Social justice organization asks white liberals to avoid sending their children to “any Ivy League School or US News & World Report Top 50 School so that position at that school is available for people of color”

Original: https://www.dallasjustice.org/college-pledge

Archive: https://web.archive.org/web/20210725160619/https://www.dallasjustice.org/college-pledge

Dallas Justice Now

An Open Letter to Wealthy White Liberals of HPISD from DJN

To Our White Allies:

Talk is not enough. Commit yourself towards taking action and making sacrifices to correct centuries of injustice. Open up spaces for Black and LatinX communities by refusing to send your kids to Ivy League and US News & World Report Top 50 schools and encourage friends, neighbors, and family members to do the same. Imagine if those hundreds of thousands of spots at these institutions were occupied only by marginalized communities. Imagine the opportunities. We can achieve true equity within our lifetimes but only if white folks are willing to sacrifice their privileges.

The Dallas Justice NOW College Pledge:

As a white person with privilege both from my whiteness and my neighborhood I recognize the need to make sacrifices for the purpose of correcting hundreds of years of murder, slavery, discrimination, and lack of educational and economic opportunities perpetrated upon people of color. I understand that access to top schools is a key component in economic and social advancement. Therefore, I commit that my children will not apply to or attend any Ivy League School or US News & World Report Top 50 School so that position at that school is available for people of color to help correct historical wrongs.  If I do not have children under 18 then I will commit to encouraging my white privileged friends, neighbors, and family members with children to sign the pledge and holding them accountable until they do so.  

Have you been asked to take the pledge? Don’t be a racist hypocrite. Sign the pledge today!

Sincerely,

Dallas Justice NOW 

 

July 26, 2021. Tags: , , , , . Dumbing down, Education, Racism, Social justice warriors. Leave a comment.

Defund Columbia: Federal loans for high-cost, low-value graduate schools have enabled the Ivy League master’s-degree racket to thrive.

https://www.nationalreview.com/2021/07/defund-columbia/

Defund Columbia

By Preston Cooper

July 13, 2021

Federal loans for high-cost, low-value graduate schools have enabled the Ivy League master’s-degree racket to thrive.

Columbia University is among America’s most elite schools. Many believe that a graduate degree from Columbia or another Ivy League school will lead to financial security for life. But a recent investigation by Wall Street Journal reporters Melissa Korn and Andrea Fuller shows that this perception, so eagerly cultivated by universities, is a fiction.

Master’s-degree students at Columbia and many other elite schools take on hundreds of thousands of dollars in student-loan debt. Yet after they graduate, too many find that the degree did not open the doors promised. The existence and scale of these subpar graduate programs is tied to irresponsible federal lending practices, which extend unlimited lines of credit to graduate students with no regard to their ability to repay.

Students in Columbia’s Master of Fine Arts in film program typically accumulate $181,000 in federal debt, according to the report. But when they enter the labor market, their median salary is just $30,000 — less than one-sixth of the debt they took on. Few, if any, of those students will fully repay what they borrowed from taxpayers.

“There were 55 students in my incoming class at Columbia’s MFA Film program,” says former student James Stoteraux. “Only 4 of us ever managed to make a career out of it. . . . Columbia traded on its reputation to sell them big dreams that it could never deliver.”

Fueled by federal aid, master’s-degree programs have become profit centers for elite universities. Ivy League schools coast off their selective undergraduate programs, which earn the schools top spots on the U.S. News & World Report college rankings. They leverage this prestige to churn out graduate degrees that would make many for-profit colleges blush.

The strategy has paid off. During the 2019-20 academic year, Columbia collected $268 million in federal loans on its graduate programs. The undergraduate schools, on which Columbia built its reputation, only supplied $16 million in federal loans.

Columbia officials have even admitted to the scheme. The school’s vice provost for academic programs says that master’s degrees “can and should be a revenue source,” according to the Wall Street Journal report. The cost of that business model falls on students, who are responsible for paying off the debt, and taxpayers, who inevitably will be stuck with part of the bill when the government forgives the loans that students can’t pay.

There’s only one way to solve this problem: Defund Columbia and other elite institutions guilty of this practice. End the federal loans for graduate schools that have enabled the Ivy League master’s-degree racket to go on for so long.

Congress originally created the federal student-loan program to help low-income students afford college. But student loans have transformed into a welfare program for rich universities. Graduate loans now account for two in five loan dollars issued by the federal government. That has not happened by chance; it is the result of deliberate policy changes.

Created in 2006, the federal Grad PLUS program allows graduate students to borrow an effectively unlimited amount from the federal government, provided they attend an accredited college or university. After taking on the debt, students are allowed to pay it back through income-based plans, where payments average just $154 per month. Ten or 20 years after a borrower starts payments, any remaining debt is canceled.

The Congressional Budget Office estimates that 60 percent of the loans issued in 2021 and repaid in this manner will eventually be forgiven. Internal Education Department documents suggest that over $400 billion of the federal government’s loan portfolio will not be repaid. To be sure, students themselves will be responsible for paying a lot as well. But colleges and universities are running away with the profits.

Congress could put an end to this with one simple policy change: Stop supporting graduate programs with federal loan dollars.

There’s a reasonable economic justification for federal lending to undergraduate students, since most have no credit history to speak of and might need government help to get a loan. But that argument generally does not apply to graduate students, who are in their 20s and 30s. The economic rationale for a federal graduate-loan program is nonexistent.

Indeed, there was a thriving private market for graduate loans — one that could be engaged once more — before Grad PLUS arrived on the scene. Students who needed to borrow large amounts for a high-value degree, such as medical students, could almost always secure private funding, and usually at a lower interest rate than the federal government offered.

But programs with outrageous tuition costs and meager earnings payoffs would have a hard time pocketing funding from a private lender that cannot simply pass losses on to taxpayers, as the federal government can. Only the presence of federal graduate loans, with their heavy implicit subsidies, makes high-cost, low-value programs possible on a large scale.

Problems are best solved by removing their root causes. Defunding Columbia and other graduate schools is the most effective way to rescue graduate students from unaffordable debt and taxpayers from the burden of cleaning up the mess.

July 13, 2021. Tags: , . Education. Leave a comment.

Spoiled college students with designer clothes and expensive phones say the U.S. is horrible and they are oppressed. But when asked to name a better country, they can’t.

https://www.youtube.com/watch?v=Q6tBQRslg14

July 4, 2021. Tags: , , , . Dumbing down, Education, Racism, Social justice warriors. Leave a comment.

Professors declare correct grammar is racist

https://www.campusreform.org/article?id=17695

Profs declare correct grammar is racist, no such thing as standard English at symposium

Towson University hosted a virtual symposium to discuss anti-racist teaching practices.

One professor argued that “correct grammar” and “standard language” only “reinforce master narratives of English.”

By Ethan Khaldarov

June 25, 2021

Speakers at Towson University’s virtual “Antiracist Pedagogy Symposium” criticized university writing curriculum and programs for being racist and perpetuating Whiteness. 

The event occurred on June 17.

April Baker-Bell, associate Professor of Language, Literacy, and English Education at Michigan State University, argued that idea of Standard English among teachers is used to maintain racist assumptions about “Black language.”

Bell stated it is evident that “anti-Blackness that is used to diminish black language of Black students in classrooms is not separate from the rampant and deliberate anti-black racism and violence inflicted upon black people in society.”

“Teacher attitudes include assumptions that Black students are somehow linguistically, morally, and intellectually inferior because they communicate in Black language,” said Bell.

Indiana University of Pennsylvania English professor Cristina Sánchez-Martín stated that her efforts are designed to contribute to “undoing Whiteness” in university students’ writing. 

“The repeated references to ‘correct grammar’ and ‘standard language’ reinforce master narratives of English only as White and monolingualism and a deficit view of multilingualism,” said Sánchez-Martín. 

