first-grade dual-language teacher Melissa Tempel on administrative leave after she spoke out about the district’s decision to ban “Rainbowland.”

Underly addressed Tempel’s leave in her letter by citing the text from the controversial issue policy. She said the district needs to re-evaluate its decision to place Tempel on leave and should recognize that “‘acknowledging the rights of (the district’s) professional staff members as citizens in a democratic society’ is, in fact, in the best interests of the School District of Waukesha.”

Thank you to @SenatorKapenga, Rep Allen, Rep Neylon, and Senator Hutton for issuing this reminder to @DrJillUnderly. When over half of Wisconsin kids can’t read or do math at grade level, she needs to focus on improving public education and not issue veiled political threats. pic.twitter.com/TbksgMBA6n

— Nicole (@BigNicEnergy) April 22, 2023

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

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

J Scott Turner:

How thoroughly has diversity, equity and inclusion penetrated the sciences? “To the core!” at least if the recent travails of the National Audubon Society are any indication. For over two years, a woke storm has roiled the Society over whether it should purge its namesake, John James Audubon, from its title. After a year-long review, the Society’s Board of Directors recently announced its decision: Audubon’s name will stay.

The Society’s CEO, Elizabeth Gray, defended the decision on the sensible grounds that, for whatever his faults, Audubon remains a pivotal figure in the history of science in our once young republic. His legacy includes establishing ornithology as the burgeoning field that it is today, which draws both on professional experts and passionate amateurs. The board concluded that the Society’s mission, and ornithology in general, would best be served by keeping his name and the tradition it represents, while honestly acknowledging the man and who he was. This was accompanied by a promise to devote $25 million to the Society’s efforts to expand DEIB(Diversity, Equity, Inclusion and Belonging, to use the Society’s rendering). This has not mollified the cancel campaigners, of course. Threats to rename state affiliate chapters, to withhold results from the Society’s famed Christmas Bird Count, and other retaliatory measures remain hot topics on Twitter.

One might ask: isn’t this just a small quibble among prickly and persnickety birdwatchers, much ado about nothing? Perhaps. But sometimes small controversies can provide great insights because they allow more detailed scrutiny than would be possible with a larger problem.

The brief against Audubon includes the usual tropes. He owned slaves. He had doubts about the emancipation of slaves. He was a plagiarist and a fabulist. He harbored other impure thoughts. The counter-argument is also familiar: he was a man of his times (1785-1851). This idea, that one cannot judge people by future moral standards (was Audubon a transphobe?), and that we are all capable of making our own judgments on gleaning the good men do from the chaff they leave, carries no water for the cancel campaigners. To say it’s all or nothing is to miss the point: nothing can stand in the face of such absolutism.

Saul Costa:

They are constantly “hallucinating” alternative versions of reality, and then passing that on in a very convincing manner for the user to absorb. It is an unfortunate limitation, but one that can be mitigated through careful use of the AIs.

Using these AIs effectively in educational settings depends largely on the ability of the learner to know what statements to trust and which to validate. In my experience, all quantifiable data should be regarded as inaccurate by default. Names should be verified when they are a crucial part of the narrative being explored. Concepts are the most trustworthy because they stem directly from what the AIs do best: finding the connections between things.

As odd as it may sound, in the experience I am about to describe, the inaccurate details provided by ChatGPT do not matter. I intended to use the AI to learn how to approach answering my question by observing how it did, not to get concrete answers. I disregarded the bulk of the details because they are simply stand-ins that will be verified and updated later when I go to apply what I have learned.

Here is how it went.

Democracy next

France’s ongoing Citizens’ Assembly on end-of-life issues is proving that reading isn’t always the best way to soak up knowledge or solve problems. 

As an observer, I’ve watched as a graphic artists have come to play a critical role in the assembly, where 185 French citizen-members are sorting through complex questions relating palliative care, assisted suicide, euthanasia and related issues. 

When taking an important decision – absorbing unfamiliar information, questioning one’s conscience, prioritising options and finding consensus with others – illustrations are proving an excellent assist to the extensive reading materials. It turns out they help with thinking, talking and assembling a final report as well. Perhaps it should come as no surprise: the human brain processes images 60,000 times faster than text, and 90 percent of information transmitted to the brain is visual.

The role of the three artists who accompany each assembly session at first seemed mostly decorative, like the cartoonists who enliven conferences and speeches with real time caricatures of what’s going on.

FS blog

Writing is the process by which you realize that you do not understand what you are talking about. Importantly, writing is also the process by which you figure it out.

Writing about something teaches you about what you know, what you don’t know, and how to think. Writing about something is one of the best ways to learn about it. Writing is not just a vehicle to share ideas with others but also a way to understand them better yourself. 

Paul Graham put it this way: “A good writer doesn’t just think, and then write down what he thought, as a sort of transcript. A good writer will almost always discover new things in the process of writing.”

There is another important element to writing that often gets overlooked. Writing requires the compression of an idea. When done poorly, compression removes insights. When done well, compression keeps the insights and removes the rest. Compression requires both thinking and understanding, which is one reason writing is so important.

Transcript:

$pending, K-12 Governance, Ed Schools and Reading Outcomes
[00:00:00] Senator Duey Stroebel: Actually looking at, uh, US census data, all funds, all sources. Um, Wisconsin’s at about $13,000 and Mississippi is about $9,200. So there’s significant that’s per the US census data, all funds, all sources. So pretty clear there. I think it’s, uh, we’re 23rd. They’re 47th. So, which I think bears out with her, uh, slide up there that showed that we spend, uh, about 37% more in education.

[00:00:29] Uh, than than they do. But, um, one thing I want to talk about, you know, we’re here to talk about, okay, how are we gonna improve reading and what’s the best technique to do that? And you talk about reading coaches and the resources and the things we’re doing to improve reading. It kind of seems like we’re beating the head against beating, we’re beating our head against the wall when we’re really not using the right techniques.

[00:00:53] I mean, we can throw all the money in the world and if we’re not doing it the right. , we’re not gonna see results. I mean, do you agree? Am I off the, [00:01:00] am I crazy about that? Or what?

[00:01:02] Laura Adams (Wisconsin DPI) We absolutely agree. Which is why that, why we are advocating not only for a recommended instructional materials list, but also resources to address the how, how our educators use those materials in order to provide the instruction to implement the evidence-based early reading, uh, instructional practices, and.

