Dave Zweifel:

If the Madison School Board hopes to convince the district’s voters to approve two referendums totaling $350 million this fall, it might be wise for it and the school district it governs to stop playing games with our long tradition of open government.

At the same meeting this week where the board authorized a $317 million referendum to renovate and repair the district’s four high schools and another $33 million measure to permanently raise the district’s budget, it also kept the employment contract for its new superintendent a secret until after it was signed.

In other words, the board didn’t want any feedback from the public on the merits of a contract for one of the area’s most important and highest-paying public jobs.

This was a departure from just a few months ago when the board hired Matthew Gutiérrez who wound up withdrawing because of the COVID-19 pandemic’s impact on the Texas district he currently is still serving. His contract was made public in advance and open to comment, giving the public the transparency it deserves from all governmental bodies.

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

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

Erin Golden:

A majority of Minnesota parents who responded to a survey from the state Department of Education say they are comfortable sending their children back to school this fall — though more than a third remain uncomfortable with or unsure about the idea of reopening schools amid the COVID-19 pandemic.

The department’s informal online survey, which was open between June 15 and July 6, attracted more than 130,000 responses and was offered in English, Hmong, Spanish and Somali. It included questions on school reopening and on families’ experiences with distance learning this spring, after schools shut down.

Stanley Kurtz:

Our colleges and universities seem to have crossed some invisible line beyond which lies de facto transformation into indoctrination camps. The illiberal impulses that have undone our universities, moreover, are now spilling into the culture at large and tearing the nation apart. After six decades of disastrous decline, culminating in today’s woke revolution, is it too late now to save the academy? Or has the very scale and visibility of the calamity spawned by decades of campus multiculturalism and political correctness (now invoked with terms ranging from “intersectionality” to “cancel culture”) created an opening for restoration? The answer begins from the essential point that systematically reforming a massive, wealthy, powerful, and deeply entrenched economic and cultural sector like the academy requires an ambitious and well-thought-out strategy, whereas the academy’s critics have devised nothing of the sort. I’m not sure we even realize that a plan is both necessary and absent. For some, the seeming invulnerability of the academy to reform—insulated as it is from public pressure by tenure, massive government subsidies, and cultural heft—discourages systematic strategizing. Others write op-eds that analyze, expose, and exhort (this was me—and a great many others—until I realized that the academy’s decline was only accelerating, and that op-eds alone are useless). Still others await a deus ex machina: higher education’s economic bubble will burst (it’s been decades since this hope was floated, and it hasn’t happened); alumni will withhold donations (they don’t); the silent majority of classically liberal faculty will finally reassert authority (they never did, and their majority is gone now); or maybe a sympathetic American president will tweet out some solution (this will never be more than a partial success in the absence of a broader strategy). Lately, some have suggested defunding the academy, as if an army of angry conservatives could actually pull that off. That gravely underestimates the forces protecting the academy from such assaults.

Paul Graham:

There has been a lot of talk about privilege lately. Although the concept is overused, there is something to it, and in particular to the idea that privilege makes you blind — that you can’t see things that are visible to someone whose life is very different from yours.

But one of the most pervasive examples of this kind of blindness is one that I haven’t seen mentioned explicitly. I’m going to call it orthodox privilege: The more conventional-minded someone is, the more it seems to them that it’s safe for everyone to express their opinions.

It’s safe for them to express their opinions, because the source of their opinions is whatever it’s currently acceptable to believe. So it seems to them that it must be safe for everyone. They literally can’t imagine a true statement that would get them in trouble.

And yet at every point in history, there were true things that would get you in terrible trouble to say. Is ours the first where this isn’t so? What an amazing coincidence that would be.

Surely it should at least be the default assumption that our time is not unique, and that there are true things you can’t say now, just as there have always been. You would think. But even in the face of such overwhelming historical evidence, most people will go with their gut on this one.

Rick Hess:

Rick: So, what exactly is ACUE?

Jonathan: Rick, we’ve got the best higher education institutions in the world, and our professors are experts in their subjects. But it’s an open secret that hardly any college educators are prepared to teach with proven approaches. Certainly not in a comprehensive and intentional way. It’s hard to believe, really, given the intense focus in K-12 over recent decades on instruction and educator preparation. Surely college freshmen can benefit as much from effective teaching practices as high school seniors.

So that’s what we’re addressing. ACUE is a company we launched six years ago, in collaboration with college and university leaders, faculty, and experts in college pedagogy. Our mission is student success through quality instruction. We prepare faculty to teach with proven approaches. We award the only nationally recognized credential in effective college instruction endorsed by the American Council on Education (ACE). We’ve published a dozen studies showing stronger and more equitable achievement among students taught by ACUE credentialed educators. No surprise—good teaching matters.

Rick: How did this all get started?

Jonathan: Like a lot of things, out of conversations with friends. They included Matt Goldstein, who was chancellor of the CUNY system; Eduardo Padron, who just retired as president of Miami-Dade College; Molly Broad, who led the UNC System; Andy Stern, president emeritus of the Service Employees International Union; and others. Our thinking went something like this: College graduation rates are not where they should be. Of the millions attending college for the first time, only 60 percent earn a bachelor’s degree in six years. At community colleges, it’s only 32 percent in three years. The figures are worse for first-generation, low-income, and other underserved groups.

Higher ed has responded to all this with a “student success” agenda emphasizing access and affordability and out-of-class interventions like advising, supplemental instruction, and digital nudges. But none of this gets to the heart of the matter: quality teaching and learning. We knew we could help many more students succeed by strengthening the quality of instruction with practices shown to promote engagement, persistence, and learning.

Rick: So, what does the training actually look like?

Scott Girard:

Madison Teachers Inc. is demanding the Madison Metropolitan School District begin the 2020-21 school year virtually amid the ongoing coronavirus pandemic.

In a press release Thursday, MTI asked district leadership to make five commitments:

• All virtual learning for the first quarter of the school year and until health officials report zero new cases for 14 consecutive days

• A larger operating referendum on the November ballot

• Fund in-person safety supplies and protocols when return is possible

• Assure all students have age-appropriate electronic devices and access to the internet prior to Sept. 1

• Share leadership with employee representatives and the school community by “being transparent before making decisions on matters of significance.”

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

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

Robert Woodson, Sr.

A middle-school teacher in suburban Virginia confided in a friend about a troubling incident that was causing her nightmares. She had touched a student’s sleeve when telling him to quiet down, and he told her: “Take your F— hands off me, old woman, or I’ll smash your face through a window.” She said she wouldn’t bring the incident to the principal’s attention because he was under pressure to reduce suspensions in the school and that a book called “Don’t Kick Them Out” was required reading for his teachers.

As in all other school districts throughout the nation, the school where she taught had received a mandate from the Department of Education under the Obama Administration to reduce the racial disparity in suspension rates, which were three times higher for black students than for whites. In response, throughout the country, the method to do this was not to address and change the violent and antisocial behavior of students, but to target the presumed bigotry and discrimination on the part of the teachers.

This methodology was in sync with the dominant narrative of the powerful race-grievance industry that any racial disparity was evidence of racism. This conviction is held in abeyance only in the sports arena, where the fact that black males, who make up 6 percent of the population yet account for more than 70% of the players of the NBA and NFL, is a disparity that is attributed to their skill and talent.

“Don’t Kick Them Out” was amateurish, lacked logical structure and was riddled with grammatical errors and pretentious language. Its key merit was that it took to task the all-purpose villains of white privilege and institutional racism. Included in its guidance were comments such as this: “If a student uses profanity, why would we suspend him? He has proven that he has a limited vocabulary.” Others have held that penalizing youths for swearing is “linguistic racism.”

The aggressive student who had threatened the middle-school teacher was not reprimanded. Just weeks later, he was among a cohort of young thugs who cornered a learning-disabled boy in the bathroom and “beat him to a pulp” with a sink they had torn from the wall.

The sophomoric product of “Don’t Kick Them Out” pales in comparison to the polished power-points and finely honed workshops and conferences produced by the San Francisco-based Pacific Education Group (PEG), a company that has been given contracts with more than 50 school districts and has raked in millions of dollars for its slick productions. PEG plies its anti-white-privilege products with euphemistic titles such as “cultural competency training,” “courageous conversations” and “restorative justice” programs, in which teachers are told they are largely to blame for bad behavior of black students because they “misinterpret” African American culture.

Annysa Johnson:

Tens of thousands of students who attend Milwaukee public schools would start the school year online and gradually return to the classroom once the threat of the coronavirus has subsided, under a $90 million plan proposed by the administration on Monday. 

MPS school board members are expected to take up the proposal at a special board meeting Thursday.

The plan calls for students to return via virtual platforms on Aug. 17 or Sept. 1, depending on their school calendar. The online phase is projected to last 30 to 45 days, after which students would alternate two days in school and three online at home, and then fully return to classes once that was deemed safe.

Dave Daley:

In 2013, the Madison school district had a zero-tolerance policy for misbehavior. Suspension was almost automatic for most violations. When Cheatham became superintendent that year, she was determined to bring down suspension and expulsion rates that she felt unfairly affected black students.

Black students made up 62% of expulsions for the previous four years compared to only 19% for white kids in a district where black students were just under 20% of the population. “Racial equity” became Cheatham’s mantra. 

She was convinced the district’s zero-tolerance approach was partly to blame — it did not give a troubled student the opportunity to learn from misbehavior or for the school to learn what was behind the bad conduct and find ways to help. 

So in 2014, Cheatham, who is white, implemented her Behavior Education Plan (BEP) geared to helping students learn positive behavior to keep them in the classroom. The district would use options such as an in-class suspension or mediation with a “restorative justice” circle to try to talk through the bad conduct with the student and the students’ peers and teachers. 

The BEP also would be “culturally responsive” — that is, take into consideration the fact that poor, black kids in challenging circumstances can behave differently than their white peers.

Mueller-Owens believed in and fervently promoted Cheatham’s discipline agenda.

“The dominant culture lacks an understanding of how other cultures interact with each other,” he told a Madison Commons writer in 2018, explaining why black students were suspended at higher rates than white kids. “The BEP comes from a heart of justice.”

Others disagreed. Some teachers and observers felt the BEP made it difficult to keep order in the classroom, gave the upper hand to students disinterested in learning and even put teachers in danger. 

Worse, some argued, the classroom disruptions were hurting black students the most — a group already struggling to close the achievement gap with white students.

One of the policy’s sharpest critics is Peter Anderson, a highly regarded Madison liberal who is leading a campaign to toughen classroom discipline. 

“The way that Dr. Cheatham chose to implement the Behavior Education Plan had the effect of undermining teachers, the end result of which — if nothing changes — will be a failed Madison school system, in which it is the at-risk students who will be trapped,” Anderson wrote in an email to the Badger Institute.

“White guilt and black rage are a toxic mix that helps nobody,” he continued, adding that with biracial grandchildren in the Madison schools, he’s “very concerned for what these policies mean both for the disadvantaged kids these efforts are supposedly intended to protect and for the future of public schools in racially diverse metropolitan areas.”

“Continuing Cheathamism cheats the black kids it purports to champion,” Anderson, founder of Wisconsin’s Environmental Decade (now Clean Wisconsin), concluded in a January blog post.

2005: Gangs & School Violence forum audio / video.

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

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

Greater Wrong:

This is my second post investigating whether a terminal degree is practically ~necessary for groundbreaking scientific work of the 20th century.

Mathematics seems like a great field for outsiders to accomplish groundbreaking work. In contrast to other fields, many of its open problems can be precisely articulated well in advance. It requires no expensive equipment beyond computing power, and a proof is a proof is a proof.

Unlike awards like the Nobel Prize or Fields Medal, and unlike grants, a simple list of open problems established in advance seems immune to credentialism. It’s a form of pre-registration of what problems are considered important. Wikipedia has a list of 81 open problems solved since 1995. ~146 mathematicians were involved in solving them (note: I didn’t check for different people with the same last name). I’m going to randomly choose 30 mathematicians, and determine whether they got a PhD on or prior to the year of their discovery.

The categories will be No PhD, Partial PhD, PhD, evaluated in the year they solved the problem. In my Boyle’s desiderata post, ²⁄₁₅ (13%) of the inventors had no PhD. I’d expect mathematics to exceed that percentage.

Scott Girard:

Logan Wroge:

Fall 2020 Administration Referendum slides. (

(Note: “Madison spends just 1% of its budget on maintenance while Milwaukee, with far more students, spends 2%” – Madison’s CFO at a fall 2019 referendum presentation.)

MMSD Budget Facts: from 2014-15 to 2020-21 [July, 2020]

Property taxes up 37% from 2012 – 2021.

– via a kind reader (July 9, 2020 update).

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

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

Logan Wroge:

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

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

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

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

Scott Girard:

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

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

Jon Miltimore:

The Atlantic recently asked PredictWise, an analytics firm, to rank US counties based on partisan prejudice (“affective polarization”). The results are now in, and they are fascinating.

The most intolerant country was not Rabun County in northeastern Georgia, where the film Deliverance was shot. Nor was it in Albany County, Wyoming, where Matthew Shepard was killed. And it was not in Tallahatchie County, Mississippi, where Emmett Till was lynched more than a half-century ago.

The most politically intolerant county in the United States, The Atlantic says, appears to be Suffolk County, Massachusetts.

Suffolk County and America’s Most Politically Intolerant

Suffolk County, part of the Commonwealth of Massachusetts, represents the heart of the Boston-Cambridge-Newton part of New England.

Politically, Suffolk County is about as progressive as America gets.

As of 2016, it had a (mostly white) population of 784,230, all of whom cram into 58 square miles of land surface area. The median family income is about $58,000. It is highly educated, with 44 percent of residents holding a bachelor’s degree or higher, and it is barely a stone’s throw from two of America’s most esteemed universities—Harvard and MIT.

Politically, Suffolk County is about as progressive as America gets. The county’s three congressional districts—the 5th, 7th, and 8th—are represented by progressive Democrats: Rep. Katherine Clark, Rep. Ayanna Soyini Pressley, and Rep. Stephen Lynch. Just 5 percent of county residents identify as Republican. No GOP presidential candidate has claimed Suffolk County since Calvin Coolidge—in 1924.

Steve Stosny:

Those afflicted with this terrible but common habit lose sight of behavioral possibilities that would make them feel more valuable when they most need it—when they feel devalued. They grow alienated from their more humane values, which makes them feel progressively less valuable. To compensate, they inflate their egos to fragile proportions, which seem to need more and more power as defense. This dynamic, fueled by the systematic substitution of power for value, leads to what is commonly and erroneously considered the narcissistic constellation of personality disorders.

Covariant with the substitution of power for value is the persistent need to be right while making others wrong. Seeming to be right justifies disrespect, contempt, and other forms of emotional pollution, which spread like wildfire in our electronic age. In addition, they suffer an illusion of certainty. High adrenaline emotions, particularly anger, create profound illusions of certainty, due to their amphetamine effects. The amphetamine effect creates a temporary sense of confidence and certainty, while narrowing mental focus and eliminating most variables from consideration. That’s why you feel more confident after a cup of coffee (a mild amphetamine effect) than before it, and it’s why you’re convinced that you’re right and everyone else is wrong when you’re angry.