June 28, 2021. Tags: , , , , , , , , , , , . Dumbing down, Education, Racism, Social justice warriors. Leave a comment.

Bill Maher talks about college

https://www.youtube.com/watch?v=_x5SeXNabd8

June 28, 2021. Tags: , , , , , . Dumbing down, Education. Leave a comment.

Another school district ditches honors classes in the name of ‘equity and inclusion’

https://www.thecollegefix.com/another-school-district-ditches-honors-classes-in-the-name-of-equity-and-inclusion/

Another school district ditches honors classes in the name of ‘equity and inclusion’

By Dave Huber

June 26, 2021

Another school board has decided that honors classes will have to be done away with … in the name of “equity and inclusion.”

According to The Globe and Mail, the Vancouver School Board declared its math and science honors courses “do not comply” with the district’s goal of “ensuring that all students can participate in every aspect of the curriculum.”

The district said in a statement that its revised curriculum requires “an inclusive model of education” so “all students will be able to participate in the curriculum fulsomely.”

Yeah, I had to look that last word up too. This is what educationists do when they enact a sketchy policy — stack it with flowery lingo to make it more palatable.

Parents were angry that they were made aware of the board’s decision just last month, which was long after students had decided which secondary school to attend. As it is, only two of the district’s 18 secondary schools had even offered the advanced courses.

A spokesman for Education Minister Jennifer Whiteside said because of this “limited” number of locations, “not all students […] have an equal opportunity to enroll” in these accelerated classes. Instead, advanced students can “complete their own grade-level work […] and then work ahead into a higher grade level” (but only if there’s enough space). Or, they can apply to a “mini-school,” a “school within a school” which have specialized offerings “ranging from academics to the arts to hockey to leadership.”

The University of British Columbia’s Jennifer Katz, a Vancouver district consultant who favors abolition of fast-track courses, poo-pooed parents’ concerns about gifted students not “fitting in,” saying such a belief is “part of racism and systemic racism.”

Programs and courses such as those for honors kids are “’almost always’ made up of ‘middle- and upper-class kids whose parents have had them tutored for who knows how many years,’” Katz said. She added that teachers should be teaching to students’ ability levels so that those “of different abilities can work on the same assignment but with more advanced inquiry for some.”

But Katz’s UBC peer Owen Lo said the move to ditch honors classes is “radical, oversimplified and irresponsible.” And here’s where he nails it:

He said teachers are currently working with students from a variety of racial and linguistic backgrounds, as well as with students with ADHD and autism.

“Then, all of a sudden, you’re also adding students with advanced learning needs in the classroom. It’s a very reasonable thing that a teacher will actually sacrifice first the student with advanced learning needs. … When you don’t give them enough challenged curriculum, how do they have a growth mindset? They don’t grow.”

I know exactly to what Lo is referring. Over a decade ago, Delaware had the “brilliant” idea that every public school student, regardless of academic ability, would have to take at least two consecutive years of a foreign language in order to graduate from high school. Up until this point, foreign languages were electives.

The effect of the mandate, which started in 2011, was immediate. Whereas before my classes were composed of students who had demonstrated proficiency in their English classes, now they were a mix of such kids and special education students who didn’t know a noun from a verb. Appeals for separate classes based on (English course) performance went unheeded. The response from administrators was like that of Katz’s: Teachers were expected to teach to each student’s ability.

In classes totaling more than 30 students, that is.

Before the mandate in my level-one Spanish course, I would cover subjects like stem-changing and reflexive verbs, the differences between “ser” and “estar,” and even using the past tense. By the time I retired, just five years after the state requirement, I was unable to get to any of these topics. Indeed, I had to spend a lot of time, especially at the beginning of the school year, (re)teaching the basic parts of English speech.

Contrary to the illusion that Katz and those like her believe, the reality of Vancouver/Delaware-style mandates is that high and low-ability students suffer. The former get bored from the (to them) remedial instruction, and the latter get frustrated by their inability to grasp even basic concepts.

A further reality is that teachers will cater to the latter because their grade distributions will look better. Honors students will get the good grades regardless, so teachers focus on making sure the grades of lower-ability students are acceptable to administrators.

June 26, 2021. Tags: , , , , . Dumbing down, Education, Equity, Racism, Social justice warriors. Leave a comment.

Six white female academics have posed as scholars of color in recent years

https://www.thecollegefix.com/six-white-female-academics-have-posed-as-scholars-of-color-in-recent-years/

Six white female academics have posed as scholars of color in recent years

By Jennifer Kabbany

June 17, 2021

Screenshot 2021-06-17 at 13-48-34 Six white female academics have posed as scholars of color in recent years The College Fix

ANALYSIS: If being a woman of color is so oppressive and exhausting, as BIPOC scholars constantly claim, why are so many white female scholars pretending to be people of color?

Inside Higher Ed has an article out this week regarding a mysterious anonymous report floating around Queen’s University in Canada that alleges some faculty are faking being indigenous.

While employees at the school debate to what degree the claims are true, if at all, tucked inside the article is a summary of all the white academics who have pretended to be scholars of color over the years.

They’ve done so, as reporter Colleen Flaherty put it, “presumably to increase their clout in certain disciplines or access resources available to historically underrepresented groups, or both.” She reported:

Just last month, The New York Times Magazine published an incriminating look into long-standing allegations that Andrea Smith, a professor of ethnic studies at the University of California, Riverside, is not Cherokee. Smith didn’t respond to the Times or to a request for comment Monday, but she’s always maintained that she is Cherokee.

Before that, within the last year alone, neuroscientist BethAnn McLaughlin admitted to pretending to be a Hopi scientist on Twitter, and historian Jessica Krug was outed as pretending to be Afro-Latinx. Historian Kelly Kean Sharp resigned suddenly after it was revealed she isn’t really Chicana, and Ph.D. candidate CV Vitolo-Haddad apologized for claiming various nonwhite identities.

… Even before all that, among others, there was Rachel Dolezal, who pretended to be Black while teaching African American studies at Eastern Washington University and leading her local NAACP chapter.

The College Fix has reported on most of these examples over the years. Here is our reporting on McLaughlin, Krug, Sharp, Vitolo-Haddad and Dolezal.

But what popped out from this Inside Higher Ed report was seeing all the examples in a row like that and realizing — gosh, there are a lot of white female scholars who have pretended to be scholars of color in recent years.

Why is that?

As Flaherty had suggested, “presumably to increase their clout in certain disciplines or access resources available to historically underrepresented groups, or both.”

In other words, there ARE perks to being a scholar of color in today’s day and age.

So much for systemic racism and white privilege!

June 17, 2021. Tags: , , . Education, Racism, Social justice warriors. Leave a comment.

Villanova University sociology professor Glenn Bracey encourages adoption of Critical Race Theory due to its roots in Marxism

Thanks to Gateway Pundit for this article on it.

The video below shows Villanova University sociology professor Glenn Bracey saying the following:

“The Marxist foundation of Critical Race Theory is at base a spiritual concern. If you read Marx you know that he was concerned about alienation. Specifically, alienation of the species being. That element of humanity that provides creativity that is unique to the individual – that really gives us – it is what defines humans from animals in that case. Marx was concerned that our modern systems were flattening that humanity and alienating us from the creative endeavors that we were – Christians would say – we were designed to emulate and to practice. So the core question for Critical Race Theory is one of releasing people – especially people of color, especially Black people – from the oppressive systems that deny us access to our species being, including racism. It’s Marxism, my point being Critical Race Theory’s Marxism is fundamentally a spiritual concern.”

https://twitter.com/JackPosobiec/status/1398644441129365504

https://www.youtube.com/watch?v=PS5tLQcYRbU

https://www.bitchute.com/video/CuMe28VYzy93/

 

May 30, 2021. Tags: , , , , , , , . Communism, Dumbing down, Education, Racism, Social justice warriors. Leave a comment.

