Just when you thought you had heard every twist and turn in Charter World, along comes another bizarre story. The Utah State Charter Board ordered the replacement of every member of a polygamy charter school.

WEST VALLEY CITY, Utah (KUTV) — In a dramatic move, the Utah State Charter School Board ordered Vanguard Academy to replace all seven members of its school board. In addition, the USBE will appoint a temporary director to work with the current director.

Vanguard is affiliated with the Kingston polygamist group, known as “The Order.” In a 2020 investigation, Crisis in the Classroom revealed the school regularly hires Kingston-connected businesses and pays them with taxpayer dollars. We found the board is made up almost entirely of Kingston family members. We also found that a Kingston-related business owner won the school’s lucrative contract to feed the students.

Filippa Mannerheim is a Swedish high school teacher and a critic of Sweden’s experiment in school privatization.

She writes.

Dear Sweden, let me tell you what a school is.

A school educates and dares and can demand effort. Sweden has forgotten what a school is. High school teacher Filippa Mannerheim gives a lesson to a country that has lost its grip.

Dear Sweden, since you seem to have completely lost your composure, here is a short, educational guide to help you along in your confused state.

Sweden, let me tell you what school is: A school is an academic place for knowledge and learning. A school is the nation’s most important educational institution with the aim of equipping the country’s young citizens with knowledge and abilities, so that they can develop into free and independent individuals, protect the country’s democratic foundations and with knowledge and skills contribute to the country’s continued prosperity – in times of peace as well as in troubled times .

A school is not a joint-stock company with profit as the main incentive. A school is a joint community building. A school has educated, subject-knowledgeable, qualified teachers with high status, good working conditions and great professional freedom. These teachers teach the country’s children in the country’s language.

A school has employed – not hired – resource staff: special teachers, school nurse, study and vocational guidance counselors, IT staff, janitors. A school does not have non-qualified persons behind the chair.

A school gives children who are falling behind extra support from trained special teachers. A school does not hand out digital tools or ineffective adaptations as substandard substitutes for extra support, just because it is cheaper.

A school has appropriate premises: adequately sized classrooms, an auditorium, a sports hall, a music hall, a home economics room with a kitchenette, crafts and lab rooms. A school has adequate equipment for theoretical and practical teaching, such as musical instruments, craft tools, laboratory equipment, teaching aids, working IT equipment and large amounts of fiction in class sets.

A school has a school library with trained librarians who keep an eye on the world, buy books, hold book talks and contribute with unique expertise in fiction and non-fiction, information search and source criticism. A school does not have a repository of some randomly selected books donated by parents and call this a “school library”. A school library is not “access to a public library”.

A school has a large school yard where children can jump rope, jump fence, play football, play marbles, play ghost ball, King and run around. A school yard is not a paved patch outside an apartment building.

A school is an architectural building – a proud landmark – adapted to a unique activity, namely teaching the country’s children. A school is not a bicycle cellar or an industrial premises where students get “theoretical skills” or a gym card at Sats, which is called “sports education” because it is cheaper.

A school is not a private playground for calculating corporate groups and corrupt ex-politicians who want to make a career in business. If you think so, you have seriously misunderstood what school is.

A school sells nothing because knowledge cannot be sold or bought. A school has a canteen that serves a well-planned lunch based on the Swedish Food Agency’s guidelines for a good and nutritious meal. A school does not send teenagers out to buy their daily lunch at a hamburger chain using a food stamp.

A school does not compete with other schools for school fees or easily taught students. A school has no incentive to set satisfaction ratings, as rating is a pressure-free exercise of authority – not a means of competition and a way to fish for new school customers.

A school educates and dares and can demand effort. A school is a community foundation, not a sandwich board for demanding parental customers. A school has an obvious consensus on what knowledge is and how it is taught using methods that rest on a scientific basis.

A school has teachers who conduct well-planned teaching, not teachers who send students home with work that parents are expected to help with in order for the school’s profit to be greater. A school has teachers who see themselves as academics and public servants, not marketers and influencers who hawk vacuum cleaners with the help of their students via Instagram accounts.

