Archives for category: Fake News

Peter Greene wrote in Forbes about the results of the latest Gallup poll about schools. Bottom line: The extremist plot to dismantle public education has bamboozled the public, but not parents. The absurd conspiracy to portray teachers as groomers and pedophiles is undermining public trust in one of our most democratic institutions, the one that teaches us to live with others who are not just like us. As the extremist Chris Rufo said in his infamous speech at Hillsdale College, the road to universal school choice requires sowing distrust of the public schools.

Peter Greene writes:

Parental satisfaction with their local school is at an all-time high, while Americans’ satisfaction with K-12 quality is at a record-tying low, according to newly-released poll results from Gallup.

Starting 1999, the pollsters have asked Americans every August about their views of K-12 quality. There has always been a gap in the results: parents think their own schools are better than the national system as a whole, and non-parents think the national system is even worse. But this year the gap is especially huge.

Of parents of K-12 students, 76% consider themselves completely or somewhat satisfied with their oldest child’s education quality. But when it comes to the U.S. system as a whole, those parents are only 41% completely or somewhat satisfied (14% for completely). Americans as a whole are only 36% satisfied with K-12 education (8% for completely).

Only 9% of K-12 parents are completely dissatisfied with their children’s education. For the system as a whole, both the parents and the full group report 25% completely dissatisfied.

Educators have long suggested that this disparity is the result of negative coverage. That theory makes sense; you know your own child’s school first hand, but beyond that, you only know what you’re told second hand.

Nor have opponents of public education been shy about explaining their intent. In an April, 2022 speech at Hillsdale College entitled Laying Siege to the Institutions, school choice advocate Chris Rufolaid out the strategy succinctly:

To get universal school choice, you really need to operate from a place of universal school distrust.

This caps forty years of pressing home the message that U.S. public schools are failing. There was a time when supporting public schools was as politically innocuous as babies and apple pie. Now criticism of public education is the political norm, with accusations that teachers are pedophiles and groomers and porn peddlers are not unusual. And groups like Moms For liberty push the narrative that the majority of parents are themselves up in arms about the many failings of their districts.

As the poll shows, that’s not true.

If your child is in school, you see first hand the efforts of the district and the results for your child. But if you have no children at all, or your children’s school days were long ago, all you know about school is what you hear second hand, and that second hand space is dominated by voices declaring that U.S. education is failing.

The poll findings reflect that long repetitive negative messaging, and little else. After all, what would be a better way to gauge the quality of a particular restaurant: talk to people who just ate there, or the people who do PR for a rival eatery?

“This story was originally published by Chalkbeat. Sign up for their newsletters at ckbe.at/newsletters”.

Matt Barnum of Chalkbeat summarized recent polls about public schools and noticed a sharp contrast between parents of public school students and non-parents.

Parents who have children in public schools are satisfied with them, based on their experience. But the general public swallows the negative narrative spewed by the mainstream media and rightwing politicians and thus has a sour view of public schools. This gap in perception has persisted for many years but seems to be increasing as Republican politicians like Texas’s Greg Abbott and Florida’s Ron DeSantis amp up their attacks on public schools.

Since it is not newsworthy to report that most parents are satisfied with their children’s public schools, the media loves to publish stories about crises and failure. Eventually, it becomes the conventional wisdom.

We have heard scare stories about the public schools with great intensity since the publication of the ominous “A Nation at Risk” report in 1983. That report, we now know, was purposely distorted to make public schools look bad. The commission that released that hand-wringing report had cooked the books to generate a sense of crisis. And they succeeded. The Reagan administration was alarmed, the nation’s governors were alarmed, the media stoked their fears. And for 40 years, the nation bought the lie.

But one group did not buy the lie: public school parents.

Barnum wrote:

The polling company Gallup has been asking American parents the same question since 1999: Are you satisfied with your oldest child’s education? Every year though January 2020, between two-thirds and 80% said yes.

