Category Archives: Education

Parents and Taxpayers Confront Rogue Educrats

14 Thursday Oct 2021

Posted by in Critical Race Theory, Education, Propaganda, Uncategorized

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This Norman Rockwell painting is called “Freedom of Speech”. It depicts a Vermont dairy farmer speaking his mind at a school board meeting, and no, he is not a “domestic terrorist”! (A recent piece by Selina Zito reminded me of this painting.) Today, parents of schoolchildren have a very special reason to be upset: the teaching of critical race theory (CRT) as part of the regular curriculum. A better name for this vapid “theory” might be “critical race theology”, because it is no “theory” at all: it is a set of “woke” accusations leveled against “out groups” designated by leftists: whites, straights, men, and sometimes groups like Jews and Asians. Many people of color are just as dismayed as those among CRT’s targets because its wrongheaded and corrosive nature is so plain. CRT is itself straightforwardly racist.

Taxpayers have a place in this debate as well, at both the K-12 and public university levels. However, their role in funding the indoctrination taking place in public schools has been neglected in the story of the revolt against CRT.

The Parent Trap

Many parents have taken strong action in response to the CRT onslaught. Some have quietly removed their children from public schools, while others have chosen to register their objections with school officials, often at school board meetings. Also, there has been some success at the ballot box by dissident school board candidates. This is grass roots participatory democracy in action, local and vocal. Certainly parents have a greater stake in their childrens’ education than anyone (except the kids themselves). They have a right to know what’s being taught and to provide critical feedback to schools.

School officials, teachers unions, and CRT teacher-enthusiasts are not likely to be straightforward about whether CRT is actually taught, however. This link might help you see through the gaslighting to which we’ve all been subjected. This article discusses various political avenues for fighting CRT in the schools. And here’s a “tool kit” that might be helpful.

Garland’s Effrontery

To top it all off, recently we’ve witnessed an act of fascist authoritarianism by the U.S. Attorney General that, by all appearances, involves a conspiracy between the Biden Administration, top officials at the Department of Justice, and the National School Boards Association (NSBA). AG Merrick Garland’s memorandum of October 4 announced a “partnership among federal, state, local, tribal, and territorial law enforcement to address threats against school administrators, board members, teachers, and staff.“ He did not provide actual evidence of threats against school boards or personnel, however. Yet Garland is willing to treat interested parents as if they are domestic terrorists! His memorandum is a thinly veiled warning to anyone having the temerity to confront school authorities on issues like CRT, as well as school mask mandates (which are ineffective, unnecessary, and detrimental to learning, socialization, and the psychological well being of children). Furthermore, we now know of an obvious conflict of interest: Garland’s daughter is married to the cofounder of Panorama Education, which sells training materials for teachers of CRT.

While Garland’s attempt to undercut free speech might chill the willingness of some parents to speak out against CRT in the schools, many refuse to back down. The following is an excerpt from a letter to the NSBA written on behalf of 427,000 parent-members of 21 organizations:

“Our organizations unequivocally oppose violence and find it deeply troubling that you imply otherwise about concerned citizens who care deeply about their community’s children – and who are concerned by the direction that America’s schools have taken.

  • Citizens are angry that school boards and school officials around the country are restricting access to public meetings, limiting public comment, and in some cases conducting business via text messages in violation of state open meetings laws.
  • They are angry that schools are charging them thousands of dollars in public records requests to view curriculum and training materials that impact their children and that should be open to the public by default.
  • They are angry that pandemic-related learning losses have compounded the already-low reading, writing, and math proficiency rates in America’s schools.
  • They are angry that rather than focusing on declining student achievement, large numbers of districts have chosen to fund, often with hundreds of thousands of dollars in taxpayer money, “social justice” and “diversity, equity, and inclusion” programs with finite resources.”

Insularity At the Board

I’ll be surprised if Garland’s memorandum doesn’t inspire many parents to push harder against CRT in their local schools. However, getting in front of school boards is not always easy, thanks to restricted access for public comment. Here’s an example of the draconian reaction by school authorities in their effort to silence parents, from Orange County, CA. In my own local school district in Missouri, making a short comment at a board meeting first requires submission of a request detailing the subject or question you wish to address to the board. Not only can they simply ignore your request, but it also gives them an opportunity to “circle the wagons” in advance, as it were, even calling upon various “friends of the board” to attend en masse.

The leftists who support CRT fight dirty, as this article notes:

“Nicole Solas, a mother who has complained about her school board, has been harassed and even sued by the authorities. Go ahead, ‘arrest me,’ she said on Twitter. ‘They wanted to publicly humiliate me,’ she said. ‘They paid a PR firm to call me a racist in the national media. So they really wanted to ostracize me from my community.’”

