Archives for category: Education Reform

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

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

Dean Chemerinsky wrote this article for The Contrarian:

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

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

(Dragon Claws/iStock)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

This is unhealthy.

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

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

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

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

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

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

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

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

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

He writes:

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

The temptation centers around two issues. 

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

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

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

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

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

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

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

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

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

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

But that’s really just the warm-up for 

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

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

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

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

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

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

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

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

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

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

This article by Finnish educator Pasi Sahlberg tells the story of how he became an “education warrior.”

Pasi is one of the best-known education gurus in the world. He is an articulate advocate of a “whole child, child-centered” view of education. He believes in the power of teachers. He has stood strongly against standardized testing, incentives, punishments, and markets throughout his career.

He is one of my personal heroes.

Brian Brady is the grandson of Marion Brady, a progressive educator who has been critical of typical school subject-based curricula for many decades. Benjamin asks questions that his grandfather Marion has asked and puts them into the context of the 21st century, where information is easily accessible but hard to put into context as “knowledge.”

Brian has done his grandfather proud, as folks used to say.

Brian Brady writes:

The crisis is no longer information. It is orientation.

My grandfather Marion Brady is 99 years old. For most of his life he has been asking a single question that feels larger now than when he first asked it:

What is worth learning?

Not what is easiest to test.

Not what breaks neatly into standards and benchmarks.

Not what helps institutions sort children into rows, percentiles, and predictions.

What is actually worth learning?

It sounds like a school question. It is not. It is a civilizational question.

If you take it seriously, it does not just expose the limits of school. It exposes the limits of the world school was built to serve.

Modern education was designed for an industrial age. Its task was not wisdom, but coordination, standardization, and legibility. It divided knowledge into subjects, time into periods, children into age groups, achievement into grades, and called that order an education.

For the world that built it, this made sense. Industrial society needed people who could move through prearranged sequences, follow instructions, tolerate fragmentation, and mistake compliance for progress. School served that machine well.

The problem is that the structure remained after its justification expired.

And still we teach as if reality itself were divided into compartments. Math at nine. History at ten. Science after lunch. Literature here. Economics there. A little civics. A little technology. Each subject kept in its lane as though the world itself respected those borders.

It does not.

Life does not arrive in subjects.

A financial crisis is not economics. It is psychology, history, incentives, propaganda, institutional failure, and fear operating at once. Illness is not biology. It is money, labor, family, bureaucracy, grief, and mortality arriving together. Loneliness is not merely a private feeling. It is architecture, technology, work, romance, status, community, and meaning breaking down in a recognizable pattern.

Reality is not modular. It is entangled.

That is part of why so many people leave school with a disappointment they cannot quite name. They did what they were told. Learned the material. Passed the tests. Moved through the sequence. Then they entered adult life and discovered that reality does not present itself as a worksheet.

It presents itself as consequence.

That is the betrayal inside modern schooling. Not that it teaches facts, but that it too often mistakes fragmentation for understanding. Students are given pieces without pattern, procedures without orientation, answers without structure. They are trained to perform knowledge before they are taught how to organize reality.

For a long time, institutions could hide this weakness by controlling access to information. That was the old bargain. Sit still. Absorb the fragments. Repeat them back. We will certify that you know something.

That bargain is collapsing.

Information is everywhere. Explanation is instant. Summary is on demand. Generation is cheap. If education is merely the transfer of information, then large parts of the inherited model are about to be exposed by machines with humiliating ease.

This does not make my grandfather’s question obsolete. It makes it unavoidable.

What is worth learning when information is cheap?

The crisis is no longer information. It is orientation.

The central problem is no longer whether a person can retrieve facts, generate prose, summarize an argument, produce an image, or assemble code. The machine can assist with all of that. The deeper problem is whether a person can judge what is worth knowing, what is worth building, what is worth preserving, what is worth resisting, and what kind of intelligence a civilization should trust itself to become.

The machine is a tool. A powerful one. A dangerous one. Not because it thinks for us in some dramatic science-fiction sense, but because it amplifies whatever confusion already exists upstream.

The machine can generate almost anything. It cannot tell us what is worth becoming.

A culture that cannot answer questions of value will use powerful tools to accelerate its own disorientation. It will confuse fluency with understanding, output with insight, scale with wisdom, optimization with purpose. It will become more capable and less clear about why any of that capability should exist.

That is why my grandfather’s question now reaches far beyond school.

What is worth learning?

A person should learn how systems behave. How incentives bend institutions. How language hides power. How metrics deform the things they claim to measure. How technology reshapes attention, memory, and desire. How emotion alters perception. How to distinguish causes from symptoms. How to think across domains, across timescales, and across consequences. How to remain inwardly free inside environments built to colonize thought.

These are not luxuries. They are survival skills.

And they are difficult to teach inside the model we inherited because they do not belong neatly to any single subject. They live between subjects, across domains, inside relationships and consequences. They require synthesis, context, pattern recognition, and judgment.

That is the real educational question now.

Not how to cram more content into the pipeline.
Not how to optimize test performance.
Not how to produce students who can generate the approved answer in the approved format.

