Ann Althouse:

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

Valerie Strauss:

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

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

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

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Ian Miller:

But a new study out provides some important new evidence with regards to the efficacy of mask mandates.

The Study Design

The study authors included several credentialed experts like Tracy Høeg and USC’s Neeraj Sood, along with one extremely qualified data analyst, Josh Stevenson. 

You may know Josh from his fantastic work on Twitter as well as Substack, and this study could very well be his most important contribution yet.

Their detailed examination of North Dakota has created more advanced academic level research similar to the data comparisons that myself and many others have shared.

The introduction explains the methodology and goals:

Ann Althouse

A key I use to understanding puzzles like this is: People do what they want to do. What have they done? Begin with the hypothesis that what they did is what they wanted to do. If they postured that they wanted to do something else, regard that as a con. Work from there. The world will make much more sense.

2013: Then Senate Majority Leader Harry Reid lead a vote to eliminate the filibuster for Judicial nominees in 2013.

Roll Call:

The Senate voted, 52-48, to effectively change the rules by rejecting the opinion of the presiding officer that a supermajority is required to limit debate, or invoke cloture, on executive branch nominees and those for seats on federal courts short of the Supreme Court.

Three Democrats — Carl Levin of Michigan, Joe Manchin III of West Virginia, and Mark Pryor of Arkansas — voted to keep the rules unchanged.

The move came after Majority Leader Harry Reid, D-Nev., raised a point of order that only a majority of senators were required to break filibusters of such nominees. Presiding over the Senate as president pro tem, Judiciary Chairman Patrick J. Leahy of Vermont issued a ruling in line with past precedent, saying that 60 votes were required. Leahy personally supported making the change.

Voting against Leahy’s ruling has the effect of changing the rules to require only a simple majority for most nominations.

Wisconsin Senator Tammy Baldwin voted in favor of eliminating the filibuster.

More, here

Obama Promised To Sign The Freedom Of Choice Act On Day One, Hasn’t Touched The Issue Since

This 10-second video is breaking the brains of liberals who insist on defending the Democratic Party rather than pushing it to deliver right now.https://t.co/MwFthT602Epic.twitter.com/3QEJf9lpVF

— David Sirota (@davidsirota) June 26, 2022

Notes:

I’m trying to understand this new Marist poll, which was conducted on June 24th and 25th. The Supreme Court decision came out on the morning of June 24th. Of course, there was also the leak of what turned out to be the majority opinion. That happened on May 2nd.

In the May 12 memo, Meta said it had previously allowed open discussion of abortion at work but later recognized that it had led to “significant disruptions in the workplace given unique legal complexities and the number of people affected by the issue.” The policy had led to a high volume of complaints to the human resources department, and many internal posts regarding abortion were taken down for violating the company’s harassment policy, the memo said.

I know motherhood is not easy. It is a profoundly daunting task to be charged with the spiritual and physical well-being of tiny humans. I also know that most law firms (and most jobs) might not joyfully celebrate an infant’s contributions to a discussion. Tragically, the availability of abortion has made the workplace less friendly to women and mothers. Even in the best of circumstances, being a parent is demanding. And it becomes infinitely harder for single mothers, like my mom, many of whom do not have the support of a family, community, or church. Yet the abortion-on-demand regime imposed by Roe v. Wade is no answer. As Chief Justice Roberts pointed out at oral argument in Dobbs, the United States is less protective of the unborn than almost any nation in the world. Only a few countries (six to be precise) allow for elective, on-demand abortions throughout all nine months of pregnancy—including the United States along with China and North Korea. Not a single European nation goes as far as Roe, and most countries either do not allow elective abortions or limit abortions to twelve weeks.

Of course, it’s also perfectly obvious that these sex-strike organizers are doing exactly what social conservatives want: abstaining from sex unless they are open to the gift of life. And what a kick in the head it would be if it turned out that what makes sex as valuable to a women as it is to a man is this potential for creating a child.

Flashback: When Biden opposed Roe; when Trump supported it

A forthcoming article in the Columbia Law Review by Professors David S. Cohen, Greer Donley, and Rachel Rebouché surveys some of the new abortion “battlegrounds” we can expect to see. In this article they write:

In this post-Roe world, states will attempt to impose their local abortion policies as widely as possible, even across state lines, and will battle one another over these choices; at the same time, the federal government may intervene to thwart state attempts to control abortion law. In other words, the interjurisdictional abortion wars are coming. . . .

The article provides a useful overview of many of the legal issues that will arise in these “interjurisdictional abortion wars,” in which the central legal questions will not concern substantive due process, but the scope of federal preemption, the autonomy of federal lands and enclaves, and the ability of states to limit interstate shipment of abortion medications, constrain interstate travel, or otherwise extraterritorialize their abortion laws. As I noted here, the White House has been consulting with academics to examine some of these questions, and I expect we will see the first rounds of litigation on some of these questions quite soon.

Perhaps anticipating some of these issues, it is notable that (as my co-bloggers have noted) Justice Kavanaugh made explicit reference to the constitutional right to interstate travel in his Dobbs concurrence. It may also be notable that Court’s conservative justices tend to split on questions of federal preemption (as we saw in Virginia Uranium v. Warren in 2019).

This shouldn’t have been hard to figure out. Any judge who considers himself or herself an originalist was going to believe that Roe is bad law because there wasn’t remotely colorable warrant for it under the Constitution. There might have been varying views on what deference was owed to precedent or other tactical questions; there wasn’t any meaningful disagreement on the core matter. The dance that went on is that Democrats would try to get conservative nominees to say that Roe had been a precedent for a long time. The nominees would agree while not going any further. They’d often cite — correctly — the refusal to comment on contested questions going back to Ruth Bader Ginsburg’s confirmation hearings.

Although Blake included it in his quote from Ginsburg’s speech, he doesn’t otherwise mention no-fault divorce. Let’s talk about why Ginsburg connected the no-fault divorce movement with the abortion-rights movement — and why these movements happened in the same time frame. One could say both movements pushed government out of the intimate sphere that belongs to the individual. Another way to put that was both movements served the agenda of the sexual revolution.

Ilya Somin:

Several of the items on the above list highlight inconsistencies by pro-choice liberals. But there is no shortage of similar inconsistency on the right. Consider, for example, conservatives who oppose mask and vaccine mandates on grounds of bodily autonomy, but strongly support the War on Drugs and laws banning prostitution.

Some will object that many of the cases described above must be ruled out because they involve restrictions on activities that are dangerous to health or safety (e.g. – prostitution, taking risky illegal drugs, and so on). If an activity is too dangerous, then government should be able to ban it in order to protect people from their own worst impulses.

But if that’s your view, you’re not really a supporter of “my body, my choice.” Rather, you believe people should only be allowed to make choices that the government (or perhaps some group of experts) deems sufficiently safe. Among other flaws, such paternalism overlooks the possibility that people may legitimately differ over the amount of risk they are willing to accept.

It is time to heed the Constitution and return the issue of abortion to the people’s elected representatives. “The permissibility of abortion, and the limitations, upon it, are to be resolved like most important questions in our democracy: by citizens trying to persuade one another and then voting.” Casey, Scalia, J concurring in judgment in part and dissenting in part. That is what the Constitution and the rule of law demand

New polling data out on #Dobbs:

1) Overturning #RoeVsWade: 45% Support/55% Oppose

2) 37% would ban abortion entirely w/ only rape and incest exceptions

3) 49% support abortion ban after 6 wks

4) 72%!! support abortion ban after 15wks https://t.co/SA1t369bL3

— Leo O'Malley (@LeoTOMalley) July 4, 2022

Charlie Warzel:

Virtually everything I found was unhelpful, so we did the old-fashioned thing and called a professional. The emergency came and went, but I kept thinking about those middling search results—how they typified a zombified internet wasteland.

In February, an engineer named Dmitri Brereton wrote a blog post about Google’s search-engine decay, rounding up leading theories for why the product’s “results have gone to shit.” The post quickly shot to the top of tech forums such as Hacker News and was widely shared on Twitter and even prompted a PR response from Google’s Search liaison, Danny Sullivan, refuting one of Brereton’s claims. “You said in the post that quotes don’t give exact matches. They really do. Honest,” Sullivan wrote in a series of tweets.

Brereton’s most intriguing argument for the demise of Google Search was that savvy users of the platform no longer type instinctive keywords into the search bar and hit “Enter.” The best Googlers—the ones looking for actionable or niche information, product reviews, and interesting discussions—know a cheat code to bypass the sea of corporate search results clogging the top third of the screen. “Most of the web has become too inauthentic to trust,” Brereton argued, therefore “we resort to using Google, and appending the word ‘reddit’ to the end of our queries.” Brereton cited Google Trends data that show that people are searching the word reddit on Google more than ever before.

Nicholas Garton

Retired Madison Police Lieutenant Wayne Strong, 62, passed away Monday, leaving many who knew him in the community shocked and saddened. Strong was a beloved presence in the lives of youths he mentored, people he worked with and community organizations he was involved with.

“He’s just one of those people who is irreplaceable,” said David Dahmer, an editor with Madison365 who knew Strong in several capacities over multiple decades. “He was always just very kind, generous, and thoughtful. He was a great mentor for the young people in the community.”

Strong’s fingerprints were all over the community. He was co-director of the Southside Raiders, a youth football team that focused on much more than just football. The Raiders instilled the values of self-esteem, teamwork, character, education, and safety in the youths who participated in the football and cheerleading programs.

Strong spent 24 years as a Madison police officer and was involved with the Southside Raiders for 27 years. He also ran for Madison School Board on multiple occasions and he was a member of the Wisconsin State Journal’s editorial board. Strong was involved in organizations such as Just Dane, The Road Home, and the YWCA.

Former Madison Police chief Noble Wray said that he worked with Strong since the early 1990s and that Strong’s passion for serving the community was still as strong as ever.

WiSJ

Strong was one of the city’s first school-based police officers. He believed strongly that getting to know students and staff as an officer walking the halls was the best way to understand and defuse trouble.

When an East High mom who opposed police officers in schools disagreed with Strong on social media about a State Journal editorial he had posted, Strong met in person with her. After a cordial discussion, they still didn’t agree. But they understood each other’s perspectives much better than before.

Dana Goldstein:

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

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

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

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

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

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

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

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

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

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

Ann Althouse notes a comment:

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

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

— Dana Goldstein (@DanaGoldstein) May 22, 2022

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

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

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Michael Hardy:

Seventh-grader Jordan Banks loves playing video games and drawing cartoons. He dreams of going to art school, but instead his parents enroll him at preppy Riverdale Academy, where the most popular sport is lacrosse and everyone wears Vineyard Vines. At first, Jordan has trouble fitting in—he’s one of the few Black students at Riverdale, and teachers keep confusing him with other students of color—but he makes friends quickly. By the end of the year, he even has a girlfriend.

Banks is the protagonist of New Kid, a Newbery Medal–winning graphic novel by children’s author Jerry Craft that recently became an unlikely cynosure of controversy in the Katy Independent School District, which serves 90,000 students at 74 campuses in the suburbs west of Houston. This past fall, New Kid was removed from KISD libraries after a petition signed by around four hundred parents criticized it for “teaching children that their white privilege inherently comes with microaggressions which must be kept in check.” The district, regularly ranked among the best in the Houston area, also canceled a virtual speaking appearance by Craft, whom the petition accused of pushing critical race theory—an academic framework for studying persistent discrimination that is typically taught only in colleges and graduate schools. 

The petition was written by Bonnie Anderson, a mother of three KISD students who is running for an unpaid position on the district’s board of trustees in the nonpartisan May 7 election. In a recent interview with Texas Monthly, Anderson said that district libraries were rife with books pushing the “unscientific notion that people who are white are born with privilege because of the way, you know, society has been constructed.” Anderson also wants to ban many books that address LGBTQ issues, which she labels “pornography,” and eliminate the district’s few remaining pandemic-related health measures, which she has compared to Jim Crow–era segregation.

Donald Devine:

Ludwig von Mises’ Yale University Press classic Bureaucracy explains in a relatively few pages the difference between public and private-sector bureaucratic management. The private sector can measure what is going on in large hierarchies of bureaucracy below its CEO simply by asking whether each unit is making a profit. The public sector has no equivalent measuring device.

This basic structural disadvantage is further hampered by the environment in which the bureaucracy must operate. The top levels of democratic governments must be elected by a population unfamiliar with administrative details and must vote based on what they can see.

Officials must deal with this electorate as it is and give people what they think they want rather than what they need. Neither the executive, legislative, nor judicial branches can see into the bureaucracy any better than career leaders. At the same time, U.S. bureaucracy itself operates under dual civil service and union personnel shields where almost no one is fired or disciplined.

How do even our best bureaucracies work under these constraints? The U.S. Navy primarily needs ships, and in the 1990s its leadership realized air and assault vessels had been designed for open-ocean warfare and would be vulnerable in shallow coastal waters like China’s. The first smaller littoral combat ship produced to meet that need was not launched until 2006. Now, 15 years later, the Navy announced that it must retire nine of them, one of which was commissioned less than two years before, and the others had “major propulsion issues.” The Navy-friendly Wall Street Journal called this “arguably the services’ biggest acquisitions failure of all time in a crowded field.” The editors could only recommend more money and back to the drawing board to solve a 30-year inability to effectively confront America’s most dangerous foe.

Much of the problem is that national government tries to do too much. It does not even know how many laws it has.

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

David Wallace-Wells:

There is one data point that might serve as an exceptional interpretative tool, one that blinks bright through all that narrative fog: excess mortality. The idea is simple: You look at the recent past to find an average for how many people die in a given country in a typical year, count the number of people who died during the pandemic years, and subtract one from the other. The basic math yields some striking results, as shown by a recent paper in The Lancet finding that 18.2 million people may have died globally from COVID, three times the official total. As skeptical epidemiologists were quick to point out, the paper employed some strange methodology — modeling excess deaths even for countries that offered actual excess-death data and often distorting what we knew to be true as a result. A remarkable excess-mortality database maintained by The Economist does not have this problem, and, like the Lancet paper, the Economist database estimates global excess mortality; it puts the figure above 20 million.

As a measure of pandemic brutality, excess mortality has its limitations — but probably fewer than the conventional data we’ve used for the last two years. That’s because it isn’t biased by testing levels — in places like the U.S. and the U.K., a much higher percentage of COVID deaths were identified as such than in places like Belarus or Djibouti, making our pandemics appear considerably worse by comparison. By measuring against a baseline of expected death, excess mortality helps account for huge differences in the age structures of different countries, some of which may have many times more mortality risk than others because their populations are much older. And to the extent that the ultimate impact of the pandemic isn’t just a story about COVID-19 but also one about our responses to it — lockdowns and unemployment, suspended medical care and higher rates of alcoholism and automobile accidents — excess mortality accounts for all that, too. In some places, like the U.S., excess-mortality figures are close to the official COVID data — among other things, a tribute to our medical surveillance systems. In other places, the numbers are so different that accounting for them entirely changes the picture of not just the experience of individual nations but the whole world, scrambling everything we think we know about who did best and who did worst, which countries were hit hardest and which managed to evade catastrophe. If you had to pick a single metric by which to measure the ultimate impact of the pandemic, excess mortality is as good as we’re probably going to get.

Katherine Boyle:

There’s a common question in Silicon Valley about what makes an extraordinary entrepreneur. Experienced investors point to various traits. Perseverance. Grit. Overcoming adversity. Hustle. Innate genius. A good childhood. A bad childhood. Luck.

But the trait that is most meaningful is the hardest to describe. It is the fire in the eyes, the ferocity of speech and action that is the physical manifestation of seriousness. It is the belief that God or the universe has bestowed upon you an immense task that no one else can accomplish but you. It is a holy war waged against the laws of physics. It is the burden of having to upend sometimes hundreds of years of entrenched interests to accomplish a noble goal.

When you see that kind of seriousness in a founder, the common response is to laugh or mock it. Who is he to believe he can colonize Mars? Who are they to think people will hop in cars with strangers? Butinvestors like myself run toward such serious people because this rare quality—a potent combination of capability and will—inspires others to reach beyond what seems conceivable.

Gen. H.R. McMaster, the former National Security Advisor, recently described the equation “capability times will” as something else: deterrence. That when nation-states see a dominant country’s technological prowess coupled with the will to defend its way of life, they will not act in a way that hurts the country’s interests.

For 80 years, beginning with the end of World War II, this was mostly the case. American deterrence and seriousness were in some ways synonymous—an undeniable force for growth and prosperity in business, in technology and in culture, making this country’s achievements the envy of the world. But as the century began, the loss of American seriousness accelerated just as our adversaries, Russia and China, became more serious about their own alternative projects.

We can debate the causes of this decline. Some say economic stagnation. Decadence. An unmooring from our founding principles or the natural rise and fall of nation states. But whatever the reason, we all know what unseriousness looks like.

Phil Kerpen, Stephen Moore and Casey Mulligan:

Almost exactly two years ago COVID-19 spread to the United States and our federal, state and local governments implemented strategies to mitigate the damage from this deadly virus.

We now know from the responses across countries that the U.S. federal government (and most governments around the world) made many tragic mistakes in responding to Covid 19. But one of the wisest policy decisions was to ultimately let the 50 states and their governors and legislators make their own pandemic response policies. Federalism worked. States learned from one another over time about what policies worked most and least effectively in terms of containing the virus while minimizing the negative effects of lockdown strategies on businesses and children.
In the beginning stages of the pandemic, the Committee to Unleash Prosperity released a widely cited study and early stage report card on how the states were responding to the pandemic, based on how many jobs and how much GDP was lost and how states were performing in terms of reducing Covid infections and deaths.1 This study is an expanded and updated version of that original report card of how the 50 states handled COVID.

The study primarily examined three variables: health outcomes, economic performance throughout the pandemic, and impact on education (i.e., the number of days of schooling that children missed).

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Jason Riley:

“I find it hard to take seriously the state of Michigan’s contention that racial diversity is a compelling state interest—compelling enough to warrant ignoring the Constitution’s prohibition of distribution on the basis of race,” Scalia began. “The problem is a problem of Michigan’s own creation. That is to say, it has decided to create an elite law school . . . [and] it’s done this by taking only the best students with the best grades and the best SATs or LSATs, knowing that the result of this will be to exclude to a large degree minorities.”

Scalia said that if Michigan wants to be an elite law school, that’s fine. But there are trade-offs involved if the school also wants to prioritize enrolling some predetermined percentage of underrepresented minorities for aesthetic reasons. “If [racial diversity] is indeed a significant compelling state interest, why don’t you lower your standards?” he asked. “You don’t have to be the great college you are. You can be a lesser college if that value is important enough to you.”

Last week, the highly selective Massachusetts Institute of Technology, faced with a similar dilemma, apparently chose to maintain its high standards. It became the first prominent school to reinstate the requirement that applicants submit SAT or ACT scores, a practice that MIT and many other colleges had abandoned during the pandemic.

MIT explained the reversal in a blog post. “Our research shows standardized tests help us better assess the academic preparedness of all applicants, and also help us identify socioeconomically disadvantaged students who lack access to advanced coursework or other enrichment opportunities that would otherwise demonstrate their readiness for MIT,” wrote Stu Schmill, the dean of admissions. “Our ability to accurately predict student academic success at MIT⁠is significantly improved by considering standardized testing—especially in mathematics,” he added. Thus, “not having SATs/ACT scores to consider tends to raise socioeconomic barriers to demonstrating readiness for our education.”

Houman David Hemmati

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

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

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

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

Joshua Benton:

Benton: So it’s the big academic publishing companies that bought up rights to microfilm that was created 50 or 80 years ago?

Kahle: There’s a play I really want to see put on at the Repertory Theatre in Harvard Square — a two-person play, fictitious, of Binkley meeting Eugene Power.5

Eugene Power started University Microfilms, and Binkley had this dream of microfilm playing a different role. And basically, Eugene Power won — Binkley died. And we ended up with it being a corporation, which then got bought and bought and bought and bought again. And then they think that, if you want to move something to the next medium, you need to go back and get a new license. That transaction cost is so high, right? You don’t do it very often. So things get left behind because of this idea of licensing.

Enabling news and archiving news

Benton: I wanted to ask you specifically about how you see the role that journalism has played and does play in the Archives’ history.

Kahle: There are two dimensions, right? There’s being a useful tool for journalists, having materials that they want to use. And then there’s documenting the output of journalism, of news. And those are both probably best illustrated with the Wayback Machine. 

Being a resource for journalists has been a major goal of ours. We’ve got an internal Slack channel that uses Google Alerts to find uses of the Wayback Machine in news stories, and they come in all the time. I actually find that a useful stream of news to read, because it indicates that the journalist has done some work.

Benton: Journalists’ use of the Wayback Machine reminds me a bit of the way that Jon Stewart’s Daily Show was able to gain a certain amount of rhetorical authority by finding all these old clips of politicians saying something six months ago that was the opposite of what he is saying today. Using that archive of video information to build accountability. I think journalists use the Wayback Machine for the same reason. It’s “This company says X now, but only three months ago, on their website, they said Y.”

Kahle: Absolutely. And Jon Stewart’s Daily Show was really inspiring to us. We did a grant-funded program to try to build a tool that would allow anyone to become a Jon Stewart research intern. And that was what became the Television Archive.

We’d been archiving television, and then we wanted to make it available. And so we tried to make it so you could search on what people said and then make clips. And it didn’t happen as much as I thought it would.

So those are tools that we’ve helped make that are useful to journalists. Then there’s trying to archive news. And we’ve really done a lot work to try to make sure that we capture news from around the world. What’s becoming really tricky now is paywalls and robot traps. Newspapers are becoming very sophisticated to try to make sure that people don’t crawl them. They’re employing more and more sophisticated tools.

Michael Thaddeus:

The 100% figure claimed by Columbia cannot be accurate. Among 958 members of the (full-time) Faculty of Columbia College, listed in the Columbia College Bulletin online, are included some 69 persons whose highest degree, if any, is a bachelor’s or master’s degree.¹²

It is not clear exactly which faculty are supposed to be counted in this calculation. The U.S. News methodology page is silent on this point. The instructions for the Common Data Set, which is co-organized by U.S. News and from which it draws much of its data, stipulate that only non-medical faculty are to be counted in collecting these figures. Information on the degrees held by faculty in Columbia’s professional schools is not readily available.

Even following the most favorable interpretation, however, by counting all faculty, both medical and non-medical — and very optimistically assuming that all faculty in the professional schools have terminal degrees — we are still unable to arrive at a figure rounding to 100%, since the 69 faculty of Columbia College without terminal degrees exceed 1% of the entire cohort of 4,381 full-time Columbia faculty in Fall 2020. If we exclude medical faculty as directed by the Common Data Set, then our calculations should be based on Columbia’s 1,602 full-time non-medical faculty in Fall 2020. We conclude that the proportion of faculty with terminal degrees can be at most (1602-69)/1602, or about 96%. To the extent that professional school faculty lack terminal degrees, this figure will be even lower.

Institutions providing a Common Data Set have to divulge, on section I-3 of the form, the subtotals of full-time non-medical faculty whose highest degrees are bachelor’s, master’s, and doctoral or other terminal degrees, and likewise for part-time faculty. This makes it possible to check (or at least replicate for non-medical faculty) the percentage stated by U.S. News. If Columbia provided a Common Data Set, like the vast majority of its peers, then the existence of substantial numbers of Columbia faculty without terminal degrees could not have been so easily overlooked.¹³ Columbia’s peers, which acknowledge having faculty without terminal degrees in their Common Data Sets, have been placed at a competitive disadvantage by doing so. 

Most of the 69 Columbia College faculty without terminal degrees in their fields are either full-time renewable lecturers in language instruction or faculty in Columbia’s School of the Arts. Conceivably it might be claimed that, for some reason, these groups should not be counted in the calculation. Such an argument encounters significant difficulties, however. One is that without these groups, it is even harder to arrive at the student-faculty ratio of 6:1 reported by Columbia (see §5 below). More fundamentally, it simply is the case that language lecturers and Arts faculty are full-fledged faculty members. Both groups are voting members of the Faculty of Columbia College, Columbia’s flagship undergraduate school, and also of the Faculty of Arts & Sciences.¹⁴

In any case, these 69 persons include some distinguished scholars and artists, and even a winner of the Nobel Prize.¹⁵Columbia would surely be a lesser place without them, even if 100% of its faculty really did then hold terminal degrees.

