Rachel Schilke:

Parents Defending Education have filed an ethicscomplaint against Chicago Mayor Lori Lightfoot, calling emails sent encouraging students to volunteer for her reelection campaign as “political patronage.” 

Lightfoot confirmed on Thursday that a campaign staffer sent the emails to Chicago Public School teachers, stating that students would receive school credit in exchange for working 12 hours per week on the campaign. A later statement said the opportunity would provide children the chance to learn more about civic engagement and the mayor’s campaign. 

“We’re simply looking for enthusiastic, curious and hardworking young people eager to help Mayor Lightfoot win this spring,” the email read, according to photos of the email in the complaint.

Ed Treleven:

Attorneys representing Public Health Madison and Dane County have asked to withdraw the health agency’s 119-count complaint against an Oregon dance studio over alleged COVID-19 public health order violations, but only to allow consolidation of the alleged violations into a related lawsuit.

In a court filing Tuesday, Madison Assistant City Attorney Marci Paulsen wrote that Public Health is withdrawing its complaint against A Leap Above Dance, a move approved Wednesday by Circuit Judge Mario White, because the facts of the case are also being heard in a lawsuit filed against Public Health by two Dane County parents who have children involved in sports teams.

That lawsuit was filed on Jan. 20. A Leap Above joined that lawsuit as a plaintiff on Feb. 2, a week after Public Health filed its complaint against the studio.

“This case involves potentially some of the same facts alleged within the above-mentioned case and the outcome of this case would have a potential impact on the above-mentioned case,” Paulsen wrote in a notice of dismissal filed in court. “Therefore, to expedite the judicial process, it is (in) the plaintiff’s best interest to have both cases heard in one court.”

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

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

Molly Beck and Madeline Heim:

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

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

Channel3000:

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

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

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

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

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

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

WEAC: $1.57 million for Four Wisconsin Senators

Assembly against private school forced closure.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

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

Chris Rickert:

It does not include specific regulations for art or dance studios, and Nemeckay said her business was among about 20 studios that collectively tried to get answers from Public Health Madison and Dane County about what they were allowed to do, but that the agency either gave them conflicting information or refused to answer their questions because it had been sued over the mass gathering restrictions.

“So we are stuck trying to figure it out on our own,” she said.

Public Health says in its complaint that it learned Dec. 7, 8 and 11 that the studio was continuing to hold indoor dance classes and warned it in a message on Dec. 11 that holding the ballet would violate the public health order. Nemeckay said she never received that message and hadn’t heard of the complaint against her business until told of it by the State Journal.

She said that in nine months, five people involved in activities at the studio have tested positive for the coronavirus, but that none of the infections were traced back to the studio.

Each of the 119 counts is punishable by a $200 fine, plus court costs. Most of the counts pertain to children dressed for parts in the ballot and are described by what part they’re playing, such as “Mouse #3”, the clothes they’re wearing or the color of their hair. None of the people involved are mentioned by name.

Madison assistant city attorney Marci Paulsen said she has drafted 41 summons and complaints related to violations of local COVID-19 restrictions — 39 in Madison Municipal Court and two in circuit court for violations that happened outside of the city.

“Elections have consequences.”

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

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

Molly Beck and Madeline Heim:

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

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

Channel3000:

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

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

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

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

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

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

WEAC: $1.57 million for Four Wisconsin Senators

Assembly against private school forced closure.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

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

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

<a href=”https://nypost.com/2018/11/22/the-poisonous-double-standard-over-stolen-election-complaints/”>Jonah Goldberg</a>:<blockquote> Now that all of the controversial elections, recounts and re-recounts are over, let us review some of our lessons learned.

Florida is the Jaguar of vote-counting, and I’m not referring to the animal or the Jacksonville NFL franchise. I mean the car. For decades, part of the “charm” of having a Jaguar was how often it broke down. (That’s no longer the case.) It was the kind of conspicuous consumption that economist Thorstein Veblen used to write about, with owners bragging about how much they paid for repairs.

 Jonah Goldberg

The spectacle of sweaty election officials poring over provisional ballots — 18 years after the state became infamous for such things — has now cemented election incompetence into the montage of images we associate with the Sunshine State: beaches, rocket launches, Mickey Mouse and the human menagerie of freaks, weirdos, moperers, villains and perverts that fall under the omnibus internet meme “Florida Man.”

We learned (relearned, actually) that a lot of people are very, very tense about politics and quick to jump the gun. President Trump, no doubt a bit insecure that his “red wave” failed to materialize, immediately claimed that voter fraud was rampant and that elections in Arizona and Florida were being “stolen.” Florida Gov. Rick Scott followed Trump’s lead and made similar allegations, as did a host of Republican pundits.

Meanwhile, in Georgia, Democrats led by Stacey Abrams and Ohio Sen. Sherrod Brown, as well as a chorus of liberal pundits, insisted that the governor’s race there had been “stolen” by Georgia’s Republican secretary of state (and gubernatorial candidate), Brian Kemp.

We also learned that the actual evidence for all of these allegations fell far short of the rhetoric.

</blockquote> 

Madison School District (205K PDF):

The BOARD is committed to providing a strong instructional program that results in student growth for all students, including advanced learners. The BOARD recognizes that many advanced learners have unique academic and social-emotional needs that may require additional supports or interventions beyond the strong core instruction that is provided within a general education classroom if they are to achieve growth in their identified domain(s). The BOARD further recognizes the need to create systems for identifying, monitoring and serving advanced learners that are culturally responsive and sensitive to the needs and experiences of students with the potential for high performance but who are underperforming and students from underrepresented groups. The BOARD is committed to engaging the parents and guardians of advanced learners through outreach to, communication with and the inclusion of parents and guardians in education decisions that affect their students. In order to actualize these commitments for all students, all schools must, through professional collaboration and with the input from parents and guardians, appropriately identify and serve all advanced learners, including students from underrepresented groups, students who evidence high potential but are underperforming and twice exceptional learners, using the identification, monitoring and intervention systems set forth in the BOARD-approved Talented and Gifted Plan.
A. Differentiated Instruction – A best practice for all instructional staff across all grade levels and subjects that involves modifying the classroom curriculum, instructional model and/or expected evidence of learning to meet unique student needs within the classroom.
B. Advanced Learner – A student who demonstrates high performance capability or the potential for high performance in one or more of the following domains and requires enrichment and/or intervention beyond differentiated core instruction. The domains are general intellectual, creativity, specific academic, leadership and visual and performing arts.
C. Interventions – Research-based instructional practices and programs used systematically to provide support to students who exceed academic or behavioral benchmarks or who evidence high potential but have not yet demonstrated high performance. Interventions, which are provided in addition to or in replacement of differentiated, grade-level core instruction, are used to systematically provide an enhanced opportunity to learn, scaffold learning for students whose mastery of skills or content are below what is expected and/or provide a faster pace of learning.

Much more on the talented & gifted program, here and a parental complaint.

Madison School District PDF:

#1: Good teaching needs to be seen as including those students who are already grade-level proficient
– Lesson plans (coherent instruction) – Curricular alignment
– Accountability
#2 Needs-Based Learning
• What a student is learning should be based on his or her current level of mastery
• This may or may not correspond with age-level norms

This would seem to make sense for all students.
Related: Some states begin to add teacher content knowledge requirements to the licensing process.
Much more on Madison’s Talented & Gifted program along with a recent parent complaint.

Superintendent Jane Belmore (652K PDF):

This information is provided in response to a request for more information made at the January 28th Regular Board of Education meeting regarding the implication of CogAT for the 2012-13 school year. Communication with DPI TAG consultant has occurred on numerous occasions. A Review Committee, with additional members, met twice since January 28 and a survey of options was developed and distributed to the Assessment Review Committee and elementary and middle school principals. Results from this survey, in addition to previous Review Committee information, were used to develop the recommendation.
The BOE requested a report on CogAT which is attached to this memo.

A few charts from the report:

Much more on the 2010 parent complaint on Madison’s “Talented & Gifted” program, here. The move to more one size fits all classes, such as English 10 a few years ago, reduced curricular options for all students. East High School “Redesign” halted.

Matthew DeFour:

But because the district has made significant progress and expects to make further improvements to its program, it won’t face any penalties at this time, DPI spokesman Patrick Gasper said.
Parents who filed a complaint with the DPI about Madison’s TAG program in September 2010, and wrote the DPI another letter last fall about shortcomings in the district’s middle school offerings, were pleased with the results of the latest audit.
“The preliminary report achieves a good balance of recognizing effort without losing sight of continued weaknesses,” parent Laurie Frost said in an email. “I am happy the district was found to be in only partial compliance, but also very glad the DPI did not levy any financial penalty.”
The DPI determined the district’s program was deficient in 2011, but agreed to an Aug. 22, 2012, compliance deadline. The School Board adopted a TAG plan and hired a program administrator in 2011.

Much more on the 2010 parent complaint on Madison’s “Talented & Gifted” program, here. The move to more one size fits all classes, such as English 10 a few years ago, reduced curricular options for all students.

Julie Halpert:

WHEN ERIC WITHERSPOON became superintendent of Evanston Township High School (www site) near Chicago in 2006, he walked into a math class where all the students were black. “A young man leaned over to me and said, ‘This is the dummy class.'”
The kids at Evanston who took honors classes were primarily white; those in the less demanding classes were minority–a pattern repeated, still, almost 60 years after integration, across the nation. All of the Evanston kids had been tracked into their classes based on how they’d performed on a test they took in eighth grade.
Last September, for the first time, most incoming freshmen, ranging from those reading at grade level to those reading far above it, were sitting together in rigorous humanities classes. When I visited, students of all abilities and backgrounds met in small groups to discuss one of the required readings, which include A Raisin in the Sun and The Odyssey. This September, most freshmen will sit side-by-side in biology classes.
Mindy Wallis, the mother of a sophomore at Evanston Township High, agrees. She opposed the decision to detrack, and spearheaded a petition that advocated waiting for the results of a three-year evaluation before making changes that so substantively affected the freshman class. Angela Allyn, whose 14-year-old son just took a freshman humanities class, says her son was hungry to read more than two-thirds of The Odyssey, which was all the class required. He was encouraged by his teachers to read the entire book, but Allyn says the teachers didn’t help him navigate difficult portions during class, so she had to work with him into the late hours of the night. Her son was teased by classmates, she says, for “showing off and using big words,” something she believes wouldn’t have occurred if he’d been grouped with a similar cohort. Detracking, she contends, focuses “on bringing the bottom up–and there’s an assumption that our bright children will take care of themselves.” She acknowledges that because she’s seen as having “white privilege,” despite the fact that she put herself through school and even occasionally had to use soup kitchens to get by, she’s perceived as racist by merely making such a comment.

Adam Gamoran, director of the Wisconsin Center for Education Research, also believes that race is part of the debate: “People who support tracking are more interested in productivity and less concerned about inequality, and people who are critics tend to focus on inequality and don’t spend too much time thinking about productivity.” Gamoran argues that schools that want to keep ability-grouping need to do a better job with the students in the lowest tracks, but he also believes that the most capable students may not always be sufficiently challenged in mixed-ability classes. “There’s no single solution,” he says. “The point is to try to address the limitations of whatever approach is selected.”

Links:

• English 10
• Small Learning Communities
• Evanston will spend $75,200,000 for 2,974 students, or $25,285/student (!) Madison will spend $15,132/student during the 2012-2013 budget year.
• Adam Gamoran notes and links.
• Madison parents’ Talented & Gifted complaint.

Madison West High School Principal Ed Holmes (PDF), via a kind reader’s email.
A number of controversial curricular initiatives occurred during Holmes’ reign, including the implementation of “one size fits all” English 10, a parent TAG complaint, small learning communities and various “high school redesign” plans.

Al Baker:

IT is just a metal door with three windows, the kind meant to keep the clamor of an elementary school hallway from piercing a classroom’s quiet. Other than paint the color of bubble gum, it is unremarkable.
But the pink door on Room 311 at Public School 163 on the Upper West Side represents a barrier belied by its friendly hue. On one side are 21 fourth graders labeled gifted and talented by New York City’s school system. They are coursing through public school careers stamped accelerated.
And they are mostly white.
On the other side, sometimes sitting for reading lessons on the floor of the hallway, are those in the school’s vast majority: They are enrolled in general or special education programs.

Related:
English 10
TAG Complaint
“They’re all rich, white kids and they’ll do just fine” — NOT!

Dana Goldstein:

It was a searing summer day before the start of the school year, but Julianni and Giselle Wyche, 10-year-old twins, were in a classroom, engineering mini rockets, writing in journals and learning words like “fluctuate” and “cognizant.”

The sisters were among 1,000 children chosen for an enrichment course intended in part to prepare them for accelerated and gifted programs in Montgomery County, Md. All of the students were from schools that serve large numbers of low-income families.

“It’s one of my favorite parts of summer,” Julianni said.

The program is one element in a suite of sweeping changes meant to address a decades-old problem in these Washington suburbs, and one that is troubling educators across the nation: the underrepresentation of black, Hispanic and low-income children in selective academic settings.

Related:

They’re all rich white kids and they’ll do just fine, not!

TAG complaint.

English 10.

Hilde Kahn, via Will Fitzhugh:

One of few bright spots in the just-released National Assessment of Education Progress (NAEP) results was an increase in the number of students reaching “advanced” level in both math and reading at the 4th- and 8th-grades.

But the results masked large racial and economic disparities. While 30 percent of Asian students and 13 percent of white students scored advanced on the 8th-grade math test, for example, just 2 percent of blacks, 4 percent of Hispanics, and 3 percent of low-income students reached that level.

The highly selective Thomas Jefferson High School for Science and Technology in suburban Washington, D.C., known as TJ, offers a window into a significant source of the disparity, and suggests a solution to the problem.

A recent survey of TJ parents revealed that Asian-American students, who make up a disproportionate percentage of students admitted to elite public STEM schools like TJ, are spending their afternoons, weekends, and breaks learning math.

Most of them enroll in advanced math classes as early as possible in their school careers, even though by their parents’ admission fewer than one third of them are highly gifted in math. But more importantly, their parents do not rely on school programming to prepare their children for TJ admissions or any other milestone on their way to top STEM careers.

Instead, they make sure that at every step of the way their children have access to high-quality extra-curricular math that prepares them for, clarifies, complements, and extends the instruction they’re obtaining in their accelerated public school programs.

If we’re really serious about increasing the number of low-income students and students from underrepresented groups who are learning math at the level required to contribute to our increasingly computational world, we should take a page from the playbook of those who are already successful: We should provide high-quality math enrichment for many more kids, as early in their educational lives as possible.

In focusing in recent years on raising the bottom of the learning curve, the nation has neglected those at the top, essentially ignoring the growing “excellence gap” between groups of high-performing students. But this is not the only reason that the gap has been growing.

Even when policymakers and administrators have made closing the excellence gap a priority, they have had little success because they have focused almost exclusively on expanding access to public school advanced programs. Unfortunately, increasing the number of students from underrepresented groups in advanced programs has not automatically led to increased achievement. That’s because, as the families of the most successful students recognize, even the most advanced programs at the best public schools are insufficient to prepare students to achieve at the highest levels.

In focusing in recent years on raising the bottom of the learning curve, the nation has neglected those at the top, essentially ignoring the growing “excellence gap” between groups of high-performing students. But this is not the only reason that the gap has been growing.

Even when policymakers and administrators have made closing the excellence gap a priority, they have had little success because they have focused almost exclusively on expanding access to public school advanced programs. Unfortunately, increasing the number of students from underrepresented groups in advanced programs has not automatically led to increased achievement. That’s because, as the families of the most successful students recognize, even the most advanced programs at the best public schools are insufficient to prepare students to achieve at the highest levels.

Nor are the families of successful students the only ones who know the secret to STEM success. Education experts have long been aware that extra-curricular math is essential for high-level math achievement.

Almost 20 years ago, a College Board task force found that “some of the most academically successful groups in our society have created a network of supplementary opportunities for their children that may best be described as a parallel educational system.” The panel recommended that “a much more extensive set of supplementary education institutions and programs…for minority students should be deliberately designed to provide the breadth of supplementary opportunities available to many youngsters from more educationally advantaged and successful groups.”

The reason we haven’t implemented the suggested programs is because providing students from underrepresented groups with years of quality math enrichment takes time, money, faith in the ability of students to prevail against all odds, and a willingness to acknowledge the limits of our educational system—all of which are in short supply. It is far more politically expedient to heed repeated calls for quick-fix measures such as admission quotas for exam schools like TJ that alter the numbers while doing nothing to provide students with needed skills.