How do we cultivate minds that can actually perceive reality?

That was always the deeper force inside my grandfather’s work.

What is worth learning?

In an age of infinite information and machine generation, it may be the most important question we have.

Today was a good day for those who believe in the rule of law. Three decisions halted–at least temporarily–Trump’s intention to make unilateral decisions, consulting no other authority, disregarding the law to impose his will.

In one court decision, a federal judge in D.C. ruled that Trump’s name must be removed from the John F. Kennedy Memorial Center for the Performing Arts and that the proposed renovation and closure of the center requires further study.

In the second, a federal judge in Virginia halted the creation of Trump’s slush fund for his allies, at least temporarily. Even Republicans were appalled by the idea that a president could unilaterally obtain control of nearly $2 billion to distribute to alleged victims of his choosing, without any oversight.

In the third, a federal judge in Florida reopened the case that led to the creation of Trump’s slush fund, questioning whether fraud was committed.

In the first decision, as reported by Julia Jacobs and Zach Montague of The New York Times, Federal Judge Christopher R. Cooper directed the Kennedy Center to remove Trump’s name from its title. He

determined that the board’s decision to add Mr. Trump’s name to the Kennedy Center violated a law passed by Congress in 1964 that made “crystal clear” the institution was to be named for former President John F. Kennedy.

“Congress gave the Kennedy Center its name, and only Congress can change it,” the judge wrote in a 94-page opinion. He ordered that the 18 letters added to the center’s front portico be removed within two weeks.

The center’s board of trustees, a vast majority of whom are allies of Mr. Trump, voted in December to add the president’s name to the performing arts center. Less than a day later, new lettering was added to the building’s marble facade, which now reads: “The Donald J. Trump and the John F. Kennedy Memorial Center for the Performing Arts.”

Roma Daravi, a spokeswoman for the center, said that it would appeal the ruling, signing her statement as the “Trump Kennedy Center Vice President of Public Relations.”

“We are confident that on appeal the court will uphold the board’s will to recognize President Trump’s historic contributions to our nation’s cultural center,” she said.

The judge’s order came in response to a lawsuit by Representative Joyce Beatty, Democrat of Ohio, who is an ex officio member of the Kennedy Center’s board. She objected to both the renaming and the plans to close the institution, which her lawyers argued was in fact a decision “designed to hide their embarrassment about declining ticket sales.”

Judge Cooper found that the board had been “derelict” in considering the possible consequences to programming when shuttering the center, as well as its legal responsibility to maintain the center as a memorial to the slain president. His order did not make any specific directives for reinstating programming as the board reassesses its renovation plans.

Ms. Beatty said in a statement celebrating the ruling that “the Kennedy Center is an institution that belongs to the American people, not to Donald Trump.”

In a parallel ruling in a separate lawsuit on Friday, Judge Cooper, who was appointed by President Barack Obama, stopped short of blocking the center from beginning renovations after preservationist groups said they had been undertaken without the required permits.

While that coalition of groups had argued that the administration appeared intent on remaking the center in Mr. Trump’s image, and potentially demolishing the structure entirely, Judge Cooper found that possibility too remote for now. But he warned that he would re-evaluate if the facts on the ground changed, saying there was a “paucity of concrete details as to the project’s scope.”

“If the work is, say, more transformative than present testimony suggests or requires permits that the center has yet to acknowledge or secure, the court’s legal analysis might look substantially different,” the judge wrote.

After shunning the Kennedy Center in his first term, Mr. Trump has staged a wholesale takeover of the institution in his second. He stocked the center’s board with loyalists, who installed him as chairman, ushering in a period of upheaval as many artists boycotted the increasingly politicized institution.

In Mr. Trump’s social media post on Friday, he indicated that he was now interested in giving up responsibility for the Kennedy Center, writing that he had instructed the Commerce Department to “transfer this failing Institution” to Congress. It was not immediately clear what he meant; the programming is run through a nonprofit, but Congress allots federal funds to maintain the building.

Jeff Mason of Bloomberg News noted Trump’s petulant rant that he would turn the performing arts center over to Congress but questioned whether it was legal to do so:

Trump, in a social media post, decried the judge’s ruling and said he would be “working with Congress to transfer this failing Institution back to them so they can make a determination as to what to do with it.” The center was previously governed by a bipartisan board of trustees, which Trump last year purged and filled with allies who installed him as the chair.

“I have instructed the Department of Commerce to make all necessary arrangements with Congress to allow a full and complete transfer of this Institution,” Trump said. The president said lawmakers “would have the responsibility for its Operation, Maintenance, and Management.”

It’s unclear if that arrangement is permitted under current law. According to the Congressional Research Service, the center is considered an offshoot of the Smithsonian Institution that operates independently. It receives funding from Congress to maintain its facilities, and money had already been set aside for the renovations.

In the second decision, a federal judge in Virginia temporarily blocked Trump’s $1.776 billion fund for his allies.