The pandemic upended many things about American schooling, but not this long-standing trend. In Gallup’s most recent poll, conducted late last year, 80% of parents said they were somewhat or completely satisfied with their child’s school, which in most cases was a public school. This was actually a bit higher than in most years before the pandemic. A string of other polls, conducted throughout the pandemic, have shown similar results.

“Contrary to elite or policy wonk opinion, which often is critical of schools, there have been years and years worth of data saying that families in general like their local public schools,” said Andy Smarick, a senior fellow at the Manhattan Institute, a conservative think tank.

Tom Ultican, retired teacher of physics and advanced mathematics in California, wrote a devastating critique of the latest CREDO charter school study, based on the analysis by the Network for Public Education.

He wrote:

The Center for Research on Education Outcomes (CREDO) just released another pro-charter school study, “CREDO also acknowledges the Walton Family Foundation and The City Fund for supporting this research.” It is not a study submitted for peer review and is so opaque that real scholars find the methodology and data sets difficult to understand. Carol Burris and her public school defenders at the Network for Public Education (NPE) have provided an in-depth critical review.

With the new CREDO study, Education Week’s Libby Stanford said that “charters have drastically improved, producing better reading and math scores than traditional public schools.’’ Rupert Murdoch’s Wall Street Journal declared charter schools are now “blowing away their traditional school competition.” Burris retorted with “despite the headlines, the only thing ‘blown away’ is the truth.

Putting a CREDO Thumb on the Scale

CREDO uses massive data sets, unavailable to other researchers, getting minuscule differences which are statistically significant. No one can check their work. They employ a unique and highly discredited statistical approach called “virtual twins” to compare public school with charter school testing outcomes. Instead of reporting the statistical results in standard deviations, CREDO uses their “crazy pants” days of learning scheme.

NPE discovered that the “blowing away” public school results amounted to 0.011 standard deviations in math and 0.028 standard deviations in reading. The minuscule difference is “significant statistically but is meaningless from a practical standpoint” according to CREDO. In a 2009 report showing public schools with a small advantage, CREDO declared, “Differences of the magnitude described here could arise simply from the measurement error in the state achievement tests that make up the growth score, so considerable caution is needed in the use of these results.”To give these almost non-existent differences more relevance, CREDO reports them as “days of learning”instead of standard deviation. “Days of learning” is a method unique to CREDO and generally not accepted by scholars. They claim charter school math students get 6 more “days of learning” and English students, 16 days.

Please open Tom Ultican’s post to see why he considers the CREDO report to be “sloppy science” and “unfounded propaganda.

Peter Greene, retired teacher, contributes regularly to Forbes, where he reaches an audience of non-educators. In this post, he writes about the Network for Public Education’s new report on the fundamentally flawed CREDO report on charters, which claimed to show that charters outperform public schools.

He writes:

Over the past two months, headlines have declared that charter schools are outperforming traditional public schools, based on a new study from the Center for Research on Education Outcomes (CREDO), but a critique from the Network for Public Education suggests that the results are being overblown.

CREDO is housed at Stanford University but appears to be associated primarily with the conservative Hoover Institute (also housed at Stanford), with large chunks of funding coming from the pro-charter Walton Family Foundation and City Fund.

CREDO’s report highlights differences between charters and traditional public schools in days of learning. But “days of learning” doesn’t actually mean days of learning. Instead, it’s a metric that CREDO invented back in a 2012 paper as a way of rendering standard deviations of test scores more accessible to the average reader. By dividing one standard deviation in tests scores by the 720 days between 4th grade and 8th grade tests.

So 0.01 standard deviation translates to 5.78 days of learning.

CREDO finds charters come out ahead by 16 days of learning for reading, and 6 days of learning for math. That translates 0.011 and 0.028 standard deviations over traditional public schools.

But is that a remarkable difference?

To answer that question, NPE turned to another CREDO report.