A school is an area where politicians strive for cooperation, long-termism, stability and the best interests of the citizens. A school is not allowed to become a bat in national political debates about cap issues or grades from year 4. The word “school” and “lobbyism” are never used in the same sense. A school system without a market is not a “communist government”.

We live in a country that has lost all understanding of what school is. We live in a country where the politicians have let go of the country’s own school system and are selling it off, piece by piece, to international companies.

We live in a country where students and parents get an image that school can be anything, however, anywhere and an image of themselves as school customers instead of parents and students. This is dangerous for the individual but even more dangerous for the nation at large.

Sweden, now you know what school is. What do you do with that knowledge?

By Filippa Mannerheim

Filippa Mannerheim is a high school teacher in Swedish and history, as well as a school debater. She attracted a lot of attention in the winter of 2020 with her open letter to Sweden’s Riksdag politicians on Expressen’s culture page, “Swedish school is a shame – you politicians have failed”.

The Brookings Institution reported on a big increase in federal funding for technical assistance for community schools along with the priorities for funding. Unlike charter schools, community schools operate under the supervision of public school boards; they are not operated or owned by private entrepreneurs; they seek to strengthen public educations, not compete with it or replace it. Unlike the federal Charter Schools Program, which provides $400 million + in start-up funds, the funding for community schools is for technical assistance, not basic costs. The CSP has been riddled by waste, fraud, and abuse, and many federally funded charters never open.

The U.S. Department of Education recently announced a notice inviting applications for the Full-Service Community Schools Program to provide high-quality academic, integrated health and social service, and engagement support for all students. The grant program continues to reflect steady increases in the federal appropriations process from an initial $5 million in fiscal year 2009, to $25 million in 2020, $30 million in 2021, $75 million in 2022, and a proposed substantial increase of $468 million in 2023. The exponential growth in investments signals a consistent interest and confidence in community school strategies as a powerful approach to whole-child educational transformation of schools and communities. Similarly, dedicated state funding opportunities in Maryland, New York, and Californiareflect a growing body of evidence from decades of implementation expertise about how community school strategies—when supported and sustained—can leverage the assets and voices of the full community to support student success.

The Community School Forward national task force welcomes this support of community schools as a strategy to increase youth and community voice, ensure rigorous community-connected instruction, extend learning opportunities and improve school climate, health, and mental health, and college and post-secondary student outcomes. The task force recognizes that while funding is necessary to continue to accelerate the growth of community schools, increasing it alone will not directly result in effective community school partnerships and strategies. High-quality technical assistance must be provided to practitioners. The task force project team developed a national needs assessment to gain a clearer picture of what type of community school technical assistance is needed across the country.

WHAT DOES COMMUNITY SCHOOL TECHNICAL ASSISTANCE ENTAIL?

The Children’s Aid National Center for Community Schools (NCCS) is a practice-based technical assistance provider that has supported the startup, scaling, and sustainability of community school initiatives across the country and internationally, NCCS has seen what happens with (and without) strong and consistent guidance and capacity building. We define technical assistance as the process of building the capacity of community school stakeholders to start, scale, and sustain transformational community schools. Informed by a comprehensive needs and assets assessment and guided by a plan jointly developed with the client, technical assistance includes organizing communities of action, facilitating connections, and providing the relevant tools and skills.

In early 2022, in anticipation of technical assistance needs of new and developing community school practitioners, NCCS—in partnership with the Brookings Institution, the Learning Policy Institute, and the Coalition for Community Schools—conducted an assessment of community school practitioners and experts to gauge emerging needs and best practices in implementing community schools and technical assistance. The findings of our inquiry provide important guidance for the Full-Service Community Schools program and other initiatives focused on expanding and deepening effective community school strategies. In our report, “Community Schools Forward: Technical assistance needs assessment,” we summarize the findings of a national study exploring community school technical assistance needs and assets and recommend that technical assistance providers prioritize:

  • Model clarity for all stakeholders – ensuring all stakeholders have the same conceptual understanding of community schools and their role within the model.
  • Structures and systems for community voices – developing mechanisms that invite democratic processes within a community school.
  • Structures and systems for collaborativeleadership – systems and processes that reinforce distributed leadership and collaborative decisionmaking.
  • Asset-based thinking – cultivating a perspective that focuses on the strengths of the students, families, and community.
  • Sustainability – navigating braided funding and “telling the story” to public and private funders in a way that accurately reflects the work; developing a model or network that is supported by the community and leadership, and not vulnerable to leadership changes.
  • Reimagining systems for equity – reviewing existing school processes and structures to determine if the current approach is meeting all student, family, and community needs. Changing those systems that are not meeting the needs of all stakeholders.
  • Data systems – developing systems for data collection and analysis that capture accurate data that is connected to identified outcomes and is aligned with a logic model.
  • Data culture and continuous improvement – creating a positive and collaborative environment where problems can be identified and solved using data and inquiry.

Additionally in our report, practitioners shared the most impactful strategies that community school decisionmakers and partners can prioritize as part of their developmental process.

Read the full report.

Connecticut Member of Congress Rosa De Lauro is chair of the House Appropriations Committee, one of the most powerful members of Congress. She is a staunch friend of working people and public schools.

WASHINGTON, DC – Chair of the House Appropriations Committee Rosa DeLauro (CT-03) today released a statement following President Biden’s announcement of his student debt plan.

“Americans are living paycheck to paycheck. The biggest corporations are using their money to rig the game, and costs are on the rise.

“I applaud President Biden for taking a necessary step today to level the playing field for working Americans by cancelling $10,000 in student debt for borrowers who earn under $125,000 a year and up to $20,000 for Pell Grant recipients. This will completely wipe out debt for millions of borrowers and give many the economic security they need to invest in a small business, buy a home, or simply just take care of their families.

“Today’s announcement builds on historic actions by the Biden administration to provide student debt relief to borrowers in need. By discharging loans for borrowers ripped off by for-profit colleges, making administrative improvements to the Public Service Loan Forgiveness Program, and canceling loans for permanently disabled borrowers, the President has already approved $36 billion in student loan relief. In addition, the Biden administration is drafting improvements to income-driven repayment programs, including proposals I have pushed for in my Affordable Loans for Any Student Act, so that no borrower has to struggle to make monthly payments.

“Democrats in Congress and President Biden are delivering on commitments to make college more affordable, make student loan repayment manageable, provide relief for those in need, and hold predatory colleges accountable for ripping off students. Americans need a government that works for working families and the vulnerable – not one that answers to the wealthiest and biggest corporations. Today’s announcement is a huge step toward dealing working Americans back in.”

 

# # #

delauro.house.gov

President Biden issued sweeping student debt relief for people earning less than $125,000 a year.

The Washington Post reports:

White House officials are planning to cancel up to $20,000 in student debt for recipients of Pell Grants as part of their broader announcement on Wednesday of student debt forgiveness, four people familiar with the matter said.


The extra debt forgiveness for Pell recipients would be in addition to the expected cancellation of up to $10,000 in student debt for most other borrowers. The White House’s plans are only expected to apply to Americans earning under $125,000 per year, or $250,000 per year for married couples who file taxes jointly, the people familiar said.


Roughly 43 million federal student loan borrowers would be eligible for some level of forgiveness, including 20 million who could have their debt completely canceled, according to internal documents shared with The Washington Post. The White House estimates that 90 percent of relief will go to people earning less than $75,000.

Pastors for Texas Kids is sponsoring two discussions TODAY about public schools, in Lubbock and Amarillo.

PUBLIC EDUCATION
AND YOU


Front Runners for Texas
Lt. Governor Q&A

Amarillo registration here: https://bit.ly/3QjZDyi
Lubbock registration here: https://bit.ly/3AcGTdb

Mike Collier is confirmed for both cities. No response from Dan Patrick after multiple messages to his staff.