[00:01:23] The same thing at at higher ed, not only looking at the state statute to ensure that what we’re requiring of our higher ed programs includes all of the components of early evidence-based early reading practices, but that we also are in the position of providing them with some of the how.

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

[00:01:52] I mean, I don’t. You know, that’s weird. Um, you’d think they should be the ones who would know the innovative ways to teach. Not that us [00:02:00] legislators have to create legislation to tell them how to teach the way, uh, scientific data shows should be taught. So I guess my point is that, you know, yes. Blaming on universities.

[00:02:12] Sure. Um, but we’re, um, spending money on all these things and we’re really not doing it right. So I, I guess the focus. I mean, the 15 million they do a year. I mean, that’s a drop in the bucket. But you know, when you look at the overall spending and when you look at what we’re spending now today to teach, uh, a curriculum that’s ineffective, I think maybe we really wanna focus on, okay, how do we, sad to say, have to retrain our teachers from what they learned at the university system.

[00:02:43] And, um, I, I think that that should be our focus. And after that, I feel very confident that once our teachers have been trained, That they’re gonna be able to deliver this content and our kids are gonna be able to excel. So, um, I’m not sure, you know, if it’s that much, uh, [00:03:00] money that we’re really even talking about here, considering when you look at the overall big picture on spending and kind of the fundamental flaw that we’re really trying to tackle at this point in time.

[00:03:10] So I guess that’s what, uh, I’d have to say. Thanks.

Earlier testimony: Kymyona Burk and Mark Seidenberg.

Related: 2021 Wisconsin AB446.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Additional testimony: Mark Seidenberg Kymyona Burk DPI Instructional Coach Kyle Thayse

Mark Judge:

There is a simple step America’s educators can take to improve civic awareness dramatically. Teach history backward.

That’s how I learned it. One of the best teachers I ever had was a man who taught me high school history. On the first day of class, he announced that we would be learning U.S. history starting with recent events. We began with Watergate and the Vietnam War, then moved back through the 1950s, the Red Scare, and the Korean War. From there, we covered World War II, the Great Depression, then the 1920s. Eventually, near the end of the school year, we found ourselves in the American Revolution.

It was a curriculum that worked brilliantly. It was the early 1980s, and Vietnam was something very real to those of us in high school and college. Many of us had friends, neighbors, and family members who had served in the war. It was exciting to study the conflict.

It also made liberal bias very difficult to weaponize. When the topic being taught involves living people who can challenge the accuracy of the curriculum, it makes it hard to bowdlerize the truth the way something like the “1619 Project” does.

In high school, I saw this in action. Our teacher presented both sides of the Vietnam War, both the anti-war movement and the men who had gone over there to fight. One memorable afternoon, we had, as a guest speaker, a Vietnam veteran. When one of the faculty members in the assembly got up to give a lecture about the “immoral war,” the man shot back: “All I know is we were there to fight communism and things got a lot worse when we left.”

The Economist:

Should you wish to know the best way to carry a hot coffee or avoid backache, Britain’s employers have you covered. But set your sights a bit higher than health-and-safety briefings—on courses that risk making you better at your job, say—and the chance of disappointment soars. 

According to data from Eurostat, the EU’s statistics agency, British firms spend only half as much on training per employee as European ones. They train fewer workers, and give each of them less time in class. Most of these metrics are going backwards. The Learning and Work Institute, a think-tank, reckons that in 2019 bosses in Britain spent 28% less in real terms training workers than they did in 2005 (while spending in Europe went up).

Irwin Collier:

On an October morning, some years since, a recent Vermont graduate and I entered together the Aula of the Friedrich-Wilhelms-University at Berlin. Lectures were still two weeks away; but Germany is a country of leisurely beginnings and this was the morning of matriculation. The great hall was thronged with an interesting company. At a long table sat the Rector Magnificus, Harnack [1], the mighty theologian, and the professors of the various faculties. Moving about the room were students of three types: foreigners like ourselves; wanderers from other universities of the Fatherland; and boys from the “Gymnasium,” who had passed the “Abiturient” examination and become “mules” or freshmen. These last we regard with interest. They are unquestionably the best trained school boys in the world. For nine years they have been drilled by the best masters, every one a doctor, for some thirty hours a week. They have been taught not simply to remember, but to analyze, compare and classify, until, at the age of eighteen or nineteen stand often on a better footing than graduates of our colleges. But there is another side to the shield, as I learned when I grew to know them better. They have marred their sight — sixty per cent of Germans over eighteen wear glasses. They have hurt their health by long hours of work at home and by little play save perhaps skating in winter and gymnastic exercises on the “Turnboden.” With all his learning, the German Jack is often a dull boy.

Irwin Collier:

On an October morning, some years since, a recent Vermont graduate and I entered together the Aula of the Friedrich-Wilhelms-University at Berlin. Lectures were still two weeks away; but Germany is a country of leisurely beginnings and this was the morning of matriculation. The great hall was thronged with an interesting company. At a long table sat the Rector Magnificus, Harnack [1], the mighty theologian, and the professors of the various faculties. Moving about the room were students of three types: foreigners like ourselves; wanderers from other universities of the Fatherland; and boys from the “Gymnasium,” who had passed the “Abiturient” examination and become “mules” or freshmen. These last we regard with interest. They are unquestionably the best trained school boys in the world. For nine years they have been drilled by the best masters, every one a doctor, for some thirty hours a week. They have been taught not simply to remember, but to analyze, compare and classify, until, at the age of eighteen or nineteen stand often on a better footing than graduates of our colleges. But there is another side to the shield, as I learned when I grew to know them better. They have marred their sight — sixty per cent of Germans over eighteen wear glasses. They have hurt their health by long hours of work at home and by little play save perhaps skating in winter and gymnastic exercises on the “Turnboden.” With all his learning, the German Jack is often a dull boy.

St Johns:

St. John’s College is best known for its reading list and the Great Books curriculum that was adopted in 1937. While the list of books has evolved over the last century, the tradition of all students reading foundational texts of Western civilization remains. The reading list at St. John’s includes classic works in philosophy, literature, political science, psychology, history, religion, economics, math, chemistry, physics, biology, astronomy, music, language, and more. Learn more about classes at St. John’s and the subjects students study.