In reading, charter students, on average, realize a growth in learning that is .01 standard deviations less than their TPS counterparts. This small difference — less than 1 percent of a standard deviation — is significant statistically but is meaningless from a practical standpoint. Differences of the magnitude described here could arise simply from the measurement error in the state achievement tests that make up the growth score, so considerable caution is needed in the use of these results.

In math, the analysis shows that students in charter schools gain significantly less than their virtual twin. Charter students on average have learning gains that are .03 standard deviations smaller than their TPS peers. Unlike reading, the observed difference in average math gains is both significant and large enough to be meaningful. In both cases, however, the absolute size of the effect is small.

In other words, when a study found charter schools behind traditional public schools by that amount, CREDO found the effects “meaningless” and “small.”

NPE also faults the study’s Volume II for being selective in its choice of charter management organizations to include in the study. In particular, NPE notes, CREDO did not include Charter Schools USA, which operates nearly 100 schools, the Michigan-based Leona Group, which operates 58 schools, and Pearson’s Connection Academy, the second-largest national chain of on-line charter schools. Just these three chains of the several left out of the study would potentially have large effects on the results.

The report points out that CREDO methodology has been criticized by scholars in the past, and that CREDO research is generally not peer-reviewed. “CREDO’s report engaged in misleading reporting of its own findings but continues to use a flawed methodology, as scholars have repeatedly shown when reviewing prior CREDO reports,” argues NPE.

I reached out to CREDO for their response to the NPE report. If they reply, that will be added to this post.

Dan Rather and his associate Elliot Kirschner explain here why it is important to teach the truth, no matter how unpleasant it is.

They write:

I was born 66 years after slavery was legally abolished by the 13th Amendment to the United States Constitution. Not exactly ancient history. Today, that’s how long ago the Eisenhower administration was, or Elvis Presley’s first number one hit.

And the legacies of slavery — lynchings, Jim Crow, disenfranchisement — were woven tightly into the American tapestry of my youth. They still echo with us. Loudly and persistently. No matter how much some would want us to ignore the clamor of justice.

As much as we wish American history were different, tragedy is part of our reality. We do a grave disservice to future generations if we sanitize the truth. People can behave horribly. Societies that profess noble values can countenance violent bigotry. We can either look back from whence we have come with clarity, or we can try to muddy the roots of the present and weaken ourselves in the process.

This week, the Florida State Board of Education reworked its standards for teaching Black history. The changes come in response to the state’s so-called “Stop W.O.K.E. Act.” Passed last year, it limits training and education around issues of race, sex, and other criteria for systemic injustice. At its heart is a core belief that has animated right-wing culture warriors: that people alive today should not be made to feel bad or even uncomfortable by the sins of the past. The thinking goes, that was a long time ago.

But of course it really wasn’t. And the legacies of the past live on. And if we don’t learn from history, we are bound to repeat it.

Proponents of these new standards, especially their biggest cheerleader, Governor Ron DeSantis, say they promote teaching positive achievements of Black Americans in history. No problem there. It’s when it comes to the other side of the coin that we have a big issue — the new lessons seem intent on downplaying the horrors of the Black experience. In other words, once again, the truth. The truth revealed by hard facts.

One passage that has gotten a lot of attention is for middle schoolers. It states they should learn that “slaves developed skills which, in some instances, could be applied for their personal benefit.” The danger of this narrative is striking. A system that brutalized, raped, and killed human beings while stealing their freedom and denying their humanity is rotten to its core. That enslaved people were able to find resilience and build lives in some form is a testament to their courage and spirit. There is no “other side” to the story of slavery.

It is true that these new standards, as horrific as they are, would have been a great improvement over what I learned in my segregated middle school. We have come a long way. But that was because of the bravery of civil rights leaders and activists who fought, sometimes with their lives, for a full realization of American values. Any receding from progress — as this surely is — represents a threat to our democracy. We have been strengthened as a nation, all of us, by a national movement to right the wrongs of our past.

