Donald Trump is in charge of the nation’s response to the coronavirus, which may or may not become a global pandemic. He oversees the Centers for Disease Control, whose spokesperson warned that it was no longer a question of if but when the virus would affect the U.S. Trump sought to reassure the public by putting VP Pence in charge of coordinating federal agencies that are involved, despite the fact that Pence has a long record of belittling and ignoring science.

At a rally in South Carolina, Trump said the coronavirus is a hoax invented by Democrats and the liberal media to make him look bad.

NORTH CHARLESTON, S.C. — President Donald Trump on Friday night tried to cast the global outbreak of the coronavirus as a liberal conspiracy intended to undermine his first term, lumping it alongside impeachment and the Mueller investigation.

He blamed the press for acting hysterically about the virus, which has now spread to China, Japan, South Korea, Iran, Italy and the U.S, and he downplayed its dangers, saying against expert opinion it was on par with the flu.

The Democrats are politicizing the coronavirus. They’re politicizing it,” he said. “They don’t have any clue. They can’t even count their votes in Iowa. No, they can’t. They can’t count their votes. One of my people came up to me and said, ‘Mr. President, they tried to beat you on Russia, Russia, Russia.’ That did not work out too well. They could not do it. They tried the impeachment hoax.”

Then Trump called the coronavirus “their new hoax.”

Trump’s comments came as the White House has struggled to adequately respond to and contain the coronavirus’s increasingly sweeping path. At the rally — held here on the eve of the Democratic primary in South Carolina — he sought to manage Americans’ expectations about the White House’s ability to fight it.

By undermining the news reporting on the virus and by trying to hold liberals responsible for a potential public health crisis that has little to do with politics, Trump did what he often does best: He sought to deflect blame at a time when many Americans sought leadership and scientific facts.

Trump portrayed his efforts to close the southern border as the best response to coronavirus, even though the virus originated in China.

His treatment of the coronavirus as a political issue whipped up by Democrats contradicts the judgment of every international public health organization and guarantees that he has no plan or personnel to prepare for the spread of the disease. Actual people are dying. But Trump has repeatedly cut the budget and personnel of the Centers for Disease Control and the National Institutes for Health. He thinks he is still playing the host of ”The Apprentice.”

Trump is not only a danger to democracy but a danger to our lives.

During the last Democratic debate, billionaire MIchael Bloomberg boasted about his education record as mayor of New York City. None of the other candidates knew enough about the details—or the other side of the story—to challenge him.

Jan Resseger tells the other side of the story here. If you love Republican policies of high-stakes testing, school choice, and accountability (i.e., punishing students, teachers, principals, and schools for low scores), he’s your guy. If you loved No Child Left Behind, his approach is for you.

If you like Campbell’s Law, where the measure (be it test scores or graduation rates) becomes corrupted by turning it into a goal, Bloomberg’s reign proves the law. Test scores were king, and they miraculously rose (although NYC showed less progress on NAEP than most other cities); when graduation rates were the goal, the dubious practice of “credit recovery” became widespread.

Jan Resseger reviews Bloomberg’s legacy, based on her long experience as a social justice warrior.

She begins:

One of NYC’s best known public school advocates, Leonie Haimson explains, “When I heard that he was running for president, it felt like the return of a bad dream.” Haimson personally lived through the decade when Bloomberg brought technocratic, corporate style disruption and marketplace policy to the NYC schools. She watched the process from the inside. But even from far away, I will never forget learning about Bloomberg’s radical experiment: Bloomberg obliterated the city’s institutional infrastructure of regional and neighborhood high schools. Although overall the high school graduation rate rose, the high school closures, intensifying racial and economic segregation, and the school choice disruption undermined the whole endeavor. And once such an experiment is launched there is no going back.

