Since Trump returned to office, he has made clear his hostility to protecting the rights of racial minorities and women. He was eager from the start to obliterate DEI (diversity, equity, and inclusion) and to withhold federal grants from institutions that did anything to advance the progress of minorities and women. His words and deeds have gladdened the hearts of white supremacists. Racism is baked into this administration–from Pete Hegseth firing and refusing to promote women and Blacks in the military to Trump welcoming white South Africans to settle here. If he could, he would recruit whites from Nordic nations.

Erwin Chemerinsky, dean and Jesse H. Choper Distinguished Professor of Law at the University of California Berkeley School of Law, writes about how the U.S. Department of Justice is now making war on civil rights.

Dean Chemerinsky wrote this article for The Contrarian:

stunning opinion from the Justice Department on June 9 seeks to gut federal protections against employment discrimination. If allowed to stand, it would override a 55-year-old Supreme Court precedent and nullify a 35-year-old federal statute protecting workers from race and sex bias. Although it will change the practices of the Equal Employment Opportunity Commission and Justice Department enforcement efforts, it is not binding on the courts, and they must reject this assault on civil rights.

In a series of decisions beginning in the 1970s, the Supreme Court said that proving race or sex discrimination in violation of the equal protection clause of the Constitution requires demonstrating discriminatory intent. Because decision-makers rarely express racism or sexism as their motives for action, it is enormously difficult to prove intentional discrimination. Moreover, voluminous literaturedocuments that we all have unconscious biases that influence our choices. At the very least, we should be concerned when our laws or practices have the effect of perpetuating discrimination.

(Dragon Claws/iStock)

Therefore, many federal and state laws allow liability based on proof of disparate impact without needing to establish discriminatory intent. This is allowed because statutes can provide more protection of rights than exists under the Constitution.

In 1971, in Griggs v. Duke Power Company, the Supreme Court held that Title VII of the 1964 Civil Rights Act — which prohibits employment discrimination based on race, sex, or religion — creates liability when there is disparate impact. The court concluded that even if there is not discriminatory intent, an employer may not use a job requirement that functionally excludes members of a certain race or sex if it has no relation to measuring performance of job duties. The court rightly interpreted Title VII as saying that tests or measures used in hiring are not permissible if they have a discriminatory effect unless they have some proven connection to the job.

In 1989, the Supreme Court interpreted Title VII to make it more difficult to create liability based on discriminatory impact, so Congress adopted the Civil Rights Act of 1991. This law was explicit that disparate impact was sufficient for liability for employment discrimination. The 1991 act said that if there was proof of disparate impact, the employer had the burden to demonstrate that a challenged practice is “job related for the position in question and consistent with business necessity.” The law requires employers to show the practice genuinely relates to job performance, not merely that it serves some legitimate business interest.

But on Tuesday, the Justice Department’s Office of Legal Counsel, in a 25-page opinion, took the position that disparate impact liability no longer should be sufficient for liability under Title VII; there must be proof of discriminatory intent. And the opinion made it much easier for employers to show “business necessity,” saying that this “requires employers demonstrate only that the challenged practice rationally serves a valid business purpose.” The opinion says: “Workplace requirements and selection procedures — such as background checks, aptitude tests, and SAT score — are presumptively job related. Only irrational or arbitrary practices with no plausible job-relatedness can create disparate impact liability.”

In other words, the Justice Department opinion makes it much harder for plaintiffs to prove discrimination and much easier for employers to avoid liability. It completely nullifies the provisions of the 1991 Civil Rights Act.

This is not the first time the Trump administration has attacked disparate impact liability. President Trump’s April 2025 executive order, “Restoring Equality of Opportunity and Meritocracy,” declared: “It is the policy of the United States to eliminate the use of disparate-impact liability in all contexts to the maximum degree possible to avoid violating the Constitution, Federal civil rights laws, and basic American ideals.”

The Justice Department opinion is directed to the Equal Employment Opportunity Commission. It says that the “EEOC’s existing interpretations … embrace an unconstitutional reading of Title VII.” Of course, it is not the Supreme Court has held this. Rather, it is just the very conservative Justice Department on its own saying that the federal government no longer will follow the Supreme Court’s 1971 decision in Griggs v. Duke Power Company or the provisions of the 1991 Civil Rights Act.

The Justice Department opinion is based on a curious mix of authority. It relies heavily on a concurring opinion from Justice Antonin Scalia from 17 years ago, in Ricci v. DeStefano, in which he expressed concern that disparate impact liability in employment could cause employers to consider race to ensure that their practices did not have a discriminatory effect. Scalia expressed no conclusions but said that it was an issue the court would someday need to confront. The Justice Department memo also cites extensively an article by conservative law professor Gail Heriot opposing disparate impact liability.

