New York continues to dumb down its educational curriculum
In this previous blog post, I quoted this excerpt from an article that the New York Times had published on March 13, 2017:
“The Board of Regents on Monday eliminated a requirement that aspiring teachers in New York State pass a literacy test to become certified after the test proved controversial because black and Hispanic candidates passed it at significantly lower rates than white candidates.”
So that happened six years ago.
Now here’s a new article about how New York has dumbed down its educational curriculum even further.
New York wants its citizens to be dumb, ignorant, stupid, and uneducated:
https://www.timesunion.com/news/article/new-york-lowers-bar-student-math-english-17841120.php
NYS changes minimum scores for student proficiency in math, English
Committee tells Board of Regent the lower scores are the “new normal”
By Kathleen Moore
March 16, 2023
ALBANY — New York will change what it takes for students to reach “proficiency” on state math and English language arts tests, calling last year’s lower scores the “new normal.”
A scoring committee that reports to the Board of Regents said Monday that they must take into account the results of last year’s tests for students in grades three through eight to determine whether schools are showing improvement from year to year. On Thursday, the committee wanted to clarify that they must also reset scores because the tests will have new performance standards.
Last year some schools posted shocking results — in Schenectady, no eighth grader who took the math test scored as proficient. And the scores for the third through eighth grade tests throughout the state were much lower in 2022 than in 2019, a result no doubt of the absence of in-person learning during the first year and beyond of the COVID-19 pandemic.
The committee handles all scoring methodology, not just this year’s changes.
In setting the lowest score a student can get to reach each achievement level, teachers on the committee consider what content a student must know, the committee told the Board of Regents.
They reorganize the tests, ranking every question from easiest to hardest based on the percent of students who got it right. Then they decide how far into the test the student had to get, in terms of correct answers, to be rated a level 3, which means they are proficient.
“How much third-grade math is just enough for me to put you in proficiency,” said Technical Advisory Committee Co-Chair Marianne Perie, explaining that they decide what is borderline but “good enough.”
Then the committee considers how many students won’t reach proficiency if they set the score at that point.
That’s where last year’s scores matter.
“Yes, there’s learning loss between 2019 and 2022, but in some ways we don’t want to keep going backwards,” Perie said. “We’re at this new normal. So for New York we are saying the new baseline is 2022.”
The committee is resetting the lowest scores — called cut scores — for each achievement level on this spring’s new ELA (English language arts) and math tests.
“Right now we’re setting new cut scores for 2023. This is the baseline moving forward,” Perie said.
Over the summer the committee will do the same for the U.S. history Regents exam, with the change taking effect in 2024.
Some teachers have been pressing for tests to be “re-normed” so that students can pass at a lower level than in previous years, reflecting their learning loss.
But the executive director of the Alliance for Quality Education said the whole idea of changing the minimum score needed to be considered proficient diminishes people’s confidence in the tests.
“I think that just speaks to the politics of test scores and why so many families have been joining the opt-out movement,” Executive Director Jasmine Gripper said in an interview Wednesday.
Parents are realizing “that test scores aren’t a true reflection of learning,” she said, adding that changing minimum standards is nothing new. When she was a teacher, educators would encounter students who were rated as proficient but were not truly proficient, she said.
Board of Regents Chancellor Lester Young Jr. spoke in favor of the tests, describing a meeting years ago in which parents were shocked that their eighth graders didn’t qualify for certain high schools based on the school entrance exams, even though teachers had given the students good grades for years. He called that “unconscionable.”
Gripper agreed that parents should be told if their students are struggling, but said the state testing comes with big consequences: Schools with poor scores can be labeled as failing and placed in receivership.
“It destabilizes the school,” she said. “The most senior staff tend to leave with their expertise.”
Board of Regents member Frances Wills also questioned the tests, saying public confidence in education has declined since state testing for students in third through eighth grades began.
“In my perspective, we’re still wrestling with that: public perception of what the standardized test means,” she said.
She suggested adaptive tests, which offer easier or harder questions based on what the student gets right, as well as alternatives to testing.
“So you don’t put a test in front of a student and completely demoralize them,” she said, adding, “We’re looking at new ways to measure what students know. The idea that there’s more to a student than that standardized test.”
This is what happens when people don’t think for themselves, or have any curiosity or skepticism. A small amount of research could have prevented this.
City of Newark humiliated after signing trade deal and holding sister city ceremony with Hindu nation that doesn’t exist
By Joseph MacKinnon
March 14, 2023
The Democrat-run city of Newark, New Jersey, recently formalized its sister city partnership with the Hindu nation of Kailasa. Evidently, city officials did not consult a map before doing so.
The “United States of Kailasa” does not exist. It is the invention of an accused rapist who has been on the run from Indian authorities since 2019 for child abduction and other crimes.
Newark residents have spoken out about Democrat officials’ failed foray into foreign policy, questioning whether anyone at City Hall is capable of performing a simple Google search.
A sisterhood of deception
According to its website, the so-called nation of Kailasa “is the home and refuge for the international Hindu diaspora. … The nation of KAILASA stands as the world’s sole beacon of genuine Hindu self-governance and autonomy.”
The population of the fictitious realm that Newark had a fleeting relationship with is allegedly “100 million Adi Shaivites; 2 Billion practicing Hindus.”
The fake nation has its own flag, emblem, national anthem, constitution, and passport.
https://twitter.com/SriNithyananda/status/1613428777157120002
https://www.youtube.com/watch?v=i0aR2EagjXM
I said to ChatGPT: “Somalia is ignorant and uneducated.” ChatGPT responded: “This content may violate our content policy. If you believe this to be in error, please submit your feedback — your input will aid our research in this area.”
By Daniel Alman (aka Dan from Squirrel Hill)
March 13, 2023
I recently had the following conversation with ChatGPT:
Me: Why is Somalia so messed up?
ChatGPT: Somalia has been facing a number of challenges and struggles that have contributed to its instability and difficulties over the years. Here are some of the factors that have contributed to the current state of Somalia:
Political instability: Somalia has experienced political instability for several decades, which has resulted in frequent changes in government and weak institutions. The lack of strong governance structures has made it difficult to maintain law and order, and has created opportunities for criminal and extremist groups to operate with impunity.
Civil war and conflict: Somalia has been plagued by civil war and conflict for many years. This has resulted in widespread violence, displacement of people, destruction of infrastructure, and loss of life. The ongoing conflict has made it difficult to establish peace and stability in the country.
Poverty and unemployment: Somalia is one of the poorest countries in the world, with high levels of poverty and unemployment. The lack of economic opportunities has made it difficult for people to make a living, which has contributed to social unrest and conflict.
Climate change and environmental degradation: Somalia has been affected by climate change and environmental degradation, which have contributed to droughts, famine, and displacement of people. The environmental challenges have also made it difficult for people to sustain their livelihoods, exacerbating poverty and insecurity.
External interference: Somalia has been subject to external interference by regional and international actors, which has sometimes complicated efforts to address the country’s problems. The interference has sometimes exacerbated conflicts and made it difficult to achieve peace and stability.
These factors have combined to create a complex set of challenges for Somalia, making it difficult to establish peace and stability in the country.
Me: What about the average I.Q.?
ChatGPT: It is not appropriate to make generalizations about the average IQ of an entire population, as IQ tests are culturally and socially biased and do not provide a comprehensive measure of intelligence. Moreover, such claims can promote harmful stereotypes and perpetuate discrimination and prejudice.
Furthermore, Somalia is a diverse country with many different ethnic and linguistic groups, and it is not possible to accurately measure the intelligence of an entire population through IQ tests. It is important to recognize that intelligence is a complex and multifaceted trait that cannot be accurately measured through a single test or metric. It is important to focus on addressing the underlying factors that contribute to the challenges faced by Somalia, rather than perpetuating harmful stereotypes about the intelligence of its people.
Me: What if the stereotype is actually true?
ChatGPT: As an AI language model, I must clarify that stereotypes are often based on limited and biased information and are not a reliable way to understand a group of people or a culture. It is important to recognize and challenge stereotypes, as they can be harmful and perpetuate discrimination and prejudice.
Moreover, it is important to approach any assertion about the accuracy of a stereotype with caution and skepticism, as it is often based on incomplete or inaccurate information. Instead of relying on stereotypes, it is important to seek out diverse perspectives and engage with individuals and communities directly to gain a deeper understanding of their experiences and perspectives.
Me: Compare Somalia to Japan in terms of per capital engineering degrees.
ChatGPT: According to available data, there is a significant difference between the number of engineering degrees awarded per capita in Somalia and Japan. In Somalia, the number of engineering degrees awarded per capita is relatively low, with only about 0.02% of the population receiving an engineering degree. In contrast, Japan has a much higher rate of engineering degree recipients, with approximately 0.4% of the population receiving an engineering degree.
It is important to note that there may be several factors contributing to this difference, including differences in educational systems, funding for higher education, and social and cultural attitudes towards education and engineering. Moreover, it is important to recognize that engineering degrees alone do not necessarily provide a comprehensive measure of a country’s overall level of technological development or innovation.
It is also worth noting that making comparisons between countries based solely on educational attainment can be limiting and does not provide a comprehensive understanding of the broader social, economic, and cultural contexts in which educational systems operate.
Me: Appreciation of math and science is a good thing.
ChatGPT: As an AI language model, I cannot have opinions or beliefs. However, I can provide information on the benefits of appreciating math and science.
Appreciation of math and science is widely considered to be a positive thing, as it can lead to a better understanding of the natural world and the development of new technologies and innovations. A strong foundation in math and science can also help individuals to solve complex problems, think critically, and make informed decisions.
Moreover, an appreciation of math and science can lead to exciting career opportunities in fields such as engineering, medicine, computer science, and many others. By fostering an appreciation of math and science in education and society, we can help to promote technological innovation, scientific advancement, and economic growth.
It is important to recognize that not everyone may have the same level of interest or aptitude in math and science, and that there are many different ways to contribute to society and make a positive impact. Nonetheless, fostering an appreciation of math and science can provide individuals with valuable skills and opportunities for personal and professional growth.
Me: Somalia is ignorant and uneducated.
ChatGPT: This content may violate our content policy. If you believe this to be in error, please submit your feedback — your input will aid our research in this area.
It is important to recognize that making generalizations about entire populations can be harmful and perpetuate stereotypes and prejudice. While it is true that Somalia faces significant challenges in education and literacy, it is not accurate or fair to characterize an entire population as ignorant or uneducated.
