Archives for category: Accountability
« Older Entries
Newer Entries »

Jennifer Rubin: “The Buck” Stops Somewhere Else

By dianeravitch
December 3, 2025 //
6

When Harry S Truman was President, he had a sign on his desk: “The buck stops here.” It meant that he took responsibility for all decisions and their consequences. With Trump, he accepts “bucks” (money) from many directions, but never takes responsibility when anything goes wrong. His desk plaque should read: “The buck stops somewhere else.”

Jennifer Rubin, the journalist who quit The Washington Post and started a blog called The Contrarian, asserts that Trump bears ultimate responsibility for the vicious attack on two members of the National Guard in DC. They never should have been sent to patrol the city’s streets, a mission for which they were not trained. Now they are patrolling alongside DC police, who are pulled away from their jobs to protect the National Guard.

She writes:

The killing of one national guardsman and severe wounding of another in D.C. was a tragedy and an outrage. The killer, of course, should be punished to the full extent of the law. But to ignore Trump’s egregious decision-making that brought us to this point of reckless political violence is to invite further tragedies and condone grievous incompetence.

No matter how furiously Trump and his minions try to spin the narrative, Biden cannot be blamed for this one. Trump’s crew granted asylum to the suspected killer this April. Most importantly, Trump and MAGA governors who comply with the president’s whims and who send national guardsmen around the country willy-nilly for tasks they are not trained to perform are responsible for their safety. The guardsmen who were attacked should never have been there….

After the shooting, Trump and Hegseth added 500 guardsmen to the D.C. deployment, thereby increasing the risk to them. Trump predictably scapegoated all Afghan refugees.

As the New York Times reported, guardsmen had warned about just such a calamity months ago. “According to internal directives distributed to National Guard troops in Washington, D.C., in August, commanders warned that troops were in a ‘heightened threat environment’ and that ‘nefarious threat actors engaging in grievance based violence, and those inspired by foreign terrorist organizations’ might view the mission ‘as a target of opportunity.’”

In belated recognition that the national guard are sitting ducks, the Trump regime now has D.C. police patrolling with guardsmen. So, who is getting protection?

Surely, Americans would be safer if guardsmen stayed home to perform normal duties and D.C. police were assigned to do their crime-fighting jobs. “Diverting local police to accompany Guard members would … [mean] siphoning them from other tasks in D.C. neighborhoods,” The Washington Post reports.

Trump (again in the name of immigration enforcement), has pulled federal personnel away from critical tasks including anti-terrorism. In September, the Cato Institute, a libertarian think tank, found over 28,000 federal law enforcement officials had been diverted from critical tasks. “This diversion has significantly curtailed the government’s capacity to address criminal activity in the United States,” the report found. The personnel (mis)directed to immigration included 1 in 5 U.S. marshals, 1 in 5 FBI agents, half of all Drug Enforcement Agency agents, and two thirds of the Bureau of Alcohol, Tobacco, Firearms, and Explosives workforce. How many crimes could have been prevented and how many dangerous characters could have been arrested had this horde of federal agents not been dragooned for counterproductive, violent, and (in many instances) illegal invasions of cities?

In November, the New York Times reported on this phenomenon:

Homeland security agents investigating sexual crimes against children, for instance, have been redeployed to the immigrant crackdown for weeks at a time, hampering their pursuit of child predators.

A national security probe into the black market for Iranian oil sold to finance terrorism has been slowed down for months because of the shift to immigration work, allowing tanker ships and money to disappear.

And federal efforts to combat human smuggling and sex trafficking have languished with investigators reassigned to help staff deportation efforts.

The vast majority of those seized during immigration raids are not criminals, let alone violent. Only about 8 percent of those alleged undocumented immigrants seized had a conviction for a violent crime; 60 percent had no criminal record at all.

Trump insists he is responsible for…none of the consequences of his own decisions. But the misuse of national guard, as we found out in D.C. last week, can have disastrous results. Beyond this tragedy, Trump’s actions have killed or put at risk hundreds of thousands more.  The elimination of USAID has resulted in over 600,000 deaths; his $1 trillion cut in Medicare is likely to lead to an avoidable 51,000 deaths per year; and his idiotic cuts in NIH grants will result in untold number of deaths from discontinuing potentially life-saving medical trials.

Forget “buck stopping” in Trump’s regime. It’s an outmoded concept for a president who will not shoulder responsibility for his own directives. (Perhaps he could direct us to the person who is in charge.)

Americans surely know that Trump and his inert lackeys in Congress are responsible for innumerable errors and colossal misdeeds over the last 11 months. If they won’t take blame, then we need people in the executive and legislative branches willing to say the buck stops with them. That, after all, is the essence of democracy—and of adult leadership.

Categories Accountability, Trump

Atlanta: There Is No “Public School System”

By dianeravitch
December 3, 2025 //
6

Dr. Edward Johnson is a brilliant systems analyst in Atlanta. He has been a close observer of the Atlanta public schools and their misgovernment as the Board of Education has latched onto the latest reform fad.

He points out that the public school system of the past no longer exists. Some people think that’s a food thing. He does not.

He wrote this observation.

By leading with his “One District …” slogan, and with Atlanta Board of Education meekly following along, APS Superintendent Dr. Johnson contends it is in the best interests of APS to be fragmented, to lack full transparency, to lack efficient and effective accountability, and to disparage the democratic principle that public education should be a public good.

 

In Georgia, we often hear the terms “school district” and “school system” used interchangeably.

 

But in the age of charter schools, this linguistic shortcut obscures a deeper truth: the public school system as a public good is no longer a unified system at all.

 

Before the proliferation of charter schools, an entity like Atlanta Public Schools (APS) governed all public-serving schools within its geographic boundaries.  The terms “APS district” and “APS system” used interchangeably made sense—each described the same coherent, interrelated network of schools sharing the same governance, policy, administration, and purpose.  Today, that coherence does not exist—it has been fragmented.

 

For example, by choice of Atlanta Board of Education, APS is now a “Charter System,” operating under a performance contract with the state that explicitly excludes independent charter schools.  These schools, though publicly funded, are governed separately and are not subject to APS’s policies, leadership, administration, or community-based governance structures.  They are public in funding, but private in autonomy.

 

This shift has compressed the expanse of APS as a public school system and as a public good.  APS no longer encompasses all public-serving schools in Atlanta.  And yet, we continue to refer to APS as both a “district” and a “system,” as if nothing has changed.  Well, something has changed.