The Justice Department repeatedly refers to the Supreme Court’s recent opinion in Louisiana v. Callais, which interpreted Section 2 of the Voting Rights Act. Congress had amended that provision in 1982 to allow for liability upon proof that a state or local government had an election practice that had a discriminatory effect against voters of color. The court said in Callais that the government could not use race as a predominant factor in drawing election districts even if needed to avoid a racially disparate impact.

Callais was entirely about voting rights, not employment discrimination. In the voting rights context, Supreme Court precedent held that the government cannot use race in drawing election districts. But there is no such Supreme Court precedent that private employers cannot consider race or sex to avoid disparate impact liability. Quite the contrary, the only Supreme Court cases about affirmative action in employment — United Steel Workers of America v. Weber (1979) and https://www.oyez.org/cases/1986/85-1129 (1987) — allowed voluntary programs to increase participation of racial minorities and women in the workforce. Perhaps the conservative Supreme Court we have now will reconsider these decisions, but they remain the law.

Most important, even if the Supreme Court extends Louisiana v. Callais to employment and even if the court overrules its earlier decisions about affirmative action in employment, that does not provide a basis for the Justice Department’s making it very easy for any employer to win an employment discrimination case by asserting a business necessity.

Nor is there any basis for the Justice Department saying that proving employment discrimination under Title VII requires that the plaintiff demonstrate that there is an “equally effective alternative” that would have less discriminatory effect. The federal employment discrimination statute is explicit that if an employment practice has a disparate impact, it is illegal unless the defendant can show a business necessity. There is absolutely nothing in the law that creates the additional burden imposed by the Justice Department that the plaintiff must show another way to achieve the employer’s goals.

It is not surprising to see the Trump Justice Department trying to push the law in a very conservative direction. But it is astounding to see it disregard long-established Supreme Court precedent and nullify a federal statute. Hopefully, the courts — and even this Supreme Court — will say the Justice Department has gone too far in gutting the protection for workers in this country to be free from race and sex bias in employment.

Erwin Chemerinsky is dean and Jesse H. Choper Distinguished Professor of Law at the University of California Berkeley School of Law.

Scott Maxwell is a columnist for the Orlando Sentinel. In this column, he argues that voucher schools in Florida should not be allowed to dodge accountability. And, he explains, they are completely unaccountable. The state Constitution requires that the state provide high-quality education, which voucher schools do not. He neglects to notice that the state Constitution states that no public money should go to religious schools. Not a penny, but most vouchers go to religious schools.

What is more, the voters of Florida rejected an effort to strip that language from the state Vonstitution in 2012.

Scott Maxwell wrote:

Teachers and parents have filed a landmark lawsuit challenging the legality of Florida’s billion-dollar school voucher system

The argument at the heart of their suit is that Florida’s constitution requires tax dollars be spent on “high-quality” education. Yet Florida’s voucher system is a black-hole of accountability, sometimes paying for kids to go to “schools” that are total disasters — where teachers lack degrees, inflate grades and use curriculum that is rubbish.

I’m not convinced the teachers and parents will win this lawsuit. In fact, I doubt they will. Similar challenges have been unsuccessful. And Gov. Ron DeSantis has done a pretty thorough job of stacking the courts with political allies, especially at the appellate level.

But I know for a fact the teachers and parents have a point. In fact, It’s inarguable. This newspaper has spent nearly a decade documenting voucher schools that failed children.

Often, the parents themselves were shocked and outraged to learn that schools were failing their kids and that there was little to no accountability.

The Sentinel’s multi-year “Schools Without Rules” investigation into voucher (or “scholarship”) schools found some schools employed teachers that lacked any teaching credentials or college degrees.

Some were such financial disasters, they shut down in the middle of the year, stranding families. (One in Orlando was evicted from a commercial complex where a neighboring tenant was “Drug Tests R Us.”)

Some refused to serve children with disabilities, whether it was autism or reliance on a wheelchair. Even more refused to teach children who are gay or had gay parents. These were schools eager for the public money but unwilling to serve all the public. None of this was discreet. Some had written policies saying that they wouldn’t serve children with Down’s syndrome or who uttered the sentence: “I am gay.”

Some schools taught junk science and bogus history, suggesting that dinosaurs and humans roamed the earth together and downplaying slavery and segregation.

And at some schools, parents were so appalled at what they found that they reported to the state things like “Cleaning lady substituting for teacher” and “I don’t see any evidence of academics.”

If you think any of that represents “high quality” education, you might also believe the mini tacos at 7-Eleven are five-star dining.

Many private schools that accept vouchers do stellar jobs and fill niche needs that public schools have historically struggled to meet. But too many taxpayer-funded schools are total trainwrecks. And the reason is that Florida has very few standards for voucher schools.

That is, in fact, the crux of the lawsuit, which lists about 20 different things that public schools are required to do by state law, but which all voucher schools are not.

