Why Greg Abbott Wanted Vouchers So Badly: Jeff Yass Paid Him $6 Million!

By dianeravitch
January 18, 2024 //
13

Gregg Abbott is in his third term as Governor of Texas. But only this year did he become a passionate advocate for vouchers. He failed in the regular session, then called four special sessions and failed again and again despite a supermajority of Republicans in both houses.

What happened?

Simple!

Jeff Yass, the rightwing billionaire, the richest person in Pennsylvania, gave $6 million to Governor Abbott in December. It’s the largest political contribution in the history of the state!

The Texas Tribune reported:

Gov. Greg Abbott received a $6 million campaign contribution last month, which his campaign is calling the “largest single donation in Texas history.”

The check came from Jeff Yass, a national Republican megadonor whose priority issues include school vouchers. Abbott spent 2023 unsuccessfully pushing for a voucher program and is now targeting state House Republicans in the March primary who thwarted his agenda.

Abbott accepted the $6 million donation — dated Dec. 18 — in a little-used account, suggesting he was setting it aside from funds raised for his reelection campaign.

Yass is a billionaire from Pennsylvania who is co-founder and managing director of the Philadelphia-based investment firm Susquehanna International Group. He is also a top proponent of “school choice,” or programs that allow parents to use taxpayer dollars to subsidize private school costs…

Yass has been called the richest man in Pennsylvania, with an estimated net worth of nearly $29 billion, according to Forbes. His firm was an early investor in TikTok, the social media platform that Abbott banned on state phones and computersin 2022.

When it comes to politics, Yass has also been a multimillion-dollar donor to the Club for Growth, the national anti-tax group that has boosted Texas Republicans like U.S. Sen. Ted Cruz and U.S. Rep. Chip Roy of Austin.

ProPublica ——wrote about Jeff Yass, and so did I. He funds candidates who oppose abortion and “critical race theory.” He funds charters and vouchers. He is a graduate of the New York City public schools, and a very ungrateful one.

Vouchers failed because 21 Republicans from rural districts stood strong against them. They know their public schools, and they don’t want to defund them. They know their teachers ad principals. They don’t want to turn off the Friday night lights. Abbott has promised to run pro-voucher Republicans against them.

Abbott has six million reasons to push vouchers.

Categories Education Reform

Thom Hartmann: Why Rightwingers Oppose Public Schools

By dianeravitch
January 18, 2024 //
23

Thom Hartmann continues to amaze me, with his steady production of powerful articles. This one is especially important for the readers of this blog, whose primary purpose is to strengthen and protect our public schools.

Thom Hartmann writes:

In 1776, British economist Adam Smith published The Wealth of Nations, a book that laid out the principles that modern economies have operated under for centuries (with the exception of the Reagan Revolution years of 1981-2021). In addition to arguing for a strong domestic manufacturing base and high taxes on the wealthy, Smith pointed out that one of the things that most directly constitutes the wealth of a nation is its educated workforce and well-informed populace (as a result of that education).

From Thomas Jefferson creating the first tuition-free American college (the University of Virginia), to Horace Mann’s advocacy of public schools in the late 19th century, right up until 1954, this was an uncontroversial position. It’s why every developed country on Earth has a vibrant public school system and — with the exception of the US since Reagan ended free college in California — most developed countries offer free or near-free college to their citizens.

But in 1954, the US Supreme Court upset the education apple cart by declaring in their Brown v Board case that “separate but equal” schools, segregated by race, were anything but “equal.” That decision fueled two movements that live on to this day.

The first was the rightwing anti-communist movement spearheaded by the John Birch Society, which was heavily funded back then by Fred Koch, the father of Charles and David Koch. They put up billboards across the country demanding that Americans rise up and “Impeach Earl Warren,” who was then the Chief Justice of the Supreme Court, for requiring “communist” racial integration of our schools.

The second was the private, all-white “academy” movement that has morphed over the years into charter schools and the “school choice” movement of today. It received a major boost when the white supremacist co-founder of neoliberalism, Milton Friedman, published a widely-read and influential article in 1955explicitly calling for what he called “education vouchers” to fund all-white private schools to “solve the national crisis” the Court had created.

In 1958 when the Virginia Supreme Court went along with the US Supreme Court’s Brown v Board decision and ordered that state’s schools desegregated, the governor shut downevery public school in the state. Prince Edward County’s schools were still closed in 1964, when they were finally ordered to open by the courts.

Hundreds of “segregation academies” opened across the South; in Mississippi, for example, 41,000 white students left public schools to attend these academies in just the one year of 1969. Parents had to pay the tuition themselves, but they were willing to do so to avoid their children having to interact with Black, Hispanic, or Asian kids.

The turning point for the Republican Party was 1964, when President Johnson and a Democratic Congress passed and signed into law the Civil Rights Act. Shortly thereafter, one Southern Democratic politician after another changed party affiliation to the GOP so they could continue to argue against “forced integration” of public schools.

The Republican war on public schools burst into the open with the Reagan Revolution, when Education Secretary Bill Bennett oversaw a 30 percent cut in federal aid to public schools following Reagan’s promise to abolish the Department altogether. Every Republican running for president since has made a similar promise or claimed the need to end the Education Department.

Bill Bennett wasn’t shy about explaining why it was necessary to gut public schools, after the Supreme Court had ordered they must be racially integrated. Bennett wanted to privatize public education — as did Trump’s former Education Secretary, billionaire Betsy DeVos — and is probably most famous for his statement that gives us a clue as to why this idea of ending public education is so persistent in the GOP:

“If you wanted to reduce crime,” Bennett said on the radio, “you could, if that were your sole purpose; you could abort every Black baby in this country, and your crime rate would go down.”

LISTEN NOW · 0:17

Could it be that it’s all about keeping white children away from Bennett’s Black babies? Is simple racism what’s animating the GOP’s antipathy toward public education?

One clue is that the idea of ending public education in America goes back even farther than Bennett or Reagan to a single moment and a single court decision. 

When I was born, in 1951, Republicans loved public schools. Republican President Dwight Eisenhower led the charge to build gleaming new public schools all across the United States: I attended one, as did perhaps a majority of my generation.

But then came the Supreme Court, with their Brown v Board decision.

In 1957, President Eisenhower ordered the Little Rock, Arkansas, public schools desegregated. The “Little Rock Nine” — nine Black children trying to desegregate Little Rock Central High School — became nationally famous when Governor Orval Faubus prevented them from entering the school that fall, provoking Eisenhower to call up federal troops to escort the children to class.

Faubus called a referendum — an election — and the good citizens of Little Rock voted 19,470 to 7,561 to shut down their entire school system rather than comply with Eisenhower’s order. That, in turn, led back to the Supreme Court, which, in the fall of 1958, ruled unanimously in Cooper v Aaron that the Brown v Board desegregation order was, in fact, now the law of the land for public education.

