Emily Everson Layden:

Rutgers researchers have unearthed the earliest definitive evidence of broomcorn millet (Panicum miliaceum) in ancient Iraq, challenging our understanding of humanity’s earliest agricultural practices. Their findings appear in the journal Scientific Reports.

“Overall, the presence of millet in ancient Iraq during this earlier time period challenges the accepted narrative of agricultural development in the region as well as our models for how ancient societies provisioned themselves,” said Elise Laugier, an environmental archaeologist and National Science Foundation postdoctoral fellow in the School of Arts and Sciences at Rutgers University-New Brunswick.

Broomcorn millet is an “amazingly robust, quick-growing and versatile summer crop” that was first domesticated in East Asia, Laugier added. The researchers analyzed microscopic plant remains (phytoliths) from Khani Masi, a mid-late second millennium BCE (c. 1500–1100 BCE) site in the Kurdistan region of Iraq.

Matthew Wilson:

Are you a freshly-minted Ph.D. holder interested in becoming a tenure-track computer science professor at UNC-Chapel Hill? First, you’ll have to submit a “diversity statement” describing your “commitment to diversity.”

Candidates seeking to be an assistant professor at Boston University’s business school should includereferences to the “diversity contributions” they would bring in their cover letter, taking care to demonstrate that they fall in line with the college’s “institutional commitment” to maintaining an “inclusive, equitable, and diverse” campus. Anyone applying for open tenure-track positions in George Mason University’s Electrical and Computer Engineering Department will be “expected” to “embrace” and “advance” the school’s “strong commitment to diversity, equity, and inclusion.” And those interested in teaching human anatomy at East Carolina University should present “statements” describing their “experience with” and “commitment” to “equity and diversity in teaching, research, and service.”

Along with the standard parts of an application for a job in academia―a curriculum vitae, transcripts, personal statements, references, and research experience―more and more universities, both in North Carolina and across the country, are evaluating whether candidates conform with institutional commitments to diversity, equity, and inclusion (DEI) policies. 

According to a recent study by the American Enterprise Institute, approximately one in five university-sponsored faculty job postings require potential employees to submit statements in support of DEI initiatives as a part of their applications, while nearly seventy percent mention the words “diversity” or “diverse.” In one instance at the University of California, Berkeley, the think tank’s report noted (citing Andrew Gillen), 679 of 893―or more than three-quarters―of qualified applicants for a faculty position in the life sciences were eliminated from “serious consideration” after their “contributions to diversity, equity, and inclusion” failed to meet the “high standard” set by the university.

Cuesta College:

The following strategy, SQ4R, is built around the idea that what you do before and after you read is as important as the reading itself. Learning is an active process which requires concentration and energy. Understanding and using the following strategies will increase your comprehension and your retention of the information.

SQ4R = Survey – Question – Read – Recite – Record – Review

Survey

Look over a chapter for a few minutes before studying it in depth.

Read the title and introductory paragraph(s). Fix the name of the chapter in your mind. Often the introduction to the chapter supplies background for recognizing the purpose of the chapter. It may also state specifically the method of development the author intends to follow.

Read headings, subheadings, and italicized words. Go through the chapter heading by heading; these will form a topical outline.

Read the summary at the end of the chapter. Reread it to see which ideas the author restates for special emphasis or what general conclusions he or she comes to. If there is no summary, read the last sentence or two before each new heading.

Before reading:

104 Page PDF:

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

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

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

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

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

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

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

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

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

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

mp3 audio (about 3 hours – not the entire session):

Machine generated transcript.

School and District Report Cards and the recent changes made to those Report Cards

Invited speakers include:

School Choice Wisconsin Action (Jim Bender)

Wisconsin Department of Public Instruction (Thomas McCarthy)

Stride, Inc.

Siena Catholic Schools

Wisconsin Institute for Law and Liberty (Prepared testimony)

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

David Ramos:

Tip #1: Quit bad books

Life is too short to read a bad book. — James Joyce

Nothing stops a reading habit in its tracks like a bad book. 

A book can be bad for a few reasons. Sometimes they’re poorly written, or not well-organized. Other times, the book just doesn’t interest you. 

Thinking a book is bad doesn’t mean you’re judgemental or a bad reader. There are, quite literally, dozens of great books I can’t stand reading. I’ve easily quit more than a hundred books over the last few years for exactly the reasons listed above because moving on means I get a new opportunity to find something I love.

If you’re a few pages or chapters in and realize it isn’t for you, it’s okay to put the book down and find what’s next.

The Economist:

Over the past two years America’s children have missed more time in the classroom than those in most of the rich world. School closures that began there in early 2020 dragged on until the summer of 2021. During that time the districts that stayed closed longest forced all or some of their children to learn remotely for twice as long as schools in Ireland, three times longer than schools in Spain and four times longer than in France.

In recent weeks American schools have started closing once again, as the Omicron variant of covid-19 has brought a fresh wave of infections. About 5,000, equivalent to roughly 5% of schools, were shut for part or all of the first week in January. Sometimes that was because staff had been forced into isolation, but other closures were pre-emptive. In Chi cago teachers refused to turn up between January 5th and 11th. Some staff in California urged healthy colleagues to call in sick. America’s shrill debates about schooling continue to set it apart. The new term met with much less fuss in England—even though the country had a higher national infection rate than America and has vaccinated fewer young children.

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Joshua Trevino:

Brad Polumbo:

As the Tax Foundation’s Jared Walczak explains, the tax hikes take three forms. There’s an income surcharge (on top of the already-high state income taxes) that applies starting at $149,509 in earnings. There’s also a payroll tax add-on, with the top rate applying to employees earning $49,990 or more. Then, there’s a 2.3% business tax hike on gross receipts above the first $2 million a business takes in.

Doug P:

Just coincidentally, the Associated Press has issued new guidance to their reporters covering Covid-19 cases and hospitalizations:

Paul Thacker:

It sometimes feels like researchers are striving to give people reasons to doubt science in the age of COVID. In the most recent example, the DisInformation Chronicle discovered that, in one of the most widely read science journal articles of 2020, researchers wrote that it was a “conspiracy theory” to claim that the COVID-19 pandemic could have started from a lab accident in China. However, they violated publishing ethics by not disclosing that the article had been secretly edited by two scientists whose lab research involves genetically engineering coronaviruses.

The commentary titled, “No credible evidence supporting claims of the laboratory engineering of SARS-CoV-2“ appeared in the journal Emerging Microbes & Infections, which is published by Taylor and Francis. The authors also appear to have bypassed the normal process of peer review, according to emails made public by U.S. Right to Know.

Dean Mosiman:

Under the draft resolution, the Truth and Reconciliation Implementation Workgroup would meet at least bimonthly; design and facilitate the implementation of a truth and reconciliation process; host a community forum or forums to allow opportunities for BIPOC residents to voice their grievances around past injustices in the city; facilitate a community forum or forums with expert presenters on reconciliation and healing; and draft a report to submit to the EOC and then the City Council detailing policy recommendations that the city could implement to address past wrongs.

“If approved, it will be important for policymakers to consider how to create the capacity to carry out the work,” Davis said.

Pieter Streicher:

Professor Neil Ferguson’s Imperial College team even produced a study, late in December, that managed to conclude there was ‘no evidence’ that Omicron was milder than Delta — based on the same theory that the differences in outcome could be entirely down to immunity rather than intrinsic to the virus. Patrick Vallance and Chris Whitty, the UK’s medical and scientific leaders, were persuaded and lobbied the Government for additional restrictions before Christmas based on the same apparent uncertainty.

And yet, once again, it turns out that the obvious was true after all.

Now that the cases have peaked in London (since 23^rdDecember in fact) and the hospital variables are in decline, it is possible to compare peak levels between London and Gauteng province in South Africa, where the Omicron wave began. There are very real differences between the two cities: Gauteng has relatively high prior infection levels and low vaccination rates, while London has lower prior infection rates and high vaccination rates. Gauteng has a younger population compared to London. Despite all this, the Case Fatality Rate (CFR) dropped 5-7-fold in both areas between Delta and Omicron.

Shared via brownstone:

Two years late, you finally realize that a respiratory virus cannot be defeated and that any such attempt is doomed to fail. You do not admit it, because you have admitted almost no mistake in the last two years, but in retrospect it is clear that you have failed miserably in almost all of your actions, and even the media is already having a hard time covering your shame.

You refused to admit that the infection comes in waves that fade by themselves, despite years of observations and scientific knowledge. You insisted on attributing every decline of a wave solely to your actions, and so through false propaganda “you overcame the plague.” And again you defeated it, and again and again and again.

You refused to admit that mass testing is ineffective, despite your own contingency plans explicitly stating so (“Pandemic Influenza Health System Preparedness Plan, 2007”, p. 26).

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Caitlin Owens:

State of play: Months of convoluted guidance hit a breaking point over the winter holiday, when the CDC became a viral internet meme amongst frustrated Americans who could no longer take the agency’s guidance seriously.

The CDC’s new guidance on how long COVID patients should remain in isolation was mocked by thousands of internet meme-makers. The CDC responded by saying the changing guidelines are motivated by “fast-moving science.”
“It’s never good to be the butt of jokes,” former CDC director Tom Frieden said in an interview.

Mike Antonucci:

The Chicago Teachers Union decided last week to cease in-person schooling until a variety of conditions were met. In response, Chicago Public Schools refused to allow teachers to log in for remote instruction and demanded they return to the classroom. After days of negotiations, the two sides reached a tentative agreement. In-person classes resumed Jan. 12.

In the interim, familiar debates reappeared. The union claimed the surge in infections and inadequate COVID testing made the schools unsafe. The district and the mayor said the danger to children was still very low, and that measures taken made the schools safer than other indoor spaces.

“We’d rather be in our classes teaching, we’d rather have the schools open. What we are saying though is that right now we’re in the middle of a major surge, it is breaking all the records and hospitals are full,” said union President Jesse Sharkey on Jan. 5.

The Economist:

Given the way the fight had been proceeding, it ended in a whimper. On January 10th a stand-off between Chicago’s teachers’ union and its mayor, Lori Lightfoot, escalated to personal insults. Jesse Sharkey, the union’s president, called Ms Lightfoot “relentlessly stupid”. She responded by calling him a “privileged, clouted white guy”. Hours later, the teachers agreed to go back to work, bringing to an end a nearly weeklong strike over covid-19 safety fears. The city stuck to its terms, but agreed to increase testing and supply more kn95 masks.

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

“We Failed”

One of the largest newspapers in Denmark is apologizing for its journalistic failure during COVID-19 by only publishing official government messages without questioning them. Via @Niemandsknecht https://t.co/0DfZAOXduT

— Jan Nieuwenhuijs (@JanGold_) January 11, 2022

Lindsey Burke and Corey DeAngelis:

Imagine being a second grader in a major city right now. If you entered kindergarten during the 2019-20 school year, COVID-19 first closed your school in March, potentially offering “remote learning.”