Like providing certain levels of school safety staffing and having threat-management plans in place. Offering vetted curriculum and providing transportation. Hiring qualified teachers. And publicly posting test scores from state assessments that show whether students are actually learning anything. Public schools must do all of that.

The argument from choice-without-standards supporters is that parents should be able to choose any education they want for their kids without exception.

There are two problems with that argument.
One is that no other government-funded voucher program works that way — and for good reason. We don’t let recipients of food vouchers use them on Twinkies and Mountain Dew. This is public money meant to provide nutritional sustenance. So there are guidelines. The same way there is for Medicaid and Medicare. You don’t get to spent public money that’s meant to fulfill a public purpose on anything you like just because you invoke cries of “freedom” or “choice.”

The other problem is that using this money to provide “high quality” education isn’t optional. It’s part of the Florida Constitution — a point the lawsuit addresses when it says: “… choice does not change the Constitution. When public funds are used to educate a child, that child is entitled to the same level of educational opportunities, the same quality standards, and the same basic protections.”

You can certainly make the argument that some public schools have failed some students. Do you know how we know that? Because these schools were required by law to disclose their test scores, standards, hiring practices and curriculum.
In fact, newspapers in Florida were often the ones that exposed problems at public schools.

And most anytime we did, public officials would spring to action and agree reform was needed.
Yet most every time we’ve exposed problems in taxpayer-funded voucher schools, state lawmakers leaders looked the other way.
The most pathetic part of all this is that it’s easily fixable.

Florida could still offer “choice,” but also demand that any schools that receive public money meet basic standards. Hire qualified teachers. Post the results of nationally-normed standardized test scores and graduation rates. And ban discrimination.

“To me, this is just common sense,” said Stephanie Vanos, an Orange County School Board member who also happens to be an Orlando mom and joined the lawsuit as a plaintiff in that capacity. “I’m not saying they need the thousands of pages of rules that apply to us, but we need a common-sense set of rules that should apply to everybody.”

She is, of course, right. Schools that do good jobs shouldn’t be afraid of accountability and transparency. Most aren’t.

In fact, ask yourself these basic questions:
Why shouldn’t parents and students be guaranteed qualified teachers?

Why shouldn’t taxpayers be able to see what kind of test scores are being produced at all the schools they’re funding?

And why shouldn’t taxpayers be assured that the money they’re spending is actually providing “quality” education, as the Constitution requires?
Better yet, ask those who defend the status quo.

Texas State Commissioner Mike Morath took control of the Houston Independent School District in 2023. Morath fired the respected superintendent, replaced the elected board with an appointed board, and named Mike Miles as the new superintendent on June 1, 2023.

Miles had already served in a similar role in Dallas, where his top-down style alienated teachers and drove many of them to quit. Morath, a computer software guy, served on the school board in Dallas. Otherwise, he has no education experience. Gina Hinojosa, who is running for Governor against Greg Abbot, has said the first thing she will do if elected is to fire Morath.

Miles’ tenure in Houston has been controversial. He imposed a lock-step, scripted curriculum. He has fired large numbers of respected principals, and many teachers have quit. But test scores are up!

This column by Lisa Falkenberg, Pulitzer-Prize winning senior columnist for The Houston Chronicle, provides a different perspective on Miles in this article.

She writes:

Stuck in traffic one morning in October, I tried to make small talk with my 13-year-old daughter in the back seat.

“What are you reading these days?” I asked.  

“Nothing,” she said.

Nothing.

I felt a thud in my soul.

This was the same big-eyed girl, the same consummate straight-A student who, just a few years earlier, had to have her nose physically dislodged from a book several times a day so the family could reacquaint ourselves with her face.

In elementary school during the pandemic, she finished “Little Women” in two days. If you had asked her if she loved reading, she might have responded similarly to Scout Finch in “To Kill a Mockingbird”: “I never loved to read. One does not love to breathe.”

“You’re not reading anything?” I prodded the middle-schooler. “Not even in English class?”

She paused, giving me a look that said I should know better.

“Mom,” she said. “I don’t even have an English teacher.”

Ah, yes. I had forgotten.

For months, I had written about other schools within Houston ISD, scrutinizing superintendent Mike Miles’ reforms in the state’s takeover, his closure of libraries and sidelining of storybooks, all the while harboring some relief that my own three kids’ campuses had been somewhat insulated from the changes.  

Until this year, that is, when the district’s instability, fluctuating expectations and teacher exodus hurt my kid, too.

Some like to pretend that Miles’ move-fast-and-break-things approach is only affecting students at the poorest-performing schools for whom any change must be better than what they had. That’s not true. The Houston Chronicle has reported that aspects of Miles’ controversial curriculum or instructional model have seeped into virtually all of HISD’s 274 campuses.