Zach Montague of The New York Times reported:

The brief order by Judge Leonie M. Brinkema of the Federal District Court for the Eastern District of Virginia prohibits the government from establishing the fund or processing disbursements at least until a hearing is held in June in a pending lawsuit challenging its legality.

The order came in a case brought by a group of individuals and entities who say they have faced partisan attacks by the Trump administration but who say they expect to be excluded from accessing the fund.

The halt provided the first meaningful, if potentially temporary, roadblock to efforts to compensate the president’s political allies since plans for the fund were formalized this month. At least two other lawsuits challenging the fund have also been filed in the District of Columbia and in California, and a number of lawmakers, including prominent Republicans, have publicly objected to its aims.

The federal judge who was supposed to hear Trump’s suit against the Justice Department and the Internal Revenue Service before the parties reached an out-of-court settlement to establish the $1.776 billion fund opened a new front in the debate about the legality of the fund.

Judge Kathleen M. Williams reacted to an extraordinary letter addressed to her by 35 retired federal judges.

Alan Feuer of The New York Times reported:

A bipartisan group of 35 former federal judges on Wednesday asked the judge who oversaw President Trump’s remarkable lawsuit against the Internal Revenue Service to reopen the case and conduct an inquiryinto whether the hasty deal to resolve it could be challenged as an act of fraud.

The move by the former judges was one of an increasing number of legal efforts to attack the validity of the two extraordinary benefits that emerged from the agreement last week: a $1.8 billion fund that could compensate allies of Mr. Trump who claim they suffered “weaponization” at the hands of the federal government and the conferral of lucrative tax benefits on the president, his family and his businesses.

The motion by the former judges, filed in Federal District Court in Miami, was a direct appeal to Judge Kathleen M. Williams, who closed the I.R.S. case last week after Mr. Trump voluntarily dismissed his suit. It asked her to bring the matter back to life under a rule that permits her to set aside a judgment she had made and examine the terms of the deal that appeared to have been reached in a plan to avoid that sort of scrutiny.

“The purported ‘settlement’ that was publicly disclosed after this court dismissed this matter raises profound questions about the parties’ candor toward the court and manipulation of the judicial system, which threatens to undermine confidence in the administration of justice,” lawyers for the former judges wrote.

Politico wrote that Judge Williams responded to the judges’ letter by announcing that she was considering opening an inquiry into the lawsuit and to inquire whether it was a frivolous and fraudulent ploy to create the fund.

A federal judge is demanding answers to allegations that President Donald Trump defrauded her court by filing a lawsuit against the IRS as a pretext to reach a settlement that resulted in a $1.8 billion “anti-weaponization” fund to make payouts to his political allies.

U.S. District Judge Kathleen Williams launched the inquiry Friday, after closing the lawsuit on her docket last week. The Miami-based Obama appointee cited a request by 35 former federal judges who urged her to reopen the case to determine whether Trump’s effort amounted to “serious misconduct” and an abuse of the court system.

Earlier this year, Trump filed a $10 billion lawsuit against the IRS over the leak of his tax returns by a private contractor in 2019 and 2020. The lawsuit immediately triggered questions about conflicts of interest: How could the Justice Department and IRS now controlled by Trump appointees defend against a lawsuit brought by their boss?

But before the lawsuit advanced, Acting Attorney General Todd Blanche revealed that a settlement had been reached. Instead of a payout to Trump, the settlement would result in the establishment of the nearly $1.8 billion fund to make payouts to people described in the settlement as victims of government weaponization.

It’s the latest wrinkle in a developing scandal that has drawn bipartisan outrage on Capitol Hill, multiple lawsuits aimed at blocking the “anti-weaponization” fund and demands for further investigation by government watchdogs and courts.

Judge Williams did not reach a decision, but it is notable that she is seriously considering reopening the case in which Trump was essentially suing himself. Before the parties reached a settlement, Judge Williams questioned whether there were two adversaries in the case. Was it simply a means for Trump to turn the Department of Justice fund for people who were wrongfully prosecuted into a fund for his allies?

More than 600 faculty in STEM fields at the University of California signed a letter asking for the restoration of the SAT or ACT for students who want to major in STEM fields, according to the Chronicle of Higher Education. They complained that too many students enroll in STEM classes without adequate preparation.

Absent a test requirement, the faculty said, too many severely unprepared students were choosing STEM majors, where they were certain to fail.

It calls on university leaders to reinstate the requirement that applicants for STEM-intensive majors submit SAT or ACT math scores. In 2020, under legal pressure and equity concerns, the system eliminated that requirement and urged public colleges to start accepting more students from impoverished high schools. Critics said the testing requirement unfairly favored privileged students and wasn’t the best predictor of college success.

“The SAT/ACT mathematics requirement is not an obstacle to equity; rather, it is a prerequisite for it,” the letter, which was distributed by faculty members in the math department at the University of California at Berkeley but signed by faculty members systemwide, said.

“Failing to measure preparation gaps does not remove barriers; it moves them into the classroom, where they become harder to overcome. An admissions process that ignores foundational readiness does a disservice to the most vulnerable students.”

Without standardized-test results or other reliable readiness measures, it’s hard to know which students are actually prepared for STEM majors, the letter says.