Peter Greene, retired teacher and brilliant writer, explains the real goals of the school choice movement, and how its rhetoric has shifted over the years from “saving children” to destroying public schools.

He writes:

A quick summary of the history, so far, of pro-choice arguments. Because if it seems like they keep shifting, well, there’s a reason.

If you’re old enough, you may remember a time when the argument in favor of school choice was that students needed to be able to escape their failing public school.

There was a period way back when in which the argument was for vouchers, but vouchers tested poorly with the electorate, so choicers threw their weight behind charter schools, with a continued and frequent emphasis on the notion that charter schools were just another type of public school, because generally speaking, people liked and trusted public schools. Charters will just add to a robust public educational ecosystem, they said.

The “public schools are failing” trope (first given some heft in A Nation at Risk, a report commissioned to make exactly that point) needed some back-up, and at just that opportune moment, we got the rise of the Big Standardized Test, a high stakes system that would provide solid data proving that public schools were Failing Our Children.

Then school choice was adopted by folks on the Left and the Right (and by people from the Right pretending to be on the Left) so we had a tag team argument. Students should not have their educational quality determined by their zip codes. The pro-choice argument was two-pronged:

1) Public schools are failing academically (look at these test scores) but unleashing the power of the free market will competitionize them into excellence.

2) Public schools are failing poor and minority students, and in the pursuit of equity, those students should be given a school choicey path out.

This two prong period lasted roughly most of the Obama administration, because the movement benefited from the neo-liberal Democrat support of choice. But it was at times a tense partnership. Free marketeers chafed at the social justice wing’s ideas about regulating choice schools to suck less, and the social justice wing tried hard not to notice that free marketeers didn’t really care that much about how choice affected their children.

And then Obama was out and Hillary tanked and the free marketeers didn’t need the social justice wing any more, and detente was over.

The choice argument was also suffering from another problem. Charter schools weren’t any better than public schools, and voucher systems were maybe even a little worse. Some new arguments were tried out, like “choice gives strivers a chance to get away from those other kids.” Some free marketeers and libertarians started saying more loudly that it didn’t really matter if choice improved outcomes or not–it was a virtue in its own right.

Trump knew nothing about education policy except that backing choice got him support from the Catholic Church. And Betsy DeVos was patiently waiting for the rest of the movement to catch up to where she has been for years.

Her moment was almost coming, but first we had a few years of just replaying the hits– escape failing schools, improve outcomes, let’s push vouchers under some other name, etc.

Then the pandemic hit, leaving local schools to wrestle with the question “How do we navigate this unprecedented crisis” while on the national level, everyone was more focused on “How do we leverage this unprecedented crisis for maximum political benefit.”

To their credit, many choicers initially resisted the call to blame public schools for schools being closed, but that moment passed, someone decided it would be good strategy to blame school closures on the unions, and then people lost their damned minds over masking. When Christopher Rufo decided to elevate critical race theory to the level of a McCarthy-style Red Scare, a whole network of anti-maskers was already in place to spread the word (Moms For Liberty is a fine example of a group that started out anti-mask and quickly pivoted).

The many waves of complaints and controversies may seem large and complex, but they really aren’t. They all connect through one simple idea, the new choicer pitch, summed up in this quote from Rufo speaking at Hillsdale College:To get universal school choice, you really need to operate from a place of universal school distrust.

The current choice pitch is that parents need the power of choice because public schools can’t be trusted. Jay Greene, who I always thought of as intellectually honest, has moved to the heritage foundation and now publishes pieces like “Who will raise children? Their parents or the bureaucratic experts?” He signaled this new approach explicitly with February’s “Time for the school choice movement to embrace the culture war” aka “We can use this current noise to further our cause.” My state of Pennsylvania is facing a viable candidate for governor whose idea is to end property taxes, replace them with nothing, and give every parent a voucher good for half of the current per-pupil spending amount in the state.

