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How the Billionaires Manufactured an Education “Crisis”

By dianeravitch
September 14, 2026 //
7

Mike Simpson, known on Twitter as “Big Education Ape,” is known for his brilliant memes and editorial cartoons. Typically, they expose the latest fads and lies that defame teachers and public schools. Every once in a while, he publishes a great post, like this one.

He writes:

I’M SHOCKED, SHOCKED — HOW 30 YEARS OF BILLIONAIRE-FUNDED “REFORM” MANUFACTURED THE EDUCATION CRISIS IT PROMISED TO FIX

There’s a famous scene in Casablanca where Captain Renault declares he is “shocked, shocked” to find gambling going on — right before a croupier hands him his winnings. That’s essentially the posture of the billionaire reform industrial complex today, clutching its pearls over a Gallup poll showing public satisfaction with American schools has cratered to 32% — an 11-point nosedive in just two years — while quietly pocketing the profits of the crisis they spent three decades engineering.

Shocked. Absolutely shocked.

The Architecture of a Manufactured Crisis

Let’s be precise about the timeline, because precision matters when someone is picking your pocket.

For roughly 30 years, a well-funded constellation of think tanks, philanthropic foundations, hedge fund managers, and tech oligarchs pumped billions of dollars into a single, relentless narrative: public schools are failing. Not “underfunded.” Not “systematically neglected.” Failing — as in, inherently broken, irredeemably incompetent, populated by bad teachers protected by evil unions, and salvageable only by the heroic intervention of the private market.

The messaging was surgical. The money was real. And — surprise! — it worked.

As the Big Education Ape’s deep dive into school funding makes devastatingly clear, the playbook was never subtle:

Starve public schools of adequate funding. Declare them “failing.” Ride in on a white charter bus to “rescue” the children.

The chronic underfunding wasn’t fiscal negligence. In many states, it was a feature, not a bug. Squeeze hard enough, the theory went, and disruption would force innovation. What it actually forced was deferred maintenance, teacher shortages, and a generation of kids learning to read in buildings where the roof leaks and the textbooks predate the iPhone.

Now the poll numbers confirm the narrative took hold — and the reformers are citing those same poll numbers as proof they were right all along. The audacity is, genuinely, breathtaking.

The Numbers That Tell Two Very Different Stories

Here’s what the data actually shows — and what it doesn’t show:

Metric: The Headline. What It Actually Means Gallup Public Satisfaction 32% — record low 30 years of “failing schools” messaging worked exactly as intended.

Parent Satisfaction with Their Own School Historically ~2x the national figure People trust what they experience; they fear what they’re told

Math & Reading Scores Declining, especially bottom quartile Tracks directly with funding inequity and screen-time explosion

Top-tier U.S. Student Performance Still globally competitive. The “crisis” is concentrated where disinvestment is concentrated

The gap between how Americans rate schools in general versus their own child’s school is the smoking gun. It has always been the smoking gun. People who actually walk into a public school building — who meet the teachers, see the classrooms, watch their kids come home — consistently rate those schools dramatically higher than the national “failing” narrative suggests.

That gap is the manufactured crisis. It lives entirely in the space between lived experience and media-amplified fear.

$1.8 Billion Worth of Snake Oil, Served Fresh

And just when you thought the reform carousel might slow down, along comes the Science of Reading — the latest Next Big Thing™ in a long line of Next Big Things™ that have collectively cost American taxpayers tens of billions of dollars and produced reading scores that went, as the Big Education Ape’s withering analysis puts it, precisely nowhere.

Remember Common Core? $15.8 billion. A decade of standardized testing theater. Reading scores: unmoved.

Now we have the Science of Reading, $1.8 billion deep and climbing, with the same cast of vendors, the same philanthropic networks, and the same conspicuous absence of a money-back guarantee.

To be scrupulously fair: phonics works. Explicit decoding instruction works. The underlying research on structured literacy is legitimate. But here’s the thing about legitimate research — it doesn’t require a $1.8 billion vendor ecosystem, mandatory state legislation in 40+ states, and the systematic deskilling of teachers who are told to stop thinking and start following the script. When real science gets packaged into proprietary curricula, sold to districts under legislative mandate, and deployed without the trained human educators needed to implement it well, you don’t get science. You get very expensive phonics worksheets.

The question nobody in the reform complex wants to answer remains the same one it’s always been: Where is the money-back guarantee?

