Archives for category: Fake News

Our reader is a retired union worker who follows economic and political news closely. He lives on long Island in New York. He wrote this comment in response to Jonathan V. Last’s article about the media’s insistence on saying that good economic news is “bad for Biden.” His response: “It’s about time!”

Joel wrote:

What we call MSM is owned by very wealthy people whose interests will not be hurt by a Trump re-election. Tax cuts for the wealthy don’t trickle down and never have, but they go into his and their pockets . But even a more benign explanation is that Trump is good for the business of the Washington Post , the New York Times , CNN… All with increased readership and thus advertising sales. Generated by the buffoon.

The jobs report was released on Friday the 5th showing a remarkable stretch of below 4% unemployment not seen since ” we partied like it was 1965″ . Showing millions of more Jobs created on top of all the Jobs recovered since the Covid recession. Jobs recovered in record time for any recovery. After a recession business close employees who were employed have moved on it took from 2010 till 2017 to just recover the Jobs lost in the great recession.

The US has a higher growth rate and lower inflation than almost the entire G20. We have been told by the MSM (not just Right Wing Media ) that the 10s and 10s of millions who either went to work or changed jobs during the recovery, don’t really care about easily getting a Job and changing Jobs for better paying Jobs. Don’t care that the real (inflation adjusted) median wage actually exceeded inflation by a few dollars a week. That most of those raises went to non-supervisory workers. In other words the working class. Not the upper middle class and the wealthy. What they care about we were told was inflation that subsided almost as quickly as it arose. Inflation that was due to supply shortages of Labor and Materials generated by Covid shut downs at home and overseas. By autocrats overseas manipulating oil prices to see an autocrat elected in America. Not due to the typical wage price spirals of the past. Inflation that saw corporations because of the hysteria generated in the media feel free to boost profits by raising prices far and beyond any increase in Labor or material costs.

Laughing in many Corporate Board Rooms that the people have been duped to expect inflation and we are going to give it to them as corporate profits rose to record levels not seen since WW2 and profits still are near record highs. I thought I could sleep after Biden was elected. Garland dispelled that hope quickly. So on Sunday the 7th two days after the employment report , I am up at 4AM. I tuned to CNN . They ran a story I thought was about the fantastic employment report that quickly turned to “but this may not be good for Biden”. And then for the next 8 minutes of perhaps a 10 minute segment diverted to the”oh but inflation”story.

I will say this again !!!! when Reagan declared morning in America inflation was 4.3% not 3.5% as now. Un-employment was still at 7.8% not 3.8% as now . Mortgage rates were at 13% not 7%. Biden compared to the Reagan administration should be declared the second coming by the media.

But it gets worse. As I pointed out by November of 2021 and several times since on this Blog and elsewhere. The media was hyping inflation beyond any reality. The National price of Gas before Putin was $3.21 a gallon as people went back to living their lives after Vaccinations and Oil fields had not fully opened!!!!!. Yet the NY Times , CNN and PBS found people who used a 1000 gallons of milk or Gas a week to highlight the impacts of inflation . Worse the Picture in the NY Times on line was of a station that had to be in the Pacific off the Coast of California with gas at $5.99. As their own writer Niel Irwin pointed out the price of Gas was CHEAPER than it was for 4 whole years from 2011 till 2014 when the Euro crisis tanked oil prices. Pointed out that workers were working significantly fewer hours to fill that tank than in 2011-14 when the National Average never went below $3.60 and went as high as $3.90.

So imagine me waking up two Sundays ago to see the picture on that CNN segment with gas prices at $5.39 a gallon . The National Price was $3.50 . I had paid $303 a gallon in Trumplandia Long Island (Commack ) on the Friday before. I had paid $3.13 a gallon in Hicksville LI to fill my wife’s car the day before the Employment report . I rewound the TV and paused the TV to snap a picture of the $5.39 cent gas on my cell phone. The following Thursday I filled up in Elmont Long Island at an Exxon station cash or credit $3.15. Long Island is not Texas it has new Wind Mills going up , not oil wells and refineries. The inflation report that rattled Wall Street last week was a whopping 3.5% up 2/10ths from its recent lows in December of 2023 . Not exactly historically high and food inflation was 1.2% year over year .

But again the other day Niel Irwin now writing for Axios (?) came to the rescue with an interesting tidbit. This gets a little nerdy. As Krugman points out rents are responsible for 1/3 of the Consumer price index. The US Labor Department computes rents with a factor no or few other Foriegn Economies do “Owner Equivalent Rent”. Something that does not exist in the real world and no body ever actually pays. It is what you would have to pay to rent your own home. If you had to rent it. But I don’t rent my own house I own it (and the mortgage is free and clear ). Neil Irwin pointed out that back in January the BLS changed the way it computes this fictional cost. It added 5% more single family homes and thus 5% fewer less expensive multi family homes and condos to the mix. As detailed in an Email from the Bureau of Labor Statistics that soon got deleted.  Now this may be a perfectly legitimate statistical change from their view point . But it is like declaring Ketchup a vegetable . Forcing you to compare apples to oranges.

Rent increases across the Nation have moderated significantly . “BLS data on rents for new tenants out today(4/17) show they rose just 0.4% over the last four quarters, marking the slowest pace of advance since 2010. The largest and most important component of the consumer price index is likely soon to follow them lower.” Dean Baker WELL MORE BAD NEWS FOR BIDEN

Robert B. Hubbell writes a sensible blog about politics today. In this post, he eviscerates the proposal by Ezra Klein of The New York Times that Biden should step down before the Democratic National Convention and let the delegates choose a replacement.

Why should he step down? Because of his age.

Why should he stay in the race? Because he has been an excellent President, and he is the Democratic Party’s best candidate to beat Trump. Because Biden is wise and thoughtful, and Trump is neither. Because Biden respects the Constitution and Trump does not. Because Biden wants to defend democracy, and Trump does not. Because Biden understands the value of international alliances, and Trump wants to destroy them.

Hubbell writes:

Republicans and Russian trolls and bot farms will continue to spread disinformation about President Joe Biden to an eager American press and the surprisingly insecure American public. The report of special counsel Robert Hur has caused otherwise sober Democratic supporters and observers to consider a terrible proposal by Ezra Klein that Joe Biden drop out at the Democratic convention and anoint a different Democratic candidate who will begin campaigning for the presidency with three months to go and a ten-point deficit (at least). For my views on Klein’s proposal, read on!

Ezra Klein creates a small panic in the Democratic Party.

