Uncategorized – Page 112 – School Information System

Wisconsin Public Policy Forum Madison School District Report[PDF]

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?

Special Education and the taxpayer supported Madison School District

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

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

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

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

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

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

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

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

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

Wisconsin Public Policy Forum Madison School District Report[PDF]

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?

LeVar Burton, ‘The Right to Read’ Director Jenny Mackenzie on the Underbelly of the American Literacy Crisis

Abby White:

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

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

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

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

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

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

Wisconsin Public Policy Forum Madison School District Report[PDF]

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?

Civics: Protest in the US, jailed in China

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

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

Too many jobs require virtually no education

The Economist:

Should you wish to know the best way to carry a hot coffee or avoid backache, Britain’s employers have you covered. But set your sights a bit higher than health-and-safety briefings—on courses that risk making you better at your job, say—and the chance of disappointment soars.

According to data from Eurostat, the EU’s statistics agency, British firms spend only half as much on training per employee as European ones. They train fewer workers, and give each of them less time in class. Most of these metrics are going backwards. The Learning and Work Institute, a think-tank, reckons that in 2019 bosses in Britain spent 28% less in real terms training workers than they did in 2005 (while spending in Europe went up).

Jason Arday

Laurence Cawley:

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

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

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

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

TEA plans takeover of Houston ISD as soon as next week, Mayor Sylvester Turner says

Rebecca Carballo

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

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

Delaware lowers passing score on bar exam in push for racial diversity: ‘Not supposed to be a barrier’

Jon Brown:

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

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

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

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

‘Technical difficulties’? ‘Encryption event’? Minneapolis Public Schools set to open Monday after mysterious week of computer malfunctions.

Becky Dernbach:

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

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

What is an “encryption event”?

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

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

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

Statewide, Wisconsin funds more than 20,000 “ghost students,” children outside of the school system who are still counted as being enrolled.

WILL:

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

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

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

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

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

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

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

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

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

Wisconsin Public Policy Forum Madison School District Report[PDF]

Ted Dabrowski and John Klingner

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?

“Science classes are to be taught that Māori ‘Ways of Knowing’ (Mātauranga Māori) have equal standing with ‘western’ science”

Richard Dawkins:

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

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

International Baccalaureate lets pupils use ChatGPT to write essays

Nicola Woolcock

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

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

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

Civics: South Africa Governance Update

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

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

— #zombieland (@k9_reaper) February 28, 2023

What I Did Not Learn About Writing In School

Eugene Ryan

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

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

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

Governance and the beacon on the hill

Gray Mirror:

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

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

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

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

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

France’s baby bust

Guillaume Blanc :

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

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

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

Choose life.

Civics: Chicago’s pursuit of ‘criminal justice reform’ an utter failure: Windy City homicides top nation for 11th year in a row with crime still rising

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

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

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

History Curriculum: Communist era and the Virginia Teacher Union

College Fix

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

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

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

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

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

Civics: Legacy Media Veracity – Pulitzer Edition

Ivy Exile:

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

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

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

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

K-12 Tax & Spending Climate: Administration Spending Policies

James Freeman:

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

Taxpayer funded diversity statement rubric at the NIH

John Sailer:

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

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

More.

Taxpayer supported Wisconsin Administration anti school choice red tape

WILL:

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

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

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

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

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

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

Wisconsin Public Policy Forum Madison School District Report[PDF]

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?

Compare Legacy Taxpayer Supported Madison K-12 Spending with the One City Startup

Kaleem Caire, via email:

February 28, 2023

Dear One City Parents,

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

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

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

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

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

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

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

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

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

Onward.

Latoya Holiday
Chief of Staff
One City Schools

Marilyn Ruffin
VP of Family and Student Engagement
One City Schools

Kaleem Caire
Founder and CEO/Superintendent
One City Schools

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

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

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

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

Wisconsin Public Policy Forum Madison School District Report[PDF]

Fritz François & Gbenga Ogedegbe

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?

Civics: Inflation, food supply and socialist Cuba

Natalia Lopez Maya:

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

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

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

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

Thoughts on Today’s Supreme Court Student Loan Forgiveness Oral Arguments

Ilya Somin

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

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

The elements of scientific style

Étienne Fortier-Dubois

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

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

The big archaeological digs happening up in the sky

Geoff Manaugh

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

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

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

There is a worrying amount of fraud in medical research

The Economist:

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

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

Boycotting Medical Schools, Diversity, And Merit

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

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

Florida Higher Education “Reform”

Keith Whittington

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

K-12 Tax & Spending Climate: The Cost of Financing Washington Is Surging

James Freeman:

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

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

‘Sensitivity readers’ are determined to make reading dull.

Meghan Cox Gurdon:

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

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

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

Stanford Faculty Say Anonymous Student Bias Reports Threaten Free Speech

Douglas Belkin:

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

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

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

Civics: FTX and political donations

Matthew Zeitlin:

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

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

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

Help! Is this عربي?

isthisarabic

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

Voter Suppression, Harvard-Style

Harry Lewis:

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

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

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

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

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

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

Renaming Madison’s Jefferson Middle school after Ezekiel Gillespie

Lucas Robinson:

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

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

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

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

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

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

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

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

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

Wisconsin Public Policy Forum Madison School District Report[PDF]

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?

79% were using curriculums that were not listed by a national nonprofit organization called EdReports as meeting quality expectations.

Alan Borsuk:

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

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

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

Can 95% of Children Learn to Read?

Nate Joseph:

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

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

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

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

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

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

Wisconsin Public Policy Forum Madison School District Report[PDF]

Daniel Lennington and Cory Brewer

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?

