Archives for category: Science

Hillsdale is one of the most conservative colleges in the United States. It is one of the very few in the nation that refuses to accept any federal funding, not even for student aid. Betsy DeVos’s brother Erik Prince went to Hillsdale College.

Diane Douglas, the far-right extremist who is currently state superintendent of schools in Arizona, wants to replace the state’s academic standards with a set of standards developed by Hillsdale College.

Douglas came in third in a five-way Republican primary for state superintendent just weeks ago. The winner of the Republican primary was Frank Riggs, who was a Congressman in California and a major supporter of charter schools. The Democratic nominee is Kathy Hoffman, a teacher in Arizona. She is a speech therapist, age 32, who has worked in Arizona public schools for five years. If Riggs is elected, Arizona can expect more charter schools with no accountability or transparency. If Hoffman is elected, it will be a new day for education in Arizona.

This is Diane Douglas’s last effort to inject her Christian worldview into the curriculum in Arizona:

Arizona State Superintendent of Public Instruction Diane Douglas wants to replace Arizona’s academic standards with a set linked to a conservative college in Michigan with connections to U.S. Secretary of Education Betsy DeVos.

Douglas is on her way out of office in January. She lost her bid for re-election in the Republican primary to Frank Riggs.

At Monday’s State Board of Education meeting, Douglas is scheduled to present a draft of standards developed by Hillsdale College’s charter school initiative. Hillsdale is a private, Christian college.

Standards are set by the state Board of Education, typically with input from local parents and educators, and guide what public district and charter school students are expected to learn at each grade level.

“(Douglas) believes they’re more robust than the ones that have been developed locally,” Michael Bradley, Douglas’ chief of staff, said.

Connections to Trump, Devos

The Hillsdale set, referred to as the “Barney Charter School Initiative’s Scope and Sequence,” would replace all Arizona academic standards. No other state appears to adhere to the Hillsdale standards. The Barney Charter School Initiative is a project out of Hillsdale that advances the founding of charter schools.

Hillsdale President Larry Arnn is a supporter of President Donald Trump, according to Politico. In 2013, Arnn drew criticism after, in comments to Michigan lawmakers, he said state officials visited Hillsdale’s campus to determine whether enough “dark ones” were enrolled.

Last year, U.S. Senate Democrats blocked a tax break they said was designed exclusively to benefit Hillsdale.

The DeVos family donates to Hillsdale, where the education secretary’s brother, Erik Prince, is an alumnus. Its student body has been designated the second-most conservative in the country, after the University of Dallas in Irving, Texas.

What are academic standards?

Academic standards are the state goals for what a child should know by the end of each grade level.

The state last changed its K-12 math and reading standards in 2016. It is currently revising its science, history and computer science standards.

The revision process is lengthy. The state board initiated the cumbersome process of revising its science and history standards nearly two years ago, according to Cassie O’Quin, an education department spokeswoman.

The Arizona Department of Education brought together experts, teachers, community members and parents to help develop the standards.

On Monday, the department will present the proposed standards. They are expected to be adopted by the state board in October, according to a state timeline.

Douglas’ move to throw out both the existing and the proposed new standards in lieu of an entirely new — and largely obscure — set of standards has puzzled some.

“I’m not sure why she’s doing this,” Carole Basile, dean of the Mary Lou Fulton Teachers College at Arizona State University, said. “It’s kind of like, why these as the standards and why now?”

The Hillsdale standards include numerous differences from those currently in place. They also provide teachers week-by-week lesson prescriptions.

For instance, one of the first references to slavery in the Hillsdale standards is under a second grade Civil War section in a bullet point that reads, “controversy over slavery.” Slavery is first mentioned in the Arizona history standards draft in the fourth grade section.

There are more references to Christianity in the Hillsdale standards than in Arizona’s draft standards. Judaism and Christianity in the sixth grade Hillsdale plan are framed as “lasting ideas from ancient civilization.” One of the bullet points implies an exploration of “the nature of God and humanity” and under Judaism, “the idea of a ‘covenant’ between God and man…”

Bradley said the superintendent looked at standards across the country before settling on the Hillsdale set. He denied the accusations that the Hillsdale set are a curriculum rather than standards…

The move by Douglas drew criticism from Democratic superintendent candidate Kathy Hoffman, who on Facebook encouraged supporters to attend the meeting and protest Douglas’ presentation.

