Schools run by Democrats ensure illiteracy 7

A report at Front Page reveals that the Democrats (now taking their race-obsessed party ever further to the Left) favor illiteracy.

At least among the black population of America.

You’ve heard it so often you probably tune it out — leftwing Democrats claiming that the failure of our inner city schools is the responsibility of mean spirited, tight fisted, and outright racist Republicans who have no qualms about consigning minority children to the social ash heap.  This is the Big Lie of American education. Inner city education over the last half century is indeed a tale not only of failure but of gross corruption, fraud, theft and racist exploitation of mainly poor black and Hispanic kids for political and monetary gain.  But it has taken place with Democrats in control of the mayors’ offices, city councils, and education departments and the buck stops with them.

While Democrats were consolidating their control of the inner cities over the last generation, the kids trapped there have fallen further and further behind, victims of political cynicism and the soft bigotry of low expectations. In the inner city educational reality that Democrats have created, hundreds of thousands of children go through twelve years of public education—if they don’t simply drop out and melt away long before—without ever learning how to read, write, or perform mathematical tasks with even a basic level of competence.

Individual lives are wasted while leftwing political machines thrive. The deplorable condition of inner city schools is one of the gravest educational and human tragedies of our time, and it is told with no holds barred by John Perazzo in The Shame Of Our Schools. …

Among the facts John Perazzo has uncovered:

In Detroit, a city where no Republican has served as mayor since 1961, and where only one Republican in the past 48 years has even held a seat on the City Council, the math and reading proficiency rates of public elementary and middle-school students are consistently below 10%, sometimes as low as 3%.

The same is true in Baltimore, also a Democratic Party fiefdom for over a generation, where in one recent year, 13 of the city’s 39 high schools had exactly zero students who tested as proficient in math. 

Democrats always claim that the schools they control are underfinanced and that the schools of privileged white communities receive more taxpayer money.  The opposite is true. In city after city under Democrats’ control, school budgets are among the highest in the nation, higher annually per student in some cases than the cost of tuition at local colleges. New Jersey’s Camden Central School District, for example, spends an astronomical $25,000 annually per pupil, yet by any objective measure it is the scholastic equivalent of a train wreck with 90% of the district’s public schools ranked in the bottom 5% statewide. 

The teachers’ unions, a key element of the Democrats’ hegemony in many of these cities, feather the nest of their dues payers by demanding pay hikes, better benefits, additional paid sick days, less-stringent attendance requirements, and smaller class sizes, even as the children in their districts remain unable to read or write at levels that are anywhere near the norms for their respective age groups. In an 18-year period during which public school teachers in Chicago had been repeatedly appeased after going on strike no fewer than nine times, an astounding 33 of the city’s 64 public high schools ranked in the bottom 1% of all high schools across the United States.

The author recommends that the parents of inner city school children be given education vouchers for the amount “currently spent on the compulsory miseducation of their children”. With these “they could find schools that would provide the possibility of achievement and success”.

He notes also that “this goal will not be easily achieved because of the opposition of the Democrat political machines and their union allies that have driven these children into failure over the last generation“. …

The reprehensible failure of public education in America’s Democrat-controlled inner cities is the most significant civil rights issue of our day, dooming generations of poor minority children to a lifetime of ignorance and poverty.

Is that how the Left wants the people under its rule to  be?

Apparently so.

But why?

Perhaps because an ignorant illiterate population is easy to control?

Posted under education, United States by Jillian Becker on Saturday, September 22, 2018

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Toxic schooling 4

Tucker Carlson of Fox News interviews Professor Jordan Peterson on the subject of “toxic masculinity” – an undefined term, as the professor points out.

He makes it plain: the ideology preaching that men have been oppressing women throughout the history of the human race is absurd and wrong – and tragically destructive.

One of the conclusions to the discussion: better that all schools close than that they continue to indoctrinate this ideology. 

Posted under education by Jillian Becker on Sunday, September 2, 2018

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Socialism rising for demons and dummies 4

 

Commenting on what is said in this video, John Hinderaker writes ironically, shockingly, and accurately at PowerLine:

[The] entertaining video of Tucker Carlson and Cornel West … offers a good explanation of why socialism always fails, from the perspective of the vast majority. … Tucker asked West: If democratic socialism works, why doesn’t Venezuela have toilet paper?

Of course West’s answers are lame –“real” socialism has never been tried, blah, blah, blah. You could infer from this that West is an idiot and, if he were arguing in good faith, that would be a fair assessment.