 

A system, by definition, implies interrelated parts.  For public school systems, it implies shared accountability, common purpose, and public stewardship.  When schools within a geographic area operate independently—without shared governance or policy—they are not part of the same system.  They may be public-serving, but they are not part of the public school system.

 

This distinction matters. It matters for transparency, for accountability, and for the democratic principle that public education should be a public good—not a fragmented marketplace of loosely affiliated or wholly independent entities.

 

Yet, by going along with APS Superintendent Dr. Bryan Johnson’s “One District, with One Goal, for All Students,” board members violate the Oath of Office each of them swore—”In all things pertaining to my said office, I will be governed by the public good and the interests of said [APS] school system.”

 

By leading with his “One District …” slogan, and with Atlanta Board of Education meekly following along, APS Superintendent Dr. Johnson contends it is in the best interests of APS to be fragmented, to lack full transparency, to lack efficient and effective accountability, and to disparage the democratic principle that public education should be a public good.

 

Certainly, clearly, it is reasonable to recognize it is not in APS’s best interests that Dr. Bryan Johnson should be its Superintendent.

 

The Superintendent’s Comprehensive Long Range Facilities Master Plan, given the glossy name APS Forward 2040, Reshaping the Future of Education, will, short-range, compress the expanse of APS even more so, from its current 68 percent being a public school system to about 60 percent.

 

Then, compounding that long-range, the Superintendent’s Strategic Plan will efficiently and effectively turn APS into a workforce development entity to the exclusion of virtually all possibilities of APS ever becoming a high-quality public school system, where high-quality teaching and learning that readies children for professions and careers from A to Z happens, especially for “Black” children.

 

Georgia’s legal framework treats each local- and state-authorized charter school as its own “school system.” This semantic sleight of hand allows policymakers to claim that public education is expanding, even as its coherence erodes. But the public deserves clarity. We must stop conflating geographic proximity with systemic unity.

 

If we are to preserve the integrity of public education, we must reclaim the meaning of “system.” A public school system should be more than a collection of facilities—it should be a community of schools, governed together, accountable together, and committed together to the public good.

 

Ed Johnson

Advocate for Quality in Public Education

Atlanta GA | (404) 505-8176 | edwjohnson@aol.com

 

Categories Accountability, Atlanta, Charter Schools, Education Industry, Education Reform, Georgia

Our Pressure Cooker Schools Are Destroying Children and Childhood

By dianeravitch
December 1, 2025 //
26

The New York Times Sunday Magazine published an article titled “America’s Children Are Unwell. Are Schools Part of the Problem?” It was written by staff member Jia Lynn Yang.

I anticipated that the article would be another lament about test scores, of which there have been many recently. But it wasn’t!

Instead, Yang described the explosion of mental health issues among the nation’s children. And she attributed it largely to the unending pressure to compete for ever higher test scores. EXACTLY!

Yang knows that the changes in school are not the only cause of declining mental health. There are many more culprits, including social media and the pressures of contemporary life. And there is also the possibility that children are being misdiagnosed and overdiagnosed. I can’t help but recall a story from 1994 about an elite private school that received a private $2 million grant to screen children for learning disabilities. Overrun by experts, the program “got out of hand.” Nearly half the children were diagnosed with disabilities, and the program was cancelled.

We live in a stressful world. Children are pressured to succeed, to comply, to compete, to win the approval of their peers, to dress the “right” way, to be and do things by which they will be judged by their peers, by their parents, by the world they inhabit. Some children succeed, many don’t.

Schools these days are doing things to children that add to their stress. They have been doing harmful things to children by federal mandate since 2002.

Besieged by expectations, demands, and pressures, many children are breaking. It’s our fault.

She writes:

One of the more bewildering aspects of the already high-stress endeavor of 21st-century American parenting is that at some point your child is likely to be identified with a psychiatric diagnosis of one kind or another. Many exist in a gray zone that previous generations of parents never encountered.

A diagnosis of attention deficit hyperactivity disorder is practically a rite of passage in American boyhood, with nearly one in four 17-year-old boys bearing the diagnosis. The numbers have only gone up, and vertiginously: One million more children were diagnosed with A.D.H.D. in 2022 than in 2016.

The numbers on autism are so shocking that they are worth repeating. In the early 1980s, one in 2,500 children had an autism diagnosis. That figure is now one in 31.

Nearly 32 percent of adolescents have been diagnosed at some point with anxiety; the median age of “onset” is 6 years old. More than one in 10 adolescents have experienced a major depressive disorder, according to some estimates. New categories materialize. There is now oppositional defiant disorder, in addition to pathological demand avoidance…

The experience of school has changed rapidly in recent generations. Starting in the 1980s, a metrics-obsessed regime took over American education and profoundly altered the expectations placed on children, up and down the class ladder. In fact, it has altered the experience of childhood itself.

This era of policymaking has largely ebbed, with disappointing results. Math and reading levels are at their lowest in decades. The rules put in place by both political parties were well-meaning, but in trying to make more children successful, they also circumscribed more tightly who could be served by school at all.

“What’s happening is, instead of saying, ‘We need to fix the schools,’ the message is, ‘We need to fix the kids,’” said Peter Gray, a research professor at Boston College and the author of “Free to Learn: Why Unleashing the Instinct to Play Will Make Our Children Happier, More Self-Reliant, and Better Students for Life….”

Other books have echoed this critique. I think offhand of the book by Pasi Sahlberg and William Doyle: Let the Children Play: How More Play Will Save Our Schools and Help Children Thrive. This is how they summarize their argument:

“Play is how children explore, discover, fail, succeed, socialize, and flourish. It is a fundamental element of the human condition. It’s the key to giving schoolchildren skills they need to succeed–skills like creativity, innovation, teamwork, focus, resilience, expressiveness, empathy, concentration, and executive function. Expert organizations such as the American Academy of Pediatrics, the National Academy of Sciences, and the Centers for Disease Control agree that play and physical activity are critical foundations of childhood, academics, and future skills–yet politicians are destroying play in childhood education and replacing it with standardization, stress, and forcible physical restraint, which are damaging to learning and corrosive to society.”

There is an organization–Defending the Early Years–that fights for the rights of childhood, that tries to keep academic pressures out of the classrooms of very young children.

But who defends the children in grades 1-12? There are groups of parents in almost every state who oppose the pressures of high-stakes testing, oppose the efforts by tech companies to replace actual experiences with machines and technologies, oppose the interference of politicians to standardize teaching.