James Pethokoukis:

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

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

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

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

DPI Superintendent Jill Underly:

Dear Wisconsin Families and Educators,

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

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

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

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

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

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Tyler Cowen:

Of course this process has very little transparency and not much in the way of appeal, or even competition, or for that matter accountability to outside parties.  Might it also be a factor behind a lot of the academic conformism we witness?  You go through the early part of your career knowing that you are auditioning for a committee.  Can any voice wreck you?  Or is it majority rule?  You will never know!

Unlike a lot of the whiners, I am not saying this system is necessarily bad — I am genuinely unsure, in part because of the lack of transparency, not to mention that the relevant alternative is possibly something worse yet.  In any case, I find it striking how little discussion this method has received.  It allocates most of the best jobs in the economics profession, and it does not obviously satisfy many of the ideals that at least some of us pay lip service to.  John List, now tenured at the University of Chicago, received his initial Ph.D from University of Wyoming, not a top school, but that kind of climb up the academic ladder is extremely rare in economics.

Most lesser ranked schools, including GMU, do not rank their candidates collectively in the same manner.  There is no collective ranking, rather individual faculty, or perhaps small working groups, recommend their favored candidates.  In part they are competing against the other recommending faculty in their own department.  There is no “secret, collusive meeting,” and so you might think there is an incentive to over-recommend and to deplete the collective credibility of the department.  The market, however, understands that and takes it into account, and in that sense the credibility of the department “starts off depleted” to begin with.  The recommendations then have to be somewhat exaggerated simply to “break even” in the resulting signal-jamming equilibrium.

Lower-ranked schools don’t have the option of sending most of their Ph.D. students to Tier 1 research universities, so the notion of a uniform ranking probably doesn’t make sense there. And if you have only three graduating Ph.D. students in a year, and two of them are returning home to Asia, as is the case in many of the lower-ranked programs, does it really make sense to rank them? Furthermore, the lower-ranked schools may have a higher variance of faculty quality, which would render a consensus ranking of the graduates more difficult to achieve. In contrast, almost all of the faculty at Harvard have a pretty good sense of “what it takes” to succeed at MIT or Princeton as a junior faculty member.

Charles Schifano:

To care about the state and quality of writing today is to scream into a void while knowing that the void does nothing but laugh. Of course gripes about writing standards are a timeless and rather trite pastime: there’s always a market for shouts about how the kids these days are inarticulate. Or about the slipping of standards. Or about how so much contemporary writing is clunky and hackneyed and uninspired. There’s always an old man, always a porch, and always a lawn where the neighborhood kids bark this week’s cliché, speak in punchlines, and repeat metaphors so drained of life that you don’t even recognize them as metaphors.

What’s undeniable, however, is that there’s been a change in writing instruction. This is a change for which the evidence and the results are clear, but any discussion about the subject comes suspiciously close to snipes about language. To talk about writing instruction and its shortcoming is to be, almost certainly, muddled in a debate about style or taste or even authority. But the truth is that hardly anyone who studies how language shifts by swings and whims is troubled by the newest fashions in contemporary use. The frustration isn’t with the kids on the lawn; it is the mentality and standards and methods used to teach those kids that triggers the frustration.

And that’s true even though writing has always been a tricky subject to teach, as even great stylists are unable to explain what we might call the spooky elements that make some sentences soar and others sink. There’s no directory of good writing techniques, or surefire rules to follow, just as nobody can give you the correct order of musical notes to create a melody. Any list of the typical absolutes in contemporary writing instruction—shun adverbs, loathe the passive voice, cut latinate words, use short sentences—has the character of, at best, limiting the threat of mistakes because it removes so many tools. If you’re only permitted one note on the piano, perhaps it’s a little easier to keep it tuned. So the typical writer today ends up with a pen and paper and a very narrow range of expressions: nothing beyond what can be stated with short sentences and short words and short, crisp thoughts. This is the ethos of the contemporary writing seminar, or most communication classes, even though any template that promises to induce good prose will also shove away any potential for expansive or artful prose—it is the realm of instructions, manuals, blueprints, and checklists. Where all sentences are trapped between guardrails. Where the purpose of writing instruction is to prevent errors. Where the writer begins every sentence with nothing more than thoughts of what to avoid.

Kayla Huynh

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

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

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

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

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

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

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

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

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

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

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

Jackson Walker:

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

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

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

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

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

Isaac Morehouse:

Universities are dying.

They have long ceased being the best way to gain knowledge.

More recently, the degrees they confer have ceased being the best way to signal employability; the only exception being jobs that legally require them. (Such jobs are increasingly stodgy, unattractive, bureaucratic, backwards, and subservient to tyrannical governments).

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

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

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

But they still send their kids.

Why?

Ben Zeisloft:

Canadian psychologist and bestselling author Jordan Peterson announced that he is no longer a tenured professor at the University of Toronto.

In an article for The National Post, Peterson — who recently sat down with Daily Wire editor emeritus Ben Shapiro in the inaugural episode of “The Search” — pointed to the school’s obsession with “Diversity, Inclusivity and Equity,” which he abbreviated simply as “DIE.”

“I had envisioned teaching and researching at the U of T, full time, until they had to haul my skeleton out of my office. I loved my job. And my students, undergraduates and graduates alike, were positively predisposed toward me,” Peterson said. “But that career path was not meant to be.”

Peterson voiced frustration that his “qualified and supremely trained heterosexual white male graduate students… face a negligible chance of being offered university research positions, despite stellar scientific dossiers” thanks to diversity mandates.

“These have been imposed universally in academia, despite the fact that university hiring committees had already done everything reasonable for all the years of my career, and then some, to ensure that no qualified ‘minority’ candidates were ever overlooked,” he wrote. “My students are also partly unacceptable precisely because they are my students. I am academic persona non grata, because of my unacceptable philosophical positions. And this isn’t just some inconvenience. These facts rendered my job morally untenable. How can I accept prospective researchers and train them in good conscience knowing their employment prospects to be minimal?”

Peterson pointed to other trends destroying academia “and, downstream, the general culture” — including the end of objective testing and “grievance studies” disciplines. He also observed that colleagues must bow to diversity mandates by crafting “DIE statements” to obtain research grants.

Kareem Weaver:

Where is the humility? Where is the institutional courage to admit mistakes and move forward?

Individuals in leadership positions often derive their credibility from being the most knowledgeable person in the room, the unquestioned oracles of knowledge. This moment in education, however, requires leaders who will publicly position themselves as the best learners, not the best knowers. The sector has to reacquaint itself with the science of reading, unlearn some habits, suspend beliefs, and be vulnerable enough to embrace the inevitable learning curve. It will take grace and humility.

The NAACP considers reading proficiency to be a civil rights issue because The Information Age requires literacy to participate fully in a society that pushes nonreaders, systematically, to its margins. Given this, the education sector’s willingness to ignore the neuroscience and research consensus about literacy instruction is worth examining. What allows universities to have internal debates about science and methods that have long been settled? Why would dyslexia receive scant attention in an American credentialing program? Why would thousands of K-12 systems continue to use curricula that, even the authors now acknowledge, must be revised to address deficiencies in core elements of literacy instruction? And why would K-12 systems ignore mountains of evidence showing that foundational reading skills are undertaught?

The same universities who claim to be leading research institutions are eerily silent about their failure to apply the research in preparing teaching candidates. Likewise, the K-12 institutions with mission statements citing equity have systematically created a resource gap where those without money to overcome inadequate instruction are consigned to the margins of society while their better-resourced peers seek tutors or more appropriate school placements. Rather than address these issues, we have focused on untangling America’s racial quagmire – as if these things are mutually exclusive. We seem oblivious to the impact race and class have on our tolerance for student failure and our willingness to promote external control narratives that undermine collective teacher efficacy and obfuscate the central issues: we have not provided direct, systematic, explicit instruction to teach reading; neither curricula nor materials have been evidence-based; professional development dollars have not been used well; assessment has been misunderstood and abused; interventions haven’t been timely; and the dearth of humility from leaders and institutions have limited the possibility of effective change management.

I recently saw a sign prominently posted in a Madison restaurant that said: “Wear a Mask, it’s the law”.

This is a teaching moment.

The current Dane County Madison Public Health mask requirement is a mandate, not (yet) a law. The status of said mask requirement is the subject of law fare and activism.

Some background:

a. President Obama’s use of executive orders vs legislation, satirized by SNL:

b. Rule making

Wisconsin’s long term, disastrous K-12 reading results:

I’ve become quite familiar with this issue via our reading advocacy over the years. Legislation to address Wisconsin’s dramatic K-12 reading decline (our students now trail Mississippi, a state that spends less and has fewer teachers per student) was passed in 2011/2012, following Massachusett’s best in the US K-12 teacher content knowledge requirements.

Fast forward a few years: DPI Superintendent and now Governor Evers begins to waive that requirement. In fact, he did so more than 6000 times (teacher mulligans).

Alexander Shur:

“This case is not about what restrictions are appropriate during the ongoing COVID pandemic, which is admittedly serious,” the lawsuit states. “It is about who decides and how.”

c. Dane County Madison Public Health (vs Milwaukee and elsewhere):

“In particular, WILL argued the new restrictions were not voted on by the Dane County Board.”

Milwaukee’s common council is debating a mandate (which, as far as I can tell, is the way things are to be done, via state statutes other than a very short term emergency) (update: passed).

But, their administrators have not imposed a mandate outside of an elected official vote.

My own view? If the non elected administrators are correct, why not vote on it (City Council and the County Board, among others).

All that being said, this is a wonderful opportunity to share a bit with student customers and encourage them to consider these issues. Should we have mandates? Should elected officials have to vote on things that reduce our rights? How have the different approaches worked historically?

This is an excellent book, that covers much of the same ground: The Great Influenza.

Matt Taibbi:

The terrific humorist, journalist, and novelist talks about the downfall of journalism, bureaucratic absurdity, and class cruelty in a blistering indictment of an America turned upside down

I know there’s frustration that Callin is still exclusive to iPhone, but in an effort to share some of yesterday’s wide-ranging talk about the state of the media, vaccine madness, the new urban snobbery, and the lost art of talking, I’m reproducing a partial transcript here. The first question came from a caller named Nick:

Nick: Where the hell is this thing coming from?

Walter Kirn: I had a psychiatrist once and when I came in with some dysfunction or problem, he said, “What happened right before that?” So I would say, “What happened right before?” What happened right before this was social media. It has created a sort of hyper-consensus engine, because these ridiculous takes that you’re talking about all just exaggerate a basic take.

It’s basically an arms race that’s going on now, in which people attempt to agree more intensely than they agreed before. I do credit social media, at least that’s the place where we see these takes. We don’t tend to hear them by CB radio or over the phone necessarily, but there’s something about this third particle accelerator of opinion that we call Twitter which seems to inflate the craziness.

Now, as to whether the liberals have changed? Yes, they’ve changed! They used to be gentle, interesting, controversial, humorous people. Now they’re strident ideologues who love every institution which they professed to detest and suspect in the old days…

Matt Taibbi: And have no sense of humor.

Walter Kirn: Yes, and that sense of humor and weirdness is something that they call out, rather than try to cultivate, unless it’s the weirdness that’s already been pre-approved — at which point they compete to inhabit it more completely than anyone else.

Nick: Matt, I mean your show and your writing, and Chapo Traphouse, was a big political awakening for me…

Walter Kirn: Look, Matt’s a dissident in this community. He may be disappeared before this Callin is over. The mainstream folks who are driving this are on the hunt right now for a sense of humor. If they find any in the landscape, they will launch an arrow. I mean, I have very funny friends who were last night on Twitter, who aren’t this morning.

Taibbi: What novelist would do the best job of capturing the current craziness?

Walter Kirn: It’s been a progression. About a year ago, it would’ve been someone like Kafka, who talks about these open-ended crimes and the insoluble cosmic mystery that the individual gets caught up in and never has an explanation for. But to cut to the chase now, it’s somebody like Joseph Heller, because we’re now in an absurd carousel of bad routines.

And that’s what Catch-22 is. I just re-watched the 1970 Mike Nichols version last night to prepare for this. Just a few outtakes: you’ve got these guys living on a bomber base in the Mediterranean and they’re dying one by one, their planes are getting shot down and they want to get out of it. But the Colonel in charge keeps raising the number of missions you have to fly in order to retire from the bombing. And that reminds me of the vaccines. You’ll need six! No, you’ll need seven!

The great conceit of the whole novel is that the base is slowly turning into a capitalist hell. Milo Minderbinder, the ambitious impresario, is selling the parachutes in Egypt for cotton. The bomber pilots wake up in the middle of runs and find out their parachutes are gone. It’s because this syndicate, which has developed out of their base, has sold them. In the end, Minderbinder does a deal with the Germans: they will buy up the excess cotton, which he spent all his money on and has gone broke on, if he will agree to bomb the base himself so the Germans don’t have to.

I look at COVID a little bit like that. We will agree to destroy our society for you, China… Our greatest product at the moment, this vaccine, our most expensive and profitable export, is the result of our suffering. And it isn’t seeming to cure it either, frankly, from my perspective, since every single person I know who’s gotten the booster in LA is now asking me for recommendations on zinc and other vitamins to take. There’s the famous saying, that the capitalist will sell the revolutionary the rope he will use to hang himself. Well, that’s kind of the situation I see us in. It’s as though there’s only one corporation in charge right now, and that is one Pharma/gov/tech conglomerate. Maybe it’s called BlackRock, or Vanguard.

Matt Taibbi:

The terrific humorist, journalist, and novelist talks about the downfall of journalism, bureaucratic absurdity, and class cruelty in a blistering indictment of an America turned upside down

I know there’s frustration that Callin is still exclusive to iPhone, but in an effort to share some of yesterday’s wide-ranging talk about the state of the media, vaccine madness, the new urban snobbery, and the lost art of talking, I’m reproducing a partial transcript here. The first question came from a caller named Nick:

Nick: Where the hell is this thing coming from?

Walter Kirn: I had a psychiatrist once and when I came in with some dysfunction or problem, he said, “What happened right before that?” So I would say, “What happened right before?” What happened right before this was social media. It has created a sort of hyper-consensus engine, because these ridiculous takes that you’re talking about all just exaggerate a basic take.

It’s basically an arms race that’s going on now, in which people attempt to agree more intensely than they agreed before. I do credit social media, at least that’s the place where we see these takes. We don’t tend to hear them by CB radio or over the phone necessarily, but there’s something about this third particle accelerator of opinion that we call Twitter which seems to inflate the craziness.

Now, as to whether the liberals have changed? Yes, they’ve changed! They used to be gentle, interesting, controversial, humorous people. Now they’re strident ideologues who love every institution which they professed to detest and suspect in the old days…

Matt Taibbi: And have no sense of humor.

Walter Kirn: Yes, and that sense of humor and weirdness is something that they call out, rather than try to cultivate, unless it’s the weirdness that’s already been pre-approved — at which point they compete to inhabit it more completely than anyone else.

Nick: Matt, I mean your show and your writing, and Chapo Traphouse, was a big political awakening for me…

Walter Kirn: Look, Matt’s a dissident in this community. He may be disappeared before this Callin is over. The mainstream folks who are driving this are on the hunt right now for a sense of humor. If they find any in the landscape, they will launch an arrow. I mean, I have very funny friends who were last night on Twitter, who aren’t this morning.

Taibbi: What novelist would do the best job of capturing the current craziness?

Walter Kirn: It’s been a progression. About a year ago, it would’ve been someone like Kafka, who talks about these open-ended crimes and the insoluble cosmic mystery that the individual gets caught up in and never has an explanation for. But to cut to the chase now, it’s somebody like Joseph Heller, because we’re now in an absurd carousel of bad routines.

And that’s what Catch-22 is. I just re-watched the 1970 Mike Nichols version last night to prepare for this. Just a few outtakes: you’ve got these guys living on a bomber base in the Mediterranean and they’re dying one by one, their planes are getting shot down and they want to get out of it. But the Colonel in charge keeps raising the number of missions you have to fly in order to retire from the bombing. And that reminds me of the vaccines. You’ll need six! No, you’ll need seven!

The great conceit of the whole novel is that the base is slowly turning into a capitalist hell. Milo Minderbinder, the ambitious impresario, is selling the parachutes in Egypt for cotton. The bomber pilots wake up in the middle of runs and find out their parachutes are gone. It’s because this syndicate, which has developed out of their base, has sold them. In the end, Minderbinder does a deal with the Germans: they will buy up the excess cotton, which he spent all his money on and has gone broke on, if he will agree to bomb the base himself so the Germans don’t have to.

I look at COVID a little bit like that. We will agree to destroy our society for you, China… Our greatest product at the moment, this vaccine, our most expensive and profitable export, is the result of our suffering. And it isn’t seeming to cure it either, frankly, from my perspective, since every single person I know who’s gotten the booster in LA is now asking me for recommendations on zinc and other vitamins to take. There’s the famous saying, that the capitalist will sell the revolutionary the rope he will use to hang himself. Well, that’s kind of the situation I see us in. It’s as though there’s only one corporation in charge right now, and that is one Pharma/gov/tech conglomerate. Maybe it’s called BlackRock, or Vanguard.

104 Page PDF:

The Early Literacy and Beyond Task Force was established in December 2020, charged with analyzing promising approaches to literacy education and making recommendations to Madison Metropolitan School District (MMSD) and the teacher education programs at the University of Wisconsin -Madison School of Education (UW-SoE) to improve literacy outcomes and reduce gaps in MMSD student’s opportunities and outcomes. The Task Force members met between February and June 2021 to address the charges listed below.

1. Review and become familiar with the best evidence about the most effective ways to teach literacy in pre-kindergarten through Grade 12, and how to best develop future teachers who can better teach literacy in schools.

2. Identify how literacy, especially early literacy, is taught across MMSD, and analyze achievement data for MMSD students with respect to literacy.

3. Examine how literacy, especially early literacy, is taught to teacher education students at UW- SoE and analyze what these future teachers are learning about literacy.

4. Recommend steps that strengthen literacy instruction in the Madison schools and UW-Madison teacher education programs.

The Task Force included 14 members, seven each from MMSD and UW-Madison who were experts in literacy and equity – the central foci of the effort. The project was managed by Dr. Jen Schoepke who holds positions in both organizations. Task Force members worked collaboratively as a whole group focused on the fourth charge listed above and in three subcommittees focused on the first three charges. To facilitate cross-fertilization and leverage our collective knowledge, each subcommittee included representatives from MMSD and UW-Madison.

Task Force members kept children and equity at the center of our work and our recognition that behind every data point was a child and a family with aspirations for success. The Task Force focused on the demand for social justice and the ways that reading can empower young people with the opportunity to create a more just future.2 Several things were abundantly clear through Task Force dialogue: (1) student’s opportunities and outcomes need to be more equitable; (2) all of our children need improved literacy outcomes, and (3) it is our collective responsibility to put systems, processes, and pedagogy in place that allows the excellence within our children to shine.

Building on a long-standing culture of collaboration across MMSD and UW-SoE, this report was developed through a true partnership, with an explicit focus on literacy instruction as an equity strategy. Task Force members agree that we need urgent change grounded in reflective, evidence-based practice. This report is meant to spur such transformation in MMSD and UW-SoE so we can realize the moral imperative to get all of our children to read successfully and at high levels. The Task Force submits this report to MMSD and UW-SoE leadership for their consideration, knowing that its recommendations are just the beginning of the work that needs to be done. This task force report represents the collective work of the Task Force members, not perspectives or viewpoints of any one individual.

Madison’s literacy task force report background, notes and links.

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

State Senator Kathy Bernier and State Representative Joel Kitchens:

Literacy in Wisconsin is in crisis: 64% of Wisconsin 4th graders can’t read at grade level, with 34% failing to read at even the basic level. As co-chair of Governor Walker’s Read to Lead Task Force, you know that high quality universal literacy screening is the undisputed cornerstone of evidence-based reading instruction. Unfortunately, your veto of Senate Bill 454, The Roadmap to Reading Success, delays the inevitable adoption of desperately needed science-based standards for how we screen and identify struggling readers to get them the help they need.

For too long we have relied on the now disproven pet theories and guesswork of the education establishment and it has left a full two-thirds of our 4th graders struggling to read. How many more children need to pass through Wisconsin’s failing reading system while state specialists hold endless meetings to puzzle over this crisis?

When you vetoed the Roadmap to Reading Success, you said more money is needed. Governor Evers, under the budget you signed into law in July, the state already reimburses schools for 100% of the costs of literacy screeners. Sadly, what you vetoed are the science-based high standards that would ensure we use screeners that actually get the job done with accurate, actionable data.

Our recent budget invests $15.3 billion into K-12 education, or nearly 40% of all state spending. On top of this, Wisconsin schools are receiving an unprecedented $2.7 billion in federal COVID funds and you recently committed an additional $110 million in no-strings-attached federal ARPA funds. Governor Evers, if more funds are needed to take this inevitable and critical first step toward solving our reading crisis, you have sole control over nearly $1 billion in additional federal COVID dollars. That’s why today, we’re introducing an amendment to Assembly Bill 446, calling on you to release any portion of these funds you see fit and sign this bill into law. When a full one-third of fourth graders can’t read at the basic level, we simply cannot wait.

As red and blue states across the country are adopting the reforms in this bill and seeing stunning improvement in reading achievement, Wisconsin’s children are being left behind. If you need further convincing that the Roadmap to Reading Success is the foundational change we need to begin addressing our literacy crisis, some of the most significant research driving literacy reforms across the country is happening right here at UW-Madison’s Language and Cognitive Neuroscience Lab. Dr. Seidenberg, one of the world’s foremost researchers on neuroscientific understanding of how children learn to read, spearheads groundbreaking research. We urge you talk with Dr. Seidenberg and learn firsthand why he supports the Roadmap to Reading Success.

The time to act is now. As more and more Wisconsin parents, teachers and local school leaders are waking up to this reading crisis and taking the challenge head-on, they are crying out for desperately needed statewide leadership. The Roadmap to Reading Success isn’t speculative, wishful thinking about what might work. It is the best of evidence-based screening practices. It’s not a question of if, but when Wisconsin will adopt these science-based reforms. Governor Evers, if you don’t sign this bill into law, someone else will. So, for the sake of our kids, do your homework on this quickly and sign this bill into law.

State Senator Kathy Bernier

State Representative Joel Kitchens

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

William Briggs:

Stars In Our Eyes
An Appealing Authority

Every kid learns what seems to be, but isn’t, the Appeal to Authority Fallacy early when he asks “Why should I?” and is told “Because I said so.” Only this isn’t a proper fallacy because kids should listen to and honor their parents, and because parents, besides having authority over their children, typically know what’s best for them, and what’s best is in the command, but unspoken. What’s best is in tacit premises behind the father’s “Because”, which turns what might be a fallacy into wisdom.

[Much cutting…]

People are fooled by this simple fallacy, but they are just as easily disabused of it when it is pointed out. Because of this, there is no chapter in this book specifically devoted to the Appeal to Authority. There is another, far better, reason for skipping it, though. That is the existence of a far worse, far more pernicious, and far more destructive fallacy which is a kin to the Appeal to Authority.

This is the Appeal to Non-Authority Fallacy.

A Hole In Many

I shiver when thinking of it. No fallacy is good, of course, but not all fallacies are equal in their pestilential powers. The Ultimate Fallacy has the worst individual consequences, but the Appeal to Non-Authority is the most annoying.

Modern advertising, and, more depressingly, our entire media and governmental apparatus, relies on and seeks out this fallacy. We could even say it is worshiped.

In my Stats 101 class notes Breaking the Law of Averages (a free pdf on my website), I asked this Chapter One homework question (stick with me, here): “Stanford Financial took out a full page ad in the Wall Street Journal with a picture of golfer Vijay Singh listing his enormous number of tournament wins with the words ‘Vijay Means Victory.’ Given this evidence, what is the probability Stanford Financial won’t lose money on your investment?”