In response, whites-only private schools and “academies” began springing up across the nation, many run by all-white churches. (Jerry Falwell tried, in 1966, to open an all-white school; in 1980 he became Reagan’s main advisor on merging the white supremacist faction of evangelical Christians — also triggered by Brown v Board — into the GOP.)

Thus, in 1958 the governor of Virginia closed all the public schools in racially mixed Warren County, Norfolk, and Charlottesville; Prince Edward County’s public schools remained closed for a full five years.

While that’s the foundational history of what has become the GOP’s war on public education, for most of the past 40 years Republicans have merely claimed vague libertarian principles when they try to explain what they ironically call “school choice.”

It wasn’t until Donald Trump gave them permission — and showed them how politically potent it could be — to unleash their inner racists that the GOP went public with overt white supremacy as a core value for the party.

While Critical Race Theory (CRT) was a little-known 1993 analysis of structural racism pioneered by Kimberlé Crenshaw and Derrick Bell taught only in law school, rightwing influencer Christopher Rufo popularized the term with an appearance on Tucker Carlson’s Fox “News” show.

From there, it echoed around the GOP for a few months before catching fire across rightwing hate radio, podcasts, and Fox. Pretty soon white supremacist militia members were showing up at school board meetings threatening members that “we know where you live.”

Republicans anxious to stoke the fears of their white racist base began inveighing against teaching CRT in public schools — even though such a thing had never happened — and passing laws so loosely worded as to bar any meaningful teaching or classroom discussion of America’s racial history.

All-white private schools funded with taxpayer dollars have become the darlings of Republicans. In most cases these schools don’t need to flout the law by declaring their segregated status: Black, Asian, and Hispanic parents most often simply aren’t interested in enrolling their children in schools that proudly proclaim they will not allow a drop of “CRT,” true American history, or real science education in their classrooms.

The issue of privatizing public schools came up in Arizona in 2018 with a statewide ballot initiative that would extend free school vouchers to every student in the state: it was defeated by voters by a 2:1 ratio. Writing for The Arizona Republic, columnist Laurie Roberts was unambiguous in her description of the state’s voters’ horror at the ballot initiative:

“Actually, they didn’t just reject it. They stoned the thing, then they tossed it into the street and ran over it. Then they backed up and ran over it again.”

Republicans in the heavily gerrymandered state, though, didn’t much care about the will of the voters. Appealing exclusively to their white racist “Christian” base, they pushed what was essentially that same proposal through the GOP-controlled state legislature and it was signed into law last year by Republican then-Governor Doug Doocey.

In giving every student in the state the ability to opt out of public education with a taxpayer-funded voucher, Doocey established a new benchmark in the war against racially integrated public schools that was matched this year by Florida, Arkansas, Iowa, and Utah.

Legislation to gut public schools and replace them with vouchers for private schools have failed in six states so far (Georgia, Texas, Idaho, Virginia, Kentucky, and South Dakota), but Republicans are not letting go. This year voucher bills were introduced in at least 24 states.

The fact that most of the nation’s public school teachers are union members has given Republicans another good reason, in their minds, to do everything possible to destroy public schools. As Trump’s former Secretary of State Mike Pompeo claimedlast year, in the minds of Republicans the American Federation of Teachers’ President Randi Weingarten is “the most dangerous person in the world.”

Republicans also love the fact that voucher programs mostly subsidize upper-income families, while educationally ghettoizing the children of low-income parents. Vouchers almost never cover all the costs of attending a private school, so they primarily serve as a government handout to the mostly upper-middle-class white families who already wanted to send their kids to today’s version of the segregation academies.

Once the public schools are largely dead, Republicans will begin lobbying to “reduce spending” by cutting the amount allocated for the vouchers, locking the emerging two-tier status of publicly funded education into place.

For the moment, though, private schools are a booming industry as a result of the GOP’s embrace of Friedman’s vouchers. In Florida, for example, they have virtually no rules or standards for the over-one-billion-dollars the state shovels into its private schools: while public schools must disclose their graduation rates, how they spend their money, and let anybody examine their curriculum, private academies have no such rules in many Republican-controlled states, even though they’re receiving public monies.

Many private schools across the country operate with untrained and uncertified “teachers,” have no clear standards for graduation, and refuse to teach “controversial” subjects like evolution, climate science, and the racial history of America.

Which brings us to organized religion, the other recipient of big bucks because of the school voucher movement. Schools affiliated with churches are now raking in billions every month across the US, and Republicans — who continue to push for unconstitutional things like mandatory public school prayer — pander daily to fundamentalists who don’t want their kids exposed to science or history.

Six corrupt Republicans on the Supreme Court legalized this practice of shoveling taxpayer funds to churches and religious schools in their notorious Carson v Makin decision last year. As Justice Sonya Sotomayor wrote in her dissent:

[In just five short years this Court has] “shift[ed] from a rule that permits States to decline to fund religious organizations to one that requires States in many circumstances to subsidize religious indoctrination with taxpayer dollars.” This decison “continues to dismantle the wall of separation between church and state that the framers fought to build.”

Which is exactly what the GOP wants. As SenDem recently wrote for Daily Kos:

“Laura Ingraham claimed that ‘a lot of people are saying it’s time to defund government education or at least defund it by giving vouchers to parents.’ Fox’s Greg Gutfeld similarly declared that private school vouchers are needed because public schools are ‘a destructive system’ and described teachers as ‘KKK with summers off.’

“Sen. Marco Rubio of Florida has called public schools ‘a cesspool of Marxist indoctrination.’ Donald Trump declared, ‘public schools have been taken over by the radical left maniacs.’ And Rep. Marjorie Taylor Greene of Georgia called them taxpayer-funded indoctrination centers that need to end, which is a bit ironic since she is the poster child for the necessity of funding public education.”

Sweden has been flirting with libertarianism for a few decades and was the first developed country to offer American-style school vouchers to all kids so they could attend private, for-profit public schools. Just a month ago, their government proclaimed the experiment a disaster and is trying to figure out how to shut down the private schools and re-establish a public education system.

Public schools were the great social and economic leveler for the last century of American history; Republicans want to end that and instead advantage wealthy children over their lower-income peers, particularly those whose skin is darker than Trump’s spray tan.

Public schools (and free college) made it possible for America to produce an explosion of invention and innovation throughout the mid-20th century; now other countries are surpassing us, as the dumbing-down of our kids has become institutionalized in Red state after Red state.

And public schools gave many students their first experience of interacting with people who look different from them and grew up under different circumstances, awakening many young people to the discrimination and unfairness inherent in how America has historically treated minorities.

All of which explains why Republicans so badly want to put an end to public education in America.