I received a steady stream of emails over the weekend asking me to comment on Klein’s proposal—something I did at length in Friday’s newsletter. (Always a puzzler when that happens; I try not to take offense.) Most of the emails commented favorably on Ezra Klein’s proposal. Others who support Biden and recognize that it would be terribly risky to switch from Biden at the last moment want to have a “respectful conversation” about the idea of Biden dropping out.

Expletive deleted! (Rhymes with “bulls-eye” and “base-hit.”)

At root, Klein’s idea credits the falsehood being promoted by Robert Hur, Trump, Fox News, and Putin’s army of bots that Joe Biden is incompetent to hold the presidency. We cannot fall for the false narrative that Joe Biden is unfit merely because he is 80 and is not the same person he was at 70 or 60 or 40 or 30.

Worse, having a ‘respectful public conversation’ about the proposal allows Republicans to change the narrative from the fascist rhetoric that Trump is spewing each day to a made-up controversy that is the functional equivalent of the “But her emails . . . ” fake controversy that the press swallowed hook, line, and sinker in 2016.

Every second people spend talking about Ezra Klein’s ridiculous idea is a second that we are not discussing Trump’s threat to abandon NATO, round up millions of immigrants, turn the FBI into a political hit squad, jail Joe Biden’s family, banrefugees from Gaza, begin “strong ideological screening of all immigrants, reboot his ban on travelers from Muslim-majority nations, and start his presidency as a “dictator for a day” (which, by the way, is the same thing as “a dictator,” because once you overthrow the Constitution to become a dictator, you cannot repair that wound.)

For example, at a rally over the weekend, Trump said the following:

I’m also going to indemnify all police officers and law enforcement officials throughout the US to protect them from being destroyed by the radical left . . . Once [criminals] see things happening that they never thought would happen to them, it’ll all stop overnight.

Let’s unpack Trump’s statement. He promises that he will protect and hold harmless (i.e., indemnify) police officers who “do things” to criminals “they never thought would happen to them,” a clear reference to police brutality. Trump is proposing a jack-booted police force that uses violence “with impunity” against “criminals” who have yet to be convicted of any crimes!

Every American citizen, media outlet, and political writer—including Ezra Klein—should spend every waking minute from now until November 5, 2024 telling anyone who will listen that Trump has proposed the creation of the equivalent of the Nazi Brown Shirts—a thuggish paramilitary that used violence and intimidation to fuel Hitler’s rise to power.

Trump’s threat to “indemnify” law enforcement for doing “things criminals never thought would happen to them” is not in the same universe of concern about the fake controversy over Joe Biden’s age. Every minute wasted on Joe Biden’s age is a minute not talking about Trump’s promise to unleash a violent police force on presumed-to-be-innocent-until-proven-guilty American citizens.

Many observers will say, “But Trump doesn’t really mean it. He can’t indemnify police officers from brutality.” Okay, I accept the argument: Trump is, therefore, spewing despotic fantasies that have no grounding in reality—a profound form of mental illness incompatible with being president of the U.S. And yet, sober Democrats who support Joe Biden want to waste our time asking to consider having a “respectful” conversation about Joe Biden’s age.

Those “sober Democrats” are doing Trump’s (and Putin’s) work, even if their intentions are pure and patriotic.

The flaws in the plan are too numerous to catalog, but here are a few:

Every replacement candidate (except one) starts with a 10 to 12 percentage point deficit to Trump, whereas Joe Biden is polling (at least) even with Trump. As Simon Rosenberg wrote on Sunday,

This week’s independent general election polling of registered voters finds a close, competitive race (Biden-Trump): Emerson 44-45 Economist/YouGov 44-44 Morning Consult 42-43 And a reminder that Biden led 47-45 (2 pts) in last NYTimes poll.

But in polling done in February, Gavin Newsom trails Trump by 10 points and Gretchen Whitmer trails by 12 points. (So far as I can tell, Pennsylvania Governor Josh Shapiro isn’t being polled nationally, only in Pennsylvania.)

But guess who is within striking distance of Trump (3 points)? Vice President Kamala Harris—who is never mentioned by readers who suggest that it is a good idea for Biden to step aside.

Why pass over the candidate in the strongest position (according to polls) to succeed Joe Biden in favor of candidates who sit at the bottom of a deep gravity well? I will let the readers suggesting the “Biden steps aside strategy” answer that question, but Josh Marshall of Talking Points Memo describes what would happen if Biden steps aside and Kamala Harris is passed over:

I think if Biden stepped aside and then Harris was passed over, that would be like lighting a stick of dynamite at the center of the Democratic coalition. 

There are no easy or obvious answers, but plenty of bad ones. Ezra Klein’s proposal pretends that none of the bad answers exist.

Finally, there are no “party bosses” to manage the Democratic Party’s selection process if Biden were to step aside. With no primary election results to guide the process, the 72-hour race on the convention floor for the nomination would be “nasty, brutish, and short.”

So, please, can we stop talking about the Ezra Klein strategy? It is a horrible idea because Joe Biden is a strong candidate who is an incumbent president with a phenomenal track record of success. He has the wisdom and experience to guide the nation through a difficult time. And he beat Donald Trump in 2020. He can do so in 2024.

The last point (even though I said “finally” above), is that it is incredibly disrespectful to the hundreds of thousands of Americans working their tails off to elect Joe Biden to suggest that their work is part of a big game of, “Just kidding, made you look!” They believe in Joe Biden and are willing to work hard for him because they believe in him. Let’s not abuse their well-placed trust in and admiration for Joe Biden.

Writing in The New Republic, Michael Tomasky describes how the rightwing has deftly invested in buying up media properties, even those that lose money. They play the long game, Tomasky argues, while Democrats and liberals ignore the reality of media control. Sinclair has been so successful in rural areas that Democratic candidates don’t have a chance. He wonders whether Democratic big wheels will ever catch in.

I subscribe to The New Republic. So should you.

He writes:

You have no doubt seen the incredibly depressing news about the incredibly depressing purchase of The Baltimore Sun by the incredibly depressing David Smith, chairman of Sinclair Broadcast Group, the right-wing media empire best known for gobbling up local television news operations and forcing local anchors to spout toxic Big Brother gibberish like this.

The Sun was once a great newspaper. I remember reading, once upon a time, that it had sprung more foreign correspondents into action across the planet than any American newspaper save The New York Times and The Washington Post. It had eight foreign bureaus at one point, all of which were shuttered by the Tribune Company by 2006. But the Sun’s real triumphs came in covering its gritty, organic city. And even well after its glory days, it still won Pulitzers—as recently as 2020, for taking down corrupt Mayor Catherine Pugh, who served a stretch in prison thanks to the paper.