The obvious answer is that you can’t know. Singh’s golfing prowess is irrelevant, inconsequential, incidental to whether gambles (i.e. “investments”) with Stanford Financial will lose or win you money. Logically, they may as well have touted my golf scores, or yours. They may as well in their ad featured a pretty actress and printed the words “This is a pretty actress and we are Stanford Financial”. The logical content would be the same. Which is to say, it would have had none at all. Singh, God bless him, is a Non-Authority on financial matters. Listening to him, as it were, on investments because he is an authority in some sport is insane.

Tara Henley:

For months now, I’ve been getting complaints about the Canadian Broadcasting Corporation, where I’ve worked as a TV and radio producer, and occasional on-air columnist, for much of the past decade.

People want to know why, for example, non-binary Filipinos concerned about a lack of LGBT terms in Tagalog is an editorial priority for the CBC, when local issues of broad concern go unreported. Or why our pop culture radio show’s coverage of the Dave Chappelle Netflix special failed to include any of the legions of fans, or comics, that did not find it offensive. Or why, exactly, taxpayers should be funding articles that scold Canadians for using words such as “brainstorm” and “lame.”

Everyone asks the same thing: What is going on at the CBC?

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When I started at the national public broadcaster in 2013, the network produced some of the best journalism in the country. By the time I resigned last month, it embodied some of the worst trends in mainstream media. In a short period of time, the CBC went from being a trusted source of news to churning out clickbait that reads like a parody of the student press.

Those of us on the inside know just how swiftly — and how dramatically — the politics of the public broadcaster have shifted.

It used to be that I was the one furthest to the left in any newsroom, occasionally causing strain in story meetings with my views on issues like the housing crisis. I am now easily the most conservative, frequently sparking tension by questioning identity politics. This happened in the span of about 18 months. My own politics did not change.

To work at the CBC in the current climate is to embrace cognitive dissonance and to abandon journalistic integrity.

It is to sign on, enthusiastically, to a radical political agenda that originated on Ivy League campuses in the United States and spread through American social media platforms that monetize outrage and stoke societal divisions. It is to pretend that the “woke” worldview is near universal — even if it is far from popular with those you know, and speak to, and interview, and read.

Matt Taibbi:

However, much like the Hillary Clinton quote about “deplorables,” conventional wisdom after the “gaffe” soon hardened around the idea that what McAuliffe said wasn’t wrong at all. In fact, people like Hannah-Jones are now doubling down and applying to education the same formula that Democrats brought with disastrous results to a whole range of other issues in the Trump years, telling voters that they should get over themselves and learn to defer to “experts” and “expertise.”

This was a bad enough error in 2016 when neither Democrats nor traditional Republicans realized how furious the public was with “experts” on Wall Street who designed horrifically unequal bailouts, or “experts” on trade who promised technical retraining that never arrived to make up for NAFTA job josses, or Pentagon “experts” who promised we’d find WMDs in Iraq and be greeted as liberators there, and so on, and so on. Ignoring that drumbeat, and advising Hillary Clinton to run on her 25 years of “experience” as the ultimate Washington insider, won the Democratic Party leaders four years of Donald Trump. 

It was at least understandable how national pols could once believe the public valued their “professional” governance on foreign policy, trade, the economy, etc. Many of these matters probably shouldn’t be left to amateurs (although as has been revealed over and over of late, the lofty reputations of experts often turn out to be based mainly upon their fluidity with gibberish occupational jargon), and disaster probably would ensue if your average neophyte was suddenly asked to revamp, say, the laws governing securities clearing. 

But parenting? For good reason, there’s no parent anywhere who believes that any “expert” knows what’s better for their kids than they do. Parents of course will rush to seek out a medical expert when a child is sick, or has a learning disability, or is depressed, or mired in a hundred other dilemmas. Even through these inevitable terrifying crises of child rearing, however, all parents are alike in being animated by the absolute certainty — and they’re virtually always right in this — that no one loves their children more than they do, or worries about them more, or agonizes even a fraction as much over how best to shepherd them to adulthood happy and in one piece.

Related:

Behind the scenes, there must be HUGE battles going on between the various groups in the Democratic Party. If schools close down, Democrats will lose every election for the next ten years. 

I suspect that the Democrat leaders are making some deals that suburban schools stay open, because they can’t afford to lose the suburbs, but they’ll take the loss in the cities.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Bari Weiss:

A year ago, I still believed very much that the best use of my energy was to try to work to shore up the old institutions from the inside. I was wrong. My readers know: This newsletter would not exist if I hadn’t changed my mind.

Aaron Kheriaty:

Yesterday I received the following notice from the University of California, effective immediately, where I have served for almost fifteen years as Professor at UCI School of Medicine and Director of the Medical Ethics Program at UCI Health:

This termination has been an opportunity for me to reflect on my time at UCI, especially my time there during the Covid pandemic. Two years ago I never could have imagined that the University would dismiss me and other doctors, nurses, faculty, staff, and students for this arbitrary and capricious reason. I want to share a bit of my story, not because I am unique but simply because my experience is representative of what many others—who do not necessarily have a public voice—have experienced since these mandates went into effect.I worked in-person at the hospital every day during the pandemic, seeing patients in our clinic, psychiatric wards, emergency room, and hospital wards—including Covid patients in the ER, ICU, and medicine wards. As our chief ethics consultant, I had countless conversations with families of patients dying of Covid, and tried my best to console and guide them in their grief. When our pregnant residents were worried about consulting on Covid patients, the administration reassured these residents that they had no elevated risks from Covid—a claim without any evidential basis at the time, and which we now know to be false. I saw the Covid consults for these worried residents, even when I was not covering the consult service.I also remember in the early weeks of the pandemic when N-95 masks were in short supply and the hospital kept them under lock and key. Hospital administrators yelled at nurses for wearing surgical or cloth masks (this was before masks became all the rage after the CDC suggested, with little evidence, that they might help). At that early stage the truth was we didn’t know whether masks worked or not, and nurses were doing the best they could under pressure in a situation of uncertainty. The administrators yelled and ridiculed them, not wanting to admit the real issue was that we simply did not have enough masks. So I called local construction companies and sourced 600 N-95s from them. I supplied some to the residents in our department and my attending colleagues in the ER, then donated the rest to the hospital. Meanwhile the University administrators—the same ones who fired me yesterday—were working safely from home and did not have to fret about PPE shortages.

Abigail Shrier

Last month, the California Teachers Association (CTA) held a conference advising teachers on best practices for subverting parents, conservative communities and school principals on issues of gender identity and sexual orientation. Speakers went so far as to tout their surveillance of students’ Google searches, internet activity, and hallway conversations in order to target sixth graders for personal invitations to LGBTQ clubs, while actively concealing these clubs’ membership rolls from participants’ parents.

Documents and audio files recently sent to me, and authenticated by three conference participants, permitted a rare insight into the CTA’s sold-out event in Palm Springs, held from October 29-31, 2021. The “2021 LGBTQ+ Issues Conference, Beyond the Binary: Identity & Imagining Possibilities,” provided best practices workshops that encouraged teachers to “have the courage to create a safe environment that fosters bravery to explore sexual orientation, gender identity and expression,” according to the precis of a talk given by fifth grade teacher, C. Scott Miller

“How We Run a ‘GSA’ in Conservative Communities”

Several of the workshops advised teachers on the creation of middle school LGBTQ clubs (commonly known as “Gay-Straight Alliance” clubs or “GSA”). One workshop—“Queering in the Middle”—focused “on what practices have worked for successful middle school GSAs and children at this age developmentally.”

But what makes for a successful LGBTQ middle school club? What to do about meddlesome parents who don’t want their middle schoolers participating in such a club? What if parents ask a club leader—point blank—if their child is a member?

“Because we are not official—we have no club rosters, we keep no records,” Buena Vista Middle School teacher and LGBTQ-club leader, Lori Caldeira, states on an audio clip sent to me by a conference attendee. “In fact, sometimes we don’t really want to keep records because if parents get upset that their kids are coming? We’re like, ‘Yeah, I don’t know. Maybe they came?’ You know, we would never want a kid to get in trouble for attending if their parents are upset.”

Freddie deBoer:

Harvard, then, and soon all the rest because of them. I’m not going to rehash all of my SAT stuff here. If you want the litany –

• Your anger at the SATs is actually anger at broader social conditions which the SATs reveal
• None of the arguments against the SAT are correct, or even internally coherent
• Essays, too, are income stratified – because affluent kids actually are better prepared 
• Grades (and all other educational data) are race and income stratified too, because those gaps in preparedness are real, so what the fuck are we even talking about here
• Educational testing is in fact remarkably valid, reliable, and predictive
• Why eventually ability reigns

Here is what I want to say to you: at the end of this process, no matter how you change it, no matter how many statements the schools put out about diversity, no matter how many thumbs you put on all the scales to select for a certain kind of student, at the end of this process are self-serving institutions of limitless greed and an army of apparatchiks who are employed only to protect their interests. That’s it. You can’t make college admissions fair by getting rid of the SAT because colleges admissions can’t be “fair.” College admissions exist to serve the schools. Period. End of story. They always have, they always will. College admissions departments functioned as one big anti-Semitic conspiracy for decades because that was in the best interest of the institution. Guys who the schools know will never graduate but who run a 4.5 40 jump the line because admissions serves the institution. Absolute fucking dullards whose parents can pay – and listen, guys, it’s cute that you think legacies are somehow the extent of that dynamic, like they won’t let in the idiot son of a wealthy guy who didn’t go there – get in because admissions serves the institution. Some cornfed doofus from Wyoming with a so-so application gets in over a far more qualified kid from Connecticut because the marketing department gets to say they have students from 44 states in the incoming class instead of 43 that way, because admissions serves the institution. How do you people look at this world and conclude that the problem is the SAT?

Jan Hendrik Kirchner:

The subtext for the thought experiment is: How should you act when interacting with someone smarter than yourself? What can you say or do, when your interlocutor has thought of everything you might say and more? Should you trust someone’s advice, when you can’t pinpoint their motivation? As a Ph.D. student, I run into this problem around three to five times a week, when interacting with colleagues or my advisor3.

After bugging a few people I learned that (of course) I’m not the first person to think about this question. In economics and political science, the situation is known as the principal-agent problem and is defined as “a conflict in priorities between a person or group and the representative authorized to act on their behalf. An agent may act in a way that is contrary to the best interests of the principal.” This problem arises f.e. in the context of conflicts between corporate management and shareholders, clients and their lawyers, or elected officials and their voters. Well-trodden territory.

Goldwater Institute

Two Virginia moms who were silenced by the Fairfax County school district won a resounding victory in court this morning when a judge upheld their First Amendment rights and struck down the district’s unconstitutional attempts to shut down their speech.

“This is an important victory against the bullying tactics of school bureaucrats who have resorted to intimidation and harassment of parents who just want to do what’s best for their children,” said Timothy Sandefur, the Goldwater Institute attorney representing the pair.

Fairfax County mothers Debra Tisler and Callie Oettinger wanted to know how their school district was spending taxpayer dollars, especially given that the county has been in national news about its recent legal troubles. Debra filed a Freedom of Information Act request to find out how much the district was paying for its legal bills, and after the Board turned over 1,300 pages of documents, Callie posted some of them on her website specialeducationaction.com, after deleting any potentially confidential information.

Incredibly, the simple act of publishing public information online provoked a backlash from the school district, which sued Debra and Callie, demanding that they destroy the documents, remove them from their website, and replace them with heavily censored substitute documents. The reason: The district realized that the documents were embarrassing to school officials who have spent outrageous amounts of taxpayer money for legal representation and have been careless with private student information in the past.

Unfortunately, this case is just one of the latest examples of public school bureaucrats attacking parents for daring to ask questions about how tax dollars are being used and what is being taught in schools. But with the Goldwater Institute’s help, parents are fighting back. Represented by Sandefur and by Virginia attorney Ketan Bhirud of the firm Troutman Pepper, the two mothers argued that the Board’s demand contradicted the First Amendment, which protects the right of all citizens to publish documents they legally obtain from the government. To bar the two from publishing the information was a “prior restraint,” which the Supreme Court has said is virtually never constitutional.

WILL:

School district refuses to respect parents’ decision about transitioning at school

The News: Two sets of Wisconsin parents are suing the Kettle Moraine School District (KMSD) for a policy that facilitates and “affirms” a minor student’s gender transition at school, even over the parents’ objection. The Kettle Moraine School District’s policy violates parents’ constitutional rights to raise their children by taking a major, controversial, and potentially life-altering decision out of parents’ hands. The lawsuit was filed in Waukesha County Circuit Court by the Wisconsin Institute for Law & Liberty (WILL) and Alliance Defending Freedom (ADF).

WILL and ADF filed a notice of claim with the Kettle Moraine School District in May 2021, warning their policy may result in a lawsuit.

The Quotes: WILL Deputy Counsel, Luke Berg, said, “Schools cannot override parents when it comes to decisions about their children. Gender identity transitions are no exception. Schools must defer to parents about what is best for their child.”

“Parents’ rights to direct the upbringing, education, and mental health treatment of their children is one of the most basic constitutional rights every parent holds dear. Yet we are seeing more and more school districts across the country not only ignoring parents’ concerns, but actively working against them,” said ADF Senior Counsel Kate Anderson, director of the ADF Center for Parental Rights. “The parents in this case know and love their daughter and are doing their best to get her the expert care she needs in her battle with anxiety and depression. We are asking the court to respect the serious concerns of these parents by ensuring Kettle Moraine School District swiftly changes its policy that is undermining parents and harming children.”

Background: The Wisconsin (and United States) Constitution recognizes the “inherent right” of parents to “direct the upbringing and education of children under their control.” This means parents are the primary decision-makers with respect to their minor children. But the Kettle Moraine School District adopted a policy that disregards parents’ decision about how their children will be addressed at school.

Bent Spira:

Finally, consider a recently published study , in which researchers carried out, under laboratory conditions, several well-controlled experiments with masks. What did they conclude? First, that efficiency varies greatly. Surgical or cloth masks, which are used by the vast majority of people, provide only 10-12% filtration efficiency. Masks known as respirators are more efficient, but none of them achieve more than 60% filtration, even under optimized laboratory conditions. 

The second and most important conclusion is that even relatively low room ventilation reduces the accumulation of viral aerosols, and protects as well as the best available masks (N95 and the like). In other words, ventilating a room is still the best way to prevent Covid-19 transmission. 

If instead of the obsession with masks, which, as we have seen, are mostly ineffective in the real world and lead to a false sense of security, there were campaigns to improve ventilation in closed spaces, how many Covid-19 transmission events could have been prevented and how many lives would have been saved? Unfortunately, most authorities chose instead the path of mask mandates, despite the lack of trustworthy evidence.

Andrew Sullivan:

The news is a perilous business. It’s perilous because the first draft of history is almost always somewhat wrong, and needs a second draft, and a third, and so on, over time, until the historian can investigate with more perspective and calm. The job of journalists is to do as best they can, day by day, and respond swiftly when they screw up, correct the record, and move forward. I’ve learned this the hard way, not least in the combination of credulousness and trauma I harbored in the wake of 9/11.

But when the sources of news keep getting things wrong, and all the errors lie in the exact same direction, and they are reluctant to acknowledge error, we have a problem. If you look back at the last few years, the record of errors, small and large, about major stories, is hard to deny. It’s as if the more Donald Trump accused the MSM of being “fake news” the more assiduously they tried to prove him right.

Theodore W. Gray and Jerry Glynn:

Jerry: I have young students who reach for their calculators to get the answer to 5×6. 

My response, when I see that, is to explain that such behavior is socially unacceptable, sort of like picking your nose.  Many people will see this and think the student must be brain damaged.  It’s a social problem, not a mathematical one. 

Theo: I agree that the problem lies with the other people more than with the students.  The most profound engine of civilization is the inability of a larger and larger fraction of the population to do the basic things needed to survive.  Many people fail to realize this. 

Jerry: I don’t understand that statement at all.  It must be very significant. 

Theo: In a society where everyone knows how to hunt, grow food, and make shelter, and knows these things well enough to survive, no one has time for much of anything else–even for perfecting one or the other of these basic skills.  In early tribal societies, some people were undoubtedly better at one thing than another, to the point where they would probably have had a hard time outside the group.  The best arrow makers probably weren’t very good at weaving shoes, and would have had a lot of blisters without some help from the shoe weavers. 

Few people would argue that people who are bad at weaving shoes are somehow inadequate, but it’s surprising how strongly people feel this way about “modern” skills such as the ability to add well.

Governor Evers:

TO THE HONORABLE MEMBERS OF THE SENATE:
I am vetoing Senate Bill 454 in its entirety.

The bill would mandate school boards and independent charter schools to assess the early literacy skill of pupils in four-year-old kindergarten to second grade using repeated screening assessments throughout the year and to create a personal reading plan for each pupil in five-year-old kindergarten to second grade who is identified as at-risk. It would also mandate the Department of
Public Instruction establish and maintain lists of approved fundamental skills screening
assessments, universal screening assessments, and diagnostic assessments on its Internet site
based on alignment with model academic standards in reading and language arts, and a mandatory minimum sensitivity rate and specificity rate.

Further, this bill would mandate a school board, for
each school and the district, or operator of an independent charter, to annually submit a report to
the Department regarding the number of pupils identified as at-risk, the names of reading assessments used, and the number of pupils five-year-old kindergarten to second grade who receive
literacy interventions, all information which the Department would have to then annually compile
and report to the Legislature. The bill provides no additional funding to implement its new mandates
for additional testing or to address staffing or other resource needs necessary for implementation
Due to the ongoing coronavirus pandemic, the prior two years have been especially challenging for
our kids, parents, and schools. We must work–and quickly-to address reading proficiency and
increase literacy success for every kid in our classrooms. I have advocated for some time, including during my time on the Read to Lead Task Force, for increased efforts at the state level to support our kids and our schools so we can ensure every student’s success. This dialogue, however, must be based on proven, evidence based practices, and cannot be independent from discussions about
the state’s obligation to provide meaningful, sustainable support for our classrooms and our
schools.

I am vetoing this bill in its entirety because I object to fundamentally overhauling Wisconsin literacy
instruction and intervention without evidence that more statewide, mandatory testing is the best
approach for our students, and without providing the funding needed for implementation. This bill
ultimately reduces valuable instruction time while asking schools to strain their existing resources,
instead of providing necessary funding to support the work educators, administrators, and staff are
currently doing to support reading and literacy for our students

Referencing the Read to Lead Task Force in light of Mr. Evers subsequent use of teacher mulligans is rather fascinating.

Molly Beck:

In Wisconsin, fourth graders are on average not scoring high enough to be considered proficient in reading, according to their most recent performance measured by the National Assessment of Educational Progress, known as the nation’s report card.

About 35% of the Wisconsin fourth grade students who took the test scored at or above proficient in reading — a proportion that has barely changed since 1992 when the test was first administered.

LaKeeshia Myers on AB446

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

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

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

Elizabeth Blair:

When The Electric Company debuted in October 1971, television hadn’t seen anything quite like it. Psychedelic graphics, wildly creative animation, mod outfits, over-the-top characters and sketch comedy all functioned to serve the same goal: teaching kids to read. 

Brought to you by the Children’s Television Workshop (CTW) — the same producers behind Sesame Street, which debuted in 1969 — The Electric Company won two Emmys, aired on more than 250 public TV stations and became a teaching tool in thousands of classrooms nationwide. 

The show’s cast included Academy Award winner Rita Moreno, Bill Cosby and a then-unknown Morgan Freeman. Guest stars included Mel Brooks, Zero Mostel, Gene Wilder and Joan Rivers. The teen pop band Short Circus (get it?) included future star Irene Cara. The comedy writers were among the best in the business and later went on to work on hit TV shows, including MASH and Everybody Loves Raymond.

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

William Jacobson:

For the first decade of Legal Insurrection, we documented and did our best to oppose the “gradually” phase of societal collapse, what in 2017 on our 9th anniversary I described as the continuing loss of institutions:

Imagine living in a repressive country in which the government blocked access to and suppressed internet content. You don’t need to move. It’s coming here but from private industry. This is, in many ways, more dangerous than government suppression of free speech because at least in the U.S. the government is subject to the First Amendment, and can be voted out of office.

I don’t know if there are any uncorrupted institutions left that matter. The education system, from public grade school through public and private higher ed, is gone. The frontal assault on free speech on campuses is the result. If you think this is just a Humanities and Social Sciences problem, stay tuned. In 3-5 years, if we’re still here, we’ll be writing about how the social justice warriors have corrupted the STEM fields. It’s happening now, it’s just not in the headlines yet.

There is a rising tide of absolutism in ideas and enforcement of ideological uniformity that is palpable. I feel it in the air, even at Cornell which is far from the worst….

Even language as a means of communication is corrupted, with terminology manipulated and coerced to achieve political ends. It started on campuses, and it’s moved into the AP stylebook and the mainstream.

The press could stand as a bulwark against this slide, but it too is corrupted.

We are in the suddenly phase now.

All the “progressive” pieces were in place but needed a spark to burn down the house. That spark was the death of George Floyd in late May 2020.

What followed was state-sanctioned lawlessness, rioting, and looting; a vicious cultural purge from academia to corporations to the military to historical monuments; gaslighting and burying of news by a corrupt and dishonest mainstream corporate media and Big Tech; and the solidification of our post-truth world where we are required to state things we know to be untrue or with which we disagree in order to avoid social ostracization, where feelings matter more that facts, and where telling facts some people don’t like can get you fired, denounced, and boycotted.

We don’t have mean tweets anymore, instead we have a sociopathic federal government that wants to watch over almost every financial transaction we make and labels as domestic terrorists parents who raise objections to their kids being force-fed ideological poison at school. All the while destroying our borders, our energy independence, and the credibility of our military.

You cannot depend on the government of your personal safety, certainly not in large cities. When seconds count, the police are 1619 minutes away.

Paula Bolyard:

** I recall a former Madison Superintendent occasionally using these words “we have the children”. **

Moms and dads, you know what’s best for your own children. That’s long been my mantra, harkening back to my early blogger days when I fiercely defended a parent’s right to determine the course of his or her child’s education. Although I’m an unapologetic advocate for homeschooling, I recognize that it’s not the best option for every family. But regardless of my personal views, I trust you, as parents, to do what’s best for your own personal children. How you educate your children is none of my business, just like it’s none of my business whether you choose to breastfeed or bottle-feed or whether or not you believe in spanking. It’s not any of the government’s business, either. God gave your children to you, not to the state, and He’s tasked you, not the government, with the task of raising them.

I’m always disappointed when I hear parents ceding the education of their kids to teachers and school boards, believing that the schools know best. After all, many of you reason, teachers and administrators at your kids’ school have advanced degrees in education! Surely, they know better than you do what your kids need. Only trained professionals are qualified to decide what kids should be taught, right? And lest you think I’m exaggerating, this poll offers proof that many parents trust the schools more than they trust their own judgment:

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

David Card:

Card is best known amongst intellectuals for his minimum wage work, but he also has been central in estimating the returns to higher education, using superior methods.  In particular, he has induced many economists to downgrade the import of the signaling model of education.  Here is one excerpt from his Econometrica paper, appropriately entitled “Estimating the Return to Schooling: Progress on Some Persistent Econometric Problems:

A review of studies that have used compulsory schooling laws, differences in the accessibility of schools, and similar features as instrumental variables for completed education, reveals that the resulting estimates of the return to schooling are typically as
big or bigger than the corresponding ordinary least squares estimates. One interpretation of this finding is that marginal returns to education among the low-education subgroups typically affected by supply-side innovations tend to be relatively high, reflecting their high marginal costs of schooling, rather than low ability that limits their return to education.

Timothy Sandefur:

The Goldwater Institute filed a motion with a Virginia judge today to defend the rights of two moms in Fairfax County, Virginia, who are under attack by their local school district for exercising their freedom of speech. It’s just the latest example of a growing trend of school districts nationwide aggressively persecuting parents who are trying to promote the best interests of their children.

Fairfax County mother Debra Tisler took an interest in how her school district was spending its money, especially given that the county has been in national news about its legal troubles recently. So she filed a Freedom of Information Act request to find out how much the district was paying for its legal bills. The district turned over more than 1,000 pages of receipts from its law firm, and another Fairfax-area mother, Callie Oettinger, published some of them on her website, specialeducationaction.com, redacting and sharing select documents related to the superintendent, the school board, and investigations into Fairfax County Public Schools’ cyber hacking and its virtual learning launch debacles.