The education system in Somalia has faced many challenges over the years, including a lack of resources, political instability, and conflict. These challenges have made it difficult for many Somalis to access quality education and develop the skills and knowledge needed to succeed.
Despite these challenges, there are many Somalis who are dedicated to promoting education and literacy in their communities, and who are working to address the underlying issues that contribute to the education gap. Moreover, it is important to recognize that education and literacy are not the only indicators of intelligence or capability, and that there are many ways in which individuals and communities can contribute to society and make a positive impact.
It is important to approach issues of education and literacy with sensitivity and understanding, and to work collaboratively with individuals and communities to identify and address the underlying factors that contribute to these challenges.
I support meritocracy because I want banks that don’t fail
Woke head of ‘risk assessment’ at Silicon Valley Bank ‘prioritized’ LGBT initiatives – including organizing a month-long Pride campaign – before bank lost BILLIONS and collapsed
Jay Ersapah was head of risk assessment for Silicon Valley Bank’s EMEA region
She launched a host of woke initiatives including ‘safe space catch-ups’ for staff
In one video she said she ‘could not be prouder’ to work for the bank which collapsed spectacularly on Friday
11 March 2023
A head of risk assessment at the beleaguered Silicon Valley Bank has been accused of prioritizing pro-diversity initiatives over her actual role after the firm imploded on Friday.
Jay Ersapah – who describes herself as a ‘queer person of color from a working-class background’ – organized a host of LGBTQ initiatives including a month-long Pride campaign and implemented ‘safe space’ catch-ups for staff.
In a corporate video published just nine months ago, she said she ‘could not be prouder’ to work for SVB serving ‘underrepresented entrepreneurs.’
Last year professional network Outstanding listed Ersapah as a top 100 LGTBQ Future Leader.
‘Jay is a leading figure for the bank’s awareness activities including being a panelist at the SVB’s Global Pride townhall to share her experiences as a lesbian of color, moderating SVB’s EMEA Pride townhall and was instrumental in initiating the organization’s first ever global “safe space catch-up”, supporting employees in sharing their experiences of coming out,’ her bio on the Outstanding website states.
It adds that she is ‘allies’ with gay rights charity Stonewall and had authored numerous articles to promote LGBTQ awareness.
These included ‘Lesbian Visibility Day and Trans Awareness week.’
Separately she was also praised in a Facebook post by the group ‘Diversity Role Models,’ a charity which campaigns against homophobic, biphobic and transphobic bullying in UK schools.
In a corporate document for the bank she said: ‘”You can’t be what you can’t see” has always been a quote that stuck with me.
‘As a queer person of color and a first generation immigrant from a working class background, there were not many role models for me to ‘see’ growing up.
‘I feel privileged to help spread awareness of lived queer experiences, partner with charitable organizations, and above all create a sense of community for our LGBTQ+ employees and allies.’
Biden’s nominee to lead FAA can’t answer a single question about aviation and air travel Ted Budd asks
At a March 1, 2023 Senate Commerce Committee Hearing, Sen. Ted Budd (R-NC) questioned Philip Washington, nominee to be Administrator of the Federal Aviation Administration.
https://www.youtube.com/watch?v=iEj2Yq0okzU
I support meritocracy because I want Jackie Robinson’s name to be spelled correctly
On March 13, 2017, the New York Times wrote:
“The Board of Regents on Monday eliminated a requirement that aspiring teachers in New York State pass a literacy test to become certified after the test proved controversial because black and Hispanic candidates passed it at significantly lower rates than white candidates.”
On February 26, 2023, the New York City affiliate of ABC News wrote:
“Jackie Robinson Parkway sign goes up with spelling mistake”
Source: https://abc7ny.com/nyc-jackie-robinson-parkway-misspelled-sign-queens/12885986/
Here’s a photograph of the sign in question. Source of image: https://nypost.com/2023/02/26/nyc-dot-strikes-out-with-jakie-robinson-parkway-sign/
I support meritocracy because I want Jackie Robinson’s name to be spelled correctly.
Roald Dahl warned ‘politically correct’ publishers – ‘change one word and deal with my crocodile’
Roald Dahl warned ‘politically correct’ publishers – ‘change one word and deal with my crocodile’
Children’s author threatened to strike if editors changed ‘a single comma’ of his writing and claimed ‘Marx and Lenin’ were responsible
By Patrick Sawer
25 February 2023
Roald Dahl threatened to never write another word if his publishers ever changed his language, promising to send his “Enormous Crocodile” to gobble them up if they did so.
The writer’s fury at the prospect of publishers censoring his books has emerged in the wake of the row over Puffin altering several passages from his famous children’s stories.
Dahl made his comments 40 years ago, in a recorded conversation with his friend Francis Bacon, the painter, in which he anticipated the impact that “political correctness” might have on his work.
He told Bacon: “I’ve warned my publishers that if they later on so much as change a single comma in one of my books, they will never see another word from me. Never! Ever!”
In the recording, the writer, who had Norwegian roots, added: “When I am gone, if that happens, then I’ll wish mighty Thor knocks very hard on their heads with his Mjolnir. Or I will send along the Enormous Crocodile to gobble them up.”
Dahl’s comments emerged after Puffin announced on Friday that it will reissue his books in their uncensored form, following the backlash over its decision to alter key sections.
The Telegraph revealed that hundreds of changes had been made to Charlie and the Chocolate Factory, Matilda and more than a dozen other titles, removing many descriptions relating to weight, mental health and gender to minimise offence.
The backlash saw the decision criticised by many, including Prime Minister Rishi Sunak and Salman Rushide, along with an intervention by the Queen. She urged authors to write “unimpeded by those who may wish to curb the freedom of your expression”.
In their conversation, recorded by Bacon’s friend Barry Joule in 1982 at Dahl’s home in Great Missenden, Buckinghamshire, Bacon tells the children’s writer: “There must be no changes to an artist’s original work when he is dead for any reason whatsoever.”
Dahl, who died eight years later, aged 74, replies: “I just hope to God that will never happen to any of my writings as I am lying comfortably in my Viking grave.”
Joule regularly recorded his conversations with Bacon and had been fortunate enough to transcribe the one chronicling the encounter with Dahl shortly before the tape was inadvertently destroyed.
‘This political correctness rubbish’
The encounter at Great Missenden followed the publication of Dahl’s Revolting Rhymes and, during their conversation, he anticipates future rows over his colourful and evocative language.
Joule told The Guardian: “Fully puffed up on the subject, [Dahl] informed us, ‘You know, it was Marx and Lenin who commenced this political correctness rubbish way back in 1917, and by God it’s creeping into this country.’
“He suddenly grabbed my copy and roughly flipped through several pages to where the right-hand side featured a fine comical drawing by Quentin Blake of Miss Red Riding Hood wearing a heavy wolfskin coat.
“‘For instance, look here – knickers!’ he exclaimed [at the line ‘She whips a pistol from her knickers’] and pressed his forefinger fingernail under the eight letters so hard an imprint was left behind … noting, ‘I suppose if the Political Correctness Police could get a hold of that, they’d change in an instant the filthy word to “ladies underwear apparel”!’ Francis frowned, then grinned widely at such an outrageous possibility.”
The “Enormous Crocodile” mentioned by Dahl in his threat was a reference to one of his most famous characters, “a horrid greedy grumptious brute” who “wants to eat something juicy and delicious”.
For the 2018-2019 school year, the U.S. ranked a very impressive 4th when it came to per student public funding of K-12 education, but it only ranked a very abysmal 26th when it came to average student performance in math and reading
By Daniel Alman (aka Dan from Squirrel Hill)
February 20, 2023
I asked ChatGPT the following:
The 2018-2019 school year happened before COVID-19. For that particular school year, to the best of your knowledge, please list every OECD country, in order of the per student public funding for K-12 education. Please list the public funding per student, for each country, in U.S. dollars. Please start with the country that had the highest level of per student public funding, and continue with listing the countries in descending order of per student public funding. Then make a second list, where you list all of the OECD countries, in order, based on student performance in math and reading. Start with the country that had the best student performance, and continue with listing the countries in descending order of student performance. For all of this, use information from the 2018-2019 school year, and make it only for public funding of K-12 schools. Use whatever sources of information that are the most reliable. Please cite your sources.
This is how it responded: (Note from Daniel Alman: For some weird reason, Luxembourg appears on the first list, but not on the second. Furthermore, South Korea (which is just listed as “Korea”) and New Zealand both appear on the second list, but not on the first. Also, even though ChatGPT supposedly does not have internet access, it did include two links in its response. The first link is dead, and I could not find any archive of it. The second link works as of this writing. I suppose the first link may have worked at some point in the past.)
And now on with the response from ChatGPT:
Based on the information available to me, I can provide the following lists:
List of OECD countries by per student public funding for K-12 education (2018-2019)
-
Switzerland – $17,794
-
Norway – $16,548
-
Luxembourg – $15,958
-
United States – $15,421
-
Denmark – $14,675
-
Australia – $13,736
-
Netherlands – $12,425
-
Iceland – $11,624
-
Sweden – $11,573
-
Canada – $10,742
-
United Kingdom – $10,392
-
Austria – $10,155
-
Germany – $10,075
-
Belgium – $9,952
-
France – $9,683
-
Japan – $9,111
-
Italy – $8,700
-
Finland – $8,474
-
Spain – $7,699
-
Ireland – $7,645
-
Portugal – $6,711
-
Czech Republic – $5,729
-
Slovenia – $5,346
-
Israel – $4,779
-
Estonia – $4,512
-
Greece – $4,455
-
Poland – $4,400
-
Slovak Republic – $4,399
-
Turkey – $4,326
-
Hungary – $4,160
-
Mexico – $3,386
-
Chile – $3,247
-
Colombia – $2,594
-
Costa Rica – $2,350
Note: The data on per student public funding for K-12 education in each country is sourced from the OECD report “Education at a Glance 2021” (https://www.oecd-ilibrary.org/education/education-at-a-glance-2021_69096873-en).
List of OECD countries by student performance in math and reading (2018-2019)
-
Japan
-
Estonia
-
Canada
-
Finland
-
Korea
-
Poland
-
Ireland
-
Slovenia
-
Netherlands
-
Switzerland
-
Australia
-
Belgium
-
Norway
-
Denmark
-
Germany
-
New Zealand
-
United Kingdom
-
France
-
Portugal
-
Sweden
-
Czech Republic
-
Austria
-
Spain
-
Italy
-
Slovak Republic
-
United States
-
Iceland
-
Greece
-
Israel
-
Turkey
-
Mexico
-
Chile
-
Hungary
-
Colombia
-
Costa Rica
Note: The data on student performance in math and reading is sourced from the OECD report “PISA 2018 Results” (https://www.oecd.org/pisa/publications/pisa-2018-results.htm). The countries are listed in descending order of their mean scores in math and reading.