In addition to the above challenges, misguided beliefs about the causes of the excellence gap hinder our ability to reverse it.

Myth 1: The excellence gap is primarily a result of socioeconomic disparities.

At New York City’s elite Stuyvesant High School, the school with the City’s most competitive admissions process, 68 percent of students admitted to the Class of 2022 were Asian; and at TJ, 65 percent of students admitted to this fall’s class were Asian. In both cases, most of these Asian students were the children of immigrants.

But the similarities end there. At TJ, 61 percent of families with two Asian immigrant parents have incomes over $200,000 per year and 76 percent have advanced degrees. In fact, only seven of the 485 students admitted to this fall’s class were eligible for free or reduced lunch. At Stuyvesant, however, Asian students make up the overwhelming majority of the 45 percent of students who are eligible for free or reduced lunch. Yet, despite financial and other constraints, Stuyvesant’s low-income Asian students obtain high-quality math enrichment, and it is perhaps even more critical to their success than it is to the success of TJ’s upper-middle-class Asian students.

Myth 2: The excellence gap is primarily a result of cultural, or even innate, differences.

Asian immigrant parents have high expectations for their children’s academic performance and believe hard work matters more than natural ability. They prioritize education, sacrificing time, money, and other goals in order to give their children the best chance at a better future. And they bring a competitive approach to education from their home countries.

These factors undoubtedly contribute to their children’s academic success. But cultural norms do not automatically lead to learning. Whatever the bright children of Asian immigrant parents are doing to master challenging math topics at younger and younger ages, other bright children can do as well.

Every diverse urban and suburban school district in this country would benefit from an intensive STEM enrichment program that targets capable students from underrepresented groups and begins as early as possible. Such programs should also embrace features of successful extra-curricular academies that serve low-income Asian students, including outreach to parents and an emphasis on fostering an environment where it’s not only OK to be good at math but where students are admired for their genuine interest, aptitude, and perseverance. Sadly, very few such programs exist, and most of them are underfunded.

One is Boston’s well-financed Steppingstone Academy, which provides summer, after-school, and weekend enrichment to low-income students, beginning in 5th- or 6th-grade. It has been phenomenally successful in increasing opportunities for students, 90 percent of whom gain admission to their schools of choice, including competitive public magnet schools.

Another promising program is New York City’s BEAM (Bridge to Enter Advanced Mathematics) program, which identifies 6th grade students from low-income neighborhoods and provides intensive math instruction, relying heavily on curriculum from Art of Problem Solving (AoPS). Thanks to a Jack Kent Cooke Foundation grant, BEAM recently expanded to Los Angeles.

In a pilot program intended to test the benefits of reaching students at younger ages, an AoPS academy recently partnered with the foundation that supports the STEM magnet at Montgomery Blair High School (Blair Magnet) located across the river from TJ in Montgomery County, Maryland. The program, the Magnet Pipeline Project, aims to provide three years of after-school or weekend math enrichment to select students, beginning in 3rd grade, with the goal of increasing the number of underrepresented students admitted to the middle-school program that feeds into the Blair Magnet. The foundation has raised about $20,000 toward the cost of the program, largely from Blair Magnet alumni.

For its part, TJ provides summer STEM courses, mentorships, and test-prep for underrepresented 7th- and 8th-graders through a program launched with Cooke Foundation funding. And a company run by a TJ alum provides free test-prep for 8th-graders applying to the school. But these programs have had limited effect because they aren’t reaching students early enough with the kind of math enrichment that makes a real difference.

We’re going to need a lot more leadership and significantly more funding to ensure that programs like these succeed, and to spread the most successful ones to other school districts. We’ll need the support of Silicon Valley entrepreneurs who know very well what it takes to achieve at the highest levels and who constantly complain of the lack of diversity in their applicant pool.

We’ll also need buy-in from other STEM industry leaders who consider themselves stewards of their communities and likewise suffer from a lack of available talent. Closing the excellence gap should be the highest philanthropic priority of all who value what is most precious about this country, the unlimited opportunities it provides to those willing to put in the hard work.

Thirty-five years ago, A Nation at Risk linked the end of America’s industrial dominance to a scarcity of workers with sufficient technological training and blamed both on our educational system, which it recognized as the institution responsible for ensuring that all children fulfill their potential. The report’s warning is no less compelling today.

It is both a moral and political imperative that every student be able to reach his or her potential. In an era when Americans compete for jobs against, as well as work alongside, the graduates of educational systems from around the world, it is no longer enough that our strongest students graduate from college; they must enter the workforce with the skills necessary to succeed in a global economy.

Now that technology is available to do much of the easy work, our best graduates must be prepared for the complex work of building, training, and working with existing technologies, inventing new ones, and mastering any number of unknown and unpredictable challenges. Eliminating excellence gaps is therefore nothing less than “an issue of equity and social justice, community development, economic advancement, and national security.”

Instead of viewing the excellence gap as a symbol of systemic failure, we should follow the lead of parents of the most successful students and aim to provide students from underrepresented groups with the most powerful extra-curricular interventions money can buy—even as we redouble our efforts to ensure that schools provide advanced course work for talented students of every background.

Hilde Kahn is the parent of three Thomas Jefferson High School for Science and Technology graduates and served for nine years on the board of the school’s private foundation.

Related:

“They’re all rich, white kids and they’ll do just fine” — NOT!.

English 10

TAG Complaint

Small Learning Communities

Round and round and round and round we go.

Christopher Yaluma, Adam Tyner, Ph.D., Amber M. Northern, Ph.D. and Chester E. Finn, Jr. :

Schools have long failed to cultivate the innate talents of many of their young people, particularly high-ability girls and boys from disadvantaged and minority backgrounds. This failure harms the economy, widens income gaps, arrests upward mobility, and exacerbates civic decay and political division.

To address these issues, researchers Christopher Yaluma and Adam Tyner examined the extent to which access to and participation in gifted programs vary for different groups of students nationally and in each state, particularly in high-poverty schools. Here’s what they found:

Related:

TAG Complaint

English 10

Small Learning Communities

Samuel, Hardiman:

Tulsa Public Schools plans to begin pilot programs for what a reimagined high school experience would look like, starting with two schools in the 2019-20 school year.

Implementing and scaling the test programs is the goal of what will be the district’s early steps in the process of improving how students prepare for the 21st century economy.

The pilots could include a high degree of personalized, self-paced learning and a fundamental shift in how teachers offer instruction, TPS officials said.

The pilots will be designed through a community-wide process over the next 20 or so months, the officials said. Where they would be or what they would entail isn’t yet clear.

TPS has hired a national consultant, 2Revolutions LLC, to gather community feedback on what reimagined high school should look like, but the district stressed that it will develop its own model.

Related:

High School Redesign

English 10

TAG Complaint

Max Nisen, via a iind reader:

In many places around the U.S., low-income and minority children are significantly underrepresented in gifted-and-talented programs. This seems to be the case whether the process for identifying gifted children relies on teacher referrals for screening, or on evaluations arranged and paid for independently by parents.

So what happens when you give every student a chance?

For starters, according to a new NBER working paper, you get a massive increase in diversity. At least that was the case at public schools in one of the United States’ largest and most diverse urban school districts.

In the early 2000s, the gifted population in the district studied by the researchers was far less diverse than the student body overall. While blacks and Hispanics accounted for 60 percent of the student population, only 28 percent of third-graders who had been identified as gifted were black or Hispanic. (The district is not named in the paper, but the demographics, along with other details of the case study, match those of the Broward County Public Schools system in Florida, which the same researchers got grant money to study a few years ago.)

In 2005, the district adopted universal screening instead of using a referral program; all second-grade students took an ability test, and those who scored above a given threshold took an IQ test in order to qualify for a gifted-and-talented program.

Just passing the test didn’t guarantee a spot; there also was input from parents and teachers on whether the student possessed things like motivation, creativity, and adaptation. The threshold on the initial test was lowered slightly for disadvantaged “Plan B” students, who were either eligible for free or discounted lunches based on their family’s income, or were English-language learners.

Related: TAG complaint against the Madison School District and they’re all rich white kids and the will do just fine, NOT!

Will Flanders (PDF)::

When considering the shortcomings of Wisconsin’s K-12 education system, policymakers tend to focus on its failure to meet the needs of poor and minority students. This focus is important—Wisconsin is held back by struggling rural and urban public schools and has the largest African American to white achievement gap in the country. But, gifted and talented students, especially low-income ones, are underserved in many parts of the state and at risk of being left behind the rest of the country and world.

Locally, Madison has long tolerated disastrous reading results, despite spending far more than most taxpayer financed school districts.

Related: TAG Complaint and English 10.

Amber Walker:

“It always feels like we are starting over instead of building. Where do you feel we are at in terms of preparing our kids now who are in K-5?” he said.

“It seems as though the pool (for advanced learners) will shrink if we haven’t prepared them early on.”

Cheatham pointed to the academic growth of elementary school students and the use of universal assessments that test all kids for advanced learning in second and fifth grades. She agreed with Howard’s sentiments, but believed developing accountability plans for individual schools will help the district better showcase progress.

“I do feel like we have made progress, but we are having a hard time capturing the progress,” she said. “The school-based plan seems like a small thing, but it does feel like an essential missing piece that has made it hard for us to measure where we are and capture our growth.”

Related:

TAG complaint

English 10

High School Redesign

Small Learning Communities

“They’re all rich white kids and they will do just fine, not!”

Madison’s long-term disastrous reading results.

Jay Matthews:

In a compelling piece for the Washington City Paper, D.C. high school teacher Rob Barnett has confessed his anguish at passing students who haven’t mastered the content of his math courses and described his radical solution.

It’s called mastery learning. Barnett recorded all of his lessons, put them online and let each student move through them at his or her own pace. “They must show they understand one topic before advancing to the next,” he said. “I think of myself not so much as a teacher but as a facilitator of inquiry.”

This method is not new. I remember a Virginia high school that tried it 20 years ago. Barnett identified charter schools in Yuma, Ariz., and Chicago that are having success with it. It is a logical way to deepen the education of our children and, as Barnett discovered in his classes, inspire initiative. “They learn to assess their own understanding, to ask for help when they need it, and to teach themselves and their peers without my guidance,” he said.

But mastery learning is almost completely at odds with American school traditions. Barnett had difficulty, for instance, dealing with the required annual D.C. tests that assume everyone learns at the same pace.

A parent I know in Michigan found his public school system helpful at first, but it eventually reacted to his daughter’s fast pace under a makeshift mastery program as though the child had violated the dress code.

Related:

English 10

TAG Complaint

credit for non MMSD courses

Kay Hymowitz:

Last week, my high school alma mater in the prosperous Montgomery County suburbs of Philadelphia went viral. A video of a student brawl injuring four security officers and eight teachers appeared on YouTube, bolstering long-whispered rumors of the district’s decline. Four students were taken into custody; one of them, 18 and charged as an adult for four counts of aggravated assault, is still in jail as I write. All four of the students were black females.

I haven’t visited Cheltenham High since I graduated in the faraway American Graffiti era, but I ventured back for a packed emergency community meeting about the May 4 events. In addition to memories, I found a stark illustration of the nation’s evasions about racial gaps in education.

Related: English 10, high school redesign and TAG complaint.

Tom Loveless:

The survey asked students the following: Compared to students in your home country, do you think U.S. students spend more, less, or about the same amount of time on schoolwork? … In 2001, 34.0% said much less, a figure that grew to 44.0% in 2016.

In the 2001 survey, foreign exchange students reported that high school classes in the U.S. seemed easier than classes in their home countries. When asked to rate the relative difficulty of U.S. classes, 56% replied “a lot easier” and 29% said “a little easier.” Only 6% said “a little harder” and 5% said “much harder.” […]

Students from abroad are even more likely today to describe U.S. classes as easier than they were in 2001. The combined “much easier” and “a little easier” responses grew from 85.2% in 2001 to 90.0% in 2016. The change in the “much easier” rating, increasing from 55.9% to 66.4%, is statistically significant.

Related: English 10, small learning communities, TAG complaint and Madison’s disastrous long term reading results.

Amber Walker:

Though the Madison Metropolitan School District revised its advanced learner program in recent years, some schools are still struggling to provide tailored classroom instruction for qualified students.

The district defines advanced learners as students who demonstrate, or have the potential to demonstrate, high performance in one or more areas.

MMSD contracted with the consulting firm RMC Research to evaluate its advanced learner program for students in kindergarten through eighth grade during the 2015-2016 school year. That included surveying teachers, advanced learners and their parents about the effectiveness of the program.

Laurie Fellenz, interim director of advanced learning, and Lisa Kvistad, assistant superintendent of teaching and learning, presented survey findings to the Madison School Board on Monday night.

The evaluation found that the district’s new process for identifying advanced learners decreased the number of students eligible for the program but provided enrolled students a more tailored experience. At the same time, the survey found an increase in the percentage of advanced learners from underrepresented populations, including African-American and Latino students.

Related: TAG Complaint, English 10 and Small Learning Communities.

Last October, Madison Superintendent Jen Cheatham signed a resolution agreement with the U.S. Department of Education’s Office for Civil Rights regarding OCR’s compliance review of access to advanced coursework by Hispanic and African-American students in the District. The resolution agreement was presented at the December 5, 2016 Instruction Workgroup meeting (agenda item 6.1):
http://www.boarddocs.com/wi/mmsd/Board.nsf/goto?open&id=AFL2QH731563

The description of the resolution agreement by Dylan Pauly & Jen Cheatham starts around 2 (h) 16 (m)
https://www.youtube.com/watch?v=iaW0YclXc8c&feature=em-share_video_user

The OCR resolution agreement was included on the agenda (item 9.3) of the December 12, 2016 full board meeting as part of the Instruction Workgroup “report out” without discussion.

When OCR does a compliance review, it issues a resolution letter to the subject institution which describes OCR’s review and OCR’s findings. The resolution agreement (signed by the institution) then sets forth what the institution agrees to do to address the issues in the resolution letter.

Adele Rapport (PDF), via a kind reader:

According to the Superintendent, the District did not have a unified cuniculum prior to the 2013-201 4 school year. The Distiict recently reported to OCR that it is implementing “a multi-year, multi-phased plan to engage in course alignment. The end result will be courses that share a common course plan, common titles and course descriptions in the high school course guides, syllabi using common templates and common end-of-course summative assessments.” As summarized below. the District’s cum~nt approach to AL services is the product of several programs and initiatives as well as a recently concJuded audit by WDPI.

