Ann Althouse

The post title is the first sentence of the article, and the next part I quoted is very far down in the article. The SPLC’s designation takes prominence over any explanation of what this group is and why it deserves denouncement, and the explanation isn’t convincing at all. These are the parents who object to sex-and-gender-themed books in schools? The article says “efforts to remove books nationwide”… remove books from where? Schools? Or more? 

Near the end of the article there’s a heading “What does Moms for Liberty want in the next president?” One of the founders of the group is quoted answering “much more respect for parental rights.” The other founder said: “maybe not reach out to the DOJ and the FBI and collude with them.” That, we’re told, refers to…

… a much-decried 2022 National School Bo

I’m an educator. Masters in elementary ed, NYS certified. @ehanford knows far more about reading instruction than most of us, who weren’t properly trained to teach reading effectively. She’s done the field an immeasurable service. https://t.co/xkGg1Yd3F3

— Robert Pondiscio (@rpondiscio) June 23, 2023

Tom Rees:

“Somehow in the UK, someone needs to accept that they’re worse off and stop trying to maintain their real spending power by bidding up prices, whether higher wages or passing the energy costs through onto customers,” Pill said in an interview streamed Tuesday on the “Beyond Unprecedented” podcast.

Reagan on PARENTAL RIGHTS:
“Isn’t it the parents right to give counsel and advice to keep their children from making mistakes that may affect their entire lives? Many of us in government would like to know what parents think about this intrusion in their family by government.… pic.twitter.com/EdbiIyk61T

— Scarlett Johnson (@scarlett4kids) April 18, 2023

Here is the snippet: pic.twitter.com/85iBeXC0Wn

— Seidler (@SeidlerCorp) March 17, 2023

Wall Street Journal:

All of this has been another failure of progressive economics. By focusing solely on macroeconomic demand, while ignoring supply-side and regulatory bottlenecks, their policies fueled the inflation we have today. They also ignored the role of excess money, forgetting economist Milton Friedman’s famous lesson. As President Biden declared in an April 2020 interview, “Milton Friedman isn’t running the show anymore.” That is one campaign promise he has kept.

Progressives pushed the same agenda for months even as evidence of inflation became too obvious to ignore. Inflation was supposedly “transitory.” The White House kept pressing its Build Back Better (BBB) plan for nearly $5 trillion in new spending—and even claimed it would be a cure for inflation.

No fewer than 17 Nobel prize winners in economics endorsed all this in a remarkable “open letter” last September. The White House broadcast the letter far and wide, and Mr. Biden referred to it often as an appeal to authority. “Because this agenda invests in long-term economic capacity and will enhance the ability of more Americans to participate productively in the economy, it will ease longer-term inflationary pressures,” said the letter.

We list the names of the letter’s signers nearby. They are all notable economists, and some have written for these pages. Since BBB didn’t pass, they can say the predictions in their letter were never tested. But their inability to see in September that inflation was already rising fast makes their claims almost worse as a failure of expertise. Annual inflation hit 6.2% in October last year and is now above 8%.

Matthew Crawford:

Throughout history, there have been crises that could be resolved only by suspending the normal rule of law and constitutional principles. A “state of exception” is declared until the emergency passes — it could be a foreign invasion, an earthquake or a plague. During this period, the legislative function is typically relocated from a parliamentary body to the executive, suspending the basic charter of government, and in particular the separation of powers.

The Italian political theorist Giorgio Agamben points out that, in fact, the “state of exception” has almost become the rule rather than the exception in the Western liberal democracies over the last century. The language of war is invoked to pursue ordinary domestic politics. Over the past 60 years in the United States, we have had the war on poverty, the war on drugs, the war on terror, the war on Covid, the war on disinformation, and the war on domestic extremism.

This is the first page of Paul Ehrlich’s book ‘The Population Bomb’, published in 1968.
The book sold millions of copies and was taken very seriously.

Extraordinary how confident Ehrlich was when making these extremely dark predictions. pic.twitter.com/2wHTLo3vXu

— Max Roser (@MaxCRoser) May 20, 2022

Laura McKenna:

Parental involvement went beyond homework and mental health. They also marched into school board meetings across the nation, loudly advocating for their positions on masks and curriculum. Their views were felt in the voting booth as the angry parent vote swung state elections, and may also play a critical role in the the midterm elections this November. Parents took the front stage in education politics like never before.

With the pandemic easing — my son went to school without a mask for the first time this week! Woot! — parents are not walking away from schools. Much to the annoyance of some education leaders, parents are demanding a seat at the decision-making table. In the past month, I’ve heard many parents say, “Now what? I want to keep going to school board meetings and demanding meaningful change, but I’m not sure what I should prioritize.” 

Here’s where I come in. 

Last week, I started a niche newsletter for special education parents, called The Great Leap. Next week, I will launch a new one called The Educated Parent — All the education research, advice, and context to help parents become better advocates for their children and all kids. 

I’m arranging the apps and the chairs for a party for educated parents. The wine bottles are uncorked. Hope you join us.

CDPH is refusing to disclose the emails between @CAPublicHealth & @WeAreCTA about K-12 school masking because they “reveal the deliberative process of CDPH leadership.”

Why is CTA involved in the “deliberative process” of school masking policies? What is CDPH hiding? pic.twitter.com/pjbLD0PUQ0

— Reopen California Schools (@ReopenCASchools) February 28, 2022

Apporva Mandavilli:

Much of the withheld information could help state and local health officials better target their efforts to bring the virus under control. Detailed, timely data on hospitalizations by age and race would help health officials identify and help the populations at highest risk. Information on hospitalizations and death by age and vaccination status would have helped inform whether healthy adults needed booster shots. And wastewater surveillance across the nation would spot outbreaks and emerging variants early.

Without the booster data for 18- to 49-year-olds, the outside experts whom federal health agencies look to for advice had to rely on numbers from Israel to make their recommendations on the shots.

Kristen Nordlund, a spokeswoman for the C.D.C., said the agency has been slow to release the different streams of data “because basically, at the end of the day, it’s not yet ready for prime time.” She said the agency’s “priority when gathering any data is to ensure that it’s accurate and actionable.”

Another reason is fear that the information might be misinterpreted, Ms. Nordlund said.

Dr. Daniel Jernigan, the agency’s deputy director for public health science and surveillance said the pandemic exposed the fact that data systems at the C.D.C., and at the state levels, are outmoded and not up to handling large volumes of data. C.D.C. scientists are trying to modernize the systems, he said.

“We want better, faster data that can lead to decision making and actions at all levels of public health, that can help us eliminate the lag in data that has held us back,” he added.

The C.D.C. also has multiple bureaucratic divisions that must sign off on important publications, and its officials must alert the Department of Health and Human Services — which oversees the agency — and the White House of their plans. The agency often shares data with states and partners before making data public. Those steps can add delays.

“The C.D.C. is a political organization as much as it is a public health organization,” said Samuel Scarpino, managing director of pathogen surveillance at the Rockefeller Foundation’s Pandemic Prevention Institute. “The steps that it takes to get something like this released are often well outside of the control of many of the scientists that work at the C.D.C.”

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?

I would love to know what Harvard Prof. Thomas Burke, who testified in favor of shutting schools in Aug. 2020, now thinks. He is the Chief of the Division of Global Health and Human Rights at Mass General Hospital.@MGHGlobalHealth https://t.co/hIHC4P6oW6 https://t.co/kqdtlza1pP pic.twitter.com/h1jCLCHtTq

— Jay Bhattacharya (@DrJBhattacharya) December 28, 2021

Professor Thomas Burke notes and links.

Professor Thomas Burke notes and links.

Member (and former President) of the SF school board thinks merit-based admissions are “segregationist”.

Meanwhile her kids go to a special magnet school for children gifted in the arts.

Utter hypocrisy. https://t.co/k6L2OwJg9E

— Michelle Tandler (@michelletandler) December 9, 2021

Meir Kohn:

I did not become a libertarian because I was persuaded by philosophical arguments — those of Ayn Rand or F. A. Hayek, for example. Rather, I became a libertarian because I was persuaded by my own experiences and observations of reality. There were three important lessons.

The first lesson was my personal experience of socialism. The second was what I learned about the consequences of government intervention from teaching a course on financial intermediaries and markets. And the third lesson was what I learned about the origin and evolution of government from my research into the sources of economic progress in preindustrial Europe and China.

Lesson 1. My Personal Experience of Socialism

In my youth, I was a socialist. I know that is not unusual. But I not only talked the talk, I walked the walk.

Growing up in England as a foreign‐ born Jew, I did not feel I belonged. So, as a teenager, I decided to emigrate to Israel. To further my plan, I joined a Zionist youth movement. The movement I joined was not only Zionist: it was also socialist. So, to fit in, I became a socialist. Hey, I was a teenager!

What do I mean by a socialist? I mean someone who believes that the principal source of human unhappiness is the struggle for money — “capitalism” — and that the solution is to organize society on a different principle — “from each according to his ability; to each according to his needs.” The Israeli kibbutz in the 1960s was such a society. The youth movement I joined in England sent groups of young people to Israel to settle on a kibbutz. When I was 18, I joined such a group going to settle on Kibbutz Amiad.

A kibbutz is a commune of a few hundred adults, plus kids, engaged primarily in agriculture but also in light industry and tourism. Members work wherever they are assigned, although preferences are taken into account. Instead of receiving pay, members receive benefits in kind: they live in assigned housing, they eat in a communal dining hall, and their children are raised communally in children’s houses, and can visit with their parents for a few hours each day. Most property is communal except for personal items such as clothing and furniture, for which members receive a small budget. Because cigarettes were free, I soon began to smoke!

Kibbutz is bottom‐ up socialism on the scale of a small community. It thereby avoids the worst problems of state socialism: a planned economy and totalitarianism. The kibbutz, as a unit, is part of a market economy, and membership is voluntary: you can leave at any time. This is “socialism with a human face” — as good as it gets.

Eric Boehm:

Kentucky’s public education establishment loudly complained about legislation that would have forced school districts to compete for students—and on Wednesday, Gov. Andy Beshear did their bidding.

Beshear, a Democrat, vetoed a school choice bill that would have allowed families to cross district lines in pursuit of better schools, with education dollars following students who decided to switch from one school to another. The bill would have also created a $25 million scholarship fund—to be filled by donations from private businesses, for which they would receive state tax credits—that students in Kentucky’s three largest counties could have tapped to help pay for private school tuition, while students elsewhere could have used the money to hire tutors or pay other educational expenses.

The bill would “greatly harm education in Kentucky,” Beshear said in a video statement announcing the veto, by “taking money away from public schools.” In other words, students in failing public schools should be forced to remain there so those institutions can continue to collect tax dollars—because that’s what is important, right?

Mackenzie Mays:

Gov. Gavin Newsom declined to say Friday whether he will send his children back to class after several Sacramento County private elementary schools received waivers this week to resume in-person instruction, including one that sources say his own children attend.

“I’ll let you know after I process that with my wife,” Newsom laughed when asked during a visit to a fire-damaged area near Oroville. “I know better than to answer that question without caucusing with the leadership in the house.”

Katy Grimes:

If that is not enough, Central Coast Congressional Candidate Andy Caldwell reported to the Globe that the Santa Barbara Unified School District allowed the children of teachers and district employees to return to in-class learning, in a secret carve-out exemption at Franklin, McKinley, and other elementary schools in the district.

No one wants to be condescended to and lectured by foolish politicians who aren’t adhering to the rules and restrictions they put in place.

Logan Wroge:

The Madison School Board approved a contract Monday to hire a Minnesota school administrator as the next superintendent before releasing details of the agreement to the public.

District spokesman Tim LeMonds said in an email Jenkins is “not an official employee of the district until the contract is voted on,” adding Madison is “one of very few districts that publicly posts contracts.”

LeMonds also said the district is “not required to make a contract public until it is ratified by the board.” The contract was emailed to reporters soon after the vote.

A contract with Seguin, Texas, superintendent Matthew Gutierrez was publicly available before the board voted on Feb. 3 to approve that agreement.

Scott Girard:

The pay is more than what was agreed upon with Matthew Gutierrez, who was hired in an earlier search this year but rescinded his acceptance amid the COVID-19 pandemic. Gutierrez would have been paid $250,000.

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

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

Michael Powell:

Are Protests Unsafe? What Experts Say May Depend on Who’s Protesting What.

Public health experts decried the anti-lockdown protests last spring as dangerous gatherings in a pandemic. Health experts seem less comfortable doing so now that the marches are against racism.

“We know best”, notes and links.

Chris von Csefalvay:

In early March, British leaders planned to take a laissez-faire approach to the spread of the coronavirus. Officials would pursue “herd immunity,” allowing as many people in non-vulnerable categories to catch the virus in the hope that eventually it would stop spreading. But on March 16, a report from the Imperial College Covid-19 Response Team, led by noted epidemiologist Neil Ferguson, shocked the Cabinet of the United Kingdom into a complete reversal of its plans. Report 9, titled “Impact of non-pharmaceutical interventions (NPIs) to reduce COVID-19 mortality and healthcare demand,” used computational models to predict that, absent social distancing and other mitigation measures, Britain would suffer 500,000 deaths from the coronavirus. Even with mitigation measures in place, the report said, the epidemic “would still likely result in hundreds of thousands of deaths and health systems (most notably intensive care units) being overwhelmed many times over.” The conclusions so alarmed Prime Minister Boris Johnson that he imposed a national quarantine.

Subsequent publication of the details of the computer model that the Imperial College team used to reach its conclusions raised eyebrows among epidemiologists and specialists in computational biology and presented some uncomfortable questions about model-driven decision-making. The Imperial College model itself appeared solid. As a spatial model, it divides the area of the U.K. into small cells, then simulates various processes of transmission, incubation, and recovery over each cell. It factors in a good deal of randomness. The model is typically run tens of thousands of times, and results are averaged—a technique commonly referred to as an ensemble model.

In a tweet sent in late March, Ferguson—then still one of the leading voices within the U.K.’s Scientific Advisory Group for Emergencies (SAGE), tasked with handling the coronavirus crisis—stated that the model was implemented in “thousands of lines of undocumented” code written in C, a widely used and high-performing computing language. He refused to publish the original source code, and Imperial College has refused a Freedom of Information Act request for the original source, alleging that the public interest is not sufficiently compelling.

As Ferguson himself admits, the code was written 13 years ago, to model an influenza pandemic. This raises multiple questions: other than Ferguson’s reputation, what did the British government have at its disposal to assess the model and its implementation? How was the model validated, and what safeguards were implemented to ensure that it was correctly applied? The recent release of an improved version of the source code does not paint a favorable picture. The code is a tangled mess of undocumented steps, with no discernible overall structure. Even experienced developers would have to make a serious effort to understand it.

I’m a virologist, and modelling complex processes is part of my day-to-day work. It’s not uncommon to see long and complex code for predicting the movement of an infection in a population, but tools exist to structure and document code properly. The Imperial College effort suggests an incumbency effect: with their outstanding reputations, the college and Ferguson possessed an authority based solely on their own authority. The code on which they based their predictions would not pass a cursory review by a Ph.D. committee in computational epidemiology.

Related, Madison K-12 experiments:

English 10

Small Learning Communities

Reading Recovery

Connected Math

Discovery Math

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

Brendan O’Neill:

It’s worth thinking about the largeness of this scandal. Ferguson’s scaremongering, his predictions of mass death if society didn’t close itself down, was the key justification for the lockdown in the UK. It influenced lockdowns elsewhere, too. Of course, this isn’t all on Ferguson. He does not exercise mind control over Boris Johnson. It was a combination of disarray among the political class and the wild clamouring of the media elite for the severest lockdown possible that led to the working people of Britain being decommissioned and almost the entire population being put under an unprecedented form of house arrest. But Ferguson’s figures, his graphs and models, his worst-case scenarios, were the godly pronouncements upon which this historic disruption of society was based. And Ferguson fully backed the lockdown that sprung from his work.