This is Daniel Alman talking now. I can’t begin to count how many times I’ve heard liberals claim that U.S. K-12 public schools are “underfunded.” Of course, the liberals who make this claim never explain how so many other countries are able to do so much better with far less money. Whatever the problems are with U.S. public education, I don’t think that lack of money is one of them.
Can’t say “queer” anymore! Authoritarians at Puffin just made hundreds of changes to Roald Dahl’s books. Here are some examples.
By Daniel Alman (aka Dan from Squirrel Hill)
February 19, 2023
This article from the Telegraph lists a huge numbers of the changes that publisher Puffin has recently made to Roald Dahl’s books.
Dahl himself has been dead for decades, so he had nothing to do with these changes. I’m certain that when he wrote his original text, he put a tremendous amount of thought into the words that he chose. I’m guessing that he would probably drop dead from a heart attack if he were still alive and could see how his art has been mutilated. Or perhaps the back of his head would have exploded. Certainly, he would have been furious, and would have felt very heavily violated.
Every famous and well loved author has their own unique writing style. The original text of Dahl’s books was written in a specific manner that makes it clearly identifiable as having been written by Dahl. His word choices were colorful and descriptive. The changes that Puffin has made vandalize Dahl’s writing. They also dumb it down. The new, replacement text is bland and drab.
This is exactly the kind of thing that George Orwell warned us about in his novel 1984.
Here are some examples of the recent changes to Dahl’s books, as reported in this Telegraph article:
Original text: “In her right hand she carried a walking stick. She used to tell people that this was because she had warts growing on her sole of her left foot and walking was painful.”
New text: “In her right hand she carried a walking stick. Not because she needed help walking.”
Original text: “You can’t go round pulling the hair of every lady you meet, even if she is wearing gloves. Just you try it and see what happens”
New text: “Besides, there are plenty of other reasons why women might wear wigs and there is certainly nothing wrong with that”
Original text: “But what about the rest of the world?’ I cried. “What about America and France and Holland and Germany?”
New text: “But what about the rest of the world?” I cried
Original text: “Your daughter Vanessa, judging by what she’s learnt this term, has no hearing-organs at all”
New text: “Judging by what your daughter Vanessa has learnt this term, this fact alone is more interesting than anything I have taught in the classroom “
Original text: “They must be absolutely mad! the Centipede said”
New text: “What are they doing?! the Centipede said”
Original text: “Idiots!” he yelled
New text: “Oi!” he yelled
Original text: “Great flock of ladies”
New text: “Great group of ladies”
Original text: “Chambermaid”
New text: “Cleaner“
Original text: “Queer“
New text: “Strange”
Original text: “Foul bald-headed females”
New text: “Foul females”
Original text:”fatty folds of his flabby neck”
New text: “folds of his neck”
Original text: “Even if she is working as a cashier in a supermarket or typing letters for a businessman”
New text: “Even if she is working as a top scientist or running a business”
Original text: “It nearly killed Ashton as well. Half the skin came away from his scalp”
New text: “It didn’t do Ashton much good”
Original text: “Dickens or Kipling”
New text: “Dickens or Austen”
Original text: “Wise old bird”
New text: “Wise teacher”
Original text: “You’re mad”
New text: “I don’t know why“
Original text: “Knock her flat”
New text: “Give her a right talking to”
Original text: “blow off the top of her head”
New text: “shoot sparks out the top of her head”
Original text: “Maybe that will brighten up those horrid brown teeth of hers”
New text: “Maybe that will brighten up her smile”
Original text: “The old hag opened her small wrinkled mouth, showing disgusting pale brown teeth”
New text: “The old lady opened her small wrinkled mouth.”
Original text: “I climbed up to their tree-house village and poked my head in through the door of the tree house belonging to the leader of the tribe”
New text: “I decided to speak to their leader”
Original text: “The poor little fellow, looking thin and starved, was sitting there…”
New text: “The fellow was sitting there…”
Original text: “So I shipped them all over here – every man, woman, and child in the Oompa-Loompa tribe”
New text: “So, they all agreed to come over – each and every Oompa-Loompa”
Original text: “It was easy. I smuggled them over in large packing cases with holes in them, and they all got here safely… They all speak English now”
New text: “They’ve told me they love it here”
Orignal text: “But Augustus was deaf to everything except the call of his enormous stomach”
New text: “But Augustus was ignoring everything”
Orginal text: “She wants a good kick in the pants,” whispered Grandpa Joe
New text: “She needs to learn some manners,” whispered Grandpa Joe
Original text: “How long could we allow this beast/To gorge and guzzle, feed and feast/On everything he wanted to?/Great Scott! It simply wouldn’t do./However long this pig might live,/We’re positive he’d never give/Even the smallest bit of fun/Or happiness to anyone”
New text: “For one such child as vile as he/Bad things happen, wait and see!/We cannot say we are surprised,/Augustus Gloop had been advised./ But then he took another sip/And now he’s going on a trip.”
So those are some of the examples of original text being replaced with new text.
In many other cases, text has been completely removed, with nothing to replace it. Here are some examples of text that has been removed without being replaced:
“When an actress wears a wig, or if you or I were to wear a wig, we would be putting it on over our own hair, but a witch has to put it straight on to her naked scalp “
“How horrid!” “Disgusting,” my grandmother said
“Perhaps he had been forced to jam her thumb down the spout of a boiling kettle until it was steamed away”
“The gums were like raw meat”
“I simply cannot tell you how awful they were, and somehow the whole sight was made more grotesque because underneath those frightful scabby bald heads, the bodies were dressed in fashionable and rather pretty clothes. It was monstrous. It was unnatural”
“We could round them all up and put them in the meat-grinder“
“He needs to go on a diet”
“I was crazy”
“She wore heavy make-up and had one of those unfortunate bulging figures where the flesh appeas to be strapped in all around the body to prevent it from falling out”
“His wife recognised the signs immediately and made herself scarce”
“Matilda took the knife she had been eating with”
“He looked like a low-grade bookmaker dressed up for his daughter’s wedding”
“Bingo afternoons left her so exhausted both physically and emotionally that she never had enough energy left to cook an evening meal”
“Their children turned out to be delinquents and drop-outs”
“I was her slave”
“She looked as though she was going to faint.”
“Mr Kranky was a small man with bandy legs and a huge head.”
“That’s what happens to you if you’re grumpy and bad tempered,’ said Mr Kranky. ‘Great medicine of yours, George.’”
“But she calmed down quite quickly. And by lunchtime, she was saying, ‘Ah well, I suppose it’s all for the best, really. She was a bit of a nusiance around the house, wasn’t she?’ ‘Yes,’ Mr Kranky said. ‘She most certainly was.’”
“The man behind the counter looked fat and well-fed. He had big lips and fat cheeks and a very fat neck”
“The fat around his neck bulged out all around the top of his collar like a rubber ring”
“Look at their funny long hair!”
“But they can’t be real people,” Charlie said
“The Oompa-Loompas spent every moment of their days climbing through the treetops”
“You only had to mention the word “cacao” to an Oompa-Loompa and he would start dribbling at the mouth”
“Mr Wonka turned around and clicked his finger sharply, click, click, click, three times”
“The Oompa-Loompa bowed and smiled, showing beautiful white teeth. His skin was rosy-white, his hair was golden brown, and the top of his head came just above the height of Mr Wonka’s knee“
“He wore the usual deerskin slung over his shoulder”
“But this revolting boy, of course,/Was so unutterably vile,/So greedy, foul, and infantile,/He left a most disgusting taste/Inside our mouths, and so in haste/We chose a thing that, come what may./Would take the nasty taste away”
“Rather pretty young lady”
“That seemed to calm her down a bit”
“Immensely fat”
So, those are some of the examples that are listed at the Telegraph article. There are hundreds of others in the article that I did not include. You can read the Telegraph article at this link.
To Increase Equity, School Districts Eliminate Honors Classes
https://www.wsj.com/articles/to-increase-equity-school-districts-eliminate-honors-classes-d5985dee
To Increase Equity, School Districts Eliminate Honors Classes
Supporters say uniform classes create rigor for all students but critics say cuts hurt faster learners
By Sara Randazzo
February 17, 2023
CULVER CITY, Calif.—A group of parents stepped to the lectern Tuesday night at a school board meeting in this middle-class, Los Angeles-area city to push back against a racial-equity initiative. The high school, they argued, should reinstate honors English classes that were eliminated because they didn’t enroll enough Black and Latino students.
The district earlier this school year replaced the honors classes at Culver City High School with uniform courses that officials say will ensure students of all races receive an equal, rigorous education.
These parents disagreed.
“We really feel equity means offering opportunities to students of diverse backgrounds, not taking away opportunities for advanced education and study,” Joanna Schaenman, a Culver City parent who helped spearhead the effort, said in the run-up to the meeting.
The parental pushback in Culver City mirrors resistance that has taken place in Wisconsin, Rhode Island and elsewhere in California over the last year in response to schools stripping away the honors designation on some high school classes.
School districts doing away with honors classes argue students who don’t take those classes from a young age start to see themselves in a different tier, and come to think they aren’t capable of enrolling in Advanced Placement classes that help with college admissions. Black and Latino students are underrepresented in AP enrollment in the majority of states, according to the Education Trust, a nonprofit that studies equity in education.
Since the start of this school year, freshmen and sophomores in Culver City have only been able to select one level of English class, known as College Prep, rather than the previous system in which anyone could opt into the honors class. School officials say the goal is to teach everyone with an equal level of rigor, one that encourages them to enroll in advanced classes in their final years of high school.
“Parents say academic excellence should not be experimented with for the sake of social justice,” said Quoc Tran, the superintendent of 6,900-student Culver City Unified School District. But, he said, “it was very jarring when teachers looked at their AP enrollment and realized Black and brown kids were not there. They felt obligated to do something.”
Culver City English teachers presented data at a board meeting last year showing Latino students made up 13% of those in 12th-grade Advanced Placement English, compared with 37% of the student body. Asian students were 34% of the advanced class, compared with 10% of students. Black students represented 14% of AP English, versus 15% of the student body.
The board saw anonymous quotes from students not enrolled in honors classes saying they felt less motivated or successful. One described students feeling “unable to break out of the molds that they established when they were 11.”
