Harry Lewis:

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

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

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

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

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

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

Lucas Robinson:

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

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

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

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

Scott Girard:

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

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Alan Borsuk:

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

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

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

Nate Joseph:

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

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

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Dean Mosiman:

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

Nathan Heller

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

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

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

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Nathan Heller

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

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

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

Nate Silver:

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

Nate Silver:

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

Frederick Hess

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

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

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

Frederick Hess

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

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

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

David Owen

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

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

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

Guillame Blanc:

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

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

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

Guillame Blanc:

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

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

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

Mark Keierleber:

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

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

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

Carole K. Hooven

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

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

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

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

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

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

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

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

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

Daniel Lennington and Cory Brewer

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

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

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

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

Daniel Lennington and Cory Brewer

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

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

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

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

Hugh Pope:

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

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

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

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

Hugh Pope:

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

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

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

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

Scott Girard:

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

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

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

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

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

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Emma Camp:

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

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

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

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

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

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Emma Camp:

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

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

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

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

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

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Sandra Stotsky:

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

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

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

Ben Chrisinger:

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

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

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

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

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

Ben Chrisinger:

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

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

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

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

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

Nadia Asparouhava:

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

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

Nadia Asparouhava:

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

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

James Kirchick:

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

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

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

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

Wisconsin Senate (and Assembly) Committee on Education:

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

ExcelinEd
Dr. Kymyona Burk – Senior Policy Fellow

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

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

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

students, schmoodents.

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

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

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

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

Irwin Collier:

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

Irwin Collier:

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

Arman Rahman
Arman Rahman
Arman Rahman
Reporter

Author email
:

According to Caire, the school was forced to take its foot off the gas by closing 9th and 10th grades, when five core subject teachers left between last September and December.

“We didn’t hire teachers, enough teachers, that could retool their curriculum to serve students that were 5,6,7 years behind academically,” he said.

But in literature distributed to parents, Caire laid out their plan to start bringing the grades back in 2025.

According to the Founder and CEO, over 67% of their 9th and 10th graders tested five or more years behind in reading, and 59% tested five or more years behind in math, on the “nationally-normed STAR assessment.”

Caire says they did not test all of their students before the first day of last school year, making it hard for new teachers.

Going forward, that will change and their prep-year program, an “intense, customized, remedial instruction,” for 6th-8th graders on the first day.

Martin Kulldorff and Jay Bhattacharya:

When an airplane crashes, the Federal Aviation Administration conducts a detailed and thorough investigation. The purpose is not to find a scapegoat, but to ensure the same problem never resurfaces again.

Our collective response to the COVID-19 pandemic constituted history’s biggest public health mistake. We did not properly protect older high-risk Americans, while many ineffective COVID restrictions have generated long-term collateral public health damage that is now upon us. Both have yielded excess deaths. Public health crashed.

It is now imperative to form a commission to conduct a thorough and open-minded COVID inquiry. To help such a commission, we have produced an 80-page blueprint with essential questions that such a commission should ask. We wrote this document with six colleagues with expertise in infectious disease, epidemiology, immunology, health policy, and public health. We call ourselves the Norfolk Group.

Here is a sample of the questions from that report:

• Limiting COVID Transmission in Nursing Homes: It was common for staff to work multiple jobs at different facilities during the same day or week. Were there any efforts from nursing care companies, state health departments, or the CDC to reduce staff rotation?
• Natural Immunity: Why did the CDC routinely downplay infection-acquired immunity, despite robust scientific evidence demonstrating its importance?
• School Closures: In July 2020, the New England Journal of Medicine published an articleconcerning “reopening primary schools during the pandemic” without mentioning data from Sweden, the only major western country that had kept schools open throughout the 2020 spring semester. Why?
• Excess Deaths: The U.S. had around 170,000excess non-COVID deaths through 2021, while countries with fewer restrictions, such as Sweden and Denmark, had negative excess deaths over the same period. Why did the U.S. focus almost exclusively on COVID, while Scandinavia took a more balanced approach that considered all aspects of public health?
• Estimating Disease Spread: In early 2020, it was critical to quickly estimate disease prevalence. Why did the CDC fail to conduct seroprevalence surveys in representative communities?

Gurwinder:

The prevailing view is that people adopt false beliefs because they’re too stupid or ignorant to grasp the truth. This may be true in some cases, but just as often the opposite is true: many delusions prey not on dim minds but on bright ones. And this has serious implications for education, society, and you personally.

In 2013 the Yale law professor Dan Kahan conducted experiments testing the effect of intelligence on ideological bias. In one study he scored people on intelligence using the “cognitive reflection test,” a task to measure a person’s reasoning ability. He found that liberals and conservatives scored roughly equally on average, but the highest scoring individuals in both groups were the most likely to display political bias when assessing the truth of various political statements. 

In a further study (replicated here), Kahan and a team of researchers found that test subjects who scored highest in numeracy were better able to objectively evaluate statistical data when told it related to a skin rash treatment, but when the same data was presented as data regarding a polarizing subject—gun control—those who scored highest on numeracy actually exhibited the greatest bias.

The correlation between intelligence and ideological bias is robust, having been found in many other studies, such as Taber & Lodge (2006), Stanovich et al. (2012), and Joslyn & Haider-Markel (2014). These studies found stronger biases in clever people on both sides of the aisle, and since such biases are mutually contradictory, they can’t be a result of greater understanding. So what is it about intelligent people that makes them so prone to bias? To understand, we must consider what intelligence actually is.

Walter Hussman Jr.:

Arizona State University’s Walter Cronkite School of Journalism and Mass Communication recently released a survey of some 75 journalists titled “Beyond Objectivity.” Many of them argued that objectivity should no longer be the standard in news reporting.

“I never understood what ‘objectivity’ meant,” Prof. Leonard Downie Jr., a co-author of the report and a former executive editor of the Washington Post, wrote in a Post op-ed. “My goals for our journalism were instead accuracy, fairness, nonpartisanship, accountability and the pursuit of truth.” Much of the public would regard that as far more objective than what they read, hear and view now.

Stephen Engelberg, editor in chief of ProPublica, echoed Mr. Downie’s mystification: “I don’t know what it means.” While they may not understand objectivity, the public certainly does. A Gallup/Knight Foundation survey released in 2020 found that 68% of Americans “say they see too much bias in the reporting of news that is supposed to be objective as ‘a major problem.’ ” The Gallup poll, which questioned 20,000 Americans in all 50 states, also found “a majority of Americans currently see a ‘great deal’ (46%) or a ‘fair amount’ (37%) of political bias in news coverage”—a total of 83%. In 2021, the Reuters Institute for the Study of Journalism at Oxford University surveyed 92,000 people in 46 countries. One question was “Do you trust the news media in your country?” Finland had the highest positive response, at 65%. The U.S. was dead last, at 29%.