Alec Johnson:

Stein shared a copy of her resignation letter to the board with the Journal Sentinel, but referred a reporter to Russ for questions about the matter. Her letter, dated Jan. 17, did not explain her decision but thanked the community and offered her “best wishes” to the district.

“I am very grateful for the opportunity to serve the students and families of the Merton community, and I am proud of the great work that we did together,” Stein said in her letter. “As my family embraces new personal and professional changes, please know we will always be connected with our Merton family and many fond memories.”

Russ did not respond to requests from the Journal Sentinel Friday to explain Stein’s resignation. His letter to parents thanked Stein for her leadership.

“I would like to thank Ms. Stein for her 3+ years of service, dedication, and efforts to our families, community, and staff,” Russ wrote. “Ms. Stein has been instrumental in leading Merton Primary through the pandemic and has made many classroom and instructional improvements that will be long lasting.”

Martin Gurri:

The name of our Substack publication, Public came from the 2018 book, Revolt of the Public by a former CIA media analyst named Martin Gurri. It is perhaps the best book ever written about the impact of the Internet on social and political life. If you haven’t already, we encourage you to watch Leighton’s video about Martin’s great book and read our interview with him in which he strongly denounces the FBI behavior that we revealed in our researchinto the Twitter Files. We are honored to publish his important essay about the Twitter Files, and why they matter, here. — Michael 

by Martin GurriOnly yesterday, Elon Musk was a hero to progressives. He had made the electric car sexy and organized a migration to Mars to save humanity from the coming ecological apocalypse. Musk voted for Barack Obama twice and for Biden once. When he offered to purchase Twitter on April 14 of last year, he clearly believed he was reconnecting progressivism to its liberal roots. “For Twitter to deserve public trust it must be politically neutral, which effectively means upsetting the far right and the far left equally,” he said. Famously, Musk characterized himself as “a free speech absolutist.” But elites took that for a declaration of war and changed their tightly synchronized minds about the man.Twitter in the hands of Musk was “dangerous to our democracy,” said Democratic senator Elizabeth Warren. “If Elon Musk successfully purchases Twitter, it could result in World War 3 and the destruction of our planet,” wrote David Leavitt. The White House expressed newfound concern about “the power of large social media platforms … over our everyday lives … tech platforms must be held accountable for the harm they cause.”Before Musk’s takeover, Twitter management had gone on record stating, “We do not shadow ban [i.e., secretly block users]. And we certainly don’t shadow ban based on political viewpoints or ideology.” Thanks to Twitter’s internal emails and messages released by Musk, we now know both claims were false. “Twitter employees build blacklists, prevent disfavored tweets from trending, and actively limit the visibility of entire accounts or even trending topics—all in secret, without informing users,” wrote journalist Bari Weiss. The targets were offenders against elite orthodoxy—a conservative activist, a right-wing talk show host, and a Covid-dissenting doctor, among others.

Matthew Barakat:

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

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

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

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

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

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

Maxim Lott:

As with ChatGPT’s essay-writing ability, the current best use of the AI is to take its output as a starting point, from which humans can then edit it, and add their own knowledge and critical thinking ability.

But that will likely change down the road.

As Alex Tabarrok at Marginal Revolution notes, humans working with computer assistance were once better at playing chess than unaided humans, or computers alone. But for a while now, computers alone have been better at chess than even humans working along with computers.

The same thing, he notes, has happened with facial recognition. A study in the Journal of Experimental Psychology found that humans no longer provide added value in matching an identity with a photo. Instead, a computer working alone now has less error.

Will-Law

The News: On behalf of School Choice Wisconsin Action, Inc. (SCWA), Catholic Memorial High School of Waukesha, Inc., and Roncalli Catholic Schools, Inc., the Wisconsin Institute for Law & Liberty (WILL) filed a lawsuit against the Wisconsin Department of Public Instruction (DPI) and Superintendent of Public Instruction, Jill Underly. The suit challenges several of DPI’s rules which were not promulgated in compliance with statutory rulemaking procedures, and which exceed the DPI’s authority as set forth in state law.

The lawsuit alleges that DPI implements and enforces an “application perfection” rule (also known as the perfection rule) for various school choice programs despite never promulgating the rule as required by state law. Instead, DPI uses informal bulletins to enact its chosen policies. This suit is filed in the Waukesha County Circuit Court.

The Quotes: WILL Associate Counsel, Cory Brewer, stated, “DPI is exceeding its authority under state law in how it administers the Parental Choice Program and must be held accountable. The program was designed to be an easy-to-use option for parents, and DPI’s unilateral implementation of additional requirements constitutes unlawful bureaucratic overreach.”  

Chair of School Choice Wisconsin Action, Inc., Jamie Luehring, said, “DPI’s unrealistic rules hurt not just schools, but parents. Applying to a Choice school should not be any harder for families than registering to send their kids to their local public schools.”

Catholic Memorial High School of Waukesha, Inc. President, Donna Bembenek, said, “Parents, not DPI, should be trusted to make the best educational choice for their child. Creating unnecessary red tape does not serve anyone or help parents access the best school for their child.”

Ed Treleven:

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

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

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

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

Scott Girard:

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

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

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

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Joanne Jacobs:

He remembers “when teachers were saying the problem was that parents weren’t involved in their children’s education.” Then parents were forced to get involved by the pandemic, he writes. Educators seem to see that as a problem too.

Homeschooling isn’t easy, writes Knight. But it gives parents the choice of what and how to teach. The NEA is making him feel good about his decision to stick with it.

Pamela Cotant:

Some seventh-grade students went on the field trip Thursday with Ropa and Cecilia Goodale, a math teacher. The two seventh-grade humanities teachers at Spring Harbor, Tiffani Lewis and Cindi Lewis, took the remaining seventh-graders to the school forest on Friday.

“Although we do a lot of these types of activities at school, where they are also effective, these tasks were unique and not being led by their teachers,” Ropa said. “It removes the fear of academic failure that’s on the minds of many and allows them to take on new leadership and teammate roles.”

Seventh-grader James Peterson said he hadn’t been on a field trip for awhile and it was nice to get outside. He also saw the importance of students getting to know each other.

“Some people here aren’t the best of friends with other people,” James said.