The standards, if adopted, she wrote, “Would be devastating to our students as they represent minimal learning requirements, do not account for different learning styles and would require a new curriculum. Furthermore, it would undermine the countless hours of work put in by teachers and experts.”

The state is at the tail end of reviewing its science standards.

In May, a draft of those proposed standards was circulated that had removed evolution wording.

The American Institute of Biological Scientists, a D.C.-based non-profit dedicated to the biological research advancement, published a letter Sept. 20 asking the State Board of Education to reject the proposed science standards.

Douglas tapped creationist Joseph Kezele, president of Arizona Origin Science Association, to assist in changing Arizona’s science standards in August, as first reported by the Phoenix New Times. The move ushered in a deluge of national criticism.

The Arizona Science Teachers Association, comprised of 1,200 members, criticized the draft science standards in a letter to the state board dated Sept. 20.

The changes in May include removing the word “evolution” in some areas and describing it as a “theory” in others.

In an email to The Republic in May, Douglas wrote, “Evolution is still a standard that will be taught under the Arizona Science Standards.”

A rally against those changes is planned outside the Arizona Department of Education building near the State Capitol before Monday’s board meeting. The Secular Coalition of Arizona is organizing the rally, along with other education advocates.

“It’s almost like a circus, what’s happening now,” Tory Roberg, director of government affairs for the Secular Coalition, said. “These are our children.”

Branch said the decision of an internal review board to revise references to the origin of species through natural selection seemed especially “deliberate” and “problematic” to scientists.

“The whole idea of how a new species can originate was lost in that revision,” he said. “That wasn’t careless. What (creationists) don’t like is the origin of a new species, because it implies that human beings share a common ancestry with other living things.”

Arizona is hurtling back a century or more. The state superintendent of education has invited an anti-evolutionist to review the state science standards.

The writer for the Arizona Republic, Laurie Roberts, is quick to spot frauds and quacks in the Ed industry:

“Here is a bit of instruction from a guy Superintendent Diane Douglas tapped to help review Arizona’s standards on how to teach evolution in science class:

“The earth is just 6,000 years old and dinosaurs were present on Noah’s Ark. But only the young ones. The adult ones were too big to fit, don’t you know.

“Plenty of space on the Ark for dinosaurs – no problem,” Joseph Kezele explained to Phoenix New Times’ Joseph Flaherty.

“Flaherty reports that in August, Arizona’s soon-to-be ex-superintendent appointed Kezele to a working group charged with reviewing and editing the state’s proposed new state science standards on evolution.

“Kezele is a biology teacher at Arizona Christian University. He also is president of the Arizona Origin Science Association and, as Flaherty puts it, “a staunch believer in the idea that enough scientific evidence exists to back up the biblical story of creation.”

“Douglas has been working for awhile now to bring a little Sunday school into science class. This spring she took a red pen to the proposed new science standards, striking or qualifying the word “evolution” wherever it occurred.

This, after calling for creationism to be taught along with evolution during a candidate forum last November.

“Should the theory of intelligent design be taught along with the theory of evolution? Absolutely,” Douglas said at the time. “I had a discussion with my staff, because we’re currently working on science standards, to make sure this issue was addressed in the standards we’re working on…”

“Kezele told Flaherty that there is enough scientific evidence to back up the biblical account of creation. He says students should be exposed to that evidence. For example, scientific stuff about the human appendix and the Earth’s magnetic field.

“I’m not saying to put the Bible into the classroom, although the real science will confirm the Bible,” Kezele told Flaherty. “Students can draw their own conclusions when they see what the real science actually shows.”

“Because, hey, Barney floating around on Noah’s Ark.

“Kezele told Flaherty that all land animals – humans and dinosaurs alike — were created on the Sixth Day.

“And there was light and the light was, well, a little dim for science class, if you ask me.”

I recently posted an article about a Walton-funded school board in Arkansas that refused to pay for up-to-date science textbooks that aligned with the state’s new science standards.

Laura Chapman says don’t bother.

