WSBT:

Police say 28-year-old Thomas Jurgens, who works as a staff attorney for the Southern Poverty Law Center, was one of only two Georgia residents involved in the chaos.

NEW: The University of Houston System has ended the use of DEI statements in hiring and promotion.

“[W]e will not support or use DEI statements or factors in hiring or promotion anywhere in the University of Houston System.” pic.twitter.com/4fsUtTOgZD

— John Sailer (@JohnDSailer) March 6, 2023

Brian Flood, Joseph Wulfsohn and David Rutz:

CNN has long referred to itself as “the most trusted name in news” and famously launched its “Facts First” campaign during the Trump era, but like many other outlets, that sentiment fell by the wayside when it came to the COVID lab-leak theory.

In recent days, the theory that COVID originated from a lab leak at the Wuhan Institute of Virology has been embraced by FBI Director Christopher Wray and a bombshell report indicated that the U.S. Energy Department believes the virus likely started in the lab, a sentiment expressed by top Trump administration officials nearly from the outset.

But in the early months of the pandemic, then-CNN president Jeff Zucker would not allow his network to chase down the lab-leak story because he believed it was a “Trump talking point,” according to a well-placed CNN insider. 

“People are slowly waking up from the fog,” the insider told Fox News Digital. “It is kind of crazy that we didn’t chase it harder.”

Heather MacDonald:

Sometimes a single incident efficiently summarizes a larger trend. So it is with New York University’s selection of its new president, Linda Mills, a licensed clinical social worker and an NYU social work professor. She researches trauma and bias, as well as race and gender in the legal academy. She is a documentary filmmaker and teaches advocacy filmmaking. She serves as an NYU vice chancellor and as a senior vice provost for Global Programs and University Life. In all these roles, Mills is the very embodiment of the contemporary academy. The most significant part of her identity, however, and the one that ties the rest of her curriculum vitae together, is that she is female, and thus overdetermined as NYU’s next president.

Mills is part of the Great Feminization of the American university, an epochal change whose consequences have yet to be recognized. Seventy-five percent of Ivy League presidents are now female. Nearly half of the 20 universities ranked highest by Forbes will have a female president this fall, including MIT, Harvard, and Columbia. Of course, feminist bean-counters in the media and advocacy world are not impressed, noting that “only” 5 percent of the 130 top U.S. research universities are headed by a black female and “only” 22 percent of those federal grant-magnets have a non-intersectional (i.e., white) female head.

These female leaders emerge from an ever more female campus bureaucracy, whose size is reaching parity with the faculty. Females made up 66 percent of college administrators in 2021; those administrators constitute an essential force in campus diversity ideology, whether they have “diversity” in their job titles or not. Among the official diversity bureaucrats installed in their posts since July 2022, females predominate: the vice chancellor for equity, diversity, and inclusion at the University of California, San Diego; the vice chancellor for equity, diversity, and inclusion at UCLA; the vice president for diversity, equity, and inclusion at Maryville University in Missouri; the chief diversity officer and vice president for diversity, equity, and inclusion at the School of Education at the College of Charleston in South Carolina; the vice president for diversity, equity, inclusion, and belonging at Kansas State University; the associate dean of diversity, equity, inclusion, and belonging at the University of Kansas School of Law; the vice chancellor for diversity, equity, and inclusion at the University of California, Santa Cruz; the vice president for inclusion and community impact at Herzing University in Wisconsin; the associate provost for faculty and diversity initiatives at Muhlenberg College (this associate provost also became Muhlenberg’s first chief diversity officer); the first chief officer of culture, belonging, and community building at Delta College in Michigan; the vice president for diversity, equity, and inclusion at the State University of New York, Plattsburgh; the vice provost for faculty diversity, equity, and inclusivity at the University of Texas, Austin (a lateral move from the position of managing director of diversity in UT’s office of the executive vice president and provost); the vice president for equity, culture, and talent at Prince George’s Community College—all are female.

Chronicle:

“Defeated,” “exhausted,” “overwhelmed” — these were typical responses when TheChronicle asked faculty members how their students were faring. Professors reported widespread anxiety, depression, and a lack of motivation in their classrooms. Recent survey data from the Center for Collegiate Mental Health show a rise in students’ reports of their social anxiety and academic worries. Professors, meanwhile, are frustrated by their inability to reach those students. And they’re worn out from trying. “It feels like I’m pouring energy into a void,”

Tat Bellamy-Walker

“Adding more AAPI history curriculums would solidify the fact that Asians are Americans and Asians belong here,” Fedor said. “Had a lot of my classmates learned about AAPI being called ‘yellow peril’ in the past or about the Chinese Exclusion Act or the plague outbreak in San Francisco’s Chinatown — had they learned about that, maybe they would have thought back before they said these insensitive comments.” 

New Jersey is slated to become the second state to mandate Asian American history as part of its public school curriculum, after Illinois did so in July. Ohio, California, New York, Florida and Connecticut have ignited similar pushes for curricula that are inclusive of Asian Americans and Pacific Islanders. Last year, lawmakers in California passed legislation requiring ethnic studies, which focuses on Asian Americans and other racial groups, in high school.

According to California’s Ethnic Studies Model Curriculum, the lessons include dismantling the model minority myth, xenophobia, bigotry and other forms of institutional privilege. 

“It presents a false narrative that Asian Americans and Pacific Islanders (AAPI) have overcome racism and prejudice,” the lesson plan read. “Students will understand how this label for AAPIs becomes a hindrance to expanding democratic structures and support, and worst how it creates a division among the AAPI community and places a wedge between them and other oppressed groups.” 

Steven Goldsmith:

I sit at the bedside grieving over medicine as it expires into a soulless technocracy. I watch its extremities cyanose as it struggles for air, its body reeking with the stench of commingled corruption and cowardice. Yet I hope for its resuscitation.

Exhibit A. Medical students report rates of depression up to 30% higher than the general population. About 400 U.S. physicians commit suicide annually, with the rate for female physicians four times higher than among other female professionals. A 2015 survey reported that 13% of male physicians and 22% of female physicians suffered from alcohol abuse or dependence. A 2021 study found that 63% of U.S. physicians experienced burnout, with one in five intending to leave their practice within two years. These statistics attest to medicine’s core problem that affects the welfare of patients and the health, sanity, and professional longevity of physicians. It is this: we physicians have traded in our former gods for ersatz idols.

At my initial medical evaluation at a Kaiser hospital in Los Angeles, billed as a “Meet and Greet,” a fortyish man in a white coat entered my exam room and marched directly to a computer screen. There he sat without once looking at me, introducing himself, or shaking hands. He lobbed a litany of rote questions at me without a glance away from the screen. He seemed to be conversing with it, not with me. Was I watching a sci-fi depiction of intergalactic medical care on Alpha-Zebulon? I toyed with the notion of answering him in the beeps and whistles of R2-D2. Instead, after a few minutes I rose, said, “We’re done here,” and walked out. I don’t think he noticed.

The above scenario recurs daily in thousands of medical offices. Sir William Osler said, “The good physician treats the disease; the great physician treats the patient who has the disease.” Most modern doctors are not Osler’s healers of people but normalizers of data. Physicians comb computer printouts of molecular titers for hieratic meaning. Internists may order such tests before they even see a patient. However, only whole human beings reveal ultimate clinical truths. In atomizing patients into their tiniest components, MDs disconnect from patients and themselves. If docs spent more than five minutes per appointment and peppered their interviews with interest and caring, those pesky lumps of flesh on the exam table could sprout into actual people. What patients can reveal if given a chance would surprise clinicians and obviate hundreds of tests. Unless doctors start treating whole people, AI will displace them, and no one will know the difference.

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

By Alicia Parlapiano, Margot Sanger-Katz and Josh Katz:

The federal deficit is expected to be so large over the next decade that it would take about $16 trillion in spending reductions or new revenues to balance the budget by 2033. That’s about the size of the entire Social Security program. Or the entire Medicare program in addition to every anti-poverty program and refundable tax credit. Those outlandish examples come from a recent analysis from the committee.

Balancing the budget without tax increases, or cuts to the military, Medicare or Social Security, would mean cutting the rest of the budget by a whopping 70 percent. Cuts of that magnitude would mean the firings of most federal workers in agencies like the F.B.I., the Parks Service and the State Department, and huge reductions in food assistance and military retirement.

Transcript

mp3 audio

www site

Additional testimony: Mark Seidenberg Instructional Coach Kyle Thayse DPI

3 Minute Summary by Senator Duey Stroebel

Andy Kessler:

“I’m a capitalist,” President Biden said in the State of the Union address. Yeah, right. He then added, “But pay your fair share.” He’s missing the fashionable modifiers for capitalism: late, sustainable, patrimonial, state-directed. Real capitalism is, by definition, a meritocracy in which money flows to those providing the highest returns. No modifiers needed.

Why do I suspect this? Because Jared Bernstein—the economist who, like an old REO Speedwagon T-shirt, has been hanging around Joe Biden seemingly forever—said the quiet part out loud. Just before being nominated to run the Council of Economic Advisers, Mr. Bernstein told the Brookings Institution, “We’re trying to do, you know, what we believe, what the president believes . . . is really great, important policy on behalf of strengthening workers. And sometimes that’s not necessarily all kosher economics, sometimes it’s political economics. And sometimes you have to do things that may not be as aesthetically appealing in a neoclassical model.” Lael Brainard, nominated as director of the National Economic Council, worries about “irreversible ‘tipping points’ that introduce new climate shocks.” These aren’t the people who should be making economic policy.

What kickbacks? Start with up to $20,000 in student-loan forgiveness for tens of millions of voters who took on debt to overpay for college. Those who saved and paid retail get nothing. While it’s likely to be struck down by the Supreme Court, it’s also a kickback to universities that constantly raise prices and hire more administrators. In 2021 the average university had 45 diversity, equity and inclusion officers, according to a Heritage Foundation report.

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.”