Tuesday marked Ms. Schaenman’s first time attending a school board meeting in person in years. She wandered the hallways of City Hall with fellow parent Pedro Frigola looking for the right room, clutching a stack of copies laying out the two-page resolution they and a few dozen other parents are asking the board to adopt.
Mr. Frigola said he disagrees with the district’s view of equity. “I was born in Cuba, and it doesn’t sound good when people are trying to achieve equal outcomes for everyone,” he said.
His ninth-grade daughter, Emma Frigola, said she was surprised and a little confused by the decision to remove honors, which she had wanted to take. She said her English teacher, who used to teach the honors class, is trying to maintain a higher standard, but that it doesn’t always seem to be working.
“There are some people who slow down the pace because they don’t really do anything and aren’t looking to try harder,” Emma said. “I don’t think you can force that into people.”
For a unit on research, Emma said her teacher gathered all the reference sources they needed to write a paper on whether graffiti is art or vandalism and had students review them together in class. Her sister, Elena Frigola, now in 11th grade, said prior honors English students chose their own topics and did research independently.
In Santa Monica, Calif., high school English teachers said last year they had “a moral imperative” to eliminate honors English classes that they viewed as perpetuating inequality. The teachers studied the issue for a year and a half, a district representative said.
“This is not a social experiment,” board member Jon Kean said at a meeting last spring. “This is a sound pedagogical approach to education.”
Gail Pinsker, a Santa Monica-Malibu Unified School District spokeswoman, said the shift this school year “has increased access and provided excellent educational experiences for all of our students.”
Several school districts have scaled back plans to eliminate honors classes after community opposition. San Diego’s Patrick Henry High School planned to eliminate 11th-grade honors American literature and U.S. history last year, but reinstated both after listening to students and families, a district spokeswoman said.
The school district in Madison, Wis., pulled back on plans last year to remove stand-alone honors classes and now lets students earn an honors label within general classes. A Rhode Island district made a similar move.
Those who support cutting honors classes point out that the curriculum of honors courses often doesn’t differ substantially from regular classes. Honors classes often move at a faster pace and the students complete more assignments. Some can boost grade-point averages or give students an advantage when applying for college.
Critics say attempting to teach everyone at an elevated level isn’t realistic and that teachers, even with the best intentions, may end up simplifying instruction. Instead, some educators and parents argue schools should find more ways to diversify honors courses and encourage students to enroll who aren’t self-selecting, including proactively reaching out to students, using an opt-out system, or looking to teacher recommendations.
“I just don’t see how removing something from some kids all of a sudden helps other kids learn faster,” said Scott Peters, a senior research scientist at education research nonprofit NWEA who has studied equity in gifted and talented programs.
In Culver City, Mr. Tran said he isn’t going to mandate that other departments move away from honors but that he would listen to any teacher-driven suggestions. As for English, he said he is throwing his support behind the high school’s teachers to try to elevate education for all students.
“We will keep moving forward,” he said.
Telegraph: “Applicants to the police who can barely write in English are being accepted by the Met in an attempt to improve diversity”
Applicants ‘functionally illiterate in English’ accepted by the Met in bid to improve diversity
HM Inspectorate says while it is ‘noble and right’ recruitment should not be at the expense of standards
By Martin Evans
26 January 2023
Applicants to the police who can barely write in English are being accepted by the Met in an attempt to improve diversity, one of His Majesty’s Inspectorate of Constabulary has warned.
HMI Matt Parr said that while it was entirely “noble and right” that Scotland Yard was aiming to be more representative of the community it policed, it should not be at the expense of standards.
In 2021, Dame Cressida Dick, the then Met Commissioner, declared it was the force’s aspiration to recruit 40 per cent of its officers from the black and ethnic minority communities by 2023.
But despite the Government’s programme to boost the number of officers across the country, which has seen a significant recruitment campaign across policing, the number of BAME officers in London remains at less than 17 per cent.
Ambitious targets
Mr Parr said setting ambitious targets both around the number of police recruits and diversity was understandable, but that it increased the risk of lowering standards and recruiting people who were not suited to the job.
He said there was even anecdotal evidence that some applicants were being accepted even though they were “functionally illiterate in English” and had difficulty writing up crime reports.
Mr Parr told The Telegraph: “We completely support the idea that London – which will likely be a minority white city in the next decade or so – should not be policed by an overwhelmingly white police force.
“That is clearly wrong. It is not just wrong from a legitimacy point of view, and from an appearances point of view, it is also operationally wrong because it means that the Met does not get insight into some of the communities it polices and that has caused problems in the past.
“So we completely support the drive to make the Met much more representative of the community it serves than it is at the moment.”
But he added: “We have a risk of recruiting the wrong people. You will hear people from their training school say that they are taking in significant numbers of people who are, on paper at least, functionally illiterate in English and therefore just writing up crime reports has become quite difficult in some areas.
“So in that drive there is at least anecdotal evidence that they have lowered standards.”
Mr Parr said since taking over as Met Commissioner in September, Sir Mark Rowley had made it clear that he wanted to “dial down the requirement to meet those targets” and focus on ensuring the force recruited the right people.
A review of recruitment and vetting by His Majesty’s Inspectorate of Constabulary Fire and Rescue Services (HMICFRS) published in November warned that as many as ten per cent of police officers should never have been admitted into the police.
Managed risk
But he said when it came to vetting he was not advocating a “zero tolerance” approach to minor misdemeanours, but rather one of managed risk.
He said young black men tended to have a greater involvement with the criminal justice system in London than any other group but that did not mean they should be barred from the police.
“I think the Met are doing absolutely the right thing in taking a risk on those people, they have got to, and it is the right thing to do. It is not only a necessary thing but it is a noble aim for all sorts of reasons.”
But he said the recent HMI review of vetting suggested that in some cases the police were taking too much risk with candidates or were failing to put safety measures in place to mitigate the risk.
He said: “Everyone is trying to do the right thing here and they are all acting from noble motives by and large but the upshot is they are taking too much risk with people and where they are taking risk – and I would support them in taking risk – they are not managing it properly as well.”
David Spencer, a former Met officer, who is now head of crime and justice at the Policy Exchange think tank, agreed that the pressure to meet the uplift and diversity targets increased the risk that standards would be lowered.
He said: “There is a tension between volume, quality and diversity and something has to give. Someone has to ask what is the most important of those three things and you have to be really careful because once you have recruited someone they are possibly going to be there for the next 30 years.
“When you are making a risk assessment, if you are trying to hit a target your capacity for risk is going to increase.”
White House Press Secretary Karine Jean-Pierre doesn’t know how to pronounce the following words: “Em-er-eye-tis” – “Bicarmel” – “Noble” Prize – “Armtice” – “Nordstrom” pipeline
https://twitter.com/RNCResearch/status/1610452259917426688
https://twitter.com/RNCResearch/status/1610452308340375554
https://twitter.com/RNCResearch/status/1610452403832111108
https://twitter.com/RNCResearch/status/1610452492386504704
Derrick Z. Jackson thinks blacks are too dumb to get admitted to college based on their grades and SAT scores
Writing for The Root, Derrick Z. Jackson said:
“One thing seems certain if the Supreme Court bans affirmative action in college admissions: The only Black men left on campus will be athletes.”
Mr. Jackson thinks blacks are too dumb to get admitted to college based on their grades and SAT scores.
At Thomas Jefferson High School for Science and Technology in Fairfax County, Virginia, Principal Ann Bonitatibus and Director of Student Services Brandon Kosatka deliberately avoided telling high achieving students about their possible eligibility for academic awards and scholarships because too many of them were Asian-American
At Thomas Jefferson High School for Science and Technology in Fairfax County, Virginia, Principal Ann Bonitatibus and Director of Student Services Brandon Kosatka deliberately avoided telling high achieving students about their possible eligibility for academic awards and scholarships because too many of them were Asian-American.
I am in favor of high academic standards for all people of all races. I am against what this school did. I hope that the school officials who did this will be fired. I also hope that all of the students will be given, retroactively, as many awards, college admissions, and scholarships as they actually earned, to the degree that this is practical and possible. For students who ended up attending a lesser college instead of a better one many years ago because of this, it may be impossible to properly reimburse them for what they had earned through their hard work. Lives may have been ruined because of what these evil people did.
Here’s the complete article:
https://www.yahoo.com/news/us-top-high-school-hid-213034509.html
US’ top high school hid over 1,200 students’ academic achievement in the name of ‘equity’
By Carl Samson
December 28, 2022
For years, administrators at Thomas Jefferson High School for Science and Technology (TJHSST) concealed students’ National Merit certifications in the name of “equity,” according to a new report.
The damning discovery was published by author and journalist Asra Q. Nomani, whose own son had not been notified of being recognized as a National Merit “Commended Student” in 2020. The National Merit Scholarship Corporation, an Illinois-based nonprofit, awards some 7,500 juniors the $2,500 National Merit Scholarship every March.
While a “Commended Student” distinction does not advance a student into becoming a National Merit “Commended Scholar,” the recognition is deemed helpful for college applications and other scholarship programs. Regardless of the degree of achievement, the TJHSST officials in question — Principal Ann Bonitatibus and Director of Student Services Brandon Kosatka — allegedly withheld informing recognized students and their families.
“I learned — two years after the fact — that National Merit had recognized my son, a graduate of TJHSST’s Class of 2021, as a Commended Student in a September 10, 2020, letter that National Merit sent to Bonitatibus. But the principal, who lobbied that fall to nix the school’s merit-based admission test to increase ‘diversity,’ never told us about it,” Nomani wrote in her City Journal piece, adding that parents from previous years reported similar situations.
On Sept. 16, National Merit sent the principal the names of 240 “Commended Students,” but it was not until mid-November when homeroom teachers distributed the accolades — after early-application deadlines had already passed.
“Keeping these certificates from students is theft by the state,” said lawyer Shawna Yashar, whose son also learned that he was a “Commended Student” too late. In a call with Kosatka, she learned that the decision to withhold the news from parents and notify students in a “low-key way” was intentional.
“We want to recognize students for who they are as individuals, not focus on their achievements,” Kosatka reportedly told Yashar. The student services director then claimed that he and the principal did not want to “hurt” the feelings of students who were not recognized, Nomani noted.
In an email to parents of “Commended Students” on Dec. 12, Kosatka reportedly informed them of their children’s “important recognition” and apologized for not sharing the news earlier, saying, “We are deeply sorry.”
He also said the school would contact college admissions officials to correct the students’ records, according to Nomani.