As you prepared to enter first grade the following fall, you were one of more than half of students nationwide for whom the school doors were still shut, again having access to remote instruction only.

Incredibly, as you entered second grade, the 2021-22 school year, the district superintendent bows down to the powerful teachers union and shifts back to “virtual learning.”

Another teachers group, National Educators United, is now pushing for a nationwide closure of schools for at least “two weeks.” Yeah, like that worked out so well last time.

In reality, you’ve hardly been in what could pass for “school” since COVID-19 began. Even the days you had access to in-person instruction, learning to read was made harder through masks, your short lunches were spent socially distanced from your friends, and you couldn’t play on the playground equipment during recess.

This scenario has been playing out for millions of children across the country since March 2020. And now, as students return from winter break, school districts across America—including Chicago, Cleveland, Detroit, Milwaukee, and Newark, New Jersey—have regressed to remote learning once more, foreclosing access to in-person instruction for nearly 200,000 students.

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Andrew Rotherham:

If education reform were a religion, then professing to just “follow the evidence” and “listen to communities” would anchor the liturgy. Charter schools, however, are a curious case that tests the faith. Urban charters have proven to be an effective reform, at scale, and parents in many communities are clearly demanding them. Raise that in a lot of education spaces, though — including among many of the well-heeled who consider themselves reformers or allies — and you’ll be branded a heretic, or at least quietly not invited back to church. That’s why it was so refreshing to see former New York City mayor, media mogul and philanthropist Michael Bloomberg announce a $750 million effort to create more high-quality charter school seats in communities around the country. 

That $750 million that Bloomberg’s foundation plans to spend over five years may seem like a pittance against the backdrop of a system that annually spends 1,000 times that amount, and especially as almost $200 billion in federal COVID aid is working its way through the system. Yet one lesson of decades of education reform is that relatively small amounts of money, well targeted, can leverage more change than larger but diffuse slugs of funding. Bloomberg’s $750 million isn’t small in any real sense — it’s a lot of money, and the kind of commitment that can tangibly change lives — but let’s hope this ends up being a down payment on a longer-term commitment.

Scott Calvert:

Public-school attendance across the U.S. has dropped to unusually low levels, complicating efforts to keep schools open, as districts also contend with major staff shortages.

Many students in kindergarten through 12th grade are out sick because of Covid-19 or are being kept home by anxious parents, as the Omicron variant surges, officials say. Remote learning often isn’t being offered anymore for students who are home. Empty desks create a quandary for teachers, who must decide whether to push ahead with lesson plans knowing a large number of their students will need to catch up.

New York City, the nation’s largest school district, saw its overall attendance rate fall below 70% when classes resumed after the winter holidays, far beneath the district’s pre-pandemic average of over 91% students at school each day. Many students missed class because of fears of contracting the virus or because they or a family member had tested positive, teachers said.

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Libby Emmons:

The article addresses using fear as a means to control people, in the right doses: “A meta-analysis found that targeting fears can be useful in some situations, but not others: appealing to fear leads people to change their behaviour if they feel capable of dealing with the threat, but leads to defensive reactions when they feel helpless to act. The results suggest that strong fear appeals produce the greatest behaviour change only when people feel a sense of efficacy, whereas strong fear appeals with low-efficacy messages produce the greatest levels of defensive responses.”

Van Bavel deals with how to deal with “optimism bias” in a population, as well as risk perception, emotional responses, and how the “global pandemic may also create opportunities to reduce religious and ethnic prejudice.”

He wrote that “People’s behaviour is influenced by social norms,” but that “Changing behaviours by correcting such misperceptions can be achieved by public messages reinforcing positive (for example, health-promoting) norms.”

Joy Pullman:

Americans are starting to feel the increasing collateral damage from our unprecedented, ineffective, and ill-advised Covid lockdowns. It was known before March 2020 that lockdowns would cause lifelong and avoidable damage to billions, yet the world’s ruling classes who claim to have earned their place atop a “meritocracy” strenuously demanded such damage be inflicted especially on children and other vulnerable people.

This ruling class used all their massive financial, communications, and government powers to ensure these tragic outcomes, even though anyone who was an actual expert—or, like me, just someone who reads and has common sense—predicted this false “cure” would hurt worse than the disease.

Now that people are beginning to more deeply feel the foreseeable evil consequences of ruling class responses to a novel virus, that ruling class is pulling what propaganda experts call a “limited hangout.” That’s admitting to bits of the truth in order to re-establish yourself as a credible authority while attempting to keep the whole truth hidden.

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Joe Barrett:

Chicago Public Schools canceled classes Wednesday after the teachers union voted late Tuesday to stop providing in-person instruction, citing the latest spike in Covid-19 that has sent cases to record levels in the city.

City leaders called the vote by the Chicago Teachers Union an illegal job action and said teachers who didn’t report to work wouldn’t receive pay. The administration promised to provide parents with a plan later Wednesday for how it would resume operations in the face of the walkout.

School administrators and the union in the nation’s third largest school system have clashed repeatedly over Covid protocols throughout the pandemic. Classes were online for much of the 2020-2021 school year and began returning to in-person last February amid strong objections of the union.

Chicago Mayor Lori Lightfoot said in a media briefing Tuesday that the shift to online learning last year had been very difficult on working families and hurt many students.

“Achievement gaps are real and they are affecting kids of color at an exponential rate,” she said.

Rebecca Bodenheimer:

I probably should have inferred that becoming a school-reopening advocate would not go over well in my progressive Oakland community, but I didn’t anticipate the social repercussions, or the political identity crisis it would trigger for me. My own experience, as a self-described progressive in ultra-lefty Oakland, is just one example of how people across the political spectrum have become frustrated with Democrats’ position on school reopenings.

Parents who advocated for school reopening were repeatedly demonized on social media as racist and mischaracterized as Trump supporters. Members of the parent group I helped lead were consistently attacked on Twitter and Facebook by two Oakland moms with ties to the teachers union. They labelled advocates’ calls for schools reopening “white supremacy” called us “Karens,” and even bizarrely claimed we had allied ourselves with Marjorie Taylor Greene’s transphobic agenda. 

There was no recognition of the fact that we were advocating for our kids, who were floundering in remote learning, or that public schools across the country (in red states) opened in fall 2020 without major outbreaks, as did private schools just miles from our home. Only since last fall, when schools reopened successfully despite the more contagious Delta variant circulating, have Democratic pundits and leaders been talking about school closures as having caused far more harm than benefit. 

Some progressive parents now admit they were too afraid of the blowback from their communities to speak up. And they were right to be wary. We paid a price.

Harriet Alexander:

In 2015, molecular oncologist Jennifer Byrne was surprised to discover during a scan of the academic literature that five papers had been written about a gene she had originally identified, but did not find particularly interesting.

“Looking at these papers, I thought they were really similar, they had some mistakes in them and they had some stuff that didn’t make sense at all,” she said. As she dug deeper, it dawned on her that the papers might have been produced by a third-party working for profit.

Ruth Wisse:

On January 1, 1993, I arrived at Harvard to take up a newly endowed professorship in Yiddish literature. It seemed preposterous: me at Harvard, Yiddish at Harvard. The university had never figured in my aspirations. My impressions of the university had been formed mostly from what I knew of its program in Jewish studies, which was jokingly referred to as ‘the Yeshiva on the Charles’ because of its emphasis on Talmudic and medieval sources. Its almost exclusively male Department of Near Eastern Languages and Civilizations felt obliged to appoint a female.

My gender played an even more prominent part in the deliberations of the Department of Comparative Literature where I was to hold a joint appointment. By 1993, no self-styled academic conservative like me — who taught literature old style, reading along the grain rather than against it, with appreciation for its texture and its historical, cultural and linguistic contexts — could have won the vote of some of the literature department’s trendsetters had I not been a woman. In yet another irony, these progressive members of the committee did not know that I had opposed affirmative action for women at my then-job at McGill University. In short, I was appointed on the basis of a policy I deplored. Still, I accepted the position and the following year I was made the Center’s director. Having been assured that my chair would be accompanied by a lectureship in Yiddish language, I set up language instruction, undergraduate courses, and a track for graduate students supported by generous stipends.

Helen Lewis:

I got my COVID-19 booster shot last week, on the first day I was eligible. My shot was delayed because I caught COVID in early December, an experience that was low-key grim: two days of shotgun sneezing, no taste or smell for a week, and a constant fatigue that didn’t abate until the holidays. I was very glad to face the coronavirus with two Pfizer doses already in my arm, and even more grateful that my parents and 91 percent of Britons in their age group are triple-jabbed.

Immunity builds to a peak in the fortnight after vaccination, and so next week I will be about the most protected a human can realistically expect to be against COVID. That reflection has inevitably led to another one: I want my life back. Thank you, coronavirus. Next. 

Avoiding the virus is no longer an option; Omicron has seen to that. Almost everyone is likely to catch the variant eventually. Over Christmas, one in 10 of my fellow Londoners—one in 10!—had COVID. Thanks to Britain’s solid vaccination rates, particularly among vulnerable groups, this tsunami of infections has so far led to a daily death toll less than a fifth the size of the one we had last winter. In the United States, the picture looks bleaker, with overwhelmed hospitals and 1,500 deaths a day. Because the vaccinated can still spread the disease, Americans should probably lie low for a few more weeks, until this wave subsides. Personally, I don’t need an immediate license to party like it’s February 2020, but I want some indication from lawmakers and medical experts that restrictions won’t last forever. For any country without the discipline, collectivism, and surveillance technology of China, the zero-COVID dream is over. Two years is long enough to put our lives on hold.

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Scott Girard:

MMSD spokesman Tim LeMonds told the Cap Times in an email Tuesday the district’s attendance rate Monday was 80.6%. That’s below the average of more than 90% throughout the 2020-21 school year, according to attendance data received through an open records request.

Other area school districts, which all returned from winter break as scheduled in the first week of January, reported slightly higher attendance rates during the first week of 2022.

In the Verona Area School District, attendance ranged from 85.37% to 89.58%, according to data provided by superintendent Tremayne Clardy.

Waunakee Community School District’s attendance rate was between 87.86% and 89.81% throughout last week, district communications and engagement specialist Anne Blackburn wrote in an email.

Similarly, the Oregon School District saw attendance rates from 82.2% to 87.5% last week, according to an email from district communications director Erika Mundinger.

The Middleton-Cross Plains Area School District saw attendance rates stay between 88.5% and 90.2% the week of Jan. 3, director of information and public relations Shannon Valladolid wrote in an email.