‘Godly’ is not an exaggeration. The speed with which Ferguson’s models – mere models, remember – were transformed into a kind of Biblical writ, a revelation of doom, was extraordinary. I had that number of 500,000 thrown in my face during media discussions about the lockdown. Anyone who questioned the wisdom of the lockdown, or merely suggested it should be very brief, would find themselves being battered by Ferguson’s figures. Almost overnight it became tantamount to blasphemy to question these models. Again, this wasn’t Ferguson’s doing. It was the political class’s dodging of moral responsibility for tackling Covid without destroying the economy, and the media’s searing intolerance towards anyone who questioned the lockdown, which led to the ossification of his models into tablets of stone that you queried at your peril. But in more serious times, a modeller would have bristled at the naked use of his work to enact unprecedented political measures. Ferguson should have said something.

Code Review of Ferguson’s models:

Imperial finally released a derivative of Ferguson’s code. I figured I’d do a review of it and send you some of the things I noticed. I don’t know your background so apologies if some of this is pitched at the wrong level.

My background. I wrote software for 30 years. I worked at Google between 2006 and 2014, where I was a senior software engineer working on Maps, Gmail and account security. I spent the last five years at a US/UK firm where I designed the company’s database product, amongst other jobs and projects. I was also an independent consultant for a couple of years. Obviously I’m giving only my own professional opinion and not speaking for my current employer.

The code. It isn’t the code Ferguson ran to produce his famous Report 9. What’s been released on GitHub is a heavily modified derivative of it, after having been upgraded for over a month by a team from Microsoft and others. This revised codebase is split into multiple files for legibility and written in C++, whereas the original program was “a single 15,000 line file that had been worked on for a decade” (this is considered extremely poor practice). A request for the original code was made 8 days ago but ignored, and it will probably take some kind of legal compulsion to make them release it. Clearly, Imperial are too embarrassed by the state of it ever to release it of their own free will, which is unacceptable given that it was paid for by the taxpayer and belongs to them.

The model. What it’s doing is best described as “SimCity without the graphics”. It attempts to simulate households, schools, offices, people and their movements, etc. I won’t go further into the underlying assumptions, since that’s well explored elsewhere.

Notes, here.

Erin O’Donnell:

RAPIDLY INCREASING number of American families are opting out of sending their children to school, choosing instead to educate them at home. Homeschooled kids now account for roughly 3 percent to 4 percent of school-age children in the United States, a number equivalent to those attending charter schools, and larger than the number currently in parochial schools.

Yet Elizabeth Bartholet, Wasserstein public interest professor of law and faculty director of the Law School’s Child Advocacy Program, sees risks for children—and society—in homeschooling, and recommends a presumptive ban on the practice. Homeschooling, she says, not only violates children’s right to a “meaningful education” and their right to be protected from potential child abuse, but may keep them from contributing positively to a democratic society.

“We have an essentially unregulated regime in the area of homeschooling,” Bartholet asserts. All 50 states have laws that make education compulsory, and state constitutions ensure a right to education, “but if you look at the legal regime governing homeschooling, there are very few requirements that parents do anything.” Even apparent requirements such as submitting curricula, or providing evidence that teaching and learning are taking place, she says, aren’t necessarily enforced. Only about a dozen states have rules about the level of education needed by parents who homeschool, she adds. “That means, effectively, that people can homeschool who’ve never gone to school themselves, who don’t read or write themselves.” In another handful of states, parents are not required to register their children as homeschooled; they can simply keep their kids at home.

This practice, Bartholet says, can isolate children. She argues that one benefit of sending children to school at age four or five is that teachers are “mandated reporters,” required to alert authorities to evidence of child abuse or neglect. “Teachers and other school personnel constitute the largest percentage of people who report to Child Protective Services,” she explains, whereas not one of the 50 states requires that homeschooling parents be checked for prior reports of child abuse. Even those convicted of child abuse, she adds, could “still just decide, ‘I’m going to take my kids out of school and keep them at home.’”

As an example, she points to the memoir Educated, by Tara Westover, the daughter of Idaho survivalists who never sent their children to school. Although Westover learned to read, she writes that she received no other formal education at home, but instead spent her teenage years working in her father’s scrap business, where severe injuries were common, and endured abuse by an older brother. Bartholet doesn’t see the book as an isolated case of a family that slipped through the cracks: “That’s what can happen under the system in effect in most of the nation.”

In a paper published recently in the Arizona Law Review, she notes that parents choose homeschooling for an array of reasons. Some find local schools lacking or want to protect their child from bullying. Others do it to give their children the flexibility to pursue sports or other activities at a high level. But surveys of homeschoolers show that a majority of such families (by some estimates, up to 90 percent) are driven by conservative Christian beliefs, and seek to remove their children from mainstream culture. Bartholet notes that some of these parents are “extreme religious ideologues” who question science and promote female subservience and white supremacy.

She views the absence of regulations ensuring that homeschooled children receive a meaningful education equivalent to that required in public schools as a threat to U.S. democracy. “From the beginning of compulsory education in this country, we have thought of the government as having some right to educate children so that they become active, productive participants in the larger society,” she says. This involves in part giving children the knowledge to eventually get jobs and support themselves. “But it’s also important that children grow up exposed to community values, social values, democratic values, ideas about nondiscrimination and tolerance of other people’s viewpoints,” she says, noting that European countries such as Germany ban homeschooling entirely and that countries such as France require home visits and annual tests.

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

In addition, Madison recently expanded its least diverse schools.

Harvard’s Homeschooling Summit: Problems, Politics, and Prospects for Reform – June 18-19, 2020.

Commentary.

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

Alex J. Harris:

And yet these imperfections and heartbreaking realities are not unique to homeschooling. Should there be oversight? Yes. Can we have productive conversations about how best to realize the power and flexibility of homeschooling for certain students while guarding against abuse for others? Absolutely. But there are risks to sending your child to public school, private school, or parochial school. As a parent, the fact that children are vulnerable to abuse by any authority figure in their life is a danger I am ever mindful of. (I’m not aware of any research suggesting that abuse by homeschool parents is more prevalent than abuse by other parents, relatives, teachers, or coaches.)

So why single out homeschooling? For Professor Bartholet the critical fact seems to be that “a majority of such families … are driven by conservative Christian beliefs” and that some are “extreme religious ideologues” who are

“ideologically committed to isolating their children from the majority culture” and who “don’t believe in the scientific method, looking to the Bible instead.” She highlights the story of Tara Westover and her incredible memoir Educated, suggesting that Tara’s remarkable experience—as the daughter of a mentally unstable, off-the-grid survivalist in rural Idaho—demonstrates why a permissive homeschool regime is untenable. Unstated but implied is that any child in a family with “conservative Christian beliefs” is just a few short steps from Tara’s nightmare. Unexplained is how any law would have made a difference in a case like Tara’s.

Ironically, like so many missives from the ivory tower,

Professor Bartholet’s argument and unacknowledged biases may accomplish the exact opposite of what she intends: highlighting the virtues of alternative education options in a world full of “experts” ready to teach our children what is good and true and beautiful.

As for this homeschool graduate, I can only express my gratitude that the educational choices that were made for me were made by the two people in this world who knew me best, who loved me most, and who sincerely wished the very best for me and my siblings.

Thanks for the sacrifices, Mom & Dad. They were worth it.

Brooke Binkowski:

And this is what social media needs to do, now, today: Deplatform the proudly ignorant disinformers pushing snake oil and false hopes. Do so swiftly and mercilessly. They will whine about freedom of speech. They will cry about censorship. Let them.

How can I be so cavalier about freedom of speech? I hear the naysayers asking. Surely there is a right to say what you like? Certainly. But these are people with more than a platform. They have a megaphone. Verified accounts on social media platforms are offered extra layers of influence and spread. Claims made by those accounts are taken as having more authority and sincerity, despite the observable truth that they often do not and are simply abusing their influence. Give the liars three chances, if you like. They’ll blow it. They always do. Once that happens, delete their accounts. Deplatform them.

What, do you really think people like Laura Ingraham — who has a nightly television show broadcast all over the world — or heads of state like Donald Trump or Jair Bolsonaro, who have entire diplomatic networks dedicated to getting their messages to the public — will suffer for it? They will still be able to say whatever they like. They just won’t be able to disinform the public so readily. Deplatform them all.

So, social media, you should have done this a long time ago but now we are in a situation that is many orders of magnitude worse than the often-invoked “fire in a crowded theater” clause. Show the world what we all know to be true: That freedom of speech is an elegant concept that demands a sense of personal responsibility, and that freedom of speech is not an absolute right but an earned privilege that works in all directions. If your particular exercise of freedom of speech obfuscates or contravenes that same right in others, then it is no longer free by definition. So let the liars cry about their imaginary censorship. They’ll still be able to. It just won’t be used against the people of the world quite so readily in the middle of a pandemic. The time is now.

“A well informed citizenry is the best defense against tyranny”. – Thomas Jefferson.

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

In addition, Madison recently expanded its least diverse schools.

Zeynep Tufekci:

Authoritarian blindness is a perennial problem, especially in large countries like China with centralized, top-down administration. Indeed, Xi would not even be the first Chinese ruler to fall victim to the totality of his own power. On August 4, 1958, buoyed by reports pouring in from around the country of record grain, rice, and peanut production, an exuberant Chairman Mao Zedong wondered how to get rid of the excess, and advised people to eat “five meals a day.” Many did, gorging themselves in the new regime canteens and even dumping massive amounts of “leftovers” down gutters and toilets. Export agreements were made to send tons of food abroad in return for machinery or currency. Just months later, perhaps the greatest famine in recorded history began, in which tens of millions would die because, in fact, there was no such surplus. Quite the opposite: The misguided agricultural policies of the Great Leap Forward had caused a collapse in food production. Yet instead of reporting the massive failures, the apparatchiks in various provinces had engaged in competitive exaggeration, reporting ever-increasing surpluses both because they were afraid of reporting bad news and because they wanted to please their superiors.

“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”

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

In addition, Madison recently expanded its least diverse schools.

Brentin Mock:

The tree-planters met stiff resistance: Roughly a quarter of the 7,500 residents they approached declined offers to have new trees planted in front of their homes. It was a high enough volume of rejections for such an otherwise valuable service that University of Vermont researcher Christine E. Carmichael wanted to know the reasons behind it.

She obtained data that TGD collected on the people who turned them down, and then visited Detroit to interview staff members and residents. What she found is that the rejections had more to do with how the tree-planters presented themselves and residents’ distrust of city government than it did with how residents felt about trees. Carmichael’s findings (with co-author Maureen H. McDonough) were published this week in the journal Society and Natural Resources.

The residents Carmichael surveyed understood the benefits of having trees in urban environments—they provide shade and cooling, absorb air pollution, especially from traffic, increase property values, and improve health outcomes. But the reasons Detroit folks were submitting “no tree requests” were rooted in how they have historically interpreted their lived experiences in the city, or what Carmichael calls “heritage narratives.”

It’s not that they didn’t trust the trees; they didn’t trust the city.

Daniel Jupp:

Like Jeremy Corbyn or Channel 4’s scrupulously impartial Jon ‘fuck the Tories’ Snow, Attenborough has shown himself to be another elderly, middle-class man suffering under the delusion that he is an 18-year-old student radical. And Glastonbury was not an isolated incident, either. Anything a 16-year-old Swedish girl can do, Sir David has obviously decided, he can do, too. Forget the splendours of nature, huddling down close to a termite mound in South Africa, or watching a crocodile barrel roll its next meal in the Zambezi – Attenborough’s attention is now fixed firmly on the human zoo of politics.

In a recent appearance before parliament’s Business, Energy and Industrial Strategy Committee, he compared changing attitudes to plastic to changing attitudes to slavery. He also complained that air travel was ‘extraordinarily cheap’. He called for prices to be hiked, conceding that this would hit the poor hardest. At the same time, he admitted that he himself travels by air ‘frequently’. The best way to ‘restrict’ air travel would be ‘economically’, he argued. So a man who has clocked up more air miles than the average African dictator is deeply concerned that your once-a-year package holiday to Spain is destroying the planet. If Attenborough had his way, a certain class of people (by coincidence, his class) would be allowed to jet around the world enjoying themselves, while others would be restricted from doing so.

Ross Douthat:

Over the last three years, since Brexit and the Trumpening and the general rise of disreputable forces in Western politics, there has been a steadily boiling elite panic about the power of the paranoid fringe, the mainstreaming of conspiracy theories, the pull of fake news and the danger of alternative realities.

And yet over that same period, a good many members of the opposition to Donald Trump — a mix of serious journalists, cable television hosts, pop culture personalities, erstwhile government officials, professional activists and politicians — have been invested in what appears to be exactly the kind of conspiracy-laced alternative reality that they believed themselves to be resisting.

With the apparent “no collusion” conclusion to the Robert Mueller investigation, there will now be a retreat from this alternative reality to more defensible terrain — the terrain where Trump is a sordid figure who admires despots and surrounded himself with hacks and two-bit crooks while his campaign was buoyed by a foreign power’s hack of his opponent.

All of this is still true, in the same way that once the W.M.D. and Qaeda connections turned out to be illusory, Saddam Hussein was still a wicked dictator whose reign deserved to end. But as with the Iraq war, what has been sold, and often fervently believed, about l’affaire Russe has been something far more sweeping — a story about active collaboration and tacit treason and the subjection of United States policymaking to Vladimir Putin’s purposes, a story where the trail of kompromat and collusion supposedly went back decades, a story that was supposed to end with indictments in Trump’s inner circle, if not the jailing of the man himself.

Matt Taibbi:

How about because, authorities have been lying their faces off to reporters since before electricity! It doesn’t take much investigation to realize the main institutional sources in the Russiagate mess – the security services, mainly – have extensive records of deceiving the media.

“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”.

Dan Rasmussen & Haonan Li:

An elite pedigree — the type of pedigree favored by headhunters and corporate boards — is not predictive of superior management. One of the central rationales for Jensen’s campaign (increasing CEO pay by tying it to share price performance) appears, in retrospect, to have little empirical support. These credentials, however, are significantly overrepresented in the CEO biography database. The elite credentials thus benefit the individual, but there is little evidence that these credentials benefit shareholders.

It’s unclear precisely why the evidence suggests that highly credentialed CEOs from our most elite MBA programs and their funnel careers, like banking and consulting, appear to add no measurable value to shareholders. However, we found wisdom in a saying of the oldest living CEO, a 100-year-old billionaire from Singapore who still goes to work every day to mentor his son in leading the firm. His son, Teo Siong Seng, said, “My father taught me one thing: In Chinese, it’s ‘yi de fu ren’ — that means you want people to obey you not because of your authority, not because of your power, or because you are fierce, but more because of your integrity, your quality, that people actually respect you and listen to you.”

Related: “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”

Margot Cleveland:

Two recent bills proposed by state legislators in Illinois and Iowa reveal a disturbing perspective on parental rights that’s becoming more prevalent in our country: the belief that parents cannot be trusted to care for their children.

The Swiftly-Defeated Illinois Bill

In Illinois, a little over a week ago, Democratic state Rep. Monica Bristow introduced House Bill 3560. That bill sought to amend the school code to require the Child Protective Service unit of the Department of Children and Family Services to investigate the home of a child being homeschooled “to ensure there is no suspected child abuse or neglect in the home.” The proposed law would have applied to every child being homeschooled, even when there was no reason to suspect neglect or abuse.