At a Children’s Defense Fund conference eight or nine years ago, I found myself eating lunch with several NYC middle school guidance counselors, who described the impossible task of trying to help dozens of eighth graders—middle school students without any experience outside of their immediate neighborhoods—sort through a telephone book-sized high school choice guidebook to look for the best high school fit. These counselors told me that they believed NYC high school choice had been, in reality, designed to favor the children of savvy parents who knew how to get their children on the right track beginning in Kindergarten. These counselors were exhausted, overwhelmed, and worried about the effect on vulnerable thirteen-year-olds of losing a stacked school choice competition. They suspected that the new high school choice plan would prove to NYC’s poorest young people that they are losers who can’t possibly triumph…

Bloomberg broke up the comprehensive high schools across the city into small high school programs and charter schools co-located into the old high school buildings, but the new smaller schools did not all offer a comprehensive curriculum. In a 2015 report for the Center for New York City Affairs at the New School, Clara Hemphill, Nicole Mader and Bruce Cory explain: “While the graduation rate has steadily increased over the past decade, the proportion of students receiving an Advanced Regents diploma—one commonly used measure of college readiness—has stagnated… Today 39 percent of the city’s high schools do not offer a standard college-prep curriculum in math and science, that is, algebra 2, physics and chemistry. More than half of the schools do not offer a single Advanced Placement course in math and about half do not offer a single Advanced Placement course in science… Roughly 21 percent of New York City high school students attend schools that don’t offer courses in both chemistry and physics. Many of these are the new small high schools that proliferated during the administration of Mayor Michael Bloomberg… (Three years of science is a graduation requirement in all city high schools. Students at schools that don’t offer the full complement of college-prep sciences meet that requirement by taking one of these sciences, usually biology—or as it’s known in New York schools, ‘living environment’—and supplementing that with courses such as forensics or general science.) The result is an intense bifurcation of the city’s public high school system…. Looking at statistics from August 2014, the Center for New York City Affairs found that 48 percent of the New York City public high school students receiving Advanced Regents diplomas are clustered in just 25 schools. At 100 other schools, on the other hand, not a single student received an Advanced Regents diploma…”

My intense concern reflects the moral flaw in the scheme Bloomberg introduced into NYC’s public schools. The Rev. Jesse Jackson named the problem with school choice competitions: Competitions always create losers as well as winners, and the losers of school choice arrangements are almost always poor children of color. At a 2011 Schott Foundation for Public Education town hall, the Rev. Jackson declared: “There are those who make the case for a race to the top for those who can run. But ‘lift from the bottom’ is the moral imperative because it includes everybody. ”

We need to continue improving access and opportunity in the public schools, for no set of institutions can possibly be utopian. In contrast to neoliberal, disruptive plans featuring the closure of comprehensive high schools, school choice and charter school expansion, however, a system of traditional public schools provides the best chance of balancing the needs of each particular child and family with a system that secures the rights and addresses the needs of all children.

While in Chicago, I was interviewed about SLAYING GOLIATH by Justin Kaufman of WGN Radio, who is one of the best interviewers I have met. We had enough time to go into depth and he asked smart questions.

Former U.S. Assistant Secretary of Education Diane Ravitch: "What you are basically measuring with standardized tests is family income and family education"

Say this for Eric Hanushek: He never gives up on his obsession with paying teachers more if their students get higher test scores. Arne Duncan built this concept into the requirements of his disastrous Race to the Top” program, which caused almost every state to adopt a teacher evaluation plan in which student test scores played a significant role. Harvard economist Raj Chetty wtote a highly-publicized paper with two colleagues, claiming that one good teacher (who raised test scores in the early grades) would raise lifetime incomes (by about $5 a week), reduce pregnancies, and be a life-changer. President Obama cited Chetty in his 2012 State of the Union address, but efforts to turn the theory into reality fell flat. (Read more about this catastrophe in SLAYING GOLIATH.) In fact, every state that imposed value-added measurement learned that it discouraged teachers from teaching in high-needs schools, where their chance of getting a big test score gain was reduced. It did not produce any of the promised benefits.