Do not be distracted by the arguments about LGBTQ students and trans athletes and teacher gag laws; these all matter, and certainly many hard right folks will be happy if they win these fights, but for the pro choice crowd, the point is that public schools can’t be trusted and we need to scrap the whole system and replace it with vouchers (or, as DeVos called it, “educational freedom”). If the right drags victory out of any of these many erupting pockets of chaos, that’s gravy, but for many choicers, the chaos is the whole point, because it adds to the claims of a failing public system.

The end game, for those on the far right DeVos-style wing is as it has always been–get the government out of education. Take back the schools for religious education. Slash the tax-based funding because that’s just the government stealing our hard-earned dollars to pay for more services for Those Peoples’ Children. And while all that’s happening, if we could break the back of the teachers unions, which just prop up the democratic Party, and, hey–also let some entrepreneurs make a buck selling education flavored products.

At every stage of the choicer evolution, you will find people who sincerely believe their talking point du jour. But at this point, it’s hard not to notice that some choicers will adopt whatever argument will get them closer to the dismantling and privatization of public education.

Like many other movements, the school choice movement has room for both true believers and grifters, but in both cases, the school choice debates are marked by a refusal to talk about what we’re really talking about–changing education from a universally provided public good into a privately owned and operated commodity delivered however and to whomever the market deems worthy.

There’s another paragraph. Open the link and read it.

Stephen Dyer, a former state legislator in Ohio, keeps track of school choice in his state, which has been a costly disaster for students and taxpayers.

He writes in this post that charters and vouchers are actually more expensive than public schools.

I’ve helped document for years how Ohio’s charter schools and voucher program doesn’t lead to better educational outcomes, while it harms the educational opportunities for the 90% of Ohio students who are educated in local public school districts and leads to greater racial segregation.

However, the pro-privatization folks seemed to always have this in their quiver: At least charters and vouchers are cheaper for Ohio’ taxpayers.

Here’s how the Fordham Institute put it

Even after a massive overhaul of the school funding system, Ohio charter schools are still shortchanged, receiving about 75 cents on the dollar compared to their traditional public school counterparts.

So I decided to check out their claim. And it appears that the state’s charter and voucher programs cost about 5-10% more than it would to just have all those students return to their resident public school district.

That’s right. It’s cheaper for Ohio taxpayers to keep all those charter and voucher students in local public schools. And they’ll do better academically. And we’ll have a more integrated public school system. And kids in public schools won’t have to do with fewer opportunities so privately run educational options can receive public subsidies.

Other than that…

So, let’s see. Students in charter schools and in voucher schools do worse academically than their peers in public schools. And it costs more to fund three school sectors.

Ohio spent more than $1.5 billion on charters and vouchers this year and the cost continues to rise.

So, if you’re keeping score at home, these programs do the following:

  • provide inferior overall student performance
  • limit public school students’ educational opportunities
  • worsen school segregation 
  • cost taxpayers significantly more money than the students would need to be educated their local public school districts. 

Now why is it that Ohio lawmakers keep pouring money into these programs again?

Michael Hiltzik is my favorite columnist in the Los Angeles Times. He recently wrote a wonderful column explaining patiently why canceling some or all college student debt would not be inflationary, as Republicans claim, but instead would be good for the economy.

He writes:

With a deadline looming in less than two weeks for President Biden to decide what to do about student debt, it shouldn’t be surprising that conservatives have been agitating with increasing intensity against relief for the borrowers.

Among their principal arguments recently is that debt relief would be inflationary.

The deficit hawks at the Committee for a Responsible Federal Budget, for example, fretted last week that forgiving even $10,000 in student debt per borrower would be so inflationary that it would destroy a decade’s worth of inflation reduction from Biden’s newly enacted Inflation Reduction Act.

Student debt cancellation will increase the wealth of millions of Americans who need it the most and promote racial equity — all without increasing inflation.

— Mike Konczal and Alí Bustamante, Roosevelt Institute

A bill filed by Republican members of Congress Elise Stefanik of New York, Patrick McHenry of North Carolina and Jason Smith of Missouri cites canceling student debt as among “harmful economic policies” by the Biden administration that have “exacerbated inflation and led to skyrocketing prices.”