The response of homeschooling families was swift. “We live in such a ‘guilty until proven innocent’ culture,” Amy Kwilinski, an Illinois homeschooling mom of six (including four with special needs) told The Federalist. “It seems like our culture is headed toward a mistrust of homeschooling, which might send us dangerously toward a German-like ban,” Kwilinski added, noting that she plans to contact all of her elected officials.

Other homeschooling parents apparently felt similarly, because within days of Bristow’s bill being referred to the Rules Committee, the sponsor filed a motion to table the bill. In less than a week, HB 3560 was dead.

Former Madison School Board member Ed Hughes:

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

“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”

Jared Diamond:

these stories of isolated societies illustrate two general principles about relations between human group size and innovation or creativity. First, in any society except a totally isolated society, most innovations come in from the outside, rather than being conceived within that society. And secondly, any society undergoes local fads. By fads I mean a custom that does not make economic sense. Societies either adopt practices that are not profitable or for whatever reasons abandon practices that are profitable. But usually those fads are reversed, as a result of the societies next door without the fads out-competing the society with the fad, or else as a result of the society with the fad, like those European princes who gave up the guns, realizing they’re making a big mistake and reacquiring the fad. In short, competition between human societies that are in contact with each other is what drives the invention of new technology and the continued availability of technology. Only in an isolated society, where there’s no competition and no source of reintroduction, can one of these fads result in the permanent loss of a valuable technology. So that’s one of the two sets of lessons that I want to draw from history, about what happens in a really isolated society and group.

The other lesson that I would like to draw from history concerns what is called the optimal fragmentation principle. Namely, if you’ve got a human group, whether the human group is the staff of this museum, or your business, or the German beer industry, or Route 128, is that group best organized as a single large unit, or is it best organized as a number of small units, or is it best fragmented into a lot of small units? What’s the most effective organization of the groups?

I propose to get some empirical information about this question by comparing the histories of China and Europe. Why is it that China in the Renaissance fell behind Europe in technology? Often people assume that it has something to do with the Confucian tradition in China supposedly making the Chinese ultra-conservative, whereas the Judeo-Christian tradition in Europe supposedly stimulated science and innovation. Well, first of all, just ask Galileo about the simulating effects of the Judeo-Christian tradition on science. Then, secondly, just consider the state of technology in medieval Confucian China. China led the world in innovation and technology in the early Renaissance. Chinese inventions include canal lock gates, cast iron, compasses, deep drilling, gun powder, kites, paper, porcelain, printing, stern-post rudders, and wheelbarrows — all of those innovations are Chinese innovations. So the real question is, why did Renaissance China lose its enormous technological lead to late-starter Europe?

We can get insight by seeing why China lost its lead in ocean-going ships. As of the year 1400, China had by far the best, the biggest, and the largest number of, ocean-going ships in the world. Between 1405 and 1432 the Chinese sent 7 ocean-going fleets, the so-called treasure fleets, out from China. Those fleets comprised hundreds of ships; they had total crews of 20,000 men; each of those ships dwarfed the tiny ships of Columbus; and those gigantic fleets sailed from China to Indonesia, to India, to Arabia, to the east coast of Africa, and down the east coast of Africa. It looked as if the Chinese were on the verge of rounding the Cape of Good Hope, coming up the west side of Africa, and colonizing Europe.

Well, China’s tremendous fleets came to an end through a typical episode of isolationism, such as one finds in the histories of many countries. There was a new emperor in China in 1432. In China there had been a Navy faction and an anti-Navy faction. In 1432, with the new emperor, the anti-Navy faction gained ascendancy. The new emperor decided that spending all this money on ships is a waste of money. Okay, there’s nothing unusual about that in China; there was also isolationism in the United States in the 1930’s, and Britain did not want anything to do with electric lighting until the 1920s. The difference, though, is that this abandoning of fleets in China was final, because China was unified under one emperor. When that one emperor gave the order to dismantle the shipyards and stop sending out the ships, that order applied to all of China, and China’s tradition of building ocean-going ships was lost because of the decision by one person. China was a virtual gigantic island, like Tasmania.

Now contrast that with what happened with ocean-going fleets in Europe. Columbus was an Italian, and he wanted an ocean-going fleet to sail across the Atlantic. Everybody in Italy considered this a stupid idea and wouldn’t support it. So Columbus went to the next country, France, where everybody considered it a stupid idea and wouldn’t support it. So Columbus went to Portugal, where the king of Portugal considered it a stupid idea and wouldn’t support it. So Columbus went across the border to a duke of Spain who considered this stupid. And Columbus then went to another duke of Spain who also considered it a waste of money. On his sixth try Columbus went to the king and queen of Spain, who said this is stupid. Finally, on the seventh try, Columbus went back to the king and queen of Spain, who said, all right, you can have three ships, but they were small ships. Columbus sailed across the Atlantic and, as we all know, discovered the New World, came back, and brought the news to Europe. Cortez and Pizarro followed him and brought back huge quantities of wealth. Within a short time, as a result of Columbus having shown the way, 11 European countries jumped into the colonial game and got into fierce competition with each other. The essence of these events is that Europe was fragmented, so Columbus had many different chances.

It’s interesting to ponder history in light of Madison’s (and Wisconsin’s) disastrous reading results:

1. The Wisconsin DPI (currently lead by Tony Evers, who is running for Governor) ongoing efforts to kill the “Foundations of Reading“; our one (!) teacher content knowledge requirement, and

2. Madison’s tortured and disastrous reading history.

3. A majority of the Madison School Board rejected the proposed Madison Preparatory IB Charter School (2011).

4. 2006: “They’re all Rich White Kids, and they’ll do just fine, NOT!”

Robby Soave:

Last week, Education Secretary Betsy DeVos visited Harvard University’s Institute of Politics to discuss her school choice agenda. Students in the audience interrupted her several times; some even held up a sign accusing her of being a “white supremacist.”

The irony, of course, is twofold. One, the subject of DeVos’s Harvard address—school choice—is a policy that offers low-income students of color a respite from the hopelessness of the failing traditional public school systems in many cities. Two, DeVos’s recent major policy accomplishment was rescinding the Obama administration’s infamous Title IX “dear colleague” letter, a move that will restore a modicum of fairness to campus sexual harassment trials—trials that disproportionately disadvantage male students of color.

This makes DeVos a “white supremacist”? Please.

Regardless of what liberal activist groups like the NAACP think of them, school choice reforms have a proven track record of providing opportunities for poor and minority children that are often—not always, mind you, but often—better than the alternative. Charter schools are despised by the left because they threaten one of the Democratic Party’s most influential bases of power: teachers unions.

Robert McFadden

“We find when we bring average Americans together that they listen to one another, that they can contribute and that they can build, develop a vision of what they want our society to be like. And it’s really inspiring.”

In a speech at the Drucker Institute in Claremont, Calif., in late 2008, Mr. Yankelovich enumerated overwhelming national problems — the financial meltdown, the soaring debt, lost standing in the world, runaway health and education costs — and, typically, offered his vision of a way out of the mess. He called it “The New Pragmatism,” and insisted that it would soon spread across America.

“It’s going to occur,” he said, certitude rising in his New England accent, “through entrepreneurship and innovative thinking at all levels of society: individual, commercial, public, nonprofit, private, institutional, and all of these in interlocking, interacting ways.”

Bagehot:

For my money the best analysis of what happened was inadvertently penned by Hugh Trevor-Roper in his 1967 essay on “The Crisis of the 17th Century”. Trevor-Roper argued that the mid-17th century saw a succession of revolts, right across Europe, of the “country” against the “court”. The court had become ever more bloated and self-satisfied over the decades. They existed on tributes extracted from the country but treated the country as collection of bigots and backwoodsmen. Many members of Europe’s court society had more to do with each other than they did with their benighted fellow-countrymen. The English civil war, which resulted in the beheading of a king and the establishment of a Republic, was the most extreme instance of a Europe-wide breakdown

A familiar topic, unfortunately.

Caleb Crain

It would be much safer, Plato thought, to entrust power to carefully educated guardians. To keep their minds pure of distractions—such as family, money, and the inherent pleasures of naughtiness—he proposed housing them in a eugenically supervised free-love compound where they could be taught to fear the touch of gold and prevented from reading any literature in which the characters have speaking parts, which might lead them to forget themselves. The scheme was so byzantine and cockamamie that many suspect Plato couldn’t have been serious; Hobbes, for one, called the idea “useless.”

A more practical suggestion came from J. S. Mill, in the nineteenth century: give extra votes to citizens with university degrees or intellectually demanding jobs. (In fact, in Mill’s day, select universities had had their own constituencies for centuries, allowing someone with a degree from, say, Oxford to vote both in his university constituency and wherever he lived. The system wasn’t abolished until 1950.) Mill’s larger project—at a time when no more than nine per cent of British adults could vote—was for the franchise to expand and to include women. But he worried that new voters would lack knowledge and judgment, and fixed on supplementary votes as a defense against ignorance.

Peggy Noonan

Those who come to this space know why I think what happened, happened. The unprotected people of America, who have to live with Washington’s policies, rebelled against the protected, who make and defend those policies and who care little if at all about the unprotected. That broke bonds of loyalty and allegiance. Tuesday was in effect an uprising of the unprotected. It was part of the push-back against detached elites that is sweeping the West and was seen most recently in the Brexit vote.

But so much depends upon the immediate moment. Mr. Trump must move surely now. When you add up the votes of Mrs. Clinton, Jill Stein, Gary Johnson and others, you get roughly 52%. Between 47% and 48% voted for Mr. Trump. It was an enormous achievement but a close-run thing, and precarious.

Emmmett Rensin

There is a smug style in American liberalism. It has been growing these past decades. It is a way of conducting politics, predicated on the belief that American life is not divided by moral difference or policy divergence — not really — but by the failure of half the country to know what’s good for them.

In 2016, the smug style has found expression in media and in policy, in the attitudes of liberals both visible and private, providing a foundational set of assumptions above which a great number of liberals comport their understanding of the world.

It has led an American ideology hitherto responsible for a great share of the good accomplished over the past century of our political life to a posture of reaction and disrespect: a condescending, defensive sneer toward any person or movement outside of its consensus, dressed up as a monopoly on reason.

Jeff Guo:

Recently, Johns Hopkins University political scientists Jennifer Bachner and Benjamin Ginsberg conducted a study of the unglamorous D.C. bureaucrat. These are the people who keep the federal government humming — the Hill staffers, the project managers and all those desk workers who vaguely describe themselves as “analysts.”

As Bachner and Ginsberg argue, civil servants exercise real power over how the government operates. They write and enforce rules and regulations. They might not decide what becomes law, but they have a hand in how laws are drawn up and how laws are implemented.

For all their influence, though, nearly all of these technocrats are unelected, and they spend most of their time with people who are just like them — other highly educated folk who jog conspicuously in college tees and own a collection of NPR totes.

In their new book, which is part ethnography and part polemic, Bachner and Ginsberg argue that Washington’s bureaucrats have grown too dismissive of the people they are supposed to serve. Bachner and Ginsberg recently sent around an informal survey to selected members of this technocratic class, and the results, they say, were shocking.

“Many civil servants expressed utter contempt for the citizens they served,” they write in their book, “What Washington Gets Wrong.” “Further, we found a wide gulf between the life experiences of ordinary Americans and the denizens of official Washington. We were left deeply worried about the health and future of popular government in the United States.”

Chris Arnade

Trump voters may not vote the way I want them to, but, after having spent the last five years working in (and having grown up in) parts of the US few visit, I know they are not dumb. They are doing what all voters do: Trying to use their vote to better their particular situation (however they define that).

Labeling them dumb is simply a way of not trying to understand their situation, or what they value.

Related, Madison, despite spending nearly $18k per student annually, has long tolerated disastrous reading results and perpetual resistance of K-12 diversity.

Madison students have long endured the disastrous results of “we know best“.

Reading Recovery and Connected Math are two prominent examples.

Chris Mooney:

The question then is whether there is an effective way to prime people to be more science-curious — which could then also have political ramifications.

“It’s an asset that there’s a segment of the population that has that kind of disposition, so what you want to do is exploit it to the greatest extent,” Kahan says. “And if we’re lucky, it will percolate into other people with whom they have interactions.”

Lawrence Summers:

We do not want to learn what we can get used to. I’m sure once the historical commission had delayed the bridge for many months, there was an attitude of “What’s another couple?” In a broader sense, the Anderson Memorial Bridge tale tees up a bigger question. Where is the outrage? Why didn’t the governor or the mayors of Boston and Cambridge act? What about the great free press? We seem to be caught in a dismal cycle of low expectations, poor results and shared cynicism.

More than questions of personality or even those of high policy, the question of how to escape this trap should be a central issue in this election year.

Deirdre N. McCloskey:

The Great Enrichment of the past two centuries has one primary source: the liberation of ordinary people to pursue their dreams of economic betterment.

Why are we so rich? An American earns, on average, $130 a day, which puts the U.S. in the highest rank of the league table. China sits at $20 a day (in real, purchasing-power adjusted income) and India at $10, even after their emergence in recent decades from a crippling socialism of $1 a day. After a few more generations of economic betterment, tested in trade, they will be rich, too.

Actually, the “we” of comparative enrichment includes most countries nowadays, with sad exceptions. Two centuries ago, the average world income per human (in present-day prices) was about $3 a day. It had been so since we lived in caves. Now it is $33 a day—which is Brazil’s current level and the level of the U.S. in 1940. Over the past 200 years, the average real income per person—including even such present-day tragedies as Chad and North Korea—has grown by a factor of 10. It is stunning. In countries that adopted trade and economic betterment wholeheartedly, like Japan, Sweden and the U.S., it is more like a factor of 30—even more stunning.

Joe Gelonosi:

I don’t think parents reading their children bedtime stories should constantly have in their minds the way that they are unfairly disadvantaging other people’s children, but I think they should have that thought occasionally.

The power of the family to tilt equality hasn’t gone unnoticed, and academics and public commentators have been blowing the whistle for some time. Now, philosophers Adam Swift and Harry Brighouse have felt compelled to conduct a cool reassessment.

Swift in particular has been conflicted for some time over the curious situation that arises when a parent wants to do the best for her child but in the process makes the playing field for others even more lopsided.

‘I got interested in this question because I was interested in equality of opportunity,’ he says.

‘I had done some work on social mobility and the evidence is overwhelmingly that the reason why children born to different families have very different chances in life is because of what happens in those families.’

Once he got thinking, Swift could see that the issue stretches well beyond the fact that some families can afford private schooling, nannies, tutors, and houses in good suburbs. Functional family interactions—from going to the cricket to reading bedtime stories—form a largely unseen but palpable fault line between families. The consequence is a gap in social mobility and equality that can last for generations.

So, what to do?

According to Swift, from a purely instrumental position the answer is straightforward.

‘One way philosophers might think about solving the social justice problem would be by simply abolishing the family. If the family is this source of unfairness in society then it looks plausible to think that if we abolished the family there would be a more level playing field.’

It’s not the first time a philosopher has thought about such a drastic solution. Two thousand four hundred years ago another sage reasoned that the care of children should be undertaken by the state.

Harriet Alexander:

Venezuela’s embattled government has taken the drastic step of forcing food producers to sell their produce to the state, in a bid to counter the ever-worsening shortages.

Farmers and manufacturers who produce milk, pasta, oil, rice, sugar and flour have been told to supply between 30 per cent and 100 per cent of their products to the state stores. Shortages, rationing and queues outside supermarkets have become a way of life for Venezuelans, as their isolated country battles against rigid currency controls and a shortage of US dollars – making it difficult for Venezuelans to find imported goods.

Pablo Baraybar, president of the Venezuelan Food Industry Chamber, said that the order was illogical, and damaging to Venezuelan consumers.