John Dunlosky, Katherine A. Rawson, […], and Daniel T. Willingham

Many students are being left behind by an educational system that some people believe is in crisis. Improving educational outcomes will require efforts on many fronts, but a central premise of this monograph is that one part of a solution involves helping students to better regulate their learning through the use of effective learning techniques. Fortunately, cognitive and educational psychologists have been developing and evaluating easy-to-use learning techniques that could help students achieve their learning goals. In this monograph, we discuss 10 learning techniques in detail and offer recommendations about their relative utility. We selected techniques that were expected to be relatively easy to use and hence could be adopted by many students. Also, some techniques (e.g., highlighting and rereading) were selected because students report relying heavily on them, which makes it especially important to examine how well they work. The techniques include elaborative interrogation, self-explanation, summarization, highlighting (or underlining), the keyword mnemonic, imagery use for text learning, rereading, practice testing, distributed practice, and interleaved practice.

To offer recommendations about the relative utility of these techniques, we evaluated whether their benefits generalize across four categories of variables: learning conditions, student characteristics, materials, and criterion tasks. Learning conditions include aspects of the learning environment in which the technique is implemented, such as whether a student studies alone or with a group. Student characteristics include variables such as age, ability, and level of prior knowledge. Materials vary from simple concepts to mathematical problems to complicated science texts. Criterion tasks include different outcome measures that are relevant to student achievement, such as those tapping memory, problem solving, and comprehension.

Paul Seddon:

Parents should face child benefit cuts if they fail to ensure their children turn up at school, cabinet minster Michael Gove has suggested.

Speaking at a think tank, the levelling up secretary said the idea could help restore an “ethic of responsibility”.

Mr Gove – who first proposed the idea in 2014 – said it would help tackle anti-social behaviour. 

Downing Street said parents could already be fined for children missing school.

The idea of cutting benefits for parents of truants was first suggested by Labour Prime Minister Tony Blair in 2002, but it was dropped in favour of the current fines system.

Steven Hayward:

You will get denounced as the wrong kind of elitist (by self-appointed elitists of the left being massively overproduced these days) if you dare to suggest that too many people are going to college because in fact a lot of high school graduates being pushed onto the college track are not suited for it. This becomes even more salient when pondering the liberal arts rightly understood, especially as the expectation or demand that everyone attend college today had led to the excessive growth of universities that leads in turn to the homogenization and dumbing down of higher education.

Hence, Leo Strauss from “Liberal Education and Responsibility”:

Going on @SundayFutures now. Biden’s student loan forgiveness disaster is effectively a regressive tax disguised as a progressive policy. It’s also a symptom of what the U.S. Dept of Education does every day: tilting the scales in the wrong direction. That’s why I’ll shut it down https://t.co/vCzWxXqsSQ

— Vivek Ramaswamy (@VivekGRamaswamy) March 5, 2023

Heidi Ledford

Despite that tantalizing future, it will be impossible to shake the shadow cast by the previous summit, in 2018. That meeting convened just a day after biophysicist He Jiankui announced that he had edited the genomes of three embryos that developed into living babies. The stunt ultimately earned him three years in prisonfor breaking China’s laws on medical experiments.

Nearly five years later, researchers tell Nature that they do not expect a similar revelation at this year’s summit — if only because He’s experience will dissuade rogue researchers from going public with controversial genome-editing experiments. But that doesn’t mean that such experiments aren’t happening: “I wouldn’t be surprised if there were other children that have been created with CRISPR–Cas9 in the years since 2018,” says Eben Kirksey, a medical anthropologist at the University of Oxford, UK.

Since then, technological aspects of using genome editing to alter human embryos for reproductive purposes have not fundamentally changed, says Robin Lovell-Badge, a reproductive biologist at the Francis Crick Institute in London who is chairing the summit. “It’s still an unsafe technique,” he says, echoing a widespread scientific consensus that genome-editing technology is not ready for use in human embryos.

Heidi Ledford

Despite that tantalizing future, it will be impossible to shake the shadow cast by the previous summit, in 2018. That meeting convened just a day after biophysicist He Jiankui announced that he had edited the genomes of three embryos that developed into living babies. The stunt ultimately earned him three years in prisonfor breaking China’s laws on medical experiments.

Nearly five years later, researchers tell Nature that they do not expect a similar revelation at this year’s summit — if only because He’s experience will dissuade rogue researchers from going public with controversial genome-editing experiments. But that doesn’t mean that such experiments aren’t happening: “I wouldn’t be surprised if there were other children that have been created with CRISPR–Cas9 in the years since 2018,” says Eben Kirksey, a medical anthropologist at the University of Oxford, UK.

Since then, technological aspects of using genome editing to alter human embryos for reproductive purposes have not fundamentally changed, says Robin Lovell-Badge, a reproductive biologist at the Francis Crick Institute in London who is chairing the summit. “It’s still an unsafe technique,” he says, echoing a widespread scientific consensus that genome-editing technology is not ready for use in human embryos.

Freddie deBoer:

Columbia University is the latest high-profile university to abandon the SAT. As these institutions always are, they’re cagey about why, couching everything in buzzwords and euphemism. But you can be sure that the most powerful force driving the widespread effort to drop the SAT is the insistence that the SAT is an engine of racial inequality. This has been the claim, again and again, that we need to drop the SAT because its results are racially stratified. As I’ve argued at length, the gaps in SAT results are actually smaller than people on social media like to claim (which is unsurprising because most of them have never read the relevant literature). But the movement to get rid of the SAT and replace it with greater emphasis on high school GPA marches on. What remains utterly bizarre about all of this is that high school GPA is racially stratified too! The correlations aren’t even particularly different from those in SAT data. It’s so utterly mindless; how can you justify replacing a metric because it’s racially stratified so that you can further emphasize a metric that’s also racially stratified?

As Sutton et al say, “Racial/ethnic minority students, boys, and especially black boys, receive lower grades than other groups… young black men are a highly marginalized racial/ethnic and gender subgroup throughout schooling.” This general condition is decades old. The ranking and gaps in high school are about the same as those observed on the SAT:

• Asian/Pacific Islander: 3.26
• White: 3.09
• Hispanic: 2.84
• Black: 2.69

If you’d like a visual, this is from the Nation’s Report Card, data pretty old at this point but as I said the underlying situation hasn’t changed much:

Michael Burke:

California’s community colleges do not employ enough full-time faculty and in some cases districts are misspending state funds allocated for those faculty instead on too many part-time adjuncts, according to a newly released report from California’s state auditor.

The audit, ordered last year by state lawmakers, probed hiring practices for full-time faculty at four community college districts: Foothill-De Anza, Kern, Los Rios and San Diego. Auditors also reviewed how those districts have spent state dollars, including $100 million provided by the Legislature in 2021 to help districts hire more full-time faculty.

California has had a longstanding goal that 75 percent of community college classes should be taught by full-time faculty, but the audit found that the districts are falling well short of that. At the San Diego district, just 50 percent of instruction is taught by full-time faculty. The district with the highest share, Sacramento-based Los Rios, was still only at 63 percent.

They eliminated standardized testing before they eliminated legacy admissions. Tells you all you need to know. https://t.co/L9PgXqsi8p

— Rob Henderson (@robkhenderson) March 2, 2023

Margaret Peppiat:

Over 1,300 colleges and universities nationwide manage student behavior records about various “things related to a student’s conduct and well-being” with the same software company: Maxient.

Established in 2003, the software company provides client schools with the ability to create online reporting forms and keep records regarding student behavior.

“Whether it’s student discipline, academic integrity, care and concern records, Title IX matters, or just an ‘FYI’, Maxient’s Conduct Manager has you covered for all things related to a student’s conduct and well-being,” the company’s website states.

Lance Watson, senior client support specialist at Maxient, told The College Fix via email “the schools using a Maxient system have control over how they utilize it and even how they customize it,” such as how they might label the types of processes or issues being tracked.

Suzy Weiss:

“Professors just don’t care,” he told me.

For decades, campus standards have been plummeting. The hallowed, ivy-draped buildings, the stately quads, the timeless Latin mottos—all that tradition and honor have been slipping away. That’s an old story. Then Covid struck and all bets were off. With college kids doing college from their bedrooms and smartphones, and with the explosion of new technology, cheating became not just easy but practically unavoidable. “Cheating is rampant,” a Princeton senior told me. “Since Covid there’s been an increasing trend toward grade inflation, cheating, and ultimately, academic mediocrity.” 

Now that students are back on campus, colleges are having a hard time putting the genie back in the bottle. Remote testing combined with an array of tech tools—exam helpers like Chegg, Course Hero, Quizlet, and Coursera; messaging apps like GroupMe and WhatsApp; Dropbox folders containing course material from years past; and most recently, ChatGPT, the AI that can write essays—have permanently transformed the student experience.

“It’s the Wild West when it comes to using emerging technologies and new forms of access to knowledge,” Gregory Keating, who has a joint appointment at USC’s Department of Philosophy and Gould School of Law, told me. “Faculties and administrations are scrambling to keep up.” 

Amy Kind, a philosophy professor at Claremont McKenna, said that, at the prestigious liberal arts college just east of Los Angeles, “Cheating is a big concern among the faculty.”

Nor do students have much incentive to turn back the clock: they’re getting better grades for less work than ever.

Antonia Cundy:

Oxford university has continued to court the Sackler family over the past two years, bucking a trend for institutions to cut ties with the owners of the company at the heart of the deadly US opioid epidemic.

Documents seen by the Financial Times — including letters, bank statements and event attendee lists from 2020 to late last year — reveal how the elite university has extended exclusive invitations to a Sackler family member and accepted funds from Sackler family charities as it maintained the Sacklers’ naming rights on university buildings and fellowships.

They cover a period during which members of the Sackler family who own Purdue Pharma have negotiated a multibillion-dollar bankruptcy settlement over their role in an epidemic estimated to have claimed more than half a million lives since 1999.

For years, aggressive marketing of OxyContin, the family firm’s prescription painkiller, played down its addictive qualities while netting the company tens of billions of dollars in revenue.

The documents relate to departments and colleges across the collegiate university, including the Ashmolean Museum, the university’s museum of art and archaeology, and Worcester College.