Here is her review:


The state of Arkansas adopted Next Generation Science Standards (NGSS). Their texts are out of date and so are the science texts in many states.

The NGSS standards are so complex that even major publishers are having a hard time generating new texts. As usual, tried and true lessons from the past are being recycled. As usual, field trials of new content and materials are limited by the high costs for the publisher and the cost of revisions that may be needed.. According to EdWeek, districts are having a hard time finding textbooks and other instructional materials aligned with the 2013 NGSS.

EdReports, which claims to be a Consumer Reports for education, is a Gates-funded project. Reviewers for EdREports follow criteria that call for strict alignments with the CCSS and related standards grade-by-grade, and with no content from a prior grade reviewed and reintroduced in the next grade. I have not seen any modifications in the method and criteria for reviewing high school science texts, but EdReports ratings of secondary science tests are expected this fall. https://www.edreports.org/about/our-approach/index.html

Reviews of textbooks are time-intensive and if you are looking for NGSS compliance, the reviews are really complicated. Achieve has also gotten into the reviewing act, but only for a few units, not textbooks.

Teachers working independently have also found that getting NCSS-aligned resources together is hard. According to EdWeek, secondary teachers of science want to see texts and resources that introduce a “phenomenon,” then forward exploration and understanding, then build coherently to deeper understanding through more lessons. I wonder if these teacher-reviewers are assuming that students have encountered science instruction compliant with NGSS prior to high school.

Before high school—K-8— science texts are supposed to align with 381 CCSS standards. Of these, 182 are in math, 96 in ELA reading, 82 in ELA writing, and 21 in science/technical subjects Literacy. All of those standards are supposed to be linked with the 146 core content standards in SCIENCE for K-8. So the standards writers have conjured 527 that are supposed to be met for science-specific learning before high school. If all those standards harbor redundancies, good luck in ferreting them out.

The architecture for high school standards rests on earlier understandings and achievements in; (a) the practices of science, (b) the core concepts within the earth, life, and physical sciences plus engineering…and (c) “themes” that cut across disciplines. That structure has been called three-dimensional. Of course, neither the CCSS nor NGSS offer a roadmap from standards to curricula to tests…but there is plenty of hoopla about new and rigorous standards.

In my experience, writers of standards are almost always serving up more content and connections of “this to that” than can be shoved into texts and other coherently planned instructional materials. I think most experienced teachers want to move well beyond the all too prevalent view of education as text-bound, sage on the stage delivery of content relevant to tests. That view is likely to make science free of the wonderments of eyes-on and hands-on experiments, whether in labs or field work.

According to EdWeek, five publishers have entered the market for NGSS science texts and resources since 2016. Although I have not looked at the texts, there is one constant in marketing these texts: The top line is “100% compliance with the NGSS.” For bells and whistles the ads for these texts make claims on behalf of “real world problem solving,” “STEM careers,” “multi-modality,” “research tested,” “instructional shifts” and the NGSS “philosophy of three dimensional learning.”

I have been through several rounds of textbook writing along with the development with ancillary materials. I have reviewed publications for state adoptions. All that was before the era of the CCSS and not in science, but the challenges of meeting expectations for any marketable and profitable product are usually underestimated…especially by writers of standards who really do want one-size-fits-all education, and now with every dimension of instruction described in computer code and “aligned ” with texts and tests.

Anyone who has worked on the publishing side knows that profits drive what publishers can and will deliver. In the best of worlds, teacher-made lessons and experiments would be central. Texts, resources from the library/media room or accessed online would be backup. All in-class studies would be enriched by demos and meet-ups with living breathing scientists and projects students initiate based on their curiosity and interest.

The end-game of standards-based education was and is standardized learning…with computer-based delivery of instruction envisioned from the get-go. Current hoopla about personalized education is mostly hot air. Unless you are speaking of artificial intelligence, learning is always personal. It does not need to be “ized.”
https://www.edweek.org/ew/articles/2018/06/06/educators-scramble-for-texts-to-match-science.html

The Walton family, which controls most of Arkansas, invested in the purchase of the Pulaski County School Board. At a recent meeting, the board voted 3-2 NOT to purchase new science textbooks to replace obsolete ones. The majority said the district could not afford the $1 million cost, even if stretched out over three years.