Lee Cary:

With the nationalizing of the American healthcare system well underway, nationalizing public education pre-K through 12 is the next big thing on the progressive agenda. Wait for it.
It will be called ObamaCore Education, for short.
The original 2008 Obama campaign Blueprint for Change document included a “Plan to Give Every American Child a World Class Education” and linked to a 15-page, single-spaced document entitled “Barack Obama’s Plan For Lifetime Success Through Education.” It offered a litany of proposals as part of a broad, federal intervention into America’s public education system.
A case can be made that the regime would have been better off, in the long run, nationalizing public education before healthcare, because the fundamental transformation of education would have been easier.
How so? you ask.
The reasons for the relative ease — compared to ObamaCare — of installing ObamaCore Education were cited in the American Thinker back in June 2009.

Related: Up for re-election Madison School Board President Ed Hughes: “The notion that parents inherently know what school is best for their kids is an example of conservative magical thinking.”; “For whatever reason, parents as a group tend to undervalue the benefits of diversity in the public schools….”. Remarkable.

Matthew DeFour (and many others):

That led minority leaders to complain about the perceived control white Madison liberals — including teachers union leaders — exert on elections and on efforts meant to raise minority student achievement. Some local leaders have undertaken soul-searching while others say more minorities need to seek elective office.
“You could not have constructed a scenario to cause more alienation and more mistrust than what Sarah Manski did,” longtime local political observer Stuart Levitan said, referring to the primary winner for seat 5. “It exposed an underlying lack of connection between some of the progressive white community and the progressive African-American community that is very worrisome in the long run.”
In the last few weeks:

• Urban League of Greater Madison president Kaleem Caire in a lengthy email described the failed negotiations involving him, district officials and Madison Teachers Inc. executive director John Matthews over Caire’s proposed Madison Preparatory Academy geared toward low-income minority students.
• Ananda Mirilli, who placed third behind Manski for seat 5, released emails in which Sarah Manski’s husband, Ben Manski, accused Caire of recruiting Mirilli to run for School Board and linking Caire to a conservative foundation. Caire confirmed the email exchange, but said he didn’t recruit Mirilli. The Manskis did not respond to requests for comment.
• Two School Board members, Mary Burke and Ed Hughes, vigorously backed former police lieutenant Wayne Strong, who is black, to counter the influence of political groups supporting his opponent. In the seat 3 race, Strong faces Dean Loumos, a low-income housing provider supported by MTI, the Dane County Democratic Party, Progressive Dane and the local Green Party.

Much more on the 2013 Madison School Board election, here.

Kayla Huynh:

After years of stagnant reading scores, educators see renewed promise in Act 20. The law, signed in July with broad support from legislators and school districts, is set to make sweeping changes across the state in how schools teach kindergarten through third grade students how to read.

Under the act, districts next school year will need to shift to a teaching model based on the science of reading, a collection of research on how children best learn to read. It emphasizes the use of phonics and phonemic awareness, or an understanding of the individual sounds of letters and how those sounds together can form words.

Among many of its provisions, the law requires schools to assess students through reading tests. Teachers will need to complete additional instructional training, and some schools will need to change their curriculum to comply.

Third-graders who fail to reach their reading milestones are more likely to struggle in later grades because they cannot comprehend the written material that is key to the educational process. And those who cannot read at grade level by third grade are more likely to not finish high school, according to research from the nonprofit Annie E. Casey Foundation.

The study revealed that one in six children who are not proficient at reading in third grade do not graduate from high school on time — a rate four times greater than that of their proficient peers. The rate is even higher for third graders who score “below basic proficiency,” with around one in four dropping out or graduating late from high school, compared with 9% of those with basic reading skills and 4% of proficient readers.

—-

Legislation and Reading: The Wisconsin Experience 2004-

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

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Donald Knuth (2003):

Editorial Board, Journal of Algorithms

Dear Board member,

Let me begin with some background information from my personal perspective. I “grew up” professionally with Academic Press journals: Part of my thesis was printed in Volume 2 of the Journal of Algebra

(1965); soon afterward I published an article about trees in the Journal of Combinatorial Theory, Volume 3. I was eventually destined to publish six more papers in the latter journal, and one each in the Journal of Mathematical Analysis and Applications, the Journal of Number Theory, and the Journal of Computer and System Sciences. Those papers were typeset so beautifully, I used Academic Press style as the model in my first demo of TEX to the American Math Society in 1978.

Therefore I was pleased when Herb Wilf approached me later that year with the idea to start a new Academic Press publication, to be called the Journal of Algorithms. On January 4, 1979, 1 replied to him that “Journal of Algorithms is a great title. Surely there must be a journal of that name someday.” We agreed that computer science had matured to the point where such a journal would be an ideal outlet for some of the explosive growth in high-quality algorithmic research.

Over the years the issues of this journal have accumulated to fill nearly five feet of shelf space in my office at home, and I couldn’t be more proud of the quality of many of the articles they contain. The experience of compiling and typesetting the index to Volumes 1-20 that appeared on pages 634 660 of the May 1996 issue gave me a special pleasure; and next year we shall reach Volume 50.

Academic Press built its reputation on producing high-quality scientific books and journals at reasonable prices. That is why Wilf and I were attracted to them initially, and why we continued to be satisfied as the years went by. Academic Press was acquired in 1989 by Harcourt Brace Javonovich, later to become known as Harcourt X for various other values of X, but at first their publishing team stayed fairly intact.

I became concerned about journal pricing in 1990, and I wrote a two-page letter asking them to do their best to minimize the effect on libraries; they promptly sent me a completely satisfactory reply, and indeed they kept price increases below the level of inflation during the next few years.

Mike Hlas:

“Friday Night Lights: A Town, a Team, and a Dream,” the 1990 non-fiction bestseller by H.G. “Buzz” Bissinger about a prominent west Texas high school football team and societal issues in its Odessa, Texas home is one of 19 books recently removed from school shelves in Mason City.

Others include Alice Walker’s “The Color Purple,” Theodore Dreiser’s “An American Tragedy,” and Maya Angelou’s “I Know Why the Caged Bird Sings.”

“I’m flattered to be in the same company,” Bissinger said by phone Wednesday. “These are great, great books.”

The rest of what he said wasn’t so flattering, and with good reason.

Iowa Senate File 496, passed this year, requires every book available to students be “age-appropriate” and free of any “descriptions or visual depictions of a sex act” according to Iowa Code 702.17.

Mason City Community School District Assistant Superintendent of Curriculum and Instruction Bridgette Exman said it was “simply not feasible to read every book and filter for these new requirements.” So, as Popular Science reported this week, that district is using ChatGPT. That’s an artificial intelligence software, to help provide textual analysis of each title.

“This use of AI is ridiculous,” Bissinger said, “There’s no sex at all. I’ve never depicted a sex act. I don’t know what the (expletive) they’re talking about. I purposely stayed away from that.”

As for the book possibly not being age-appropriate?

“My book is being falsely depicted,” said Bissinger. “The tragedy is, this is a great book for kids. It is a great book for teenage males because they don’t like to read anything. But they devour this book, and I know because I’ve had over 30 years of emails telling me that.

By LaTonya Goffney, Sonja Santelises and Iranetta Wright:

America is finally acknowledging a harsh truth: The way many schools teach children to read doesn’t work. Educators, and indeed families, are having a long overdue conversation about how one of the nation’s most widely used curricula, “Units of Study,” is deeply flawed — and where to go from here.

The problem became a mainstream topic of conversation after parents got a closer look at their children’s lessons over Zoom during the pandemic, and journalist Emily Hanford released a podcast exposing how schools and teachers were “Sold a Story.” 

As Hanford explained, “Units” was not crafted on the science of reading — or what research shows are the best ways to build literacy. Such research-based methods focus on developing content knowledge, an understanding of letter-sound and sound-spelling relationships, word recognition, and language comprehension and fluency. Multiple, rigorous studies over 40 years prove these are the most effective ways to teach reading.

Yet “Units” instead encourages children to “cue” their thinking by looking at pictures or other words on the page to figure out what they don’t know. This approach is wholly inadequate — it does not build knowledge and skills, is especially problematic for children with a limited vocabulary, and often amounts to little more than guessing. 

But the “Units” curriculum has been popular, championed by respected voices, and too few teachers know about or study the science of reading as part of their preparation programs and professional development. Many administrators have also assumed that instructional programs peddled to their districts have a solid research base and are supported by data.

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

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Joanne Jacobs:

Jessica Bradshaw’s daughter — now a son — was diagnosed as on the autism spectrum, as well as with attention deficit hyperactivity disorder, PTSD and anxiety, the California mother told Baker. Her teenager “had struggled with loneliness during the pandemic” and “repeatedly changed his name and sexual orientation.” School officials had put her child “on a path the school wasn’t qualified to oversee,” rather than let the family decide what was best, Bradshaw said. She resents being made to feel like a bad parent.

. . . dozens of parents whose children have socially transitioned at school told The Times they felt villainized by educators who seemed to think that they — not the parents — knew what was best for their children. They insisted that educators should not intervene without notifying parents unless there is evidence of physical abuse at home. Although some didn’t want their children to transition at all, others said they were open to it, but felt schools forced the process to move too quickly, and that they couldn’t raise concerns without being cut out completely or having their home labeled “unsafe.”

Joel Kotkin

The United States today stands as a living contradiction to the ‘great man theory of history’. For the US is a great country led by small minds. In recent times, it has been ruled by a narcissistic moral reprobate and it is now being run by a cognitively deficient and scandal-plagued politician. There is a growing feeling, particularly among the young, that today’s America is diminished. Yet the US remains the world’s premier power, and its last best hope against a rising authoritarian tide.

So, how does an America led by mediocrities succeed? The secret sauce lies in two great assets – America’s geography and its constitution. 

America enjoys an enormous expanse of arable land, the largest in the world, bigger than that of Russia and Ukraine combined, and nearly 100million acres more than China. It is not only by far the largest food exporterin the world, but it also leads all countries, including Russia and Saudi Arabia, in the production of fossil fuels, which are now being consumed more than ever. And not to be overlooked are America’s vast reserves of fresh water, the third largest on the planet.

These assets separate America from its largest rivals. Neither China nor Europe has adequate domestic energy supplies, making both ever reliant, like Tennessee Williams’ Blanche DuBois, on the ‘kindness of strangers’. Shortages and high prices are already hammering Germany’s industrial economy, from its dynamic mid-sized firms to the giants of its chemicals industry, despite the German government spending a massive half-a-trillion dollars on energy subsidies. Europe is now desperately firing up coal plants and reconsidering nuclear energy, but in the near-term its energy salvationwill most likely lie in the oil fields of the Permian basin and other hotbeds of US energy production. 

These geographic advantages, as well as the growing global suspicion about China, are turning America once again into the world’s primary destination for foreign investment, particularly in energy-intensive sectors like manufacturing. Japan, Germany and Canada are the top investors. German car giant Volkswagen sees the US as its best bet for ‘strategic growth’, especially given the business and political pressure against investment in China.

Lucy Kellaway:

Life at my school is founded on the Gospel values which, I found after a spot of googling, involve the sort of thing even the most devout atheist should be able to sign up to: forgiveness, honesty, trust, family and, above all, love.

I listened with disbelief in the first staff meeting when we were told it was our job to love all our students — especially the ones who were hardest to love. This was a departure from the successful academy school in east London where I trained, when staff would gather together in the name of no excuses, exam results and value-added scores.

This emphasis on love seems to me oddly profound, because from it everything else flows. If you force yourself to care deeply for every one of your students, you work harder for them, you want the best for them. All the other stuff I learnt in teacher training after leaving my job as a columnist at the Financial Times — differentiation and assessment for learning — seems a bit by the by. 

It is not only the Gospel that is making me have a rethink. It is the experience of teaching and living 300 miles from the capital, my home for the past 63 years.

The stats bear this out. According to the University of Essex’s Understanding Society study, the North East is the least mobile place in the country, with 55 per cent of survey respondents living within 15 miles of their mother — more than three times as many as in the capital. And, if my students are any guide, this statistic is not about to change, as few of them plan to leave. They might go abroad for a bit (I tried to warn them that Brexit has made this harder), but after that they want to return home. No one has any interest in moving to London. They know they can’t afford it, and don’t fancy it anyway.

Luke Rosiak:

A Virginia grand jury investigating a public school district’s apparent coverup of the rape of a girl by a male student in a girls bathroom–which made national headlines after a Daily Wire investigation–blasted school officials for their “stunning lack” of transparency and “intentional amnesia” in a much-anticipated report released Monday.

In the fact-finding report, the nine-person Loudoun County panel disclosed for the first time that a teacher’s aide walked into the bathroom while the ninth-grade victim was being raped by her male classmate and saw two pairs of feet under a stall door, but did nothing. The 91-page report called out district officials for a host of lapses that continued long after the initial attack.

“We believe that throughout this ordeal LCPS administrators were looking out for their own interests instead of the best interests of LCPS,” the report stated. “This invariably led to a stunning lack of openness, transparency, and accountability both to the public and the special grand jury.”

The report also found that the district concealed the nature of the attack even as the district was preparing to impose a controversial new transgender bathroom policy. After the rape, the student was transferred to another school where he was involved in multiple incidents of misbehavior against girls that were known to officials but, until now, unknown to the public, the report said. Even the rapist’s own grandmother told officials he was a sociopath, but little was done, it said. The rapist soon committed another sexual assault, this time in a classroom.

A

A Loudoun County Special Grand Jury report investigating two sexual assaults that happened inside two different high schools by the same student has been released. The review states: “They (LCPS) failed at every juncture.” pic.twitter.com/F6YyTz9g2L

— Sierra Fox (@thesierrafox) December 6, 2022

William Buckley:

I have always thought Anatole France’s story of the juggler to be one of enduring moral resonance. This is the arresting and affecting tale of the young monk who aspires to express his devotion to the Virgin Mary, having dejectedly reviewed, during his first week as a postulant at the monastery alongside Our Lady of Sorrows, the prodigies and gifts of his fellow monks. Oh, some sang like nightingales, others played their musical instruments as virtuosi, still others rhapsodized with the tongues of poets. But all that this young novice had learned in the way of special skills before entering the monastery was to entertain modestly as a juggler. And so, in the dead of night, driven by the mandate to serve, walking furtively lest he be seen and mocked by his brothers, he makes his ardent way to the altar with his sackful of wooden mallets and balls, and does his act for Our Lady.

This account of the struggle to express gratitude is unsurpassed in devotional literature. The apparent grotesquerie — honoring the mother of the Saviour of the universe, the vessel of salvation, with muscular gyrations designed to capture the momentary interest of six-year-olds — is inexpressibly beautiful in the mind’s eye. The act of propitiation; gratitude reified.

