Katherine Stewart has written several important books about the insidious Right and their radical, racist views. In this article in The New Republic, she looks at an influential reactionary organization, the Claremont Institute, and traces its ideological forebears. From crackpots to intellectual gurus, she traces the Right’s fascination with manliness, racism, anti-Semitism, and its longing for a world led by a new Caesar, a strong man who will protect other men from rapacious women and immigrants.

It’s a long read but worth your time. Stewart looks at the Fascist underbelly of conservatism, and it’s repulsive.

Tom Ultican writes about the Delaware disaster. Delaware went all in for neoliberal school reform, being one of the first winners of a Race to the Top award, and has seen its academic performance decline. It’s time to switch gears, he says, and let teachers teach without threats and fear. He writes that the Delaware story should be a lesson for the nation on the failure of No Child Left Behind and Race to the Top ideology —both representative of neoliberal school reform. This is one of Tom’s very best posts. Open the link and read it all!

He begins:

An unholy alliance between neoliberal Democrats and education reform oligarchs is harming Delaware public education. This is a lesson for the rest of the nation.

A new charter school law introduced to reduce principal professionalism is the latest example. Data clearly shows for almost two decades, top-down education reform has been ineffective and seriously damaged a once exemplary system.

In March, the Delaware Professional Standards Board recommended charter school certification requirements match public school rules. Kendall Massett, executive director of the Delaware Charter Schools Network, immediately responded, “All Delaware charter schools are led by highly qualified administrators.” She said charter school principals have a different role than public school leaders and need to be excellent marketeers to raise funds and drive enrollment.

Did she mean charter school principals don’t need to be professional educators?

For the Standards Board recommendation to take effect, adoption by the State Board of Education is required. Before they acted, Senate President Pro Tem David P. Sokola introduced senate bill 163 to relax certification rules for charter school principals.

The heart of Democrat Sokola’s legislation says:

“The bill creates new subsections in Section 507(c) of Title 14 of the Delaware Code to define the licensure and certification requirements more clearly within Chapter 5 of Title 14. Finally, the bill requires the Secretary of Education to work with the Delaware Charter Schools Network to create a qualified alternative licensure and certification pathway for charter school administrators engaged in the instruction of students (Instructional Administrators).”

Teachers’ union leader, Mike Matthews, wrote to the Senate Executive Committee:

“I was disheartened to see that SB 163 — a bill that will actually deprofessionalize the education profession — was introduced by Senator Sokola. I was even more disappointed — and concerned — to see it filed in the Senate Executive Committee instead of the Senate Education Committee where it belongs. Why was that?”

The Bill was passed by the State Senate and is currently awaiting action in the House Administration Committee. The House Education Committee, like its counterpart in the Senate, is not involved.

Neoliberal Education Reform

A Delaware Live headline howls, School test scores dismal again despite new math, reading plans.” Two decades of 4th and 8th grade reading and math data on the National Assessment of Education Progress (NAEP) support the headline. NAEP is often referred to as the nation’s education report card. The above graphs beg the question,“what happened in 2010?”

Long-term NAEP data showed that from 1971 until 2002, there was steady growth in math and reading. The steady growth ended concurrent with the adoption of the bipartisan Kennedy-Bush education reform called No Child Left Behind. The graphs illustrate this phenomenon.

Why did Delaware’s scores start falling?

In 2010 educator and blogger, Susan Ohanian, reported,

“Delaware and Tennessee came out on top in round one of RTTT: Delaware got $100 million (about $800 per student), and Tennessee $500 million (about $500 per student). Since these states radically changed their education strategies to receive what amounts to 7 percent of their total expenditures on elementary and secondary education, the feds are getting a lot of bang for the buck.”

The $4.5 billion dollar Obama-era Race To The Top (RTTT) program was administered by Education Secretary Arne Duncan. Grants were given to states that complied with three key elements: (1) Evaluate teachers based on student test scores (2) Close and turn into charter schools public schools that continue to get low test scores (3) In low-test score schools, the principal and half of the staff are to be fired and replaced. In addition, states were encouraged to create more privately-managed charter schools.

Education historian and former Assistant US Secretary of Education Diane Ravitch predicted the program’s utter failure when it was announced:

“All of these elements are problematic. Evaluating teachers in relation to student test scores will have many adverse consequences. It will make the current standardized tests of basic skills more important than ever, and even more time and resources will be devoted to raising scores on these tests. The curriculum will be narrowed even more than under George W. Bush’s No Child Left Behind, because of the link between wages and scores. There will be even less time available for the arts, science, history, civics, foreign language, even physical education. Teachers will teach to the test. There will be more cheating, more gaming the system.”

