Archives for category: Bias

To those who think that Donald Trump represents a new phenomenon in American politics, Sarah Churchwell’s essay in The New York Review of Books is a necessary antidote. Open the link to see the alarming photographs that accomparticle. Yes, it happened here. Yes, you should describe to the New York Review of Books.

She writes:

As militarized police in riot gear and armored vehicles barreled into peaceful protesters in cities across America, and its president emerged from a bunker to have citizens tear-gassed on his way to a church he’d never attended, holding a Bible he’d never read, many people recalled a famous saying often misattributed to Sinclair Lewis’s 1935 novel It Can’t Happen Here: “When fascism comes to America, it will be wrapped in the flag and carrying a cross.” Because Lewis’s novel is the best remembered of the many warnings against American fascism in the interwar years, he has latterly been credited with the admonition, but they are not Lewis’s words.

The adage probably originated instead with James Waterman Wise, son of the eminent American rabbi Stephen Wise and one of the many voices at the time urging Americans to recognize fascism as a serious domestic threat. “The America of power and wealth,” Wise cautioned, is “an America which needs fascism.” American fascism might emerge from “patriotic orders, such as the American Legion and the Daughters of the American Revolution… and it may come to us wrapped in the American flag or a Hearst newspaper.” In another talk that year, he put it slightly differently: American fascism would likely come “wrapped up in the American flag and heralded as a plea for liberty and preservation of the constitution.”

An American fascism would, by definition, deploy American symbols and American slogans. “Do not look for them to raise aloft the swastika,” Wise warned, “or to employ any of the popular forms of Fascism” from Europe. Fascism’s ultra-nationalism means that it works by normalizing itself, drawing on familiar national customs to insist it is merely conducting political business as usual. As José Antonio Primo de Rivera, the leader of Spain’s proto-fascist Falange party, proclaimed in 1934, all fascisms ought to be local and indigenous:

Italy and Germany… turned back towards their own authenticity, and if we do so ourselves, the authenticity which we find will also be our own: it will not be that of Germany or Italy, and therefore, by reproducing the achievement of the Italians or Germans we will become more Spanish than we have ever been… In fascism as in movements of all ages, underneath the local characteristics there are to be found certain constants… What is needed is a total feeling of what is required: a total feeling for the Fatherland, for life, for History.

Samuel Moyn recently argued in these pages against comparing Trump’s policies to fascism, because his administration is “pursuing causes with roots deep in American history. No analogy to Hitler or fascism is needed to explain these results.” But this presumes that fascism does not have its own deep roots in American history. It is arguable—not to say, exceptionalist—to presuppose that anything indigenously American cannot be fascist; this begs the question of American fascism rather than disputing it. Experts on fascism such as Robert O. Paxton, Roger Griffin, and Stanley G. Payne have long argued that fascism can never seem alien to its followers; its claims to speak for “the people” and to restore national greatness mean that each version of fascism must have its own local identity. To believe that a nationalist movement isn’t fascist because it’s native is to miss the point entirely.

Historically, fascist movements were also marked by opportunism, a willingness to say almost anything to get into power, rendering definitions even murkier. Trying to identify its core, the unsplittable fascist atom, has proved impossible; we are left with what Umberto Eco called fascism’s “fuzziness,” others its “hazy and synthetic doctrines.” There are good arguments against attempting through taxonomies to establish what’s become known as a “fascist minimum,” as if a checklist could qualitatively differentiate fascism from other authoritarian dictatorships. Some think anti-Semitism is a litmus test; others genocide. Does colonialism count? Aimé Césaire, C.L.R. James, and Hannah Arendt, among many other notable thinkers who lived through the first fascisms, certainly thought it did, arguing that European fascism visited upon white bodies what colonial and slave systems had perfected in visiting upon black and brown bodies.

Paxton has argued influentially that fascism is as fascism does. But conspicuous features are recognizably shared, including: nostalgia for a purer, mythic, often rural past; cults of tradition and cultural regeneration; paramilitary groups; the delegitimizing of political opponents and demonization of critics; the universalizing of some groups as authentically national, while dehumanizing all other groups; hostility to intellectualism and attacks on a free press; anti-modernism; fetishized patriarchal masculinity; and a distressed sense of victimhood and collective grievance. Fascist mythologies often incorporate a notion of cleansing, an exclusionary defense against racial or cultural contamination, and related eugenicist preferences for certain “bloodlines” over others. Fascism weaponizes identity, validating the herrenvolk and invalidating all the other folk.

Americans of the interwar period, though they could not predict what was to come in Europe, were nonetheless perfectly clear about one fact we have lost sight of today: all fascism is indigenous, by definition. “Fascism must be home grown,” admonished an American lecturer in 1937, “repeating the words of Benito Mussolini, that fascism cannot be imported,” but must be “particularly suited to our national life.” Logically, therefore, “the anti-Negro program” would provide “a very plausible rallying cry for American fascists,” just as anti-Semitism had for Germans. Others recognized that the deep roots of anti-Semitic evangelical Christianity provided equally plausible rallying cries for an American fascism. Wartime patriotism and the Allied triumph soon gave Americans permission to regard fascism as an alien and uniquely European pathology, but “the man on horseback,” the despot who could ride reactionary populist energies to power, had been a specter in American politics since at least as early as the presidency of Andrew Jackson in the 1830s.

One of the last, and most horrific, public lynchings in America took place in October 1934, in the Florida Panhandle, where a crowd of as many as 5,000 gathered to watch what had been advertised hours earlier in the local press. Claude Neal was burned and castrated, had his genitals stuffed into his mouth, and was forced to tell his torturers that he enjoyed their taste. After he was finally dragged to his death behind a car, his mutilated corpse was urinated upon by the crowds, and then hung from the Marianna Courthouse. The German press, quick to capitalize on reports of American lynching, circulated photographs of Neal, whose horrific death they described with “sharp editorial comments to the effect that America should clean its own house” before it censured other governments’ treatment of their citizens. “Stop Lynching Negroes is Nazi Retort to American Critics,” read the Pittsburgh Courier headline reporting German accounts of American racial violence.

The Courier was one of many African-American papers that not only saw affinities between Nazi Germany and Jim Crow America, but also traced causal connections. “Hitler Learns from America,” the Courier had declared as early as 1933, reporting that German universities under the new regime of the Third Reich were explaining that they drew their ideas from “the American pathfinders Madison Grant and Lothrop Stoddard,” and that “racial insanities” in America provided Nazi Germany with “a model for oppressing and persecuting its own minorities.” The African-American New York Age similarly wondered if Hitler had studied “under the tutelage” of Klan leaders, perhaps as “a subordinate Kleagle or something of the sort.”