The Other Hand: How Tech Bros Broke Kids’ Brains While Selling the Cure

Here is the part of the story that deserves its own criminal investigation — or at minimum, a very uncomfortable congressional hearing.

The same Silicon Valley billionaires who spent decades pushing EdTech into classrooms as the revolutionary equalizer — screens for every student! –are the identical billionaires whose social media platforms have:

  • Collapsed long-form reading among adolescents at a rate researchers describe as one of the steepest drops in PISA history
  • Engineered algorithmic doom-scrolling that neurologically rewires 15-year-olds away from the sustained attention that math and reading comprehension require
  • Distracted over a quarter of students internationally during core academic instruction, by their own PISA survey data

They sold the disease and the cure. They pushed the screens that fragmented attention spans, then sold the adaptive software to remediate the fragmented attention spans, then pointed at the test scores and said: See? Public schools are failing.

As Big Education Ape’s piece on reading struggles frames it with characteristic bluntness: if you’re struggling to read this, you have some very rich friends to thank.

The Exit Ramp Is Marked “November 3”

None of this is inevitable. None of this is permanent. The No Kings Coalition — the sprawling, nonpartisan civic movement that flooded the streets in March — is now flooding the polls, with a Vote Early Day of Action on October 17 aimed squarely at the November 3, 2026 midterms.

The math is straightforward, even if the billionaires prefer we can’t do it:

  • Elect candidates who will defend public education funding, not divert it into voucher schemes that enrich private operators at public expense
  • Overturn the Supreme Court rulings — from Citizens United forward — that transformed American democracy into a billionaire auction
  • Restore the principle that public money follows public children into public schools, not into the portfolios of private equity firms with a “reform” logo.

The manufactured crisis has a manufactured solution: more billionaire intervention, more privatization, more EdTech, more testing, more disruption. The actual solution is considerably less glamorous and considerably more effective — fund schools equitably, pay teachers competitively, put phones away, and stop letting people who profit from public school failure write public school policy.

The Bottom Line

The 32% satisfaction number is not evidence that public schools have failed. It is evidence that a 30-year, billion-dollar propaganda campaign succeeded. The same people who manufactured the crisis are now selling the cure — at $1.8 billion a pop, no refunds, no guarantees, no accountability.

Meanwhile, the teachers who showed up every day through a pandemic, through chronic underfunding, through a staffing crisis, through the algorithmic dismantling of their students’ attention spans — those people are still in the classroom at 7 AM, doing the work that no EdTech platform, no voucher program, and no think tank white paper has ever actually replaced.

The casino is rigged. Captain Renault is shocked. And the November ballot is the one lever the house can’t control.

Vote like a public school depends on it. Because one does.

🔗 Related Reading from Big Education Ape:

Sources & Links

🔵 Public Satisfaction & Gallup Data

🔵 PISA Performance & International Benchmarks

🔵 School Funding, Privatization & the Manufactured Crisis

🔵 Science of Reading & EdTech Accountability

🔵 Democracy, Elections & the No Kings Coalition

All links verified active as of September 9, 2026. Primary polling data sourced from Gallup/Walton Family Foundation. PISA data sourced from NCES/OECD 2025 release.

Categories Accountability, Billionaires, Broad Foundation, Charter Schools, Closing schools, Corporate Reformers, Corruption, Cruelty, Curriculum, Democracy, Education Industry, Ethics, Evil, Extremism, Failure, Fraud, Funding, Gates Foundation, Bill Gates, Hoax, Injustice, Lies, Literacy, Privatization, School Choice, Standardized Testing, State Takeover, Teacher Evaluations, Technology, Vouchers, Walton Foundation

OpenAI is Being Sued for Failing to Warn Officials about School Shooter

By dianeravitch
September 9, 2026 //
4

An 18-year-old young woman asked ChatGPT about violence. The bot gave her information instead of questioning and discouraging her violent urges. Months later, she killed her mother and stepbrother, then went to the local school and killed students and a teacher. The families of the victims are suing OpenAI for helping the shooter and failing to warn officials to stop her.

Futurism reports.

OpenAI is facing 30 new lawsuits from victims of the devastating school shooting in Tumbler Ridge, British Columbia, who accuse the company of providing “substantial assistance and encouragement” to the shooter and failing to alert police about her alarming ChatGPT interactions during the run-up to the mass killing.