For more than a century, brilliant educators have been skeptical of top-down coerced education reform like those from Duncan, Obama, Bush and Kennedy. Alfred North Whitehead published his essay, “The Aims of Education” in 1917, stating:

“I suggest that no system of external tests which aims primarily at examining individual scholars can result in anything but educational waste.” (Page 13)

“But the first requisite for educational reform is the school as a unit, with its approved curriculum based on its own needs, and evolved by its own staff. If we fail to secure that, we simply fall from one formalism into another, from one dung-hill of inert ideas into another.” (Page 13)

Former McKinsey Consultant and Democrat with neoliberal inclinations, Jack Markell, was elected Delaware Governor in 2009. His first major victory was winning the RTTT grant. He said:

“What’s really important today is where we go from here; whether we have the will to put our children first and move forward with reforms to improve our schools so that Delaware children can successfully compete for the best jobs in an increasingly competitive global economy. That won’t be easy, but we have proven in these past few months that it can be done.  I would like to thank all those who worked with us in support of our application and look forward to moving ahead to improve our schools.”

Markell praised then Senate Education Committee Chair, David Sokola, for his work on the RTTT grant proposal, the same Senator who just introduced legislation to soften certification requirements for charter school principals.

Since the RTTT announcement, Delaware has gone from consistently scoring above the national average on all NAEP testing to dropping well below.

Please open the link and keep reading.

The Missouri State Board of Education has granted permission to 19 school districts and one charter school to use alternative assessments and opt out of the annual state tests. The districts recognize that the results of the annual tests arrive too late and provide too little individual student information to be useful. This suggests “test fatigue.”

The Missouri State Board of Education unanimously approved an exemption for 19 districts and one charter school to measure student achievement using alternative assessments instead of the state’s prescribed methods.

Students in these districts will begin to see changes this fall as districts in the Success Ready Students Network implement their plan.

“Progress monitoring during the school year is already taking place within these school districts, though it may not be monitored by the state at this time,” Jeremy Tucker, superintendent of the Liberty 53 School District and Success Ready Students Network facilitator, told the board Tuesday. “We can really add more touch points from the start of the year all the way to the end of the year.”

The state board’s approval, called an innovation waiver, will allow the districts to break from components of the state’s evaluation system for three years.

“(Missouri Assessment Program results) don’t inform what we do on a regular basis,” Branson Public Schools Superintendent Brad Swofford told the board, mentioning the delay in receiving the test’s results.

Teachers prefer to look at assessments that show students progress over the school year, allowing them to adapt to the data and instill confidence in learning students, he said. Branson currently gives students NWEA assessments, tests that adapt questions to students’ achievement level and outputs a number to describe their level of knowledge.

Lee’s Summit R-VII School District, another of the districts in the network, will use this assessment to track students’ progress over the school year, Associate Superintendent of Academic Services Christy Barger told The Independent.

State Board of Education member Mary Schrag said she has heard that in states that already have similar programs, students feel “much more vested” in their educational progress.

Students in participating districts will likely complete the MAP test to comply with federal requirements, unless districts receive a federal waiver, but their schools will not be scored at the state level based on those results.

Oklahoman John Thompson writes about the conflict enveloping the Tulsa public schools: Ryan Walters, the extremist Secretary of Education, wants to take over Tulsa’s public schools. Opposition to Walters’ plans by Tulsa’s parents and political leaders is growing. State takeovers if school districts have historically failed but Walters doesn’t appear to know it.

Thompson writes:

Oklahoma Secretary of Education Ryan Walters has a history of threatening the accreditation of the Tulsa Public schools, promising to fire its superintendent, Deborah Gist, and driving “Diversity, Equity, and Inclusion” (DEI) out of the classes, as well as mandating his ideology-driven curriculums. Walters’ attacks grew dramatically as he responded to the news in June that he might be in danger because his department’s “administration of federal GEER funds is being investigated by FBI agents and the Oklahoma Attorney General’s Office, according to people with direct knowledge of the inquiry.”

For instance, Walters said at a Moms for Liberty event, “Tulsa Public Schools is getting money from the Chinese communist government,” He said, “They funneled it through a nonprofit — I mean, money-laundered it through a nonprofit in Texas.”

But then Walters said he “had been in regular communication with Houston [HISD] about their school takeover.” According to HTUL news, he has said “there’s currently a standards team and textbook committee to gather information on possible vendors like Hillsdale College and PragerU.”