But forget about reality! Let’s stand by the theory. Hanushek’s new venture at the conservative Hoover Institution is joined by Christopher Ruszkowski, who served as Commissioner of Education in New Mexico after the resignation of Hanna Skandera (who previously worked for the Hoover Institution, Jeb Bush and Arnold Schwarzenegger). After eights years of “reform” leadership, New Mexico remained mired at the bottom of NAEP. The state had a harsh, test-based teacher evaluation plan, but the union fought it in court, it was enjoined by a judge, and the New Democratic Governor scrapped it as one of her first executive actions. New Mexico has one of the highest proportions of students living in poverty, but Republican state leaders ignored that inconvenient fact. After a decade of consistent failure, we can safely put test-based teacher evaluation into the category of a Zombie idea. Dead but still stalking the land.

 

Hoover_Centennial_Logo_RGB Match PMS 202 (red)_w 600

FOR IMMEDIATE RELEASE

CONTACT:

Hoover Institution, Jeff Marschner, (202) 760-3200

NEWLY FORMED HOOVER EDUCATION SUCCESS INITIATIVE RELEASES PAPER ON TRANSFORMING TEACHER COMPENSATION

Four education policy papers to be released in 2020—addressing how states should consider transforming education in the decade ahead.

STANFORD, CA. (January 30th) – As state legislative sessions begin around the country, the Hoover Education Success Initiative (HESI), a new research program at Stanford University’s Hoover Institution, has released “The Unavoidable: Tomorrow’s Teacher Compensation”—a policy briefing on the important connections between teacher compensation systems and student achievement outcomes. The research-based policy paper includes both a summary of findings and practical recommendations for policymakers.

The paper highlights often overlooked areas for attention including shifting overall compensation from retirement into salaries, ending the practice of paying for advanced degrees that do not yield changes in student outcomes, addressing teacher shortages in a targeted fashion instead of generally, and paying teachers more when they are effective in higher-need schools.  The paper concludes that teachers’ salaries should be significantly increased, but that students will not make achievement gains unless salaries are also linked to teacher quality.

“We need to pay teachers competitively, which we are not doing now,” said Dr. Eric Hanushek, author of the policy synthesis. “But just increasing compensation without recognizing teacher effectiveness is unlikely to lead to improved student outcomes. We should bundle together better pay with a serious recognition of just how important effective teachers are when it comes to influencing student achievement.”

“While we have spent much of the last year reviewing and synthesizing the research, the next phase of our work turns to helping states implement the policy ideas,” said Christopher N. Ruszkowski, executive director of HESI. “There is overwhelming evidence that nothing matters more than teacher quality, and state legislatures and governors should take strong action. Neglecting this responsibility causes harm to our students that may not be immediately visible today but will certainly be reflected in our students’ lives and in our economy tomorrow.  It’s a tough issue and it may feel like something we can avoid, but it will catch up with us.”

Click here to read the policy analysis brief.

About the Hoover Education Success Initiative

With passage in 2015 of the Every Student Succeeds Act (ESSA), states are again in charge of American education policy. To support them in this undertaking, the Hoover Education Success Initiative (HESI), launched in 2019, seeks to provide state education leaders with policy recommendations that are based upon sound research and analysis.  HESI hosts workshops and policy symposia on high-impact areas related to the improvement and reinvention of the US education system. The findings and recommendations in each area are outlined in concise topical papers.

The leadership team at HESI engages with its Practitioner Council, formed of national policy leaders, and with interested state government leaders. HESI’s ultimate goal is to spark innovation and contribute to the ongoing transformation of the nation’s K-12 education landscape, thus improving outcomes for our nation’s children.

###

Jeff Marschner
Director of Media Relations

Randi Weingarten will be in Providence on Saturday to discuss the role of teachers in the state takeover engineered by neoliberal Governor Gina Raimondo. The governor is openly hostile to teachers and unions and a major supporter of privately managed charter schools. She hired Angelica Infante-Green as State Commissioner, although Green (ex-TFA) was never a principal or superintendent. She is a member of Jeb Bush’s rightwing Chiefs for Change.