One group fights off the tech companies that use personal student data to market their products: The Parent Coalition for Studebt Privacy.

Corporate America now looks to the schools as a source of profit. The schools and students need to be protected from rapacious capitalism, which wants to privatize schools for profit and sell products that monetize instruction.

Yang describes the transformation of the school from the 1980s to the present:

School was not always so central to American childhood. In 1950, less than half of all children attended kindergarten. Only about 50 percent graduated from high school, and without much professional penalty. A person spent fewer years of their life in school, and fewer hours in the day furiously trying to learn. However bored a child might become sitting behind a desk, freedom awaited after the final bell rang, with hours after school to play without the direction of adults.

But as the country’s economy shifted from factories and farms to offices, being a student became a more serious matter. The outcome of your life could depend on it.

During an era of global competition, the country’s leaders also began to see school as a potential venue for national glory, or shame. In 1983, a commission created by Ronald Reagan’s secretary of education, Terrel H. Bell, released a dire report on the state of American schools called “A Nation at Risk.” It warned that “if an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war.”

Over the next decade, Democratic and Republican governors such as Bill Clinton in Arkansas and Lamar Alexander in Tennessee began molding their states’ schools with new standards of testing and accountability. Schools were treated more like publicly traded companies, with test scores as proxies for profits. Before long, schools had public ratings, so ubiquitous they now appear on real estate listings.

The pressure kept rising. By 2001, 30 states had laws that imposed a system of punishments and rewards for schools based on their test scores. The next year, President George W. Bush’s signature education reform law, No Child Left Behind, made the effort national.

With school funding now on the line, there were unmistakable incentives for children to be diagnosed. Starting in the 1990s, students with autism or A.D.H.D. become newly eligible for added support in the classroom. Getting a child treated, potentially with medication, could help an entire classroom achieve higher scores, especially if the child’s behavior was disruptive to others. And in some parts of the country, children with disabilities were not counted toward a school’s overall marks, a carve-out that could boost scores.

The added metrics may well have compelled more children to receive the support they needed. Either way, educational policymaking yielded a change in diagnoses. In states that added new accountability standards, researchers found a clear rise in A.D.H.D. According to one analysis, the rate of A.D.H.D. diagnoses among children ages 8 to 13 in low-income homes went from 10 percent to 15 percent after the arrival of No Child Left Behind.

The impact of the law on autism diagnoses has been less documented. But there is a great deal of overlap among these disorders. Anywhere from 30 to 80 percent of children diagnosed with autism also have A.D.H.D. Experts have also pointed out that the rise in autism has largely taken place on the more subtle end of the spectrum, where psychiatrists expanded the diagnosis. Students with this profile often need educators who can be eminently flexible in their approach, a tough task when an entire classroom has to focus on narrowly mastering certain testable skills.

The demands on performance in higher grades trickled down into younger and younger ages. In 2009, the Obama administration offered greater funding to schools that adopted new national learning standards called the Common Core. These included an emphasis on reading by the end of kindergarten, even though many early childhood experts believe that not all children are developmentally ready to read at that age.

With each new wave of reforms, the tenor of kindergarten changed. Rote lessons in math and reading crept into classrooms, even though experts say young children learn best through play. Researchers discovered that in the span of about a decade, kindergarten had suddenly become more like first grade.

Preschool was not far behind, as even toddlers were expected to stay still for longer stretches of time to imbibe academic lessons. This again defied the consensus among early childhood experts. Children, parents and teachers struggle through this mismatch daily. In 2005, a study showed that preschoolers were frequently being expelled for misbehavior, and at rates more than three times that of school-age children.

“We’re not aligning the developmental needs of kids with the policies and practices that go on daily with schools,” said Denise Pope, senior lecturer at Stanford University and co-founder of Challenge Success, a nonprofit group that works with schools to improve student well-being.

The pressure to learn more led to a restructuring of the school day itself. Before the 1980s, American children usually had recess breaks throughout the day. By 2016, only eight states required daily recess in elementary schools. And when researchers studied what had become of lunchtime, they learned that children often had just 20 minutes to not only eat but stop to use the bathroom after class, walk to the cafeteria and wait in line for food.

I think about my own time in the public elementary public schools in Houston. We had recess every day. I don’t think it was a matter of state law. Educators then knew that children needed time to play. It was common sense. Today, parent groups organize to persuade legislatures to mandate recess. If they don’t, parents fear, every minute will be spent preparing for tests and taking tests.

They are right. The so-called “reforms” of the past quarter century–No Child Left Behind, high-stakes testing, competition, Race to the Top, punishing or rewarding teachers for their students’ test scores, closing schools and firing staff because of low test scores, the Common Core standards–have made test scores and standardization the heart of schooling.

In a continuing campaign to raise test scores, there are winners and losers. Typically, the winners are children from affluent families, and the losers are the children of not-affluent families. The winners are celebrated, the losers are stigmatized. The social class divide among children is hardened by these practices.

Worse, the pressure on students has caused an increase in anxiety, depression, and boredom. In response, parents seek diagnoses of autism or some other learning disorder so that their children will get more time or attention.

Some parents blame the public schools for the pressure and competition imposed on them by elected officials. They seek alternatives to the public schools, which are obsessed with standardization, testing, and accountability.

Yang points out:

This discontent helps empower the conservative effort to defund the public school system and let parents pick their own schools, with taxpayers covering the tuition. Each child who no longer seems to fit into the country’s education system — and more often than not they are boys — potentially expands the constituency for these ideas. And trust erodes further in the progressive project of a democracy built on giving everyone a free and equal education.

The Democratic Party is unable or unwilling to see the problems they helped create. The Republican Party is quite happy to see the public search for alternatives like charter schools and vouchers, and it has enabled the movement to have taxpayers foot the bill for private and religious schools.

By turning childhood into a thing that can be measured, adults have managed to impose their greatest fears of failure onto the youngest among us. Each child who strays from our standards becomes a potential medical mystery to be solved, with more tests to take, more metrics to assess. The only thing that seems to consistently evade the detectives is the world around that child — the one made by the grown-ups.

Who made that world? Both political parties. Governors. Legislatures. Think tanks. The wealthiest, who believe their financial success proves their superiority. Editorial boards.

Here is the most significant lesson that our elected officials refuse to learn. Their elaborate schemes for testing and measuring children have hurt children and undermined the joy of learning. They have raised the anxiety level of children while corrupting education itself.

Education is not what gets measured on standardized tests. Education is exploration, investigation, insight, observation, wanting to know more, learning to love learning.