The AI company’s legal peril is growing: it’s now fighting more than 50 lawsuits alleging that extensive use of its flagship chatbot, ChatGPT, wrought psychological harm, physical injury, or even death on users or those around them.

The new lawsuits weee brought against OpenAI by teachers and students who survived the Tumbler Ridge Massacre in February, in which eight adults and children were killed and 27 more were wounded in a rural Canadian mining town. The shooter, 18-year-old Jesse Van Rootselaar, fatally shot her mother and younger stepbrother at their home before attacking the school with a modified rifle and long gun, where she murdered five students — all aged between 12 and 13 — and a teacher.

OpenAI flagged her account. Months before the shooting, they debated whether to alert local officials. They decided not to do so, but deactivated her account. She quickly got a new account using a different name.

The lawsuits accuse OpenAI of negligence and “aiding and abetting a mass shooting,” alleging that ChatGPT stoked Van Rootselaar’s violent fantasies. The shooter’s chat logs have not yet been made public.

OpenAI is also being sued by victims of other mass shootings, where the chat logs showed their interest in killing others.

This is a helpful turn of events. AI providers should have key words that raise red flags and invite human oversight and intervention. ChatGPT could be programmed to alert human review and to discourage violence. It should be programmed with values: respect for others; kindness; the joy of giving and helping; and love of life.

Categories Extremism, Failure, Guns in Schools, Technology

Los Angeles School District Limits AI in Classrooms

By dianeravitch
September 4, 2026 //
8

As research continues to show the harmful effects of technology on student learning, parents are pushing against it. Los Angeles is the latest district to impose limits.

The district has a checkered history with technology, including massive purchases of a laptop for every student and allegations of payoffs by vendors.

AI has its strengths and weaknesses. It’s useful to obtain information, like where is a TV program streaming or who won the Presidency in 1920. But its interpretations are sometimes wrong, as is some of its information. It can write essays, after getting prompts. But when teachers assign essays, they expect students to write them, not AI.

I have corrected AI on several occasions, and the bot quickly apologized. On one occasion, I asked for NAEP scores in a particular state. The AI responded with a slant implying that NAEP “proficiency” was grade level, and those who did not reach it were below grade level. Of course, I pointed out that NAEP itself warns that “proficiency” is higher than grade level and represents “solid achievement, what most of us would call an A or B+. NAEP is not “grade level,” although many reporters think it is. The bot quickly admitted its error.

On another occasion, I asked for the bio of a friend, and AI had confused her with someone else. Again, it made a correction.

AI makes many errors. My college-age grandson told me he never uses it because it’s unreliable.

Worse, it is a shortcut to learning, like copying an answer from an encyclopedia. But it’s more dangerous because encyclopedias are usually subject to rigorous fact-checking. Students who turn in AI essays are not learning. They are cheating.

Dana Goldstein wrote in the New York Times:

The Los Angeles public school system will vastly restrict the use of artificial intelligence at all grade levels, district officials said on Wednesday at a board of education meeting.

The move came shortly after the nation’s largest school system, in New York City, announced it would ban most A.I. through 8th grade. Both developments seem to respond to an extraordinary movement, driven by parents, to push back against the incursion of technology and screens into childhood.

The board of education in the Los Angeles Unified School District previously barred cellphone use during the school day and strictly limited the hours per day students could spend on laptops.

The new A.I. restrictions, reported earlier by the Los Angeles Times, will apply for the current school year, as a board committee considers how to potentially incorporate the technology in the future, according to a district spokeswoman.

Students may still see A.I. summaries on top of Google searches, but will not be able to engage with Google’s Gemini chatbot within those searches, according to the district.

And they will not be able to use chatbot helpers that Google offers inside its Classroom software, including Google Docs, Google Sheets and Google Slides. Google Classroom is near-universally used in American schools.

Nicholas Melvoin, a school board member who sits on the committee studying A.I., said the board had been surprised by district officials’ decision to fully pause the technology for students.

While Mr. Melvoin has led the push to restrict student screen time, he raised questions about the wisdom of a complete A.I. ban for older teenagers, arguing they would need to understand the technology to prepare for college and the workplace.

“High school is where I would have more teacher discretion, with guardrails,” he said — similar to the path New York City officials outlined on Wednesday.

He said his committee would also consider the many big questions about how educators are using the technology, for lesson planning, grading, student feedback and communication with parents.