For those of us who have criticized standardized tests, based on their inherent flaws and their current overuse, this is a reminder that these instruments are valuable for some purposes. In highly competitive fields, like the STEM subjects, it makes no sense to admit college students whose skills are inadequate to the challenge. College professors should not be expected to teach midddle-school math.

Those colleges that choose an open-admission policy are free to do so.

But where the field of study requires a certain level of preparation, students should demonstrate that they are ready and prepared as a condition of admission.

Universities that don’t like standardized tests could offer their own test.

Which brings us back to the opening of the 20th century, when a large number of colleges created the College Entry Examination Board to devise a common test that would demonstrate whether or not students were ready for college.

The Board administered a test each year that assessed students’ knowledge and ability in courses. The “college boards,” as they were known, required full answers to thoughtful questions. They were not standardized and machine-scored. Students were told in advance which works of literature would be assessed and read them to be prepared.

The “college boards” were read and scored by college and high school faculty.

The hand-written exams were replaced by the standardized exams in 1941, on Pearl Harbor day. The leaders of the CEEB sacrificed the old style exams with the onset of the war. It was a move they had wanted to make, to save money and time.

Ever since, we have struggled with the reality that some kind of test was necessary to demonstrate college readiness, alongside the awareness that the standardized tests are biased in favor of students with higher family incomes. They are also biased in favor of students who attended good schools with experienced teachers, advanced classes, and ample resources.

Randi Weingarten, president of the American Federation of Teachers, delivered a speech about the role of technology in schooling on Wednesday.

She urged the teaching profession to set limits on technology in the classroom. She understands that some technology propagandists would like to replace the need for teachers. But she recognized that learning is driven by human interactions and that technology has negative effects on children’s attention span and interest in learning.

Randi has given many speeches. This is one of her best. And most important, although I think she’s wrong about “the science of reading,” for reasons I have explained here many times.

This is the full text of her speech:

We are in an era of massive disruption.

Artificial intelligence is triggering seismic shifts in virtually every aspect of society. The affordability crisis is squeezing working- and middle-class families and pushing those living in poverty over the edge. Addictive technology and social media platforms are deepening anxiety and depression—especially among our youth. People with enormous resources and power are stoking division. And the democracy we have built over 250 years is being assaulted from within.

Teachers are no strangers to disruption; we’re often the first responders to it. Time and again, teachers provide stability amid chaos, and the human connection which is at the heart of the student-teacher relationship. We help our students navigate a changing world. But this turbulent moment requires a concerted national response to prepare our young people for life’s opportunities and challenges.

Public education in the United States has always been a state and local responsibility. But the federal government has a unique and vital role to play. When the federal government is doing its job, it helps level the playing field by providing funding and support for low-income students and those with disabilities; it enforces civil rights laws, supports college- and career-readiness programs, and oversees research into the best education practices. But the Trump administration is walking away from those core responsibilities. And by slashing funds children rely on for food, healthcare, housing and mental health services, it is not only undermining students’ well-being: It is threatening the survival of untold thousands.

This administration is actively undermining public education—from its massive new federal school tax credit, to its constant attempts to gut education funding and civil rights, to pushing private school voucher programs that hollow out public schools. It is more focused on erasing history, punishing people with student debt and stripping the Department of Education for parts, than on helping every child thrive. It is certainly not articulating a vision for how to prepare students to succeed in this new world.

It’s not just the president and his fellow Republicans who are to blame. While Democrats are still among the strongest advocates of strengthening public education, too few Democratic leaders speak clearly about the fundamental importance of public education as a national priority. And too many want to resurrect the failures of high-stakes testing, are pushing privatization or are frankly AWOL from efforts to make public schools, which 90 percent of American children attend, the very best they can be.

A Strong Foundation for Students in a Changing World

So today, I present a vision for America’s public schools to provide a strong foundation for our children in this changing world. It’s informed by listening to and learning from parents, educators, students, researchers, and business and community leaders, and by countless school visits here and abroad. It’s one I hope both Democrats and Republicans will adopt.

Whatever the future holds for students, they need:

* A broad base of foundational knowledge, starting with literacy and numeracy skills.

* Curriculum that is relevant, engaging and fosters curiosity, including subjects like the arts, athletics and civics.

* An emphasis on active learning through meaningful projects and opportunities to apply knowledge in ways that connect learning to real life.

* Safe and welcoming classrooms and campuses where young people feel seen, supported and ready to learn. That includes promoting well-being and protecting students from gun violence, immigration raids and bullying.

These basics equip students for the deeper learning and problem-solving that will be crucial throughout their lives. They help make students more confident and more engaged learners. It’s how we promote curiosity and critical thinking and ensure all our students have the agency and persistence they need to confront challenges.

I want to underscore why laying this foundation is urgently needed.

Our students are already feeling the impacts of this disruption. Young people are resilient, but too often, the kids are not all right. A major reason is that they are drowning in tech.