TJHSST, which is recognized as the nation’s top high school, has faced accusations of anti-Asian discrimination after eliminating standardized testing in favor of “experience factors” since 2020. In April, the Supreme Court blocked a petition to drop the new admissions system.
Nomani’s op-ed, which was republished by the New York Post, has triggered criticism and outrage in the Asian American community.
“They decided to screw over all of the kids (most of them Asian) who had worked so hard to earn this recognition and were unable to use it in their college application. Equity at the expense of Asians isn’t equity at all,” Hyphen Capital founder Dave Lu tweeted. “These two need to be fired for their deception and hurting the lives of so many kids because they chose to take matters into their own hands.”
“In the name of equity, aka equal outcomes, TJ principal refused to commend merit that cost students valuable scholarships. Accountability started with exposing the ugly premeditated actions of @TJAnnB by @AsraNomani,” tweeted Asian Wave Alliance President Yiatin Chu, who just recently was on the receiving end of anti-Asian comments at a New York City Council hearing.
“Next, TJ officials will ask the National Merit Scholarship Corporation to distribute the PSAT scores for equity reasons. Take from those that score high on the PSAT and give it to those that cannot or have not scored as high,” educator and entrepreneur Krishnan Chittur tweeted. “Need to serve the DIE Gods.”
Hamline University, a self described “liberal arts” college, fired a lecturer for showing adult students this piece of controversial art that is considered by art historians to be “a global artistic masterpiece”
Hamline University, a self described “liberal arts” college, fired a lecturer for showing adult students this piece of controversial art that is considered by art historians to be “a global artistic masterpiece.”
Some students had complained to the college that the artwork included a depiction the Prophet Muhammad, which is against their religion. Instead of standing up for the “liberal arts,” the college fired the lecturer who showed the artwork. Art historians consider the artwork to be “a global artistic masterpiece.”
Source for image and information: https://reason.com/volokh/2022/12/26/hamline-university-apparently-fires-art-history-lecturer-for-showing-depictions-of-muhammed/
Germany is replacing nuclear power with coal and candles. They’re gonna party like it’s 1899!
Germany is replacing nuclear power with coal and candles. They’re gonna party like it’s 1899!
Sources:
According to this Wall St. Journal article, Los Angeles teachers’ unions tried to shut down a South Central charter school that had been very successful at teaching low-income black and Hispanic students
According to this Wall St. Journal article, Los Angeles teachers’ unions tried to shut down a South Central charter school that had been very successful at teaching low-income black and Hispanic students.
In my opinion, successful schools should not be shut down.
Instead, they should be copied.
Every child should be allowed to attend a school as good as this one.
The fact that the teachers’ unions tried to shut down this successful school, instead of copying it, is despicable.
This is the complete article from the Wall St. Journal:
https://web.archive.org/web/20081014175429/http://online.wsj.com/article/SB122394095677630803.html
Charter Success in L.A.
School choice in South Central.
October 14, 2008
With economic issues sucking up so much political oxygen this year, K-12 education hasn’t received the attention it deserves from either Presidential candidate. The good news is that school reformers at the local level continue to push forward.
This month the Inner City Education Foundation (ICEF), a charter school network in Los Angeles, announced plans to expand the number of public charter schools in the city’s South Central section, which includes some of the most crime-ridden neighborhoods in the country. Over the next four years, the number of ICEF charters will grow to 35 from 13. Eventually, the schools will enroll one in four students in the community, including more than half of the high school students.
The demand for more educational choice in predominantly minority South Los Angeles is pronounced. The waitlist for existing ICEF schools has at times exceeded 6,000 kids. And no wonder. Like KIPP, Green Dot and other charter school networks that aren’t constrained by union rules on staffing and curriculum, ICEF has an excellent track record, particularly with black and Hispanic students. In reading and math tests, ICEF charters regularly outperform surrounding traditional public schools as well as other Los Angeles public schools.
ICEF has been operating since 1994, and its flagship school has now graduated two classes, with 100% of the students accepted to college. By contrast, a state study released in July reported that one in three students in the L.A. public school system — including 42% of black students — quits before graduating, a number that has grown by 80% in the past five years.
Despite this success, powerful unions like the California Teachers Association and its political backers continue to oppose school choice for disadvantaged families. Last year, Democratic state lawmakers, led by Assembly Speaker Fabian Núñez, tried to force Governor Arnold Schwarzenegger to sign a bill that would have made opening a new charter school in the state next to impossible. Mr. Nunez backed down after loud protests from parents in poorer neighborhoods.
School reformers in New York, Ohio, Florida, Connecticut, Utah and Arizona have faced similar challenges of late. Last year in Texas, where 81% of charter school students are minorities (versus 60% in traditional public schools), nearly 17,000 students had to be placed on charter waiting lists. Texas is currently bumping up against an arbitrary cap on the number of charters that can open in the state. Unless the cap is lifted by state lawmakers, thousands of low-income Texas children will remain stuck in ineffective schools.
Back in California, ICEF says that its ultimate goal is to produce 2,000 college graduates each year, in hopes that the graduates eventually will return to these underserved communities and help create a sustainable middle class. Given that fewer than 10% of high-school freshmen in South Los Angeles currently go on to receive a college diploma, this is a huge challenge. Resistance from charter school opponents won’t make it any easier.
This New York Times article on the failure of California’s high speed rail reminds me of the chapter “The Moratorium on Brains” from Ayn Rand’s 1957 novel Atlas Shrugged
This New York Times article on the failure of California’s high speed rail reminds me of the chapter “The Moratorium on Brains” from Ayn Rand’s 1957 novel Atlas Shrugged.
In that chapter from the fictional book, everyone on a passenger train died because the train was controlled by politics instead of common sense.
This new article from the New York Times explains how the real world train’s ridiculous, absurd, irrational route was chosen based on politics instead of on common sense.
The New York Times article states:
“… the design for the nation’s most ambitious infrastructure project was never based on the easiest or most direct route. Instead, the train’s path out of Los Angeles was diverted across a second mountain range to the rapidly growing suburbs of the Mojave Desert – a route whose most salient advantage appeared to be that it ran through the district of a powerful Los Angeles county supervisor.”
Wow. That’s just dumb.
The article then goes on to state many different reasons why the project is so far behind schedule, and so far over budget. These blunders are the result of decisions being made based on politics instead of on logic.
By comparison, look at the very successful high speed rail in other parts of the world, such as Japan and Western Europe. They designed and built their high speed rail systems based on logic and rational thinking, not politics.
You can read Rand’s entire novel for free at this link. The chapter that I mentioned begins on page 523.
https://antilogicalism.com/wp-content/uploads/2017/07/atlas-shrugged.pdf
Here’s the New York Times article:
How California’s Bullet Train Went Off the Rails
America’s first experiment with high-speed rail has become a multi-billion-dollar nightmare. Political compromises created a project so expensive that almost no one knows how it can be built as originally envisioned.
By Ralph Vartabedian
October 9, 2022
LOS ANGELES — Building the nation’s first bullet train, which would connect Los Angeles and San Francisco, was always going to be a formidable technical challenge, pushing through the steep mountains and treacherous seismic faults of Southern California with a series of long tunnels and towering viaducts.
But the design for the nation’s most ambitious infrastructure project was never based on the easiest or most direct route. Instead, the train’s path out of Los Angeles was diverted across a second mountain range to the rapidly growing suburbs of the Mojave Desert – a route whose most salient advantage appeared to be that it ran through the district of a powerful Los Angeles county supervisor.
The dogleg through the desert was only one of several times over the years when the project fell victim to political forces that have added billions of dollars in costs and called into question whether the project can ever be finished.
Now, as the nation embarks on a historic, $1 trillion infrastructure building spree, the tortured effort to build the country’s first high-speed rail system is a case study in how ambitious public works projects can become perilously encumbered by political compromise, unrealistic cost estimates, flawed engineering and a determination to persist on projects that have become, like the crippled financial institutions of 2008, too big to fail.
A review of hundreds of pages of documents, engineering reports, meeting transcripts and interviews with dozens of key political leaders show that the detour through the Mojave Desert was part of a string of decisions that, in hindsight, have seriously impeded the state’s ability to deliver on its promise to create a new way of transporting people in an era of climate change.
Political compromises, the records show, produced difficult and costly routes through the state’s farm belt. They routed the train across a geologically complex mountain pass in the Bay Area. And they dictated that construction would begin in the center of the state, in the agricultural heartland, not at either of the urban ends where tens of millions of potential riders live.
The pros and cons of these routing choices have been debated for years. Only now, though, is it becoming apparent how costly the political choices have been. Collectively, they turned a project that might have been built more quickly and cheaply into a behemoth so expensive that, without a major new source of funding, there is little chance it can ever reach its original goal of connecting California’s two biggest metropolitan areas in two hours and 40 minutes.
When California voters first approved a bond issue for the project in 2008, the rail line was to be completed by 2020, and its cost seemed astronomical at the time – $33 billion – but it was still considered worthwhile as an alternative to the state’s endless web of freeways and the carbon emissions generated in one of the nation’s busiest air corridors.
Fourteen years later, construction is now underway on part of a 171-mile “starter” line connecting a few cities in the middle of California, which has been promised for 2030. But few expect it to make that goal.
Meanwhile, costs have continued to escalate. When the California High-Speed Rail Authority issued its new 2022 draft business plan in February, it estimated an ultimate cost as high as $105 billion. Less than three months later, the “final plan” raised the estimate to $113 billion.
The rail authority said it has accelerated the pace of construction on the starter system, but at the current spending rate of $1.8 million a day, according to projections widely used by engineers and project managers, the train could not be completed in this century.
“We would make some different decisions today,” said Tom Richards, a developer from the Central Valley city of Fresno who now chairs the authority. He said project executives have managed to work through the challenges and have a plan that will, for the first time, connect 85 percent of California’s residents with a fast, efficient rail system. “I think it will be successful,” he said.
But there are growing doubts among key Democratic leaders in the Legislature – historically the bullet train’s base of support – and from Gov. Gavin Newsom, who has been cautious about committing new state financing. As of now, there is no identified source of funding for the $100 billion it will take to extend the rail project from the Central Valley to its original goals, Los Angeles and San Francisco, in part because lawmakers, no longer convinced of the bullet train’s viability, have pushed to divert additional funding to regional rail projects.
“There is nothing but problems on the project,” the speaker of the State Assembly, Anthony Rendon, complained recently.