Categories Accountability, Bigotry, Billionaires, Budget Cuts, Censorship, Charter Schools, Corporate Reform, Corruption, Curriculum, Democracy, Disruption, Education Industry, Elections, Equity, Ethics, Extremism, Privatization, Racism, Religion, Resistance, Separation of church and state, Supporting public schools

Bob Shepherd: Testing in Florida; Meet the New Boss, Same as the Old Boss

By dianeravitch
January 17, 2024 //
82

Bob Shepherd is a brilliant polymath who has worked in almost every aspect of education, as editor, author, test development and classroom teacher. I invited him to review recent changes in Florida’s testing program.

He writes:

Among the many claims that Ron DeSantis made when running for Governor of Florida was that he would do away with the Common [sic] Core [sic] State [sic] Standards [sic] and their associated high-stakes testing.

Both were, for good reason, in deep disrepute. In fact, the puerile, vague, almost entirely content-free Common Core standards, which Gates and Coleman and Duncan foisted on the United States with no vetting whatsoever, were so hated that at the annual ghouls’ convention of the Conservative Political Action Committee, or CPAC, the oh-so-reverend Mike Huckabee told the assembled Repugnicans to go back home and change their name because “Common Core” had become a “tarnished brand.”

Not change the “standards,” mind you, but change their name. In other words, the good Reverend’s magisterial ministerial advice was TO LIE TO or, most charitably, TO CONFUSE people by implying falsely that the standards had been replaced with local ones like, say, the Florida Higher-than-the-Skyway-Bridge-When-We-Wrote-These Standards. And that’s just what most states did. They barely tweaked the godawful Common Core standards, or didn’t change them at all, renamed them, and then announced their “new” standards.

Hey, check out our new and improved Big Butt Burger!

This looks just like your old Ton o’ Tushy Burger.

It is. Same great burger you know and love!

So, what’s so new about it?

The name! It has a new and improved name!

Enter Ron DeSantis, stage right. Shortly after being elected, he promised to “eliminate all vestiges of the Common Core” and “to streamline the testing.” Then, when DeSantis signed an executive order replacing the Common Core State Standards (C.C.S.S.) with the new Florida B.E.S.T. standards and creating new F.A.S.T. tests to replace the Common-Core-based F.C.A.T., his Department of Education (the FDOE) posted this headline:

GOVERNOR DESANTIS ANNOUNCES END OF THE HIGH-STAKES FSA TESTING TO BECOME THE FIRST STATE IN THE NATION TO FULLY TRANSITION TO PROGRESS MONITORING

See Governor DeSantis Announces End of the High Stakes FSA Testing to Become th (fldoe.org) 

Under the Governor’s new plan, instead of the Common-Core-based F.C.A.T., given in grades 3-8 and 10 in keeping with federal requirements, Florida would now give not one end-of-year test but THREE TESTS at each grade, in each subject area, Math and English, one at the beginning of the year, one at the middle of the year, and one at the end. And far from being the low-stakes progress monitoring that the FDOE headline and the Governor’s PR campaign suggested, these tests would be high stakes as well. Students would have to pass the ELA test in 2nd grade to move on to 3rd grade, and they would have to pass the 10th-grade ELA test, in addition to other state high-stakes assessments, to graduate from high school.

So, there would be MORE, not fewer, assessments. There would be no end to the attached high stakes. And there would be no end to PRETENDING (see below) that these tests measure proficiency or mastery of the state “standards.” And then, as the cherry on top of this dish of dissembling BS served warm, Florida hired AIR, a maker of Common Core standardized state tests given across the country, to write its new F.A.S.T. tests. Same old vinegar in wine bottles with fancy new labels.   

Before I discuss the many problems with the old and new Florida testing regimes, let me just pause to congratulate the state of Florida and the people on its standards team, which, unlike the group that developed Common Core, included a lot of actual teachers and textbook developers. They did a great job with the B.E.S.T. standards. These are a VAST improvement on the idiotic Common Core. They return to grade-appropriate, developmentally appropriate math standards at the early grades. The ELA standards are also much improved. These use broader language generally, thus covering the entire curriculum, as CCSS did not, while allowing for much more flexibility with regard to curricular design than the CCSS did. A curriculum developer could easily create sound, coherent, comprehensive ELA textbook programs based on these new Florida standards as they certainly could not based on the CCSS, which instead led to vast distortions and devolution of U.S. curricula and pedagogy. The Florida B.E.S.T. standards also do not deemphasize literature and narrative writing, as Coleman so ignorantly and so boorishly did in the CCSS.

Now, here is how curriculum development is SUPPOSED to work: A textbook authorship team (or district-or school-based curriculum team) is supposed to sit down and design a coherent, grade-appropriate curriculum with the goal of imparting essential knowledge while at the same time checking the standards from time to time to make sure that those are all being covered. So, the coherence of the curriculum and the knowledge to be imparted are first, and the standards coverage is second—that is, IT COMES ABOUT INCIDENTALLY. STANDARDS ARE NOT SUPPOSED TO BE A CURRICULUM MAP. They are a list of desired educational outcomes based on teaching sequenced according to the curriculum map. So, a group might design a unit for eighth graders on The Short Story and plan to cover first its origins in folk tales and traveler’s tales and then, in turn, such short story elements as setting, character, conflict, plot structure, and theme. Throughout, they might illustrate the main ideas with examples of these elements from orature before moving on to literary examples. They might then conclude with lessons on planning and writing a folk tale and then a full-scale short story. And all along, while writing the unit, the group might examine the curriculum map in light of the standards and tweak the plan to ensure alignment.

That’s not what happened with the Common Core. Instead, because of the high stakes attached to the tests that purported to measure proficiency or mastery of the “standards,” people threw the whole notion of coherent curricula out the window. Instruction devolved into RANDOM EXERCISES BASED ON PARTICULAR STANDARDS—exercises based on the formats of questions on the now all-important tests on the standards. In other words, curricula devolved into test prep. I call this the “Monty Python and Now for Something Completely Different” approach to curriculum development. (BTW, a full monty is full-frontal nudity, so a monty python is a _____. Fill in the blank.) In other words, THE STANDARDS BECAME THE CURRICUM MAP. Every educational publisher in the country started hauling off every textbook development program by making a spreadsheet containing the standards list in the left-most column and the places where these were to be “covered” in the other columns. Having random standards rather than a coherently sequenced body of knowledge drive curricula was a disaster for K-12 education in the United States. Many experienced professionals I knew in educational publishing quit in disgust at this development. They refused to be part of the destruction of U.S. pre-college education. An English Department chairperson told me, “I do test prep until the test is given in April. Then I have a month to teach English.” Her administrators encouraged this approach.

The new Florida standards are broad enough and comprehensive enough to allow for coherent curriculum development in line with, aligned to, them. But will that happen? The high stakes still attached to them incentivize the same sort of disaster that happened with Common Core—the continued replacement of coherent curricula with exercises keyed to particular “standards.” Furthermore, because of the “progress monitoring” aspect of the new Florida program, there will be, under it, EVEN MORE INCENTIVE FOR ADMINISTRATORS TO MICROMANAGE what and how teachers teach—to insist that they do test prep every day based on the standards that students in their classes didn’t score well on.