The anger of parents toward this bankrupt philosophy in our schools, and its belligerent proponents, is well justified. Parents obviously have the biggest stake in this controversy. My kids are grown, but I’m angry too, in part because the once-fine education offered by our school district has digressed to brutish proselytization about victimhood, its supposed perpetrators, and the emphasis on the Left’s version of “social justice”. I’m also angry as a taxpayer. While the student population might shrink as decent families abandon the brainwashing camps in favor of private schools or home schooling, does anyone expect the tax bill to decline commensurately? At all? School taxes should be a ripe area for activism, because lots of people don’t want to pay for this shit!

Our Taxes, Our Schools?

Opponents of CRT won a victory of sorts this summer when the U.S. Department of Education amended a proposal that would have prioritized CRT initiatives in awarding grant money.

“The Department of Education withdrew ‘the requirement that grantees incorporate curriculum and instruction based on or similar to the 1619 Project or the works of Ibram X. Kendi.’”

Hooray for that. And in August, the U.S. Senate passed a “STOP CRT” amendment to the otherwise misbegotten $3.5 trillion “social infrastructure” bill. The amendment would ban the use of federal funds for teaching CRT in schools. Of course, that the federal government has any role in funding local schools, and in shaping their curricula, is itself regrettable.

At the state level, many Republican office-holders seem unaware of the use of state resources for CRT in schools, as this piece about Indiana demonstrates. Perhaps they’ve been cowed, and are reluctant to comment for fear of being called racists by CRT proponents. Registering strong displeasure with state legislators regarding the onslaught of CRT is something all within our opposition should be doing.

Local taxes still account for most school funding. There’s obviously no way to get around school district bond servicing. Most ballot initiatives on school taxes appear at the behest of the school districts themselves, and generally those go in only one direction: up! General funding may be subject to reduction via ballot initiative, but petitions are usually necessary, and apparently those have been few and far between. A more promising avenue for wresting control over school funding are school voucher programs, whereby school funds (either state or local dollars) follow the student rather than remaining under the control of monopoly school districts. School choice is expanding across a number of states, having been given a boost by the pandemic. CRT might prove to be an additional impetus in some states. But parents should be careful: some private schools are just as brazen as public schools when it comes to peddling CRT. And there is the danger that vouchers, one day, will bring unwelcome government curriculum mandates.

Joining Arms

The widespread adoption of critical theology in public schools (and universities) is not only a corruption of education: it is institutional roguery and a misappropriation of taxpayer funds for political indoctrination. This is aggravated by the unresponsiveness of many school boards, administrators, and teachers. Parents have good cause to be infuriated, and so do taxpayers. They are natural allies in this struggle to win back our educational institutions.

The Anti-CRT Revolt: Banning a Racist Curriculum

16 Wednesday Jun 2021

Posted by in Critical Race Theory, Education, racism, Uncategorized

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Suddenly it’s dawned on many people of good faith that our educational, business, and other institutions have been commandeered by adherents to critical race theory (CRT), which teaches that all social interactions and outcomes must be viewed through the lens of racial identity and exploitation. In fact, it teaches that racism is endemic, whether conscious or unconscious, among people deemed to have privilege. They are labeled as oppressors, especially anyone with white skin. Furthermore, CRT holds that racism is systemic, and therefore the “system”, meaning all of our institutions and social arrangements, must be radically transformed. Some or all of these tenets are taught to our children in public and private schools, and they are embedded in anti-bias and diversity training delivered to employees of government, non-profits, and private companies.

Standing Up To It

It’s easy to see why many have come to view CRT as a racist philosophy in its own right. Teaching children that they are either “oppressors” or “victims” based on the color of their skin, is a deeply flawed and dangerous practice. The revelation of CRT’s cultural inroads has prompted an angry counter-revolution by parents who hope to purge CRT from the curricula in their children’s schools… schools that they PAY FOR as taxpayers. Many other fair-minded people are offended by the sweeping racism and identity politics inherent in CRT. And yet its proponents continue in attempts to gaslight the public. More on that below.

The groundswell of opposition to CRT is evident in explosive meetings of school boards across the country, as well as recent school board elections in which slates of candidates opposed to the teaching of CRT have been victorious (see here, here, and here).

In addition, we’ve seen a number of recent legislative or administrative initiatives at the state level. There are now, or recently have been, efforts in 22 states to ban or restrict the instruction of CRT. In some cases, institutions found to be in violation of the new laws are subject to deadlines to remedy the situation. Otherwise, funding dispersed by their state’s Department of Education may be cut by ten percent, for example.