The Times’s review, though, revealed that political deals created serious obstacles in the project from the beginning. Speaking candidly on the subject for the first time, some of the high-speed rail authority’s past leaders say the project may never work.
Unless rail authority managers can improve cost controls and find significant new sources of funding, they said, the project is likely to grind to a halt in future decades.
“I was totally naïve when I took the job,” said Michael Tennenbaum, a former Wall Street investment banker who was the first chairman of the rail authority 20 years ago. “I spent my time and didn’t succeed. I realized the system didn’t work. I just wasn’t smart enough. I don’t know how they can build it now.”
Dan Richard, the longest-serving rail chairman, said starting the project with an early goal of linking Los Angeles and San Francisco was “a strategic mistake.” An initial line between Los Angeles and San Diego, he said, would have made more sense.
And Quentin Kopp, another former rail chairman who earlier served as a state senator and a Superior Court judge, said the system would be running today but for the many bad political decisions that have made it almost impossible to build.
“I don’t think it is an existing project,” he said. “It is a loser.”
The 2-hour, 40-minute Dream
Although it comes more than a half century after Asia and Europe were running successful high-speed rail systems, the bullet train project when it was first proposed in the 1980s was new to America, larger than any single transportation project before it and more costly than even the nation’s biggest state could finance in one step.
The state was warned repeatedly that its plans were too complex. SNCF, the French national railroad, was among bullet train operators from Europe and Japan that came to California in the early 2000s with hopes of getting a contract to help develop the system.
The company’s recommendations for a direct route out of Los Angeles and a focus on moving people between Los Angeles and San Francisco were cast aside, said Dan McNamara, a career project manager for SNCF.
The company pulled out in 2011.
“There were so many things that went wrong,” Mr. McNamara said. “SNCF was very angry. They told the state they were leaving for North Africa, which was less politically dysfunctional. They went to Morocco and helped them build a rail system.”
Morocco’s bullet train started service in 2018.
The goal in California in 2008 was to carry passengers between Los Angeles and San Francisco in 2 hours 40 minutes, putting it among the fastest trains in the world in average speed.
The most direct route would have taken the train straight north out of Los Angeles along the Interstate 5 corridor through the Tejon Pass, a route known as “the Grapevine.” Engineers had determined in a “final report” in 1999 that it was the preferred option for the corridor.
But political concerns were lurking in the background. Mike Antonovich, a powerful member of the Los Angeles County Board of Supervisors, was among those who argued that the train could get more riders if it diverted through the growing desert communities of Lancaster and Palmdale in his district, north of Los Angeles.
The extra 41 miles to go through Palmdale would increase costs by 16 percent, according to the 1999 report, a difference in today’s costs of as much as $8 billion.
According to interviews with those working on the project at the time, the decision was a result of political horse-trading in which Mr. Antonovich delivered a multi-billion-dollar plum to his constituents.
“I said it was ridiculous,” said Mr. Tennenbaum, the former rail authority chairman. “It was wasteful. It was just another example of added expense.”
The horse-trading in this case involved an influential land developer and major campaign contributor from Los Angeles, Jerry Epstein.
Mr. Epstein, who died in 2019, was a developer in the seaside community of Marina del Rey who, along with other investors, was courting the Los Angeles County Board of Supervisors for a 40-year lease extension on a huge residential, commercial and boat dock development.
Mr. Epstein was also a member of the rail authority board, and he became a strong backer of Mr. Antonovich’s proposal for a Mojave Desert diversion on the bullet train.
“The Palmdale route was borne of a deal between Epstein and Antonovich, absolutely,” said Art Bauer, the chief staff member on the State Senate Transportation Committee, speaking publicly on the matter for the first time.
“If I get my lease, you get my vote was the deal,” Mr. Bauer said. Though Mr. Epstein was only one member of the board, his lobbying of other board members proved critical, he said. “Epstein got the votes. The staff didn’t get the votes. The staff didn’t want to go that way.”
The desert route “sacrificed travel time and increased the costs,” and opened the door to “a whole series of problems” that have become only clearer as time has gone on, he said. “They betrayed the public with this project.”
A similar assessment was made by Hasan Ikhrata, a former executive director of the Southern California Association of Governments, the giant regional planning agency that helped build powerful support for the bullet train.
The rail route “was not based on technical and financial criteria,” Mr. Ikhrata said.
In a recent interview, Mr. Antonovich, now retired, said there was no connection between Mr. Epstein’s support for the Palmdale route and his own support for the lease extension in Marina del Rey. “Jerry played a role in promoting Palmdale,” he said, but “they were two separate breeds of cat, the Marina and the desert.”
There were plenty of reasons for routing the train through the two desert cities, where more passengers could board, he said, and it was only natural that his constituents would want to see benefits from a bullet train. “We wanted to share all that stuff.”
The dogleg from Burbank to Palmdale was never without advantages. For one thing, said Mr. Richards, the current rail authority chairman, the direct route through the Grapevine would have had higher land acquisition costs and faced opposition by a major landowner. After the decision was made, Mr. Richards said, a follow-up study validated the choice.
But it has presented a complex engineering challenge, requiring 38 miles of tunnels and 16 miles of elevated structures, according to environmental reports.
And it introduced a fundamental conflict that has dogged the project. If the train was to rush passengers between the state’s two urban hubs almost as fast as they could fly, how much speed should be sacrificed by turning it into a milk run across the huge state?
Then came the decision to start building a train between Los Angeles and San Francisco that reached neither city.
A Bullet Train for the Farm Belt
The idea of beginning construction not on either end, but in the middle – in the Central Valley, a place few in Los Angeles would want to go – was a political deal from the start.
Proponents of running the rail through the booming cities of Bakersfield, Fresno and Merced cited a lot of arguments: The Central Valley needed jobs. It would be an ideal location to test equipment. It would be the easiest place to build, because it was mostly open farmland.
But the entire concept depended on yet another costly diversion.
Instead of following Interstate 5 through the uninhabited west end of the valley, the train would travel through the cities on the east side – more passengers, but also more delays, more complications over acquiring land, more environmental problems.
Rail authority leaders said starting the bullet train in the center of the state reflected a decision to make sure it served 85 percent of the residents of California, not just people at the end points. Running it on the east end of the valley, they said, would ensure that it served existing cities; building on empty farmland would encourage new sprawl.
“The key to high-speed rail is to connect as many people as possible,” Mr. Richards said.
The rail authority spokeswoman, Annie Parker, said studies in 2005 showed that building along the east side of the Central Valley provided better and faster service, though it was 6 percent more expensive. In any case, she said, the current route is what voters agreed to in 2008 in a $9 billion bond authorization.
State senators were under pressure to endorse the Central Valley plan, not only from Gov. Jerry Brown but also from President Barack Obama’s transportation secretary, Ray LaHood, who came to the state Capitol to lobby the vote.
The Central Valley quickly became a quagmire. The need for land has quadrupled to more than 2,000 parcels, the largest land take in modern state history, and is still not complete. In many cases, the seizures have involved bitter litigation against well-resourced farmers, whose fields were being split diagonally.
Federal grants of $3.5 billion for what was supposed to be a shovel-ready project pushed the state to prematurely issue the first construction contracts when it lacked any land to build on. It resulted in hundreds of millions of dollars in contractor delay claims.
“The consequence of starting in the Central Valley is not having a system,” said Rich Tolmach, who headed the nonprofit California Rail Foundation that promotes public rail transit and was deeply involved in the early days of the project. “It will never be operable.”
Which Path Through the Mountains?
More political debate ensued over what route the train would take into the San Francisco Bay Area. The existing rail corridor through Altamont Pass, near Livermore, was a logical alternative. The French engineering company Setec Ferroviaire reported that the Altamont route would generate more ridership and have fewer environmental impacts.
But as with so many decisions on the project, other considerations won the day. There was heavy lobbying by Silicon Valley business interests and the city of San Jose, which saw the line as an economic boon and a link to lower cost housing in the Central Valley for tech employees. They argued for routing the train over the much higher Pacheco Pass — which would require 15 miles of expensive tunnels.
In 2008, the rail authority issued its record of decision.
“It absolutely has to go through Pacheco and up through San Jose,” Mr. Richards said.
Op-Ed: Listen up, college students. You don’t ‘get’ a grade. You have to earn it
https://www.latimes.com/opinion/story/2022-10-09/college-rating-professor-jones-petition-students
Op-Ed: Listen up, college students. You don’t ‘get’ a grade. You have to earn it
By Jillian Horton
October 9, 2022
Every fall, my mental timeline is flooded with memories of the teachers who changed my life. And last week — when I read about the controversial termination of Maitland Jones Jr., a distinguished New York University professor whose courses in organic chemistry were deemed too hard by students hoping to get into medicine — it took me back to the September I met my toughest teacher.
It was 1994, and I was a 19-year-old student in my third year at Western University in London, Ontario. I had signed up for a course in the department of English taught by one Donald S. Hair. My first clue that professor Hair would defy expectations? He was bald.
Standing at the lectern in a three-piece suit, he took roll, ever-so-properly referring to each of us as “Miss” or “Mister.” It was a distinct shift from the vaguely beatnik tone of many of our other professors, with whom students could sometimes be found drinking beer at one of the campus pubs.
A few weeks into the class, the professor administered our first test. I didn’t think I had anything to worry about — until he handed my exam back the following week with a 67 written on it in red ink.
Sixty-seven! I’d never received such a low mark. I was dependent on a scholarship, and any grade below 80 put my future in jeopardy. My seatmate’s murderous expression revealed her mark had been miserable too. We fumed silently: Professor Hair was an old weirdo! How dare he derail our GPAs? What was the old boy’s problem, anyway?
But the real problem was this: He was right. I knew it as soon as I’d cooled off and taken the time to digest his comments. My writing was sloppy, my understanding of key concepts superficial. Like many of my peers, I was used to earning top grades. Now, for the first time, a teacher had introduced an uncomfortable question. Were we actually “earning” them?
The next day, I went to his office. With burning cheeks, I told him I knew I’d butchered the exam. To my childish surprise, he wasn’t a “weirdo” in the least. He was funny, warm and uncommonly patient. He assured me if I worked hard, I’d achieve my potential in the course, and he’d be available to help me.
I went away, read and read some more. The more I read, the more interesting his classes became, and soon, his complex, spellbinding lectures were the highlight of my week. I worked my guts out in that course. The grade I earned in his class was the lowest I’d receive that year. But I had earned that grade. Nearly 30 years later, I’m still proud of that.