In 2008 The District received a $5.3 million Smaller Learning Communities grant from the Department. With these funds the District began, in its words, “to rethink and reconceptualize the high school experience.” As a result of this process, the Distri<.:t in October 2010 announced the "Dual Pathways Plan," with goals that included aligning the curriculum among all four high schools: closing the achievement gap between white students and students of color: and remedying what the District concedes was unequal access for students to advanced courses. The District proposed we meet these goals by implementing two different pathways for high school students: a "preparatory pathway" and an "accelerated pathway". In March, 2011, The WDPI concluded an investigation of the District's TAG program by determining that the District had failed to comply with four State of Wisconsin requirements for TAG programs: (1) establish a TAG plan and hire a TAG coordinator: (2) identify TAG students in multiple domain areas, including intellectual, academic, creative. leadership and the arts: (3) provide access to TAG programming without cost and allow parents to participate in identification and programming. The District subsequently adopted and implemented a corrective action plan to address findings of WDPI's audit. On February 6, 2015, WDPI concluded monitoring the implementation of the District's corrective action plan, finding the District in compliance with all relevant statutory requirements for TAG programs in Wisconsin. Also in 2011, in response to unfavorable feedback from parents and community members regarding the Dual Pathways proposal, the District modified the proposal and enacted a more modest series of reforms focusing on curriculum alignment. The District began to scale back its use of prerequisites for advanced high school courses, implementing a system of "recommended skills and experiences." The District also increased its advanced course offerings for the ninth and tenth grade, and expanded its assessment of elementary and middle school students for advanced kaming opportunities by broadening its reliance on qualitative factors like teacher recommendations. ...... The District offers honors ond AP courses to provide enriched academic opportunities for students. The District does not offer an International Baccalaureate program. Students can take honors courses at the middle school level, and both honors and AP courses at the high school level. None of the high schools offers weighted grades or credits for honors or AP courses. The District's offoring of honors and AP courses varies among schools, and neither the alternative high school (Shabazz City High School) nor the non-traditional high school (Innovative and Alternative Education) which focuses on expeliential learning, offers such courses. The District offored 13 different AP courses in multiple sections during the 2013-14 school year and 24 different AP courses during the 2015-16 school year. Recognizing that its AP course offerings vary across its four high schools, the District recently completed a three-year plan for course vetting and course alignment that includes AP coursework. Pursuant to this plan, the District plans to standardize across all four high schools AP courses that do not have prerequisites. In addition, the Dist1ict's Director of CuITiculum and Instruction said the District has the goal to have a standard set of AP courses across all four high schools: the schools will not necessarily offer all of the same courses, but the AP courses each offers will be drawn from the same set of AP courses. The District will gauge student interest in AP courses in deciding where to offer the courses. However, the District will ensure that core AP courses such as Physics and English will be offered at all four high schools. The AL Direclor noted that a first step in offering higher level math courses at all high schools is to ensure that Algebra 1 is the same at all school. The Director of Curriculum and Management confirmed that the District is realigning the math curriculum. ...... The magnitude of the racial disparity in AP enrollment is worse for math and science AP courses. There were only 18 math and 17 science AP enrollments by African-American students, a rate of 1.2 math and 1.1 science AP enrollments per 100 African-American students. There were only 44 math and 38 science AP enrollments by Hispanic students, a rate of 3.9 math and 3.3 science AP enrollments per 100 Hispanic students. By comparison, there were 526.5 math and 368 science AP enrollments by white students, a rate of 14.9 math and 10.4 science AP enrollments per 100 white students. Thus, in the 2013-14 school year, enrollments by white students in AP math and AP science courses were 12.4 and 9.5 times greater respectively, than enrollments by African-American students, and 3.8 and 3.2 times greater, respectively, than enrollmentw by Hispanic students. ...... Further the data provided by the District show that there was underepresentation of African American and Hispanic students in AP courses at each high school in the District. During the 2013-2014 school year, the disparity between African-American students' participation and all other students' participation was statistically significant in 12 of 15 AP courses offered at East High School, 5 of 13 courses at LaFollette High School, 13 of 17 courses at Memorial High School and 9 of 14 courses at West High School. The disparity between Hispanic student enrollment and all other students' enrollment was statistically significant in 2 of 15 AP courses offered at East High SchooL 0 of 13 courses at LaFollette High School. 6 of 17 courses at Memorial High School and 8 of 14 courses at West High School. In addition. African-American students underrepresentation in AP math ws statistically significant in all 12 of the AP math offerings that were offered at every District high school (in the three courses of Calculus AB, Calculus BC and Statistics) and Hispanic students underrepresentation in AP math was statistically significant in 3 of the same 12 AP math offerings. As for participation in AP science, African-American students' underrepresentation was statistically significant in 8 of 12 offerings of AP science (in the three courses of Physics C, Chemistry, Biology and Environmental Science), and Hispanic students' underrepresentation was statistically significant in 3 of the same 12 AP science offerings.

Related:

TAG Complaint

Small Learning Communities English 10

Connected Math

Discovery Math

Reading Recovery

Math Forum Math Task Force

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

Madison’s Long Term, Disastrous Reading Results.

By Jeff Karoub

Knowing your ABCs is essential to academic success, but having a last name starting with A, B or C might also help make the grade.

An analysis by University of Michigan researchers of more than 30 million grading records from U-M finds students with alphabetically lower-ranked names receive lower grades. This is due to sequential grading biases and the default order of students’ submissions in Canvas — the most widely used online learning management system — which is based on alphabetical rank of their surnames.

What’s more, the researchers found, those alphabetically disadvantaged students receive comments that are notably more negative and less polite, and exhibit lower grading quality measured by post-grade complaints from students.

“We spend a lot of time thinking about how to make the grading fair and accurate but even for me it was really surprising,” said Jun Li, associate professor of technology and operations at the Stephen M. Ross School of Business. “It didn’t occur to us until we looked at the data and realized that sequence makes a difference.”

Li co-authored the study with doctoral students Jiaxin Pei from the School of Information and Helen (Zhihan) Wang from Ross. It is under review by the journal Management Science.

Eugene Volokh:

From the Complaint filed today in Armenta v. G/O Media Inc. (Del. Super. Ct.):

Nine-year-old H.A. loves the Kansas City Chiefs—and he loves his family’s Chumash-Indian heritage. On November 26, 2023, H.A. displayed that love by attending the Chiefs-Raiders NFL football game wearing a Chiefs jersey and necklace, his face painted half-red and half-black, and a costume headdress— just as Chiefs fans and other avid sports fans have done for decades.

During the CBS television broadcast, H.A. was shown for three seconds, where the audience can clearly see his red-and-black face paint. Immediately thereafter, CBS panned to a Raiders fan in black-and-white face paint. Together, they represented fervent fans with their faces painted for game-day battle, each wearing their team’s respective colors and costume garb ….

Those few seconds provided just the opportunity for Deadspin Senior Writer Carron Phillips to, on behalf of himself and his employer Deadspin, maliciously and wantonly attack a nine-year-old boy and his parents for Phillips’ own race-drenched political agenda. By selectively capturing from the CBS broadcast an image of H.A. showing only the one side of his face with black paint on it—an effort that took laser-focused precision to accomplish given how quickly the boy appeared on screen—Phillips and Deadspin deliberately omitted the half of H.A.’s face with red paint on it.

WILL:

The Wisconsin Institute for Law & Liberty (WILL) has filed a federal lawsuit against the Biden Administration’s “disadvantaged business enterprise” (DBE) program, alleging illegal discrimination against two clients—Mid-America Milling Company LLC (MAMCO) and Bagshaw Trucking Inc. The federal DBE program is the largest, and perhaps oldest, affirmative action program in U.S. history. It is administered by the U.S. Department of Transportation.

In June 2023, the United States Supreme Court ruled that affirmative action is almost always illegal. Through its Equality Under the Law Project, WILL seeks to extend the foundational right of equality to all corners of civil society.

The Quotes: WILL Deputy Counsel, Dan Lennington, stated, “It’s time for discrimination to end. Our clients are hardworking small business owners who just want to build roads and make America a great place for everyone. But time and time again, they lose out on business because of their race and gender. This is un-American, and we’re putting a stop to it.”

William Jacobson:

The Equal Protection Project (EPP)(EqualProtect.org) of the Legal Insurrection Foundation has challenged numerous racially discriminatory programs done in the name of Diversity, Equity, and Inclusion. This discrimination comes in a variety of ways, but the overarching theme is to exclude or diminish some people, and promote others, based on race, color, or ethnicity.

The latest iteration is the “Joey Lee Garmon Undergraduate Multicultural Student Scholarship” at Kansas State University (K-State). To be eligible, applicants “must be of an ethnic group that has been historically and traditionally oppressed in the achievement of academic and leadership endeavors,” with special preference given to “applicants of African American, American Indian, Asian American, and Latinx American heritage”.

EPP has filed a Civil Rights Complaint with the Office of Civil Rights of the U.S. Department of Education. As full copy is at the bottom of this post, and reads in part:

Baby Vinick:

Wisconsin schools that had a longer period of virtual or hybrid learning during the pandemic saw graduation rates rise among wealthier students and fall among those at an economic disadvantage, a new study found.

The study from the University of Wisconsin-Madison, published in the journal Educational Researcher, analyzed data from 429 public high schools in the state during the 2020-21 school year and two years before then.

It found that between September 2020 to May 2021, a full school year, virtual or hybrid learning increased the socioeconomic gaps in high school graduation rates by nearly 5 percent. Students are considered economically disadvantaged if they are from a household eligible for free or reduced-price meals under the National School Lunch Program. 

Ran Liu, a UW-Madison education professor and author of the study, called the finding that affluent students’ graduation rates increased surprising. But she said disparities in access to resources is likely part of the explanation. And it’s possible that future events – not just a pandemic – could cause new disruptions.  

“We need to understand that in-person schooling may have merits that cannot be replaced by virtual and hybrid learning mode,” Liu said.

Dane County Madison Public Health mandate summary.

“Dance studio complaint”

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

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Mike LaChance

For 58 years, the accreditation system of higher education has stood, enshrined in federal law and reaffirmed with each reauthorization of the Higher Education Act of 1965.

Now, a federal lawsuit from the state of Florida is looking to upend that entire system, which is a key part of the federal accountability system that helps to determine which colleges and universities receive access to federal financial aid.

Florida governor Ron DeSantis, a Republican, and other state officials argue in the lawsuit filed last week that Congress has “ceded unchecked power” to the private accrediting agencies, violating the U.S. Constitution. They want a federal judge to permanently block the Education Department from enforcing accreditation-related provisions of the Higher Education Act. Currently, federal law requires that colleges and universities be accredited by an Education Department–recognized accreditor in order to receive federal student aid such as Pell Grants.

“The result is that private accrediting agencies enjoy near limitless power over state institutions,” Florida officials wrote in the initial complaint. “Accrediting agencies have the power to hold billions of federal education dollars hostage based on the formulation and application of substantive education standards that are immune from meaningful government supervision.”

Another article at Inside Higher Ed has the completely predictable response from the Biden White House:

“Governor DeSantis is now bringing his culture wars, like book bans, to the long-standing system that helps ensure students receive a quality college education,” the White House said in a statement. “This administration won’t allow it. We’re committed to ensuring all students receive a high-quality education, and will fight this latest effort by opponents to get in the way of that.”

This article also boils down the issue to this:

Florida passed a law last year that required state colleges and universities to change accrediting agencies every 10 years. The complaint argues that the Education Department has issued guidance over the last year to make it more difficult for a Florida college or university to switch accreditors. The state wants a federal judge to at least toss out the guidance.

The full complaint.

Tyler Durden:

The lawsuit (pdf), filed on Tuesday in a federal court in Texas, targets The Washington Post, the British Broadcasting Corp (BBC), The Associated Press (AP), and Reuters—all of which are members of the “Trusted News Initiative (TNI),” a self-described “industry partnership” formed in 2020 among legacy media giants and big tech companies.

“By their own admission, members of the TNI have agreed to work together, and have in fact worked together, to exclude from the world’s dominant internet platforms rival news publishers who engage in reporting that challenges and competes with TNI members’ reporting on certain issues relating to COVID-19 and U.S. politics,” the complaint reads.

Robert F. Kennedy Jr., a critic of the Biden administration’s COVID-19 vaccination policies, led the lawsuit. He is joined by Creative Destruction Media, Trial Site News, Truth About Vaccines founders Ty and Charlene Bollinger, independent journalist Ben Swann, Health Nut News publisher Erin Elizabeth Finn, Gateway Pundit founder Jim Hoft, Dr. Joseph Mercola, and Ben Tapper, a chiropractor.

The plaintiffs, the lawsuit alleges, are among the many victims of the TNI’s “group boycott” tactic, defined as a coordinated effort to facilitate monopoly by cutting off the competitors’ access to supplies and necessities.

In this case, the TNI members are accused of engaging in group boycott—in concert with their big tech partners—against small, independent news publishersby denying them access to internet platforms they need to compete and even survive in the online news market.

“As a result of the TNI’s group boycott, [the plaintiffs] have been censored, de-monetized, demoted, throttled, shadow-banned, and/or excluded entirely from platforms like Facebook, YouTube, Twitter, Instagram, and Linked-In,” the lawsuit states.

Kashmir Hill & David McCabe:

The lawsuit against Meta is continuing. It has already had one effect for Texan consumers: They must now give Meta-owned Instagram permission to analyze their facial features to use certain face filters that can transform their appearance into, for example, a puppy or a googly-eyed monster.

The legal complaint against Google was also filed in the run-up to an election. Mr. Paxton will face a Democratic challenger, Rochelle Garza, in the general election next month.

“Google has now spent years unlawfully capturing the faces and voices of both nonconsenting users and nonusers throughout Texas — including our children and grandparents, who simply have no idea that their biometric information is being mined for profit by a global corporation,” read the complaint against Google, which was filed in district court in Midland County.

David Lat:

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

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

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

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

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

MATTHEW DeFOUR, MATT MENCARINI, and JACOB RESNECK Wisconsin Watch:

Helping fuel the concern over ineligible voters is the case of Sandra Klitzke, a resident of the Brewster Village nursing home in Outagamie County, who voted in the November 2020 and April 2021 elections, even though a court had removed her right to vote in February 2020.

On March 31, the Thomas More Society filed a complaint with WEC on behalf of Klitzke and her daughter, Lisa Goodwin, who stated she “could not explain why the WisVote voting records would have indicated that my mother voted” in 2020 or 2021.

Normally the county register in probate mails notification of an ineligible voter to the WEC, according to Jennifer Moeller, president of the Wisconsin Register in Probate Association. The WEC then updates its information and notifies the local clerk, who is the only official authorized in Wisconsin to deactivate a voter’s registration.

It’s unclear why Klitzke’s name was not switched to “ineligible” in the WEC voter file, although it appears to have been an administrative error. Court records related to Klitzke’s guardianship information are confidential under state law

A contract to centralize voter data was given to Accenture under former Governor Jim Doyle. After that failed, the State built an in house system. Yet, this public data requires a $10,000 payment for each request.

The “Wisconsin Center for Investigative Journalism” or Wisconsin Watch, has received substantial funding from George Soros:

Wisconsin Watch, a 501(c)(3) organization that disseminates news stories to many prominent media outlets statewide and is housed at the taxpayer-fundedUW-Madison campus, has taken more than $1 million from an organization founded by George Soros over the years. Wisconsin Right Now discovered that the group is still prominently pushing out stories by a writer, Howard Hardee, who was dispatched to Wisconsin by a Soros-funded organization to work on “election integrity” stories and projects.

When major media outlets like WTM-TV and the Wisconsin State Journal run stories by Wisconsin Watch or Hardee, they fail to advise readers that he’s a fellow with a Soros-linked group. The group says that “hundreds” of news organizations have shared its stories over the years, giving them wide reach.

Andres Guadamuz:

As AI creative tools are becoming widespread, the question of copyright of AI creations has also taken centre-stage. But while copyright nerds obsess over the authorship question, the issue that is getting more attention from artists is that of copyright infringement.

AI is trained on data, in the case of graphic tools such as Imagen, Stable Diffusion, DALL·E, and MidJourney, the training sets consist of terabytes of images comprising photographs, paintings, drawings, logos, and anything else with a graphical representation. The complaint by some artists is that these models (and accompanying commercialisation) are being built on the backs of human artists, photographers, and designers, who are not seeing any benefit from these business models. The language gets very animated in some forums and chats rooms, often using terms such as “theft” and “exploitation”. So is this copyright infringement? Are OpenAI and Google about to get sued by artists and photographers from around the world?

This is a question that has two parts, the input phase and the output phase.

Kay Hymowitz

I am overstating, but not by much. A significant number of American students are reading fluently and with understanding and are well on their way to becoming literate adults. But they are a minority. As of 2019, according to the National Association of Education Progress (NAEP), sometimes called the Nation’s Report Card, 35 percent of fourth-graders were reading at or above proficiency levels; that means, to spell it out, that a strong majority—65 percent, to be exact—were less than proficient. In fact, 34 percent were reading, if you can call it that, below a basic level, barely able to decipher material suitable for kids their age. Eighth-graders don’t do much better. Only 34 percent of them are proficient; 27 percent were below-basic readers. Worse, those eighth-grade numbers represent a decline from 2017 for 31 states.

As is always the case in our crazy-quilt, multiracial, multicultural country, the picture varies, depending on which kids you’re looking at. If you categorize by states, the lowest scores can be found in Alabama and New Mexico, with just 21 percent of eighth-graders reading proficiently. The best thing to say about these results is that they make the highest-scoring state—Massachusetts, with 47 percent of students proficient—look like a success story rather than the mediocrity it is.

The findings that should really push antiracist educators to rethink their pedagogical assumptions are those for the nation’s black schoolchildren. Nationwide, 52 percent of black children read below basic in fourth grade. (Hispanics, at 45 percent, and Native Americans, at 50 percent, do almost as badly, but I’ll concentrate here on black students, since antiracism clearly centers on the plight of African-Americans.) The numbers in the nation’s majority-black cities are so low that they flirt with zero. In Baltimore, where 80 percent of the student body is black, 61 percent of these students are below basic; only 9 percent of fourth-graders and 10 percent of eighth-graders are reading proficiently. (The few white fourth-graders attending Charm City’s public schools score 36 points higher than their black classmates.) Detroit, the American city with the highest percentage of black residents, has the nation’s lowest fourth-grade reading scores; only 5 percent of Detroit fourth-graders scored at or above proficient. (Cleveland’s schools, also majority black, are only a few points ahead.)