The School Board for the Pulaski County Special School District voted 4-2 Tuesday against the immediate purchase of new science textbooks to replace books that are more than a decade old and do not match the state’s new science standards or the district’s science curriculum.

A committee of district teachers, school administrators and others had recommended earlier this year that the district purchase new science books for kindergarten-through-12th grades.

Jennifer Beasley, science program administrator for the district, returned to the board Tuesday with that recommendation but at a newly discounted cost of slightly more than $1 million, and with an alternative option that would spread the purchase of the new science books over three years.

In the first year of the three-year plan, classroom sets of textbooks and digital subscriptions to those books would be purchased for high schools at a maximum cost of $409,544.

Textbooks for middle schools would then be purchased for the 2019-20 school year and for the elementary schools in the following year.

“The committee’s rationale for allowing the high schools to be first to adopt books was that all of our high schools have a D on the state report card,” Beasley told the board, “and committee members agreed it is important for students and teachers to have resources aligned to the new standards.”

The high schools will be teaching to the new state science standards for the first time in this coming school year. The elementary schools incorporated the new standards in the previous two years, Beasley said, and the elementary teachers feel they are better prepared to continue with the instructional materials and lessons they’ve developed. Additionally, the elementary schools typically earned A’s and B’s on the state report card.

The Walton members should have asked their patrons to help out.

 

In his passion to make America “great” again, Trump chooses to ignore science, which has been one of the basic sources of American ingenuity, progress, and economic growth. His idea of “greatness” seems to be firmly rooted in the 1920s, if not earlier.

In this article in the New York Times, two prominent scientists describe Trump’s atavistic disdain for science.

“After almost a year in office, President Trump has yet to name a science adviser and director of the White House Office of Science and Technology Policy. Since World War II, no American president has shown greater disdain for science — or more lack of awareness of its likely costs.

“The O.S.T.P. was authorized by Congress in May 1976 to give the president “independent, expert judgment and assistance on policy matters which require accurate assessments of the complex scientific and technological features involved.” It has played an important role in coordinating national science and technology activities and policies among federal agencies.

“The director of the office, who is nominated by the president and requires Senate approval, typically serves as the president’s science adviser, providing him with confidential, unbiased counsel. Much of what the federal government does and the many policy changes the president and his appointees are now making or hope to make have scientific and technological underpinnings.

“The science adviser is the one individual who can quickly pull all the relevant information together for the president, cut through conflicting advice coming from other senior advisers and Cabinet secretaries, and get evidence-based options in front of him. Especially important has been the adviser’s role in helping the president deal with crises — Sept. 11, the subsequent anthrax attacks, the Fukushima nuclear nightmare in 2011, the Ebola and Zika outbreaks, hurricane devastation and cyberattacks.

“The previous O.S.T.P. director, John Holdren, a physicist and energy-policy expert from Harvard, was named to the position hardly a month after the 2008 elections and was then quickly approved by the Senate. He served throughout President Barack Obama’s two terms. In June 2001, five months into his first term, George W. Bush nominated the physicist John Marburger, then director of Brookhaven National Laboratory, to the post; he served until Dr. Holdren stepped in.

“Today, the O.S.T.P. maintains only a skeleton staff led by the deputy chief technology officer, Michael Kratsios, a technologically inexperienced Silicon Valley financier holding just a bachelor’s degree in political science. The posts of deputy director and four congressionally mandated associate directors remain vacant.

“It’s difficult to know what Mr. Trump really thinks about scientific issues of public concern, but he has rejected the scientific arguments for human-caused climate change and questioned the public-health case for vaccinations. And he has ignored the negative impacts of his immigration bans on American science and technology.”

We are cursed to have a president who is an ignoramus and proud of it.

 

 

Betsy DeVos appeared at the White House Halloween Party as the beloved fictional science teacher Ms. Frizzle, and the rest of the Cabinet came as themselves, which was frightening enough.

Twitter users were not happy to see her pretending to be a science teacher.

It is ironic that DeVos imagines herself as a beloved science teacher, since she is the most radioactive member of the Cabinet, and she is part of an administration that rejects the science of climate change. Her family foundations have donated to anti-science, creationist organizations.