In Robert Bolt’s play A Man for All Seasons, Sir Thomas Moore, the Chancellor of England, knows that he will lose his head if he doesn’t accede to King Henry’s appointing himself head of a new Church of England, but being a person of conscience, Moore can’t bring himself to do this. There’s an affecting scene in which Moore is taking the ferry across the river Thames and this exchange takes place:

MOORE [to boatman]: How’s your wife?

BOATMAN: She’s losing her shape, Sir.

MOORE: Aren’t we all.

That’s what results from high-stakes testing based on state standards lists. Instead of the curriculum teaching concepts from the standards, the curriculum BECOMES teaching the standards. Instead of giving a lesson on reading “Stopping by Woods on a Snowy Evening,” teachers are pressured by administrators, whose school ratings and jobs depend on the test outcomes, to teach a lesson on Standard CCSS.ELA.R.666, the text becomes incidental, and the actual purposes of reading are ignored. Any text will do as long as the student is “working on the standard,” and the text is chosen because it exemplifies it (for example, the standard deals with the multiple meanings of words and a random text is chosen because it contains two examples of words used with multiple meanings). In this way, curricular coherence is lost, teaching becomes mere test prep, and without a coherent curriculum, students fail to learn how concepts are connected, to fit them into a coherent whole, even though one of the most fundamental principles of learning is that new learning sticks in learners’ minds if it is connected to a previously existing body of knowledge in those learners’ heads. In summary, putting the cart before the horse, the standard before the content, undermines learning. People like Gates and Coleman don’t understand this. They haven’t a clue how much damage to curricula and pedagogy their standards-and-testing “reform” has done. It’s done a lot. They are like a couple drunks who have plowed their cars through a crowd of pedestrians but are so plastered as to be completely oblivious to the devastation they’ve left behind them.

BTW, when he created the egregious Common Core, Coleman made a list of almost content-free “skills” (the “standards”) and then tacked onto it a call for teachers to have students start reading substantive works of literature and nonfiction, including “foundational documents from American history” and “plays by Shakespeare.” At the time when these standards were introduced, and Coleman doesn’t seem to have known this, almost every school in the United States was using, at each grade level, a hardbound literature anthology made up of stories, poems, essays, dramas, and other “classic” works from the traditional canon—substantive works of literature, including foundational documents of American history and plays by Shakespeare. So, Coleman’s big innovation—wasn’t an innovation at all. It was like calling on Americans to start using cars instead of donkey carts for transportation. Coleman was THAT CLUELESS about what was actually going on in the nation’s classrooms. And far from leading to more teaching of substantive works, the actual standards and testing regime led to incoherent curricula and pedagogy that addressed individual standards using random and often substandard texts and deemphasized the centrality of the works read. And so the processes of reading and teaching, in our schools, lost their shape, became monstrous exercises in dull and seemingly pointless scholasticism. Despite the fact that the new B.E.S.T. standards are broader and more comprehensive and therefore allow for more coherent curricula based on them, the persistence of high stakes in the new Florida standards-and-testing plan will lead to precisely the same sort of curricular incoherence that CCSS did.

That’s a problem, but even worse, if you can imagine that, is and will be the problem of the invalidity of the tests themselves, the old ones and the new ones. The governor and the FDOE promised shorter, low-stakes, progress-monitoring tests. We have already seen that the new tests aren’t low stakes, and we’ve seen that progress monitoring means micromanagement to ensure that teachers are doing test prep. So, what about the length? You guessed it. A typical F.A.S.T. test has 30-40 multiple-choice questions. Same as the F.C.A.T.

Now consider this: There are many standards at each grade level. For example, at Grade 8, there are 24 Grade 8 B.E.S.T. ELA standards. So, each standard is “tested,” supposedly, by one or two questions. But the standards, in the cases of both the Common Core and Florida’s B.E.S.T. are VERY broad, VERY GENERAL. They cover enormous ground. For example, here’s one of the new Florida standards, a variant of which appears at each grade level:

ELA.8.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.

Here’s an assignment for you, my reader: Write ONE or TWO short multiple-choice questions that VALIDLY measure whether a student has mastered this standard—that’s right, two short multiple-choice questions to cover the entirety of the 8th-grade curriculum in grammar, punctuation, capitalization, and spelling.

That’s impossible, of course. It’s like trying to come up with one question to judge whether a person has the knowledge of French, of French culture, of diplomacy, and of international law and trade to be a good ambassador to France.

Well, OK. Today I am going to ask you to submit to a brief examination to see if you have the knowledge to serve as our ambassador to France. Are you ready?

Ready.

Have you ever eaten gougères?

Oh, yes. Love them.

What is an au pair?

A young person from a foreign country who helps in a house in return for room and board.

Hey, hey! Great. You passed. Congratulations, Madame Ambassador!

This is a problem with the Common Core tests, and the problem ought to be obvious to anyone. In fact, it’s shocking that given the invalidity of the state tests, which I just demonstrated, that so many people—politicians, federal and state education officials, journalists, administrators, and even some teachers actually take the results from these tests seriously, that they report those results as though they were Moses reading aloud from the tablets he carried down the mountain. “This just in: state ELA scores in sharp decline due to pandemic!” Slight problem. The scores from invalid tests don’t tell you anything. They are useless.

The tests clearly, obviously, do not measure validly what they purport to be measuring. They cannot do so, given how broad the standards are and how few questions are asked about any given standard. That you could validly measure proficiency or mastery of the standards in this way is AN IMPOSSIBILITY on the level of building a perpetual motion machine or drawing a round square. And so the tests and their purveyors and supporters should have been laughed off the national stage years ago. It’s darkly (very darkly) humorous that people who claim to care about “data” are taken in by such utter pseudoscience as this state testing is. That emperor has no clothes. It’s long past time to end the occupation of our schools by high-stakes testing.

But Florida isn’t doing that. The new policy has given us the same kinds of invalid high-stakes tests by one of the standards providers of them, but now students in Florida will take EVEN MORE of those tests, thus making them EVEN MORE invasive and EVEN MORE likely to lead to EVEN MORE onerous and counterproductive micromanagement of teachers. No sane person would want to teach under such conditions of micromanagement.

DeSantis has promised to “Make America Florida.” If I were a religious person, I would say, “God help us.” Instead, I’ll just say, “Uh, no thanks.”

Scorecard

Quality of new standards: A

Quality of new tests: D

Plan for implementation of new standards and testing regime: F

Promises kept: C–

Categories Accountability, Common Core, Curriculum, DeSantis, Education Reform, Florida, Hoax, Standardized Testing

The Media’s Worst Mistake about Trump

By dianeravitch
January 17, 2024 //
40

Jennifer Rubin is a regular columnist for the Washington Post. She was originally hired to give the view from the right, having arrived with excellent conservative credentials and a law degree. But Trump changed her political outlook, and she is a clear-eyed critic of Trump and an admirer of Biden.