David Rozado:

There’s been some talk online about whether we are post peak wokeness. I will have more to say about this when I complete my analysis of several institutions language usage dynamics. For the time being, I provide a timely update of a chart I made in 2019 about prevalence of terms in New York Times news and opinion articles.

This is the chart from 2019:

Scott Girard:

One of the key arguments during the debate over standalone honors courses for ninth- and 10th-graders earlier this school year was the lack of diversity in those classrooms.

What did those classrooms look like in the first semester of the 2022-23 school year? Similar to how they’ve looked in each of the preceding four years, according to new data from the Madison Metropolitan School District.

Standalone honors classes are designated “honors” and require students to sign up when selecting courses. Earned honors, on the other hand, allows students to achieve an honors designation in a regular education course through specific grade benchmarks or additional projects.

The district provided demographic data for standalone and earned honors classes for the first semester in response to a public records request from the Cap Times. It shows that white students are overrepresented in both types of honors opportunities compared to their overall proportion of the district’s students, while Black and Hispanic/Latino students are underrepresented in standalone honors.

That has been consistent over the past five years for standalone honors classes, with white students making up between 54% and 60% of students in those classrooms annually since the 2018-19 school year. During this year’s first semester, white students made up 58% of students in standalone honors classrooms, according to the data.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Scott Girard:

One of the key arguments during the debate over standalone honors courses for ninth- and 10th-graders earlier this school year was the lack of diversity in those classrooms.

What did those classrooms look like in the first semester of the 2022-23 school year? Similar to how they’ve looked in each of the preceding four years, according to new data from the Madison Metropolitan School District.

Standalone honors classes are designated “honors” and require students to sign up when selecting courses. Earned honors, on the other hand, allows students to achieve an honors designation in a regular education course through specific grade benchmarks or additional projects.

The district provided demographic data for standalone and earned honors classes for the first semester in response to a public records request from the Cap Times. It shows that white students are overrepresented in both types of honors opportunities compared to their overall proportion of the district’s students, while Black and Hispanic/Latino students are underrepresented in standalone honors.

That has been consistent over the past five years for standalone honors classes, with white students making up between 54% and 60% of students in those classrooms annually since the 2018-19 school year. During this year’s first semester, white students made up 58% of students in standalone honors classrooms, according to the data.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Gearge Leef:

Sometimes you come across a book with such an intriguing title that you just have to dive into it. That was the case when I saw a reference to Paper Belt on Fire by Michael Gibson. The book’s subtitle sealed the deal: How Renegade Investors Sparked a Revolt Against the University. Too iconoclastic to pass up!

The author, I learned, is a college graduate (New York University) who had embarked on a Ph.D. in philosophy at Oxford when he decided that the academic life wasn’t really what he wanted. Why? Because, he came to understand, it wouldn’t allow him free rein for deep and original thinking.

So he bailed out on the doctorate and, after doing nothing at all for a while, found himself working for Silicon Valley legend Peter Thiel. He was hired as an investment analyst but was soon on the Thiel Fellowshipteam, evaluating young people for the $100,000 grants that Thiel was making available to innovation-minded Americans who would get the money in lieu of enrolling in college.

College degrees have become a new form of the indulgences the Church used to sell the faithful.

That assignment was ideal for Gibson, who had already concluded that college degrees had become a new form of the indulgences the Church used to sell to the faithful who wanted salvation. Just like the Church, today’s universities are flush with money, looking obsessively to amass even more. They sell prestige degrees at a high price, but most of the graduates have forgotten everything they have learned by the time they get into the workforce, usually doing jobs that have nothing to do with what they studied.

It’s a huge waste of time and talent.

Gearge Leef:

Sometimes you come across a book with such an intriguing title that you just have to dive into it. That was the case when I saw a reference to Paper Belt on Fire by Michael Gibson. The book’s subtitle sealed the deal: How Renegade Investors Sparked a Revolt Against the University. Too iconoclastic to pass up!

The author, I learned, is a college graduate (New York University) who had embarked on a Ph.D. in philosophy at Oxford when he decided that the academic life wasn’t really what he wanted. Why? Because, he came to understand, it wouldn’t allow him free rein for deep and original thinking.

So he bailed out on the doctorate and, after doing nothing at all for a while, found himself working for Silicon Valley legend Peter Thiel. He was hired as an investment analyst but was soon on the Thiel Fellowshipteam, evaluating young people for the $100,000 grants that Thiel was making available to innovation-minded Americans who would get the money in lieu of enrolling in college.

College degrees have become a new form of the indulgences the Church used to sell the faithful.

That assignment was ideal for Gibson, who had already concluded that college degrees had become a new form of the indulgences the Church used to sell to the faithful who wanted salvation. Just like the Church, today’s universities are flush with money, looking obsessively to amass even more. They sell prestige degrees at a high price, but most of the graduates have forgotten everything they have learned by the time they get into the workforce, usually doing jobs that have nothing to do with what they studied.

It’s a huge waste of time and talent.

John Sailer:

Increasingly, medical schools and schools of public health are enthusiastically embracing the values of DEI and instituting far-reaching policies to demonstrate their commitments to the cause. To many in the universities and perhaps in the country at large, these values sound benign—merely an invitation to treat everyone fairly. In practice, however, DEI policies often promote a narrow set of ideological views that elevate race and gender to matters of supreme importance.

That ideology is exemplified by a research methodology called “public health critical race praxis” (PHCRP)—designed, as the name suggests, to apply critical race theory to the field of public health—which asserts that “the ubiquity of racism, not its absence, characterizes society’s normal state.” In practice, PHCRP involves embracing sweeping claims about the primacy of racialization, guided by statements like “socially constructed racial categories are the bases for ordering society.”

These race-first imperatives have now come to influence the research priorities of major institutions. Perhaps no better case study exists than that of the University of California, San Francisco (UCSF), an institution devoted exclusively to the medical sciences, and one of the top recipients of federal grants from the National Institutes of Health. Last May, UCSF took the unprecedented step of creating a separate Task Force on Equity and Anti-Racism in Research, which proceeded to make dozens of recommendations.

That task force builds on layers of prior DEI bureaucratic expansion, spanning nearly a decade. This programming includes the “UCSF Anti-Racism Initiative,” started after the summer of 2020, which established dozens of new institutional policies throughout the university, such as “evaluating contributions to diversity statements in faculty advancement portfolios.” The School of Medicine, meanwhile, has published its own Timeline of DEI and Anti-Racism Efforts, which documents such steps as adding a “social justice pillar” to the school’s curriculum and creating an anti-racist curriculum advisory committee.