That’s when trouble started. When the school district realized it had handed over potentially embarrassing material, it demanded that Callie take the material down from her website, and when she refused, district officials sued her—notwithstanding the fact that the Constitution clearly protects her right to publish the information online.

“As a parent, I have a right to know what’s happening in my children’s school, and as a taxpayer, I have a right to know how money is being spent,” Callie said. “I created my site to help advocate for children with special education needs. This includes sharing and holding Fairfax County Public Schools accountable for its noncompliance. I will not let them silence my voice.”

Daniel Engber and Adam Federman:

As the pandemic drags on into a bleak and indeterminate future, so does the question of its origins. The consensus view from 2020, that SARS-CoV-2 emerged naturally, through a jump from bats to humans (maybe with another animal between), persists unchanged. But suspicions that the outbreak started from a laboratory accident remain, shall we say, endemic. For months now, a steady drip of revelations has sustained an atmosphere of profound unease.

The latest piece of evidence came out this week in the form of a set of murkily sourced PDFs, with their images a bit askew. The main one purports to be an unfunded research grant proposal from Peter Daszak, the president of the EcoHealth Alliance, a global nonprofit focused on emerging infectious diseases, that was allegedly submitted to DARPA in early 2018 (and subsequently rejected), for a $14.2 million project aimed at “defusing the threat of bat-borne coronaviruses.” Released earlier this week by a group of guerrilla lab-leak snoops called DRASTIC, the proposal includes a plan to study potentially dangerous pathogens by generating full-length, infectious bat coronaviruses in a lab and inserting genetic features that could make coronaviruses better able to infect human cells. (Daszak and EcoHealth did not respond to requests for comment on this story.)

The document seems almost tailor-made to buttress one specific theory of a laboratory origin: that SARS-CoV-2 wasn’t simply brought into a lab by scientists and then released by accident, but rather pieced together in a deliberate fashion. In fact, the work described in the proposal fits so well into that narrative of a “gain-of-function experiment gone wrong” that some wondered if it might be too good to be true. Central figures in the coronavirus-origins debate were involved: Among Daszak’s listed partners on the grant were Ralph Baric of the University of North Carolina at Chapel Hill, an American virologist known for doing coronavirus gain-of-function studies in his lab, and Shi Zhengli, the renowned virus hunter from the Wuhan Institute of Virology. (Shi Zhengli has not responded to a request for comment. A UNC spokesperson responded on behalf of Baric, noting that “the grant applicant and DARPA are best positioned to explain the proposal.”)

There is good reason to believe the document is genuine. The Atlantic has confirmed that a grant proposal with the same identifying number and co-investigators was submitted to DARPA in 2018. The proposal that circulated online includes an ambitious scheme to inoculate wild bats against coronaviruses, carried out in concert with the National Wildlife Health Center, a research lab in Wisconsin. A spokesperson for the U.S. Geological Survey, which oversees the center, acknowledged this connection and affirmed the identifying number and co-investigators, noting that the agency’s involvement in the project ended with DARPA’s rejection of the grant proposal. “This is the proposal that was not funded,” USGS Acting Public Affairs Chief Rachel Pawlitz said after reviewing the PDF. She could not, however, vouch for the document in its entirety.

Matt Taibbi:

A long list of press figures — from Stelter’s own CNN colleague and shameless intelligence community spokesclown Natasha Bertrand, to reporters from The New Yorker, Time, MSNBC, Fortune, the Financial Times, and especially Slate and The Atlantic — were witting or unwitting pawns in a scheme to sell the public on a transparently moronic hoax, i.e. that Donald Trump’s campaign was communicating mysterious digital treason to Russia’s Alfa Bank via a secret computer server.

The story sounded absurd from the start, and was instantly challenged by experts. Even outlets normally hostile to Donald Trump like the New York Times and the Washington Post correctly steered clear of it initially. However, plenty of other reporters fell for it and kept falling for it, including Stelter’s own CNN. We’ve known this story was false since at least December 9th, 2019, when Department of Justice Inspector General Michael Horowitz told us that “the FBI investigated whether there were cyber links between the Trump Organization and Alfa Bank, but had concluded by early February 2017 that there were no such links”: 

Horowitz’s conclusion was particularly embarrassing for CNN, which cited “sources close to the investigation” in March of 2017 — well after the FBI had already decided there was nothing there, according to Horowitz — to report the “FBI investigation continues” into the “‘odd’ computer link.” Moreover, when the original main source for the Alfa story, a “computer expert” who went by the name “Tea Leaves,” refused CNN’s requests for an interview for that piece, the network explained in apparent seriousness that “fear has now silenced several of the computer scientists who first analyzed the data,” as if a combo squad of Russian spies and Trump goons might put bullets in their heads. We find out from this indictment that those sources were terrified, all right, only not of Russians or Trump, but of being found out. In fact, the “academics” who were the sources for Franklin Foer’s original October 31, 2016 Slate article, “Was a Trump Server Communicating With Russia?”, were so concerned a nonsense allegation of secret Trump-Russia communication wouldn’t pass a public smell test that one of them proposed faking the story to make them “appear to communicate,” literally using the word “faking” in an email.They ended up not going that far, but the “research” they did produce was so weak that one of them complained that they couldn’t “technically make any claims that would fly public scrutiny,” even ifreporters and others lived down to their expectations and proved “not smart enough to refute our ‘best case’ scenario.” The researcher’s email went on, in a line that summed up much of the Russiagate phenomenon:The only thing that drives us at this point is that we just do not like [Trump]… Folks, I am afraid we have tunnel vision. Time to regroup?The intrepid reporting heroes who bought this manure-sack from these people were the ones to whom Rachel Maddow said, with a straight face, “We are blessed to have journalists as talented as you… writing about this.”

CBS4 Boston:

The Massachusetts Teachers Association is speaking out against MCAS, saying the state’s standardized test “has allowed white supremacy to flourish in public schools.” The teachers union is endorsing a bill that would eliminate the MCAS graduation requirement in the state.

The bill scheduled for a committee hearing Monday on Beacon Hill would offer “multiple pathways” for students to demonstrate educational competency, outside of standardized testing.

MTA President Merrie Najimy said the MCAS has been “alienating students who have diverse backgrounds and differentiated learning styles.”

“The implementation of the MCAS and other standardized tests has had the exact opposite effect of what was supposed to occur when the system was introduced more than 20 years ago,” Najimy said in a statement. “Public schools in predominantly Black and brown communities have been taken over by state bureaucrats who have been using standardized testing as a tool not to improve opportunities for students but instead as one to pry public education from the hands of the families and educators who know best what their students need.”

The MTA shared a Twitter video earlier in the week saying, “It’s time to cancel MCAS.”

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

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

David Zweig:

At least 12,000 Americans have already died from COVID-19 this month, as the country inches through its latest surge in cases. But another worrying statistic is often cited to depict the dangers of this moment: The number of patients hospitalized with COVID-19 in the United States right now is as high as it has been since the beginning of February. It’s even worse in certain places: Some states, including Arkansas and Oregon, recently saw their COVID hospitalizations rise to higher levels than at any prior stage of the pandemic. But how much do those latter figures really tell us?

From the start, COVID hospitalizations have served as a vital metric for tracking the risks posed by the disease. Last winter, this magazine described it as “the most reliable pandemic number,” while Vox quoted the cardiologist Eric Topol as saying that it’s “the best indicator of where we are.” On the one hand, death counts offer finality, but they’re a lagging signal and don’t account for people who suffered from significant illness but survived. Case counts, on the other hand, depend on which and how many people happen to get tested. Presumably, hospitalization numbers provide a more stable and reliable gauge of the pandemic’s true toll, in terms of severe disease. But a new, nationwide study of hospitalization records, released as a preprint today (and not yet formally peer reviewed), suggests that the meaning of this gauge can easily be misinterpreted—and that it has been shifting over time.

If you want to make sense of the number of COVID hospitalizations at any given time, you need to know how sick each patient actually is. Until now, that’s been almost impossible to suss out. The federal government requires hospitals to report every patient who tests positive for COVID, yet the overall tallies of COVID hospitalizations, made available on various state and federal dashboards and widely reported on by the media, do not differentiate based on severity of illness. Some patients need extensive medical intervention, such as getting intubated. Others require supplemental oxygen or administration of the steroid dexamethasone. But there are many COVID patients in the hospital with fairly mild symptoms, too, who have been admitted for further observation on account of their comorbidities, or because they reported feeling short of breath. Another portion of the patients in this tally are in the hospital for something unrelated to COVID, and discovered that they were infected only because they were tested upon admission. How many patients fall into each category has been a topic of much speculation. In August, researchers from Harvard Medical School, Tufts Medical Center, and the Veterans Affairs Healthcare System decided to find out.

Related: Catholic schools will sue Dane County Madison Public Health to open as scheduled

Notes and commentary from Scott Girard: 

“While Heinrich allowed schools to use their premises for child care and youth recreational activities, the government barred students from attending Mass, receiving Holy Communion at weekly Masses with their classmates and teachers, receiving the sacrament of Confession at school, participating in communal prayer with their peers, and going on retreats and service missions throughout the area.”

Additional commentary:

“Reasonable” should mean that the public health authorities followed their own internal guidelines for evaluating regulations. These include posting the scientific evidence leading to the regulation, receiving community input, and studying the effectiveness and sustainability of the regulation. In the case of Covid and the schools all this was ignored in Dane County. There was no evidence of transmission in children of school age at the start, the community’s wish to have the schools open was ignored and, over time, it was seen that surrounding counties kept their schools open without increasing Covid transmission – and this last point was completely ignored by Dane County. But the Supreme Court didn’t address the issue of irresponsible public health officials. Perhaps it cannot as Owen pointed out. Perhaps dereliction of duty must be addressed by criminal courts. Instead the Supreme Court answered a different question which might be put as follows: suppose a majority of children in a given community refused the regular vaccines – or refuse the covid vaccine – can the public health authorities close the school? The answer was no. This is significant because racism has been defined as a public health issue. Suppose a majority of parents refused to allow their children to attend a CRT seminar defined as immunization against racism and required for admittance to school. Could the public health authorities close that school. No. In the past certain religious tests have been required before attendance at universities was allowed and non-conforming universites have been closed. If racism is a public health issue the Test Acts may return as public health tests and if that happened we may be sure Dane County would adopt Test Regulations closing non-conforming public schools if it could. Then this Court decision, barring such Test Regulations, would seem far-sighted.

Notes and links on Dane County Madison Public Health. (> 140 employees).

Molly Beck and Madeline Heim:

which pushed Dane County this week not to calculate its percentage of positive tests — a data point the public uses to determine how intense infection is in an area.   

While positive test results are being processed and their number reported quickly, negative test results are taking days in some cases to be analyzed before they are reported to the state. 

Channel3000:

The department said it was between eight and 10 days behind in updating that metric on the dashboard, and as a result it appeared to show a higher positive percentage of tests and a lower number of total tests per day.

The department said this delay is due to the fact data analysts must input each of the hundreds of tests per day manually, and in order to continue accurate and timely contact tracing efforts, they prioritized inputting positive tests.

“Positive tests are always immediately verified and processed, and delays in processing negative tests in our data system does not affect notification of test results,” the department said in a news release. “The only effect this backlog has had is on our percent positivity rate and daily test counts.”

Staff have not verified the approximately 17,000 tests, which includes steps such as matching test results to patients to avoid duplicating numbers and verifying the person who was tested resides in Dane County.

All 77 false-positive COVID-19 tests come back negative upon reruns.

Madison private school raises $70,000 for lawsuit against public health order. – WKOW-TV. Commentary.

WEAC: $1.57 million for Four Wisconsin Senators

Assembly against private school forced closure.

Wisconsin Catholic schools will challenge local COVID-19 closing order. More.

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

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

Carl Heneghan and Martin Kulldorff:

Open scientific discourse is especially critical during a public health crisis such as a pandemic. Academics should be free to pursue knowledge wherever it may lead, without undue or unreasonable interference. It is deeply troubling when scientists try to limit rather than engage in scientific debate.

Last week, anonymous posters with the portrait of Stanford University Professor of Medicine Dr. Jay Bhattacharya were plastered on kiosks around the Stanford campus, linking him to COVID deaths in Florida. Even though cumulative age-adjusted COVID mortality is lower in Florida than in most other large states, these smears appeared.

Taking it one step further, the chair of Stanford’s epidemiology department, Professor Melissa Bondy, circulated a petition among faculty members demanding that the university president exercise his obligation “to clarify for the faculty the limits of public pronouncements when proclaiming on public health policy.”

The petitioners are upset that “several Stanford faculty members have publicly advocated for policies for others that are contrary to those the university has adopted” and that “these recommendations are disturbing and contrary to public health standards; they foster uncertainty and anxiety and put lives at risk.”

While insidiously not naming anyone, the petition explicitly targets Bhattacharya by quoting his answer to a question from Florida Gov. Ron DeSantis about masks on children. He responded that “there is no high-quality evidence to support the assertion that masks stop the disease from spreading.” To deserve trust, scientists must be honest about what is and what is not known, and we agree with Bhattacharya.

Randomized trials provide the best available research evidence to inform health-care decisions and are considered the gold standard for determining intervention effects. But no randomized studies have shown that masks in children are effective. Instead, there are observational studies of uneven quality that reach conflicting conclusions.

Robin Hanson

Consider a typical firm or other small organization, run via a typical management hierarchy. At the bottom are specialists, who do very particular tasks. At the top are generalists, who supposedly consider it all in the context of a bigger picture. In the middle are people who specialize to some degree, but who also are supposed to consider somewhat bigger pictures.

On any particular issue, people at the bottom can usually claim the most expertise; they know their job best. And when someone at the top has to make a difficult decision, they usually prefer to justify it via reference to recommendations from below. They are just following the advice of their experts, they say. But of course they lie; people at the top often overrule subordinates. And while leaders often like to pretend that they select people for promotion on the basis of doing lower jobs well, that is also often a lie.

Our larger society has a similar structure. We have elites who are far more influential than most of us about what happens in our society. As we saw early in the pandemic, the elites are always visibly chattering among themselves about the topics of the day, and when they form a new opinion, the experts usually quickly cave to agree with them, and try to pretend they agreed all along.

As a book I recently reviewed explains in great detail, elites are selected primarily for their prestige and status, which has many contributions, including money, looks, fame, charm, wit, positions of power, etc. Elites like to pretend they were selected for being experts at something, and they like to pretend their opinions are just reflecting what experts have said (“we believe the science!”). But they often lie; elite opinion often overrules expert opinion, especially on topics with strong moral colors. And elites are selected far more for prestige than expertise.

Shelley Hepworth:

It will be a digital experiment in serialising fiction (“the way [it] used to be published, right at the beginning”) with new sections coming out approximately once a week over the course of about a year, he says.

A surprising number of the classics were originally serialised: Charles Dickens’ The Pickwick Papers is the best known example, but there are also Madame Bovary, War and Peace, and Heart of Darkness. Rushdie references the experience of Samuel Richardson, who serialised his novel Clarissa in 1748.

“His readers expected that she would, in the end, fall in love with the guy. But then he rapes her. Richardson had quite a lot of correspondence from readers who said that, in spite of that terrible act, they still wanted what they would consider to be a happy ending – and he very determinedly would not give it to them.

John Ohno:

The problem of generating interesting long-form text (whether fiction or non-fiction) is a problem of information density: people do not like to be told things they already know (or can guess), particularly at length, nor do they generally find the strain of interpreting content that’s too informationally-dense interesting for long. There’s a relatively narrow window of novelty that a piece of text must stay inside for most people to put up with it (and when we go outside that window, there are often motivations outside of interest: we may be daring ourselves to put up with a difficult text out of masochism or pride, or we may need to learn something that isn’t explained in a more accessible way elsewhere). This pattern repeats at multiple levels: not only must we be careful with the novelty of our content, but we must also keep interest with a particular ratio of familiar and unfamiliar words, variation in sentence length and structure, and even changes in tone. Few human writers can maximize all these things successfully; those who can are considered geniuses. So, can a machine?
Historically, the best-performing text-generators have depended heavily on framing: in some traditions of writing (for instance, modernist or postmodern prose, or symbolist poetry) there is an expectation that the work itself will remain vague and the reader will put more effort into determining how to interpret it, even on an object level. Putting aside the fact that general audiences often do not want to do this much work (particularly for an unproven reward), these generators often have an underlying pattern to their output that is distractingly noticeable at the scale of tens of thousands of words. In other words, on different levels of structure, they are simultaneously too novel and not novel enough.

Tyler Cowen:

This “head in the sand” approach is highly imperfect. Still, it is preferable to panicking and closing the schools every year.

It is difficult to calculate how many children have died of Covid, but perhaps the best estimate comes from England, where it caused 25 deaths of people younger than 18 in the year ended in March. The final tally is certainly higher in the more populous U.S., but as of July seven states still were reporting zero Covid deaths among children. This recent estimate suggests 358 deaths, though it is based on only 43 states.

Yes, it is worth considering whether school reopenings will lead to unacceptably high levels of Covid in the non-school population. It is also worth pointing out that Covid is spreading very rapidly in states with low vaccination rates — without the schools playing a role. In any case, it does not justify focusing solely on the safety of children in discussions of school reopening.

Economists have long studied the tendency of people to assign more value to a “known life” than to a “statistical life.” When a baby is trapped down a well, for example, many millions of dollars will be spent trying to save her. Her photo will appear on the evening news and on social media. Yet when it comes to saving lives in the aggregate, such as by installing more and better smoke detectors, there is only modest interest.

Related: Catholic schools will sue Dane County Madison Public Health to open as scheduled

Notes and links on Dane County Madison Public Health. (> 140 employees).

Molly Beck and Madeline Heim:

which pushed Dane County this week not to calculate its percentage of positive tests — a data point the public uses to determine how intense infection is in an area.   

While positive test results are being processed and their number reported quickly, negative test results are taking days in some cases to be analyzed before they are reported to the state. 

Channel3000:

The department said it was between eight and 10 days behind in updating that metric on the dashboard, and as a result it appeared to show a higher positive percentage of tests and a lower number of total tests per day.

The department said this delay is due to the fact data analysts must input each of the hundreds of tests per day manually, and in order to continue accurate and timely contact tracing efforts, they prioritized inputting positive tests.

“Positive tests are always immediately verified and processed, and delays in processing negative tests in our data system does not affect notification of test results,” the department said in a news release. “The only effect this backlog has had is on our percent positivity rate and daily test counts.”

Staff have not verified the approximately 17,000 tests, which includes steps such as matching test results to patients to avoid duplicating numbers and verifying the person who was tested resides in Dane County.

All 77 false-positive COVID-19 tests come back negative upon reruns.

Madison private school raises $70,000 for lawsuit against public health order. – WKOW-TV. Commentary.

WEAC: $1.57 million for Four Wisconsin Senators

Assembly against private school forced closure.

Wisconsin Catholic schools will challenge local COVID-19 closing order. More.

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

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

Joanne Jacobs:

Only 45 percent of would-be elementary teachers pass state licensing tests on the first try in states with strong testing systems concludes a new report by the National Council on Teacher Quality. Twenty-two percent of those who fail — 30 percent of test takers of color — never try again, reports Driven by Data: Using Licensure Tests to Build a Strong, Diverse Teacher Workforce.

Exam takers have the hardest time with tests of content knowledge, such as English language arts, mathematics, science and social studies.

Research shows that “teachers’ test performance predicts their classroom performance,” the report states.

NCTQ found huge variation in the first-time pass rates in different teacher education programs. In some cases, less-selective, more-diverse programs  outperformed programs with more advantaged students. Examples are Western Kentucky University, Texas A&M International and Western Connecticut State University.

California, which refused to provide data for the NCTQ study, will allow teacher candidates to skip basic skills and subject-matter tests, if they pass relevant college classes with a B or better, reports Diana Lambert for EdSource.

The California Basic Skills Test (CBEST) measures reading, writing and math skills normally learned in middle school or early in high school. The California Subject Matter Exams for Teachers (CSET) tests proficiency in the subject the prospective teacher will teach, Lambert writes.

Curiously, the Wisconsin State Journal backed Jill Underly for state education superintendent, despite her interest in killing our one teacher content knowledge exam: Foundations of Reading. Wisconsin students now trail Mississippi, a stare that spends less and has fewer teachers per pupil.

Foundations of reading results. 2020 update.

WEAC: $1.57 million for Four Wisconsin Senators

Assembly against private school forced closure

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

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

Fordham Institute:

Is America a racist country? Or the greatest nation on earth? Or both or neither or some of each?
For the sake of our children’s education (and for any number of other reasons), we need a more thoughtful and balanced starting point for the whole conversation—one that leaves space for nuance, mutual understanding, and hope for the future. Our union is not perfect, but it will become more so if its citizens understand, value, and engage productively with the constitutional democracy in which we all live.

Sadly, far too many young (and not-so-young) Americans have only the haziest grasp of the knowledge, skills, and dispositions that are essential to informed citizenship, in part because for decades now we have systematically failed to impart them to our children. Culpability for that failure goes far beyond our formal education system, to be sure, but a considerable portion of it does belong there: on our schools, our school systems, and our state K–12 systems, which have focused—and been pressed by Washington to focus—on other priorities.

The consequences of that neglect are now painfully apparent on all sides, including the sorry state of American politics and the sordid behavior of many who would lead us. Rectifying the situation is an enormous project to be pursued on multiple fronts, but schools are an obvious starting point. That’s where we can best begin to inculcate the next generation of Americans with a solid grasp of their country’s past and present, its core principles, and the obligations of responsible citizenship.

The logical starting points for getting that right are the academic standards for civics and U.S. History that have been adopted
by the fifty states and the District of Columbia.

That’s because our federal system of government ensures that states and their subdivisions bear primary responsibility for education, which includes establishing academic standards that spell out the content and skills they want their public schools to teach and their students to learn. These standards are typically organized by subject, though in the realms of civics and history they are sometimes organized under the heading of “social studies.”

We at the Thomas B. Fordham Institute have been evaluating states’ academic standards for more than two decades. Consequently, we’re well aware that they are just the starting point—statements of aspirations, desired outcomes, and intentions. To get real traction, they must be joined by high-quality instructional materials and pedagogy, sufficient time and effort, and some form of

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

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

ncee.org

Since gaining independence in the early 1990s, Estonia has transformed itself into a digital society, which has resulted in a high level of public trust in technology solutions. While Estonia is perhaps best known for its advances in e-governance, which allow Estonians to access nearly all government services online, this commitment to technology applies to education as well. Estonia’s efforts to leverage technology for teaching and learning began in the 1990s with an ambitious programto build up schools’ technology infrastructure, including providing internet access to all schools nationwide. By the early 2000s, Estonia had already met this goal and moved on to developing digital resources for online teaching and learning. Throughout these early years and in the years that followed, as new technologies and digital resources were introduced, Estonia maintained a parallel focus on building digital literacy skills among educators and students. For example, school-based educational technologists—experienced teachers who complete an additional master’s degree to become technology integration specialists—have supported teachers in Estonian schools since 2005. Their focus is on how digital resources can best be used to enhance the curriculum. 

Two government-supported foundations—the Innove Foundation, founded in 2003 to provide implementation support for the Ministry of Education and Research, and the Information Technology Foundation for Education(HITSA), founded in 2013 to promote digital skills development in education—have played key roles in centrally organizing and curating Estonia’s collection of digital resources. These resources, which today form the backbone of Estonia’s jurisdiction-level support for distance learning, are described below.

David Lat:

“Eve. Eve, the golden girl. The cover girl. The girl next door, the girl on the moon. Time has been good to Eve. Life goes where she goes. She’s been profiled, covered, revealed, reported, what she eats and what she wears and whom she knows and where she was and when and where she’s going. Eve. You all know all about Eve.”

— Addison DeWitt, All About Eve (1950)

Over the seven months that I’ve been writing at Original Jurisdiction, I have covered some of the most prominent figures in the legal profession, including leading judges, law firm partners, in-house lawyers, and law professors. Who has been the best for ratings?1

According to the list of my most popular posts, none other than Amy Chua. She’s the John M. Duff, Jr. Professor of Law at Yale Law School (YLS), although she’s most famous not as a legal academic but as the author of a controversial, bestselling parenting memoir, Battle Hymn of the Tiger Mother. She also happens to be the wife of another longtime YLS faculty member, Jed Rubenfeld (and some refer to them collectively as “Chubenfeld”).