She wrote recently that the biggest mistake of the media in covering Trump was treating him like a normal President or a normal candidate, rather than recognizing that he is a cult leader.

After missing the significance of the MAGA movement in 2016, innumerable mainstream outlets spent thousands of hours, gallons of ink and billions of pixels trying to understand “the Trump voter.” How had democracy failed them? What did the rest of us miss about these Americans? The journey to Rust Belt diners became a cliché amid the newfound fascination with aggrieved White working-class Americans. But the theory that such voters were economic casualties of globalization turned out to be false. Surveys and analyses generally found that racial resentment and cultural panic, not economic distress, fueled their affinity for a would-be strongman.


Unfortunately, patronizing excuses (e.g., “they feel disrespected”) for their cultlike attachment to a figure increasingly divorced from reality largely took the place of exacting reporting on the right-wing cult that swallowed a large part of the Republican Party. In an effort to maintain false equivalence and normalize Trump, many media outlets seemed to ignore that the much of the GOP left the universe of democratic (small-d) politics and was no longer a traditional democratic (again, small-d) party with an agenda, a governing philosophy, a set of beliefs. The result: Trump was normalized and a false equivalence between the parties was created.

Instead of reporting Trump’s wild assertions as legitimate arguments, media outlets should explain how Trump rallies are designed to instill anger and cultivate his hold on people who believe whatever hooey he spouts. How different are these events from what we see in grainy images of European fascist rallies in the 1930s? (When Trump apologists insist that tens of millions of people cannot be part of a cult, it’s critical to remember mass fascist movements that swept entire populations.) The appeals to emotion, the specter of a malicious enemy, the fear of societal decline, the fascination with violence and the elation just to be in the presence of the leader are telltale signs of frenetic fascist gatherings. Trump’s language (“poisoning the blood”) even mimics Hitler’s calls for racial purity.


Even as Trump shows his authoritarian colors and his rants become angrier, more unhinged and more incoherent, his followers still meekly accept inane assertions (e.g., convicted Jan. 6, 2021, rioters are “hostages,” magnets dissolve in water, wind turbines drive whales insane). More of the media should be covering this phenomenon as it would any right-wing authoritarian movement in a foreign country.


Though polls continue to show Trump’s iron grip on his followers, mainstream outlets spend far too little attention on why and how MAGA member cling to demonstrably false beliefs, excuse what should be inexcusable conduct and treat him as infallible. Outlets should routinely consult psychologists and historians to ask the vital questions: How do people abandon rationality? What drives their fury and anxiety? How does an authoritarian figure maintain his hold on followers? How do ideas of racial purity play into it? Media outlets fail news consumers when they do not explain the authoritarian playbook that Trump employs. Americans need media outlets to spell out what is happening.


“Authoritarian, not democratic dynamics, hold the key to Trump’s behavior as a candidate now and in the future,” historian Ruth Ben-Ghiat wrote. “The main goals of his campaign events are not to advance policy proposals but rather to prop up his personality cult, circulate his lies, and emotionally retrain Americans to see violence as positive and even patriotic…”

A message from a mentally sound, serious leader (President Biden) cannot be equated with the message of an authoritarian who seeks absolute power through a web of disinformation and, if need be, violence. (When the media doesn’t grasp this, we get laughable headlines such as: “Clashing Over Jan. 6, Trump and Biden Show Reality Is at Stake in 2024.”)


Instead of probing why MAGA followers, despite all evidence to the contrary, deny that Trump was an insurrectionist and a proven liar, pollsters insist on asking Trump followers which candidate they think might better handle, for example, health care. The answer for Republicans (Trump! Trump!) has nothing to do with the question (Trump never had a health-care plan, you recall), and the question has nothing to do with the campaign.


The race between an ordinary democratic candidate and an unhinged fascist is not a normal American election. At stake is whether a democracy can protect itself from a malicious candidate with narcissistic tendencies or a rational electorate can beat back a dangerous, lawless cult of personality. Unfortunately, too many media outlets have not caught on or, worse, simply feign ignorance to avoid coming down on the side of democracy, rationality and truth.

Categories Democracy, Elections, Extremism, Fascism, Fraud, History, Republicans, Trump

Jan Resseger: The Culture Wars Are Obscuring What Really Matters

By dianeravitch
January 17, 2024 //
47

Jan Resseger, dedicated champion of social justice, explains that the culture wars are a ruse that diverts is from far more important issues. Book-banning and attacks on diversity-equity-inclusion are outrageous, but even more so is our indifference to structural issues, such as adequate funding, persistent racial segregation, and the privatization movement.

She writes:

In Schoolhouse Burning, the important recent book about the history of public education since the Civil War and the protection of public schooling by the provisions of the 50 state constitutions, Derek Black declares: “Public education represents a commitment to a nation in which a day laborer’s son can go to college, own a business, maybe even become president. It represents a nation in which every person has a stake in setting the rules by which society will govern itself, where the waitress’s children learn alongside of and break bread with the senator’s and CEO’s children. Public education represents a nation where people from many different countries, religions and ethnic backgrounds come together as one for a common purpose around common values.” (Schoolhouse Burning, p. 250)

Right now, of course, Chris Rufo, the right-wing linguistic reframer and political provocateur, has taken upon himself the mission of undermining the very values Derek Black proclaims. Rufo and his political allies at the national level and across the statehouses are intentionally frightening parents—making them fear children who are different. They have made the topic of the day their hope to eliminate “Diversity, Equity, and Inclusion,” to shut down any curriculum that honors the history and culture of children who are not part of the dominant culture, and to undermine our sense of responsibility for providing equal opportunity. Our statehouses and national politics are being sidetracked by ideologues seeking to silence classroom conversation about how our nation’s past has shaped the present moment and by lavishly funded lobbyists pushing politicians to grant families public tax dollars to pay for their children’s escape from the public schools. We are surrounded by a maelstrom of argument designed to make us forget about our responsibility to the public schools “where people from many different countries, religions, and ethnic backgrounds come together as one for a common purpose around common values.”

Responding to the education culture war provocateurs is essential for those of us who care about public schooling, but it is also a distraction from the difficult essential issues we hardly see in the news anymore. I was jolted by Erica Frankenberg’s concise updatelast week about the persistence of racial segregation in public schools across the states.  My surprise wasn’t about the existence of continuing racial segregation and its contribution to inequality; I simply hadn’t noticed any attention to this reality for several months.