Scott Girard:

Wisconsin requires 437 hours of direct instruction to kindergartners, at least 1,050 hours of direct instruction in grades one through six, and at least 1,137 hours of direct instruction in grades seven through 12.

In a message to families about the most recent change, Associate Superintendent of Teaching and Learning Cindy Green wrote that they “can expect more information and guidance on the changes to be provided from your school” in the coming weeks.

“In the event there are additional unanticipated school closures, the district will be exploring virtual and asynchronous options moving forward,” Green wrote.

Last year’s schedule changes were due largely to a delayed return from winter break amid the Omicron outbreak, which cost the district three school days. This year, it’s been all weather-related closures.

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?

Matt Taibbi:

1. Government Agencies and NGOsCISA: The Cybersecurity and Infrastructure Security Agency, an agency within the Department of Homeland Security (DHS)CENTCOM: Central Command of the Armed ForcesODNI: Office of the Director of National IntelligenceFITF: Foreign Influence Task Force, a cyber-regulatory agency comprised of members of the FBI, DHS, and ODNI“OGA”: Other Government Agency, colloquially — CIAGEC: Global Engagement Center, an analytical division of the U.S. State Department USIC: United States intelligence community HSIN: Homeland Security Information Network, a portal through which states and other official bodies can send “flagged” accountsEIP: Election Integrity Project, a cyber-laboratory based at Stanford University that sends many reports to TwitterDFR: Digital Forensic Research lab, an outlet that performs a similar function to the EIP, only is funded by the Atlantic Council IRA: Internet Research Agency, the infamous Russian “troll farm” headed by “Putin’s chef,” Yevgheny Prigozhin

Richard Vedder:

So how are colleges killing themselves, committing unintentional suicide? Five ways.

First are the high fees they charge. The tuition fees of colleges today are nearly triple what they were a half-century ago after correcting for inflation. [Editor’s note: Cheers to UNC for freezing tuition for the seventh year in a row.] Since the 1980s, the rise in tuition fees has exceeded the growth in family incomes, meaning college has become less affordable. While air travel and electronic gadgets have all become more affordable, college attendance is now a bigger financial burden.

Totally dysfunctional federal student financial assistance programs have played a big role by allowing colleges to aggressively raise their fees.

How have colleges used rapidly growing student-fee income? Not to fund or improve the main purpose of colleges—to promote the growth of knowledge, wisdom, and civility through instruction and research provided by faculty.

Fifty years ago, a typical college had far more instructors than administrative support personnel—registrars, deans, librarians, etc. Today, at many campuses, there are far more administrators than teachers. Moreover, a growing proportion of that vast administrative army is anti-academic, anti-merit, and anti-learning. Especially harmful are the “diversity, equity, and inclusion” apparatchiks, who believe campuses should be defined especially by the racial, gender, and other biological traits that students possess, not by academic accomplishments. These new anti-academicians increasingly control campus decisionmaking.

Jill Tucker:

The Oakland school district might be hurtling toward a fiscal cliff after the board failed this week to make budget cuts needed to give teachers raises and ward off a future financial crisis. 

In an unexpected outcome, the board rejected recommended cuts at a Tuesday meeting, including the elimination of dozens of vacant special education teacher and aide positions, as well as future trims to classroom funding. The board, by a slim majority, also rejected the merger over the next two years of five pairs of schools currently co-located on the same campuses. Without the budget cuts, the district currently has no way to pay for salary increases.

RAS

All articles published in the RAS journals portfolio, from the very first volumes published in 1827 to the latest articles, will be free to read in their entirety. As the scientific community works ever harder to ensure barriers to cutting edge science are eliminated, facilitating openness, dissemination, and reproducibility of impactful academic research, the Society is excited to be a key contributor to the open science movement, helping to drive discoverability and change.

CBS

The Right To Read” executive producer LeVar Burton and director Jenny Mackenzie join “CBS Mornings” to discuss their new documentary about the literacy crisis in the U.S. and how there is a disconnect between the science and how kids are taught to read in schools.

Chris Hedges:

The commercial model of journalism has changed from when I began working as a reporter, covering conflicts in Central America in the early 1980s. In those days, there were a few large media outlets that sought to reach a broad public. I do not want to romanticize the old press. Those who reported stories that challenged the dominant narrative were targets, not only of the U.S. government but also of the hierarchies within news organizations such as The New York Times. Ray Bonner, for example, was reprimanded by the editors at The New York Times when he exposed egregious human rights violations committed by the El Salvadoran government, which the Reagan administration funded and armed. He quit shortly after being transferred to a dead-end job at the financial desk. Sydney Schanberg won a Pulitzer Prize for his reporting in Cambodia on the Khmer Rouge, which was the basis for the film “The Killing Fields.” He was subsequently appointed metropolitan editor at The New York Times where he assigned reporters to cover the homeless, the poor and those being driven from their homes and apartments by Manhattan real estate developers. The paper’s Executive Editor, Abe Rosenthal, Schanberg told me, derisively referred to him as his “resident commie.” He terminated Schanberg’s twice-weekly column and forced him out. I saw my career at the paper end when I publicly criticized the invasion of Iraq. The career-killing campaigns against those who reported controversial stories or expressed controversial opinions was not lost on other reporters and editors who, to protect themselves, practiced self-censorship.

But the old media, because it sought to reach a broad public, reported on events and issues that did not please all of its readers. It left a lot out, to be sure. It gave too much credibility to officialdom, but, as Schanberg told me, the old model of news arguably kept “the swamp from getting any deeper, from rising higher.”

Jeffrey Tucker:

Suddenly, lockdowns were on the table. And we know what happened next. Fauci and Dr. Birx worked over the coming weeks to warm Trump up to the idea, culminating in the March 16, 2020, press conference that announced lockdowns to the nation. 

Two weeks earlier, from March 3, 2020, at least, we had very good reports of the evidence out of China concerning the risk profiles of people who were vulnerable to the virus. 

Video

mp3 Audio
Transcript

Additional testimony: Kymyona Burk Instructional Coach Kyle Thayse DPI

3 Minute Summary by Senator Duey Stroebel

2021’s AB446 was mentioned.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Scott Girard:

But the 187 pages still feature plenty of suggestions for MMSD to improve how it works with students with disabilities, with some staff reporting pressure to pass students no matter what, criticism of the usefulness of district guidance and data highlighting the longstanding disparities for students by race and special education status. Its overarching findings were:

• Students with disabilities, especially students of color with disabilities, are not achieving or graduating at levels the district can celebrate.

• The district’s instructional and administrative infrastructure is not conducive to improved outcomes for students with disabilities.

• The district has many strengths upon which to build, which are outlined throughout the report.

• While much progress has been made on the (2016 special education) plan, and many of the goals have been met, doubling down on it, in collaboration with general education partners, is necessary, especially in light of recent leadership turnover and the pandemic.

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?

Abby White:

When director Jenny Mackenzie began working on her latest documentary, The Right to Read, it was a story focused on kindergarten readiness and pre-literacy. But once she met Kareem Weaver, a former educator and member of the Oakland NAACP Education Committee, the documentary’s game-changing story clicked into place. 

And it’s an angle that doubles as a powerful and eye-opening challenge to much of the way America’s literacy crisis has historically been perceived and addressed. The Right to Read focuses on the civil rights work of Kareem, as well as the efforts of several Black and brown families in cities across the country facing lower literacy rates to ensure their children’s success in school and beyond.

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?

Jon Brown:

The Delaware Supreme Court lowered the passing score on the state’s bar exam amid other changes reportedly intended to increase racial diversity among the state’s lawyers.

The 200-question multiple-choice exam will be offered twice instead of once a year beginning in 2024 – and its passing score will be lowered from 145 to 143, according to local outlet WHYY.

The number of essays on the exam will be decreased from eight to four, and the number of essay topics will be reduced from 14 to 10.

The clerkship requirement is also being lowered from 21 weeks to 12 weeks, and the mandatory list of 25 legal proceedings that potential lawyers must attend has been shortened to 18 out of 30 possible items.

Here are several young people who respectively studied at @UNSW @uniofwarwick @UniWestminster @GoldsmithsUoL. After returning to China, they have all been arrested and detained after participating in protests late last year 2/ pic.twitter.com/dZ4nL6myY4

— Vicky Xu / 许秀中 (@veryvickyxu) February 28, 2023

Rebecca Carballo

Mayor Sylvester Turner said Wednesday morning that he has heard from multiple sources in the Legislature that the state intends to take over Houston ISD, and some sources say the move could come, as early as next week.

“I’m talking to legislators, and what they’re saying to me is that the state intends to takeover the district, replacing the entire board, replacing the superintendent, and I find that totally alarming,” said Turner, who spent two decades as a state representative. “HISD has 273 schools. How do you come in and take over the largest school district in Texas and do it successfully?”

Laurence Cawley:

Diagnosed with autism and global development delay in his early years, Jason Arday was unable to speak until he was 11 years old and could not read or write until he was 18. Now aged 37, he is about to become the youngest black person ever appointed to a professorship at the University of Cambridge.

Although he could not speak, the young Jason fervently questioned the world around him.

“Why are some people homeless?” he remembers wondering. “Why is there war?”

Born and raised in Clapham, south-west London, Prof Arday, a sociologist, says formative moments included watching Nelson Mandela’s release from prison on television and South Africa’s symbolic triumph in the 1995 Rugby World Cup.

Becky Dernbach:

Minneapolis Public Schools will open for in-person instruction as usual Monday, after a week of disruptions from “technical difficulties” and snow.

In an email to families and students, Minneapolis Public Schools described the technical issues as an “encryption event.” 

What is an “encryption event”?

“I don’t have any specifics past that,” a district spokesperson told Sahan Journal.

The problems affected the operability of systems including internet, phones, cameras, badge access, copiers/printers, and building alarms, the district said in its email to Minneapolis families. All of these systems have been restored, or soon will be. Some systems may still be down Monday as the district assesses protective measures.

