Everyone knows how to end the pandemic: mandate vaccinations for everyone over the age of 2. When vaccines are available for children under 2, vaccinate them too. Almost everyone is vaccinated against other infectious diseases, like smallpox, mumps, and measles. Many schools will not admit new students who are unvaccinated. Why make an exception for the deadly coronavirus?

But for purely political reasons, this will not happen. Libertarians, Trumpers, and others will refuse to be vaccinated, insisting that the government can’t force them to protect themselves and the lives of their families, friends, and communities. Conspiracy theorists would spin crazy ideas about secret plots, and those opposed would go to court to prevent being vaccinated involuntarily.

And this resistance to life-saving vaccines will make it impossible to end the pandemic. At this point, most new cases and deaths occur among the unvaccinated. The anti-vaxxers will not accept direction. And they might be convinced if members of their families die. But there are ways to persuade them, like barring them from public transportation, federal jobs, and federal benefits

NYC Mayor De Blasio just approved a regulation requiring all 300,000 municipal workers, including teachers and police, to be vaccinated or to take a weekly test to prove they are not infected. WhY not require them all to be vaccinated?

Dr. Leana Wen wrote this opinion article for the Washington Post. She is a public health specialist.

With coronavirus infections climbing throughout the country and the pandemic worsening once more, the Biden administration needs to strongly urge a return of covid-19 restrictions.

The United States is on a very different trajectory now than it was back in May, when the Centers for Disease Control and Prevention issued guidance that fully vaccinated people no longer needed to wear masks. Even then, when cases were trending downward, many of us in public health were alarmed that the CDC’s recommendations would herald the precipitous and premature end of indoor mask mandates.

We were right. The CDC’s honor system didn’t work. The unvaccinated took off their masks, too; not enough people were vaccinated to be a backstop against further surges; and infections began to soar.

Compared with two weeks ago, daily coronavirus infections in the United States have climbed 145 percent. The most contagious form of SARS-CoV-2 yet, the delta variant, accounts for the majority of new infections. Vaccinated people are still well-protected from becoming severely ill, but reports abound of breakthrough infections. Because the CDC has inexplicably stopped tracking mild infections among the vaccinated, however, we don’t know how frequently these occur. In addition, because those infected with the delta variant appear to have a viral load that’s 1,000 times higher than that of those infected with the original strains, it’s an open question as to whether vaccinated people who contract the variant can infect their unvaccinated close contacts.

It’s time for the CDC to issue new guidance that takes into account these emerging concerns. It can reiterate that vaccination is safe and effective by stating that the vaccinated are safe around others who are also fully vaccinated. In settings where everyone is known to have immunity, no additional restrictions are needed.

However, if vaccinated individuals are around those who remain unvaccinated, the unvaccinated could pose a risk to the vaccinated, particularly those who live at home with young children or immunocompromised family members. So the CDC needs to state, as it should have in May, that unless there is a way to distinguish between the vaccinated and unvaccinated, indoor mask requirements should be reinstated. Los Angeles County has issued such a mandate. The federal government should urge other jurisdictions to follow suit.

This is particularly urgent in areas with escalating outbreaks. Covid-19 hospitalizations in southwest Missouri have already surpassed the winter peak there. Multiple hospitals in Arkansas are full, with doctors treating younger, and sicker, patients, including tweens. In these low-vaccination areas, the pre-vaccine tools of masks, distancing and avoiding indoor gatherings need to be deployed again to stem the surge.

Unfortunately, the areas with the lowest vaccination rates are also the ones least likely to implement mask mandates. Still, leadership from the Biden administration can make a difference. There are many businesses and local jurisdictions that look to the federal government for direction. Those that dropped mask mandates after the CDC’s change in tone could be convinced to reinstitute them.