Teachers’ requests for outdoor programs offered by Madison School & Community Recreation in areas such as team building, paddling and environmental education have not rebounded to the level that existed before the pandemic, said Liz Just, MSCR community outdoor recreation and camps specialist.

Lev Golinkin:

Trump’s mendacity is arguably the Second Big Lie. Four years earlier, the Hillary Clinton campaign and leading Democrats refused to acknowledge the outcome of the 2016 election, by claiming Donald Trump was not a legitimate president. These actions, while certainly not as dramatic or as immediately damaging as the events leading to Jan. 6 (and today), helped bring us to our current situation.

“He lost the election and he was put into office because the Russians interfered on his behalf,” ex-President Jimmy Carter said in 2019, continuing to deny Trump’s victory three years after the election.

“He knows he’s an illegitimate president,” said Clinton, also three years later. She repeated this sentiment in 2020, telling The Atlantic the election “was not on the level,” and again when she called Trump’s win illegitimate. She piled on to this by saying, “You can run the best campaign, you can even become the nominee, and you can have the election stolen from you,” clearly referring to how she saw her 2016 campaign.

james allan

I fell in love with the place my first week there. I was a Visiting Professor at the University of San Diego School of Law, taking a sabbatical from my home institution, the University of Queensland in Australia. That was back in January of 2013. My wife and I were to spend the first half of that year in San Diego and then, as we are both native-born Canadians, I had a second sabbatical post lined up at a university in Toronto. Of course, I knew back then that USD had some of America’s best-known scholars of the theory of constitutional interpretation known as “originalism.” I’d been invited to a few of their conferences already, and I had met Professors Larry Alexander, Maimon Schwarzschild, and Steven Smith at symposia and conferences in Australia.

So it was, then, that after a big family 2012 Christmas in Toronto we put one of our kids on a train back to his Canadian university, and the other on a plane to Belgium for a bit of French immersion before she too moved across the world to start university in Canada that fall. Then my wife and I got into the second-hand car we’d bought in Toronto and drove the 2,600 odd miles to San Diego.

David Lat:

For the past year or so, I’ve been speaking all over the country about free-speech problems at American law schools. The institution that figures most prominently in my talks is Yale Law School—partly because it’s the longtime #1 law school and top producer of law professors and deans, making it a trendsetter in legal academia; partly because it’s the school I know the best, as my alma mater; and partly because it has had more high-profile controversies over free speech and cancel culture than any other school. If you look at the most popular stories in the history of Original Jurisdiction—which will celebrate its second anniversary in December, so thank you for your support—six out of the top ten posts are about Yale Law.

During the always vigorous question-and-answer sessions at my talks, I’m frequently asked: will things improve? A positive person by nature, I say yes, but this was often more wish than prediction.

Now I feel a stronger basis for optimism—and one thing giving me hope is recent news out of Yale Law. Some of this news emerged last week, when I was away on vacation, so I’ll double back to cover it. But I’ll begin with previously unreported news.

In the wake of the announcement of Judge James Ho (5th Cir.) that he would no longer hire clerks from Yale Law School, a boycott joined so far by Judge Lisa Branch (11th Cir.) and a dozen other judges who wanted to remain nameless, Dean Heather Gerken has been quietly reaching out to prominent conservative jurists. Her message: YLS is deeply committed to free speech and intellectual diversity, it has taken concrete steps to support that commitment, and as dean, she welcomes hearing from judges about what else can be done to promote and protect academic freedom at Yale Law—including Judges Ho and Branch, the progenitors of the YLS boycott.1

The rest of the judges’ four-page letter—which I urge you to read in full, along with Judge Ho’s forthcoming article in the Texas Review of Law & Politics, Agreeing to Disagree: Restoring American by Resisting Cancel Culture—is an eloquent defense of free speech, open discourse, and civil disagreement. The last two pages respond to a statement by Dean Gerken that was posted on the YLS website last Wednesday, October 12, A Message to Our Alumni on Free Speech at Yale Law School (“Alumni Message”). So I’ll walk you through that statement now, offering reporting and opinion of my own, as well as comments from the Ho/Branch letter. (The Alumni Message was previously covered by Karen Sloan and Nate Raymond of Reuters, Brad Kutner of the National Law Journal, and Debra Cassens Weiss of the ABA Journal.)

Olivia Herken:

The La Crosse School District has the largest referendum in the state this fall, asking voters to approve nearly $195 million to consolidate its two high schools due to declining enrollment and aging facilities.

Some Oregon residents who oppose the referendum doubt it would have a big impact. Some question whether they’ve been given full and accurate information.

“Many village of Oregon residents can’t afford this referendum, especially with all other current inflationary pressures,” Joshua King said. “But they should at least have the complete picture of the tax burden about to hit them so they can make the best decision.”

King said the referendum has become a “complex and very emotionally charged topic.”

“I’m against it,” Evy Collins said. “I’m not against people having better wages. I worked all my life, most of it as a single mother after (my) husband died of cancer. I know struggles. I always had to make do with what I had, and I still do today as a retired person. Why should our property taxes continue to go up and the propaganda that it’s for ‘the kids’ make me go for it? It’s not for the kids or better education. I’m voting no.”

The November referendums are appearing on the ballot alongside some higher turnout elections, including the gubernatorial and U.S. Senate races.

It’s not clear, though, how higher turnouts affect referendums. In the last decade, referendums have passed at slightly higher rates in even-numbered years when bigger elections are held, compared to odd-numbered years, Brown said. But he emphasized that other factors could be at play.

Scott Girard:

The questions come at the same time districts have received an influx of one-time money through COVID-19 relief funding. District officials have stressed, however, that because the funding isn’t ongoing, it cannot responsibly be used to pay for ongoing operating expenses without creating a fiscal cliff in future years.

The state Legislature, meanwhile, pointed to that funding in denying an increase in the revenue limit in the current biennial budget.

While the Madison Metropolitan School District is not among those asking voters for funds this fall, it is in the midst of implementing the successful capital and operating referendums from 2020. Officials have repeatedly described the current budget as a difficult one, with School Board member Savion Castro suggesting the district may need to go back for another referendum in the near future to continue funding its most important initiatives.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Adam Andrzejewski

Flashing back to December 2019, when patients in Wuhan were showing up at hospitals with unidentified pneumonia cases, Fauci attended the National Institutes of Health — Bill and Melinda Gates Foundation dinner and workshops on December 19 and 20th – the sixth annual event for NIH staff and Gates Foundation executives.