Perhaps related: a physician recently mentioned to me that we are living through a phenomena of the worried well.

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Melissa Korn:

Sixteen major U.S. universities, including Yale University, Georgetown University and Northwestern University, are being sued for alleged antitrust violations because of the way they work together to determine financial-aid awards for students.

According to a lawsuit filed in Illinois federal court late Sunday by law firms representing five former students who attended some of the schools, the universities engaged in price fixing and unfairly limited aid by using a shared methodology to calculate applicants’ financial need. Schools are allowed under federal law to collaborate on their formulas, but only if they don’t consider applicants’ financial need in admissions decisions. The suit alleges these schools do weigh candidates’ ability to pay in certain circumstances, and therefore shouldn’t be eligible for the antitrust exemption.

Matthew Foldi:

The governor of Tennessee says the University of Memphis is canceling a program that offered financial incentives to professors for infusing “social justice” into their courses.

Gov. Bill Lee (R., Tenn.) contacted the public university immediately after learning about the new program, first reported on by the Washington Free Beacon, which offered faculty $3,000 to redesign their curricula to align with the university’s “diversity, equity, inclusion, and social justice” commitments. The governor said the program will not be carried out.

“The University of Memphis informed my office that the initiative will not move forward,” Lee told the Free Beacon. “We welcome robust debate on college campuses, but taxpayer dollars should never be used to fuel a divisive, radical agenda.”

“Ending this program was the right decision, and I thank the university for hearing our concerns,” Lee said.

Shannon Whitworth:

I work at a high school where the majority of the students are from inner-city Milwaukee. They are confronted almost daily with some form of dysfunction, depravity, or violence.

One day, some of my students challenged me as to why they should put a lot of effort into their studies when, from their perspective, the outlook for their futures looked bleak. I reminded them that God doesn’t want them to live in poverty or hopelessness. Rather, as stated in Proverbs 13, He wants them to live lives of prosperity, generosity and leave a legacy, which is possible if we follow His plan. I was able to share aspects of my faith with my students because the Milwaukee Parental Choice Program (MPCP) has enabled their parents to send them to Milwaukee Lutheran High School on a voucher.

BREAKING: Nebraska Senator Justin Wayne (D) again calls out his colleagues for sending their kids to private school while opposing school choice for others. pic.twitter.com/WiXAmcBRN8

— Corey A. DeAngelis (@DeAngelisCorey) January 11, 2022

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Rob Crilly:

President Biden’s Education Secretary Miguel Cardona apparently solicited the controversial letter from the National School Boards Association that said threats made by protesting parents should be taken as seriously as domestic terrorism, according to emails released on Tuesday.

The NSBA, in an internal memo sent on October 12, revealed that they had held discussions with White House officials before sending the much-criticized letter to President Joe Biden.

Attorney General Merrick Garland later said the letter, setting out worries about threats, was the starting point for plans for a task force to protect members of school boards.

Now, emails obtained by Parents Defending Education through a Freedom of Information Act (FOIA) request, suggest that Cardona himself was part of the process that led to its production.

In an exchange on Oct. 5 email, NSBA Secretary-Treasurer Kristi Swett wrote that the group’s interim chief executive Chip Slaven ‘told the officers he was writing a letter to provide information to the White House, from a request by Secretary Cardona.’

‘Should this allegation be true, it would reveal that this administration’s pretextual war on parents came from the highest levels,’ PDE President Nicole Neily told Fox News Digital, which was first to report on the emails.

Selena Zito:

Some days, people would pull an ornament from their jacket pocket and add it while on their daily stride. On other days, one might see a parent pushing a stroller or with a child on their little bicycle stop and look at the delightful little ornaments.

Without fail, each child would look at it with the same awe you might see from a child who lives in New York City and visits Rockefeller Center to take in that giant spectacle of a tree.

It was a sad little tree, but it had a lot of love and community around it. And that made it special because the community created it and cared for it.

Then one day, shortly before Christmas, the tree was stripped bare, the joy it gave gone. Within days, a sign went up that read, “Whoever took our Christmas tree ornaments…put them back.”

Weeks later, the sign is still stubbornly there — despite the wind and rain that have pounded the area. It is a reminder that some people demand accountability even for something as seemingly inconsequential as the decorations on a small tree.

You might wonder why people would go out of their way to strip this tree of ornaments that had no monetary value other than to do it because they could get away with it. They glean some sense of perverse power. Well, then certainly the thought has crossed your mind in two years or so why we have collectively been allowing people to go out of their way to destroy things in our culture for no other reason other than that they get away with it.

And they glean some sense of perverse power.

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Thomas Fazi and Toby Green:

All of which has meant that, until the Observer’s interview with Mark Woolhouse, there has been painfully little critical analysis from the mainstream Left as to whether the raft of restrictive Covid measures we have seen over the past two years have indeed served the collective good — or saved lives for that matter. By definition, for something to be considered in the collective interest of a society, it has to be in the interest of at least a significant majority of its members. However, it’s hard to see how lockdowns (and other subsequent measures) meet this criterion.

Their psychological, social and economic impact mighthave been justified from a collective-interest and life-saving standpoint if Covid represented an equal threat to all citizens. Yet soon into the pandemic, it became clear that Covid-19 was almost exclusively a threat to the elderly (60+): in the last quarter of 2020, the mean age of those dying both with and of Covid-19 in the UK was 82.4, while by early 2020 the Infection Fatality Rate (IFR) — the risk of actually dying if you catch Covid — in people under 60 was already known to be exceptionally low: 0.5 per cent or less. A paper written late in 2020 for the WHO by professor John Ioannidis of Stanford University, one of the world’s foremost epidemiologists, then estimated that the IFR for those under 70 was even lower: 0.05%. As Woolhouse points out in his interview “people over 75 are an astonishing 10,000 times more at risk than those who are under 15”.

Moreover, given the impacts on other aspects of medical care, the preservation (or prolonging) of life of the elderly was certainly being achieved at the expense of the life expectancies of younger sectors of the population — to say nothing of the catastrophic impacts in the Global South. This has indeed been confirmed by evidence which shows that excess deaths in younger age groups rose sharply in 2021, with very little of this attributable to Covid mortality.

If anything, Covid restrictions should have been framed in terms of solidarity: as measures which implied the overwhelming majority of the collective, which risked little or nothing from Covid, paying a price, and a heavy one at that, in order to protect, in theory at least, a minority (in Western countries people aged 60 or older represent on average around 25% of the population). Acknowledging this from the start would have avoided much loss of trust in public institutions down the road, and would have allowed for a rational discussion around important questions of intergenerational equity, proportionality and the balancing of rights and interests.

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

C Bradley Thompson:

THIS IS EXACTLY WHAT I’VE BEEN TELLING YOU NOW SINCE DAY #1 OF DUMB & DUMBER. Banning CRT is NOT the solution. You’re going to get it no matter what, which is why you must #JustWalkAway. “Getting critical race theory out of public schools is harder than passing a law.”

Banning the teaching of Critical Race Theory and its tenets in public schools may not be as easy as passing a law. Idaho was the first of nine states to pass an anti-CRT law, and so far this new school year, some parents don’t see any change.

“In any way that they can get it in there, they get it in there, by using words like equity, teaching about white supremacy,” said Kristen Young, a parent in the Nampa School District who formed a local chapter of Power to Parents.

WHAT EVERY SIX-YEAR-OLD NEEDS TO KNOW IN ORDER TO BE PROPERLY EDUCATED: “The New Sex Education.” Why don’t we just drop ALL sex talk in schools.

The NEW-NEW MATH DOESN’T ADD UP. (H/T Glenn Reynolds via Lynn Miclea.)

Wiseye video stream:

DPI recently made changes to the state report card that no longer provide an accurate picture of the performance of Wisconsin’s schools. The Assembly Committee on Education will hold an informational hearing, Wednesday at 10:30 am, on Wisconsin’s state report card to determine why the changes were made and how the report card can be improved going forward.

Will Hearing Statement.

Needs Improvement: How Wisconsin’s Report Card Can Mislead Parents

The Soft Bigotry of Low Expectations: Wisconsin’s Report Card “Fails to Meet Expectations”

Madison, Milwaukee school performance overrated by Wisconsin DPI

State Senator Kathy Bernier and State Representative Joel Kitchens:

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

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

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

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

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

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

State Senator Kathy Bernier

State Representative Joel Kitchens

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Here’s a startling graph illustrating a point that people are beginning to talk about, but not visualizing well. And showing that concepts from 6 weeks ago aren’t applying. Changes in ratio of new cases PER 100K of fully vax to unvax. pic.twitter.com/y88xVMVPp5

— Stephen McIntyre (@ClimateAudit) January 8, 2022

Liyun Qi:

When China put in place its one-child policy four decades ago, policy makers said they would simply switch gears if births dropped too much. That has turned out to be not so easy.

“In 30 years, the current problem of especially dreadful population growth may be alleviated and then [we can] adopt different population policies,” the Communist Party said in a 1980 open letter to members and young people.

With the number of births declining year after year, China is now racing in the opposite direction, closing abortion clinics and expanding services to help couples conceive. But a legacy of the one-child policy, scrapped in 2016, is a dwindling number of women of childbearing age as well as a generation of only children who are less eager to marry and start a family.

In addition, infertility appears to be a bigger problem in China than in many other countries. According to a survey by Peking University researchers, it affects about 18% of couples of reproductive age, compared with a global average of around 15%.

Angie Schmitt:

I kept hoping that someone in our all-Democratic political leadership would take a stand on behalf of Cleveland’s 37,000 public-school children or seem to care about what was happening. Weren’t Democrats supposed to stick up for low-income kids? Instead, our veteran Democratic mayor avoided remarking on the crisis facing the city’s public-school families. Our all-Democratic city council was similarly disengaged. The same thing was happening in other blue cities and blue states across the country, as the needs of children were simply swept aside. Cleveland went so far as to close playgrounds for an entire year. That felt almost mean-spirited, given the research suggesting the negligible risk of outdoor transmission—an additional slap in the face.

Things got worse for us in December 2020, when my whole family contracted COVID-19. The coronavirus was no big deal for my 3- and 5-year-olds, but I was left with lingering long-COVID symptoms, which made the daily remote-schooling nightmare even more grueling. I say this not to hold myself up for pity. I understand that other people had a far worse 2020. I’m just trying to explain why my worldview has shifted and why I’m not the same person I was.

By the spring semester, the data showed quite clearly that schools were not big coronavirus spreaders and that, conversely, the costs of closures to children, both academically and emotionally, were very high. The American Academy of Pediatrics first urged a return to school in June 2020. In February 2021, when The New York Times surveyed 175 pediatric-disease experts, 86 percent recommended in-person school even if no one had been vaccinated.