It is tempting to try to ignore DeSantis. He is a bully. He wants a reaction. He uses cruelty and disingenuity to garner headlines. He feeds off the anger of his adversaries.

But he also has power. And the lessons of history tell us that we should not ignore would-be autocrats.

The generation that lived through the fights over civil rights in the 1950s and ‘60s is passing away, much as the generation that remembered the Civil War did during my own youth. The loss of the earned knowledge of living through and fighting for change is profound.

This makes it all the more important that when we teach history, we teach the truth, the whole truth, and nothing but the truth. Or as close to it as is humanly possible.

Dan Rather and his friend Eliot Kirschner recently wrote about Robert F. Kennedy Jr.’s was against vaccines, which is either cynical or insane. You choose.

They wrote on the blog Steady:

When historians look back to analyze this era’s toxic irrationality, they may well focus on the anti-vaccine movement.

How tragic that we have to stand up and defend one of the most successful health innovations in the history of our species. Vaccines have saved hundreds of millions of lives and eradicated or greatly reduced scourges like smallpox and polio. They have protected millions from the worst effects of COVID and hastened a return to our pre-pandemic way of life, even though the dangers of the disease are not fully behind us.

Vaccines are also incredibly safe, especially when compared to all the other things people put into their bodies. There is no reputable scientific debate over any of this.

But none of these facts have dissuaded the instigators of ignorance, the cultivators of conspiracy theories, and the sellers of pseudoscience. They have whipped up their throngs of followers into a mania around vaccines that threatens the safety of this country and the world. And they have targeted doctors, scientists, and other medical professionals — the very people trying to keep us healthy.

This past weekend, we saw a particularly grave example of this destructive dynamic. Joe Rogan, the right-wing podcast host and frequent amplifier of conspiracy theories, welcomed notorious anti-vaxxer Robert Kennedy Jr. to his show. Kennedy is running for president as a Democratic challenger to President Biden, even though he sounds more like a MAGA Republican. Not surprisingly, he spouted his usual nonsense about the alleged dangers of vaccines, and Rogan ate it up.

That would have been bad enough. But the incident quickly escalated across social media and into the general press in a manner that speaks to our particularly troubled times. Pediatrician and vaccine expert Dr. Peter Hotez, dean of the National School of Tropical Medicine at Baylor College of Medicine, shared this article from Vice: “Spotify Has Stopped Even Sort of Trying to Stem Joe Rogan’s Vaccine Misinformation.” Spotify, the online music service, hosts Rogan’s podcast.

The response to Dr. Hotez’s tweet — which has now been viewed more than 28 million times — was a tidal wave of bananas. The doctor, a prominent voice on the importance of reputable science, was already a boogeyman for the anti-vaxxers and COVID deniers. They were ready to pounce. Rogan challenged Dr. Hotez to come on his podcast to “debate” Kennedy.

Then Elon Musk piled on and attacked Dr. Hotez on Twitter, which further empowered the legions of right-wing radicals. Dr. Hotez said he was confronted by anti-vaxxers outside his home. Scientists, journalists, and even business leaders like Mark Cuban jumped to the researcher’s defense against the onslaught of anti-science nonsense from Rogan, Musk, and their confederates.

There are many angles to this particular story that highlight the bad faith of the vaccine critics. They like to paint promoters of inoculations as tools of “Big Pharma.” But Dr. Hotez has developed a patent-free vaccine for COVID, which means neither he nor a big drug company will benefit financially from its use. Furthermore, going onto a podcast to talk about vaccines with Kennedy is not a “debate” — it’s performative nonsense. We don’t have NASA scientists debate flat Earthers.

And the idea that this is a matter of free speech is undercut when Musk uses the platform he bought to intimidate responsible voices by unleashing the mob (not to mention that we aren’t talking about government prosecution). In the wake of this episode, reports indicate scientists are (understandably) leaving Twitter in greater numbers because it has become an increasingly vile environment for mainstreaming anti-science harassment.