But I think the truth is worse. I think the leaders of the socialist movement are perfectly well aware that the inevitable result of socialism is tyranny and mass poverty. But for them, this isn’t a bug, it is a feature. In fact, it is the whole point. Socialism is now, and always has been, a pretext under which power-mad psychopaths seize power and terrorize their fellow humans.

Viewed with cold realism, socialism works very well for those who bring it about. It worked for Lenin and Stalin. It almost worked for Trotsky, but socialism is like Game of Thrones – it is a risky business. It didn’t work for the Old Bolsheviks for the same reason: they lost out to the more vicious and more power-crazed socialist, Stalin. It worked for Yezhov, Yagoda and Beria, although they, too, lost out after years of demented revels. It worked for Khruschev, Brezhnev and Andropov.

Socialism worked for Mao. It worked for Fidel Castro. It worked for Erich Honecker and Nicolae Ceaușescu, until the very end. It worked for Adolf Hitler and Benito Mussolini, again with sad ends that didn’t inflict anywhere near enough pain to negate the years of glory and power that went before. It worked for Hugo Chavez, who like Castro, parlayed socialism into a multi-billion dollar fortune, and it has worked so far for Nicolas Maduro. All of these psychopaths, and many others, got exactly what they wanted out of socialism. From their point of view, it is a successful ideology.

While the vast majority suffer under socialism, such suffering is by no means universal. Any number of commissars, Stasi informants, Cuban snitches, petty apparatchiks with dachas, etc., have parlayed their sadistic tendencies into good livings and what they want most, power over others. If you follow Twitter, or generally pay attention to the American Left, you see an army of would-be commissars who yearn for the day when they can accuse a neighbor of wrongthink and have him sent to an American Gulag. In the meantime, they settle for mob action, “doxxing,” and so on.

Socialism isn’t misguided, it is evil. Socialism isn’t a failure, any more than the Black Death was a failure. Sadly, it has worked all too well for more than a century. 

Those cunning human demons who get power, riches, and sadistic satisfaction out of imposing Socialism, need dumb believers to let them impose it.

Kurt Schlichter, a master of sardonic derision, writes at Townhall:

Alexandria Ocasio-Cortez is less hideously unattractive than the usual Democrat potentate or potentatette and has therefore been anointed the new face of her pathetic party. This dumb woman, who looks like Huma Abedin without the pedohubby and the weird relationship with Felonia Milhous von Pantsuit, took advantage of her even dumber New York district in order to get elected to Congress by calling herself a “socialist”.  Yeah, the subject of a thousand Trader Joe’s house brand chardonnay toasts is a proud adherent of the ideology that butchered 100 million people in the last century. …

Ocasio-Cortez is an idiot, like all adolescent socialists, so she qualified to be the Great Pinko Hope for a party in decline. Here’s how bad she is – she apparently went to college, got a degree in economics, and still ended up a socialist. If she went to med school, she would have probably left a chain smoker.

As for life experience, she was a bartender. Now, being a bartender is an important occupation that provides demonstrable social benefits, and everyone should have at least one crappy job on their resume because it builds character, but it shouldn’t be the only thing you’ve ever done if you want to be in Congress. …

It was only a fun job for her anyway. Not a necessary one. Contrary to what she pretended – in typical socialist style – she did not grow up in the Bronx (though she was born there). She is the daughter of a successful architect and grew up in one of the richest counties in America.

The left is always trying to make [Socialism] happen. It’s not going to happen, not least of which because us militant Normals have about 400 million or so guns and we aren’t super excited about giving up our stuff or our freedom to a bunch of Marxist weirdos who think we should work harder so their voter base doesn’t have to. But they keep trying to sell us this polished fecal matter of an ideology. In 2009, they put Obama’s smug mug on the cover of Newsweek and announced “We’re all socialists now, but it soon became obvious that we aren’t anything like socialists now. And, in fact, Newsweek is barely anything at all now, though under socialism, instead of teetering on the edge of bankruptcy, it would be nationalized and we’d all be working to subsidize it so its hack staff could keep their loser sinecures.

A few years later, they tried again by releasing Bernie Sanders from the Old Commies Home to nearly beat Stumbles McMyTurn. That failed and now it’s this nitwit’s turn to spray perfume inside the outhouse.