Randi said:

Unfortunately, the current Commissioner just continues to do the same things that Joe Klein or Michelle Rhee would do. Rather than work with teachers, they’ve set up other ‘process’ committees that will come out and say all the things are wrong, and what teachers should do in collective bargaining to fix it,” said Weingarten. “It’s not as though we haven’t seen this movie before — you have to roll up your sleeves and work together and you have to lift the morale. You don’t create a situation were every utterance the boss says divides people more and more…”

Weingarten said that she believed Providence Mayor Jorge Elorza had allowed the schools to fall into disrepair — but that takeover by Rhode Island education commissioner Angélica Infante-Green was not necessarily the answer.

“Here you had a situation where you had city control and the mayor was not giving the school the resources they need — just look at the shape they were in. He was not going to play that role, so this was viewed as no worse than already divesting democratic control,” said Weingarten. “Raimondo made a case that she wanted to make things better, but what you’re seeing already, and this is why I’m so proud of my local union, is that you have to change the normal typical tired conversation when a school system is not as good as you wish it would be…”

There are are a couple of other people who were really good who they were considering for superintendent and they didn’t pick them,” said Weingarten of Providence. “The Hopkins report said we have a problem where people feel alienated and discouraged — Hopkins also didn’t spend a lot of time in schools that were working. Since that time our union has come up with recommendations of what to do and meet people halfway.”

“We put out the recommendations that were never taken up. We did some of them ourselves. If this is urgent, and things must be solved right now — and we came up with recommendations in September, and then they do none of them — it gives pause to the urgency,” she said. “We tried to do a bunch of different things to respond to the Hopkins report and we’ve had a couple of big professional development seminars and what we’re hearing from the other side is just give up your contract.”

“So what is all of this, I’ve been through this with Rhee and Klein, and it seems like the same playbook — say things are as bad as you can instead of trying,” said Weingarten. “And in vilifying people you create demoralization — you create a vehicle by which parents say, why am I even here?”

“If you think a change agent is someone who thinks they can do things to teachers not with them, they might be a disruptor, but that’s not a change agent,” said Weingarten. “Schooling is about what happens [with] the connective tissue between teachers, school staff and kids. Kids have to trust teachers — and the community has to as well — and when you have someone who tries to come in from on high and chooses to vilify and not deal with issues, that’s not going to help make things better in schools.”

“How do you create a school where community and parents trust their teachers when the superintendent says they’re not to be trusted? It may get someone headlines — but it’s not the way,” she said.

To my knowledge, there has never been a successful state takeover. Michigan’s Education Achievement Authority collapsed. Tennessee’s Educational Achievement Authority was a $100 million disaster.

The only districts that are targets for state takeovers are those with a black and brown majority. State officials think that eliminating democracy will fix the schools but it doesn’t and never has. It is a civics lesson to citizens and students of color that they are not capable of self-government.

Domingo Morel wrote a book called “Takeover” where he compntended that takeovers were about race and power, not education. Black and brown parents lose their political power and are subject to a colonial regime.

I posted at 10 AM EST today about an article in the Hechinger Report, written at its request by scholars Bruce Baker and Preston Green, each of whom is an expert in his field (school finance, constitutional law and education). A reader identified with the pro-voucher Reason Institute complained that an earlier Supreme Court decision forbade private schools from practicing racial discrimination, and an editor inserted a note saying so, as if to correct Baker and Green.

Baker and Green objected that the reader was wrong. The Supreme Court case he cited—Runyon v. McCrary-did not expressly forbid racial discrimination by religious schools if based on religious grounds.

The editor at the Hechinger Report read the case in question and removed the erroneous insertion, appending this clarification at the end of the article.