Sasha Trubetskoy:

The Roman roads diagram project is a series of maps driven by an unconventional idea: what if we represented Ancient Rome’s famed road network in the style of a modern transit map?

So far I’ve made five diagrams (below). Click for more information.

You can see how my style has evolved since I made the first map back in 2017. My ultimate goal is to make a book out of these. I’ll probably have to redesign a few of them.

John Myles White:

Any traditional introductory statistics course will teach students the definitions of modes, medians and means. But, because introductory courses can’t assume that students have much mathematical maturity, the close relationship between these three summary statistics can’t be made clear. This post tries to remedy that situation by making it clear that all three concepts arise as specific parameterizations of a more general problem.

To do so, I’ll need to introduce one non-standard definition that may trouble some readers. In order to simplify my exposition, let’s all agree to assume that 00=0” role=”presentation” style=”margin: 0px; padding: 0px; vertical-align: baseline; outline: none; font-size: 15px; background-color: transparent; border: 0px; text-decoration: none; display: inline; font-style: normal; font-weight: normal; line-height: normal; text-indent: 0px; text-align: left; text-transform: none; letter-spacing: normal; word-spacing: normal; word-wrap: normal; white-space: nowrap; float: none; direction: ltr; max-width: none; max-height: none; min-width: 0px; min-height: 0px; position: relative; background-position: initial initial; background-repeat: initial initial”>00=000=0” role=”presentation” style=”margin: 0px; padding: 0px; vertical-align: baseline; outline: none; font-size: 15px; background-color: transparent; border: 0px; text-decoration: none; display: inline; font-style: normal; font-weight: normal; line-height: normal; text-indent: 0px; text-align: left; text-transform: none; letter-spacing: normal; word-spacing: normal; word-wrap: normal; white-space: nowrap; float: none; direction: ltr; max-width: none; max-height: none; min-width: 0px; min-height: 0px; position: relative; background-position: initial initial; background-repeat: initial initial”>$0^0=0$. In particular, we’ll want to assume that |0|0=0” role=”presentation” style=”margin: 0px; padding: 0px; vertical-align: baseline; outline: none; font-size: 15px; background-color: transparent; border: 0px; text-decoration: none; display: inline; font-style: normal; font-weight: normal; line-height: normal; text-indent: 0px; text-align: left; text-transform: none; letter-spacing: normal; word-spacing: normal; word-wrap: normal; white-space: nowrap; float: none; direction: ltr; max-width: none; max-height: none; min-width: 0px; min-height: 0px; position: relative; background-position: initial initial; background-repeat: initial initial”>|0|0=0|0|0=0” role=”presentation” style=”margin: 0px; padding: 0px; vertical-align: baseline; outline: none; font-size: 15px; background-color: transparent; border: 0px; text-decoration: none; display: inline; font-style: normal; font-weight: normal; line-height: normal; text-indent: 0px; text-align: left; text-transform: none; letter-spacing: normal; word-spacing: normal; word-wrap: normal; white-space: nowrap; float: none; direction: ltr; max-width: none; max-height: none; min-width: 0px; min-height: 0px; position: relative; background-position: initial initial; background-repeat: initial initial”>$|0{|}^0=0$, even though |ϵ|0=1” role=”presentation” style=”margin: 0px; padding: 0px; vertical-align: baseline; outline: none; font-size: 15px; background-color: transparent; border: 0px; text-decoration: none; display: inline; font-style: normal; font-weight: normal; line-height: normal; text-indent: 0px; text-align: left; text-transform: none; letter-spacing: normal; word-spacing: normal; word-wrap: normal; white-space: nowrap; float: none; direction: ltr; max-width: none; max-height: none; min-width: 0px; min-height: 0px; position: relative; background-position: initial initial; background-repeat: initial initial”>|ϵ|0=1|ϵ|0=1” role=”presentation” style=”margin: 0px; padding: 0px; vertical-align: baseline; outline: none; font-size: 15px; background-color: transparent; border: 0px; text-decoration: none; display: inline; font-style: normal; font-weight: normal; line-height: normal; text-indent: 0px; text-align: left; text-transform: none; letter-spacing: normal; word-spacing: normal; word-wrap: normal; white-space: nowrap; float: none; direction: ltr; max-width: none; max-height: none; min-width: 0px; min-height: 0px; position: relative; background-position: initial initial; background-repeat: initial initial”>$|ϵ{|}^0=1$ for all ϵ>0” role=”presentation” style=”margin: 0px; padding: 0px; vertical-align: baseline; outline: none; font-size: 15px; background-color: transparent; border: 0px; text-decoration: none; display: inline; font-style: normal; font-weight: normal; line-height: normal; text-indent: 0px; text-align: left; text-transform: none; letter-spacing: normal; word-spacing: normal; word-wrap: normal; white-space: nowrap; float: none; direction: ltr; max-width: none; max-height: none; min-width: 0px; min-height: 0px; position: relative; background-position: initial initial; background-repeat: initial initial”>ϵ>0ϵ>0” role=”presentation” style=”margin: 0px; padding: 0px; vertical-align: baseline; outline: none; font-size: 15px; background-color: transparent; border: 0px; text-decoration: none; display: inline; font-style: normal; font-weight: normal; line-height: normal; text-indent: 0px; text-align: left; text-transform: none; letter-spacing: normal; word-spacing: normal; word-wrap: normal; white-space: nowrap; float: none; direction: ltr; max-width: none; max-height: none; min-width: 0px; min-height: 0px; position: relative; background-position: initial initial; background-repeat: initial initial”>$ϵ>0$. This definition is non-standard, but it greatly simplifies what follows and emphasizes the conceptual unity of modes, medians and means.

Constructing a Summary Statistic

To see how modes, medians and means arise, let’s assume that we have a list of numbers, (x1,x2,…,xn)” role=”presentation” style=”margin: 0px; padding: 0px; vertical-align: baseline; outline: none; font-size: 15px; background-color: transparent; border: 0px; text-decoration: none; display: inline; font-style: normal; font-weight: normal; line-height: normal; text-indent: 0px; text-align: left; text-transform: none; letter-spacing: normal; word-spacing: normal; word-wrap: normal; white-space: nowrap; float: none; direction: ltr; max-width: none; max-height: none; min-width: 0px; min-height: 0px; position: relative; background-position: initial initial; background-repeat: initial initial”>(x1,x2,…,xn)(x1,x2,…,xn)” role=”presentation” style=”margin: 0px; padding: 0px; vertical-align: baseline; outline: none; font-size: 15px; background-color: transparent; border: 0px; text-decoration: none; display: inline; font-style: normal; font-weight: normal; line-height: normal; text-indent: 0px; text-align: left; text-transform: none; letter-spacing: normal; word-spacing: normal; word-wrap: normal; white-space: nowrap; float: none; direction: ltr; max-width: none; max-height: none; min-width: 0px; min-height: 0px; position: relative; background-position: initial initial; background-repeat: initial initial”>$(x_1,x_2,\dots ,x_n)$, that we want to summarize. We want our summary to be a single number, which we’ll call s” role=”presentation” style=”margin: 0px; padding: 0px; vertical-align: baseline; outline: none; font-size: 15px; background-color: transparent; border: 0px; text-decoration: none; display: inline; font-style: normal; font-weight: normal; line-height: normal; text-indent: 0px; text-align: left; text-transform: none; letter-spacing: normal; word-spacing: normal; word-wrap: normal; white-space: nowrap; float: none; direction: ltr; max-width: none; max-height: none; min-width: 0px; min-height: 0px; position: relative; background-position: initial initial; background-repeat: initial initial”>ss” role=”presentation” style=”margin: 0px; padding: 0px; vertical-align: baseline; outline: none; font-size: 15px; background-color: transparent; border: 0px; text-decoration: none; display: inline; font-style: normal; font-weight: normal; line-height: normal; text-indent: 0px; text-align: left; text-transform: none; letter-spacing: normal; word-spacing: normal; word-wrap: normal; white-space: nowrap; float: none; direction: ltr; max-width: none; max-height: none; min-width: 0px; min-height: 0px; position: relative; background-position: initial initial; background-repeat: initial initial”>$s$. How should we select s” role=”presentation” style=”margin: 0px; padding: 0px; vertical-align: baseline; outline: none; font-size: 15px; background-color: transparent; border: 0px; text-decoration: none; display: inline; font-style: normal; font-weight: normal; line-height: normal; text-indent: 0px; text-align: left; text-transform: none; letter-spacing: normal; word-spacing: normal; word-wrap: normal; white-space: nowrap; float: none; direction: ltr; max-width: none; max-height: none; min-width: 0px; min-height: 0px; position: relative; background-position: initial initial; background-repeat: initial initial”>ss” role=”presentation” style=”margin: 0px; padding: 0px; vertical-align: baseline; outline: none; font-size: 15px; background-color: transparent; border: 0px; text-decoration: none; display: inline; font-style: normal; font-weight: normal; line-height: normal; text-indent: 0px; text-align: left; text-transform: none; letter-spacing: normal; word-spacing: normal; word-wrap: normal; white-space: nowrap; float: none; direction: ltr; max-width: none; max-height: none; min-width: 0px; min-height: 0px; position: relative; background-position: initial initial; background-repeat: initial initial”>$s$ so that it summarizes the numbers,  (x1,x2,…,xn)” role=”presentation” style=”margin: 0px; padding: 0px; vertical-align: baseline; outline: none; font-size: 15px; background-color: transparent; border: 0px; text-decoration: none; display: inline; font-style: normal; font-weight: normal; line-height: normal; text-indent: 0px; text-align: left; text-transform: none; letter-spacing: normal; word-spacing: normal; word-wrap: normal; white-space: nowrap; float: none; direction: ltr; max-width: none; max-height: none; min-width: 0px; min-height: 0px; position: relative; background-position: initial initial; background-repeat: initial initial”>(x1,x2,…,xn)(x1,x2,…,xn)” role=”presentation” style=”margin: 0px; padding: 0px; vertical-align: baseline; outline: none; font-size: 15px; background-color: transparent; border: 0px; text-decoration: none; display: inline; font-style: normal; font-weight: normal; line-height: normal; text-indent: 0px; text-align: left; text-transform: none; letter-spacing: normal; word-spacing: normal; word-wrap: normal; white-space: nowrap; float: none; direction: ltr; max-width: none; max-height: none; min-width: 0px; min-height: 0px; position: relative; background-position: initial initial; background-repeat: initial initial”>$(x_1,x_2,\dots ,x_n)$, effectively?

To answer that, we’ll assume that s” role=”presentation” style=”margin: 0px; padding: 0px; vertical-align: baseline; outline: none; font-size: 15px; background-color: transparent; border: 0px; text-decoration: none; display: inline; font-style: normal; font-weight: normal; line-height: normal; text-indent: 0px; text-align: left; text-transform: none; letter-spacing: normal; word-spacing: normal; word-wrap: normal; white-space: nowrap; float: none; direction: ltr; max-width: none; max-height: none; min-width: 0px; min-height: 0px; position: relative; background-position: initial initial; background-repeat: initial initial”>ss” role=”presentation” style=”margin: 0px; padding: 0px; vertical-align: baseline; outline: none; font-size: 15px; background-color: transparent; border: 0px; text-decoration: none; display: inline; font-style: normal; font-weight: normal; line-height: normal; text-indent: 0px; text-align: left; text-transform: none; letter-spacing: normal; word-spacing: normal; word-wrap: normal; white-space: nowrap; float: none; direction: ltr; max-width: none; max-height: none; min-width: 0px; min-height: 0px; position: relative; background-position: initial initial; background-repeat: initial initial”>$s$ is an effective summary of the entire list if the typical discrepancy between s” role=”presentation” style=”margin: 0px; padding: 0px; vertical-align: baseline; outline: none; font-size: 15px; background-color: transparent; border: 0px; text-decoration: none; display: inline; font-style: normal; font-weight: normal; line-height: normal; text-indent: 0px; text-align: left; text-transform: none; letter-spacing: normal; word-spacing: normal; word-wrap: normal; white-space: nowrap; float: none; direction: ltr; max-width: none; max-height: none; min-width: 0px; min-height: 0px; position: relative; background-position: initial initial; background-repeat: initial initial”>ss” role=”presentation” style=”margin: 0px; padding: 0px; vertical-align: baseline; outline: none; font-size: 15px; background-color: transparent; border: 0px; text-decoration: none; display: inline; font-style: normal; font-weight: normal; line-height: normal; text-indent: 0px; text-align: left; text-transform: none; letter-spacing: normal; word-spacing: normal; word-wrap: normal; white-space: nowrap; float: none; direction: ltr; max-width: none; max-height: none; min-width: 0px; min-height: 0px; position: relative; background-position: initial initial; background-repeat: initial initial”>$s$ and each of the xi” role=”presentation” style=”margin: 0px; padding: 0px; vertical-align: baseline; outline: none; font-size: 15px; background-color: transparent; border: 0px; text-decoration: none; display: inline; font-style: normal; font-weight: normal; line-height: normal; text-indent: 0px; text-align: left; text-transform: none; letter-spacing: normal; word-spacing: normal; word-wrap: normal; white-space: nowrap; float: none; direction: ltr; max-width: none; max-height: none; min-width: 0px; min-height: 0px; position: relative; background-position: initial initial; background-repeat: initial initial”>xixi” role=”presentation” style=”margin: 0px; padding: 0px; vertical-align: baseline; outline: none; font-size: 15px; background-color: transparent; border: 0px; text-decoration: none; display: inline; font-style: normal; font-weight: normal; line-height: normal; text-indent: 0px; text-align: left; text-transform: none; letter-spacing: normal; word-spacing: normal; word-wrap: normal; white-space: nowrap; float: none; direction: ltr; max-width: none; max-height: none; min-width: 0px; min-height: 0px; position: relative; background-position: initial initial; background-repeat: initial initial”>$x_i$ is small. With that assumption in place, we only need to do two things: (1) define the notion of discrepancy between two numbers, xi” role=”presentation” style=”margin: 0px; padding: 0px; vertical-align: baseline; outline: none; font-size: 15px; background-color: transparent; border: 0px; text-decoration: none; display: inline; font-style: normal; font-weight: normal; line-height: normal; text-indent: 0px; text-align: left; text-transform: none; letter-spacing: normal; word-spacing: normal; word-wrap: normal; white-space: nowrap; float: none; direction: ltr; max-width: none; max-height: none; min-width: 0px; min-height: 0px; position: relative; background-position: initial initial; background-repeat: initial initial”>xixi” role=”presentation” style=”margin: 0px; padding: 0px; vertical-align: baseline; outline: none; font-size: 15px; background-color: transparent; border: 0px; text-decoration: none; display: inline; font-style: normal; font-weight: normal; line-height: normal; text-indent: 0px; text-align: left; text-transform: none; letter-spacing: normal; word-spacing: normal; word-wrap: normal; white-space: nowrap; float: none; direction: ltr; max-width: none; max-height: none; min-width: 0px; min-height: 0px; position: relative; background-position: initial initial; background-repeat: initial initial”>$x_i$ and s” role=”presentation” style=”margin: 0px; padding: 0px; vertical-align: baseline; outline: none; font-size: 15px; background-color: transparent; border: 0px; text-decoration: none; display: inline; font-style: normal; font-weight: normal; line-height: normal; text-indent: 0px; text-align: left; text-transform: none; letter-spacing: normal; word-spacing: normal; word-wrap: normal; white-space: nowrap; float: none; direction: ltr; max-width: none; max-height: none; min-width: 0px; min-height: 0px; position: relative; background-position: initial initial; background-repeat: initial initial”>ss” role=”presentation” style=”margin: 0px; padding: 0px; vertical-align: baseline; outline: none; font-size: 15px; background-color: transparent; border: 0px; text-decoration: none; display: inline; font-style: normal; font-weight: normal; line-height: normal; text-indent: 0px; text-align: left; text-transform: none; letter-spacing: normal; word-spacing: normal; word-wrap: normal; white-space: nowrap; float: none; direction: ltr; max-width: none; max-height: none; min-width: 0px; min-height: 0px; position: relative; background-position: initial initial; background-repeat: initial initial”>$s$; and (2) define the notion of a typical discrepancy. Because each number xi” role=”presentation” style=”margin: 0px; padding: 0px; vertical-align: baseline; outline: none; font-size: 15px; background-color: transparent; border: 0px; text-decoration: none; display: inline; font-style: normal; font-weight: normal; line-height: normal; text-indent: 0px; text-align: left; text-transform: none; letter-spacing: normal; word-spacing: normal; word-wrap: normal; white-space: nowrap; float: none; direction: ltr; max-width: none; max-height: none; min-width: 0px; min-height: 0px; position: relative; background-position: initial initial; background-repeat: initial initial”>xixi” role=”presentation” style=”margin: 0px; padding: 0px; vertical-align: baseline; outline: none; font-size: 15px; background-color: transparent; border: 0px; text-decoration: none; display: inline; font-style: normal; font-weight: normal; line-height: normal; text-indent: 0px; text-align: left; text-transform: none; letter-spacing: normal; word-spacing: normal; word-wrap: normal; white-space: nowrap; float: none; direction: ltr; max-width: none; max-height: none; min-width: 0px; min-height: 0px; position: relative; background-position: initial initial; background-repeat: initial initial”>$x_i$ produces its own discrepancy, we’ll need to introduce a method for aggregating the individual discrepancies to order to say something about the typical discrepancy.