Naturally, the Pink Dummy was summoned to make the rounds of MSNBCNN in the wake of her win over some other liberal tool. This avatar of a failed nineteenth century death cult was hailed as the future of the Democrats because as the leftist precincts in New York City go, so goes America. She did the same tap dance about socialism that all these twits do – see, socialism isn’t scary. Why, “socialism” is just another word for things we all do together, except when the socialists are in charge they kill you if you defy them. …

Pampered spawn of history’s most prosperous and freest society, these goofs are really excited about something they can barely articulate, so they sputter and spit out words like “justice” and “equality” and then get on their iPhones to call their disappointed dads because they are short on cash …

It’s amusing that so many of us Normals understand socialism better than the socialists do not only in terms of what Marx said, and what history says, but in terms of firsthand knowledge. A lot of us Normals have seen socialism up close and personal. Guys like me actually went and lived in its ruins. If you spent significant time, as I have, in the former Yugoslavia, or Ukraine, or even helping to guard the West German border from those friendly fraternal socialist dudes to the east, you’ll be stripped of any illusions about that garbage ideology.

Socialism is about taking your stuff and your freedom and killing you if you complain. They try to pass it off as just Liberalism 2.0, but then you usually don’t call something by a name unless you mean it. If they don’t mean “socialism” why do they call themselves “socialists”?

They use the term, counting on the stupidity of people educated in public schools (Yah government!), but they are coy about what they really mean. They always point to Sweden and Denmark and Norway when they talk about “socialism”, as if those were their role models … Yet, how come we always see the most excited champagne socialists trekking off to visit the dictators in Havana and Caracas and not the elected leaders in Stockholm, Copenhagen, and Oslo?

Venezuela is the socialist paradise that dare not be spoken of. I guess when people are so equal they all have to break into the zoo to eat the zebras, equality stops sounding so awesome.

But see, Venezuela isn’t true socialism. Nothing is ever true socialism, which is super convenient since any country that has ever dabbled in socialism tends to run short of food, medicine, and toilet paper. But I bet smart people like Gulag Barbie can totally make socialism work this time, and you’ll be prosperous and free and have your own pet unicorn.

They are always sure to stick the “democratic” in front of the “socialism” when they try to sell it to the suckers, but that’s a grift. Do they contend that if we vote in socialism and find that it sucks – as every single country that has tried it has found – we can vote it out again? Yeah, uh huh. Seems legit.

[But] Socialism is a train that, once you board, never stops except if you derail it – which we would have every moral right to do if this hateful creed were imposed upon us.

You see, socialism is the doctrine [by which] people like you and I get to slave away for the benefit of the people those in charge decide are worthy – especially those in charge. …

Socialism means what’s theirs is theirs and so is what’s yours. Our private property – what we have worked for and accumulated over decades – is no longer ours. It’s theirs, to be done with – to be redistributed – as those in power wish. And if you object, they will send people with guns to make you comply.

In contrast, in freedom and capitalism, the people with guns protect you from having what’s yours taken.

They don’t say it, but we Normals are the engine that they intend to power their socialism. We’re supposed to continue working and building and creating just as hard as we did when we kept the rewards. Note how the recipients of socialism – the elite, the bums, the hipster doofuses with their stupid Che T-shirts – never seem to expect that they might be asked to sacrifice too? We’re supposed to give up our property and labor to benefit them, but what do they contribute? New grievances? …

Marxgirl wants to start off with free college, which means you pay for other people’s college too. Notice how there’s no expectation that her fans contribute toward the benefit they are receiving? And then she’s for free health care, which means you pay for other people’s doctors too. Again, the recipients are not expected to work for their own benefit. Want to guess what she wants to do with the means of production? And with private property? And the rights of people who oppose her schemes?

Oh, and she’s also for banning guns. Gee, I wonder why.

The political education of Charles Krauthammer 0

” The truth is to be discovered by contention.”

“Libertarianism is an excellent and irreplaceable critique of conservatism, but is too poor and limited to be a governing philosophy.”

“You decide your own ends – but in an ordered universe underpinned by liberty.”

Charles Krauthammer talks about his university education and the formation of his political philosophy, stressing the important influence on him of  John Stuart Mill, in conversation with Charles R. Kesler:

 

Posted under Conservatism, education, Libertarianism, Philosophy, Videos by Jillian Becker on Saturday, June 9, 2018

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The New York idiocracy’s anti-education plan 3

They’ve been the jewel in the crown of New York City’s public school system: Stuyvesant, Bronx Science, and Brooklyn Tech (here’s a longer list). They provided a chance for any of New York’s students, regardless of finances or race or creed or religion, to pass the qualifying test and get a fabulous education among their peers. 

So Neo-Neocon reports and comments.

But that opportunity has met the diversity police in the form of Mayor De Blasio, who has proposed an end to all that …

Mayor de Blasio of New York has a plan to “do away with the single entrance test, instead offering admission to the top 7 percent of graduates from all middle schools. That would make up 90 to 95 percent of admissions, with the remainder coming from a lottery”.