On the morning of the 19th, billionaire Bill Gates tweeted out his own hopes for the coming year and his now prescient prediction: “one of the best buys in global health: vaccines.”

Today, we only know about these meetings, because our organization at OpenTheBooks.com, in partnership with the public-interest law firm Judicial Watch, sued the National Institutes of Health (NIH) in federal court. NIH had refused to even acknowledge our Freedom of Information Act request.

So, for the first time, here is our exclusive release of Dr. Anthony Fauci’s official calendar:

Claire Woodcock:

While Laffin acknowledges that a reevaluation of effective education is necessary, he says this can happen when looking at the types of prompts educators assign students, noting a difference between the regurgitation of facts and information discovery. However, he worries that products like OpenAI’s text generator will make essay writing a moot point.“We lose the journey of learning,” said Laffin. “We might know more things but we never learned how we got there. We’ve said forever that the process is the best part and we know that. The satisfaction is the best part. That might be the thing that’s nixed from all of this. And I don’t know the kind of person that creates more than anything. Beyond academics, I don’t know what a person is like if they’ve never had to struggle through learning. I don’t know the behavioral implications of that.” Meanwhile, innovate_rye eagerly awaits GPT-4, which is anticipated to be trained on 100 trillion machine learning parameters and may go beyond mere textual outputs. In other words, they aren’t planning to stop using AI to write essays anytime soon. “I still do my homework on things I need to learn to pass, I just use AI to handle the things I don’t want to do or find meaningless,” innovate_rye added. “If AI is able to do my homework right now, what will the future look like? These questions excite me.” 

Commentary.

Alhussein Fawzi, Matej Balog, …Pushmeet Kohli

Improving the efficiency of algorithms for fundamental computations can have a widespread impact, as it can affect the overall speed of a large amount of computations. Matrix multiplication is one such primitive task, occurring in many systems—from neural networks to scientific computing routines. The automatic discovery of algorithms using machine learning offers the prospect of reaching beyond human intuition and outperforming the current best human-designed algorithms. However, automating the algorithm discovery procedure is intricate, as the space of possible algorithms is enormous. Here we report a deep reinforcement learning approach based on AlphaZero¹ for discovering efficient and provably correct algorithms for the multiplication of arbitrary matrices. Our agent, AlphaTensor, is trained to play a single-player game where the objective is finding tensor decompositions within a finite factor space. AlphaTensor discovered algorithms that outperform the state-of-the-art complexity for many matrix sizes. Particularly relevant is the case of 4 × 4 matrices in a finite field, where AlphaTensor’s algorithm improves on Strassen’s two-level algorithm for the first time, to our knowledge, since its discovery 50 years ago². We further showcase the flexibility of AlphaTensor through different use-cases: algorithms with state-of-the-art complexity for structured matrix multiplication and improved practical efficiency by optimizing matrix multiplication for runtime on specific hardware. Our results highlight AlphaTensor’s ability to accelerate the process of algorithmic discovery on a range of problems, and to optimize for different criteria.

Evan Mandery:

To some extent, elite colleges are simply collateral damage in the culture war. Indeed, the thrust of Vance’s speech is about the need to break through the indoctrination of the liberal intelligentsia — via what he calls “red pilling,” a reference to The Matrix — where the “fundamental corruption” at the root of the system, as Vance put it, can’t be unseen once seen. “So much of what drives truth and knowledge, as we understand it in this country,” Vance said, “is fundamentally determined by, supported by and reinforced by the universities in this country.”

But that’s not the whole story. Another line of attack is about access. It’s about who gets to be part of the elite, and whether America has gotten a fair return on the massive investment that it has made in elite colleges. For, difficult as this might be for liberals to hear, almost everything Trump said to the crowd Bobby Knight had warmed up was true.

But that’s not the whole story. Another line of attack is about access. It’s about who gets to be part of the elite, and whether America has gotten a fair return on the massive investment that it has made in elite colleges. For, difficult as this might be for liberals to hear, almost everything Trump said to the crowd Bobby Knight had warmed up was true.

Sound like Trump?

Simon’s guest was Malcolm Gladwell, the best-selling journalist, podcaster and public intellectual.

For generations, elite colleges have been given a pass in accounting for what they’ve done in exchange for the massive benefits that they have received. The bill has come due. Soon, elite colleges are going to have to answer two simple questions.

Why are they exempt from taxes?

KEY FINDINGS:
1. Ivy League payments and entitlements cost taxpayers $41.59 billion over a six-year period (FY2010-FY2015). This is equivalent to $120,000 in government monies, subsidies, & special tax treatment per undergraduate student, or $6.93 billion per year.

Roger Simon:

“Fight Fiercely Harvard!” as Tom Lehrer used to sing in a mock football fight song. “Demonstrate to them our will.” However, that will—a university devoted to even-handed intellectual inquiry for the public good—no longer exists. The truth has an inconvenient way of interfering with propaganda.

The Ivy League schools that once did so much to help build our country along with others conventionally highly ranked by U.S. News and World Report are now doing their best to undermine its principles and destroy it.

So why is this a good thing?

Because when they do something so stupid, and almost ludicrously anti-intellectual, as to hire the likes of Stelter and de Blasio, they expose the nature of who they really are, what their institutions have become.

More people, including reluctant alumni, have to face reality. Many aren’t giving as much—and they shouldn’t. They shouldn’t give at all, yet “alma mater” continues to exert a significant pull on the emotions and values of many. They work hard to make it that way.

In our house, we know this well, since my wife is a graduate of Princeton and I’m a graduate of Dartmouth and Yale. We are bombarded with alumni newsletters, magazines, and so forth. All are now written, clone-like, in the same contemporary left-wing politically correct style. That makes them seen oddly unsophisticated and, again, almost deliberately anti-intellectual, as if created by “woke” robots.

They immediately fill our waste baskets, just as we no longer donate to the schools’ alumni funds—not that the latter matters. Most of these institutions are so rich that you have no influence unless you are prepared to donate in the millions.