More generally, this episode represents another data point in a very disturbing trend, one exacerbated by, but not limited to, COVID or vaccines. Science is under siege from powerful players in American politics, business, and culture. It is largely a phenomenon of the modern Republican party and its reactionary allies, but not exclusively. It can be seen in our haphazard response to the climate crisis but also in a broad assault on data, expertise, and knowledge. This overall, general attack on science as a whole is a threat to our national security, health, and welfare.

Science can be a wonderfully encouraging and hopeful endeavor. It is a means for learning about the mysteries of life and the universe. It can lead to solutions for seemingly intractable problems. It is why cancer is not always a death sentence, why we can turn sunlight into clean electricity and take pictures of distant stars. Scientists aren’t perfect, of course. They are humans, after all. But science offers a way for us to arrive at important truths and then figure out where to go from there.

The likes of Kennedy, Rogan, and Musk are robbing us of this better future. By sowing discord and confusion, they are turning science and medicine into political footballs they toss back and forth at the public’s expense. But ultimately, the truth often wins out. Dr. Hotez and those who support him are standing up to the destructive bullying. In their courage and commitment, we can find reasons for hope.

Tom Ultican, retired high school teacher of advanced math and physics, investigates the claims of Nicholas Kristof about a “Mississippi miracle.” In his article in the New York Times, Kristof attributed a rise in Mississippi’s test scores to “the science of reading” plus a policy of holding back third graders who don’t pass a reading test, allegedly proving that spending more money is not necessary, poverty doesn’t matter, and reducing class size is unnecessary.

He begins:

Nicholas Kristof’s opinion piece in the New York Times might not have been blatant lying but it was close. His depiction of the amazing education renaissance in Mississippi as a model for the nation is laughable. Lauding their third grade reading retention policies as enlightened, he claims their secret sauce for success is implementing the science of reading (SoR). This is based on a willful misreading of data while tightly embracing Jeb Bush’s futile education reform ideology.

Ultican then produces a graph showing that Mississippi fourth-graders ranked 20th in the nation in 2022, but its eighth graders ranked 45th.

Misusing data allows Kristof to end the paragraph indicating poverty is not an excuse for education failure. It reminds me of a statement written by education professor Kathryn Strom,

“The “no excuses” rhetoric (i.e, “poverty is not an excuse for failure”) is one that is dearly beloved by the corporate education reformers because it allows them to perpetuate (what many recognize to be) the American myth of meritocracy and continue the privatization movement under the guise of “improving schools” while avoiding addressing deeply entrenched inequities that exist in our society and are perpetuated by school structures.” (Emphasis added)

To add heft to his argument that poverty is no excuse, Kristof quotes Harvard economist David Deming from the Harvard Kennedy School and Harvard Graduate School of Education, saying “Mississippi is a huge success story and very exciting.” He adds, “You cannot use poverty as an excuse.”

It is important to note that Harvard is famous for supporting privatization of public education and promoting failed scholarship. Deming is currently doing research with Raj Chetty and John Friedman. Along with Jonah Rockoff, Chetty and Friedman published the now thoroughly debunked value added measures (VAM) paper. Their faulty research caused many teachers to lose jobs before it was exposed as a fraud. Kristof is using an economist (not an educator) from a group best known for scholastic failure as his expert.

Kristof also indicates that spending is not important. He writes, “Mississippi has achieved its gains despite ranking 46th in spending per pupil in grades K-12.” If we look up at the 8th grade rankings, it seems they are getting what they paid for.

Ultican then goes on to describe the connections between the “Mississippi miracle” and TFA and Jeb Bush and a host of other corporate reform groups.

He concludes:

In this opinion piece, Nicholas Kristof touched on and promoted almost every billionaire inspired agenda item aimed at decreasing money going to public education. He acted as a representative of elites, advancing policies undermining education quality for common people.