The Nazis themselves saw a clear kinship. Recent histories have demonstrated that Hitler systematically relied upon American race laws in designing the Nuremberg laws, while the Third Reich also actively sought supporters in the Jim Crow South, although the political leadership of the white South largely did not return the favor. But the correspondence between the two systems was perfectly evident at the time, on both sides of the Atlantic. A Nazi consul general in California even tried to purchase the Klan, with the idea of plotting an American putsch. His price was too low—the Klan was nothing if not mercenary—but, as journalists remarked after the story came to light in 1939, the Klan could not afford to seem foreign; “to be effective,” its nativist agenda had to be pursued “in the name of Americanism.”

In 1935, African Americans organized around the country in mass protests against Mussolini’s slaughter of Ethiopians across the sea. “American Fascism Already Has Negroes,” declared the Jamaican-American journalist and historian Joel Augustus Rogers. Langston Hughes agreed: “Give Franco a hood and he would be a member of the Ku Klux Klan, a Kleagle. Fascism is what the Ku Klux Klan will be when it combines with the Liberty League and starts using machine guns and airplanes instead of a few yards of rope.” “We Negroes in America Negroes do not have to be told what fascism is in action,” Hughes told another audience. “We know.”

At the same time, in 1935, W.E.B. Du Bois published Black Reconstruction in America. This foundational work of African-American revisionist historiography appeared amid the tumult of the Scottsboro Nine’s persecution and as Jesse Owens’s medal haul at the Berlin Olympics was seen as both a joke against Hitler and a rebuke to Jim Crow America. In no way coincidentally, then, Du Bois implies in his study more than once that the white supremacism of Jim Crow America could indeed be regarded as “fascism.” Sixty years later, in a neglected but remarkable essay, Amiri Baraka made Du Bois’s notion explicit, arguing that the end of Reconstruction “heaved Afro America into fascism. There is no other term for it. The overthrow of democratically elected governments and the rule by direct terror, by the most reactionary sector of finance capital… Carried out with murder, intimidation and robbery, by the first storm troopers, again the Hitlerian prototype, the Ku Klux Klan, directly financed by northern capital.” It would take another twenty years for white American historiography to absorb the argument, when, in 2004, Paxton observed in The Anatomy of Fascism that a strong argument could be made for the first Ku Klux Klan in the Reconstruction South being the world’s earliest fascist movement:

[The first Klan was] an alternative civic authority, parallel to the legal state, which, in the eyes of the Klan’s founders, no longer defended their community’s legitimate interests. By adopting a uniform (white robe and hood), as well as by their techniques of intimidation and their conviction that violence was justified in the cause of their group’s destiny, the first version of the Klan in the defeated American South was arguably a remarkable preview of the way fascist movements were to function in interwar Europe.

After the KKK was resurrected in 1915, the second Klan claimed as many as five million members by the mid-1920s, a degree of proliferation in American society that represented one out of every three or four white Protestant American men. When Mussolini burst onto the world stage in 1921, many Americans across the country instantly recognized his project, as newspapers from Montana to Florida explained to their readers that “the ‘Fascisti’ might be known as the Ku Klux Klan,” and “the klan… is the Fascisti of America.” Comparisons between the homegrown Klan and Italian fascism soon became ubiquitous in the American press; the resemblance was not superficial.

The second Klan disintegrated in the late 1920s under the taint of corruption and sex scandals, but some of its erstwhile leaders soon began cutting their bloodstained cloth to fit new political fashions. The majority of the American fascist groups of the interwar period, more than one of which self-identified as fascist, began not as branches of Nazism, but as offshoots of the Klan. Their Christian nationalism was inextricable from their anti-Semitism, although it also led to a sectarianism that may have kept them from forging stronger alliances.

Many of these groups shared the fondness of their European counterparts for dressing up in “colored shirt” uniforms, to suggest organized force and militaristic might, to intimidate and exclude, including Atlanta’s Order of Black Shirts; the White Shirts, militant “Crusaders for Economic Liberty,” founded by George W. Christians, who cultivated a toothbrush mustache and Hitlerian lock of flopping hair; the Gray Shirts, officially “The Pioneer Home Protective Association,” founded in upstate New York; the Khaki Shirts (also “US Fascists”); the Silver Shirts, which William Dudley Pelley modeled on Hitler’s “elite Nazi corps,” and the Dress Shirts. By the end of 1934, American journalists were mocking the growing list. “Gray Shirts Make America No. 1 Among Shirt-Nations,” read one sarcastic headline, noting that unless other countries began cheating by combining colors, “it will be impossible to out-shirt us.”

But others took the threat more seriously. As James Waterman Wise repeatedly explained, “the various colored shirt orders—the whole haberdashery brigade who play upon sectional prejudice,” were “sowing the seeds of Fascism” in the United States. The Black Legion was an offshoot of the Klan that flourished in the Midwest, whose leader spoke of seizing Washington in a revolutionary coup, called the New Deal a Jewish plot “to starve the Gentiles out,” and espoused the extermination of American Jews by means of poison gas dispensers in synagogues on Yom Kippur. Anyone wondering “what fascism would be like in this country” should look to the Black Legion, with its “odor of Hitlerism,” its “anti-Catholic, anti-Jewish, anti-Negro, anti-labor platform, its whips, clubs and guns, its brazen defiance of law and order and the due processes of democracy,” warned a widely syndicated 1936 editorial. “These are the attitudes and equipment of fascism.”

The short-lived “Friends of the Hitler Movement” soon transformed into the more acceptable “Friends of New Germany” in 1933, before becoming the Bund. It held several large rallies in Madison Square Garden, including its 1939 “Mass Demonstration for True Americanism,” where a giant banner featuring George Washington was flanked by swastikas, and twelve hundred “storm troopers” stood in the aisles delivering the Nazi salute; footage from the rally was restored in 2019 as the short film “A Night at the Garden.” By 1940, the Bund claimed membership of 100,000 and had established summer camps in upstate New York, New Jersey, and Long Island where it trained American Nazi youth. The Bund’s propagandist, Gerhard Kunze, reported at the time that “the swastika is not foreign but one hundred per cent American. The Indians always used it,” while the emblem of another group, “The American National-Socialist Party,” was “an American Indian, arm outstretched in salute, poised against a black swastika.” They admitted to working to naturalize Nazism, seeking consanguinities with American symbolism.