Smith wasted no time in showing his cards during his first meeting with the staff Wednesday. He was asked about a comment he made to New York magazine back in 2018, when he said, “Print media is so left wing as to be meaningless dribble.” (“Dribble”? Let’s hope he won’t be on the copy desk.) Did he feel that way about the Sun specifically? “In many ways, yes,” Smith said, adding that he wants the paper to emulate the local Fox affiliate, which is owned … by Sinclair.

But this column isn’t about the Sun and Smith. In fact, I applaud Smith and Sinclair in one, and only one, respect. They get it. They understand how important media ownership is. They are hardly alone among right-wing megawealthy types. Of course there’s Rupert Murdoch, but there are more. There’s the late Reverend Sun Myung Moon, who, after he got rich from his Unification Church, sprouted media properties, most notably The Washington Times, still owned by the church’s News World Communications (once upon a quaint old time, it was shocking that the conservative newspaper in the nation’s capital was started by a cult). And Philip Anschutz, whose Clarity Media Group started the tabloid newspaper The Washington Examiner in 2005. These days, the list includes Elon Musk with X/Twitter, Peter Thiel and Senator J.D. Vance with Rumble (a right-wing YouTube alternative), Ye with his attempted purchase of the now-defunct Parler, and, of course, Donald Trump, with Truth Social. They all understand what Viktor Orbán told the Conservative Political Action Conference in 2022: “Have your own media.” Shows like Tucker Carlson’s old Fox show, the Hungarian strongman said, “should be broadcast day and night….”

The right-wing media is now the agenda-setting media in this country, and it’s only getting bigger and more influential every year.

And how have the country’s politically engaged liberal billionaires responded to this? By doing roughly nothing.

I’ve been in the trenches of this fight for many years. Back in the George W. Bush era, the late Rob Stein, a Democratic insider and good friend of mine, mapped for the first time the conservative infrastructure in a PowerPoint presentation that became such a hot ticket in Washington liberal circles that The New York Times Magazine did a story about it. He showed, from looking over conservative groups’ 990s (because they were mostly all nonprofits), how much was spent on policy development, how much on field operations, how much on youth training, and how much on media. I don’t remember the numbers, but the media figure was high.

Much of this spending was coordinated. Murdoch’s empire didn’t count, because his properties were for-profit, as was The Washington Times. But a lot of the nonprofit spending was directed by a handful of anointed movement leaders, and they made certain that a big chunk of money was spent on media.

I used to try to argue, whenever I was lucky enough to get the ear of one of our side’s rich people for five minutes, that we needed to build an avowedly liberal media infrastructure. I was told that they just weren’t that interested. They had other priorities. They were concerned with the issues. They weren’t prepared to lose all that money, and for what?

For what? Ask Viktor Orbán. He knows. Ask Rupert. Why has he held onto the New York Post? News Corp., the parent company, makes a profit. But the Post loses kajillions. Nobody knows how much, but here’s an estimate from 12 years ago that put the paper’s losses at $60 to $120 million a year.

So why does he keep it? Because it’s worth every penny. It gives him power. The Post’s editors know how to use its front page and its news pages to shape discourse. Where did last fall’s New York crime scare come from, the one that had Westchesterites convinced they dare not set foot in the city, and which elected all those Republican members of Congress? From the Post, that’s where.

I used to be told sometimes, “Yes, but we have The New York Times, The Washington Post …” Really? No, not really. Sure, they endorse Democrats mostly. And sure, much of their social and cultural coverage proceeds from liberal assumptions. They, and almost all of the mainstream media, will not write a story today suggesting, for example, that undocumented immigrants across America should be rounded up en masse and deported. This has been a hard-won reality forged by many activists and intellectuals over many years, and it is a good thing.

But it isn’t capital-P Politics. On capital-PPolitics, The New York Times and The Washington Post often let liberals down. I was having these arguments, as I said, back when Dubya was president, and he and his vassals were ginning up their phony case for invading Iraq. Which newspaper published the infamous “aluminum tubes” story charging that Saddam Hussein was seeking material that could only be used in nuclear centrifuges? The Times, on its front page on a crucial Sunday in the fall of 2002, as Bush officials spent the day fanning out onto the political chat shows touting the article.

It was false. Eventually, the Times itself debunked the story—but in 2004, well after the war had started. And as for the Post, that liberal paper’s editorial page was one of the most important promoters of the Iraq invasion in all of American media. (Speaking of the unreliability of liberal media outlets at that time, it would be evasive of me not to mention The New Republic’s own fervent support of the war, but that wasn’t me; I was helming The American Prospect at the time, and we opposed it.)

I used to say to people: What we need is a full-throated liberal tabloid in Washington—a Washington version of the New York Post that would use its front pages and its news columns to promote embarrassing stories and scandals about Bush administration officials, evangelical grifters, and other prominent right-wingers. It would be agenda-setting. It would have some juicy gossip columns and a great sports section because a tabloid newspaper has to. And most of all, it would have done the vital work of connecting liberal values to a proletarian tabloid sensibility.

Everyone I mentioned this to laughed in my face, and maybe you are too. But Phil Anschutz didn’t laugh. He started a conservative tabloid right around the same time I was saying our side should start a liberal one. And what’s happened? I suppose he’s lost money, although I don’t really know. But The Washington Examineris a respected property (it gave up on print in 2013, but that was fine; by then it was an established presence). I see its people on cable news, and it has produced some legit stars like Tim Alberta. It has influence, I assume its reporters have Hill press credentials, and I don’t see anybody laughing at it…

And now let’s return our thoughts to Sinclair. How different would things be out there in America if, 15 or 20 years ago, some rich liberal or consortium of liberals had had the wisdom to make a massive investment in local news? There were efforts along these lines, and sometimes they came to something. But they were small. What if, instead of right-wing Sinclair, some liberal company backed by a group of billionaires had bought up local TV stations or radio stations or newspapers all across the country?

Again, we can’t know, but we know this much: Support for Democrats has shriveled in rural America to near nonexistence, such that it is now next to impossible to imagine Democrats being elected to public office at nearly any level in about two-thirds of the country. It’s a tragedy. And it happened for one main reason: Right-wing media took over in these places and convinced people who live in them that liberals are all God-hating superwoke snowflakes who are nevertheless also capable of destroying civilization, and our side didn’t fight it. At all. If someone had formed a liberal Sinclair 20 years ago to gain reach into rural and small-town America, that story would be very different today…

What will the result be 20 years from now? Will we be raising a generation of children in two-thirds of the country who believe that fossil fuels are great and trees cause pollution, that slavery wasn’t the cause of the Civil War, that tax cuts always raise revenue, and that the “Democrat” Party stole the 2020 election? Yes, we will. And it will happen because too many people on the liberal side refused to grasp what Murdoch, Anschutz, Smith, and Viktor Orbán see so clearly. Have your own media.