Sophie Bolich:

With the start of the school year rapidly approaching amid a recent uptick in coronavirus cases, healthcare professionals, parents and school administrators are weighing the best options for returning to school in the fall.

Options include limiting class size, a modified schedule, restricting access to community areas such as playgrounds, daily temperature checks and the use of PPE, such as face masks or shields.

Brian Ellison, business development manager at Midwest Prototyping, said that face shields in particular have drawn interest from local school administrators, especially private schools.

In March, Ellison partnered with Lennon Rodger, director of the Engineering Design Innovation Lab at UW–Madison, and Jesse Darley, a mechanical engineer at Madison design firm Delve, to create a face shield prototype using easily accessible materials. The team named the open source design the Badger Shield.

Since then, the project has expanded to include other forms of PPE. Recently, Badger Shield saw an increase in demand for pediatric-sized shields, which could be used alone or in conjunction with face masks if and when kids return to the classroom.

Carolina Caetano, Gregorio Caetano and Eric Reed Nielsen:

We study the effects of enrichment activities such as reading, homework, and extracurricular lessons on children’s cognitive and non-cognitive skills. We take into consideration that children forgo alternative activities, such as play and socializing, in order to spend time on enrichment. Our study controls for selection on unobservables using a novel approach which leverages the fact that many children spend zero hours per week on enrichment activities. At zero enrichment, confounders vary but enrichment does not, which gives us direct information about the effect of confounders on skills. Using time diary data available in the Panel Study of Income Dynamics (PSID), we find that the net effect of enrichment is zero for cognitive skills and negative for non-cognitive skills, which suggests that enrichment may be crowding out more productive activities on the margin. The negative effects on non-cognitive skills are concentrated in higher-income students in high school, consistent with elevated academic competition related to college admissions.

Bertrand Russell:

Moncure Conway, in whose honour we are assembled today, devoted his life to two great objects: freedom of thought and freedom of the individual. In regard to both these objects, something has been gained since his time, but something also has been lost. New dangers, somewhat different in form from those of past ages, threaten both kinds of freedom, and unless a vigorous and vigilant public opinion can be aroused in defence of them, there will be much less of both a hundred years hence than there is now. My purpose in this address is to emphasize the new dangers and to consider how they can be met.

Let us begin by trying to be clear as to what we mean by “free thought.” This expression has two senses. In its narrower sense it means thought which does not accept the dogmas of traditional religion. In this sense a man is a “free thinker” if he is not a Christian or a Mussulman or a Buddhist or a Shintoist or a member of any of the other bodies of men who accept some inherited orthodoxy. In Christian countries a man is called a “free thinker” if he does not decidedly believe in God, though this would not suffice to make a man a “free thinker” in a Buddhist country.

I do not wish to minimize the importance of free thought in this sense. I am myself a dissenter from all known religions, and I hope that every kind of religious belief will die out. I do not believe that, on the balance, religious belief has been a force for good. Although I am prepared to admit that in certain times and places it has had some good effects, I regard it as belonging to the infancy of human reason, and to a stage of development which we are now outgrowing.

But there is also a wider sense of “free thought,” which I regard as of still greater importance. Indeed, the. harm done by traditional religions seems chiefly traceable to the fact that they have prevented free thought in this wider sense. The wider sense is not so easy to define as the narrower, and it will be well to spend some little time in trying to arrive at its essence.

Marc Weber:

The real history is longer and richer. Full-text online search was prototyped in the early 1960s—partly through Charlie’s work – and commercialized by decade’s end. But pre-computer machine-aided search goes all the way back to punched card sorters. These were conceived in the 1830s and built in the 1890s, during a period of huge advances in card catalogs and other manual retrieval techniques. Real-time, interactive search was pioneered in the 1920s with Emmanuel Goldberg’s microfilm “search engine,” built into a desk.

By the late 1950s, manufacturers were selling a Rube Goldbergian mix of different storage and retrieval technologies to governments, corporations and the military: Rapid Selectors capable of searching 330 pages per second on microfilm, magnetic media or microfilm integrated into punched cards, and various futuristic looking viewers. Some were already computer controlled, and major conferences were starting up around how computers would soon revolutionize the entire field.

Yvonne Kim:

Annysa Johnson:

The Grafton School District must reimburse a mother who spent $78,000 a year in tuition, plus expenses, for her son to attend a private boarding school that specializes in learning disabilities, a federal judge in Milwaukee said Wednesday.

In issuing the order, U.S. District Judge Lynn Adelman upheld a 2019 decision by Administrative Law Judge Sally Pederson who ruled the district had failed to provide a now-18-year-old student with the free and appropriate public education required by state and federal law.

“We’re thrilled,” said Jeffrey Spitzer-Resnick, a longtime civil and disability rights attorney, who represented the family. “My client is looking forward to being reimbursed.”

He said the district owes the mother at least $260,000 for tuition, travel expenses, attorney’s fees and interest. 

The mother who, like her son, is identified in the court records only by initials, said they were pleased with the decision and hope it improves services for other students with disabilities.

Alan Borsuk:

They make for timely reading. Among the news stories I found:  

Then: Sept. 7, 1976, The Milwaukee Journal. This was the first day of court-ordered desegregation of Milwaukee Public Schools. I organized the newspaper’s coverage that day. The hope was that this was “the beginning of an exciting new era in Milwaukee education,” as one story put it. Which, of course, isn’t an accurate way to describe the era since then. Desegregation overall in the Milwaukee area has been limited, at best, and, by some measures, segregation of Black students particularly has increased in recent years.       

Now: The Milwaukee School Board passed a resolution in June calling for a new effort to desegregate schools across the Milwaukee area. Good luck.  

Then: Sept. 26, 1986, The Milwaukee Journal. I wrote a story that focused on the sharply differing levels of educational success of kids in the suburbs and kids in the city. I quoted John Witte, a University of Wisconsin-Madison professor: “To the extent that education achievement is equated with life chances, these two groups face very unequal opportunities.”     

Now: Yup.  

Then: April 19, 1995, the Milwaukee Journal Sentinel, with a large front page headline, “Fuller quits.” After almost four years as superintendent of MPS, Howard Fuller resigned, saying the system was too mired in the status quo to make necessary changes.

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

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

T Greer:

Allow me to explain something important about Twitter.

 This something is obvious to anyone with more than 10,000 followers on the platform but not so readily apparent to those with only 500 or so. My girlfriend is in the latter category, and she struggles to understand my animus for for it. The difference in follower counts partially explains the gap. But she also came to America’s public sphere late, and never really experienced the world before twitter. That was the public sphere of blogs and forum posts, not tweets and retweets. She can be happy with what she has: she knows of nothing of what was lost. 

In many ways the twitter experience of the user with a low follower account is somewhat similar to the experience of the old blogosphere. Many of my readers came to the internet in the 2010s; before I proceed with this point it is probably sketching out just what the internet was like in the world before them. That internet was organized differently. Facebook, Twitter, Tumblr, Medium, Reddit, and Instagram either did not exist then or were the preserve of teenagers and university age students. Those platforms were for flirting and goofing off and gossiping behind your parents back. People who wanted to discuss bigger things—culture, art, history, science, business, politics, or what have you—went to the blogs. Well, the blogs and the forums. 

Evan Roberts:

or many, experiences as a child greatly effect the choices of adulthood. From how a child is raised to how parents handle raising their own children, and even the decision to bring a new member into a family, the choices we make for our future can be influenced by what has happened in our past.

Often it is only through reflection that clarity emerges, whether that be self-reflection or sharing stories with others. On July 9 five Americans, including me, will join Storytellers Project LIVE, In Your House! to share true, first-person stories from their lives, each story dealing with the world of kids.

“Kid Stories” will be a show for adults about childhood and children.

The show will be livestreamed at 8 p.m. EDT on the Storytellers Project’s Facebook page and YouTube channel.

Administration PDF:

Proposed Question 1:

Shall the Madison Metropolitan School District, Dane County, Wisconsin be authorized to exceed the revenue limit specified in Section 121.91, Wisconsin Statutes, by $6,000,000 for 2020-2021 school year; by an additional $8,000,000 (for a total $14,000,000) for 2021-2022 school year; by an additional $9,000,000 (for a total of $23,000,000) for the 2022-23 school year; and by an additional $10,000,000 (for a total of $33,000,000) for the 2023-2024 school year and thereafter, for recurring purposes consisting of operational and maintenance expenses?

“Unknown revenues from the state…
Now more than ever public education funding is at risk and local control will matter.”

Question 2:

Shall the Madison Metropolitan School District, Dane County, Wisconsin be authorized to issue pursuant to Chapter 67 of the Wisconsin Statutes, general obligation bonds in an amount not to exceed $317,000,000 for the public purpose of paying the cost of a school building and facility improvement project consisting of: renovations and additions at all four high schools, including safety and security improvements, plumbing/heating and cooling, science labs and classrooms, athletic, theatre, and environmental sustainability improvements; land acquisition for and construction of a new elementary school located near Rimrock Road to relocate an existing elementary school; remodeling the district owned Hoyt School to relocate Capital High; and acquisition of furnishings fixtures and equipment?

The presentation deck failed to include:

1. Total tax & spending changes over time.

From a kind reader, posted at mmsdbudget:

MMSD Budget Facts: from 2014-15 to 2020-21 [July, 2020]

Property taxes up 37% from 2012 – 2021.
1. 4K-12 enrollment: -1.6% (decrease) from 2014-15 to projected 2020-21

2. Total district staffing FTE: -2.9% (decrease) from 2014-15 to proposed 2020-21

3. Total expenditures (excluding construction fund): +15.9% +17.0% (increase) from 2014-15 to proposed 2020-21

4. Total expenditures per pupil: +17.8% +19.0%(increase) from 2014-15 to proposed 2020-21

5. CPI change: +10.0% (increase) from January 2014 to January 2020

6. Bond rating (Moody’s): two downgrades (from Aaa to Aa2) from 2014 to 2020

Sources:
1. DPI WISEdash for 2014-15 enrollment; district budget book for projected 2020-21 enrollment
2. & 3.: District budget books
5. Bureau of Labor Statistics (https://www.bls.gov/data/)
6. Moody’s (https://www.moodys.com/)
– via a kind reader (July 9, 2020 update).

2. A comparison of Madison’s maintenance spending vs other taxpayer supported school districts.

“Madison spends just 1% of its budget on maintenance while Milwaukee, with far more students, spends 2%” – Madison’s CFO at a fall 2019 referendum presentation.

3. Enrollment forecasts.

4. Achievement and spending information; “bang for the buck”.

5. Substantive property tax burden between school districts. The included mill rate comparison is one part of the equation.

Changes in assessed value, redistributed state and federal taxpayer fund changes and spending growth data have gone missing.

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

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

Yvette Tan:

This week around 10 million students across China have sat the Gaokao – a college entrance exam which determines their entire future.

Hanging over their heads, though, is the recent revelation that hundreds of other students before them were victim to an identity theft scandal which saw them robbed of their results.

For Chen Chunxiu, it was an exam that could change everything. Doing well in the Gaokao meant the farmer’s daughter had a shot of getting into her dream university. Failing meant it would remain just that – a dream.

She failed.

Denied admission to college, she took up various jobs – a factory worker, a waitress – before eventually becoming a kindergarten teacher.

But 16 years later, she found to her shock that she had, in fact, earned a place at the Shandong University of Technology – and enrolled there.

But it hadn’t been her. Her score – and in fact, her entire identity – was stolen by a girl whose relatives had pulled strings to make this happen.

David Choi:

“It was because I recognized that unless we are giving opportunity and a quality education to the young men and women in the United States, then we won’t have the right people to be able to make the right decisions about our national security,” McRaven said. “They won’t have an understanding of different cultures. They won’t have an understand of different ideas. They won’t be critical thinkers.”

“So we have got to have an education system within the United States that really does teach and educate young men and women to think critically, to look outside their kind of small microcosm because if we don’t develop those great folks, then our national security in the long run may be in jeopardy,” McRaven added.

McRaven recommended the US develop a “culture of education” within communities, particular those where residents believe they cannot afford an education or where they think their children aren’t “smart enough.”

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

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

US Department of Education:

We have been deeply affected by the recent events that have contributed to racial discord and strife throughout our country. Like so many of you, we continue to be concerned about the impact of these events on our children and on the future of our country. Racism has no place in our nation or in our schools. In each generation, ordinary Americans have fought to secure equality in our laws and in our lives. Their hard- earned victories enshrined equal protection in our Constitution and banned discrimination in our schools, workplaces, and public facilities. Next week, on July 2nd, we commemorate one of those landmark achievements as we celebrate the 56th anniversary of the Civil Rights Act of 1964. This anniversary is a timely reminder to mark our society’s progress and to strengthen our resolve to realize the law’s full promise: racial equality for all.

Title VI of the Civil Rights Act of 1964 (Title VI) prohibits entities receiving federal funds, including our nation’s schools, from discriminating based on race, color, or national origin. For decades, the Department of Education’s Office for Civil Rights (OCR) has worked to investigate race discrimination faced by students. Each day, we work to ensure all students have equal educational opportunities regardless of race, color, or national origin.