K-12 Tax & Spending Climate: Madison Tax Increase Discussions

Dean Mosiman:

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

Trove of L.A. Students’ Mental Health Records Posted to Dark Web After Cyber Hack

Mark Keierleber:

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

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

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

A debate on administrative $pending and priorities

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

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

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

A debate on administrative $pending and priorities

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

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

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

Its decline coincided with a collapse in its birth rate – now we know why.

Guillame Blanc:

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

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

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

Its decline coincided with a collapse in its birth rate – now we know why.

Guillame Blanc:

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

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

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

Computation & Learning

David Owen

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

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

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

Segregation Forever

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

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

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

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

What a survey of the 2023 RHSU Edu-Scholars says about education scholarship

Frederick Hess

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

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

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

Enrollment in the humanities is in free fall at colleges around the country. What happened?

Nathan Heller

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

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

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

Segregation Forever

Daniel Lennington and Cory Brewer

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

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

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

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

What a survey of the 2023 RHSU Edu-Scholars says about education scholarship

Frederick Hess

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

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

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

Enrollment in the humanities is in free fall at colleges around the country. What happened?

Nathan Heller

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

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

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

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

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

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

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

Wisconsin Public Policy Forum Madison School District Report[PDF]

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?

Notes on COVID censorship by certain politicians and establishment scientists

Nate Silver:

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

Academic Freedom Is Social Justice: Sex, Gender, and Cancel Culture on Campus

Carole K. Hooven

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

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

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

Notes on COVID censorship by certain politicians and establishment scientists

Nate Silver:

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

In East Belgium, a committed group of democrats are experimenting with sortition – government chosen by lottery

Hugh Pope:

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

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

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

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

In East Belgium, a committed group of democrats are experimenting with sortition – government chosen by lottery

Hugh Pope:

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

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

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

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

Madison’s taxpayer supported k-12 Governance Priorities

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

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

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

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

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

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

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

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

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

Wisconsin Public Policy Forum Madison School District Report[PDF]

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?

“I was born in Cuba, and it doesn’t sound good when people are trying to achieve equal outcomes for everyone,” said one parent.

Emma Camp:

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

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

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

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

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

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

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

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

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

Wisconsin Public Policy Forum Madison School District Report[PDF]

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?

“I was born in Cuba, and it doesn’t sound good when people are trying to achieve equal outcomes for everyone,” said one parent.

Emma Camp:

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

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

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

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

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

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

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

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

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

Wisconsin Public Policy Forum Madison School District Report[PDF]

Wisconsin Senate (and Assembly) Committee on Education:

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?

Letters of denunciation

James Kirchick:

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

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

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

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

ChatGPT Is Coming For Faculty Work

Ben Chrisinger:

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

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

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

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

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

ChatGPT Is Coming For Faculty Work

Ben Chrisinger:

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

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

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

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

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

CIVICS: Bits vs atoms

Nadia Asparouhava:

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

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

CIVICS: Bits vs atoms

Nadia Asparouhava:

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

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

What Led to the “Massachusetts Education Miracle”?

Sandra Stotsky:

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

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

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

Informational hearing on the subject of reading in Wisconsin schools March 2, 2023

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

ExcelinEd
Dr. Kymyona Burk – Senior Policy Fellow

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

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

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

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

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

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

Wisconsin Public Policy Forum Madison School District Report[PDF]

Arman Rahman
Arman Rahman
Arman Rahman
Reporter

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?

Bring Back Objective Journalism

Walter Hussman Jr.:

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

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

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

The “grant industrial complex”

students, schmoodents.

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

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

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

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

One City Schools CEO talks what led to partial closure, plan to bring 9,10th grades back

Author email
:

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

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

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

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

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

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

Germany. University life seen through American eyes. Tupper, 1900-1901

Irwin Collier:

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

Germany. University life seen through American eyes. Tupper, 1900-1901

Irwin Collier:

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

COVID Commission

Martin Kulldorff and Jay Bhattacharya:

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

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

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

Here is a sample of the questions from that report:

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

Intelligence is not rationality

Gurwinder:

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

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

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

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

New York Times Word Usage Frequency Chart – An Update

David Rozado:

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

This is the chart from 2019:

UNC’s New School Plans, Revealed

Wall Street Journal:

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

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

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

Commentary on words and Advance Placement Sausage Making

Nick Anderson:

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

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

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

Story continues below advertisement

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

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

Commentary on words and Advance Placement Sausage Making

Nick Anderson:

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

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

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

Story continues below advertisement

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

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

Slideware on Washington State’s High School Graduation Rates

Governor Jay Inslee PDF:

“Key Take-Aways

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

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

Tech entrepreneur to talented youth: Skip college.

Gearge Leef:

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

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

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

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

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

It’s a huge waste of time and talent.

Slideware on Washington State’s High School Graduation Rates

Governor Jay Inslee PDF:

“Key Take-Aways

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

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

Commentary.

Tech entrepreneur to talented youth: Skip college.

Gearge Leef:

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

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

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

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

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

It’s a huge waste of time and talent.

Forget about the oath to do no harm, future doctors are being forced to swear allegiance to racial dogmas

John Sailer:

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

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

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

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

Ah, history!

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

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

Forget about the oath to do no harm, future doctors are being forced to swear allegiance to racial dogmas

John Sailer:

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

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

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

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

How diverse are Madison’s standalone honors classrooms?

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

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

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

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

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

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

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

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

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

Wisconsin Public Policy Forum Madison School District Report[PDF]

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?

“TikTok Is a Venue for Child Sexual Exploitation”

Tawnell Hobbs:

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

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

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

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

How diverse are Madison’s standalone honors classrooms?

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

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

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

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

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

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

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

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

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

Wisconsin Public Policy Forum Madison School District Report[PDF]