How to acknowledge one’s devotion, one’s patrimony, one’s heritage? Why, one juggles before the altar of God, if that is what one knows how to do. That Americans growing into citizenhood should be induced to acknowledge this patrimony and to demonstrate their gratitude, for it is the thesis of this exercise. By asking them to make sacrifices we are reminding them that they owe a debt, even as the juggler felt a debt to Our Lady. And reminding them that requital of a debt is the purest form of acknowledging that debt. The mind tends to turn to the alms-giver as one experiences the alms he has to give us. We are familiar with the debt an exonerated defendant feels toward the judicial system on which he suddenly found himself relying. The man truly hungry looks with a different eye on the person who feeds him. It is entirely possible to live out an entire life without experiencing the civic protections which can become so contingently vital to us at vital moments. Even if we never need the help of the courts, or of the policeman, or of the Bill of Rights, that they are there for us in the event of need distinguishes our society from others. To alert us to their presence, however dormant in our own lives, tends to ensure their survival. And tends also to encourage a citizenry alert to the privileges the individual might one day need. This enjoyment, this answering of needs, can make us proud of our country — and put us in its debt. In this essay on the theme of Gratitude, I postulate that we do owe something. To whom? The dead being beyond our reach, our debt can only be expressed to one another; but our gratitude is also a form of obeisance — yes, to the dead. The points I raise will disturb some “conservative” presumptions as also some commonly thought of as “liberal.” I have, in any event, the obligation to explore the social meaning of duty. Those who respond to religious guidelines will not be surprised, for example, by the Christian call to reinspect Divine commandments: “Verily I say unto you, inasmuch as ye have done it unto one of the least of these my brethren, ye have done it unto me.” Although religious faith is not required to prompt attention to the nature of the injunction, the intensity of the concern of some Americans is sometimes best understood by the use of religious metaphors. Emile Durkheim wrote engrossingly on the question when he spoke of the “relation of a devoted child to his parents, of an ardent patriot to his fatherland, [of a] cosmopolitan to mankind, of a worker to his class, of a nobleman conscious of his rank to the aristocracy, of the vanquished to his conqueror, of the good soldier to his army.” “All these relations,” Durkheim concluded, “with their infinitely manifold contents can, indeed do, have a general tenor as far as their psychic aspect is concerned — which must be called a religious key.”

Wall Street Journal:

In response to the concerns raised by Professor Michael Thaddeus on his faculty website, the school said in Junethat it would review past years’ data submissions and wouldn’t participate in this year’s U.S. News & World Report ranking of the nation’s best colleges. …

Also Friday, the school released two sets of numbers for what is known as the Common Data Set, a standardized set of figures that schools can voluntarily publish detailing information about student enrollment, graduation rates, financial aid and faculty, among other subjects [Understanding Columbia’s Common Data Set].

Joel Kotkin:

Housing is an industry, but it is also where people live, raise families, and stake their future. Yet increasingly, all around the world, housing has increasingly become just a commodity to be traded, often by foreigner investors, notably from China, as well as by large well-capitalized financial institutions who plan to cultivate a generation of lifelong renters. In the notorious words of the World Economic Forum, “You will own nothing, and love it.” Well, you may not love it, but the first part is coming true.

This shift has been taking place for decades, as the superrich and large investment companies buy up much of the land. In the United States, the proportion of land owned by the one hundred largest private landowners, reports the New York Times grew by nearly 50 percent between 2007 and 2017. In 2007, this group owned a total of 27 million acres of land, equivalent to the area of Maine and New Hampshire combined; a decade later, the one hundred largest landowners held 40.2 million acres, more than the entire area of New England.

In much of the American West, billionaires like Jeff Bezos, Bill Gates, and Ted Turner have created vast estates that systematically make the local population land-poor. Landownership in Europe, too, is becoming more concentrated in fewer hands. In Great Britain, where land prices have risen dramatically over the past decade, less than 1 percent of the population owns half of all the land. On the continent, farmland is being consolidated into larger holdings, while urban real estate has been falling into the hands of a small number of corporate owners and the mega-wealthy. Amidst instability in commodity and stock markets, this trend of big capital investment in housing may be expected to accelerate.

Beth Hawkins:

Mounting evidence supports an academic strategy known as acceleration, in which students who are behind are challenged with grade-level material while getting help with missing skills or knowledge. But new research finds its use in schools “is currently more talk than action.” 

Analyzing data from 3 million students assigned lessons through a widely used literacy program, the nonprofits ReadWorks and TNTP found that during the 2020-21 school year — the first full year after the start of the pandemic — students were assigned work below their grade level a third of the time. Children in high-poverty schools were given less challenging materials more often than their affluent peers — even when they had already mastered grade-level assignments.

“Our analysis reveals a stark disconnect between the extent of students’ unfinished learning during the pandemic and the opportunities they’re getting to engage with the grade-level work they need to catch up,” states a report outlining their findings. “It suggests that while many school systems are talking about learning acceleration, far fewer have implemented a successful learning acceleration strategy.”

Wall Street Journal:

At his first big political rally of 2022, President Trump was again focused on 2020. “We had a rigged election, and the proof is all over the place,” he said. Mr. Trump was apparently too busy over Christmas to read a 136-page report by a conservative group in Wisconsin, whose review shows “no evidence of widespread voter fraud.”

If curious Republicans want to know what really happened in 2020, this is the best summation to date. Released Dec. 7, it was written by the Wisconsin Institute for Law and Liberty (WILL), a policy shop with conservative bona fides that supported many of Mr. Trump’s policies. A Wisconsin judge this month said ballot dropboxes are illegal under state law, in a challenge brought by WILL.

Its report on 2020 wallops state officials for bending election rules amid the pandemic. That mistake put ballots into legal doubt, due to no fault of the voter, while fueling skepticism. Yet the stolen-election theory doesn’t hold up. President Biden won Wisconsin by 20,682, and mass fraud “would likely have resulted in some discernible anomaly,” WILL says. “In all likelihood, more eligible voters cast ballots for Joe Biden than Donald Trump. ” Here are some highlights:

***

• Only 14.7% of Wisconsin jurisdictions used Dominion voting machines. Mr. Trump won 57.2% of their ballots, up from 55.7% in 2016.

• In Milwaukee, the number of absentee votes tallied on election night is “consistent with what was reported to be outstanding.” Mr. Biden’s share, 85.7%, is plausible. The raw vote total in Milwaukee County was up only 4.4% from 2016, lower than the average rise of 10.2%. “Put simply, there was no unexplained ‘ballot dump.’”

• WILL’s hand recount of 20,000 votes from 20 wards, including in Milwaukee, found “no evidence of fraudulent ballots.” It did show “a significant number of voters who voted for Biden and a Republican for Congress.” In wards of suburban Mequon, to pick one, 10.5% of Biden ballots went for GOP Rep. Glenn Grothman.

• In 2020 only 0.2% of Wisconsin’s absentee ballots were rejected, a steep drop from 1.35% in 2016. This, however, was a nationwide trend, aided in part by dropboxes. Also, WILL says, “rejection rates were actually slightly higher in areas of the state that voted for Biden.”

• The state told clerks to correct incomplete witness addresses. Not every jurisdiction did so, and some didn’t track such fixes. WILL reviewed 29,000 ballot certificates in 29 wards. The “vast majority” of problem ballots “were simply missing a portion of the second address line, such as a city, state or ZIP Code.” State law doesn’t define how much “address” is required, so these ballots probably were valid regardless.

• The number of “indefinitely confined” voters, who are exempt from photo-ID rules, rose 199,000. Yet the election proceeded, WILL says, with “no clear statement” on whether fear of Covid could qualify as home bound. County data suggest no link between confinement rates and partisan lean. WILL polled 700 random confined voters, turning up little. Fraud here would be “risky,” it says, since real ballots by impersonated voters would then be flagged. Wisconsin has identified only four double votes.

• The state used dropboxes, which are legally disputed, and WILL says many clerks didn’t sufficiently log chain of custody. Its statistical analysis estimates that dropboxes maybe raised Mr. Biden’s turnout by 20,736. But WILL “does not claim” that such people “were ineligible voters or should have had their votes rejected.”

• A nonprofit tied to Mark Zuckerberg gave $10 million to help Wisconsin elections, mostly in five cities, a skewed distribution that WILL finds “troubling.” A statistical analysis suggests it maybe lifted Mr. Biden’s turnout by 8,000.

Commentary.

Vinay Prasad:

Collins is not an epidemiologist, and he has no standing to decide what counts as a “fringe” view within that field. As NIH director, his job is to foster dialogue among scientists and acknowledge uncertainty. Instead, he attempted to suppress legitimate debate with petty, ad hominem attacks.The efforts to censor Malone and McCullough have massively backfired, with both men gaining prominence and publicity from the attempts to shut down their speech. More generally, I strongly disagree with efforts to censor scientists, even if they are incorrect, and no matter the implications of their words, as I believe the harms of censorship far exceed any short-term gains.

“The 21st Century Salonniere:

If our leaders communicated clearly and transparently throughout the pandemic, if they left politics aside, if they explained why their opinions and guidance have changed so often and provided the data to back it up, a guy like Malone couldn’t get much of an audience.

As for the media, they do little more than parrot the leaders. If the messages from leaders are garbled, constantly changing, and unclear, our media outlets are usually going to repeat those messages, not clarify them.

So our leaders have failed America. The media has failed America. But where are the scientists? Why aren’t the workhorses of this pandemic, the people who are quietly behind the scenes doing the best they can, people who are subject-matter experts and who don’t have an agenda, presenting clear information to the public and explaining the ways in which Robert Malone is full of shit?

I think the answer is twofold. First, the scientists have their hands full, fighting the pandemic and “doing science” in a very rapidly changing information landscape, and they are consumed with talking among themselves, not communicating with the public. It’s really not Joe Q. Scientist’s role (or forte) to communicate science information to the public.

But second, if I had to guess, to the community of honest, good-faith experts who are trying hard to fight this global disaster, Malone sounds so much not like a credible scientist that to them he’s self-evidently full of shit.

In other words, I think scientists don’t see a need to discuss it, just as you or I might not see a need to discuss whether a Magic 8 Ball can really tell the future or not.

So the arrogant mainstream sees Malone getting in the way of their messaging, and they ignore him. The actual scientists think the problem is obvious, and they impatiently wave it away. Neither group sees a need to offer explanations.

But there are a lot of people who are “smart, but not scientists.” They don’t necessarily have the background to evaluate Malone’s claims, or the time to read medical journal articles to keep up on the latest science, just as I don’t have the background to evaluate what an electrician says about my solar panels, or the time to read electricians’ textbooks to check up on what he says.

Joe Levin:

Most Texans, however, know him as a coach. He is almost certainly the best in high school football today. He is arguably the greatest of all time. (He might have to settle for second-best when it comes to coaches, at any level, produced by Jefferson, thanks to class of ’61 grad and Pro Football Hall of Famer Jimmy Johnson.) Now 58, Dodge will retire after this season—his eighth at Westlake—and he hopes to capture a third consecutive state title along the way. He’s already won six in his coaching career, and if his team remains undefeated through the playoffs, he’ll retire with a high school win-loss record of 234–72. On paper, the Chaparrals are favored to do just that, led by Clemson-bound Cade Klubnik, the nation’s top high school quarterback and the latest in a line of Dodge-mentored signal-callers that includes NFL players Chase Daniel and Sam Ehlinger, along with former Alabama star Greg McElroy.

Tawnell D. Hobbs and Andrea Fuller:

Some of the wealthiest U.S. colleges are steering parents into no-limit federal loans to cover rising tuition, leaving many poor and middle-class families with debt they can’t repay.

Parents at Baylor University had the worst repayment rate for a type of federal loan called Parent Plus among private schools with at least a $1 billion endowment, according to a Wall Street Journal analysis of available Education Department data. Only about a quarter of Baylor parents paid down any of what they originally borrowed after two years.

Unlike undergraduate loans that have limits, there is no cap on what parents can borrow through the fast-growing Parent Plus program, no matter their income. Some parents wanting the best schools available for their children sign on the dotted line unaware how the debt can burden them into retirement.

Baylor increased its tuition sharply to transform itself from a regionally known Baptist college into a national brand that now has a $1.8 billion endowment. The central Texas school has added facilities, built a sports powerhouse and climbed college-ranking lists in a push to become a world-class research institution.

“They told me it was ‘good debt’—that it will pay itself off,” Ms. Massey said of family members who encouraged her to attend Baylor. “I honestly haven’t found anybody that cares about where I went to school.”

Bluprince13:

Consuming knowledge is the first step towards getting good at anything. Today, the primary way I consume knowledge is via the Internet. As a software developer, keeping up to date with developments in my industry is something I used to find particularly challenging. I used to rely on social media, but I became tired of the noise and advertisements. Today, I use a technology called RSS which allows me to subscribe to new content from blogs and other websites. Every time my favourite websites publish a new article, it shows up on my phone/laptop waiting for me to read it. I love it! In this article, I introduce you to RSS and how to make the best use of it. Hopefully, this article will help you decide whether it’s worth a shot.

Astral Codex:

[edit: existing polygenic screening companies might not read enough genes to do this. Although it would be easy to offer a more complete service that reads most genes, banning the more complete version might be one way regulators could prevent this otherwise hard-to-prevent thing.]

What about IQ? There are definitely scientists who have figured out how to do polygenic analyses to predict a modest amount of variation in IQ, though I don’t know if their algorithms are public, and they’re certainly not convenient for amateurs to use. If you had them, would they work? Gwern has done some calculations and finds that with ten embryos (a near-best-case scenario of what you’re likely to get from egg extraction) and modern (as of 2016) polygenic scoring technology, you could get on average +3 IQ points by implanting the smartest. If polygenic scoring technology reached the limits of its potential (might happen within a decade or two) you could get +9 IQ points. Embryos from the same parents only vary a certain amount in IQ, and about half of IQ variation is non-genetic, so you can’t work miracles with this (if you want to know how to work miracles, read the rest of Gwern’s article).

M Anthony Mills:

Among the more influential truisms about science today is that it is essential for technological — and thus economic — progress. It is fitting, then, that the apparent slowing of American innovation has fueled a debate about the importance of science and the need for the federal government to support it.

Indeed, there is growing interest across the political spectrum in revitalizing American innovation, raising questions about how best to allocate scarce resources. What kinds of research should we support? Who should decide — government or industry or the scientific community? Should we emphasize science or technology? Should we steer research toward solving practical problems or simply leave science free to pursue its own aims?

When asking these questions, we typically take for granted that scientific research is necessary for innovation. But while it may be a truism today, this contention is in fact a modern one, best known from the writings of Francis Bacon. And it rests on an important claim about — and, too often, a misunderstanding of — the relationship between science and technology.

Bacon was among the first thinkers to argue that scientific knowledge should not be pursued as an end in itself but rather as a means to an end — the improvement of the human condition. Science, in other words, is essentially useful, especially by enabling the technological mastery of nature. Such Baconian rhetoric is so familiar to us today that it likely passes unnoticed. Scientists have long invoked the practical fruits of their trade, especially when seeking public recognition or funding for science. As historian of science Peter Dear wrote in The Intelligibility of Nature (2006):

Daniel Willingham:

Thomas Astebro, Serguey Braguinsky and Yuheng Ding:

We document that since 1997, the rate of startup formation has precipitously declined for firms operated by U.S. PhD recipients in science and engineering. These are supposedly the source of some of our best new technological and business opportunities. We link this to an increasing burden of knowledge by documenting a long-term earnings decline by founders, especially less experienced founders, greater work complexity in R&D, and more administrative work. The results suggest that established firms are better positioned to cope with the increasingburden of knowledge, in particular through the design of knowledge hierarchies, explaining why new firm entry has declined for high-tech, high-opportunity startups.

Joselle Kehoe:

When I first became fascinated with mathematics’ tightly knit abstract structures, its prominence in physics and engineering reassured me. Mathematics’ indisputable value in science made it clear that my preoccupation with its intangible expressions was not pathological. The captivating creative activity of doing mathematics has real consequences.

During my graduate school years, I began to consider that the appearance of reality actually depended on the kind of mathematics we use to see it. Was it possible that the use of mathematical ideas, like a lens, could bring some aspects of the world into sharp focus while blurring others to the point of invisibility? A new mathematics, whose development is being led by author and theoretical physicist David Deutsch, may actually highlight what mathematics can do to help us “see” our reality, and maybe even tell us something about how the process works. Deutsch is best known for his pioneering work on the quantum theory of computation, where some of the more mysterious quantum phenomena are harnessed to dramatically enhance computation. While his new mathematics is related to the quantum theory of computation, it is also distinct from it. He calls the new mathematics constructor theory: a theory designed to tell us, in the most general sense, what is and is not possible in the physical world.