Over the past few weeks, articles about Chua have appeared in multiple major news outlets. Right now, it seems that every journalist in the country is chasing Amy.

Why is this 58-year-old law professor back in the headlines, more than a decade after the viral Wall Street Journal op-ed that propelled Tiger Mother onto the bestseller list? To catch up, check out my earlier story on Chua, or read this CliffsNotes version:

Chris Mertes:

Sun Prairie School Board members who questioned district administrative team decisions to end “high stakes summative” semester and final exams on Monday, June 21 were cautioned to remember board governance procedures and reminded it was not an area over which the board could take action.

The questioning of administrators began during the board’s discussions surrounding the handling of COVID-19. Board member Alwyn Foster questioned the decision to end final exams, and heard more than he was expecting in response from Stephanie Leonard-Witte, the Sun Prairie Area School District Assistant Superintendent for Teaching, Learning & Equity.

“During COVID we said no finals, and now that we have built, I’ll say, better and more current assessment strategies, we just won’t be re-instituting finals as we move forward,” Leonard-Witte said.

“If you do an assessment of best practice — like what’s best for kids in learning — there is very little out there that would support final full summative assessments,” Leonard-Witte said.

“Best practice is that kids have assessment throughout the semester, throughout the quarter, that builds on itself. So they’re committing that knowledge more to, I would say, a working knowledge, as opposed to cramming for a test the night before,” Leonard-Witte added. “So I would say it’s a practice that’s been outdated for a bit and we’re taking the opportunity now to not reinstate something that isn’t supported as best practice in most of the research around assessment.”

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

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

Diomidis Spinellis:

Learning to program is—for many practical, historical, as well as some vacuous reasons—a rite of passage in probably all computer science, informatics, software engineering, and computer engineering courses. For many decades, this skill would reliably set computing graduates apart from their peers in other disciplines. In this Viewpoint, I argue that in the 21^stcentury programming proficiency on its own is neither representative of the skills that the marketplace requires from computing graduates, nor does it offer the strong vocational qualifications it once did. Accordingly, I propose that computing students should be encouraged to contribute code to open source software projects through their curricular activities. I have been practicing and honing this approach for more than 15 years in a software engineering course where open source contributions are an assessed compulsory requirement.² Based on this experience, I explain why the ability to make such contributions is the modern generalization of coding skills acquisition, outline what students can learn from such activities, describe how an open source contribution exercise is embedded in the course, and conclude with practices that have underpinned the assignment’s success.

Contributing Is the New Coding

Programming skills nowadays are only a part of what a software developer should know. This is the case for two reasons. First, practices have advanced well beyond the chief programmer/surgeon model popularized by Fred Brooks in the 1970s,¹to include work on orders of magnitude larger systems, advanced tooling, pervasive process automation, as well as sophisticated teamwork, workflows, and management. Second, industrial best practices have homogenized with those followed by large and successful open source software projects. Businesses have assimilated and contributed many open source development practices. This has made the corresponding knowledge and skills portable between volunteer projects and enterprise ones. 

Consequently, instruction must move from a course’s educational laboratory to an organizational setting. By contributing to open source projects, students acquire in practice a formidable range of skills, knowledge, and experiences, allowing them to work productively as modern well-rounded developers rather than as the lone-wolf coders portrayed by Hollywood. The most difficult skills to acquire in a traditional programming assignment are the following social and organizational skills.

The Economist:

Mississippi, often a laggard in social policy, has set an example here. In a state once notorious for its low reading scores, the Mississippi state legislature passed new literacy standards in 2013. Since then Mississippi has seen remarkable gains. Its fourth graders have moved from 49th (out of 50 states) to 29th on the National Assessment of Educational Progress, a nationwide exam. In 2019 it was the only state to improve its scores. For the first time since measurement began, Mississippi’s pupils are now average readers, a remarkable achievement in such a poor state.

Ms Burk attributes Mississippi’s success to implementing reading methods supported by a body of research known as the science of reading. In 1997 Congress requested the National Institute of Child Health and Human Development and the Department of Education to convene a National Reading Panel to end the “reading wars” and synthesise the evidence. The panel found that phonics, along with explicit instruction in phonemic awareness, fluency and comprehension, worked best.

Yet over two decades on, “balanced literacy” is still being taught in classrooms. This method, based on Kenneth Goodman’s “whole language” theory developed in the 1960s, views reading as a natural process that is best learned through immersion, similar to learning to speak. Goodman argued that reading is a “psycholinguistic guessing game”. He claimed that proficient readers do not identify every element in a text, so whole-language instructors encourage pupils to guess unknown words. Imagine a child is reading the sentence, “The rider leapt onto the back of his h___”, but is stuck on the last word. According to this philosophy, a child would be encouraged to look at pictures in the text and think about what would make logical sense as the next word, based on the meaning of the sentence, grammar rules and the spelling of the word.

For most of the 20th century, reading methods were based on theory and observation. But advances in statistics and brain imaging have debunked the whole-language method. So why is it still being taught? One reason may be its appeal to personal experience. To the teacher who is a proficient reader, literacy seems like a natural process that requires educated guessing, rather than the deliberate process emphasised by phonics, explains Mary Clayman of the DC Reading Clinic, which trains teachers in Washington, DC. Teachers can imagine that they learned to read through osmosis when they were children, she explains. Without proper training, they bring this to classrooms.

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

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

Nathan Schachtman:

In his 1994 Nobel Prize acceptance speech, the Hungarian born chemist George Andrew Olah acknowledged an aspect of science that rarely is noted in popular discussions:

“[One] way of dealing with errors is to have friends who are willing to spend the time necessary to carry out a critical examination of the experimental design beforehand and the results after the experiments have been completed. An even better way is to have an enemy. An enemy is willing to devote a vast amount of time and brain power to ferreting out errors both large and small, and this without any compensation. The trouble is that really capable enemies are scarce; most of them are only ordinary. Another trouble with enemies is that they sometimes develop into friends and lose a good deal of their zeal. It was in this way the writer lost his three best enemies. Everyone, not just scientists, need a few good enemies!”[1]

If you take science seriously, you must take error as something for which we should always be vigilant, and something we are committed to eliminate. As Olah and Von Békésy have acknowledged, sometimes an enemy is required. It would thus seem to be quite unscientific to complain that an enemy was harassing you, when she was criticizing your data, study design, methods, or motives.

Kashmir Hill:

People were thinking about this a lot a decade ago. During an August 2010 interview, it was on the mind of Eric Schmidt, then the chairman of Google, the creator of the best fossil-digging equipment out there. Mr. Schmidt predicted, “apparently seriously,” according to The Wall Street Journal, that young people would change their names upon reaching adulthood in order to escape their digital pasts. The prediction was widely mocked for its impossibility.

The same month, another prominent data scientist, Jeff Jonas, offered a more utopian prediction: “I hope for a highly tolerant society in the future,” he wrote on a legal blog called Concurring Opinions. “A place where it is widely known I am four or five standard deviations off center, and despite such deviance, my personal and professional relationships carry on, unaffected.”

I remember this prediction because I cited it a decade ago when a 28-year-old woman had her Congressional campaign upended by a “scandal,” one that seems quaint by today’s standards but was a glimpse into our future. The woman who provided it was named, coincidentally, Krystal Ball.

Ms. Ball was running as a Democrat for a House seat in Virginia at the time; a conservative blog got its hands on decade-old photos from a post-college Christmas party, where Ms. Ball was dressed as a “naughty Santa” and her husband at the time was Rudolph with a red dildo for a nose. This sounds ridiculous, but the “raunchy party photos” fueled news stories across the world. I thought that what she was experiencing was notable for its limited shelf life: As more and more people got smartphones and flocked to apps like Instagram and Twitter that encouraged them to thoroughly document their lives and thoughts, this sort of shaming of people’s past selves would surely stop, because the throwing of stones would become hypocritical and dangerous.

Tom Knighton:

I’m not a huge fan of public schools. Part of that is because public schools in my neck of the woods are almost universally bad. The best school in the area is still not all that great compared to the rest of the state, much less the rest of the nation.

Yet the purpose of school is to educate, even if it doesn’t do the job as well as we might like.

Here in the Deep South, there are reasons our schools are crap. That’s a whole post unto itself, though, so I won’t delve into why, but the point is that they still educate.

At least, in theory.

However, it seems that’s not the case in New York City public schools where teachers are being urged not just to be teachers, but also activists. Not just that, but to focus that activism along a particular ideological line.

A New York City principal sent an email to her staff this past week urging them to “take action” in support of Palestinians during the current crisis in Israel and Gaza.

According to the New York Post, the email from Middle School 136’s Amanda Bueno reads “You can take action today by protesting, attending a vigil, making a public commitment to Palestinian Liberation, signing a petition, or calling your government officials to place sanctions on Isreal [sic].”

The message also says people “need not prove [Palestinians’] humanity and right to exist […] Empathy is a bare minimum.” It includes various hashtags such as #GazaUnderAttack and #SaveSheikhJarrah.

“Additional resource” links at the end of the email feature the Teach Palestine website, the main page of which states “We know you share our outrage at attacks by the Israeli military and settlers against the people of Palestine.”

Teach Palestine also has a “Stolen Land” section which compares the plight of Palestinians to illegal immigrants in the U.S.

One problem: A teacher who works for Bueno is Jewish.

Judith Curry:

What is concerning about this episode is not so much that a consensus has been overturned, but that a fake consensus was so easily enforced for year. This occurred during a key period when understanding the origins of the virus had implications for how it could best be fought. Scientists who understood that there was a great deal of uncertainty surrounding the origins of the virus did not speak up. Probity came from knowledgeable individuals that were outside of the field of virology.

Matthew Crawford states, ” Regardless of how the question of the virus’s origins is ultimately decided, we need to understand how the political drama surrounding the science played out if we are to learn anything from this pandemic and reduce the likelihood of future ones.”

The best way to learn what we need to know is by getting started, then picking up new knowledge as it proves itself necessary. When there’s an urgent need, we learn faster and avoid unnecessary learning. The same can be true for too much reading:

“Too much book learning may crab and confine the imagination, and endless poring over the research of others is sometimes psychologically a research substitute, much as reading romantic fiction may be a substitute for real-life romance….The beginner must read, but intently and choosily and not too much.”

We don’t talk about this much at Farnam Street, but it is entirely possible to read too much. Reading becomes counterproductive when it serves as a substitute for doing the real thing, if that’s what someone is reading for. Medawar explains that it is “psychologically most important to get results, even if they are not original.” It’s important to build confidence by doing something concrete and seeing a visible manifestation of our labors. For Medawar, the best scientists begin with the understanding that they can never know anything and, besides, learning needs to be a lifelong process.

Karol Markowicz:

The War on Merit in America’s schools is spreading — and threatening to take an ever-bigger toll on kids’ education.

Last week, California’s Department of Education rolled out a draft framework for teaching math to K-12 students. The framework contains 13 chapters, most focused on (no joke) achieving “equity” through mathematics instruction. It would no longer group kids by ability, teach algebra to eighth graders or calculus to high schoolers or refer to gifted children as “gifted.”

California isn’t the only place, of course, that has tried to dumb down school curricula in an effort to treat all kids the same in order to pretend there’s no differences between them.

Every year in New York City, thousands of parents register their kids for the Gifted & Talented test for admission into a G&T program or school. The test is necessary to see if kids will be able to handle the more challenging curriculum. 

Yet this year, the city’s Department of Education scrapped the test; kids apparently will be judged on less objective measures. And Chancellor Meisha Ross Porter similarly wants to ditch the admissions test for the city’s top high schools.

Look: Parents don’t have their kids apply for these programs because they are racist; they do it because they know the regular curriculum their kids get in regular city schools is weak. Math is usually a joke; reading and writing often even more so. A G&T program might mean their kid has to actually try to succeed, instead of just coasting through classes. Yet parents clamoring for more difficult work for their kids get called “racist.”

Not content with removing the G&T test, the DOE is now pushing to get rid of G&T programs themselves. Middle schools have already scrapped “screens,” such as test scores and grades, for admission this year in favor of lotteries. The city’s most competitive (and often best-performing) high schools constantly fear they’ll be forced to water down their standards.

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

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

Michael Horn:

That means, as Stephen Covey wrote in one of the best-selling non-fiction books of all time, “The 7 Habits of Highly Effective People,” beginning “with the end in mind.” Or, as Grant Wiggins and Jay McTighe wrote in the context of education in “Understanding by Design,” good teachers start with the goals and how they would know if students have met them and then backwards map all the things they need to provide to get to those outcomes.

Although it’s unlikely there will be any consensus across all communities in the country around a central purpose, that’s OK. That’s part of a robust pluralism underlying our democracy that values the fact that students sit in different circumstances and will have different needs.

But clarity in any specific schooling community is critical.

To help school communities think through what’s the purpose of schooling, a little history can help, as the dominant policy rationale for public schools’ purpose in society has changed over time. In “Disrupting Class,” Clayton Christensen, Curtis Johnson and I offered a brief history of these shifts.

Through much of the 1800s, a kind reading of history would say that the central role of public schools was to preserve the American democracy and inculcate democratic values.

Michael Horn:

What’s the purpose of schooling?

Even though it may seem like a straightforward question, once you scratch the surface, it’s anything but.

There are countless views on the topic. But as we seek to build schools back better—and not just return to how schools operated prior to the pandemic when the system writ large didn’t serve anyone particularly well—individual schooling communities must be clear about purpose and priorities.

That means, as Stephen Covey wrote in one of the best-selling non-fiction books of all time, “The 7 Habits of Highly Effective People,” beginning “with the end in mind.” Or, as Grant Wiggins and Jay McTighe wrote in the context of education in “Understanding by Design,” good teachers start with the goals and how they would know if students have met them and then backwards map all the things they need to provide to get to those outcomes.

Although it’s unlikely there will be any consensus across all communities in the country around a central purpose, that’s OK. That’s part of a robust pluralism underlying our democracy that values the fact that students sit in different circumstances and will have different needs.

But clarity in any specific schooling community is critical.

Christopher Mims:

It’s a sunny, breezy morning in Eugene, Ore., a place best known for access to the great outdoors, a history of environmental activism and being the birthplace of Nike . I’m standing outside a nondescript, one-story industrial space, speaking with Mark Frohnmayer, chief executive of Arcimoto, maker of a three-wheeled electric vehicle it calls a “fun utility vehicle.”

Only I’m not in Oregon. I’m still stuck at home, on the opposite coast, relying—like many of us—on an ever-growing array of tools that allow me to do my job remotely. In this case, I’m getting a tour of Arcimoto ’s factory via FaceTime. Mr. Frohnmayer is carrying “me” around on an iPhone, pointing things out, getting me up close to machinery, parts and half-finished vehicles, and fielding my questions. For me, it turns out to be a reasonable facsimile of actually being there. Minus the eight-hour flight and stay at a Dow Jones-approved discount hotelwith continental breakfast, that is.

This is how Mr. Frohnmayer and his team have been giving factory tours to investors, customers and suppliers since the pandemic began. It works well enough that Mr. Frohnmayer wants to keep doing it after the pandemic ends, because it comes with no loss in productivity due to travel days.

Thanks to cloud-based collaborative tools of every description—not just Zoom—the pandemic has led to a reset in office culture, from in-person to remote or hybrid. Surprisingly, there’s also been a reset for workers that almost no one thought could do their jobs remotely, including field service engineers and emergency medical personnel. 

While these changes explain trends within the post-pandemic workplace, they also demonstrate a new way forward for relationships between businesses. Many examples come from the most hands-on industry of all: manufacturing. Workers still have to show up at a factory and assemble products, and quality control may demand overseas travel from time to time, but many other activities—including investment due diligence, relationship-building with suppliers and customers, and even research and development—have unexpectedly and perhaps permanently gone remote.

Kareem Weaver:

Where is the humility? Where is the institutional courage to admit mistakes and move forward?

Individuals in leadership positions often derive their credibility from being the most knowledgeable person in the room, the unquestioned oracles of knowledge. This moment in education, however, requires leaders who will publicly position themselves as the best learners, not the best knowers. The sector has to reacquaint itself with the science of reading, unlearn some habits, suspend beliefs, and be vulnerable enough to embrace the inevitable learning curve. It will take grace and humility.

The NAACP considers reading proficiency to be a civil rights issue because The Information Age requires literacy to participate fully in a society that pushes nonreaders, systematically, to its margins. Given this, the education sector’s willingness to ignore the neuroscience and research consensus about literacy instruction is worth examining. What allows universities to have internal debates about science and methods that have long been settled? Why would dyslexia receive scant attention in an American credentialing program? Why would thousands of K-12 systems continue to use curricula that, even the authors now acknowledge, must be revised to address deficiencies in core elements of literacy instruction? And why would K-12 systems ignore mountains of evidence showing that foundational reading skills are undertaught?

The same universities who claim to be leading research institutions are eerily silent about their failure to apply the research in preparing teaching candidates. Likewise, the K-12 institutions with mission statements citing equity have systematically created a resource gap where those without money to overcome inadequate instruction are consigned to the margins of society while their better-resourced peers seek tutors or more appropriate school placements. Rather than address these issues, we have focused on untangling America’s racial quagmire – as if these things are mutually exclusive. We seem oblivious to the impact race and class have on our tolerance for student failure and our willingness to promote external control narratives that undermine collective teacher efficacy and obfuscate the central issues: we have not provided direct, systematic, explicit instruction to teach reading; neither curricula nor materials have been evidence-based; professional development dollars have not been used well; assessment has been misunderstood and abused; interventions haven’t been timely; and the dearth of humility from leaders and institutions have limited the possibility of effective change management.

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

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

Transcript [Machine Generated PDF]:

Deborah Kerr: [00:43:53] Um, whose turn is it to go first? Okay. That’s fine. Yeah, we’re pretty good at figuring this out. Um, [00:44:00] so that’s one thing we can do. Um, yes, I support the FORT. I fo I support the Praxis test. So you gotta think about something. Why do these things cause barriers and prevent people from getting certified? And so as a superintendent, I’ve always had to help aspiring teachers who, who needed to either pass the Praxis test or get more additional training on the FORT.

[00:44:23] And so. This starts with the teacher preparation programs. Okay. We need to start talking about, um, these kinds of tests earlier on in the scope and sequence of the coursework and making sure that our teachers are immersed in these kinds of situations that will help allow them to do better. These are standards for making sure that we have the highest quality teachers in the classroom.

[00:44:46] So what I did in Brown deer is I had a couple of teachers who needed to pass the fork test. Um, the problem with that is when you take the fourth test and you fail it, you have to pay again. You don’t just take the part that you didn’t pass. [00:45:00] And so I believe we need to work on that, but also I made sure our reading specialists help to tutor.

[00:45:06] Those two teachers that needed extra support because they didn’t get it for whatever reason at the university level. So I do believe that we have to have standards. We want the best and the brightest into our classroom, but sometimes just like students, they need a different approach and they need more time.
[00:45:23] Thank you.

[00:45:27] Jill Underly: All right. Um, as far as the Foundations of Reading (FORT) test is concerned, I would support eliminating it. And I’ll tell you why. I believe it’s an unnecessary hoop. Um, it makes it difficult and much harder for people to become teachers, particularly when we are already struggling. Right. With recruiting and retaining teachers.

[00:45:45] Um, we need to trust our education preparation programs to prepare the kids. I mean, these programs are certified by the department of public instruction. Um, they have to go through a rigorous certification process to be officially, you know, To be able to [00:46:00] officially endorse teachers to get their licenses.

[00:46:02] Um, I do know that representative Travis Tranel who’s from my area of Southwest Wisconsin, was successful in getting the legislature to suspend, um, the foundations of reading tests for special education teachers. And I think that says a lot, you know, these are barriers. And we need to eliminate barriers, um, for good people, um, who are intelligent and kind and compassionate to become teachers.

[00:46:26] Um, you can still be a good teacher and you could still be a good teacher of reading. Um, if you can’t pass a standardized test, so I would be in favor of eliminating it. Thanks.

If you want to meet state superintendent candidate Jill Underly, you have to go via WEAC, the state teachers union. No, really. Underly is holding a meet-and-greet with supporters at 4 p.m. today at 33 Knob Hill Rd. That’s the home office for the WEAC, which is backing her. pic.twitter.com/CKLMOCs6j3

— Daniel Bice (@DanielBice) April 2, 2021

mp3 Audio.

While working for the DPI in Madison, Ms. Underly sent her children to a private school.

The Foundations of Reading, [SIS links] Wisconsin’s one elementary reading teacher content knowledge requirement is (was) an attempt to improve our K-12 students’ disastrous reading results.

The foundations of reading is Wisconsin’s only teacher content knowledge requirement. It is based on Massachusetts’ successful MTEL program.

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

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

Miles Bryan:

When the Philadelphia Board of Education devoted its entire March 18 meeting to public comment, it was flooded with children and parents pleading for one thing: open classrooms for all kids, as soon as possible.

“This is hard to say, but it’s been tough for me to make friends. Trying to get to know another person from behind the screen isn’t the same,” said Abigail Gorman, an 11-year-old fifth-grader at Girard Academy of Music Program (GAMP) in South Philadelphia. “Is this really the best we can do?”

Many of the parents who spoke that night were affiliated with “Philadelphians for Open Schools,” a group formed in February to pressure the school district to reopen classrooms more quickly. Right now, only children enrolled in pre-K through second grade are back in the classroom two days a week.

The group is the mouthpiece for a small but influential constituency in public school politics: higher-income parents with the means to send their children to private schools, or to move to the suburbs.

On Facebook, the group’s roughly 300 members — the majority of whom send their children to elementary schools in affluent neighborhoods or magnet high schools — share frustrations with remote learning, and post links to stories about suburban and out-of-state districts with faster reopening plans.

Kathy Pretz:

THE INSTITUTE Artificial-intelligence systems are nowhere near advanced enough to replace humans in many tasks involving reasoning, real-world knowledge, and social interaction. They are showing human-level competence in low-level pattern recognition skills, but at the cognitive level they are merely imitating human intelligence, not engaging deeply and creatively, says Michael I. Jordan, a leading researcher in AI and machine learning. Jordan is a professor in the department of electrical engineering and computer science, and the department of statistics, at the University of California, Berkeley.

He notes that the imitation of human thinking is not the sole goal of machine learning—the engineering field that underlies recent progress in AI—or even the best goal. Instead, machine learning can serve to augment human intelligence, via painstaking analysis of large data sets in much the way that a search engine augments human knowledge by organizing the Web. Machine learning also can provide new services to humans in domains such as health care, commerce, and transportation, by bringing together information found in multiple data sets, finding patterns, and proposing new courses of action.

“People are getting confused about the meaning of AI in discussions of technology trends—that there is some kind of intelligent thought in computers that is responsible for the progress and which is competing with humans,” he says. “We don’t have that, but people are talking as if we do.”

Marguerite Roza:

While last week’s $1.9T federal relief plan did not forgive student loans, it did include a provision that would make future debt cancellation non-taxable. Senator Warren and others released a celebratory statement suggesting that the law “clears the way for President Biden to use his authority to cancel $50,000 in student debt.”

But student loan forgiveness is far from a done deal. That’s because there are legitimate concerns about cost, equity and fairness that come with any of the current plans to waive student loans. President Biden knows that, and that’s likely why he hasn’t done it.

But, there’s a better way to relieve the pain of student debt that addresses these concerns while costing taxpayers nothing.

Instead of waiving away the debt and sending the bill to taxpayers, this would be a trade: in return for each $10,000 in debt relief, recipients delay eligibility for federal retirement benefits by a year. In exchange for up to $40,000 now to pay off student loans, recipients would postpone Social Security and Medicare benefits for up to 4 years. The trade would be completely optional and open to all Americans for generations to come. Best of all, it costs taxpayers nothing.

Krassi Twigg and Kerry Allen:

‘Wolf warriors’ on social media

In recent months, China experts have noticed dozens of new and highly active official social media accounts representing Chinese embassies and leading diplomats.

This has become known as “wolf warrior” diplomacy. The best-known account belongs to Zhao Lijian from the Chinese foreign ministry.