The federal government could also use this opportunity to — finally — incentivize vaccination. It could say that areas with high vaccine uptake do not need to reimplement mask mandates, and mandate vaccination on planes and trains and in federal buildings. And it can finally get behind a vaccine verification system that would allow restaurants, gyms, workplaces and universities to create safe, maskless environments where everyone is vaccinated.

Lack of strong federal leadership impedes the ability of local jurisdictions to implement policies that protect their residents. In Los Angeles County, the sheriff stated that he would not enforce the new mask mandate, calling the order “not backed by science” because it conflicted with the CDC guidelines. This is a clear demonstration of how local health departments rely on the political cover provided by the CDC to enact unpopular but necessary actions.

A more cautious approach from the CDC would also realign the entity with leading health-care organizations. On Monday, the American Academy of Pediatrics issued new recommendations for schools that emphasized universal masking for everyone 2 and older. Notably, and in direct contradiction to the CDC, it stated that even vaccinated individuals should be masked in the classroom. These pediatricians recognize the reality on the ground: Without proof of vaccination, the unvaccinated have been behaving as if they were vaccinated, which has disincentivized them from getting inoculated and contributed to the surges we are now seeing.

The Biden administration has done many things right during the pandemic, but it made a grave error with its premature return to normalcy. It must hit reset and issue new guidance that addresses the escalating infections, waning interest in vaccination and unknowns of the delta variant. If it doesn’t, we could well be on our way to another national surge — and one that was entirely foreseen and entirely preventable.

Peter Greene has written a powerful case against the argument of the school choice lobby, who insist that children should choose a school that affirms their parents’ values. The choice lobby says that it causes conflict when students go to school with others who don’t share their worldview and challenge their beliefs.

Greene refutes this assertion:

The argument here, pushed daily on Twitter by Cato’s Neal McClusky, is that “public schools leave people no choice but to be at each others’ throats” and that the system leaves no choice but to either ban or impose policies and ideas. Therefor, the argument goes, school choice offers a chance to make all the conflict go away. Folks over here can choose a school that actively pursues diversity and anti-racists policies, while folks over here can choose a school that actively blocks such policies. Allowing diverse school approaches will, the argument goes, somehow reduce the conflicts currently tearing at the social fabric of our country…

So first we get a school that separates from the original public district so that it can keep out all sorts of diversity and anti-racist programs. But then that school splits over a conflict about whether or not to teach creationism. Then the creationism school splits over an argument about which books to ban from the school library, and then that school splits over policies regarding LGBTQ+ students. The continued spinning off of entities based on new policy disputes will be familiar to anyone who knows the Protestant church. Meanwhile, many parents will factor in location and student body demographics for their decisions, and of the many schools spun off to “settle” the various disputes, half will fold because they don’t make enough money. 

In the end, “Well, if they don’t like that policy, they’ll be able to choose a school with which they agree,” will turn out to be a false promise.

Some choices are not healthy.

We have seen the use of school choice to avoid conflict before. After Brown v. Board of Education, lots of folks decided they had a problem sending their white children to school with Black students, and they “solved” that conflict by creating schools that let them choose segregation. When it comes to the current CRT panic, there may well be some schools that have gone a step too far with their anti-racist work (though–plot twist–those schools keep turning out to be not public ones). But an awful lot of the panic is fueled by folks opportunistically whipping up some good old-fashioned white outrage over encroaching Blackness, and we’ve been here before.

Some choices are not good for the country. We do not benefit from having a bunch of white kids taught that slavery wasn’t so bad and the Civil War was just about state’s rights. We do not benefit from having students taught that science isn’t real. We do not benefit from having students taught that Trump is really still President and 1/6 was just some unruly tourists. And we so very much don’t benefit as a society from schools that segregate both students and content based on race. Not all possible choices should be available. 

Bubbles do not banish conflict.

I agree with the part of the premise that says, more or less, “Holy crap, but we are spending a lot of time arguing bitterly and separating ourselves into chasm-separated camps!” What I don’t get, at all, is how separating the children of these warring factions into their own separate education bubbles is going to help. How will having been immersed in nothing but the particular view of their parents’ camp prepare them to be workers, neighbors, and citizens in a society where other people with other views exist. 