But we have more power than we think. Not just alumni, all parents do. It could be put succinctly: Are you so stupid you would send your children to be educated by Stelter for 75 grand a year? (Dorothy Parker could have written a great limerick about that. )

Robert Pondiscio

In 1925, the U.S. Supreme Court overturned an Oregon law requiring that parents or guardians send their children to public school in the districts where they lived. The Society of Sisters, which ran private academies, claimed that the law interfered with the right of parents to choose religious instruction for their children. The Court agreed, unanimously. States are permitted to run and regulate schools, even to require that all children receive an adequate education. But the Justices held that the state may not “unreasonably interfere with the liberty of parents and guardians to direct the upbringing and education of children under their control.”

The decision in Pierce v. the Society of Sisters featured one of the more memorable turns of phrase in Supreme Court history. “The child is not the mere creature of the State,” wrote Justice James C. McReynolds. “The fundamental theory of liberty upon which all governments in this Union repose excludes any general power of the State to standardize its children by forcing them to accept instruction from public teachers only.”

The notion that the state must not interfere with parents and their right to direct their children’s upbringing and education has cast a long shadow over U.S. education. But now, nearly a century after Pierce, the state seems increasingly inclined to relitigate the matter—if not in court, then in practice and policy in America’s public schools. There is a rising and unmistakable tendency on the part of teachers and school districts to assume that government is better positioned than a child’s parents to judge what’s best for children and to act on that assumption, often aggressively, making critical decisions about children’s upbringing and well-being without their parents’ consent or even their knowledge.

There have been myriad recent examples of schools imposing their staffs’ ideological preferences, and in so doing being disingenuous or openly dishonest about critical race theory, trangenderism, “social and emotional learning” programs, and other controversial aspects of school curriculum and culture. The picture that has begun to emerge is of an education establishment straying beyond its remit, emboldened to ignore parents, and determined to subvert local control of schools to advance a social-justice agenda. “It’s infuriating, it’s harmful to children, and it’s unacceptable,” says Vernadette Broyles, an attorney and the founder of the Child and Parental Rights Campaign. “And it’s contrary to law.”

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?

Ferenc Huszár:

Excruciating. One phrase I often use to describe what it’s like to read reference letters for Eastern European applicants to PhD and Master’s programs in Cambridge. 

Even objectively outstanding students often receive dull, short, factual, almost negative-sounding reference letters. This is a result of (A) cultural differences – we are very good at sarcasm, painfully good at giving direct negative feedback, not so good at praising others and (B) the fact that reference letters play no role in Eastern Europe and most professors have never written or seen a good one before.

Poor reference letters hurt students. They give us no insight into the applicant’s true strengths, and no ammunition to support the best candidates in scholarship competitions or the admission process in general. I decided to write this guide for students so they can share it with their professors when asking for reference letters. Although reading letters from the region is what triggered me to write this, mist of this advice should be generally useful for many other people who don’t know how to write good academic reference letters.

Everyone is talking about the monetary cost of student debt forgiveness. But what about the moral cost? Joe Biden has essentially co-signed the greatest endorsement of duty abdication in American history. Without a sense of duty and obligation, society is rendered impossible.

— Christian Watson (@OfficialCWATSON) August 24, 2022

Related: US debt clock

#studentloanforgiveness pic.twitter.com/0l3xwToPFo

— Kyle Welch (@Prof__Welch) August 24, 2022

(1/2) The problem with this loan forgiveness BS is that it creates a moral hazard ie no consequence for bad decision-making. I went to the best low-cost j-school and graduated w no debt and lots of job offers because I learned a skill in writing about econ at @mujschool. All my https://t.co/lxIZ9XbV7i

— Charles Gasparino (@CGasparino) August 24, 2022

:

In 2010, Obama eliminated the federal guaranteed loan program, which let private lenders offer student loans at low interest rates. Now, the Department of Education is the only place to go for such loans.

Obama sold this government takeover as a way to save money — why bear the costs of guaranteeing private loans, he said, when the government could cut out the middleman and lend the money itself?

Ann Althouse:

The answer to the question in the post title is Paragraph 16. The answer to the question in boldface at the beginning of the post — What legal basis did President Biden cite for his power to cancel student debt? — is that this article never says whether he said anything at all about the need for power. 

I suspect the answer to that question is “none,” so I’m going to let go of my suspicion that “less than 1% of Americans, if surveyed now, could correctly answer the question.” I think a good chunk of Americans are savvy — or cynical — enough to say: NONE! 

But is that the correct answer? Must I comb through the President’s speech? 

ADDED: No, “none” is not correct. Here‘s an AP stating clearly what Biden is relying on:

[I]n a legal opinion released Wednesday, the Justice Department said that the HEROES Act of 2003 gives the administration “sweeping authority” to reduce or eliminate student debt during a national emergency, “when significant actions with potentially far-reaching consequences are often required.”

The law was adopted with overwhelming bipartisan support at a time when U.S. forces were fighting two wars, in Afghanistan and Iraq. It gives the Education secretary authority to waive rules relating to student financial aid programs in times or war or national emergency.

Houston Keene:

“Just at the White House, nearly 71% or 336 White House officials earn under the $125,000 threshold and potentially even more could be eligible under the household income cap. Counting the agencies, Inside Biden’s Basement has identified over 200 officials who may be eligible for this Biden handout on the backs of taxpayers,” Hollie continued.

“Knowing that hundreds of financial disclosures exposing potential student loan debt have yet to be made public by the White House and federal agencies, the number of Biden officials set to benefit from today’s EO is staggering,” he said. “And the people who will be footing the bill are those who scraped, saved, and sacrificed to pay off their debt, or avoided taking out loans altogether, and those who did not attend college but still have to deal with Biden’s record-high inflation and recession-laden economy.”

White House spokesman Andrew Bates told Fox News Digital he is “unfamiliar” with Inside Biden’s Basement, which he called a “club,” saying “the relief the President just delivered applies to millions of Americans regardless of workplace.”

“Whether they are employed by Fox News, another private business, or a Republican Senate office, 43 million eligible borrowers now have help available to them,” Bates said. “Almost 90 percent of the benefits will go to people earning under $75,000, and none will go to those earning over $125,000.”

Spare me the argument that @POTUS‘s college loan bailout will make the cost of college go up. It’s been going up for years, which is why we have this problem. pic.twitter.com/uChHeHUKU0

— Rick Green (@VTConfidential) August 25, 2022

political commentary.