John Sailer:

Increasingly, medical schools and schools of public health are enthusiastically embracing the values of DEI and instituting far-reaching policies to demonstrate their commitments to the cause. To many in the universities and perhaps in the country at large, these values sound benign—merely an invitation to treat everyone fairly. In practice, however, DEI policies often promote a narrow set of ideological views that elevate race and gender to matters of supreme importance.

That ideology is exemplified by a research methodology called “public health critical race praxis” (PHCRP)—designed, as the name suggests, to apply critical race theory to the field of public health—which asserts that “the ubiquity of racism, not its absence, characterizes society’s normal state.” In practice, PHCRP involves embracing sweeping claims about the primacy of racialization, guided by statements like “socially constructed racial categories are the bases for ordering society.”

These race-first imperatives have now come to influence the research priorities of major institutions. Perhaps no better case study exists than that of the University of California, San Francisco (UCSF), an institution devoted exclusively to the medical sciences, and one of the top recipients of federal grants from the National Institutes of Health. Last May, UCSF took the unprecedented step of creating a separate Task Force on Equity and Anti-Racism in Research, which proceeded to make dozens of recommendations.

That task force builds on layers of prior DEI bureaucratic expansion, spanning nearly a decade. This programming includes the “UCSF Anti-Racism Initiative,” started after the summer of 2020, which established dozens of new institutional policies throughout the university, such as “evaluating contributions to diversity statements in faculty advancement portfolios.” The School of Medicine, meanwhile, has published its own Timeline of DEI and Anti-Racism Efforts, which documents such steps as adding a “social justice pillar” to the school’s curriculum and creating an anti-racist curriculum advisory committee.

Angela Davis’ ancestors arrived in America on the Mayflower. pic.twitter.com/dnwrG6fB6U

— Christopher F. Rufo ⚔️ (@realchrisrufo) February 22, 2023

Governor Jay Inslee PDF:

“Key Take-Aways

Programs that offer alternative methods to complete high school provide a pathway for students to achieve their dreams.

A larger proportion of students in institutional education need to catch up on credits. Students often need more access to timely special education evaluations and supports.”

Commentary.

Governor Jay Inslee PDF:

“Key Take-Aways

Programs that offer alternative methods to complete high school provide a pathway for students to achieve their dreams.

A larger proportion of students in institutional education need to catch up on credits. Students often need more access to timely special education evaluations and supports.”

Nick Anderson:

A politically charged adjective popped up repeatedly in the evolving plans for a new Advanced Placement course on African American studies. It was “systemic.”

The February 2022 version declared that students should learn how African American communities combat effects of “systemic marginalization.” An April update paired “systemic” with discrimination, oppression, inequality, disempowerment and racism. A December version said it was essential to know links between Black Panther activism and “systemic inequality that disproportionately affected African Americans.”

Then the word vanished. “Systemic,” a crucial term for many scholars and civil rights advocates, appears nowhere in the official version released Feb. 1. This late deletion and others reflect the extraordinary political friction that often shadows efforts in the nation’s schools to teach about history, culture and race.

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The College Board, which oversees the AP program, denies that it diluted the African American studies course in response to complaints from Florida Gov. Ron DeSantis (R) or his allies. But a senior College Board official now acknowledges the organization was mindful of how “systemic” and certain other words in the modern lexicon of race in America would receive intense scrutiny in some places.

“All of those terms were going to be challenging,” said Jason Manoharan, vice president for AP program development. He said the College Board worried some phrases and concepts had been “co-opted for a variety of purposes” and were being used as “political instruments.” So the organization took a cautious approach to the final edits even as it sought to preserve robust content on historical and cultural impacts of slavery and racial discrimination.

Nick Anderson:

A politically charged adjective popped up repeatedly in the evolving plans for a new Advanced Placement course on African American studies. It was “systemic.”

The February 2022 version declared that students should learn how African American communities combat effects of “systemic marginalization.” An April update paired “systemic” with discrimination, oppression, inequality, disempowerment and racism. A December version said it was essential to know links between Black Panther activism and “systemic inequality that disproportionately affected African Americans.”

Then the word vanished. “Systemic,” a crucial term for many scholars and civil rights advocates, appears nowhere in the official version released Feb. 1. This late deletion and others reflect the extraordinary political friction that often shadows efforts in the nation’s schools to teach about history, culture and race.

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The College Board, which oversees the AP program, denies that it diluted the African American studies course in response to complaints from Florida Gov. Ron DeSantis (R) or his allies. But a senior College Board official now acknowledges the organization was mindful of how “systemic” and certain other words in the modern lexicon of race in America would receive intense scrutiny in some places.

“All of those terms were going to be challenging,” said Jason Manoharan, vice president for AP program development. He said the College Board worried some phrases and concepts had been “co-opted for a variety of purposes” and were being used as “political instruments.” So the organization took a cautious approach to the final edits even as it sought to preserve robust content on historical and cultural impacts of slavery and racial discrimination.

Wall Street Journal:

We’d also like to compliment the paper on its acquisition of the list of potential course offerings at the school. The article cites former UNC Chancellor Holden Thorp as noting that our reporting confirmed the presence of a vast right-wing conspiracy. So let’s have a look at the list of scandalous potential course offerings for the new school.

UNC students might study subjects like “Democracy: Ancient and Modern,” “Liberty and Equality in American Political Thought” and “Race and the American Story.” Wait, it gets worse. There’s also “Capitalism and its Critics,” “Conservatism and its Critics,” “Liberalism and Its Critics,” “The Role of Science and Religion in Society” and even “Leadership for Engineers.”

This isn’t exactly a potboiler of right-wing propaganda, but more like an attempt at an even-handed curriculum educating students on the big political themes that endure in a democracy. If this stuff is threatening, we have to ask: Are progressives really ready to cast any effort to debate ideas and reduce polarization as the sole province of conservatives?

Tawnell Hobbs:

The TikTok spokesperson said that child sexual abuse material and so-called grooming behavior is instantly removed from the site, the user’s account immediately banned and a report made to the National Center for Missing and Exploited Children’s CyberTipline, a centralized reporting system for incidents of online sexual exploitation of children. Federal law requires electronic service providers such as social-media companies to report child sexual abuse material to the tip line.

The federal law doesn’t require sites to actively seek out child sexual abuse material, considered a visual depiction of sexually explicit conduct involving a minor. The law also doesn’t stipulate what evidence must be turned over to the tip line. Fines for knowingly failing to report can go up to $300,000, though as of Jan. 20, the national center wasn’t aware of any company ever being fined. Legislation aimed at toughening the law has been introduced in the Senate.

TikTok made 154,618 reports in 2021 to the tip line, a record for the platform with over one billion monthly active users, up from 596 reports in 2019.