But It’s Speech

As happy as I am to witness the pushback, it’s fair to ask whether the most severe restrictions are reasonable from an educational point of view. For example, as a social philosophy, and as wrong-headed as I believe it to be, there is no reason CRT can’t be discussed alongside other social philosophies, failed and otherwise, without endorsement. For that matter, we should not insist that schools shield children from the fact that racism exists, and CRT certainly has its place along the spectrum of racism.

For my own part, I believe elective classes covering CRT as one philosophical position among others should be defended, as should instruction in the history of American slavery and Jim Crow laws, for example. However, mandatory training in CRT is unacceptable and, to the extent that students or employees are required to accept its tenets, it constitutes compelled speech. To the extent that certain groups of students are identified as inherently biased, it is a form of defamation and a personal attack. 

Legislation

Some states are attempting to ban CRT outright. Others have imposed strictures on certain messages arising from the CRT curriculum. The Florida Department of Education just passed an extremely brief rule stating: 

“Instruction on the required topics must be factual and objective, and may not suppress or distort significant historical events, such as the Holocaust, and may not define American history as something other than the creation of a new nation based largely on universal principles stated in the Declaration of Independence.”

The Florida rule prohibits teaching the 1619 Project as part of the history curriculum. This revised “history” of our nation’s founding was sponsored by the New York Times. It insists that the Revolutionary War was fought to preserve American slavery, an assertion that has been condemned as false by many historians (see here and here), though the Left still desperately clings to it. I have no problem with a prohibition on false histories, though again, it’s important for students to learn that slavery was the subject of much debate at the nation’s founding and that it persisted beyond that time. No one kept those facts from us when I was a child. And they didn’t brand white students as oppressors.

While a rulemaking by a state Department of Education is better than nothing, it’s a far cry from an actual piece of legislation. A bill signed into law in Idaho in late March contained substantially the same provisions as the rule promulgated in Florida, but it didn’t proscribe the 1619 Project. The same is true of the bill signed into law in Oklahoma in early May. 

In Texas, the state senate passed a bill in May that would ban instruction in any public school or state agency of any of the following:

“… one race or sex is inherently superior to another race or sex

an individual, by virtue of his or her race or sex, is inherently racist, sexist, or oppressive, whether consciously or unconsciously;

an individual, by virtue of his or her race or sex, bears responsibility for actions committed in the past by other members of the same race or sex;

meritocracy or traits such as a hard work ethic are racist or sexist, or were created by … members of a particular race to oppress members of another race.”

A new law in Iowa and abill signed by the governor of Tennessee in late May contained similar provisions, essentially banning instruction of some highly objectionable tenets of CRT. However, the Iowa and Tennessee laws are careful to spell out what the law should not be construed to do. For example, these laws do not:

“—Inhibit or violate the first amendment rights of students or faculty, or undermine a school district’s duty to protect to the fullest degree intellectual freedom and free expression.
—Prohibit discussing specific defined concepts as part of a larger course of academic instruction.
—Prohibit the use of curriculum that teaches the topics of sexism, slavery, racial oppression, racial segregation, or racial discrimination, including topics relating to the enactment and enforcement of laws resulting in sexism, racial oppression, segregation, and discrimination.“

A bill in the Missouri House mentions a few such protections. However, the Missouri bill is general in the sense that it explicitly bans the instruction of CRT by name, rather than simply blocking a few unsavory messages of CRT, as detailed by Texas and a few other states. Utah’s legislation, which is awaiting the governor’s signature, is also quite brief and explicit in its prohibition of CRT. I greatly prefer the Texas approach, however, as it makes clear that discussions of CRT in the classroom are not precluded, as might be inferred from the language of the Missouri bill. 

But, But… You Just Don’t Get It!

PProtests against these legislative actions have shown a certain tone-deaf belligerence. According to an organization called Black Lives Matter at School and the Zinn Education Project, all the protesters want is a curriculum that illuminates:

“… full and accurate U.S. history and current events … rais[ing] awareness of the dangers of lying to students about systemic racism and other forms of oppression.”

One advocate says they must be free to teach the “truth” of our nation’s foundational and ongoing structural racism. The Missouri bill, they say, “fails to note ‘a single lesson’ which is ‘inaccurate’ or ‘misleads’ students.” It’s not as if it’s necessary for legislation to provide a series of examples, but be that as it may, these CRT advocates know exactly what many find objectionable. Essentially, their response is, “You don’t understand CRT! WE are the experts on systemic, institutional racism.” What they believe is somehow, every negative outcome is actuated by racism of one kind or another, past or present.