In April 2020, the Sixth Circuit Court of Appeals ruled in favor of former students suing Detroit schools for not providing an adequate education. The suit cited poor facilities and inadequate textbooks, but below-basic literacy skills were the primary academic complaint. One of the plaintiffs was a former Detroit public school student who went on to community college and ended up on academic probation, in need of a reading tutor. His story is typical enough as to be barely worth mentioning—except for the fact that he graduated at the top of his public high school class. And as if this isn’t bad enough, the numbers appear likely to get worse, with the impact of Covid-19 disruptions.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Ann Althouse

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

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

Roll Call:

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

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

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

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

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

More, here

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

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

— David Sirota (@davidsirota) June 26, 2022

Notes:

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

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

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

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

Flashback: When Biden opposed Roe; when Trump supported it

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

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

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

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

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

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

Ilya Somin:

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

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

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

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

New polling data out on #Dobbs:

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

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

3) 49% support abortion ban after 6 wks

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

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

Virginia Gewin:

On 4 March, Christopher Jackson tweeted that he was leaving the University of Manchester, UK, to work at Jacobs, a scientific-consulting firm with headquarters in Dallas, Texas. Jackson, a prominent geoscientist, is part of a growing wave of researchers using the #leavingacademia hashtag when announcing their resignations from higher education. Like many, his discontent festered in part owing to increasing teaching demands and pressure to win grants amid lip-service-level support during the COVID-19 pandemic.

He is one of many academics who say the pandemic sparked a widespread re-evaluation of scientists’ careers and lifestyles. “Universities, spun up to full speed, expected the same and more” from struggling staff members, he says, who are now reassessing where their values lie. The demands add to long-standing discontent among early-career researchers, who must work longer and harder to successfully compete for a declining number of tenure-track or permanent posts at universities. And Jackson had another reason. He received what was, in his opinion, a racially insensitive e-mail that constituted harassment and alluded to using social media to police staff opinions, which, he says, was the last straw. Jackson filed a formal complaint and the University of Manchester responded: “The investigation has now concluded. We have made Professor Jackson aware of its findings as well as the recommendations and actions we will be taking forward as an institution.”

Virginia Gewin

On 4 March, Christopher Jackson tweeted that he was leaving the University of Manchester, UK, to work at Jacobs, a scientific-consulting firm with headquarters in Dallas, Texas. Jackson, a prominent geoscientist, is part of a growing wave of researchers using the #leavingacademia hashtag when announcing their resignations from higher education. Like many, his discontent festered in part owing to increasing teaching demands and pressure to win grants amid lip-service-level support during the COVID-19 pandemic.

He is one of many academics who say the pandemic sparked a widespread re-evaluation of scientists’ careers and lifestyles. “Universities, spun up to full speed, expected the same and more” from struggling staff members, he says, who are now reassessing where their values lie. The demands add to long-standing discontent among early-career researchers, who must work longer and harder to successfully compete for a declining number of tenure-track or permanent posts at universities. And Jackson had another reason. He received what was, in his opinion, a racially insensitive e-mail that constituted harassment and alluded to using social media to police staff opinions, which, he says, was the last straw. Jackson filed a formal complaint and the University of Manchester responded: “The investigation has now concluded. We have made Professor Jackson aware of its findings as well as the recommendations and actions we will be taking forward as an institution.”

David Mamet:

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

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

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

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

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

Bill Glauber:

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

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

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

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

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

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

Dylan Brogan:

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

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

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

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

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

— Isthmus (@isthmus) April 1, 2022

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

— SpaceX (@SpaceX) April 1, 2022

Nice to see STEM folks making it go!

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Tara Henley:

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

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

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

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

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

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

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

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

Elizabeth Beyer:

It’s a complaint echoed by parents across the district Monday, on a day most expected to see their children back at school, as they were elsewhere in Dane County (but not in the state’s largest district, Milwaukee, which also went back to online learning temporarily). Several parents said they didn’t object to the move to online school so much as the short notice by the district.

Most students across Dane County, outside of Madison, returned to their classrooms on Monday. Superintendents at several districts said any pivot to online-only learning would hinge on the number of cases and the level of staffing they’re able to provide.

Mandates, closed schools and Dane County Madison Public Health.

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

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

Here's what VASD superintendent Tremayne Clardy told me via email yesterday when I asked about staffing shortages there, as they have returned in-person following winter break: pic.twitter.com/1b0NMXctFG

— Scott Girard (@sgirard9) January 4, 2022

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Brad Kirby:

I was born with hearing loss in both ears. Since the age of six, I have worn hearing aids. Being hearing-impaired has been a huge life disadvantage. For example, as a child I couldn’t hear the whistle while trying to play sports, and continued playing until I see people laughing or trying to get my attention. I’ve missed jokes because I couldn’t understand the words being spoken. When I laugh, my hearing aids squeal because my ears move and the gap in my ear canals causes feedback.

I only hear parts of sentences and I am constantly having to process, in a fraction of a second, the sounds of words said, then to mentally match those sounds to words I have heard before, then to put the whole sentence together in my mind just to be able to communicate.

Trying to be “normal” and have a normal life was always my goal. That has been nearly impossible for nearly two years now. In spring 2020, the first face mask mandate due to Covid-19 went into effect. I knew I was in trouble.

Notes and links on taxpayer supported Dane County Madison Public Health mandates, lawsuits and lawfare.

Andrew Stiles:

Dr. Anthony Fauci was spotted Tuesday nightwithout a mask while he attended journalist Jonathan Karl’s book party at Café Milano, the élite Washington, D.C., bistro frequented by Hunter Biden’s corrupt business partners.

“As gawkers tried to snap pictures of [Fauci] indoors not wearing a mask, America’s doc would put it on and take it off depending on whom he was around,” Politico reported. “Sally Quinn—who’s known Fauci since his days as a young NIH doctor, when he inspired a love interest in one of her erotic novels—asked him why he was at a party with a mask in hand, not on face.”

“I just decided that if anyone came up that I didn’t know, I would put my mask on,” Fauci replied.

The maskless indoor affair appeared to violate the district’s existing health and safety guidelines, which mandate the use of masks indoors, regardless of vaccination status. The mandate is scheduled to be lifted on Nov. 22, but the élite journalists and other liberals in attendance just couldn’t wait that long to mingle.

Karl posted a photo on his Instagram account that shows the guest of honor and other attendees violating the indoor mask mandate, putting countless lives at risk. The ABC News host and author of Betrayal: The Final Act of the Trump Show has a history of recklessly defying health and safety guidelines.

Related: Mandates without County Board or City Council votes from non-elected Dane County Madison Public Health:

Elizabeth Beyer:

The DeForest, Middleton-Cross Plains, Monona Grove, Mount Horeb, Stoughton, Verona and Wisconsin Heights school districts have not yet made a decision regarding mask requirements in school buildings for the 2021-22 school year. Most of the Dane County districts that responded to requests for comment said they plan to finalize safety plans in August. Belleville administrator Nate Perry said the district will begin the school year with masks optional in classrooms but will follow Public Health Madison and Dane County guidelines should they change. The Waunakee Community School District will also make masking optional for students at the start of the year. District administration is exploring the possibility of providing mandatory masking in some classrooms for students under 12, spokesperson Anne Blackburn said.

Scott Girard:

Public Health Madison & Dane County, which had a mask mandate that applied to schools through June 2 this year, anticipates announcing its guidance next week, according to an email from PHMDC communications manager Sarah Mattes.

More:

That leaves decisions to local school boards or district administrators. Local officials are in a position to hear complaints no matter what decision they make, as evidenced by the mixed feedback from parents at a recent Waunakee Community School Board meeting.

Julie Willems Van Dijk, deputy secretary of the Wisconsin Department of Health Services (DHS), said during an afternoon press conference that wearing masks is not a “black and white” issue of vaccination status, but depends on factors like disease spread in a given area. She acknowledged that in elementary school settings, where most students are not vaccine-eligible, it might be easier for everyone to wear a mask regardless of vaccination status.

“In terms of how schools will enforce this, as we’ve talked about throughout the pandemic, schools are led by local school boards and local superintendents and we encourage them to think about the most protective way to ensure the safety of their students,” Van Dijk said. “But those decisions are decisions that will be made at a local level.”

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

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

Molly Beck and Madeline Heim:

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

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

Channel3000:

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

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

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

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

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

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

WEAC: $1.57 million for Four Wisconsin Senators

Assembly against private school forced closure.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

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

Ilya Somin:

The 25-page suit, filed Wednesday in the U.S. District Court for the Eastern District of Virginia against Brabrand and the Fairfax school board, charges that the revisions to TJ’s admissions process were specifically meant to drive down the number of Asian American students enrolled at the school and cites presentations and comments made by the superintendent and school board members to try to prove that point.

As described in the complaint filed by the plaintiffs, the key to the new admissions system is a system under which the previous admissions test (on which Asian-American applicants tended to score well) is eliminated, and replaced with a “holistic” evaluation system under which there are caps on the number of students who can be admitted from any given middle school in Fairfax County. The latter would have the effect of greatly reducing the number of Asian-American students accepted, because Asian students are disproportionately concentrated in some middle schools, relative to others.

The TJ case could sent important precedents on two major issues: how to deal with cases where racial affirmative action policies are pursued by policies that are facially neutral, and how to address situations where a major goal of the policy is to reduce the number of Asian-American students.

The mere fact the new admissions system would result in fewer Asian-American students does not make the policy unconstitutional. Neither does the possibility that the new policy might reduce the quality of education at TJ overall. Rather, the problem is that extensive evidence indicates that the change in admissions policy is motivated by policymakers’ desire to reduce the percentage of Asian-American students, so that the TJ student body will more closely reflect the demographics of the region. The plaintiffs’ complaint gives many examples, such as this one:

Daniel Henninger:

In Chicago, the nation’s third-largest system is on the brink of a strike, despite pleas from the city’s progressive mayor, Lori Lightfoot, for the teachers to return. Unions are resisting opening in Los Angeles, Boston, Cleveland, Philadelphia and Washington. Michael Mulgrew, head of the teachers union in New York City, says the schools may not open “until September.”

San Francisco’s Board of Education has enough time on its hands to vote 6-1 to cancel the names of 44 Americans from their public schools. On Wednesday, the city sued its own school board for failing to get the schools open. 

Though teaching modes vary by state, what data exist suggests in-person teaching at public schools is below 25%, while it’s about 60% at private schools, which have largely reopened.

At the start of the pandemic, the closures were understandable. They no longer are, with even the oh-so-careful Centers for Disease Control and Prevention saying there is scant evidence of significant virus transmission among grade-school-age children.

Some public districts are performing, as are many dedicated teachers. But parents aren’t waiting for the next school-board election to file complaints. They are voting with their children’s feet.

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

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

Molly Beck and Madeline Heim:

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

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

Channel3000:

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

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

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

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

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

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

WEAC: $1.57 million for Four Wisconsin Senators

Assembly against private school forced closure.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

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

Ed Treleven:

An Oregon dance studio that last week drew a 119-count complaint from the joint Madison and Dane County public health department for alleged COVID-19 health order violations is suing the department, joining a lawsuit that challenges Dane County’s indoor gathering limits.

A Leap Above Dance, which faces nearly $24,000 in fines for alleged violations of an emergency order issued by Public Health Madison and Dane County, on Tuesday became a plaintiff in a lawsuit filed last month on behalf of two local parents who have children involved in sports teams.

The lawsuit, filed on Jan. 20 by the conservative Wisconsin Institute for Law and Liberty, challenges the health department’s authority to issue emergency orders to curb the spread of COVID-19 without approval from the Dane County Board. It also questions limits placed on sports in the latest emergency order, No. 12, issued on Jan. 12.

The lawsuit was originally filed directly with the Wisconsin Supreme Court, which in December decided 4-3 against taking the case and told plaintiffs to start in circuit court.

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

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

Molly Beck and Madeline Heim:

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

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

Channel3000:

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

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

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

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

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

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

WEAC: $1.57 million for Four Wisconsin Senators

Assembly against private school forced closure.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

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

WILL:

The News: The Wisconsin Institute for Law & Liberty (WILL) filed a lawsuit in Dane County Circuit Court, on behalf of two Dane County residents, challenging the Dane County health department’s legal authority to issue sweeping restrictions on all aspects of life in Dane County. This lawsuit is substantially similar to an original action WILL filed with the Wisconsin Supreme Court in November 2020. The Court voted not to grant WILL’s original action, 4-3, without addressing the merits of the case, but four Justices indicated the claims had substantial merit.

The Quote: WILL Deputy Counsel, Luke Berg, said, “Dane County’s health department has enacted some of the strongest restrictions in Wisconsin without any express sanction from local elected officials. This lawsuit asks the court to rein in the ability of local, unelected health officers to unilaterally issue sweeping restrictions.”

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

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

Molly Beck and Madeline Heim:

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

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

Channel3000:

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

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

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

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

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

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

WEAC: $1.57 million for Four Wisconsin Senators

Assembly against private school forced closure.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

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

Jacob Siegel:

For a year filled with fear and uncertainty, as plague collided with the final eruptions of the Trump era, the political lessons of 2020 are uncannily clear. Elite institutional authority is everywhere collapsing in a bonfire of self-immolation even as elite institutions become ever more powerful.

What ties the impeachment drama that began the year together with the pandemic, months of political violence and faulty predictions of a Biden blowout, is a system-wide failure of expert knowledge and elite institutional response. “Where were all the experts?” asked New York’s governor Andrew Cuomo in April, at the height of his state’s Covid outbreak. Cuomo blamed more or less every wing of the sprawling structure of elite expertise, pointing the finger for what happened on his watch at “the international health community… the WHO, the NIH, the CDC… the intelligence community… the New York Times… the Wall Street Journal”.

Sure, the governor’s complaint was self-serving given his own disastrous handling of the pandemic, but it wasn’t wrong. Weeks earlier, the Center for Disease Control, after months of declaring face masks ineffective and imploring the public not to wear them — a position echoed by the US Surgeon General, by Biden’s soon-to-be chief medical advisor Dr Anthony Fauci, and by most of the media — abruptly reversed course and endorsed face covering as vital to containing the spread of Covid.

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

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

Molly Beck and Madeline Heim:

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

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

Channel3000:

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

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

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

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

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

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

WEAC: $1.57 million for Four Wisconsin Senators

Assembly against private school forced closure.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

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

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

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

US Justice Department:

The Justice Department today filed suit against Yale University for race and national origin discrimination. The complaint alleges that Yale discriminated against applicants to Yale College on the grounds of race and national origin, and that Yale’s discrimination imposes undue and unlawful penalties on racially-disfavored applicants, including in particular most Asian and White applicants.

The complaint also alleges that Yale injures applicants and students because Yale’s race discrimination relies upon and reinforces damaging race-based stereotypes, including in particular such stereotypes against Yale’s racially-favored applicants. And, the complaint alleges that Yale engages in racial balancing by, among other things, keeping the annual percentage of African-American admitted applicants to within one percentage point of the previous year’s admitted class as reflected in U.S. Department of Education data. The complaint alleges similar racial balancing about Asian-American applicants.   

The department’s complaint alleges that Yale’s race and national origin discrimination violate Title VI of the 1964 Civil Rights Act. The lawsuit is the result of a multi-year investigation into allegations of illegal discrimination contained in a complaint filed by Asian American groups concerning Yale’s conduct.   

Jonah Beleckis:

UW-Whitewater’s interim chancellor said the university was “not far behind” UW-Madison, which on Wednesday night announced it would move all classes online for two weeks because of rising coronavirus cases.

Less than a week into his current role, Interim Chancellor Greg Cook spoke during a Whitewater City Council meeting Wednesday. Elected officials were considering a proposed ordinance that would have maxed out indoor gatherings at 10 people and outdoor gatherings at 25 (with several exemptions).

The proposal was rejected.

Article with images UW-Whitewater chancellor on paid leave for investigation into complaint

University officials, including Cook and student government leaders, spoke during the meeting and asked for the ordinance to pass because it would give UW-W “teeth” to take action against students who hosted large parties off-campus without proper safety precautions, such as mask-wearing and physical distancing.

Additional comments.

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

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

Molly Beck and Madeline Heim:

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

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

Channel3000:

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

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

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

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

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

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

WEAC: $1.57 million for Four Wisconsin Senators

Assembly against private school forced closure.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

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

Chris Rickert:

Since the beginning of the pandemic, there have been 5,568 cases of COVID-19 in Dane County, including 41 new cases reported Wednesday and 40 documented deaths. Statewide there have been 77,129 cases and 1,142 deaths.