He caused controversy in March after tweeting articles suggesting that coronavirus originated in the United States.

The US and China traded unverified theories about the origins of coronavirus

Those tweets have been shared more than 40,000 times and referenced in 54 different languages, according to research from the Digital Forensic Research Lab, part of the Atlantic Council think tank.

Popular hashtags referencing the posts have made waves at home too – they’ve been viewed by users of Chinese social network Weibo more than 300 million times.

In December, Zhao Lijian was widely criticised for sharing a fake image of an Australian soldier killing an Afghan child, for which China refused to apologise.

Bari Weiss:

What does it say about the current state of that meritocracy, then, that it wants kids fluent in critical race theory and “white fragility,” even if such knowledge comes at the expense of Shakespeare? “The colleges want children—customers—that are going to be pre-aligned to certain ideologies that originally came out of those colleges,” says a STEM teacher at one of New York’s prestigious prep schools. “I call it woke-weening. And that’s the product schools like mine are offering.”

The parents I spoke with for this story are savvy and smart: they realize that it’s bizarre—at best—for a school like Harvard-Westlake to hold forth constantly about social justice as it drops more than $40 million on a new off-campus athletic complex. This is a school that sends out an annual report to every Harvard-Westlake family listing parents’ donations. Last year, the “Heritage Circle” group—gifts of $100,000 or more—included Viveca Paulin-Ferrell and Will Ferrell. A red paw next to Jeanne and Tony Pritzker’s names indicated more than a decade of cumulative giving.

Parents say that it is a school where giving more gets you more. Big donors get invitations to special dinners, and, most importantly, time and attention from the people in charge. Meantime, their children are taught radical-chic politics, which, of course, do not involve anything actually substantively radical, like redistributing the endowment.

“These schools are the privilege of the privilege of the privilege. They say nonstop that they are all about inclusion. But they are by definition exclusive. These schools are for the tippity top of society,” a young mother in Manhattan tells me.

Chris Rickert and Logan Wroge:

“I didn’t know we were so behind in this pandemic as a nation,” she said. “I never thought we were going to be here a year into this.”

For some schools outside of Madison, it hasn’t been anywhere near a year. Many private and religious schools reopened to full-time, in-person learning in September after persuading the state Supreme Court to block a local public health order that would have prevented them. Suburban and more rural public schools have been reopening in recent months under hybrid models. 

That back-to-school sentiment hasn’t been as strong in Madison, where kindergarteners are set to begin in-person instruction Tuesday followed by first grade, second grade and 4-K students in subsequent weeks. No dates for returning older students have been announced.

Those small steps toward normalcy have spurred sharp disagreements between district administrators and the teachers union. Last week, Madison teachers staged a “teach-out” to protest what they view as a rushed and dangerous return to school weeks before most of them are due to be vaccinated.

But while Madison parents see the toll the long layoff is taking on student learning and mental health, many also sympathize with teachers and laud their efforts teaching online.

Windsor-Engnell said she wishes the school district’s approach during the pandemic had been more “nuanced” and allowed for at least some in-person learning for the families that needed it. She’s especially concerned about how the long shutdown will affect student mental health, and estimated her children are absorbing about 50% to 60% of the education they would be getting in person.

Still, she said her North Side family doesn’t have any health conditions that puts them at greater risk for the virus and that in some ways that puts them in a “privileged position.”

Virtual learning last spring was a “hot mess for everybody,” said Ana Luyet, who lives on Madison’s Near West Side with husband and two teenage daughters, 13 and 15, “but everybody did the best they could with the tools at their disposal.”

Related: Catholic schools will sue Dane County Madison Public Health to open as scheduled

Notes and links on Dane County Madison Public Health. (> 140 employees).

Molly Beck and Madeline Heim:

which pushed Dane County this week not to calculate its percentage of positive tests — a data point the public uses to determine how intense infection is in an area.   

While positive test results are being processed and their number reported quickly, negative test results are taking days in some cases to be analyzed before they are reported to the state. 

Channel3000:

The department said it was between eight and 10 days behind in updating that metric on the dashboard, and as a result it appeared to show a higher positive percentage of tests and a lower number of total tests per day.

The department said this delay is due to the fact data analysts must input each of the hundreds of tests per day manually, and in order to continue accurate and timely contact tracing efforts, they prioritized inputting positive tests.

“Positive tests are always immediately verified and processed, and delays in processing negative tests in our data system does not affect notification of test results,” the department said in a news release. “The only effect this backlog has had is on our percent positivity rate and daily test counts.”

Staff have not verified the approximately 17,000 tests, which includes steps such as matching test results to patients to avoid duplicating numbers and verifying the person who was tested resides in Dane County.

All 77 false-positive COVID-19 tests come back negative upon reruns.

Madison private school raises $70,000 for lawsuit against public health order. – WKOW-TV. Commentary.

WEAC: $1.57 million for Four Wisconsin Senators

Assembly against private school forced closure.

Wisconsin Catholic schools will challenge local COVID-19 closing order. More.

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

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

Ryan McKenna:

An improved approach is conceptually a middle ground between the two extremes above called the matrix mechanism [1,2]. The idea is to invoke the Laplace mechanism on a carefully selected set of queries (different from the workload), then use the noisy answers to those queries to estimate answers to the workload queries. Finding a good strategy—or set of queries to answer with Laplace noise—is a technical challenge, but good strategies are known for simple and well-studied workloads like the CDF workload. The two baseline mechanisms above can be seen as instantiations of the matrix mechanism with different strategies: the workload queries and the histogram queries each being a different strategy. Identifying the best strategy is an optimization problem, where the optimization variables are simply the queries in the strategy, and the optimization objective is to minimize the expected error of the mechanism (on the workload queries). While it is challenging to solve this optimization problem in practice, effective algorithms exist when the workload is sufficiently small, or has certain special structure [2].  

While it is out of scope for this post to delve into these technical details, we’ll demonstrate the potential benefit from this approach in the figure below. We consider a generalization of the CDF workload with varying number of queries, corresponding to different discretization granularities. As we can see, the first baseline mechanism (Laplace on Workload) is the worst in terms of root mean squared error (RMSE), the second baseline mechanism (Laplace on Histogram) is an improvement, but the matrix mechanism (Laplace on Optimized) is the best. The improvement is up to 5.2 times better for the largest workload considered, highlighting the benefit of the matrix mechanism: substantially lower error at no cost to privacy just by using better strategies. This improvement is for one simple workload—in general, the magnitude of improvement will be different for other workloads and can be much larger.  

Michael Crichton:

The theory was eugenics, and its history is so dreadful — and, to those who were caught up in it, so embarrassing — that it is now rarely discussed. But it is a story that should be well know to every citizen, so that its horrors are not repeated.

The theory of eugenics postulated a crisis of the gene pool leading to the deterioration of the human race. The best human beings were not breeding as rapidly as the inferior ones — the foreigners, immigrants, Jews, degenerates, the unfit, and the “feeble minded.” Francis Galton, a respected British scientist, first speculated about this area, but his ideas were taken far beyond anything he intended. They were adopted by science-minded Americans, as well as those who had no interest in science but who were worried about the immigration of inferior races early in the twentieth century — “dangerous human pests” who represented “the rising tide of imbeciles” and who were polluting the best of the human race.

The eugenicists and the immigrationists joined forces to put a stop to this. The plan was to identify individuals who were feeble-minded — Jews were agreed to be largely feeble-minded, but so were many foreigners, as well as blacks — and stop them from breeding by isolation in institutions or by sterilization.

As Margaret Sanger said, “Fostering the good-for-nothing at the expense of the good is an extreme cruelty … there is not greater curse to posterity than that of bequeathing them an increasing population of imbeciles.” She spoke of the burden of caring for “this dead weight of human waste.”

Such views were widely shared. H.G. Wells spoke against “ill-trained swarms of inferior citizens.” Theodore Roosevelt said that “Society has no business to permit degenerates to reproduce their kind.” Luther Burbank” “Stop permitting criminals and weaklings to reproduce.” George Bernard Shaw said that only eugenics could save mankind.

There was overt racism in this movement, exemplified by texts such as “The Rising Tide of Color Against White World Supremacy” by American author Lothrop Stoddard. But, at the time, racism was considered an unremarkable aspect of the effort to attain a marvelous goal — the improvement of humankind in the future. It was this avant-garde notion that attracted the most liberal and progressive minds of a generation. California was one of twenty-nine American states to pass laws allowing sterilization, but it proved the most-forward-looking and enthusiastic — more sterilizations were carried out in California than anywhere else in America.

Jonathan Guyer:

Days after winning the November election, Joe Biden announced the names of those staffing his transition. Big Tech landed prominent spots. Among the hundreds of personnel on the agency review teams serving the president-elect, there was one from Uber, two from Amazon, and one from Google. And then there were two people from Rebellion Defense, a shadowy defense startup.

The announcement sent Washington insiders scrambling to look up the company. No major defense contractors appeared on the list. “It’s sure odd that a year-old startup like Rebellion winds up with two employees serving on a presidential transition team,” Ken Glueck, the executive vice president of the tech company Oracle, told me.

What is Rebellion Defense? With a Star Wars allusion as its name, this firm is not your typical contractor. Rebellion launched in the summer of 2019 to craft artificial-intelligence (AI) software for the defense industry. Trade publications gushed about how innovative it was. It quickly raised $63 million, with the conspicuous backing of its board member Eric Schmidt. Schmidt is best known as the former CEO of Google, but he’s also a billionaire investor and an influential consultant to key government bodies.

More from Jonathan Guyer

Schmidt serves as chairman of an advisory board to the White House and Congress called the National Security Commission on Artificial Intelligence. From official positions, he has advocated for the Defense Department and intelligence agencies to adopt more machine-learning technology. Meanwhile, as a venture capitalist, he has invested millions of dollars in more than a half-dozen national-security startups that sell those very technologies back to the government.

Many taxpayer supported K-12 school districts use Google services, including Madison.

Katherine Boyle:

I am sitting in a hospital bed in the town where I grew up. Twenty-four hours prior, I gave birth to my husband’s and my first child, surrounded by nurses and residents wearing Covid masks. Before leaving a hospital with a baby in tow, you are visited by about 53 specialists who cycle through the maternity ward: pediatricians, anesthesiologists, audiologists, midwives and a flurry of nurses schooled in swaddling and burping. And though no one tells you there will be a quiz at the end of your son’s first day on earth, a very nice young woman comes into your room to assess your “education.”

“I’m the education specialist! There are no right answers,” she says, signaling there are definitely wrong answers. But as she begins her survey of what we’ve learned, it becomes clear that there are surprising answers that don’t make much sense outside of our virus-ravaged world.

Where do you live? required a bit of an explanation. We were Covid refugees just in from fiery California, squatting in the downstairs bedroom of my mother’s house. When it became clear that California would adopt another aggressive lockdown save for Michelin-starred restaurants, we made the wise decision to decamp from San Francisco to Northern Florida and begin an experiment in intergenerational living that society abandoned decades ago.

Do you have a pediatrician? Yes, the medical school classmate of my childhood best friend. My husband’s experience of my hometown is that, despite housing a college with 50,000 students, everyone seems to know each other. The doctor who delivered our son has known me since I was five. The nurse who ensured our baby was feeding properly happened to be an elementary school friend. Though the hospital system has roughly 8000 employees (a third of whom seem to moonlight as lactation consultants), everything about the experience felt parochial –- as though we had moved into a ready-made community.

Samantha Jones:

I have a Ph.D. in Women’s Studies, but I’m not woke anymore. I write under a pseudonym because, if my colleagues were to find out about my criticisms of this field, I would be unable to find any employment in academia. That someone who critiques the axioms of a field of study feels compelled to write under an assumed name tells you everything you need to know about the authoritarianism underpinning this ideology. I no longer believe that the fundamental ideas of Women’s Studies, and of Critical Social Justice more generally, describe reality; they are at best partial explanations—hyperbolic ideology, not fact-based analysis. I have seen this ideology up close and seen how it consumes and even destroys people, while dehumanizing anyone who dissents.

I’m sad to say it, but I believe that Critical Social Justice ideology—if not beaten in the war of ideas—will destroy the liberal foundation of American society. By liberal I mean principles including, but not limited to, constitutional republican government, equality under the law, due process, a commitment to reason and science, individual liberty, and freedom—of speech, of the press, and of religion. Because Critical Social Justice ideology is now the dominant paradigm in American academia, it has flowed into all other major societal institutions, the media, and even corporations. Far from being counter-cultural, Critical Social Justice ideology is now the cultural mainstream. A diverse spectrum of liberals, libertarians, conservatives, and all others who, to put it bluntly, want the American constitution to continue to serve as the basis for our society have to team up to prevent this ideology from destroying our country.

I became “woke” around 2003, so I have nearly two decades of experience with Critical Social Justice ideology. As the oldest daughter in a working-class family with six kids, neither of my parents had a college degree, although my mom had taken some community college classes. My high school teachers emphasized the importance of going to college. While I wasn’t sure what opportunities a college education would bring, I decided that it would best to attend, given the urgency with which all the teachers and guidance counselors discussed college as a necessity. I was a good, not great, student, who scored highly very highly on the verbal component of standardized tests. I loved literature and writing, so I figured that I’d get a bachelor’s degree in English literature, then maybe find a job as an administrative assistant and write in my free time. For a seventeen year-old girl who wasn’t especially ambitious, it seemed like a decent plan. At least it was better, I thought, than continuing to work part-time as a waitress. And through a combination of scholarships and part-time work, I realized that I’d be able to complete a bachelor’s degree without incurring any debt.

Kevin Donnelly:

Teachers should be teachers, not facilitators, when it comes to educating schoolchildren.

NOEL Pearson may not be an educationalist by training but when it comes to his advocacy of Direct Instruction and knowledge about what best works in the classroom, he outshines most academics in teacher training institutes and universities.
Since the late 1960s and early 70s, beginning teachers have been taught that more formal, structured and teacher-directed models of classroom interaction are outdated and ineffective.
In the jargon much loved by academics, teachers are called on to be facilitators and guides by the side. Whether associated with what was known as child-centred learning, or its more recent cousin, personalised learning, the assumption is that children must take control and direct their own learning.
Open classrooms, children working in groups, teachers no longer standing at the front of the room and lots of noise and activity are all manifestations of this progressive and new-age model of classroom interaction.

Memorisation and rote learning are condemned as drill and kill, whole language, where beginning readers are told to look and guess and phonics and phonemic awareness go out the window, reigns supreme and mental arithmetic and reciting poetry are obsolete.

There’s only one problem: what has become the current orthodoxy in teacher education is the least-effective and most costly in terms of energy and time. Best illustrated by a US study titled Project Follow Through that evaluated various models ranging from child-centred to teacher-directed, the most successful method of teaching is Direct Instruction.
The more traditional approach involves carefully structured, highly focused lessons where teachers are in control, where children are given a clear and succinct idea of what needs to be mastered and where there is immediate feedback.

Madison, rhetorically, is contemplating the use of phonics, after decades of disastrous reading results.

Related: Catholic schools will sue Dane County Madison Public Health to open as scheduled

Notes and links on Dane County Madison Public Health. (> 140 employees).

Molly Beck and Madeline Heim:

which pushed Dane County this week not to calculate its percentage of positive tests — a data point the public uses to determine how intense infection is in an area.   

While positive test results are being processed and their number reported quickly, negative test results are taking days in some cases to be analyzed before they are reported to the state. 

Channel3000:

The department said it was between eight and 10 days behind in updating that metric on the dashboard, and as a result it appeared to show a higher positive percentage of tests and a lower number of total tests per day.

The department said this delay is due to the fact data analysts must input each of the hundreds of tests per day manually, and in order to continue accurate and timely contact tracing efforts, they prioritized inputting positive tests.

“Positive tests are always immediately verified and processed, and delays in processing negative tests in our data system does not affect notification of test results,” the department said in a news release. “The only effect this backlog has had is on our percent positivity rate and daily test counts.”

Staff have not verified the approximately 17,000 tests, which includes steps such as matching test results to patients to avoid duplicating numbers and verifying the person who was tested resides in Dane County.

All 77 false-positive COVID-19 tests come back negative upon reruns.

Madison private school raises $70,000 for lawsuit against public health order. – WKOW-TV. Commentary.

WEAC: $1.57 million for Four Wisconsin Senators

Assembly against private school forced closure.

Wisconsin Catholic schools will challenge local COVID-19 closing order. More.

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

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

Unions, political affiliation more predictive of virtual learning decision than COVID cases. The report.

Run for Office: Dane County Executive is on the Spring, 2021 ballot.

Julie Reuben:

In 1915, when the American Association of University Professors issued its seminal “Declaration of Principles on Academic Freedom and Academic Tenure,” it identified three areas in which faculty members should enjoy the protection of academic freedom: their scholarship, their teaching, and their actions as citizens. In the century since, almost all analyses of academic freedom have focused on the last category — what the report called “extramural utterances.” We have heard a lot about our rights and responsibilities as citizens, and almost nothing about our rights and responsibilities as experts.

That balance should be reversed. We have fought hard for our speech rights as citizens, but we have assumed, thoughtlessly, that those rights apply when we speak as professionals. We are left without an articulated ethical guide for our actions — and that leaves us vulnerable to academics exploiting their credentials under the guise of academic freedom.

The authors of the 1915 report acknowledged limitations on professors’ freedom in all three areas, which they implicitly viewed as a hierarchy, with research deserving the greatest protection and speech on public matters requiring the greatest care. Since intellectual progress requires open inquiry, they thought faculty members’ research should be unfettered by social convention and received opinion, so long as it conforms to the best methods of scholarship. Teaching should be largely free, although professors had to teach all sides of disputed issues fairly, and sometimes censor themselves in deference to students’ immaturity. Faculty members should have the freedom to engage in public affairs as citizens, but they needed to clearly disassociate their personal views from those of the university where they taught, and to speak in a manner consistent with the character of their profession. …

Limitless Curiousity:

I, like many other people, have discovered that it is almost impossible to think seriously without writing. Writing clarifies and sharpens your thoughts in a way that is superior to merely articulating them in a conversation. It allows you to look at your ideas more objectively, almost as if they were from another person. You can then examine them and think about if what you have written down is really true.

However, more often than discovering that your ideas are wrong, you will discover something different: that you do not know what you think. Sure, you have some vague idea, and you believe that there is a chain of reasoning that leads to a certain conclusion. But what you will discover is that this chain of reasoning is mostly not existent. At best, it has many holes and maybe leads not where you think it does. This discovery is, of course, very unpleasant and sometimes even painful. In a sense, you have lied to yourself by thinking you have thought through this specific topic when, in reality, you have only copied the opinion of someone else.

This process requires an immense amount of honesty because nobody likes to feel stupid. Either you do not know what you think, in which case you feel stupid. Or it turns out that what you believed to be your opinion does not really make sense, is logically inconsistent, and mostly copied from someone else, in which case you feel stupid as well. However, the reward for all this exhausting work is clarity and simplicity. You now possess a chain of reasoning where you have looked as carefully as you can for holes and problems. The next step is to let others examine your reasoning—publishing.

Valerie Strauss:

In 2015, Michigan billionaire Betsy DeVos declared that “government really sucks” — and after serving nearly four years as U.S. education secretary, she has not tempered that view one iota. She gave a speech this week at a Christian college disparaging the U.S. public education system, saying it is set up to replace the home and family.

“The notion that parents inherently know what school is best for their kids is an example of conservative magical thinking.”; “For whatever reason, parents as a group tend to undervalue the benefits of diversity in the public schools….”

Scott Girard (Machine generated transcript):

Hi, I’m cap tines K-12 education reporter Scott Gerard. Today. Our cap times IDFs panel will discuss how will COVID-19 change K-12 education. I’m lucky to have three wonderful panelists with me to help answer that question. Marilee McKenzie is a teacher at Middleton’s Clark street community school, where she has worked since the school was in its planning stages.

She’s in her [00:03:00] 11th year of teaching. Dr. Gloria Ladson billings is a nationally recognized education expert who was a U w Madison faculty member for more than 26 years, including as a professor in the departments of curriculum and instruction, educational policy studies and educational leadership and policy analysis.

She is also the current president of the national Academy of education. Finally dr. Carlton Jenkins is the new superintendent of the Madison metropolitan school district. He started the districts top job in August, coming from the Robbinsdale school district in Minnesota, where he worked for the past five years, Jenkins began his career in the Madison area.

Having worked in Beloit and at Memorial high school in early 1990s before moving to various districts around the country. Thank you all so much for being here. Mary Lee, I’m going to start with you. You’ve been working with students directly throughout this pandemic. How has it gone? Both in the spring when changes were very sudden, and then this fall with a summer to reflect and [00:04:00] plan, it’s been interesting for sure.

Um, overall, I would say the it’s been hard. There has been nothing about this have been like, ah, It’s really, it makes my life easy. It’s been really challenging. And at the same time, the amount of growth and learning that we’ve been able to do as staff has been incredible. And I think about how teachers have moved from face-to-face to online to then planning for.

A myriad of possibilities. And then, you know, ultimately not knowing where the next step might be. And so, um, although it’s been challenging and there has been so many times where there’s been frustration or glitches or those kinds of pieces, I also have watched. Staff, um, grow and blossom and try to [00:05:00] make the best of a situation.

Um, and I’ve also watched our district try to figure out, okay, how do we negotiate this? So it’s been hard. There’s no, no way around that. And, um, I also think we are learning and positioning ourselves to make some bigger changes down the road. Thank you, dr. Jenkins. You’ve spoken about how the transition to virtual learning went and Robbinsdale.
When you were there this spring, what lessons did you learn from that experience that you were able to bring here in Madison as you started the job with just a month until the school year began? Well, um, there were a lot of lessons out of this, the first one, the whole idea that the science. Was real. Um, we initially, uh, sent out a communication about COVID-19 February to six in our district.

And then again in February 28th, and we were watching what was coming out of Hopkins in terms of the information CDC, [00:06:00] but it was from afar, but when it hit us and we had the initial, um, case in our district, even though we had read up on it, it was real. And so in terms of all of your plans, when you have a crisis that we’ve done before, we’ve had crisis in schools, but nothing like this things we had talked about doing way out five years, 10 years from now with technology, we talked about it.

We’ve been talking about building our infrastructure. We went from being the first district to close in the state of Minnesota thinking we were closing for two days to disinfect, right. And we’ll be right back. To now the real reality of what we’re going through. But the lessons we learned in is in terms of how much we depend on one another and how much we need our children to be in close proximity to us, our realization of the children who are [00:07:00] behind, uh, during the traditional schools.

Or just illuminated 10 times, you know, more that, wow, we really need to do a better job of trying to engage, not only the children, but the families. This went from her, just totally child centered to whole family, whole community. And so COVID-19 for us has said let’s pause and check on the social, emotional wellbeing, the mental health aspect, and understanding our community even deeper.

Because the economic employment, the health, all these things that happened. So as a staff, we had to change our delivery models for instruction. Uh, initially in a crisis, we were trying to put in model the same things we were doing in traditional schools that did not work. And we learned from our students and our staff and our community, we needed to change it and not be so much it’s just on associate motion or that we didn’t.

Continue to [00:08:00] try to continue with the high levels of instruction. But initially we were just thrown off guard. I’m gonna be honest with you. And over the summer, you know, we worked together to really come up with a model that we think is better, but we’re not done. We’re still learning. Even being here in Madison.

Now the transition Madison staff did a lot in terms of just like across the country. People were taking food out to the community, getting devices out in the community, getting hotspots out. And we were not prepared for that level of support that we needed to give, but I was amazed at how all the staff and the community came together to try to get those things done.

Yeah. I still remember the lack of sharedness around the closures and how long it would be here. I talked to a number of teachers who said bye to their students for two weeks, and then it ended up being the whole semester. Thank you so much, dr. Ladson billings, this summer, you were involved in a program at Penn park that had some students outdoors learning STEM lessons for three [00:09:00] days a week.
What were the most important aspects of that sort of programming this summer for you? Well, I think dr. Jenkins actually hit upon what was central for me. I know that people are concerned about learning loss or learning, uh, opportunities, missed learning opportunities. But first let’s be clear. Our children are learning all the time.
They are human beings. There is no time when they are not normal. Maybe when they’re sleeping, I learned they’re always learning. Now, whether they’re learning academic things or curricular based things, that’s something different. But what I was doing really focused on and developing that program and we call it smartly in the park, um, I knew that the, the STEM.