John Shehan, senior vice president of the national center’s Exploited Children Division and Internal Engagement, said TikTok’s numbers had grown but remained lower than some other comparable sites, some of which made millions of reports in 2021.

Mel Leonor Barclay

Joan Johns Cobbs was 13 and afraid as she looked onto the stage where her older sister, Barbara Johns, urged her fellow students at Robert Russa Moton High School in Farmville, Va., to protest the poor conditions of their segregated Black school. Like the students around her, Cobbs was inspired to join, and the 1951 student-led strike would eventually make civil rights history. 

Their student-initiated lawsuit protesting the conditions of their school would eventually become part of Brown v. Board of Education, the case that led to the landmark 1954 U.S. Supreme Court decision declaring “separate but equal” public schools unconstitutional.

A statue of Cobbs’ sister, Barbara Johns, is being built to represent Virginia in the U.S. Capitol’s Statuary Hall, replacing a statue of Confederate Gen. Robert E. Lee. Last month, the Virginia commission tasked with leading the effort selected a sculptor and unveiled a mock-up of the coming statue, which is rife with symbols alluding to the historic strike. The mock-up shows a teenage Johns in a defiant stance holding up a book; the floorboards beneath her feet are held up by stacks of books by Black authors. Johns died in 1991, and the high school is now a National Historic Landmark and civil rights museum.

Mel Leonor Barclay

Joan Johns Cobbs was 13 and afraid as she looked onto the stage where her older sister, Barbara Johns, urged her fellow students at Robert Russa Moton High School in Farmville, Va., to protest the poor conditions of their segregated Black school. Like the students around her, Cobbs was inspired to join, and the 1951 student-led strike would eventually make civil rights history. 

Their student-initiated lawsuit protesting the conditions of their school would eventually become part of Brown v. Board of Education, the case that led to the landmark 1954 U.S. Supreme Court decision declaring “separate but equal” public schools unconstitutional.

A statue of Cobbs’ sister, Barbara Johns, is being built to represent Virginia in the U.S. Capitol’s Statuary Hall, replacing a statue of Confederate Gen. Robert E. Lee. Last month, the Virginia commission tasked with leading the effort selected a sculptor and unveiled a mock-up of the coming statue, which is rife with symbols alluding to the historic strike. The mock-up shows a teenage Johns in a defiant stance holding up a book; the floorboards beneath her feet are held up by stacks of books by Black authors. Johns died in 1991, and the high school is now a National Historic Landmark and civil rights museum.

www site:

The Equal Protection Project is devoted to the fair treatment of all persons without regard to race or ethnicity.

Our guiding principle is that there is no ‘good’ form of racism. The remedy for racism never is more racism.

We will INVESTIGATE wrongdoing, EDUCATE the public, and LITIGATE when necessary.

After 2008, Wall Street & Silicon Valley got in bed with the new left. Together they birthed a new woke-industrial complex that duped both political parties into submission. It’s a new hybrid of government & business that together can do what neither can on its own. pic.twitter.com/Nh19aCrT7G

— Vivek Ramaswamy (@VivekGRamaswamy) February 23, 2023

After 2008, Wall Street & Silicon Valley got in bed with the new left. Together they birthed a new woke-industrial complex that duped both political parties into submission. It’s a new hybrid of government & business that together can do what neither can on its own. pic.twitter.com/Nh19aCrT7G

— Vivek Ramaswamy (@VivekGRamaswamy) February 23, 2023

The University of Chicago is offering a racially segregated scholarship that explicitly prohibits white and Asian men from applying. This is a violation of Title VI of the Civil Rights Act—U Chicago is brazenly and openly violating the law.https://t.co/BqHAmt1ttB pic.twitter.com/5uCQtq31Cn

— Christopher F. Rufo ⚔️ (@realchrisrufo) February 23, 2023

Jonathan Turley:

Where are the Oompa Loompas when you need them. Willy Wonka’s helpers asked “who do you blame when your kid is a brat? Pampered and spoiled like a Siamese cat?” The same question could be asked about publishers after Puffin Books hired sensitivity readers to “update” portions Roald Dahl’s classic books. The changes include dropping references to Augustus Gloop being “fat.”  Yet, unlike the Oompa Loompas, who found sanctuary “from hornswogglers and snozzwangers and those terrible wicked whangdoodles,” there is no safe place from woke whangdoodles today.

While European publishers have refused to rewrite Dahl’s classics, Puffin Books believes that it is perfectly acceptable to change books after an author has died. Puffin simply could not abide references to things like the weight of Gloop. So they changed “fat” to “enormous.” (It is not clear what Puffin Books will do with Walter Tevis’ character “Minnesota Fats” in The Hustler. “Minnesota Enormous” just doesn’t quite have that same authentic gritty quality in a pool hall drama).

Jonathan Turley:

Where are the Oompa Loompas when you need them. Willy Wonka’s helpers asked “who do you blame when your kid is a brat? Pampered and spoiled like a Siamese cat?” The same question could be asked about publishers after Puffin Books hired sensitivity readers to “update” portions Roald Dahl’s classic books. The changes include dropping references to Augustus Gloop being “fat.”  Yet, unlike the Oompa Loompas, who found sanctuary “from hornswogglers and snozzwangers and those terrible wicked whangdoodles,” there is no safe place from woke whangdoodles today.

While European publishers have refused to rewrite Dahl’s classics, Puffin Books believes that it is perfectly acceptable to change books after an author has died. Puffin simply could not abide references to things like the weight of Gloop. So they changed “fat” to “enormous.” (It is not clear what Puffin Books will do with Walter Tevis’ character “Minnesota Fats” in The Hustler. “Minnesota Enormous” just doesn’t quite have that same authentic gritty quality in a pool hall drama).

DOCUMENTS: Through a records request, I have acquired the University of Missouri’s rubric for evaluating diversity statements.

As usual, the rubric proves the critics’ point: DEI evaluations invite viewpoint discrimination. pic.twitter.com/5FX9dCTg0e

— John Sailer (@JohnDSailer) February 23, 2023

DOCUMENTS: Through a records request, I have acquired the University of Missouri’s rubric for evaluating diversity statements.

As usual, the rubric proves the critics’ point: DEI evaluations invite viewpoint discrimination. pic.twitter.com/5FX9dCTg0e

— John Sailer (@JohnDSailer) February 23, 2023

Sarah Karp and Tessa Weinberg:

When news broke last month that Mayor Lori Lightfoot’s reelection campaign had solicited help from Chicago Public Schools and City Colleges of Chicago educators to recruit student volunteers, the incumbent candidate apologized, calling the effort a “bad mistake” by one young staffer.

But the campaign had for months been sending CPS and City Colleges staff thousands of other emails unrelated to the student volunteer solicitation — some from multiple campaign staffers. The emails ranged from generic fundraising appeals to invitations to private town halls and requests for help gathering petitions, records newly obtained by WBEZ and the Chicago Sun-Times show. 