Upon graduation, will they proceed to a college or trade school that is also designed to strictly fit with their parents’ beliefs? And then will they search, diploma in hand. for employers who also embrace only the world view that these well-bubbled citizens have been taught is the One True View? 

How does growing up in a bubble prepare you for life outside it–particularly if your bubble teaches things that are neither nuanced or accurate views. 

Greene has much more to say about why it’s wrong and unhealthy for society to encourage growing up in a bubble, where the only people you meet agree with you.

Open the link. Read on.

Wagma Mommandi and Kevin Welner write in The Progressive about the ways that charter schools select and remove students. These practices are not permitted in real public schools.

Some make it difficult to apply, like the charter in Philadelphia that required parents to travel to a private golf club in the suburbs to seek admission. Or the charter school that sent recruitment letters, but not to the zip codes with the highest number of black and brown families.

Some charters have rules so strict (“no excuses”) that it is easy to suspend students repeatedly to get rid of them

Are charter schools “public schools,” as their advocates claim? Many are not.

Bruce Baker is a school finance expert at Rutgers. For years, he has been concerned about the lack of transparency and accountability in the charter industry. In this post, he foresees the possibility or likelihood that recent Supreme Court decisions pave the way for charter schools to become religious schools and he suggests a model that would protect the charter concept from being corrupted.

https://schoolfinance101.wordpress.com/2021/07/16/charter-schooling-in-the-post-espinoza-fulton-era/

He writes:

Charter schooling is at a critical juncture and the future of charter schooling across US states can take either of two vastly different paths. On the one hand, charter schooling could become increasingly private, more overtly religious, openly discriminatory and decreasingly transparent to voters, taxpayers and the general public.  On the other hand, charter schooling could be made more public and transparent and be shielded from religious intrusion and all that comes with it. We recommend a policy framework which advances the latter and protects against the former.

Maryland, he suggests, has a model for charters that other states should emulate.

Maryland provides one example which is sufficiently tight in this regard. Charter schools are authorized by, governed by and financed through their host county school districts. Further, while private management companies may be hired to “operate” the schools, employees of the schools are under county district contracts. That is, teachers and other certified staff in Maryland charter schools are public employees and themselves “state actors,” even when they work under the direction of a private management company. 

This model provides for increased public transparency, and at the same time, minimizes potential for religious intrusion on the charter sector. A truly public governing board (like the district board of education, appointed or elected) would not be able to exclude from management contracts, firms with religious ties or origins on that basis alone. But, given that instruction is provided by public employees and the school governed by public officials, the school would be bound by constitutional requirements regarding discrimination and the provision of religious curriculum (here, the establishment clause prohibits advancement or promotion of religion).

Ed McBroom is a dairy farmer in Michigan. He is also a Republican state senator who chairs the Oversight Committee of the legislature. It was his job to determine whether the election of 2020 was marked by fraud, as Trump said on many occasions. McBroom led hearings and investigated the claims. After eight months of searching, McBroom said he was unable to find evidence of fraud. His committee’s conclusion: “This Committee found no evidence of widespread or systematic fraud in Michigan’s prosecution of the 2020 election.”

The stakes could hardly have been higher. Against a backdrop of confusion and suspicion and frightening civic friction—with Trump claiming he’d been cheated out of victory, and anecdotes about fraud coursing through every corner of the state—McBroom had led an exhaustive probe of Michigan’s electoral integrity. His committee interviewed scores of witnesses, subpoenaed and reviewed thousands of pages of documents, dissected the procedural mechanics of Michigan’s highly decentralized elections system, and scrutinized the most trafficked claims about corruption at the state’s ballot box in November. McBroom’s conclusion hit Lansing like a meteor: It was all a bunch of nonsense…

“Our clear finding is that citizens should be confident the results represent the true results of the ballots cast by the people of Michigan,” McBroom wrote in the report. “There is no evidence presented at this time to prove either significant acts of fraud or that an organized, wide-scale effort to commit fraudulent activity was perpetrated in order to subvert the will of Michigan voters.”

