Tag Archives: education

Trump’s Education Plan

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Former President and current Republican Presidential candidate Donald Trump has released a 12-point plan (actually, 8 points, the last of which has 4 sub-points) for revamping and improving our nation’s public education system. He deserves large credit for laying out a specific plan. No one in the Progressive-Democratic Party has been willing to do anything of this specificity, especially including Progressive-Democrat Vice President and Party Presidential candidate Kamala Harris, other than tightly hewing to the teachers union line and denigrating voucher and charter schools.

For all that, much of Trump’s plan will be difficult to achieve. The dozen points, together with my august comments (in italics), are listed below.

  • Cut federal funding for any school or program pushing Critical Race Theory, gender ideology, or other inappropriate racial, sexual, or political content on our children. These, especially CRT, will be hard to enforce, beyond getting rid of public verbiage on Web sites. Florida provides a good example of how to do this. That’s at the State level, though. South Dakota v Dole will impact the extent to which this can be implemented at the Federal level. That ruling held that while Federal funds could be preferentially withheld, they could not be withheld to a coercive extent.
  • Direct the Departments of Justice and Education to open Civil Rights investigations into any school district that has engaged in race-based discrimination, including discrimination against Asian Americans. There need to be sanctions identified, also, though.
  • Because the Marxism being taught in schools is aggressively hostile to Judeo-Christian teachings, aggressively pursue potential violations of the Establishment Clause and the Free Exercise Clause of the Constitution. Better would be to enforce teaching Judeo-Christian material alongside.
  • Find and remove the radicals who have infiltrated the federal Department of Education, and get Congress to reaffirm the president’s ability to remove recalcitrant employees from the job. The former will be hard to define. The latter needs to be done wholly separately, and Executive Branch-wide, not just in DoEd.
  • Veto the sinister effort to weaponize civics education. And teach civics far more than in just a single 8th grade semester.
  • Keep men out of women’s sports. In parallel, make a Title IX case, or amend Title IX, to require separate athletic programs for transgender athletes in the same manner that Title IX mandates for men and women sports programs.
  • Create a new credentialing body to certify teachers who embrace patriotic values, and understand that their job is not to indoctrinate children, but to educate them. The new credentialing body also needs to emphasize subject matter expertise, not merely “teach how to teach.”
  • Implement massive funding preferences and favorable treatment for all states and school districts that make the following historic reforms in education: These are local control matters; see my remark above for how South Dakota v Dole will impact the extent to which “funding preferences” can be implemented. Reward funding, though, will be easier to implement than coercive defunding.
    • Abolish teacher tenure for grades K through 12 and adopt Merit Pay.
    • Drastically cut number of school administrators, including the “DEI” bureaucracy.
    • Adopt a Parental Bill of Rights that includes complete curriculum transparency, and a form of universal school choice.
    • Implement the direct election of school principals by the parents, as the ultimate form of local control.

On the whole, this is a plan worth pursuing with all speed.

Lies of Teachers Union Managers

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This one comes from the Chicago Teachers Union President Stacy Davis Gates. She told WBBM‘s Political Editor, Craig Dellimore, in their Sunday interview,

Conservatives don’t even want Black children to be able to read. Remember, these same conservatives are the conservatives who probably would have been championing Black codes, you know, during reconstruction or thereafter. So, forgive me again if conservatives pushing back on educating immigrant children, Black children, children who live in poverty, doesn’t make my anxiety go up. That’s what they’re supposed to say. That is literally a part of the oath that they take to be right wing.

Not so much. Pushing for alternatives to public schools—voucher schools, charter schools, pods, homeschooling—is what Conservatives do explicitly to make it possible for black children, other minority children, all children trapped in failing public schools to learn to read and to learn to do arithmetic.

Conservatives championed Black codes during Reconstruction? Apparently, Davis Gates is a product of her public school American history: she’s utterly ignorant. It was the Democratic Party that was creating Black codes during Reconstruction—and that created the Ku Klux Klan to prey on freed Blacks and their White supporters—and it was Party that pushed for gun control laws aimed at keeping those same Blacks and White supporters unarmed and helpless against the KKK.

Now Party is adamantly opposed to those alternative schools, and Davis Gates is right there with them, doing her best to keep black children, other minority children, all children from learning much of anything by keeping them trapped in those public schools.

Davis Gates is just one more example of the intrinsic dishonesty of teachers unions and of the failure of public schools, including in Chicago.