Los Angeles teachers continue to have access to A.I.

A.I. chatbots can help students learn, acting as a research tool or tutor breaking down complex concepts.

But chatbots can present misinformation. They have also led to an epidemic of cheating, as students prompt A.I. tools to write essays for them or complete problem sets. Even A.I. apps marketed specifically to schools have few blocks to prevent plagiarism or other forms of academic misconduct.

A growing body of research shows individuals who use chatbots can experience reduced critical thinking.

Common Sense Media, an advocacy group, has broadly tested A.I. chatbots and recommended their use be limited for people under 18, in part because they allow students to avoid the productive struggle of learning.

The group has also raised questions about A.I. search summaries, which may prevent students from seeking out multiple sources of information on contested subjects.

Yvette Renteria, chief program officer at Common Sense, praised the Los Angeles decision, saying it made sense to take a pause on a rapidly evolving technology. While Common Sense believes students of all ages should be given lessons in A.I. literacy to better understand how the technology works, she said that did not generally require classroom access to A.I. tools.

“At this moment, there is oftentimes more danger than opportunity,” Ms. Renteria said. She noted that students would still use A.I. outside of school on their personal devices, and argued that it remains crucial that educators talk to young people about the risks and potential rewards of A.I. use.

Categories Education Reform, Los Angeles, Technology

An Astonishing and Appropriate Use of AI

By dianeravitch
August 19, 2026 //
8

CNN reported an amazing story: Researchers used artificial intelligence to decipher papyrus scrolls that were burned almost 2,000 years ago. Previous attempts to unravel the scrolls had damaged them, even destroyed some. But these researchers created a way to expose their contents without unraveling them.

Lianne Kolirin of CNN reported:

CNN) — A papyrus scroll that was burned and carbonized when Mount Vesuvius erupted almost 2,000 years ago has been virtually unrolled and partially deciphered with the help of artificial intelligence.

The scroll — named PHerc. 1667 — is one of hundreds from the ancient Roman town of Herculaneum, which was buried under volcanic debris when Mount Vesuvius erupted in 79 AD, according to the Vesuvius Challenge, an initiative focused on decoding the texts of the Herculaneum scrolls without needing to physically unroll them.

Preserved under mud and ash in a villa believed to have once been owned by the father-in-law of Julius Caesar, the scrolls were discovered by an Italian farmer in the 18th century. The collection is the only large-scale library known to have survived from classical antiquity.

Burned so badly they were carbonized, the scrolls are extremely fragile. Over the years, scholars have tried to unroll them using a range of methods, including weights, chemicals, gases and pulverization, though this often led to the scrolls being damaged or destroyed.

The Vesuvius Challenge was launched by Brent Seales, a computer science professor at the University of Kentucky, and entrepreneurs Nat Friedman and Daniel Gross in 2023 to encourage researchers from around the world to try to decipher the scrolls by virtually unwrapping and decoding them.

Virtual unwrapping begins with a CT scan of each coiled-up, warped papyrus.

After following along the curved layers in the scan, researchers then virtually flatten the scrolls and explore them using advanced AI that has been trained to identify ink on the page.

There have been numerous developments in recent years but this latest one — announced at a conference in Naples, Italy on Thursday — is a “historic breakthrough,” according to those involved.

For the first time, scientists have succeeded in fully unwrapping one scroll, revealing an area measuring almost 1.5 meters (4.9 feet) of text across 20 columns.

“For nearly two millennia, many of these texts have been physically preserved but intellectually inaccessible,” Seales said in a statement published on Thursday. “Today — after years of interdisciplinary work combining advanced imaging, artificial intelligence (AI), academic research and an innovation contest — we are finally able to read them.”

To see a photograph of the burnt scroll and to learn what experts found written in the scroll, open the link.

Categories History, Innovation, Technology

Missouri: The Voters Rebuke Their State Leaders

By dianeravitch
August 14, 2026 //
1

Missouri, the Republican-dominated legislature asked voters to pass two anti-democratic referenda. One was to restrict future referenda on constitutional amendments and limit the voice of the public. To pass, a proposed constitutional amendment would have needed a majority not only statewide, but also in each of Missouri’s eight congressional districts. One district could block an amendment supported by a statewide majority.

The other constitutional amendment would have eliminated property taxes and elevated sales taxes, a highly regressive tax system that favors the richest.