Attraction will be there for the wider community. But my focus was on the children’s social, emotional and mental health needs. So many of [00:10:00] our kids are isolated. They, you know, they got a parent who was trying to go to work. Who says you may not leave the house. Okay. You got to stay here. And we figured that out when we started this with the lunches kids, weren’t coming to get the lunches because they were told don’t leave the house.

So, uh, at Mount Zion, one of the things we did is we got, we got the van together. We collected the lunches and we delivered them. So I said, this can’t be good for our kids to be this isolated. So, you know, we did not have sort of assessment metrics or any of those things in place for the summer. What it was, was the opportunity for kids to be in face to face communication with one another and with caring adults.

And I think that’s what we’re learning in this whole process. We can talk about curriculum. We can talk about instruction. But we are in the human being business. We don’t have any human beings. We have no business. And so indeed until we meet those basic [00:11:00] needs, those social, emotional, and mental health needs, we are, we’re not going to be successful.

And I think those were really underscored, uh, as, as spring went on and into the summer. Thank you very much. And that actually leads into another question I have here. Uh, all of you have spoken to me or publicly about social, emotional learning, being as important right now, uh, as academic learning, but how can that be done through a screen?
Um, I’m going to start with Mary Lee just because you’ve been trying to do that with your students. Okay. Um, so there’s a number of ways to do it. Um, It would be a misnomer to think that all of our students were showing up to school on a daily basis when we were seeing them face to face. And so, as teachers, as staff members, we’ve developed ways of connecting with students beyond the physical classroom to begin with.

Right. But there’s also ways to do that in front of a screen. Right. Taking the [00:12:00] time to check in with students. Yeah. I have 50 minutes with my group of students. But guess what? I spend that first five, 10, and that’s at least checking in, maybe it’s a silly question. What’s your favorite fall activity to do or fall flavor.

Right? It could be something silly like that, but it also could be something of like, how are you right now? Where are you at? Um, and then on top of that, it’s meeting students where they’re at some of our students. I have students who are not ready to do a zoom meeting. It’s too much for them. The and a number of ways.

So guess what I’m doing? Phone calls and text messaging and finding ways to connect with them in, in lots of different ways. Do I wish that I could be face to face with them? Absolutely. A hundred percent. And we are, we are finding ways to make those small connections that then lead to being able to open up to bigger connections.

And trying to provide some space during our class time or whatever, you know, [00:13:00] synchronous time that we have to also let them talk with each other. Because like dr. Ladson billings said our kids are isolated in their houses and some of them haven’t seen peers or reached out to peers. So creating some structures and spaces to have some of those conversations, to be able to have engaged in that discussion, that would happen in a classroom.

And, you know, creating those spaces. What are you hearing from staff and what are staff doing in Madison to foster those sorts of things? First of all, let me just say thank you, Mary. I mean, she really spoke to what I’m hearing from a number of our staff and, uh, not just here in Madison, but just throughout the country, as a meeting with other superintendents regularly on a national level to talk about what we can do to continue to build these relationships.
And funny go back to doctor Lassen billings. When she started talking about culturally relevant pedagogy and always look at that in terms of relationship building. [00:14:00] And that’s what Mary was talking about so way before everyone else was talking about it, that the last and bill has been talking about this whole thing of relationship relationship.
And we talk about relationships, but the reality of relationships as just describe that’s where our teachers are. Another thing in terms of uplifting. The voices of the teachers, all of the assessments. Some individuals think that when still need to be hard on the AP exam, harder and act, that’s not the main thing right now.

The main thing is that we put our arms around our students, around our staff, around our community. We see one another and we uplift the voices of the students and of the staff. How are they really experiencing this new thing? Taking those voices in the emphasis of our planning in the past, a lot of times we have gotten to planning from my office, all the other offices, the hierarchy that we’ve known must be flipped up on his head right [00:15:00] now that has not even worked doing a traditional for all.

Children serve some children. Well, but not all children. This is the time that we’re saying before you start the lesson, ask a simple question. But a big question. How are you today? And then pause and listen. Okay. And so our staff intentionally, but when we design our lessons and coming back and looking at how we get students in groups, how we’ll listen to them, individually, students talk to students and we have to be very careful about, um, just doing the content at this time.

But at the same time, our students. They want the structure. They need the structure to help them have some sense of what am I to do today. Parents need it. The other thing we’re doing, trying to connect more with parents and for us, we’re finding that we are actually having more contact with some parents than what we did prior to COVID in particular black and Brown [00:16:00] families.

We have the one group that’s been disengaged before Kobe that’s even more now. Particularly with black and Brown and special needs students. But right now, at this time, we’re trying to make sure we have that additional communication for those students who have been most marginalized prior to covert and now doing covert.

And so I think those things, uh, and students know we’re paying attention to them, staff know that we’re hearing their voices, parents know that we’re hearing their voice and then being prepared to pivot right now we’re in the middle of making shifts from what we’ve learned, even since school started back.

Our early learners, we have to define what the screen time mean, how we’re approaching our earliest learners, our ELL students, how do we give them the support? How do we support our students who may be special needs and just students who may be having anxiety and social, emotional issues and staff. So that’s what we’re trying to do to build a relationship, see people, and then actually.

Serve them based on [00:17:00] their needs and then provide the overall support, uh, systematically, not just an isolated classroom, how will all of our teachers in our face with our students now, that’s what we’re doing. Thank you so much for detailing all of that. Dr. Ladson billings, what sorts of best practices are you seeing on social, emotional learning right now?

So, you know, it’s interesting, there is an instructional practice that we had before all of this called the flipped classroom. And it suggests that a lot of the learning take place online and then you come face to face to do sort of minimal things. Well, I’m seeing that we have in flipped relationships.

What do I mean by that? Is this this stuff worried about in terms of communicating electronically, our kids already know how to do that. They can sit in a room right next to their best friend, and they’re not talking, they’re texting them. It’s become their way of communicating so we can learn some things [00:18:00] from them and not presume that we have to be the ones who are telling them, uh, I want to know, and visited a class, you know, visit as an electronic yeah.
In Baltimore. And I asked the kids, uh, what they liked or didn’t like about. Oh, virtual learning. And one kid said, Oh, I love it. He said, cause when she gets on my nerves, I just turn her off. He’s he’s I couldn’t do that when, when I was in the class, but to sit there and listen. So it’s interesting that the way that they are adjusting and adapting, um, and I think we can take some hints from them.
Uh, no, we don’t want everybody on screens all the time. I think we’re all sick of that. But I do think we can be a lot more creative with it and what I will say. And I think, you know, thinking of dr. Jenkins sitting there, I think that we’re having a diff totally different relationship with our it departments that before they were this group on the side, they were the [00:19:00] resource people.

If my internet goes down, if I can’t get my email, I call them they’re there moved to the center. And we are now in a partnership with them, which is the way it should have been, that they should have been our instructional technology folks as opposed to information technology on the side. So I think we’re learning a lot of how to improve education, uh, as a result of this.

Thank you so much. Are any of you concerned about the screen time for students right now? Does anyone want to talk about how they’re trying to manage it? Well, interesting. You asked that question because that’s been our conversation the last several weeks from parents, from students and staff, uh, and our team.

First of all, we need to redefine what the screen time and all the research prior to Colvin, we need to look at that research with a critical eye [00:20:00] because. You may be on a zoom. And as with dr. Lessen villain just said, the kid may be there. It may be working independently. It’s on, but you’re working independently.

You’re not just interfacing eyes and concerned about, um, whether or not the students engage from a visual straight up point. It just may be on. And so we need to define it first of all, and that’s what we’ve been talking about, but we do need to pay attention to our learning earliest learners. You know, four and five year olds and what can they really manage?

And do we want them to be in such a structured environment? Whereas they’re not being able to be them be independent learners because students can learn independent in what some would call it, unstructured environment. I’d say playtime playtime is very important. So we need to think about it on levels of primary and secondary.

Now, secondary students. They’re on it, but they’re doing it in a totally different way than what our early learners. And so we just need to be respectful. Then [00:21:00] that goes back to listening to the student. And sometimes they can’t manage as much as we were trying to. We’re trying to give them, we have, the pendulum has swung from last spring, not being as much.

And people say, Hey, we want more too. I think sometimes now we’ve got a little too far. And we need to engage the students, hear that voice engaged the teachers. The most important thing right now is to engage that teacher, those formative assessments will allow us to know how we need to pivot along with engaging the voices of the studio.

That’s where we are with. What about you for high schoolers, Mary Lee. I mean screen time is a conversation that we have with our high schoolers, even when we’re face to face in the building of how much time are they spending on their Chromebook in the classroom. Um, because. It’s still a lot. And then we expect them to go home and do homework.

And that a lot of times is on [00:22:00] the Chromebook or on a computer or on their phones. And then you bring in the phone piece. So are a lot of times my high schoolers are definitely multitasking with a phone in one hand and a zoom meeting in the other. And we’ve had some really good conversations about that.

Um, because as we kind of go back to that social, emotional learning, The high school students. And not that the elementary aren’t either, but like the high school students are searching and seeking that social connection. And right now it’s the device. It’s the phone that brings that social connection right level than it already did, even beyond, you know, students sitting next to each other and texting each other.

Like there’s, there’s so much more there. Um, I don’t know if there’s a good answer. For any of that? I think we have to keep learning. I think we have to keep a critical eye of thinking about how can we make our screen-time meaningful. And how can we also pull off the [00:23:00] screen? How can we get creative and pull off of the screen and get kids back outside?

I think of the STEM program that dr. LED’s and billings talked about of being outside working, um, one benefit we’ve had is we’ve had students in our, uh, community garden that we have outside of our school. And I look at that and seeing that is been amazing. Um, that they are engaging with, um, the food chain and how things are produced and you know, how can we build that into schools all over, not just at school, but in their homes, in their communities and connecting there.

I feel that it’s in billings. I know screen time was a concern. And part of the reason that you were so happy with the program this summer, that was outdoors. What are your thoughts on students avoiding too much screen time? So earlier this year, well, probably late, late, late summer, as we were thinking about going back to school, I did a workshop [00:24:00] for.

A local bank that has branches in Milwaukee and green Bay. And because a lot of those, uh, employees, so, you know, I still have to work, but what about my kids? And so we had really good conversation and I literally helped them build a schedule for whether it was elementary, middle, or high school. And I built into that schedule, like stop and go outside.

Like that was like written there. Oh, cause one of the things that we are forgetting is that, you know, as human beings, we, we are mind, body and spirit. We’re not just minds. And so this is an opportunity to literally say it’s important that you get some exercise. I talked to, to the parents about having more than one in one place in their home.
Or their kids to be engaged in their learning. So yeah, maybe the, the den or their room is where they, they might do English or [00:25:00] literacy or reading and mathematics, but maybe it’s the kitchen table or the kitchen Island where you’re going to do the craft activity. And then get outside, you know, minimum amount of time.

We need the very things that we need to do in a well-developed face to face program. We still can keep going, uh, modify at home. We want to make sure that our kids are taking care of their bodies. Um, you know, one of the unanticipated. A result of this pandemic is that a number of our high school students are, are taking jobs.

And we hadn’t thought about that. A merely talked about knowing that that some of the kids are not checking in. They’re not checking in cause they’re working. Uh, and they’re adding hours if they already had a job. So they need to be active. They need to minimize the amount of time that they have to be.

In front of those [00:26:00] screens. Um, cause they haven’t drawn to the many way. Um, my generation was drawn to the TV and back then it was like the television producers had enough sense to turn us off at midnight. It’s like, we go watch no more, but we are, you know, we’re in, in a generation in which. People getting most of their information through the screen.

So we’ve got to break it up and make it, uh, an opportunity for them to also get their bodies moving. And so that they just don’t, you know, secondary, um, activity is what leads to all the sort of heart disease and diabetes and things like that. So we don’t want to set them up for, um, a negative future.

Well, I have one other part about that, and I know we we’re talking about with the students screen time. We’ve also been talking about we’re wrestling as adults. When do we begin our day? When does our day end? So we’ve got to have more calibration around this whole moment. We’re [00:27:00] in, it seems like there’s no ending to it.

We did have a set time doing traditional, but now you’re at that desk. You’re in your space working from early morning to late at night. So we have to recalibrate on that. And I think as we think about ourselves, That will help influence what we’re doing with our students. Realizing too, as you mentioned about the phone’s constantly going, and if we don’t do that as dr.

said, it impacts our health. When our minds never shut down. And that’s whole about the whole sleep time study. And that’s another discussion, but yeah, that’s a great point. I mean, Mary Lee, how, how has that been for you as a teacher wanting to connect with students, but trying to live your own life? Well, and I, I thank you for bringing that up.

I really appreciate it because I do think as teachers, we spend a lot of time thinking about our students screen time, and then we’re not necessarily reflecting on how exhausted we are and understanding why that is. Um, I, I taught [00:28:00] online before online was the cool thing too do. And so I had to learn that I was, I was balancing both teaching some face to face some online.

And when I first started teaching that online piece, I realized I was working all hours of the day and I was responding to emails at eight o’clock at night and at five 30 in the morning. And I realized I had to set some boundaries for myself and. As a community of staff members, we haven’t, we haven’t, I don’t think we’ve gotten there yet because we feel like there’s so much to do and we’re learning and trying to stay on top of so many things.

And as I think about our staff, um, yesterday we were in a professional development and we, we did try to take some times to take a break, but it just becomes all consuming. And, um, I appreciate dr. Jenkins thinking about the staff and how [00:29:00] yes. We might be teaching face to face or not face to face, but on zoom, synchronous, you know, from nine to two, but guess what?

Our job doesn’t end there. And so then we’re on the computer on a screen beyond those hours, a lot of times, many hours beyond those hours. And so, um, And I think we are, we’re learning and we’re going to hopefully get into a place where we’ve gotten through the first term. We’ve started to realize, okay, here’s some strategies that really work and how we can set some of those boundaries.

Thank you both for speaking to that aspect of this, one of the other pieces that we’ve spoken about Mary Lee is that sort of this time has illustrated. That no learning system is going to work for everyone, including virtual, but, but I think, uh, a lot of people assumed the other system was just the way it was, but this has highlighted that it’s not going to work universally.

How can education move forward with that? [00:30:00] Understanding that not all systems work for every student. Um, I’ll actually start with dr. Ladson billings on this one. So now that you’ve, um, Toss me a nice softball, cause it’s kind of what I’ve been talking about all along all, since we’ve been in the pandemic and I’ve suggested that, um, this is an opportunity for us to do what I’ve called the hard reset, and I’ve actually used the analogy of the devices that we all have, that when they don’t work.

Um, we, you know, try something, things, we take the SIM cards out, put them back in the battery out, put it back. They don’t work, they don’t work. And we, we, we head off to the store, whether it’s the Apple store or the Samsung store, Android, wherever you got your device and somebody who was about 17 years old, wearing a tee shirt, tells you the dreaded words, we’re going to have to do a hard reset.

And what they mean. I mean, by that is if you haven’t backed up everything. When [00:31:00] they give you that phone back, all your contacts are going to be gone. All your pictures are going to be gone wherever you were in the candy crush. Thing’s going to be gone. You’re going to have a phone that’s like it was when it came to you from the factory.

And that’s really where I believe we are in education. I don’t think, I think we can, you know, when people say I can’t wait to get back to normal, well, normal. For the kids that I’m most concerned about was a disaster. Normal was they weren’t reading normal was that they were being suspended at a disproportionate rate.

Normal was, they were over identified for special education. Normal was, they were being expelled normal was they weren’t getting an advanced placement. So with the heart reset, We have this opportunity, you know, I’ve been siting a Indian novelist by the name of our Arundhati Roy who says this, the pandemic is a portal.

It’s a gateway from the old world into the new, [00:32:00] and that we have an opportunity. I know we’re all talking about how horrible this is, but I want to say that it’s also an opportunity. There’s also a chance for us to have a clean slate, to think differently about what we’re doing too. Focus differently.

I’ve got a panel coming up next week with the national Academy. And one of the things I’m going to say is that we need to center science and I’m not just saying science curriculum, but the problems of living in a democracy, whether it is climate change, whether it’s economic downturn, whether it’s an inability for people to access a quality education, that if we send it problems, then the curriculum will come along because.

You know, you, you can’t make a case if you’re not literate. Right. So I don’t want you to, just to read, because I want you to have a set of skills. I want you to be able to solve a problem. So I just think, yeah, again, I can’t remember whether it was [00:33:00] Ronald manual or some political person who said we should never let you know, not take advantage of a good crisis.

Well, we got a good crisis here and we need to take advantage of it. Mary Lee, how can you bring that idea of systems? Not universally working for every student into teaching? Uh, so I I’ve been really lucky. Um, I work at Clark street community school. We have started this step. We’ve gotten rid of grades.

Not, standard-based not one, two, three, four. Like we have truly, there is no GPA, there’s no grades. We are mastery-based. So we’re actually looking at when you write something or when you read something or when you do some math work, we’re looking at that and saying, okay, where can you improve? Where have you really mastered this skill, that kind of piece.

Um, we’ve looked at how do we. [00:34:00] Look at personalized plans for students. And how are the students taking the lead on that plan? What do they want to do? What do they want to pursue? I do think this, I cannot second enough. What doctor Ladson billings is saying is this is such an opportunity. That we can start saying maybe one size doesn’t fit all.

And here is our chance to actually make those changes that maybe we don’t need all of our students in our building at the same time, in order for them to be growing and learning, maybe we can connect with our communities. I think of, um, what dr. Jenkins was saying about how, you know, the outreach and the connection with community centers and community groups.

Maybe we need to make that the norm as compared to just the crisis situation. So I think there’s so many different opportunities within that to say, huh? Turns out when we take some of these pieces away, not everything [00:35:00] falls apart and maybe we are actually seeing students grow and seeing students thrive in, in a way that we haven’t seen before.

How can a whole school district embrace those ideas? Do you think. I think it’s critical that we all pause and look at what we have and turns out COVID-19 intersecting with the whole racial injustice. Um, since the emphasi of our country. For me, when I publicly witnessed mr. Floyd being lynched 16.2 miles from our home.

Um, a moment as an educator of 30 years, I said, I’m not doing my job. I’m not being disruptive enough. It came full circle, the historical wrongs of black and Brown, poor children, special needs children. [00:36:00] And I’m saying, what can we do? That was the question I asked. And I said, it’s time that we go back and look on the promise of America.
Of America and hold America accountable, but it’s reciprocal accountability. We have to do our parts and America must do their parts. We’re fundamentally flawed, no matter which system we try to implement right now, we’re fundamentally flawed how we resource education. We need to make education, the main thing.

And when I say resource, see, it’s not just money. It’s the resources. Be it human. Be it an opportunity for advancement once. An individual would come educated. This is an opportunity for us to hold America true to his promise. When Abraham Lincoln said we came together to form a more perfect union. This is the time to form a more perfect union and to be all inclusive, put the schools in a community and hold the community accountable.

Put the community in the schools [00:37:00] to hold schools accountable. It’s a shared responsibility. It’s not just schools is businesses. Is healthcare. It’s all about the employment. And I just think, regardless of where we stand, which system, if we don’t see the people, and if we don’t have a service mentality about the people, right.
And trying to support the people and we develop policies that impact our practices, that impact the people that are still not taken into that promise. We are Americans. I think this is the greatest opportunity in my time in education. It’s like I’ve had a rebirth. I consider myself as a first year educator right now, not superintendent dropped the titles.
That’s nonsensical, drop the titles and let’s just come together and do the work whichever system we designed, make sure it’s one of excellence and not non excellence. I think critically when we say excellent [00:38:00] excellence is not some children reading at 18% and other children reading it. 64%. And we’re trying to compare the students, black and Brown students to white students who are scoring at 64%.
64% does not put us on a competitive level internationally. That’s the very reason in math and science, we had 32 and 34 in terms of our rating. When you look at the performance of international that says, this is an opportunity for America to really lead how America can lead. And I truly believe with the great science that’s here in Madison.

Number one public institution share parking lots with MMS D share a parking lot is no reason that we can’t come together. Take the science, take the practice, listening to the students, listen to the staff and listen to the community. Whichever system we come up with. We’ve come up with it together. And it’s all in.

That’s what I believe that we have to do in a system that we choose must maintain [00:39:00] unhuman perspective. And not just test outcome perspective. Thank you all very much for that per those perspectives. We need to take a quick break here and we’ll be back to talk more about teaching and learning. Going forward.

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Health plans built with you in mind and Madison gas and electric. Your community energy company with goal is net zero carbon electricity. By 2050 co-sponsors are Epic systems and the Godfrey con law firm, [00:40:00] other sponsors are Wisconsin alumni research foundation savings bank, UnityPoint health Meriter cargo coffee, and the forward theater company, media partners are the Wisconsin state journal and madison.com.

Welcome back to our panel on how COVID-19 will change the future of education. So one of the things I think a lot of students and adults are facing right now through this pandemic is uncertainty. Uh, in their lives, how can teachers and, uh, educational institutions help students through that uncertainty, uh, while also managing, you know, their, their own, uh, challenges, Mary Lee, I’ll start with you.
Um, I think it starts with. Well, going back to the question of [00:41:00] how are we approaching social, emotional wellness? How are we looking at the wellness needs of our students, of our families and of our teachers? Um, I think we have spent a lot of last spring. Early this fall saying, okay, we’re going to check the box on making sure our kids are okay.

And I do have some concern that we’re going to, you know, get further in and be like, Oh, well we already checked that box. So we don’t need to continue to do that. And that’s where I think parents and staff members and students and administration and the greater community can help, continue to check in to.

Keep that pulse. Um, we’re going to head into winter here soon, whether or not the weather today actually looks like that. Um, and that’s going to change the dynamic. And so as we continue through these different phases, as the data changes as well, different events come through in the next few months, we need to continue [00:42:00] to check in, um, because the uncertainty is not right, going away, not for awhile.

And. The more that we are being aware of the mental health need. The more that we continue to message to families that the wellness of your family is of the utmost importance. Yes. We want students learning. We want students growing and they’re going to continue to do that. Especially when they are. Wow.

Especially when they have levels of security and that could look like a lot of different things, whether that’s a schedule. I love how dr. Ladson billings talked about working with families of how do you do a schedule? How do you actually, we make a schedule I’m going, I wonder if we’ve done that with our parents?

I don’t know if we have, we’ve talked with some of our high schools students about doing that, but that might be really great for our elementary students to think about. We’ve actually set up a schedule as teachers I’m really skilled at that. It’s what I live in, right? Like that’s my world that I live in.

Not everybody lives in that world. So as we [00:43:00] continue on, we have to continue doing those checkpoints. We can’t just check a box and say that we’re moving forward. Dr. Jenkins on that similar note. I mean, how can the district give parents and students certainty right now? I think right now we have to truly just be honest with the community.
We’re in a state of uncertainty and it’s all about how you view it. Uh, it doesn’t mean that it’s the end of the world because we’re uncertain. We’ll give you as much information as we can, based upon the information we’re getting, but I’m also really pushing for parents and for staff to be very careful about what information coming to you.

For example, there is a, an economist out of Harvard Shetty. He just put this piece out based upon his metrics really would fall into discern online curriculum about Wisconsin [00:44:00] and the high socio economic students have increased learning 83.3% on his own online curriculum and the lower socioeconomic students have.

Decrease by 1%. So we know we have gaps, we’re Wisconsin, number one in the nation. Right. But what does this type of data mean inflammation when you get it, it contained to perpetuate narratives of someone else versus trying to understand your own realities. And so that narrative individual may take, do we even use the Zurn curriculum in all of Wisconsin?

No, but right now the narrative is, these are the things that’s happening. So no, the information and from where it come, no, the metrics do your homework as much as you can to be in alignment with the guidance that’s coming out, we’re in a medical situation, the academic piece. And I wholeheartedly agree [00:45:00] with dr.

Our students are learning right to the staff. I’m saying, Hey, give yourself some space and grace and give the students in space and grace. You didn’t turn it in about two o’clock. Nope. Zero, hold up. Wait a minute. That kid was at home helping three of their siblings. You don’t know all the situation, ask questions before we make those final decisions.