I’ve written about the fatuous arguments against student debt relief before. The inflation angle is relatively new, however, presumably because inflation is top of mind for voters as we approach the midterm elections. It’s natural, in a way, for opponents of debt relief to bootstrap this kitchen table issue to their long record of opposition.

As it happens, however, they’re wrong. Canceling student debt, even at higher levels, won’t drive inflation. The critics are using faulty math to make their point.

“Student debt cancellation will increase the wealth of millions of Americans who need it the most and promote racial equity — all without increasing inflation,” according to Mike Konczal and Alí Bustamante of the Roosevelt Institute, who expertly refuted the CRFB’s analysis the day after it appeared.

Before getting into the economics of the issue, a few words of context.

Biden’s deadline actually applies to only a portion of student debt policy: the forbearance that has been granted borrowers since March 2020 in recognition of the burdens of the pandemic.

Since then, borrowers with federally backed loans (which is more than 90% of the indebtedness ) haven’t had to make payments, and interest hasn’t accrued on unpaid balances in that time.

Under current policy, the payment freeze will end on Aug. 31. Biden could extend it by executive order; the Washington consensus is that he will do so, perhaps to the end of this year so payments won’t have to resume prior to the election

The other aspect concerns cancelling student loans. For many of the 45 million borrowers currently owing a total of about $1.8 trillion today, this issue is far more consequential.

Biden pledged during his presidential campaign to forgive $10,000 per borrower. Progressives such as Sens. Elizabeth Warren (D-Mass.) and Bernie Sanders (I-Vt.) have advocated cancelling $50,000. Others support cancelling full balances for some middle- and low-income borrowers. That decision doesn’t have to be made immediately, though some Democratic advocates think the policy would be favored by Democratic voters in November.

Some traditional arguments against student debt relief can be easily dismissed. One is that forgiving debt today would be unfair to borrowers who shouldered the sacrifice of paying off their loans. As I wrote in the past, this is the argument from pure selfishness and a formula for permanent governmental paralysis.

The truth, of course, is that in a healthy society government policy moves ahead by taking note of existing inequities and striving to address them. Following the implications of the “I paid, why shouldn’t you” camp to their natural conclusion means that we wouldn’t have Social Security, Medicare or the Affordable Care Act today.

The unfairness argument also overlooks the generations of college students whose education was financed by taxpayers to a far greater extent than today. Tuition at the University of California, for example, was free to state residents from its founding in the 1860s until 1970.

UC tuition today is $13,104 per year for residents and $44,130 for nonresidents, and constitutes what the UC says is its “largest single source of core operating funds.” Should today’s tuition-burdened students demand back pay from those pre-1970 enrollees?

Another common argument is that debt cancellation would be regressive — that is, it would disproportionately benefit the rich. The heart of this argument is that wealthier households carry more debt than low-income households, so they would gain more from reducing their balances.

But that’s math-driven misconception. The truth is that the student debt burden falls much heavier on lower-income borrowers than the affluent.

Contrasting borrowers in the poorest 10% of income earners with those in the richest 10%, Laura Beamer and Eduard Nilaj of the Jain Family Institute showed that although “higher-income groups experience higher median debt burdens ($23,160 for the richest decile and $16,094 for the lowest-income decile), this difference is small compared to the difference in median incomes ($60,193 for the richest decile and $16,770 for the lowest-income decile).”

Even cancelling $10,000 in debt would be a greater boon for lower-income borrowers than the rich. Among borrowers with $20,000-$40,000 in income, 234,000 carry balances below $15,000, Beamer and Nilaj calculated. About 57% of borrowers in that income range have balances of less than $20,000, compared to 43% of those with income of $75,000 or more.

Nor is there any doubt that debt cancellation would have a strong impact on racial and ethnic economic inequality. About 75% of Black borrowers have current loan balances greater than the original loans, due mostly to difficulty in making repayments, compared to 50% of white borrowers.