This was not about improvement. It was about lowering taxes.

Please open the link and read this interesting article.

Over the years, I have had many reasons to visit Los Angeles. Frequently, people would ask me if I had met Jackie Goldberg. I had not. They spoke of her with awe as a brilliant public servant who had been a teacher, a member of the City Council, a member of the State Legislature.

Finally, I did meet her a few years ago, and I was blown away by her dynamism and charisma. We met after an awards dinner, supposedly for a 15-minute chat. The 15 minutes turned into an hour and a half. Subsequently I attended a fundraiser to help when she ran for school board. Now she is president of the LAUSD school board, and the district is in excellent hands. Oh, I forgot to mention that she is openly gay and married.

At a recent board meeting, the board discussed parent protests at an elementary school. The parents had heard rumors that the school was promoting homosexual lifestyles. It was anti-gay propaganda. One book had one line referring to the fact that some families have two mommies or two daddies. That’s simply a fact.

Watch her speak passionately about the anti-gay hysteria.

Peter Dreier exposes here a false screed that appeared in the New York Times. Dreier is the E.P. Clapp Distinguished Professor of Politics at Occidental College in California. Anyone who thinks that the Times is “leftwing” should see how gullible they were in posting a rightwing diatribe. Drier’s article appeared in The American prospect. The article in the Times echoed the complaint of authors that their article on leftwing bias in science had been rejected because of leftwing bias. But there are many reasons why an article might be rejected by scientific research publications, such as, because it’s about politics, not science. Maybe they should submit it to the New York Times Magazine.

Dreier writes:

Americans are more inclined than others to either deny that the climate is changing, or believe that human activity is not responsible for global warming, according to a 23-country survey conducted by the YouGov-Cambridge Globalism Project in 2019. More than one-third (36 percent) of Americans today believe that climate change is primarily due to natural causes—an extraordinary repudiation of the scientific consensus.

Why are so many Americans wrong about this basic question?

A major culprit is the ongoing disinformation campaign waged by oil companies and other fossil fuel profiteers, led by the Koch brothers. Between 1986 and 2018, the Kochs spent at least $168 million financing more than 90 groups that have attacked climate change science and opposed policy solutions, such as a carbon tax, that would regulate the fossil fuel industry. Other fossil fuel giants, including ExxonMobil, and the American Petroleum Institute, the oil industry lobby group, have engaged in a long-standing propaganda war about global warming, pollution, and public health.

These efforts are part of a much broader and persistent campaign by corporate America to challenge scientific findings that identify the serious dangers their practices pose to the environment, workers, consumers, and public health. The key players include major food, chemical, tobacco, pharmaceutical, automobile, and fossil fuel corporations. They each have their own research, public relations, and lobbying counterparts, all designed to mislead the public and policymakers by discrediting science and sowing seeds of doubt about scientific merit and impartiality. It should come as no surprise that polls reveal an increasing distrust of science, disproportionately among Republicans.

“There’s an entire industry called product defense—devoted to creating studies that claim to exonerate dangerous products and activities,” explains Dr. David Michaels, an epidemiologist and professor at the George Washington University School of Public Health. Michaels was the longest-serving assistant secretary of labor for the Occupational Safety and Health Administration (2009-2017) and author of The Triumph of Doubt: Dark Money and the Science of Deception (Oxford University Press, 2020). “It’s very lucrative for these mercenary scientists to manufacture uncertainty about the dangers of the corporate sponsors of their work. Their job is to pollute the scientific literature with ‘doubt science.’”

But if you believe New York Times columnist Pamela Paul, the most egregious efforts to discredit science come from the left, not corporate America. In a May 4 column, “A Paper That Says Science Should Be Impartial Was Rejected by Major Journals. You Can’t Make This Up,” Paul claims that mainstream science has been hijacked by leftist activists who use identity politics, not objective facts, to judge the merits of scientific research. She based her argument on an article written by 29 academics, most of them scientists, entitled “In Defense of Merit in Science.”