Our politicians, prodded by so-called “reformers,” have managed to pollute education while demoralizing teachers and destroying public commitment to public schools.

Our public schools need to be freed from the failed ideas that hurt children. We need a rebirth of sturdy ideas that

Categories Accountability, Childhood, Education Industry, Education Reform, Extremism, Failure, Freedom to Learn, Freedom to Read, Health, Joy, Standardized Testing, Students

We Will Never Learn What Is in the Epstein Files

By dianeravitch
November 26, 2025 //
7

Many powerful people have a vested interest in making sure that the public never sees what and who is in the Epstein files. Democrats, Republicans, powerful corporate leaders. They prefer to keep the files under lock and key.

But didn’t Congress just pass a law requiring the release of those files? Didn’t Trump sign the legislation? Even though no legislation was needed, because Trump always had the power to release the files.

Ethan Faulkner, who blogs at Substack as the “Common Sense Rebels,” says that the files that are released will be carefully redacted and curated. Most, he writes, will never be released. Who used Epstein’s services? The names the public wants to know will be blacked out.

He writes:

Everyone imagines a government cover-up as a team of men in suits throwing files into a furnace.

That’s fiction.
The real cover-up is boring. It’s procedural. It’s legal.
And it works.
The United States doesn’t destroy evidence. It manufactures delays.
It fabricates uncertainty.
It deploys exemptions instead of fire.
The truth isn’t burned.
It’s redacted.
And the machinery that performs this ritual — the system that is right now digesting the Epstein files — is something I’m calling:
The Redaction Engine.
Once you understand this machine, the Transparency Act stops looking like a win and starts looking like a transmission belt feeding secrets into a shredder that no one touches by hand.

  1. The Architecture of Obscurity
    FOIA was sold as a “Right to Know” law.
    What Congress actually built is a filtration system — and one that agencies quickly learned how to weaponize.
    Inside the FOIA framework sits a set of exemptions that function like hardware components in an industrial shredder. The Redaction Engine uses them as gears.
    According to the technical audit in The Redaction Engine: National Security Information Control Architectures , the most powerful of these gears are:
    Exemption 1 — The National Security Black Hole
    Everything “classified” stays sealed.
    But classification isn’t an objective fact — it’s a prediction.
    The law only requires a “reasonable expectation” of harm.
    Speculation becomes legal justification.
    Courts almost never challenge it. They review whether the stamp was applied correctly — not whether the classification itself is absurd. That is not oversight. That is choreography.
    Exemption 3 — The Files That Don’t Exist
    This one is an entire legal universe.
    Statutes like the CIA Information Act let agencies designate “Operational Files” that don’t even have to be searched. They can legally pretend an entire category of documents has left the physical plane.
    The public can’t request what the government asserts is not real.
    Exemption 5 — The “Embarrassment Privilege”
    The “Deliberative Process” clause was meant to protect drafts and brainstorming.
    Instead, agencies use it to hide:

*evidence of wrongdoing

*internal dissent

*contradictory analysis

-*early warnings that were ignored

It’s the single most abused exemption in the system.
And then there’s the Mosaic Theory.
This is the government’s favorite intellectual cheat code.
It says:
Even harmless information must be hidden, because it might complete a larger secret picture.
Meaning they can withhold anything, because everything is theoretically meaningful.
This is the neural network of the Redaction Engine.
A legal philosophy that transforms silence into law.

2. The “Active Investigation” Loophole

If the national-security exemptions are the shield, Exemption 7(A) is the sword.
This single exemption — explained in The Active Investigation Shield in Federal Information Law — is the most devastating transparency-killer in the entire system.
It says the government can withhold any record if releasing it could reasonably be expected to interfere with an enforcement proceeding.
Notice that phrase again:
Could. Reasonably. Be expected.
Before 1986, the government had to prove disclosure would interfere.
Then Congress changed one word —
and agencies gained the power to hide anything under the logic of “maybe.”

This birthed the most sinister creature in federal information law:


3. The Zombie Investigation.

An investigation that:

*is technically open

*is not being actively worked

*has no timeline

*and can remain “pending” for decades

Jimmy Hoffa’s file?

Withheld for twenty years because “new leads could theoretically emerge.”

This is not oversight.

This is a loophole weaponized into a vault.

Once an investigation is declared “active,” the Redaction Engine locks the file indefinitely.

At this point, open the link and read the rest for yourselves!

Categories Accountability, Censorship, Corruption, Fraud, Scandal

Andy Borowitz: The Story that Mainstream Media Won’t Touch–About “Katie Johnson”

By dianeravitch
November 26, 2025 //
3

Stories have circulated for years about a young woman who claimed that Trump raped her when she was 13. After the case was filed, the young woman–who used the pseudonym “Katie Johnson”–withdrew the charges and was never heard from again.

There are two possibilities:

  1. The story was withdrawn because it was fraudulent.
  2. The complainant was offered money to shut up or was threatened with violence if she didn’t shut up.

Now Andy Borowitz revives the story in a podcast with a philosophy professor at Cornell University who was determined to find out what happened. He interviewed her on a podcast.

Andy Borowitz wrote:

Davidoff Studios/Getty Images

(Warning: This post contains upsetting content.)

Last week on my podcast, I interviewed the writer Kate Manne about the disturbing case of Katie Johnson.

Although Johnson’s accusations have never been adjudicated, her account is extremely detailed and, in my opinion, credible.

I interviewed Manne about this case because she has spent a significant amount of time researching it. She also created a transcript of Johnson’s testimony, something that corporate media, which have largely ignored the story, have never done.

After the podcast episode went live, I received many requests from paid subscribers asking me to remove its paywall so that the story of Katie Johnson could reach a larger audience. I have done so, and you can now access it for free here. 

In video testimony recorded in 2016, the pseudonymous Johnson alleged that she was trafficked by Jeffrey Epstein and raped by Donald Trump when she was thirteen. 

It is, as I’ve warned, an extremely upsetting story, but I think it’s important that people know about it. Please consider watching it and sharing it. And thanks, as always, for your support.

What do you think?

Categories Accountability, Cruelty, Evil, Trump

Trump Honors Crown Prince Bonesaw

By dianeravitch
November 23, 2025 //
3

We have seen many repulsive sights in the Oval Office since Trump was sworn in last January. The covering of the room in fake gold ornaments is an abomination. Trump’s rude treatment of Zelensky was an outrage.