Sam Wineburg is the Margaret Jacks Professor Emeritus of Education at Stanford University. This essay is based on his latest book, with co-author Mike Caulfield, Verified: How to Think Straight, Get Duped Less, and Make Better Decisions about What to Believe Online (University of Chicago Press, 2023). Here, he highlights the ways that corporations deceive students with advertising that looks like news.

Our Kids Are Being Sold to and They Don’t Know It–

And Neither Do We

A recent California bill mandating the teaching of media literacy cites a Stanford University study showing that “82 percent of middle school pupils struggled to distinguish advertisements from news stories.” Along with my Stanford colleagues, I was the author of that study.

Between 2015-2016 our research team collected nearly 8,000 student responses. In one exercise, we asked middle school students to examine the home page of Slate, the online news magazine. The site was organized as a series of tiles, each with a headline, the name of the author, and an illustration. However, some tiles were author-less, such as “The Real Reasons Women Don’t Go into Tech,” which was accompanied by the words sponsored content. This label notwithstanding, the vast majority of middle schoolers believed that “The Real Reasons Women Don’t Go into Tech” was news.

 

If only the solution to students’ confusion were as simple as teaching what “sponsored content” means.  In the past few years, a dizzying array of terms—“in association with,” “partner content,” “presented by,” “crafted with,” “hosted by,” “brought to you by,” or, simply—and enigmatically—“with”—have been concocted to satisfy the Federal Trade Commission requirement that ads be labeled. As we describe in our new book, Verified: How to Think Straight, Get Duped Less, and Make Better Choices What to Believe Onlineit’s not only middle school students who are getting hoodwinked by this farrago of terms. We all are. 

 

Researchers at Boston University and the University of Georgia surveyed people across age levels and backgrounds after they had read a 515-word article, “America’s Smartphone Obsession Extends to Online Banking.” The article came with a label saying that it was created for the Bank of America. But the disclosure was overshadowed by the masthead of The New York Times and the article’s headline. Only one in ten respondents identified the article as an ad. The marketing firm Contently found similar results: 80% of respondents mistook an ad in the Wall Street Journal for a news article. The study’s author, an advertising insider with reasons to downplay the obvious, admitted: “There’s little doubt that consumers are confused by native ads.” 

 

Native ads, so-called because they’re designed to fade into the surrounding “native” content, use the same fonts, color schemes, and style as regular news stories. An article may look like news, written by an independent and trustworthy journalist, but in reality, it’s tainted by the agenda of the company that paid for it. You think you’re being informed only to find out—if you do find out—that you’re being swindled. In 2018 native advertising raked in $32.9 billion, eclipsing all other forms of digital advertising and growing at astronomical rates.

 

 

At first, it was only scrappy upstarts like BuzzFeed (masters of clickbaity stories like “Ten Important Life Lessons You Can Learn from Cats”) that pioneered this new form of advertising. But as ad income plummeted in places like The New York Times, the Wall Street Journal, and the BBC, they, too, got in on the game. Initially, the price didn’t seem too steep: sacrifice a modicum of integrity to stay afloat. But the slope downward was slippery. If the long-standing commitment of journalism was to erect a wall of separation between the news side and the business, native advertising dissolved the mortar in the wall. The resulting seepage blurred the boundaries beyond recognition. Publishers tried to convince themselves they weren’t doing anything wrong. But in their heart of hearts, they knew they were engaging in journalistic hanky-panky. “When I explain what I do to friends outside the publishing industry,” wrote one publishing insider, “the first response is always ‘so you are basically tricking users into clicking on ads.’ ”

 

In 2019, after a stream of headlines bemoaning the confusion caused by misinformation, we undertook a second study. This time our sample matched the demographic make-up of high school students across the country. Over 3,000 students with access to a live internet connection participated. One exercise asked them to evaluate items appearing on the website of The Atlantic.  The first, entitled “Why Solving Climate Change Will Be Like Mobilizing for War,” was written by Venkatesh Rao; the second, “The Great Transition,” featured an infographic about energy usage along with the statement, “saving the world from climate change is all about altering the energy mix.” The logo of The Atlantic appeared in the upper left corner next to a hyperlink with the words “Sponsor Content What’s this?”, next a small yellow shell. Two-thirds of high school students failed to identify the infographic as an ad from Shell Oil.

 

Why should we be concerned?  To start, if students are to become informed citizens, they need to understand that multi-national companies are not in the business of helping humanity or adopting stray animals. Their goal is to please shareholders by increasing profits. Fossil fuel companies, especially, may want us to think they’re on the right side of history when it comes to climate change. But actions speak louder than ads. Clean energy investments by big oil companies (“renewable resources” as the Shell ad calls them) represent a mere sliver, one percent, of their yearly capital expenditures, a pittance compared to what they spend exploring and discovering new ways to dredge fossil fuels from the earth and sea. Shell might not be outright lying in its infographic but we can be sure of one thing: they’re not going to pay for something that casts them in a negative light. The whole point of native advertising is to burnish a company’s image. Instead of having us view Shell as the enemy of climate change, its ads are designed to soften us up, to plant a seed of doubt. “OK, they may be an oil company,” we’re supposed to think, “but maybe—just maybe—they’re really trying.” 

 

We can sum up why we should teach students to be skeptical of Shell’s infographic in three words: conflict of interest. It goes against the company’s interest to be forthright about the harmful effects of fossil fuels. Big oil, writes Harvard professor Naomi Oreskes and author of Why Trust Science, “may be a reliable source of information on oil and gas extraction,” but they are “unlikely to be a reliable source of information on climate change.” Why? For one simple reason: “The former is its business and the latter threatens it.”

 

It’s not just big oil who’ve gotten in on the native ad game. With China and Russia leading the pack, foreign governments spend millions of dollars to place “news” stories in leading digital publications like the Washington Post, the Wall Street Journal, and the Chicago Tribune. In the twelve months from November 2019 to October 2020, the China Daily Distribution Corporation funneled over nine million dollars to influence American audiences. A favored venue was MSN, Microsoft’s web portal, which featured an upbeat story about how Tibet, the nation ravaged by China in a brutal 1950 takeover, had “broken free from the fetters of invading imperialism and embarked on a bright road of unity, progress and development.” Nowhere does the article say the story was paid. You only discern this if you recognize “Xinhua” as China’s state-run news agency.