Then, too, there was Father Coughlin. “I take the road of Fascism,” he said in 1936, before forming the Christian Front,” whose members referred to themselves as “brown shirts.” His virulently anti-Semitic radio program, regularly transmitting claims from the fabricated Protocols of the Elders of Zion, reached almost 30 million Americans at its height—the largest radio audience in the world at the time. Those listeners tuned in at the end of 1938 as Coughlin was justifying the violence of Kristallnacht, arguing that it was “reprisal” against Jews who had supposedly murdered more than twenty million Christians and stolen billions of dollars in “Christian property”; Nazism, he said, was a natural “defense mechanism” against the communism financed by Jewish bankers. Coughlin’s weekly newspaper, Social Justice, which had an estimated circulation of 200,000 at its height, was described by Life magazine at the time as probably the most widely read voice of “Nazi propaganda in America.”

But the American leader most often accused of fascist tendencies was Huey Long. As Louisiana governor (and senator), Long imposed local martial law, censored the newspapers, forbade public assemblies, packed the courts and legislatures with his cronies, and installed his twenty-four-year-old lover as secretary of state. Long was a racketeer, but his “Share Our Wealth” program did improve local conditions, building roads and bridges, investing in hospitals and schools, and abolishing the poll tax. His economic populism was also not predicated on furthering racial, ethnic, or religious divisions; he subordinated his white supremacism to his redistributionist political message. “We just lynch an occasional nigger,” he breezily declared when dismissing anti-lynching laws, though he also recognized “you can’t help poor white people without helping Negroes,” and so was prepared for his rising tide to lift all boats. When Long set his sights on the 1936 presidential election, Franklin D. Roosevelt was sufficiently alarmed to inform his ambassador to Germany: “Long plans to be a candidate of the Hitler type for the presidency,” predicting that by 1940 Long would try to install himself as a dictator.

Roosevelt was hardly alone in fearing that Long sought to be an “American Fuehrer”; Long’s political career gave plenty of reason for doubting his democratic bona fides. He inspired Sinclair Lewis’s Buzz Windrip in It Can’t Happen Here, the president-dictator who promises Americans $5,000 a year if they vote for him, as Long had done. But the name Windrip also suggests Rev. Gerald B. Winrod, the “Kansas Hitler” who led the “Defenders of the Christian Faith” and had been touring the nation lecturing on the millenarian role of Hitler, Stalin, and Mussolini in Biblical prophecy since the late 1920s. That Lewis also viewed the Klan as a fascist movement is clear from an extended denunciation that opens the novel, in which Lewis rips through a genealogy of American proto-fascist tendencies, including anti-Semitism, political corruption, war hysteria, conspiracy theories, and evangelical Christianity, before ending on the “Kentucky night-riders,” the “trainloads of people [who] have to gone to enjoy lynchings.” “Not happen here?… Where in all history has there ever been a people so ripe for a dictatorship as ours!”

President Windrip himself is “vulgar, almost illiterate, a public liar easily detected, and in his ‘ideas’ almost idiotic.” His fascist regime, driven by Christian nationalism and a desire for ethnic homogeneity, turns both African Americans and Jews into enemies of the state, decreeing that all bankers are Jewish. It Can’t Happen Here suggests that in America, fascism’s most dangerous supporters would be those “who disowned the word ‘Fascism’ and preached enslavement to Capitalism under the style of Constitutional and Traditional Native American Liberty.” It would be “government of the profits, by the profits, for the profits.” Fascism’s cancerous version of nationalism means that an American fascism will always graft American pieties about individual liberty onto realities of systemic greed, printing “liberate” on flags waved by a huckster.

Dorothy Thompson, the celebrated journalist and anti-fascist campaigner and Sinclair Lewis’s wife at the time, similarly earned the sobriquet of “Cassandra” for prophesying that fascism in the US would look all too familiarly American when it arrived. (Thompson enjoyed the riposte that Cassandra was always proven right in the end.) “When Americans think of dictators they always think of some foreign model,” she said, but an American dictator would be “one of the boys, and he will stand for everything traditionally American.” And the American people, Thompson added, “will greet him with one great big, universal, democratic, sheeplike bleat of ‘O.K., Chief! Fix it like you wanna, Chief!’” A year later, a Yale professor named Halford Luccock was also widely cited in the press when he told an audience: “When and if fascism comes to America it will not be labeled ‘made in Germany’; it will not be marked with a swastika; it will not even be called fascism; it will be called, of course, ‘Americanism.’” And Luccock went on: “The high-sounding phrase ‘the American way’ will be used by interested groups, intent on profit, to cover a multitude of sins against the American and Christian tradition, such sins as lawless violence, tear gas and shotguns, denial of civil liberties.”

A few years later, Thompson wrote again in similar terms, saying she was reminded of what Huey Long himself had once explained to her: “American Fascism would never emerge as a Fascist but as a 100 percent American movement; it would not duplicate the German method of coming to power but would only have to get the right President and Cabinet.” FDR’s vice president, Henry Wallace, issued his own warning. “American fascism will not be really dangerous,” he wrote in The New York Times in 1944, “until there is a purposeful coalition among the cartelists, the deliberate poisoners of public information, and those who stand for the K.K.K. type of demagoguery.”

Wallace’s warning came amid the Roosevelt administration’s misguided prosecution on sedition charges of many of these figures, including Winrod, Pelley, Elizabeth Dilling (of the so-called Mothers’ Movement), and James True (who founded a group called “America First Inc.” and called for an American pogrom). This constellation had orbited around the America First Committee of 1940–1941 and its figurehead Charles Lindbergh, the celebrated aviator who, for a time, lent their conspiratorial anti-Semitism a veneer of legitimacy until he met with disgrace in September 1941 for a speech widely condemned as anti-Semitic and “un-American.” As the United States entered World War II, the meaning of “America First” underwent an abrupt volte-face from patriotic to seditious, becoming a byword for anti-Semitic Nazi sympathies.

That did not stop Huey Long’s former deputy, the Rev. Gerald L.K. Smith—who had built his own political career on denunciations of presumptively Jewish “international bankers”—from running for president in 1944 on a promise to fix the nation’s “Jewish problem.” Smith’s party was called America First.

Now, in 2020, we find ourselves with an America First president. Arguments that Donald Trump can only be understood in relation to the modern conservative movement in America, best framed by the turn to the right under Barry Goldwater or Lee Atwater’s famous Southern Strategy, assume a rupture with American politics of the interwar period that was not necessarily evident at the time. To give just one example, Goldwater was described more than once during his presidential run in 1964, by both his supporters and his critics, as an “America First” politician.