Four emails were sent to City Colleges of Chicago Chancellor Juan Salgado — who reports to the mayor — at his work email address inviting him to a Lightfoot campaign event.

In all, the mayor’s reelection campaign sent more than 9,900 emails to CPS and City Colleges staff since last April, according to documents obtained through public records requests that reveal the previously unreported breadth of the outreach to government employees. The emails went to at least 64 City Colleges staff members since July. It’s unclear how many individual CPS staff members were emailed, as those details were not provided.

mildly interesting:

A tricky math exam question aimed at fifth graders has gone viral after perplexing thousands of people on the internet.

The challenging problem was posted to a Reddit group called ‘r/mildyinteresting community’ under the subject line: ‘A test problem on my 5th grade brother’s math exam’

The question, meant for students aged between 10 and 11, said: ‘Klein read 30 pages of a book on Monday and 1/8 of the book on Tuesday. He completed the remaining 1/4 of the book on Wednesday. How many pages are there in the book?’

Scores of commenters appeared to have no idea what the answer was, claiming they were almost certainly fail fifth grade math as adults.

Thankfully, others were quick off the mark to solve the tough equation and posted the answer – but can you work it out?

Thompson Center Summit on Early Literacy Event Archive:

Over one third of Wisconsin students are unable to read at grade level and our state’s Black children have the lowest reading scores in the nation. Reading below grade level brings both short term and long term challenges, from a lower chance of graduating high school to a higher chance of living in poverty.

Join the Tommy G. Thompson Center on Public Leadership for a luncheon discussion with state and national experts on how Wisconsin can address our literacy crisis.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

#1 David Sacks breaks down how the safety layer of ‘ChatGPT is a Democrat’:

“There is mounting evidence OpenAI’s safety layer is very biased… If you thought trust and safety were bad under Vijaya or Yoel, wait until the AI does it.”https://t.co/X63j1DmJdu@DavidSacks @amuse pic.twitter.com/yyzLb19NLy

— kanekoa.substack.com (@KanekoaTheGreat) February 20, 2023

Reuters:

South Korea’s fertility rate dropped last year to a record low, data showed on Wednesday, in yet another grim milestone for the country with the world’s lowest number of expected children for each woman.

The average number of expected babies per South Korean woman over her reproductive life fell to 0.78 in 2022 down from 0.81 a year earlier, the official annual reading from the Statistics Korea showed.

Reuters:

South Korea’s fertility rate dropped last year to a record low, data showed on Wednesday, in yet another grim milestone for the country with the world’s lowest number of expected children for each woman.

The average number of expected babies per South Korean woman over her reproductive life fell to 0.78 in 2022 down from 0.81 a year earlier, the official annual reading from the Statistics Korea showed.

NEW: @UTSystem Board of Regents chairman Kevin Eltife says the @UTSystem has paused any new DEI efforts at all of its campuses.

The system has also asked for a report on DEI policies at each campus for review.

The full statement he made at the regents meeting just now: pic.twitter.com/HXOlwcvbrN

— Megan Menchaca (@meganmmenchaca) February 22, 2023

Whenever the Biden Administration lectures us about DEI, I will think of this cross dresser fetishist stealing a Tanzanian woman’s luggage to wear her clothes. pic.twitter.com/HRRTsu53L7

— Christina Pushaw 🐊 🇺🇸 (@ChristinaPushaw) February 23, 2023

Jonathan Turley:

We have been discussing various cases of professors being investigated or terminated for raising dissenting views on subjects like systemic racism or Critical Race Theory (CRT). The latest such controversy is at the University of Texas where a professor is suing after he was allegedly threatened for criticizing as having “no scientific basis.” Notably, the complaint of Dr. Richard Lowery (below) admits that, despite being tenured, he began to self-censor his comments — a problem that is widespread among academics who now fear to speak freely in class or even outside of their universities.

Dr. Richard Lowery is an associate professor of finance at the McCombs School of Business and has written on a variety of subjects in The Hill, the Texas Tribune, the Houston Chronicle, the Ft. Worth Star-Telegram, the Washington Times, and The College Fix.

He claims that he was warned about his continuing criticism, including the possible loss of his affiliation with the Salem Center, which would cost him a $20,000 stipend and research opportunities.

The complaint details pressure put on Lowery and his superior to get him to “tone down” his criticisms. The includes alleged lobbying by Meeta Kothare, director of the Global Sustainability Leadership Institute “to have UT Administrators censor Lowery.” At the same time, another Sustainability Institute employee, Madison Gove, emailed UT police officer Joseph Bishop, to ask for police surveillance of Lowery’s public statements.

Jonathan Turley:

We have been discussing various cases of professors being investigated or terminated for raising dissenting views on subjects like systemic racism or Critical Race Theory (CRT). The latest such controversy is at the University of Texas where a professor is suing after he was allegedly threatened for criticizing as having “no scientific basis.” Notably, the complaint of Dr. Richard Lowery (below) admits that, despite being tenured, he began to self-censor his comments — a problem that is widespread among academics who now fear to speak freely in class or even outside of their universities.

Dr. Richard Lowery is an associate professor of finance at the McCombs School of Business and has written on a variety of subjects in The Hill, the Texas Tribune, the Houston Chronicle, the Ft. Worth Star-Telegram, the Washington Times, and The College Fix.

He claims that he was warned about his continuing criticism, including the possible loss of his affiliation with the Salem Center, which would cost him a $20,000 stipend and research opportunities.

The complaint details pressure put on Lowery and his superior to get him to “tone down” his criticisms. The includes alleged lobbying by Meeta Kothare, director of the Global Sustainability Leadership Institute “to have UT Administrators censor Lowery.” At the same time, another Sustainability Institute employee, Madison Gove, emailed UT police officer Joseph Bishop, to ask for police surveillance of Lowery’s public statements.

Jan Wolfe and Dustin Volz

The Supreme Court declined to hear a constitutional challenge to a secretive government surveillance program, dealing a setback to privacy groups including the American Civil Liberties Union ahead of a looming debate in Congress over whether to renew the law that authorizes the intelligence tool.

In a brief order issued on Tuesday, the high court said it wouldn’t hear arguments challenging the legality of the National Security Agency program known as “Upstream,” in which the intelligence agency collects and monitors internet communications without obtaining search warrants. Classified details about the program were among those exposed a decade ago by former intelligence contractor Edward Snowden, who has been charged with theft of government property and violating espionage laws and lives in Russia.

Jan Wolfe and Dustin Volz

The Supreme Court declined to hear a constitutional challenge to a secretive government surveillance program, dealing a setback to privacy groups including the American Civil Liberties Union ahead of a looming debate in Congress over whether to renew the law that authorizes the intelligence tool.