 

Whether paid for by a multi-national corporation or a foreign government, the goal of native advertising is the same: to persuade us when our guard is down. Sponsors know that if their message were plastered with the word “ad” in big red letters, we’d ignore it. At the same time, it’s important to understand that just because something’s an ad doesn’t necessarily mean it’s false. Big companies are wary of ads backfiring. They fear the consequences of being outed as liars. Persuasion can assume many forms in addition to outright lying. An ad can tell only part of the story. It can leave out the broader context. It can ignore evidence that goes against the story a company or foreign nation wants to tell. It can emphasize some facts and de-emphasize others. It can use examples that tug at our heartstrings, even when those examples misrepresent general trends. In fact, a partial truth is often more dangerous and harder to detect than a pack of lies. 

 

The internet is one giant marketing experiment and today’s students are the guinea pigs. Richly compensated PhDs work diligently figuring out how to deceive them without their noticing.  This deception is not an aberration or bug in the system—it’s how the game is played. Our students are part of a treacherous game. If we don’t teach them how it’s played, who will? 

 

Certainly not Shell Oil. 

————    

Sam Wineburg is the Margaret Jacks Professor Emeritus of Education at Stanford University. This essay is based on his latest book, with co-author Mike Caulfield, Verified: How to Think Straight, Get Duped Less, and Make Better Decisions about What to Believe Online (University of Chicago Press, 2023)

John Thompson, retired teacher and historian in Oklahoma, noticed that the mainstream media loves bad news about public schools. Even when the news is good, the media somehow twist it into an indictment of public schools, teachers, and/or kids today. This drumbeat of negative coverage feeds into the narrative of the privatizers like DeVos and Koch. The latest example, he notes, are the recently reported scores from an international test.

He writes:

I recently wrote about the two tales of the Oklahoma school Report Card – the alt facts used by State Superintendent Ryan Walters to disparage public education, and the more nuanced view of a serious journalist. This is about the more subtle, but more important, two tales of the OECD’s PISA test scores.

I have become more worried that the newspapers I most respect are paying more attention to winners and losers of edu-political horse races, as opposed to the complexities of public schooling. Then, it was called to my attention by The Grade that “big international wire services tended to emphasize the dismal overall results (Reuters, A.P.). Mainstream national outlets tended to highlight the poor showing from U.S. kids, especially when it comes to math (New York Times, Washington Post, Axios).”So, I followed its links.

I also worry that this might be part of a larger pattern where the press is paying relatively more attention to polling data and attention-grabbing bad news for the Biden administration, such as inflation, immigration, and populist anger, and under-reporting the often more upsetting, complex, problems in other affluent nations.

Starting with the A.P. coverage, it began with “the average international math score [which] fell by the equivalent of three-quarters of a year of learning. Reading scores fell by the equivalent of half a year.” Granted, there are flaws in the way that those numbers are reached, but these “setbacks spanned nations rich and poor, big and small, with few making progress.” And the A.P. quickly noted that Germany, Iceland and the Netherlands “saw drops of 25 points or more in math scores.”

Then, it reported, “In the U.S., which historically has lagged in math, the average math score fell by 13 points.” But its reading and science “stayed mostly even, in contrast to an international drop of 10 points.” The A.P. then explained that the U.S. “improved to No. 26 in math, up three spots from 2018. It ranked No. 6 in reading and 10th in science, up two and one spots, respectively.”

Moreover, the A.P. addressed the endless headlines about learning loss during Covid, which are continually used as weapons against educators; School closures “didn’t always lead to lower scores.” There was “no clear difference” in performance trends between countries that had limited closures, including Iceland and Sweden, and those with longer closures, including Brazil and Ireland, according to the report.” And the A.P. quoted the OECD, “Many other factors impacted learning during this period, such as the quality of remote teaching and levels of support granted to struggling students.”

Similarly, Reuters quoted OECD director of education Andreas Schleicher who said, “Covid probably played some role but I would not overrate it.” Moreover, “Poorer results tended to be more associated with higher rates of mobile phone use for leisure and where schools reported teacher shortages.”

The New York Times began with, “The math performance of U.S. teenagers has sharply declined since 2018, with scores lower than 20 years ago, and with American students continuing to trail global competitors.” Two paragraphs later, it reported, “The bleak math results were offset by a stronger performance in reading and science, where the United States scored above average internationally.” But for the next 5 paragraphs, the Times focused on the bad news for U.S. schools, as well as saying “Countries that kept schools closed longer generally saw bigger declines.”(In fairness, however, the Times also reported, “In a surprising result, the PISA test did not find a growing gap in math and reading between the highest and lowest U.S. performers during the pandemic.”)

The article briefly reported:

The United States lost less ground than some European countries that prioritized opening schools more quickly. And the United States held steady in reading and science.

The United States even moved up in world rankings — largely because of the declines of other nations.

However, the next 15 paragraphs focused on math declines, which admittedly are extremely upsetting, while often implicitly criticizing schools. It wasn’t until the last paragraph that this context was added:

On other measures, the United States stood out for having more children living with food insecurity (13 percent, compared with an average of 8 percent in other O.E.C.D. countries), more students who are lonely at school (22 percent, versus 16 percent) and more students who do not feel safe at school (13 percent, versus 10 percent).

I also agree with criticism of Axios’ coverage, but I’d push back on the complaint about the Washington Post, at least for now. The Post’s headline, justifiably, was alarming, “Math scores for U.S, students hit all-time low on International exam,” but its subtitle was, “Even so, U.S. students performed better relative to their peers than in past years.” Its article was shorter, not leaving room for details about European declines, but it quoted Peggy Carr, commissioner of the National Center for Education Statistics on the math declines, “Only now can we see that it is a global concern.”

The most balanced report was published in Chalkbeat, which gave equal space to how “The U.S. ranked sixth in reading and 10th in science among the 81 school systems that gave the PISA last year. In 2018, the U.S. ranked eighth in reading and 11th in science.” Moreover:

The steady reading results among U.S. high schoolers run counter to the significant reading declines observed last year for younger students on the National Assessment of Educational Progress, or NAEP. Academic recovery in reading has also been uneven. Carr said that could indicate that the NAEP has a higher difficulty level than the PISA.

Chalkbeat also quoted U.S. Secretary of Education Miguel Cardona who:

Pointed to the results as an indicator of the impact of the federal investments made in schools during the pandemic, much of which was spent on academic recovery initiatives, such as tutoring and mental health support for students.

That spending “kept the United States in the game,” Cardona said. Without it, he said, the U.S. would be “in the same boat” as other countries that didn’t spend as much and saw steeper declines. .

And that brings me back to my wider worry that the press, in a time when the presidential race could determine whether our democracy survives, is headlining American problems, without revealing that affluent European nations are doing worse in many areas where President Biden is being blamed for not solving long term challenges, ranging from inflation to anti-immigrant-driven populism.