That includes some of the highest-performing schools that never needed academic rehabilitation in the first place. These are schools for which families sweat lottery admissions to gain entry, and some even buy houses or rent apartments just to be zoned to them.

My middle child attends one of these, an “A”-rated Vanguard campus for advanced students that we entered through a lottery. When I tell people what’s happening there, some don’t believe me. I can’t blame them. Miles’ effect on HISD’s best schools isn’t what grabs headlines.

Still, here’s a glimpse of what we’ve seen. I’m not naming the school because my goal isn’t to have this column tied permanently to the campus name in Google searches. It’s to open eyes. 

 A week or two before that conversation with my daughter in the car, she told me she feared her English teacher would quit because district observers were prodding him about his lackluster use of whiteboards and response cards — key tools in Miles’ New Education System.

The observers even handed out their own worksheet packets, she said, as the teacher stood by and watched. By October 24, an administrator informed parents that the teacher had submitted his resignation. 

I couldn’t understand why the district was meddling with a good school that supposedly had autonomy. Miles has argued that even some top schools need NES methods because achievement gaps persist. That’s apparently not the case at my daughter’s school, which earned high marks in achievement, progress and closing gaps.

Miles’ methods — top-down management, strictly controlled curriculum, frenetic pace and high-stakes quizzes — appear to have led to some testing gains in schools where students were severely behind. HISD has gone from 56 “F” campuses to zero. That does seem like progress. 

But Miles’ charter-like approach is less effective with advanced students, such as those attending Vanguard or International Baccalaureate programs known for rigorous, often individualized and project-based curriculum that go far beyond worksheet packets.  

Miles’ strict protocols have driven away thousands of teachers at all levels of talent and tenure. In the 2024-25 school year, one in three teachers didn’t return, nearly double the state’s rate. This school year alone, more than 30 of the 73 teachers at my daughter’s school have left, double the annual average of the first two years of the takeover, according to Chronicle reporting and district records I obtained through a public information request. 

Miles argues that high teacher turnover isn’t a problem. He says HISD retains around 90% of exemplary teachers. But most teachers we lost at “A” schools were clearly doing something right. The problem is that Miles defines “exemplary” in part by obedience to his program.

Our loss is someone else’s gain. When my daughter told me in tears that her cherished cheerleading sponsor was leaving to teach science somewhere else, I hugged her and asked if she knew where the teacher was going.

“St. John’s,” she told me. [St. John’s is an elite private school.]

Yes, St. John’s School in River Oaks, one of the most prestigious private high schools in the nation.

In some ways, higher-performing HISD campuses are more vulnerable to the instability caused by high turnover. Unlike Miles’ NES campuses, they don’t have a “teacher’s apprentice” ready to take over if a teacher quits.

When my daughter’s English teacher left, the class was led for weeks by a string of substitutes who mainly assigned worksheet packets — sometimes ones they’d already completed.

“I don’t mind,” my daughter told me at one point. “We’re not learning anything anyway. It’s English. You just pick the longest, best answer.”

When I was her age, growing up in Seguin, Texas, I was holding my breath with Anne Frank in the attic. I was losing the feeling in my toes as a Jack London protagonist struggled to light a fire in sub-freezing temperatures. I don’t remember my eighth-grade English teacher being particularly inspiring, but we read some inspiring literature that stays with me 30 years later.

My daughter’s class was without a teacher for several weeks before the school announced a replacement. The new teacher’s start was delayed by training and illness, emails explained, but finally, she was in the classroom.

After a few days, I asked my daughter if the teacher was actually teaching.

“Yes,” she said. “She reads from the slides.”

Just before Christmas break, I attended a parent meeting that filled the library with worried, frustrated moms and dads complaining of even bigger problems. Several described how their straight-A students were failing algebra because the teacher refused to teach or answer questions about the district slides she was reading. Some parents said they had to hire tutors. It was affecting their kids’ confidence. School administrators assured parents they were bringing over kids from a nearby Vanguard high school to tutor the middle-schoolers in algebra.

My daughter wasn’t affected by that situation. But in English, midyear testing showed she’d dropped 10 points – “low average growth” – putting her back to where she’d been a year earlier.

In late January, yet another note came from administrators: “An Update On Your Child’s English Teacher.”

The new teacher had resigned as well.

The administrator wrote that he was “pleased to share that there will be no gap or delay in the continuity of instruction for your children.” A language arts interventionist had agreed to step in to teach the class. She had been at the school for a while, and our kids were “in good hands.”

“We know that changes and transition can sometimes cause anxiety,” the email noted in closing. “We are here to support your children.”

I didn’t doubt the administrator’s sincerity. I doubted that he had any real power in this top-down regime to fix things.