For good measure, McBroom added: “The Committee strongly recommends citizens use a critical eye and ear toward those who have pushed demonstrably false theories for their own personal gain…”

Soon after the report was released, Trump issued a thundering statement calling McBroom’s investigation “a cover up, and a method of getting out of a Forensic Audit for the examination of the Presidential contest.” The former president then published the office phone numbers for McBroom and Michigan’s GOP Senate majority leader, Mike Shirkey, urging his followers to “call those two Senators now and get them to do the right thing, or vote them the hell out of office!”

McBroom had grown up a “history nerd.” He idolized the revolutionary Founders. He inhaled biographies of George Washington and McBroom had grown up a “history nerd.” He idolized the revolutionary Founders. He inhaled biographies of George Washington and Thomas Jefferson and Teddy Roosevelt. He revered the institution of the American presidency. And here was the 45th president, calling him out by name, accusing him of unthinkable treachery.

The Atlantic has the story. I hope it is not behind a paywall.

The Boston Globe wrote about other Republican officials who investigated the election results in their state and told the truth. The Globe titled its story: They kept the wheels on democracy as Trump tried to steal an election. Now they’re paying the price.

There was Republican Bill Gates, a member of the board of supervisors in Maricopa County, Arizona (Phoenix). He and his colleagues certified Biden’s victory and were reviled by angry Trump supporters.

There was Liz Cheney, who sacrificed her leadership position in the House of Representatives rather than follow the party line. She put her oath to the Constitution above the wishes of Trump and paid the price.

There was Aaron Van Langevelde, who lost his position on the Michigan Board of State Canvassers because he voted to certify Biden’s victory (Biden led Trump by 150,000 votes in Michigan). The Republican leadership punished him for his courage.

Van Langevelde revealed he faced pressure from political leaders to withhold certification in a March 26 speech at Cardozo Law School, which he provided to the Globe and which has not previously been reported.

“We were asked to take power we didn’t have. What would have been the cost if we had done so?,” Van Langevelde asked. “Constitutional chaos and the loss of our integrity.”

“There were a lot of people who would have preferred I said nothing, voted no, or abstained. I am sure a lot of people didn’t want me to make it to that meeting,” he continued. “I did everything I could to make it to that meeting, even though I knew it would cost me my position on the Board….”

That backlash could very well cost some Republicans their political careers. In Georgia, Republican Secretary of State Brad Raffensperger stood by the election results that gave Biden a narrow, 11,779-vote lead and resisted Trump’s entreaties to “find” more votes for him. Now, Raffensperger faces a challenge from a Trump-endorsed congressman, Jody Hice, who embraced Trump’s “stop the steal” movement. Few in the state are betting on Raffensperger’s survival.

“He’s done, he’s over,” said Jay Williams, a Republican strategist in the state. “There’s just no way he’s going to recover.”

Vice President Mike Pence let Trump’s fictions about the election fester through much of the fall, but he ultimately presided over the certification of Biden’s victory at the Capitol after rioters called for him to be punished — even hanged, some said. The move was widely seen as a betrayal by the Republican base and could imperil his political ambitions…

In Philadelphia, Al Schmidt, a Republican city commissioner, pushed back on the conspiracy theories that revolved around his city through television appearances and press conferences, particularly after Trump claimed repeatedly that, “bad things happen in Philadelphia.”

“They were lying about what was going on in front of us,” said Schmidt, who was still working in the city’s tabulation facility when, on Nov. 11, Trump tweeted about him by name. Soon, he and his family received threats that named his children and called him a traitor.