Divining the “Fault” Line

Are you below the poverty line? Earning less than a “living wage”? Are you unemployed? Is your credit score lousy? Do you live in a high crime area? In a “food desert”? Are you a single parent? Did you receive a failing grade? Is your rent going up? Did someone fail to defer to you? Did they “disrespect” you, whatever your definition? Were you scolded for being late? 

Of course, none of those “outcomes” is exclusive to people of color or minorities. But wait! Someone else is earning a decent income. They got good grades. They have a high credit score. They drive a nice car. They have skills. 

Does any of that make them guilty of oppression? Does this have something to do with YOU?

Well, you see, CRT teaches us that every unequal outcome must be the consequence of unjust, “disparate impacts” inherent to the social and economic order. To be clear, outcomes are a legitimate subject of policy debate, and we should aim for improved well-being across the board. The point that defenders of CRT miss is that unequal outcomes are seldom diabolic in and of themselves. Real indications of injustice, past or present, do not imply that any one class of individuals is inherently racist or behaves in a discriminatory manner.

Critical Theory Is a Fraud

Critical race “theory” is nothing but blame in fraudulent “search” of perpetrators. It is fraudulent because the perps are already identified in advance. It is “critical” because someone or something deserves blame. The real exercise is to spin a tale of misused privilege and biased conduct by the privileged perps against a set of oppressed victims.

CRT is not just one theory, but a whole slew of theories of blame. The very attitudes of the purveyors of CRT show they do not believe their “theories” are falsifiable. And indeed, allegations of unconscious bias are impossible to falsify. Thus, CRT is not a theory, as such. It amounts to a polemic, and it should only be discussed as such. It certainly shouldn’t be taught as “truth” to children, university students, or employees. More states should jump on-board to restrict the CRT putsch to propagandize.

Education Now vs. Teachers Unions

05 Friday Mar 2021

Posted by in Education, Teachers Unions

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If you’re not sure why schools should be reopened immediately, read this thread by Rory Cooper. He begins:

“Public health and pediatric health experts overwhelmingly are advocating for children to return to schools full-time. They recognize that the risks are far outweighed by the damage currently being done. Here are just some examples:”

Cooper links to 14 articles and op-eds by (or quoting) pediatricians, pediatric disease experts, psychologists, and others in favor of reopening schools. Literally thousands of experts in pediatric medicine are represented at these links, as well as professional associations. Also in the thread, Cooper provides direct quotes from eminent pediatric infectious disease experts on the wisdom of reopening schools, both because the risk is low and the harm from failing to do so is massive.

If you remain unconvinced and believe that in-person instruction represents a mortal threat to teachers, perhaps you’re under the sway of specious arguments made by politically powerful teachers unions. Most teachers (including my middle school teaching daughter) know know it’s safe to return to school, but union leaders are intent on holding public education hostage. As I wrote last month, the hoped-for ransom consists of massive commitments for increased public funding and prioritized vaccination ahead of those at substantially greater risk. The naked politics of this putsch is revealed by instances such as accusations of racism against proponents of reopening, when in fact minority students are suffering the most from school closures. This shameful episode must end now, but too many politicians are beholden to the teachers unions and dare not cross them.

Teachers Unions and Educational Hostage-Taking

14 Sunday Feb 2021

Posted by in Education, Pandemic, Unions

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Intelligent public policy is all too often undermined by policy makers incapable of properly assessing risks. The Biden Administration is setting new standards in this regard with its so-called “return to school” effort. It’s difficult to know how much of it is sheer stupidity and how much is pandering to teachers unions. Equal parts is probably a reasonable approximation.

The public teachers unions have consistently opposed reopening since remote learning began last spring, despite reams of data showing the safety of school environments. Even the CDC agrees! Oh, but wait: the CDC just issued new guidelines for reopening, which among other things require six feet of distancing rather than the three feet Director Rochelle Walensky claimed was adequate just a few months ago. Obviously, this reduces the number of students many existing school buildings can accommodate.

COVID transmission in schools is “extremely rare”. And in addition, remote education is sorely lacking in effectiveness. Teachers who truly care about educating their students should be giving the unions an earful. Not only has learning been compromised, but remote learning has increased the achievement gap between the best students and those in the lower part of the distribution.