Nor is it only Trump’s critics who see fascist tendencies in his administration’s rhetoric glorifying violence and disregarding the rule of law, democratic processes, and civil liberties; the president and his supporters regularly embrace traditions of American fascism themselves. “America First” was initially the favorite slogan of American xenophobic nativist movements and politics from 1915 to 1941, starting with Woodrow Wilson’s loyalty test, demanding that immigrant “hyphenate Americans” prove they were for “America First,” followed by its use as a rallying cry to keep America out of the League of Nations and from ratifying the Treaty of Versailles. Warren G. Harding also ran on an America First campaign in 1920, even as the slogan was being appropriated by the second Klan, which regularly marched with the legend on banners and used it in recruitment ads. It was invoked on the floor of Congress by supporters of the nativist and eugenicist Immigration Act of 1924. Then it was assimilated by self-styled American fascist groups of the 1930s, including the German-American Bund and the virulently anti-Semitic “America First, Inc.,” before it was adopted by the America First Committee of 1940–1941, when Lindbergh used it to convince Americans that “Jewish interests” were seeking to manipulate the United States into taking part in a European war.

Trump himself has echoed the “Nordicist” rhetoric of interwar Klansmen and American fascists when he said he would prefer more immigrants from Norway and fewer from “shithole” places like Haiti and Africa. He has praised the “bloodlines” of Henry Ford, who circulated the series of articles titled “The International Jew,” which promulgated the Protocols of the Elders of Zion across America during the 1920s. In that same decade, Fred Trump, then a young man (later, father of Donald), was arrested after a brawl involving Klansmen broke out at a Memorial Day Parade in Queens. Donald Trump was reported to own the speeches of Hitler during the 1990s; he denied ever reading them—but then he is also incapable of telling the truth.

And lately, in response to the killing of George Floyd in the spring of 2020 and the Black Lives Matter protests that swept the nation and then the world, Donald Trump announced that he would hold a rally for his supporters in Tulsa—one year short of the centenary of the worst anti-black pogrom in American history, which left as many as 300 African Americans dead, 8,000 homeless, and the city’s black community destroyed. Trump’s rally was to have taken place on June 19, a day known as “Juneteenth” that has come to be celebrated as an anniversary marking the end of slavery in the US and the emancipation of African Americans. For complex historical reasons, the deferral of liberty and the franchise, the belatedness of free and full citizenship under the law, the active suppression of black rights, all resonate in the Juneteenth celebration. (After widespread outrage at the clear provocation, Trump’s rally was postponed a day, to June 20, still in Tulsa. Trump proceeded to take credit for educating the country about Juneteenth.)

Trump is no student of history, but someone around him clearly is. But it is also true that Trump’s thundering ignorance does not mean he doesn’t understand the racist and fascist rhetoric he deploys. We need not argue that he is a mastermind plotting a fascist coup to recognize that Trump has a demonstrable sense of how white supremacism works in America, without ever having troubled to organize his thoughts, such as he has, about it.

And this, too, was how fascism always operated in practice: it was nothing if not opportunistic. What Paxton calls its “mobilizing passions” catalyze fascism, which is propelled, as he notes, more by feelings than by thought. Only “the historic destiny of the group,” matters to fascists, he adds: “their only moral yardstick is the prowess of the race, of the nation, of the community. They claim legitimacy by no universal standard except a Darwinian triumph of the strongest community.” Its “hazy and synthetic doctrines,” combined with its ultra-nationalism and anti-intellectualism, mean that fascism is never a coherent set of ideological doctrines. Force takes the place of ideology, as the fascist strong man performs for his followers their sense of rightful dominance and rage that other groups, in embracing equality, reject their entitlements.

American fascist energies today are different from 1930s European fascism, but that doesn’t mean they’re not fascist, it means they’re not European and it’s not the 1930s. They remain organized around classic fascist tropes of nostalgic regeneration, fantasies of racial purity, celebration of an authentic folk and nullification of others, scapegoating groups for economic instability or inequality, rejecting the legitimacy of political opponents, the demonization of critics, attacks on a free press, and claims that the will of the people justifies violent imposition of military force. Vestiges of interwar fascism have been dredged up, dressed up, and repurposed for modern times. Colored shirts might not sell anymore, but colored hats are doing great.

Reading about the inchoate American fascist movements of the 1930s during the Trump administration feels less prophetic than proleptic, a time-lapse montage of a para-fascist order slowly willing itself into existence over the course of nearly a century. It certainly seems less surprising that recognizably fascistic violence is erupting in the United States under Trump, as his attorney general sends troops to the national capital to act as a private army, armed paramilitary groups occupy state capitols, laws are passed to deny the citizenship and rights of specific groups, and birthright citizenship as guaranteed under the Fourteenth Amendment is attacked. When the president declares voting an “honor” rather than a right and “jokes” about becoming president for life, when the government makes efforts to add new categories of ethnic identity to the decennial census for the first time in the nation’s history, and when nationwide protests in response to racial injustice become the pretext for mooting martial law, we are watching an American fascist order pulling itself together.

Trump is neither aberrant nor original. Nativist reactionary populism is nothing new in America, it just never made it to the White House before. In the end, it matters very little whether Trump is a fascist in his heart if he’s fascist in his actions. As one of Lewis’s characters notes of the dictator in It Can’t Happen Here: “Buzz isn’t important—it’s the sickness that made us throw him up that we’ve got to attend to.”

Marilee Coles-Ritchie is a teacher educator in Utah. She wrote this advice for her fellow educators and other concerned citizens in Utah but it is good advice for everyone.

Here are her recommendations:

1. Decrease standardized tests. They harm students who are Black, Indigenous, and People of Color.

2. Increase the numbers of teachers from these groups across the schools.

3. Eliminate all police officers in schools. Restorative justice empowers students to resolve conflicts on their own and in small groups. This strengthens school communities, prevents bullying, and reduces student conflicts. Early adoption has shown drastic reductions in suspension rates, and students report feeling more welcome, safe, and calm.

4. Require all students to take at least one course of history and literature of these groups.

5. Increase linguistic and cultural appreciation in all schools, diversifying the voices that are represented in the curriculum, with a goal of equity and inclusion.

Standardized testing has been used in American schools for a century, though never on the scale of the past twenty years. It first was introduced into some schools as IQ tests, which were used (wrongly) to judge students’ innate ability and to assign them to different tracks, which then determined their life outcomes. I wrote about the IQ tests in my 2000 book “Left Back: A Century of Battles Over School Reforms.” The psychologists who created the tests believed that IQ was innate, inherited, and fixed. They asserted that the tests demonstrated the superiority of whites who spoke English well. Their views were welcomed and used by racists and anti-immigrant groups to support their policies. They were used to defend segregation and to restrict immigration. Their critics pointed out that the tests measured culture and life circumstances, not innate intelligence.