“What they were really saying is, ‘If you lie, this will go away,’” Schmidt said. He wouldn’t….

As some key officials who resisted election chaos lose their jobs, face uncertain political futures, or retire, experts are also worried about another development. Since January, at least 14 states have passed bills in state houses that give partisan lawmakers more power over elections and election officials….

Gates, the member of the board of supervisors in Phoenix, can see the latest iteration of that from his office. He has a view of the Veterans Memorial Coliseum, where his county’s ballots were “audited” by a private company in an exercise that is widely seen as a sham.

Gates opposes the audit. He and his colleagues refused to hand over ballots and voting machines until they were forced to do so under a court ruling following a subpoena from the Senate president. He has continued to speak out against the audit, even as it draws a parade of Republicans around the country who have come to admire it.

“This is about an attempt to delegitimize our democratic system,” Gates said.

For now, he is trying not to let the threatening messages — including a voice mail reviewed by the Globe that called for him to be given an “Alabama necktie” — get to him. And though he wrestled with the decision, he’s resolved to run again to keep his job, in an attempt to keep the guardrails on the electoral system for next time.

“If following the law … leads me to losing my next political race, that’s fine,” he said. “We have to stand up to these people.”

Fred Klonsky writes that when slaves were emancipated in Washington, D.C. in 1862, the slave owners received payment for the loss of their property, but those who had been enslaved received nothing.

Not everyone thought paying reparations to slaveowners was a good idea.

 “If compensation is to be given at all,” the abolitionist William Lloyd Garrison said at the National Anti-Slavery Convention in Philadelphia in 1833, “it should be given to the outraged and guiltless slaves, and not to those who have plundered and abused them.”


When Emancipation came to Washington D.C. the slaveowners were paid reparations.

National Alliance for Public Charter Schools’ Nina Rees talked about congressional efforts to reduce federal funding of charter schools.
— Watch on www.c-span.org/video/

House Democrats want to ban for-profit charter management organizations, as Biden promised. Rees thinks this is terrible. CSPAN quotes the NPE report on for-profit EMOs (Chartered for Profit). Listen to call-ins at the end, which are opposed to charters. One call-in comes from Carol Burris, who wrote the NPE report. Rees makes for/profit charters sound benign. They are not. They are in it for the money.

During the Great Depression of the 1930s, the Roosevelt administration devised highly successful programs to create jobs and at the same time, perform useful public works, such as the Civilian Conservation Corps, which put young men to work, with a salary, food, and shelter while they performed manual labor related to the conservation of natural resources in rural lands owned by governments. Another worthy New Deal initiative was the Federal Writers’ Project, which hired writers to document their time and place.

Scott Borchert wrote a history of the Federal Writers’ Project. He recently wrote an opinion piece about proposed legislation to revive a new Federal Writers’ Project for our time.

Nearly eight decades ago, the Federal Writers’ Project — the literary division of the New Deal’s vast jobs creation program — met an untimely demise at the hands of its enemies in Congress. Now it seems that Congress may invite its resurrection.

In May, Representatives Ted Lieu and Teresa Leger Fernández introduced legislation to create a 21st Century Federal Writers’ Project. Inspired by the New Deal arts initiatives — which produced government-sponsored guidebooks, murals, plays and more — their bill is a response to the havoc unleashed by the pandemic on cultural workers in all fields.

Here’s how a revived F.W.P., as currently envisioned, would work. Instead of hiring impoverished writers directly — as the Depression-era F.W.P. did — the new program would empower the Department of Labor to disburse $60 million in grants to an array of recipients, from academic institutions to nonprofit literary organizations, newsrooms, libraries, and communications unions and guilds.

These grantees would then hire a new corps of unemployed and underemployed writers who, like their New Deal forebears, would fan out into our towns, cities, and countryside to observe the shape of American life. They’d assemble, at the grass-roots level, a collective, national self-portrait, with an emphasis on the impact of the pandemic. The material they gathered would then be housed in the American Folklife Center at the Library of Congress.