Now, more than ever, OCR is committed to ensuring that no student is treated differently because of the color of their skin. In the last three fiscal years alone, OCR has entered into 520 resolution agreements requiring schools to make changes to address racial discrimination concerns (a 16% increase as compared to the three prior fiscal years). Of these resolution agreements, 164 addressed racial harassment (a 27% increase as compared to the three prior fiscal years), and 50 resolved racial bias in school discipline (a 108% increase as compared to the three prior fiscal years).

Angela Codevilla:

Over the past fifty years the rules of public and even of private life in America have well-nigh reversed, along with the meaning of common words, e.g. marriage, merit, and equality. Social inequality, even more than economic, has increased as personal safety and freedom have plummeted. People are subject to arbitrary power as never before. No one voted for these changes. Often, as with the negation of the Defense of Marriage Act and of the referendum-approved California constitutional provision to the same effect, these reversals expressly negated law. Just as often, as in the case of our mounting restrictions on freedom of speech, they have happened quite outside any law. Altogether, they have transformed a constitutional republic into an oligarchy at war with itself as well as with the rest of society. The U.S. Constitution and the way of life lived under it are historical relics.

Our ruling class transformed America’s regime by instituting a succession of scams, each of which transferred power and wealth to themselves. These scams’ blending into one another compel us to recognize them, individually and jointly, as the kind of governance that Augustine called “magnum latrocinium,” thievery writ large. Thievery of power even more than of money—colloquially, scamocracy.

Neither Aristotle nor anybody else ever counted scamocracy in their category of regimes because rule by fraud exists naturally only as regimes reach the terminal stages of their corruption.

Power over substance

The Chronicle:

Below is our list of colleges that have either disclosed their plans or set a deadline for deciding. New additions include Bennett College, Canisius College, Dillard University, Empire State College, Keene College, Mills College, and Saint Joseph’s College of Maine. Among the colleges with status updates are Franklin & Marshall College, Pepperdine University, and West Chester University.

Add your college to the tracker or tell us if its plans are different than reported below. Use this form and provide a relevant link if you want your institution to be included.

Ross Izard:

Last week, the Supreme Court of the United States issued a landmark ruling invalidating the use of state constitutional “Blaine Amendments” to bar faith-based schools from participating in K-12 scholarship programs. That ruling removes the largest legal impediment to private school choice in three dozen states and throws open the doors of opportunity for millions of students nationwide.

But while the historic decision in Espinoza v. Montana Department of Revenue hinged on a scholarship program in Montana, it also represented the finale of a long and bloody fight right here in Colorado.  

Three years ago, almost to the day, what would become one of the most pivotal school board races in America was taking shape in Douglas County. At the core of that election was Douglas County School District’s first-of-its-kind local K-12 private school choice program, which would have allowed up to 500 students to attend an approved private school of their choosing with a district-funded scholarship. 

Malta Auctions:

Details:

• Green Mountain College, One Brennan Circle, Poultney, Rutland County, VT 05764

• Located on the Vermont/New York Border in the Southern Vermont Lakes Region

• 40 Minutes to Lake George, 75 Minutes to Albany; 3.5 Hours to Boston; 4 Hours to New York City; 3 Hours to Montreal

• Magnificent 155 Acre Campus Improved with 22 Buildings of High-End Brick & Slate Construction

• Turn-Key Opportunity – Equipped/Furnished

• Campus Received a Perfect “Green Rating” by Princeton Review’s Green Honor Roll

• Wood-Fueled Biomass Steam Heat System. Built in 2010 at a Cost of $5,800,000

• Skiing, Hiking & Bike Trails on and/or Nearby Property

• Potential Alternative Uses Include Religious Compound, Assisted Living, Housing, Summer Camp, Addiction Retreat and Many Others
   

Catherine Wade and Julie Green:

We know from recent research that children whose mothers are depressed may respond differently to stress, have altered immunity and be at greater risk of psychological disorders. This work adds to the body of research showing children can be affected in negative and long-term ways by their mothers’ mental ill-health.

But what about dads?

Men’s mental health is more on the societal radar these days – but less so in terms of fatherhood. This area has been relatively under-researched. So how important is a father’s mental health to the way thier child grows and develops? Very important, as it turns out.

Jenny Anderson:

Math is a notoriously hard subject for many kids and adults. There is a gender gap, a race gap, and just generally bad performance in many countries.

John Mighton, a Canadian playwright, author, and math tutor who struggled with math himself, has designed a teaching program that has some of the worst-performing math students performing well and actually enjoying math. There’s mounting evidence that the method works for all kids of all abilities.

As of 2017, his program, JUMP (Junior Undiscovered Math Prodigies) Math, is being used by 15,000 kids in eight US states (it is aligned with the Common Core), more than 150,000 in Canada, and about 12,000 in Spain. The US Department of Education found it promising enough to give a $2.75 million grant in 2012 to Tracy Solomon and Rosemary Tannock, cognitive scientists at the Hospital for Sick Children and the University of Toronto, to conduct a randomized control trial with 1,100 kids and 40 classrooms. The results, due out in late 2017, hope to confirm previous work the two did in 2010, which showed that students from 18 classrooms using JUMP progressed twice as fast on a number of standardized math tests as those receiving standard instruction in 11 other classrooms.

Scott Girard:

Carlton Jenkins said moving to work in the Madison Metropolitan School District would be like “going home.”

One of two finalists to become the district’s next superintendent, Jenkins was an associate principal at Memorial High School in 1993 and earned his doctorate at the University of Wisconsin-Madison. Throughout the day Tuesday, the Robbinsdale School District superintendent spoke with students and staff via video, interviewed with the School Board and participated in a community Q and A session on Facebook Live.

“You will have a superintendent, if you select me, that comes here unapologetically knowing and loving Madison,” Jenkins said. “I am a Badger through and through.”

The School Board announced Jenkins and Oak Park Elementary School District 97 superintendent Carol Kelley as finalists last Thursday. After both interview this week, the board will deliberate in closed session Thursday.

Those who have thoughts on the choice can submit comments on the district’s website by 11 a.m. Thursday. To leave comments on Jenkins, visit mmsd.org/jenkins. Kelley’s community Q and A will be 7:15 p.m. Wednesday night.

The district’s timeline for a hire outlines a potential August start date.

Logan Wroge:

Carlton Jenkins will become the next superintendent of the Madison School District, returning to the city where he started his administrative career in education more than 25 years ago.

The Madison School Board announced Friday it chose Jenkins, superintendent of Robbinsdale Area Schools in suburban Minneapolis, as the permanent leader of the Madison School District. He will be the first Black superintendent of Madison.

He starts the job Aug. 4.

In a second search to fill the superintendent vacancy after the initial pick fell through this spring, the board opted to go with Jenkins, 54, over the other finalist Carol Kelley, a superintendent of the Oak Park Elementary School District 97 in Illinois.

“I speak for everyone on the Board when I say that we are very excited to share this news with our community,” Board President Gloria Reyes said in a statement.

Jenkins received a Ph.D. in educational leadership and policy analysis from UW-Madison in 2009 and a master’s degree in educational administration from the university in 1993.

Related:

2013 – 2019: Jennifer Cheatham and the Madison experience.

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

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

Pratyusha Kalluri:

Law enforcement, marketers, hospitals and other bodies apply artificial intelligence (AI) to decide on matters such as who is profiled as a criminal, who is likely to buy what product at what price, who gets medical treatment and who gets hired. These entities increasingly monitor and predict our behaviour, often motivated by power and profits.

It is not uncommon now for AI experts to ask whether an AI is ‘fair’ and ‘for good’. But ‘fair’ and ‘good’ are infinitely spacious words that any AI system can be squeezed into. The question to pose is a deeper one: how is AI shifting power?

From 12 July, thousands of researchers will meet virtually at the week-long International Conference on Machine Learning, one of the largest AI meetings in the world. Many researchers think that AI is neutral and often beneficial, marred only by biased data drawn from an unfair society. In reality, an indifferent field serves the powerful.

Karol Markowicz:

Well, they did it. Mayor Bill de Blasio and his schools Chancellor Richard Carranza have finally confirmed an absurd plan to have school restart on a part-time schedule in the fall. What will parents who still have to work full-time do? Who cares! What will teachers who have school-age children do? That’s their problem. The new “Let them eat cake” is “Hire a nanny.”

The mayor treated this announcement as some sort of reflection of what parents wanted. “75% of families want to send their kids back to school in the fall,” he tweeted. The survey sent to parents had three options and none of them was “Reopen schools full-time.” The mayor had to know a majority of parents would have picked that.

Because everything to Hizzoner is about President Trump, de Blasio added, “What we WON’T do is ignore the science and recklessly charge ahead like our president. We will do it the right way. We will keep everyone safe.”

There is, of course, absolutely no way to “keep everyone safe” and, as the mayor who ignored the COVID-19 epidemic until the last possible second, even famously going to the gym the day after he was forced to close schools, de Blasio knows this.

David Harsanyi:

I recently ran across a piece in the Philadelphia Inquirer that lays out four racist words and phrases that should be banished from the English language. It begins like this:

Editor’s note: Please be aware offensive terms are repeated here solely for the purpose of identifying and analyzing them honestly. These terms may upset some readers.

Steel yourself, brave reader, here they are:

Peanut gallery

Eenie meenie miney moe

Gyp

No can do

The same grammarian who authored the piece had previously confronted the “deeply racist connotation” of the word “thug,” noting that president Donald Trump “wasn’t the least bit bashful” when calling Minneapolis rioters “thugs” in a tweet, despite the word’s obvious bigoted history. In 2015, President Barack Obama referred to Baltimore rioters as “thugs” as well. He likely did so because “thug” — defined as a “violent person, especially a criminal” — is a good way to describe rioters. It’s true that not everyone in a riot engages in wanton violent criminality. Some participants are merely “looters” — defined as “people who steal goods during a riot.” That word is also allegedly imbued with racist conations, according to the executive editor of the Los Angeles Times and others.

Attempting to dictate what words we can use is another way to exert power over how we think. Few people, rightly, would have a problem with referring to the Charlottesville Nazis as “thugs.” Only the “protester” who tears down a Ulysses S. Grant statue or participates in an Antifa riot is spared the indignity of being properly defined.

The recent assaults on the English language have consisted largely of euphemisms and pseudoscientific gibberish meant to obscure objective truths — “cisgender,” “heteronormativity,” and so on. Now we’re at the stage of the revolution where completely inoffensive and serviceable words are branded problematic.

Bernstein, Brian O. Lubinski, David Benbow, Camilla P.:

Academic acceleration of intellectually precocious youth is believed to harm overall psychological well-being even though short-term studies do not support this belief. Here we examine the long-term effects. Study 1 involves three cohorts identified before age 13, then longitudinally tracked for over 35 years: Cohort 1 gifted (top 1% in ability, identified 1972–1974, N = 1,020), Cohort 2 highly gifted (top 0.5% in ability, identified 1976–1979, N = 396), and Cohort 3 profoundly gifted (top 0.01% in ability, identified 1980–1983, N = 220). Two forms of educational acceleration were examined: (a) age at high school graduation and (b) quantity of advanced learning opportunities pursued prior to high school graduation. Participants were evaluated at age 50 on several well-known indicators of psychological well-being. Amount of acceleration did not covary with psychological well-being. Study 2, a constructive replication of Study 1, used a different high-potential sample—elite science, technology, engineering, and mathematics graduate students (N = 478) identified in 1992. Their educational histories were assessed at age 25 and they were followed up at age 50 using the same psychological assessments. Again, the amount of educational acceleration did not covary with psychological well-being. Further, the psychological well-being of participants in both studies was above the average of national probability samples. Concerns about long-term social/emotional effects of acceleration for high-potential students appear to be unwarranted, as has been demonstrated for short-term effects. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

The Economist:

THE FIRST Chinese graduate from an American university, Yung Wing, deemed his college years the great adventure of his life. Alas, his graduation from Yale in 1854, sponsored by missionaries who spotted his talents as a boy in rural Guangdong, was a high point. Soon political mistrust and prejudice, both in America and China, filled his life with setbacks. These included the ending of his scheme that involved bringing 30 Chinese youths to America each year. Back in Beijing, imperial mandarins saw value in the science that the youngsters studied in New England. These officials were especially eager to take up a promise that the military academies of West Point and Annapolis would admit Chinese cadets. Then, in a mark of disdain for the ailing Qing empire, America broke that promise. Mandarins were further appalled by the irreverent, sports-loving, churchgoing Yankee ways picked up by Yung’s charges. In 1881 they summoned the boys home in disgrace. Yung lost his American citizenship to a xenophobic law passed a year later, the Chinese Exclusion Act.

Yung would recognise the pressures his Chinese heirs face today. In the coming weeks many will have to decide how and whether to pursue studies in America. They are living through a moment when campuses, borders and minds on both sides of the Pacific are being closed by mutual suspicion (including overly sweeping American fears about on-campus espionage) and a pandemic.

Hamilton Nolan:

The search for “justice” isn’t easy. The raw politics of achieving it are complex enough. Trying to define it—to find its philosophical and moral underpinnings—is harder still. But there is one very simple rule of thumb that will make this job easier: Anyone who attempts to define “justice” as “Whatever allows me to maintain my position atop the cultural hierarchy unchallenged” is a fucking fraud.

I say this, of course, in the context of today’s letter, published in Harper’s and signed by more than 100 of the worst people in the world of public intellectualism, titled “A Letter on Justice and Open Debate.” The letter is certainly not about any reasonable definition of “Justice,” and is about Open Debate only to the extent that people who make very healthy salaries arguing in public for a living seem to have a bizarre aversion to being argued against. This aversion, I’m afraid, now borders on the pathological. We have entered a brave new world in which those waving the banner of “Free Speech” accuse their opponents of being unable to take criticism while waging a histrionic campaign against anyone who dares to criticize them. Accusing your opponents of doing exactly what you are yourself guilty of is a classic propaganda technique. It works well, unfortunately.

The Week:

If schools aren’t going to reopen, we’re not suggesting pulling funding from education,” DeVos told Fox News in a interview. “Instead,” the government is considering “allowing families … (to) take that money and figure out where their kids can get educated if their schools are going to refuse to open,” she said. It’s unclear if that very broad idea is even possible, seeing as Congress mandates how federal funds can be used. DeVos has long been a proponent of charter schools, which use government funding but run separately from public schools, and letting parents use tax vouchers to pay for education at private schools.

After President Trump complained about the Centers for Disease Control and Prevention’s guidelines for reopening schools being “too tough,” Vice President Mike Pence said the guidelines would be revised. – Kathryn Krawczyk

Margaret Wente:

It doesn’t take much to get cancelled these days. Last month, my turn came around. The experience was unpleasant, but also completely ludicrous. And I learned a lot. I learned how easily an institution will cave to a mob. I learned how quickly the authorities will run for cover, notwithstanding the lip service they may pay to principles of free speech.

After all, they’re terrified. They’re afraid that if they don’t beg forgiveness and promise to do better, they’ll be next at the guillotine.