Immediately afterwards, journalists, educators, and public school supporters studied the history of Broad Foundation takeovers in Dallas and the HISD. Even better, they spoke out in ways I had never seen in Oklahoma’s edu-politics. For example, TPS board member, Jennettie Marshall, “said during the board’s 90-minute discussion of the district’s accreditation status. ‘We are under attack. If you’re not keeping up with Houston, … if we continue the course we’re on, that’s where we’re headed. That shouldn’t be.’”

Just as important, the Tulsa World balanced its excellent reporting with editorials and publishing letters to the editors. The following 13 headlines were cited in just one day, August 18, 2023, of the paper’s E-Edition:

Letter: Many good things, successes happening in Tulsa Public Schools

Letter: State School Board needs to show support for Tulsa community, stop antics of top official

Letter: Tulsa Mayor G.T. Bynum must be more forceful defending Tulsa schools

Letter: Tulsa Superintendent Deborah Gist deserves credit for leading through times of crisis

Letter: State Education Department ought to help improve schools, not tear down

Letter: State superintendent has no specific plans for Tulsa schools, only insults


Letter: State superintendent’s attack on Tulsa schools harms students across the state

Letter: Tulsa clergy leaders urge state to build bridges with TPS, not hurl rocks

Letter: Oklahoma education crisis comes from state superintendent pushing a personal agenda

Editorial: Silence is no way to improve schools or defend representative democracy

Editorial: Losing control of Tulsa schools to state bureaucrats bad for city and students

Ginnie Graham: Manufactured crisis in schools takes time away for big-picture discussions

Opinion: Set aside political rhetoric, provide Tulsa schools help to keep good teachers

The first thing that stands out stands out about the World’s coverage is its excellent journalism, and its fact-checking of Walters. The first thing that stands out from the World’s opinion pieces and letters to the editor is the strong wording when opposing Walters’ threat to the Tulsa Public Schools. The letters opposed Walters’ “antics;” his “personal agenda;” his “political rhetoric;” how he “has no specific plans for Tulsa schools, only insults;” and how he “harms students across the state; as well as how he should “help improve schools, not tear down;” and how the mayor “must be more forceful defending Tulsa schools.”

The editorials criticize the “silence” of political leaders, who belatedly pushed back against Walters, saying the “TPS needs partners, champions and advocates to improve — not political firebombs and quiet bystanders.” Another argued that Walters’ “political rhetoric” hurts the retention of good teachers; and that it hurts the city. Ginnie Graham described the chaos that she witnessed when enrolling her child in school, and explained:

The TPS administrators are completely overwhelmed by the firehose of misinformation, distortions and lies coming at them. Their time is monopolized by people seemingly hell-bent on tearing down the district, rather than offering a helping hand or even sitting down for an informative discussion.

And TPS School Board Chair Stacey Woolley closes her editorial with:

Your TPS Board of Education has a plan. Walters does, too, but not one that works on behalf of Tulsans.

I didn’t sign up for this takeover and neither did you. As a community, we must stop it: www.protecttps.com

Moreover, the World reported on powerful philanthropists, like the Schusterman and the Kaiser foundations, who have publicly opposed Walters takeover threats. Then, Mayor G.T. Bynum came out against the takeover. The resistance has even reached the point where the World editorialized, “conservative lawmakers must speak up.” And now, Gov. Kevin Stitt has distanced himself from the extremist (Walters) who he appointed and then repeatedly supported. The World reported, Stitt said he “believes the State Board of Education will not overreact when considering accreditation for Tulsa Public Schools.” Stitt now says, “I don’t know what takeover is, what they are talking about. I believe in local control. I think the local board needs to address that.”

When I first learned about Walters’ new threats, I worried, “If we don’t recognize the extent of the threats of a HISD-style takeover, he might unite the worst of the corporate reform privatizers, with his Moms for Liberty extremism, and impose irreparable damage on the TPS and other school systems.” But, “If we unite, the damage that Walters is promising to inflict on the TPS, and the Tulsa metropolitan area as a whole, could undermine his extremist campaigns.”

It looks to me, that Tulsans and other Oklahomans are pushing back, making it more likely that Walters will lose this fight

Laura K. Field writes about John Eastman, once a prominent lawyer, who advised Trump and his team about how to overturn the 2020 election. Her post appears at The Bulwark, a place created by Republican Never Trumpers. Eastman is involved in disbarment proceedings for his role in the failed coup.

FOR NEARLY TWO YEARS NOW, since he was revealed in September 2021 to be the author of the notorious “coup memos,” John Eastman has been walking a bizarre legal and political tightrope.