When I started teaching in the ’90s, education technology was just being introduced. School computers were glorified typewriters with no internet connection. Students had to go to the office to make a phone call. In the 2010s, many schools began providing laptops to students; in this decade, the COVID-19 pandemic accelerated the tech takeover. Today, many school systems provide every student—some as young as 5—with a device. More than half of 11-year-olds have a smartphone ever-ready at their fingertips, soaring to 95 percent of 13- to 17-year-olds. Four in 10 teens say they are online “almost constantly.” The pace of this tech revolution has been blisteringly fast—and kids are getting burned.

As professor and author of “The Anxious Generation,” Jonathan Haidt, says, cellphones and social media are making our kids sedentary, solitary, anxious and depressed. On top of that, there are growing concerns about the adverse effects of all this tech on students’ cognition, attention and achievement.

Jared Cooney Horvath, a leading neuroscientist, recently analyzed how reading and math trends shifted after state-by-state expansion of education technology. Prior to large-scale digital adoption, fourth and eighth graders’ scores on the National Assessment of Educational Progress had been rising steadily for years. After adoption, the trajectory shifted, often sharply, toward decline.

Correlation is not causation, but Horvath cites research indicating that this pattern appears across states, countries, grade levels, subjects and years. The recently released Education Scorecard, which draws on a huge amount of student data, identifies the same correlation.

And in this era of TikTok and YouTube, which drive rapid shifts of attention, there is growing concern about students’ ability to sustain focus and to persist through challenging learning tasks. In one survey of 3,000 teachers, 88 percent reported that their students’ attention spans were getting shorter.

Cognitive scientist Dan Willingham notes that it’s not that students can’t pay attention, but likely that they are less willing to pay attention. They are so accustomed to the immediate rewards they get online that they find schoolwork comparatively boring. Fortunately, that’s a problem we can deal with.

But before we turn to solutions, we need to talk about artificial intelligence. We are at a crossroads that will define the future of work and society. Without proper oversight and strong guardrails, there will be real dangers to our safety and privacy, to the climate and the very fabric of society.

One thing the AI revolution does not change is the essential purpose of education: teaching students how to think, how to connect, and giving them enough knowledge to do both well.

In fact, the ubiquity of AI makes critical thinking and applying knowledge even more important.

Students need to go beyond memorizing facts and learn how to verify them, challenge them and synthesize them into new ideas. Some of the most valuable skills in the AI age—like problem- solving, communication, collaboration, adaptability and ethical judgment—depend on the ability to apply knowledge. But AI is increasing so-called cognitive offloading; rather than working through a challenge, students can turn to an AI chatbot for an effortless answer.

Research has established that less tech can produce better outcomes. For example, people learn more from hard-copy than digital text and by taking notes on paper. And learning is a deeply human endeavor; the student-teacher relationship produces one of the largest effects in educational research. Yet best practices in education, brain research and the science of learning too often take a backseat to market forces and political influence. The global education technology market was estimated at $187 billion in 2025, and the industry is seeking more. And that’s just ed tech, not all tech.

And they have friends at 1600 Pennsylvania Ave. The Trump administration has given Big Tech carte blanche. And Melania Trump’s White House stroll with the humanoid robot to tout using robots to replace teachers spoke volumes. So did the responses from teachers wondering how a robot was going to build trust with students or know when someone was having a bad day. There’s no algorithm for that. Students need their teachers—real human beings, not robots and not chatbots.

Remember Michelle Rhee? She couldn’t reduce teachers to algorithms, and Melania Trump will not replace teachers with robots.

I’m not calling for an AI ban or a Chromebook bonfire. What I am calling for is getting the balance right to harness the benefits of technology while mitigating the harms. I’m wary of the dangers of AI, but it is here to stay. We need enforceable guardrails and help to cushion the disruption to people’s lives. But that’s not enough. It is equally essential to make sure educators understand AI and have a say in its use in education and our profession.

That’s why the AFT created the National Academy for AI Instruction last year, to help teachers master AI so that AI doesn’t master them. It’s a training hub designed and run by educators, grounded in trust, safety and people-first technology. It builds on the work our members did starting after ChatGPT was first announced to develop and continuously update the AFT’s “Commonsense Guardrails for Using Advanced Technology in Schools.”

Parents must have a real say, as well. They know firsthand the impacts of social media and other technology on their children. Together with parent groups, we released our “Likes vs. Learning” report with clear principles to keep children safe on social media and protect their privacy. And we continue to work with these groups for policy changes to protect children.

A New Vision to Boost Teaching and Learning in the AI Era

Today I am proposing a 10-point plan addressing all of this, to boost student learning and success in the age of AI:

1. No screens (including online assessments) for students in prekindergarten through second grade, unless there is a compelling reason, such as to most effectively support a student with special needs.

2. No student-facing AI in elementary schools—not only to prevent harm, but to build children’s skills like relationship-building and persistence. All other student-facing AI, including digital literacy efforts, must be supervised by educators. And until at least age 16, there should be a total ban on so-called “social companion” chatbots, computer programs that simulate human relationships.

3. Redesign schooling so active learning, including project-based, experiential and career-connected learning, is the norm across all grade levels. That means redesigning accountability as well.