The news media keep a set of stock headlines at the ready whenever national or international test scores are posted: SCORES DECLINE! U.S. STUDENTS FAILING! A SPUTNIK MOMENT! OUR SCHOOLS ARE FAILING!

All these cries of “failure” feed the phony narrative of the privatization movement. Organizations funded by rightwing billionaires promote the idea that students will get higher scores in charters or voucher schools (we now know that this claim is not true, that charter schools are no better (and often worse) than public schools, and that vouchers subsidize wealthy families and do not save poor kids.

It is a fact that U.S. students have never performed well on international tests, as I explained in my book REIGN OF ERROR. Since the 1960s, when the first international tests were administered, our scores on these tests were mediocre to awful. Nonetheless, our economy has outperformed nations whose students got higher scores decades ago.

Now for the good news.

The latest international test scores were released a few days ago, and scores went down everywhere due to the pandemic. David Wallace-Wells, an opinion writer for The New York Times, reported that even with dropping scores, U.S. students outperformed the rest of the world!

He writes:

By now, you’ve probably registered the alarm that pandemic learning loss has produced a “lost generation” of American students.

This self-lacerating story has formed the heart of an indictment of American school policies during the pandemic, increasingly cited by critics of the country’s mitigation policies as the clearest example of pandemic overreach.

But we keep getting more data about American student performance over the last few years, and the top lines suggest a pretty modest setback, even compared to how well the country’s students performed, in recent years, in the absence of any pandemic disruption.

Now, for the first time, we have good international data and can compare American students’ performance with students’ in peer countries that, in many cases, made different choices about whether and when to close schools and whether and when to open them.

This data comes from the Program for International Student Assessment, coordinated by the Organization for Economic Cooperation and Development in almost 80 countries typically every three years — a long-running, unimpeachable, nearly global standardized test measure of student achievement among the world’s 15-year-olds in math, reading and science.

And what it shows is quite eye-opening. American students improved their standing among their international peers in all three areas during the pandemic, the data says. Some countries did better than the United States, and the American results do show some areas of concern. But U.S. school policies do not seem to have pushed American kids into their own academic black hole. In fact, Americans did better in relation to their peers in the aftermath of school closures than they did before the pandemic.

The performance looks even stronger once you get into the weeds a bit. In reading, the average U.S. score dropped just one point from 505 in 2018 to just 504 in 2022. Across the rest of the O.E.C.D., the average loss was 11 times as large. In Germany, which looked early in the pandemic to have mounted an enviable good-government response, the average reading score fell 18 points; in Britain, the country most often compared with the United States, it fell 10 points. In Iceland, which had, by many metrics, the best pandemic performance in Europe, it fell 38 points. In Sweden, the darling of mitigation skeptics, it fell 19 points.

In science, the United States lost three points, about the same decline as the O.E.C.D. average and still above the level Americans reached in 2016 and 2013. On the same test, German students lost 11 points, and British and Swedish students dropped five; performance by students in Iceland fell by 28 points.

In math, the United States had a more significant and worrying drop: 13 points. But across the other nations of the O.E.C.D., the average decline from 2018 to 2022 was still larger: 16 points. And in historical context, even the 13-point American drop is not that remarkable — just two points larger than the drop the country experienced between the 2012 and 2015 math tests, suggesting that longer-term trajectories in math may be more concerning than the short-term pandemic setback. Break the scores out to see the trajectories for higher-performing and lower-performing subgroups, and you can hardly see the impact of the pandemic at all.

Of course, the Program for International Student Assessment is just one test, with all the limitations of any standardized measure. It is not good news, in general, if the world is struggling academically. And none of this is an argument for American educational excellence or never-ending remote learning or a claim there was no impact from closures on American kids or a suggestion that the country’s schools should have stayed closed as long as they did.

It is simply a call to assess the legacy of those closures in the proper context: a pandemic that killed 25 million people globally and more than a million in the United States and brought more than a billion children around the world home from school in 2020. In the 18 months that followed, American schools were not choosing between universal closures and an experience entirely undisturbed by Covid-19. They were choosing different ways of navigating the pandemic landscape, as was every other school system in the world. A good first test of whether the country bungled school closures is probably whether peer countries, in general, did better. The test scores imply that they didn’t.

So why do we keep telling ourselves the self-lacerating story of our pandemic educational failure?

One reason could be that while some state-level testing data shows no correlation between school closures and learning loss, some analysis of district-level data has shown a closer correlation. But this suggests that learning loss is not a national problem but a narrower one, requiring a narrower response.

Another is that testing is blind to other markers of well-being. Chronic absenteeism, for instance, is up significantly since before the pandemic and may prove a far more lasting and concerning legacy of school closure than learning loss. And the American Academy of Pediatrics declared a national mental health emergency — language that has been echoed by the American Medical Association.

But while American teenagers have reported higher levels of emotional distress in several high-profile surveys, here, too, the details yield a subtler picture. In the first year of the pandemic, according to a study supported by the National Institute of Mental Health, 17 percent fewer American teens made mental-health visits to emergency rooms than in the year before; in the second year, they made nearly 7 percent more. According to the Centers for Disease Control and Prevention, the proportion of teenage girls reporting persistent feelings of hopelessness and sadness rose from 47 percent in 2019 to 57 percent in 2021 — a concerning rise, though only slightly larger than the six-point increase from 2017 to 2019. The number of male teens reporting the same barely grew, from 27 percent to 29 percent, having risen much faster from 2017 to 2019.

Each of these data points should probably be understood in the context of mental health surveys of older Americans, such as the General Social Survey, which found that the percentage of American adults describing themselves as “very happy” fell from 31 percent in 2018 to 19 percent in 2021 and those describing themselves as “not too happy” nearly doubled to 24 percent. It is hard to disentangle the effects of school closure here from the experience of simply living through an anxious and disruptive time. To judge by the bleakest standard, youth suicide declined during the period of school closure and returned to prepandemic levels only after schools reopened.

Overall, American adults lost some confidence in the country’s school system in those years, with national approval dropping from 50 percent to 42 percent. But the drop is not from current parents of kids in school, whose approval rose throughout the pandemic, according to Gallup, from 72 percent in 2020 to 73 percent in 2021 to 80 percent in 2022. (Other recent surveys, including ones from Pew and The Times, have found similar postpandemic parental approval, between 77 percent and 90 percent.) Instead, as Matt Barnum suggested on ChalkBeat, the decline has been driven by the perspective of people without kids in those schools today — by childless adults and those who’ve opted out of the public school system for a variety of personal and ideological reasons. [Ed.: bold added]

Could we have done better? Surely. We might have done more to open all American schools in the fall of 2020 and to make doing so safe enough — through frequent pooled and rapid testing, more outdoor learning and better indoor ventilation, among other measures — to reassure parents, 71 percent of whom said that summer that in-person school was a large or moderate risk to their children and a majority of whom said that schools should remain closed until there was no Covid risk at all. We could have provided more educational and emotional support through the darkest troughs of the pandemic and probably been clearer, throughout the pandemic, that the risk of serious illness to individual kids was relatively low.