SSM Health, which owns St. Mary’s Hospital, was sent warning letters on Aug. 7, 13 and 19 for alleged face covering, cleaning and social distancing violations at clinics in Madison, including its cancer care center on John Q. Hammons Drive, according to Public Health.

In a statement, SSM Health outlined the precautions it’s been taking at its facilities and said it used the warnings from Public Health “as another opportunity to talk with our employees and remind them of our policies.”

The village of Mount Horeb Recreation Department was sent a warning letter on Aug. 10 for reportedly not abiding by social distancing guidelines during a sports program, according to the Public Health records. Village officials did not respond to requests for comment.

One school and three parishes within the Madison Catholic Diocese saw complaints. Diocese spokesman Brent King said a complaint about a mass gathering at St. Dennis School was likely related to a meet-and-greet picnic for which the school had received Public Health’s approval.

Public health received mask-related complaints about Blessed Sacrament and St. Maria Goretti in Madison and St. Mary of Pine Bluff in Cross Plains.

Two public school districts also show up on the health department’s list, including Marshall, for alleged violations of the mask and mass gatherings rules.

Marshall district administrator Dan Grady said the district hasn’t received the letter sent Aug. 27 and wasn’t sure what it could pertain to.

He said the cross-country team began practicing Aug. 17, staff gathered Aug. 24 and teachers have been meeting with parents of some students, but all such activities have been carried out in compliance with the county rules and no one has come to him with concerns directly.

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

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

Molly Beck and Madeline Heim:

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

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

Channel3000:

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

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

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

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

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

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

WEAC: $1.57 million for Four Wisconsin Senators

Assembly against private school forced closure.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

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

Carrie Mihalcik:

Google faces a proposed class action lawsuit that accuses the tech giant of invading people’s privacy and tracking internet use even when browsers are set to “private” mode. The suit, filed Tuesday in the US District Court for the Northern District of California, alleges that Google violates wiretapping and privacy laws by continuing to “intercept, track, and collect communications” even when people use Chrome’s incognito mode and other private web browser modes.

“Google tracks and collects consumer browsing history and other web activity data no matter what safeguards consumers undertake to protect their data privacy,” reads the complaint. The search giant surreptitiously collects data through Google Analytics, Google Ad Manager, website plug-ins and other applications, including mobile apps, according to the complaint. 

The lawsuit seeks at least $5 billion from Google and its parent company, Alphabet, according to Reuters. The complaint says the proposed class may include “millions” of Google users and is looking for damages of at least $5,000 for each individual.

Google said it disputes the claims and plans to defend itself vigorously against them.   

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

WILL:

The News: The Wisconsin Institute for Law & Liberty (WILL) sued the Wisconsin Department of Public Instruction (DPI) on behalf of a West Allis family, Heritage Christian Schools, and School Choice Wisconsin Action (SCWA), after the department adopted an illegal policy to block a family from enrolling in the Wisconsin Parental Choice Program (WPCP) – the statewide voucher program. The lawsuit was filed in Waukesha County Circuit Court.

Background: To apply for the Wisconsin Parental Choice Program (WPCP), families must submit financial information to determine whether they meet the income eligibility requirements in state statute – 220% of the poverty line. Further, the WPCP has specific grade entry points for students who are already in a private school – kindergarten, 1^st, and 9^th grade – meaning families with children in private schools who want to participate in the WPCP have specific windows when they are eligible to apply.

The Lawsuit: When the Olguin family in West Allis applied to the WPCP for their kindergartner and 9^th grader to attend Heritage Christian Schools, a high performing school, DPI determined the family was $47 over the income threshold. To meet the threshold, the Olguin family made a legal contribution to an IRA account, resubmitted their tax return and reapplied to the program. But DPI refused to consider the Olguin’s new application, citing a ‘one and done’ policy that families are allowed only one submission during an enrollment period – regardless of a change in circumstances. Without relief, their 9^th grade son will never receive a voucher unless he were to switch schools from a private school to a public school and then back again.

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

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

David Folkenflik:

Michael Bloomberg’s short-lived presidential bid reignited a long-simmering dispute over the widespread use of nondisclosure agreements at American corporations — especially at his own.

His namesake company, Bloomberg LP, has used nondisclosure agreements broadly to conceal allegations and silence complaints from employees of sexual harassment or a hostile work environment, as published reports have documented.

The story of one Bloomberg reporter and his wife showcases the widespread use of such legal restraints at the company — and how far their reach can extend.

Six years ago, Bloomberg News killed an investigation into the wealth of Communist Party elites in China, fearful of repercussions by the Chinese government. The company successfully silenced the reporters involved. And it sought to keep the spouse of one of the reporters quiet, too.

“They assumed that because I was the wife of their employee, I was the wife,” the author and journalist Leta Hong Fincher tells NPR. “I was just an appendage of their employee. I was not a human being.”

Fincher is married to the journalist Mike Forsythe, a former Beijing correspondent for Bloomberg News who now works at The New York Times. In 2012, Forsythe was part of a Bloomberg team behind an award-winning investigation into the accumulation of wealth by China’s ruling classes.

The Chinese ambassador warned Bloomberg executives against publishing the investigation. But Bloomberg News published the story anyway. Afterward, Forsythe received what he and Fincher considered death threats relayed through other journalists. He and Fincher moved their family to Hong Kong, believing it to be safer.

Even so, the reporting team pursued the next chapter, focusing on Chinese leaders’ ties to the country’s richest man, Wang Jianlin. Among those in the reporters’ sights: the family of new Chinese President Xi Jinping. The story gained steam throughout 2013.

CBS5:

Gov. Gavin Newsom wants to pause physical education tests for students for three years due to concerns over bullying and the test discriminating against disabled and non-binary students. The move also comes after annual test results show a growing percentage of students scoring not healthy.

H.D. Palmer, spokesman for the Department of Finance, said the state has received complaints that the current examination’s measurement of body mass index is discriminatory to non-binary students. A measurement calculated from weight and height, BMI screenings require students to select “male” or “female,” he said.

Annual state reports of the fitness test since the 2014-2015 school year show a steady decline in the share of students scoring healthy, according to a review by The Associated Press. Students’ scores have particularly dropped in the category of the fitness test that measures “aerobic capacity” — which can be tested in a one-mile run or by other methods. Other categories also test for flexibility and exercises like push-ups.

In the last five years, the percentage of fifth graders scoring healthy in the aerobic category has dropped by 3.3 percentage points. In seventh and ninth grades, the drops are 4.4 percentage points and 3.8 percentage points, respectively. Meanwhile, the percentage of students identified as “needing improvement” and having a “health risk” went up: by 3.3 percentage points among fifth graders, 4.4 for seventh graders and 3.8 among ninth graders.

The Department of Education did not immediately comment on those results.

Sarah Frier:

When Facebook Inc. agreed to settle a privacy complaint with the U.S. Federal Trade Commission for $5 billion last month, both parties acted like the news was a big deal. The FTC noted it was a record federal penalty, while the company released a video of Chief Executive Officer Mark Zuckerberg solemnly telling employees a new era of regulatory compliance was at hand. Leaving aside that the fine was hardly a serious blow—last year alone, Facebook’s profit topped $22 billion—the settlement is great news for Zuckerberg in another way. The fine print will likely help Facebook cement its dominant position in social media advertising, just as the FTC begins an antitrust investigation of the company.

Facebook’s most valuable resource is its data. Every click, comment, and even scroll from its 2.5 billion users is incorporated into its ideas about what people like and want. The company combines that knowledge with information from outside sources, tracking people as they browse the open web and offline through their credit card purchases and phone GPS signals, then uses that data to precisely target ads for Facebook and its other apps: Instagram, Messenger, and WhatsApp. This unimaginable mountain of information is the bedrock of Facebook’s $70-billion-a-year ad business.

Sarah Frier:

When Facebook Inc. agreed to settle a privacy complaint with the U.S. Federal Trade Commission for $5 billion last month, both parties acted like the news was a big deal. The FTC noted it was a record federal penalty, while the company released a video of Chief Executive Officer Mark Zuckerberg solemnly telling employees a new era of regulatory compliance was at hand. Leaving aside that the fine was hardly a serious blow—last year alone, Facebook’s profit topped $22 billion—the settlement is great news for Zuckerberg in another way. The fine print will likely help Facebook cement its dominant position in social media advertising, just as the FTC begins an antitrust investigation of the company.

Facebook’s most valuable resource is its data. Every click, comment, and even scroll from its 2.5 billion users is incorporated into its ideas about what people like and want. The company combines that knowledge with information from outside sources, tracking people as they browse the open web and offline through their credit card purchases and phone GPS signals, then uses that data to precisely target ads for Facebook and its other apps: Instagram, Messenger, and WhatsApp. This unimaginable mountain of information is the bedrock of Facebook’s $70-billion-a-year ad business.

Crossfit:

Recently, Facebook deleted without warning or explanation the Banting7DayMealPlan user group. The group has 1.65 million users who post testimonials and other information regarding the efficacy of a low-carbohydrate, high-fat diet. While the site has subsequently been reinstated (also without warning or explanation), Facebook’s action should give any serious person reason to pause, especially those of us engaged in activities contrary to prevailing opinion.

Facebook and its properties host and oversee a significant share of the marketplace of public thought. To millions of individuals and communities across the world, Facebook and its properties remain the platforms where ideas and information are exchanged. Facebook thus serves as a de facto authority over the public square, arbitrating a worldwide exchange of information as well as overseeing the security of the individuals and communities who entrust their ideas, work, and private data to this platform. This mandates a certain responsibility and assurance of good faith, transparency, and due process.

CrossFit, Inc., as a voluntary user of and contributor to this marketplace, can and must remove itself from this particular manifestation of the public square when it becomes clear that such responsibilities are betrayed or reneged upon to the detriment of our community. Common decency demands that we do so, as do our convictions regarding fitness, health, and nutrition, which sit at the heart of CrossFit’s identity and prescription. To this end, all activity on CrossFit, Inc.’s Facebook and Instagram accounts was suspended as of May 22, 2019, as CrossFit investigates the circumstances pertaining to Facebook’s deletion of the Banting7DayMealPlan and other well-known public complaints about the social-media company that may adversely impact the security and privacy of our global CrossFit community.

The First Amendment.

Roger Kimball:

The news that the University of Notre Dame, responding to complaints by some students, would ‘shroud’ its 12 134-year-old murals depicting Christopher Columbus was disappointing. It was not surprising, however, to anyone who has been paying attention to the widespread attack on America’s past wherever social justice warriors congregate.

Notre Dame may not be particularly friendly to its Catholic heritage, but its president, the Rev. John Jenkins, demonstrated that it remains true to its jesuitical (if not, quite, its Jesuit) inheritance. Queried about the censorship, he said, apparently without irony, that his decision to cover the murals was not intended to conceal anything, but rather to tell ‘the full story’ of Columbus’s activities.

Welcome to the new Orwellian world where censorship is free speech and we respect the past by attempting to elide it.

Over the past several years, we have seen a rising tide of assaults on statues and other works of art representing our nation’s history by those who are eager to squeeze that complex story into a box defined by the evolving rules of political correctness. We might call this the ‘monument controversy,’ and what happened at Notre Dame is a case in point: a vocal minority, claiming victim status, demands the destruction, removal, or concealment of some object of which they disapprove. Usually, the official response is instant capitulation.

Chris Rickert:

In June, after she’d lost her bid for a second term on the board, Moffit emailed district general counsel Matthew Bell and executive director of student services John Harper a copy of a letter sent to a prospective Shabazz student letting the student’s family know that the student hadn’t met the criteria for getting into Shabazz. She said it’s not the same student as the one whose family filed the formal complaint.

“I am surprised that this is legal, since Shabazz is a public school,” Moffit wrote Bell on June 6. “Are you aware that their Principal is sending out this information?”

Moffit never received a response.

DPI data show the percentage of students with disabilities at Shabazz last year, about 19 percent, was higher than in the district as a whole (about 14 percent). Twenty-four percent of students at Capital High, however, had disabilities.

Fralin said he’s hoping changes to Shabazz’s eligibility requirements will be in place by the start of the next school year.K-12 school districts.

A majority of the Madison School Board rejected the proposed Madison Preparatory Academy IB charter school.

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

David Skinner:

The chairman of the usage panel, Edwin Newman, was on hand. His book Strictly Speaking was the Eats, Shoots & Leaves of its day, a number-one bestseller. In it, Newman lodged the usual complaints against hopefully, malapropisms, redundant phrasing, and cliché-mongering (marathon talks, swank hotel, uneasy truce). He asked in the book’s first sentence, “Will American be the death of English?”

American English, however, was not really the problem, as any careful reader would have discerned. What truly bothered Newman was the scripted melodrama of press secretaries, speechwriters, and journalists. He disapproved of how these spokesmen of the educated class recycled favored tropes and hyped their own minor insights into major revelations. And he reserved a special contempt for the legalese of the Watergate proceedings, not just the infamous banality “at that point in time,” but the whole pompous subspecies of circuitous Nixonian blather.

“In Watergate,” Newman observed, “nobody ever discussed a subject. It was always subject matter. The discussion never took place before a particular date. It was always prior to. Nor was anything said, it was indicated; just as nothing was done, it was undertaken. If it was undertaken, it was never after the indications about the subject matter; it was subsequent to them.”

Radley Balko:

When body-camera footage of an aggressive or abusive police officer goes viral, the response from law enforcement groups is often to caution that we shouldn’t judge the entire system based on actions of a few bad apples. That’s fair enough. But what does it say about the system when the cops gets away with their bad behavior? What if, despite video footage clearly showing that the cops are in the wrong, sheriffs and police chiefs cover for them, anyway? What if local prosecutors do, too? What if even mayors and city attorneys get into the act?

Adam Finley had such an interaction with a bad cop. He was roughed up, sworn at and handcuffed. When he tried to file a complaint, he was hit with criminal charges. The local police chief turned Finley’s wife against him, which (according to both Finley and her) eventually ended their marriage. The fact that video of the incident should have vindicated him didn’t seem to matter.

Finley’s trouble — first reported by the Jonesboro Sun and Stan Morris at NEA Report — began in December 2016 in Walnut Ridge, Ark. It’s a small town of about 5,000 in the northeast part of the state — its charmingly humble claim to fame is that the Beatles once changed planes there. Officer Matthew Mercado of the Walnut Ridge Police Department pulled Finley over, near the railroad yard where Finley works. But Finley hadn’t committed any traffic infraction. Instead, Mercado apparently suspected that Finley didn’t really work for the railroad and therefore was trespassing, or perhaps engaged in some sort of criminal mischief.

The encounter quickly escalated. But as you can see in the video below, the escalation was entirely due to Mercado’s behavior, not Finley’s.

Toni Airaksinen:

The U.S. Department of Education has launched a Title IX investigation into Yale University amid allegations that the institution offers educational programs and scholarship opportunities that exclude men.

According to a letter dated April 26, the department’s Office for Civil Rights (OCR) is investigating seven Yale initiatives, including the Yale Women Faculty Forum, the Working Women’s Network, the Yale University Women’s Organization, and the Yale Women’s Campaign School.

“Yale University violates Title IX by funding/sustaining programs which practice discrimination in their admission/election practices.”

These initiatives allegedly provide, to varying degrees, scholarships, professional development, academic opportunities, and summer programs exclusively to female students and professors, the complaint alleges.

The investigation was launched after Kursat Christoff Pekgoz, a lecturer at the University of Southern California, alleged in a February 18 complaint that the Yale initiatives provide unfair advantages to women.

“Yale University violates Title IX by funding/sustaining programs which practice discrimination in their admission/election practices,” Pekgoz wrote in a complaint to the OCR, a copy of which was obtained by Campus Reform.

His complaint also pointed out that male students are increasingly a minority on college campuses, and that, from an ethical perspective, they deserve equal access to academic opportunities.

“Men are a minority at Yale University (48%) and nationwide enrollment rates for men are even lower (42.8%),” his letter asserted, adding that “men are even less likely to graduate from college after initial enrollment.”

“Therefore, affirmative action for women in colleges is irrational: indeed, it would only stand to reason to implement affirmative action for male students,” he argued, though he noted that he only hopes these opportunities will become gender-neutral instead.