Deutsch has discussed constructor theory before. An unexpected early success of the theory, he has said, has provided a new foundation for information theory. Information theory involves the quantification of information. But perhaps most relevant to this discussion is that information theory equates abstract things such as words, coded data and algorithms with physical things such as like electric signals, chemical exchanges and molecular coding. Since they are all information, the employment of information theory is transdisciplinary. Just a few of the disciplines included in its range of application are physics, electrical engineering, linguistics and neurobiology. The processing of information, expressed in the formalism of mathematics, captures the action of many kinds of systems.

Judith Shulevitz:

You might assume that this curious story of how the Church narrowed the criteria for marriageability would be relegated to a footnote—a very interesting footnote, to be sure—but Joseph Henrich puts the tale at the center of his ambitious theory-of-everything book, The WEIRDest People in the World: How the West Became Psychologically Peculiar and Particularly Prosperous. Consider this the latest addition to the Big History category, popularized by best sellers such as Jared Diamond’s Guns, Germs, and Steel: The Fates of Human Societies and Yuval Noah Harari’s Sapiens: A Brief History of Humankind. The outstanding feature of the genre is that it wrangles all of human existence into a volume or two, starting with the first hominids to rise up on their hind legs and concluding with us, cyborg-ish occupants of a networked globe. Big History asks Big Questions and offers quasi-monocausal answers. Why and how did humans conquer the world? Harari asks. Cooperation. What explains differences and inequalities among civilizations? Diamond asks. Environment, which is to say, geography, climate, flora and fauna. Henrich also wants to explain variation among societies, in particular to account for the Western, prosperous kind.

Henrich’s first cause is culture, a word meant to be taken very broadly rather than as referring to, say, opera. Henrich, who directs Harvard’s Department of Human Evolutionary Biology, is a cultural evolutionary theorist, which means that he gives cultural inheritance the same weight that traditional biologists give to genetic inheritance. Parents bequeath their DNA to their offspring, but they—along with other influential role models—also transmit skills, knowledge, values, tools, habits. Our genius as a species is that we learn and accumulate culture over time. Genes alone don’t determine whether a group survives or disappears. So do practices and beliefs. Human beings are not “the genetically evolved hardware of a computational machine,” he writes. They are conduits of the spirit, habits, and psychological patterns of their civilization, “the ghosts of past institutions.”

One culture, however, is different from the others, and that’s modern WEIRD (“Western, educated, industrialized, rich, democratic”) culture. Dealing in the sweeping statistical generalizations that are the stock-in-trade of cultural evolutionary theorists—these are folks who say “people” but mean “populations”—Henrich draws the contrasts this way: Westerners are hyper-individualistic and hyper-mobile, whereas just about everyone else in the world was and still is enmeshed in family and more likely to stay put. Westerners obsess more about personal accomplishments and success than about meeting family obligations (which is not to say that other cultures don’t prize accomplishment, just that it comes with the package of family obligations). Westerners identify more as members of voluntary social groups—dentists, artists, Republicans, Democrats, supporters of a Green Party—than of extended clans.

Nicolas Bourbaki:

The group is known as “Nicolas Bourbaki” and is usually referred to as just Bourbaki. The name is a collective pseudonym borrowed from a real-life 19th-century French general who never had anything to do with mathematics. It’s unclear why they chose the name, though it may have originated in a prank played by the founding mathematicians as undergraduates at the École Normale Supérieure (ENS) in Paris.

Abstractions navigates promising ideas in science and mathematics. Journey with us and join the conversation.

“There was some custom to play pranks on first-years, and one of those pranks was to pretend that some General Bourbaki would arrive and visit the school and maybe give a totally obscure talk about mathematics,” said Chambert-Loir, a mathematician at the University of Paris who has acted as a spokesperson for the group and is its one publicly identified member.

Bourbaki began in 1934, the initiative of a small number of recent ENS alumni. Many of them were among the best mathematicians of their generation. But as they surveyed their field, they saw a problem. The exact nature of that problem is also the subject of myth.

In one telling, Bourbaki was a response to the loss of a generation of mathematicians to World War I, after which the group’s founders wanted to find a way to preserve what math knowledge remained in Europe.

Tony Young:

You probably haven’t heard of the Great Barrington Declaration. This is a petition started by three scientists on October 4 calling for governments to adopt a policy of ‘focused protection’ when it comes to COVID-19. They believe those most at risk should be offered protection — although it shouldn’t be mandatory — and those not at risk, which is pretty much everyone under 65 without an underlying health condition, should be encouraged to return to normal. In this way, the majority will get infected and then recover, gradually building up herd immunity, and that in turn will mean the elderly and the vulnerable no longer have to hide themselves away. According to these experts, this is the tried and tested way of managing the risk posed by a new infectious disease, dating back thousands of years.

The three scientists who created it aren’t outliers or cranks, but professors at Oxford, Harvard and Stanford. And since its launch, the declaration been signed by tens of thousands of epidemiologists and public health scientists, including a Nobel Prize winner. So why haven’t you heard of it? The short answer is there’s been a well-orchestrated attempt to suppress and discredit it. I searched for it on Google last Saturday and the top link was to an article in an obscure left-wing magazine claiming the petition was the work of a ‘climate science denial network’ funded by a right-wing billionaire. The top video link was to a Channel 4 News report in which Devi Sridhar, a public health advisor to the Scottish government, denounced the declaration as not ‘scientific’. A bit rich considering Devi’s PhD is in social anthropology, whereas Sunetra Gupta, one of the petition’s authors, is a global expert on infectious diseases. In the first 10 pages of Google search results, not one took me to the actual declaration.

It is hard to find any mention of it on Reddit, the world’s best-known discussion website. The two most popular subreddits devoted to the virus — r/COVID19 and r/Coronavirus — have excised all references to it, with the moderators of the latter denouncing it as ‘spam’. A similar line has been taken by nearly all left-leaning newspapers. TheGuardian ran an article on the declaration last Saturday, but only to flag up that its more than 400,000 signatories included a handful of dubious-sounding ‘experts’, such as ‘Dr Johnny Bananas’ and ‘Prof Cominic Dummings’. Hardly surprising, given that lockdown zealots have been openly encouraging their followers on social media to sign up with fake names.

Michele Solis:

In a perfect world, we would learn from success and failure alike. Both hold instructive lessons and provide needed reality checks that may safeguard our decisions from bad information or biased advice.

But, alas, our brain doesn’t work this way. Unlike an impartial outcome-weighing machine an engineer might design, it learns more from some experiences than others. A few of these biases may already sound familiar: A positivity bias causes us to weigh rewards more heavily than punishments. And a confirmation bias makes us take to heart outcomes that confirm what we thought was true to begin with but discount those that show we were wrong. A new study, however, peels away these biases to find a role for choice at their core.

A bias related to the choices we make explains all the others, says Stefano Palminteri of the French National Institute for Health and Medical Research (INSERM), who conducted a study published in Nature Human Behaviour in August that examines this tendency. “In a sense we have been perfecting our understanding of this bias,” he says.

Meanwhile, from the “We know best” world:

“We cannot rely on individuals to make good decisions in a pandemic,”

Asra Q. Nomani and Glenn Miller:

This week, a group of about 200 students, parents, alumni, and concerned local residents flooded the sidewalk in front of America’s number-one-ranked public high school—Thomas Jefferson High School for Science and Technology in Alexandria, Virginia. This was no back-to-school event. It was a rally to save the soul of the school itself.

The parents included Norma Muñoz, a Peruvian immigrant who told us she was there to “fight for TJ” (as the school is known locally). Other parents were from China, India, and South Korea. They stepped forward, one by one, to describe their families’ journeys—from marching in Tiananmen Square decades ago to arriving in the United States with only dollars in their pockets.

“I came here for freedom,” said Yuyan Zhou, a Chinese-American woman who’s spent eight years as a TJ parent. “Moral courage is the only solution for this madness. Stand up for your rights. Stand up for your values. Fight for the future of our students!”

And what is this “madness” Ms. Zhou describes? Since early June, a small but vocal group of TJ alumni have worked with activist school-board members, state education officials, politicians, and even TJ’s principal, to undermine the school’s selective admissions process. Their language consistently channels fashionable academic doctrines such as critical race theory (popularly known as CRT), which presuppose that all of society’s institutions are embedded with implicit forms of white supremacy.

The result is a proposal to replace the existing race-blind, merit-based TJ admissions system of standardized tests, grade rankings, essays, and teacher recommendations with a process based on random selection from among applicants who have a core class GPA of 3.5 or greater (and are currently enrolled in algebra). Fairfax County Public Schools (FCPS) Superintendent Scott Brabrand has branded this proposed new system a “merit lottery.”

David M. Ewalt:

The more things change, the more they stay the same—at least at some of the oldest, most prestigious universities in the U.S.

That’s one of the takeaways from this year’s Wall Street Journal/Times Higher Education College Rankings, which award Harvard University the top spot for the fourth straight year, followed by its next-door neighbor, the Massachusetts Institute of Technology, in second place, and Yale University in third.

In fact, the eight private universities traditionally known as the Ivy League are all among the top 15 schools. In addition to Harvard and Yale, the Ivies dominated with Brown University tied for fifth place, Princeton University tied for seventh, Cornell University ninth, Dartmouth College at No. 12, the University of Pennsylvania at No. 13 and Columbia University tied for No. 15.

(You can see our full rankings as well as sort the complete rankings by a variety of measures and reweight the main contributing factors to reflect what’s most important to you. Or you can compare two colleges.)

Timothy Rybeck:

Three infamous conflagrations illuminate the pages of Richard Ovenden’s fascinating new history, Burning the Books. The first is the burning of the Great Library of Alexandria, which, according to Ovenden, did not go up in a single blaze but was gradually destroyed by repeated acts of arson and plunder, until there was nothing left but a metaphor. The second is the burning of the US Library of Congress by the British in 1814, when soldiers’ faces were ‘illumined’ by the flames. ‘I do not recollect to have witnessed, at any period in my life,’ a British soldier said, ‘a scene more striking or sublime.’ The third burning is certainly the best known: the Nazi Bücherverbrennungen that followed Hitler’s rise to power. ‘The 10 May 1933 book-burning was merely the forerunner of arguably the most concerted and well-resourced eradication of books in history,’ Ovenden writes.

Bradley Thomas:

One of the most oft-cited and criticized goals of the Black Lives Matter organization is its stated desire to abolish the family as we know it. Specifically, BLM’s official website states:

We disrupt the Western-prescribed nuclear family structure requirement by supporting each other as extended families and “villages” that collectively care for one another, especially our children, to the degree that mothers, parents, and children are comfortable.

This idea isn’t unique to BLM, of course. “Disrupting” the “nuclear family” is a commonly stated goal among Maxist organizations. Given that BLM’s founders have specifically claimed to be “trained Marxists,” we should not be surprised that the organization’s leadership has embraced a Marxian view of the family.

But where does this hostility toward the family originate? Partly, it comes from the theories of Marx and Engels themselves, and their views that an earlier, matriarchal version of the family rejected private property as an organizing principle of society. It was only later that this older tribal model of the family gave way to the modern “patriarchal” family, which promotes and sustains private property.

Clearly, in the Marxian view, this “new” type of family must be opposed, since the destruction of this family model will make it easier to abolish private property as well.

Early Family Units in Tribal Life

Frederick Engels’s 1884 book The Origin of the Family, Private Property and the State provides a historical perspective of the Marxian view of the development of the modern Western family unit and its relation to property rights. (Engels, of course, was the longtime benefactor of and collaborator with Marx.)

In reconstructing the origins of the family within a Marxian framework, Engels traces back to the “savage” primeval stage of humanity that, according to his research, revealed a condition in which “unrestricted sexual intercourse existed within a tribe, so that every woman belonged to every man, and vice versa.”

Under such conditions, Engels explained, “it is uncertain who is the father of the child, but certain, who is its mother.” Only female lineage could be acknowledged. “[B]eing the only well known parents of younger generations,” Engels explained, women as mothers “received a high tribute of respect and deference, amounting to a complete women’s rule [gynaicocracy].”

Furthermore, Engels wrote, tribes were subdivided into smaller groups called “gentes,” a primitive form of an extended family of sorts.

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

Hunter Gardner:

Homer’s Iliad — what some consider the origin of European literature — begins with a plague. In the epic, which I was teaching as part of an upper-level Greek course just months ago, the destructive power of disease parallels that of war itself: Apollo, lord of the silver bow, sheds arrows of pestilence throughout the Greek camp, “laying low” countless soldiers “thick and fast.” The anonymity of the dead and dying sets a pallid backdrop for a battle that, within the poem’s narrative, has not even begun.

As countless interpretations have stressed, Homer’s plague exists in a metaphorical relationship with the war — the siege of Troy — that is the subject of the poem. The epidemic afflicting the unnamed soldiers serves to highlight the disease of discord infecting the “best” of the Greeks, the military commanders. As infirmity wrecks the human bodies of soldiers, we are prompted to reflect on dysfunction within the body politic of the loosely construed Greek alliance. (Does this sound eerily familiar?)

Early in the spring-2020 semester, I had planned to say quite a bit about Homer’s figurative use of disease and the literary tradition it initiated. But as we concluded February in exhausted anticipation of spring break, Covid-19 made the artistry of that metaphor abruptly beside the point. It seemed — and still seems — futile to talk about what plague means in the history of human discourse when plague quite literally is the current defining condition of homo sapiens.

Annysa Johnson:

Howard Fuller announced this month that he is retiring from Marquette University, where he is a distinguished professor of education and founder and director of its Institute for the Transformation of Learning.

At 79, Fuller has served in many roles in his lifetime: civil rights activist, educator and civil servant. He is a former superintendent of Milwaukee Public Schools and best known in recent decades as a national advocate for school choice, which provides taxpayer-funded vouchers, typically to low-income families.

He is founder of Dr. Howard Fuller Collegiate Academy, a local charter high school, which beganinitially as a private religious school in the Milwaukee Parental Choice Program.He is a controversial figure for many public school advocates who believe school choice bleeds needed dollars from those schools.

In addition to retiring from Marquette, Fuller has resigned all of his board appointments, except for that of the school.

Fuller sat down with Milwaukee Journal Sentinel education reporter Annysa Johnson for a lengthy and wide-ranging discussion. These are excerpts:

Question: When you first announced your retirement, I could sense a weariness in your voice. It was clear you were struggling with where we are in this country right now. What can you say about education in the context of this moment?

Fuller: One of the things that became absolutely clear when the pandemic hit was what we already knew, and that was the inequities in education in this country. What the pandemic did was show which schools were already into the 21st century and which were holding on tightly to the 20th century, still functioning with an industrial-age paradigm. When the pandemic broke, the people who were tied lock, stock and barrel to the industrial-age paradigm, were lost. They had no idea what to do. Because everything was centered onyou gottacome to a building, the teacher is the center of learning, etc.

2011: A majority of the taxpayer supported Madison School Board aborted the proposed Madison Preparatory Academy IB charter school.

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

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

Michael Graham:

“Is it your belief that only well-educated parents can make proper decisions for what’s in the best interest of their children?” asked a dumbfounded Rep. Glenn Cordelli (R-Tuftonboro).

Rather than saying “no,” Dietsch instead repeated her view that parents without college degrees are less capable of overseeing their children’s education.

“In a democracy, and particularly in the United States, public education has been the means for people to move up to greater opportunities, for each generation to be able to succeed more than their parents have. My father didn’t graduate from high school, so it was really important that I went to college,” Dietsch said.

‘When it gets into the details, would my father have known what courses I should be taking? I don’t think so.”

When committee vice-chairman David Luneau tried to inject that Dietsch was not, in fact, saying parents without college were less fit to oversee their children’s education, Dietsch interrupted to reaffirm her position.