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Delta Airlines:

After a comprehensive review of our pilot hiring requirements, Delta has decided to make a four-year college degree “preferred” rather than “required” for first officer candidates, effective immediately.

While we feel as strongly as ever about the importance of education, there are highly qualified candidates – people who we would want to welcome to our Delta family – who have gained more than the equivalent of a college education through years of life and leadership experience. Making the four-year degree requirement preferred removes unintentional barriers to our Delta flight decks.

A thread 🧵 about Hong Kong in 15 tweets. In Nov ‘19, during the height of protests in HK, I mailed a copy of Animal Farm to Claudia Mo, then a member at HK’s top lawmaking body, LegCo. It was an anonymous gift. From ‘a Hongkonger’ was how I inscribed the book. 1/15 pic.twitter.com/oG2Cp87bUX

— Bleak House Books (@bleakhousebooks) January 10, 2022

BBC:

The government admits the evidence for using masks in schools to reduce spread of Covid is “not conclusive”.

The uncertainty is acknowledged in a review used by ministers in England to make their decision to introduce face coverings in classrooms.

The government’s own study in the autumn did not provide proof of a statistically significant impact.

The evidence review says other studies have provided mixed results, but taken together suggest they may help.

And the move was backed by the UK Health Security Agency.

The review has only just been published following the announcement on Monday about the return of face coverings in classrooms.

Ann Althouse:

“I’d see the entire city of Newark unemployed before I allowed one single teacher’s aide to die needlessly.”

Said John Abeigon, the Newark Teachers Union president, quoted in “As More Teachers’ Unions Push for Remote Schooling, Parents Worry. So Do Democrats. Chicago teachers have voted to go remote. Other unions are agitating for change. For Democrats, who promised to keep schools open, the tensions are a distinctly unwelcome development”(NYT).

Paul Bedard:

Jeremy took a more libertarian view and countered, “There’s a belief out there that government intervention begets more government interventions. That is, the more the federal government intervenes in society and people’s affairs and creates legislation and bureaucracy, it creates other issues. And so do our crises stem from completely random issues or are these crises the result of intervention. And whether we look at coronavirus, whether we look at the economy, I think there’s evidence that points to government meddling in affairs and in places that they shouldn’t. I’m talking about a deadly gain of function research, we’re talking about decades of, well, not decades, but years of Federal Reserve policies that brought interest rates low to nearly zero and blowing up a bubble.”

Wall Street Journal:

The political scandal of the year so far is unfolding in plain sight in Chicago, where the teachers union has effectively shut down the public schools. Will this finally cause President Biden to speak up for children? Arizona Gov. Doug Ducey is showing the way.

Chicago schools were supposed to be open Wednesday, but they shut down after the Chicago Teachers Union voted against in-person learning. The CTU says it won’t relent until the surge in Covid-19 cases has subsided, or the school district signs an agreement “establishing conditions for return” approved by the CTU.

Even Mayor Lori Lightfoot is unhappy, correctly noting that Chicago’s classrooms are safe and accusing the union of an “illegal work stoppage.” She added that teachers who didn’t show up Wednesday would be put on no-pay status. We’ll see how long that lasts given how powerful the CTU is in Democratic politics.

The CTU action comes as we are learning about the full—and unnecessary—costs inflicted on children in the name of Covid prevention. These include mental-health issues, losing ground academically, and the lack of normal socialization. This damage has all been done even though children remain among the least at risk for a severe case of Covid.

On CBS’s “Face the Nation” this weekend, Education Secretary Miguel Cardona also emphasized that schools can be opened safely. “We know what works, and I believe even with Omicron, our default should be in-person learning for all students across the country.”

Keith Whittington:

The Omicron wave of COVID has many institutions scrambling. Depressingly, many are acting as if there have been no advances over the past two years. Despite requiring that everyone on campus be fully vaccinated, including boosters, my own university continues to impose aggressive masking requirements, comprehensive asymptomatic testing, extended isolation for asymptomatic individuals who test positive, and draconian restrictions on normal campus activities. In an effort to create some modicum of quarantine conditions, students are prohibited from leaving the county except when engaged in university approved activities. Some of those decisions are being driven by government policies. Princeton is hardly alone in partying like it is 2020. Enough already.

Two years ago, I thought that even libertarians should endorse some pretty intrusive policies early in the pandemic. When confronted with a novel airborne respiratory infection that was fairly contagious even in asymptomatic stages and frequently fatal and for which there were no effective vaccines or therapies, the government had an important role to play in trying to limit the spread of the disease. But I also warned

The machinery of government can be vastly expanded and strengthened during these periods to the detriment of liberty and civil society in the future. We should be cautious about putting in place anything other than temporary measures for addressing the current crisis. If there are long-term reforms that need to be considered in the aftermath so as to better prepare for future epidemics, there will be time to carefully consider them later.

That was two years ago. The scientific community has responded to the pandemic in incredible ways. Extraordinarily effective tests, vaccines and therapies have been developed at a miraculous rate. The government has responded in pretty terrible ways. Public health officials have demonstrated that they must be kept on a short leash and are too often willing to let their personal political preferences and risk aversion affect their policy judgment. Public health institutions have done more to impede and confuse than to facilitate an appropriate response to the pandemic. The FDA and the CDC are due for some fundamental reform. Executive branch officials have demonstrated that they are more than happy to make policy by arbitrary diktat. Politicians and the media have contributed to polarizing issues that should not be polarized and stoking fear for short-term gain. Goalposts are constantly being moved, when there are any goalposts in evidence at all.

James Freeman:

Chicago Public Schools canceled classes Wednesday after the teachers union voted late Tuesday to stop providing in-person instruction, citing the latest surge in Covid-19 that has sent cases to record levels in the city.

City leaders called the vote by the Chicago Teachers Union an illegal job action and said teachers who didn’t report to work wouldn’t receive pay. The administration promised to provide parents with a plan later Wednesday for how it would resume operations in the face of the walkout.
Union officials said Wednesday that they were sticking with their demands to stay out of schools to protect members, students and families from the virus but planned to meet with city leaders in the afternoon to continue trying to hammer out an agreement to resume instruction…

The union said in a tweet that 73% of its 25,000 members had voted to resume remote learning.’
Well, here’s to the 27% of union members who voted to put the educational needs of students first and to follow the science. Mr. Barrett reports:

Alana Goodman:

Shareholders in Google and YouTube are pressing the tech giants to disclose any requests they have received from the Biden administration to scrub politically “problematic” information from the platforms, according to a copy of a shareholder proposal obtained by the Washington Free Beacon.

The National Legal and Policy Center, an ethics watchdog group that holds a voting stake in Google and YouTube’s parent corporation Alphabet, submitted the shareholder proposal to the company this week, following a string of controversies over Google and YouTube’s removal of videos that question the Biden administration’s COVID-19 policies.

The proposed disclosure requirement could shed light on whether the administration has directed tech companies to remove information that it deems misleading, a scenario that raises concerns about government censorship. In July, the White House said it was “in regular touch” with social media platforms to discuss ways to combat “misinformation” online.

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

Scott Mildred (and others)

Our community didn’t let the district’s tardiness slide without a stern warning. That’s because missing in-person classes for the last week (with two days of online school) badly disrupted people’s lives, especially working parents who don’t have easy options for emergency child care.

The district’s spokesman had told the State Journal on Dec. 20 that moving to online-only learning was not part of the district’s plans for January. Yet an email to parents on the eve of New Year’s Eve informed families that school buildings wouldn’t open the following Monday after all. That left many parents scrambling over the holiday weekend to get time off work, find somewhere safe for their kids to stay, or ask for an impromptu “bring your child to work day.”

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

I’d really like to know which media outlets Sonia Sotomayor consumes that misled her to believe these wildly false claims about children now hospitalized and intubated due to COVID.

The likely culprits are obvious, but confirmation would be great. She was presumably prepared: https://t.co/cToloyuBaK

— Glenn Greenwald (@ggreenwald) January 8, 2022

The Supreme Court (Brittanica)

Corrinne Hess:

At the urging of Milwaukee Public Schools and area restaurants, a Milwaukee Common Council committee moved forward an ordinance Friday for a city-wide mask mandate.

Under the plan, a face covering would be required for anyone 3 years old and up inside a public building whenever the rate of transmission of the COVID-19 virus is equal to or greater than 100 new cases per 100,000 residents in Milwaukee County as determined by the Centers for Disease Control and Prevention.

Milwaukee has repeatedly hit that mark since the omicron variant reached the city around Thanksgiving. 

On Friday, Milwaukee had more than 1,000 COVID-19 cases per 100,000 people and more than 38 percent of people tested for the virus were positive, said city Health Commissioner Kirsten Johnson.

The Public Health and Safety Committee voted 3-2 on the ordinance with two members of the committee, Scott Spiker and Mark Borkowski abstaining, saying they were being expected to make a decision before the details were worked out.

As someone who reported on the VA race, I can tell you without any doubt that school closures, not CRT, were the opening for Youngkin.

I can also say pretty confidently that school closures are going to be a huge part of the Republican effort to win back the suburbs in November.

— Alexander Nazaryan (@alexnazaryan) January 8, 2022

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Josh Gordons Burner:

I’d like to preface this by stating that remote learning was absolutely detrimental to the mental health of myself, my friends, and my peers at school. Despite this, the present conditions within schools necessitates a temporary return to remote learning; if not because of public health, then because of learning loss. 

A story of my day: 

– I arrived at school and promptly went to Study Hall. I knew that some of my teachers would be absent because they had announced it on Google Classroom earlier in the day. At our school there is a board in front of the auditorium with the list of teachers and seating sections for students within study hall: today there were 14 absent teachers 1st period. There are 11 seatable sections within the auditorium … THREE CLASSES sat on the stage. Study hall has become a super spreader event — I’ll get to this in a moment. 

– Second period I had another absent teacher. More of the same from 1st period. It was around this time that 25% of kids, including myself, realized that there were no rules being enforced outside of attendance at the start of the period, and that cutting lass was ridiculously easy. We left — there was functionally no learning occurring within study hall, and health conditions were safer outside of the auditorium. It was well beyond max capacity.

– Third period I had a normal class period. Hooray! First thing the teacher did was pass out COVID tests because we had all been close contacts to a COVID-positive student in our class. 4 more teachers would pass out COVID tests throughout the day, which were to be taken at home. The school started running low on tests, and rules had to be refined to ration. 

– “To be taken at home.” Ya … students don’t listen. 90% of the bathrooms were full of students swabbing their noses and taking their tests. I had one kid ask me — with his mask down, by the way — whether a “faint line was positive,” proceeding to show me his positive COVID test. I told him to go the nurse. One student tested positive IN THE AUDITORIUM, and a few students started screaming and ran away from him. There was now a lack of available seats given there was a COVID-positive student within the middle of the auditorium. They’re now planning on having teachers give up their free periods to act as substitute teachers because the auditorium is simply not safe enough. 