The new teacher soon assigned a book, an actual book. I started to celebrate. Turns out, my daughter had been assigned the same book the year before. (She tells me she’s read “The Giver” several times, first in elementary school.)

In a parent meeting, I asked the principal why, when whole books are so rarely assigned these days, students were repeating titles. His response was unresponsive.  

“We didn’t read it anyway,” my daughter told me later. “We just read parts of it.”

This middle school, to which I sent both my girls, is still excellent in many ways.

It has some dedicated, truly inspiring teachers who are hanging on. It’s a racially and ethnically diverse campus that offers rigor to smart kids from all kinds of neighborhoods. It molds bright minds into award-winning debaters, dancers and leaders. It still provides some high-quality instruction to kids whose families can’t afford private school or prefer a public school for their child.

For a long time, it was a shining example of what a public school could be.

I thought the point of this takeover was to make more of those. Not fewer.

My daughter’s situation is nowhere near what some special-education students are facing amid district-ordered relocations.

She’ll be OK. She began her own reading regimen this semester and was able to boost her end-of-year English score by several points. I’ve bought a copy of Anne Frank’s diary, which we plan to read this summer before she heads off to high school.

Hopefully, she’ll have another teacher down the road — perhaps a book whisperer like her Harvard Elementary librarian, Ms. Garcia — who can help rekindle her passion for reading.

But let’s not pretend what my daughter got this year in English class was quality.

Let’s not pretend it exemplified the “high-performance culture” that Miles champions, a culture that leaves no time for hallway chatter or holiday parties, no time for the small rituals that make school feel like school, and yet, somehow, tolerates the incessant disruptions of thousands of teacher departures, including from the best schools.

Miles said he could bring up the bottom in HISD without bringing down the top. I wanted to believe him.

I’ve seen something else. 

Lisa Falkenberg is a three-time Pulitzer Prize-winning journalist and the Houston Chronicle’s senior columnist. Falkenberg formerly led the Chronicle’s editorial board as vice president and editor of opinion. In May, Falkenberg shared a Pulitzer Prize in editorial writing for a series on the dangers of stopped trains in Houston. In 2022, she led the editorial board to their first Pulitzer Prize for a series debunking the “Big Lie” of voter fraud and examining Texas’ long history of voter suppression. 

The Network for Public Education will hold its annual conference in Conroe, Texas–right outside Houston, on September 26-27.

We have a stellar line-up of speakers, panels, and workshops.

Join me and hundreds of others who fight to protect and improve our public schools.

Greg Olear writes delightful posts, in which he calls of his vast knowledge and research to say something that no one else has said or will say. This post explains why Jared and Ivanka want Sazan Island, a few miles off the coast of Albania.

They think they discovered it, and they want to turn it into a super-deluxe resort where people like themselves can find the quiet and luxury that they seek.

The people of Albania don’t like the idea of turning Albanian property and nature reserve over to these Americans, and the protests grow louder and larger every day.

Olear points out that the Kushner’s already own an estate on a secluded island in Florida. Why another one?

And that brings him to the fascinating story of Sarawak, which was gifted to a British adventurer named James C. Brooke, who became the Rajah of Sarawak. It’s a great story:

Brooke was certainly well-off, but hardly the scion of a British robber baron. Nor did he work at some cushy desk job. He was a professional soldier and seafarer. He was enterprising. He was bold. And he was opportunistic. Adventuring in the East Indies, he found himself doing mercenary work for the Sultan of Brunei—putting down uprisings and blowing up pirate ships and saving the Sultan’s uncle from assassination attempts. As gifted as he was at taking out pirates, Brooke was positively elite—Epstein-like, one might even say—at currying favor with the rich and powerful.

From the Sultan, Brooke received the governorship of Sarawak, the Malaysian slice of northern Borneo. In 1841, he was given sovereign power over the region, as well as a new title: Rajah of Sarawak. It’s kind of nuts, in hindsight. An upper-middle-class Englishman, a white guy, became head of state of a new nation in the East Indies! And it wasn’t some bogus title, either. Brooke cannily allied himself with Britain, so while he enjoyed absolute power, he also had the world’s most powerful navy to protect him when he needed it—the best of both worlds. He issued currency, putting his portrait on the coins and banknotes. He established a hereditary monarchy, the White Rajahs of Sarawak, that only ended because the Japanese overran Borneo in the Second World War.

It’s a neat trick to tie Sarawak to Sazan Island., and Olear does it.

Read it to see how he pulls all these threads together.

Public health experts are worried about the Trump administration’s plans to downsize global aid programs that have saved millions of lives. One such program is the President’s Emergency Plan for AIDS Relief (PEPFAR). The program was initiated in 2003 during the administration of President George W. Bush. It is widely credited with saving 26 million lives. Some thought it unlikely that Trump would slash a program that has been effective and that was launched by another Republican president.