Wisconsin Center for Education Research (Twitter):

Research shows that ability grouping helps underrepresented students become included in gifted programs. @MSANachieve #MSANinstitute shrink the excellence gap.

Closing Poverty-Based Excellence Gaps: Conceptual, Measurement, and Educational Issues,” Jonathan A. Plucker and Scott J. Peters, Gifted Child Quarterly Vol 62:

“Ability Grouping

Although often unpopular because of its association with tracking, ability grouping has been shown to increase the number of underrepresented students identified as high achieving over time (e.g., Card & Giuliano, 2014; Gentry, 2014; Robinson, 2008). The hypothesized mechanism for these effects is that grouping strategies tend to narrow the range of achievement that any single teacher is expected to instruct in a general classroom setting (see Firmender, Reis, & Sweeny, 2013; Peters, Rambo-Hernandez, Makel, Matthews, & Plucker, 2017), although Rogers and Feller (2016) have recently provided evidence that minimizing peer comparisons between low- and high-performing students may also facilitate positive grouping benefits.”

English 10

Small Learning Communities

High School Redesign

TAG Lawsuit

“They’re all rich, white kids and they’ll do just fine” — NOT! (2006!)

Rod Dreher::

The rock band Van Halen was famous for putting a rider in their contracts requiring that a bowl of M&Ms be backstage for them, and that there be no brown M&Ms in the bowl. It sounds like typical rock star vanity, but there was actually a good reason for it. The band had this provision buried in their contract as a trick to see if the local crews assisting the band had actually read the contract. In a similar way, minor mistakes like these are the brown M&Ms of journalism about religion. They reveal a fundamental carelessness that might have more serious consequences.

The problem is not just with the media, but is even internal to Christian communities. I’ve said in this space on many occasions that as I travel to Christian colleges, one of the biggest complaints I hear from faculty is that young people have next to no theological knowledge. They are the products of parishes, congregations, and (especially) youth groups that have reduced the faith to mere relationality. I was once in the presence of a college student who had been raised in the church, been involved since childhood, and had been active in a parachurch youth ministry. She knew that Jesus was her best buddy, but she did not realize that he had been physically raised from the dead.

We’re not talking about expecting laymen to explain the hypostatic union here. We’re talking about the Resurrection.

A couple of years ago, the Charlotte Observer did an interview with the author of a book about how few Americans really understood the Bible. Look at this:

Happy Easter.

Ryan Holiday:

There is a trend afoot to conveniently remember the works of authors like Ray Bradbury and Aldous Huxley as warnings against distant totalitarianism and control. But this only scratches the surface of what these books are about.

Earlier this year a community college student in San Bernardino protested being required to read a Neil Gaiman graphic novel in one of her classes. It was too graphic, apparently. Her father—who does not seem to understand that his daughter is a separate human being (an adult one no less)—told The Los Angeles Times, “If they [had] put a disclaimer on this, we wouldn’t have taken the course.” A mom in Tennessee has complained that the gynecological information in the book in the bestselling nonfiction science book, The Immortal Life of Henrietta Lacks, is too pornographic for her 10th grade son.

While these conservative complaints about the content of books is unfortunately as old as time. We’re also seeing surge in a different type.

A Rutgers student has proposed putting trigger warnings on The Great Gatsby. Robin Thicke’s song “Blurred Lines” was banned on many college campuses for promoting rape. Last year, Wellesley students created a petition to remove an art project featuring a lifelike statue of a sleepwalking man in his underwear in the snow because it caused “undue stress.” Controversial speakers (many conservative) have been blocked from speaking at college commencements. Pick up artists—never convicted of any crime—have had their visas revoked due to trending Twitter hashtags.

Richard Thaler:

I wanted the exam to sort out the stars, the average Joes and the duds, so it had to be hard and have a wide dispersion of scores. I succeeded in writing such an exam, but when the students got their results they were in an uproar. Their principal complaint was that the average score was only 72 points out of 100.

What was odd about this reaction was that I had already explained that the average numerical score on the exam had absolutely no effect on the distribution of letter grades. We employed a curve in which the average grade was a B+, and only a tiny number of students received grades below a C. I told the class this, but it had no effect on the students’ mood. They still hated my exam, and they were none too happy with me either. As a young professor worried about keeping my job, I wasn’t sure what to do.

Finally, an idea occurred to me. On the next exam, I raised the points available for a perfect score to 137. This exam turned out to be harder than the first. Students got only 70 percent of the answers right but the average numerical score was 96 points. The students were delighted!

I chose 137 as a maximum score for two reasons. First, it produced an average well into the 90s, and some students scored above 100, generating a reaction approaching ecstasy. Second, because dividing by 137 is not easy to do in your head, I figured that most students wouldn’t convert their scores into percentages.

Victor Davis Hanson

After the election, Democrats could not explain the inexplicable defeat of Hillary Clinton, who would be, they thought, the shoo-in winner in November. Over the next three months until Inauguration Day, progressives floated a variety of explanations for the Trump win—none of them, though, mentioned that the Clinton campaign had proven uninspired, tactically inept, and never voiced a message designed to appeal to the working classes.

When a particular exegesis of defeat failed to catch on, it was mostly dropped—and then replaced by a new narrative. We were told that the Electoral College wrongly nullified the popular vote—and that electors had a duty to renege on their obligations to vote for their respective state’s presidential winner.

Then followed the narrative of Trump’s racist dog-whistle appeals to the white working classes. When it was reported that Barack Obama had received a greater percentage of the white votes than did either John Kerry in 2004 or Hillary Clinton in 2016, the complaint of white chauvinism too faded.

Then came the allegation that FBI Director James Comey had given the election to Trump by reopening the investigation of Hillary Clinton’s emails just days before Election Day. That fable too evaporated when it was acknowledged that Comey had earlier intervened to declare Clinton without culpability and would so again before November 8.

Douglas Belkin:

coalition of Asian-American organizations asked the Department of Education on Monday to investigate Brown University, Dartmouth College and Yale University, alleging they discriminate against Asian-American students during the admissions process.

While the population of college age Asian-Americans has doubled in 20 years and the number of highly qualified Asian-American students “has increased dramatically,” the percentage accepted at most Ivy League colleges has flatlined, according to the complaint. It alleges this is because of “racial quotas and caps, maintained by racially differentiated standards for admissions that severely burden Asian-American applicants.”

Reuters:

Facebook lost the first round in a court fight against some of its users who sued the social networking company, alleging it “unlawfully” collected and stored users’ biometric data derived from their faces in photographs.
 
 The judge presiding over the case in a California federal court on Thursday turned down Facebook’s motion seeking dismissal of the suit.
 
 Facebook filed the motion arguing that the users could not file a complaint under Illinois Biometric Information Privacy Act (BIPA) as they had agreed in their user agreement that California law would govern their disputes with the company, and that BIPA does not apply to “tag suggestions.”

James Piereson & Naomi Schafer Riley:

Earlier this month, students for the first time took a new, and allegedly improved, SAT. The test’s developer included more-contemporary vocabulary and removed penalties for guessing the wrong answer. The changes came with a predictable outcry—complaints, for instance, that too many word problems in the math sections disadvantage some students. There was also a familiar refrain from parents: Why do we have this exam at all? Why do colleges put so much stock in the results? And why-oh-why do our kids have to take so many tests?

It might seem unfair that admissions officers place almost as much weight on a one-morning test as they do on grades from four years of high school, as a 2011 survey from the National Association for College Admissions Counseling showed. But there’s a simple reason for this emphasis on testing: Policy makers and educators have effectively eliminated all the other ways of quantifying student performance

Scott Jaschik:

What did happen was a sudden spike in enrolling out-of-state undergraduates, even as demand increased for spots at the University of California — and especially at the campuses at Berkeley, Los Angeles and, to a slightly lesser degree, San Diego. There has been plenty of grumbling by applicants, parents and politicians. Governor Jerry Brown, a Democrat, complained that “normal” students can’t get into Berkeley anymore.

The state auditor on Tuesday released a report that went well beyond complaints of rejected applicants. It accused the university system of admitting out-of-state applicants who didn’t meet standards set by the state’s Master Plan for Higher Education. And thousands of these non-Californians took the spots of more academically qualified Californians, the audit charged. This narrative counters the image that many admissions officials at popular flagships promote, which is that it is the out-of-staters who must meet higher standards.

Ryan Holiday:

There is a trend afoot to conveniently remember the works of authors like Ray Bradbury and Aldous Huxley as warnings against distant totalitarianism and control. But this only scratches the surface of what these books are about.

Earlier this year a community college student in San Bernardino protested being required to read a Neil Gaiman graphic novel in one of her classes. It was too graphic, apparently. Her father—who does not seem to understand that his daughter is a separate human being (an adult one no less)—told The Los Angeles Times, “If they [had] put a disclaimer on this, we wouldn’t have taken the course.” A mom in Tennessee has complained that the gynecological information in the book in the bestselling nonfiction science book, The Immortal Life of Henrietta Lacks, is too pornographic for her 10th grade son.

While these conservative complaints about the content of books is unfortunately as old as time. We’re also seeing surge in a different type.

A Rutgers student has proposed putting trigger warnings on The Great Gatsby. Robin Thicke’s song “Blurred Lines” was banned on many college campuses for promoting rape. Last year, Wellesley students created a petition to remove an art project featuring a lifelike statue of a sleepwalking man in his underwear in the snow because it caused “undue stress.” Controversial speakers (many conservative) have been blocked from speaking at college commencements. Pick up artists—never convicted of any crime—have had their visas revoked due to trending Twitter hashtags.

Fredrik deBoer

I can’t say that I was surprised when I heard that the latest chapter of our perpetual conversation about campus politics was playing out at Wesleyan University. Having spent my childhood there, I knew enough to know that such a controversy was always a possibility. But I must admit disappointment when I heard the particular contours of this latest story. Activists at Wesleyan have pushed the university to defund the Argus, the school’s main newspaper, in response to a commentary that questioned the tactics of the Black Lives Matter movement. The piece in question suggested that the BLM movement was responsible for cop killings, and questioned whether its tactics were actually effective in creating change. Campus activists, in turn, started a petition to defund the paper, which was signed by some 170 students—not a large number, even on a campus of 2,900 undergraduates, but still concerning. I am not disappointed that students have reacted, forcefully, in this way. I am disappointed in how they have reacted, and how much campus life have changed there since my childhood—a change the reflects a broader evolution of college politics that troubles so many.

Even those who agree entirely with the presumed politics of campus activists should be concerned.

The 1990s were a heady time to grow up at Wes, as I did as the son of a professor of theater. The campus was, then as now, known as a haven for proud weirdos, artists, and free thinkers of every stripe. Indeed, from my vantage, the campus was likely even crazier then than it is today. (A perpetual Wesleyan student complaint is that the administration is trying to de-weird the university, a claim that has perhaps been more accurate recently than it traditionally has been.) The campus in those days, like today, was bustling with activists ready to protest at a moment’s notice And yet there were some key differences then as compared to now, and they are not entirely healthy. Even those who agree entirely with the presumed politics of campus activists should be concerned.

Fredrik deBoer:

Jordan Weissmann’s piece today, discussing grad student loan debt today, is a bit of a logical pretzel. The piece is set up as a complaint about the fiscal damage grad students are doing to the budget, with a headline reading “The Newest Scourge of the Federal Budget: Graduate Students.” But as Weissmann points out, grad students are a large money maker for the federal government. That’s because the federal government draws huge interest payments off of grad students, as they do off of all students who take advantage of student loans. Weissmann says that “Graduate degree holders are relatively affluent, meaning there isn’t a great argument for heavily subsidizing their educations.” As Mike Konczal has pointed out (I can’t find where right now), if the government is making money off of a financial program, that’s the precise opposite of a subsidy. Would Weissmann say that payday lenders are subsidizing poor people who take out predatory loans to pay for food or the rent?

David Gelernter:

GELERNTER: I guess they have, they’re never ever any shortage of complaints. And it’s true. It’s something one really has to keep in mind that any generation looking back is likely to be wistful and nostalgic on how great it used to be. Of course, we’ve made progress in a million ways. How about dentistry? An obvious example. We’re so much wealthier in the middle class; we take this for granted, but I think of my parents’ generation, the middle class has made enormous progress.

But America-Lite. I’m a teacher of college students. I’m lucky to be at one of the best colleges in the world, at Yale. Our students are as smart as any in the world. They work very hard to get here. They are eager, they’re likable. My generation is getting a chip on its shoulder, we always thought we knew everything about every topic, our professors were morons, and we were the ones who were building the world.

My students today are much less obnoxious. Much more likable than I and my friends used to be, but they are so ignorant that it’s hard to accept how ignorant they are. You tell yourself stories; it’s very hard to grasp that the person you’re talking to, who is bright, articulate, advisable, interested, and doesn’t know who Beethoven is. Had no view looking back at the history of the 20th century – just sees a fog. A blank. Has the vaguest idea of who Winston Churchill was or why he mattered. And maybe has no image of Teddy Roosevelt, let’s say, at all. I mean, these are people who – We have failed.

A professor friend recently commented that “we can no longer rely on the ___________ public schools to teach our children the things they need to know”.

Video.

Kate Bachelor:

Getting into Harvard is tough enough: Every year come the stories about applicants who built toilets in developing countries, performed groundbreaking lunar research, or won national fencing competitions, whatever it takes to edge out the competition. So you can imagine that the 52-year-old Florida businessman and author Yukong Zhao is incensed that gaining admission may be even harder for his children—because of their race.

“It’s not a political issue,” he says. “It’s a civil-rights issue.”

Mr. Zhao helped organize 64 groups that last month asked the Education Department to investigate Harvard University for discriminating against Asian-Americans in admissions. The allegation is that Harvard is holding Asian-Americans to higher standards to keep them from growing as a percentage of the student body. The complaint, filed also with the Justice Department, follows a lawsuit against the university last fall by the nonprofit Students for Fair Admissions.

First, a few facts. Asian-Americans are the fastest-growing segment of the U.S. population, and the share of college-age Asian-Americans climbed to 5.1% in 2011 from 3% in 1990. Yet according to independent research cited in the complaint, members of this 5% make up roughly 30% of National Merit semifinalists, a distinction earned by high-school students based on PSAT scores. Asian-American students seem to win a similar share of the Education Department’s Presidential Scholar awards, “one of the nation’s highest honors for high-school students,” as the website puts it. By any standard, Asian-Americans have made remarkable gains since 1950. They constituted 0.2% of the U.S. population then, due in part to the legacy of the Chinese Exclusion Act of 1882.

Laura Waters:

NJEA is on a roll. Just over the couple of months New Jersey’s primary teacher union leaders have mounted a $15 million campaign (also see here) to urge parents to opt out of PARCC tests in order to sabotage new data-driven teacher evaluations, have decided to hold their breath until their faces turn blue instead of collaborating with Christie’s Pension Reform Commission to find meaningful ways to preserve retirement benefits, pushed for legislation to shut down all charter school expansion, and filed a complaint with the state against Camden City Schools’ lawful strategy to improve student outcomes in N.J.’s worst school district.

One hardly knows where to begin, but let’s look at the last piece. Here’s NJEA’s press release:

Nick Gillespie:

Abetted by idiot administrators, today’s students seem incapable of living in the real world.

Every time we seem to have reached peak insanity when it comes to the intellectually constipated and socially stultifying atmosphere on today’s college campuses, some new story manages to reveal vast new and untapped reservoirs of ridiculousness. In a world of trigger warnings, microaggressions, and official apologies featuring misgendered pronouns that start a whole new round of accusations, wonders never cease.

So when ’60s-radical-turned-Reagan-fanboy David Horowitz shows up at University of North Carolina to equate Islam with terrorism for the thousandth time, the student body gets the vapors, tries to shut him down, and creates the hashtag #notsafeUNC.

When a student publication prints a story called “So You Want to Date a Teaching Assistant?” in a special satirical issue, the whole run gets pulped.

When Laura Kipnis, a feminist professor at Northwestern, publishes an essay in The Chronicle of Higher Education extolling her experiences sleeping with professors while a student, two current undergrads lodge complaints with the university’s Title IX office.

Diane Ravitch writing in Educational Excellence Network, 1989:

Futuristic novels with a bleak vision of the prospects for the free individual characteristically portray a society in which the dictatorship has eliminated or strictly controls knowledge of the past. In Aldous Huxley’s Brave New World, the regime successfully wages a “campaign against the Past” by banning the teaching of history, closing museums, and destroying historical monuments. In George Orwell’s 1984, the regime routinely alters records of the past; it rewrites newspapers and books to conform to political exigencies, and offending versions are destroyed, dropped “into the memory hole to be devoured by the flames.”