I was cancelled by one of Canada’s quainter institutions, a University of Toronto graduate residential school called Massey College. Few people outside Canadian academia have heard of it. But the cultural revolution has entered its mass-spectacle Reign of Terror phase, and so my story made news across Canada. I was depicted as a racist, anti-feminist heretic whose mere presence inside Massey’s halls would have presented a threat to students.

But Massey College hasn’t fared too well, either: In this climate, every fusty institution is just one trivial scandal away from public-relations crisis and knives-out infighting, as all concerned flail about in a bid to prove their moral purity. I’ll survive. I’m not sure Massey will.

* * *

Massey College was created in the early 1960s by Torontonians eager to evoke the genteel old Oxbridge days. And it remains a charming place, though a bit precious. It is made up of Senior Fellows (distinguished professors from the university, as well as luminaries from the city’s intellectual elite) and Junior Fellows (graduate students), who don their gowns to dine together, and perhaps mingle over a glass of port. The Senior Fellows are overwhelmingly white; the Junior Fellows increasingly multicultural. Until recently, the head of the college held the anachronistic title of Master, after the British style. Yet despite these antiquated trappings, Massey College prides itself on being a vibrant forum for high-minded debate and liberal ideals.

The college has an appendage called the Quadrangle Society, which is basically a jumped-up book club. Its members, of whom there are hundreds, are drawn from the non-academic world. Although membership is by invitation only, it is not terribly exclusive, and nobody is quite sure of its purpose. It is a WASPish take on what once might have been called a “salon”—back in the days when words like that could be used unironically without provoking eye rolls.

Howard Conyers, PhD, as told to Hilary Cadigan:

Every weekday, Dr. Howard Conyers goes to work at NASA’s Stennis Space Center outside New Orleans, where he designs facilities for testing rocket engines. Then every night he comes home and gets to work on his second job, the one that doesn’t pay: documenting the history of Black barbecue. For the past six years, Conyers has been working to compile oral histories from Black whole-animal pitmasters across the South and tracing the traditional methods of roasting hogs and other animals over pits in the ground—a practice that dates back well over 400 years. I caught up with Conyers over a series of phone calls to learn more about this work, how it began, and why he does it. —Hilary Cadigan

One of my earliest memories is my father cooking a whole hog in a refrigerator. He gutted one of those old white International Harvesters, took out all the insulation and plastic, and put metal pipes through it with pieces of wire. On the farmland where I grew up in Clarendon County, South Carolina, we used it as a barbecue pit—a reusable update on the traditional method of digging a hole in the ground. Other places use cinder blocks. In Chicago they use fish tanks. You can trace the ingenuity of Black people through barbecue across the country.

I barbecued my first hog when I was 11 years old. We’d cook them nice and slow—12 to 15 hours each—and use literally every part of the animal. It was always one of the biggest things that brought my family together. But being a Black farmer in America, like my father was, comes with many injustices and little economic viability. In the 1970s and ’80s, Black farmers were constantly denied loans. They made less than their white counterparts on the same commodities: tobacco, cotton, hogs. My father became a welder to make ends meet; he held on to our land out of passion for it. And like most farmers of his generation, he wanted his children to get an education, which took us away from that land.

A Princeton faculty letter calls for eliminating academic freedom via a committee that would review all publications for racist thought (racist defined by the committee). It was issued on….July 4th. https://t.co/VeU9LICqbR

— Zaid Jilani (@ZaidJilani) July 6, 2020

Annysa Johnson:

Wisconsin on Tuesday joined several states and the District of Columbia in suing the U.S. Department of Education and Secretary Betsy DeVos, arguing its policy dictating how states share federal pandemic relief funds with private schools is unconstitutional and siphons much-needed funding from public schools.

“The funds allocated to schools in the CARES Act provide vital support at a time when schools have had to make significant changes to the way they teach students,” said Wisconsin Attorney General Josh Kaul.

“Instead of ignoring congressional intent and diverting funds away from public schools, Secretary DeVos should follow the law.”

The lawsuit was filed in the U.S. District Court for the Northern District of California. Plaintiffs include the states of Michigan, California, Maine and New Mexico.

At issue is a rule issued by DeVos’ office in late June that spells out how states are to allocate a portion of their K-12 funds under the Coronavirus Aid, Relief, and Economic Security, or CARES, act, with private schools.

Notes and links on the state of Wisconsin’s taxpayer supported K-12 governance.

SCOTUSwars:

Click on a state to see the win rate each state has against other states in Supreme Court cases!

Brianna Reilly:

Wisconsin Gov. Tony Evers said he would try to avoid another statewide closure of K-12 schools if COVID-19 outbreaks were to occur in classrooms during the upcoming school year. 

Instead, the former state superintendent — who ordered the closure of school buildings in mid-March — said if the state is effectively “managing the virus and boxing it in,” it’s likely any schools directly impacted by such an outbreak would be able make the individual decision to temporarily shutter to manage the novel coronavirus before resuming instruction as planned. 

“We would take time and effort to make sure we’re in close communications not just with county public health officials but also school officials to see how it’s working out for them and whether they need to take a pause or not,” he told reporters in a briefing Tuesday.

“Hopefully if we’re in a position where the virus is being managed in the state of Wisconsin, that we would more likely see individual schools or maybe a classroom taking 14 days to self-isolate at home rather than a statewide shutdown.” 

The Democrat’s comments come as education officials continue planning for the upcoming school year and state leaders work to distribute masks and thermometers to K-12 institutions in preparation for what the Department of Public Instruction has said “will undoubtedly” be a different-looking school year. 

The agency last month released its 87-page “Education Forward” guidance document that lists a series of recommendations districts should take to mitigate the risks amid the ongoing pandemic, including daily temperature checks or symptoms screening, modified schedules and more. 

NBER:

Patience and risk-taking – two cultural traits that steer intertemporal decision-making – are fundamental to human capital investment decisions. To understand how they contribute to international differences in student achievement, we combine PISA tests with the Global Preference Survey. We find that opposing effects of patience (positive) and risk-taking (negative) together account for two-thirds of the cross-country variation in student achievement. In an identification strategy addressing unobserved residence-country features, we find similar results when assigning migrant students their country-of-origin cultural traits in models with residence-country fixed effects. Associations of culture with family and school inputs suggest that both may act as channels.

Tyler Cowen:

Harvard will be teaching solely on-line this fall (with some students in residence), yet charging full tuition rates.  Many commentators are thus suggesting this supplies evidence for the signaling theory of education.

But not exactly.  The signaling theory, taken quite literally, is that education is a very difficult set of hurdles to surmount, and if you can get through Harvard you must be really really smart and hard-working.  Caltech maybe, but Harvard like Stanford and many other top schools makes it pretty easy to get through with OK enough grades.

The hard part about Harvard is getting in.  By selecting you, Harvard certifies you (as long as you are not part of “the 43% percent,” legacy, athletes, etc…but wait that counts too!).

Why isn’t there a service that just certifies you directly?  Surely you could run a clone of the Harvard admissions department pretty cheaply.

Robin Lake:

Although the vast majority of students say they had access to some form of online education this fall, a nationally representative survey by the Center for Promise at America’s Promise Alliance showed that 78 percent of teens surveyed report spending between one and four hours on online learning during a typical day—far less time than a regular school day. Thirty-two percent of all students surveyed say they had two or less hours of online learning per day. Even taking into account that a typical school day includes time for socializing, transferring between classes, etc., this is a concerning loss of learning time. 

According to one national survey by Common Sense Media, nearly one in four teens say they’re connecting with their teachers less than once a week. Almost half (41 percent) haven’t attended an online or virtual class since in-person school was canceled. 

For most students, then, remote learning this fall was typically a solo endeavor: watching a teacher’s pre-recorded video, doing a project assigned by email, or even completing worksheets mailed home. Only a small number of students are regularly connecting online with teachers and classmates. Even then, students spent far less time than usual learning anything.

MIT:

On Monday, in a surprising development, a division of Immigration and Customs Enforcement announced that it will not permit international students on F-1 visas to take a full online course load this fall while studying in the United States. As I wrote yesterday, this ruling has potentially serious implications for MIT’s international students and those enrolled at institutions across the country.

This morning, in response, MIT and Harvard jointly filed suit against ICE and the US Department of Homeland Security in federal court in Massachusetts. In the lawsuit, we ask the court to prevent ICE and DHS from enforcing the new guidance and to declare it unlawful.

The announcement disrupts our international students’ lives and jeopardizes their academic and research pursuits. ICE is unable to offer the most basic answers about how its policy will be interpreted or implemented. And the guidance comes after many US colleges and universities either released or are readying their final decisions for the fall – decisions designed to advance their educational mission and protect the health and safety of their communities.

Anemona Hartocollis:

College students across the country have been warned that campus life will look drastically different in the fall, with temperature checks at academic buildings, masks in half-empty lecture halls and maybe no football games.

What they might not expect: a lack of professors in the classroom.

Thousands of instructors at American colleges and universities have told administrators in recent days that they are unwilling to resume in-person classes because of the pandemic. …

Faculty members at institutions including Penn State, the University of Illinois, Notre Dame and the State University of New York have signed petitions complaining that they are not being consulted and are being pushed back into classrooms too fast. …

Many professors are calling for a sweeping no-questions-asked policy for those who want to teach remotely, saying that anything less is a violation of their privacy and their family’s privacy. But many universities are turning to their human resources departments to make decisions case by case.

Harpers:

Our cultural institutions are facing a moment of trial. Powerful protests for racial and social justice are leading to overdue demands for police reform, along with wider calls for greater equality and inclusion across our society, not least in higher education, journalism, philanthropy, and the arts. But this needed reckoning has also intensified a new set of moral attitudes and political commitments that tend to weaken our norms of open debate and toleration of differences in favor of ideological conformity. As we applaud the first development, we also raise our voices against the second. The forces of illiberalism are gaining strength throughout the world and have a powerful ally in Donald Trump, who represents a real threat to democracy. But resistance must not be allowed to harden into its own brand of dogma or coercion—which right-wing demagogues are already exploiting. The democratic inclusion we want can be achieved only if we speak out against the intolerant climate that has set in on all sides.

Peter Arcidiacono, Josh Kinsler, Tyler Ransom:

The lawsuit Students For Fair Admissions v. Harvard University provided an unprecedented look at how an elite school makes admissions decisions. Using publicly released reports, we examine the preferences Harvard gives for recruited athletes, legacies, those on the dean’s interest list, and children of faculty and staff (ALDCs). Among white admits, over 43% are ALDC. Among admits who are African American, Asian American, and Hispanic, the share is less than 16% each. Our model of admissions shows that roughly three quarters of white ALDC admits would have been rejected if they had been treated as white non-ALDCs. Removing preferences for athletes and legacies would significantly alter the racial distribution of admitted students, with the share of white admits falling and all other groups rising or remaining unchanged.

Joanne Jacobs:

I’ve always liked KIPP‘s motto: “Work hard. Be nice.” It’s clear and concise. It’s not a false promise, like “if you can dream it, you can do it.” Furthermore, students can work hard and be nice right now, not in some distant future. It stresses effort and good character, rather than being “special.”

After 25 years of educating primarily black and Latino students, the charter network is retiring the slogan and rejecting “the illusion of meritocracy,” writes Richard Barth, KIPP Foundation CEO.

In addition, KIPP will review discipline practices, reassess security and use “restorative” conflict resolution practices.

In a letter to alumni, co-founder Dave Levin apologizes for a culture that “perpetuated white supremacy and anti-Blackness.”

Agency France Press:

Books written by prominent Hong Kong democracy activists have started to disappear from the city’s libraries, online records show, days after Beijing imposed a new national security law on the finance hub.

Among the authors whose titles are no longer available are Joshua Wong, one of the city’s most prominent young activists, and Tanya Chan, a well known pro-democracy lawmaker.

Beijing’s new national security law came into force on Tuesday and is the most radical shift in how the semi-autonomous city is run since it was handed back to China by Britain in 1997.

China’s authoritarian leaders say the powers will restore stability after a year of pro-democracy protests, will not stifle freedoms and will only target a “very small minority”.

But it has already sent fear coursing through a city used to speaking openly, with police arresting people for possessing slogans pushing independence or greater autonomy and businesses scrambling to remove protest displays.

Wong said he believed the removal of the books was sparked by the security law.

Michael Powell:

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

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

“We know best”, notes and links.

Xiao Li:

After leaving China for America two decades ago, my father only returned to his homeland once. I had turned 18, and I think he wanted to show me something of his youth, of which he spoke little. In the dusty village where he grew up, we met an endless stream of old men who wanted to see the village’s prodigal son. Gifts were offered and extravagant greetings were swapped. Then, after each visitor had departed, my father would tell me, matter-of-factly, what they did to him during the Great Proletarian Cultural Revolution.

The harmless-looking retired cadre, now an amiable old man who pinched my cheeks, had been the village party secretary who forced my father to perform manual labour — running after cows with a basket to pick up the droppings — because, as the son of a landlord, he could not be trusted with an education. The local businessman, now on his second wife and third Audi, had belonged to a gang of high school children who beat him for being descended from counter-revolutionaries.

Some of my father’s tormentors were blood relatives, who were especially keen to display their revolutionary credentials through violence, a situation that was sadly not uncommon: it was rumoured that Bo Xilai, who nearly supplanted Xi Jinping before being imprisoned, had broken his own father’s ribs as a Red Guard. Only the death of Mao Zedong in 1976 saved my father, who took the university entrance examinations a few years later, and never looked back.

Since the beginning of — shall we call it our 2020 cultural moment? — much ink has been spilled on whether there are similarities between the current protests-cum-riots and China’s Cultural Revolution. Even though some of its cheerleaders openly make the comparison, most commentators dismiss the idea, including UnHerd‘s Daniel Kalder.

To my father, and indeed to many of his contemporaries, the answer is clear. They had lived through it, and although they cannot put their finger on the why, they can feel a certain febrility in the air which reminded them of the events of half a century ago. But with their accented English and unfashionable politics (few, for some reason, are especially well-disposed toward the western Left), they have been largely excluded from the conversation. Or they could be biased, as western Marxist academics used to say of the testimonies of eastern European refugees who had been in Communist prisons.

Inez Feltscher Stepman:

The past fire-lit weeks in America’s cities have made clear that the protests, and the riots that attend them, have little to do with the condemnable alleged murder of George Floyd by police officers in Minneapolis.

Even in the non-violent demonstrations, protesters can be seen burning the American flag, an act that just 30 years ago engendered such outrage it spurred Congress to pass an unconstitutional law, but doesn’t even warrant coverage today. In broad daylight, protesters have defaced and toppled statues dedicated to any and all figures of America’s history.

Lest anyone think the mob’s Year Zero behavior stopped with the slaveholding Confederacy, in Boston a monument to the 54th Massachusetts, an all-black Union regiment during the Civil War, was among those vandalized. Matthias Baldwin, an early abolitionist, got the same treatment in Philadelphia, as did the lesser-known Rotary Club founder Paul Harris, whose plaque in Washington D.C. was marked simply with an ignorance-acknowledging “probably a racist.” The monument to the author of the Emancipation Proclamation on the National Mall was likely spared only because of the protection of the National Guard.

As John Daniel Davidson has noted, toppling statues is not a good sign for the future of the republic; it looks a lot less like a policy conversation about police reform than it does regime change and revolution.