Voters said “NO” to both. By 80%. The two propositions lost in every county. Maybe Missouri voters should not keep voting for the same party every year? Maybe they should oust the scoundrels who control the legislature?

This post recounts the events and the votes.

It also includes a link to a startling story by Ray Bradbury, titled August 4, 2026. Bradbury wrote it 70 years ago. It is a story about AI before AI existed.

Categories Elections, Literature, Missouri, Technology

Miami Needs Tip-Top Schools for the Super-Wealthy, So Here Come AI and No-Excuses Schools

By dianeravitch
July 29, 2026 //
7

The Miami Herald reported on the burgeoning demand for boutique schools by billionaires moving to Florida. Why Florida? Because the state has no state income tax.

Where should a billionaire send his or her children to school? Surely not the public schools, where they would rub shoulders with kids who are from all kinds of backgrounds.

The arrival of wealth has encouraged the opening of new schools for the super-rich.

Will the super-rich be satisfied with an AI-driven school at a time when educators are becoming skeptical of the educational value of AI?

Will elite families line up to enroll their privileged children in a charter chain designed originally for impoverished children in Harlem? Will their progeny flourish in a “no excuses” setting where test scores are king?

The story says:

A controversial billionaire-backed artificial intelligence school is planting a new flag in Miami Beach.

Alpha School, which has no traditional teachers, only two hours of core learning per school day and $65,000 annual tuition, just paid $19 million for the former one-acre home of the Papillon Montessori campus at 1021 Biarritz Drive in Normandy Isle, according to Miami-Dade property records and the city of Miami Beach. Without teachers, students take part in workshops led by adults called “guides.”

The transaction closed in June. By August, Alpha Miami Beach, a K-8 school with one of the highest tuitions in Miami-Dade, is scheduled to open for the 2026-27 school year. For comparison, annual tuition at Ransom Everglades School is about $54,300, while Gulliver Prep charges about $56,000.

The three-building campus, which can accommodate as many as 250 students, has operated as a Montessori school since 1999. Property records indicate the school sold the campus after facing a foreclosure lawsuit. The complex comes with a swimming pool, hydroponic garden, koi pond and outdoor classrooms.

Alpha School Miami, which already operates a campus across from Tropical Park in west Miami-Dade, now brings its educational model to one of South Florida’s wealthiest communities.

“We are very excited and happy to support this new school,” Miami Beach Planning Director Deborah Tackett told an Alpha representative during a city meeting where the school pledged it would comply with all existing restrictions governing the property. For Miami Beach, the acquisition represents more than a real estate transaction. It also reflects a broader trend in which wealthy newcomers are fueling demand for elite schools, concierge healthcare, private clubs and other services catering to high-income families.

The school did not respond to requests for comment.

The driving force behind Alpha is billionaire software entrepreneur and principal investor Joe Liemandt of Austin, Texas, who says the company’s mission is nothing less than reinventing education through artificial intelligence. Liemandt, founder of Trilogy Software and ESW Capital, is worth $6 billion, according to Forbes.

Influx of wealth drives private school demand

The purchase of the old Montessori campus is another sign that the influx of affluent families into South Florida is reshaping not only the luxury real estate market but also the institutions that serve it.

Many of the billionaires relocating themselves or their company headquarters to the region have chosen Miami Beach as home. Finding upscale private schooling for their children has become an issue.

Ken Griffin, the billionaire founder and CEO of the hedge fund Citadel, has said South Florida needs more top-tier schools to continue attracting wealthy families to the area. He has been a leading voice in encouraging other billionaires and business leaders to move to South Florida.

Griffin, who moved from Chicago to Miami along with Citadel’s global headquarters in 2022, has donated $50 million to expand the New York-based Success Academy charter school network into South Florida.

Andy Ansin, a real estate developer and the owner of WSVN/Channel 7, is another wealthy South Floridian looking to expand private schooling in Miami-Dade.

Ansin told the Miami Herald he is in the process of purchasing land in the northeastern part of the county. He plans to work with a school operator to turn the parcel into the site of a new private school on par with Ransom Everglades and Gulliver Prep.

“We really need a top private school in the northeastern part of the county,” Ansin said. “There’s tremendous demand.”

An alum of Ransom Everglades, Ansin served on the school’s board for 15 years. During that time, Ansin said families from New York would tell him, “‘Well, we’re only going to move to Miami if our kids can get into Ransom.’” He realized Miami-Dade needed more private schools, he said.