California Leftists Try to Cancel Math Class

https://www.cde.ca.gov/ci/ma/cf/index.asphttps://www.wsj.com/articles/california-leftists-try-to-cancel-math-class-11621355858

California Leftists Try to Cancel Math Class

The proposed curriculum framework aims low, abandons the gifted, and preaches ‘social justice.’

By Williamson M. Evers

May 18, 2021

Oakland, Calif.

If California education officials have their way, generations of students may not know how to calculate an apartment’s square footage or the area of a farm field, but the “mathematics” of political agitation and organizing will be second nature to them. Encouraging those gifted in math to shine will be a distant memory.

This will be the result if a proposed mathematics curriculum framework, which would guide K-12 instruction in the Golden State’s public schools, is approved by California’s Instructional Quality Commission in meetings this week and in August and ratified by the state board of education later this year.

The framework recommends eight times that teachers use a troubling document, “A Pathway to Equitable Math Instruction: Dismantling Racism in Mathematics Instruction.” This manual claims that teachers addressing students’ mistakes forthrightly is a form of white supremacy. It sets forth indicators of “white supremacy culture in the mathematics classroom,” including a focus on “getting the right answer,” teaching math in a “linear fashion,” requiring students to “show their work” and grading them on demonstrated knowledge of the subject matter. “The concept of mathematics being purely objective is unequivocally false,” the manual explains. “Upholding the idea that there are always right and wrong answers perpetuates ‘objectivity.’ ” Apparently, that’s also racist.

The framework itself rejects preparing students to take Algebra I in eighth grade, a goal reformers have sought since the 1990s. Students in Singapore, South Korea and Taiwan master introductory algebra in eighth grade or even earlier.

At one time, California took the goal seriously and made immense progress. California Department of Education data show that while only 16% of students took algebra by eighth grade in 1999, by 2013, 67%—four times as many—were doing so. Success rates, meaning the percentage of students scoring “proficient” or above, kept rising even as enrollment increased dramatically.

The biggest beneficiaries were ethnic minority and low-income students. While student success tripled overall, African-American students’ success rate jumped by a factor of five, and Latinos’ and low-income students’ by a factor of six.

Many highly selective colleges expect students to take calculus in high school. To get to calculus by senior year, students have to proceed on a pathway of advanced courses. The framework condemns this as a “rush to calculus” and indicates that California schools won’t provide such a pathway. California high-school grads may be put at a disadvantage in applying to top colleges.

The framework explicitly rejects “ideas of natural gifts and talents.” That some are gifted in math implies some others aren’t, and this is “inequitable.” The framework’s authors also fear that those designated “gifted” may have their fragile egos hurt if they later lose that designation. So it writes an obituary for gifted-and-talented programs, which would hobble the rise of many talented children in California.

The framework rejects ability grouping, also called tracking, even though studies show that students do better when grouped with others who are progressing in their studies at the same pace. We have known for years, including from a 2009 Fordham Institute study of Massachusetts middle schools, that schools with more tracks have significantly more math students at advanced levels and fewer failing students.

The proposal’s agenda becomes clear when it says math should be taught so it can be used for “social justice.” It extols a fictional teacher who uses class to develop her students’ “sociopolitical consciousness.” Math, it says, is a tool to “change the world.” Teachers are supposed to adopt a “culturally relevant pedagogy,” which includes “the ability to identify, analyze and solve real-world problems, especially those that result in societal inequalities.”

Under this pedagogy, “students must develop a critical consciousness through which they challenge the status quo of the current social order.” Don’t think that kindergarten is too early for such indoctrination: “Teachers can take a justice-oriented perspective at any grade level, K-12,” the curriculum revisionists write. Students could be taught fractions in the distracting process of learning the math of organizing a protest march.

This program is quite a comedown for math, from an objective academic discipline to a tool for political activism. Society will be harmed: With fewer people who know math well, how are we going to build bridges, launch rockets or advance technologically? Students will pay the heaviest price—and not only in California. As we’ve seen before, what starts in California doesn’t stop here.

My advice to California’s Instructional Quality Commission, when it meets on Wednesday and Thursday to evaluate public comments on the curriculum framework, is to scrap the document and return to the 1997 math content standards and associated framework. Written largely by professors in Stanford’s math department, it resulted in the aforementioned stupendous statewide gains in algebra attainment. Teach math, not propaganda.

May 19, 2021. Tags: , , , , , , , . Cancel culture, Dumbing down, Education, Equity, Math, Racism, Social justice warriors. Leave a comment.

2 Oklahoma Boys Pulled From Class for ‘Black Lives Matter’ T-Shirts

I totally support the boys’ right to wear these shirts in school. The school is being completely ridiculous to suspend them.

https://www.nytimes.com/2021/05/09/us/black-lives-matter-shirt-oklahoma-school.html

2 Oklahoma Boys Pulled From Class for ‘Black Lives Matter’ T-Shirts

In addition to the disciplinary action they have faced, the boys’ mother said that at least one of her three sons has been bullied because of the shirts.

May 9, 2021

Two brothers, 8 and 5, were removed from their Oklahoma elementary school classrooms this past week and made to wait out the school day in a front office for wearing T-shirts that read “Black Lives Matter,” according to the boys’ mother.

The superintendent of the Ardmore, Okla., school district where the brothers, Bentlee and Rodney Herbert, attend different schools had previously told their mother, Jordan Herbert, that politics would “not be allowed at school,” Ms. Herbert recalled on Friday.

The American Civil Liberties Union of Oklahoma has called the incident a violation of the students’ First Amendment rights.

On April 30, Bentlee, who is in the third grade, went to class at Charles Evans Elementary in a Black Lives Matter shirt, which Ms. Herbert said he had picked out himself to wear.

That evening, Ms. Herbert learned that the school’s principal, Denise Brunk, had told Bentlee that he was not allowed to wear the T-shirt. At Ms. Brunk’s direction, he turned the shirt inside out and finished out the school day.

On Monday, Ms. Herbert went to the school to ask the principal what dress-code policy her son had violated, Ms. Herbert said. Ms. Brunk referred her to the Ardmore City Schools superintendent, Kim Holland.

“He told me when the George Floyd case blew up that politics will not be allowed at school,” Ms. Herbert said on Friday, referring to Mr. Holland. “I told him, once again, a ‘Black Lives Matter’ T-shirt is not politics.”

Neither Ms. Brunk nor Mr. Holland responded to emails or phone calls seeking comment on Friday.

On Tuesday, Ms. Herbert’s three sons — Bentlee; Rodney, who is in kindergarten; and Jaelon, a sixth grader, all of whom are Black — went to their schools in matching T-shirts with the words “Black Lives Matter” and an image of a clenched fist on the front.

Later that morning, Ms. Herbert received a call from Rodney’s school, Will Rogers Elementary, telling her that she needed to either bring Rodney a different shirt or let the school provide one for him, or Rodney would be forced to sit in the front office for the rest of the school day. Rodney did not change shirts, and he sat in the office until school was over.

Ms. Herbert learned later that day that Bentlee had also been made to sit in his school’s front office, where he missed recess, and did not eat lunch in the cafeteria with his classmates.

Jaelon, 12, encountered no issues at Ardmore Middle School because of his T-shirt, his mother said.

In an interview with The Daily Ardmoreite, Mr. Holland suggested that the T-shirts were disruptive.

“It’s our interpretation of not creating a disturbance in school,” Mr. Holland told the newspaper. “I don’t want my kids wearing MAGA hats or Trump shirts to school either because it just creates, in this emotionally charged environment, anxiety and issues that I don’t want our kids to deal with.”

Mr. Holland said there had been similar cases in the district this year.

“Most of it has not been an issue until this lady here has been angry about it,” Mr. Holland told The Ardmoreite. “I wish she weren’t so upset.”