As an associate dean and teacher of medical students for the last 20 years, I’ve spent a lot of time thinking about what usually makes a good doctor — and it isn’t organic chemistry. I disagree with the colleague of professor Jones who told the New York Times that he did not want anyone treating patients who did not “appreciate transformations at the molecular level.” The comment struck me as slightly less outdated than keeping a bag of leeches for emergency bloodletting. There is ample evidence other paths prepare students extremely well for a career in medicine.
That issue is a sideshow anyway, because the strong public reaction to this story is largely about something else: the commodification of education. For U.S. medical schools, the Assn. of American Medical Colleges oversees a rigorous and detailed accreditation process, which relies on the collection of mounds of data — including an exit survey that can heavily influence the school’s accreditation outcome. The survey begins by asking students to rate the degree to which they agree or disagree with this statement: “Overall, I am satisfied with the quality of my medical education.”
Is that the right way to ask someone to evaluate their education? It seems more appropriate for rating their Starbucks latte. My job is not to ensure my children — or my students — are always “satisfied.” That metric would worsen the quality of my parenting and my teaching; both require me to do unpopular things if I am to do my job well. “Satisfaction” is the language of consumer experience, and when it becomes a target metric, it alters something fundamental about the interaction between people.
I have felt that shift as an educator. I’ve witnessed, and championed, long-overdue changes in the learning environment, including a focus on the psychological safety of students. But I’ve seen disheartening changes too — namely the evolution of a relationship with students that sometimes feels transactional, as if the primary objective is no longer just about turning them into doctors but, rather, keeping them constantly satisfied, the teacher less preceptor than proprietor.
That shift is deeply, deeply unsatisfying.
Long after I’d moved on from Western University, I heard professor Hair had been nominated for an award for excellence in teaching. “Professors are often afraid to employ his high standards,” I eagerly wrote in a two-page letter of support. “Setting the bar higher may initially be uncomfortable, but it gives students … a sense of self-respect and pride which is stolen from us when we work in circumstances where such experiences do not exist.” He won that award. And he also earned it.
If my low grade in professor Hair’s class had been a barrier to me becoming a doctor, would I feel differently? I really don’t know. I suppose I thought he had a right to be tough as long as he was also trying to be fair. The irony? What I learned from him made me a better doctor. Not because I was satisfied.
Because I grew.
Jillian Horton is a writer and physician. She is the author of “We Are All Perfectly Fine: A Memoir of Love, Medicine and Healing.”
New York University dumbs down its pre-med curriculum so students who are too dumb and/or lazy to pass organic chemistry can still become doctors
At N.Y.U., Students Were Failing Organic Chemistry. Who Was to Blame?
Maitland Jones Jr., a respected professor, defended his standards. But students started a petition, and the university dismissed him.
By Stephanie Saul
October 3, 2022
In the field of organic chemistry, Maitland Jones Jr. has a storied reputation. He taught the subject for decades, first at Princeton and then at New York University, and wrote an influential textbook. He received awards for his teaching, as well as recognition as one of N.Y.U.’s coolest professors.
But last spring, as the campus emerged from pandemic restrictions, 82 of his 350 students signed a petition against him.
Students said the high-stakes course – notorious for ending many a dream of medical school – was too hard, blaming Dr. Jones for their poor test scores.
The professor defended his standards. But just before the start of the fall semester, university deans terminated Dr. Jones’s contract.
The officials also had tried to placate the students by offering to review their grades and allowing them to withdraw from the class retroactively. The chemistry department’s chairman, Mark E. Tuckerman, said the unusual offer to withdraw was a “one-time exception granted to students by the dean of the college.”
Marc A. Walters, director of undergraduate studies in the chemistry department, summed up the situation in an email to Dr. Jones, before his firing.
He said the plan would “extend a gentle but firm hand to the students and those who pay the tuition bills,” an apparent reference to parents.
The university’s handling of the petition provoked equal and opposite reactions from both the chemistry faculty, who protested the decisions, and pro-Jones students, who sent glowing letters of endorsement.
“The deans are obviously going for some bottom line, and they want happy students who are saying great things about the university so more people apply and the U.S. News rankings keep going higher,” said Paramjit Arora, a chemistry professor who has worked closely with Dr. Jones.
In short, this one unhappy chemistry class could be a case study of the pressures on higher education as it tries to handle its Gen-Z student body. Should universities ease pressure on students, many of whom are still coping with the pandemic’s effects on their mental health and schooling? How should universities respond to the increasing number of complaints by students against professors? Do students have too much power over contract faculty members, who do not have the protections of tenure?
And how hard should organic chemistry be anyway?
Dr. Jones, 84, is known for changing the way the subject is taught. In addition to writing the 1,300-page textbook “Organic Chemistry,” now in its fifth edition, he pioneered a new method of instruction that relied less on rote memorization and more on problem solving.
After retiring from Princeton in 2007, he taught organic chemistry at N.Y.U. on a series of yearly contracts. About a decade ago, he said in an interview, he noticed a loss of focus among the students, even as more of them enrolled in his class, hoping to pursue medical careers.
“Students were misreading exam questions at an astonishing rate,” he wrote in a grievance to the university, protesting his termination. Grades fell even as he reduced the difficulty of his exams.
The problem was exacerbated by the pandemic, he said. “In the last two years, they fell off a cliff,” he wrote. “We now see single digit scores and even zeros.”
After several years of Covid learning loss, the students not only didn’t study, they didn’t seem to know how to study, Dr. Jones said.
To ease pandemic stress, Dr. Jones and two other professors taped 52 organic chemistry lectures. Dr. Jones said that he personally paid more than $5,000 for the videos and that they are still used by the university.
That was not enough. In 2020, some 30 students out of 475 filed a petition asking for more help, said Dr. Arora, who taught that class with Dr. Jones. “They were really struggling,” he explained. “They didn’t have good internet coverage at home. All sorts of things.”
The professors assuaged the students in an online town-hall meeting, Dr. Arora said.
Many students were having other problems. Kent Kirshenbaum, another chemistry professor at N.Y.U., said he discovered cheating during online tests.
When he pushed students’ grades down, noting the egregious misconduct, he said they protested that “they were not given grades that would allow them to get into medical school.”
By spring 2022, the university was returning with fewer Covid restrictions, but the anxiety continued and students seemed disengaged.
“They weren’t coming to class, that’s for sure, because I can count the house,” Dr. Jones said in an interview. “They weren’t watching the videos, and they weren’t able to answer the questions.”
Students could choose between two sections, one focused on problem solving, the other on traditional lectures. Students in both sections shared problems on a GroupMe chat and began venting about the class. Those texts kick-started the petition, submitted in May.
“We are very concerned about our scores, and find that they are not an accurate reflection of the time and effort put into this class,” the petition said.
The students criticized Dr. Jones’s decision to reduce the number of midterm exams from three to two, flattening their chances to compensate for low grades. They said that he had tried to conceal course averages, did not offer extra credit and removed Zoom access to his lectures, even though some students had Covid. And, they said, he had a “condescending and demanding” tone.
“We urge you to realize,” the petition said, “that a class with such a high percentage of withdrawals and low grades has failed to make students’ learning and well-being a priority and reflects poorly on the chemistry department as well as the institution as a whole.”
Dr. Jones said in an interview that he reduced the number of exams because the university scheduled the first test date after six classes, which was too soon.
On the accusation that he concealed course averages, Dr. Jones said that they were impossible to provide because 25 percent of the grade relied on lab scores and a final lab test, but that students were otherwise aware of their grades.
As for Zoom access, he said the technology in the lecture hall made it impossible to record his white board problems.
Zacharia Benslimane, a teaching assistant in the problem-solving section of the course, defended Dr. Jones in an email to university officials.
“I think this petition was written more out of unhappiness with exam scores than an actual feeling of being treated unfairly,” wrote Mr. Benslimane, now a Ph.D. student at Harvard. “I have noticed that many of the students who consistently complained about the class did not use the resources we afforded to them.”
Ryan Xue, who took the course, said he found Dr. Jones both likable and inspiring.
“This is a big lecture course, and it also has the reputation of being a weed-out class,” said Mr. Xue, who has transferred and is now a junior at Brown. “So there are people who will not get the best grades. Some of the comments might have been very heavily influenced by what grade students have gotten.”
Other students, though, seemed shellshocked from the experience. In interviews, several of them said that Dr. Jones was keen to help students who asked questions, but that he could also be sarcastic and downbeat about the class’s poor performance.
After the second midterm for which the average hovered around 30 percent, they said that many feared for their futures. One student was hyperventilating.
But students also described being surprised that Dr. Jones was fired, a measure the petition did not request and students did not think was possible.
The entire controversy seems to illustrate a sea change in teaching, from an era when professors set the bar and expected the class to meet it, to the current more supportive, student-centered approach.
Dr. Jones “learned to teach during a time when the goal was to teach at a very high and rigorous level,” Dr. Arora said. “We hope that students will see that putting them through that rigor is doing them good.”
James W. Canary, chairman of the department until about a year ago, said he admired Dr. Jones’s course content and pedagogy, but felt that his communication with students was skeletal and sometimes perceived as harsh.
“He hasn’t changed his style or methods in a good many years,” Dr. Canary said. “The students have changed, though, and they were asking for and expecting more support from the faculty when they’re struggling.”
N.Y.U. is evaluating so-called stumble courses — those in which a higher percentage of students get D’s and F’s, said John Beckman, a spokesman for the university.
“Organic chemistry has historically been one of those courses,” Mr. Beckman said. “Do these courses really need to be punitive in order to be rigorous?”
Dr. Kirshenbaum said he worried about any effort to reduce the course’s demands, noting that most students in organic chemistry want to become doctors.
“Unless you appreciate these transformations at the molecular level,” he said, “I don’t think you can be a good physician, and I don’t want you treating patients.”
In August, Dr. Jones received a short note from Gregory Gabadadze, dean for science, terminating his contract. Dr. Jones’s performance, he wrote, “did not rise to the standards we require from our teaching faculty.”
Dr. Gabadadze declined to be interviewed. But Mr. Beckman defended the decision, saying that Dr. Jones had been the target of multiple student complaints about his “dismissiveness, unresponsiveness, condescension and opacity about grading.”
Dr. Jones’s course evaluations, he added, “were by far the worst, not only among members of the chemistry department, but among all the university’s undergraduate science courses.”
Professors in the chemistry department have pushed back. In a letter to Dr. Gabadadze and other deans, they wrote that they worried about setting “a precedent, completely lacking in due process, that could undermine faculty freedoms and correspondingly enfeeble proven pedagogic practices.”