Frankenberg, a professor of education and demographics at Penn State University, begins: “Brown vs. Board of Education , the pivotal Supreme Court decision that made school segregation unconstitutional, turns 70 years old on May 17, 2024.”  She continues with a concise history of the long resistance to compliance with the Supreme Court’s decision, and updates the situation as we begin 2024:

“Public school students today are the most racially diverse in US. history. At the time of Brown, about 90% of students were white and most other students were Black., Today, according to a 2022 federal report, 46% of public students are white, 28% are Hispanic, 15% are Black, 6% are Asian, 4% multiracial, and 1% are American Indian. Based on my analysis of 2021 federal education data, public schools in 22 states and Washington, D.C., served majorities of students of color. And yet, public schools are deeply segregated. In 2021, approximately 60% of Black and Hispanic public school students attended schools where 75% or more of students were students of color. Black and Hispanic students who attend racially segregated schools also are overwhelmingly enrolled in high-poverty schools.”

What is the financial consequence of racial segregation? Frankenberg explains: “A 2019 report by EdBuild… found that schools in predominantly nonwhite districts received $23 billion less in funding each year than schools in majority white districts. This equates to roughly $2,200 less per student per year.”

Every year the Education Law Center publishes the Making the Gradereport on school funding fairness. The news in the most recent Making the Grade, released in December, compliments Frankenberg’s brief on the impact of racial segregation. Here is the this year’s brief summary of the situation at the end of 2023: “Vast disparities in per-pupil funding levels persist with the highest funded state (New York) spending two and a half times more per pupil than the lowest funded state (Idaho), even after adjusting for regional cost differences. Far too few states progressively distribute funds to high-poverty districts: more than half the states… have either flat or regressive funding distributions that disadvantage high-poverty districts… (T)he worst funded states are often guilty of low effort, indicating a failure to prioritize public education.”

And instead of raising their investment in schools, many states have reduced budgetary allocations for public education: “Nationally PK-12 education saw the smallest annual increase in combined state and local funding since the Great Recession. Fourteen states reduced total state and local revenue for education at exactly the moment when schools needed more resources to deal with the unprecedented challenges of interrupted learning, virtual or hybrid schedules, and health and safety concerns. In Alaska, Nebraska, Oregon, Utah, and Wyoming, declining revenues disproportionately affected high-poverty districts and caused these states to become either less progressive or more regressive.”

The Education Law Center concludes the introduction to its comprehensive report with this warning: “A fair, equitable, and adequate (state) school funding formula is the basic building block of a well-resourced and academically successful school system for all students. A strong funding foundation is even more critical for low-income students, students of color, English learners, students with disabilities, and students facing homelessness, trauma, and other challenges.  These students, and the schools that serve them, need additional staff programs, and supports to put them on the same footing as their peers.”

Persistent racial and economic segregation in U.S. public schools and inequity and inadequacy of public school finance are merely two of today’s educational challenges, but they among the most serious causes of educational injustice. We can be sure, however, that the culture war missionaries who want to eliminate diversity and inclusion, are not worried about segregation. And as they openly state their opposition to equity, we can assume that public school funding is of little concern. The culture warriors and their political allies have been busy expanding all kinds of private school tuition vouchers and fighting for the right of parents to insulate their children (at public expense) from exposure to the rich diversity that defines our society.

Underneath the noisy distraction of the culture wars, however, serious structural challenges for public schooling require our attention. Only a public committed to public investment in the common good and expanding the opportunity to learn for every child can ensure the future of the public institution that Derek Black describes: “Public education represents a nation where people from many different countries, religions and ethnic backgrounds come together as one for a common purpose around common values.”

Categories Education Reform

Dana Milbank in Iowa: Trump Owns the Republican Party

By dianeravitch
January 16, 2024 //
30

No matter how many times he is caught lying, no matter how many top-secret documents he squirreled away, no matter how lavishly he praises dictators, no matter how many porn stars he has partied with, no matter how many millions he took from foreign governments during his term, no matter how many criminal counts he faces, no matter how many times he was indicted, the base of the GOP loves him.

Trump owns the Republican Party. It used to be the party of “family values,” but that pretense has been tossed aside. Trump, a thrive-married philanderer, has never talked about family values.

Dana Milbank went to Iowa to see for himself, and he saw the devotion of the MAGA crowd.

INDIANOLA, Iowa — They lined up for hours, some of them, in the minus-38-degree wind chill to see their candidate. It was the only rally Donald Trump was giving in the state in the TV days before Monday’s caucuses, so for the MAGA faithful, this was the golden ticket.


For the lucky 500 Trump followers admitted to the event space, the Trump campaign played a video reminding voters that Trump had already come in first place in the God primary.


“And on June 14, 1946, God looked down on his planned paradise and said, ‘I need a caretaker.’ So God gave us Trump,” the narrator proclaimed.


“God said, ‘I need somebody willing to get up before dawn, fix this country, work all day, fight the Marxists, eat supper, then go to the Oval Office and stay past midnight. … So God made Trump.”
“‘I need somebody with arms strong enough to rassle the deep state and yet gentle enough to deliver his own grandchild.’ … So God gave us Trump.”


And then it came to pass, a few minutes later, that this midwife-turned-prophet took the stage in the ballroom, and he spake thus to his flock:


“We’ve got a crooked country,” run by “stupid people,” “corrupt,” “incompetent,” “the worst.”
Trump, in the gospel according to Trump, was the victim of “hoaxes,” “witch hunts,” “lies,” “fake indictments,” “fake trials,” judges who “are animals,” a “rigged election,” “rigged indictments,” and a “rigged Department of Justice where we have radical left, bad people, lunatics.”


The nation’s capital, Washington, D.C., “is a rat-infested, graffiti-infested shithole,” he said, with swastikas all over the national monuments.

His opponents, the prophet Trump continued, are “Marxists,” “communists,” “fascists,” “liars, cheaters, thugs, perverts, frauds, crooks, freaks, creeps,” “warmongers” and “globalists.”
Immigrants are like a “vicious snake,” whose “bite is poisonous,” he told them, and there is an “invasion” at the border by “terrorists,” “jailbirds” and “drug lords.”


“Our country is dying,” he informed them. And, by the way, “You’re very close to World War III.”
Have a nice day!


It was, in short, a slightly updated version of the rage, paranoia, victimhood, lies and demonization that propelled Trump’s popularity over the past eight years. Yet there was something else Trump said in his appearance here at Simpson College, south of Des Moines, that, I’m sorry to say, seems reasonably accurate.


“MAGA is taking over,” he told his chilled but enraptured supporters. “On the fake news, they say MAGA represents 44 percent of the Republicans. No, no. MAGA represents 95 percent of the Republican Party.”


His numbers might be off, but the observation is true. Iowa’s Republican presidential caucuses Monday night were an overwhelming triumph for Trump, who in early results was more than 30 points ahead of his nearest competitor and getting more votes than the rest of the field combined. The voters had shown that there essentially is no Republican other than a MAGA Republican…

Nikki Haley points out that she polls better against Biden than the others, and it’s true. Were she the nominee, Republicans would likely win the presidency in a landslide. But this Republican electorate wants something different.