Ansin said he cannot disclose the exact location of the site, and he does not yet know which school will operate on the site. He said he wants to partner with a well-regarded school operator, and he would be interested in a school that focuses on “modern-day learning practices,” like teaching with AI.

To the north, real estate billionaire and Miami Dolphins owner Stephen M. Ross is getting involved in private education in Palm Beach County.

Related Ross, a West Palm Beach-based real estate firm founded by Ross, recently announced it is backing a West Palm Beach campus of the prestigious Pine Crest School. The private school already has campuses in Fort Lauderdale and Boca Raton.

Alpha’s AI curriculum raises eyebrows

Alpha’s arrival in Miami Beach comes as the controversial school rapidly expands nationwide. The hallmark of Alpha’s curriculum is its use of artificial intelligence to help students master the required academic curriculum in about two hours a day, co-founder MacKenzie Price said in a school podcast on YouTube.

Price is an Austin, Texas, mother who grew disenchanted with public schools and joined forces with Liemandt to open Alpha School.

Liemandt says Alpha is unique. It combines AI with learning science to teach students about 10 times faster than traditional instruction. Under the model, students spend roughly two hours each day working with an AI tutor on core academics before shifting not to the 3Rs, but the 4Cs — critical thinking, communication, collaboration and creativity. The school does not require an admissions test.

Students take part in workshops on leadership, entrepreneurship, financial literacy, public speaking and teamwork led by their “guides.”

Ultimately, Liemandt says he hopes to create an AI-powered learning platform that can be delivered on a tablet costing less than $1,000 and reach 1 billion children worldwide. He says he has committed $1 billion to the effort.

Education experts say AI has the potential to personalize instruction. Critics, however, argue that students still benefit from traditional classroom interaction, teacher-led instruction and social learning.

Read more at: https://www.miamiherald.com/news/local/community/miami-dade/miami-beach/article316497031.html#storylink=cpy

Categories Billionaires, Corporate Reformers, Education Industry, Florida, Harlem Success Academy, Miami, Technology

Big Tech Chokes Off Popular Blogs That Challenge Them

By dianeravitch
July 28, 2026 //
13

When I first started blogging in 2012, the number of people reading the blog astounded me. Every day, between 15,000-25,000 people read what I wrote.

Most of the referrals to the blog were coming through Facebook.

Then, in 2016 or so, there was a precipitous and inexplicable drop. Something happened but I don’t know what. I know I offended some powerful people, but that was my job. I still have had more than 43 million page views since 2012, so I shouldn’t complain.

But something similar happened to Judd at Popular Information.

He writes:

“Here are the facts:

In 2021, 34,594 people subscribed to Popular Information after seeing our reporting on Google, Facebook, and Twitter (now X).

We are more than halfway through 2026, and just 932 people have subscribed to Popular Information from those same platforms.

“Our work is better than it was five years ago. (We were recently awarded the David Nyhan Prize for Public Policy Journalism by Harvard’s Shorenstein Center.)

“But the billionaires who control Google, Facebook, and X have made the decision to choke off traffic to independent outlets like Popular Information. They are not interested in building an audience for stories like the one you are about to read.”

The algorithm changed. Someone knows, but I don’t. It changed for my blog, around the time that I began opposing Trump. Now the algorithm has changed for Judd.

Here is Judd’s latest post.

https://open.substack.com/pub/popularinformation/p/the-truth-about-the-viral-911-petition?r=rls8&utm_medium=ios

Categories Education Industry, Education Reform, Personal, Technology

CNN: France Becomes First European Country to Ban Social Media for Children

By dianeravitch
July 22, 2026 //
4

CNN reports on a growing phenomenon: banning young children from social media. France is the first European nation to do so, and others are set to follow. This action reflects growing concern about the effect of social media on children’s attention span and exposure to inappropriate content.

CNN reported:

French lawmakers voted Tuesday to ban social media use for children under the age of 15, making it the first country in the European Union to introduce such an age limit.

Australia made history late last year when it implemented the first ban on social media for under-16s. The British government announced similar restrictions last month, expected to come into effect next year. Spain, Greece and Denmark are also planning to impose minimum age limits for social media use.

French lawmakers overwhelmingly voted in favor of the bill, which was strongly backedby France’s President Emmanuel Macron. He will now sign it into law.