Yasha Mounk:

But the erosion of values like free speech and due process within mainstream institutions does put philosophical liberals at a unique disadvantage. It is difficult to convey just how many amazing writers, journalists, and think-tankers—some young and some old, some relatively obscure and others very famous—have privately told me that they can no longer write in their own voices; that they are counting the days until they get fired; and that they don’t know where to turn if they do. (Astonishingly, a number of them are far enough to the left to have supported Bernie Sanders in the primaries.)

This, to me, is a huge part of the reason why the defenders of the free society have seemed to lack conviction in recent months and years. Feeling, at best, begrudgingly tolerated by the institutions that employ them, they are always on the back foot: writing and speaking with one eye on Twitter, one eye on a hostile editor, and one eye on the attacks being shared on their own company’s Slack channel. (As you may have noticed, that requires too many eyes.)

Chad Aldeman:

Even in a normal year, it can be challenging to cover the teacher hiring process.

School districts project their student enrollment for the coming year and use those estimates to decide how many teachers they’ll need at each school. After subtracting teacher turnover and retirements, districts then hire to fill any remaining spots.

This summer is, of course, far from normal.

As school districts begin to announce their plans for the fall without clarity on how many students are likely to enroll or whether teachers will return to schools, reporters will need to help readers understand what choices districts are facing and what their decisions will mean for teachers and other education employees.

Budget uncertainties will make reporters’ jobs even harder as they attempt to explain potentially misleading terms like pink slips, layoffs, and RIFs (reductions-in-force). Most challenging of all, reporters will also have to try to determine how all these decisions will affect the quality of services students receive.

To help journalists wade through all that murkiness, I’ve identified five tips for reporters to produce smart, accurate journalism about the layoff process.

1: A pink slip is not a layoff

Many states require notices to be sent to any teacher who may face a layoff in the year ahead, but this doesn’t mean their job loss is guaranteed. Those rules, in turn, force districts to overidentify workers who might be at risk. Without careful reporting, the public perception of layoffs may be larger than the eventual impact.

Peter Rowlett:

As a child, I read a joke about someone who invented the electric plug and had to wait for the invention of a socket to put it in. Who would invent something so useful without knowing what purpose it would serve? Mathematics often displays this astonishing quality. Trying to solve real-world problems, researchers often discover that the tools they need were developed years, decades or even centuries earlier by mathematicians with no prospect of, or care for, applicability. And the toolbox is vast, because, once a mathematical result is proven to the satisfaction of the discipline, it doesn’t need to be re-evaluated in the light of new evidence or refuted, unless it contains a mistake. If it was true for Archimedes, then it is true today.

The mathematician develops topics that no one else can see any point in pursuing, or pushes ideas far into the abstract, well beyond where others would stop. Chatting with a colleague over tea about a set of problems that ask for the minimum number of stationary guards needed to keep under observation every point in an art gallery, I outlined the basic mathematics, noting that it only works on a two-dimensional floor plan and breaks down in three-dimensional situations, such as when the art gallery contains a mezzanine. “Ah,” he said, “but if we move to 5D we can adapt …” This extension and abstraction without apparent direction or purpose is fundamental to the discipline. Applicability is not the reason we work, and plenty that is not applicable contributes to the beauty and magnificence of our subject.

Philip Carl Salzman:

These new identity Marxists were quickly indulged within departments of women’s studies and feminist & gender studies; departments of black studies, Hispanic studies, and ethnic studies; and departments of queer studies and transgender studies. The mandate of these departments was propaganda and indoctrination on behalf of the favored sex, race, or sexuality. Aided by nihilistic, postmodern epistemology, the belief in truth and the academic search for truth were thrown out and replaced with identity-based “knowledge,” because “each person has her own truth.” Alleged experience and emotion now trump research, evidence, and logic.

A series of identity Marxist lies became the center of teaching and publication in the social sciences and humanities. Let us begin with the fourth-wave feminist lie that North Americans live in a “rape culture.” Feminists in anthropology and other fields taught their students that they live in a rape culture, and the students absorbed it as if it were mother’s milk. You might have thought that anthropologists have some idea what a culture is, but apparently feministanthropologists, which means just about all anthropologists, seem to have fallen into ideologically induced amnesia. Let us remind ourselves what culture is: culture is a set of conventional beliefs, values, and practices. To say that we have a “rape culture” would mean that we believe rape to be a good thing, that we teach our children to rape, and we reward rape, just as we regard reading as a good thing, teach our children to read, and reward success at reading (or at least used to). But we do not regard rape as a good thing, do not teach our children to rape, and do not reward rape, but rather punish it. So this feminist assertion is an outright lie. This is not rocket science, but feminist professors ignored our cultural reality in order to scare impressionable young women, who were becoming lax now that most feminist goals had been achieved, back into the security of the feminist camp.

The black studies lie, publicized with great effect by Black Lives Matter, is that black men are murdered every day by police, and that no black boy on the way to school or black man driving to work is safe from being murdered. If one is even slightly interested in facts and evidence, then it is clear that there is no empirical basis to this statement. There are around forty million African Americans, of which around twenty million are male. There are around fifty million contacts between police annually. In 2019, 1,004 individuals were killed by police using lethal force. Of those killed, 158 were black. Of those 158, all but ten were armed, but of those ten, six attacked the police. But even if we count the unarmed counterfactually as non-threatening, the percentage of unarmed male blacks killed is .00005% of all black males.

Charles Lipson:

In the early 1950s, at the nadir of McCarthyism, the Cincinnati Reds baseball team was so fearful of anti-communist crusaders that it actually changed the team’s name. Overnight, they reverted to their original name, the Cincinnati Red Stockings, and then for several years became the Redlegs. The anti-communism was justified; the mob mentality was not. Today, we are all Redlegs. This time, the repression is coming from the left.

It’s not just that a careless word can cost your job, it’s that people tremble in fear that they might say the wrong word. Today, as in the past, the loudest, most extreme voices claim the right to control speech and judge whether it is worthy of being heard at all. The giants of technology and media have either bowed to these demands or embraced them enthusiastically. The result, as in the early 1950s, is a shriveled, impoverished public square. Genuine debate is suppressed, even in classrooms, which should nurture informed discussion with multiple viewpoints. All too often they have become pipelines for indoctrination.

What’s wrong with this rigid groupthink? First, it takes real problems, such as police misconduct or Confederate statues, and inflates them for political purposes. It vastly exaggerates their extent and gravity, mistakenly generalizes them (Ulysses Grant is not Stonewall Jackson), ignores significant progress in correcting old errors, calls any disagreement “racist,” and relies on intimidation and sometimes violence, not democratic procedures, to get their way. The loudest voices say America and its history are fundamentally evil, that its institutions need to be smashed so they can be reestablished on “socially just” foundations. The mob and their fellow travelers will determine what is just. Who gives them that right? This arrogation of power and attack on public order will not end well.

The second problem is that America’s major institutions have been overwhelmed by these demands and have bowed down to them. Public trust has eroded in all America’s major institutions since the late 1960s. We now see the supine results. Instead of standing up to this swelling irrationalism and intimidation, they have appeased it—and sometimes embraced it. Predictably, appeasement has only fueled more extreme demands.

The rot began in America’s universities before spreading to mass media, cultural magazines, philanthropies, museums, and corporations. More and more parents are concerned that it now suffuses K-12 education. They don’t want a Pollyanna history, but neither do they want their children indoctrinated with a grim, doctrinaire view that America is an evil nation, incapable of reforming its own defects.

Noah Smith:

The U.S.’s decline started with little things that people got used to. Americans drove past empty construction sites and didn’t even think about why the workers weren’t working, then wondered why roads and buildings took so long to finish. They got used to avoiding hospitals because of the unpredictable and enormous bills they’d receive. They paid 6% real-estate commissions, never realizing that Australians were paying 2%. They grumbled about high taxes and high health-insurance premiums and potholed roads, but rarely imagined what it would be like to live in a system that worked better.

When writers speak of American decline, they’re usually talking about international power — the rise of China and the waning of U.S. hegemony and moral authority. To most Americans, those are distant and abstract things that have little or no impact on their daily lives. But the decline in the general effectiveness of U.S. institutions will impose increasing costs and burdens on Americans. And if it eventually leads to a general loss of investor confidence in the country, the damage could be much greater.

The most immediate cost of U.S. decline — and the most vivid demonstration — comes from the country’s disastrous response to the coronavirus pandemic. Leadership failures were pervasive and catastrophic at every level — the president, agencies such as the Centers for Disease Control and the Food and Drug Administration, and state and local leaders all fumbled the response to the greatest health threat in a century. As a result, the U.S. is suffering a horrific surge of infections in states such as Arizona, Texas and Florida while states that were battered early on are still struggling. Countries such as Italy that are legendary for government dysfunction and were hit hard by the virus have crushed the curve of infection, while the U.S. just set a daily record for case growth and shows no sign of slowing down.

David Blaska:

David Blaska:

Madison school board just voted 7-0 to terminate immediately school resource officers. Not dependent on Madison Common Council decision. “It is a school board decision and we just made it,” said board president Gloria Reyes at 4:35 p.m. 06-29-2020.

First, a special session began at 4 p.m. to vote on ending the district’s contract with the Madison Police Department that places an officer in each of the comprehensive high schools. Only at 5:30 p.m. will there be a public input session.

Carlos Avenancio-Leo ́n and Troup Howard:

We use panel data covering 118 million homes in the United States, merged with geolocation detail for 75,000 taxing entities, to document a nationwide “assessment gap” which leads local governments to place a disproportionate fiscal burden on racial and ethnic minorities. We show that holding jurisdictions and property tax rates fixed, black and Hispanic residents nonetheless face a 10–13% higher tax burden for the same bundle of public services. This assessment gap arises through two channels. First, property assessments are less sensitive to neighborhood attributes than market prices are. This generates racially correlated spatial variation in tax burden within jurisdiction. Second, appeals behavior and appeals outcomes differ by race. This results in higher assessment growth rates for minority residents. We propose an alternate approach for constructing assessments based on small-geography home price indexes, and show that this reduces inequality by at least 55–70%.

Madison’s taxpayer supported K-12 school district has for decades raised property taxes via annual increases and referendums.

1. 4K-12 enrollment: -1.6% (decrease) from 2014-15 to projected 2020-21

2. Total district staffing FTE: -2.9% (decrease) from 2014-15 to proposed 2020-21

3. Total expenditures (excluding construction fund): +17.0% (increase) from 2014-15 to proposed 2020-21

4. Total expenditures per pupil: +19.0% (increase) from 2014-15 to proposed 2020-21

5. CPI change: +10.0% (increase) from January 2014 to January 2020

Andrew Van Dam: Unfair property assessments lead to widespread overtaxation of black Americans’ homes: African Americans have long said they bear a disproportionate burden for taxes that support local police, schools and parks, but nationwide measures of this type of systemic racism are hard to come by.

Mikel Maron:

Want to learn more? The annual State of the Map conference is an amazing opportunity to learn more about how OpenStreetMap is used around the world — and it’s happening online this weekend (and will be recorded, if you’re reading this later). Tune in to catch  “); background-size: 1px 1px; background-position: 0px calc(1em + 1px); background-repeat: repeat no-repeat”>Taylor Reich presenting Pedestrians First, the  “); background-size: 1px 1px; background-position: 0px calc(1em + 1px); background-repeat: repeat no-repeat”>Million Neighborhoods team is sharing their methodologies, and  “); background-size: 1px 1px; background-position: 0px calc(1em + 1px); background-repeat: repeat no-repeat”>Jennings Anderson is examining global-scale patterns in how companies are contributing to OpenStreetMap data. Check out the  “); background-size: 1px 1px; background-position: 0px calc(1em + 1px); background-repeat: repeat no-repeat”>full agenda of State of the Map and see you there.

North State Journal:

Wednesday evening, the website for the N.C Department of Administration’s Notice of Intent to Establish a Home School was not available due to volume.

The website around 9:20 p.m. read, “The system is not currently available due to an overwhelming submission of Notices of Intent (NOI). It will be back online as soon as possible. We apologize for any inconvenience as we work to process NOIs as quickly as possible.”

Classical Conversations Inc. CEO Robert Bortins, responding to the site being down, told NSJ, “Families are uncertain if the public schools will be able to serve their families needs for school this fall. The pandemic schooling at home gave them the opportunity to see that they could homeschool, and now they are choosing to do it intentionally.”

Earlier today, Gov. Roy Cooper delayed his expected announcement on the plan to reopen schools for the 2020-21 school year, saying his administration needed more time to study the data, trends, and achieve buy in from parents and teachers.

Victor Davis Hanson:

The media blitz during these last several weeks revealed a generation that is poorly educated and yet petulant and self-assured without justification.

When mobs tore down a statue of Ulysses S. Grant and defaced a monument to African-American veterans of the Civil War, many people wondered whether the protesters had ever learned anything in high school or college.

Did any of these iconoclasts know the difference between Grant and Robert E. Lee? Could they recognize the name “Gettysburg”? Could they even identify the decade in which the Civil War was fought?

Universities are certainly teaching our youth to be confident, loud, and self-righteous. But the media blitz during these last several weeks of protests, riots, and looting also revealed a generation that is poorly educated and yet petulant and self-assured without justification.

Many of the young people on the televised front lines of the protests are in their 20s. But most appear juvenile, at least in comparison to their grandparents — survivors of the Great Depression and World War II.

How can so many so sheltered and prolonged adolescents claim to be all-knowing?

Ask questions like these, and the answers ultimately lead back to the university.

Millions of those who graduate from college or drop out do so in arrears. There is some $1.5 trillion in aggregate student debt in the U.S. Such burdens sometimes delay marriage. They discourage child-rearing. They make home ownership hard — along with all the other experiences we associate with the transition to adulthood.

George Leef:

The COVID-19 pandemic probably won’t kill the SAT, but will no doubt leave it in a badly weakened condition.

Both the SAT (and its close competitor, the ACT) have had to cancel administration of their tests for the last few months and, according to this Washington Post story, universities have decided that they will make their admission decisions without those test scores.

Before COVID-19, support for standardized testing was already eroding and recent developments are sure to cause further slippage.

Undoubtedly, the greatest blow was the decision by the University of California (UC) system to stop relying on standardized tests and develop a new test of its own within five years. One opponent of standardized tests (quoted in this Los Angeles Times piece) declared that this marks “the beginning of the end” for the SAT.

Under the plan, UC schools will be “test optional” for incoming students this year and next. For the following two years, UC institutions would be “test blind” for California residents, meaning that SAT and ACT scores would not be used at all, although out-of-state students could still submit scores. And by 2025, the state will either have developed a completely new admissions test or, if no such test has been approved, the UC system will go completely test blind.

Walter Stern, via a kind reader:

It is an example of repackaging history as myth, and myths such as these hold nations together by constructing a supposedly shared and honorable past. But through their inaccuracy these myths also project an understanding of who does — and does not — belong. They spin a national history for some, not all.

That is why the current battle over monuments is so heated, and I suspect that many defenders of recently toppled monuments worry about what will hold us together if we abandon the national myth that statues such as “Forward” embody. If we knock past presidents and as anodyne a notion as “progress” off their pedestals, then what are our lodestars?