“If the dad’s a carpenter, and you want to become a carpenter, then yes — listen to your dad.”

Former Madison School Board Member Ed Hughes: August 3, 2013

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

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

“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”.

Alan Borsuk:

In both cases, what do those insights say about how things can be better than before, once we go back to what we used to think was normal living?

What can we learn from all of this about what makes families and homes function at their best possible level? How are we measuring up?

What are we learning about distance learning and online education? In what ways and in what situations do they work? What could schools and communities have done to make things go better for students during this whole episode and what could they do to prepare for the future or to implement some of the positive things in the future?

Why are some schools doing far better than others in getting launched into learning programs that have some genuine value? Money is one answer, but it is definitely not the only one because there are schools serving children from the heart of Milwaukee that jumped in faster, smarter and more energetically than others. Might it have something to do with the way the schools’ broad goals and the quality of the work of the educators involved?

What are all of us who aren’t educators learning about the work of educators and what makes it successful and valuable?

What are educators learning about the lives outside of school of their students and the homes where they live, and what use can they put that knowledge to in the future?

Emily Files:

When Andrew Martin was hired to work in MPS in 2012, he showed up to his assigned high school and was greeted with confusion. “The principal said, ‘Oh I didn’t know we were getting somebody. What position are you here for?’ And I said ‘Well, I was hired as a social studies teacher,’” he remembers. 

The mix-up was sorted out, and Martin stayed with MPS for eight years. But along the way, he kept hearing other stories about human resources mishaps and delays that frustrate even teachers who really want to work for MPS.  

“I can’t imagine how many teachers … we’ve lost because they weren’t able to get questions answered,” Martin says. “Or if you get hired at a job and you do a background check and drug test, that takes a matter of days; whereas here, it takes weeks upon weeks to fill those positions.”

Alice O’Keefe:

In his treatise on the future of humanity, 21 Lessons for the 21st Century, the philosopher-historian Yuval Noah Harari offers the young people of today some advice. In order to survive and thrive in adulthood, they should not rely on traditional academic skills such as solving equations or learning computer code. These will soon become obsolete in a world in which computers can perform such techniques more quickly and accurately than humans. All information-based jobs, in fields as diverse as journalism and medicine, will be under threat by 2050.

Instead, Harari predicts that the key skills they need to survive and thrive in the 21st century will be emotional intelligence (it is still difficult to imagine a computer caring for a sick person or a child), and the ability to deal with change. If we can predict nothing else about the future, we know that it is going to involve a rapidly accelerating pace of change, from the growth of AI to a warming climate. Coping with this level of uncertainty will require adaptability and psychological resilience. These are best fostered by an education system that prioritises not traditional academic learning but rather “the four Cs”: critical thinking, communication, collaboration and creativity.

None of this will come as news to the parents of today, who instinctively prioritise the emotional and physical health of their children over academic results. A survey released earlier last week by the Youth Sport Trust charity showed that 62% of parents with children aged 18 or under feel that the wellbeing of school pupils is more important than academic attainment. Another recent study by the ethnographers Bad Babysitter into the childcare sector in the US identified a similar cultural shift, away from parents aspiring to “the reassured child”, who is rewarded with prizes and certificates, towards “the resilient child”. “Being adaptive,” remarked the researchers, “is a 21st-century skill.” Young people themselves are, of course, also questioning the value of an education system with priorities that seem out of whack with the world around them. As one motto from the school climate strike had it, “No school on a dead planet”.

Wendy Berliner:

Young children sit cross-legged on the mat as their teacher prepares to teach them about the weather, equipped with pictures of clouds. Outside the classroom, lightning forks across a dark sky and thunder rumbles. Curious children call out and point, but the teacher draws their attention back – that is not how the lesson target says they are going to learn about the weather.

It could be a scene in almost any school. Children, full of questions about things that interest them, are learning not to ask them at school. Against a background of tests and targets, unscripted queries go mainly unanswered and learning opportunities are lost.

Yet the latest American research suggests we should be encouraging questions, because curious children do better. Researchers from the University of Michigan CS Mott Children’s Hospital and the Center for Human Growth and Development investigated curiosity in 6,200 children, part of the US Early Childhood Longitudinal Study. The study is highlighted in a new book by Judith Judd and me, How to Succeed at School. What Every Parent Should Know.

The researchers gauged levels of curiosity when the children were babies, toddlers and preschoolers, using parent visits and questionnaires. Reading, maths and behaviour were then checked in kindergarten (the first year of school), where they found that the most curious children performed best. In a finding critical to tackling the stubborn achievement gap between poorer and richer children, disadvantaged children had the strongest connection between curiosity and performance.

Further, the researchers found that when it came to good school performance, the ability to stay focused and, for example, not be distracted by a thunderstorm, was less important than curiosity – the questions children might have about that storm.

Annabelle Timsit:

The endless stretch of a lazy summer afternoon. Visits to a grandparent’s house in the country. Riding your bicycle through the neighborhood after dark. These were just a few of the revealing answers from more than 400 Twitter users in response to a question: “What was a part of your childhood that you now recognize was a privilege to have or experience?”

That question, courtesy of writer Morgan Jerkins, revealed a poignant truth about the changing nature of childhood in the US: The childhood experiences most valued by people who grew up in the 1970s and 1980s are things that the current generation of kids are far less likely to know.

That’s not a reference to cassette tapes, bell bottoms, Blockbuster movies, and other items popular on BuzzFeed listicles. Rather, people are primarily nostalgic for a youthful sense of independence, connectedness, and creativity that seems less common in the 21st century. The childhood privileges that respondents seemed to appreciate most in retrospect fall into four broad categories:

Yin Yin Lu:

In 2020, we will finally open our eyes to the reality that personalisation does not actually serve our best interests. Rather, it serves the best interests of private companies, driven by advertising – the business model of the internet.

Personalisation drives profit because it reduces digital advertising waste. The richer and more comprehensive its data sources, the more targeted and dynamic it can be. The endgame of digital marketing is to build relationships through the real-time execution of campaigns tailored to the individual.

On the surface level, it is difficult to critique personalisation. This is due to the strong association the word has with relevance. Who can argue that relevance does not add value? But this is the wrong question to be asking: the more important question is who decides what is relevant. A much more fundamental, and alarming, issue with online personalisation is that it disempowers us: the algorithm has control over our choices. And the more data it has about us, the more disempowered we are.

We are now reaching a crunch point for personalisation, where we will need to rethink its costs and benefits. Predictive algorithms have become sophisticated and impossible to understand and they operate in intimate areas of our lives – even our facial expressions are being processed in real time, and deeply personal characteristics such as sexual orientation are being inferred without our knowledge. At the same time, data breaches, machine bias and fake-news scandals have escalated the importance of privacy and algorithmic transparency. In 2020, we will enter a new era of digital human rights and data ethics.

Zoe Corbyn:

We know a lot about the small but serious health risks associated with the pill – things like stroke and blood clots. Why have we been kept in the dark about the effects on the brain?
Until very recently, there has been little research. And the research that is out there doctors often aren’t aware of because it isn’t being published in the medical journals they look at, but rather in psychology and neuroscience journals. Then society has taboos about talking about it. The best defence against the sexist notion that women’s hormones make them less rational than men seemed to be to deny hormonal involvement in the brain. And the pill is so useful, no one is motivated to examine it too critically. But our hormones, especially our sex hormones, are a key part of what creates the experience of feeling like ourselves. And talking critically about the pill doesn’t mean that the benefits aren’t going to outweigh the cost. It’s not antithetical to women’s rights to talk about this stuff.

Mitchell Schmidt:

Andrews became executive director of WEAC, the state’s largest teachers union, in 1972. At the time, the association of 40,000 teachers had little involvement in state politics or lobbying efforts.

But that soon changed. Andrews was considered a force to be reckoned with in the statehouse halls and advocated for teachers, bus drivers, aides and other unionized staff.

When Andrews retired for health reasons in 1992, WEAC had grown to 62,000 members, a 175-person staff and a $10 million-a-year budget.

Scott Girard:

John Matthews, the head of Madison Teachers Inc. from 1968 to January 2016, worked closely with Andrews and called him “a very knowledgeable, very skillful labor leader.”

“Every teacher since 1970 owes him a debt of gratitude because of their employment being much more enjoyable and much more profitable,” Matthews said. “Their employment security was in great part a result of his work.”

On Friday, Thompson called him “by far the best executive director of any teachers’ union, any teachers movement in the United States, before or now.”

Notes and links: WEAC, Mo Andrews and John Matthews.

A 2013 interview with Mo Andrews

Dan Kopf:

The books are based on the concept of “statistical learning,” a mashup of stats and machine learning. The field of machine learning is all about feeding huge amounts of data into algorithms to make accurate predictions. Statistics is concerned with predictions as well, says Tibshirani, but also with determining how confident we can be about the importance of certain inputs.

This is important in areas like medicine, where a researcher doesn’t just want to know whether a medicine worked, but also why it worked. Statistical learning is meant to take the best ideas from machine learning and computer science, and explain how they can be used and interpreted through a statistician’s lens.

The beauty of these books is that they make seemingly impenetrable concepts—”cross-validation,” “logistical regression,” “support vector machines”—easily understandable. This is because the authors focus on intuition rather than mathematics. Unlike many statisticians, Tibshirani and his coauthors don’t come from a math background. He believes this helps them think conceptually. “We try to explain [concepts] intuitively by explaining the underlying idea first,” he says. “Then we give examples of a situation you would expect it work. And also, a situation where it might not work. I think people really appreciate that.” I certainly did.

Chad Aldeman:

But in this country, there are at least a few thousand preparation programs attempting to teach future teachers to teach reading. And yet, we have no evidence that any of those programs produce reading instructors who are better (or worse) than any others.

This is a scary realization, but it has implications for how much stock we should put in teacher preparation reform. When researchers Paul von Hippel and Laura Bellows went looking for meaningful differences in teacher preparation programs across six states, they found essentially none. The graph below shows what they found for large teacher preparation programs (TPPs) in Texas. Even looking at just the biggest programs with the largest sample sizes, they found that no program produced teachers who were statistically better or worse at teaching reading than any others.

“the majority of ALL 11th-grade students in Madison read and write below basic proficiency. Translated: they are functionally illiterate.

The Wisconsin Department of Public instruction, long lead by our new Governor, Tony Evers, has waived thousands of elementary teacher reading content knowledge requirements (Foundations of Reading, based on Massachusetts’ best in the States MTEL requirement)

Peter Schuck:

Anthony Kronman, my long-time Yale Law School colleague and perhaps the most eloquent individual I know personally, has written a brave, high-minded, argumentative, and largely persuasive book about the values and choices that should animate our greatest colleges and universities but no longer do. His book, The Assault on American Excellence, is also quixotic in the manner of King Canute who ordered the sea to retreat, knowing that as a mere mortal, he would fail. Unlike Canute, Kronman utterly believes what he says, yet the stars, alas, are aligned against him.

This book could not be more timely. The cascade of campus contretemps over academic values and due process in recent years seems relentless. A partial list would include student protests over right-wing speakers on campus and demands for trigger warnings and other protections from unwelcome (i.e., conservative) provocations by faculty, administrators, and other sources; curricular disputes; admissions and financial aid policies; regulation of students’ sexual relations; demands for an army of diversity specialists; and other offenses against political correctness creatively ginned up by hypersensitive, politically “woke” members of the community. When the pending lawsuit by Asian-descent students to Harvard’s ethnic admission program is decided, the war will surely intensify.

These specific disputes are manifestations of competing conceptions of the academy’s role in American life today – a larger challenge that Kronman passionately engages. Its framing argument is easily stated. (It is also obsessively repeated, an authorial tic redeemed by his graceful writing and his subject’s vital importance). Two norms clash on today’s campuses. The first is what he calls the “aristocratic” spirit – a provocative label that will surely invite misunderstanding, even caricature: “Many people,” he notes, “have an allergy to the word ‘aristocracy.’ To them, it implies unearned privilege and exploitative domination. In the original sense, though, the word simply means the rule of the best.” Kronman is clear that higher education is an inherently aristocratic activity which should be organized, conducted, and defended as such. His “best” are the faculty who profess and execute aristocratic ideals. Only they possess the hard-won knowledge and authority to frame the compelling intellectual questions to be debated in the classroom and to judge whether the debaters have enacted those ideals.

Benjamin Hardy:

Kenzie and Harris wouldn’t have had their breakthrough if they didn’t start as amateurs. They had some raw talent. But more than anything, they were willing to put themselves out there over and over and over. Quantity became quality. And then they put something out that people loved.

Very few people have the humility to start as amateurs. They procrastinate doing the work they want in the name of perfectionism. You know these people. The one’s who have been saying for years that they’re going to do something but never do. Yet inwardly, they’re terrified of what other people will think of them.

They’re caught in a state of paralysis by analysis — too busy calculating and never reaching a state of flow. Rather than doing work their own way, they do what they think will be well-received — being merely imitators of what is already popular.

Perry Link:

We remember June Fourth because the glint of bonfires on bayonets is something one does not forget, even if one did not see it personally.

We remember June Fourth because it taught us the essential nature of the Communist Party of China when all of the clothes, every shred, falls away. No book, film, or museum could be clearer.

We remember June Fourth because of the ordinary workers who died then. We cannot remember most of their names because we do not know most of their names. We never did. But we remember them as people, and we remember that we never knew their names.

We remember June Fourth because the worst of China is there—but the best of China is there, too.

We remember June Fourth because it was a massacre—not just a crackdown, or an “incident,” an event, a shijian, a fengbo; not a counterrevolutionary riot, not a faint memory, and not, as a child in China might think today, a blank. It was a massacre.

We remember June Fourth because, as Fang Lizhi noted with his characteristic wit, it is the only case he has heard of in which a nation invaded itself.

We remember June Fourth because Xi Jinping’s fat smile is a mask.

PNS Newshour:

Lisa Stark:

This type of reading instruction is the most beneficial for early readers. That was the conclusion of the federally appointed National Reading Panel nearly two decades ago.

Stacy Smith:

So, there is actual scientific evidence about how students learn to read. And it’s largely been ignored.

Lisa Stark:

Ignored largely because of years of ideological fights over how to best teach reading. Should lessons be heavy with phonics or steeped in good literature?

Smith says sure kids of course need time with good books, but from what she’s seen in Arkansas, the first step is comprehensive phonics instruction. That’s why the state is moving to teach every student this way.

Stacy Smith:

Golly, you think, what have we done? What have we done for generations to kids that we didn’t really teach to read?

Lisa Stark:

Arkansas is now retraining thousands of its educators who were never taught this method of teaching.

Miranda Mahan:

When I first started teaching, I honestly didn’t know how to teach kids to read. I didn’t. I taught them some sight words. I taught them the letters and what sounds they make. And I hoped that they put it all together. Rush.

Lisa Stark:

Teacher Miranda Mahan no longer has to hope. She knows kids are learning to read.

“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”

Victor Davis Hanson:

The harshest critics of the West in general and the United States in particular are the best arguments for it. Take the latest iconic critic, 29-year-old Alexandra Ocasio-Cortez. She has a predictable list of complaints against America, past and present.

Yet fortunately for her, her paternal grandparents and mother had experienced firsthand the antitheses of mainland America. And thus they were obsessed with what was right, not wrong, with the continental United States — and with getting there as quickly as possible. If they had once been critics of America, such animus was seemingly not great enough to prevent them moving to a place with a different language, ethnic majority, and traditions from those of their home, itself a territory of the U.S.

