Tag: education

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Political Intimidation Unmasked

mask, child, children, student

Last week, Illinois state regulators threatened Dr. Jeremy Henrichs with “personal and professional consequences,” specifically loss of his medical license, if he continued to oppose mandatory mask-wearing in schools.

Henrichs is a board of education member and a medical doctor.

He questioned the necessity of masks. Why? On the basis of his best medical judgment — and he is hardly alone in seeing good reasons to oppose mask mandates, especially for children. In response, the Illinois Department of Financial and Professional Regulation “has threatened my medical licensure unless I expressly support and enforce a mask mandate for all students.”

In his public protest, Henrichs added that it’s bad for democracy when people tolerate this kind of intimidation.

Fortunately, in this particular case the intimidation is not being tolerated, for state lawmakers called for hearings on the matter.

The agency that threatened Dr. Henrichs soon apologized, apparently ending the threat to him. (According to the letter of apology, though, the complaint won’t be formally closed until the Medical Disciplinary Board meets on September 1.)

In addition, the entire Mahomet-Seymour school board of which Henrichs is a member has signed an op-ed defending him.

Their op-ed argues that board members should be “free to express their opinions, debate with their colleagues . . . and vote their conscience without the threat of coercion. . . .”

So it’s looking good for Dr. Henrichs. But power-holders with censorious mentalities are still out there, eager to crack down on speech with which they disagree.

Whenever they can get away with it. 

This is Common Sense. I’m Paul Jacob.

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education and schooling general freedom

Handicapping the Best

Harrison Bergeron, egalitarianism, equality

The year was 2081, and everyone was finally equal.

That’s the first sentence of Kurt Vonnegut’s short story about how everybody with above-average intelligence, looks, or talent is chronically handicapped, by law. To enforce equality.

“Harrison Bergeron” is satire. Vonnegut exaggerates and invents. Our world will never be like the world he depicts.

But not for lack of trying.

The latest episode ripe for satire? The decision of the Vancouver School Board to kill honors programs to enforce “equity.” 

What is that?

Don’t bother using an old dictionary.

Today, equity is a code word for bringing everybody down to the same low level in defiance of the real differences in abilities among students — not to mention effort expended.

The board had already killed English honors programs. Now it’s killing science and math honors programs. To foster “an inclusive model of education.”

Jennifer Katz, professor at University of British Columbia, accuses parents angry about the decision of supporting “systemic racism.”

My family has been subjected to this mentality. Years ago, my daughter was advanced in math, way ahead of other first-graders at a private school. My wife asked the teachers to give her some more difficult problems in addition to what the class was doing so that she wouldn’t die of boredom.

Answer: “No.” Reason: “Then she would be even further ahead.”

We never took our daughter back to that school. How could we? How could we knowingly keep her in a place where she would be allowed to stagnate for the “greater good” of keeping people “equal”?

Whether in my state of Virginia or in Vancouver, British Columbia, children should be free to learn, to progress. Let’s keep Vonnegut’s work fiction, not prophecy.

This is Common Sense. I’m Paul Jacob.

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Screenshot from Harrison Bergeron (2013)

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education and schooling ideological culture

Asian Privilege?

Seventy-three.

That’s the number that stood out to me in George Will’s Sunday column, “Anti-Asian racism disguises itself as ‘diversity.’”

Seventy-three percent of the smart students at Thomas Jefferson High School happen to be Asian. TJHS is a highly-rated STEM magnet school in Virginia’s Washington, D.C. suburbs, where entry had, until recently, been based on an admissions exam. 

That’s more than three times the percentage of Asian Americans among Fairfax County, Virginia, public school students. 

European-American students make up the largest racial block at 38 percent, but account for only 18 percent of attendees at this elite high school. Hispanics represent 27 percent of all students and African Americans 10 percent, but garnered, respectively, 3 and 1 percent of the coveted slots.

Are educators specifically advantaging Asian kids? 

