Category: education and schooling

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education and schooling ideological culture

Child Sacrifice to the Cult

integration, politics, children, symbolism

One’s political ideology should not become a cult.

The text for today’s sermon against cults is a post about a curious case of child sacrifice. 

In Alex Tabarrok’s first sentence he links to a 2016 article in The New York Times by one Nikole Hannah-Jones, “Choosing a School for my Daughter in a Segregated City.” Economist Tabarrok, blogging yesterday at Marginal Revolution, explains that Ms. Hannah-Jones “sent her child to a predominantly black/lower-income public school in New York City. Now her child says she shouldn’t have been used as political fodder.”

What Hannah-Jones did was send her daughter to a failing public school to somehow advance social justice. She could have sent her daughter to a school with a better curriculum, better teachers, and better fellow students, but to serve her woke ideology, she subjected her own child to a terrible education.

A decade later she and Najya, her daughter, finally confronted the consequences of that choice, the lackluster learning being just the first half of it: “Najya knew very little algebra and had huge gaps in many of the building blocks of math that she should have learned in elementary school, like mastery of long division and fractions.” 

And the psychic toll was worse.

Tabarrok swiftly undermines the initial assumptions going into the schooling choice,* concluding with an astute analysis of our times: “It’s been said that Ayn Rand’s heroes don’t exist, but her villains do. . . Hannah-Jones says that she and her husband ‘felt an obligation to make educational decisions based on the collective good.’ But she wasn’t just sacrificing herself for her ideology; she was sacrificing her child, who had no choice in the matter.”

That’s the operative word in education, no? Choice. Schooling decisions aren’t easy. Even parents with education, intelligence, and resources can make mistakes. Sometimes ideological ones. With our system failing, at whopping tens of thousands spent per pupil, please consider that sacrificing individual kids doesn’t really serve the collective good.

This is Common Sense. I’m Paul Jacob.

* “The failures she documents are failures of management and accountability, not lack of resources. NYC spends upwards of $40k per pupil on average, the highest of any large district in the country. Moreover, schools in NYC with lower-income students get more than the average. PS 307, where NHJ initially sent her child, is currently funded at just over 52k per student, far above the national average.”

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Accountability education and schooling

Graduation Without Testing

schools, education, testing

The problem with all government activity is the difficulty of establishing accountability. 

“As colleges across the country are reinstating standardized tests,” writes Meagan O’Rourke at Reason, “New York [government] high schools are taking another approach: eliminating the state’s longstanding Regents exam requirements.”

Thankfully, the tests are not to be completely junked: “This week, the New York Board of Regents, which oversees the state’s public schools, voted to make the standardized exams optional going forward. They are currently required for most high schoolers to graduate,” explains Ms. O’Rourke.

They want the exams to be “opt-in.”

While we’ve grown used to public school educators fiddling with grades, exams like those currently required — even if far from perfect — constitute an even better way to glean how well (or badly) teachers and students are doing.

Government schools suffer, of course, from “increased spending and mediocre results,” as Reason puts it. (I covered Michigan’s problems yesterday, for example.) The avoidance of “metrics” — in business lingo — is just the kind of evasion that one might expect from under-performing institutions. New York’s opt-in downgrade is comparable to a failing student doctoring his report card or forging a parent’s signature.

But what do they really hope to accomplish? The New York Times quotes officials admitting they are trying to “eliminate barriers to graduation for some students.”

Ignorance and lack of skills are the barriers educators should be seeking to remove. 

Through teaching stuff like math, reading, and science. And inculcating basic skills.

Graduation “magically” follows.

It is interesting — in a bad way — that education bureaucrats think their job is, instead, merely pushing the biggest number of students through the system. 

This is Common Sense. I’m Paul Jacob.

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education and schooling

New Employees for the Bloc

Low teachers’ pay: a common complaint. We do not hear about it much from non-government school teachers, however. Private and church school salaries fall outside public awareness, for the public doesn’t contribute to them. Taxpayers hearing about public school teacher salaries, specifically, makes some sense.

This is cleverly addressed at the outset of a recent article in the Michigan Capitol Confidential.

“The superintendent of Port Huron’s public school system said that every year he must replace teachers who leave his district. He blames low teacher salaries,” we read. “But the superintendent was Harlan Davis, and he made his statement more than 100 years ago.” 