The new F.W.P., in other words, would revitalize and repurpose portions of our existing cultural infrastructure. The plan is drawing support from the Authors Guild, PEN America and the Modern Language Association, as well as from labor unions. Never in the almost 80 years since the dissolution of the original F.W.P. has there been such a unified and resonant call for its return.

Then again, this is the first time in generations that writers have faced the kind of sustained economic hardships the F.W.P. was designed to address in the first place.

The best reason to support a new F.W.P. is also the most obvious. Like its predecessor, the project would be an economic rescue plan for writers, broadly defined: workers who have been grappling with a slowly unfolding crisis in their industry for at least a decade. Even before the pandemic, the combined stresses of the digital revolution, the so-called gig economy, severe cutbacks to local journalism outfits, and other related developments made writing a precarious business.

Then came 2020 and an economic shutdown that exacerbated all these trends. Not every writer felt the worst of it. Book sales went up and the most successful authors, journalists and editors continued to work relatively unimpeded. But less secure writers — and many millions of white-collar workers in writing-adjacent fields — were not so lucky.

A new F.W.P. would deliver a much-needed economic boost, especially if we follow the original project’s example and define “writers” as broadly as possible. That means throwing open the doors to librarians, publicists, fact-checkers and office assistants, as well as beat reporters, aspiring novelists and junior editors. The original F.W.P. considered all such people “writers” as long as they needed jobs and could successfully carry out the tasks of the project.

But writers aren’t the only ones who would gain from a new F.W.P. The project’s documentary work would make an invaluable contribution to the nation’s understanding of itself. Think of the vast treasury that would accrue in the Library of Congress, forming an indelible record of how ordinary Americans live: not only how we’ve weathered the ordeal of the pandemic and mourned the dead, but also how we work and relax, how we think about the burdens and triumphs of our pasts, how we envision the future.

There is tremendous potential in this undertaking. Clint Smith, writing in March in The Atlantic, argued for a revived F.W.P. that would collect the stories of Black Americans who survived Jim Crow, joined the Great Migration, and fueled the civil rights movement — a contemporary echo of the original F.W.P.’s work collecting narratives from formerly enslaved people in the 1930s.

This is right, I think, and crucial. A new project should also grapple with all the major forces that have shaped our moment, from the deindustrialization of the Rust Belt and the collapse of organized labor, to the rise of the women’s movement and gay liberation, to the impact of species extinction and climate change.

The critic and educator David Kipen, a driving force behind the legislation, believes a new F.W.P. would carry out “domestic cultural diplomacy” — the project, as he put it, “might just begin to unify our astonishing, divided, crazy-quilt country.” Today, as we face increasing alienation, division and political tribalism, this quest for national understanding is more urgent than ever.

Recreating the original F.W.P.’s geographical capaciousness would be a key to this effort. In the 1930s, the project had offices in every state; for a time, federal writers were on the ground in every county. This forced the project to include communities far removed from the levers of power — and from one another. A new F.W.P. would also need to cover the nation from coast to coast and border to border. And today’s federal writers would need to be as diverse as the populations they documented.

The original F.W.P. remains a source of inspiration, and rightly so: Its American Guide series is still read and admired, and the reams of material it gathered — including life histories, folklore, recipes and much else — have fascinated countless scholars and curious citizens alike. But its story contains warnings we ought to heed. The project faced opposition from the start. Some critics mocked the F.W.P. boondoggle and jeered at the “pencil-leaners” who staffed it. Others fixated on the presence of radicals, real and imagined, and even accused the F.W.P. of creating a “Red Baedeker.” (Unremarkably for the Depression era, Communists and other radicals did work for the project, as was their explicit legal right; the claim that they controlled it was, and remains, absurd.)