They want a guy who talks about being a “dictator” on day one, echoes Hitler in his rhetoric about ethnic minorities, demands absolute immunity from legal liability and threatens “bedlam” if he’s prosecuted.


They want a guy who, after all these years, still derides “Barack Hussein Obama” and “Pocahontas” Elizabeth Warren, as he did in Indianola on Sunday. They want a guy who threatens, as president, to “direct a completely overhauled DOJ to investigate every radical, out-of-control prosecutor because of their illegal, racist … enforcement of the law.”

And they want a man who promises: “We will demolish the deep state. We will expel the warmonger … We will drive out the globalists. We will cast out the communists, Marxists and fascists. We will throw off the sick political class that truly hates our country. We will rout the fake news media. And we will evict Crooked Joe Biden from the White House.” The crowd, in their MAGA caps and Trump 47 jerseys, cheered their candidate and broke into spontaneous chants of “Trump!” and “USA!”

Let there be no more excuses made that Republican voters haven’t been given an alternative. They had a choice — and they chose Trump.

Iowa is an atypical state. It is overwhelmingly white and has a large number of evangelicals. Let’s see how other states vote.

Despite his paranoia, despite his character—or because of them— Trump swept 51% of the vote in Iowa.

However. CBS News reported that less than 15% of registered Republicans turned out in the bitter cold to cast a vote.

Categories Bigotry, Character, Corruption, Cruelty, Democracy, Disruption, Elections, Ethics, Evil, Extremism, Fascism, Insane, Iowa, Racism, Republicans, Trump

NPR: Who Was Jane Roe of “Roe v. Wade” Fame?

By dianeravitch
January 16, 2024 //
3

This is a fascinating story about the woman known as “Jane Roe,” the named figure in the case that established abortion rights, but for only half a century.

The woman’s real name was Norma McCorvey. She wanted an abortion, did not get it, gave birth to a third daughter, worked for an abortion clinic, eventually was recruited by an anti-abortion group Operation Rescue and joined forces with them. Ultimately, she was used by both sides.

Although she changed sides, she never changed her belief that abortion should be legal in the first trimester.

For the latest installment of the NPR Politics Podcast Book Club, we interviewed Joshua Prager, author of The Family Roe. The book traces the history of American abortion politics through McCorvey’s life story. That story is one of both genuine conviction and opportunism, of sex and drugs and politics and class and fame and religion — all of which combine to create, as Prager puts it, a “uniquely American” tale.

This interview has been edited for length and clarity.

Danielle Kurtzleben: While a lot of people have heard the name Jane Roe, I would imagine far fewer know the name Norma McCorvey or know much about her. How would you describe her to someone who is not well acquainted?

Joshua Prager: Norma was sort of the perfect person for me to tell the larger story of abortion in America through, because her life really was defined by a lot of the very same things that I think make abortion particularly fraught in America, particularly sex and religion and what she saw as the incompatibility or irreconcilability of those two things.

When she comes out to her church [and] her parents, that is driven home in very dramatic fashion when first of all, her mother beats her. But also, Norma goes across state lines with a friend of hers from school, a young girl. They’re about 12 years old, they check into a motel, the police are called. The girl alleges, as Norma said to me, that Norma tried inappropriate things with her, and Norma’s then sent away to a school for “delinquent children.” She bounces through these schools, and she decides she’s going to have a regular life with the white picket fence and all that. She gets married at 16 and gets pregnant right away. She later alleges that her husband beat her; that’s maybe the first of many, many lies.

She often re-imagined herself as not a sinner, but a victim. And she often was telling about these sort of horrible things she suffered, which she didn’t suffer. She begs her mother to take the child and later says her mother kidnapped the child — so it’s, again, another lie — and places that child for adoption.

Then, even though she’s gay and is having affairs with women, she’s also a prostitute at this time [and] is occasionally sleeping with men. She’s selling drugs. She gets pregnant again, places that child for adoption. Then she gets pregnant a third time, and that is the child that that becomes the Roe baby…

DK: I want to wrap up to ask you quite a big question. What do you think the story of Norma McCorvey and her daughters, especially the Roe baby, who is an adult now — what does that story illuminate about the fight over abortion today? Why is this relevant, beyond the obvious historical connections?

JP: Two things. The first is very sort of pointedly, dramatically in black and white terms. It’s often it’s a story about class. Right now we are such a divided country. We already were, but now literally, I step on this side of this of this state line, I’m allowed to have an abortion. I step on that side of the state line, I’m not to have an abortion. And often it is class that is determining who can and cannot have an abortion. And that is one very important thing that I think Norma’s story and the stories of her daughters bring to light.

The other is that, man, abortion is complicated. All four of these women [McCorvey and her three daughters] in their own ways had very nuanced and sort of ambiguous feelings about abortion. All four of them, by the way, were pro-choice and are pro-choice — the daughters, even.

Even the Roe baby, whose very existence owed to the unavailability of abortion at that time, feels that abortion ought to be legal. And so I do think our country would be better served if people recognized that and did not sort of just take the approach that “if you disagree with me, you are a horrible human being.”

Categories Accountability, Ethics, Gender

Rachel M. Cohen: Access to Abortion Pills Has Grown Since Dobbs Decision

By dianeravitch
January 16, 2024 //
16

After the Dobbs decision overturning Roe v. Wade, some 16 Republican-dominated states have imposed near-total bans on abortion. In response, access to abortion pills has grown.

In this article in VOX, veteran journalist Rachel M. Cohen describes the numerous organizations that provide telehealth sessions with doctors who provide prescriptions, as well as supplying abortion pills. In addition, several Democrat-dominated states have passed shield laws to protect doctors in their state who advise women in red states.

A network of like-minded groups have filled the gap created by the Dobbs decision, making these pills easily available and inexpensive.

Cohen writes:

Eighteen months after the Dobbs v. Jackson decision that overturned the constitutional right to abortion, and with a new Supreme Court challenge pending against the abortion medication mifepristone, confusion abounds about access to reproductive health care in America.

Births are up, but so are abortions since Dobbs.

Taking a combination of mifepristone and misoprostol within the first 12 weeks of a pregnancy was already the most common method for abortion in the United States before the Dobbs decision, partly due to its safety record, its lower cost, diminished access to in-person care, and greater opportunities for privacy. The popularity of medication abortion has only grown since then: A poll released in March found majorities of Americans support keeping medication abortion legal and allowing women to use it at home to end an early-stage pregnancy. Another survey found 59 percent of voters disapprove of overturning the FDA’s approval of abortion medication, including 72 percent of Democrats, 65 percent of independents, and 40 percent of Republicans.

Immediately after Dobbs, the only way to obtain the pills by mail was through international sources, which took weeks to arrive. Now, however, the pills are available by mail in the U.S. and will arrive in days.