On the one hand, we have the man who filed a legal claim on behalf of President Donald Trump in Texas in December 2020 seeking to invalidate millions of votes. The man who was invited to join Trump’s unofficial legal team later that month, where he wrote the two elaborate memos delineating various paths that Trump and Vice President Mike Pence could take to delay or overturn the election count. Who tried in person to persuade Pence that, at the very least, he had the authority to delay the vote count; who spoke at Trump’s “Save America” rally on January 6th, repeating conspiratorial lies about election fraud; whose emails that same day reveal that during the siege of the Capitol that he blamed Pence for not acting as he had advised; who was caught on video (by an undercover activist) boastingabout working to overturn the election; who lost his academic appointments in the aftermath of these events; whom a federal judge concluded had “more likely than not” broken the law; who may soon be disbarred in the state of California; and who is so worried about being indicted by Special Counsel Jack Smith that he has requested a postponement of those disbarment proceedings.

On the other hand we have a man who has tried to distance himself from his own memos, at one point calling himself “the white knight here, talking [Trump] down from the more aggressive position” in advance of January 6th. This other Eastman has consistently maintained that his recommendations to Pence and Trump were narrow, sensible, and moderate. That he had merely recommended “hitting pause” on the vote count on January 6th, so that the relevant election controversies could be adjudicated by the states. That to follow the other paths articulated in his memos would have been reckless.

The gulf between these two Eastmans—the eager-to-act conspiratorial Eastman and the reticent lawyerly one—shrunk a bit last week, with the release of the third and final installment of an Eastman interview with the Claremont Institute’s main financial backer, chairman of the board, and gonzo anti-woke warrior, Thomas D. Klingenstein. In this interview, Eastman comes close to saying that his own electoral shenanigans and legal wrangling have been a sideshow. In sentiments reminiscent of Michael Anton’s “The Flight 93 Election” essay and subsequent writing, Eastman makes it clear—without fully dropping his lawyerly persona—that for him, the deeper reason for standing by Trump through his January 6th saga was that he thinks Democrats are destroying the country.


LAST WEEK, I WROTE about the first and second parts of Eastman’s interview with Klingenstein. In the first, they trot through a long list of disproven allegations of 2020 election fraud. The second is about January 6th and the question of Pence’s legal authority to delay or overturn the election.

Now comes the concluding installment, which begins by focusing on the question of prudence: Given all the complex considerations involved in the 2020 election, was it prudent for Eastman and Trump to pursue the course of action that they did?

The interview is full of odd claims and intriguing revelations. For example, at one point Eastman says that in his considerations of prudence he did not take into account the possibility of mob violence, because he was working in “a different department,” that “Trump himself had authorized the call-up of 20,000 members of the National Guard for January 6th” (not true), and that Eastman just assumed that “those things were handled.”

Eastman also suggests in this segment that he believed there was a “fair prospect” that he would have been able to win “a majority of the [Supreme] Court” in support of Pence’s right “merely to delay,” or at least to get the Court not to touch the issue as nonjusticiable.

But the interview really gets disturbing in its last ten or so minutes, when it turns to the question of Eastman’s deepest motives. Why was it so important to Eastman to see Trump re-elected? Klingenstein suggests that the “biggest” factor motivating Eastman “is the current circumstances in the country, the political and social condition.”

Eastman agrees. After some discussion about how the legal situation surrounding the 2020 election was different from the legal situation in two other close elections, those of 1960 and 2000, Eastman makes clear that the more important distinction he sees among those three elections is that “the stakes” in 2020 were higher—that they were literally life or death:

Certainly not in 1960, but also not in 2000, were the stakes about the very existential threat that the country is under as great as they are.

We’re not talking about, you know, handing over to John Kennedy, instead of Richard Nixon, who’s gonna deal with the Cold War. We’re talking about whether we are going to, as a nation, completely repudiate every one of our founding principles, which is what the modern left wing which is in control of the Democrat party believes—that we are the root of all evil in the world and we have to be eradicated.

This is an existential threat to the very survivability, not just of our nation, but of the example that our nation, properly understood, provides to the world. That’s the stakes.

Obviously, when the stakes are this high, you do whatever you can to fight back. As Anton put it about the 2016 election, you “charge the cockpit or you die.” So when the opportunity came along to be part of a challenge to the normal election processes, Eastman was eager to join the fight.

The interview does not, it seems to me, involve a moment where Eastman fully “comes clean” about trying to overthrow a legitimate election (as Josh Marshall has suggested). Rather, what Eastman does is zoom in and out between what we might call the deeper cause of his actions—his belief, entirely consonant with Anton’s original “Flight 93 Election” bullshit, that liberals and the left pose an existential threat to the country and are traitors to the country’s founding principles—and the immediate rationale or pretext for his behavior, which is the premise of the stolen election.