Same thing to parents in particular, parents who are working and have children at home, give yourself some space and grace give you students in space and grace. And one of my former people, uh, student services, um, supervisor, she said that to our team. Because when we first started, we were in a crisis. She say, hold up, everybody, let’s just give some space.

And grace. And I really embraced that philosophy of saying, you’re not going to be perfect. I’m not going to be perfect, but we’re just striving to do better. And as long as we can understand that we’re going to strive to get better. You don’t have to be perfect. That’s the other thing, [00:46:00] too. Right? As long as we know our intent and we’re really working hard.

To get there. I think we’ll be a little bit better off, but that adds to the social emotional. I have to be perfect. I’ve had to have more psychologists talking to our 4.0 students over time because of the anxieties they have. Wait a minute. I just scored a 97 on that test. Oh my goodness. I didn’t get a hundred, hold up, slow down.

You know, that wasn’t all that bad, you know, and that’s not low expectations. But it’s just saying, relax, you know, and we all going to have to do that, help one another, uh, do that. And I think we’ll be better off the anxiety’s a real amongst all of us right now, dr. Ladson billings, how can uncertainty and, you know, disruption to routine affect kids’ learning, um, and development.

Um, so I think what’s important for us to understand is even though this panel is about COVID-19, we are in the midst of four readily [00:47:00] identifiable pandemics. We do have COVID-19 it’s the reason why, you know, people are distancing, why I’m here and not in the studio with you. We understand that one, but we’re also in a pandemic of anti-black racism that that’s everywhere.

I mean, was George Floyd and Arbery, um, C’mon Arbery and Brianna Taylor, and then lo and behold, Jacob Blake, I mean, right down the road and Kenosha. So that’s all around too, but we also are facing a terrible economic situation. We haven’t talked much about it, but the truth of the matter is that, um, even though the governor has, you know, had a landlord stay the requirement for people to pay their rent, those rents are going to come due.

And people don’t have jobs or they’ve had to cut hours. So rents and mortgages and all those things will come down, come, come due. And then the fourth one, although we think of [00:48:00] ourselves as kind of safe from it in the upper middle is the coming climate catastrophe. You know, I’m a grandmother who all of her grandchildren are on the West coast, so they can’t even go outside because the air is so bad.

So those fires raging in California, or if you live in that, um, in the, in the Gulf coast area, uh, we are now through all of the regular alphabet with storms and now into the Greek alphabet, Louisiana is bracing for, uh, the Delta, right? So all of these things are happening. So uncertainty is not just around COVID-19 it’s around living in this world right now.

So one of the things that I think will help us with the uncertainty is that as teachers, we have to begin to build our pedagogical repertoires, COVID-19, it’s forced you to do it. To some extent you can’t just do the same old [00:49:00] stuff. Uh, I recall as a professor at UWA because, you know, unlike, um, K-12 school and we don’t get a room.

You know, you don’t have a room. That’s your room. You have your office, what you teach, wherever they assign you, wherever their space. And I, I made a decision that whatever space I’m in, I’m going to take advantage of whatever, whatever resources are there. So my last. Couple of rooms were connected to our IMC, which meant I had all of this technology.

I had smart boards, I had docu cams. I had, uh, all kinds of listening and I decided to start doing some things differently. I began to run a, um, uh, a class hashtag. A Twitter feed. And what did I find out that many of my international students absolutely loved because they don’t like raising their hands and speaking out because that’s not how they came into education in their countries, but they can pull out their [00:50:00] devices and tweet about what we’re doing.

I would not have thought about that without that resource there in front of me. So I think the, again, you know, I want to look at the opportunity. So the opportunities are for us to build, um, better, um, pedagogical repertoires to learn, to teach together. That’s another thing that I think we, we, we give lip service to team teaching, but I think now we do have to work together.

Uh, and that as that Jenkins had said earlier, the whole notion of the community and the school and the school and the community, that, that, that gives us another opportunity. Um, Mary Lee talked about a community garden. Um, we could be doing so many more things, uh, and not letting the assessment tail wag the dog here that.

Uh, I just wanna, I just don’t want us to lose this opportunity to miss it because it really is, uh, an [00:51:00] opportunity. Thank you so much, dr. Jenkins, dr. Ladson billings just spoke a lot about teacher development and growth and learning right now. What are you doing as an administrator to learn and grow through this period of time?
JFK said that leadership and learning are indispensable. You can’t be a leader without wanting to continue to grow. And I am listening a whole lot more to everyone. Uh, and what I’m hearing from the children, uh, when I go out in the community, when I’m going and tapping into the schools, when I’m meeting yesterday with the principal groups and what, uh, when I’m listening to the parents.

Okay. When I say I’m in my first year of my new education, As a leader, this is my first year. And it’s exciting. It’s given, it’s rejuvenated me in a way as a learner, you know, reading, uh, [00:52:00] any and everything, because there’s not a blueprint for this where we are now. So as I walked through it and looking at the models, not of what has been, but what could be, I think what dr.

Less ability to say, this is an opportunity. I am in that mode of saying this is the learning should be occurring for myself, trying to educate also working in collaboration with our board, working with the staff and yesterday the principals, we had a great time conversations and we’re going to flip our model central office, bringing in all the experts central office, come in and leave.

No, no, no, no, no. Principals will lead the PD. They were going to come up with the topics and working in concert with the staff. And, um, I met with some amazing principals. Yes,
we have so much talent in MMS. D I just, I mean, I’ve been in a lot of places and I knew that when I left and it’s still [00:53:00] here. So that’s what I say as a, as a new leader, you know, I am in a learning mode. And I think I’ve been rejuvenated by this COVID-19, but it’s racial the whole injustice piece. So I think that’s what, from my level and lens, we have to do throw out what we were before this and start a new.

Yeah, in sort of to build on that. Are there any specific curricular or content changes that you see happening as a result of everything that’s going on right now? Mary Lee? I mean, do you plan to build any of what’s been going on in the world into your content going forward? We are, that’s a really amazing part.

Um, so the school that, uh, I work at, um, we’ve been doing this for almost 10 years now of looking at, um, how do we bring what students are already passionate about? How do we bring what is already, um, in [00:54:00] both popular culture, in the news in science and bring it into our focus. So right now our students are split into two cohorts.

One cohort is working on a, um, the theme is growing. You’re growing our future. So looking at food, sustainability, planetary health, looking at philosophy, how does philosophy impact how we, we, um, interact with the world poetry? So how can poetry and. Within that hip hop and language be impactful for communicating your ideas.

So that’s our one strand. And so we have a group of teachers who are then working with our half of our students for this entire first term interspersing, all of those ideas I’m in the coming of age. So thinking about what does it look like to come of age? Both in this time and in times, All over the world.

Right. [00:55:00] So thinking about it from a global perspective and right here in our community, so what are we looking at? What are we doing? How do we look at statistics and use that to inform our, our decisions that we’re making? How do we use literature to have that windows and mirrors effect? Right. What do I see in literature that is similar to me?

What is literature that opens my eyes to different pieces? Um, so. I’ve been really lucky that I’ve been doing this for many years now. And I think we are now we have an opportunity to say, how can we use what is happening in our world right now? If you take any of the pandemics that dr. Ladson billings talked about, you could develop curriculum for years on those topics alone.

And. We have an opportunity to do that. We have the materials, we have the ideas out there, but it’s going to take a massive shift. It’s a massive shift to shift away [00:56:00] from what we’ve been doing to what we can do. And I think this might be the time and yes, it’s going to be hard. It’s already hard. So what can, what are those steps that we can start taking as we look at that?

Dr. Ladson billings, how important do you think it is for teachers to do that sort of curricular adjustment, uh, for their students? Um, I think it’s imperative, you know, it’s interesting some years ago, um, psychologist, how a gardener who most people know from multiple intelligences, Howard said, you know, We keep talking about what schools need to do or what, you know, how, how to get better.

He said the truth of the matter is if you look around the world, there are different places in the world that are X.
[00:57:00] We keep talking about what schools need to do or what w you know, how, how to get better. He said the truth of the matter there is, if you look around the world, there are different places in the world that are expert at different aspects of it. He said, if you want, wanted to have a child have a perfect education, you put them in preschool, Italy at Reggio Emilia.

You put them in elementary school in Finland. You then put them in high school in Germany, and then you send them to college in United States. That indeed that’s the best system seemed to be. So we have this opportunity to look or what what’s going on at Reggio Emilia, how can our preschools be less sort of structured and focused and more whole child oriented what’s going on in Finland?

Why are the fins doing so well in elementary school? Uh, How much [00:58:00] latitude do their teachers have to make curricular decisions what’s going on in Germany, uh, with high school? Well, one of the things I know for sure is that German high school offers a promise. If you stick through this, this is what we’re promising you at the end.

So they’ve sat down with industry and ha and postsecondary ed and said, Buhr people come through the program. We guarantee them a route to one of these. They want to go work in the Mercedes Benz plant. They can do that, but if they want to go to belong, yeah. Uh, to study, they can do that. And then of course our colleges are the cream of the crop.

Everybody comes here. Everybody wants to go to a college and university in the U S we have to find a way to synthesize all of this great information and great opportunities, because we were one of the best resource countries, nations the world’s ever seen. And I don’t actually think it’s about quote money.
I think it is about our [00:59:00] political will. It is about our political, do we want to invest in just the fence or do we want to invest in our people? Thank you so much, dr. Jenkin, you spoke a little earlier about sort of some conversation about achievement gaps, uh, nationally, and that’s something that’s been certainly a big part of the conversation over the past seven months is the potential for widening achievement gaps through this time.

Uh, is that a concern here and how can you stop that from happening? Well, I think achievement gap is one thing, but the opportunity gap and based upon just even what you just heard. They were talking opportunities, right? And the higher, more wealthy families have opportunities before school, after schools on the weekend spoken language at home is so many opportunities.

And when I said there’s a resource with fundamental flaw, how we resource, this [01:00:00] is what I mean, it’s bigger than just money to these opportunities we can create, uh, for our children. And I’m still on the narratives. We have to shift the narratives. I said this when I was speaking at, um, the editorial board for the state journal, I think the media has a lot to do with shifting this narrative.
And when I mentioned Shetty’s work earlier or some other individuals who are economists or, and we should be shooting, what were you doing? The other side?

…. the remaining audio is indecipherable.

Related: Catholic schools will sue Dane County Madison Public Health to open as scheduled

Notes and links on Dane County Madison Public Health. (> 140 employees). Run for office. Spring 2021 elections: Dane county executive.

Molly Beck and Madeline Heim:

which pushed Dane County this week not to calculate its percentage of positive tests — a data point the public uses to determine how intense infection is in an area.   

While positive test results are being processed and their number reported quickly, negative test results are taking days in some cases to be analyzed before they are reported to the state. 

Channel3000:

The department said it was between eight and 10 days behind in updating that metric on the dashboard, and as a result it appeared to show a higher positive percentage of tests and a lower number of total tests per day.

The department said this delay is due to the fact data analysts must input each of the hundreds of tests per day manually, and in order to continue accurate and timely contact tracing efforts, they prioritized inputting positive tests.

“Positive tests are always immediately verified and processed, and delays in processing negative tests in our data system does not affect notification of test results,” the department said in a news release. “The only effect this backlog has had is on our percent positivity rate and daily test counts.”

Staff have not verified the approximately 17,000 tests, which includes steps such as matching test results to patients to avoid duplicating numbers and verifying the person who was tested resides in Dane County.

All 77 false-positive COVID-19 tests come back negative upon reruns.

Madison private school raises $70,000 for lawsuit against public health order. – WKOW-TV. Commentary.

WEAC: $1.57 million for Four Wisconsin Senators

Assembly against private school forced closure.

Wisconsin Catholic schools will challenge local COVID-19 closing order. More.

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

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

Olina Banerji:

The Byju’s-WhiteHat Jr duo have weaponised opaque yet stringent copyright infringement rules on social media to their own benefit

One of Pradeep Poonia’s YouTube videos criticising WhiteHat Jr was taken down; Aniruddha Malpani was booted out of LinkedIn

Poonia, Malpani claim Byju’s is targeting their critical posts through third-party anti-piracy firms, taking down posts they deem unviable

Platform rules have made entities judge and jury, despite claims of neutrality; legal complaints, a shift to other channels seem to be only recourse

Two individuals from two different walks of life have challenged the prowess of edtech giants Byju’s and WhiteHat Jr. But a system of strategic social media takedowns—of posts and people—threatens their right to dissent and criticise

When you weaponize, & automate, copyright notices so brands can take down any content they don’t like, not just copyright-infringing content, & platforms enable that at scale! If only someone hired such firms for taking trolls & abusers off social media!https://t.co/41OOvDNN7L pic.twitter.com/gQZ7OrZgBI

— Subrahmanyam KVJ (@SuB8u) October 6, 2020

Example: Facebook’s AIs actively suppress social thinking they don’t authorize.https://t.co/miCVnOPJVj

— John Robb (@johnrobb) October 7, 2020

Don’t ask questions about “standards” or “principles” or whatever. Just trust Facebook executives. They know best.

They’ll make sure we read what we need to see, and keep us safe from the false and the harmful. They have our best interests at heart and will censor accordingly. https://t.co/b7C46HtXIy

— Glenn Greenwald (@ggreenwald) October 6, 2020

Additional commentary.

Many taxpayer supported K-12 School Districts use Google Services, including Madison.

Dan Falk:

It all started with an innocuous TikTok video posted by a high school student named Gracie Cunningham. Applying make-up while speaking into the camera, the teenager questioned whether math is “real.” She added: “I know it’s real, because we all learn it in school… but who came up with this concept?” Pythagoras, she muses, “didn’t even have plumbing—and he was like, ‘Let me worry about y = mx + b’”—referring to the equation describing a straight line on a two-dimensional plane. She wondered where it all came from. “I get addition,” she said, “but how would you come up with the concept of algebra? What would you need it for?”

Someone re-posted the video to Twitter, where it soon went viral. Many of the comments were unkind: One person said it was the “dumbest video” they had ever seen; others suggested it was indicative of a failed education system. Others, meanwhile, came to Cunningham’s defense, saying that her questions were actually rather profound.

Adam Tyner, Ph.D. Sarah Kabourek; Foreword by: Amber M. Northern, Ph.D. Michael J. Petrilli:

Even as phonics battles rage in the realm of primary reading and with two-thirds of American fourth and eighth graders failing to read proficiently, another tussle has been with us for ages regarding how best to develop the vital elements of reading ability that go beyond decoding skills and phonemic awareness.

The dominant view is that the way to improve America’s abysmal elementary reading outcomes is for schools to spend more time on literacy instruction. Many schools provide a “literacy block” that can stretch to more than two hours per day, much of it allocated to efforts to develop reading skills such as “finding the main idea,” and “determining the author’s perspective.” But it doesn’t seem to be working.

Yet a small army of cognitive psychologists, analysts, and educators has long cast doubt on the view that reading is a discrete skill that can be mastered independently from acquiring knowledge. To these contrarians, a focus on academic content—not generalized reading skills and strategies—will equip students with the background knowledge they need to comprehend all sorts of texts and make them truly literate.

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

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

Zach Daniel:

tl;dr – This essay is broken into four sections: 1) why I’m learning Japanese, 2) some basics about Japanese alphabets, 3) what makes it a hard language to learn, and 4) the tools I’m using to learn it. If you just want to know about that last bit feel free to scroll down to the bottom.

I’ve always wanted to learn another language. For years, I would pick up Duolingo and mess around with it for a few weeks before moving on to something else. Then, a little over a year ago, my best friend decided that he wanted to learn Japanese. While I’d love to say that being able to speak Japanese has been a lifelong dream, my motivation is slightly less pure. Specifically, I took the fact that Japanese is, by some accounts, the most difficult language an English speaker can attempt to learn, as a personal challenge.

This changed the shape of my learning journey. Now, instead of trying to optimize for short-term usage, I was headed down a path that would take years to complete. Knowing that was surprisingly helpful with my motivation, as it changed my whole perspective around comprehension, ensuring the time took to learn new things didn’t get me down. I was finally equipped for my language journey: I had motivation, a partner, and time, and that is all you need. Or so I thought.

Bomb:

The butler is a good metaphor for the relationship of very ordinary, small people to power. Most of us aren’t given governments to run or coup d’etats to lead. We have to offer up the little services we have perfected to various people: to causes, to employers, to organizations and hope for the best—that we approve of the way it gets used. This is a condition that I want to write about. It struck me that the figure of the butler, the man who serves, someone who is so close and yet so very far from the hub of power would be a useful person to write through. And there’s the other reason that you’ve hinted at … It’s precisely because the butler has become such a mythical figure in British culture. I’ve always found that bizarre and amusing. This has got something to do with the fact that I come from a Japanese background. There are certain things that are very exotic to me about Englishness.

GS

 Although, you could say that the butler is a figure who leads, by necessity, a very stylized existence. Dignity is enormously important to this character. There is a resemblance with Japan—that feeling of dignity, service, life as a kind of performance. There is a strong echo of An Artist of the Floating World. The central character of that novel, Masuji Ono, is also concerned with dignity. Yet Stevens is a much less self-knowing and more pathetic character. He seems to have this terrible blindness about his own experience. The only thing which redeems him is the enormous importance he attaches to dignity. Do you think of dignity as a virtue?

KI

 I’m not quite sure what dignity is, you see. This is part of the debate in The Remains of the Day. Stevens is obsessed with this thing that he calls dignity. He thinks dignity has to do with not showing your feelings, in fact he thinks dignity has to do with not having feelings.

GS

 It’s to do with the suppression of feelings.

Shanzeh Ahmad:

A 2018 graduate of West High School, Obuseh comes from a military family and moved to Madison in 2016 after having lived in Germany for some six years. Her younger brother is about to start his sophomore year at West.

Before Germany, they lived in Delaware, Alabama and Georgia, where Obuseh was born in Atlanta. She said moving a lot as she was growing up taught her the importance of “finding structure within chaos.”

“I’m not the type of person to really get in the mix of things,” Obuseh said. “I feel like I can instead try to create a little bit of order.”

She said even though activism takes up a lot of her time, she is “still 19” and likes to hang out with friends and go outside and paint, and enjoys poetry and TED Talks.

She is a student at UW-Madison exploring her interests in law and healthcare but took some time off in the spring to focus on an internship at the Capitol and other roles, including creating the youth-led group Impact Demand. Obuseh said she and some of her peers who she used to protest with in high school wanted to organize for the Black Lives Matter movement and show the community where youths stand.

Why is it important to get the youth voice out there?

The youth is the future. The youth are the people that are living through all the policies that are being created. A lot of people you see protesting will be the loudest people in the room, or at the Capitol, but not making any legislation. A lot of things don’t get done in terms of writing the legislation and holding people accountable. We have all this energy, and now it’s directed energy towards a purpose. In terms of our group, I helped to spearhead the policy action. We still have a lot more to do and a long way to go, but we’re putting the work in.

Do you find it hard for people to take the youth seriously?

I think people support the youth vocally and make it seem like they take it seriously but not on the ballot where it matters or monetarily. The youth right now has the energy, the motivation and the will to educate themselves and others to make this movement stronger. I feel like if you see somebody younger than you doing something bigger than themselves, that has an impact. A lot of the older generations are coming around and realizing that we need to be able to have the floor. We’ll always need them to mentor and give us advice, but let the youth be empowered. I think that’s the biggest thing right now is just letting us take the lead and allowing us to move with our energy and momentum towards policy.

What are Impact Demand’s goals?

The biggest goal is to see accountability across the board, whether it be in the police department, in hospitals, in housing. Our group, Impact Demand, we demand action. We demand change immediately. I want to see policies in place because we deserve more as a community. Change should be immediate, things like town halls and civilian oversight. At the end of the day, we’re all in this community and all want the best for ourselves. We all want to live equally and live freely, and it takes everyone to do that.

Related: Catholic schools will sue Dane County Madison Public Health to open as scheduled

Notes and links on Dane County Madison Public Health. (> 140 employees).

Molly Beck and Madeline Heim:

which pushed Dane County this week not to calculate its percentage of positive tests — a data point the public uses to determine how intense infection is in an area.   

While positive test results are being processed and their number reported quickly, negative test results are taking days in some cases to be analyzed before they are reported to the state. 

Channel3000:

The department said it was between eight and 10 days behind in updating that metric on the dashboard, and as a result it appeared to show a higher positive percentage of tests and a lower number of total tests per day.

The department said this delay is due to the fact data analysts must input each of the hundreds of tests per day manually, and in order to continue accurate and timely contact tracing efforts, they prioritized inputting positive tests.

“Positive tests are always immediately verified and processed, and delays in processing negative tests in our data system does not affect notification of test results,” the department said in a news release. “The only effect this backlog has had is on our percent positivity rate and daily test counts.”

Staff have not verified the approximately 17,000 tests, which includes steps such as matching test results to patients to avoid duplicating numbers and verifying the person who was tested resides in Dane County.

All 77 false-positive COVID-19 tests come back negative upon reruns.

Madison private school raises $70,000 for lawsuit against public health order. – WKOW-TV. Commentary.

WEAC: $1.57 million for Four Wisconsin Senators

Assembly against private school forced closure.

Wisconsin Catholic schools will challenge local COVID-19 closing order. More.

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

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

Everett Piper:

Ever wonder how we got to this point? How did a nation that defined itself with the superlatives, “land of the free and the home of the brave,” “America the Beautiful“ and “one nation under God” turn into a broken culture with no boundaries, no borders, no law, no order and no soul so fast?   

How did we lurch from being the United States into a divided people so quickly?

Where did this all come from: the vitriol and vice, the anger and hatred, the looting, the riots, the destruction, the nihilistic confusion, the science-denying gender-bending sexuality, the suicidal infatuation with socialism, the adolescent whining for safety rather than freedom? 

How in the world did these demons possess our national body politic in what seems to be just the blink of an eye? 

The answer may be closer than you think. It might be right there at your kitchen table or on the couch right beside you. Just look over your son’s or daughter’s shoulder, and you might find the answer.

On Aug. 10, Matthew Kay, a Philadelphia teacher, wondered openly on Twitter how he and his fellow teachers would cope with an unwanted intrusion in this new era of online education. In his post, Mr. Kay, who teaches English at the Science Leadership Academy, a Philadelphia public school, expressed his concern about the “damage” that “parents” might cause if they overheard the lessons he had prepared for their children. 

“The notion that parents inherently know what school is best for their kids is an example of conservative magical thinking.”; “For whatever reason, parents as a group tend to undervalue the benefits of diversity in the public schools….”

Ruben Anthony, via a kind email:

Dear Parents,

I know that supporting children in this online learning environment is new territory for most parents. I’ve heard many people express questions about how to navigate the different virtual learning platforms, how to access technology, how best to monitor and support your child’s progress, and much more.

Thanks to an initial grant from the Evjue Foundation, charitable arm of the Capital Times, the Urban League will launch a new program in the coming weeks that will include seminars, a “helpline,” linkage to our work with the Schools of Hope tutoring program, and other resources to help parents navigate this new learning environment.

To ensure our success, we need your feedback!

If you are the parent of a K-12 student, your response to this brief, 5 minute survey will help us tremendously. We hope to have all responses by next Wednesday, August 26th.

Yours in the movement,

Emily Hanford:

Sonya Thomas knew something wasn’t right with her son C.J. He was in first grade and he was struggling with reading. “Something was going on with him, but I could not figure it out,” she said. 

Teachers and school officials told her that C.J. was behind but would catch up. They told Sonya to read to him at home. But she did read to him. C.J. liked the Veggie Tales stories and “The Big Friendly Giant” by Roald Dahl. His older sister read the Goosebumps books to him. 

C.J. went to Amqui Elementary, a public school in Nashville, Tennessee, where 80 percent of the students were Black or Hispanic and almost all of them were from low-income families. Test scores show most children in the school were struggling with reading. But Sonya didn’t know that. She sent C.J. to Amqui because she liked the school and it’s where her best friend’s son went; her friend picked the kids up after school because Sonya worked late as a nurse. 

C.J. is the youngest of Sonya’s four kids. The three older ones had no trouble learning to read but something was different with C.J. “I started asking myself, does he have a learning disability?” She sent a handwritten note to the school, requesting that he be tested. Records show the school didn’t do it. 

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

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