Susan Dynarski:

Libby Sobic:

WILL Director of Education Policy, Libby Sobic, is the author of Empower School Board Members With Policy Solutions, a new publication from the American Enterprise Institute (AEI). The rising tide of parent engagement and activism requires policy thinkers to turn their attention to the local level where school boards can debate and pass reforms that directly impact the classroom and address controversies around curriculum transparency and parental notification.

Sobic highlights a number of the model school board policies WILL released in June 2022, part of the Restoring American Education initiative.

• The Right to Review Instructional Materials and Related Documents:With so much of the friction between schools and parents deriving from a lack of transparency, school boards should adopt language that makes clear “The District values and encourages transparency between parents and the school, and therefore the District shall make every effort to be as transparent as possible.” Parents deserve access to instructional materials and school district employees should know that material must be made available.
• Controversial Issues in the Classroom: With examples of controversial subject matter appearing the classrooms, debates have raged over age-appropriateness and parental notification. This policy requires parental notice and the opportunity to opt-out before controversial issues are discussed in the classroom.
• Parental Notification and Consent on Matters of Student Gender Identity:Parents have an inherent right to direct the education of their child. With controversies swirling around student gender identity, school boards should adopt a presumption that parents have the right to determine the name and gender pronouns of their child. School administrators and teachers should not be diagnosing or treating students for gender dysphoria, and district staff may inform parents about a social transition occurring at school.

Education is fundamentally a local issue. Communities will debate and deliberate the policies that best suit them. But for parents and activists taking on new roles with school boards, the institutions that develop policy at the state and national level must be responsive to the concerns and issues occurring in local school districts.

David Boaz:

But increasingly parents and teachers are pushing back against “whole language” and “balanced literacy” theories. They cite decades of research on how children actually learn to read and write. In 1997 Congress instructed the National Institute on Child Health and Human Development to work with the Department of Education to establish a National Reading Panel that would evaluate existing research and evidence to find the best ways of teaching children to read. The panel reviewed more than 100,000 reading studies. In 2000 it reported its conclusion: That the best approach to reading instruction is one that incorporates:

• Explicit instruction in phonemic awareness
• Systematic phonics instruction
• Methods to improve fluency
• Ways to enhance comprehension

And yet more than a quarter of American school districts use this one particular curriculum that doesn’t reflect those conclusions. Other districts use other curricula built on similar principles. A 2019 investigation by American Public Media revealed “American education’s own little secret about reading: Elementary schools across the country are teaching children to be poor readers — and educators may not even know it.”

It’s not like people were unaware of the problems with such approaches to reading before the 2000 report. In 1995, after state test results showed that the vast majority of California public school students could not read, write, or compute at levels considered proficient, Superintendent of Public Instruction Delaine Eastin appointed two task forces to investigate reading and math instruction. The reports were clear — and depressing. There had been a wholesale abandonment of the basics — such as phonics and arithmetic drills — in California classrooms. Eastin said there was no one place to lay the blame for the decade‐long disaster. “What we made was an honest mistake,” she said. Or as the Sacramento Bee headline put it, “We Goofed.” Eastin promised to put more emphasis on phonics, spelling, and computation in the classroom. What an excellent idea. But cold comfort for about 4.5 million students who suffered from the system’s decade‐long “honest mistake” of not teaching them to read, write, or compute. The mistake didn’t come cheap for taxpayers, either. California spent about $201.7 billion on public schools during the “mistake” decade.

Lucy Kellaway:

In less than two weeks, 250,000 18-year-olds in England will turn up at school for one last time to collect a piece of paper on which three letters of the alphabet will be printed. These grades will sum up their academic achievement so far, will affect the rest of their education — and possibly the rest of their lives. Twenty-five of them will be students of mine. 

I don’t know how they’ll feel on the day, but I am full of doubt. Since last September I have done my best to teach them monopolistic competition, the Laffer curve and the rest of A-level economics. But have I given them the support they need in any broader sense? 

Across the country, these teenagers are probably the most fragile, inadequately prepared and unhappy group of Year 13 students ever to collect A-level results.

Elizabeth Beyer:

The Madison School Board voted 6-1 in June to adopt the district’s $561.3 million preliminary budget for next school year, which included the 3% base wage increase.

Negotiations began in May with MTI requesting the 4.7% increase — the annual inflationary amount and the maximum allowed in bargaining under state law. The district offered a 2% increase — not including additional wage increases tied to experience and educational attainment, known as steps and lanes.

In the budget adopted by the district in June, that base wage increase offered by the district had grown to 3% for all staff through bargaining, along with a 2% increase specifically tied to experience and educational attainment for teachers.

Scott Girard:

The salary schedule change must occur through the Employee Handbook revision process, which is technically a unilateral decision by the School Board. The district and MTI have a committee to “meet and confer” on potential Handbook changes, but it is not considered a bargaining session, and therefore allowed under Act 10.

“Since Act 10, MMSD has voluntarily participated in meet-and-confer collaboration with MTI,” Oppenheimer wrote. “Only in the last few years has MMSD begun to circumvent the meet-and-confer process for resolving issues outside the scope of legal bargaining.”

LeMonds said in a phone interview Wednesday afternoon that the district believed it needs to finalize the base wage increase to avoid “bargaining” on the Employee Handbook change as the two wage changes become conflated.

“​​We can’t do those simultaneously because it gets pulled into the negotiation,” LeMonds said. “The negotiated piece, which is base wage, has to be finalized before we can move on to that.”

District general legal counsel Sherry Terrell-Webb told board members that Wednesday’s vote “officially closes out negotiations on base wage,” and suggested that the administration could now prepare a recommendation for the board on the salary schedules.

“I know some believe that we should have continued negotiating with MTI,” Terrell-Webb said. “However, because the board has indicated that 3% was its best and final offer, to continue to negotiate knowing that we would not be able to make a change to this offer could be considered negotiating in bad faith.”

The board also approved the “steps and lanes” increases at Wednesday’s meeting, which reward staff for longevity and educational attainment. That amounts to a 2% increase for the average employee, the district says, but MTI has pointed out that it means zero increase for some.

In recent years, the district has either agreed to the maximum increase early or waited until closer to the final budget approval to get board approval for the change.

In 2019, the district included an increase up to 1.5% in its preliminary budget in June but continued negotiating with MTI. In a September vote ahead of the final budget approval in October, the board increased it to the maximum 2.44%.