“To date, our investigation has found no evidence that personal information was compromised as a result of this event,” the district’s email continued. “If it is determined that personal information has been impacted, we will notify those specifically impacted individuals.”

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).

WILL:

Since the beginning of the COVID-19 pandemic, enrollment in Wisconsin schools has dropped by more than 3%, with some districts suffering even greater declines. But an antiquated school funding system means that Wisconsin taxpayers are still paying for students that are no longer in the system. Wisconsin uses what is known as the “Three-Year Rolling Average” to count students for the purposes of calculating school district revenue limits. Under this system, three years of enrollment data are used in calculating how much money the district is able to collect from state and local taxpayers. In an era of rapid enrollment declines across Wisconsin, this system means that substantial amounts of funding are misallocated to districts for students who no longer attend school in the district. This paper attempts to quantify just how costly this is for Wisconsin taxpayers, and offers some alternatives.

The “Three-Year Rolling Average” is an antiquated system of school attendance, costing taxpayers millions. These days, we know where each student is every day in Wisconsin. Our school funding system should reflect that rather than being years behind.

Statewide, Wisconsin funds more than 20,000 “ghost students,” children outside of the school system who are still counted as being enrolled. Statewide, a net of about 20,703 students who are no longer in the system are funded by state taxpayers.

More than $359 million dollars is misallocated to “ghost students” in Wisconsin.
Due to the three-year rolling average, Wisconsin taxpayers are on the hook for hundreds of millions for students that no longer exist in the school system.

Our report outlines a pathway for a better system. Wisconsin should move to a more dynamic funding system that funds students where they are rather than where they used to be. Student counts should be updated more regularly and funding should be based on those amounts.

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?

Richard Dawkins:

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

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

John Sailer:

The day after the Journal published my article “How ‘Diversity’ Policing Fails Science,” which exposed how Texas Tech University used job applicants’ diversity statements as ideological litmus tests, the university announced it would end its use of such statements for faculty hiring. Other universities would be well advised to follow Texas Tech’s lead. But it is unlikely they will. The federal government is spending nearly a quarter of a billion dollars to promote the practice Texas Tech jettisoned.

In 2020 the National Institutes of Health created the Faculty Institutional Recruitment for Sustainable Transformation program “to enhance and maintain cultures of inclusive excellence in the biomedical research community.” The program will give 12 institutions a total of $241 million over nine years for diversity-focused faculty hiring. Under the terms of the grants, only candidates who demonstrate “a strong commitment to promoting diversity and inclusive excellence” can be hired through the program. To apply, candidates must submit a diversity statement.

More.

Guillaume Blanc :

According to Alfred Sauvy, the French demographer who coined the term ‘third world’, in 1962, the decline in fertility is ‘the most important fact of the history of France’. France was eclipsed as Europe’s only real superpower by the relative growth of its rivals, most importantly England and Germany, in the nineteenth century.

France’s emergence as a major global power spanned several centuries, from the foundation and expansion of the Kingdom of the Franks under Clovis and Charlemagne in the fifth and ninth centuries to Napoleon. During the Hundred Years’ War in the fourteenth century, London was by far the most populous city in medieval England, but Rouen, only France’s second city, may have been as large as it.

By the seventeenth and eighteenth centuries, under the long-lived Louis XIV France boasted the continent’s largest population and the world’s second largest colonial empire, after Spain. It was so dominant that it prompted multiple coalitions, or grand alliances, of all the other major European powers together to challenge it. And even then the first Grand Alliance was unable to make significant gains in the Nine Years’ War at the end of the seventeenth century. In the War of the Spanish Succession soon after, the French could field 400,000 troops at times, almost as many as the combined forces of the Holy Roman Empire, Prussia, England, and the Netherlands.

Choose life.

Gray Mirror:

The business of philanthropy is turning money into power. Unfortunately, the kind of people who have a lot of money tend to be super into metrics. Money is super easy to measure. Power is super hard to measure—and the more measurable or even visible it is, the weaker it tends to be.

To really plant acorns, you have to get as far upstream of power as you can. While, as a donor, obviously your goal in funding the arts is world domination, there is no way at all to measure this impact. In art, the delay between action and impact can be decades.

And yet… the golden rule of fashion is that fashion flows downward. Do you want your ideas to be the ideas of a billion people, taught in a million schools? Then who are the first hundred people you want to infect?

Status is a pyramid. You want your ideas to start at the top and saturate every level of the pyramid before it moves down to the next. You want to traverse this pyramid in what computer scientists call a breadth-first search, not a depth-first search.

Every idea is a social network—the network of people it has infected—and the quality of a social network can only decline. People only want to join a network of people who are cooler than them. When we consider the capitalization of this network, the value of every eyeball is not equal. Celebrities are diamonds. Losers represent negative capital.

1. South Africa has collapsed, here’s why:

Part 1: Intro
Part 2: The wasteland
Part 3: Societal collapse
Part 4: Final outcome
Part 5: Doing good

— #zombieland (@k9_reaper) February 28, 2023

Ivy Exile:

(I once asked Sig Gissler, the longtime prize administrator, why we hadn’t retracted the infamous award to Walter Duranty, the New York Timescorrespondent whose dishonest dispatches from the Soviet Union were critics’ go-to talking point. No way we’d give the right wing that satisfaction, he told me.)

As a free agent now I can’t emphasize enough how empty the prizes had become even a decade ago—Thomas Friedman sauntering from car service up to Pulitzer Hall’s famed World Room—and that was before the bottom really fell out. They were a sad cartoon well ahead of Donald Trump descending that golden escalator.

For years I attended prize luncheons at Columbia’s Low Library as reporter and warm body filling photo ops in exchange for rubbery chicken with mashed potatoes and wine. University President Lee C. Bollinger would boast of his First Amendment scholarship and landmark Supreme Court case, followed by awardees waxing poetic about their own historic significance.

Whether the beat was race, refugees or the environment, the prescription was almost always the same: more expert administrators and many more grants and subsidies for selfless global truthtellers like them, along with doing more to suppress disinformation from the bad guys. Accordingly, the arts prizes went largely to poets, playwrights, et al peddling variations on the same theme.

James Freeman:

Over the next three decades, the Social Security system is scheduled to pay benefits $21 trillion greater than its trust fund will collect in payroll taxes and related revenues. The Medicare system is projected to run a $48 trillion shortfall. These deficits are projected to, in turn, produce $47 trillion in interest payments to the national debt. That is a combined shortfall of $116 trillion, according to data from the Congressional Budget Office. (To inflation-adjust these figures, trim by roughly one-third.)

Nicola Woolcock

Children will be allowed to quote from work generated by ChatGPT in their essays, a leading qualification body has revealed.

The International Baccalaureate said it will not ban the AI chatbot, which can be used for plagiarism, suggesting it was similar to dealing with cheating parents and essay mills.

Matt Glanville, head of assessment principles and practice at the IB, said children can use work generated by ChatGPT so long as they do not pass it off as their own.

Ted Dabrowski and John Klingner

Rising crime is the number one crisis facing Chicago today. More specifically, the city’s propensity for murder. Chicago was the nation’s extreme outlier for homicides in 2022, with 697 deaths. More people were murdered here than anywhere else. 

What’s worse, Chicago has out-paced the entire nation in murders for 11 years in a row. It’s become an embedded, chronic wound for the city.

That’s not a surprising result given the failed policies of Chicago’s leadership in recent years, from a dramatic drop in arrests to ever-fewer prosecutions to reduced sentencing. The pursuit of “equity” and “social justice,” instead of actual justice, has only increased the protection of criminals, crushed police morale and increased the violence inflicted on ordinary Chicagoans.

College Fix

Democrats in the Virginia state legislature put on hold a bill that would require schools teach about communism and its victims.

Although House Bill 1816, the “Standards of Learning; instruction on dangers and victims of communism,” passed the House of Delegates with some Democrat support, it ultimately met its demise in the Democrat-controlled Senate of Virginia, Fox News reports.

The bill was “passed by indefinitely” by the Committee on Education and Health, which means it could be reconsidered at a later date. If it isn’t, the bill essentially will be dead.

Democrats in both legislative chambers voted “nay” following the Virginia Education Association’s claim that the bill might lead to negative reactions against Asian students.

Strangely, the “League of Women Voters” lobbied against (!) AB446 recently, despite our long term, disastrous reading results.

Eugene Ryan

At the start of the year, I decided to write more consistently and figured I might as well get better at it. Thus, I compiled a writing curriculum and studied some of the best books, essays, and videos on writing non-fiction.

I was surprised how much I didn’t learn about writing (at school). No, I’m not talking about grammar, punctuation, or essay structure. I’m talking about how to write for a wider audience, at a regular pace.

Here, I’ll share some of the uncommon and best advice I’ve come across. You won’t just be hearing from me—I’ve included many quotes from great thinkers, writers, and authors who have mastered the craft of writing. Whether you’re just starting to write or an old hand, I hope this will be helpful to you.

WILL:

WILL has learned that DPI goes beyond these requirements in evaluating new school applications. Even if schools submit accurate and sufficient information according to our state law, if they do not comply in precisely the manner that DPI requires, their applications are often denied. WILL sees no justification for the practice of DPI exceeding its lawful authority in such a way that keeps schools, and in turn families, out of the parental choice programs.

More on the Letter: WILL and School Choice Wisconsin’s letter indicates we are filing an open records request for information regarding any new private school applications to the Wisconsin Parental School Choice program for the 2023-24 school year; and how DPI ruled on each application. We are also requesting all records related to appeals for denied applications. As for future litigation, the letter asks DPI to either discuss a possible solution, or let us know if such a conversation would not be productive so that a lawsuit challenging the requirements can be filed.

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?

Kaleem Caire, via email:

February 28, 2023

Dear One City Parents,

This is an important time for One City Schools and for education across the state of Wisconsin. Over the next several months our legislature and governor will be engaging with one another and individuals and organizations from across the state to inform what will be Wisconsin’s state budget for the 2023-2025 Biennium. In order for One City to sustain our public charter schools and build upon our mission, we must secure more state funding for our schools.