If knowledge of the past does in fact allow us to understand the present and to exercise freedom of mind—as totalitarian societies, both real and fictional, acknowledge by dictating what may be studied or published—then we have cause for concern. The threat to our knowledge of the past arises, however, not from government censorship but from our own indifference and neglect. The erosion of historical understanding among Americans seems especially pronounced in the generation under thirty-five, those schooled during a period in which sharp declines were registered in test scores in virtually every subject of the school curriculum.

Based on the anecdotal complaints of college professors and high school teachers about their students’ lack of preparation, there was reason to suspect that the study of history had suffered as much erosion and dilution as other fields. To test whether students had a secure command of the “foundations of literacy,” the National Assessment of Educational Progress (NAEP) administered the first national assessment of history and literature in the spring of 1986.

One object of the test was to ascertain whether students had ready command of essential background knowledge about American history.

The results were not reassuring. Presumably there is certain background information about American history so fundamental that everyone who goes to school should have learned it by age seventeen (and nearly 80 percent of those who took the assessment were enrolled in the second semester of their high school American history course). In What Do Our 17-Year-Olds Know?, Chester Finn, Jr., and I pointed out that there had never been a test of this kind on a national basis and that there was no way to know whether students were learning more or less about history than in the past.

Nonetheless, we found it disturbing that two-thirds of the sample did not know that the Civil War occurred between 1850 and 1900; that nearly 40 percent did not know that the Brown decision held school segregation unconstitutional; that 40 percent did not know that the East Coast of the United States was explored and settled mainly by England and that the Southwest was explored and settled mainly by Spain, that 70 percent did not know that the purpose of Jim Crow laws was to enforce racial segregation, and that 30 percent could not find Great Britain on a map of Europe.

Since the test had never been given before, critics were quick to quarrel with our judgment that student performance was disappointing. Perhaps, they suggested, students thirty or fifty years ago might have done worse on a comparable test. Others complained that the test should also have been given to a representative sample of the adult population, because if adults don’t know such things, then high school students should not be expected to know them either.

Still others complained that we should not expect students to know or care about history because our society does not reward people who value learning, whether teachers or professors. And there were critics who insisted that the test relied too much on factual knowledge, which is insignificant compared to learning how to think. The most repeated criticism was that the results were of no importance because the study of history itself was of no importance, of no utility whatever in the world today. Again and again, the questions were posed, “What can you do with history? What kind of job will it get you?”

Polemics can be both endless and frustrating because there is almost always some truth in every assertion and counter-assertion. Everything the critics said was true to some extent. But it was also true that the assessment revealed that students were not learning some important things they should know about American history. Whether their counterparts in the past knew less, and whether adults today know less, is beside the point. Three wrongs don’t make a right.

Plainly, a significant number of students are not remembering the history that they have studied; they are not integrating it into their repertoire of background knowledge, either as fact or as concept. In reality, as every student of history ought to recognize, facts and concepts are inseparable. Some information is so basic, so essential that all students must know it in order to make sense of new learning. Nor can students be expected to think critically about issues unless they have the background knowledge to support their reasoning. Insisting that facts have a rightful place in the study of history does not mean that history must be learned by rote.

However one learns about the Civil War, however innovative or unorthodox the teacher’s methodology, the student should know that it took place in the latter half of the nineteenth century, not because of the singular importance of that isolated fact, but because that fact connects the events to a particular place in time, to a larger context, and to a chronological setting in which it is possible to make judgments about causes and consequences and relationships among events in the same era.

Was there once a golden age in the study of history? There may have been, but I know of no evidence for it. In 1943, The New York Times reported the results of a test given to seven thousand college freshmen in thirty-six institutions. It was an open-ended test, not a multiple-choice test. Only 45 percent could name four of the specific freedoms guaranteed by the Bill of Rights; fewer than 25 percent could name two achievements of Abraham Lincoln, Thomas Jefferson, Andrew Jackson, or Theodore Roosevelt; less than 15 percent could identify Samuel Gompers as a leader of organized labor or Susan B. Anthony as an advocate of women’s rights; and only 6 percent could name the thirteen original colonies.

Compared to the college freshmen of 1943, today’s high school juniors do well; after all, 50 percent of today’s sample identified Gompers and 69 percent identified Susan B. Anthony. But our test takers had some critical advantages: first, they took a multiple-choice test, which limits their options and jogs their memory with the right answer; second, Gompers and Anthony are included in their high school textbooks, but were not always included in the textbooks of forty years ago; third, the multiple-choice format virtually guarantees that a minimum of 25 percent will guess the right answer.

The search for comparability may be a blind alley. After all, the historical knowledge that seems most important will differ with each generation, because the salient issues are different for each generation. Today, we expect youngsters to learn about the history of civil rights and minorities, and we stress social history as well as political history. On the NAEP test, there were a number of questions about recent history, like Watergate and Sputnik. Such questions obviously could not have been asked forty years ago, and some of them may seem unimportant forty years from now.

The questions we may reasonably ask about history instruction in the schools are whether students are learning what schools are trying to teach them; whether the history that schools are teaching is significant, current, and presented in ways that encourage student engagement; whether enough time is provided to study issues and events in depth and in context; whether students learn to see today’s issues and events in relationship to the past; whether events are studied from a variety of perspectives; whether students understand that the history they study is not “the truth,” but a version of the past written by historians on the basis of analysis and evidence; and whether students realize that historians disagree about how to define the past.

I first became concerned about the condition of history in the schools while visiting about three dozen campuses across the country in 1984-1985, ranging from large public universities to small private liberal arts colleges. Repeatedly, I was astonished by questions from able students about the most elementary facts of American history. At one urban Minnesota campus, none of the thirty students in a course on ethnic relations had ever heard of the Supreme Court’s Brown v. Board of Education decision of 1954.

How were they learning about ethnic relations? Their professor described the previous week’s role-playing lesson. The class had been visited by a swarthy man who described himself as an Iranian, made some provocative statements, and then launched into a tirade, chastising them for being prejudiced against him (in reality, he was an Italo-American from Long Island, and not an Iranian at all). This “lesson” hardly compensated for their ignorance about the history of immigration, of racial minorities, of slavery and segregation, or of legislative and judicial efforts to establish equality in American life.

As a Phi Beta Kappa Visiting Scholar, I lectured at various campuses on the virtues of a liberal education and its importance to society today. After one such speech at a university in the Pacific Northwest, a professor of education insisted that high-school students should concentrate on vocational preparation and athletics, since they had the rest of their lives to learn subjects like history “on their own time.” Time and again, I heard people wonder why even prospective teachers should have a liberal education, particularly if they planned to teach below the high school level. The younger the children, according to the skeptics, the less their teacher needs to know; they seemed to think that knowing and nurturing were incompatible.

In my meetings and talks with students, who were usually the best in the education or the history program, I was surprised to find that most did not recognize allusions to eminent historical figures such as Jane Addams or W.E.B. DuBois. As I traveled, I questioned history professors about whether their students seemed as well prepared today as in the past. None thought they were. Even at such elite institutions as Columbia and Harvard, professors expressed concern about the absence of a common body of reference and allusion to the past; most said their students lacked a sense of historical context and a knowledge of the major issues that had influenced American history. As a professor at Berkeley put it to me, “They have no furniture in their minds. You can assume nothing in the way of prior knowledge. Skills, yes; but not knowledge.”

Those who teach at non-elite institutions perceived an even deeper level of historical illiteracy. Typical were comments by Thomas Kessner, a professor of history at Kingsborough Community College in Brooklyn, New York: “My students are not stupid, but they have an abysmal background in American or any other kind of history.” This gloomy assessment was echoed by Naomi Miller, chair of the history department at Hunter College in New York. “My students have no historical knowledge on which to draw when they enter college,” she told me.

“They have no point of reference for understanding World War I, the Treaty of Versailles, or the Holocaust.” She expressed dismay at her students’ indifference to dates and chronology or causation. “They think that everything is subjective. They have plenty of attitudes and opinions, but they lack the knowledge to analyze a problem.” Professor Miller believes that “we are in danger of bringing up a generation without historical memory. This is a dangerous situation.”

In search of some explanation for these complaints, I visited social studies classes in New York City. In one high school, where most of the three thousand students are black, Hispanic, and/or recent immigrants, a teacher said to me, “Our students don’t see the relevance to their own lives of what a lot of dead people did a long time ago. American studies means more to them than American history.”

I observed a class in American studies, where the lesson for the day was state government, its leaders and their functions. When the teacher asked whether anyone knew what the state attorney general does, a girl answered tentatively, “Isn’t he the one that says on the cigarette box that you shouldn’t smoke because it gives you cancer?” The teacher responded, incorrectly, “Yes, but what else does he do?” The teacher went on, earnestly trying to explain what New York’s secretary of state does (“he keeps the state’s papers”) and to find some way to connect the work of these officials to the students’ daily lives. The youngsters were bored and apathetic. Watching their impassive faces, I thought that a discussion of the Crusades or the Salem witchcraft trials or Nat Turner’s rebellion would be infinitely more interesting, and relevant, to their adolescent minds.

In another American studies class the topic for the day was the Dred Scott decision. Ah, I thought, I will now see how historical issues are dealt with. The class began with ten minutes of confusing discussion about how students would feel if they were drafted and told they had to serve in Vietnam. The teacher seemed to think this was relevant to the students (since it was relevant to her own generation), although it was not clear that the students had any idea what the war in Vietnam was about. What she was trying to do, I finally realized, was to get the students to wonder who is a citizen and how citizenship is defined. It was a worthy aim, but the rest of the lesson shed little light on the meaning of the Dred Scott decision. The students were told he was a slave who had been brought into a free territory and then sued for his freedom; they were also given a brief definition of the Missouri Compromise. With this as background, the teacher divided them into groups, each of which was a miniature Supreme Court, where they would decide whether Dred Scott should be a slave or go free. Ten minutes later, no surprise, each little Supreme Court recommended that Dred Scott should be a free man, and the class ended. They did not learn why Chief Justice Roger B. Taney decided otherwise, nor did they learn the significance of the Dred Scott decision in the antislavery agitation, nor its importance as a precursor to the Civil War. Since the course was law studies, not American history, the students had no background knowledge about sectional antagonisms, about slavery, or about anything else that preceded or followed the Civil War.

When I expressed surprise about the complete absence of traditional, chronological history in the social studies curriculum, the chair of the social studies department said, “What we teach is determined by guidelines from the State Education Department. In the late 1960s the state decided to deemphasize chronological history and to focus instead on topical issues and social science concepts. We followed suit.” A teacher chimed in to explain, “We don’t teach history, because it doesn’t help our students pass the New York State Regents examination in social studies.” This teacher claimed to have compiled a list of concepts that regularly appear on the Regents examinations; his students prepare for the Regents by memorizing the definitions of such terms as “cultural diffusion” and “social mobility.”

What happened to the study of history? Many factors contributed to its dethroning; some relate to the overall American cultural situation, others to specific institutional forces within the schools and changes in the social studies field. Those who claim that American culture devalues history make a strong case. Despite the fervor of history buffs and historical societies, Americans have long been present- and future-oriented. I suspect that it has never been easy to persuade Americans of the importance of understanding the past. Trends in recent years have probably strengthened popular resistance to historical study. Even in the academy, rampant specialization among college faculties has made professors less willing to teach broad survey courses, less concerned about capturing the attention of non-majors or the general public by tackling large questions.

Within the schools, the study of history has encountered other kinds of problems. During the past generation, history was dislodged from its lofty perch as “queen” of the social studies by the proliferation of social sciences, electives, and other courses. Many in the social studies field say that history still dominates the social studies, since almost all students take the traditional one-year high school course in American history, and about half the students take a one-year course in world history. However, even though the high school American history course may be secure, researchers have found “a gradual and persistent decline in requirements, courses and enrollments” in history at the junior high school level, as well as a reduction of requirements and course offerings in world history in high schools. Indeed, the only history course that is well entrenched in the curriculum is the high school survey of American history.

To some teachers, social studies means the study of the social sciences, and many schools offer electives in sociology, political science, economics, psychology, and anthropology. Some see the field as primarily responsible for the study of current social problems. Others see it as a field whose overriding objective is to teach students the essentials of good behavior and good citizenship. Still others declare that the goal of the social studies is to teach critical thinking, or values, or respect for cultural diversity.

Because of the ill-defined nature of the social studies field, it is easily (and regularly) invaded by curricular fads, and it all too often serves as a dumping ground for special-interest programs. Whenever state legislatures or interest groups discover an unmet need, a new program is pushed into the social studies curriculum. Each state has its own pet programs, but under the copious umbrella of social studies can be found courses in such subjects as energy education, environmental education, gun-control education, water education, sex education, human rights education, future studies, consumer education, free-enterprise education and a host of other courses prompted by contemporary issues.

This indiscriminate confusion of short-term social goals would have dismayed those historians who first took an active interest in history in the schools. In 1893 a distinguished panel of historians, including the future President Woodrow Wilson, recommended an eight-year course of study in history, beginning in the fifth grade with biography and mythology and continuing in the following years with American history and government, Greek and Roman history, French history, and English history. Criticizing the traditional emphasis on rote learning, the Committee of Ten argued that history should teach judgment and thinking, and should be conjoined with such studies as literature, geography, art, and languages. The historians’ recommendations were aimed at all children, not just the college-bound: “We believe that the colleges can take care of themselves; our interest is in the schoolchildren who have no expectation of going to college, the larger number of whom will not enter even a high school.”

In 1899 the Committee of Seven, a group of historians created by the American Historical Association (AHA), recommended a four-year model high school curriculum: first year, ancient history; second year, medieval and modern European history; third year, English history; and fourth year, American history and government. It was expected that students would read biographies, mythology, legends, and hero tales in the elementary years, and that this reading would provide a foundation for their subsequent study of history. The Committee of Seven’s proposal set a national pattern for American high schools for years to come. Like the Committee of Ten, the Seven believed that history should be the core of general education for all students in a democracy.

This four-year model history curriculum came under increasing attack, however, from the newly emerging field of social studies, whose major purpose (according to a 1918 report known as The Cardinal Principles of Secondary Education) was “social efficiency.” Characteristic of the progressive effort to make education socially useful, the new report, which for decades has been considered the most influential document in American education, rejected those studies that seemed not to contribute directly to the goal of training students to take their place in society.

Moreover, The Cardinal Principles broke sharply with the findings and recommendations of earlier committees. It endorsed differentiated curricula, based on students’ future vocational goals, such as agriculture, business, clerical, industrial, and household arts programs. Much of the history that had been taught had no immediate social utility and thus its advocates had difficulty claiming a place in the curriculum. In the decades that followed, as the curriculum incorporated more courses that seemed socially useful or were intended to teach social skills, the time available for history shrank. Many schools collapsed their courses in ancient history, European history, and English history into a single, and optional, one-year course called “world history” or “Western civilization.”

The new emphasis on short-term social utility also affected the curriculum in the early grades. The various reform reports of the early twentieth century had recommended that young children read exciting stories about remarkable people and events that changed the course of history. In most city and state curricula, children in the early grades studied distant civilizations and read their myths and legends in addition to learning the stories about heroes and the folktales of their own country. They also celebrated holidays and learned about their local community through field trips, an emphasis called “home geography.” But by the 1930s this curriculum began to be replaced by studies of family roles and community helpers. Instead of thrilling biographies and mythology, children read stories about children just like themselves.

The new curriculum for the early grades, called “expanding environments” or “expanding horizons,” was factual and immediate, ousting imaginative historical literature and play from the early grades. Increasingly, time in the early grades was devoted to this fixed pattern: kindergarten, myself; first grade, my family; second grade, my neighborhood; third grade, my city. There was no evidence that children preferred to read about postal workers over tall tales, stories of heroes, or ancient Egyptians. Nonetheless, the new curriculum gradually swept the country, pushing historical content out of the early grades.

Not until the late 1980s did the social studies curriculum in the primary grades attract sustained criticism. According to leading cognitive psychologists, the “expanding environments” approach has no grounding in developmental research. Indeed, there is good reason to believe that it dwells unnecessarily on what the child already knows or does not need to go to school to learn. In 1987, a content analysis of social studies textbooks for the early grades was conducted at the University of Georgia. One of the investigators, Professor A. Guy Larkins, concluded, “If asked to choose between teaching primary-grades social studies with available texts or eliminating social studies from the K-3 curriculum, I would choose the latter. Much of the content in current texts is redundant, superfluous, vacuous, and needlessly superficial.” Larkins also complained that children were reading about taking field trips instead of actually taking field trips, seeing pictures of a generic community rather than investigating their own.