4. Ensure students have a solid foundation in literacy, numeracy and civic engagement.

5. Focus on well-being, so that students and their families have their basic needs met and students are prepared to learn, as community schools do so successfully.

6. Protect intellectual property and academic freedom, and support educators to understand, effectively use and make classroom-based decisions about technology integration.

7. Establish a new gold standard for safety and privacy for the use of AI in schools. Providers that cannot meet these requirements should not be eligible to serve K-12 education.

8. Establish an independent research consortium to build a strong knowledge base for effective education practices that can be sustained and scaled. The research should include the effects of AI, screens and technology on students, and should not be paid for by the industries whose products are being researched.

9. Ensure adequate funding of education by states and the federal government. This means reversing the trend of disinvestment since the Great Recession and targeting funding to level the playing field and promote opportunity for all students—and not letting AI and vouchers further defund public education.

10. A “tech tax” on Big Tech’s earnings and on some business operations, to ensure they pay their fair share for the adverse and disruptive consequences of this technology on American families, such as workers being displaced by AI.

Ten points. To ensure our students are prepared for the future, we need a “devices-down, eyes-up, hands-on” strategy.

John Dewey was a pioneering advocate of learning by doing. He believed the most effective

We are on the threshold of a staggering shake-up of society. Who will pay for this massive AI disruption? The 16,000 workers estimated to lose their jobs each month? Retirees whose spiking energy bills eat up more of their fixed incomes? Who will pay for the harms to the environment—from toxic waste to greenhouse gas emissions to grid strain to water shortages that threaten to make our taps run dry? A tech tax would ensure that Big Tech companies pay their fair share for the adverse consequences of AI. The tax could be on earnings, some business operations, hardware or data processing.

Artificial intelligence is accelerating the steepest upward transfer of wealth in modern history. Tech titans are amassing mind-blowing wealth, while ordinary people are paying enormous costs for living in the AI age. Tech kingpins and corporations can afford to pay a fair tech tax; workers, communities and the earth can’t afford for them not to.

The guardrails and other protections that can help cushion the disruption are vital. The safety and privacy concerns are obvious, as is (or should be) the need to protect intellectual property and academic freedom for faculty and so many others. The federal government must update intellectual property laws to protect human-generated work, and employers must protect workers’ intellectual property in contracts they negotiate with AI companies.

The AFL-CIO has proposed a bold AI agenda to harness the benefits of technological change while preventing the annihilation of countless workers’ jobs. We support our federation’s recommendations.

No less an authority than Pope Leo this week warned that AI must serve humanity, not the powerful few. Leo condemned the use of AI in warfare, and he underscored that teaching and learning are human endeavors. He wrote that schools offer what “the digital sphere by itself cannot provide, namely a shared time for learning and developing trustworthy relationships.”

That vision underscores key aspects of our devices-down, eyes-up, hands-on 10-point plan. Some of what I’ve laid out is already starting to take hold.

Take the bans on phones during the school day, which we support and which 31 states have implemented. What are educators seeing? That kids are noticeably more engaged, and hallways and lunchrooms bustle with chatter and laughter again now that students aren’t heads-down, eyes on their phones.

One year into its bell-to-bell cellphone ban, Dallas schools are seeing a 24 percent increase in library book checkouts. Imagine if kids started reading whole books again.

After years of promoting classroom technology, last month the Los Angeles Unified School District initiated a sharp reversal. Screens are prohibited for students in kindergarten and first grade, and usage is capped for older students.

Several countries that pioneered the shift to ed tech are reversing course after precipitous drops in student achievement. Sweden is shifting back to printed textbooks and limiting screens. In Estonia, research showed that higher screen time for young children was associated with diminished language skills; they’re calling for more human-to-human interaction. And Italy has returned to emphasizing handwriting, paper materials and traditional teaching methods.

And now at least some Trump officials, like the acting surgeon general, are issuing warnings that too much screen time for children is a public health concern.

Intentional or not, all this tech has been a huge experiment on kids, and experiments can go wrong.

We need to take stock so we can do what we know is right. But teachers, parents and school districts cannot manage the tech juggernaut on our own.

And yet, with this administration, we are on our own. I’m not a detective, but I see some clues that there’s a connection between the Trump administration’s laissez-faire approach to addressing the harms of technology and the tech titans who are funding the president’s ballroom, presidential library and political action committees.

Laissez-faire doesn’t cut it, given the shockwaves AI is setting off. That is why, in the absence of federal legislation, we are working through our AI Academy to negotiate a gold standard that sets out industry best practices for safety and privacy in the use of AI in schools. We are seeking a binding agreement between America’s K-12 schools and any provider that offers AI-driven services to educators or students. Companies that refuse to abide by such a standard must be prohibited from working in our schools.

Microsoft, OpenAI and Anthropic—our partners in the AI Academy—have agreed in principle to our overarching tenets and standards. But as any negotiator knows, it’s not done until it’s done.

Our 10-point plan also calls for a research consortium. It simply does not make any sense for the 50 states, or the 13,000 school districts in the U.S., to each research the most effective reading strategies, or how much and what type of screen time is appropriate for children at various ages.