To do this, we must convince our state legislators and governor that schools like One City and the children and families that are part of our community, deserve equal funding! Students who attend independent public charter schools should not be funded at a rate lower than students attending traditional public schools. In 2020-21, One City received just $10,203 per student in public funding to support our “public” charter school compared to the $25,877 in public funding that the Madison Metropolitan School District received. Yet, we both spent a similar amount per student, with One City spending more on innovation in the classroom, on our healthy school meals program, and our longer school day and year.

How does One City currently fill this significant funding gap? We do so through private fundraising – by asking local businesses, philanthropy and supporters like you to give financially to our schools. In 2020-21, we had to raise $15,000 per student privately to educate our students. We are now joining together with other independent public charter schools statewide to tell our legislature why it is not fair to require us to raise so much money for our “public” schools.

Convincing our legislature and governor requires telling our story. They must know why One City is special, why families choose One City and why the state should invest and fund schools like One City.

We need your help over the next few months to tell One City’s story!

If you are interested in this opportunity to be one of our Parent Advocates please complete this form.

During this Spring session we will organize to engage in direct advocacy activities such as meetings with legislators, attending public hearings and more.

We are partnering with City Forward Collective who will offer a series of zoom trainings during the month of March to get us started. Please mark your calendars for March 2, March 9, March 16, and March 23rd. See this flier (and below) for more details about these training sessions. Those who sign up via the link above will be added to the list for the training.

Please consider joining us to do this important work on behalf of our One City community. If you have any questions regarding this information, please contact One City’s Chief of Staff, Latoya Holiday at lholiday@onecityschools.org.

Onward.

Latoya Holiday
Chief of Staff
One City Schools

Marilyn Ruffin
VP of Family and Student Engagement
One City Schools

Kaleem Caire
Founder and CEO/Superintendent
One City Schools

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Natalia Lopez Maya:

Rice and sugar seem to have launched a competition in Cuba to see which increases the most in price on the informal market. While rice already exceeds 200 pesos ($8.30) a pound in several areas of the Island, sugar, once the national emblem, is on its heels and also sells for around that number and, in some provinces, even exceeds it.

“I sell 17 pounds of sugar at 180 pesos if you buy them all; if you only want a part then it’s 190,” reads an ad published in a sales group on Facebook that in a few hours accumulated dozens of comments. “It’s in Central Havana and I don’t have home service,” said the informal merchant, who shortly after updated the information with a brief message: “Sold, and I don’t have any more.”

In the previous harvest, the production of Cuban sugar mills barely reached 480,000 tons of sugar out of the 911,000 that were planned, a failure to meet the target that caused a deficit of 60,000 tons for national consumption and seriously affected exports.

Given the disastrous numbers, the product has been even more restricted in the ration stores in recent months. “They only sold me one pound, and they say that this month it’s not my turn anymore,” a lamented a retiree this Friday, noting that she buys her basic normal basket in a place on Conill Street, in the municipality of Plaza de la Revolución.

Ilya Somin

As I have pointed out before, the Biden Administration and its supporters have—in this case—been pushing ultra-narrow theories of standing traditionally associated with the political right.  Those theories were wrong when advanced by conservatives, and are still wrong today.

While there may be a majority for granting standing in Biden v. Nebraska, the oral argument suggests there probably isn’t one in Department of Education v. Brown, the somewhat screwy case brought by the conservative Job Creators Network on behalf of two plaintiffs who complain that the Biden program isn’t generous enough, excluding one of them completely and forgiving less of the other’s debt than might have otherwise been the case. They argue they have standing because administration adopted the plan without going through the “notice and comment” procedure arguably required by the Administrative Procedure Act, which would have given them an opportunity to argue that the program should have been more generous to them.

Étienne Fortier-Dubois

So there are reasons for scientists to write well. There is also no shortage of resources to learn how to do that, from writing guides to professional coaching and editing services. Despite this, most scientists don’t master the art of communicating with clarity and style – at least not beyond whatever it takes to get acceptance from a journal. Many will recognize that writing better would be nice, in theory, but they don’t have the time. 

Thus there are deeper, more structural forces at play. Is it worth fixing those? Would society as a whole benefit from scientific institutions that produced better writing on average? Here it is useful to make a parallel with two existing movements: open access and plain language.

Geoff Manaugh

Lidar – short for light detection and ranging – has emerged as one of the most widely used technologies for rapid archaeological documentation. Lidar works by sending pulses of light out from a transmitter often mounted to the skid of a helicopter, then recording how long it takes for those pulses to return to a sensor. A virtual 3D map can be generated from a single large-scale survey in less than a day. Archaeological sites that would require years and years of fieldwork to excavate can now be mapped in a single afternoon, their every surface feature captured down to millimeter-scale resolution.

Archaeological sites that would require years and years of fieldwork to excavate can now be mapped in a single afternoon

Thickets and woods, even entire rainforests, are no obstacle. Because individual bursts of light can pass through the tiniest gaps separating branches and leaves in a forest canopy, lidar is also able to map archaeological features beneath heavily overgrown landscapes. The technique’s accuracy, combined with its declining cost as new devices and firms enter the market, means that lidar has found enthusiastic uptake in everything from urban mapping projects and geological hazard management – such as finding previously unknown fault lines – to, of course, archaeology.

Douglas Belkin:

The backlash began last month, when a student reading “Mein Kampf,” the autobiographical manifesto of Nazi Party leader Adolf Hitler, was reported through the school’s “Protected Identity Harm” system.

The reporting system has been in place since the summer of 2021, but faculty say they were unaware of it until the student newspaper wrote about the incident and the system, spurring a contentious campus debate.

“I was stunned,” said Russell Berman, a professor of comparative literature who said he believes the reporting system could chill free speech on campus and is ripe for abuse. “It reminds me of McCarthyism.”

Meghan Cox Gurdon:

He, like his contemporary Roald Dahl, came from an era when people valued clarity in speech and writing and believed words should reveal meaning rather than conceal it. Puffin Books has made the passing of that era obvious by subjecting Dahl’s books to a ghastly process of social-justice blandification.

The Telegraph reports that Puffin functionaries and hired “sensitivity readers” have combed through Dahl’s works for children—including whizbang novels such as “Matilda,” “The Twits,” and “James and the Giant Peach”—and cut all references to fatness, craziness, ugliness, whiteness (even of bedsheets), blackness (even of tractors) and the great Rudyard Kipling, along with any allusion to acts lacking full and enthusiastic consent. Some male characters have been made female; female villains have been made less nasty; women in general have been socially elevated; while mothers and fathers, boys and girls have dwindled into sexless “parents” and “children.”

Dahl, who died in 1990, didn’t agree to these changes—consent came from Netflix, which bought Dahl’s estate in 2018. Many of the edits reveal a total failure to understand why children love the spiky and opinionated British writer and why they gobble his stories as fast as his porcine characters eat sweets. Dahl’s writing flashes with menace and tenderness; it’s funny, exciting and unpredictable.

James Freeman:

The result is rising interest rates, which creates an opportunity for investors who now want to consider owning Treasury bonds, as the Journal’s Jason Zweig notes:

Investors have resumed worrying the Federal Reserve will have to crank up interest rates higher and longer to stifle inflation, after dismissing such fears a few short weeks ago. So long-term Treasury securities have lost about 5% so far this month, and the bond market as a whole is off about 3%

Matthew Zeitlin:

According to figures compiled by Open Secrets, Bankman-Fried was the second-largest Democratic donor of the 2022 campaign cycle, with almost $36 million in donations, largely to Democratic groups and candidates. This put him ahead of megadonors like Peter Thiel or James Simons but behind George Soros or Ken Griffin. Now, the Department of Justice is alleging that his donating spanned even further, using the names of other executives to support more political candidates than he himself did.

The indictment alleges that the donations added up to “tens of millions of dollars” and that they were “unlawful because they were made in the name of a straw donor or paid for with corporate funds.” The purpose of these donations was, among others things, to get around individual campaign contribution limits, the indictment alleges.

The prosecutors allege that Bankman-Fried’s straw donations came from the accounts of Alameda Research, the hedge fund affiliated with FTX, and “included funds that had been deposited by FTX customers.”

Fritz François & Gbenga Ogedegbe

Such claims aren’t supported by evidence. The ranking methodology, as currently constructed, includes consideration of students’ Medical College Admission Test scores and undergraduate grade-point averages, as well as other criteria. But medical schools have always been free to admit anyone they choose, regardless of their rankings. It’s true that diversity isn’t a criterion in the U.S. News methodology, but why should that stop schools from recruiting minority applicants or establishing a campus culture that encourages and values diversity? There is nothing in a thoughtful admissions process that explicitly prevents medical schools from assembling a student body based on anything other than academic performance, holistic reviews and interviews of candidates. …

What these schools are really saying is that meritocracy can’t coexist with diversity. This is a presumptuous—and dangerous—perpetuation of the negative stereotype that students from backgrounds that are underrepresented in medicine are of lesser quality or unable to compete.

isthisarabic

Your deadline is coming up, and for some reason you’re the one handling Arabic text on the project. Of course, you can’t read a single letter of Arabic, so you can’t tell whether you’re doing it right. Since I am tired of seeing my script misrepresented in media and you or your employer refuse to just hire someone for this, I will give you a number of easy pointers to avoid embarrassing yourself & your project to almost 2 billion people.

Keith Whittington

That’s a lot of “reform.” Hard to imagine that this kind of micromanagement of how universities operate will be very workable in practice, even if it were a good idea. It is not quite as terrible as some critics are already claiming, but it poses a serious threat to tenure protections and faculty hiring. There will also be some substantial constitutional challenges to several provisions of this bill if it gets adopted in anything like its current form. In the name of prohibiting political litmus tests for faculty, the reform will wind up imposing political litmus tests for faculty.

The Economist:

In 2011 Ben Mol, a professor of obstetrics and gynaecology at Monash University, in Melbourne, came across a retraction notice for a study on uterine fibroids and infertility published by a researcher in Egypt. The journal which had published it was retracting it because it contained identical numbers to those in an earlier Spanish study—except that that one had been on uterine polyps. The author, it turned out, had simply copied parts of the polyp paper and changed the disease.