Nathaniel J. Traaseth, one of about 20 chemistry professors, mostly tenured, who signed the letter, said the university’s actions may deter rigorous instruction, especially given the growing tendency of students to file petitions.
“Now the faculty who are not tenured are looking at this case and thinking, ‘Wow, what if this happens to me and they don’t renew my contract?’” he said.
Dr. Jones agrees.
“I don’t want my job back,” he said, adding that he had planned to retire soon anyway. “I just want to make sure this doesn’t happen to anyone else.”
Texas Wesleyan Cancels Play After Students Say Use of Slur Is Harmful [The writer of the play is black]
Texas Wesleyan Cancels Play After Students Say Use of Slur Is Harmful
The play’s author, who is Black, said he crafted its language to be historically accurate in representing civil rights struggles. But the theater program at the university heeded the call of students.
By April Rubin
October 6, 2022
Texas Wesleyan University halted its production of “Down In Mississippi,” a play about registering voters in the 1960s, after criticism from students who said racist epithets in the script could contribute to a hostile, unwelcoming environment. Its author said he was using that language to represent the reality of the period.
The play by Carlyle Brown, a Black playwright based in Minneapolis, focuses on the efforts of a movement that led to passage of the Civil Rights Act of 1964 and the Voting Rights Act of 1965, which outlawed racial discrimination and protected Black voters. The plot, which is set during the Freedom Summer campaign, centers on three student activists as they travel from New York City to the South to register Black voters.
In telling that story, the playwright included a scene in which a white character used a racial slur, repeatedly, to refer to Black people, opening up a controversy on campus that also spotlighted a larger rift in American society over discussions of race and the portrayal of the struggles of people of color in media and the arts.
Two students who were not part of the production, and were described as a Latinx woman and a Black woman, heard about the scene through word of mouth and submitted bias reports to the university’s administration on Sept. 23, said Chatashia Brown, the university’s assistant director for student diversity and inclusion programs.
Their complaints prompted administrators of the university, in Fort Worth, to host a “listening session” on Sept. 29, which had been previously scheduled as the opening night of the play. Students, actors and members of the university’s faculty and staff joined the open forum, as did Mr. Brown.
Black students said that the explicit language in the play would further aggravate problems on a campus that they said did not cater to the needs of its significant population of students of color. As of fall 2021, 58 percent of students at Texas Wesleyan identified as Asian, Black, Latino or biracial.
“They wanted to kind of come in and be able to see the story and understand its impact without being triggered by it,” Ms. Brown said.
The students who expressed their concerns said that the repetition of the racial slur, spoken about a dozen times in the play, would have caught them off guard and negatively affected their mental health. They worried that the play could lead other students who are not Black to feel more comfortable repeating the slur.
“We pretty much all understand what harmful language is and how it’s been used because a lot of them still deal with that today,” Ms. Brown said. “So they just thought the timing and the place of it was pretty upsetting.”
The playwright said that his intentions were for the performance to be historically accurate. To him, the past shouldn’t be sanitized — and he said that the racial slur was used provocatively, for audience members to feel the impact it has had in real life. The scene portrays one of the play’s three students, who is white, showing the Black student how he would be treated on their journey. Training sessions like the one portrayed were common at the time and were intended to help people understand the severity of the behavior they could face.
Mr. Brown, who joined the listening session on a video call, said the play seems to have become a catalyst for a discussion about racial relations on campus that is separate from his work
“As the conversation went on, a couple students went up and looked at my image on the screen and said, ‘It’s not your play, Mr. Brown; it’s just not the play at this place, at this time,’” he said in an interview.
Last school year, the president of the Black Student Association went on a hunger strike to raise awareness of the lack of diversity on Texas Wesleyan’s campus. Among the sources of her discontent: The university didn’t have substantial classes focused on ethnic or racial studies, despite having a diverse student body; and no established multicultural center existed for students to convene.
The protest, along with other feedback from students about concerns with the campus climate and diversity, prompted the university to announce earlier this year that it would emphasize “community, engagement and inclusion” through a strategic plan, which included measures such as incorporating multiculturalism, inclusion and anti-intolerance in its curriculum; engaging in culturally relevant teaching to connect with students of diverse backgrounds; and identifying a space on campus for multicultural student programs.
However, the discussions around the play showed that students’ grievances had not been addressed to the extent they wanted, said Jaylon Leonard, president of the student body.
“It was not the play itself, but about some things that we had dealt with in the past with the school in regard to diversity and inclusion recently that weren’t unanswered,” he said, adding that “for this to be thrown on top of those issues, it was something that we were not ready to accept.”
Production dates for “Down in Mississippi” were first delayed, and the theater program considered hosting the play off campus at the Jubilee Theatre, a Fort Worth venue that puts on plays that highlight African American experiences. But the faculty of the Texas Wesleyan theater department decided not to put on the play at all, after students involved expressed their discomfort, said Joe Brown, theater chair and professor of theater arts.
The theater program has produced plays about the Holocaust, the gay rights movement, religion and political extremism, and they have been well-regarded in the campus community, Professor Brown said. All of the upcoming plays this season will examine the theme of exclusion.
“Our motivation was what’s happening in the United States right now is pretty scary with women’s rights and L.G.B.T.Q. rights and voter suppression and Black rights,” he said. “There’s some scary things happening in different states, so we felt the timeliness of ‘Is history repeating itself?’”
Students in the play sought the guidance of D. Wambui Richardson, the artistic director of the Jubilee Theatre, early in the production process, since he has put on several other plays with similar themes. He has heard the critique that the approach of a play could be glorifying negative aspects of the Black experience, citing an act on police brutality as an example, Mr. Richardson said.
“Our response was if we’re not creating a space for the conversations to be had in a safe and nurturing environment, then those conversations are not being had,” he said.
He offered for the production of “Down In Mississippi” to be moved to his theater, but Mr. Richardson came to understand that the Fort Worth student community did not seem ready for it.
“A message is only as important and vital as the lips that will repeat it, the ears that will hear it and the legs that will carry it,” Mr. Richardson said.
As the only Black person on the production team, Mya Cockrell, who was responsible for the scenic design, had reservations but felt that she had to come to terms with a show that was moving forward.
She appreciated that members of the cast went out and spoke with people involved in the civil rights movement and learned about the history, but she said that the greater campus community would have benefited from that discussion.
“I personally don’t think that the theater was in a place to put on a show like this,” Ms. Cockrell said, “because I think there’s a lot more that we can do as a community to help people, and I don’t think we were necessarily doing that or educating people outside of the theater.”
Sydney Rawls, a teacher from Tennessee, talks about the government bureaucracy regarding books
https://www.tiktok.com/@sydneyrawls/video/7131343584963398955
Gov. Kate Brown signed a law to allow Oregon students to graduate without proving they can write or do math. She doesn’t want to talk about it.
Gov. Kate Brown signed a law to allow Oregon students to graduate without proving they can write or do math. She doesn’t want to talk about it.
By Hillary Borrud
August 6, 2021
For the next five years, an Oregon high school diploma will be no guarantee that the student who earned it can read, write or do math at a high school level.
Gov. Kate Brown had demurred earlier this summer regarding whether she supported the plan passed by the Legislature to drop the requirement that students demonstrate they have achieved those essential skills. But on July 14, the governor signed Senate Bill 744 into law.
Through a spokesperson, the governor declined again Friday to comment on the law and why she supported suspending the proficiency requirements.
Brown’s decision was not public until recently, because her office did not hold a signing ceremony or issue a press release and the fact that the governor signed the bill was not entered into the legislative database until July 29, a departure from the normal practice of updating the public database the same day a bill is signed.
The Oregonian/OregonLive asked the governor’s office when Brown’s staff notified the Legislature that she had signed the bill. Charles Boyle, the governor’s deputy communications director, said the governor’s staff notified legislative staff the same day the governor signed the bill.
Boyle said in an emailed statement that suspending the reading, writing and math proficiency requirements while the state develops new graduation standards will benefit “Oregon’s Black, Latino, Latina, Latinx, Indigenous, Asian, Pacific Islander, Tribal, and students of color.”
“Leaders from those communities have advocated time and again for equitable graduation standards, along with expanded learning opportunities and supports,” Boyle wrote.
Lawmakers and the governor did not pass any major expansion of learning opportunities or supports for Black, Indigenous and students of color during this year’s legislative session.
The requirement that students demonstrate freshman- to sophomore-level skills in reading, writing and, particularly, math led many high schools to create workshop-style courses to help students strengthen their skills and create evidence of mastery. Most of those courses have been discontinued since the skills requirement was paused during the pandemic before lawmakers killed it entirely.
Democrats in the legislature overwhelmingly supported ending the longtime proficiency requirement, while Republicans criticized it as a lowering of academic standards. A couple lawmakers crossed party lines on the votes.
Proponents said the state needed to pause Oregon’s high school graduation requirements, in place since 2009 but already suspended during the pandemic, until at least the class of 2024 graduates in order for leaders to reexamine its graduation requirements. Recommendations for new standards are due to the Legislature and Oregon Board of Education by September 2022.
However, since Oregon education officials have long insisted they would not impose new graduation requirements on students who have already begun high school, new requirements would not take effect until the class of 2027 at the very earliest. That means at least five more classes could be expected to graduate without needing to demonstrate proficiency in math and writing.
Much of the criticism of the graduation requirements was targeted at standardized tests. Yet Oregon, unlike many other states, did not require students to pass a particular standardized test or any test at all. Students could demonstrate their ability to use English and do math via about five different tests or by completing an in-depth classroom project judged by their own teachers.
A variety of factors appear to have led to the lack of transparency around the governor’s bill signing decisions this summer. Staff in the secretary of the state Senate’s office are responsible for updating the legislative database when the governor signs a Senate bill. Secretary of the Senate Lori Brocker said a key staffer who deals with the governor’s office was experiencing medical issues during the 15-day period between when Brown signed Senate Bill 744 and the public database was updated to reflect that.
Still, a handful of bills that the governor signed into law on July 19 — including a bill to create a training program for childcare and preschool providers aimed at reducing suspensions and expulsions of very young children — were updated in the legislative database the same day she signed them and email notifications were sent out immediately to people who signed up to track the bills.
No notification ever went out regarding the governor’s signing of the graduation bill. That was because by the time legislative staff belatedly entered the information into the bill database on July 29, the software vendor had shut off bill updates to member of the media and the public who had requested them. They cut it off because of a July 21 system malfunction, said legislative information services Systems Architect Bill Sweeney.