The F.W.P. and the other arts projects, especially the Federal Theater Project, drew such scorn in part because they were perceived to be the New Deal’s soft cultural underbelly: easy targets for critics who sought to undermine the Roosevelt administration’s robust (if also limited) government activism on behalf of the poor and the working class.

The situation today would most likely be worse. Opponents will complain about excessive spending or subversive elements in the F.W.P.’s ranks. But this is no reason to hold back. In the 1930s, the project’s staunchest enemies — nativists and white supremacists among them — denounced the F.W.P. as the worst kind of left-wing folly. But the project found supporters in chambers of commerce, travel associations, and, especially, the commercial publishing houses that released most of the F.W.P.’s books. In fact, 44 of those publishers issued an open letter in defense, arguing that no single private house could have accomplished what the F.W.P. did in a few short years, under conditions of enormous strain, and that curtailing the project would be “a severe deprivation to the reading public and to the enrichment of our national literature.”

They recognized what the nation stood to lose when the F.W.P. was destroyed, and they were right. Now, generations later, we have a chance to bring the project back. Let’s take it.

David Kipen, the “driving force” behind the proposal, wrote about it in the Nation.

Chris Lubienski is a professor of education policy at Indiana University. He wrote recently with Amanda Potterton and Joe Malin about the deceptive rhetoric of school choice rhetoric. Thirty years ago, the school choice movement boasted that charters and vouchers would “save poor children from failing public schools.” They claimed that private schools outperform public schools. Now we know that school choice does not produce academic improvement for students; that many pick their students and discriminate against the children they don’t want. “Success” for school choice means expansion of charters and vouchers, not better education for students.

Last week, Forbes magazine published an article on how “School Choice Keeps Winning.” Interestingly, “winning” isn’t defined as helping kids learn. Indeed, the article avoids that issue because evidence indicates that school choice is actually failing on that front. Instead, Forbes uses the term to celebrate the expansion of choice programs in many GOP-led states.

The language used in the Forbes article reflects a rhetorical strategy that school choice advocates have adopted in recent years. We (Joe Malin, Amanda Potterton, and Chris Lubienski) analyzed how language favoring educational choice is increasingly shaping U.S. educational policy for a new article published in the journal, Kappa Delta Pi Record. Key features of some dominant narratives include shifting the focus away from academic results (where choice advocates had, for years, insisted there were great gains). Instead, in view of a slew of recent studies showing students in choice programs experience a relative decline in learning gains, choice advocates like Betsy DeVos and Donald Trump have been moving the goalposts to focus on personal narratives and claims of school choice as “liberty,” “freedom,” or a “civil right.” Public schooling is often framed as a “failing” enterprise, and thus a burden on the taxpayer and on poor families. This language often implies that education should be organized like a “business,” with families as “consumers” of the privatized benefits of schooling.

But we also note emergent, counter-narratives which support and envision a strong, broadly supported public education system. For example, in 2019 in Kentucky, superintendents joined together to oppose a bill that would create a scholarship tax-credit program for private schools. They engaged in urgent news press gatherings and via social media to highlight the importance of adequate funding for the state’s public schools. One superintendent said:

We’re all in this business to help students, we are in public education. And it’s a very simple fact that over the last ten years the percentage of funding from the state has continued to dwindle. The burden on local school districts has continued to increase. Teachers feel it the same that we feel it. Every one of our employees feels it. So, we feel very passionate and we’re all very united for this idea that we cannot continue to allow the state to siphon funds away from public education.

Another superintendent, illustrating real-time funding concerns they have, said:

You need to prepare and provide for all of our students, all of our learners, and 21st century learning is much more diverse than what it was 20 years ago. So to provide them specific needs at the expense of another funding mechanism or while we are losing specific funding streams has made it difficult. We are faced a choice: do we keep Read to Achieve or do we buy textbooks? Do we buy textbooks or do we offer in-house professional development? Those are difficult decisions, decisions that have been made, will continue to be made by myself and colleagues, to benefit our children. But it’s beginning to become very difficult, because you are getting to the meat of services to kids, and when that becomes a problem it inhibits their learning, it inhibits their opportunities, it disallows us to create additional avenues that they would be interested in pursuing, be it career choices or whatnot. So, it does become a very problematic scheme when you look at it in that way.