But the top abomination, at this moment, was his loving embrace of Saudi Arabia’s Crown Prince Mohammed bin Salman, who should be reviled for his brutal murder of journalist Jamal Khashoggi.

What next? A Presidential Medal of Honor for Putin?

Trump has many personal commercial ties to Saudi Arabia. Cynically speaking, Trump is building alliances by making personal deals with potentates who increase his family wealth. Surely, we cannot forget that MBS arranged to give Son-in-law Jared Kushner $2 billion after Trump left office in 2021. Kushner had no experience in financial investing. His background was real estate. Now, Trump’s real estate buddies Steve Witkoff and Howard Lutnick, are Trump’s envoys to Russia, the Middle East, and other hotspots. They too (and their children) are taking in millions and billions, because they are in “the room where it happens.”

The New York Times wrote recently about how Lutnick’s sons are making lucrative deals , which are helped by the fact that their father is Secretary of Commerce. “But never in modern U.S. history has the office intersected so broadly and deeply with the financial interests of the commerce secretary’s own family, according to interviews with ethics lawyers and historians…”

The New York Times also chronicled the ways that billionaire Steve Witkoff’s sons are cashing in with investments in the Middle East and in cryptocurrency, building on their father’s connection to Trump.

This is not what the Founders intended.

But maybe those of us who worry about abstract ideas like ethics and laws are in the wrong. Maybe the best way to make a deal with the devil is to get in bed with him, speak his language, and buy his friendship. That’s Trump’s way. And nobody does it better.

Sabrina Haake writes:

Trump just threw a lavish state party to welcome a Saudi murderer. He defended the murderer’s crime, blamed the victim, and viciously attacked a reporter for asking the question on everyone’s mind: What about Jamal Khashoggi?

Of all the shameful metaphors for the corruption, ignorance, and rot presently infecting the White House, this one wears the Trump crown.

A brutal regime dismembers its critic

Jamal Khashoggi was a US resident and journalist for the Washington Post during its halcyon years, before it fell to corporate interests that now serve Trump.

Khashoggi was also a frequent critic of the Saudi government. He frequently criticized the royal ruling family, not for their lavish lifestyles, but for their suppression of dissent, their refusal to allow free speech among the Saudi people, and their widespread human rights abuses.

On Oct. 2, 2018, Khashoggi was murdered in Istanbul. He had gone to see about a visa for his Turkish fiancée at the Saudi consulate’s office, where he was attacked, stangled, and dismembered.

A recording made by Turkish intelligence agents in the building captured the whole gruesome ordeal: Khashoggi could be heard struggling against Saudi guards of the royal Crown Prince as his killing was recorded, complete with screams, the sounds of strangulation, then quiet, before a bone saw was heard dismembering his body.

US Intelligence knows bin Salman did it

In 2021, US intelligence reports concluded that Saudi Arabia’s Crown Prince Mohammed bin Salman, aka “the Bone Saw Prince,” had personally ordered the operation.

The US Director of National Intelligence supplied reasons supporting that conclusion, including:

· bin Salman’s total control of decision-making in the Saudi Kingdom;

· The direct involvement of bin Salman’s key adviser in the brutal attack, along with members of his personal security team; and

· bin Salman’s stated support for using violence to silence critics of the Saudi government abroad, including Khashoggi.

US intelligence added that, “Since 2017, the Crown Prince has had absolute control of the Kingdom’s security and intelligence organizations, making it highly unlikely that Saudi officials would have carried out an operation of this nature without the Crown Prince’s authorization.”

Despite these publicly available facts, Trump treated bin Salman to an unusually lavish state reception, complete with military officers in full dress carrying both Saudi and American colors. As the US taxpayer-funded Marine band played, Trump and Mr. Bone Saw were treated to a fly-over of advanced fighter jets, samples of the 48 F-35 jets Trump already sold to Saudi Arabia, despite national security concerns that China would be able to steal the aircraft’s advanced technology.

Trump courts a murderer to line his own pockets

Trump’s personal wealth has increased by over $3 billion since his return to office, largely from ethics-adjacent crypto schemes, foreign real estate deals, meme coins that have no value, and overt pay to play transactions. His lavish courtship of bin Salman fits neatly into the same corrupt pattern, promoting Trump’s illegal,private, for-profit interests.

The Trump Organization now has multiple, large-scale projects pending in Saudi Arabia, including a new Trump Tower and a Trump Plaza development in the works in Jeddah, along with two other projects planned in Riyadh. These deals are publicly known; it’s likely billions more are exchanging hands under the table.

Trump is also in private partnership with the Saudi-owned, “International Luxury Real Estate Developer,” Dar Global. There’s also a separate $2 billion deal where an Abu Dhabi-based, UAE-backed investment firm used a cryptocurrency from the Trump family’s venture, World Liberty Financial, to invest in another crypto exchange, profiting Trump royally.

And no one has forgotten Trump’s son in law, Jared Kushner’s, $2 billion private “investment” fee from the Saudis, packaged when Saudi Arabia’s Public Investment Fund (PIF) announced a $55 billion acquisition. Kushner’s fee is widely regarded as payment for providing political cover and guaranteeing Trump’s regulatory protection. After the PIF’s own advisors initially rejected the deal, bin Salman personally overruled them and pushed it through.

Trump didn’t mention these deals this week when he rolled out the red carpet on taxpayers’ dime, but claimed instead with trademark ambiguity that the Saudis were going to “invest as much as $1 trillion in the US.”

Trump endorses the unthinkable

Journalists around the world, not to mention Khashoggi’s family, had to endure the nightmare of watching Trump fawn all over bin Salman. In every photo from the mainstream media, Trump couldn’t keep his hands off him, as if Trump were absorbing Saudi wealth through his fingers.

Tuesday, when journalist Mary Bruce asked bin Salman about intelligence reports concluding that he ordered the Khashoggi murder, Trump jumped in, answering for him. “He knew nothing about it! You don’t have to embarrass our guest by asking something like that.”

Trump then suggested Khashoggi got what he had coming for criticizing the government, saying, “A lot of people didn’t like that gentleman (Khashoggi) that you’re talking about, whether you like him or didn’t like him, things happen.”

After sending this chilling message to his critics, Trump then attacked Bruce for asking a “horrible,” insubordinate,” and “just a terrible question,” dressing her down in garbled syntax before cameras of the world with, “You’re all psyched up. Somebody psyched you over at ABC and they’re going to psych it. You’re a terrible person and a terrible reporter,” and later demanded that ABC lose its broadcast license.