Private schools have been open and as the map above shows, public schools in a number of states are largely open to in-person learning. Where that’s not the case, public school buildings are often still being used by children. They’re under the supervision of adults, but not teachers! As Matt Welch says:

“… many of the empty school buildings in largely closed districts are not in fact empty—they are filled with kids, being supervised by adults, just not adults who belong to teachers unions.”

Incidentally, many adults with children now at home, rather than in school, have been forced to leave the labor force, and many of them are women. As Michael Watson asks, why are advocates of working women so silent on this point? And this is to say nothing of the health care workers diverted, during a pandemic, from patient care by the need to manage children at home.

In December, Joe Biden promised to reopen “most” K – 12 schools within his first one-hundred days in office. Shortly after his inauguration, that promise became “most” K – 8 schools. As Welch notes, now the goal has been made a bit more precise, and it’s a complete sham: the Administration wants at least half of schools to be “open” for in-person learning at least one day a week! But we’re already well ahead of that! (And see here.)

On top of that, the federal government is playing the interloper here: reopening is not a federal decision. Ah, but Biden wants $130 billion in federal money earmarked to aid schools in their reopening efforts. Anthony Fauci has decided the stimulus is necessary for schools to reopen, his latest in a series of embarrassing policy flip-flops. The funds targeted at schools would be spent in a variety of ways, including PPE, COVID tests, new ventilation systems, and enhancement of remote learning to accommodate smaller (and distanced) in-person class sizes. Some of the funds are likely to make their way into teacher pay and to shore up pensions. One thing is certain: the unions want that money, and they will come back for more!

The unions also argue that teachers should be prioritized for vaccines, which would place them ahead of groups facing drastically higher risks. This is flat-out callous, insane, and evil. Again, the risk of COVID to teachers and children is low, while the elderly population faces staggeringly higher risks. Vaccinating teachers ahead of the elderly would cost many thousands of lives on balance.

This article from Education Next by Darrell Bradford describes the conditions for reopening demanded by teachers unions as the culmination of several years of activism. The unions contributed mightily to Joe Biden’s election campaign, of course. Their overwrought posture on teacher safety aside, the unions’ obstinance on the question of reopening is intended as leverage in the legislative push for Biden’s school aid package. Here’s Bradford:

“In other words, if you’ve wondered what a national teacher strike might look like and what might cause teachers across the country to arrest local economies and subject millions of students to instruction that may lock in deep learning losses, it’s just like this.”

The schools are safe, remote learning is substandard, and isolation is damaging to children’s’ emotional well being. Union demands for continuing limitations on in-person learning and requirements for reopening are not just unreasonable, but dastardly. That the Biden Administration is crafting its reopening policy and spending initiatives to appease the unions is motivated more by politics than the interests of children and their families. It’s time for parents and other true advocates to let their school administrators, elected representatives, and government officials know that the unions do not have their children’s interests at heart. And well-informed teachers should demand that their union representatives stop playing politics with the educational goals to which they’ve devoted their careers.

Union Control, Shuttered Schools, COVID Risk

07 Monday Sep 2020

Posted by in Coronavirus, Education, Unions

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Public schools are closed in favor of virtual classrooms in some areas. Elsewhere, however, schools have physically reopened to the children of willing parents. It should be no surprise that the varying strength of teachers’ unions has a lot to do with these decisions. One cannot claim that the pattern of closures is a response to varying levels of COVID risk, as there is no geographic association between the closures and COVID cases or deaths. The shame of it is that closures compromise learning and also have destructive effects on local labor markets and the ability of parents to earn incomes.

That unions play this role, often decisively, is shown in a new paper entitled “Are School Reopening Decisions Related to Union Influence?“, by Corey DeAngelis and Christos Makridis (HT: Tyler Cowen). The authors examine the fall reopening decisions of 835 school districts and find that “… districts in locations with stronger teachers’ unions are less likely to reopen in person…“. The authors test four different measures of union strength with similar findings. They also rule out potential confounding influences like voting patterns.

Shall we defend the unions for protecting their members from excessive risk? Well, another important finding reported by the authors won’t surprise anyone having the least familiarity with data on C19 risks:

“We also do not find evidence to suggest that measures of COVID-19 risk are correlated with school reopening decisions.”

Few children catch the virus and children are not effective at transmitting C19 to their peers, teachers, and parents. Furthermore, schools closed to in-person learning are not located in areas at elevated risk relative to those remaining open.

The role of teachers’ unions in school reopening decisions is a textbook case of the inadvisability of unionized public employees. Most obviously, it is in their interests to encourage greater funding and taxes. This is but one of many dimensions of the political agendas that teachers’ unions may advance, and to which member dues are put. These are not always representative of members’ views, which is especially problematic in states without right-to-work laws.