In the very next part of the interview, Eastman zooms out:

Trump seems to understand that [i.e., the stakes] in a way a lot of Republican establishment types in Washington don’t, and it’s a reason he gets so much support in the hinterland and the ‘flyover country.’ People are fed up with folks, you know, get-along-go-along while the country is being destroyed.

And then Eastman zooms back in to argue that these high stakes justified his involvement in Trump’s post-election machinations:

And so I think the stakes are much bigger, and that means a stolen election that thwarts the will of the people trying to correct course, and get back on a path that understands the significance and the nobility of America and the American experiment is really at stake and we ought to fight for it.

Eastman and Klingenstein seem almost to suggest that stolen elections are a dime a dozen in American history, but only in this instance was it worth the fight.

At this point in the interview, Eastman all but drops the façade, and zooms out all the way. When asked by Klingenstein once again whether he maybe would have made a different prudential calculation in 1960 or 2020, Eastman says yes, “I may have come to a different conclusion.” Then he proceeds to explain:

Look, our founders lay this case out. The prudential judgment they make in the Declaration of Independence is the same one. There’s actually a provision in the Declaration of Independence that says, you know, a people will suffer abuses while they remain sufferable—or tolerable, while they remain tolerable—but at some point the abuses have become so intolerable that it is not only their right but their duty to alter or abolish the existing government.

So that’s the question. Have the abuses and the threat of abuses become so intolerable that we have to be willing to push back.

This is an extraordinary thing to admit. For one thing, by the time you’re appealing to the Declaration of Independence in that way you are in effect admitting that you were trying to overthrow your government.

It may be obvious but it’s worth saying this out loud: Violence is implicit in this line of argument. Lincoln understood this when he spoke of Americans’ “revolutionary right to dismember or overthrow” their own government. The men and women who charged the Capitol understood this. Eastman and Klingenstein, sitting in their suits and ties in an elegant study lined with books, may deny having violent intentions, may even abjure the use of force, but implicit in their rhetoric in this interview and elsewhere (Klingenstein’s website: “The essential thing is for Republicans to understand we are in a war and then act accordingly”) is a justification for violence.


AS THE INTERVIEW CONCLUDES, Eastman goes on to maintain, again, that supposed Democratic election-stealing played a part in his prudential calculation. But he says plainly enough throughout that the more fundamental motive concerned the basic state of the country and his political and philosophical disagreements with Democrats. A few minutes after his appeal to the Declaration, Eastman will claim that Democratic efforts to destroy the country have accelerated rapidly—“it’s been an exponential increase in the last few years”—and as an example he quotes the culture wars: “You’re gonna let 50-year-old-men naked into teenage girls’ showers at public pools, or drag queens doing story hours to 6-year-olds.”

Of course. The trans people and drag queens left Eastman no choice. The Democrats made him do it.

The Klingenstein-Eastman interview is, in the main, situated squarely in the muck of conspiracy theories about the 2020 election and obtuse speculative reasoning about the vice president’s proper role in the congressional counting of Electoral College votes. In this third installment, however, as Eastman goes on about Democratic bogeymen and the higher “stakes” of the 2020 election, it becomes quite clear that, at some point, for these men and in this fight, anything goes. Pretexts and premises be damned.

Given the overall sham quality of Eastman and Trump’s political and legal arguments to date, it seems quite likely that they both reached that point a long time ago. At this point the two men have gone all in. Nothing’s going to stop them now.

Except, maybe, in Eastman’s case at least, the American courts and rule of law.

Dan Rather and Elliot Kirschner wrote in their blog Steady about the importance of saving public education from the forces trying to destroy and privatize it. They remind us and the general public that public schools unite us; privatization is inherently divisive. It is ironic that the red states are implementing voucher plans as the evidence about the failure of vouchers and the null effects of charter schools grows stronger. (The boldfacing of passages in their essay was added by me).

It is back to school. Students of all ages flock to campuses and classrooms. Fleeting memories of summer are quickly replaced by tests and textbooks.


Getting into the swing of a new semester has always included an adjustment period, but this is a particularly difficult time for many of our nation’s students and their parents, guardians, teachers, and others entrusted with the education of young minds.


The pandemic wreaked havoc with the emotional, intellectual, and social development of America’s youth. Dismal test scores provide depressing data of yawning learning deficits. Talk to anyone in or around schools and you hear stories of setbacks and struggle — heaps of qualitative data suggesting a staggering scale of generational loss.
As usual, those who were already the most marginalized have paid the heaviest price. The pandemic exacerbated existing disruptions and placed greater strain on finances and time, particularly in large urban districts and small rural ones tasked with educating children from families struggling economically.