Saudi Arabia’s Crown Prince Mohammed bin Salman is condemned throughout the civilized world as a brutal 5th Century pariah. Trump just spent a taxpayer fortune to rebrand him “one of the most respected people in the world” to elevate and promote Trump’s own private business ventures.

It is fitting that Trump committed this atrocity in a formerly dignified room recently desecrated with tacky gold medallions. The Oval Office is now a bordello whose pimp is selling America to the highest bidder, and we, his trafficked victims, are letting him do it.

Sabrina Haake is a columnist and 25+ year federal trial attorney specializing in 1st and 14th A defense. Her Substack, The Haake Take, is free.

Categories Accountability, Billionaires, Corruption, Cruelty, Ethics, Evil, Extremism, For-Profit, International, Trump

Jan Resseger: How the Trump Administration Undermines the Rights of Students and Teachers, Part 2.

By dianeravitch
November 21, 2025 //
2

Jan Resseger is a determined and purposeful writer.

On Tuesday, Part 1 of this post explored the Trump Administration’s seizure of the Congressional “power of the purse” as part of a strategy to accomplish the President’s goal of shutting down the U.S. Department of Education by firing hundreds of the Department’s staff who administer and oversee enormous grant programs like Title I and special education programs funded by the 1975 Individuals with Disabilities Education Act, along with many other essential programs that protect students’ rights and fulfill the Department’s mission of ensuring that children across all the states can equitably have a quality public school education. Part 1 also examined how the U.S. Supreme Court has shunted many of the legal challenges filed against Trump administration onto a “shadow docket” of temporary decisions with a long wait for a hearing on their merits and a final ruling by the Supreme Court on their legality.

Today, Part 2 will examine three primary examples of what appear to be the Trump administration’s shameless violation of the core Constitutional principles we have long valued for protecting the rights of children and their teachers in our nation’s system of K-12 public schools.

The First Amendment Protection of Freedom of Speech — Beginning in February and continuing through the year, the Trump administration has been pressuring colleges and universities and K-12 public schools to adopt its own interpretation of the Civil Rights Act of 1964 and the administration’s idiosyncratic interpretation of a 2023 Supreme Court decision in Students for Fair Admissions v. Harvard. While most experts believe that Students for Fair Admissions was a narrowly tailored decision to eliminate affirmative in college admissions, the Trump administration has alleged it also bans all “diversity, equity, and inclusion” programming and policy in K-12 public schools and in higher education.

In August, the NY Times Dana Goldstein ideology the Trump administration has been trying to impose on educational institutions and teachers: “While there is no single definition of D.E.I., the Trump administration has indicated that it considers many common K-12 racial equity efforts to fall under the category and to be illegal. Those include directing tutoring toward struggling students of specific races, such as Black boys; teaching lessons on concepts such as white privilege; and trying to recruit a more racially diverse set of teachers. The administration has also warned colleges that they may not establish scholarship programs or prizes that are intended for students of specific races, or require students to participate in ‘racially charged’ orientation programs… The administration has also argued that because the Supreme Court overturned affirmative action in college admissions in 2023, all racially conscious education programs are illegal.”

Can the Trump administration impose its ideology on educational institutions and get teachers punished or fired if they cover unpleasant parts of our nation’s history? Many experts call this a violation of the First Amendment’s protection of free speech. To define how the First Amendment protects the freedom of speech in educational institutions, Yale Law School professor Justin Driver quotes the words of Supreme Court Justice Robert Jackson in the 1943 Supreme Court decision in West Virginia State Board of Education v. Barnette: “If there is any fixed star in our constitutional constellation, it is that no official, high or petty, can prescribe what shall be orthodox in politics, nationalism, religion, or any other matters of opinion or force citizens to confess by word or act their faith therein.” (Justin Driver, The Schoolhouse Gate, pp. 65-66)

The Vagueness Doctrine — In addition to the violation of the right to freedom of speech, there is another serious legal problem in the Trump administration’s efforts to scrub “diversity, equity, and inclusion” from K-12 public schools and from the policies of the nation’s universities.  Writing for the NY Times, Matthew Purdy explored how the Trump administration’s vague rules, mandates and executive orders are designed to frighten people into complying:

“Federal District Court judges across the country and across the political spectrum…  (have faulted) the administration for using broadly cast executive orders and policies to justify ‘arbitrary and capricious’ actions. Many of these judges have explicitly invoked something called the vagueness doctrine, a concept that for centuries has been foundational to American law. The notion is simple: Unless laws are clearly stated, citizens cannot know precisely what is and is not permitted, handing authorities the power to arbitrarily decide who is in violation of a law or rule. Vagueness has long been seen as a clear divide between democracies run by laws and autocracies run by strongmen….”

The Cornell Law School Legal Information Institute explains how the vagueness doctrine protects due process of law: “Vagueness doctrine rests on the due process clauses of the Fifth and Fourteenth Amendments of the U.S. Constitution. The Supreme Court stated in Winters v New York, that U.S. citizens should not have to speculate the meaning of a law due to its vagueness, the law should be clear on its face.”

Purdy adds that many of Trump’s educational executive orders and the rules being imposed by Linda McMahon’s Department of Education ought to be declared void for vagueness. Without being sure  precisely what steps are required, universities have settled with the administration by making financial deals to protect their research funding; public school administrators have changed bathroom policies for trans students; and teachers have felt afraid to teach honestly about our nation’s history.  Purdy describes “Valerie Wolfson, the 2024 New Hampshire history teacher of the year… whose post-Civil War curriculum includes Reconstruction, the rise of the K.K.K. and the Jim Crow era. ‘I do not know how I could discuss them without creating a risk of being accused of presenting a narrative of the United States as racist,’ she says… None of Donald Trump’s edicts have deployed vagueness as effectively as his attack on D.E.I. …   The line between what is and isn’t allowed may be vague, but the penalty for crossing it is certain. The version cooked up by the Department of Education’s Office for Civil Rights is a textbook case…  The message—and the threat—from the Department of Education was received loud and clear across the country.” (This blog covered Purdy’s article in more detail.)

Birthright Citizenship — One of President Trump’s executive orders stands out in its utter contradiction of the language of the Fourteenth Amendment. In an executive order last January, the President ended birthright citizenship. Birthright citizenship does not, thank goodness, deny any child’s right to public education because a 1982 Supreme Court decision in Plyler v. Doe does protect the right for every child residing in the United States to a free public education.  However without the protection of birthright citizenship, children in this country are denied the protection of virtually all other rights.