“From that moment I was alert,” says Dr Mol. And his alertness was not merely as a reader of published papers. He was also, at the time, an editor of the European Journal of Obstetrics and Gynaecology, and frequently also a peer reviewer for papers submitted to other journals. Sure enough, two papers containing apparently fabricated data soon landed on his desk. He rejected them. But, a year later, he came across them again, except with the fishy data changed, published in another journal.

Harry Lewis:

There are elections in Hong Kong, but to get on the ballot you have to be nominated by a committee controlled by Beijing government.

Elections for the Harvard Board of Overseers—one of Harvard’s two governing bodies—are almost as well-controlled. A Harvard Alumni Association (HAA) nominating committee curates a slate of candidates, from which alumni make their selections.

But an alternative route to get on the Harvard ballot exists, at least in theory. So-called “petition” candidates have always been rare—but after several climate activists were elected in 2020, the rules were changed to make it even harder. Among other things, the number of petitions to get on the ballot was raised by a factor of fifteen, to more than three thousand. 

This year, noted civil libertarian Harvey Silverglate, concerned about freedom of expression at Harvard, is trying to make it onto the ballot. 

The authors are computer scientists. We are neither technologically naïve nor afraid of computers. Harry has long been concerned about issues of student freedom and Harvard governance, and suggested to Bill, Harry’s sometime PhD student, that he sign Silverglate’s petition. This is an account of Bill’s trip through the resulting electronic purgatory.

To add your name, you have to fill out a web form. To access the web form, you need a HarvardKey. To get a HarvardKey, you have to fill out another web form. So far, so good.

Lucas Robinson:

The Madison School Board unanimously voted Monday night to rename Jefferson Middle School after 19th-century Black voting rights activist Ezekiel Gillespie.

A survey of about half of the school’s students showed a preference to replace President Thomas Jefferson’s name with writer Maya Angelou, the other finalist whittled down by an ad hoc committee in recent months. But the board ultimately decided to go with Gillespie, largely because of his role in securing voting rights for Black people in Wisconsin.

Board President Ali Muldrow acknowledged the vote of students at the school at Monday night’s School Board meeting, saying that “in middle school the desire to be self-determined is pretty profound.”

“To have two people who had a significant impact on Black history, to choose between them is deeply challenging,” Muldrow said.

Scott Girard:

Board member Savion Castro, like his colleagues, suggested he greatly appreciated the student voice in the survey, but acknowledged that Gillespie’s contribution is not well-known. He added that he was glad Jefferson, the third president of the United States and slaveholder, would no longer be recognized in this way.

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?

Alan Borsuk:

Changes in how some higher education institutions in the state train teachers are a major concern of some advocates, too.

And a sticky controversy could develop over how to deal with students who are not reading at grade level by the end of third grade, with some calling for retaining them in that grade until their reading improves. But some say retention is generally more harmful than helpful.

Reading issues have brought out strong advocacy in opposing directions for many years. Kitchens said winning support across the spectrum of opinion in the Legislature and among education leaders statewide will not be easy. But he was hopeful.

Nate Joseph:

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

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

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Dean Mosiman:

Rhodes-Conway said the state has limited the city’s capacity to raise revenue amid increasing costs to maintain services despite prudent policies and said the Legislature should increase shared revenues. She said she would not seek to increase the vehicle registration fee, also called the “wheel tax,” and in the long term said the city may have to look at a public referendum to secure additional operating revenues. She said a local sales tax would be regressive and she would prefer a local income tax option.

Nathan Heller

She was one of several teachers who described an orientation toward the present, to the extent that many students lost their bearings in the past. “The last time I taught ‘The Scarlet Letter,’ I discovered that my students were really struggling to understand the sentences as sentences—like, having trouble identifying the subject and the verb,” she said. “Their capacities are different, and the nineteenth century is a long time ago.”

Tara K. Menon, a junior professor who joined the English faculty in 2021, linked the shift to students arriving at college with a sense that the unenlightened past had nothing left to teach. At Harvard, as elsewhere, courses that can be seen to approach an idea of canon, such as Humanities 10, an intensive, application-only survey, have been the focus of student concerns about too few Black artists in syllabi, or Eurocentric biases.

“There’s a real misunderstanding that you can come in and say, ‘I want to read post-colonial texts—that’s the thing I want to study—and I have no interest in studying the work of dead white men,’ ” Menon said. “My answer, in the big first lecture that I give, is, If you want to understand Arundhati Roy, or Salman Rushdie, or Zadie Smith, you have to read Dickens. Because one of the tragedies of the British Empire”—she smiled—“is that all those writers read all those books.”

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?

Nathan Heller

She was one of several teachers who described an orientation toward the present, to the extent that many students lost their bearings in the past. “The last time I taught ‘The Scarlet Letter,’ I discovered that my students were really struggling to understand the sentences as sentences—like, having trouble identifying the subject and the verb,” she said. “Their capacities are different, and the nineteenth century is a long time ago.”

Tara K. Menon, a junior professor who joined the English faculty in 2021, linked the shift to students arriving at college with a sense that the unenlightened past had nothing left to teach. At Harvard, as elsewhere, courses that can be seen to approach an idea of canon, such as Humanities 10, an intensive, application-only survey, have been the focus of student concerns about too few Black artists in syllabi, or Eurocentric biases.

“There’s a real misunderstanding that you can come in and say, ‘I want to read post-colonial texts—that’s the thing I want to study—and I have no interest in studying the work of dead white men,’ ” Menon said. “My answer, in the big first lecture that I give, is, If you want to understand Arundhati Roy, or Salman Rushdie, or Zadie Smith, you have to read Dickens. Because one of the tragedies of the British Empire”—she smiled—“is that all those writers read all those books.”

Nate Silver:

Welp. The behavior of a certain cadre of scientists who used every trick in the book to suppress discussion of this issue is something I’ll never forget. A huge disservice to science and public health. They should be profoundly embarrassed.

Nate Silver:

Welp. The behavior of a certain cadre of scientists who used every trick in the book to suppress discussion of this issue is something I’ll never forget. A huge disservice to science and public health. They should be profoundly embarrassed.

Frederick Hess

Last month, we ran the 2023 RHSU Edu-Scholar Public Influence Rankings. The exercise involves identifying 200 of the nation’s most influential education scholars and provides a useful chance to take their temperature on some big questions relating to research, practice, and policy. In that spirit, we reached out to the Edu-Scholars with a handful of short queries—and this is what they had to say.

We asked the scholars what book has most impacted their thinking over time. Four books got multiple mentions: David Tyack and Larry Cuban’s Tinkering Toward Utopia; Dan Lortie’s Schoolteacher; James Anderson’s The Education of Blacks in the South, 1860-1935; and Rick Hess’ Spinning Wheels (full disclosure: that’s me).

We asked about the most interesting or illuminating academic article on education they’d read in 2022. While a wide array of work got mentioned, with popular topics including pandemic effects and early-childhood education, it seemed noteworthy that no study garnered multiple mentions (even if I’ve no clue what to make of that fragmentation).

Frederick Hess

Last month, we ran the 2023 RHSU Edu-Scholar Public Influence Rankings. The exercise involves identifying 200 of the nation’s most influential education scholars and provides a useful chance to take their temperature on some big questions relating to research, practice, and policy. In that spirit, we reached out to the Edu-Scholars with a handful of short queries—and this is what they had to say.

We asked the scholars what book has most impacted their thinking over time. Four books got multiple mentions: David Tyack and Larry Cuban’s Tinkering Toward Utopia; Dan Lortie’s Schoolteacher; James Anderson’s The Education of Blacks in the South, 1860-1935; and Rick Hess’ Spinning Wheels (full disclosure: that’s me).

We asked about the most interesting or illuminating academic article on education they’d read in 2022. While a wide array of work got mentioned, with popular topics including pandemic effects and early-childhood education, it seemed noteworthy that no study garnered multiple mentions (even if I’ve no clue what to make of that fragmentation).

David Owen

Williams and Abrashkin were all the way out at the cutting edge, technology-wise. In their first book, “Danny Dunn and the Anti-Gravity Paint,” Danny and Bullfinch accidentally invent a liquid that causes anything coated with it to rise off the ground. That book was published in 1956, a year before the Soviets launched the first artificial satellite, Sputnik 1, but in Chapter 3 we learn that a similar satellite is already orbiting Earth, and is viewable through a telescope in Bullfinch’s lab. Long story short: the American government uses the paint on a spaceship, which accidentally lifts off while Danny, Joe, Bullfinch, and another scientist are inside it, having a look around. During their voyage, Danny completes an assignment that his teacher, Miss Arnold, has given him as punishment for daydreaming about rockets when he was supposed to be paying attention to her: writing “Space flight is a hundred years away” five hundred times.

Some of the scientific innovations portrayed in the Danny Dunn books are so advanced that they are still in the future—time travel, invisibility, smallification—but others have come into existence more or less as Williams and Abrashkin described them. In “Danny Dunn and the Automatic House,” published in 1965, Danny persuades the university to build what would nowadays be called a smart home; it’s equipped with “the newest developments in electronic control systems,” including a voice-activated door lock, a Roomba-like self-propelled vacuum cleaner, and a bathtub that fills itself with water, adds soap, and announces, “Your bath is ready.” Danny’s mother is skeptical: “Once you start trying to save work by putting in machines, you may find you’re spending all your time taking care of the machines and not getting any fun out of your work. This kitchen is my studio—my laboratory, just like your laboratory, Professor. Would you want an automatic laboratory?”

Bullfinch says that he most certainly would not—but in “Homework Machine” we learn that he has built a computer with similar capabilities. It’s a scaled-down version of two mainframes that Williams and Abrashkin saw, during a visit to I.B.M., while they were researching their book. Bullfinch calls it Miniac:

Guillame Blanc:

The demographic transition is usually thought to be driven by economic forces, but – in France at least – culture came first. Using data from online family trees, my work shows how the loosening of traditional religious moral constraints in Ancien Régime France drove the decline in fertility, setting France off on a wholly different course from England, which was about to see a dramatic increase in its population.