That article contends that “social justice” advocates, including feminists and critical race theorists, evaluate scientific work on the gender and racial identity of scientists rather than on careful and scrupulous analysis of objective empirical facts. They even “deny the existence of objective reality,” because there is no scientific truth, but only “multiple narratives.”

To bolster their point that science has been kidnapped by leftists, including the editors of scientific journals, they claim, falsely, that “the paper was rejected by several prominent mainstream journals.” They eventually published it in something called the Journal of Controversial Ideas, a two-year-old publication co-founded by Peter Singer, a Princeton University philosophy professor, that primarily publishes articles from a conservative perspective.

In fact, theirs is not a scientific paper based on analysis of verifiable data. It is an opinion essay, filled with anecdotes and stories, making the uncontroversial claim that scientific research should be impartial and the controversial claim that leftists don’t share that view. The authors compare the alleged left-wing bias in current scientific work with the “dangers of replacing merit-based science with ideological control and social engineering” in the former Soviet Union. The paper goes on to attack critical race theory, affirmative action, and efforts to attract more women and people of color into science through diversity, equity, and inclusion (DEI) training and policies.

The paper “reads like a rant,” said Michaels, the George Washington University epidemiologist. “It’s a hodgepodge of opinions masquerading as a coherent argument about science.”

The 29 authors of this article can hardly complain that they’ve been subjected to hostility by the scientific establishment. Most of them are successful researchers who, between them, have published thousands of articles in various journals. (The co-authors include several non-scientists, including linguist John McWhorter and economist Glenn Loury, both well-known conservatives.)

The authors’ claim that their article was rejected by many scientific journals based on political criteria is false. In an interview, Anna Krylov, a professor of quantum chemistry at the University of Southern California who was one of the scientists who initiated the article, admitted to me that they had formally submitted their article to only one established journal, the Proceedings of the National Academy of Sciences, which rejected it.

What she and other co-authors had actually done was, in Krylov’s words, make “informal inquiries” to journal editors, about whether they might consider the article. This practice violates scientific norms of submitting articles to journals anonymously to avoid potential bias. Despite her efforts to use her and her colleagues’ networks to feel out journal editors, Krylov claimed that all of them discouraged her from submitting the article because of its viewpoint, but she offered no evidence from those conversations or emails.

These authors know very well that the overwhelming majority of research articles submitted to serious scientific journals are rejected. The eminent journal Science accepts only 6.1 percent of submitted papers. Other prestigious journals have similarly low acceptance rates, including Nature (7.6 percent), the British Medical Journal (4 percent), The New England Journal of Medicine (5 percent), The Journal of the American Medical Association (4 percent), and The Lancet (5 percent).

The one journal to which they formally submitted their paper, the Proceedings of the National Academy of Sciences (PNAS), accepts only 15 percent of all submissions, according to Prashant Nair, a spokesperson for the journal. PNAS’s rejection is hardly evidence of the editors’ leftist bias.

Krylov refused to provide copies of the evaluations of their article by the three reviewers solicited by the journal, but she did provide a copy of an email exchange between her and one of the editors, Zan Dodson, who asked the authors to clarify the differences between “merit” in scientific research and in other arenas, such as college admissions. According to PNAS’s Nair, the article “was sent for review, and the Editorial Board found that a number of claims made in the manuscript were unsupported by citations or additional argument. The Board concluded that it cannot recommend any particular protocol for improving the cogency of the arguments. As such, the manuscript was rejected.”

Neither the 29 authors nor Times columnist Paul seem to recognize that increasing the diversity of the scientific landscape has real benefits to the scientific enterprise itself. Nor do they acknowledge that science has often been used as a tool of oppression against relatively powerless people.