School Choice, Public Schools

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A letter-writer in The Wall Street Journal‘s Wednesday Letters section is opposed to Educational Savings Accounts that Texas parents could use to send their children to private schools.

School choice in Texas will benefit no one except those who already pay for private school. Moving to public funding of private schools will also tend to resegregate society. Our state-level elected officials are doing the bidding of billionaires in- and out-of-state who have other agendas than excellence in our public schools.

School choice will greatly benefit the children, especially those in families on Texas’ lower economic rungs, by letting them escape from failing public schools. Nor is it an either-or choice; the one leads to improvements in the other. School choice, from that competition, will greatly benefit those children remaining in public schools.

That success, far from increasing segregation, will contribute to decreasing it. The majority of those kids on the lower rung are from minority families. Being increasing their ability to compete academically, they’ll be better able to compete for jobs, and for promotions once employed, as adults. That more even competition is the stuff of desegregation.

The idea that no one but a few billionaires will benefit is just so much irrational hype.

He concluded with:

Let’s put public funding of private schools to a statewide vote.

We just did. In the Republican primaries and the runoffs in some of those primaries, public funding won very widespread support. We will again soon: school choice will be on the ballot again this November. Those State-level elected officials, elected in the primaries and will be elected in the general election, having campaigned on the matter, are much more likely to do the bidding of those who hired and will hire them—their constituents—than were Texas to maintain the status quo with its politicians in November.

Trust

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Harvard’s governing body, the Harvard Corporation, has overruled the recommendation of the school’s Faculty of Arts and Sciences to confer graduation on 13 students who were suspended over their participation in riots protests in support of Hamas as Israel committed the heinous sin of defending itself against Hamas’ war of extermination against Israel. Harvard Corporation has decided not to allow the 13 to graduate—at least not yet. Both the students and the FAS have chosen, so far, not to go through the school-mandated process of appeal of the suspensions, which could result in one or some (or all) of the suspensions being lifted, thereby allowing those students to graduate.

Then, there’s this response by Steven Levitsky, Professor of Government in the FAS:

I would expect a faculty rebellion, possibly a faculty rebellion against the entire governance structure, because there’s already a fair amount of mistrust toward the Corporation to begin with….

Trust is a two-way street. It’s not possible to trust faculty members who so openly support terrorists and who so openly disdain Israel and, apparently, Jews in general. And who appear to disregard school procedure when the procedure becomes inconvenient. If there is the faculty rebellion, the participants will be self-identifying as ready for termination for cause. Hopefully, the Harvard Corporation will have the moral, as well as legal, courage to carry out the firings promptly.

Deadlines

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Columbia’s management team gave terrorist supporters a deadline to clear their campus “encampment,” and when the campers ignored the deadline, managers issued them a new deadline. When the terrorist supporters seized and occupied a school building, managers gave them a deadline by which to clear out. And then another.

Terrorist supporters seized a Rhode Island School of Design building, and that school’s managers have issued a deadline. As seems typical of school management teams, the design school’s administrators have yet to announce consequences for demonstrators if they do not comply with the 8 am deadline.

And at MIT:

Anti-Israel agitators at the Massachusetts Institute of Technology took back their campus encampment after it was initially cleared by police.
…
Protesters at MIT were given a Monday afternoon deadline to voluntarily leave or face suspension. Many cleared out of the area, according to the school spokesperson. Dozens of protesters remained at the encampment through the night.
No arrests had been made as of Monday night, according to the MIT spokesperson.

This sort of thing is all too common, and it’s not unique to today’s school disruptions. As far back as Vietnam War college and university protests, disrupters would occupy school buildings, and school managers would issue deadlines to clear out after deadlines to clear out.

In all those cases, it became necessary, ultimately, for campus and local police, augmented in some cases by State police, to go in and forcibly root out the occupiers.

Enough. It’s time—long past time—for school managers to learn what should by now be the obvious lesson. Deadlines are useless except to the occupiers; all the deadlines do is demonstrate the timidity of school managers.

The correct answer to all of these test questions is to send the campus and local police right in immediately after the campers have encamped and the occupiers have occupied, and root them out. And apply suitable corrective action: expelling the students participating, firing professors (tenured or not) participating, and charging those who’ve committed crimes—vandalism, for instance, is rampant among occupiers—with the relevant charges, and then taking them to trial—no settlements, no plea bargains.