In a brief order issued on Tuesday, the high court said it wouldn’t hear arguments challenging the legality of the National Security Agency program known as “Upstream,” in which the intelligence agency collects and monitors internet communications without obtaining search warrants. Classified details about the program were among those exposed a decade ago by former intelligence contractor Edward Snowden, who has been charged with theft of government property and violating espionage laws and lives in Russia.

Biden’s new executive order creating a national DEI bureaucracy has a special mandate for woke AI. The order instructs the federal government to “[protect] the public from algorithmic discrimination” and to deploy AI systems “in a manner that advances equity.” pic.twitter.com/pGKRWdTtIS

— Christopher F. Rufo ⚔️ (@realchrisrufo) February 21, 2023

Biden’s new executive order creating a national DEI bureaucracy has a special mandate for woke AI. The order instructs the federal government to “[protect] the public from algorithmic discrimination” and to deploy AI systems “in a manner that advances equity.” pic.twitter.com/pGKRWdTtIS

— Christopher F. Rufo ⚔️ (@realchrisrufo) February 21, 2023

Reminder that 45% of all black students at Harvard only got in because they’re black pic.twitter.com/bzpTYb58w6

— Daniel Schmidt (@RealDSchmidt) February 20, 2023

Reminder that 45% of all black students at Harvard only got in because they’re black pic.twitter.com/bzpTYb58w6

— Daniel Schmidt (@RealDSchmidt) February 20, 2023

Professor Ornery:

A post from seven years ago floated up in my FB memories this morning. It was a rant from a former student about the loss of discourse and discussion in the classroom. At the time, this student was in a grad class and had raised a differing point of view only to be greeted with gasps of astonishment. I had copied the rant and posted it as Reason #47 for why I teach. In reality, rants like this, demonstrating the critical thinking skills of my students, remain Reason #1 for why I taught. Yes, I’ve left that world, and the inability to have constructive discussions and arguments in the classroom is my primary reason for leaving.

Here’s the rant: When did the classroom become an echo chamber? I was not taught to blindly consume everything a professor says, let alone a fellow classmate. I just had a class where I offered a different view point on a subject matter and people literally gasped audibly. It was not even a “provocative” view point or even a hot topic issue. When did conformity become the goal? What happened to intellectual discourse?!

As I said in my original FB post, I am a very proud professor here. I worked very hard to keep my political opinions out of classroom discussions. At the beginning of every semester, and periodically throughout, I told all my classes that they were free to speak any opinion or analysis of a problem they held… with one caveat. They had to be ready to defend the logic behind that opinion, point to reputable sources backing up that opinion, and be open to having everything questioned. They were also informed, that if they were going to question an opinion or analysis, they needed to be ready to back that up as well. It was perfectly fine if they didn’t have an answer right then and there, but I let them know that they were expected to return with a response for the next class meeting.

My college education taught me to always ask “why?” and I still pride myself on the fact that I strived to instill that questioning in my students and to teach them howto think and not what to think. How do I know I succeeded even a little bit? By running across rants like that above, and by the comments/complaints in my end-of-semester evaluations – from students in the same class, mind you – that I was both a flaming liberal and a hard-core conservative. I had evals where students commented that they had figured out the political opinions of most of my colleagues, including all my political science departmental colleagues, but they couldn’t figure out mine.

That’s how I know I had at least a small impact.

Professor Ornery:

A post from seven years ago floated up in my FB memories this morning. It was a rant from a former student about the loss of discourse and discussion in the classroom. At the time, this student was in a grad class and had raised a differing point of view only to be greeted with gasps of astonishment. I had copied the rant and posted it as Reason #47 for why I teach. In reality, rants like this, demonstrating the critical thinking skills of my students, remain Reason #1 for why I taught. Yes, I’ve left that world, and the inability to have constructive discussions and arguments in the classroom is my primary reason for leaving.

Here’s the rant: When did the classroom become an echo chamber? I was not taught to blindly consume everything a professor says, let alone a fellow classmate. I just had a class where I offered a different view point on a subject matter and people literally gasped audibly. It was not even a “provocative” view point or even a hot topic issue. When did conformity become the goal? What happened to intellectual discourse?!

As I said in my original FB post, I am a very proud professor here. I worked very hard to keep my political opinions out of classroom discussions. At the beginning of every semester, and periodically throughout, I told all my classes that they were free to speak any opinion or analysis of a problem they held… with one caveat. They had to be ready to defend the logic behind that opinion, point to reputable sources backing up that opinion, and be open to having everything questioned. They were also informed, that if they were going to question an opinion or analysis, they needed to be ready to back that up as well. It was perfectly fine if they didn’t have an answer right then and there, but I let them know that they were expected to return with a response for the next class meeting.

My college education taught me to always ask “why?” and I still pride myself on the fact that I strived to instill that questioning in my students and to teach them howto think and not what to think. How do I know I succeeded even a little bit? By running across rants like that above, and by the comments/complaints in my end-of-semester evaluations – from students in the same class, mind you – that I was both a flaming liberal and a hard-core conservative. I had evals where students commented that they had figured out the political opinions of most of my colleagues, including all my political science departmental colleagues, but they couldn’t figure out mine.

That’s how I know I had at least a small impact.

David Henderson and Philip Magness:

Hulu’s se­ries “The 1619 Project” blames eco­nomic in­equal­ity be­tween blacks and whites on “racial cap­i­tal­ism.” But al­most every ex­am­ple pre­sented is the re­sult of gov­ern­ment poli­cies that, in pur­pose or ef­fect, dis­crim­i­nated against African-Amer­i­cans. “The 1619 Project” makes an un­in­ten­tional case for cap­i­tal­ism.

These and other gov­ern­ment poli­cies caused im­mense eco­nomic harm to African-Amer­i­cans. But they aren’t cap­i­tal­ism. They’re in­ter­ven­tions into mar­kets, state-sanc­tioned theft, and po­lit­i­cal pay­offs to seg­re­ga­tion­ists.

The an­swer to these prob­lems isn’t to place the bur­den on the mar­ket through repa­ra­tions. It’s to root out bad gov­ern­ment poli­cies that con­tinue, some­times un­in­ten­tion­ally, the long legacy of state-spon­sored racial dis­crim­i­na­tion. That would be a wor­thy 2023 project.

David Henderson and Philip Magness:

Hulu’s se­ries “The 1619 Project” blames eco­nomic in­equal­ity be­tween blacks and whites on “racial cap­i­tal­ism.” But al­most every ex­am­ple pre­sented is the re­sult of gov­ern­ment poli­cies that, in pur­pose or ef­fect, dis­crim­i­nated against African-Amer­i­cans. “The 1619 Project” makes an un­in­ten­tional case for cap­i­tal­ism.