The widespread popularity (among prominent scientists and the general public) of the pseudo-science of eugenics in the early 1900s was used by policymakers to adopt laws allowing the sterilization of the “unfit” and to pass federal laws limiting immigration from Asia, Africa, and Southern Europe. It is hard to believe that the infamous Tuskegee experiment would have been conducted had there been any African American officials of the U.S. Public Health Service. That experiment, begun in 1932 ostensibly to find a cure for syphilis, led to the deaths of Southern Black men who were refused treatment for the disease.

The authors of “In Defense of Merit in Science” also say nothing about the biggest threat to public trust in science—the corporate-sponsored “doubt” industry. The critique of science by progressive scientists is not about the goal of impartial research. It is about what questions get asked and how scientific findings are applied in the real world.

It is no accident that few environmental scientists looked at the disproportionate harms of pollution and toxic chemicals on low-income and minority communities until Robert Bullard, a Black sociologist, published Dumping in Dixie in 1990. Now, many scientists are exploring the issue of “environmental racism,” using basic scientific methods and data analysis to examine the health impacts of racial disparities in exposure to pollution and toxins.

Pursuing excellence in research doesn’t conflict with advocating for social justice. When Albert Einstein participated in movements to outlaw lynching and end the use of atomic weapons, nobody questioned his credentials as a scientist.

Tim Slekar, Director of the Educator Preparation Program at Muskingum University in Ohio comments here on the recent report that NAEP scores in history and civics dropped during the pandemic. The decline should surprise no one since neither subject has mattered for the past two decades. Far more worrisome, he says, is the erosion of democracy. How do you prepare students to participate in a society where voter suppression and gerrymandering are widespread and are approved by the courts? Where members of the Supreme Court see no harm in accepting valuable gifts from billionaires? Where one of the two national political parties insists the last presidential election was stolen without any evidence? Where nominees for the highest Court testify under oath that they believe in stare decisis, then promptly overturn Roe v. Wade? Where killers stalk schools and public places because of the power of the gun lobby? Where honest teaching about political events and history is considered divisive and may be criminalized?

Slekar writes:

“In the 1930s, George Counts dared the schools to “build a new social order” comprised of an active, critical citizenry, challenging industrial society’s inequities through boldly democratic education.  In 2016, a supposedly educated population of United States citizens elected Donald Trump as its next president, ushering in what surely will be a new social order.  For decades preceding that election, social studies educators, researchers, and leaders have rejected powerful and critical social studies learning efforts in favor of superficial standards-setting and accountability talk….My guess is that Counts would not be very happy with Trump’s construct of a new social order, and my point is that standards—particularly in social studies—have been useless as instruments intended to affect how the social order Counts envisioned might be built through public education.”

 

I wrote the above in 2018. 40 years of devotion towards the erosion of the civic mission of history and the social studies had resulted in the election of a narcissistic reality tv show host to the presidency of the United States. There were no headlines about the dismal state of teaching and learning American history and civics in 2018. The most obscene—in-your-face evidence of civic failure was ignored.

And now America is faced with a “crisis” because of an insignificant drop in 8th graders’ test scores in US History and American Civics NAEP tests. Really? This is our national concern? Really?

What about the fact that the 8th graders tested spent significantly less time in History class than 8th graders 10 – years ago?

What about the fact that 8th graders 10 years ago spent significantly less time in History class than 8th graders 20 years ago?

Thank you Race to the Top (Obama) and No Child Left Behind (Bush).

What about the current reality of state legislatures taking the insignificant time devoted to the teaching of History and whitewashing the content that can be taught through the mandated erasure of painful truths that make some “uncomfortable?”

What about legislating penalties on teachers that involve students in that horrible civic responsibility of engaging with their elected officials?

The evidence is clear. We have a crisis of democracy. We have a morality crisis that has been legislated since 1983. The mission of public schools was purposely killed and now we have a society of grievance snowflakes that openly believe intolerance, bullying, and racism are constitutional rights.

Test score drop? Fake news!