For over a century we’ve been told “teaching does not offer a career.”

This is all a preface to the current situation, where “several Michigan newspapers” now report “that teacher pay is down 29% since 1995 after inflation is accounted for. . . .”

Thankfully, the Michigan Capitol Confidential, which the Mackinac Center for Public Policy publishes, provides context in addition to long-term inflation. “One reason why less money goes to teacher salaries may be that the state’s public school districts are hiring more and more people despite enrolling fewer and fewer students.” Michigan schools added 35,000 full-time positions while losing 113,000 students.

Now, taxpayers and parents might hope that it’s new teachers who constitute the bulk of that growth, but hopes aren’t realities. During the pandemic, for example, the state’s governor, Gretchen Whitmer, pushed to hire “560 more school psychologists, school social workers, school counselors, and school nurses.” 

If politicians thought teachers’ salaries were all-important, they’d forsake their schemes to hire more non-teaching employees. But it’s obvious: creating a pro-spending voting bloc is what they care about, not teachers.

This is Common Sense. I’m Paul Jacob.

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education and schooling insider corruption

Patronage Over Pupils

George Will, schools, education, spending, government

Frederick Douglass was a great man, so one might expect that a school named after him would also be great. But Chicago’s Frederick Douglass Academy High School, sporting a nifty web page, falls short. 

In students.

The Illinois Policy Institute’s Chicago Policy Center reports that, “Frederick Douglass Academy, with a capacity of 1,008, had just 27 students in 2025-2026.” 

Yet supporters and employees boast online how “loud and proud” they are about the school — while demanding more funding.

We’re not supposed to notice that 981 shortfall in enrolled students. 

Last year, according to columnist George F. Will, the school had more paid staff members than students! The year previous, taxpayers had funded “education” there to the tune of $93,000 per pupil!

“But Douglass is not entirely an outlier,” explains Mr. Will. “At more than 50 Chicago schools, the percent of students who achieve math proficiency is 0.” 

And the average over all the schools, last year, adds another clue: “43 percent of the city’s teachers were absent 10 or more school days. Students similarly negligent produce the phenomenon called ‘chronic absenteeism.’ A quarter of Chicago high-school students missed more than a month of school, and 100 percent of Douglass’s seniors were chronically absent. Yet the graduation rate remains high, at about 83 percent.”

Will blames the teachers’ union, which he calls “wicked.”

Corruption festers up and down Chicago’s K-12 hierarchy. There has been a moratorium on closing under-utilized schools, with near-empty schools better serving as union pork than as an efficient way to educate the young. 

The Illinois Policy Institute insists that the first step out of this mess is to close failing schools.

We cannot keep passing along those who flunk out. Students and schools, both.

This is Common Sense. I’m Paul Jacob.

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education and schooling election law

Tellingly Two-Faced

Washington, ballot, initiative

The Attorney General’s office in Washington wants it both ways.

That’s Washington the state, and I’m referring to an important case about the language state officials must use on the ballot to explain initiative measures to voters. The case (Arthur West, a citizen, v. Steve Hobbs, the Secretary of State) is now before the state’s highest court.

Democrats legislated that any initiative decreasing taxes must contain this wording on the ballot: “This measure would decrease funding for public K-12 education, higher education (including universities and community colleges), and human services (primarily healthcare).”

In fact, that assertion, by law, must be placed right before voters are asked to vote: Yes or No? 

Even though it isn’t, well, true.

Consider Proposition 645, the initiative to repeal an income tax hike on “evil” millionaires: it doesn’t specifically cut any of these government service categories that voters are being told it does. That’s not even in dispute. 

What spending legislators cut to compensate for decreased tax revenues is at the discretion of, obviously, those legislators.

Last week, the AG’s office argued in a different case heard in the same courthouse on the same day: “Indicating how funds in the general fund will be allocated in the future would be both inaccurate and misleading to the voters.”

Wait . . . that concedes Mr. West’s whole point in seeking an injunction against the now admittedly “inaccurate and misleading” anti-tax cut language.

On Monday, Citizens in Charge Foundation filed an amicus brief in the Washington Supreme Court explaining that the Evergreen State’s constitution permits only legislative acts “facilitating” the process.