“Social media will be banned for children under 15 starting this school year,” he posted on X after the vote as he thanked lawmakers for passing the bill.

“The brains of our children and our teenagers are not for sale,” he had said in a video message in January. “The emotions of our children and our teenagers are not for sale or to be manipulated, neither by American platforms nor by Chinese algorithms.”

Macron had ordered the French government to expedite the bill’s passage through parliament, with the aim of having legislation in place for the beginning of the new next school year in September.

It is not yet clear how the social media sites will verify users’ ages. Australia requires companies to “take reasonable steps” to prevent underage children from opening or keeping accounts, and the French government has promised to implement age controls to back up the law.

Members of the French Senate debate a draft law that aims to ban social media access for children under 15, in Paris, France, on March 31, 2026.

Members of the French Senate debate a draft law that aims to ban social media access for children under 15, in Paris, France, on March 31, 2026. Firas Abdullah/EPA/Shutterstock

Earlier versions of the legislation also included proposals for a ban on advertising promoting social media to children, including by influencers, and to require advertisements for social media platforms to carry the warning: “Dangerous products for children under 15.” However, these plans did not make it into the final bill.

The new law will be enforced by Arcom, France’s audiovisual and digital communications regulator. It is expected to apply to all the major platforms.

According to Arcom, children aged 12 to 17 in France spend an average of 1 hour and 21 minutes a day on TikTok. The regulator says the platform’s recommendation algorithm tends to promote the most “extreme” content, exposing teenagers to a continuous stream of anxiety-inducing or otherwise harmful videos.

Social media companies say they already take steps to protect children from some kinds of content.

‘Real change of atmosphere’

The proposal for a ban was welcomed by many French parents earlier this year.

“I think it’s great,” mother-of-six Geraldine Delacroix told CNN in March. “Now I’m waiting to see how it’s workable, but in any case, it’s better than nothing,” she added, noting that children could often get around existing parental controls. “Even if we block, they find ways to get around it,” she said.

In her work as a pediatrician, Delacroix has seen a growing distrust of smartphones and social media over the past decade among her patients’ families. “People are tense (about smartphones),” she said. “There’s been a real change of atmosphere.”

To finish reading the article, open the link.

Categories Childhood, Technology

Parents and Teachers: New Study Warns of Dangers of Google AI

By dianeravitch
July 20, 2026 //
0

PBS News discussed a study warning about the dangers of Google AI:

Child safety advocates are sounding the alarm about artificial intelligence features now being used by millions of students.

Google’s built-in AI search functions pose an “unacceptable risk” to children, a new report from Common Sense Media found. 

The organization found that across more than 2,600 test interactions, Google’s AI Overview and AI Mode routinely failed to recognize harmful behavior, answered 100% of hypothetical homework assignments, and provided incorrect and inconsistent responses to questions.

“It’s deeply disturbing how poorly these widely accessible tools do,” said Justin Reich, director of MIT’s Teaching Systems Lab and associate professor of digital media.

PBS News’ Hannah Grabenstein dives into key findings from the report, and Geoff Bennett spoke with Omidyar Network CEO Michele Jawando about what should be done to protect kids in the age of AI.

Categories Technology

John Thompson: The Absurd Attacks on Randi After She Criticized Tech in the Classroom

By dianeravitch
July 6, 2026 //
8

John Thompson, historian and retired teacher in Oklahoma, thought that AFT President Randi Weingarten’s recent speech on the dangers of technology in the classroom was balanced and thoughtful. Yet the Trump administration attacker for raising valid questions. Trump and McMahon have such a knee-jerk aversion to unions, especially the teachers’ unions, that they had to attack her, even if what she said made sense.

Thompson wrote:

Randi Weingarten, the head of the American Federation of Teachers (AFT), gave an impressive speech at the National Press Club, explaining that students are “drowning in tech,” and they “need their teachers, real human beings, not robots and not chatbots.”

As I will explain, Weingarten’s presentation synthesized both – scholarly research and communication with diverse groups of educators and AI users. It was a perfect example of bridging political differences. When I first read the transcript of her plan, I thought it would be hard to understand how anyone who wants to improve education would not want to join her team effort to make life better for young people in the 21st century.   

But, not surprisingly, I was wrong. The Trump administration then attacked Weingarten because early in the Covid pandemic, the AFT pushed for safety measures before reopening schools.  It ignored her research and recommendations, and claimed that Weingarten “is the last person who should be weighing in about what is best for American students.”