Stern is assistant professor of educational policy studies and history at UW–Madison: wcstern@wisc.edu

Annysa Johnson:

As issues of race, racism and structural inequities dominate the national consciousness, Milwaukee Public Schools board members are laying the groundwork for what they hope will be a new push to address the hyper segregation in southeastern Wisconsin.

The board unanimously passed a resolution last week calling on activists, elected officials and others to develop a regional plan to desegregate schools and reduce inequities among schools in the region.

While the plan would initially focus on schools, board members said it must also address the myriad factors that have created and maintained what is a white ring around a predominantly black and brown city — from housing and transportation to job creation and economic development.
MPS School Board member Bob Peterson.

“The purpose of this resolution is to really raise the ante, to publicly push school districts, municipalities, county boards to address how they’re going to help end Jim Crow in metro Milwaukee — the systematic, institutional racism that has been part of this region’s history since the first white people came and took the land from Native Americans,” said board member Bob Peterson, who proposed the resolution with board member Sequanna Taylor.

Madison has not addressed school boundaries for many years. The School Board approved the expansion of our least diverse schools, despite nearby available space.

Jason Stein:

Estimates for WI general school aids are out from DPI – not surprisingly given its increases in property values, Madison schools will see max 15% decrease (largest decrease in raw $s in the state). Milwaukee Public Schools expected to get a 2% increase: bit.ly/38lfSWQ

Budget Brief, via the Wisconsin Policy Forum:

But for districts like Madison with above average property values and spending per pupil, the third part of the state formula actually subtracts aid. In this third tier, Madison is losing a projected $44 million in 2021, more than double the $20 million lost in 2011. The state limits general school aid decreases to 15% or Madison would be losing even more this coming year.

Madison’s taxpayer supported K-12 school district has significantly grown spending, despite slight enrollment declines.

Property taxes up 37% from 2012 – 2021.

1. 4K-12 enrollment: -1.6% (decrease) from 2014-15 to projected 2020-21
2. Total district staffing FTE: -2.9% (decrease) from 2014-15 to proposed 2020-21
3. Total expenditures (excluding construction fund): +17.0% (increase) from 2014-15 to proposed 2020-21
4. Total expenditures per pupil: +19.0% (increase) from 2014-15 to proposed 2020-21
5. CPI change: +10.0% (increase) from January 2014 to January 2020
6. Bond rating (Moody’s): two downgrades (from Aaa to Aa2) from 2014 to 2020

Mark Hemingway:

But now, with “cancel culture” on the rise as protesters nationwide tear down statues in the aftermath of the police killing of George Floyd, the biologist says he feels an uneasy sense of vindication — and the tide turning.

“I’ve started to get calls in the last week or two – the people who mocked me and others … for making too much of what appeared to be college kids going wild on college campuses,” he said on the Joe Rogan podcast on June 18. “Some of them have started to call and say: ‘I got it wrong. What do we do now?’”

It turns out that a quiet counterrevolution is already underway. 

In March of last year, President Trump issued an executive order making federal research funding contingent on universities having adequate free speech protections. At the state level, Texas last year became the 17th state since 2015 to enact legislation protecting First Amendment rights on campus. Currently, the conservative National Association of Scholars is working with four states – Missouri, Iowa, Kansas, and Arizona – to go further: pass laws to increase “intellectual diversity” at public universities.

South Dakota has already done so, and the law’s requirements amount to the most sweeping campus reforms in the country. It was triggered last year by a minor controversy over the stifling of a planned “Hawaiian Day” on one campus — a last straw for critics of cultural hypersensitivity that revived intellectual diversity legislation opposed by the state Board of Regents. 

Under intellectual diversity laws, not only must dissenting views be tolerated, but college administrations are required to actively take steps (yet to be specified) to ensure that students are exposed to competing cultural and political viewpoints.

Libby Sobic:

Yesterday the Supreme Court of the United States handed down a landmark decision that will allow low-income parents across the country to send their children to private schools with their taxpayer dollars. In a 5–4 ruling, the Court decided in favor of Kendra Espinoza and two other mothers in their case brought by the Institute for Justice (IJ) against the Montana Department of Revenue.

Espinoza is a single mom who has wanted to send her two daughters to a religious school in Montana through the tax-credit scholarship program. Big Sky Scholarships provided families with a tax break if they contributed to charitable organizations that provide scholarships for students to attend private schools. The program was initially created to provide students with scholarships to attend any private school.

But soon after Big Sky started, Montana’s Department of Revenue declared that the scholarships could be used only for non-religious private schools. IJ filed this case on behalf of the Montana mom but lost in the Montana supreme court. The court shut down the entire tax-credit scholarship program, arguing that it was unconstitutional because it included religious options for parents and that it would be impossible to separate religious private schools from other private schools in this program.

Yesterday the Supreme Court held that “the application of the no-aid provision discriminated against religious schools and the families whose children attend or hope to attend them in violation of the Free Exercise Clause of the Federal Constitution.” In his majority opinion, Chief Justice John Roberts highlights that Montana’s program discriminated against religious schools because of the mere fact that they are religious: “Montana’s no-aid provision bars religious schools from public benefits solely because of the religious character of the schools. The provision also bars parents who wish to send their children to a religious school from those same benefits, again solely because of the religious character of the school.”

But with the Court ruling in favor of Espinoza, Montana families will be able to use the Big Sky Scholarship program to send their children to private schools, religious or not, which they otherwise could not afford. And even better: This victory reaches much farther than the 559 miles across Montana. It will allow states throughout the U.S. to provide assistance to families for private school through the creation of school-choice programs, including vouchers, tax scholarship programs, and education-savings accounts (ESAs).

James Heathers:

That is, I will start a job, at a company, doing something a lot like science, very soon. I have signed a contract.

It was popular a few years ago to write about this experience. We called it ‘quit lit’. Documents in the genre tended to run long, and alternated between detailed accounts of fairly torrid career experiences (which were interesting) with additional self-indulgent drivel about values and feelings (which were not).

Well, if everyone else gets to play, so do I. My attempt to join this genre here is as terse as I can make it, while still being comprehensive.

The reason for it existing is not because you need a full exegesis of my feelings, but because: while I would prefer to be understood, I would like to explain the circumstances here. These might be useful to other people.

Or maybe you’re curious.

Scott Girard:

The Madison School Board will not discuss controversial changes proposed to the Employee Handbook Monday night as planned.

Board president Gloria Reyes announced in a press release sent by Madison Metropolitan School District spokesperson Tim LeMonds Monday afternoon that the item had been removed from the agenda and would be discussed at a special meeting at a later date.

“This change in the agenda is to provide additional direction and allow for more discussion and collaboration with stakeholders prior to any board discussion and subsequent action on employee handbook changes,” the statement reads.

The changes included a few items that Madison Teachers Inc. opposed. The union had been organizing its membership to speak Monday night before the meeting or send emails to board members opposing changes to layoff rules, specifically.

District administration had recommended the changes, which would shift the criteria for layoffs or shifting surplus staff among schools from seniority to a series of performance measurements like Educator Effectiveness evaluations, cultural competence and experience, among other things.

Kelley Meyerhofer:

The Madison School Board president hit pause on proposed employee handbook changes scheduled for a Monday evening vote that would have handed Madison School District more control in laying off staff and expediting the termination process.

The district’s teachers union had pushed back against the proposal and the way in which it came about, saying administrators were engaging in a “divide and conquer” strategy during a time of crisis that would destroy a decades-long working relationship with Madison Teachers Inc. and the thousands of employees it represents.

District administrators had proposed eliminating seniority as the sole criteria to lay off employees or move individuals to different schools. Instead, the chief of schools would have selected employees for layoffs in consultation with principals.

Officials also requested allowing for 30-day layoff notices instead of the annual May 15 layoff notices.

Interim Superintendent Jane Belmore said in materials made public last week that the changes would help the district diversify its workforce and provide more financial flexibility at a time when it is bracing for coronavirus-related budget cuts.

Kelly Meyerhofer:

The district said total compensation has exceeded the rate of inflation for the last seven years — something it said has helped recruit and retain the best and brightest teachers.

But the board directed officials to pause a proposed 1% increase to base wages and freeze part of a salary schedule that rewards staff the longer they work in the district.

Those raises could eventually be incorporated back into the district’s budget approved in the fall, depending on how the state budget shakes out.

Mirilli said she thinks Gov. Tony Evers will prioritize education in his budget given that he is a former educator. She was optimistic that the raises could be added back in, but said the board needs to be cautious because there’s so much uncertainty.

“This is not our final decision around this,” Mirilli said. “This is a placeholder based on what we know currently.”

Board members Carusi and Nicki Vander Meulen both voted against the preliminary budget. Carusi said she thinks the district’s financial situation “won’t be as dire” as predicted. Vander Meulen said she could not support taking away any money from teachers, even on a preliminary basis.

Recent Madison School District tax & spending history:

1. 4K-12 enrollment: -1.6% (decrease) from 2014-15 to projected 2020-21

2. Total district staffing FTE: -2.9% (decrease) from 2014-15 to proposed 2020-21

3. Total expenditures (excluding construction fund): +17.0% (increase) from 2014-15 to proposed 2020-21

4. Total expenditures per pupil: +19.0% (increase) from 2014-15 to proposed 2020-21

5. CPI change: +10.0% (increase) from January 2014 to January 2020

6. Bond rating (Moody’s): two downgrades (from Aaa to Aa2) from 2014 to 2020.

Louisa Moats:

The most fundamental responsibility of schools is teaching students to read. Because reading affects all other academic achievement and is associated with social, emotional, economic, and physical health, it has been the most researched aspect of human cognition. By the year 2000, after decades of multidisciplinary research, the scientific community had achieved broad consensus regarding these questions: How do children learn to read? What causes reading difficulties? What are the essential components of effective reading instruction and why is each important? How can we prevent or reduce reading difficulties? Two decades later, hundreds of additional studies have refined and consolidated what we know about bolstering reading achievement, especially for students at risk.

Scientists use increasingly sophisticated technology that can picture the brain’s activation patterns or measure split-second reactions to speech or print. New statistical methods can document the complicated interactions of many factors as students develop reading skills. Fine-grained analyses illuminate the nature of individual differences and individual responses to instruction. These advanced investigative techniques have confirmed and extended the bedrock findings about reading and effective teaching of reading that were known 20 years ago. Evidence to guide our practices is stronger than it has ever been.

Unfortunately, much of this research is not yet included in teacher preparation programs, widely used curricula, or professional development, so it should come as no surprise that typical classroom practices often deviate substantially from what is recommended by our most credible sources. As a result, reading achievement is not as strong as it should be for most students, and the consequences are particularly dire for students from the least advantaged families and communities.

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

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

Megan Hart:

Public health experts should carefully consider the long-term effects of extended school closures as the coronavirus pandemic continues, according to a researcher at the University of Wisconsin School of Medicine and Public Health.

Dr. Timothy McGuine led a team who surveyed more than 3,200 young athletes across the state in May, about three months after schools were closed to slow the spread of COVID-19. McGuine said they focused on athletes because they had control data from before the pandemic for comparison.

The survey was conducted online and took about seven minutes to complete. The athletes who responded came from 71 different Wisconsin counties and played a variety of sports.

Reports of moderate to severe depressionwere up by more than 20 percent among those who took the survey in May. According to researchers, this means 66,000 young athletes across the state could be at risk for depression.

Meanwhile, 65 percent of recent survey respondents reported feeling a level of anxiety that’s typically treated by medical intervention, McGuine said.

At the same time, physical activity was down 50 percent among those who took the survey in May. Exercise is considered a powerful intervention against anxiety and depression, he said.

Annysa Johnson:

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

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

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

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

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

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

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

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

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

Alice Yan:

Gou Jing wondered whether something was amiss when she took China’s university entrance exam, or gaokao , in 1997 and got a surprisingly low mark.

A student from a peasant family in the town of Jiezhuang, in the eastern province of Shandong, Gou sat the test again the next year and – despite having been ranked fourth out of tens of thousands of students in a mock test not long before – she again did mysteriously poorly, and was sent to study at a tertiary technical college in Hubei, in central China.

It remained a mystery until 2003, when Gou’s former form teacher sent her a letter in which he admitted tampering with the marks and asked for Gou’s forgiveness, news portal ifeng.com reported on Wednesday.

Gabriele Paquette:

Furstenberg joins a venerable tradition of scholars, stretching from Thorstein Veblen to his colleague Benjamin Ginsberg, who decry the misplaced priorities of universities and those who lead them. Infected by the mentality of the marketplace, these custodians of tradition contend, universities have abandoned their lofty (and laudable) mission as creators and repositories of knowledge. They have been reduced to mere finishing schools for the offspring of the One Percent. Their endowments serve as tax shelters for latter-day captains of industry whose philanthropic priorities conflict with, and eventually supersede, long-cherished academic values.

The elegiac tone of Furstenberg’s essay is justified. The following are incontrovertible: the adjunctification of the professoriate; the proliferation of deans; the defunding of public universities; the depreciation of the humanities; the sharp rise in managerial salaries; the comparative stagnation of faculty and staff compensation; the conflation of a university’s reputation with the fortunes of its athletic teams; and the asset-stripping that sometimes accompanies university partnerships with private enterprise.

It is not my purpose to rebut Furstenberg’s critique or to rationalize the injurious slashing of benefits. Yet his essay suffers from a defect that undermines its forcefulness — a false nostalgia for a purportedly lost Golden Age of faculty-led university governance, insulated from and impervious to market forces. This notion is widely shared in contemporary academic culture. It is also harmful, stifling reform when universities can ill afford complacency.

If universities are to survive the present crisis (and, sadly, many will not), a collective drive for self-preservation must replace the internecine jostling between the faculty and administration. Averting a mass-extinction event will necessitate a radical restructuring of the university, which can only succeed with an unprecedented degree of collaboration.

Jordan Peterson:

The first story emerges at Brock University, in combination with the scientific journal Angewandte Chemie—the former an educational institution of moderate reputability; the latter a prestigious place of scientific publication among chemists. It is no easy matter to find a permanent tenured faculty position at such a university, or to publish research findings or literature reviews/summaries in a peer-reviewed scientific journal. The process generally requires several years and multiple resubmissions and rounds of editing by a minimum of three colleagues per submission with expertise in the field as well as approval by the editor. Angewandte has a rejection rate of 80%—and it should be noted that that rejection rate only takes into account papers that the submitting researcher felt were of sufficient quality to be considered by a journal of high standards. Dr. Tomas Hudlicky of Brock submitted an essay memorializing and updating a piece written thirty years ago, which has been widely recognized as powerfully influencing the direction of the chemistry subfield in question (organic synthesis).