If this plan is implemented, either the failure rate will go up or the curriculum will be dumbed down, or both.

Michael Goodwin writes at the New York Post:

Under Mayor de Blasio, New Yorkers watch as their City Hall becomes a font of bad ideas. Day in, day out, the dumb and the dumber tumble forth with a common flaw: little bang for big bucks.

But de Blasio tops himself with his plan to impose a virtual racial quota on the city’s top high schools. In a single move, he surrenders the effort to improve hundreds of failing schools while simultaneously aiming to undermine the truly excellent ones.

Without doubt, this is his Worst Idea Ever. …

The plan would throw objective, proven test standards out the window, and thus qualifies as educational malpractice. The mayor inadvertently admits as much by saying his new chancellor, Richard Carranza, “is focused on social justice”.

The mission of the Social Justice movement is to ensure that the stupid, the mad, and the criminal (of all races, nationalities, ethnicities, ages, and “genders”, except “cis-heteronormative” white males, and Asian scholars because they are not stupid, mad, or criminal anyway) inherit the earth. (No matter that the criminals will then despatch the stupid and the insane.)

Not so long ago, chancellors were hired to run schools and promote educational excellence for all students. Now they’re hired to engineer outcomes based on race, ethnicity and family income.

The lower the family income the more virtuous and worthy the appointee.

This is justice only if you believe identity trumps all other human attributes, including effort, character and achievement. Sadly, de Blasio and Carranza worship that false god.

It follows that they aim to make the student body at the top high schools more closely reflect the citywide student population, which is 70 percent black and Latino. As it stands, black and Latino students make up about 10 percent of the 15,000 enrolled at the most selective public schools.

That is a serious and longstanding concern, but a fundamental problem with the argument that the schools are not diverse is that Asian students are the single-largest group at most of the schools. They constitute 73.5 percent at Stuyvesant, 65.6 percent at Bronx Science and 61.3 percent at Brooklyn Tech. Overall, Asians of all backgrounds comprise less than 20 percent of students.

Their extraordinary presence in the top schools belies de Blasio’s claim that the schools are exclusionary because many Asian students belong to poor immigrant families where English is not spoken in the home.

If the mayor wanted an honest answer to the imbalance, he would order educrats to study why so many Asian students excel and try to duplicate their work habits among all students. Instead, Asian success is now being treated as a problem that must be overcome, just as several generations ago, high-achieving Jewish students were restricted by quotas at Harvard and other Ivy League institutions.

De Blasio’s plan would be phased in over three years and do away with the single entrance test, instead offering admission to the top 7 percent of graduates from all middle schools. That would make up 90 to 95 percent of admissions, with the remainder coming from a lottery.

The change would be a case of fixing what isn’t broken. For generations, the vast bulk of the students admitted under the current system succeeded, making those high schools prime feeders for the best colleges in America.

But those facts are ignored by de Blasio because they reveal the real problem — too many elementary and middle schools in black and Latino neighborhoods are perennial failure factories. He talks a good game about fixing them and is throwing a ton of taxpayer money at them, but has little to show for it.

He, like Mayor Michael Bloomberg before him, is making it easier to take the selective school test and offer free prep courses. None of it has made much of a difference in part because de Blasio has turned the schools over to the teachers union and has given up trying to get rid of the teachers who can’t teach.

The mayor is also a big fan of dumbed-down tests and graduation requirements, always with an eye toward engineering a phony racial and ethnic balance in results.

But if those results were real, he wouldn’t need a quota to gain more balance in the top schools.

He even made it next to impossible to suspend unruly and violent students because of a racial tilt, with principals complaining that many classrooms are now chaotic.

The only silver lining is that eliminating the test for some of the schools requires state legislation, and there is little chance of that happening now. Gov. Cuomo, thankfully, doesn’t appear interested, so opponents, including Asian parents’ groups, have an opportunity to organize and stop the quota travesty in its tracks.

They shouldn’t assume common sense will prevail. Not in Albany, and certainly not with de Blasio at City Hall.

 

(Hat-tip Robert Kantor)

Posted under education, Leftism, Race, Sex, Socialism, United States by Jillian Becker on Thursday, June 7, 2018

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The immiserating racism of the Left 17

The following quotations come from The Left’s War on Whiteness by John Perazzo, a booklet recently published by the David Horowitz Freedom Center:

With the university as its launching pad and megaphone, the left has set out to systematically demonize whiteness through the rapidly growing field of Whiteness Studies, which first began to appear in college curricula in the mid-1990s and since then has become a growth industry. …

Whiteness Studies programs … stigmatize whites as malevolent oppressors of  “people of color” and as authors of crimes against humanity. (pp.12,13)

The whole booklet is worth reading. These statements are the most interesting to us:

With its stranglehold on higher education secure, in the last few years leftists waging a war on whiteness have opened another battlefront in K-12 schools. Its first target has been teacher-training programs, turning them into indoctrination projects designed to produce K-12 teachers who are committed to the leftist worldview, especially the idea that “white” values and traditions pose a mortal threat to the well-being of nonwhite minorities. (p.21)

The mission of making whites feel guilty and ashamed must begin as early as possible in their childhood.