These and other gov­ern­ment poli­cies caused im­mense eco­nomic harm to African-Amer­i­cans. But they aren’t cap­i­tal­ism. They’re in­ter­ven­tions into mar­kets, state-sanc­tioned theft, and po­lit­i­cal pay­offs to seg­re­ga­tion­ists.

The an­swer to these prob­lems isn’t to place the bur­den on the mar­ket through repa­ra­tions. It’s to root out bad gov­ern­ment poli­cies that con­tinue, some­times un­in­ten­tion­ally, the long legacy of state-spon­sored racial dis­crim­i­na­tion. That would be a wor­thy 2023 project.

Morgan Meaker:

But when Hamburg passed new legislation in 2019 allowing police to use data analytics software built by the CIA-backed company Palantir, she feared she could be pulled further into the big data dragnet. A feature of Palantir’s Gotham platform allows police to map networks of phone contacts, placing people like Eder—who are connected to alleged criminals but are not criminals themselves—effectively under surveillance.

“I thought, this is the next step in police trying to get more possibilities to observe people without any concrete evidence linking them to a crime,” Eder says. So she decided to become one of 11 claimants trying to get the Hamburg law annulled. Yesterday, they succeeded.

Morgan Meaker:

But when Hamburg passed new legislation in 2019 allowing police to use data analytics software built by the CIA-backed company Palantir, she feared she could be pulled further into the big data dragnet. A feature of Palantir’s Gotham platform allows police to map networks of phone contacts, placing people like Eder—who are connected to alleged criminals but are not criminals themselves—effectively under surveillance.

“I thought, this is the next step in police trying to get more possibilities to observe people without any concrete evidence linking them to a crime,” Eder says. So she decided to become one of 11 claimants trying to get the Hamburg law annulled. Yesterday, they succeeded.

Wall Street Journal:

I agree with Tyler Goodspeed in his critique of the Organization for Economic Cooperation and Development’s two-pillar project: It’s an overly complicated proposal that will do little to limit competition for direct investment from multinationals (“The Global Minimum Tax Crackup,” op-ed, Feb. 6). Unfortunately, the complexity also means some of his arguments fall flat.

His suggestion that only low-tax jurisdictions have a new playbook available to them is incorrect. Large, high-tax countries can review their systems of capital allowances, top personal income-tax rates and other aspects of their tax system in light of the OECD rules. This new form of tax competition could end up being pervasive.

Mr. Goodspeed is right to suggest that double taxation is a risk for U.S. companies because of the mismatch between U.S. rules and the minimum-tax rules. But this risk isn’t new. The limitation on foreign tax credits under the Global Intangible Low-Tax Income (Gilti) regime leads directly to double taxation even without the new “Pillar Two” rules in place.

Fritz François and Gbenga Ogedegbe:

A growing number of medical schools have announced that they will no longer share data with U.S. News & World Report. These schools claim that the magazine’s annual rankings hinder their ability to increase diversity. New York’s Icahn School of Medicine at Mount Sinai asserted that the rankings undermine its “commitment to anti-racism, and outreach to diverse communities.”

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

Additionally, U.S. News makes its decisions independent of the Liaison Committee on Medical Education standards on diversity and inclusion, which are part of the accreditation requirements for all medical schools. These schools have always had the opportunity to demonstrate a strategic approach with respect to diversity in their accreditations.

What these schools are really saying is that meritocracy can’t coexist with diversity. This is a presumptuous—and dangerous—perpetuation of the negative stereotype that students from backgrounds that are underrepresented in medicine are of lesser quality or unable to compete. Diversity is no reason to opt out of a competitive process, especially as some of those medical schools actually encourage their alumni to vote in the U.S. News “Best Hospitals” ranking.

Ed Cumming ; Genevieve Holl-Allen and Benedict Smith

“Words matter,” begins the discreet notice, which sits at the bottom of the copyright page of Puffin’s latest editions of Roald Dahl’s books. “The wonderful words of Roald Dahl can transport you to different worlds and introduce you to the most marvellous characters. This book was written many years ago, and so we regularly review the language to ensure that it can continue to be enjoyed by all today.”…

Ed Cumming ; Genevieve Holl-Allen and Benedict Smith

“Words matter,” begins the discreet notice, which sits at the bottom of the copyright page of Puffin’s latest editions of Roald Dahl’s books. “The wonderful words of Roald Dahl can transport you to different worlds and introduce you to the most marvellous characters. This book was written many years ago, and so we regularly review the language to ensure that it can continue to be enjoyed by all today.”…

Badger Institute:

Parents are hungry for schools where opportunity abounds — where kids are taught to lead lives of purpose for the good of their families, their communities and their futures.

Yet, it’s difficult to create that opportunity when Wisconsin students are so inequitably funded. Students attending choice schools are funded at 60% the value of their public-school counterparts, meaning schools must spend time and energy raising funds in order to provide the quality education that every child deserves.

So, instead of playing favorites, why not fund what should matter most to everybody in the Badger State? Students and the lives of purpose they choose to create.

Badger Institute:

Parents are hungry for schools where opportunity abounds — where kids are taught to lead lives of purpose for the good of their families, their communities and their futures.

Yet, it’s difficult to create that opportunity when Wisconsin students are so inequitably funded. Students attending choice schools are funded at 60% the value of their public-school counterparts, meaning schools must spend time and energy raising funds in order to provide the quality education that every child deserves.

So, instead of playing favorites, why not fund what should matter most to everybody in the Badger State? Students and the lives of purpose they choose to create.

Matt Barnum:

Maybe — most insidiously — poor children of color weren’t likely to succeed in school no matter how well-funded their schools. This idea was spreading, appearing in academic journals and publications like the Atlantic and the Washington Post. A New York Times news article from 1970 included this startling line: “In the case of a slum child,” it read, citing supposedly cutting-edge research, “his chances of learning to read were quite limited, even though large amounts of money might be devoted to his education.” 

Fifty years ago this year, the Supreme Court cited some of that same research to rule against the Rodriguez family. The racist notion that children in poverty could not benefit from additional or even equal resources may well have influenced the court’s decision. 

“The poor people have lost again, not only in Texas but in the United States, because we definitely need changes in the educational system,” Demetrio Rodriguez told one of the reporters that Alex recalls descending on their home. The media soon left, and Alex went back to the same underfunded school. “It was famous for a day or two — then that was it,” he says now. 

Admittedly, the legal and practical merits of the Court’s 1973 decision in San Antonio Independent School District v. Rodriguez are complex and up for legitimate debate. In the long run, the ruling was not the devastating blow to funding equality efforts that many advocates feared. Funding gaps due to property taxes have narrowed or fully closed, in part because state courts stepped in after the Supreme Court stepped aside.