– Classes that I did attend were quiet and empty. Students are staying home because of risk of COVID without testing positive (as they should) and some of my classes had 10+ students absent. Nearly every class has listed myself and others are close contacts. 

– I should note that in study hall and with subs we literally learn nothing. I spent about 3 hours sitting around today doing nothing. 

– I tested positive for COVID on December the 14th. At the time there were a total of 6 cases. By the end of break this number was up to 36. By January the 3rd (when we returned from break) the numbers were up to 100 (as listed on the school Google Sheet). Today there are 226. This is around 10% of my school. As of Monday, only 30 of whom were reported to the DOE … which just seems like negligence to me. 

– 90% of the conversations spoken by students concern COVID. It has completely taken over any function of daily school life. 

– One teacher flat out left his class 5 mins into the lesson and didn’t return because he was developing symptoms and didn’t believe it safe to spread to his class. 

I’ve been adamantly opposed to remote learning for a while, and thought that it was overall an unmitigated disaster for the learning and mental health of students. At the present time, however, schools cannot teach and function well enough in person. We must go remote.

Dana Goldstein and Noam Scheiber:

Few American cities have labor politics as fraught as Chicago’s, where the nation’s third-largest school system shut down this week after teachers’ union members refused to work in person, arguing that classrooms were unsafe amid the Omicron surge.

But in a number of other places, the tenuous labor peace that has allowed most schools to operate normally this year is in danger of collapsing.

While not yet threatening to walk off the job, unions are back at negotiating tables, pushing in some cases for a return to remote learning. They frequently cite understaffing because of illness, and shortages of rapid tests and medical-grade masks. Some teachers, in a rear-guard action, have staged sick outs.

In Milwaukee, schools are remote until Jan. 18, because of staffing issues. But the teachers’ union president, Amy Mizialko, doubts that the situation will significantly improve  and worries that the school board will resist extending online classes.

“I anticipate it’ll be a fight,” Ms. Mizialko said.

She credited the district for at least delaying in-person schooling to start the year but criticized Democratic officials for placing unrealistic pressure on teachers and schools.

“I think that Joe Biden and Miguel Cardona and the newly elected mayor of New York City and Lori Lightfoot — they can all declare that schools will be open,” Ms. Mizialko added, referring to the U.S. education secretary and the mayor of Chicago. “But unless they have hundreds of thousands of people to step in for educators who are sick in this uncontrolled surge, they won’t be.”

The view from Madison, via David Blaska:

Madison Teachers Inc. claims that two-thirds of its members surveyed “either did not support a return to school buildings on January 10 or would only do so if COVID-19 infection rates were stabilizing or decreasing.”

“Not only have we started this school year short-staffed, but we are losing an extraordinary number or staff due to burnout and disrespect from leadership and community stakeholders.”

Disrespect from “community stakeholders?” Whom might that be? Parents? Taxpayers? At least, they have the support of the Madison-area Democratic Socialists. The Far Left group today blamed Covid on capitalism:

Hello comrades,

I am sure you are all thinking about Omnicron and how it yet again illustrates the blatant failings of capitalism, the state, the U.S. healthcare system, and so many other oppressive institutions. … (MTI) is calling on MMSD leadership to make basic commitments to staff members. Please read their statement, sign their petition, and share it.

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Liberty Justice Center:

– A group of Chicago parents have filed a lawsuit against the Chicago Teachers Union, calling this week’s school closures an “illegal strike” and demanding that teachers return to school for in-person learning. The lawsuit was filed late Thursday by attorneys at the Liberty Justice Center, a national nonprofit law firm that fights for students’ educational rights.

More than 300,000 students were locked out of Chicago Public Schools starting Wednesday after unionized teachers refused to teach in-person. Not only is the strike illegal under Illinois law, it also violates the union’s own contract.

“CTU’s resolution calling members to not show up for work in-person is a strike regardless of what CTU calls it and violates both the collective bargaining agreement with CPS and Illinois law,” said Jeffrey Schwab, senior attorney at the Liberty Justice Center. “CTU cannot unilaterally decide what actions should be taken to keep public schools safe, completely silencing parents’ input about what is best for the health, safety, and well-being of their children.”

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Alan Borsuk:

This all said, MPS is in a small club of school districts that have switched to all-virtual schooling during the current surge. The vast majority of American schools are staying in-person, even if it’s a struggle.

One board member, Megan O’Halloran, suggested that schools that were reporting comparatively few COVID cases among teachers and students should re-open on Monday (Jan. 10). She said that the MPS COVID “dashboard” indicated more than half of schools would be candidates for re-opening under the standard that has been used of no more than 3% of the school community testing positive. The idea was voted down 8 to 1.

The lack of urgency about student achievement. This very much predates the pandemic and is a broader issue. But it seems relevant to the tepid push for keeping kids in classrooms now. There just aren’t many people who have called publicly for energetic and fresh ways to raise the longstanding and deeply worrisome proficiency of many thousands of Milwaukee children (not only in MPS) when it comes to

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

F H Buckley:

OK millennial, you don’t care for us baby boomers. You complain that we’ve taken all the food off the table and left you the crumbs. You say we cling to our jobs and won’t make room for you. And you especially resent how, throughout, we took ownership of the zeitgeist, the spirit of the age.

In the 1960s we were a youth movement that demanded to be heard. We marched on the Pentagon and occupied college administration buildings. In the 1970s we mellowed, listened to the Band and the Eagles, and read Charles Reich’s “The Greening of America.” In the 1980s we rebounded as yuppies. We became investment bankers and lawyers, and the women among us wore suits with padded shoulders. Thereafter we ascended to political power—not always wisely, truth be told. But our music had lyrics and melodies, and our protest songs took on real injustices. We cemented a civil-rights revolution for women and minorities and left a mark on all succeeding generations.

Joe Kukura:

Hundreds of teachers have signed an online petition saying they won’t work Thursday because of SFUSD’s alleged COVID safety failings, but can you really have a sickout when more than 10% of the staff is already legitimately out sick?

We had heard rumblings early on Wednesday that there was some sort of San Francisco teacher labor action brewing, as Bay City News reportedUnited Educators of San Francisco (UESF) was “holding a briefing at noon Wednesday to discuss the issues related to the COVID surge.” It may or may not be that particular labor action, but the Chronicle is reporting that SFUSD teachers are planning a mass “sickout” for Thursday, January 6, to protest the lack of available testing and precautions they see as inadequate.

The paper notes that the sickout is “not organized by the teachers’ union.”

STOP Award

More than 340,000 Chicago Public School students have been forced to stay home by self-interests who dominate the Chicago Public School system. The failure of Chicago’s leadership to open school even after receiving more than $1.5 billion from the federal government in the past year to ensure they are always open safely to students is outrageous and unacceptable.

But there are thousands of great educators and education providers who can and are ready to help more children get educated. We want to help them, immediately, to take kids in from the Chicago public schools and give them the education they need and deserve, both now and into the future.

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Someone just sent a picture of their child’s homework to me. Sorry @GovEvers 🤣💗 pic.twitter.com/Kf8iCOpbJu

— Katie Rosenberg ✌ (@katierosenberg) January 7, 2022

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Allison Garfield:

Authored by county Supervisor Jeff Weigand, who represents District 20 just east of Sun Prairie, the resolution has been before the city and county’s joint public health committee twice, once in September and once in December. Most recently, on Dec. 1, the resolution was indefinitely postponed in committee.

But the resolution made its way before the full board for the first time Thursday, much to the chagrin of several supervisors who had been part of its original suspension. Weigand, however, said he was proud the resolution was finally getting the full board’s attention.

Echoing comments made by many in public comment, Weigand argued the public health department hasn’t been transparent with data “to evaluate mask extensions.”

“We have unanswered questions,” he said. “This is far beyond an immediate emergency in which the health department would need to act.”

Dane County Board Chair Analiese Eicher told the Cap Times Thursday before the meeting that public health officials have the statutory authority to help protect the public from public health emergencies. And she said the COVID-19 pandemic continues to be just that.

While 80 people registered to speak during public comment, both in support and in opposition of the resolution, Eicher announced at the beginning of the meeting that 123 people registered in support of the resolution and 547 in opposition, but weren’t speaking at the meeting.

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Scott Girard:

It was their temporary classroom for MMSD’s second day of virtual learning amid a delayed return from winter break. Madison offered up her organization’s space on the Capitol Square hours after the district’s Dec. 30 announcement that winter break would be extended through Wednesday, Jan. 6, with virtual learning to close out the week.

By Friday, students were working on their Chromebooks in their own areas of the room. One was going through Spanish lessons with volunteer teacher Mia Hicks while another sat in the corner under a blanket and next to the fireplace on a television working on division problems.

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Marty Makary:

Universities are supposed to be bastions of critical thinking, reason and logic. But the Covid policies they have adopted—policies that have derailed two years of students’ education and threaten to upend the upcoming spring semester—have exposed them as nonsensical, anti-scientific and often downright cruel. 

Some of America’s most prestigious universities are leading the charge.

At Georgetown University, fully vaccinated students are randomly tested for Covid every week. Using a PCR test, which can detect tiny amounts of dead virus, asymptomatic students who test positive are ordered to a room in a designated building where they spend 10 days in confinement. Food is dropped off once a day at the door. 

I spoke to several students who were holed up. One of them told me she would sometimes call a friend to come and wave at her through the window, just to see a human face. Another told me that the experience in quarantine “totally changed” her feelings about the school. “Everyone’s just fed up at this point,” she said. “People walk around the library and yell at you if you drink a sip of water. And it was during finals.” She told me she is thinking about “transferring to an SEC school just to have an in-person experience.”

William Briggs:

Stars In Our Eyes
An Appealing Authority

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

[Much cutting…]

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

This is the Appeal to Non-Authority Fallacy.

A Hole In Many

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

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

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

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

Betsy McKay, Amy Dockser Marcus, Natasha Khan and Jeremy Page :

Tiny vials of bat saliva in a laboratory in Wuhan, China, collected with help from U.S. government funding, potentially hold clues to the origin of Covid-19 or the next pandemic.

They are now mostly out of reach of U.S. scientists, part of a bitter international controversy that has effectively stalled a high-stakes hunt for the source of the coronavirus that causes Covid-19 and also made the world less prepared for future health crises.

One fallout from the conflict over the origin of the pandemic is less scientific collaboration and more mistrust between two global powers that must work together with other nations to head off or mitigate the next disaster.