There is no virtue associated with whiteness that is not a vice in disguise. In an article published in September 2017, Pennsylvania State University professor Angela Putman criticized “whiteness ideologies” that extol the virtues of “hard work” and “meritocracy”. (p.16)

Heather Hackman, a former professor of multicultural education at St. Cloud University, exhorts schoolteachers to become political activists who reject “the racial narrative of White”, which, by her telling, aims to develop children who are “honest, hard-working, disciplined, rigorous, successful”, and capable pf speaking “proper English”. These goals, says Hackman, are actually the racist objectives of what she terms a “Super-Whitey” mentality that disrespects the cultural values of nonwhites.  (pp.21-22).

The implication is that nonwhite cultural values are: dishonesty, idleness, sloppiness, superficiality, incompetence, failure, and the inability to speak proper English. And that these are the better values.

It is a prescription for poverty, misery, and despair.

Posted under education, Leftism, Race, United States by Jillian Becker on Wednesday, May 9, 2018

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A is for Activist 9

If you are White, you must feel ashamed. If you are Black, you must feel aggrieved.

That is what rising generations are being taught in The Land of the Free.

It is an orthodoxy that is being instilled into children from Kindergarten to 12th grade, and then cemented in young adults in the universities.

Here’s (most of) an article  from the Weekly Standard, by Katherine Kersten, reporting and commenting on “social justice” schools in Minneapolis:

For decades, the public schools of Edina, Minnesota, were the gold standard among the state’s school districts. Edina is an upscale suburb of Minneapolis, but virtually overnight, its reputation has changed. Academic rigor is unraveling, high school reading and math test scores are sliding, and students increasingly fear bullying and persecution.

The shift began in 2013, when Edina school leaders adopted the “All for All” strategic plan — a sweeping initiative that reordered the district’s mission from academic excellence for all students to “racial equity”.

“Equity” in this context does not mean “equality” or “fairness”.  It means racial identity politics — an ideology that blames minority students’ academic challenges on institutional racial bias, repudiates Martin Luther King, Jr.’s color-blind ideal, and focuses on uprooting “white privilege”. 

The Edina school district’s All for All plan mandated that henceforth “all teaching and learning experiences” would be viewed through the “lens of racial equity”, and that only “racially conscious” teachers and administrators should be hired. District leaders assured parents this would reduce Edina’s racial achievement gap, which they attributed to “barriers rooted in racial constructs and cultural misunderstandings“.

You see? Those “racial constructs” and “cultural misunderstandings” cause Black students to score lower grades than White students. So,”construct” race differently (in words), and clear up the “cultural misunderstandings”,  and lo! the “racial achievement gap” will disappear.

As a result, the school system’s obsession with “white privilege” now begins in kindergarten. At Edina’s Highlands Elementary School, for example, K-2 students participate in the Melanin Project. The children trace their hands, color them to reflect their skin tone, and place the cut-outs on a poster reading, “Stop thinking your skin color is better than anyone elses!-[sic] Everyone is special!”

Highlands Elementary’s new “racially conscious” elementary school principal runs a blog for the school’s community. On it, she approvingly posted pictures of Black Lives Matter propaganda and rainbow gay-pride flags — along with a picture of protesters holding a banner proclaiming Gay Marriage Is Our Right.

On a more age-appropriate post, she recommended an A-B-C book for small children entitled A is for Activist. (Peruse the book and you find all sorts of solid-gold: “F is for Feminist”, “C is for…Creative Counter to Corporate Vultures”, and “T is for Trans”.)

At Edina High School, the equity agenda is the leading edge of a full-scale ideological reeducation campaign. A course description of an 11th-grade U.S. Literature and Composition course puts it this way: By the end of the year, you will have … learned how to apply marxist [sic], feminist, post-colonial [and] psychoanalytical … lenses to literature.

And to history, geography, and even mathematics. (Go here to read about “social justice mathematics”.)