*Clarification: After publication of this article, a reader noted that the Supreme Court ruling Runyon v. McCrary (1976) forbids discrimination by race in private schools. We added a parenthetical editor’s note saying that current federal law does not permit private schools to discriminate on the basis of race. This note was overly broad. The authors explained that Runyon does not expressly address sectarian schools, a subset of private schools. Indeed, the Court specifies that its ruling offers no opportunity to address “private sectarian schools that practice Racial Exclusion on religious grounds.” Although it is unlikely that parochial schools would engage in racial discrimination, Runyon does not specifically address that possibility. This clarification should have been obtained from the authors before the editor’s note was appended.

I am glad the editor made this change. I’m glad she read the case and consulted with the authors. But I’m not in agreement with her expectation that religious schools would be “unlikely” to engage in racial discrimination. It is generally acknowledged that choice policies intensify segregation of all kinds: religious, racial, and socioeconomic (although Reason and CATO and other pro-vouchers advocates don’t agree with the scholarly consensus). Among the more extreme of evangelical schools that are currently funded by states, according to a survey by Rebecca Klein of the Huffington Post, a number openly teach racism, sexism, and other forms of bigotry, as well as lies about science and history.

Teresa Hanafin writes the Fast Forward daily column for the Boston Globe.

She writes today:

Even as the Ukraine scandal whistle-blower continues to suffer insults, vilification, and threats from Republicans desperate to protect Trump at all costs, a woman who is a top Health and Human Services official has stepped forward to raise an alarm about a coronavirus-related situation.

Talk about [big ovaries] guts.

The official reported that a dozen HHS workers dispatched to two California Air Force bases to meet the first Americans evacuated from China were sent without proper protective gear or training about infection control. Meanwhile, personnel who were there from the Centers for Disease Control and Prevention were in “full gown, gloves and hazmat attire,” her complaint states.

After the HHS workers finished helping the Americans, they returned to work, some taking commercial airline flights home or back to their offices. They weren’t tested for the virus because at the time, the federal government’s criteria for testing was bizarrely restrictive: You had to have gone to China, been in close contact with someone confirmed to be infected, or exhibit symptoms yourself.

When the official brought the break in protocol and her concerns about the workers’ safety to the attention of her superiors, they did what many Trump loyalists do: They apparently tried to punish her by reassigning her to an area in which she has no expertise, with no workers to supervise, and told if she didn’t accept the assignment, she’d be fired, according to her lawyer.

So she filed a whistle-blower complaint with the Office of the Special Counsel, an independent federal watchdog agency, and now HHS officials are scrambling to explain.

Meanwhile, the head of the World Health Organization said this morning that the coronavirus outbreak — it has now infected more than 80,000 people in nearly 50 countries, with close to 2,800 deaths — is at a “decisive point” and could soon become a pandemic.

That designation would come about if scientists and doctors see a long chain of transmissions — community-wide outbreaks — outside of China. Although people in many countries are infected, the kind of community spread that would signal a pandemic hasn’t yet occurred outside of China.

But investors around the world are worried, and global financial markets are taking a big hit. By the way, every Disney theme park and property in Asia is closed.

As they say in Mar-a-Lago, Ignorance is Bliss, and Vengeance is Divine.

California spends less per pupil than most states. Its schools have been underfunded for decades.

Reverse the many years of neglect and support the children by voting YES on Prop 13.

Editorial : Yes on Prop. 13

“Prop 13 is a statewide bond measure that will raise $15 bllion to use for immediate costs, to fix crumbling schools, upgrade emergency response equipment and basically make the structures our students learn in more modern and safe.

”It has nothing to do with the 1978 ballot proposition that capped property tax rates in California. It has nothing to do with the Schools and Communities First ballot proposition about tax loopholes that will be on the ballot this fall.

”Most major newspapers, including the Los Angeles Times, have backed Measure 13 noting that our school campuses aren’t exactly in the best shape. However, the usual coalition of anti-tax groups and conservative newspapers are making the argument that Californians already pay too much for education and that the measure has “sneaky” language that changes the formula for how schools receive state funding and how new housing is build near school districts.