The e-commerce marketplace for abortion medication has expanded, and the cost for pills has fallen dramatically

Outside of telemedicine options, there are over two dozen e-commerce websites that sell and ship medication abortion to the US. This international supply chain has grown significantly since Dobbs and most of these sites do not require prescriptions and do not require people to upload their IDs or have medical consultations. Plan C has vetted 26 of these sites, including testing their pills to ensure they’re “real products of acceptable quality.”

The cost of the pills has dropped significantly, some for as little as $42-47.

Volunteer groups have sprung up, with some offering the pills for free.

Community support groups, also known as “companion networks,” have grown since the overturn of Roe v. Wade and now actively provide free abortion pills to people living in states with bans on reproductive health care. These groups, some of which can be found on sites like Plan C and Red State Access, mail medication abortion and offer doula support.

But what happens if the Supreme Court limits access to mail-order abortion pills?

While abortion advocates doubt the justices will go so far as to pull mifepristone off the market, as a federal judge in Texas attempted to do earlier in 2023, they are bracing for the possibility that the court might reimpose medically unnecessary restrictions on access, like bans on prescribing mifepristone via telemedicine.

Even if that happens, though, most of the aforementioned options for accessing medication abortion would remain intact. It’s not clear if the FDA would even abide by such a Supreme Court ruling, but if it did, providers using shield laws could still legally ship misoprostol to patients in banned states.

“A Supreme Court ruling wouldn’t affect the community-based networks, ProgressiveRx, or the e-commerce websites that sell pills at all, and so there would still be ways of getting mifepristone and misoprostol in the mail,” Wells said. “The Supreme Court could affect services like Aid Access and Abuzz, but they could also switch to misoprostol-only abortions and that’s what they’re planning to do.”

The rapid growth in the number of ways to access abortion pills and the planning to protect access in the future demonstrate that Dobbs will prove to be like prohibiting the sale or consumption of liquor. When the population has grown accustomed to consuming alcohol or getting an abortion legally, it will be impossible to ban it.

Categories Gender, Health, Safety

Republican Judges in Texas Exclude Pregnant Women from Law Requiring Emergency Care if it Means Abortion

By dianeravitch
January 16, 2024 //
43

In 1986, Congress enacted a law that requires hospitals that receive Medicare reimbursements to provide medical care to patients having a medical emergency without regard to their ability to pay. The law is called the Emergency Medical Treatment and Active Labor Act of 1986 (EMTALA).

Two weeks after the U.S. Supreme Court’s Dobbs decision reversing Roe v. Wade, the federal Centers for Medicare and Medicaid released “guidance” reminding hospitals that they were obliged to perform abortions under the EMTALA Act, if the pregnant woman’s life was put at risk by her pregnancy. EMTALA, the guidance said, pre-empted state laws banning abortions.

The state of Texas sued to block the federal guidance and was quickly joined in the lawsuit by two medical associations comprised of anti-abortion doctors.

Both the District Court in Texas and the Fifth Circuit Court of Appeals ruled that doctors and hospitals were not required to perform abortions by EMTALA and that federal law and guidance do no supercede Texas’s rigid ban on abortion. It further ruled that the pregnant woman and her unborn fetus had equal rights and that the woman “does not have an unqualified right…to abort her child.”

Thus, even if the mother’s life is in danger and even if an abortion is necessary to save her life, the doctor decides—not the woman—whether to perform an abortion. Doctors who perform abortions in Texas are subject to harsh penalties, including loss of their medical license and steep fines.

Thom Hartmann called the judges “a handmaid’s court” and wrote that the three white male Republican men on the Fifth Circuit concluded:

To hell with the women, they essentially said: we have to do everything possible to rescue those innocent, virginal fetuses who are as-yet uncontaminated by sin.

The Republican judges even refused to refer to a fetus as a fetus, instead calling it a “child” and claimed that, as a “child,” it’s entitled to an equal level of life-saving care as is provided to the woman carrying it.

In other words, do everything possible to stabilize and thus save the fetus, even if that further endangers the life of the mother.

Their rationale was that fetuses aren’t mentioned in EMTALA, so therefore they must be children, and “children” are just as worthy saving as mom.

This decision will cause the deaths of women whose pregnancies endanger their lives. Yrs, women do die in childbirth, but not so often in civilized societies. These women may have other children who love them and depend on them, but the white guys in judicial robes concluded: Save the fetus above all.

You may recall Katie Cox, the 31-year-old pregnant mother in Dallas who sought court permission to have an abortion when she learned that her fetus had a rare condition called trisomy 18. Her doctors told her that the fetus might die in her womb or within minutes, hours or days after it was born. She might not be able to give birth in the future. The court gave her permission to obtain an abortion but State Attorney General Ken Paxton said any doctor who performed an abortion for Mrs. Cox would be prosecuted to the full extent of the law. Paxton didn’t need to act, however, because the Texas Supreme Court ruled that she was eligible to have an abortion. Katie Cox left Texas and had an abortion in New Mexico.

What’s clear from all this is that the provision in the Texas law that allows an abortion in dire circumstances , such as the danger to a woman’s life, is inactive, meaningless, moot.

Categories Ethics, Extremism, Gender, Health

How MacKenzie Scott Pissed Off Elon Musk

By dianeravitch
January 16, 2024 //
5

Billionaire vs. billionaire. The clash of a feminist titan with a neo-Nazi sympathizer! Get your popcorn and enjoy the tale of how Mackenzie Scott managed to infuriate super-pig Elon Musk. Granted, he’s the richest man in the world–worth $300-400 billion, while she has only $32 billion or so.

But she has made a practice of giving generously to worthwhile nonprofits while he gives away as little as possible.

Marcie Jones has the story at Wonkette, and it’s a great read.

It begins:

Billionaires are mostly despicable Montgomery-Burns type people. But then there’s MacKenzie Scott, one of the few ultra-rich who doesn’t deserve to get tarred and feathered in the coming revolution! She’s the third-wealthiest woman in the United States, 38th in the world, and has now given away $19.25 billion (with a B!) in 2,524 charitable gifts, with a focus on racial equality, LGBTQ+ equality, democracy, and climate change. 

She and her small team seek out nonprofits operating in communities facing high food insecurity, high measures of racial inequity, high local poverty rates, and low access to philanthropic capital. And then she gives away the money with no strings attached. Which is unusual in philanthropy! Also unusual, she’s pretty quiet about it. She has a web site that shows what she has donated to, but there’s no MacKenzie Scott ribbon cuttings, or buildings with her name on them when she drops a check. She donates, then she dips. And she plans to “keep at it until the safe is empty.”

Elon Musk warned that she is destroying Western civilization.

Read it and see what you think.,

Categories Billionaires, Creativity, Ethics, Joy, Musk, Elon, Philanthropy
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