One of the psychologists who developed IQ tests and wrote a racist book about the results was Carl C. Brigham of Princeton. Brigham later created the prototype for the multiple-choice SAT in the 1930s, which replaced the essay-based “College Boards” in 1941.

Many schools used standardized tests in the second half of the twentieth century. Some states required periodic state tests, like the Iowa tests. No state required standardized testing every student every year until the passage of No Child Left Behind in 2001, based on George W. Bush’s assertion that there had been a “miracle” in Texas because of annual testing in grades 3-8.

We now know that there was never a miracle in Texas, but the every U.S. public school has been required to administer standardized tests since NCLB was signed into law on January 8, 2002.

When NCLB was re-authorized in 2015, there were demands to eliminate the testing mandate, but the Gates Foundation organized many of its recipients to insist on preserving the testing as a “civil right,” which was ironic in view of the racist and culturally biased history of standardized testing and its negative impact on marginalized groups. The new Every Student Succeeds Act preserves the annual testing. (Be it noted that every Democratic senator—including Sanders and Warren—on the Senate HELP Committee drafting the law voted in 2015 to preserve the most punitive aspects of NCLB, including the testing mandate, but the Murphy Amendment was voted down by Republicans).

Recently, Valerie Strauss wondered whether the nation’s obsession with standardized testing was ending due to the pandemic pause. While I share her enthusiasm to make the pause permanent, I know it won’t happen unless the federal law is changed. That requires sustained citizen action to counter the millions that the testing industry will certainly spend to preserve their economic interests.

She wrote:

America has been obsessed with student standardized tests for nearly 20 years. Now it looks like the country is at the beginning of the end of our high-stakes testing mania — both for K-12 “accountability” purposes and in college admissions.


When President George W. Bush signed the K-12 No Child Left Behind Act in 2002, the country began an experiment based on the belief that we could test our way to educational success and end the achievement gap. His successor, Barack Obama, ratcheted up the stakes of test scores under that same philosophy.
It didn’t work, which came as no surprise to teachers and other critics. They had long pointed to extensive research showing standardized test scores are most strongly correlated to a student’s life circumstances. Real reform, they said, means addressing students’ social and emotional needs and the conditions in which they live, and making improvements in school buildings.


Higher education was not immune to the testing frenzy, either, at least not in admissions. Scores on the SAT or ACT became an important factor in deciding who was accepted. College rankings — led by the annual lists of U.S. News & World Report, which were heavily weighted on test scores — became powerful as students relied on them and schools tried to improve their rankings with targeted reforms. Scholarship programs were linked to test scores, and some companies checked the scores of potential hires.

Florida spent millions of dollars to give bonuses to teachers with high SAT scores — even decades after the tests were taken.




Now, we are seeing the collapse of the two-decade-old bipartisan consensus among major policymakers that testing was the key lever for holding students, schools and teachers “accountable.”

And it is no coincidence that it is happening against the backdrop of the coronavirus pandemic that forced educational institutions to revamp how they operate.
States are learning they can live without them, having been given permission by the Department of Education to not give them this past spring. Georgia has already announced its intention to get a waiver for 2020-21, too.


A tsunami of colleges and universities have dropped the requirement for an ACT or SAT score for at least a year. The huge organizations that own the tests, ACT Inc. and the College Board, are clearly struggling in the new environment.
Even high-stakes law exams are starting to be waived. Washington state’s Supreme Court just decided to allow graduates from American Bar Association-accredited law schools who were registered to take the bar exam in July or September to be licensed without passing the test. The winning argument was that it would be too difficult for many students to study for and take the exam during the pandemic. The justices must have thought the education and grades the students received in law school were good enough.


Politically, too, the stars seem aligned for a serious de-escalation of testing. President Trump has never been a loud advocate for standardized testing and has repeatedly said his education priority is expanding alternatives to public school districts. His education secretary, Betsy DeVos, has not been a testing proponent either, with her eye instead on expanding school “choice.”




Former vice president Joe Biden, who is the presumptive Democratic presidential nominee and ahead of Trump in many polls, has tried to distance himself from the pro-testing policies of the Obama administration. He was not a cheerleader of testing during Obama’s two terms and has said recently he is opposed to high-stakes testing. That’s not a promise that he will work to reduce it, but it is a promising suggestion.


None of this means standardized testing will stop, or even that every state and district will cut back, or that all colleges and universities will stop requiring an SAT or ACT score to apply.


But here are some developments in the testing world that show that more policymakers understand tests can’t fix problems in schools — and that schools alone can’t fix the nation’s problems.


This past spring, K-12 school districts across the country did something that for nearly two decades had been deemed unthinkable.
With permission from the Education Department, they canceled annual high-stakes standardized testing after the covid-19 crisis upended the last several months of the school year.

Millions of students were at home, learning remotely either on paper or on screens. And state leaders realized it wasn’t plausible or fair to give students the tests.


Ohio Gov. Mike DeWine (R) made the point that “the world will not come to an end” if the federally mandated tests weren’t given — though for years, federal and state policymakers had acted as if it would.


States require students to take standardized tests for different purposes. Some tests are mandated by K-12 law, and while that didn’t start with No Child Left Behind (NCLB), it ushered in the high-stakes testing era in which punishments were meted out to schools and teachers based on how well students performed on the exams. It didn’t matter that testing experts repeatedly warned that using scores for these purposes was not valid or reliable.




States give standardized tests, too, for reasons including third-grade retention, high school graduation, and end-of-course exams. A two-year study released in 2015 revealed that kids were being forced to take too many mandated standardized tests — and that there was no evidence that adding testing time was improving student achievement. The average student in America’s big-city public schools was then taking some 112 mandatory standardized tests between prekindergarten and the end of 12th grade — an average of about eight a year, the study said. Those were on top of teacher-written tests.


The purported goal of NCLB — written with the input of not a single public school teacher — was to ensure that marginalized communities were not ignored by looking at test scores by student subgroups and targeting help where it was needed. Schools concentrated on math and English so students could pass the exams while giving short shrift to, or eliminating, classes in history, science, art, music, physical education and other subjects.


Public education advocates hoped Obama would stop the country’s obsession with standardized tests and address inequity baked into the funding system. His administration instead heightened the importance of the test scores by dangling federal funds in front of states that agreed to evaluate teachers through the exam results. States developed cockamamie schemes to do this, including grading teachers on students they didn’t have and subjects they didn’t teach.