My grandkids watched the Ms. Frizzle videos, and she is a teacher (in a public school) who exposes children to the wonders of science.

A good choice by DeVos, but not a good fit.

Mother Jones earlier reported that the state of New Mexico had written science standards intended to placate climate change deniers and creationists. The state took modern science out of the science curriculum

Now, Mother Jones reports with satisfaction that the state was embarrassed by the outcry against its cave-in to special interests and has restored science to the science curriculum.

Andy Kroll writes:

The whole saga began last month when, as Mother Jones first reported, the state’s Public Education Department unveiled a set of draft standards for science, technology, engineering, and math (STEM) education spanning grades K-12. New Mexico’s proposal largely followed the Next Generation Science Standards, a highly regarded model for teaching STEM that has been adopted by 18 states and the District of Columbia. But the state also made several baffling changes of its own, as we explained:

[T]he draft released by New Mexico’s education officials changes the language of a number of NGSS guidelines, downplaying the rise in global temperatures, striking references to human activity as the primary cause of climate change, and cutting one mention of evolution while weakening others. The standards would even remove a reference to the scientifically agreed-upon age of the Earth—nearly 4.6 billion years. (Young Earth creationists use various passages in the Bible to argue that the planet is only a few thousand years old.)

“These changes are evidently intended to placate creationists and climate change deniers,” says Glenn Branch, the deputy director of the National Center for Science Education, a nonprofit group that defends the teaching of climate change, evolution, and other scientific-backed subjects in the classroom. The proposed changes, Branch added, “would dumb down New Mexico’s science education.”

A backlash ensued, with science experts, teachers, and others who were stunned by the state’s anti-science proposals voicing their displeasure with state education officials. New Mexico’s two US senators, both Democrats, wrote that they were “disturbed” by the proposed changes.

Ruszkowski, the education secretary, initially responded to critics by saying that his agency had crafted the proposed science standards—including the ones omitting evolution, human-caused global warming, and the age of the Earth—after hearing from “business groups, civic groups, teacher groups, superintendents.” (He declined to name those who helped shape the standards.) The process that went into developing the controversial standards, he added, was “how PED does business.”

However, in an interview with Mother Jones, a former PED official who helped develop the science standards contradicted Ruszkowski’s account. Lesley Galyas, who worked for four years as PED’s math and science bureau chief, said “one or two people” working “behind closed doors” had politicized New Mexico’s science standards. “They were really worried about creationists and the oil companies,” she said. In the end, she quit her job at the agency in protest of the changes sought by her bosses.

Outrage worked. The state reversed course. Read the article and feel some satisfaction in knowing that the voice of the public makes a difference.

Andy Kroll of Mother Jones reports that New Mexico has scrubbed its science standards of anything that might offend the far right.

He writes:

“New Mexico’s public education agency wants to scrub discussions of climate change, rising global temperatures, evolution, and even the age of planet Earth from the standards that shape its schools’ curriculum.

“The state’s Public Education Department this week released a new proposed replacement to its statewide science standards. The draft is based on the Next Generation Science Standards, a set of ideas and guidelines released in 2013 that cover kindergarten through 12th grade. The NGSS, which have been adopted by at least 18 states and the District of Columbia, include ample discussion of human-caused climate change and evolution.

“These changes are evidently intended to placate creationists and climate change deniers.”
But the draft released by New Mexico’s education officials changes the language of a number of NGSS guidelines, downplaying the rise in global temperatures, striking references to human activity as the primary cause of climate change, and cutting one mention of evolution while weakening others. The standards would even remove a reference to the scientifically agreed-upon age of the Earth—nearly 4.6 billion years. (Young Earth creationists use various passages in the Bible to argue that the planet is only a few thousand years old.)”

New Mexico seems determined to dumb down its students.

How can anyone speak about the U.S. standing in global “competition” when many of our students will be ignorant of the basic facts of science?

The example is set in Washington, where the Trump administration has declared war on science, removed references to “climate change” from its communiques and records, and has a person in charge of “environmental protection” who does not believe in protecting the enrvironment?

We need science more than ever, as our world is rocked by natural and people-made disasters.