We like to tell ourselves that the United States is a great meritocracy, but wealth and levels of family education continue to play outsized roles in dictating a child’s likelihood of academic success long before she learns her ABCs. The simple truth is that kids come to school from widely different circumstances, and these influence their ability to thrive, independent of whatever innate intelligence or drive they may possess. The pandemic made these differences more acute.


The United States does possess a system (or more accurately, a collection of thousands of systems) that, if nurtured and respected, could foster greater equality of opportunity. And it is exactly the institution that is now struggling the most: public education. America’s public schools were once the envy of the world as engines of opportunity and upward mobility. If the nation had the will, they could return to that status once again.


Our public schools certainly weren’t perfect in the past, especially during legal racial segregation, when the lie of “separate but equal” (separate is never equal) helped enshrine white supremacy. The segregated schools of the Jim Crow Deep South were a shameful injustice and a stain on our national identity. They were inconsistent with our founding documents, which spoke eloquently about equality among people. Of course there was (and remains, to some extent) de facto segregation throughout America based on who lives in what neighborhoods. Well-financed suburban schools were often part of the draw of “white flight” from urban districts.


The very ethos of public education should be one of inclusion for America’s diverse population. It should be a place where children of different backgrounds come together to learn both from teachers and from each other. Our schools should be places that allow students to wrestle with what it means to be part of this great country, including understanding America’s uneven and often bloody road to greater equality.


Sadly, in recent years, we have seen a grave regression from these noble goals. Our schools and school districts have become fiercely contested frontlines in an era of stepped-up culture wars. As reactionary political forces target what we teach our children, it is no accident that truth, empathy, and our democratic values have become casualties.

A chief concern is how and what we teach about our history, particularly the Black experience, and race and ethnicity more generally. We have written here before about the shameful whitewashing of racial violence and injustice, including slavery, by Florida Governor Ron DeSantis. But this effort is not limited to him or that state. There is a national movement to not tell the full — and unfortunately tragic — reality of race in American history and how it continues to shape the nation.


Another serious concern is the othering of LGBTQ+ students and teachers. After years of progress, we see a wave of intolerance spread across America, including in our schools.


Few institutions in American life are as essential to the continuation of our democracy as the public schools. In a time of ascendent autocracy, attacks on our schools — how they are run, what they teach, what books they have in their libraries — are among the most pernicious, pathetic, and painful assaults on the health of our nation.

Several months back, Texas Monthly ran a striking piece of journalism with the headline, “The Campaign to Sabotage Texas’s Public Schools.” It tells a story that extends beyond the raucous school board meetings and book banning campaigns that have gotten the most attention. There is a movement afoot, and not just in Texas, to destroy public schools more generally, to privatize education through vouchers and other means.


In this context, the various culture fights become battles in a larger war over the very future and viability of public education:

Taken individually, any of these incidents may seem like a grassroots skirmish. But they are, more often than not, part of a well-organized and well-funded campaign executed by out-of-town political operatives and funded by billionaires in Texas and elsewhere. “In various parts of Texas right now, there are meetings taking place in small and large communities led by individuals who are literally providing tutorials—here’s what you say, here’s what you do,” said H. D. Chambers, the recently retired superintendent of Alief ISD, in southwest Harris County. “This divisiveness has been created that is basically telling parents they can’t trust public schools. It’s a systematic erosion of the confidence that people have in their schools.

The ideal of quality, integrated public schools for all children in the United States epitomizes the promise of our country’s founding as a place of equality and opportunity for all. It thus makes sense that would-be autocrats and protectors of privilege would seek to undermine our public schools by whatever means necessary. We must see this as what it is: as much a threat to the nation as was the violent storming of our Capitol.

The future of the United States depends on an educated and empathetic citizenry. It requires us to share a sense of common purpose and recognize our common humanity. It requires an environment that allows every child to thrive and see themselves included in the American story. It requires quality public education. Full stop.

A historic battle to save this institution and the very idea of good public schools has been underway for some time. It is now intensifying. Attention must be paid.

Please sign up now for the 10th Annual Conference of the Network for Public Education on October 28-29 in D.C.

We have a lineup of stellar speakers, including Randi Weingarten, Becky Pringle, and Dr. Marvin Dunn, the leading scholar of African American history in Florida.

Steven Singer considers the trajectory of Teach for America and concludes that it failed. Enrollment in the program is down. No one believes any more that TFA newcomers are “better” than experienced teachers. What’s the point of hiring a newby instead of someone who wants to make teaching their career?