”California currently ranks 31st in per-pupil spending compared to the rest of the states in the country. No matter what other statistics you hear about various bonds and propositions, that number is what it is: too low on the rankings.”

https://www.educationdive.com/news/is-edtpa-standing-in-the-way-of-getting-more-teachers-into-classrooms/572969/

Educators disagree about the value, validity, and reliability of the Pearson EdTPA, which is mandated in many states as the gateway to entering teaching.

Some states have lowered the passing score. Some are wondering whether to abandon it.

The debate occurs at a time when enrollments in teacher education programs have dropped by a third.

While many agree on the importance of high standards for new teachers, it’s by no means clear that the EdTPA encourages better teaching or merely rewards teachers who are good at the demands made by Pearson.

The Hechinger Report invited two eminent scholars to write about how public schools might respond if the Supreme Court rules in favor of the plaintiffs in the Espinoza v. Montana case. In this case, rightwing libertarians seek to eliminate Montana’s constitutional prohibition on spending public money for tuition in religious schools. In effect, they want to eliminate the line separating church and state. The Trump-enhanced Supreme Court has already ruled that it is permissible to discriminate on religious grounds against same-sex couples in a Colorado case where a baker refused to bake a cake for two men. Homophobia is okay if it is based on deep religious convictions.

The Hehinger Report asked Bruce Baker of Rutgers, an expert on school finance, Preston Green III of the University of Connecticut, a constitutional lawyer, to consider the ramifications of this case if the Court favors the plaintiffs.

They wrote the article, then discovered that Corey DeAngelis of the libertarian Reason Foundation and the CATO Foundation (founded by the Koch brothers) objected to their views, basing his objection on an entry in Wikipedia. He insisted that an earlier Supreme Court decision forbade private schools from discriminating on the basis of race. Professor Green said DeAngelis was wrong.

Instead of inviting DeAngelis to write a letter to the editor or post a dissenting comment, which is customary, the Hechinger Report inserted an editor’s note inside the article.

This is the paragraph with the editor’s note responding DeAngelis’ complaint. By the time you read this, the “editor’s note” may have been deleted. I was informed by an editor that the publication had decided to delete it.

Let’s assume that there exist state legislatures that would prefer not to have taxpayer dollars used to support religious schooling. Perhaps they are concerned with supporting schools that might discriminate in admissions or other treatment on the basis of sexual orientation of children or parents, or even race. (Editor’s note: Current Federal law does not permit private schools to discriminate on the basis of race.)

Preston Greene III wrote the following response as a warning to others: The Hechinger Report puts Wikipedia on the same level as scholarship. (DeAngelis received a Ph.D. in education policy from the Walton-funded Department of Education Reform at the University of Arkansas, which holds a single point of view on school choice, and he regularly trolls anyone who disagrees with choice ideology on Twitter).

My own note: Fred Hechinger, for whom the Hechinger Report was named, was born in Germany and came to New York in 1936 at the age of 16. He graduated from DeWitt Clinton High School in New York City and the City College of New York, at that time a free public college. He and his wife Grace were personal friends of mine. He opposed public funding of religious schools. He supported free and universal public schools. This is how the Hechinger Report describes the man whose name it bears: “Fred M. Hechinger was education editor of The New York Times, an author of several books and an advocate for public education. The Hechinger Report continues his efforts to produce and promote high-quality education coverage.”

Preston C. Green III

I am writing this post to alert my fellow professors about a situation I recently encountered after publishing a piece with the Hechinger Institute. This organization approached Bruce Baker and me to write an op-ed explaining the possible consequences of the Espinoza v. Montana State Department of Revenue case. In this case, the Supreme Court is considering whether states can prohibit parochial schools from participating in a tax-credit scholarship program. It is generally expected that the Court will hold that states cannot act in this manner.

In this op-ed, we explained that states might respond to this potential decision by placing curricular restrictions on participating schools or even refusing to fund private education altogether. We even posited that states might respond to the Court’s expected decision by dramatically reducing their investment in charter schools.