From the dawn of humanity to the eighteenth century, human life was dominated by starvation, poverty, wars, and pandemics. It was nasty, brutish, and short, just like that of apes or any other animals.

Whenever innovations raised the productivity of land, labor, or capital – and these innovations did take place – these simply led to fewer children dying or more children being born, with the extra economic output used to feed more hungry mouths. This was the history behind Thomas Malthus’s bleak 1798 prediction, in An Essay on the Principle of Population, that, since population growth is geometric but agricultural productivity growth can only be arithmetic, humanity was doomed to constant subsistence, with growth in the population always outstripping its ability to feed itself.

Guillame Blanc:

The demographic transition is usually thought to be driven by economic forces, but – in France at least – culture came first. Using data from online family trees, my work shows how the loosening of traditional religious moral constraints in Ancien Régime France drove the decline in fertility, setting France off on a wholly different course from England, which was about to see a dramatic increase in its population.

From the dawn of humanity to the eighteenth century, human life was dominated by starvation, poverty, wars, and pandemics. It was nasty, brutish, and short, just like that of apes or any other animals.

Whenever innovations raised the productivity of land, labor, or capital – and these innovations did take place – these simply led to fewer children dying or more children being born, with the extra economic output used to feed more hungry mouths. This was the history behind Thomas Malthus’s bleak 1798 prediction, in An Essay on the Principle of Population, that, since population growth is geometric but agricultural productivity growth can only be arithmetic, humanity was doomed to constant subsistence, with growth in the population always outstripping its ability to feed itself.

Mark Keierleber:

Detailed and highly sensitive mental health records of hundreds — and likely thousands — of former Los Angeles students were published online after the city’s school district fell victim to a massive ransomware attack last year, an investigation by The 74 has revealed. 

The student psychological evaluations, published to a “dark web” leak site by the Russian-speaking ransomware gang Vice Society, offer a startling degree of personally identifiable information about students who received special education services, including their detailed medical histories, academic performance and disciplinary records. 

But people are likely unaware their sensitive information is readily available online because the Los Angeles Unified School District hasn’t alerted them, a district spokesperson confirmed, and leaders haven’t acknowledged the trove of records even exists. In contrast, the district publicly acknowledged last month that the sensitive information of district contractors had been leaked.

Carole K. Hooven

I teach in and co-direct the undergraduate program in the Department of Human Evolutionary Biology at Harvard University.

During the promotion of my recent book on testosterone and sex differences, I appeared on “Fox and Friends,” a Fox News program, and explained that sex is binary and biological. In response, the director of my department’s Diversity, Inclusion and Belonging task force (a graduate student) accused me on Twitter of transphobia and harming undergraduates, and I responded.

The tweets went viral, receiving international news coverage. The public attack by the task force director runs contrary to Harvard’s stated academic freedom principles, yet no disciplinary action was taken, nor did any university administrators publicly support my right to express my views in an environment free of harassment. Unfortunately, what happened to me is not unusual, and an increasing number of scholars face restrictions imposed by formal sanctions or the creation of hostile work environments. In this article, I describe what happened to me, discuss why clear talk about the science of sex and gender is increasingly met with hostility on college campuses, why administrators are largely failing in their responsibilities to protect scholars and their rights to express their views, and what we can do to remedy the situation.

Charles Blow has a hotly-worded column condemning my efforts to abolish DEI bureaucracies.

So let’s have the debate, @CharlesMBlow: I propose an Oxford-style contest on the resolution, “DEI bureaucracies should be abolished.” I’ll even let you choose the venue and moderator. pic.twitter.com/80otI3TNon

— Christopher F. Rufo ⚔️ (@realchrisrufo) February 24, 2023

Charles Blow has a hotly-worded column condemning my efforts to abolish DEI bureaucracies.

So let’s have the debate, @CharlesMBlow: I propose an Oxford-style contest on the resolution, “DEI bureaucracies should be abolished.” I’ll even let you choose the venue and moderator. pic.twitter.com/80otI3TNon

— Christopher F. Rufo ⚔️ (@realchrisrufo) February 24, 2023

Daniel Lennington and Cory Brewer

Should public schools treat students differently based on race? Of course not—it’s against the law—but the Biden Administration muddied the waters late last month with a “Fact Sheet” on Title VI, which is the federal law that prohibits race discrimination in public schools. Although broadly supportive of Diversity, Equity, and Inclusion (DEI) efforts in the past, this is the first time the administration has mounted an explicit legal defense of racial-equity efforts.

The fact sheet pays lip service to federal nondiscrimination law but encourages public schools to employ DEI training, “cultural competency training,” and all methods to address “racial disparities within a school.” This initiative represents the administration’s response to state-level efforts to ban DEI training, curriculum, and other policies, which unfortunately have become commonplace.

The administration’s view of racial equity is that all racial groups should enjoy precisely the same outcomes in all areas ranging from test scores to discipline. Equity is demanded because, according to President Biden, any disparity among racial groups is simply evidence of “systemic racism and white supremacy.” As Vice President Harris has famously said, equity means “we all end up at the same place.”

The unfortunate reality is that in our public school classrooms, so called “equity” policies are causing blatant race discrimination every day.

Daniel Lennington and Cory Brewer

Should public schools treat students differently based on race? Of course not—it’s against the law—but the Biden Administration muddied the waters late last month with a “Fact Sheet” on Title VI, which is the federal law that prohibits race discrimination in public schools. Although broadly supportive of Diversity, Equity, and Inclusion (DEI) efforts in the past, this is the first time the administration has mounted an explicit legal defense of racial-equity efforts.

The fact sheet pays lip service to federal nondiscrimination law but encourages public schools to employ DEI training, “cultural competency training,” and all methods to address “racial disparities within a school.” This initiative represents the administration’s response to state-level efforts to ban DEI training, curriculum, and other policies, which unfortunately have become commonplace.

The administration’s view of racial equity is that all racial groups should enjoy precisely the same outcomes in all areas ranging from test scores to discipline. Equity is demanded because, according to President Biden, any disparity among racial groups is simply evidence of “systemic racism and white supremacy.” As Vice President Harris has famously said, equity means “we all end up at the same place.”

The unfortunate reality is that in our public school classrooms, so called “equity” policies are causing blatant race discrimination every day.

Hugh Pope:

If we are trying to fix our “broken politics”, is the solution really just another set of politicians? If the electoral system is at fault, might the process of government work better if it were run by a group of randomly selected citizens?

Liesa Scholzen is a politician whose constituents are the 70,000 German speakers on Belgium’s eastern border. People with an interest in new political systems are paying close attention to Scholzen’s hilltop parliament in Eupen, Ostbelgien. That’s because in 2021, as part of its Citizens’ Dialogue initiative, Ostbelgien inaugurated the world’s first official, permanent legislative body chosen not by votes, but by lottery. 

Scholzen’s visitors come from round the world to learn about this new process of sortition, but Scholzen herself mostly looked bemused by their enthusiasm. “I’m just a part-time politician. And I’m a citizen too!” she reminded her audience of around 50, who had come to hear her talk about the strange new politics.

Ostbelgien’s new system takes some getting used to. It’s named “The Citizens’ Dialogue” and is led by a standing council of citizens, drawn by lot. The 24-member council serves for 18 months, and they choose the topics which are then debated by separate Citizens’ Assemblies. These assemblies have 25-50 members, also chosen by lot, who make their recommendations following two to three days of deliberation. Members meet in the evening or at weekends, and receive expenses plus €50 to €95 (£44-£84) per session. All participants are chosen from the German-speaking community.

Hugh Pope:

If we are trying to fix our “broken politics”, is the solution really just another set of politicians? If the electoral system is at fault, might the process of government work better if it were run by a group of randomly selected citizens?

Liesa Scholzen is a politician whose constituents are the 70,000 German speakers on Belgium’s eastern border. People with an interest in new political systems are paying close attention to Scholzen’s hilltop parliament in Eupen, Ostbelgien. That’s because in 2021, as part of its Citizens’ Dialogue initiative, Ostbelgien inaugurated the world’s first official, permanent legislative body chosen not by votes, but by lottery. 

Scholzen’s visitors come from round the world to learn about this new process of sortition, but Scholzen herself mostly looked bemused by their enthusiasm. “I’m just a part-time politician. And I’m a citizen too!” she reminded her audience of around 50, who had come to hear her talk about the strange new politics.

Ostbelgien’s new system takes some getting used to. It’s named “The Citizens’ Dialogue” and is led by a standing council of citizens, drawn by lot. The 24-member council serves for 18 months, and they choose the topics which are then debated by separate Citizens’ Assemblies. These assemblies have 25-50 members, also chosen by lot, who make their recommendations following two to three days of deliberation. Members meet in the evening or at weekends, and receive expenses plus €50 to €95 (£44-£84) per session. All participants are chosen from the German-speaking community.

Scott Girard:

By Monday night, Thomas Jefferson Middle School could have a new name.

The Madison School Board will hold its regular monthly meeting beginning at 6 p.m. Monday with a vote on renaming the school on its agenda — 364 days after the process began with then-principal Sue Abplanalp making a renaming request to the board.

The two options the board will consider for the west side school are Ezekiel Gillespie and Maya Angelou. The building is next door to Vel Phillips Memorial High School, the most recently renamed school building in the Madison Metropolitan School District and the third in three years.

Each of those schools has been renamed for a Black woman with local connections: Phillips, Virginia Henderson Elementary School and Milele Chikasa Anana Elementary School.

Jefferson Middle School is named for the third president of the United States and original drafter of the Declaration of Independence. Despite writing against slavery and the slave trade, Jefferson owned hundreds of slaves on his plantation.

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?

Emma Camp:

One California high school has eliminated honors classes for ninth- and 10th-grade students. While school officials claim that the change was necessary to increase “equity,” the move has angered students and parents alike.