Yet two words are banned the Trump administration: climate change.

Read the editorial that appeared in today’s’ New York Times.

The government is controlled by men (mostly) who are contemptuous of science and knowledge. Maybe this explains their war on education. They have reached the top without brains, why pay to develop them in young children?

The Times’ editorial reads:

“The news was hard to digest until one realized it was part of a much larger and increasingly disturbing pattern in the Trump administration. On Aug. 18, the National Academies of Sciences, Engineering and Medicine received an order from the Interior Department that it stop work on what seemed a useful and overdue study of the health risks of mountaintop-removal coal mining.

“The $1 million study had been requested by two West Virginia health agencies following multiple studies suggesting increased rates of birth defects, cancer and other health problems among people living near big surface coal-mining operations in Appalachia. The order to shut it down came just hours before the scientists were scheduled to meet with affected residents of Kentucky.

“The Interior Department said the project was put on hold as a result of an agencywide budgetary review of grants and projects costing more than $100,000.

“This was not persuasive to anyone who had been paying attention. From Day 1, the White House and its lackeys in certain federal agencies have been waging what amounts to a war on science, appointing people with few scientific credentials to key positions, defunding programs that could lead to a cleaner and safer environment and a healthier population, and, most ominously, censoring scientific inquiry that could inform the public and government policy.

“Even allowing for justifiable budgetary reasons, in nearly every case the principal motive seemed the same: to serve commercial interests whose profitability could be affected by health and safety rules.

“The coal mining industry is a conspicuous example. The practice of blowing the tops off mountains to get at underlying coal seams has been attacked for years by public health and environmental interests and by many of the families whose livelihoods depend on coal. But Mr. Trump and his department heads have made a very big deal of saving jobs in a declining industry that is already under severe pressure from market forces, including competition from cheaper natural gas. An unfavorable health study would inject unwelcome reality into Mr. Trump’s rosy promises of a job boom fueled by “clean, beautiful coal.”

“This is a president who has never shown much fidelity to facts, unless they are his own alternative ones. Yet if there is any unifying theme beyond that to the administration’s war on science, apart from its devotion to big industry and its reflexively antiregulatory mind-set, it is horror of the words “climate change.”

“This starts with Mr. Trump, who has called global warming a hoax and pulled the United States from the Paris agreement on climate change. Among his first presidential acts, he instructed Scott Pruitt, the Environmental Protection Agency administrator, to deep-six President Obama’s Clean Power Plan, aimed at reducing carbon dioxide emissions from coal-fired power plants, and ordered Interior Secretary Ryan Zinke to roll back Obama-era rules reducing the venting from natural gas wells of methane, another powerful greenhouse gas.

“Mr. Trump has been properly sympathetic to the victims of hurricanes Harvey and Irma, but the fact that there is almost certainly a connection between a warming earth and increasingly destructive natural events seems not to have occurred to him or his fellow deniers. Mr. Pruitt and his colleagues have enthusiastically jumped to the task of rescinding regulations that might address the problem, meanwhile presiding over a no less ominous development: a governmentwide purge of people, particularly scientists, whose research and conclusions about the human contribution to climate change do not support the administration’s agenda.

“Mr. Pruitt, for instance, is replacing dozens of members on the E.P.A.’s scientific advisory boards; in March, he dismissed at least five scientists from the agency’s 18-member Board of Scientific Counselors, to be replaced, according to a spokesman, with advisers “who understand the impact of regulations on the regulated community.” Last month the National Oceanic and Atmospheric Administration dissolved its 15-member climate science advisory committee, a panel set up to help translate the findings of the National Climate Assessment into concrete guidance for businesses, governments and the public.

“In June, Mr. Pruitt told a coal industry lobbying group that he was preparing to convene a “red team” of researchers to challenge the notion, broadly accepted among climate scientists, that carbon dioxide and other emissions from fossil fuels are the primary drivers of climate change.

“Andrew Dessler, a professor of atmospheric science at Texas A&M University, called the red team plan a “dumb idea” that’s like “a red team-blue team exercise about whether gravity exists.” Rick Perry, the energy secretary, former Texas governor and climate skeptic, endorsed the idea as — get this — a way to “get the politicians out of the room.” Given his and Mr. Pruitt’s ideological and historical financial ties to the fossil fuel industry, it is hard to think of a more cynical use of public money.