But we could do better now, too, by sidestepping pandemic blame games that require us both to exaggerate the effect of school closures on educational achievement and the degree to which policymakers, rather than the pandemic, were responsible.

Peter Greene writes faster than most people can read, and what he writes is always worth reading. In this article, he describes a remarkable occurrence: the pro-charter Thomas B. Fordham Institute debunked a study by charter advocates claiming that deregulation spurs innovation in the charter sector.

In his latest article, Greene writes:

It’s an ordinary day when a pair of charter school boosters conclude that charters work best when mean old government doesn’t make them follow a bunch of rules and stuff. It is an ordinary day when someone points out they’re full of regular non-innovative baloney. It is a less ordinary day when the baloney is being called out by a piece in the house organ of the Thomas Fordham Institute.

So let’s pretend for a moment that the question of regulations vs. charter innovation is a real question. David Griffith, the Fordham Associate Director of Research, frames this as the old tension between autonomy and accountability, which makes more sense than talking about charter school innovation, because after a few decades of charter proliferation, the amount of innovation they have produced is somewhere between jack and squat. Despite being billed as “laboratories of innovation,” charter schools haven’t come up with much of anything that public schools were not already well aware of.

The study argues for less regulation of charters. Greene responds:

The more regulation, the less innovatiness in charter schools. For charter fans, it’s simple–more options means they can move more product, and while I get their point, it is also true that we would have far more innovation in the food industry without all those government regulations about poison and stuff.

The study was thoroughly demolished by David Griffith, Fordham’s associate director of research.

Greene writes:

Griffith makes a similar observation. Their technique of quantifying “innovation” gives the charter points for being unusual, and that’s problematic:

From a purely normative perspective, an obvious problem with the authors’ approach is that it is content neutral. So, for example, a school that was grounded in Satan Worship would count as highly innovative (provided it didn’t start a movement), as would one that imparted no knowledge whatsoever (as seems to be the case for many virtual schools).

And he doesn’t think “innovation” means what they think it means either, noting that many of their “innovations” aren’t particularly new but instead include “longstanding programs such as Core Knowledge (est. 1986), Waldorf (1919), and Montessori (1907), not to mention “single-sex” education (Harvard, circa 1636) and “project-based” learning (the Pleistocene).” (That is Griffith’s snark there, not mine).

Kudos to David Griffith and the Thomas B. Fordham Institute.

We keep hoping that some sane Republican will emerge and eclipse The Former Guy. It’s probably a vain hope, but one likely prospect was Nikki Haley, former Governor of South Carolina and Trump’s Ambassador to the UN.

While campaigning in Londonderry, New Hampshire, Haley expressed her negative views about the nation’s public schools. Sadly, she parroted the standard Republican tropes.

She said:

“Stop the gender pronoun classes that are happening in the military,” Haley said, as the crowd cheered in response.

Mirroring the recent culture wars that have unfolded in local school districts like Goffstown, Haley called for “complete transparency in the classroom.”

“No parent should ever wonder what’s being said or taught to their children in the classroom,” Haley said.

Haley implored for the end of “national self-loathing” in schools. “Our kids need to know to love America,” Haley said, claiming that kids are being told America is a racist, rotten country.

“I was elected the first female minority governor in history,” Haley said. “America is not racist, we’re blessed.”

John Thompson, historian and retired teacher in Oklahoma, is appalled by the spread of a culture of lying. The state’s superintendent of schools is a textbook example of a man who lies openly, repeatedly, and without shame.

As the New York Times’ Peter Wehner wrote, “The first hours of the Trump presidency began with a demonstrable lie, when Mr. Trump, his press secretary and his closest advisers lied about the size of his inaugural crowd, photographic evidence to the contrary be damned.” Since then, state and federal officeholders, as well as Trump voters have become shockingly comfortable with “alt facts,” but as cases are heading to multiple courts, brazen falsehoods which have been portrayed as political narratives that are legal, even when they are lies, will become violations of law. Oklahoma’s State School Superintendent Ryan Walters is likely to become one case study in such transitions.

Walters is facing federal lawsuits for wrongly firing Department of Education employees. Another employee, the director of grant development, disproved Walters’ claim that, ‘We have applied for millions and millions of grants since I took office.’” She explained, “We have not applied for one single grant. That was a blatant lie.”

The Oklahoma Ethics Commission fined Walters $7,800 for filing late campaign reports 14 times. Most importantly, the state auditor alleged that $30 million of COVID-19 relief money was misspent by Walters’ department, and the “Oklahoma Attorney General Gentner Drummond said he won’t rule out criminal charges against some state leaders after a report alleged misspending of COVID-19 relief money.”

Moreover, Walters’ promotion of lies (that presumably were not illegal) by Libs of TikTokand other rightwingers likely contributed to bomb threats to Tulsa-area public schools. As the top Democrat in the Oklahoma Senate said, she supports her House colleagues’ request for an impeachment investigation because, “These threats are a direct result of reckless rhetoric and must be addressed.”

Then, as KGOU reported, “Walters put TPS (Tulsa Public Schools) in the national spotlight for participating in the Chinese language program Confucius Classrooms, which has indirect ties to the Chinese government.

It’s hard to understand how anyone could believe Walter’s narratives, especially Sen. James Lankford, R-Oklahoma City, who “is one of 18 members of the U.S. Senate who have called for an investigation into educational ‘funds from hostile foreign governments flowing into America’s K-12 schools.’” Lankford asserted “The CCP is the greatest threat to America’s security today,” and “The CCP’s involvement in the K-12 education system further demonstrates how far the Chinese government is willing go to expand its influence and promote its authoritarian agenda.”

But Walters’ recent stunt, testifying before Congress, should prove that he is willing to tell virtually any lie, defend it, and at least temporarily, convince some or many (or most?) Republican legislators to believe it. As the Oklahoman reports:

“Walters has often equated the nonprofit with the Chinese Communist Party and accused Confucius Classrooms of being part of a propaganda campaign by the party.

“He and the state Board of Education voted in August to require all Oklahoma school districts to report any foreign funding. Walters urged Congress and the state Legislature to prohibit schools from receiving funds from hostile foreign governments.”