Well, more than 80 percent of Fairfax County teachers are white, 7 percent black and only 5 percent Asian, says a separate Post report. Asian privilege seems unlikely.

So . . . what are Asian American students doing differently?

Studying? 

Will recounts complaints by the county superintendent about Asian American parents spending too much on test preparation and the Virginia Secretary of Education compared such studying to using “performance enhancing drugs” in sports.

Another factor in having “crazy” parents who obsess about their children doing well in school could be doubling the odds by having not one, but two parents — not to mention an extended family structure. Among blacks, Hispanics and whites, out-of-wedlock births account for 69, 52 and 28 percent of all births, respectively. But for Asian Americans, out-of-wedlock births are under 12 percent.

One can jigger the rules for getting into TJ High. Sure. 

Jiggering the rules for getting ahead in life? Much harder.

This is Common Sense. I’m Paul Jacob.

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family / mind / JG

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education and schooling initiative, referendum, and recall

Organizing an Ouster

Learning Under

Despite everything, public schooling can help kids learn some important things.

But this schooling is also something that kids have to survive. If and when Johnny can’t add, spell, figure out who’s buried in Grant’s tomb, or relate premises to a conclusion — the lessons and educational theories he’s been subjected to often have something to do with it.

Now Johnny is being told, if his skin is white, that he must feel guilty about his skin color and work to find, dwell on, and exterminate super-subtle racism buried deep within his privileged soul. He can’t just be happy and learn.

The rationale for this assault on the individual is called “critical race theory.” And in some school districts, this mislabeled “antiracist” indoctrination is being imposed on students (as it is also being imposed throughout society).*

Parents in Loudoun County, Virginia, are fighting back by forming a PAC with the mission of ejecting purveyors of critical race theory from the school board. The PAC is led by Ian Prior, who says that county parents “cannot wait until 2023 to elect new leaders.”

Board members must be recalled because of the board’s failure to reopen schools, its imposition of “dangerously divisive critical race theory,” and its cooperation with “tactics designed to intimidate students, parents and teachers from exercising their First Amendment rights.”

Good luck, parents. 

And if you can find a way to educate your kids without sending them to public schools, I suggest that you consider that alternative.

This is Common Sense. I’m Paul Jacob.

Take Action

* “On April 19, 2021, the Biden Administration proposed a rule,” alerts Heritage Action, “that would allow the Department of Education to prioritize recipients to receive K-12 grants if they include critical race theory in their curriculum.” The Federal Register is accepting public comments on the proposed rule here until May 19.

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Child / Letters / FreeImmages / Bubbles / JGill 😇/ 🎨

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education and schooling

Suspended for Dissent

SUNY, university, PC, political correctness

Don’t state the “wrong” opinion while studying at SUNY-Geneseo.

That is, if you want smoothly to sail through your academic career.

Owen Stevens violated the school’s “inclusivity” creed, according to which “a diverse campus community [is] marked by mutual respect for the unique talents and contributions of each individual.”

Would-be future teachers like Stevens, the university contends, must respect “all forms” of gender identity. But he has argued publicly that there are only two sexes or genders (male, female).

“A man is not a woman and a woman is not a man,” said Stevens in one un-inclusive Instagram video. “The biology is clear.”

So, faster than we have time to remember that “academic freedom” was once a hallowed standard of university conduct, he was suspended from the field teaching programs that are a requirement for all education students at the school. Stevens has refused to cooperate with the school’s plan to rehabilitate him.

The toleration and respect promoted by SUNY-Geneseo apparently does not include tolerating and respecting the right of others to express opinions about politics, society, and biology with which a university censor might disagree.

Of course, what constitutes “official” acceptable doctrine keeps changing. One can never know which once obviously untenable claims — about biology or anything else — will suddenly be upgraded to sacred dogma by persons with the power to penalize disagreement.

Regardless of one’s views of transgender contentions, though, Americans should judge a policy of forcing people to salute certain government- (or administrator-) approved conclusions intolerable.

It’s the school administrators responsible for suspending Stevens who should be suspended — or fired — for their conduct.