Ms. Herbert said she met with Mr. Holland on Monday and asked him what would happen if she sent her children to school in “Black Lives Matter” T-shirts again.

“He told me nothing could be done because it wasn’t against policy,” Ms. Herbert recalled.

Indeed, the dress code outlined in the district’s Elementary Student Handbook makes no mention of politics. It says that “sayings or logos” on shirts or tops “should be in good taste and school appropriate.”

“Any clothing or apparel that disrupts the learning process is prohibited,” the handbook adds, stipulating that principals have the final say on “the appropriateness of dress.”

To Ms. Herbert, the idea that her 8-year-old son would not “be able to express that his life matters” was ludicrous.

On Friday, the A.C.L.U. of Oklahoma sent a letter to Mr. Holland, Ms. Brunk and James Foreman Jr., president of the Ardmore City School Board of Education.

In the letter, the A.C.L.U. said it would be a violation of the students’ First Amendment rights to be prohibited from wearing clothing that says “Black Lives Matter.”

If the school district does not reverse its policy and allow students to wear “Black Lives Matter” clothing, it must be prepared to prove in federal court how wearing the T-shirts creates “a substantial disruption of or material interference with school activities,” the A.C.L.U. said. “Anything less than that would be found to be a violation of the students’ First Amendment rights.”

It cited a 1969 U.S. Supreme Court case, Tinker v. Des Moines Independent Community School District, which addressed the issue of a group of students who wore black armbands to object to the Vietnam War. A principal told the students that they would be suspended if they wore the armbands at school.

The court ruled 7-2 that students do not “shed their constitutional rights to freedom of speech or expression at the schoolhouse gate.”

“This has been the unmistakable holding of this Court for almost 50 years,” the A.C.L.U. said.

Mr. Foreman and the other members of the school board did not respond to requests for comment on Saturday.

In addition to issues with disciplinary action, Ms. Herbert said Bentlee has now been bullied at school over his T-shirt. When Bentlee returned from school on Thursday, he told his mother that two white boys had picked on him.

“One boy told him that his life does not matter, and the other one told him to just get suspended,” Ms. Herbert said.

The principal told Ms. Herbert the situation would be handled, she said.

“With everything going on in the world today, I keep my boys informed,” Ms. Herbert said, adding that the family watched the news together. “They know what’s going on.”

Out of principle, Ms. Herbert said she would continue to support her sons in wearing the T-shirts to school.

Despite the turmoil, the shirts were never intended to be an “attention-seeking ordeal,” Ms. Herbert said. “I don’t see Black Lives Matter disrupting anything.”

May 10, 2021. Tags: , , , , , . Black lives matter, Cancel culture, Dumbing down, Education, Racism. 2 comments.

In the Name of Equity, California Will Discourage Students Who Are Gifted at Math

https://reason.com/2021/05/04/california-math-framework-woke-equity-calculus/

In the Name of Equity, California Will Discourage Students Who Are Gifted at Math

The new framework aims to keep everyone learning at the same level for as long as possible.

By Robby Soave

May 4, 2021

California’s Department of Education is working on a new framework for K-12 mathematics that discourages gifted students from enrolling in accelerated classes that study advanced concepts like calculus.

The draft of the framework is hundreds of pages long and covers a wide range of topics. But its overriding concern is inequity. The department is worried that too many students are sorted into different math tracks based on their natural abilities, which leads some to take calculus by their senior year of high school while others don’t make it past basic algebra. The department’s solution is to prohibit any sorting until high school, keeping gifted kids in the same classrooms as their less mathematically inclined peers until at least grade nine.

“The inequity of mathematics tracking in California can be undone through a coordinated approach in grades 6–12,” reads a January 2021 draft of the framework. “In summary, middle-school students are best served in heterogeneous classes.”

In fact, the framework concludes that calculus is overvalued, even for gifted students.

“The push to calculus in grade twelve is itself misguided,” says the framework.

As evidence for this claim, the framework cites the fact that many students who take calculus end up having to retake it in college anyway. Of course, de-prioritizing instruction in high school calculus would not really solve this problem—and in fact would likely make it worse—but the department does not seem overly worried. The framework’s overriding perspective is that teaching the tough stuff is college’s problem: The K-12 system should concern itself with making every kid fall in love with math.

Broadly speaking, this entails making math as easy and un-math-like as possible. Math is really about language and culture and social justice, and no one is naturally better at it than anyone else, according to the framework.

“All students deserve powerful mathematics; we reject ideas of natural gifts and talents,” reads a bulletpoint in chapter one of the framework. “The belief that ‘I treat everyone the same’ is insufficient: Active efforts in mathematics teaching are required in order to counter the cultural forces that have led to and continue to perpetuate current inequities.”

The entire second chapter of the framework is about connecting math to social justice concepts like bias and racism: “Teachers can support discussions that center mathematical reasoning rather than issues of status and bias by intentionally defining what it means to do and learn mathematics together in ways that include and highlight the languages, identities, and practices of historically marginalized communities.” Teachers should also think creatively about what math even entails: “To encourage truly equitable and engaging mathematics classrooms we need to broaden perceptions of mathematics beyond methods and answers so that students come to view mathematics as a connected, multi-dimensional subject that is about sense making and reasoning, to which they can contribute and belong.”

This approach is very bad. Contrary to what this guidance seems to suggest, math is not the end-all and be-all—and it’s certainly not something that all kids are equally capable of learning and enjoying. Some young people clearly excel at math, even at very early ages. Many schools offer advanced mathematics to a select group of students well before the high school level so that they can take calculus by their junior or senior year. It’s done this way for a reason: The students who like math (usually a minority) should have the opportunity to move on as rapidly as possible.

For everyone else… well, advanced math just isn’t that important. It would be preferable for schools to offer students more choices, and offer them as early as possible. Teens who are eager readers should be able to study literature instead of math; young people who aren’t particularly adept at any academic discipline might pick up art, music, computers, or even trade skills. (Coding doesn’t need to be mandatory, but it could be an option.)

The essence of good schooling is choice. Individual kids benefit from a wide range of possible educational options. Permitting them to diversify, specialize, and chart their own paths—with helpful input from the adults in their lives—is the course of action that recognizes vast differences in interest and ability. Holding back kids who are gifted at math isn’t equitable: On the contrary, it’s extremely unfair to everyone.

Yet the framework seems to reject the notion that some kids are more gifted than others. “An important goal of this framework is to replace ideas of innate mathematics ‘talent’ and ‘giftedness’ with the recognition that every student is on a growth pathway,” it states. “There is no cutoff determining when one child is ‘gifted’ and another is not.” But cutoffs are exactly what testing and grading systems produce, and it’s absurdly naive to think there’s nothing innate about such outcomes, given that intelligence is at least partly an inherited trait.

If California adopts this framework, which is currently under public review, the state will end up sabotaging its brightest students. The government should let kids opt out of math if it’s not for them. Don’t let the false idea that there’s no such thing as a gifted student herald the end of advanced math entirely.

May 4, 2021. Tags: , , , , , , . Dumbing down, Education, Equity, Math, Racism, Social justice warriors. 1 comment.

Poll: What do you think of the New York State Board of Regents eliminating the requirement for new teachers to pass a literacy test?

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.”

Source: https://web.archive.org/web/20181112191532/https://www.nytimes.com/2017/03/13/nyregion/ny-regents-teacher-exams-alst.html?_r=0

 

April 28, 2021. Tags: , , , , . Dumbing down, Education, Racism, Social justice warriors. 1 comment.

Equity = getting rid of advanced math classes

By Daniel Alman (aka Dan from Squirrel Hill)

April 23, 2021

In the name of what progressives refer to as “equity,” Virginia is planning to eliminate all accelerated math courses before 11th grade.