Now, the first thing that must be understood about Dr. Hudlicky is that he holds a prestigious Canada Research Chair, a position funded by part of a large federal initiative devoting approximately 300 million dollars per year in the attempt to attract to Canada (or to encourage to stay in Canada) researchers who are of particular promise, as evidenced most fundamentally by their research productivity. That promise or productivity, in turn, can be measured with reasonable accuracy with metrics such as number of peer-reviewed articles in relevant scientific journals (more than 400 in Hudlicky’s case), by noting how many times such articles are cited by other authors over the years subsequent to publication (Hudlicky: 13300) and, finally, by a metric known as the h-index, which provides a measure of how many publications have received a variable minimum number of citations (and which therefore combines in a single number some information about publications per se and some about citations). A researcher with an h-index of 10 has published 10 papers with 10 or more citations; a researcher with an h-index of 57 (Hudlicky’s score) has published 57 papers with 57 or more citations. Hudlicky’s research productivity is admirable and rare. The mere fact that he was hired as a Canada Research Chair meant that his department, as well as the federal governmental agency tasked with funding the attraction or retention of extreme talent, both determined in the relatively recent past that he was a fish well worth landing. Something about this needs to be clarified: the universities that hire those researchers competent enough to be competitive in a Canada Research Chair competition are not doing them a favor by offering them a position; rather, it is an honor for the university (and the students, both undergraduate and graduate, that attend the institution) to be chosen by the researcher in question. No serious academic disputes this, although some may quibble about the precise metrics used for identification of the serious talent. This is particularly true of an institution such as Brock, which is an university of reasonable but not exceptional quality, and which genuinely needs highly productive faculty members to help it ratchet itself up the very competitive academic ladder.

Hudlicky’s paper in Angewandte Chemie was peer-reviewed positively, judged as desirable by the relevant editorial staff, and published. This meant that it managed the difficult job of passing through the eye of a needle, and entering the kingdom of heaven, at least as far as research chemists might be concerned. But some of Dr. Hudlicky’s surmises with regard to the discipline of organic synthesis raised the ire of a Twitter mob (https://twitter.com/fxcoudert/status/1268920299833233416?s=20). This is not a difficult feat, in my opinion, as Twitter seems to exist primarily for the purpose of generating mobs—composed primarily of individuals who are hungry for the opportunity to taste blood and bask in the joys of reasonably risk-free reputation destruction, revenge and self-righteousness. Furthermore, as far as Twitter mobs go, those who complained about the Angewandte Chemie publication were not particularly numerous. No matter: once the complaints emerged, the editor of the journal in charge of Dr. Hudlicky’s work—one Dr. Neville Compton—removed the paper from the journal’s website, and offered an abject apology for daring to have published it in the first place. Furthermore, he reported the “suspension” of two of the journal’s editors (indicating precisely how much trust those individuals should have placed initially in his judgement) and cast aspersions on Hudlicky’s ethics, stating that his essay did not properly reflect fairness, trustworthiness and social awareness, while implying that the now-pilloried author and his peer reviewers and editors were discriminatory, unjust and inequitable in practice. It should be noted, by the way, that the position of editor for a scientific journal is general one filled by volunteers, who donate their time for the greater good of the scientific enterprise, rather than for any monetary gain. So Compton fired generous volunteers to ensure that his good name would not be irredeemably sullied by any association with the now-demonized professor Hudlicky and his ne’er-do-well compatriots (none of whom likely knew each other except in passing).

Melissa Korn:

As colleges around the country map out plans to reopen their campuses in the fall, they have embarked on some unique and pricey shopping expeditions: sourcing miles of plexiglass, hundreds of thousands of face masks and, in the case of the University of Central Florida, trying to get in an order for 1,200 hand-sanitizer stations before neighboring theme parks could buy them all up.

Costs for protective gear, cleaning supplies and labor for employees to take students’ temperatures and conduct hourly wipe-downs of doorknobs are already running into the millions of dollars.

The added expenses come as many schools face severe budget crunches due to lower enrollment and tuition revenue, refunded housing fees from the spring and costs tied to shifting online. Even well-resourced schools are trying to fundraise to stock up on supplies.

Reopening college campuses is contingent on approval from local health officials, who in some states haven’t yet signed off on campus-based instruction. Still, many schools remain hopeful and are pushing ahead with planning, with some already bringing student-athletes back for voluntary workouts.

Laura Turner:

The church at the corner of Algonquin and Barrington roads was so big that it was often mistaken for a community college. At Willow Creek, a mile-long driveway wound around a manmade lake where believers got baptized in the summer months, and in the spring it was littered with Canadian geese and their goslings. The parking lots were so big that I learned to drive there, on uninterrupted swaths of flat Midwestern bog. My family lived three miles away; my parents were both pastors there; my first job was there. My friends were there. For a time that still feels like something out of a Pat Conroy novel, I had a group of wonderful friends. We moved as one organism in those high school days, submerged as we were in the urgent, heady waters of teenage faith in the middle of the cresting wave of American evangelicalism. Bound to them by the kind of affection born of knowing someone when they were 16, I still count these people as dear to me. But the truth is it has been a decade since we were all together.

Williamson Evers:

We need to hold him responsible for the fact that many Americans don’t know the timeline of world or American history and don’t know much about how constitutional government works in the United States: One hundred years ago, in 1916, the Wilson administration put the clout of the federal government behind a new curricular development – social studies.

In this project, the Wilson administration worked with a prominent figure from the world of philanthropy, Thomas Jesse Jones. A well-known progressive educator, Jones, who was white, had spent time teaching and developing the curriculum at the Hampton Institute, a vocationally oriented, historically black college in Virginia. While at Hampton, Jones created the social-studies curriculum.

Jones was responsible for popularizing the term “social studies” for this new conglomeration of subject matter. In fact, Jones headed the panel that wrote an influential 1916 federal report on social studies, a report that set the course for the new field and is widely acknowledged as still influential to this day.

Because Jones was a federal education official at the time, the social-studies report — although created by a non-federal group, the Committee on Social Studies — was issued as a bulletin of the U.S. Bureau of Education. In the report, the federal education agency generously offered to act as a center for disseminating information on textbooks that took the new “social studies” approach.

#share#“Social studies” is a cross-disciplinary K–12 curriculum of history, civics, geography, and related subjects — but, crucially, the curriculum is focused not on chronology or governmental structure and processes; the report proposed that social-studies teachers should focus on “concrete problems” that are “of vital importance to society.”

Veronique de Rugy:

New data confirm what we already knew; namely, that many people did not wait for the governments to lock down the economy to stay home and shelter in place. Such fear-based behavior contributed much to the economic collapse. That means that most consumers will be careful and watch out for their health and that of others without government decrees telling them to do so this time around too. But at least give consumers and businesses a chance to find what works for them once the economy is reopened.

I conclude with a report from the Washington Post. One is about Trump’s refusal to encourage people to wear masks. This, of course, comes on the tail of Dr. Fauci’s admission that he had intentionally misled the public about the usefulness of wearing masks so that they could be directed to health-care professionals.

And here is Fauci explaining how and why he lied: “He also acknowledged that masks were initially not recommended to the general public so that first responders wouldn’t feel the strain of a shortage of PPE. He explained that public health experts “were concerned the public health community, and many people were saying this, were concerned that it was at a time when personal protective equipment, including the N95 masks and the surgical masks, were in very short supply.” 

It’s interesting that Americans started wearing self-made masks long before this Fauci admission showing that maybe they were buying it. However, for the most part, Americans continue to trust Fauci. David Henderson, though, does not.

Seriously, reading the newspaper on a daily basis should make everyone question government’s intervention in our lives. But based on the support for both a populist protectionist Republican like Trump and his Democratic opponent for the presidency, Joe Biden, it doesn’t. So what are we to do?

I believe we should continue fighting the battle of ideas because when we are deep into the mess that both parties, and their underlying ideologies, are creating, some people will look for answers and for solutions outside the state. As Milton Friedman once said, “That, I believe, is our basic function: to develop alternatives to existing policies, to keep them alive and available until the politically impossible becomes the politically inevitable.” 

Ask Doffman:

Worryingly, one of the apps caught snooping by security researchers Talal Haj Bakry and Tommy Mysk was China’s TikTok. Given other security concerns raised about the app, as well as broader worries given its Chinese origins, this became a headline issue. At the time, TikTok owner Bytedance told me the problem related to the use of an outdated Google advertising SDK that was being replaced.

Josh Mitchell:

The coronavirus pandemic has accelerated a yearslong shift in bargaining power away from colleges and toward families, which are quite prepared to treat tuition as they would a car’s price: something to haggle over.

When a college accepted Frances Marcel’s second child several years ago, she pleaded for a discount. It wouldn’t budge, she said, so she dipped deeper into her savings.

After her third child Ian was accepted by his top three choices for this fall, she urged him to write them in early March asking that they go lower. In April, each offered him further discounts. One offered about 41% off.

Ms. Marcel, of Rockland, Mass., told Ian to appeal again to the other two. “Mom, that sounds too aggressive,” Ian told her. She answered: “Really, you have nothing to lose.” Ian, 18, emailed appeals to the two schools and waited.

Such negotiating is part of what has become a technological arms race. Many colleges customize tuition-and-aid offers to extract the maximum from each prospect without driving the student to a rival campus. An industry of enrollment-management consultants uses computer algorithms to advise administrators on each prospect’s “price sensitivity.”

Jillian Kay Melchior:

‘We are scientists, seeking truth,” Michigan State University physicist Stephen Hsu wrote in a 2018 blog post. “We are not slaves to ideological conformity.” That might have been too optimistic. Last week MSU’s president, Samuel L. Stanley Jr., yielded to a pressure campaign, based in part on that post, and asked Mr. Hsu to resign as senior vice president for research and innovation.

The trouble began June 10, when MSU’s Graduate Employees Union composed a lengthy Twitter thread denouncing Mr. Hsu as, among other things, “a vocal scientific racist and eugenicist.” The union claimed Mr. Hsu believes “in innate biological differences between human populations, especially regarding intelligence.”

Mr. Hsu says these accusations “were made in bad faith.” Take that 2018 blog post, which responded to New York Times articles that, in his words, linked “genetic science to racism and white supremacy.” In it, he wrote: “All good people abhor racism. I believe that each person should be treated as an individual, independent of ancestry or ethnic background. . . . However, this ethical position is not predicated on the absence of average differences between groups. I believe that basic human rights and human dignity derive from our shared humanity, not from uniformity in ability or genetic makeup.” Mr. Hsu doesn’t work in this field but rejects the idea that scientists should categorically exclude the possibility of average genetic differences among groups.

In a 2011 post, Mr. Hsu argued that standardized tests are predictive of the quality of graduate-school candidates. The post mentioned nothing about race, but the union imputed to him a belief “that lack of Black & Hispanic representation in higher ed reflects lower ability, despite evidence these tests negatively impact diversity.”

The union also faulted him for having “directed funding to research downplaying racism in bias in police shootings.” The MSU professor who conducted that work, psychologist Joe Cesario, tells me that “we had no idea what the data was going to be, what the outcome was going to be, before we did this study.” Mr. Cesario has collected evidence from a simulator and from real-world interactions between police and citizens. He concluded that “the nature of the interaction really matters the most, and officers were not more likely to be ready to shoot upon encountering a black versus white citizen.”

Emma Jacobs:

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The economy is open! From July 4, schoolchildren can spend all day in pub beer gardens, go to the cinema and shop in Primark. What most of them can’t do is go to school. That puts many parents in an impossible situation of choosing between work or family.

It’s not just the UK. In the US, food writer, Deb Perelman, tweeted: “I wish someone would just say the quiet part loud: In the Covid economy, you’re only allowed a kid OR a job.”

School closures will expand inequality among children. So too among parents. In the UK, the Institute for Fiscal Studies found that “mothers are more likely to have quit or lost their job, or to have been furloughed, since the start of the lockdown”.

The pandemic has illuminated stark differences between working parents. Those with live-in nannies, or partnered with a stay-at-home parent are freer to work than single parents. So too were those with older children versus parents of infants.

The nonsense of the shared experience of working parents was brought home to one friend. Sitting between a three year-old and five-year-old, she video-called her manager who empathised with the problems of sharing a workspace with kids. The camera panned out to reveal two willowy undergraduate daughters surrounded by textbooks. They were not in it together after all.

Then there are the differences between fee-paying and state schools. While the government has declared schools will be fully open in September, one mother of two, who is struggling to keep her business afloat, reports her state school told her January is more realistic for full-time schooling. “I feel physically sick,” she says. “It’s impossible, I am quietly incandescent.”

Libby Sobic:

The roundtable was hosted by Vice President Mike Pence, Education Secretary Betsy DeVos, Counselor to the President Kellyanne Conway as well as Wisconsin parents, school leaders and school choice advocates. Building off of Lee’s comments, Pence said, “every parent became an educator, in part, and had to make choices in the way they use their own time and the way they became engaged… I’m really struck by your comment that maybe this challenging time through which we’ve passed has reinvigorated that principle in parents.”  

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

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

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

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

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

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

Sean O’Brien:

“Nothing is known about the boy on the right, who has just finished pouring Madeira (a sweet, fortified wine) into the glasses on the table… the silver collar and padlock around his neck indicate that he is enslaved.”

So begins the curator’s comment for a portrait of Elihu Yale, one of three paintings in Yale University’s collection that depicts a slave attending to Elihu the slavemaster.

Slavery is as inseparable from Elihu as these paintings depict. Such a namesake is a liability for Yale the institution. By that I mean a billion-dollar brand, one of the most prestigious universities in the world, an affiliated college in Singapore, and a huge healthcare network. This “open secret” is a ticking timebomb. It is about to go off.

#CancelYale trended this past week on social media, having started as a trolling of liberal elites by conservative influencers.

One example: “For an institution that prides itself on its so called progressivism, why has Yale not yet distanced itself from its namesake – a notorious slave trader?!”

To Yale’s chagrin, they have a point. It must be difficult to take a cold, hard look in the mirror when your face is covered in blood.

As has been well documented, America’s leading universities profited from slavery and have deep roots in colonialism. Dozens of schools have acknowledged their roots in racism and slavery, long before the current wave of Black Lives Matter protests.

Alice Su:

The professor was under surveillance. Cameras taped her every lecture. She couldn’t publish or give talks outside the university. She knew she had to be careful when she taught on one of China’s most sensitive and dangerous topics: the Cultural Revolution.

To preempt accusations of straying beyond academia, all discussion was based on archives, books and articles. Classes were kept small; heavy reading lists filtered out potential student-informants. She made seating charts with photos, making sure no stranger could wander in unnoticed.

Despite such scrutiny, Sun Peidong felt lucky to be teaching in Shanghai’s prestigious Fudan University, the only school left in China offering truthful courses on the repressive Cultural Revolution of half a century ago. She loved watching her students question conventional narratives, find new ways of understanding their nation’s history and draw connections with their own families’ traumas.

Barry Brownstein:

It’s good news all around. But you turn on the television and get a different message. People worry about sending their children to school this fall. Some display authoritarian views as they excuse politicians for destructive errors merely because they showed “strong leadership.”

If you’re wondering why so many people don’t see the world the way you do, engage them in conversation. You will find they are as well-intentioned as you are, but they are looking in a different direction. Beneath their opinions and fears, beliefs are shaping how they see the world.

Because of different beliefs, your villains may be their heroes. They may look at the world of effects while you are looking at causes. They’re hoping a better leader comes to power, while you’re considering how the presidency became so powerful and destructive.

Until their beliefs change, they will never consider how politicians and experts with too much power turned a pandemic into a catastrophe. As Einstein put it, “Whether you can observe a thing or not depends on the theory which you use. It is theory which decides what can be observed.”