When NewsMax interviewed Linda McMahon after Weingarten’s presentation, McMahon first criticized Weingarten for closing schools during the Covid pandemic (although the truth was that she proposed science-based protections to facilitate safe school openings.) Then, McMahon effusively praised AI in classrooms. Then the discussion returned to condemning unions for suposedly placing the good of teachers over that of students.

And Weingarten’s speech on AI was also condemned as a part of an AFT policy that “lines up perfectly with the ‘China First’ agenda.” And the AFT was accused on Substack for “evolving into some type of content-policing organization.”

But, getting back to Weingarten’s speech, NBC reported that she called for blocking most students from using computers in class until they reach third grade, and controlling Artificial Intelligence (AI) programs that are designed to act like real people. She would thus prohibit “student-facing AI in elementary schools” and ban “social companion (chatbots) until age 16.”

Weingarten further explained, “I’m  wary of the dangers of AI, but it is here to stay.” 

NBC News also reported that Weingarten proposed an “independent research consortium to study the effects of AI and screens on student learning.” She explained, “I am not calling for an AI ban or a Chromebook bonfire,” … “What I am calling for is getting the balance right to harness the benefits of technology while mitigating the harm.”

NBC further explained that “some states recently began limiting school-issued devices for the youngest students, and a handful of school districts crafted policies this year to scale back technology in the classroom.” But, “many states and districts are also rushing to require AI literacy education for students, and AI in schools is rising.”

That reporting connects with Dana Goldstein’s recent reporting that “across the educational landscape, from suburban districts and urban charter schools to community colleges and the Ivy League,” schools are pushing back against misuse of A.I. Unfortunately, though, “schools serving low-income students … are often under the most pressure to show that they are embracing innovative technology and preparing students for the working world, where it may soon be standard to rely on generative AI.”

Weingarten’s narrative was also consistent with what the Washington Post recently reported, “Most teachers use artificial intelligence, but relatively few — just 18 percent — have received any formal guidance on how to use it.”

Seeking multiple perspectives, Weingarten had recently visited a school where they used Sal Kahn’s AI for teaching. Khan once predicted it would be a “revolution” in learning, but now he acknowledges, “So far, the revolution hasn’t happened,” and AI tutoring “doesn’t necessarily make students motivated to learn or fill in gaps in knowledge needed to ask questions.

Kahn concluded, “I think our biggest lever is really investing in the human systems.”

An educator at that school also explained, “there’s been more enthusiasm for the product among administrators than teachers in her school.” Moreover, some of the “most advanced students have taken advantage of AI to learn new topics. But, as far as she can tell, more students are using it to just find answers, which has created a massive headache for teachers.”

Weingarten  also drew on research funded by the AFT, and supported by Anthropic, Microsoft, and OpenAI showing that:

Critical thinking is directly connected to the content in math, history, and science classes. This is an essential reality often absent from discussions about how schools should respond to the spread of generative AI.

Indeed, the common refrain that teachers should focus on abstract critical thinking skills, disconnected from content, risks de-emphasizing the very thing — fluency with a broad set of facts — that supports critical thinking.

“Domain knowledge is a crucial driver of thinking skill,” wrote University of Virginia cognitive psychologist Daniel Willingham in 2020 for the American Educator, a publication of the American Federation of Teachers. “Critical thinking for open-ended problems is enabled by extensive stores of knowledge.”

And Weingarten challenged a number of Democrats, saying that “too many want to resurrect the failures of high-stakes testing, [and] are pushing privatization.” 

After following the AFT’s footnotes, learning from the evidence Weingarten drew upon, and the insights she gained from educators, I agree with Diane Ravitch, who wrote, “Randi has given many speeches. This is one of her best.” 

I see no way we can deny that AI is dangerous, especially for children, and that we must come together in a nonpartisan way to reduce its harms, while building on its strengths. I see no rationale for seeking simple solutions. And any solutions require listening to a broad spectrum of outlooks.

Regardless of what others see as other causes of the decline of meaningful learning, what sense does it make to attack Weingarten’s efforts to address this rapidly emerging crisis?

I’d argue that today’s attacks make no more sense than the rightwing’s refusal to work with Weingarten’s to build the infrastructure necessary for opening schools during Covid. 

Categories Education Industry, Students, Technology, Trump, Unions
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