That is the skill you need as an adult in the West in the 21st century. Apply those lenses, and you will find – eureka! – the distilled essence of long-accumulated human knowledge and wisdom; the inheritance that must be handed down from generation to generation to ensure that they live long, happy, healthy, productive lives.  

The primary vehicle in the indoctrination effort is a year-long English course — required of all 10th-graders — that centers, not on reading literature and enhancing writing skills, but on the politicized themes of “Colonization”, “Immigration” and “Social Constructions of Race, Class and Gender”. 

One student …

… as yet insufficiently educated in the doctrine …

… characterized the course this way on the “Rate My Teachers” website: “This class should be renamed . . . ‘Why white males are bad, and how oppressive they are’.”  (The negative review has since been deleted from Edina High’s “Rate My Teachers” page; but this is a screenshot from before it was memory-holed.

… Like Edina students, the district’s faculty and staff must submit to racial equity re-education.

One such mandatory session for school bus drivers is illustrative. …

The training session was entitled Edina School District Equity and Racial Justice Training: Moving from a Diversity to a Social Justice Lens. In it, trainers instructed bus drivers that “dismantling white privilege” is “the core of our work as white folks”, and that working for the Edina schools requires “a major paradigm shift in the thinking of white people”. Drivers were exhorted to confess their racial guilt, and embrace the district’s “equity” ideology.

The result of all of this? Four years into the Edina schools’ equity crusade, black students’ test scores continue to disappoint. There’s been a single positive point of data: Black students’ reading scores — all ages, all grades — have slightly increased, from 45.5 percent proficiency in 2014 to 46.4 percent proficiency in 2017.

But other than that, the news is all bad. Black students “on track for success” in reading decreased from 48.1 percent in 2014 to 44.9 percent in 2017. Math scores decreased from 49.6 percent proficiency in 2014 to 47.4 percent in 2017. Black students “on track for success” in math decreased from 51.4 percent in 2014 to 44.7 percent in 2017.

The drop was most notable at the high school level. Math scores for black students in 11th grade at Edina Senior High dropped from 31 percent proficiency in 2014 to 14.6 percent in 2017. In reading, scores for black students in 10th grade at Edina Senior High dropped from 51.7 percent proficiency in 2014 to 40 percent in 2017.

Recently, conservative students at Edina High School filed a federal lawsuit, claiming the district has violated its members’ rights of free speech and association.

The suit grew out of events following a Veteran’s Day assembly in the high school gym on November 9, 2017. There, a group of veterans spoke about their military service, and the school band played the National Anthem and Taps. During the music, some black students “protested” by refusing to stand, slouching by the bleachers, talking loudly, and blaring music on their cell phones.

Members of the school’s unofficial Young Conservatives Club (YCC) responded by criticizing the protesters’ behavior, at school and on social media. In response, the protesters and their allies harassed the conservative students, with groups “as large as 30 students . . . daily surrounding club members and threatening to injure them if they did not change their political views”, according to the lawsuit complaint. In addition, a group styling itself the “Edina High School Anti-Fascists” posted a threatening YouTube video aimed at the YCC, which declared, “We will not stop until every tentacle of your evil monstrosity is sliced off at the nerve.”

Lack of education in the use of metaphor showing there, but at least it was written and the spelling was correct. Perhaps because  Spellcheck functioned well for once. But maybe the correct spelling will be a sad sign to the teachers that White culture has not yet been sufficiently eradicated.

When the conservative students complained, the school’s principal “responded to their security concerns by saying that [they had] brought it upon themselves by criticizing the protests” at the Veterans Day program, according to the complaint.

The principal disbanded the YCC after pressuring its president to show him texts its members had sent one another about these incidents on the club’s private GroupMe. Yet school authorities apparently took no disciplinary action against the protesters and other students who had threatened and harassed YCC members.

The Edina Public Schools’ policies suggest that “all are welcome here” … but what [they] really mean is that “all are welcome except conservatives”.

The Edina school district is just one example of the ideological hijacking of legitimate academic instruction in the name of racial equity. There’s more to come. Last October, the Star Tribune …

… the largest circulation newspaper  in Minnesota …

… ran an op-ed that praised the Edina schools’ racial equity crusade, and condemned what the author described as America’s vicious history of violence and oppression — evidenced today by “Eurocentric curricula”, “hypersegregated schools”, and “biased standardized tests”. Our nation’s “racist practices”, she wrote, are what “allowed this country to expand geographically and to amass its great fortune”.  White students, she asserted, must become “racially conscious” to learn “how their own worldviews are limited by whiteness”.

The writer was Dr. Annie Mogush Mason, program director of elementary teacher education at the University of Minnesota-Twin Cities, where the next generation of Minnesota’s teachers are being formed.