“We really feel equity means offering opportunities to students of diverse backgrounds, not taking away opportunities for advanced education and study,” one parent who opposed the change told The Wall Street Journal.

Starting this school year, Culver City High School, a public school in a middle-class suburb of Los Angles, eliminated its honors English classes for ninth- and 10th-graders. Instead, students are only able to enroll in one course called “College Prep” English. The decision, according to school administrators, came after teachers noticed that only a small number of black and Hispanic students were enrolling in Advanced Placement (A.P.) courses.

“It was very jarring when teachers looked at their AP enrollment and realized Black and brown kids were not there. They felt obligated to do something,” said Quoc Tran, the district’s superintendent. According to an article by The Wall Street Journal‘s Sara Randazzo, data presented at a school board meeting last year showed that Latino students made up 13 percent of 12th-grade A.P. English students, despite comprising 37 percent of the student body, while black students made up 14 percent of A.P. English students while comprising 15 percent of the student body.

Deja vu: One size fits all in Madison – English 10

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?

Emma Camp:

One California high school has eliminated honors classes for ninth- and 10th-grade students. While school officials claim that the change was necessary to increase “equity,” the move has angered students and parents alike.

“We really feel equity means offering opportunities to students of diverse backgrounds, not taking away opportunities for advanced education and study,” one parent who opposed the change told The Wall Street Journal.

Starting this school year, Culver City High School, a public school in a middle-class suburb of Los Angles, eliminated its honors English classes for ninth- and 10th-graders. Instead, students are only able to enroll in one course called “College Prep” English. The decision, according to school administrators, came after teachers noticed that only a small number of black and Hispanic students were enrolling in Advanced Placement (A.P.) courses.

“It was very jarring when teachers looked at their AP enrollment and realized Black and brown kids were not there. They felt obligated to do something,” said Quoc Tran, the district’s superintendent. According to an article by The Wall Street Journal‘s Sara Randazzo, data presented at a school board meeting last year showed that Latino students made up 13 percent of 12th-grade A.P. English students, despite comprising 37 percent of the student body, while black students made up 14 percent of A.P. English students while comprising 15 percent of the student body.

Deja vu: One size fits all in Madison – English 10

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?

Sandra Stotsky:

It is an oft-quoted truism that teachers cannot teach what they do not know. In the past half century, most states have tolerated a weak licensing system for prospective teachers. This weak system has been accompanied by an increasingly emptier curriculum for most of our students, depriving them of the knowledge and skills they need for this country’s experiment in self-government and for their careers in a highly industrialized country.

It is reasonable to believe that an academically stronger licensing system for teachers would raise the academic quality of our teaching force, strengthen the school curriculum, and, in turn, increase student achievement. And it is reasonable to believe that is what happened in the Bay State. But that doesn’t seem to be what the US Department of Education wants, to judge by the policies it has required all Common Core states to implement since 2010.

While the first step in strengthening public education in this country is the development of strong academic standards in all major subjects, something we do not have in any state since 2011, the second should be the tightening up of the academic screws, so to speak, of every state’s teacher licensing system, not, as is now the case, the development of costly national K-12 student tests that may be as poor in quality as the standards on which they are based. Instead of content-poor licensure tests, as most states have, states could adopt. at relatively no cost to themselves (and with no consultant or royalty fees for me), the Massachusetts licensure tests of subject matter knowledge that helped to propel the “Massachusetts education miracle.” They can apply easily to whatever K-12 standards states now have.

Ben Chrisinger:

Almost immediately after OpenAI released ChatGPT in late November, people began wondering what it would mean for teaching and learning. A widely read piece in The Atlantic that provided one of the first looks at the tool’s ability to put together high-quality writing concluded that it would kill the student essay. Since then, academics everywhere have done their own experimenting with the technology — and weighed in on what to do about it. Some have banned students from using it, while others have offered tips on how to create essay assignments that are AI-proof. Many have suggested that we embrace the technology and incorporate it into the classroom.

While we’ve been busy worrying about what ChatGPT could mean for students, we haven’t devoted nearly as much attention to what it could mean for academics themselves. And it could mean a lot. Critically, academics disagree on exactly how AI can and should be used. And with the rapidly improving technology at our doorstep, we have little time to deliberate.

Already some researchers are using the technology. Among only the small sample of my work colleagues, I’ve learned that it is being used for such daily tasks as: translating code from one programming language to another, potentially saving hours spent searching web forums for a solution; generating plain-language summaries of published research, or identifying key arguments on a particular topic; and creating bullet points to pull into a presentation or lecture.

Even this limited use is complicated. Different audiences — journal editors, grant panels, conference attendees, students — will have different expectations about originality for particular tasks. For example, while peer reviewers might accept translated statistical code, students might balk at AI-generated lecture slides.

But it’s in the realm of academic writing and research where ethical debates about transparency and fairness really come into play.

Ben Chrisinger:

Almost immediately after OpenAI released ChatGPT in late November, people began wondering what it would mean for teaching and learning. A widely read piece in The Atlantic that provided one of the first looks at the tool’s ability to put together high-quality writing concluded that it would kill the student essay. Since then, academics everywhere have done their own experimenting with the technology — and weighed in on what to do about it. Some have banned students from using it, while others have offered tips on how to create essay assignments that are AI-proof. Many have suggested that we embrace the technology and incorporate it into the classroom.

While we’ve been busy worrying about what ChatGPT could mean for students, we haven’t devoted nearly as much attention to what it could mean for academics themselves. And it could mean a lot. Critically, academics disagree on exactly how AI can and should be used. And with the rapidly improving technology at our doorstep, we have little time to deliberate.

Already some researchers are using the technology. Among only the small sample of my work colleagues, I’ve learned that it is being used for such daily tasks as: translating code from one programming language to another, potentially saving hours spent searching web forums for a solution; generating plain-language summaries of published research, or identifying key arguments on a particular topic; and creating bullet points to pull into a presentation or lecture.

Even this limited use is complicated. Different audiences — journal editors, grant panels, conference attendees, students — will have different expectations about originality for particular tasks. For example, while peer reviewers might accept translated statistical code, students might balk at AI-generated lecture slides.

But it’s in the realm of academic writing and research where ethical debates about transparency and fairness really come into play.

Nadia Asparouhava:

Growing up, my dad would always remind us that America doesn’t guarantee anyone happiness. “It guarantees us the pursuit of happiness,” he’d say. Sounds like a cheap deal: America gives us opportunities, but we still have to put in all the work. But that is more than any other country offers its citizens.

Tech is where “doing research” does not require me to have a Ph.D., and where “writing for a living” does not require me to scribble articles for pennies into the void. In tech, writing thoughtfully and persuasively about a topic means that others genuinely engage with those ideas, remix them freely and reach out with opportunities to transform them into reality. My peers in tech have never questioned the importance of my (sometimes eccentric) obsessions and rabbit holes, but instead urge me to act upon the ideas I care about and to take my own dreams seriously.

Nadia Asparouhava:

Growing up, my dad would always remind us that America doesn’t guarantee anyone happiness. “It guarantees us the pursuit of happiness,” he’d say. Sounds like a cheap deal: America gives us opportunities, but we still have to put in all the work. But that is more than any other country offers its citizens.

Tech is where “doing research” does not require me to have a Ph.D., and where “writing for a living” does not require me to scribble articles for pennies into the void. In tech, writing thoughtfully and persuasively about a topic means that others genuinely engage with those ideas, remix them freely and reach out with opportunities to transform them into reality. My peers in tech have never questioned the importance of my (sometimes eccentric) obsessions and rabbit holes, but instead urge me to act upon the ideas I care about and to take my own dreams seriously.

James Kirchick:

Perhaps the most enduring of communism’s many ignominious contributions to Western intellectual life is the collective letter of denunciation.

In 1958, after the writer Boris Pasternak won the Nobel Prize in literature, the presidium of the Union of Soviet Writers voted unanimously to expel him in a move that was reported on the front page of The New York Times. According to this governmentally controlled body, the author of Dr. Zhivago had committed “treason with regard to the Soviet people, the cause of socialism, peace, and progress paid for by a Nobel Prize in order to intensify the Cold War.” Articles in Literaturnaya Gazeta, an official organ of the union, denounced the Jewish author as a “Judas” and likened him to a “snake” that had emerged from the “poetical dungwaters of lyrical manure.”

In 1969, the union expelled another author whose work challenged the Soviet regime, Aleksander Solzhenitsyn, for “antisocial behavior.” The following year, Solzhenitsyn, like Pasternak before him, won the Nobel. In an angry statement, also reported on the front page of the Times, the union decried how “works by this writer that were illegally taken abroad and published there have long been used by Western reactionary circles for anti-Soviet aims.”

In 1973, an open letter signed by 40 members of the Soviet Academy of Sciences denounced the physicist Andrei Sakharov for his criticisms of Kremlin human rights abuses, which, they alleged, had found favor with “the most reactionary imperialist circles” abroad. Sakharov, too, won the Nobel Prize (for peace) two years later, only for 72 members of the academy—a full third of its membership—to sign a florid statement declaring that the award was “of an unworthy and provocatory nature and is blasphemy against the noble ideals cherished by us all of humanism, peace, justice, and friendship between peoples of all countries.”

Wisconsin Senate (and Assembly) Committee on Education:

Department of Public Instruction
Laura Adams -Policy Initiatives Advisor for the State Superintendent
Duy Nguyen – Assistant Superintendent for the Division of Academic Excellence
Tom McCarthy – Executive Director for the Office of the State Superintendent

ExcelinEd
Dr. Kymyona Burk – Senior Policy Fellow

University of Wisconsin–Madison
Mark S. Seidenberg – Vilas Research Professor and Donald O. Hebb Professor

Luxemburg-Casco School District
Kyle Thayse – 4k-12 Instructional Coach

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?

students, schmoodents.

from 2020-22, yale university received more money just in HHS grants than from all student tuition, room, and board payments combined.

but sure kids, keep thinking “you’re the customer”… pic.twitter.com/P0EUwvA7q2

— el gato malo (@boriquagato) February 25, 2023

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.