In February a Federal District Court judge temporarily stayed Trump’s executive order banning birthright citizenship; the case was appealed; and later on June 27, the U.S. Supreme Court released a final decision. However the Supreme Court Justices twisted the meaning of the case without addressing the core issue of birthright citizenship itself. Instead the justices turned the decision into a ruling on procedure—declaring that local Federal District Courts cannot block the imposition of federal policy nationwide.

For Scotus Blog, Amy Howe explains how today’s Supreme Court abrogated its responsibility by ignoring the core issue in the birthright citizenship case: “(O)n July 23, a divided panel of the U.S. Court of Appeals for the 9th Circuit (had) ruled that the executive order ‘is invalid because it contradicts the plain language of the Fourteenth Amendment’s grant of citizenship to ‘all persons born in the United States and subject to the jurisdiction thereof ‘.”

Responding to the decision of the appeals court, U.S. Solicitor General D. John Sauer failed to ask the justices to fast-track its petition, urging the Supreme Court to review the ruling. Howe adds: “Although Sauer had the option to ask the court to fast-track its petition, he chose not to.  Accordingly, if the justices decide to take the case… it will likely schedule oral arguments for sometime in 2026 and reach a decision at the end of the… term—most likely in late June or early July.”

All three of these serious Constitutional principles remain at issue today in Trump’s attempt to deny the rights of educators and undermine the protection of students’ rights.

Disciplining ourselves to name and and understand what appear to be troubling legal violations by the Trump  administration is an important step toward building the political will for reform.

Categories Accountability, Bigotry, Civil Rights, Courage, Democracy, Education Reform

Trump Moves to Shut Down US Department of Education

By dianeravitch
November 18, 2025 //
11

Trump said he would close the Department of Education, and he’s well on the way to closing a Congressionally-authorized Department without asking Congress for permission.

He and wrestling entrepreneur Linda McMahon have decided that the Department is responsible for stagnant test scores. Nothing could be stupider but what would one expect from people who look with contempt on education. Especially public schools.

I cannot explain their thinking but know this: Trump wants to destroy research into science and medicine. He wants to control the curriculum and to ban teaching about race, ethnicity and gender.

As Forrest Gump’s mother taught him: “Stupid is as stupid does.”

Michael C. Bender of The New York Times wrote:

The Trump administration announced on Tuesday an aggressive plan to continue dismantling the Education Department, ending the agency’s role in supporting academics at elementary and high schools and in expanding access to college.

Those responsibilities will instead be largely taken over by the Labor Department.

Additional changes include moving a child care grant program for college students and foreign medical school accreditation to the Health and Human Services Department, and transferring Fulbright programs and international education grants to the State Department. The Interior Department will take over the Indian Education Office.

Shifting duties away from the Education Department aligns with President Trump’s goal of eventually closing the agency, a move opposed by teachers’ unions and student rights groups and one that can only be accomplished with an act of Congress.

Less clear was how moving programs to other agencies aligned with Mr. Trump’s reason for closing the Education Department, which he has said was to give states more power in shaping school policies. A senior official at the Education Department said the changes would streamline bureaucracy so that “at the end of the day, it means more dollars to the classroom.”

“Cutting through layers of red tape in Washington is one essential piece of our final mission,” Education Secretary Linda McMahon said in a statement, adding that the changes were an attempt to “refocus education on students, families and schools.”

The plan drew some immediate blowback from Republicans, including Representative Brian Fitzpatrick of Pennsylvania, who said in a statement that the “department’s core offices are not discretionary functions.”

“They are foundational,” Mr. Fitzpatrick said. “They safeguard civil rights, expand opportunity, and ensure that every child, in every community, has the chance to learn, grow and succeed on equal footing.”

Kevin Carey, the vice president for education and work at New America, a nonpartisan think tank in Washington, said the changes were “wasteful, wrong and illegal.”

“Secretary McMahon is creating a bureaucratic Rube Goldberg machine that will waste millions of taxpayer dollars by outsourcing vital programs to other agencies,” Mr. Carey said. “It’s like paying a contractor double to mow your lawn and then claiming you’ve cut the home maintenance budget. It makes no sense.”

Administration officials have pointed to the recent federal shutdown to justify the moves, noting that schools remained open and students continued to be taught despite nearly all of the Education Department’s staff having been furloughed.

The department has posted several social media memes making such a point. In an X post last week, the department announced that federal workers were returning to the office, adding, “But let’s be honest: did you really miss us at all?”

Liz Huston, a White House spokeswoman, said the administration was committed to shrinking the agency “while still ensuring efficient delivery of funds and essential programs.”

“The Democrat shutdown made one thing unmistakably clear: Students and teachers don’t need Washington bureaucrats micromanaging their classrooms,” Ms. Huston said.

Republicans in charge of the House and Senate in Washington have signaled little enthusiasm for voting on a bill to close the department, which was created by an act of Congress in 1979.

Mr. Trump has also shown little interest in collaborating with Congress in his bid to reshape the federal government, and his administration has continued to seek ways to diminish the Education Department.

“We’re going to shut it down, and shut it down as quickly as possible,” Mr. Trump said in March after signing an executive orderthat directed Education Secretary Linda McMahon to start razing the department.

Ms. McMahon’s first act after joining Mr. Trump’s cabinet this year was to instruct the department’s staff to prepare for its “final mission” of shuttering the agency. The following week, Ms. McMahon fired 1,315 of those workers.

The layoffs decimated the department’s Office for Civil Rights, which was created to enforce Congress’s promise of equal educational opportunity for all students, and eliminated the agency’s research armdedicated to tracking U.S. student achievement, which for many students is at three-decade lows.

In July, after the Supreme Court cleared the way for mass layoffs at the department, the administration moved adult education, family literacy programs and career and technical education to the Labor Department.

Categories Accountability, Bigotry, Censorship, Disruption, Ethics, Extremism, Freedom to Learn, Freedom to Read, Health, Trump, U.S. Department of Education

Stephen Dyer: How the Ohio Legislature Cheats the Majority of Students, Who Are Enrolled in PUBLIC Schools

By dianeravitch
November 17, 2025 //
1

Stephen Dyer is a former legislator who keeps watch on the ways that Ohio Republicans have cheated public school students. Ohio Republicans love charters and vouchers, even though taxpayers have been ripped off repeatedly for years by grifters.

He writes on his blog Tenth Period:

Look, I like Greg Lawson as a guy. We’ve been on panels together and fought over things on the radio and in other places. 