A grass-roots effort to get the administration to change course took hold, and some states tried to find ways to cut back on local testing. But then-Education Secretary Arne Duncan micromanaged education policy so much that the department was derided as a “national school board,” and Congress, in late 2015 — eight years after it was supposed to — passed a successor law that sent policymaking largely back to the states.



By early 2016, Obama and his second education secretary, John B. King Jr., said kids were, after all, over-tested. Still, the new federal law, the Every Student Succeeds Act (ESSA), mandated the same testing regime, and states were still spending millions of dollars each year on testing programs.
Ostensibly, the tests would provide data to schools about what students had learned and how effective teachers were.

But research study after study showed that the highest correlation was between the scores and whether a child lived in poverty.
This all made DeWine’s statement about the world not coming to an end if tests were suspended for a year an unusual admission.

On June 18, Georgia Gov. Brian Kemp (R) made it clear he doesn’t think missing two years of standardized testing is a big problem, either.
This past spring, DeVos gave all states a one-year waiver to suspend the federally mandated testing. Kemp announced that his state would be the first to seek a second testing waiver from the Education Department, this time for the soon-to-start 2020-21 school year.

Other states are likely to follow suit amid so much uncertainty about the trajectory of the pandemic.
Kemp also said that the “current high-stakes testing regime is excessive,” and promised to keep pushing an initiative in the state legislature to eliminate four of eight end-of-course exams required for high school students, and another standardized test given in middle school.


Georgia isn’t the only state that is now moving to cut back on standardized testing. In late May, the Ohio House of Representatives passed legislation to reduce standardized testing.


What could make this effort to cut testing different from earlier ones are the outside circumstances.

Because of the pandemic, states and school districts are facing potentially unprecedented budget deficits — and school spending in some states has still not recovered from the Great Recession of 2007-2009.
Because testing programs are extremely expensive, states could decide the costs aren’t worth the dubious results. Many teachers say they don’t need standardized tests to help them assess where students are in their learning.


Add to that the effects of the national uprising for racial justice, sparked by the death in police custody of George Floyd, an unarmed black man in Minneapolis.
Protesters in the streets are looking for justice not only in policing and the courts. They also want social, economic and educational justice.

Though educators have long known that students need more than tests to thrive and that schools must address more than academics, there is a new awareness among the people who make policy.
Spending mountains of money for inequitable testing accountability systems isn’t compatible with calls for more holistic ways of educating and helping students grow and thrive.


College admissions
On the higher education front, the pandemic also interrupted the SAT/ACT college admissions testing juggernaut.
With exam days canceled and aspiring college students getting frantic about not having a score to add to their applications, many colleges and universities said they would drop their requirements for an SAT or ACT test score for admission in fall 2021.



To be sure, a “test-optional” movement had been building for years. A nonprofit group called the National Center for Fair and Open Testing (FairTest), which operated on a shoestring budget with a mission to end the misuse of standardized tests, worked with testing critics and compiled a list of colleges and universities that had dropped the use of ACT or SAT scores for admissions.
Hundreds of schools had already done so, as research showed the test scores were linked to socio-economic factors and not predictive of college success, despite counter statements by the College Board and ACT Inc.


Then the pandemic hit. Schools shut down and college students went home to finish their semesters virtually. The two testing giants canceled repeated administrations of their exams, losing millions of dollars and making it difficult for many students to get a score required by most institutions of higher education.


The inevitable happened: Colleges and universities announced suspensions of testing requirements for 2020-21. Some said they would not require tests for a few years as an experiment to see how the admissions process would do without them.


Then, in May, in what was called a seminal event in college admissions, the University of California system announced it would phase out SAT/ACT testing requirements over several years, with some members of the Board of Regents saying the tests were not helpful in creating diverse student bodies and one member labeling them “racist.” The prestigious system has long been a force in public higher education, and its decision is expected to influence other schools.
By mid-June, every Ivy League school had agreed to drop SAT/ACT requirements for students entering in the fall of 2020. FairTest’s list includes more than 1,250 schools that in some way allow students leeway in including test scores on their applications, albeit some of them just for 2020-21. (The list includes for-profit schools.)




The College Board and ACT have been struggling during the pandemic. Both were forced to cancel multiple administrations of the SAT and ACT, losing millions of dollars and leaving many students fearful they wouldn’t have a score for applications. Both promised they would offer at-home exams this fall if necessary, but the College Board backed off after its experiment with at-home Advanced Placement tests.
Though most students had no problem taking the AP tests, thousands did, and the College Board decided not to try an at-home SAT.

The ACT said it will go ahead, but the Iowa-based organization has other problems.
In May, ACT chief executive Marten Roorda, who aggressively lobbied against the UC decision, lost his job. At the same time, ACT announced it was taking “a series of cost-cutting measures,” including no raises and cuts in fringe benefits.


Meanwhile students trying in May to sign up for future AP and SAT exams, should they be given, ran into online trouble.


The fundamental notion that standardized testing is an effective way of gauging student achievement is being challenged more strongly than ever.
Some K-12 schools will continue to use these exams extensively, seeing them as a valuable tool, including in Florida, where former governor Jeb Bush (R) pioneered high-stakes accountability testing and still has influence in education policy.

And many colleges and universities will require admissions test scores, seeing them as a useful data point in making decisions on whom to admit.


But the combination of the pandemic, the uprising and disillusionment with the testing industry — which has been building among teachers, parents and students for years — points to a new chapter for public education, or, at least, the beginning of the end of our obsession with high-stakes standardized tests.


Johann Neem is the author of Democracy’s Schools: The Rise of Public Education in America, in which he describes the creation of public education between the American Revolution and the Civil War and recognizes public schools as an essential building block of a robust democracy.

Neem’s family came to America from India when he was a. Dry young child. They settled in California and lived in a diverse, multiethnic America. He went to public schools, to college, to graduate school, and eventually became a historian of education.

He lived what was then considered the American Dream. But now he fears it is disappearing for reasons he explain in this essay.

He begins:

I arrived—as we all do—in the midst of history. I was not yet three, and my parents had migrated to San Francisco from Mumbai to start a new life. They had been sponsored by my dad’s sister, whose husband, an engineer, had come over to work for Bechtel. We were, in other words, part of the first wave of immigrants to crash into a changing America in the wake of the Immigration and Nationality Act of 1965. Our arrival—among those of the numbers of Africans, Asians, and Latin Americans who came to the country—was largely unexpected. It was not what most Americans had anticipated when the law was passed during the civil rights era. But it was what brought me here, to a new country.