On a personal level, as a person who always took the highest level math classes that were available during my entire schooling, and who always scored in the 99th percentile on standardized math tests, I think this is a horrible idea.

On a practical level, as a person who wants bridges that don’t fall down, I think this is a horrible idea.

And on an intellectual level, as a person who knows that Kurt Vonnegut’s “Harrison Bergeron” was written as a warning, and not an instruction manual, I think this is a horrible idea.

“Harrison Bergeron” was a fictional story that takes place in the future, where the government tries to make everyone equal. So the best ballet dancers were forced to wear weights on their arms and legs so they couldn’t dance better than anyone else. The best looking people were forced to wear masks on their faces. And the smartest people (like those who were the best at math) were forced to wear a noisemaking device inside their ears so they couldn’t concentrate on anything for more than 20 seconds at a time.

April 23, 2021. Tags: , , , , , , . Dumbing down, Education, Equity, Math, Racism, Social justice warriors. 1 comment.

Virginia moving to eliminate all accelerated math courses before 11th grade as part of equity-focused plan

https://www.foxnews.com/us/virginia-accelerated-math-courses-equity

Virginia moving to eliminate all accelerated math courses before 11th grade as part of equity-focused plan

State says framework includes ‘differentiated instruction’ catered to the needs of the child

By Sam Dorman

April 22, 2021

The Virginia Department of Education (VDOE) is moving to eliminate all accelerated math options prior to 11th grade, effectively keeping higher-achieving students from advancing as they usually would in the school system.

Loudoun County school board member Ian Serotkin posted about the change via Facebook on Tuesday. According to Serotkin, he learned of the change the night prior during a briefing from staff on the Virginia Mathematics Pathway Initiative (VMPI).

“[A]s currently planned, this initiative will eliminate ALL math acceleration prior to 11th grade,” he said. “That is not an exaggeration, nor does there appear to be any discretion in how local districts implement this. All 6th graders will take Foundational Concepts 6. All 7th graders will take Foundational Concepts 7. All 10th graders will take Essential Concepts 10. Only in 11th and 12th grade is there any opportunity for choice in higher math courses.”

His post included a chart with what appeared to be set math courses for 2022-2030.

VDOE spokesperson Charles Pyle indicated to Fox News that the courses would allow for at least some variation depending on students’ skill level. “Differentiated instruction means providing instruction that is catered to the learning needs of each child (appropriate levels of challenge and academic rigor),” Pyle said.

On VDOE’s website, the state features an infographic that indicates VMPI would require “concepts” courses for each grade level. It states various goals like “[i]mprove equity in mathematics learning opportunities,” “[e]mpower students to be active participants in a quantitative world,” and “[i]dentify K-12 mathematics pathways that support future success.”

During a webinar posted on YouTube in December, a member of the “essential concepts” committee claimed that the new framework would exclude traditional classes like Algebra 1 and Geometry.

Committee member Ian Shenk, who focused on grades 8-10, said: “Let me be totally clear, we are talking about taking Algebra 1, Geometry, Algebra 2 – those three courses that we’ve known and loved … and removing them from our high school mathematics program, replacing them with essential concepts for grade eight, nine, and 10.”

He added that the concepts courses wouldn’t eliminate algebraic ideas but rather interweave multiple strands of mathematics throughout the courses. Those included data analysis, mathematical modeling, functions and algebra, spatial reasoning and probability.

The changes were just the latest of many to prompt concern from parents in the state, which has seen in-fighting over controversial ideas surrounding equity and race.

A Loudoun parent who spoke on the condition of anonymity worried that the changes would “lower standards for all students in the name of equity.”

“These changes will have a profound impact on  students who excel in STEM related curriculum, weakening our country’s ability to compete in a global marketplace for years to come,” the parent told Fox News on Thursday.

Ian Prior, a Loudoun parent and former Trump administration official, similarly panned the move as a way to “stifle advancement for gifted students and set them back as they prepare for advanced mathematics in college. This is critical race theory in action and parents should be outraged.”

Pyle didn’t provide an immediate answer to concerns that the new model would hold kids back. It’s unclear how exactly the differentiation would occur. When asked for more details, Pyle said, “Differentiated instruction is designed to provide the appropriate levels of challenge and academic rigor for each student.”

The changes come as the state also considered eliminating advanced high school diplomas in an attempt to improve equity.

In a lengthy statement to Fox News, Pyle touted the changes as an avenue to “deeper learning.”

“For many years, parents and the system have valued and rewarded speed via acceleration and ‘covering content’ rather than depth of understanding. The Virginia Mathematics Pathway Initiative shifts to a focus on and value for deeper learning through differentiated instruction on grade level that will promote student development of critical thinking, authentic application and problem solving skills,” Pyle said.

Pyle added that VMPI “aims to support increased differentiated learning opportunities within a heterogeneous learning environment, that will promote greater access to advanced mathematical learning for all students before high school graduation.

“Shifting to deeper learning through differentiated instruction, implementation of VMPI will promote student development of critical thinking, authentic application and problem solving skills.

“Offering an inclusive learning environment that engages and challenges students of varied levels of understanding and different interests will be a focus of the common mathematics pathways proposed in grades K-10 … These pathways seek to restructure mathematics education by focusing instruction on reasoning, real world problem solving, communication and connections while shifting away from an emphasis on computation and routine problem practice.”

Later in the statement, he adds: “VMPI implementation teams continue to work on addressing these considerations while moving forward to improve equity in mathematics opportunities for all students. VMPI Community meetings being offered this spring are intended to provide initial information regarding the initiative, but also be a venue in which feedback can be collected.”

It’s unclear how these changes would affect each school district, but VDOE said it’s currently gathering feedback regarding public concerns.

“The VMPI implementation team (VDOE, college and university staff, and school division staff) is currently working to seek feedback to help ensure local implementation practices address concerns like the shift from acceleration to deeper learning,” said Pyle.

April 23, 2021. Tags: , , , , , . Dumbing down, Education, Math, Racism, Social justice warriors. Leave a comment.

Loyola University Maryland yanks video promoting black Baltimore entrepreneurs, financial literacy

https://www.thecollegefix.com/loyola-university-maryland-yanks-video-promoting-black-entrepreneurship-financial-literacy-in-the-city/

Loyola University Maryland yanks video promoting black Baltimore entrepreneurs, financial literacy

By Matt Lamb

March 31, 2021

Cancels entire business competition

Loyola University Maryland’s business school removed a video that proposed a project to match black entrepreneurs in Baltimore with black students to provide them with mentoring on business skills and financial literacy.

Several students at the Catholic university in Baltimore submitted the video to the “Building a Better Baltimore” competition as part of the Sellinger School’s annual “Building a Better World Through Business” series that involves various events.

“How might the Baltimore business community effectively advance racial equity?” the proposal competition asked.

The video quotes from slavery abolitionist Frederick Douglass and former President Barack Obama to make the case for the mentorship program that focuses on the “black youth of Baltimore.” Students talk about the program while walking through decrepit streets and housing.

The video (below) has been removed by university officials, but someone reuploaded the video and The Fix uploaded it as well to preserve it in case that version is removed.

The program, to be called “Baltimore’s financial fathers” would have worked with the “Baltimore business community” to match black business owners with black youth to become “agents of change.”

However, the university removed the video after complaints from the student government association and an activist group called “Addressing the System.”

Furthermore, the entire competition has been cancelled by the university. “This even [sic] has been cancelled” the page said.

University officials are thankful for community members for “calling us into deeper conversations about institutionalized racism on campus,” Kathleen Getz, the business school dean wrote in an email, a portion of which the Foundation for Individual Rights in Education obtained.

Getz also said that “Black lives matter, and we must demonstrate that through our actions.”

Getz said the university planned to find “opportunities” for the community to “participate in a practice of restorative justice.”

Students drive university to respond

The response came after complaints from some student leaders and activists.