Learning again and again about the roles of family members and community helpers in the primary years may well be extremely boring for children who are used to watching action-packed stories on television and seeing dramatic events on the evening news. The me-centered curriculum fails to give children a sense of other times and places, and fails to appeal to their lively imaginations. Children might enjoy the study of history if they began in the early grades to listen to and read lively historical literature, such as myths, legends, hero stories, and true stories about great men and women in their community, state, nation, and world. Not only in the early grades but throughout the kindergarten to twelfth grade sequence, students should read lively narrative accounts of extraordinary events and remarkable people. Present practice seems calculated to persuade young people that social studies is a train of self-evident, unrelated facts, told in a dull manner.

By mid-century most American public schools had adopted a nearly standardized social studies curriculum: Children in kindergarten and the first three grades studied self, home, family, neighborhood, and community; children in fourth grade studied state history; in fifth grade, American history; in sixth grade, world cultures; seventh grade, world geography; eighth grade, American history; ninth grade, civics or world cultures; tenth grade, world history; eleventh grade, American history; twelfth grade, American government. While there have been many variations from district to district, this has been the dominant social studies curriculum for the last fifty years. Most cities and states follow the model for the early grades, teach one year of American history in elementary school and again in junior high school, and require a single year of American history for high school graduation. Most, however, do not require the study of world history in the high school years.

Despite this format’s persistent emphasis on social relevance and student interest, surveys have repeatedly shown that students find social studies to be less interesting and less important than their other school subjects. Why is this field, whose intrinsic human interest is so compelling, so often perceived as boring? There are many possible answers, including the compendious, superficial, and dull textbooks students are assigned to read. But the curricular pattern itself must be in some measure at fault, as it forces repetition of courses on the one hand and too little time for study in depth on the other. Both problems are surefire formulas for dullness, and curriculum planners have been thus far unable to resolve either of them.

When the usual curricular model is followed, American history is taught three times: in the fifth grade, the eighth grade, and the eleventh grade. The question is whether to teach a complete survey course (from pre-Columbian times to the present) at each of the three grade settings. If the survey is taught three times, there is no time to go beyond the textbook, to explore significant questions, to examine original sources or to conduct mock trials or debates. Some districts have broken away from the “coverage” survey by instead teaching major topics and themes in American history, but this approach is clearly insufficient when youngsters fail to understand chronology, the sequence of events, or the causal connections among events.

Another alternative to the survey is to devote each of the three years of American history to a different time period. The usual pattern is that the elementary school course concentrates on exploration and settlement and daily life in the colonies; the junior high course emphasizes the nineteenth century; and the high school year carries the student from the Civil War to the present. The advantage of the latter program is that it allows for time to treat issues in depth, without neglecting chronology. The disadvantage is that it allows no time for mature students to examine the Revolutionary era, when the principles of American government were shaped, or to consider the constitutional conflicts that led to the Civil War. It is also problematic in light of population mobility from state to state, as well as the immigrant influx from other countries, which means that newcomers in the middle or later grades will miss out on important events in the life of the early Republic.

While there is no easy answer to this problem, the history curriculum adopted in California in 1987 attempts to meld the two approaches; each year concentrates on a different time period, but each course begins and ends with an intensive review of critical issues and events. In the world history program, the most pressing problem is time. In most districts where world history is taught, it is studied for only one year, not nearly enough time to encompass the history of the world. New York State adopted a two-year global studies sequence in 1987 (though not strong on history), and California adopted a mandatory three-year world history sequence in the same year. Most other states, however, do not require even one year of world history.

Furthermore, the social studies field is divided about whether world history should emphasize Western Europe or global studies. When the course focuses on Western Europe, it is unified by attention to the evolution of democratic political institutions and ideas, as well as to their betrayal by genocide, war, and racism. When the course is global studies (as, for example, in New York State), equal attention is given to Western Europe, Africa, Latin America, Asia, and other regions. The “Western civilization” course has been criticized by some as “ethnocentric,” while the “global studies” approach has been criticized by others for superficiality, for incoherence, and for minimizing the importance of the West in world history. No matter which approach is taken, a single year is insufficient to study world history.

The difficulty of trying to compress the history of the world into an introductory course is exemplified by one widely-adopted text, in which World War II is reduced to a brief summary and the Holocaust to two sentences: “Many millions of civilians also lost their lives. Six million Jews alone were murdered at Hitler’s orders.”

Does it matter if Americans are ignorant of their past and of the world’s? Does it matter if they know little of the individuals, the events, the ideas, the forces, and the movements that shaped their nation and others? If the study of history is to gain public support and attention,
historians must directly answer the utilitarian challenge. They must be prepared to argue that the study of history is useful in its own terms. Those who study history learn how and why the world came to be what it is, why things change and why they stay the same.

Knowledge of history is both useful and necessary for our society because everyone has the right to choose our leaders and to participate in our civic and social life. All citizens, not just the few, are expected to understand major domestic and international issues. Without historical perspective, voters are more likely to be swayed by emotional appeals, by stirring commercials, or by little more than a candidate’s photogenic charisma.

Even between elections, a knowledge of history is vital today for the average citizen and vital for the health of our political system. Politicians and news organizations regularly poll the public to assess their view of domestic and international issues. When public sentiment is clear, the government and the media take heed. When the public is ill-informed or uninterested, policymakers are free to act without the consent of the governed. Americans today require historical background in order to understand complex social and political questions in Latin America, Africa, and elsewhere.

Writers and editors in national newspapers and magazines assume the presence of a historically literate public by alluding without further explanation to historic events and individuals. Without a historically literate public, readily able to understand such references,
newspapers and television journalism will have no choice but to simplify their vocabulary, to reduce their coverage of serious topics, and serve as little more than headline and amusement services, devoid of significant context.

Those who have a professional commitment to the study of history have a particular responsibility to improve the way it is taught and learned in the schools. Organizations such as the American Historical Association, the Organization of American Historians (OAH), and the National Council for the Social Studies (NCSS) have a direct responsibility for the quality of history instruction. The teacher-scholar collaboratives sponsored by these organizations are one valuable means to assist professionals in the schools. There are others. For example, professional associations should lobby to ensure that teachers of history have actually studied history in college; in several states, including New York and California, social studies teachers may be certified without ever having studied any history. Professional associations could assist curriculum planners in enriching the study of history at every grade level. The AHA and OAH could provide invaluable support to state curriculum offices that are pressured by powerful interest groups to rewrite or water down the history curriculum; some kind of review mechanism could fend off unreasonable demands.

In 1932, Henry Johnson of Teachers College, Columbia University, wrote a delightful review of the teaching of history throughout the ages, somewhat misleadingly entitled An Introduction to the History of the Social Sciences. Johnson quoted a sixteenth-century Spanish scholar, Juan Vives, to explain why it is valuable to study history: “Where there is history,” wrote Vives, “children have transferred to them the advantages of old men; where history is absent, old men are as children.” Without history, according to Vives, “no one would know anything about his father or ancestors; no one could know his own rights or those of another or how to maintain them; no one would know how his ancestors came to the country he inhabits.” Johnson cited the view of the seventeenth-century French oratorians that “history is a grand mirror in which we see ourselves…The secret of knowing and judging ourselves rightly is to see ourselves in others, and history can make us the contemporaries of all centuries in all countries.”

History will never be restored as a subject of value unless it is detached from vulgar utilitarianism; it should not be expected to infuse morals or patriotism. Properly taught, history teaches the pursuit of truth and understanding; it establishes a context of human life in a particular time and place, relating art, literature, philosophy, law, architecture, language, government, economics, and social life; it portrays the great achievements and terrible disasters of the human race; it awakens youngsters to the universality of the human experience as well as to the particularities that distinguish cultures and societies from one another; it encourages the development of intelligence, civility, and a sense of perspective. It endows its students with a broad knowledge of other times, other cultures, other places. It leaves its students with cultural resources on which they may draw for the rest of their lives. These are values and virtues that are gained through the study of history, values and virtues essential to the free individual exercising freedom of mind. Beyond these, history needs no further justification.

via Will Fitzhugh.

Laurie Rogers:

For this sincere effort on my part to be careful, thorough and accurate, I have repeatedly been implied to be, or accused of being, a hater, a whacko, a nut job, an antagonist, a loud critic, a conspiracy theorist, a gadfly, abusive, a person who “needles” public officials, and perhaps “less than fully hinged.” In a Spokane paper, my efforts recently were placed under the heading “Friends and Enemies.”

It isn’t as if I enjoy reading records from Spokane Public Schools. They do not tend to improve my day or my mood. There is typically very little in records from the leadership that I can praise. They often contain grammatical errors, and their focus on money is near absolute. The needs of the children, particularly academic needs, are reflected almost nowhere. Reading the records through the years, it seems that many in leadership have viewed teachers, parents, children and voters as pawns in a chess game of “Get More For the Leadership” and “Do Whatever It Takes to Avoid Seeing and/or Telling the Stark Truth.”

Many people have asked me to share the records. Below is an email string between Associate Superintendent Mark Anderson and what he calls the “levy leadership team.” I’m providing this string without comment. No accusation or assumption about the records, or about those within the records, is being made or implied. The records speak for themselves.

I just think you might like to see them. And, you have a right to.
Following is a reproduction of the text of an email string I received from Spokane Public Schools; formatting issues prevent it from being an exact duplicate.

Legislature should look into the PDC’s investigation of Spokane Public Schools

On September 28, 2011, I filed a complaint with the Public Disclosure Commission (PDC) regarding election activities by Spokane Public Schools. These activities entailed a bond and levy election in 2009 and a school board election in 2011.

The complaint stemmed from public records I obtained from Spokane Public Schools in January and July 2011. In those records, I saw a clear pattern of school district officials using public resources to promote bond and levy ballot propositions, as well as evidence of certain employees using public resources to assist in the campaign of a school board candidate. There appeared to me to be multiple violations of RCW 42.17.130, a law that governed disclosure, campaign finances, lobbying and records. (The law was recodifed as RCW 42.17A.555 in January 2012.)

In the afternoon of Election Day 2011 (Nov. 8), the PDC announced it would investigate; the case was numbered 12-145. After two and a half years of investigation, PDC officials Phil Stutzman and Tony Perkins presented their findings on 12-145 to Commissioners at their Feb. 27 hearing in Olympia.
If you read through the PDC report, you might feel a cold chill down your back. There must be an immediate and thorough legislative investigation of the Public Disclosure Commission. The PDC has essentially sanctioned repeated violations of election law with respect to school district elections.

If you think I’m exaggerating, please read this article. Then, I invite you to read the PDC report.

Caitlin Flanagan:

One warm spring night in 2011, a young man named Travis Hughes stood on the back deck of the Alpha Tau Omega fraternity house at Marshall University, in West Virginia, and was struck by what seemed to him–under the influence of powerful inebriants, not least among them the clear ether of youth itself–to be an excellent idea: he would shove a bottle rocket up his ass and blast it into the sweet night air. And perhaps it was an excellent idea. What was not an excellent idea, however, was to misjudge the relative tightness of a 20-year-old sphincter and the propulsive reliability of a 20-cent bottle rocket. What followed ignition was not the bright report of a successful blastoff, but the muffled thud of fire in the hole.
Also on the deck, and also in the thrall of the night’s pleasures, was one Louis Helmburg III, an education major and ace benchwarmer for the Thundering Herd baseball team. His response to the proposed launch was the obvious one: he reportedly whipped out his cellphone to record it on video, which would turn out to be yet another of the night’s seemingly excellent but ultimately misguided ideas. When the bottle rocket exploded in Hughes’s rectum, Helmburg was seized by the kind of battlefield panic that has claimed brave men from outfits far more illustrious than even the Thundering Herd. Terrified, he staggered away from the human bomb and fell off the deck. Fortunately for him, and adding to the Chaplinesque aspect of the night’s miseries, the deck was no more than four feet off the ground, but such was the urgency of his escape that he managed to get himself wedged between the structure and an air-conditioning unit, sustaining injuries that would require medical attention, cut short his baseball season, and–in the fullness of time–pit him against the mighty forces of the Alpha Tau Omega national organization, which had been waiting for him.
It takes a certain kind of personal-injury lawyer to look at the facts of this glittering night and wrest from them a plausible plaintiff and defendant, unless it were possible for Travis Hughes to be sued by his own anus. But the fraternity lawsuit is a lucrative mini-segment of the personal-injury business, and if ever there was a deck that ought to have had a railing, it was the one that served as a nighttime think tank and party-idea testing ground for the brain trust of the Theta Omicron Chapter of Alpha Tau Omega and its honored guests–including these two knuckleheads, who didn’t even belong to the fraternity. Moreover, the building codes of Huntington, West Virginia, are unambiguous on the necessity of railings on elevated decks. Whether Helmburg stumbled in reaction to an exploding party guest or to the Second Coming of Jesus Christ is immaterial; there should have been a railing to catch him.
And so it was that Louis Helmburg III joined forces with Timothy P. Rosinsky, Esq., a slip-and-fall lawyer from Huntington who had experience also with dog-bite, DUI, car-repossession, and drug cases. The events of that night, laid out in Helmburg’s complaint, suggested a relatively straightforward lawsuit. But the suit would turn out to have its own repeated failures to launch and unintended collateral damage, and it would include an ever-widening and desperate search for potential defendants willing to foot the modest bill for Helmburg’s documented injuries. Sending a lawyer without special expertise in wrangling with fraternities to sue one of them is like sending a Boy Scout to sort out the unpleasantness in Afghanistan. Who knows? The kid could get lucky. But it never hurts–preparedness and all that–to send him off with a body bag.

Chris Rickert:

Nearly 30 percent of the students at Madison’s Marquette Elementary School were classified last year as “talented and gifted,” or TAG, according to the school district.
That may not be Lake Wobegon territory — where “all the children are above average” — but it’s still pretty hard to believe.
Such alleged widespread student giftedness isn’t just the case at one district school.
Yes, there are wide variations among Madison elementary and middle schools in percentage of TAG students, but figures from the district suggest that on average districtwide, there are about twice as many TAG students as one would expect given national averages and expert opinion.
The National Association for Gifted Children estimates that about 6 percent of American school children are gifted.
The federal government’s National Center for Education Statistics put the gifted and talented number at 6.7 percent as of 2006, the most recent year for which data are available.

Much more on “talented & gifted” programs, here, including a recent parent group complaint.

NY Times Editorial, via a kind reader:

“Federal, state and local governments and school districts have put little effort into identifying and developing students of all racial and economic backgrounds, both in terms of intelligence and the sheer grit needed to succeed. There are an estimated three million gifted children in K-12in the United States, about 6 percent of the student population. Some schools have a challenging curriculum for them, but most do not.”
…..
In a post-smokestack age, there is only one way for the United States to avoid a declining standard of living, and that is through innovation. Advancements in science and engineering have extended life, employed millions and accounted for more than half of American economic growth since World War II, but they are slowing. The nation has to enlarge its pool of the best and brightest science and math students and encourage them to pursue careers that will keep the country competitive.
But that isn’t happening. Not only do average American students perform poorly compared with those in other countries, but so do the best students, languishing in the middle of the pack as measured by the two leading tests used in international comparisons.
On the 2012 Program for International Student Assessment test, the most recent, 34 of 65 countries and school systems had a higher percentage of 15-year-olds scoring at the advanced levels in mathematics than the United States did. The Netherlands, Belgium and Switzerland all had at least twice the proportion of mathematically advanced students as the United States, and many Asian countries had far more than that.
Other tests have shown that America’s younger students fare better in global comparisons than its older students do, which suggests a disturbing failure of educators to nurture good students as they progress to higher grades. Over all, the United States is largely holding still while foreign competitors are improving rapidly.
Federal, state and local governments and school districts have put little effort into identifying and developing students of all racial and economic backgrounds, both in terms of intelligence and the sheer grit needed to succeed. There are an estimated three million gifted children in K-12 in the United States, about 6 percent of the student population. Some schools have a challenging curriculum for them, but most do not.

Related: parents file talented & gifted complaint with the Madison School District.

450K PDF:

Reminders of Best Practice
Current Practice
Data from MMSD
Review input from Focus Groups
Examine Implications for Policy
Examine Implications for Practice

Related: Parent talented & gifted complaint, MAP Assessment results, English 10, credit for non-Madison school district courses and outbound open enrollment.