They apparently assumed that a free-market economy and transparent government gave them economic opportunities unknown in Puerto Rico, an otherwise naturally rich landscape. They wisely stayed in North America, apparently because they felt as supposed minorities that they would have far more cultural, social, political, and economic opportunities than they would as part of the majority in Puerto Rico. The fact that her father was a second-generation immigrant and architect, that AOC herself grew up in affluent Westchester County, that she received scholarships to attend pricey Boston University, and that she was elected to Congress bore out her parents’ correct assumptions of a meritocracy, not a caste state.

Mutatis mutandis, the same could be said of two other chronic ankle-biters of America, newly elected Representatives Ilhan Omar (D., Minn.) and Rashida Tlaib (D., Mich.). Their families correctly (but internally rather than publicly) had apparently once assumed that Muslims and the so-called nonwhite would enjoy a higher standard of living, more religious protection, and greater political freedom as minority citizens of the U.S. than as part of the majority in either Somalia or the Palestinian territories . Omar and Tlaib both know that if they were to redirect commensurate animus to the government and society of Somalia or the Palestinian territories, their freedoms, if not their very lives, would be in danger.

Left unsaid is that their theoretical doppelgängers, would-be Christian emigrants, especially European Christians, would find no such reciprocal tolerance when they reached the Middle East or East Africa (and they therefore do not emigrate to such places). That reality, along with a greater likelihood of personal security and material affluence, is why in a larger sense immigration is always a one-way street: Those in Africa, Asia, and Latin America – the non-West — who are fed up always go westward. Very few disenchanted Westerners emigrate in the opposite direction; those who do are usually affluent and retired.

Transfer American paradigms from frigid Minnesota to warm Somalia, and Ilhan Omar would never have left Mogadishu. And put Somalian protocols in play in Minneapolis, and she and her family would never have set foot in America. And the reason she seems unable to acknowledge that simple truth is also Western to the core — once a pampered Westerner gains the leisure, affluence, and security to critique the very system that provided these boons.

Shane Parrish:

There are two types of knowledge and most of us focus on the wrong one. The first type of knowledge focuses on knowing the name of something. The second focuses on knowing something. These are not the same thing. The famous Nobel winning physicist Richard Feynman understood the difference between knowing something and knowing the name of something and it’s one of the most important reasons for his success. In fact, he created a formula for learning that ensured he understood something better than everyone else.

It’s called the Feynman Technique and it will help you learn anything faster and with greater understanding. Best of all, it’s incredibly easy to implement.

Leigh Turner:

The UK is a famously modest place and we don’t like to brag about the excellence of our universities (if you really want to know, click here). So instead I thought I’d list a few fun facts about universities in the UK.

Durham is the UK’s most haunted university (the link has the Top 10, including Exeter, York and Royal Holloway).
At Oxford all new students must swear an oath promising to protect and preserve the contents of the Bodleian Library. The oath reads: “I hereby undertake not to remove from the library, or to mark, deface, or injure in any way, any volume, document, or other object belonging to it or in its custody; not to bring into the library or kindle therein any fire or flame, and not to smoke in the library; and I promise to obey all rules of the library.”
University College London (UCL) was the first to admit female students on the same campus as men in 1878.
Edinburgh University boasts the UK’s Oldest Student Newspaper. ‘The Student’ was established in 1887. The paper was established by Robert Louis Stephenson, author of Treasure Island and The Strange Case of Dr Jekyll and Mr Hyde.

Christopher Osher:

But districts are free to use their READ Act per-pupil funds on whatever curriculum they want, even on interventions researchers have found ineffective.

“Typically, as with any education policy, we’re only given so much authority on what we can tell districts to do and what we monitor for,” Colsman said in an interview with The Colorado Sun.

The state spends $3 million annually through the READ Act to provide diagnostic software school districts can use to assess student reading levels, but not all districts use it. Data shows the state’s software is used on fewer than half of the students in the state. The reading proficiency of most of the young students in Colorado is determined through other diagnostic tools never subjected to quality reviews by the state.

Meanwhile, state tracking of READ Act student performance shows that only 6 percent of children identified with a significant reading deficiency in kindergarten were reading at their grade level by third grade.

“All of us are looking for a way to get better results for kids because we can’t wait a generation for this,” Colsman said.

Half of state districts see worsening rates for significant deficiencies

Nearly half of the state’s 178 school districts saw the rate of students with significant reading deficiencies worsen since the READ Act program was put in place, according to a review of state data.

Commerce City’s Adams County 14 school district, home to 7,500 students, received more than $3 million in per-pupil READ Act funding to tackle significant reading deficiencies from 2012 through 2018, but reading problems there have worsened over same period.

In 2014, slightly more than 18 percent of the district’s kindergarten through third-grade students had a significant reading deficiency, according to state records. By 2018, that rate had more than doubled to nearly 40 percent.

New administrators at the district, forced by the Colorado Board of Education in November to hire an outside management consultant, said they’ve discovered the reading curriculum they were using was ineffective and not suited to the district’s heavily bilingual student population. They’ve since switched curriculum and are putting in place a summer school program devoted solely to reading instruction.

“Over the past 19 years we’ve had a high turnover in teachers and administrators,” said Jeanette Patterson, who was hired as the district’s executive director of curriculum and instruction last summer. “We’ve had to do a lot of training and retraining and retraining. That leads to inconsistency in the literacy block at the elementary school level.”

Laurie Frost and Jeff Henriques on Madison’s disastrous reading results:

Children who are not proficient readers by fourth grade are four times more likely to drop out of school. Additionally, two-thirds of them will end up in prison or on welfare.

Though these dismal trajectories are well known, Madison School District’s reading scores for minority students remain unconscionably low and flat. According to the most recent data from 2017-18, fewer than 9 percent of black and fewer than 20 percent of Hispanic fourth graders were reading proficiently. Year after year, we fail these students in the most basic of our responsibilities to them: teaching them how to read.

Much is known about the process of learning to read, but a huge gap is between that knowledge and what is practiced in our schools. The Madison School District needs a science-based literacy curriculum overseen by licensed reading professionals who understand the cognitive processes that underlie learning how to read.

Compare Madison, WI high school graduation rates and academic achievement data.

Routing around Madison’s non-diverse K-12 legacy governance model:

In March 2016, Cheatham said that it was her intent to make OEO “obsolete — that our schools will be serving students so well that there isn’t a need.”

Since then, the district has tried to keep tabs on any new charter proposals for Madison, going so far as to send former School Board member Ed Hughes to a September meeting of the Goodman Community Center board of directors to express the district’s opposition to another proposed charter school, Arbor Community School, which was looking to partner with the Goodman center.

Hughes gave the board a letter from Cheatham to UW System President Ray Cross that expressed the district’s dismay at allegedly being kept out of the loop on Arbor’s plans, pointed to alleged deficiencies in Arbor’s charter proposal, and asked that Arbor either be rejected or at least kept out of Madison.

Hughes also told the board that as a Goodman donor, he did not think other donors would look kindly on a Goodman partnership with Arbor.

Becky Steinhoff, Goodman executive director, later told the Wisconsin State Journal that Goodman was “experiencing a period of enormous change,” including the recent opening of a new building, and chose not to work with Arbor.

“I understand the climate and the polarizing topic of charters” in Madison, McCabe said, but he wasn’t concerned the district would attempt to thwart Milestone and he said it would “be a dream come true” if Milestone were one day folded into the district.

He said Community—Learning—Design has an application due to the state Feb. 22 for a federal planning grant.

Much more on our 2019 school board election:

Seat 3

Kaleem Caire, 7856 Wood Reed Drive, Madison

Cristiana Carusi, 5709 Bittersweet Place

Skylar Croy, 502 N. Frances St., Madison

Seat 4

David Blaska, 5213 Loruth Terrace, Madison

Laila Borokhim, 2214 Monroe St., Madison

Albert Bryan, 4302 Hillcrest Drive, Madison

Ali Muldrow, 1966 East Main St., Madison

Seat 5

TJ Mertz, 1210 Gilson St., Madison

Ananda Mirilli, 1027 S. Sunnyvale Lane Unit A, Madison

Amos Roe, 5705 Crabapple Lane, Madison

A majority of the Madison School Board rejected the proposed Madison Preparatory IB Charter School (2011).

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

The Madison School District’s “Strategic Framework”.

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:

On November 7, Superintendent Art Rainwater made his annual report to the Board of Education on progress toward meeting the district’s student achievement goal in reading. As he did last fall, the superintendent made some interesting claims about the district’s success in closing the academic achievement gap “based on race”.

According to Mr. Rainwater, the place to look for evidence of a closing achievement gap is the comparison of the percentage of African American third graders who score at the lowest level of performance on statewide tests and the percentage of other racial groups scoring at that level. He says that, after accounting for income differences, there is no gap associated with race at the lowest level of achievement in reading. He made the same claim last year, telling the Wisconsin State Journal on September 24, 2004, “for those kids for whom an ability to read would prevent them from being successful, we’ve reduced that percentage very substantially, and basically, for all practical purposes, closed the gap”. Last Monday, he stated that the gap between percentages scoring at the lowest level “is the original gap” that the board set out to close.

Unfortunately, that is not the achievement gap that the board aimed to close.

2006: “They’re all Rich White Kids, and they’ll do just fine, NOT!”

2009: An emphasis on adult employment.

2013: What will be different, this time?

Madison Superintendent Jennifer Cheatham, 2015:

Shortly after the office was proposed, Cheatham said non-district-authorized charter schools have “no consistent record of improving education for children, but they do drain resources from public schools, without any control in our local community or school board.”

“Rather than invest in what we know works in education, this proposal puts resources in strategies with mixed results at the expense of our public school students,” she said in May 2015

2013: What will be different, this time?

The Wisconsin Department of Public Instruction, lead by Governor Elect, Tony Evers, has waived Massachusetts’ style elementary teacher content knowledge requirements for thousands of teachers.

Compare Madison, WI high school graduation rates and academic achievement data.

The Madison School District’s “Strategic Framework”.

The Wisconsin Department of Public Instruction, lead by Governor Elect, Tony Evers, has waived Massachusetts’ style elementary teacher content knowledge requirements for thousands of teachers.

Sarah Manski and Ed Hughes “withdrew” from their respective races in recent elections. The timing, in both cases was unfortunate for voters, and other candidates.

Duff McDonald:

The ongoing three-way public-relations car wreck involving Washington, Facebook, and Sheryl Sandberg, the company’s powerful C.O.O., begs a question of America’s esteemed managerial class. How has someone with such sterling Establishment credentials—Harvard University, Harvard Business School, the Clinton administration—managed to find herself in such a pickle?

The answer won’t be found in the minutes of Facebook board meetings or in Sandberg’s best-selling books, Lean In and Option B, which cemented her position in the corporate firmament as a feminist heroine. Rather, it starts all the way back in 1977, when Sandberg was just eight years old and the U.S. economy was still recovering from the longest and deepest recession since the end of World War II. That’s the year that Harvard Business School professor Abraham Zaleznik wrote an article entitled, “Managers and Leaders: Are They Different?” in America’s most influential business journal, Harvard Business Review. For years, Zaleznik argued, the country had been over-managed and under-led. The article helped spawn the annual multi-billion-dollar exercise in nonsense known as the Leadership Industry, with Harvard as ground zero. The article gave Harvard Business School a new raison d’être in light of the fact that the product it had been selling for decades—managers—was suddenly no longer in vogue. Henceforth, it would be molding leaders.

Which brings us back to Sheryl Sandberg, the ostensible exemplar of what Harvard Business professor Bill George calls Authentic Leadership. Before the wheels started to fall off at Facebook, Sandberg was profiled in George’s book, Discover Your True North, as a model of the kind of authentic leader H.B.S. claims to churn out. Sandberg, after all, has led something of a charmed educational and corporate life, palling around with the likes of Larry Summers, working at McKinsey & Company (which also claims to be a leadership-factory nonpareil), then Google, and now Facebook. Indeed, there is no question that Sheryl Sandberg is one of the premier managers of her time—she oversaw stupendous growth of ad-driven sales organizations at both Google and Facebook. But as new evidence emerges regarding Facebook’s maddeningly foot-dragging response to scandals ranging from data abuse to election interference, the pertinent question is whether she was ever really a leader.

Peter Stothard:

Among the myths of Ancient Greece the Cyclops has become forever famous, the Talos not so much. While both were monsters who hurled giant boulders at Mediterranean shipping, the Cyclops, who attacked Odysseus on his way home from Troy was a monster like us, the son of a god, an eater, a drinker, a sub-human with feelings. The Talos was more alien, by some accounts a mere machine, manufactured in metal by a god and pre-programmed only to sink ships and roast invaders alive, a cross between a Cruise missile launcher and an automatic oven.

Talos began its existence just as early as the Cyclops. But it was only described with drama in the epic poem the Argonautica, by Apollonius of Rhodes some 500 years later. Homer’s readers have always been the more numerous. Only a few fans now read how Jason’s Argonauts overcame Talos with the help of the princess Medea, using thought-rays and her knowledge of Talos’s one weak mechanical spot.

In Gods and Robots, Adrienne Mayor, an American historian best known for her work on Amazons, aims to rescue the neglected automata of antiquity from the fleshy allure of goddesses and nymphs. For anyone probing the history of biotechnology and artificial intelligence, she suggests that Talos, defender of Crete for the famed King Minos, should be the star of Chapter One.

Molly Beck and Erin Richards:

“We set a high bar for achievement,” DPI spokesman Tom McCarthy said. “To reach more than half (proficiency), we would need to raise the achievement of our lowest district and subgroup performers through policies like those recommended in our budget, targeted at the large, urban districts.”

The new scores reveal the state’s persistent gap in academic achievement between its black and white students remains large.

Twelve percent of black third-graders are considered proficient or advanced in English, compared to 48 percent of white students, for example.

In math, about 17 percent of black students in third grade scored proficient or advanced in the 2017-’18 school year, while 60 percent of white students scored at the same level.

Will Flanders:

Less discussed in Wisconsin is the tremendous impact that economic status has on student achievement. A school with a population of 100% students who are economically disadvantaged would be expected to have proficiency rates more than 40% lower than a school with wealthier students. Indeed, this economics achievement gap is far larger in terms of proficiency effects than the racial achievement gap, and has important implications for the rural areas of the state, where the percentage of low-income families is higher than most suburban and some rural areas.

While the initial data release by DPI did not include sufficient data for apples-to-apples comparisons among private schools in the choice program, the data was comprehensive enough for charter schools. Particularly in Milwaukee, these schools continue to outperform their peer schools. For this preliminary analysis, we pulled out independent and non-instrumentality charters from MPS, while leaving instrumentality charters—or charters in name-only—as part of the district’s performance. In both mathematics and English/language arts, charter schools continue to outperform their other public school peers.

In English/Language Arts, “free” charters had approximately 9% higher proficiency than traditional public schools. In mathematics, these schools had 6.9% higher proficiency. This is consistent with our past analyses which have found that independence from MPS is a key component of better student outcomes, whether through the chartering or the school choice program.

Madison, despite spending far more than most, has tolerated long term, disastrous reading results.

Tony Evers, currently runnng for Governor, has lead the Wisconsin Department of Public Instruction since 2009. I wonder if anyone has addressed Wisconsin achievement challenges vis a vis his DPI record?

The Wisconsin DPI has aborted our one attempt at teacher content knowledge requirements: “Foundations of Reading” for elementary teachers. Massachusetts’ MTEL substantially raised the teacher content knowledge bar, leading to their top public school rank.

An emphasis on adult employment, also Zimman.

Alan Borsuk:

“I didn’t have one phone call, I don’t have one email about this NAEP data. But my phone can ring all day if there’s a fight at a school or can ring all day because a video has gone out about a board meeting. That’s got to change, that’s just got to change. …

“My best day will be when we have an auditorium full of people who are upset because of our student performance and our student achievement and because of the achievement gaps that we have. My question is, where is our community around these issues?