It does make sense for the federal government to do this—as our country has done historically in healthcare, science and, at times, education—but the Trump administration refuses. It has decimated the research arm of the Education Department. It has even refused to distribute $289 million appropriated by Congress for education research.

We need deep research to guide us to scalable and sustainable solutions. So why not launch a research consortium, independent from politics and industry? Maybe it’s a brand-new entity with pooled public and philanthropic funding. Or maybe it’s the Institute for Education Sciences, as President George W. Bush originally conceived, giving contracts to high-quality researchers and projects. I’d put the impact of screens, tech and AI at the top of that list.

Research already attests to the value of engaged and active learning. It’s a pedagogy we know works, especially when students are solving real-world problems and receiving meaningful feedback.

And in the AI era, it is more important than ever.

John Dewey was a pioneering advocate of learning by doing. He believed the most effective education was about not just imparting information to students but also actively engaging students with their environments and real-world situations.

Today this learning goes by many names: active, project-based or experiential. Whatever we call it, it works. And it needs to be the way every student can learn, in an age-appropriate way in every grade.

This does not replace the need for a broad foundation of knowledge starting with literacy and numeracy. But today, students need a new set of basics built on the ability to think critically, communicate, collaborate and apply knowledge.

When so much information is only a prompt away, acquiring trustworthy knowledge is just the first step. To be useful, that knowledge must be applied. Still, successful application of knowledge is just the second step. To really prepare young people for complex challenges, our true goal is to have students who can work together and problem solve. They must be able to pool their collective knowledge, strengths and perspectives, because today’s problems are greater than each of us, but they are not greater than the sum of us.

So the crux of this 10-point plan is what this will look like at the school level. What happens when we put devices down? What does “eyes up, hands-on” really mean?

It means prioritizing active learning through meaningful projects—which can range from students creating an eco-friendly garden, to planning and budgeting for a school event, to developing a policy solution to a local issue and presenting it to town officials, to keeping a diary from the perspective of a historical figure. From play for our littlest ones, to debate for older kids, to music and art for all—this is meaningful learning.

When I was a civics teacher at Clara Barton High School in Brooklyn, N.Y., my students and I delved into all sorts of lessons—about the Bill of Rights, efforts to change the Constitution such as the women’s suffrage movement, and lessons about street law. They memorized plenty of important information. But where they really shined was in applying their knowledge and in collaborating with each other, like in “We the People” debate competitions.

This kind of learning is the opposite of drill-and-kill, of students memorizing and regurgitating content. And active learning is the antidote to cognitive offloading—that is, outsourcing thinking to AI.

Where active learning is the norm is career and technical education. CTE is learning by doing. It prepares high school students for both higher education and in-demand career pathways. They do this in places like Thomas A. Edison CTE High School and the Harbor School in New York, RioTECH in New Mexico, the New Lexington School District in Ohio, and the countless other great career-connected learning programs I have visited. Students engage in programs from skilled trades to healthcare to advanced manufacturing. They take part in internships and work-based learning, they receive industry certification in their areas of study, and many earn college credits.

I recently had an incredible full-circle moment. In 2016, Westinghouse Academy in Pittsburgh was threatened with closure. The AFT, through our Innovation Fund, gave the Pittsburgh Federation of Teachers a grant to work with the district to start an emergency medical services program at Westinghouse. I recently returned to Westinghouse; today it’s thriving and offering students pathways into firefighting, law enforcement and EMS.

CTE students build things. They troubleshoot and fix things. They work in teams. They can explain what they’re doing and why they’re doing it. No wonder they have great job prospects, whether or not they go to college.

This is why the AFT is such an evangelist for career-connected learning. More than 90 percent of students who concentrate in CTE graduate, and about three-quarters of them continue their education after high school. This pedagogy prepares students as much for college as it does for career. Let’s make it the norm for all students.

The rethinking of teaching and learning I have described today must be accompanied by a rethinking of the accountability systems we use to measure our students’ progress.

Career-connected education and other types of active learning are suited to assessment by doing—via portfolios, capstone projects or performances, or by living civics the way I taught my students.

But for schools to integrate active learning, accountability systems have to be designed to assess such learning—and to incentivize it. No Child Left Behind’s best legacy was to highlight systemic disparities in our extremely diverse country. But the standardized, narrow content assessments it relied on don’t help with this challenge. On their own, standardized tests are of little use for school improvement, much less for the teaching and learning of individual students.

For more than 25 years, the New York Performance Standards Consortium has been a shining example of rigorous, relevant assessment at the school level. More recently, the School Superintendents Association has been working to help districts measure what matters. The bipartisan reauthorization of federal education laws led by Sens. Lamar Alexander and Patty Murray was a good first step in giving states the freedom to pursue this. And now, more than 20 states haveframeworks for their graduates to measure something meaningful beyond test scores. But there is much more to be done if we are to have assessment and accountability systems that measure and support the active learning I think we all want for our young people.