Once repayments resume, the New York Federal Reserve Bank reported in April, “lower-income, less educated, non-white, female and middle-aged borrowers will struggle more in making minimum payments and in remaining current.”

That brings us back to the newest wrinkle in the anti-relief argument: That debt relief will be inflationary and add to the deficit.

The CRFB is perhaps the most ferocious deficit scold among conservative think tanks in Washington. It’s a full-spectrum fiscal critic. To its credit, it was critical of the GOP’s massive tax cut for the rich in 2017, but it has also pursued benefit cuts in Social Security and Medicare, a reflection of the long patronage of the late hedge fund billionaire Pete Peterson, who conducted a long campaign to shrink those programs.

The CRFB analysis of student debt relief asserts, “Simply extending the current repayment pause through the end of the year would cost $20 billion — equivalent to the total deficit reduction from the first six years of the IRA …. Cancelling $10,000 per person of student debt for households making below $300,000 a year would cost roughly $230 billion.”

Put these two options together, the group states, and “these policies would consume nearly 10 years of deficit reduction from the Inflation Reduction Act.” Its analysis further states that “debt cancellation would boost near-term inflation far more than the IRA will lower it. A $10,000 cancellation, according to the CRFB, could add .15 percentage points to the inflation rate “up front and create additional inflationary pressure over time.”

Konczal and Bustamante found some suspect math in this reasoning — specifically the comparison of apples to oranges by applying formal federal budget rules instead of real-world accounting.

Under the formal rules for credit programs, cancellation of debts must be treated as though the foregone interest and principal payments all occur immediately, in year one, when in fact they’re spread over the life of the loan. The Inflation Reduction Act, similarly, is treated as though all its inflation effect occurs in the first 10 years, when it’s also spread over two decades or more.

The CRFB’s analysis therefore overstates the impact of debt cancellation on the IRA’s inflation reduction. This flaw should be obvious. Spread over the decades-long terms of student loans, the foregone debt payments come to about $13 billion a year.

“It’s about allowing borrowers to keep $13 billion a year in income,” Bustamante told me. “That comes to about 0.08% of total personal consumption.” For an economy with about $16.5 trillion in annual personal spending, $13 billion is “insignificant when it comes to inflationary pressure.”

Nor is there any evidence that people would go out and spend that money, creating inflationary demand. The evidence from more than two years of debt forbearance thus far is that borrowers have used it to improve their household balance sheets, paying off high-rate credit card debt and saving the rest.

That’s not even to mention what has been driving inflation over the last year. It’s not demand-side personal consumption, but constraints such as supply-chain disruptions and restricted supplies of oil. Both factors have decreased in recent months, which is why the month-over-month inflation rate in July fell to 0.0%. (The Federal Reserve may be making the same mistake in its inflation-fighting campaign.)

The power of inflation as a scare word just now must explain the rhetoric employed by Stefanik, McHenry and Smith when they introduced their attack on debt relief in July.

Stefanik represents the sixth-poorest congressional district of New York’s 31, with a median income of $57,320. McHenry’s is the fifth-poorest in North Carolina, with a median income of $53,189. Smith’s is the poorest in Missouri and the 22nd-poorest of all the 435 districts represented by fully voting members.

That suggests that their own constituents would be in line for the most help from student loan forbearance and cancellation, including help dealing with prices at the pump and the supermarket. In this case as in many others, we must ask who these politicians are working for — certainly not the people who elected them.

Clearly, student debt relief will be a wealth-producing, economy-growing initiative. It won’t create unfairness, but redress economic injustice that has been building for decades. Biden’s proper course should be obvious.

Miami’s school board was “flipped” by the election of two 1776 extremists. This is a disaster for one of the nation’s largest districts.

Jennifer Cohn ✍🏻 📢⁦‪@jennycohn1‬⁩😳🥵😢 Dear God. This is a disaster for Florida public schools. ⁦‪@DianeRavitch‬⁩ #FlaPolpic.twitter.com/oE6x5gAmjA