“Misleading the public about the consequence of a ballot measure does not ‘facilitate’ its consideration,” we argue, “it undermines it.”

This is Common Sense. I’m Paul Jacob. 

* As president of Citizens in Charge Foundation, I made a legal declaration in this case, previously, surveying ballot language policies across the ballot initiative states and pointing out that this law makes Washington state an outlier.

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education and schooling ideological culture Internet controversy

A Scandal’s Arc

Jason Arday, scandal, plagiarism, Cambridge, DEI, race

When did you first hear the story of Jason Arday? 

In 2023, Mr. Arday became something of a public sensation in Great Britain, where his claims to being autistic, mute till age 11, and illiterate till 18 made a striking rag-to-riches/up-from-racism story upon his appointment as Professor of Sociology of Education at the University of Cambridge.

The youngest Black professor at that institution ever.

But few in America heard much about him. 

Last September, Times Higher Education journalist Jack Grove documented what he alleged to be plagiarism in Arday’s 2015 PhD thesis and academic publications. Grove contacted Arday for comment; Arday responded with a letter from his lawyers. The story was not published. 

Then, a month ago, philosopher Nathan Cofnas published his exposé, which began with a litany of Arday’s autobiographical whoppers, not including the one I heard most bandied-about: that at age 7 the young Jason had been interviewed for the famous documentary Seven Up! — a glaring fib because the movie came out 21 years before Prof. Arday was born.

Cofnas compared passages in Arday’s 2018 paper to someone else’s 2012 paper. One sentence can serve to illustrate: “In particular, I seek to make a direct association between the tools of normative Whiteness and the deployment and consequences of racial microaggressions.” The italics indicate the one word Arday added.

A key contribution.

The Telegraph and The Times published stories on July 24th. On August 1, The Guardian got into it; four days later, the university opened an inquiry; the next day, Arday resigned. 

Eight days later, Jason Arday was found dead in his apartment. Suicide? That’s what many surmise, but police have only said his death was “unexpected but is not believed to be suspicious.”

For some, a cause célèbre! Vigils, ongoing. But his mourners downplay the lies and plagiarism. It’s all about racism.

But whose? Could it be those who rushed to promote a man beyond his merit merely because of race?

This is Common Sense. I’m Paul Jacob.

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education and schooling

Grades Versus Feelings

education, grades, mental health, schools

In the 1960s, MIT introduced a “Pass or No Record” system for the first semester of freshman year. The idea? Help students adjust to greater workloads and “variations in academic preparation and teaching methods.”

You’d think that letter grades themselves would help students adjust by providing information about how well they are learning and adjusting — assuming that the grades are at least a roughly objective indication of mastery not yet rendered useless by grade inflation.

Some universities let first-semester freshmen convert a poor letter grade into a pass/no credit “grade.” Only a few have sweepingly replaced letter grades with the pass/no credit system in the first semester.

Now University of Michigan has joined those few. One reason: to “curb the mental health crisis unfolding.”

Why not at least make the pass/no credit “grade” optional for the sake of students who do want their academic achievement to be more specifically recorded on their transcript?

Well, this would “defeat the purpose of facilitating students’ transition to campus.” See, if “covered grades are optional, covering [hiding] an individual’s grades will inadvertently become equated with [their] not doing well in a class.”

Sounds like a reason for keeping letter grades. And what if the mental problems persist into sophomore year? Junior? Senior?

The mental health of some students may be a problem. But it won’t be fixed by hiding the evidence of how well they’re doing academically. Or by being systematically unfair to the best students.

This is Common Sense. I’m Paul Jacob.

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education and schooling First Amendment rights ideological culture

DEI“A” Directive Denied

DEI, first amendment, free speech, compelled speech, freedom, academia

Daymon Johnson has been fighting to speak freely.

A professor at Bakersfield College, a community college in California, Johnson has for years been bucking a mandate that he parrot the state’s “DEI” and “anti-racist” ideology — well, DEIA now: “diversity, equity, inclusion, and accessibility” — lest he face disciplinary action or receive the boot.

Community colleges, remember, are creations of the state, and Professor Johnson was being forced, by state directive, to mouth specific bureaucratic verbiage as if he were a mere functionary under a central planning board.

Alan Gura, the Institute for Free Speech’s lead counsel in the case, observed that Johnson’s fight has been for the First Amendment right to speak his mind, which American professors should be able to take for granted.