Addressing Student Well-Being and Investing in Students and Schools

Well-being and readiness to learn go hand in hand with active learning, starting with creating an environment that is safe and welcoming.

Brain science tells us that kids can’t learn unless they feel safe, and unless school is a welcoming environment where they feel they belong. Students can’t learn if they are hungry, or copingwith stress from home, or don’t have a home. One way to support student and family needs is through community schools, which connect services and activities to the school itself. Like the Oyler Community Learning Center in Cincinnati, a long-established community school that has continuously evolved to meet the needs of its community. The nearby Oyler House community center has tackled the local housing crisis by working with banks, developers and Habitat for Humanity to get families into homes. It has an onsite health center that provides students and the community with mental and physical health services. The school’s graduation readiness program has helped it achieve among the best graduation and college acceptance rates in Ohio.

This is why I keep repeating the same proposal I made in my first speech as AFT president, 18 years ago—a vast expansion of community schools. Since then, the AFT has supported more than 1,000 community schools.

The results speak for themselves. Multiple studies show that community schools reduce chronic absenteeism, improve discipline rates and increase academic achievement—including robust outcomes for students of color and English language learners. And community schools produce among the best returns on investment in the research record—an average of $7 to $15 for every $1 spent. And they are places that students, educators and families want to be.

Speaking of investment, over the past 20 years, study after study has shown that money matters in education, and it matters a lot; investment in schools improves student outcomes, while funding cuts hurt those outcomes. Yet 42 states devote a smaller share of their economies to their K-12 public schools than they did in 2006, representing a loss of hundreds of billions of dollars. This disinvestment is particularly acute in states such as Arizona, Florida and Texas, where recent voucher expansions will exacerbate the cycle of underfunding and underachievement. And it’s worse in higher education.

We must stop the runaway train that private school vouchers are becoming. Vouchers have produced some of the largest declines in student learning in the research record. They take vital funding away from students in public schools. And they divert taxpayer dollars to wealthy families and familieswhose children never attended public schools. These facts are well-established by independent research. But voucher proponents are not deterred.

Florida’s voucher program, for example, diverts $5 billion in public tax dollars from kids in public schools each year. The state already ranks among the bottom 10 for per-student spending. Our Florida affiliate recently filed a lawsuit challenging the constitutionality of the state’s voucher program, including the fact that the state has not held nonpublic schools to the same standards and oversight.

At the federal level, Trump’s school tax credit could cost taxpayers more than $50 billion a year.

That’s double what the federal government spends on helping poor kids and students with disabilities.

I’ve covered a lot of priorities today. But these aren’t the only things we should be doing.

This should go without saying, but we need to follow best educational practices everywhere, such as the science of reading. That includes learning from consistent top performers like Massachusetts and New Jersey, and from the more recent successes in Mississippi and Louisiana.

Another given is that we must increase educators’ salaries, which remain woefully low. That includes the assistants and aides who are the backbone of helping students with disabilities. And we must reduce class sizes, which remain incredibly high.

Supporting the public schools that 90 percent of America’s students attend should be a bipartisan priority. We have tried to engage President Trump and his secretary of education. Last December, I sent the president a letter suggesting that we work together on an area I believed we both prioritized—CTE. He didn’t bother to respond.

The Urgent Need to Revitalize and Reimagine Public Schools to Help All Students Thrive

I wish this administration cared about this crucial moment for our children, but it doesn’t, and we can’t wait. The vision I’ve laid out today still can be realized in every district in every state across our country. And the AFT—and America’s educators, healthcare workers and public employees— will be willing partners with anyone who will join us in helping our students thrive during this transformational moment.

As we celebrate the 250th anniversary of our nation, public schools remain—as the founders argued—essential to forging a pluralistic, unified nation that is stronger tomorrow than today. Indeed, I just wrote a book about this. By bringing together children of different races, religions, languages and cultures, public school classrooms are laboratories of democracy that forge bonds and bridgeour differences—if we support and nourish them.

The 10-point plan I laid out today is grounded in what I’ve witnessed firsthand over the last three decades. The plan addresses the enormity of the tech earthquake, dealing with screens and student-facing AI; creating an enforceable privacy standard for the use of AI in schools; calling for deep,classroom-relevant research in education; insisting on protections for intellectual property andacademic freedom; and demanding a tech tax to compensate the country for the consequences.

We need a relentless, intentional focus on what our young people need: greater literacy, numeracy and civic engagement, and active learning that excites and engages them—all while ensuring theirsocial and mental well-being and ability to form healthy relationships. Devices down, eyes up, hands-on.

Parents want their kids to be engaged and well-prepared. Young people want school to be relevant and interesting. Employers are desperate for talent. And America is crying out for a unifying vision.

America’s teachers—as they always have—are doing noble work; they’re showing up every day to helpyoung people realize their potential and build our collective future.

Today’s students will be the ones who heal, help and lead us. They will be the environmental stewards, the innovators, the artists, the first responders and the teachers of tomorrow. The other side is trying to exploit the current crisis to destroy public education and pluralism as we know it. We have a different vision: to revitalize and reimagine public schools so every one of our students can harness their future and build the country they dream of.