And this was all before the pandemic. So, now in 2021, we believe these concerns regarding public school funding are clearly still relevant.

The analysis finishes with talking about what lies ahead and why words matter in policy and practice amid continued, evolving efforts by some to further privatize public resources.

The recently published article is available here. If you can’t gain full access, a pre-print version is also available here — or, feel free to email Joe at malinjr@miamioh.edu

Citation

Malin, J. R., Potterton, A. U., & Lubienski, C. (2021). Language matters: K-12 choice-favoring and public-favoring stories. Kappa Delta Pi Record, 57(3), 104-109. https://doi.org/10.1080/00228958.2021.1935175

The North Carolina General Assembly is considering legislation that ostensibly bans discrimination in the state’s classrooms. But the real purpose of the statute is to ban discussions of racism. Among other things, it prohibits teaching anything that might cause students to feel “discomfort,” and it prohibits diversity training.

The bill begins:

A BILL TO BE ENTITLED
AN ACT TO DEMONSTRATE THE GENERAL ASSEMBLY’S INTENT THAT STUDENTS,
TEACHERS, ADMINISTRATORS, AND OTHER SCHOOL EMPLOYEES RECOGNIZE THE EQUALITY AND RIGHTS OF ALL PERSONS AND TO PROHIBIT PUBLIC SCHOOL UNITS FROM PROMOTING CERTAIN CONCEPTS THAT ARE CONTRARY TO THAT INTENT.

Public school units shall not promote that:
(1) One race or sex is inherently superior to another race or sex.
(2) An individual, solely by virtue of his or her race or sex, is inherently racist,
sexist, or oppressive.
(3) An individual should be discriminated against or receive adverse treatment
solely or partly because of his or her race or sex.
(4) An individual’s moral character is necessarily determined by his or her race or
sex.
(5) An individual, solely by virtue of his or her race or sex, bears responsibility
for actions committed in the past by other members of the same race or sex.
(6) Any individual, solely by virtue of his or her race or sex, should feel
discomfort, guilt, anguish, or any other form of psychological distress.
(7) A meritocracy is inherently racist or sexist.
H324-CSBE-35
(8) The United States was created by members of a particular race or sex for the purpose of oppressing members of another race or sex.
(9) The United States government should be violently overthrown.
(10) Particular character traits, values, moral or ethical codes, privileges, or beliefs should be ascribed to a race or sex, or to an individual because of the
individual’s race or sex.
(11) The rule of law does not exist, but instead is a series of power relationships
and struggles among racial or other groups.
(12) All Americans are not created equal and are not endowed by their Creator with
certain unalienable rights, including life, liberty, and the pursuit of happiness. (13) Governments should deny to any person within the government’s jurisdiction
the equal protection of the law.
Public school units shall (i) notify the De

Justin Parmenter was curious about the hundreds of letters that parents wrote to the Lieutenant Governor about the need for this legislation, and he filed an open records request to gain access to them. Many were avowedly racist.

Many of the 506 complaints to Robinson’s task force come from North Carolinians who appear deeply concerned about what they perceive as a move away from a white Christian-centered system of public education.

These submissions include recommendations to cancel Black History Month, pleas to stop making white students feel guilty by teaching so much about slavery–which one individual remarked “is getting old”–and suggestions to end hiring practices aimed at increasing diversity of school staff.

They provide a helpful lens to understand the real motivation behind moves across the country to restrict classroom discussions on race and various types of oppression under the false pretense of fighting the boogeyman “critical race theory.”

While the outward tactics and messaging of this movement may be a bit more subtle than in years past, its underlying sentiment feels very familiar.