Steven Singer writes:

Teach for America (TFA) was a solution to a problem it helped create.

Educators have been leaving the profession for decades due to poor salary, poor working conditions, heavy expectations and lack of tools or respect.

So Wendy Kopp, when in Princeton, created a program to fast track non-education majors into the classroom where they would teach for a few years and then enter the private sector as “experts” to drive public policy.

These college graduates would take a five week crash course in education and commit to at least two years in the classroom thereby filling any vacant teaching positions.

Surprise! It didn’t work.

In fact, it made things worse. Apparently deprofessionalizing education isn’t an incentive to dive into the field.

That isn’t to say everyone who went through the program became a bad teacher. But the few good and committed educators that did come through the program could have done so even more successfully by graduating with a degree in education.

Now the organization created in 1990 is expecting its lowest enrollment in 15 years. TFA anticipates placing slightly less than 2,000 teachers in schools across the country this fall. That’s two-thirds of the number of first-year teachers TFA placed in schools in fall 2019, and just one-third of the number it sent into the field at its height in 2013.

Apparently fewer people than ever don’t want to train for four to five years to become lifelong teachers – and neither do they want to be lightly trained for a few years as TFA recruits, either – even if that means they can pass themselves off as education experts afterwards and get high paying policy positions at think tanks and government.

On the one hand, this is good news.

Watering down what it means to be a teacher is even less popular than actually being an educator.

On the other hand, we have a major crisis that few people are prepared to handle.

The US is losing teachers at an alarming rate.

After decades of neglect only made worse by the Covid-19 pandemic, we’re missing almost a million teachers.

Nationwide, we only have about 3.2 million teachers left!

According to the Bureau of Labor Statistics, there are 567,000 fewer educators in our public schools today than there were before the pandemic. And that’s on top of already losing 250,000 school employees during the recession of 2008-09 most of whom were never replaced. All while enrollment increased by 800,000 students.

Meanwhile, finding replacements has been difficult. Across the country, an average of one educator is hired for every two jobs available.

Not only are teachers paid 20% less than other college-educated workers with similar experience, but a 2020 survey found that 67% of teachers have or had a second job to make ends meet.

It’s no wonder then that few college students want to enter the profession.

Over the past decade, there’s been a major decline in enrollment in bachelor’s degree programs in education.

Beginning in 2011, enrollment in such programs and new education certifications in Pennsylvania — my home state— started to decline. Today, only about a third as many students are enrolled in teacher prep programs in the Commonwealth as there were 10 years ago. And state records show new certifications are down by two-thirds over that period.

To put that more concretely, a decade ago roughly 20,000 new teachers entered the workforce each year in the Commonwealth, while last year only 6,000 did so, according to the state Department of Education (PDE).

But don’t look to most of the so-called experts to solve the problem. A great deal of them are former TFA recruits!

Through programs like TFA’s Capitol Hill Fellows Program, alumni are placed in full-time, paid staff positions with legislators so they can “gain insights into the legislative process by working in a Congressional office” and work “on projects that impact education and opportunities for youth.”



Why do so many lawmakers hire them? Because they don’t cost anything.

Their salaries are paid in full by TFA through a fund established by Arthur Rock, a California tech billionaire who hands the organization bags of cash to pay these educational aides’ salaries. From 2006 to 2008, alone, Rock – who also sits on TFA’s board – contributed $16.5 million for this purpose.



This isn’t about helping lawmakers understand the issues. It’s about framing the issues to meet the policy initiatives of the elite and wealthy donors.



It’s about selling school privatization, high stakes testing and ed-tech solutions.

Please open the link and keep reading.

A reader who uses the sobriquet “Retired Teacher” posted the following succinct summary of the harm caused by vouchers.

Vouchers represent anti-democratic education policy. Instead of serving the interests of society, vouchers turn unaccountable public dollars over to unaccountable schools and parents that can often do as they wish with the money. Vouchers are also a form of taxation without representation. When vouchers are used to supplement tuition for affluent children, which is often the case, they represent a massive transfer of wealth from working class to the affluent. They undermine community stability and force austerity on the public schools that serve the most students. They do not save poor students from failing schools. They create an economic reality that legitimizes the defunding of public education.

Maureen Dowd is a regular columnist for the New York Times. Here she reviews Trump’s ongoing coup. Dowd refers to Trump at the end of the article as an Amadán. Carol Burris, who is of Irish origin, sent the following explanation: “She calls him amadán at the end, which in Irish is a fool. But the full terminology, “amadán dubh,” comes from Irish folklore and refers to the “dark fool” or “dark fairy.” Amadán Dubh is a trickster fairy found in Irish folklore, and is the ‘bringer of madness and oblivion.’ That he is.”