Mine was an American childhood. We were middle class and lived on a cul-de-sac whose residents were diverse in many of the usual American ways. There were Japanese-Americans and Catholics and Protestants. There were people without college degrees, and others with graduate degrees. There were Republicans and Democrats. There were immigrants from Germany, and of course we were from India. But most of us kids went to public school together, and our parents would take turns carpooling us. Gathering on the court, we rode bikes, played football on our muddy lawn (I was never much good at sports), and pretended to be motorcycle officers Ponch and Jon from the TV series CHiPs. Together, we made up games and celebrated birthdays. We grew up knowing about our differences but caring about what we shared. What bound us together was America, although I’m not sure I would have been able to say that. Perhaps I didn’t have to.

I imagined that I could become anybody. I had no awareness then that this belief was the result of more than two centuries of activism on the part of African Americans, feminists, and their allies to earn equality within the American nation-state. It was California. The American Dream was alive. Of course, that dream had been deferred for so many Americans for too long. But after 1965, it was hoped, those obstacles would be behind us. Immigrants would be welcome. African Americans would be equal. And despite the thus-far unsuccessful effort to enact the Equal Rights Amendment, I grew up in a world that took for granted that women too could be whomever they wanted to be.

There was a kind of amnesia. Maybe that’s not the right word. We were new. So maybe it was that I just didn’t know the history, and my parents had experienced a different history. Whatever it was, America was, for us, a blank slate. But it was not fully blank. It had rituals and traditions for us to learn, such as giving gifts and spending time with family and friends on Christmas or having barbecues on the Fourth of July. We gathered with neighbors to hunt Easter eggs. It had norms, like saying “thank you” for any kind of service, a sign of the respect each American owed fellow Americans for their contributions to society. It had a creed, too—that the United States promised all people a better, freer, more prosperous life…

I lived in a world where we could all be American, not because of our cultural differences but because of what we could share. This shared culture—this sense of being a people—is a precondition to sustaining the universal ideals of American democracy. We like to pretend that principles are enough, but abstract ideas are thin gruel for flesh-and-blood human beings. We are not disembodied reasoners. We belong to groups. We have emotions. Culture connects us to our country and to one another. But that culture depends on shared rituals and experiences. Today, we are so afraid of offense that we risk privatizing the very culture we once could share together…

As I studied American history, I came to appreciate the struggles so many Americans had undertaken, often in the face of brutal violence, to create the California my parents and I had entered in 1976. As a professor, I want my students to know of these struggles, of the wrenching realities of slavery and Jim Crow, of the violence unleashed against labor unions, of why a human being could be beaten and left tied to a fence to die for being gay. These stories have to be told if we are to confront the truth about our past, which continues to shape the way many Americans experience the present.

But some felt threatened by these new stories. They worried that they represented the end of America because they dethroned many idols. Jefferson did look different from the perspective of an enslaved person or a Native American than he did from that of a white farmer in western New York State or Virginia. The culture wars reflected Americans’ disagreements over which perspectives mattered most, and how to fit them together into a coherent story about ourselves as a people…

I am outside two worlds—both defined by race. On the left, race seems to be everywhere, as something to celebrate but also to divide. On the right, whiteness represents a reracialized vision of America that denies black voters access to the polls, engages in race-baiting that targets immigrants of color, and insults people of non-Christian faiths. It authorizes a president who suggests that we should deal with the problem of illegal border crossings by shooting migrants in the legs.20 I see myself distorted through both sets of eyes. But neither defines me. I don’t want to be white. I am proud of my Indian heritage. I am an American.

This sense of who I am makes immigrants like me carriers of an American Dream that is being lost. I still believe in the Dream. Most white Americans are not white nationalists, and, because I work on a college campus, I hope that I exaggerate the divisive features of multiculturalism and whiteness studies. Having grown up in the San Francisco Bay Area at a particular moment in its history, I know from experience that diversity does not necessarily lead to fragmentation. Living in a diverse society depends on tolerance and mutual respect, and, I learned, both a willingness to share and to participate in American culture.

I don’t do justice to this thoughtful and provocative essay by citing disconnected excerpts. Neem analyzes the tensions created by too much pressure from the academic left, focused on identity politics, and the counter-response from conservative and radicalized whites, who assert their white identity and proclaim their grievances, with the encouragement of a president who loves divisiveness.

Read it.

On January 23, the Orlando Sentinel published an investigative report that nearly 160 religious schools receiving public money for vouchers openly discriminated against LGBT students, families, and staff.

The Florida House just rejected a bill to make such discrimination in publicly funded schools illegal. To make it plain, the Florida House sent a message to religious schools that it is just fine to discriminate against gay students, families, and staff.

Leslie Postal and Annie Martin wrote:

The Florida House voted down a proposal to prohibit discrimination against LGBTQ students in the state’s school voucher programs Friday as it moved to expand the number of state-financed scholarships available to send youngsters to private schools.
Rep. Carlos Guillermo Smith, D-Orlando, urged his colleagues to “tackle the issue of LGBTQ discrimination,” with him and some other Democrats arguing private schools that take Florida scholarships shouldn’t be able to ban gay students any more than they could ban students based on their race.

But the measure was defeated in the Republican-controlled House, and Smith said he doubted he had any other legislative avenues to pursue the issue this year.

This will not disturb Secretary of Educatuon DeVos. Her family foundation has given large donations to anti-gay groups for years (e.g., the Family Research Council and Focus on the Family).

Peter Greene nails it here, in discussing how Trump and DeVos folded the federal Charter Schools Program into a big, fat block grant that states can spend however they wish. 

For decades, Republicans have been wanting to eliminate social programs by turning them into block grants to the states. Now, as Valerie Strauss reported, charter school advocates are outraged. Brought to the dance and abandoned.

Open the link and see the great image Greene posts to make the point.

I have known for many years that right-wingers went for charters only because they lay the groundwork for vouchers.

I learned that when I worked in rightwing think tanks like the Thomas B. Fordham Institute and the Koret Education Program at the Hoover Institution.

The true right-wingers don’t give a hoot about charter schools except as a way to condition the American public to give up on public schools and place their faith in consumerism.

Charters pave the way for vouchers. They turn citizens, invested in public institutions, into consumers, looking out only for their own child.

Now that the Trump administration has a chance to show what it really cares about, it is vouchers (aka “Education Freedom Scholarships” or some other deceptive name).

DeVos wants every American child in a religious school or some other private school.

Not the kind that costs $25,000-50,000 a year.

The kind that costs $4,800 a year.

The kind that scoffs at the common good.