The very nature of public service means that the work of public employees (or its absence) has profound external influences on the community at large. The unions are not shy about using this power as leverage in negotiations. Thus, teachers’ unions often act as adversaries not only to taxpayers, but to parents, children, and the business community.

Do public school administrators and elected school board members belong on the list of union adversaries as well? Perhaps: the unions have bullied school districts and have made them less attractive as educational institutions in a cost-benefit sense. In the present case, the unions have successfully lobbied for ongoing payments of income and benefits to their members despite the degraded effectiveness of on-line instruction for many K-12 students. Meanwhile, many parents are learning to exercise choice in the matter by abandoning public schools in favor of private alternatives.

Teachers Face Low-to-Moderate COVID Risk

29 Saturday Aug 2020

Posted by in Education, Pandemic, School Choice, Uncategorized

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A quick follow-up to my recent post “COVID Hysteria and School Reform“: the graphic above is from an occupational risk study recently conducted by Swedish health authorities. The horizontal axis is obscured by the lower banner from Twitter (my fault), but the average risk of infection across all occupations was slightly less than 1%, and the highest-risk occupations were in the 4 – 5% range. Keep in mind, the data was collected while the virus was still raging in Sweden, while schools remained open. The virus hasn’t completely vanished in Sweden since then, but it has largely abated.

The study found that teachers had roughly average or below average risk, especially for pre-school and upper secondary (so-called “gymnasium”) teachers. The results demonstrate the lack of merit to claims by teachers unions that their members are somehow at greater risk of contracting coronavirus than other “essential” workers. We already know that children have extremely low susceptibility to COVID-19 and that they do not readily transmit the virus.

The health benefits of closing schools or taking them on-line do not compensate for the loss of educational effectiveness and detrimental health effects of preventing children from attending schools. The digital divide between children from disadvantaged households and their peers is likely to grow more severe if online learning is their only option. They should have choices, including functioning public schools.

To the last point, however, read this link for the sort of thing one teachers union supports. If the members are okay with that insanity then they shouldn’t be teaching your kids.

COVID Hysteria and School Reform

24 Monday Aug 2020

Posted by in Education, Pandemic, School Choice

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Many haven’t quite gathered it in, but our public education system is an ongoing disaster for many low-income and minority students and families. The pandemic, however, is creating a major upheaval in K-12 education that might well benefit those students in the end. But before I get into that, a quick word about National Public Radio (NPR): it doesn’t make its political leanings a secret, which is why it should not be supported by taxpayers. Yes, like many other mainstream media outlets, NPR serves as a political front organization for Democrats (and worse).

Last week, NPR did a segment on “learning pods”, which I’d describe as private adaptations to the failure of many public schools (and teachers’ unions) to do their job during the pandemic. Glenn Reynolds passed along an interpretation of that NPR segment from a friend on Facebook, which I quote in its entirety below (bold emphasis mine). It was either this segment or else NPR has taken it down … but that link more or less matches the description. The post is somewhat satiric, but it captures much of what was actually said:

“Hilarious NPR, last week’s edition. They had an hour-long segment on learning pods. Participants: Host (white woman), Black Woman Activist, Asian Woman Parent, School-System Man.

Slightly editorialized (but true!) recollections below.

Host: In wealthy areas, parents get together and organize learning pods. What do we make of it?

School-System Man: Inequitable! Inappropriate! Bad! We do not support it!

Asian Woman Parent: Equity requires that we form these pods to educate our own children! Otherwise, only the rich can get education! Rich bad!

Host: Rich bad.

School-System Man: Rich horrible! They withdraw kids from public schools during the pandemic, so schools have less money!

Asian Woman Parent: We have no choice. You are not teaching.

Host: But what are you doing for the equity?

Asian Woman Parent: Why are the parents supposed to be doing something for the equity? That’s why we pay taxes, so professionals do something!

School-System Man: We cannot fix equity if you are clandestinely educating your own children, but not everyone else’s children!

Asian Woman Parent: The proper solution would have been to end the pandemic. But Trump did not end the pandemic. So, we must do learning pods. As soon as the pandemic is over, we’ll get back to normal, and everyone will catch up.

Everyone [with great relief]: Trump bad. Bad.

Black Woman Activist: No, wait a minute. This sounds as though in a regular school year, black children get good education. And they are getting terrible education! Unacceptable!

Host: Bad Trump!

Black Woman Activist: Foggeraboutit! It’s not Trump! It’s always been terrible! Black children are dumped into horrible public schools, where nobody is teaching them! So, my organization is now helping organize these learning pods for minority kids everywhere.