What outcome is to be expected from this agenda – to inculcate millions of American children with the ideas that Whites are the ancestral oppressors of Blacks and must be punished for it by Blacks, and that men are the historical oppressors of women and must be punished for it?

In crystal minds, not crystal balls, may be discerned a shadowy picture of predictable events.

Will it be race war?

Or the dwindling away of the White race because it has lost the will to reproduce and survive?

And what becomes of those who do survive? Will they have long, happy, healthy, productive lives? Will the light of science shine in their eyes? Will their innovative skills advance technologies for the betterment of the human race?

Or will they find themselves collectivized, ignorant, poor? Their lives nasty and short?

Posted under education, Leftism, United States by Jillian Becker on Sunday, March 4, 2018

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Spend less on education for better results 4

Seems that the less tax-payers’ money spent on education, the better. (No – of course not to zero.)

Good teachers are needed. Non-unionized teachers.

And parents that take their children’s education seriously.

Rob Shimshock writes at the Daily Caller:

The Trump administration requested $59.9 billion for 2018 — an amount $7.1 billion smaller than its 2017 budget. Lance Izumi, senior director of education studies at the Pacific Research Institute, explained to The Daily Caller News Foundation why that is a good thing.

The education scholar highlighted the after-school, learning-oriented 21st Century Community Learning Centers (one of the initiatives the Department eliminated) as a particularly wasteful program.

To eliminate those programs is a real plus for taxpayers and a real plus for students,” Izumi said, commenting on the Education Department’s elimination of funding to 17 programs it described as “duplicative” and “ineffective”. 

It “eats up about $2 billion per year, and it’s supposed to provide these after school and other supplemental programs,” Izumi told TheDCNF. “The problem is that virtually all the studies and research that’s been done on the program shows that there’s no connection between participation in this program and improved student performance in reading and mathematics.”

He said the U.S. Government Accountability Office examined 58 different 21st Century Community Learning Centers and discovered no correlation between enrollment in the programs and increased reading scores.

In fact, “Students produced lower reading scores by participating compared to those who did not,” the scholar said. “You have very poor attendance among the student participants in the program…less than 50 percent of the students who attend more than 30 days.”

“Why should we be spending all this money, these billions of dollars on a program that all of the data shows is not achieving its purpose?”

Izumi also commented on the $1.1 billion the Education Department hopes to dedicate to school-choice initiatives. He explained that even if the federal government bolsters charter-school funding, it makes little difference if state laws still impede the schools from opening.

“If a charter can’t get approved under state law, it really doesn’t matter how much money the feds give to charter schools because those charters will never be started in the first place,” the scholar added.

Izumi opined on the special interest groups criticizing the Department’s budget cuts to teacher training programs.

The teachers organizations are crying bloody murder,” the scholar acknowledged. “It may be a perk for the teachers to get a day off or to get professional-development training and it may fund an industry of professional-development trainers, but it’s not doing any good for the students, which is the reason the system exists in the first place.”

But the most important question is what are teachers teaching? What are students learning? What does too-much-money actually buy for the rising generations?

An article at the Mises Institute by Carol A. Vance and Loyd S. Pettegrew, published in September 2016, revealed dismal findings:

Since 1980, during the Carter Administration, America’s K-12 education system has come under increasing control by the dictates of the federal Department of Education (DOE) with failing results, taxing states and filtering the money through Washington to return a portion of it back to the states. In 2002, the Bush Administration approved the No Child Left Behind (NCLB) Act creating punishing amounts of federal paperwork and bureaucracy for local schools, requiring a $1B grant in special funding to help state and local education systems comply. In 2015 Congress enacted new legislation, Every Student Succeeds Act (ESSA), to allegedly overcome the NCLB federal intervention. The Heritage Foundation’s Lindsey Burke says, “ESSA does not accomplish these critical policy priorities” to reduce the interference and excessive hours of standardized testing time. The 2016 DOE budget is $70.7B excluding a Presidential request for an additional $75B mandatory funding over ten years for Pre-K education.

What is America getting for federally-funded interference in education? The US spends over 23.2% of per capita income on its students each year, 9% more than Singapore while over 26 other countries that spend less outscore US students. Charles Murray says that even after substantial resources were dedicated to assist minorities over a 10 year period, SAT scores have indeed dropped for Amerindians ( -28%), Latinos (-26%), Blacks (-14%) and Whites (-6%) while substantially increasing for Asians (+54).