“This is disrespectful on so many levels and is Racist [sic] !!” the student group wrote on Instagram on March 22 along with a screenshot of one student participant walking through crippled buildings while wearing a suit.

“The video promotes the ideology of white saviorsim [sic], white supremacy and most of all a lack of addressing structural racism!” the page said.

“Countless times Loyola has pushed racial issues to the side. And deemed them self’s [sic] as separate from the Baltimore community !!” the activist group said.

The student government, which co-sponsored the annual business promotion event, criticized the video as well.

“[W]e do not condone the racially insensitive messages displayed in the video,” the group posted on social media, in a post archived by FIRE. It appears to be from an Instagram story, which deletes after 24 hours. The post is not visible on its Instagram page.

“As a once-proud Loyola University alum, I am ashamed that my alma mater has succumbed to this kind of pressure,” Giovanni Gravano, a staffer for the free-speech group, wrote in the blog post covering the story.

“Where strong university values once guided Loyola and its initiatives, it seems those have been replaced by submission to politically motivated demands from social media,” Gravano said.

The free-speech group said it is monitoring the situation.

April 1, 2021. Tags: , , , , , , , . Cancel culture, Dumbing down, Economics, Education, Racism, Social justice warriors. Leave a comment.

Keeping the public schools closed is mean, cruel, inhumane, and evil, and it has nothing to do with COVID-19

By Daniel Alman (aka Dan from Squirrel Hill)

March 26, 2021

Please take a lot at all these things, and please note the date on each one.

All of these things, taken together in context, proves that keeping the public schools closed has nothing to do with COVID-19.

Keeping the public schools closed is mean, cruel, inhumane, and evil.

May 28, 2020

Reopening schools in Denmark did not worsen outbreak, data shows

https://www.usnews.com/news/world/articles/2020-05-28/opening-schools-in-denmark-did-not-worsen-outbreak-data-shows

May 29, 2020

Denmark, Finland say they saw no increase in coronavirus after schools re-opened

https://justthenews.com/world/europe/denmark-finland-say-they-saw-no-increase-coronavirus-after-schools-re-opened

July 13 , 2020

German study finds no evidence coronavirus spreads in schools

https://www.telegraph.co.uk/news/2020/07/13/german-study-finds-no-evidence-coronavirus-spreads-schools/

July 21 2020

No known case of teacher catching coronavirus from pupils, says scientist

https://www.thetimes.co.uk/article/no-known-case-of-teacher-catching-coronavirus-from-pupils-says-scientist-3zk5g2x6z

September 18, 2020

Suicide among children during Covid-19 pandemic: An alarming social issue

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7500342/

January 8, 2021

Escalating suicide rates among school children during COVID-19 pandemic and lockdown period: An alarming psychosocial issue

https://journals.sagepub.com/doi/full/10.1177/0253717620982514

February 10, 2021

Child suicides are rising during lockdown

https://medicalxpress.com/news/2021-02-child-suicides-lockdown.html

March 1, 2021

Matt Meyer, the president of the Berkeley teachers union, says it’s too dangerous to open the public schools. But Meyer was just filmed taking his own daughter to a private school. I never trust anyone who isn’t willing to live under the same rules that they expect everyone else to live under. Clearly, the real reason for keeping the public schools closed has nothing to do with safety.

https://www.kqed.org/news/11862469/after-leading-school-closures-berkeley-teachers-union-president-spotted-dropping-daughter-off-at-in-person-preschool

March 9, 2021

LA teachers warned to not share vacation pics as union seeks safe return to classrooms. UTLA members voted overwhelmingly to reject what the union called an ‘unsafe’ return to the classroom unless certain demands are met. I never trust anyone who isn’t willing to live under the same rules that they expect everyone else to live under. Clearly, the real reason for keeping the public schools closed has nothing to do with safety.

https://www.foxnews.com/us/la-teachers-warned-to-not-share-vacation-pics-as-union-seeks-safe-return-to-classrooms-report

March 19, 2021

Doctors indicate startling rise in child suicide, psychiatric admissions during lockdown

https://elizabethjohnston.org/doctors-indicate-startling-rise-in-child-suicide-psychiatric-admissions-amid-ongoing-pandemic-measures/

March 22, 2021

The lockdown made it harder for victims of domestic violence to seek help

https://www.city-journal.org/lockdowns-and-domestic-violence

March 26, 2021. Tags: , , , , , , , . COVID-19, Education, Unions. Leave a comment.

Bill Maher says the people who actually live in China don’t care about Dr. Seuss’s “racist” cartoon of a Chinese man holding chopsticks, because they’re too busy learning math and building skyscrapers

https://www.youtube.com/watch?v=2DH4v6FnbvM

March 14, 2021. Tags: , , , , , , . Cancel culture, Education, Racism, Social justice warriors. Leave a comment.

The real reason that Georgetown Law fired adjunct professor Sandra Sellers is because she told the truth about affirmative action

By Daniel Alman (aka Dan from Squirrel Hill)

March 11, 2021

The New York Post just wrote:

Georgetown Law professor caught complaining about black students on Zoom: video

A white Georgetown Law professor was fired Thursday after getting caught on video belittling black students during a Zoom call with a colleague, saying they “usually” perform “just plain at the bottom” of her classes.

Georgetown Law Dean Bill Treanor said he was “appalled” by the conversation between now-terminated adjunct professor Sandra Sellers and another faculty member, David Batson, who was placed on administrative leave pending an investigation.

Here’s the video of the relevant part of their conversation:

https://twitter.com/hahmad1996/status/1369786323293310985

In the video, Sellers says:

“I hate to say this – I end up having this angst, every semester, that a lot of my lower ones are blacks. Happens almost every semester.”

Sellers was fired for that.

She wasn’t fired for lying.

She was fired for telling the truth about affirmative action.

In 2017, the New York Times wrote:

A 2009 Princeton study showed Asian-Americans had to score 140 points higher on their SATs than whites, 270 points higher than Hispanics and 450 points higher than blacks to have the same chance of admission to leading universities.

Sellers’s statement in the video – the statement for which she was fired – is really no different than that quote from the New York Times.

In 2012, the Atlantic wrote this article, which is called, “The Painful Truth About Affirmative Action.” It explains how affirmative action causes many black students to be “mismatched” to colleges that are above their ability.

According to the article, black students who get admitted to college based on merit tend to end up graduating, whereas black students who get admitted to college based on affirmative action tend to end up dropping out. The solution is to get rid of affirmative action, so that each and every black student will be properly matched to a college that matches their own unique ability.

Graduating from a college that the student got admitted to based on merit, is far, far better than dropping out of a college that the student got admitted to based on affirmative action.

Another point that the Atlantic article repeatedly makes is that black students who get admitted based on merit tend to be far happier than black students who get admitted based on affirmative action.

I strongly recommend reading the entire Atlantic article, which is available here.

Sellers’s statement in the video – the statement for which she was fired – is really no different than that article from the Atlantic.

Sellers wasn’t fired for lying.

She was fired for telling the truth about affirmative action.

March 11, 2021. Tags: , , , , , , , , , . Cancel culture, Education, Racism, Social justice warriors. Leave a comment.

What happened to the $100 million Mark Zuckerberg gave to Newark schools?

https://www.buzzfeednews.com/article/mollyhensleyclancy/what-happened-to-zuckerbergs-100-million

What Happened To The $100 Million Mark Zuckerberg Gave To Newark Schools?

October 8, 2015

In her new book The Prize, former Washington Post journalist Dale Russakoff tracks what happened to that $100 million. Christie and Booker, she writes, used Newark schools and the glow of Zuckerberg’s donation as a political tool, then quickly moved on to bigger, better things: for Booker, a Senate seat, for Christie, a presidential campaign.