“We are very vulnerable,” said Dr. Jeremy Farrar, director of Wellcome, a London-based charitable foundation that funds health-related research. “I don’t think there is nearly as much cooperation and partnership going on as there was in December 2019.”

The breakdown stems from the early days of the pandemic when U.S.-China relations—already strained over trade and security—plunged to new lows as a lack of transparency from China was exacerbated by finger-pointing from the U.S.

Mike Antonucci:

The National Education Association has a long tradition of finding hidden cabals behind groups that place themselves in opposition to the union’s agenda. In 2019, I chronicled the history of NEA’s efforts, going as far back as 1998, and its report “The Real Story Behind ‘Paycheck Protection’ — The Hidden Link Between Anti-Worker and Anti-Public Education Initiatives: An Anatomy of the Far Right.” That report featured this elaborate flow chart.

Ellen Townsend:

The rights and needs of young people have been ignored in this crisis and this is a national and global disaster in the making. The future of our youngsters has been sacrificed in order to protect adults which goes against the UN Convention on the Rights of the Child (article 3) states: “In all actions concerning children, whether undertaken by public or private social welfare institutions, courts of law, administrative authorities or legislative bodies, the best interests of the child shall be a primary consideration”. The lockdown measures taken are not proportionate to the risks posed by the virus to young people and below I outline some of the evidence demonstrating the disproportionate impact of lockdowns on young people.Lockdowns deprive young people of the right to education, to normal psychological development, to good mental health and wellbeing.

Lockdowns and school closures disrupt our normal functioning and social interaction – we are fundamentally social beings. For young children, face-to-face play is essential to wellbeing. For some children, playtime at school is the only time they are able to interact with other children.[1] Playing closely with peers protects against mental ill health and without this essential contact young people have felt very lonely[2] [3] and isolated in lockdown with deleterious and long-term impacts on mental health: the impact of loneliness on mental health can be seen up to nine years later.[4] The social and emotional benefits of playing together cannot be understated[5].

Preventing children and adolescents from socialising and attending school will disrupt vital developmental processes that impact on brain development and functioning, especially executive function which is vital for self-control and flexible thinking.[6] For many young children a significant proportion of their life has now been spent in some form of isolation or lockdown. For teenagers, the impact of lack of face-to-face social interaction is particularly worrying since this is a sensitive period of development when peer influence and peer acceptance are especially important.[7] Simply put, adolescence is a vital period in life when the brain undergoes structural and functional changes directly influenced by the social environment, which lockdowns have severely disrupted.[8] Many mental illnesses first appear in the teenage years[9] and lockdowns and school closures have removed many sources of support available to those struggling. Indeed, high quality prospective data indicates that lockdown in March increased the number of young people with diagnosable mental health problems – 1 in 6 in 2020 as compared to 1 in 9 in 2017.[10] This means there is an expanding group of vulnerable young people who will require support.

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

This seems like it deserves much more attention:

– the total fertility rate in the US has declined from 2.12 in 2007 to 1.64 in 2020

– half the world’s population lives in countries with below-replacement-level fertility

– China now has a fertility rate even lower than Japan’s pic.twitter.com/CIbazSKue4

— Alec Stapp (@AlecStapp) January 4, 2022

Shannon Proudfoot:

Here is what has particularly chewed me up during this latest round of school closures in Ontario, the province that has deprived its children of education and normalcy more than any other in Canada, and more than virtually any other jurisdiction in the world: it feels like we are all actors in a commercial that says things are basically fine when they are manifestly not.

We are all muddling through a situation that was forced on us, because this is what we need to do for our kids, our jobs and whatever remains of ourselves. But the longer we keep finding a way to soldier through this, the more it feels like we are aiding and abetting the colossal lie that this is okay, that this was a reasonable and necessary choice, that there is not massive damage being sustained by these decisions every day, with the full, horrifying toll unknowable for years.

I gave serious thought to deliberately and completely opting out of “virtual learning” this time around, for reasons both practical and symbolic. On a practical level, my kids hate it—or rather, my incandescently bright Grade 2 student, who has not had a normal school year since she was in junior kindergarten, hates it to the point of tears. Her brother, now in junior kindergarten himself, in what I desperately hoped would be a somewhat normal school year, has yet to learn the hell of online learning.

Guilia Heyward:

The possibility of more online school for John Christie’s fourth-grade son, Ian, is enough to bring Mr. Christie to tears.

Mr. Christie said his son, who has been diagnosed with autism, thrived with the schedule that in-person instruction gave him during the fall. But in earlier parts of the pandemic, when school was online, Mr. Christie said, the circumstances were dire for his son and for the family, which tried to assist him with remote school in its Pullman neighborhood on the South Side.

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Burbio

Burbio’s tracker shows 5225 schools starting a period of disruption (not offering in-person learning) of one or more days during the week beginning January 2nd,

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Scott Girard:

That percentage is well below the unfilled percentages in the last months of 2021: 49.81% in October, 47.37% in November and 43.56% in December. In its press release Thursday, the district acknowledged that closures of schools or classrooms could still be coming this semester.

Elizabeth Beyer:

“We recognize this week has affected our scholars, families, and staff in many ways,” Jenkins said. “We appreciate our school community’s patience and understanding. Although we prefer our scholars to be connecting in-person with teachers and staff while learning in our classrooms, this necessary pause strengthened our ability to sustain remaining open safely.”

Perspective:

“More than 25,000 students attend MMSD schools and more than 4,000 staff members work in the district. All of the cases over the past week occurred while students and staff were on winter break.”

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Allison Garfield and Natalie Yahr:

The resolution seeks to dismiss the current emergency order — which was issued by Public Health Madison & Dane County on Dec. 20, 2021 and extends the mask mandate through Feb. 1, 2022 — until public input and “consent of the governed” had been achieved. The previous emergency order had the mask mandate set to expire Jan. 3.

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Chris Rufo:

Zac Kriegman had the ideal résumé for the professional-managerial class: a bachelors in economics from Michigan and a J.D. from Harvard and years of experience with high-tech startups, a white-shoe law firm, and an econometrics research consultancy. He then spent six years at Thomson Reuters Corporation, the international media conglomerate, spearheading the company’s efforts on artificial intelligence, machine learning, and advanced software engineering. By the beginning of 2020, Kriegman had assumed the title of Director of Data Science and was leading a team tasked with implementing deep learning throughout the organization.

But within a few months, this would all collapse. A chain of events—beginning with the death of George Floyd and culminating with a statistical analysis of Black Lives Matter’s claims—would turn the 44-year-old data scientist’s life upside-down. By June 2020, as riots raged across the country, Kriegman would be locked out of Reuters’s servers, denounced by his colleagues, and fired by email. Kriegman had committed an unpardonable offense: he directly criticized the Black Lives Matter movement in the company’s internal communications forum, debunked Reuters’s own biased reporting, and violated a corporate taboo. Driven by what he called a “moral obligation” to speak out, Kriegman refused to celebrate unquestioningly the BLM narrative and his company’s “diversity and inclusion” programming; to the contrary, he argued that Reuters was exhibiting significant left-wing bias in the newsroom and that the ongoing BLM protests, riots, and calls to “defund the police” would wreak havoc on minority communities. Week after week, Kriegman felt increasingly disillusioned by the Thomson Reuters line. Finally, on the first Tuesday in May 2021, he posted a long, data-intensive critique of BLM’s and his company’s hypocrisy. He was sent to Human Resources and Diversity & Inclusion for the chance to reform his thoughts.

He refused—so they fired him.

I spoke with Kriegman just before Thanksgiving via Zoom. He dialed in from a small, cluttered room in his Jamaica Plain, Massachusetts home, where he lives with his wife and three children. He described his feeling of alienation, then frustration, then moral outrage, as he watched his Reuters colleagues’ behavior following the death of George Floyd. He described the company as a “blue bubble,” where “people were constantly celebrating Black Lives Matter, where it was assumed that everyone was on board.”

Governor Ducey:

The Governor is creating the Open for Learning Recovery Benefit program to provide relief for parents who may face financial and educational barriers due to unexpected school closures. The program funds up to $7,000 for needs related to Arizona Department of Economic Security- approved child care, school-coordinated transportation, online tutoring and school tuition.

If a school closes for even one day, students and families who meet the income requirements can utilize the Open for Learning Recovery Benefit Program — allowing students to access instruction that best meets their needs.

“In Arizona, we’re going to ensure continued access to in-person learning,” said Governor Ducey. “Everyone agrees that schools should stay open and kids need to be in the classroom. With this announcement, we are making sure parents and families have options if a school closes its doors. Parents are best suited to make decisions about their child’s education. In-person learning is vital for the development, well-being and educational needs of K-12 students. We will continue to work with families, public health experts and school leaders to ensure our kids can stay in the classroom and parents have a choice — always.”

Dale Chu:

To start the year off on an upbeat note, Colorado’s muscular effort to improve K–3 reading curriculum finally appears to be paying off. One of twenty states that passed or recently considered measures related to the science of reading, the Centennial State began cracking down on how its teacher preparation programs cover early literacy. It is now in the process of requiring teachers to demonstrate more in-depth knowledge about reading pedagogy as well as tightening the reins on which reading programs may be used by districts. Last year, barely two in five of the state’s many local districts used reading curricula from the state’s list of approved programs. That has already risen to 63 percent.

The encouraging news can be traced back to Colorado’s READ Act, a major law enacted ten years ago requiring districts to help struggling readers in the early grades. But laws are blunt instruments, particularly when it comes to improving classroom practice, and the READ Act was no exception. Frustrated by the slow rate of progress, lawmakers passed an update to the statute in 2019, which spurred the state to take a more assertive role in compelling districts to pick from the list of state-approved curricula. Notably, Colorado’s four largest districts—Denver, Jefferson County, Douglas County, and Cherry Creek—have all recently publicized plans to adopt new elementary reading programs that adhere to reading science.

The state’s department of education sent out dozens of letters last fall notifying districts that plans for complying with the curriculum requirement must be submitted later this month. Those that don’t risk having their accreditation rating lowered—a toothless consequence by itself but one that could lead to greater sanctions down the road. Colorado districts have long enjoyed wide latitude on their curriculum choices—it’s a “local control” state, after all—so it’s not surprising that some districts have pushed back by playing games or disregarding the state’s directives. But in a foreshadowing of what may be to come, the state’s fifth largest district, Aurora Public Schools, made an abrupt about-face in December after arguing for months that the state’s rules didn’t apply to it. What’s important to understand here is how and why Colorado’s policy is getting results. Other states may have similar laws on the books, but they haven’t yet seen this kind of response. So what’s the secret? Four things come to mind.