This is Common Sense. I’m Paul Jacob.

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education and schooling

None of That Happened

Baltimore, schools, education

A high school senior in Baltimore, Maryland, has only passed three courses in his last four years of “study.”

But here’s the kicker: his 0.1373 Grade Point Average is average at his school. Out of 120 students in his class, the young man ranks 62nd, with 58 others failing to reach his hardly stratospheric GPA.

“Tiffany France thought her son would receive his diploma this coming June,” explained Project Baltimore, the local Fox affiliate’s watchdog effort on education. “But after four years of high school, France just learned, her 17-year-old must start over.”

The television exposé found that in three years her son had “failed 22 classes and was late or absent 272 days.”

But for some inexplicable reason, though the unnamed lad was flunking roughly nine out of ten classes, Augusta Fells Savage Institute of Visual Arts continued to pass him on to higher grades and more advanced classes than those he had just bombed on.

“I’ve seen many transcripts, many report cards, like this particular student,” informed an anonymous (for fear of reprisal) administrator with the City Schools.

“He’s a good kid,” his mother offered. “[H]e’s willing, he’s trying, but who would he turn to when the people that’s supposed to help him is not? Who do he turn to?” 

Baltimore City Schools released a long statement detailing their bureaucratic procedures and protocols to prevent students from falling through the cracks. “France says none of that happened,” reported Project Baltimore.

I was privileged to have two parents who would never have allowed me to be so mis-educated. But when parents struggle, the theory is that public schools are there to help. In actual practice, though, this theory fails.

But gets passed along anyway.  

This is Common Sense. I’m Paul Jacob.

Related reading:

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deficits and debt education and schooling general freedom international affairs

The Great School Reset

reset, Phoenix

A reset is going to happen; the status quo is not an option.

The major institutions of the modern welfare state were unsustainable before COVID-19, which is why Klaus Schwab had been talking up The Great Reset for years. He and his Davos crowd — convening right now, virtually, at the 2021 annual meeting of the World Economic Forum — want to fix everything with a huge heaping helping of intrusive government.

The pandemic panics have merely forced the technocrats to speed up their timeline.

Which may be one reason why Deep State aficionados in the Biden administration and in the media have set their eyes upon squelching the populist movements that increasingly want to chuck them along with their globalist policies.

But populism isn’t their only problem. For a real education, look at “education.”

“We are witnessing an exodus from public schools that’s unprecedented in modern U.S. history,” writes Corey A. DeAngelis in the December Reason. “Families are fleeing the traditional system and turning to homeschooling, virtual charters, microschools, and — more controversially — ‘pandemic pods,’ in which families band together to help small groups of kids learn at home.”

All these new ways around the failed centralized institutions of government schooling that DeAngelis discusses are increasingly seen as liberatory. Will a people accustomed to increasing freedom and excellence in one realm easily succumb to a pitch to decrease freedom and increase government in all others?

Seems a tough sell. Which suggests a small sliver of hope that we might get a Freedom Reset instead of a technocratic one.

This is Common Sense. I’m Paul Jacob.

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Totalitarians Gloat

The Odyssey, Ulysses

For generations, even millennia, boys read The Iliad with admiration for Achilles, and men referenced the clever Odysseus from that other Homeric epic, The Odyssey. 

By my day, neither were required reading. If I’ve read The Odyssey, it was the same version the Coen Brothers referenced when concocting their terrific film, O Brother, Where Art Thou? (2000) — the Classic Comics version.

Nowadays, teachers gloat, online, about expunging the poem from the canon.

Rod Dreher, in “Cancel Cult Comes For Homer,” explains the context for this latter development: the politically correct “intersectionalism” of public school teachers in the “#DisruptTexts” movement. “‘Be like Odysseus and embrace the long haul to liberation (and then take the Odyssey out of your curriculum because it’s trash),’ tweeted Shea Martin in June. ‘Hahaha,’ replied Heather Levine, an English teacher at Lawrence (Mass.) High School. ‘Very proud to say we got the Odyssey removed from the curriculum this year!’”