The kind that employs high-school dropouts as teachers (as in Florida), the kind that decides which children are acceptable and which are not allowed. The kind that kicks out students, staff and families who are gay, knowing that Trump’s rightwing Supreme Court will back them up.

The kind that accepts only “our kind.”

The Trump-DeVos show and the return of racism, sexism, xenophobia, and homophobia as acceptable public policy.

To the shock and consternation of charter school advocates, the Trump budget proposal abandons the controversial federal Charter Schools Program, turning it into a state bloc program that turns the money over to the states. 

The National Alliance for Public Charter Schools issued a scathing denunciation of the axing of the federal charter school programs, which has enriched the big corporate charter chains.

The Network for Public Education issued two reports on waste, fraud, and abuse in this program, showing that nearly 40% of the federal money was spent on charters that either never opened or closed soon after opening, with waste of nearly $1 billion. See the reports here and here.

Trump and DeVos are backing their chief priority: vouchers, which they prefer to call “education freedom scholarships,” at a proposed cost of $5 billion. They want America’s children to be “rescued” from public schools that hat have been burdened by harmful federal policies like high-stakes testing, and punishments attached to testing. They want them to attend religious schools that are low-cost and have no standards or accountability, and are free to discriminate against students, families, and staff they don’t like.

The erstwhile Center for American Progress lamented the proposal to cut federal spending on charter schools, even though Democratic support for them has substantially declined. Apparently, CAP is the last to know that school choice is a Republican Policy.

Chalkbeat reports:

The Trump administration wants to create a new stream of funding for disadvantaged students that would consolidate current spending on Title I — which gives money to schools serving low-income students — and 28 other programs.

This school year, the department spent $16.3 billion on Title I grants to states and districts and $7.8 billion on the other programs. Under the proposed budget, it would all become a $19.4 billion pot that would be distributed through the Title I formulas — a $4.7 billion cut, if the budget were enacted.

The individual programs on the chopping block include:

  • 21st Century Learning Centers, which supports after-school programs in places like Detroit and New York City ($1.25 billion)
  • Arts in Education ($30 million)
  • English Language Acquisition ($787 million)
  • Homeless Education ($102 million)
  • Neglected and Delinquent, which offers grants to states to educate incarcerated students ($48 million)
  • Magnet Schools, which offers grants some districts use for desegregation ($107 million)
  • Migrant Education ($375 million)
  • Rural Education ($186 million)
  • Supporting Effective Instruction State Grants, which is also known as Title II, Part A, which districts can use for teacher training and to reduce class sizes ($2.1 billion)

This move, the budget documents say, would reduce the federal government’s role in education and pave the way for less spending on department staff.

But the proposed elimination of these streams of funding raised alarms among civil rights advocates, who said this would enable states to spend less money on vulnerable groups like students who are English learners, homeless students, students involved in the juvenile justice system, or migrant students.

“History has shown us that … unless the federal government says you must serve migrant children, and here are funds to help you do that, migrant children are lost and forgotten,” said Liz King, the education equity program director at The Leadership Conference on Civil and Human Rights. “The purpose of the dedicated pots of money … is to make sure that the most powerless people in our country are not lost.”

Advocates for other programs expressed concern, too. During a question and answer session with education department officials, a member of the National Association for Gifted Children asked why the administration had proposed eliminating a $13 million program that supports gifted education.

Jim Blew, one of DeVos’s assistant secretaries, and a former official at the Walton Family Foundation, said that advocates for these programs should lobby the states to fund their favorite programs.

The University of California’s faculty leaders have recommended  retaining the controversial SAT and ACT as admissions requirements, despite concerns that the standardized tests are rigged against students of low income. Wealthy parents pay huge sums for tutoring their children. Standardized tests by their nature are rigged against disadvantaged students, which has encouraged more than 1,000 colleges and universities to drop them.

But paradoxically, UC leaders believe that these tests help disadvantaged students.

The new yearlong faculty review found that most UC admissions officers offset that bias by considering an applicant’s high school and neighborhood demographics in evaluating the standardized test scores. The review found that less-advantaged applicants were admitted at higher rates for any given test score, a finding that faculty review committee members said surprised them. That process results in increased admission of disadvantaged students, the review found.

The faculty review committee “did not find evidence that UC’s use of test scores played a major role in worsening the effects of disparities already present among applicants and did find evidence that UC’s admissions process helped to make up for the potential adverse effect of score differences between groups.”

This is good news for the SAT/ACT test prep industry, as well as the monolithic testing industry that benefits far more than students.

Leslie Postal and Annie Martin of the Orlando Sentinel identified nearly 160 religious schools that receive state funding but exclude gay students.

Some refuse to enroll students whose parents are gay or hire gay staff.

Discrimination is A-OK at these schools.

This would not be a problem for Betsy DeVos, whose family has contributed to anti-gay organizations for years. It would not be a problem for the current a Supreme Court, which ruled that a baker in Colorado need not sell  a cake to a gay couple if homosexuality offends his religious beliefs.

Postal and Martin wrote:

In the shadow of a nearly 200-foot cross, Central Florida Christian Academy enrolls students who live by the Bible’s commands and abstain from “sexual immorality” — meaning gay children aren’t welcome on the state-supported campus in west Orange County.

Calvary Christian High School in Clearwater denies admission to students if they, or someone in their home, are practicing a “homosexual lifestyle or alternative gender identity” or “promoting such practices.”

Wade Christian School in Melbourne keeps an “expulsion list,” with a “homosexual act” among the offenses, alongside bringing weapons to campus, distributing drugs and striking a staff member.

In Florida last year, 156 private Christian schools with these types of anti-gay views educated more than 20,800 students with tuition paid for by state scholarships, an Orlando Sentinel investigation found.

Florida’s scholarship programs, often referred to as school vouchers, sent more than $129 million to these religious institutions. That means at least 14 percent of Florida’s nearly 147,000 scholarship students last year attended private schools where homosexuality was condemned or, at a minimum, unwelcome.

Step by step, the Trump administration, Red states, and the Supreme Court are denying any civil rights to gay people.

Indiana blogger Steve Hinnefeld reports here that a Democratic legislator has proposed a bill that prevents voucher schools from discriminating against students, staff, or families based on their religion, race, sexual orientation, or disability.

Bill Phillis of Ohio has proposed that religious schools that get vouchers should be subject to the same laws and regulations as public schools and should be required to report their finances and take the same state tests as other publicly funded schools.

Will legislators in Ohio and Indiana tolerate any restrictions on voucher schools?

Will they too be required to be accountable in exchange for getting public money?

Or will the public be forced to pay for schools that discriminate and schools that indoctrinate their students into their religious world-view?