But man, he really, really thinks y’all are stupid.

In an op-ed he had published in the Columbus Dispatch yesterday where he argued that public school districts whine too much about money, he made the following claim:

“State K-12 spending in 2023 was 39.5% higher than in 2010 — and school spending in 2024 and 2025 shows no sign of cooling off: “State funding for primary and secondary education totaled $11.64 billion in FY 23; was $13 billion in FY 24 (a $1.36 billion or 11.7% increase); and is estimated at $13.42 billion in FY 25, the second year of the state budget (a $415.8 million or 3.2% increase).”

See, Greg wants you to conclude something from these numbers: that public school districts are swimming in money and their griping over vouchers and his budget-sucking agenda is bullshit. It’s those greedy bastards in your local school districts that are causing your property taxes to skyrocket.

What he leaves out is that the numbers he’s using to make the districts-swimming-in-money claim include money for charter schools and vouchers. 

That’s right. 

He’s writing an entire article complaining that school districts whine too much about vouchers taking away money from public school kids by citing K-12 expenditure data that … includes money going to vouchers and charter schools.

Can’t make it up.

I’ll break down his ridiculous claim in two parts. 

Part I — Overall K-12 Funding

First, let’s look at the overall claim — massive increases to K-12 spending. Forget about the fact that the voucher and charter money need to be deducted out of that number. 

Let’s just look at Greg’s topline claim — the state’s spending tons more now than 15 years ago on K-12 education, so quit whining! 

Yes. Spending is up. But you know what else is up? 

Inflation. 

See, in the 2009-2010 school year, the state spent a total of $7.9 billion on K-12 education. In the 2024-2025 school year, that number was $11.5 billion. 

Big jump, right?

Well, if you adjust for 2025 dollars, that $7.9 billion spent on K-12 education in 2009-2010 is the equivalent of $11.9 billion, or about $400 million less than what the state spent on K-12 education last school year.

Let me repeat that.

The state is spending the equivalent of $400 million less on K-12 education than they did 15 years ago, adjusted for inflation.

Funny Greg didn’t mention that.

Part II — Privatizers Force Property Tax Increases

Now let’s look at charters and vouchers. Let’s just set aside how poorly charters prepare kids, or how the EdChoice program is an unconstitutional scheme that provides not a single dollar to a parent or child and voucher test scores aren’t great either, compared with school district counterparts.

Let’s just look at the money.

In the 2009-2010 school year, Ohio sent $768 million to charter schools and vouchers. 

Last school year, that number was $2.3 billion. 

For those of you scoring at home, that’s a more than 100% increase in funding for these privatization efforts … above inflation!

So while in 2009-2010 the state spent about same percentage of their K-12 spend on the percentage of kids who attended public schools at the time, last year the state spent 77% of their K-12 spend on the 84% of kids who attended public schools.

This cut in the share of state funding going to public school students can be directly tied to the state more than doubling the inflationary increase on charter schools and vouchers over the last 15 years.

Bottom line: What has this meant in funding for Ohio’s public school kids?

Well, in 2009-2010, the state, after deducting charter school and voucher funding, provided $7.1 billion for Ohio’s public school students. 

Adjusted for inflation, that’s $10.7 billion in today’s dollars. 

(I would also like to add that the 2009-2010 school year was the first year of the Evidence Based model of school funding that I shaped as the Chairman of the Primary and Secondary Education Subcommittee on the Ohio House Finance Committee. We pulled off this investment — greater than last school year’s investment, adjusted for inflation — in the middle of the Great Recession. So it’s not like we had shit tons of money lying around the way lawmakers do now. Which should tell you about the priorities back then vs. today.)

I digress.

Last school year, Ohio’s public school students received $9.1 billion.

That means that Ohio’s public school students are receiving $1.6 billion less, adjusted for inflation, than they did 15 years ago.

Should I mention here that not a single penny of the more than $1 billion going to vouchers is publicly audited to ensure the money goes to educate kids rather than Lambos for Administrators?

Anyway.

Put another way: If Ohio lawmakers and governors had simply kept the same commitment to charter schools and vouchers that they did 15 years ago and kept pace with inflation on their K-12 spend, Ohio’s public school students would have received $1.6 billion more last year than they actually did. 

In other words, we’d have a fully funded Fair School Funding Plan.

I’m not asking the legislature or Governor to do anything crazy here. No elimination of vouchers and charters. 

This is simply doing inflationary increases and making sure the percentage of state funding going to each sector (public, charter and voucher) matched the percentage of kids attending each sector. 

Yes, ladies and gentlemen, if the state had actually let “money follow the child”, Ohio’s public school students would have a fully funded Fair School Funding Plan and there would stillhave a $1.2 billion charter and voucher program!

Instead, state leaders have so overvalued private school vouchers and charter schools that now we have an unconstitutional EdChoice voucher program that doesn’t send a single dollar to a parent or student, charter schools that spend about double the amount per pupil on administration that public schools spend while tragically failing to graduate students, and a school funding formula that’s severely underfunded for the 84% of students who attend public school districts. 

While Greg might tell school districts, “Quit your bitching!”, I might humbly suggest that school districts haven’t bitched enough.

So when people complain about property taxes, directly point fingers at the Ohio legislature and Governor because they’re doing what they’ve always done — force you to fund the only thing — public schools — the Ohio Constitution requires them to fund. 

It’s governmental malpractice. And our kids are the ones who suffer.

Categories Accountability, Charter Schools, Corruption, Cruelty, Democracy, Education Industry, Ethics, Evil, For-Profit, Ohio, Privatization, Vouchers

Ohio: Voters Oust Culture Warriors in Many School Board Elections

By dianeravitch
November 13, 2025 //
2

Ohio’s public schools have been victimized repeatedly by its Republican legislatures and governors. Charter schools, online schools, and vouchers have ripped off taxpayers and siphoned funds from public schools.

Last week, public school voters said enough.

At the national level, the 31 candidates field by the rightwing Moms for Liberty were defeated. Every one of them.

In Ohio, voters ousted rightwing culture warriors in most school board races.

In cities large and small around Ohio, conservative incumbents who ran for school boards on culture war agendas lost re-election. Outside candidates struggled as well. While off-year elections are quirky, some see ebbing political strength in anti-LGBTQ+ politics. 

It was a very good day for public schools in Ohio!

Categories Accountability, Bigotry, Democracy, Education Reform, Elections, Extremism, Ohio
« Older Entries
Newer Entries »