We did not get much pushback for these points in the op-ed. However, Corey DeAngelis, adjunct scholar of the Cato Institute’s Center for Educational Freedom and the Director of School Choice at the Reason Foundation, claimed on Twitter that we were wrong to suggest that parochial school participants in school voucher programs might even consider discrimination on the basis of race. He supported this assertion by citing a Supreme Court case, Runyon v. McCrary. DeAngelis posted a screenshot of the purported holding, which he got from Wikipedia. According to this summation, Runyon held that “[f]ederal law prohibits private schools from discriminating on the basis of race.” On the basis of this “evidence,” DeAngelis demanded that Hechinger correct this alleged error.

I responded on Twitter by posting a screenshot of the pertinent part of the actual case, which included the following statement (italics added):

It is worth noting at the outset some of the questions that these cases do not present. They do not present any question of the right of a private social organization to limit its membership on racial or any other grounds. They do not present any question of the right of a private school to limit its student body to boys, to girls, or to adherents of a particular religious faith, since 42 U.S.C. § 1981 is in no way addressed to such categories of selectivity. They do not even present the application of § 1981 to private sectarian schools that practice Racial Exclusion on religious grounds. Rather, these cases present only two basic questions: whether § 1981 prohibits private, commercially operated, nonsectarian schools from denying admission to prospective students because they are Negroes, and, if so, whether that federal law is constitutional as so applied.

The italicized section clearly established that the Court in Runyon did not address the question of whether § 1981 prohibited sectarian schools from racially discriminating on the basis of religious belief.

DeAngelis insisted that a retraction was in order reposting the Wikipedia screenshot and claiming that parochial schools would never discriminate because they might lose their tax-exempt status. Other people joined in on Twitter claiming that we were fearmongering because no school would ever consider discriminating on the basis of race for religious reasons – the stakes were too high.

Although I would like to believe we are past the time that schools would not overtly try to discriminate on the basis of race, I do not share this rosy view. My parents received part of their education in racially segregated public schools in Virginia. And although I did not attend a racially segregated school, I also experienced several incidents of overt discrimination.

The Hechinger editor asked Bruce Baker and me over email about the Twitter avalanche from DeAngelis and his supporters. I explained that DeAngelis’s understanding of Runyon was incorrect. The Court’s decision expressly did not address the legality of parochial schools claiming racial discrimination on the basis of religious belief. I even cited cases in which parochial schools attempted to exploit this loophole in Runyon (the courts rejected this assertion on the ground that the discrimination was not based on sincere religious belief).

Two days later, our editor emailed Bruce Baker and me again, explaining that her superiors wanted to place a note after the offending sentence to the effect that racial discrimination violated federal law. We responded by explaining that this statement was overly broad. It was true that parochial schools that discriminated on the basis of race ran the risk of losing their tax-exempt status. It was also true that a parochial school that discriminated on the basis of race ran the risk of losing its federal funding (if it received such aid). However, it was false to assert that federal law explicitly prohibited parochial schools from racially discriminating in their admissions. To summarize our position: While it was unlikely that a parochial school would discriminate on the basis of race in its admissions policy, federal law did not explicitly prohibit it.

Our editor then responded by suggesting an editors’ note that federal law made it unlikely for a parochial school to discriminate on the basis of race. I agreed to that parenthetical statement.

To our surprise, the following day, we received an email from the editor telling us that her superiors had overruled her. The overly broad editors’ note was back in. We were also told that there was nothing we could do about it. We have yet to hear any convincing explanation why Hechinger rejected our reasoning regarding this legal issue.

I am disappointed and, frankly, outraged, that Hechinger acted in this manner. When DeAngelis challenged our assertions, we cogently explained why we believed he was wrong. Yet Hechinger did not support the well-reasoned legal opinion of two scholars in the field it had specifically asked to research this issue. Instead, it bowed to online pressure even after we had spent more time providing additional background and case law. Other professors should consider our experience if Hechinger approaches them for an op-ed.