Why? All that ancient racism and sexism.

Expelling the classics from schooling is absurd, of course, exposure to a diversity of ideas and historical achievements being what we used to call a “liberal education.” But today’s canon controllers are not liberal activists. They are, Dreher insists, totalitarian ones.

And they are quite emboldened — their ground-up, crowdsourced movement gets the usual pat approval by tax-funded educational institutions. It’s not a conspiracy if they boast about it on Twitter.

Here is a fun fact about The Odyssey: Samuel Butler, author of Erewhon (1872) and The Way of All Flesh (1903), conjectured that the real author of the poem was a woman. Yes, an “authoress.”

Nevertheless, that would not likely convince woke cultists to put The Odyssey back on your kids’ reading lists.

This is Common Sense. I’m Paul Jacob.

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Disparate Outcomes, Desperate Logic

race, racism, education, testing, quota

“Virginia AG’s office finds elite Loudoun STEM school discriminates against Black, Hispanic students,” declared The Washington Post headline. 

Falsely. 

On Friday, Attorney General Mark Herring — another blackface-wearing state government leader — issued a 61-page report, saying “the Office of Attorney General Division of Human Rights finds there is reasonable cause to believe that Loudoun County Public Schools’ administration of the Academies of Loudoun program resulted in a discriminatory disparate impact on Black/African-American and Latinx/Hispanic students.” 

Though the investigation found the admission process to be “facially-neutral,” The Post informs that the program “in fact barred from admission qualified Black and Hispanic students who applied during the fall 2018 cycle.”

Yet blacks and Latinos were not barred. 

This year, 7 percent of black applicants were accepted and 11 percent of Hispanics. True, the acceptance rate for Asians was 13 percent and 15 percent for whites. But this gets tricky. Given their percentage of the overall student body, Asians were 42 percent overrepresented in the applicant pool, while blacks were 4 percent underrepresented, Latinos 6 percent, and whites underrepresented by a whopping 23 percent. 

“We request that Loudoun County Public Schools eliminate its discriminatory practices,” the report concludes. But . . . it did not stipulate any specific form of discrimination. Rather, it instructed the school district to work with the Loudoun County NAACP “to begin developing revised policies within 60 days.”

What sort of revisions are likely? 

Lower the entry requirements, reduce testing and “take into consideration the principle of geography/socio-economic equity.” 

You see, the problem they’re trying to fix isn’t racism, but the lack thereof.

This is Common Sense. I’m Paul Jacob.

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education and schooling

Merit No More

grades, race, school, education, prejudice, racism

San Diego’s school district is weakening its grading system because of “racial disparities.”

Yearly averaging of grades will end. Why? The practice, it is said, has penalized students who do poorly early in the year, presumably unfairly.

Teachers will also be prohibited from taking into account whether homework is submitted on time and how students behave in class. These aspects of performance will instead be incorporated into a “citizen grade.”

Richard Barrera, VP of the school district, says “to be an anti-racist school district, we have to confront practices like this that have gone on for years and years.”

Student behavior has sometimes been called “deportment.” Grading it separately is nothing new. But San Diego’s rationale for doing so is bad. And eliminating a yearly average (or semester average) discourages students from working diligently all year long.

What if, under the hobbled system, grades still exhibit “racial disparities”? The logical conclusion is an end to grades and to merit-based distinctions.

Many reasons for academic disparities among different groups are possible. But let’s say that kids of certain color tend to have lousier home lives than kids of other color, and therefore do worse in school. 

If so, disparities in performance cannot be attributed to attempts to objectively assess schoolwork. 

And the problems won’t disappear if grades disappear.

Any silver lining? 

Well, if you’re a substandard teacher, meaningless grades for students will also make it harder to know when you, the teacher, are doing substandard work.

Though the metal most apt, here, is much baser than “silver.”

Lead seems about right. 

This is Common Sense. I’m Paul Jacob.

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