The settlement with Kern Community College District includes payment of $150,000 for attorneys’ fees. But it’s not perfect.

A permanent injunction against harassing Johnson for speech “in the classroom, in his scholarship, or as a private citizen” covers only five years. Government defendants “typically resist injunctions that are open forever,” making time limits in such settlements common, Gura explained. And five years “more than covers Johnson’s anticipated remaining time” at the school.

Nor does the decision address “whether the laws were constitutional as applied to anyone else.” But, said Gura, “the legal principles adopted by the court are persuasive authority that could lead to relief for other professors. . . .

“It’s easy for Sacramento officials to pass insane regulations . . . in their academic fantasy woke universe. . . . Something else entirely for local districts to try to defend them in a real courtroom where the First Amendment matters.”

So this imperfect ruling paves the way for further vindications.

This is Common Sense. I’m Paul Jacob.

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education and schooling

Mississippi Learning

Mississippi, education, phonics, reading

“Thank God for Mississippi” was something I heard a lot in my younger years, after moving to Arkansas. Friends from Alabama and Louisiana also know the saying well. 

Back then, Mississippi was ranked 50th in so many categories by which the states were measured against each other that the Magnolia State saved those inhabiting states near the bottom from occupying that un-coveted dead last place. 

This was still the case in 2005, when Mississippi ranked 50th in fourth-grade reading scores. In 2013, Mississippi students climbed one rung, to 49th. Then things started to change.

“The transformation began in 2013 with the passage of the Literacy-Based Promotion Act, a controversial law that allows schools to hold back students who cannot read by third grade,” WAPT, Jackson’s ABC-TV affiliate, recently reported.

“The curriculum shifted from balanced literacy to a phonics-forward approach,” WAPT explained, “and the state invested millions into phonics-based instruction, strict accountability measures, and instructional coaches who work inside schools daily.”

Imagine going back to the way generations were taught to read and, lo and behold, it still works!!!

“Results from the 2024 National Assessment of Educational Progress showed Mississippi fourth graders ranked 9th in the nation for reading scores and 16th in the nation for math scores,” the TeachMS website informs. “Since 2013, that same category of students ranks No. 1 nationally for gains in reading and math.”

“Mississippi has skyrocketed on national tests, while blue states lag,” acknowledged a New York Times account earlier this year, adding that “adjusted for poverty and other student demographics, Mississippi is No. 1 for fourth grade reading and math, and at or near the top in eighth grade, according to the Urban Institute, a left-leaning think tank.”

Thank God for Mississippi. 

This is Common Sense. I’m Paul Jacob. 

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education and schooling general freedom ideological culture international affairs subsidy

The Price of a Canadian Education?

Canada, education, authoritarianism, freedom

At a convention of Canadian Liberals, tech executive Patrick Pichette proposed that youngsters eager to escape Canada be charged a half-million dollars for what he apparently regards as a privilege, not a right.

We must remind ourselves that the word “liberal,” here, is used in its modern, anti-liberal sense: of the ideology of ever-increasing restraints on everybody.

Very illiberal.

Even if Pichette means Canadian dollars, that’s still $360,000 in real USD dollars. Hardly a ten-dollar processing fee. More like extortion. He rationalizes that the kids owe that much anyway thanks to Canada’s heavily subsidized education system.

Terry Newman observes that Pichette “is a Canadian who left Canada for better opportunities himself.” He went to California and Google and now lives in London.

But Pichette and his de facto self-exemption are not the problem. The problem is all Liberals who “want to govern as many aspects [of the economy] as possible, pick winners, and unload the tax burden of the massive bureaucracy onto Canadians, the smartest of which understand this clearly and choose to leave.”

While Pichette’s proposal had his audience of Canadian Liberals cheering, sane individuals rightfully express varying degrees of alarm. After all, punishing people for leaving a country is eerily reminiscent of what totalitarian states do: prevent them from leaving altogether.

Pichette’s rationale itself is based on a misunderstanding. Are the half-million per student subsidies really there to educate? More like to placate well-organized lobbies of too-often ideologically driven careerists. 

The idea that Canadian students actually receive half-a-million-dollar educations is not believable.

This is Common Sense. I’m Paul Jacob.

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