Of 64 countries in the International Student Assessment, the U.S. ranks 35th in math and 27th in scienceSingapore spends almost half of what the U.S. spends in primary education and about 70% on secondary education while internationally scoring first in math and second in science. Ironically, while more than 1.7M students are now homeschooled, the National Center for Educational Statistics does not produce statistics on the likely difference in achievement between homeschooled students and public education students.

Students in institutional schools are measured repeatedly, however. A typical student takes 112 mandated standardized tests between pre-K classes and 12th grade; by contrast, most countries that outperform the U.S. on international exams test students three times during their entire school careers.

In spite so much testing and measuring, the standards are being manipulated to enhance the illusion of improving student performance. The modern thinking appears to be that “everyone must be a winner”.  A variation of this is “average is over”, a perverse twist on economist Tyler Cowen’s thesis. In K-12, only children with extremely low I.Q.’s, juvenile delinquents or truants receive average grades, and rarely do students receive D’s or F‘sIn most states, students with English as a second language are passed along with C grades regardless of performance. Piereson & Riley note that the Department of Education released data showing that from 1990-2000 high school graduate GPAs rose a third of a point and one public school district in northern California altered student grading so that students scoring above 80% received A’s and students below 20% were given F’s.

In the past 30 years, the Department of Education has exerted an increasing influence on K-12 education. K-12 teachers, overwhelmingly if not exclusively, are the products of schools of education whose influence is largely left-leaning and their teachings politicized. David Labaree, Professor in Stanford’s Graduate School of Education has states that “education schools are solidly in the progressive camp ideologically.” Stotsky concludes that K-12 English classes have increasingly become ersatz social studies classes with biased content taught by moralizing pedagogues who are untrained in either history or social science. Teachers Unions maintain a strangle hold on local school districts and principals’ ability to terminate ineffective teachers.

In 2000 Clinton created the National Education Standards and Improvement Council for teaching American history. None of the 31 standards mentions the U.S. Constitution; the National Standards Advance Placement history exam also politicized American history in a highly progressive manner.

Revisionist history books represent the horrors of the American revolutionists and their colonial oppression. No period of American history is being celebrated; instead the historians have apologetically presented our forefathers as war mongers and racists. We foresee the day when the Constitution will be burned in effigy because so many authors were slave owners.

Science exists in a sustainability vacuum where climate change is presented as gospel in place of the scientific truths of the elective courses in Physics.

States have banned classic literature for its “incendiary” themes including Huckleberry Finn, The Great Gatsby, Moby Dick, Catcher in the Rye; while age appropriateness is certainly a valid concern, an outright ban is unconstitutional. As a by-product of this censorship, Yale freshmen recently petitioned faculty to remove the “nondiverse” English literature of Shakespeare, Dickens and Bronte from the required curriculum.

Notably some of the brightest spots in K-12 education exist in isolated places including New York and California where parents fought the government and union to take charge through organizations like Excellent Educational Solutions and the Harlem Success Academy.

President Obama’s 2013 State of the Union Address, mandated government controlled pre-school education for millions of young children and represents a new stealth opportunity for left liberal indoctrination. The U.K. adopted Pre-K in 2007 for children age 3-4, with underwhelming results which don’t include educational attainment of the children. While a child’s academic gains were at best marginal in the U.K. (small improvements by age 5 and no improvements by age 11), was free child care for parents. Gerard Robinson argues that with the Pre-K schooling now an educational reality, the government not parents has clearly become the controlling force in early childhood education. We can only imagine that in the U.S., this is another opportunity to create a new entitlement and progressively indoctrinate even younger children without any parental controls.

Then Donald Trump was elected to the presidency. Now, Rob Shimshock tell us, less money is being spent by the federal government on education.

If, in addition, Common Core were to be eliminated, and much more attention paid to what is taught, American children might become better educated.

At least up to 12th. grade. After that, if they enter a university and are forced to study blackness, femaleness, whiteness, Hispanicness, and anthropogenic-global-warmingness, whatever good their school did them will rapidly be undone.

 

(Hat-tip to Don L for the Mises Institute link)

Fight for free speech 27

This video, published September 13, 2017, records the concluding part of a discussion between Mark Steyn and Jordan Peterson.

“Free speech is racism.”

That’s what the rising generation is taught to believe by the Left.

The video of the entire interchange, from which this is an extract of the closing minutes, may be found here.

Posted under education, Leftism, Race, Videos by Jillian Becker on Friday, February 16, 2018

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The fight of our lives 2

The Fight of Our Lives – Defeating the Ideological War Against the West, is a hard-hitting new documentary film by Gloria Z. Greenfield that examines the internal and external threats facing the West. The 66-minute film is scheduled for release on 2/19/18.

Heres’ the trailer:

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