But the program will be dramatically cut, from $2 billion to $150 million yearly. The cutbacks will occur under the auspices of Trump’s America First priority. Rationale: If people die in other countries, it’s not our problem.

This article appeared in Medpage Today and was written by Rachel Robertson::

A major change to how the popular President’s Emergency Plan for AIDS Relief (PEPFAR) program operates took effect on June 1, which experts warn will result in a massive decline in the U.S.’s public health presence abroad.

Historically, the U.S. State Department brokered Congress-appropriated dollars for PEPFAR programs and CDC would receive approximately $2 billion in PEPFAR funds annually for the agency’s programs around the world. But under the new plan, foreign nations will choose à la carte what services they want to buy from CDC, though countries that receive more than $125 million in U.S. aid will have to purchase a minimum package.

The new guidance is part of the Trump Administration’s “America First Global Health Strategy” and was first brought to light opens in a new tab or window by Emily Bass, an AIDS activist who has written a book about PEPFAR, last month on her Substack. In a document detailingopens in a new tab or window the government’s strategy, the State Department claims that this “America First” approach will disrupt a “culture of dependency” in how U.S. global health programs currently operate. But slipped in there is that foreign health assistance from the U.S. could also leverage access to other countries’ resources, like key minerals.

Tom Frieden, MD, MPH, who served as CDC director from 2009 to 2017 and is now president and CEO of the nonprofit Resolve to Save Lives, told MedPage Today that “the underlying concept is a good one, with countries deciding what services they want partnership on and with which partners. But the reality is that you cannot order off a menu if the restaurant is closed, and this approach would end CDC’s ability to support partner countries and protect Americans.”

Frieden noted that under this State Department plan, the funding that CDC receives from PEPFAR could plummet to $150 million, or 7% of the fiscal year 2025 level, which is not nearly enough to continue the agency’s global operations.

Frieden and seven other former CDC directors published an op-ed in STAT opens in a new tab or window last week urging the State Department to reform PEPFAR instead of “dismantling it.” They cautioned that the government’s plans could result in at least 18 CDC global outposts closing by year’s end, since most are sustained with PEPFAR funding, and up to 85% of the agency’s global presence being pulled back in the next 2 years.

“Without a transition plan and a manageable timeline, the result will not be a more effective PEPFAR — it will be the rapid dismantling of America’s overseas public health capability and the relationships that have taken years to build,” they wrote.

At the Harvard commencement, a new graduate gave a remarkable speech about the importance of talking in a civil manner to those with whom you disagree.

Noah Eckstein began his speech to his fellow graduates and faculty with the familiar opening to a joke: “A Christian, a Muslim, and a Jew walk into a bar…”

Everyone waited for the story and the punchline, but it was not what they expected. Eckstein explained that one grandparent was Christian and the other was Muslim. They had a daughter who was raised as a Christian. She married a Jew. They had a child, and that is me, a proud Jew.

He described how his family disagrees without hatred, how they have taught him to respect that other people have other views.

One of his central messages: “Listen before you speak.”

This is a message for our times.

A few years ago, I read a book called The Spirit Level: Why Greater Equality Makes Societies Stronger. And happier. Less anger, less resentment, less envy. More unity. More of a sense of “we,” not us vs. them.

We are now at the other extreme. Some people are paid sums they can never spend in 100 lifetimes.

This is unhealthy.

Jeff Sommer of The New York Times reported on the 10 richest people in America.

Even among the nation’s best-paid corporate chiefs, Elon Musk stands alone. His compensation last year was a mind-boggling $132.3 billion. That’s not just 2.5 million times what the typical Tesla employee made; it’s 153 times the compensation of the second-highest paid chief executive.

Dylan Field, who heads Figma, an online design platform, was runner-up to Mr. Musk in the rankings. But in terms of wealth created, he was way behind. His pay, $864.4 million, was a mere rounding error for Mr. Musk.

These astonishing figures come from the latest annual survey of the highest-paid chief executives conducted for The New York Times by the research firm Equilar. The study found that seven other chief executives of public companies had paydays last year of at least $100 million, more than ever before.

Median pay for the 100 highest-paid chief executives in publicly traded companies reached $39.4 million — a new peak, and a leap of 35.8 percent in just one year.

As an editor and as a columnist, I’ve been involved in these Equilar surveys since they started in 2007. They have always shown that chief executives in the United States are exceedingly well paid. But lately, the trend is starker.

Right after Mr. Field in the latest rankings was Shankh Mitra of Welltower, a real estate investment trust that focuses on health care, with compensation of $821 million. Welltower shareholders last month disapproved of that pay package in a rare negative vote. One critic called it an “egregiously management-friendly” transfer of wealth from shareholders. But the “say on pay” vote was nonbinding. A vast majority of such measures are approved at public companies every year.