School-System Man [cautiously]: This is only helping Trump…

Black Woman Activist: Forget Trump! Don’t tell me black kids get no education because things are not normal now. When things were normal, their education was just as bad!

School-System Man: Whut??? How dare you! Our public schools are the best thing that ever happened to black children.

Asian Woman Parent: I’ll second that. Public schools in my neighborhood are just svelte.

Black Woman Activist: That’s the point! You live in a rich suburb, and your kids get a great public school! Black kids don’t!

Asian Woman Parent: If Trump managed the pandemic properly, we would not be having this conversation.

Host: Bad Trump!

Everyone: Bad Trump!

The end.”

Ah yes, so we’re back to blaming Donald Trump for following the advice of his medical experts, most prominently Dr. Anthony Fauci. And, while we’re at it, let’s blame Mr. Trump for following federalist principles by deferring to state and local governments to deal flexibly with the varying regional conditions of the pandemic, rather than ruling by federal executive edict. Of course, some of those state and local officials botched it, such as Andrew Cuomo. That’s tragic, but had Trump followed a more prescriptive tack, the howling from the Left would have been even more deafening.

We know that children are at little risk from the coronavirus. Nor do they seem to transmit the virus like older individuals, but teachers unions are adamant that the risks their members face at school would far exceed those shouldered by other “essential” workers. And the unions, not shy about partisanship even while representing public employees, want nothing more than to see Trump lose the election. So the unions and the schools districts they seem to control hold parents hostage. They collect their tax revenue and salaries while delivering virtual service at lower standards than usual, or no service at all. (Of course, public schools in some parts of the country are in session.) 

The teachers’ unions and public schools might get their comeuppance. The situation represents a tremendous opportunity for private schools, home schooling, and innovative schooling paradigms. Many private schools are holding classes in-person, more parents are homeschooling, and alternative arrangements like learning pods have formed, many of which are quite cost-effective.

Pressure is building to allow education dollars to follow individual students, not simply to flow to specific government schools. You can buy a decent K-12 education for $12,000 a year or so, and it’s likely to be a better education than you’ll get in many public schools. (One of the panelists on the NPR segment smugly called this an “insidious temptation”). At long last, parents would be allowed real choice in educating their children, and at long last schools would be incentivized to compete for those students. That might be one of the best things to come out of the pandemic.

Single-Provider Education, Ideology, and Lunch

16 Sunday Feb 2020

Posted by in Education, School Choice

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Advocates of public education sometimes can’t help themselves from demanding that parents abandon their own informed judgments and principles for the good of the collective. A friend sent me the links below along with his misgivings about the motives at play. These are his words:

“Here are two examples of something that drives me crazy and amounts to little more than treating my child (and me) as a [resource] to be spent for the improvement of others. The first calls for parents who pack lunches (because they are healthier and cheaper than school lunches) to stop packing and use the school hot lunch so the added scale of moths could improve foods for everybody.

The second is the same, but about attending public school instead of private – again, so that the parental force added to the public schools will help improve public schools. Never mind if public schools are actually good for you.” 

The links are from the New York Times and Slate, respectively:

Why Are You Still Packing Lunch for Your Kids?

If You Send Your Kid To Private School, You Are a Bad Person

In terms of the simple economics, I’d boil these motives down to two things: a desire to achieve scale economies, which is forgivable as far as it goes; and a desire to strengthen the public education monopoly. Of course the latter brings perks for all those who participate in the management and operation of public schools, which have absorbed an ever-increasing volume of resources with little or no improvement in academic results. But the motives involve politics as well as economics. The apparent mission of the public school monopoly encompasses more than the mere provision of education. As I have discussed in more detail in an earlier post, it fosters the inculcation of collectivist values in our children. Public schools, and a few private schools catering to wealthy progressives who would say public schools are good for your kids, are hotbeds of social justice doctrine and identity politics.

Here are my friend’s closing thoughts:

“I’ve always been resistant to private school because we already pay for public [schools] and public [schools] are good enough. But lately I’ve been thinking about private school, in large part to keep [my son] away from these sorts of folks who want to use him for their own purposes…”

Those purposes can be kept in check only through school competition and parental choice. Like any creditable provider of services, schools should cater to their customers, not the other way around.