Maureen Dowd wrote:

WASHINGTON — The man who tried to overthrow the government he was running was held Thursday by the government he tried to overthrow, a few blocks from where the attempted overthrow took place and a stone’s throw from the White House he yearns to return to, to protect himself from the government he tried to overthrow.

Donald Trump is in the dock for trying to cheat America out of a fair election and body-snatch the true electors. But the arrest of Trump does not arrest the coup.

The fact is, we’re mid-coup, not post-coup. The former president is still in the midst of his diabolical “Who will rid me of this meddlesome democracy?” plot, hoping his dark knights will gallop off to get the job done.

Trump is tied with President Biden in a New York Times/Siena College poll, and if he gets back in the Oval, there will be an Oppenheimer-size narcissistic explosion, as he once more worms out of consequences and defiles democracy. His father disdained losers and Trump would rather ruin the country than admit he lost.

The Trump lawyer John Lauro made it clear they will use the trial to relitigate the 2020 election and their cockamamie claims. Trump wasn’t trying to shred the Constitution, they will posit; he was trying to save it.

“President Trump wanted to get to the truth,” Lauro told Newmax’s Greg Kelly after the arraignment, adding: “At the end he asked Mr. Pence to pause the voting for 10 days, allow the state legislatures to weigh in, and then they could make a determination to audit or re-audit or recertify.”

In trying to debunk Jack Smith’s obstruction charges, Lauro confirmed them. Trying to halt the congressional certification is the crime.

Smith’s indictment depicts an opéra bouffe scene where “the Defendant” (Trump) and “Co-Conspirator 1” (Rudy Giuliani) spent the evening of Jan. 6 calling lawmakers attempting “to exploit the violence and chaos at the Capitol” by sowing “knowingly false allegations of election fraud.” Trump melodramatically tweeted about his “sacred landslide election victory” being “unceremoniously & viciously stripped away from great patriots.”

Giuliani left a voice mail message for a Republican senator saying they needed “to object to numerous states and raise issues” to delay until the next day so they could pursue their nefarious plan in the state legislatures.

Two words in Smith’s indictment prove that the putz knew his push for a putsch was dishonest: “too honest.” Bullying and berating his truant sycophant, Mike Pence, in the days leading up to Jan. 6, Trump told his vice president, “You’re too honest.”

The former vice president is selling “Too honest” merchandise, which, honestly, won’t endear him to the brainwashed base. Pence’s contemporaneous notes helped Smith make his case.

It’s strange to see Pence showing some nerve and coming to Smith’s aid, after all his brown-nosing and equivocating. He and Mother, who suppressed her distaste for Trump for years, were the most loyal soldiers; in return, according to an aide, Trump’s chief of staff Mark Meadows saidTrump felt Pence “deserved” to be hanged by the rioters.

Pence told Fox News on Wednesday that Trump and his advisers wanted him “essentially to overturn the election.”“It wasn’t just that they asked for a pause,” Pence said, at odds with Lauro. “The president specifically asked me and his gaggle of crackpot lawyers asked me to literally reject votes.”

Ron DeSantis, another presidential wannabe who enabled Trump for too long, acknowledged on Friday that “all those theories that were put out did not prove to be true.” But Trump and his henchmen were busy ratcheting up the lunacy.

“IF YOU GO AFTER ME, I’M COMING AFTER YOU!” Trump threatened on Truth Social on Friday.

On the same day and platform, he accused “the corrupt Biden DOJ” of election interference. Exquisite projection. In Trump’s warped view, it’s always the other guy who’s doing what Trump is actually doing.

Kari Lake told House Republicans to stop pursuing a Biden impeachment and just decertify the 2020 election because Biden is not “the true president.” Lake said of Trump: “This is a guy who’s already won. He won in 2016. He won even bigger in 2020. All that Jan. 6 was, was a staged riot to cover up the fact that they certified a fraudulent election.”

Before laughing off this absurdity, consider the finding from CNN’s new poll: Sixty-nine percent of Republicans and those leaning Republican believe Biden is an illegitimate president, with over half saying there is “solid evidence” of that.

While Trump goes for the long con, or the long coup — rap sheet be damned, it’s said that he worries this will hurt his legacy. He shouldn’t. His legacy is safe, as the most democracy-destroying, soul-crushing, self-obsessed amadán ever to occupy the Oval. Amadán, that’s Gaelic for a man who grows more foolish every day.