In the 1950s, the gap between the pay of a typical employee and a CEO was 1-20. For every dollar a typical employee earned, a chief executive made twenty. This era was characterized by much narrower income disparity compared to recent decades. (Forbes)

The New York Times reported that doctors and hospitals are reporting a surge in diseases that had been eliminated by vaccines, like whooping cough. As the number of people who decline vaccinations increases, the diseases that would have protected them are increasing in number.

Thanks, Robert F. Kennedy, Jr., for putting the lives of many people at risk!

Doctors around the country say they are seeing more cases of serious, sometimes life-threatening illnesses that vaccines have long kept at bay, including whooping cough and bacterial infections that can cause pneumonia or meningitis.

The concern among doctors comes on the heels of a resurgence of measles nationwide, fueled by distrust in vaccines that grew during the Covid-19 pandemic, and that Health Secretary Robert F. Kennedy Jr. and President Trump have amplified. Public health experts have long seen measles as a harbinger: Because it is so exceptionally contagious, it can be the first disease to spike as vaccination rates broadly decline, and a sign of more to come.

For some of these diseases, national data show clear and substantial increases in recent years; for others, the increases are small, or there are anecdotal indications from doctors on the ground of increases that public statistics don’t currently confirm.

While most children recover, these diseases aren’t benign. Many children endure extended hospitalizations. Some infections can be fatal.

Dr. Meghan Hofto, a pediatric hospitalist at the University of Alabama at Birmingham, is one of the doctors who said she is seeing more illnesses that she used to encounter only rarely. This year, she and her colleagues have treated more children than usual with persistent diarrhea. A child with a run-of-the-mill stomach virus might need a day or so of IV fluids, but these patients were being hospitalized for three or four days.

The culprit: Rotavirus, which once caused tens of thousands of hospitalizations a year in the United States but was largely swept away by vaccines introduced 20 years ago. These vaccines were so effective that Dr. Hofto could recall treating only four or five children with rotavirus in the past decade. Now, she said she had treated about that many already this year, and none of them were vaccinated.

Dr. Jessica Kirk, a pediatric hospitalist in Fairhope, Ala., recently treated an unvaccinated toddler who was hospitalized with pneumonia from two simultaneous infections, Haemophilus influenzae and Streptococcus pneumoniae. Routine childhood vaccines can protect against both S. pneumoniae and a common form of H. influenzae, but vaccinations against both illnesses have declined in recent years.

The child that Dr. Kirk treated for both infections needed antibiotics and oxygen to get through the illness.

Some of these conditions can lead to serious complications. H. influenzae and S. pneumoniae infections can cause sepsis, meningitis and pneumonia. Dr. Hofto said she had treated 4- to 6-week-old infants with whooping cough, or pertussis, who seemed fine at times but then stopped breathing after a coughing fit. “It’s hard to know when they’re safe to go home,” she said.

Many children with whooping cough don’t have anti-vaccine parents, she said. They are just too young to have been vaccinated yet, and the disease has been circulating more in recent years as overall vaccination rates have declined. There were more than 28,000 cases reported last year, compared with around 7,000 in 2023.

Andrew Nixon, a spokesman for the Department of Health and Human Services, said in an emailed statement, “We reject the premise that providing Americans with transparent information about the benefits and risks of medical products undermines public health.”

Even when the worst doesn’t happen, emergency room doctors are having to subject some unvaccinated children with high fevers to more invasive testing, including spinal taps, to rule out life-threatening infections that vaccinated children are protected from. Infections like H. influenzae and S. pneumoniae can be hard to recognize because they can resemble less serious illnesses before rapidly leading to complications. And because near-universal vaccination prevented them for so long, many doctors have little experience diagnosing them.

Peter Greene notes that a few Democratic governors are warming to the Trump federal voucher program. Will it hurt or help the state’s public schools? Greene has the answer.

He writes:

Discussion has heated up about the federal voucher program and, specifically, whether blue states should opt in, and whether such opt-inning is inevitable. Colorado’s Jarid Polis and New York’s Kathy Hochul appear to be primed to take Trump Education Dollars. Folks are looking at Pennsylvania’s voucher-curious governor Josh Shapiro (I suggested he not, but that may not be enough to keep it from happening). 

The temptation centers around two issues. 

First, people from the state are probably going to take the tax credit that goes with contributing to the voucher program. Shouldn’t governors, the argument goes, make sure that money from their own state doesn’t end up going to some other state. It’s an odd argument, because without the tax credit, those dollars would have gone to DC and on to Lord Knows Where anyway, so it’s not like non-participating states are losing anything                    

Second is the assertion that some of this voucher money can be used to fund public schools and not just private ones. Consider, for instance, this slide show from a presentation by Marguerite Roza of the Edunomics Lab at Georgetown University. Roza spent fifteen years at University of Washington’s Center for Privatizing 

Reimagining Public Education (taking one year off to work with the Gates Foundation) and took the Edunomics director’s job in 2012. Edunomics folks have thrown their weight behind some bad reformy ideas like the Super Sardinemaster teaching model (fire all the bad teachers and jam all the students into class with the good ones). 