Tens of millions of dollars were spent far away from classrooms, on things like $1000-a-day consultants… …

$20 million of it was paid to outside consulting firms…

… in a plan scripted by the consultants they decided to send the kids to the next closest school. Which makes sense if you’re looking at a map. But if you’re living in the neighborhood, you know that that park is a haven for drug dealing and gang activity, and you don’t want kids walking through that territory right away. The parents were completely terrified.

March 8, 2021. Tags: , , , , , . Education, Government waste. Leave a comment.

Ted Cruz proposes a $10,000 scholarship for students in districts where the public schools are still closed

https://twitter.com/SenTedCruz/status/1368188283264581636

March 7, 2021. Tags: , , , , , , , , , , . COVID-19, Education, Unions. Leave a comment.

Arizona State Dean: Grading Writing Based On Quality Is ‘Racist,’ Promotes ‘White Language Supremacy’

https://www.dailywire.com/news/arizona-state-dean-grading-writing-based-on-quality-is-racist-promotes-white-language-supremacy

Arizona State Dean: Grading Writing Based On Quality Is ‘Racist,’ Promotes ‘White Language Supremacy’

By Chrissy Clark

March 5, 2021

An Arizona State University Associate Dean penned a 358-page book detailing how grading student’s writing is a form of racism and white supremacy.

In a book titled “Labor-Based Grading Contracts: Building Equity and Inclusion in the Compassionate Writing Classroom,” professor Asao Inoue encourages teachers to ditch grading for a “labor-based” grading system wherein students earn grades based on their effort. The quality of a student’s writing would not help or hinder their course grade.

“This book focuses on one kind of grading contract, one that calculates final course grades purely by the labor students complete, not by any judgments of the quality of their writing,” Inoue writes. “While the qualities of student writing is still at the center of the classroom and feedback, it has no bearing on the course grade.”

Near the beginning of the document, the author admits that the theory of “labor-based” grading is rooted in critical race theory. Critical race theory is the idea that America is rooted in racism as are the systems of modern American society.

Critical race theory contributed to Inoue’s idea that ranking things is a system rooted in racism. Because grading is a form of ranking, grading must also be a racist idea. In his book, Inoue dubbed grading and the education system writ large “racist” for their connections to ranking.

“Ranking is a part of a much longer racist, and White supremacist, tradition in Western intellectual history,” Inoue writes. “Ranking has been deeply embedded in racist thinking, discourses, and logics, mainly because it has been deployed as a way to justify a number of racist, empirical, and colonial projects over the last four hundred years.”

The author claims that “education at all levels has been and still is a part of these racist projects” as well.

The crux of the author’s argument is that grading calls for student uniformity and high-quality completed assignments, both of which are allegedly racist ideas.

“Grading literacy performances by a single standard for so-called quality is racist and promotes white language supremacy,” the author writes. “Because all grading and assessment exist within systems that uphold singular, dominant standards that are racist, and White supremacist when used uniformly. This problem is present in any grading system that incorporates a standard, no matter who is judging, no matter the particulars of the standard.”

According to the book, grading allegedly perpetuates “white language supremacy” in schools. Nearly every U.S. school requires children to speak and write in proper English during English and literacy classes. According to the author, holding students to that standard is racist.

“The traditional purposes and methods used for grading writing turn out to be de facto racist and White supremacist,” Inoue writes. “Grading by a standard, thus, is how White language supremacy is perpetuated in schools.”

Teachers who use regular grading systems and ask all of their students to use proper English in English class are also deemed racist to the author. The author does not dub them “bad people,” just people who directly contribute to society’s alleged “racist status quo.”

“In our current society and educational systems, regardless of who you are, where you came from, or what your intentions or motives are as a teacher, if you use a single standard to grade students’ language performances, you are directly contributing to the racist status quo in schools and society,” Inoue writes.

The book also touches on the “white racial habitus” which are societal norms that the author considers implicit in white people. Speaking proper English is considered a “white racial habitus.” According to the book, all things that are derived from the “white racial habitus” are inherently “white supremacist.”

“All standards for good writing are deeply informed by a White racial habitus, which makes grading by such standards White supremacist,” Inoue writes.

The “white racial habitus” is also how teachers allegedly perpetuate “White language supremacy.” The author says that English is derived from white people, which means it’s inherently white and racist.

“Because we live in a White-dominant society, and our dominant Englishes have historical White racial roots in White racial formations in the US, coming from White Racial habitus,” the book reads.

At one point, Inoue goes as far as to call upholding grading systems a “slave-making mechanism.” “All the ways we judge language, even by well-intentioned teachers, are almost always racist and slave-making, almost always White supremacist,” Inoue said.

The author justifies this claim with the example that white students get ahead in English class because they allegedly have an “unearned privilege” of speaking proper English.

According to his blog, Inoue identifies as a Japanese man because his father is of  Japanese descent, though he was born in Hawaii. His mother is white with links to Eastern Europe. He received both his bachelor’s and his master’s degrees from Oregon State University and his Ph.D. from Washington State University.

In an anecdote, Inoue claims that he lived in an “explicitly racist world” because he got a B in an English class while getting A’s in other, more advanced, classes. He claims that his racial composition attributed to his average grade in a high school English class.

“I lived in an explicitly racist world. The racism was very present to me,” Inoue wrote. “During my Freshman year of high school, I got an A in honors French and every other class I took, yet received a B (not a B+) in English, not honors English, regular English. How was this possible? What was I doing wrong? Apparently, nothing. It was me, my habitus. I knew this but didn’t want to admit, admit that my language and body were being judged together.”

The word “solution” is used just three times in the 358-paged book. The only solution appears to be getting rid of grading systems that judge students for their work and accepting the work of “raciolinguistically diverse students.”

In the book, Inoue specifically addresses that “labor-based grading” is how professors and teachers can enact their “social justice agenda” into the classroom.

Inoue directed The Daily Wire to his book for all questions and comments.

March 5, 2021. Tags: , , , , , . Dumbing down, Education, Racism, Social justice warriors. Leave a comment.

Baltimore public schools spend $15,578 per student per year. This is what they get for that money.

Baltimore public schools spend $15,578 per student per year.

Source: https://en.wikipedia.org/w/index.php?title=Baltimore_City_Public_Schools&oldid=1004205795

This is what they get for that money:

https://foxbaltimore.com/news/project-baltimore/city-student-passes-3-classes-in-four-years-ranks-near-top-half-of-class-with-013-gpa

City student passes 3 classes in four years, ranks near top half of class with 0.13 GPA

By Chris Papst

March 1, 2021

BALTIMORE (WBFF) – A shocking discovery out of a Baltimore City high school, where Project Baltimore has found hundreds of students are failing. It’s a school where a student who passed three classes in four years, ranks near the top half of his class with a 0.13 grade point average.

Tiffany France thought her son would receive his diploma this coming June. But after four years of high school, France just learned, her 17-year-old must start over. He’s been moved back to ninth grade.

“He’s stressed and I am too. I told him I’m probably going to start crying. I don’t know what to do for him,” France told Project Baltimore. “Why would he do three more years in school? He didn’t fail, the school failed him. The school failed at their job. They failed. They failed, that’s the problem here. They failed. They failed. He didn’t deserve that.”

France’s son attends Augusta Fells Savage Institute of Visual Arts in west Baltimore. His transcripts show he’s passed just three classes in four years, earning 2.5 credits, placing him in ninth grade. But France says she didn’t know that until February. She has three children and works three jobs. She thought her oldest son was doing well because even though he failed most of his classes, he was being promoted. His transcripts show he failed Spanish I and Algebra I but was promoted to Spanish II and Algebra II. He also failed English II but was passed on to English III.

“I’m just assuming that if you are passing, that you have the proper things to go to the next grade and the right grades, you have the right credits,” said France.