Wisconsin Policy Forum:

Driven by rising income tax collections, Wisconsin’s state tax burden climbed in 2021 for the first time in a decade. Yet local and federal taxes as a share of income hit all-time lows during the pandemic and the total tax burden for state families and businesses is at its lowest level in at least a half century. Some taxes paid by middle-class families here remain relatively high, however, particularly the property taxes on a typical home.

For the first time in a decade, the state taxes paid by Wisconsin residents and businesses in 2021 grew as a share of income in the state. Yet the historically low levels of federal and local taxes in recent years have meant that the overall tax burden – and related spending on public services – have kept dropping for Wisconsinites.

The increased state tax burden did not result from higher tax rates, but instead reflected factors such as a surge in economic activity as the state emerged from the worst of the pandemic. In fiscal year 2021 (the 12 months ended on June 30), state sales tax revenues rose by more than 9% – the most in 37 years. Corporate income and franchise tax collections rose by 59.2% – the most in our records going back to 1960. Individual income tax revenues for the state rose by 6.2% – the most since 2013. In fact, total state tax collections from all sources grew 9.2% in 2021, the largest annual increase since 1984.

Douglas Belkin:

K-12 schools around the country are pressing forward with tentative plans to reopen after the holiday break in the midst of a surge in Covid-19 cases. Their biggest challenge: getting enough rapid tests to be able to step up or launch “test-to-stay” strategies.

School-district superintendents are weighing how—and when—to reopen, a decision driven partly by the availability of tests. The superintendents have different appetites for risk, and the level of teacher enthusiasm for returning to the classroom varies. Regional surges in pediatric hospitalizations for Covid-19 are contributing to differences across the country.

In contrast to 2020, there is much broader support to continue school in-person following the grim record of remote teaching on student mental health and learning loss.

Alex Nester:

“I feel no pain. They can cancel school until June and I’ll be fine,” teaching assistant Derrick Colon replied to a post in the union’s private Facebook page. “Been training for this moment all my life.”

This is the third time in just over two years that tensions between Chicago Public Schools and the teachers’ union have led to school closures.

The union called last week for a two-week return to virtual learning and demanded that all Chicago Public School students return a negative COVID test before doors open for the spring semester. Chicago Public Schools distributed 150,000 tests to students to take and return by December 28—a deadline that was pushed back to January 2 after test kits began piling up at FedEx drop boxes.

Just 21 percent of students in Chicago Public Schools met or surpassed English standards in 2021—7 percent fewer than in 2019. And only 16 percent of students met or surpassed math standards, compared with 24 percent in the year prior to lockdowns, the Sun-Times reported.

Tara Henley:

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

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

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

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

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

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

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

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

Richard Innes:

Results on both state and na.onal tests raise important ques.ons about the general lack of effec.veness of reading instruc.on in Kentucky’s public schools. Evidence from the federal Na.onal Assessment of Educa.onal Progress (NAEP) indicates that many Kentucky teachers struggle to provide effec.ve reading instruc.on.
The dimensions of this problem are enormous. Impacts were examined in a recent Bluegrass Ins.tute report1 that indicates 200,000 of the state’s public school students, about 31% of the total enrollment, are deficient readers.

But, it doesn’t need to be this way. Data from some eastern Kentucky schools – including in Clay County, one of the na.on’s poorest coun.es – indicate that even in schools with large percentages of students from low-income homes, the challenge of overcoming the impact of poverty and achieving effec.ve reading instruc.on can be met.

An analysis tool from the Educa.on Consumers Founda.on reveals that third grade students in several Clay County schools obtain notably beUer outcomes in reading on state tests than many of their fellow students achieve statewide, even including those in wealthier areas.

Clay County elementary schools benefit from an Elgin Founda.on program to improve reading instruc.on. Elgin’s main program is aligned with scien.fic research on reading and addi.onally is supplemented by elements from a program called Direct Instruc.on, which research shows is especially effec.ve for disadvantaged students.
The stellar reading performance of third-graders in the high-poverty pocket of Clay County stands in stark contrast to lots of other Kentucky students in many other areas of the state failing to achieve adequate results. The impact of Elgin’s program in public schools in an area with some of the state’s highest poverty rates is highly noteworthy and earns the program a closer look and considera.on by educators and policymakers for use statewid

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Alex Tabarrok:

Emily Oster in The Atlantic:

Many universities have announced a pivot to remote learning for at least part of January, among them UCLA, Columbia, Duke, Yale, Stanford, and Michigan State. The list goes on.

This move—in response to the rapid spread of the Omicron variant—feels like a return to March 2020, when virtually all U.S. universities closed for in-person learning, sending students home for spring break and telling them not to come back. At that point, keeping students away from campus was reasonable. Now, however, this decision is a mistake. It reflects an outmoded level of caution. And it represents a failure of universities to protect their students’ interests.

I agree. Despite being a big fan of online education there is a big difference between online classes developed over many years with substantial funding, like MRU’s classes, and throwing professors into teaching over zoom. College is supposed to be fun. Meeting people is part of the education. Online is great but not for everything.

I would add three points to the those that Oster makes. First, this is where the students are anyway. I gave a talk at UVA recently and everyone was masked according to policy. After the the talk we went to the Corner where the bars and restaurants were packed with unmasked revelers. Mask mandates are pandemic theatre and inconsistent with how much of the country let alone most students are already living. Similarly, going remote is also pandemic theatre and not likely to appreciably reduce interactions in the community at-large.

Dear Parents,

Effective upon our return to school after Christmas break, CCCA will be reverting to our pre-COVID health policy (below in bold). Cases of COVID will be treated as equivalent to all other illnesses for the
purposes of school attendance.

I recognize that this change may come as a surprise to some after almost two years of intensive focus on COVID as a special case deserving of special attention. We currently possess all the mitigation
tools necessary to reclaim our normal lives; please avail yourselves to ——- according to personal preference. All that remains is for us to
choose to move forward.

And let me be clear: this is a conscious choice, made in the knowledge that COVID is not gone and that it will likely continue to make its presence felt at CCCA in the future. However, we cannot allow
ourselves to forgo the higher aims of a Christian, classical education indefinitely via disruptive, rolling classroom shutdowns and we cannot
allow the success of our mission to be contingent upon the ebb and flow of this virus. Maximalist measures intended to prevent transmission of
COVID may or may not have been effective toward their stated ends, but they have unquestionably wreaked havoc across our society. CCCA
is committed to modeling the balance of prudence and resilience that will be necessary to put the crisis phase of COVID behind us.

I understand that some of our families might have concerns with this policy change, and I want to emphasize that we are not throwing caution to the wind. Each CCCA family is obviously free to continue to address COVID issues as their conscience dictates; this is a change in our institutional approach only. We ask that every family adhere scrupulously to the health policy below for the remainder of the school year. We do intend to enforce it.

May grace and perseverance abound!

Happy New Year,
Allison Morgan
水水*

CCCA HEALTH POLICY
SPRING 2022
Students may not attend class with any primary symptoms…..

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Matt Shapiro:

This kind of pronouncement was meant to imply that vaccination rates were responsible for low rates of COVID at Harvard, not the fact that Harvard is in a region that was at a COVID nadir last September.

Now that the region is having a COVID outbreak, Harvard has, despite mandatory vaccines (and mandatory boosters), mandatory indoor masking, and ubiquitous testing, announced they are returning to remote classes. 

We’ve now done this two years in a row. When a COVID surge hits the southern part of the United States, the charts come out showing that the northern states are not having a surge and we attribute that fact to whatever policy metrics are currently being promoted without mentioning that COVID seems to be surging in a seasonal way. In 2020, the explanation was mask mandates and closed schools. However, when I dug into the details, I found that blue and red states had similar mask usage (the bigger difference was between urban and rural use) and pediatric COVID rates consistently reflected the COVID rates in the community regardless of whether schools were open or closed.

These explanations, then and now, feel like partisanship dressed up in charts. This can be most easily seen in Dr Paul Krugman’s assertion that the COVID surge was a political event and that Republicans were to blame.

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Emily Hamer:

Heinrich also said that “while it is challenging to determine exactly where transmission occurred,” her agency was not aware of any deaths from COVID-19 linked to in-person schooling in Dane County “but it appears that there have been a small number of hospitalizations that appear to be linked to in-school transmission.”

Jenkins confirmed that there have been no deaths related to someone getting infected with COVID-19 at school. Stampfli said a few of the district’s students have been hospitalized, but it’s “hard to tell” whether they got infected at school or somewhere else.

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

James R. Flynn⁎, Michael Shayer

The IQ gains of the 20th century have faltered. Losses in Nordic nations after 1995 average at 6.85 IQ points when projected over thirty years. On Piagetian tests, Britain shows decimation among high scorers on three tests and overall losses on one. The US sustained its historic gain (0.3 points per year) through 2014. The Netherlands shows no change in preschoolers, mild losses at high school, and possible gains by adults. Australia and France offer weak evidence of losses at school and by adults respectively. German speakers show verbal gains and spatial losses among adults. South Korea, a latecomer to industrialization, is gaining at twice the historic US rate.
When a later cohort is compared to an earlier cohort, IQ trends vary dramatically by age. Piagetian trends indicate that a decimation of top scores may be accompanied by gains in cognitive ability below the median. They also reveal the existence of factors that have an atypical impact at high levels of cognitive competence. Scandinavian data from conventional tests confirm the decimation of top scorers but not factors of atypical impact. Piagetian tests may be more sensitive to detecting this phenomenon.

Keith E. Whittington:

ABSTRACT: Conservatives in the United States have grown increasingly critical of universities and their faculty, convinced that professors are ideologues from the political left. Universities, for their part, have increasingly adopted a mantra of diversity and inclusivity, but have shown little interest in diversifying the political and ideological profile of their faculties. This essay argues that the lack of political diversity among American university faculty hampers the ability of universities to fulfill their core mission of advancing and dissemination knowledge. The argument is advanced through a series of four questions: Is it true that university faculty are not ideologically diverse? Why might it be true? Does it matter? How might it be fixed.

Scott Girard:

Wednesday’s meeting, which begins at 5 p.m., includes a public comment portion, a chance to summarize written public comments and an “update on safe return to school buildings for in-person learning.” The last item will be a discussion, but will not include a vote of any kind.

Those interested in speaking during the meeting must fill out a registration form on the district’s website, which opens two hours prior to the meeting. Written comments can be submitted at any time.

The meeting will be livestreamed on the board’s YouTube channel.

At Friday’s meeting, which shortly followed a press conference from district administrators and health experts explaining the decision, board members expressed a mix of understanding and urgency to get students back inside buildings.

Multiple board members encouraged administrators to offer a more solid commitment to the hopeful Jan. 10 return.