In 2020 and 2021, the final base wage increase offer vote took place in October and September, respectively. In three prior years — 2016, 2017 and 2018 — base wage approval came earlier, but it was at the maximum allowed percentage under law.

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?

Natalie Wexler:

In fact, the evidence is equivocal at best. Some studies have found positive effects, at least from moderate amounts of computer use, especially in math. But much of the data shows a negative impact at a range of grade levels. A study of millions of high school students in the 36 member countries of the Organisation for Economic Co-operation and Development (OECD) found that those who used computers heavily at school “do a lot worse in most learning outcomes, even after accounting for social background and student demographics.” According to other studies, college students in the US who used laptops or digital devices in their classes did worse on exams. Eighth graders who took Algebra I online did much worse than those who took the course in person. And fourth graders who used tablets in all or almost all their classes had, on average, reading scores 14 points lower than those who never used them—a differential equivalent to an entire grade level. In some states, the gap was significantly larger.

A 2019 report from the National Education Policy Center at the University of Colorado on personalized learning—a loosely defined term that is largely synonymous with education technology—issued a sweeping condemnation. It found “questionable educational assumptions embedded in influential programs, self-interested advocacy by the technology industry, serious threats to student privacy, and a lack of research support.”

Judging from the evidence, the most vulnerable students can be harmed the most by a heavy dose of technology—or, at best, not helped. The OECD study found that “technology is of little help in bridging the skills divide between advantaged and disadvantaged students.” In the United States, the test score gap between students who use technology frequently and those who don’t is largest among students from low-income families. A similar effect has been found for “flipped” courses, which have students watch lectures at home via technology and use class time for discussion and problem-solving. A flipped college math class resulted in short-term gains for white students, male students, and those who were already strong in math. Others saw no benefit, with the result that performance gaps became wider.

College students who used laptops or digital devices in their classes did worse on exams. Eighth graders who took Algebra I online did much worse than those who took the course in person.

Even more troubling, there’s evidence that vulnerable students are spending more time on digital devices than their more privileged counterparts. High school students in questionable online “credit recovery” courses are disproportionately likely to be poor or members of minority groups (or both). “Virtual” charter schools—which offer online classes and generally produce dismal results—often enroll struggling students. A national charter network called Rocketship Public Schools, which serves low-income communities, relies heavily on technology, with even students in kindergarten spending 80 to 100 minutes a day in front of screens. One study found that in schools serving relatively affluent populations, 44% of fourth graders never used computers, compared with 34% in poorer areas.

At least one education entrepreneur agrees. Larry Berger is CEO of Amplify, a company that develops digitally enhanced curricula in math, science, and literacy for kindergarten through eighth grade. Berger observes that while technology can do a credible job of imparting information, it’s not so good at demonstrating the “social usefulness” of knowledge. “For that,” he says, “you have to be getting that knowledge in a social context with other kids and a teacher, and ideally a teacher you want to be like someday.” While that may be a problem at schools that use a relatively modest amount of technology, it could be an even bigger one at schools like those in the Rocketship network, where one or two minimally trained supervisors oversee as many as 90 students during “Learning Lab” time. The schools have achieved impressive test results, especially in math, but an NPR investigation in 2016 found a repressive environment at many Rocketship schools. According to some parents and teachers, harsh discipline was used to keep students on task.

Francois Balloux:

A common misunderstanding is that “the science” is a set of absolute, immutable, indisputable and verifiable facts. Rather, science is a messy process eventually converging towards the truth in a process of trial and error.

Many scientific publications are false – because they relied on inadequate data or analyses, but more often the results are just false-positives, picking up a statistically significant association when they shouldn’t. Indeed, each time a statistical test is performed, there is a small chance it will pick up a pattern even when there is none. Such false-positive findings are particularly likely to arise in studies with small sample sizes, as those are inherently noisier.

The problem is made worse because studies reporting positive findings are more likely to be written up and publicised. (Those failing to detect a statistically significant effect often tend to remain unpublished.) Publications reporting false-positive results are also more common among the first studies, a pattern known as the “winner’s curse”.

There have been several instances during the pandemic where the first studies pointed to results that could not be replicated by other, often larger, studies. One example was the anti-parasite drug ivermectin. Several early studies on a small number of patients reported promising results, which led many to believe that it was a miracle cure for Covid-19. It was only once data from large clinical trials became available that ivermectin could be confidently ruled out as a useful drug against the virus.

More recently, a preprint reported that current Omicron lineages in circulation (BA.1.12, BA.4 and BA.5) may have reverted to a level of virulence comparable to the previous Delta variant, mostly on the basis of experimental infections in hamsters. Those early results caused considerable alarm but could not be replicated in other hamster experiments. They were also at variance with the massive body of real-world evidence from many countries showing no increase in hospitalisation or death rates for infections caused by current strains in circulation.

Of the myriad doomsday Covid-19 variants that have been anticipated on the basis of early and often poor evidence, few did in fact sweep the world. Though some did: the Alpha and Delta variants were both more transmissible and associated with higher hospitalisation and death rates than any lineage in circulation before them. And the Omicron variant spread globally very rapidly, mainly because it could largely bypass existing population immunity conferred by vaccines and prior infections, but luckily, its severity lies well below that of the early pandemic lineages and any subsequent variant.

I remember chuckling a bit when politicians would confidently state that they were/are “following the science”.….

Ethan Ennals:

Infectious diseases expert and former presidential Covid adviser Dr Deborah Birx told The Mail on Sunday that coronavirus ‘came out of the box ready to infect’ when it emerged in the Chinese city of Wuhan in December 2020. 

The adviser said most viruses take months or years to become highly infectious to humans. But, Dr Birx said, Covid ‘was already more infectious than flu when it first arrived’.

She said that meant Covid was either an ‘abnormal thing of nature’ or that Chinese scientists were ‘working on coronavirus vaccines’ and became infected.

‘It happens, labs aren’t perfect, people aren’t perfect, we make mistakes and there can be contamination,’ she said.

🧵 Covidian reckoning (1/13)

Hate to break it to everyone:

Covid mandates, destruction of education and anti-child policies aren’t going to flip Cali or NY red; they wont make much of a difference in the polls.

— Sai Medi (@Saikmedi) July 17, 2022