As we dig deeper into her son’s records, we can see in his first three years at Augusta Fells, he failed 22 classes and was late or absent 272 days. But in those three years, only one teacher requested a parent conference, which France says never happened. No one from the school told France her son was failing and not going to class.

“I feel like they never gave my son an opportunity, like if there was an issue with him, not advancing or not progressing, that they should have contacted me first, three years ago,” said France.

In his four years at Augusta Fells, France’s son earned a GPA of 0.13. He only passed three classes, but his transcripts show his class rank is 62 out of 120. This means, nearly half his classmates, 58 of them, have a 0.13 grade point average or lower.

“He’s a good kid. He didn’t deserve that. Where’s the mentors? Where is the help for him? I hate that this is happening to my child,” said an emotional France.

Project Baltimore talked with a City Schools administrator, who works inside North Avenue, but asked not to be identified for fear of retaliation. That administrator says the school system absolutely failed France’s son.

The administrator told FOX45 News, City Schools failed because it has protocols and interventions set up to help students who are falling behind or have low attendance. In France’s son’s case, they didn’t happen.

“I get angry. There’s nothing but frustration. We see on the news the crime that occurs, the murders, the shootings, we know that there are high levels of poverty in Baltimore. Things like this are adding to that. His transcript is not unusual to me. I’ve seen many transcripts, many report cards, like this particular student,” said the City Schools administrator.

Dr. Sonja Santelises was the City Schools CEO four years ago when France’s son was a freshman. But she will not interview with FOX45 News. Instead, we received a two-page statement, which explains what should happen when a student is chronically absent or failing.

The district says students received a letter about their academic status this past summer, and records can be accessed through the campus portal. When a student is absent, an automated call is placed to the number on file. The statement also said the school conducted recent home visits and the student’s parent visited the school. France says none of that happened.

What the statement does not address, is why France’s son was promoted despite failing classes. It doesn’t discuss his class rank, or the 58 other students with a GPA of 0.13 or lower. But it does say North Avenue is “reviewing actions that impacted student outcomes” at the school prior to this year.

“It took a lot for me to just build the courage to do this,” France told Project Baltimore.

Project Baltimore asked the City Schools administrator what they would say to France. The administrator replied, “I didn’t have a hand on this student, but I worked for City Schools. So, he is one of my kids. I would hug her, and I would apologize profusely.”

“He feels embarrassed, he feels like a failure,” France said of her son. “I’m like, you can’t feel like that. And you have to be strong and you got to keep fighting. Life is about fighting. Things happen, but you got to keep fighting. And he’s willing, he’s trying, but who would he turn to when the people that’s supposed to help him is not? Who do he turn to?”

France has pulled her son out of Augusta Fells. He’s now enrolled in an accelerated school program at Francis M. Wood in west Baltimore. If her son works hard, he could graduate by 2023.

March 3, 2021. Tags: , , . Dumbing down, Education. Leave a comment.

Majority of Academics Support Discriminating Against Conservatives, Study Shows

https://freebeacon.com/campus/majority-of-academics-support-discriminating-against-conservatives-study-shows/

Majority of Academics Support Discriminating Against Conservatives, Study Shows

By Alex Nester

March 2, 2021

One in three conservative academics has been threatened with disciplinary action for expressing their beliefs, according to a new study that quantifies academia’s liberal bias.

Research from the Center for the Study of Partnership and Ideology released Monday shows that conservative professors and graduate students are “guaranteed” to face discrimination in academia. University of London politics professor Eric Kaufmann conducted the study, which he says is the first to focus on how academic authoritarianism threatens conservatives on campus.

Kaufmann analyzed eight surveys of graduate-level professors and doctoral students, the majority of whom said they would not oppose discriminating against their right-leaning peers in some form. Ten percent of academics support outright cancelling or firing conservative professors who express their views.

The study adds a new dimension to recent stories of harassment and intimidation of conservative voices in academia. Conservatives have long been a minority in American universities, but only recently has so-called cancel culture led to a rise in what Kaufmann calls the “chilling” effect of self-censorship.

“The discriminatory impact is huge,” Kaufmann told the Washington Free Beacon.

Even without “punishment mechanisms,” widespread opposition to conservative views leads to “powerful conformist pressures that make people keep their mouths shut.”

Those pressures are clearly effective. Seventy percent of conservative academics reported that their department created a hostile environment for conservative ideas, according to the study. Nine in 10 Trump-supporting academics reported that they would not feel comfortable expressing their views to a colleague. And more than half of conservative academics surveyed admitted to self-censoring their research and teaching.

Kaufmann told the Free Beacon that the trend is likely to get worse. Twenty percent of academics under 30 support “dismissing” peers deemed controversial, Kaufmann said. Thirty percent of doctoral students say they would discriminate against grant bids from right-leaning researchers or decline to promote a conservative peer.

Such discrimination is not limited to universities, Kaufmann observed. “It’s become quite pervasive across the U.S., Britain, and Canada. There is now a certain level of discrimination on the basis of ideology and politics.”

March 2, 2021. Tags: , , . Cancel culture, Education, Social justice warriors. Leave a comment.

There’s a children’s book called The GayBCs

https://twitter.com/DianneLester/status/1366146582014550019

March 2, 2021. Tags: , , , , , . Books, Education, LGBT, Social justice warriors. Leave a comment.

School District Categorized Asian Students as ‘White’ to Manipulate Their Stats

https://www.distractify.com/p/school-categorized-asian-students-white

School District Categorized Asian Students as ‘White’ to Manipulate Their Stats

November 24, 2020

North Thurston Public Schools, a school district in Washington, came under fire recently for categorizing Asian students as “white” instead of “students of color” in a performance report. Next Shark reports that the district, which is comprised of 22 schools and about 16,000 students, did this to “boost the growth rate of underperforming groups.” 

In other words, they basically thought that Asian students performed too well to be considered “students of color” because they perceive “students of color” to experience “opportunity gaps.” So they decided to strip Asian students of their identities and lump them in with white students.

https://twitter.com/StevenWelliever/status/1328075308218470400

Some were upset that the school district would separate its students and evaluate performance based on race at all. Others were unable to fathom a reason that Asian students would be lumped in with white students. 
 
In response, Asian students said things like, “All I’m saying is that if that Washington school district really considers Asians to be non-POC I’m expecting my privilege to arrive in the mail in 2-23 business days.”

Just because Asian students are statistically successful in this school district doesn’t mean they don’t suffer from racism and oppression. They simply don’t experience white privilege, so why would you lump them in with white students who do?

In a statement, the school district said, “One of our district’s Strategic Plan goals is Continuous Growth — All Students, All Subjects. One of the outcomes we are working towards in this goal is to have an ‘increased growth rate of underperforming groups eliminating achievement and opportunity gaps.’

“For this reason, in one of our online documents from 2019, titled ‘Monitoring Student Growth,’ we evaluated the achievement data by ‘Students of Color’ and ‘Students of Poverty.’ In the document we grouped white and Asian students together.

“Upon reflection and response by members of the Asian-American community, we will change how we look at achievement data and appreciate the feedback we received. We apologize for the negative impact we have caused and removed the monitoring report from our website.

“We feel it is important to continue the practice of disaggregating data, so we make equity-based decisions. It shows that currently our Asian and white students are showing continuous growth while our system is not meeting the instructional needs of our Black, Indigenous, Multi-racial, Pacific Islander, and Latinx students. The intent was never to ignore Asian students as ‘students of color’ or ignore any systemic disadvantages they too have faced.”

How school districts decide to delineate resources and provide support for their students is a complex issue, but denying the identity of an entire population of Asian-American students isn’t the answer.

North Thurston Public Schools has committed to “learn from this and do better in the future” when it comes to extracting performance data and delineating categories of students for evaluation purposes.

March 1, 2021. Tags: , , , , , , . Education, Political correctness, Racism, Social justice warriors. Leave a comment.

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