“We need to be committed to reopening on Monday unless something happens where we can’t because like half our staff are out,” Cris Carusi said. “Every day that we keep kids in virtual learning is a day when mental health issues are going to become worse for our students, is a day when students are more likely to disengage from school and I think is a day that is going to lead to several more days of challenges when kids get back into buildings.”

Parents vs Madison’s K-12 Administration.

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

ABA:

Revised Standard 206 aims to achieve the effective educational use of diversity, the compelling state interest recognized in Grutter v. Bollinger, 539 U.S. 306 (2003), Fisher v. University of Texas, 570 U.S. 297 (2013) (Fisher I), and Fisher v. University of Texas, 136 S. Ct. 2198 (2016) (Fisher II). Subsection (a) outlines three things a law school must provide in service of this goal, related respectively to the student body, faculty and staff, and an inclusive and equitable environment.

Subsection (a)(1) requires a school to provide full access to the study of law and membership in the profession to all persons but focuses particularly on underrepresented groups related to race and ethnicity. This focus acknowledges the unique historical injustices and contemporary challenges faced by those groups. Subsection (a)(2) requires a school to include members of underrepresented groups in its faculty and staff, but again requires a particular focus on underrepresented groups related to race and ethnicity. Subsection (a)(3) requires an inclusive and equitable environment for a larger list of groups.

Subsection (b) indicates that subsections (a)(1) and (2) will be enforced through analysis of data collected by the law school through the ABA Annual Questionnaire (AQ). However, the law school is required to publish the data already collected to ensure public scrutiny of its progress in meeting the Standard.

Subsection (c) focuses on the enforcement of Subsection (a)(3) by requiring an annual assessment of the inclusivity and equity of a law school’s educational environment. The law school is required to provide the results of this assessment (which could be a law school climate survey, the Law School Survey of Student Engagement (LSSSE), or similar assessment mechanism) to the faculty and to the Council upon request and is required to take concrete actions to address any deficiencies.

Brett Healy:

Further proving that we have learned absolutely nothing from the last 22 months, both Milwaukee Public Schools (MPS) and the Madison Metropolitan School District (MMSD) announced plans to scrap students’ return to the classroom following Christmas break.

Neither sounded particularly optimistic that this would be a temporary move.

“While it is our goal to resume in-person learning Monday, January 10, 2022, we will continue to assess the situation and provide updates as new information becomes available,” MPS Superintendent Keith Posleysaid in an email to families Sunday night.

MMSD, meanwhile, has not released any plans to return to in-person learning following an extended break and virtual learning tomorrow and Friday.

Biden: Schools should stay open despite omicron wave

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

This seems like it deserves much more attention:

– the total fertility rate in the US has declined from 2.12 in 2007 to 1.64 in 2020

– half the world’s population lives in countries with below-replacement-level fertility

– China now has a fertility rate even lower than Japan’s pic.twitter.com/CIbazSKue4

— Alec Stapp (@AlecStapp) January 4, 2022

We Unanimously passed 11-0 at the SF Board of Supervisors My resolution to support @Portantino’s SB237 to require screening all students in California for risk of dyslexia in K-2nd grade. Ty @Portantino for your leadership and @GavinNewsom for all your tremendous work!

— Ahsha Safai 安世輝 (@Ahsha_Safai) January 5, 2022

SB237

Wisconsin Governor Evers recently vetoed AB446 on a late Friday afternoon.

Jessica Calefati

AMERICA, WE HAVE A PROBLEM — Results from a standardized test taken by elementary and middle school students earlier this school year paint a bleak picture of the harm the pandemic inflicted on their learning. 

— Performance on the iReady test administered nationally by Curriculum Associates plummeted for all students compared to the last time it was given before the health crisis began. Nearly three million students took the test both times. But achievement among children who attend schools with large proportions of Black and Latino students suffered the most, the data shows. 

— The share of students performing below grade level in math swelled by 17 percentage points among kids who attend mostly Black schools — nearly two-thirds of those learners are now behind — whereas the figure only worsened by 6 percentage points among children who attend mostly white schools. In reading, declines were nearly twice as steep for students at majority Latino schools as they were for children at majority white schools.

https://thehill.com/homenews/administration/588237-biden-schools-should-stay-open

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

NEW: The Chicago Teachers Union says its planned vote tonight would see members refuse in-person work until Jan. 18 or until the city’s COVID-19 wave falls below the threshold Chicago Public Schools set last year, whichever happens first.

— Nader Issa (@NaderDIssa) January 4, 2022

Maureen Kelleher:

If ever there was a moment to ensure that schools in underserved neighborhoods received gap-filling levels of resources, starting with PPE and moving up to capital spending on long-deferred ventilation upgrades, that moment arrived in March 2020. If ever there was a moment to ensure the most vulnerable children received first dibs on buses to school and tutoring, that moment arrived in September 2021.

So far, CPS has done little-to-nothing to move the equity needle on any of these fronts.

As a longtime observer of the district and a former CPS parent, it amazes me that district and city leaders cannot look at this situation through the eyes of families facing the greatest challenges right now and plan accordingly.

Mike Antonucci:

“Regrettably, the Mayor and her CPS leadership have put the safety and vibrancy of our students and their educators in jeopardy,” according to a CTU press release.

Whether teachers and students are safer at home is a matter for debate, as the current surge occurred while everyone was at home during the winter break. But I’m baffled to understand how shutting down schools is supposed to positively affect everyone’s vibrancy levels.

Mandates, closed schools and Dane County Madison Public Health.

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

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

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

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

Sarah Kliff and Artist Bhatia:

Some said the blood screenings that look for the rarest conditions are good for little more than bolstering testing companies’ bottom lines.

“It’s a little like running mammograms on kids,” said Mary Norton, an obstetrician and geneticist at the University of California, San Francisco. “The chance of breast cancer is so low, so why are you doing it? I think it’s purely a marketing thing.”

There are few restrictions on what test makers can offer. The Food and Drug Administration often requires evaluations of how frequently other consequential medical tests are right and whether shortfalls are clearly explained to patients and doctors. But the F.D.A. does not regulate this type of test.

Alberto Gutierrez, the former director of the F.D.A. office that oversees many medical tests, reviewed marketing materials from three testing companies and described them as “problematic.”

“I think the information they provide is misleading,” he said.

Phyllis Jordan:

These are among the findings of a FutureEd analysis of the Covid-relief spending plans of nearly 2,100 school districts and charter school organizations in 48 states, local education agencies serving some 40 percent of the nation’s public-school students.*

The analysis covers districts and charters receiving $46 billion of the $122 billion in Elementary and Secondary School Emergency Relief (ESSER III) funds under the American Rescue Plan and offers the most comprehensive picture to date of local and regional Covid-relief spending. Burbio, a data service that measures school openings and spending, gathered the local plans from a range of public sources as of Dec. 23 and sorted the proposed spending into more than 100 categories.

The ESSER funding was distributed via the federal Title I aid formula, which supports low-income students. As a result, some school districts serving impoverished communities have received more than $10,000 per student in Covid-relief aid while others have received little or no funding.

Local school districts and charters have wide latitudein using the funds, as long as the spending is geared toward reopening schools safely and helping students recover from the pandemic. States must monitor local spending, and the federal government can audit district and charter school spending, as well.

Pitt.edu

Welcome to Ledger, the first peer-reviewed journal dedicated to the study of blockchains and cryptocurrencies! In our digital pages, you’ll find high-quality, scholarly research on the uses, implementations, and implications of this burgeoning sector of the technology landscape. First published in 2016, Ledger was, is, and will continue to be a free and open-access academic journal, backed by an open, traceable peer-review process.

Marty Makary:

niversities are supposed to be bastions of critical thinking, reason and logic. But the Covid policies they have adopted—policies that have derailed two years of students’ education and threaten to upend the upcoming spring semester—have exposed them as nonsensical, anti-scientific and often downright cruel.

Some of America’s most prestigious universities are leading the charge.

At Georgetown University, fully vaccinated students are randomly tested for Covid every week. Using a PCR test, which can detect tiny amounts of dead virus, asymptomatic students who test positive are ordered to a room in a designated building where they spend 10 days in confinement. Food is dropped off once a day at the door.

I spoke to several students who were holed up. One of them told me she would sometimes call a friend to come and wave at her through the window, just to see a human face. Another told me that the experience in quarantine “totally changed” her feelings about the school. “Everyone’s just fed up at this point,” she said. “People walk around the library and yell at you if you drink a sip of water. And it was during finals.” She told me she is thinking about “transferring to an SEC school just to have an in-person experience.”

Given the fact that the Centers for Disease Control and Prevention has recently changed the official quarantine period from 10 days to five, I reached out to Georgetown’s Chief Public Health Officer, Dr. Ranit Mishori. She told me that Georgetown is still using a 10-day quarantine.

Johann Hari:

When he was nine years old, my godson Adam developed a brief but freakishly intense obsession with Elvis Presley. He took to singing Jailhouse Rock at the top of his voice with all the low crooning and pelvis-jiggling of the King himself. One day, as I tucked him in, he looked at me very earnestly and asked: “Johann, will you take me to Graceland one day?” Without really thinking, I agreed. I never gave it another thought, until everything had gone wrong.

Ten years later, Adam was lost. He had dropped out of school when he was 15, and he spent almost all his waking hours alternating blankly between screens – a blur of YouTube, WhatsApp and porn. (I’ve changed his name and some minor details to preserve his privacy.) He seemed to be whirring at the speed of Snapchat, and nothing still or serious could gain any traction in his mind. During the decade in which Adam had become a man, this fracturing seemed to be happening to many of us. Our ability to pay attention was cracking and breaking. I had just turned 40, and wherever my generation gathered, we would lament our lost capacity for concentration. I still read a lot of books, but with each year that passed, it felt more and more like running up a down escalator. Then one evening, as we lay on my sofa, each staring at our own ceaselessly shrieking screens, I looked at him and felt a low dread. “Adam,” I said softly, “let’s go to Graceland.” I reminded him of the promise I had made. I could see that the idea of breaking this numbing routine ignited something in him, but I told him there was one condition he had to stick to if we went. He had to switch his phone off during the day. He swore he would.

Maureen Kelleher:

And that family is…mine. Regular readers here know that I made a case before the school year started for Chicago Public Schools to partner with the Chicago Park District to offer “remote-plus” learning: mostly remote at home but with opportunities for teachers and students to gather in socially distant outdoor spaces.

I wanted this opportunity for my own daughter so much that we left the Chicago Public Schools and joined the Chicago Free School, where students are learning outdoors three days a week, at least through September. The only way I wanted to try hybrid learning was with outdoor classes, and as far as I know, Chicago Free School is the only school in town that is doing it.

I recently had the opportunity to speak with WBEZ’s Curious City about how the new school year has started off for our family. They graciously gave permission for me to share our story as they told it, via Twitter.