In her slide show, Roza gets one thing exactly right– the Treasury Department hasn’t yet issued the exact rules for the federal vouchers (Education Freedom Tax Credits), so there’s a whole lot we don’t yet know. 

What seems clear is that the mechanics of the federal vouchers (like all other vouchers) make it hard for public schools to get a piece of the funding stream. The donors hand money to the Scholarship Granting Organization, and the SGO hands the money to a famnily– not the school. 

So the missing link is the means of having the families hand their money to a public school.

They aren’t going to hand it over in the form of tuition, because it’s a free public school. Roza suggests there are three “scenarios” under which the public school could get its hands on some of that money.

Scenario 1: Homeschool or private school students who purchase add-ons from the district. I’m not clear what that might involve; at least in Pennsylvania, most of those students are entitled to get extras from their district for free, including everything from advanced classes to extracurriculars like band and theater and sports. In this state, I’m pretty sure the public school couldn’t charge an other-schooled student for anything that district students get for free.

Scenario 2: Disrtict students who sign up for “extras” like tutoring, summer programs, etc. Students could even choose “priced electives/clubs, e.g.financial literacy, robotics, possibly APs and VocEd, etc.” I don’t even know where to start with this. If some of these “extras” are being provided by third parties, klike a tutoring service, then the district doesn’t get a penny. But if we are talking about a district that offers some parts of its academic program only for those who will pay for it, that’s a crazypants model, a model that takes the “public” right out of public education. 

Especially given some of her examples: “Below grade-level students can opt in to extended yearservices, small group supports, homework help, etc.” Are you behind in school? Maybe in danger of not graduating on time? Well, for just a few dollars more, you can get the rest of the education that we promised you!

But that’s really just the warm-up for 

Scenario 3: Every district studentparticipates in a bundled set of“enhanced” services.

This is absolute dystopian bullshit, a literal use of the “subscription to unlock what ought to be regular features” model from the world of software. This image is taken straight from the slide:

“”Go get us some of that free federal money,” declares Imaginary School District, “or your kid will only have access to Public Education Basic, with none of the benefits of our Plus or Premium plans.” Look at Roza’s hypothetical list. AP classes? Full day K? Orientations!! Mental health!!! What the hell school district charges for that stuff? Surely she also meant to include lunches on her list. 

This is like airline pricing (“You can buy a ticket to fly on our plane, but if you would like to bring luggage or sit down or breathe our air, that will be extra!”)

In her presentation, Roza suggested that this is all just a neat way to replace fund raisers. She also suggests that districts could require families to fill out a scholarship form as part of registration. She also recommends you do some arm-twisting of friends and relatives to make their contribution to the SGO that serves your kids. Which would seem to suggest a funding system that re-enforces the already-existing gap between wealthy and non-wealthy districts. Do you have lots of folks who can donate to your district’s SGO? No? Well, it’s Public Education Basic for you.

This sure seems like a recipe for creating a multi-tier school system, where options that ought to be part of the program become upsells. It’s a proposal to lower the floor for what constitutes a minimal free public education down into the basement, with steps out of that basement on a strictly pay-to-play basis. But there’s another downside.

This is also a recipe for putting local schools at the mercy of federal operators, because now a major revenue stream will flow through DC. That means federal leverage over local policy (“Get rid of those Naughty Books or you are cut off from federal voucher funds”). There is a certain genius in the federal vouchers in that should MAGA be swept out of office, the revenue flowing through this program will create pressure from even blue states to keep this right wing policy in place. 

The federal voucher program does not support school choice; it’s a private school subsidy wrapped in a tax shelter. It’s not meant to help public schools, and it won’t, unless they are willing to bend themselves into a twisted fun-house mirror version of what a public school system is meant to be. 

Historian Adam Laats points out that this kind of public subsidy for private schools has a history of failure, And a zillion people have pointed out that this voucher, like all voucher’s, is about the school’s choice, not school choice (because your right to choose is not nearly as sacred as school operators’ right to discriminate against any children for any reason). 

And maybe that’s part of the point of these various attempts to sell the idea that this will be a subsidy for public schools as well as private schools. Except, of course, if the federal government really wanted to subsidize public schools, they could just do it or, at the very least, stop trying to slash the meager amount of funding that they do provide, instead of sending the money to public schools via this long, twisty path. Honestly, this whole “federal vouchers will benefit public schools” argument is the kind of convoluted baloney that only a thinky tank wizard or a government bureaucrat could love. Which, unfortunately, doesn’t mean it won’t work.