Then, he testified to Congress, “We must protect our kids and not allow a hostile foreign government to indoctrinate them.”

In fact, as the Tulsa Public Schools replied:

All costs that related to the Confucius Classroom Coordination Office amounted to $6,240 over the 2022-23 school year. That included the price of the teacher’s training and travel, classroom supplies, cultural supplies and food for students.

The superintendent and founder of the Texas charter school which trained the Tulsa teacher, “Eddie Conger, drove to Oklahoma City to reiterate that to Walters and the Oklahoma State Board of Education during the board’s meeting Thursday. ‘I just want you to know that I’ve not sent any money to Tulsa Public Schools, not one dime,’ Conger said while speaking in public comment at the meeting. ‘I would have, but they said no.’”

Then, as reported by the Oklahoman, Walters testified to Congress on Sept. 19 that the ‘district maintains an active connection with the [Chinese government] through a program called the Confucius Classroom.’ But TPS says it ended its contract nearly a month before, on Aug. 25.”

It was reported by State Impact that according to:

Email correspondence obtained by State Impact between TPS and the State Department of Education, the district made the department aware of the contract termination the week before Walters testified otherwise, on Sept. 15. The department had asked for the information on Sept. 7.

Once upon a time we believed “A lie is a lie.” It’s been four decades since Ronald Reagan proclaimed, “The nine most terrifying words in the English language are “I’m from the government and I’m here to help.” Since then, the Rightwing has been extremely successful in undermining public services by telling big lies, arguing that what we now call “alt facts” may not be true but that’s just politics.

But as rightwingers ranging from hate mongers like Ryan Walters to Trump have been willing to speak any falsehood they want, they seem to be forgetting the legal danger of spinning their tales under oath. As long as they keep repeating false claims, it seems inevitable to me that their habits of repeating concrete and documented lies will backfire in court.

Joshua Cowen, Professor of Education Policy at Michigan State University, has been researching and writing about vouchers for yearly 20 years. As you will read, school choice advocates were very angry about his criticisms of vouchers. They told him he was wrong. George Mitchell, a founder of School Choice Wisconsin wrote a comment on this blog, highly critical of negative judgments about vouchers. Here is Josh Cowen’s response.

Author: Josh Cowen

Affiliation: Professor of Education Policy, Michigan State University

Topic: Wisconsin Voucher Results

Recently, I made comments to the Wisconsin Examiner that were highly critical of Wisconsin’s system of school vouchers. The columnist for that piece had asked me as a researcher with 18 years of experience on the topic for my professional opinion about a new School Choice Wisconsin report purporting to show that Wisconsin vouchers are more cost-effective than the state’s public schools.

In response to my comments, the director of School Choice Wisconsin issued his second op-ed in one week, slamming both me and the Examiner columnist; a researcher from the Wisconsin Institute for Law and Liberty, which like School Choice Wisconsin is heavily subsidized by the voucher-advocating Bradley Foundation in Milwaukee, issued a similar social media thread; and George Mitchell himself, the co-founder of SCW, sent me not one but two angry and unsolicited emails trying to rebut me.

Among other things, I said to the Examiner: “If you took the report at its word, it’s possible to achieve exactly what they’re describing simply by exiting the children who are the most expensive to educate.”

I make similar assessments in other states, based on the large volume of data showing that voucher programs like Wisconsin’s have huge exit rates among the lowest scoring and lowest income students. I’m used to objections from conservative activists who are for ideological reasons supportive of vouchers, but the sheer volume in this case is frankly odd and warrants extra attention.

Wisconsin is also a bit different because that’s where I got much of my start on voucher research—and that’s where some of the more troubling patterns of student exits from voucher schools first emerged. As an early career analyst on the last official evaluation of vouchers—at the time, limited to the Milwaukee Parental Choice Program between 2005 and 2010—I helped study those data.

Here’s the thing: the Bradley Foundation financially supported that larger evaluation, and School Choice Wisconsin played an integral role in participant recruitment for the study.

What we found in not one but two papers published in the top education research journals in the country was that students left Milwaukee vouchers at high rates, roughly 15% of kids per year (in other states it’s above 20%), and did so in very systematic ways: the lowest scoring kids, lowest income children (even in a program targeted to lower income families to begin with) and students of color were far more likely to experience turnover out of the voucher program.

And crucially, those students did better once turning or returning to Milwaukee Public Schools. That last finding was important because kids who gave up their voucher did not enroll at the highest rated MPS schools, but they still appeared to have been better served there than when they had used a voucher.

That pattern alone can inflate the numerator in the fraction SCW used to claim voucher cost-effectiveness. By dividing the state’s accountability score by a simplistic calculation of the revenue schools receive per kid, SCW was able to claim more voucher bang for the buck. It’s simple algebra: “cost effective” can mean either a high score for a given dollar spent, or a smaller dollar spent for a given accountability score.

And if, as in our MPCP evaluation, students who leave voucher programs are especially low scoring on state exams, that would artificially push SCW’s voucher numerator high. Again, simple algebra.

That is not a particularly controversial statement among serious program evaluators who specialize in such data without an agenda. And while I’m not surprised that as the state’s chief voucher advocacy group, SCW took issue with my data-backed comments, I am surprised they’ve spent as much time as they have issuing new columns and sending me angry emails.

Of course, one way to settle lingering questions about Wisconsin’s voucher program would be to hold another multi-year evaluation, in which groups like School Choice Wisconsin, the Wisconsin Department of Public Instruction, and teacher stakeholder groups came together to agree on a third-party review of these programs.

That happened in 2005 Wisconsin Act 125, which helped create the data in our team’s reports that I cite above. But it has not happened since vouchers expanded statewide. If School Choice Wisconsin is as confident in their numbers as they claim, they should welcome such a new evaluation—just like they did back in the program’s early years.

If that happened, Wisconsin taxpayers wouldn’t have to take voucher advocates’ word for it—or mine for that matter. One of the findings from the last evaluation was that once DPI started reporting voucher results by school name (like public schools have to do), their performance improved. Voucher advocates should want new evaluations—if they don’t, what are they worried those new reviews will find?

Absent a new evaluation, what we know for certain based on what’s available to the research community is that voucher programs have extremely high rates of student turnover, and these rates are driven by particularly high rates among at-risk children. In that, the data are quite consistent with the startling report issued by journalists at Wisconsin Watch in May, documenting strategies that Wisconsin voucher schools use to select children out after admitting them originally.

In Wisconsin, as in other states, there is far more state oversight on entry into choice programs than on exits—and yet we know for a fact that exits are where modern voucher programs truly choose their students.

Either way, and based on the independent data we do have, when it comes to using vouchers it’s the school’s choice, not parental choice.