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

I gave a talk at Urbit Assembly in the fall and turned part of it into a movie with my friends at Praxis.

Trailer here

[Full movie below] pic.twitter.com/xcU1XkdRJx

— Riva (@rivatez) February 8, 2023

I gave a talk at Urbit Assembly in the fall and turned part of it into a movie with my friends at Praxis.

Trailer here

[Full movie below] pic.twitter.com/xcU1XkdRJx

— Riva (@rivatez) February 8, 2023

Peter Drucker:

Resources and expectations:

Education has become by far the largest community expenditure in the American economy…Teachers of all kinds, now the largest single occupational group in the American labor force, outnumber by a good margin steelworkers, teamsters and salespeople, indeed even farmers…Education has become the key to opportunity and advancement all over the modern world, replacing birth, wealth, and perhaps even talent. Education has become the first value choice of modern man.

This is success such as no schoolmaster through the ages would have dared dream of…Signs abound that all is not well with education. While expenditures have been skyrocketing–and will keep on going up–the taxpayers are getting visibly restless.

Credentials and social mobility:

The most serious impact of the long years of schooling is, however, the “diploma curtain” between those with degrees and those without. It threatens to cut society in two for the first time in American history…By denying opportunity to those without higher education, we are denying access to contribution and performance to a large number of people of superior ability, intelligence, and capacity to achieve…I expect, within ten years or so, to see a proposal before one of our state legislatures or up for referendum to ban, on applications for employment, all questions related to educational status…I, for one, shall vote for this proposal if I can.

Peter Drucker:

Resources and expectations:

Education has become by far the largest community expenditure in the American economy…Teachers of all kinds, now the largest single occupational group in the American labor force, outnumber by a good margin steelworkers, teamsters and salespeople, indeed even farmers…Education has become the key to opportunity and advancement all over the modern world, replacing birth, wealth, and perhaps even talent. Education has become the first value choice of modern man.

This is success such as no schoolmaster through the ages would have dared dream of…Signs abound that all is not well with education. While expenditures have been skyrocketing–and will keep on going up–the taxpayers are getting visibly restless.

Credentials and social mobility:

The most serious impact of the long years of schooling is, however, the “diploma curtain” between those with degrees and those without. It threatens to cut society in two for the first time in American history…By denying opportunity to those without higher education, we are denying access to contribution and performance to a large number of people of superior ability, intelligence, and capacity to achieve…I expect, within ten years or so, to see a proposal before one of our state legislatures or up for referendum to ban, on applications for employment, all questions related to educational status…I, for one, shall vote for this proposal if I can.

Bret Stephens:

The most rigorous and comprehensive analysis of scientific studies conducted on the efficacy of masks for reducing the spread of respiratory illnesses — including Covid-19 — was published late last month. Its conclusions, said Tom Jefferson, the Oxford epidemiologist who is its lead author, were unambiguous.

“There is just no evidence that they” — masks — “make any difference,” he told the journalist Maryanne Demasi. “Full stop.”

But, wait, hold on. What about N-95 masks, as opposed to lower-quality surgical or cloth masks?

“Makes no difference — none of it,” said Jefferson.

What about the studies that initially persuaded policymakers to impose mask mandates?

“They were convinced by non-randomized studies, flawed observational studies.”

Related: Dane County Madison Public Health “mandates”.

Bret Stephens:

The most rigorous and comprehensive analysis of scientific studies conducted on the efficacy of masks for reducing the spread of respiratory illnesses — including Covid-19 — was published late last month. Its conclusions, said Tom Jefferson, the Oxford epidemiologist who is its lead author, were unambiguous.

“There is just no evidence that they” — masks — “make any difference,” he told the journalist Maryanne Demasi. “Full stop.”

But, wait, hold on. What about N-95 masks, as opposed to lower-quality surgical or cloth masks?

“Makes no difference — none of it,” said Jefferson.

What about the studies that initially persuaded policymakers to impose mask mandates?

“They were convinced by non-randomized studies, flawed observational studies.”

Related: Dane County Madison Public Health “mandates”.

Book Excerpt:

McCreesh told Krakauer that leadership at the Times “completely lost their nerve” in the face of “angry backbiting staffers” including some Bennet had brought to the Times. McCreesh said he was “so fucking freaked out” by the mob and remarked that the scene “was like a murder.”

McCreesh said:

“There was like this giant communal Slack chat for the whole company that became sort of the digital gallows,” he told me. “And all these angry backbiting staffers were gathering there and demanding that heads roll and the most bloodthirsty of the employees were these sort of weird tech and audio staffers and then a handful of people who wrote for like the Arts and Leisure section, and the Style section, and the magazine, which, in other words, you know, it was no one who was actually out covering any of the protests or the riots or the politics. It was just sort of like a bunch of Twitter-brained crazies kind of running wild on Slack. And the leadership was so horrified by what was happening. They just completely lost their nerve.”

“The worst part was that a lot of the people who were stabbing James in the front were the ones that he hired and brought to the newspaper,” McCreesh added. “It was like Caesar on the floor of the Roman Senate or something. Just this sort of horrible moment, and I remember closing my laptop and pouring a huge glass of wine, even though it was at like noon. Because I was so fucking freaked out by what we had just witnessed.”

Book Excerpt:

McCreesh told Krakauer that leadership at the Times “completely lost their nerve” in the face of “angry backbiting staffers” including some Bennet had brought to the Times. McCreesh said he was “so fucking freaked out” by the mob and remarked that the scene “was like a murder.”

McCreesh said:

“There was like this giant communal Slack chat for the whole company that became sort of the digital gallows,” he told me. “And all these angry backbiting staffers were gathering there and demanding that heads roll and the most bloodthirsty of the employees were these sort of weird tech and audio staffers and then a handful of people who wrote for like the Arts and Leisure section, and the Style section, and the magazine, which, in other words, you know, it was no one who was actually out covering any of the protests or the riots or the politics. It was just sort of like a bunch of Twitter-brained crazies kind of running wild on Slack. And the leadership was so horrified by what was happening. They just completely lost their nerve.”

“The worst part was that a lot of the people who were stabbing James in the front were the ones that he hired and brought to the newspaper,” McCreesh added. “It was like Caesar on the floor of the Roman Senate or something. Just this sort of horrible moment, and I remember closing my laptop and pouring a huge glass of wine, even though it was at like noon. Because I was so fucking freaked out by what we had just witnessed.”

Texas Education Agency:

Each school district and open-enrollment charter school shall provide for the use of a phonics curriculum that uses systematic direct instruction in kindergarten through third grade to ensure all students obtain necessary early literacy skills (TEC §28.0062)