 

 

Ideology and the Public School Monopoly

15 Tuesday Oct 2019

Posted by in Education

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I toured our local public high school not long ago after some renovations. It’s my old school and my kids attended there as well, though it’s been largely stripped of its old character. Our sweet tour guide, when asked about school security and whether any staff are armed, said no, and then proudly informed us that the temperament of the school was “pretty progressive”, and that sort of thing would not go over well. Later, as I stepped into the new library, I happened to notice a table right up-front intended to showcase several books. The first title I laid eyes on was “Social Justice”, a topic emphasizing all manner of grievances, current and historical, the identification of culpable parties (and their unworthy descendants), and presumed correctives. The latter include reparations, redistribution, control of speech, criminalization, and often shaming. At best, these correctives deliver palliatives to the aggrieved that must be forcibly extracted by the state from others, with little consideration for the predictably disastrous second-order effects they engender.

The prominent display of the social justice book and our tour guide’s attitude regarding security were unsurprising manifestations of the educational emphasis our kids get today: the public schools have become indoctrination camps. Of course, a good class in American history will leave no doubt about the injustices that have occurred in our nation over 250 years. There were many individual victims and many groups were victimized. We could say the same about a good class in European history, or the history of events in any region of the world. However, the social justice doctrine being peddled to our children today assigns blame for victimhood to anyone deemed not to be a victim, as well as the growth and very success of western civilization, including capitalism, this despite the unprecedented comforts available today across the socioeconomic spectrum. It’s as if the SJWs wish to convince our children that all economic gains are of the zero-sum variety.

The politicization of the curriculum in our schools is an extremely dangerous phenomenon. Many schools are banning literature, distorting history, subverting science in favor of politicized orthodoxy, and teaching “social justice math“, which I’m sure is heavy on zero-sum word problems. And how about this “Run from the cop” worksheet given to first graders in a Pittsburgh school! Federal and state education authorities are taking an active hand in much of this. For example, a new ethnic studies curriculum for California high schools proposed by the state Department of Education takes a notably anti-Israel perspective. At the federal level, there is the Common Core initiative (and see here) which, in addition to educational inefficacy, is a source of many of the same concerns cited above. President Obama’s school discipline policy, heavy in its emphasis on “disparate impact”, was perhaps even more disastrous (and see here).

Social studies textbooks today are increasingly written by leftist authors who distort U.S. history, present anti-science viewpoints on environmental topics, and promote the divisive tenets of multiculturalism. The U.S. history covered in this prominent textbook is subject to a variety of left-wing biases, but it is not unique in that regard. And it’s not only a matter of bias in favor of collectivist philosophy and leftist interpretations of historical events. For example, it’s way over the top to teach public school children that Christians are bigots.

But God bless the teachers, many of whom are indeed wonderful people, and many of whom are very good at what they do (my daughter being a prime example!). There is little doubt, however, that leftism dominates the faculty in most public schools. John Hinderaker writes of the political activism practiced by the faculty at a high school in Edina, Minnesota, where lessons about “white privilege” are part of the curriculum even in the feeder schools. It’s a travesty that many of our nation’s public school teachers are products of university schools of education with extremely low academic standards relative to other academic divisions within those universities. And these schools of education have been thoroughly politicized. Needless to say, a good many of their graduates are easily cowed by the typical “feel-good”, free-lunch, social justice arguments made by the Left.

In a sense, these civil servants are a local counterpart to the army of federal bureaucrats sometimes known as the “deep state”. They are funded by taxpayers and are often represented by powerful unions. Under-performing teachers are difficult to dismiss, and they are able to exercise great discretion in the messages they deliver to students. As Darleen Click writes, “The ‘woke’ want your children“.

The leftist thrust of public education today descends from a long evolution shaped by “progressive” education reforms, and most reforms receiving attention within today’s education establishment fail to address the single biggest problem: the public school monopoly. That inattention is reinforced by attempts to maintain ideological purity among participants in the debate over school reform. Social studies teachers Mike Margeson and Justin Spears, writing for the Foundation for Economic Education on the motives for establishing public education, say the following about historical reforms:

“The objective was to nationalize the youth in a particular mold. … From Luther to Fichte, the idea to use the coercive power of the state to force kids into schools and indoctrinate them was clear. Horace Mann became instrumental in importing this system and helping it spread throughout the United States.”

Breaking the public education monopoly is imperative to improving both the quality and cost of education. That means choice, in all it’s liberating glory. J.D. Tuccille has a great take on this issue: choice is the only way we can assure that our children are taught from a perspective that parents most prefer. Many parents know that they must take an active part in educating their children. That includes their role in selecting the school they believe will be best for their kids, as well as ongoing scrutiny of the school’s performance. A simple by-product of choice is that schools and their faculties might be more circumspect about shading their instruction with their own political agendas.