“Even the official vocabulary of global warming has changed, as if the problem can be made to evaporate by describing it in more benign terms. At the Department of Agriculture, staff members are encouraged to use words like “weather extremes” in lieu of “climate change,” and “build soil organic matter, increase nutrient use efficiency” instead of “reduce greenhouse gases.” The Department of Energy has scrubbed the words “clean energy” and “new energy” from its websites, and has cut links to clean or renewable energy initiatives and programs, according to the Environmental Data & Governance Initiative, which monitors federal websites.

“At the E.P.A., a former Trump campaign assistant named John Konkus aims to eliminate the “double C-word,” meaning “climate change,” from the agency’s research grant solicitations, and he views every application for research money through a similar lens. The E.P.A. is even considering editing out climate change-related exhibits in a museum depicting the agency’s history.

“The bias against science finds reinforcement in Mr. Trump’s budget and the people he has chosen for important scientific jobs. Mr. Trump’s 2018 federal budget proposal would cut nondefense research and development money across the government.

“The president has proposed cutting nearly $6 billion from the National Institutes of Health, the nation’s single largest funder of biomedical research. The National Science Foundation, a government agency that funds a variety of scientific and engineering research projects, would be trimmed by about 11 percent. Plant and animal-related science at the Agriculture Department, data analysis at the Census Bureau and earth science at the National Aeronautics and Space Administration would all suffer.

“It is amazing but true, given the present circumstances, that the Trump budget would eliminate $250 million for NOAA’s coastal research programs that prepare communities for rising seas and worsening storms. The E.P.A.’s Global Change program would be likewise eliminated. This makes the budget director, Mick Mulvaney, delirious with joy. He complains of “crazy things” the Obama administration did to study climate, and boasts: “Do a lot of the E.P.A. reductions aim at reducing the focus on climate science? Yes.”

“As to key appointments, denial and mediocrity abound. Last week, Mr. Trump nominated David Zatezalo, a former coal company chief executive who has repeatedly clashed with federal mine safety regulators, as assistant secretary of labor for the federal Mine Safety and Health Administration. He nominated Jim Bridenstine, a Republican congressman from Oklahoma with no science or space background, as NASA administrator. Sam Clovis, Mr. Trump’s nomination to be the Agriculture Department’s chief scientist, is not a scientist: He’s a former talk-radio host and incendiary blogger who has labeled climate research “junk science.”

“From the beginning, Mr. Trump, Mr. Pruitt, Mr. Zinke and Mr. Perry — to name the Big Four on environmental and energy issues — have been promising a new day to just about anyone discomfited by a half-century of bipartisan environmental law, whether it be the developers and farmers who feel threatened by efforts to enforce the Clean Water Act, oil and gas drillers seeking leases they do not need on federal land, chemical companies seeking relaxation from rules governing dangerous pesticides, automakers asked to improve fuel efficiency or utilities required to make further investments in technology to reduce ground-level pollutants.

“The future ain’t what it used to be at the E.P.A.,” Mr. Pruitt is fond of saying of his agency. These words could also apply to just about every other cabinet department and regulatory body in this administration. What his words really mean is that the future isn’t going to be nearly as promising for ordinary Americans as it should be.”

The Trump administration disbanded a federal advisory panel on climate change.

One way to deal with climate change is to pretend it isn’t happening, and to refuse to listen to any scientists.

The Trump administration has decided to disband the federal advisory panel for the National Climate Assessment, a group aimed at helping policymakers and private-sector officials incorporate the government’s climate analysis into long-term planning.

The charter for the 15-person Advisory Committee for the Sustained National Climate Assessment — which includes academics as well as local officials and corporate representatives — expires Sunday. On Friday, the National Oceanic and Atmospheric Administration’s acting administrator, Ben Friedman, informed the committee’s chair that the agency would not renew the panel.

This is in keeping with the administration’s hostility to science. Remember this when you hear Secretary DeVos urging students to study STEM courses. She doesn’t mean it. She wants them to study religion and learn science from the Bible.