RUTHFULLY YOURS

https://thefederalist.com/2019/12/05/despite-common-core-promises-u-s-kids-repeat-poor-performance-on-latest-global-test/
On Tuesday, the latest results from a respected international test showed U.S. students making no progress in math or reading in the past 19 years. It’s the latest puncture in Common Core’s inflated promises.

Add another set of test results to the stack deflating promises U.S. leaders said justified the major arm-twisting required to switch the nation to Common Core. On Tuesday, the latest results from a respected international test showed U.S. students making no progress in math or reading since the last such exam three years ago.

This trend of no improvement on math and reading has persisted since the Program for International Student Assessment (PISA) began in 2000, although U.S. kids have improved in science on the exam, which is given to 15-year-olds. Common Core, a set of national curriculum, testing, and instruction mandates the Obama administration pressured states into beginning in 2009, dictates reading and math instruction, not science.

American kids were, predictably, the worst at math. In the latest results, just 8 percent of U.S. 15-year-olds rated of excellent proficiency in math, and 27 percent rated of poor proficiency. Both of these results were below the average of comparable students’ performance developed nations.

PISA is considered “is considered a barometer of future economic competitiveness,” as The Wall Street Journal notes, because students’ reading and especially math abilities are linked with their future earnings. Math achievement is a strong predictor of gross domestic product, according to a 2016 Harvard University study. Even small increases in average U.S. math achievement, the study found, could boost American’s incomes and productivity by trillions of dollars. This is just one of many opportunity costs of rushing headlong into unproven fancies like Common Core.

“The U.S. ranking improved in all three subjects to eighth in reading, 30th in math and 11th in science, when compared with 63 other educational systems that reported data in 2015 and 2018. But Ms. [Peggy] Carr[, a U.S. federal education official,] said the improved rankings are due to score changes with other education systems,” reported WSJ.

The less atrocious reading scores are thus not much cause for celebration. And the kids at the bottom were, as always, hit hardest. According to The New York Times, “About a fifth of American 15-year-olds scored so low on the PISA test that it appeared they had not mastered reading skills expected of a 10-year-old, according to Andreas Schleicher, director of education and skills at the Organization for Economic Cooperation and Development, which administers the exam. Those students, he said, face ‘pretty grim prospects’ on the job market.”

“In the U.S., about 13.5% of students were good at distinguishing between fact and opinion on the reading exam,” WSJ reported. “Most countries have seen little improvement in scores over the past decade, despite increases in education spending, according to OECD.”
This Is Not an Outlier Result for the Common Core Era

It’s been a decade since President Obama announced federal grants in return for states jumping into Common Core before it was even written. Common Core didn’t move fully into place until about 2015, though, so we had to wait a while to see if its critics were right. But since then, just about all the evidence available has shown that at best Common Core has had none of the promised positive effects on student achievement, and likely includes demonstrable negative effects.

On the latest U.S. tests for fourth and eighth graders in reading and math, as I wrote in October, “For the third time in a row since Common Core was fully phased in nationwide, U.S. student test scores on the nation’s broadest and most respected test have dropped, a reversal of an upward trend between 1990 and 2015. Further, the class of 2019, the first to experience all four high school years under Common Core, is the worst-prepared for college in 15 years, according to a new report.”

This spring, a federally funded study done by pro-Common Core researchers found, to their surprise, “that [Common Core] had significant negative effects on 4th graders’ reading achievement during the 7 years after the adoption of the new standards, and had a significant negative effect on 8th graders’ math achievement 7 years after adoption based on analyses of NAEP composite scores.”

“The study found not only lower student achievement since Common Core, but also performed data analysis suggesting students would have done better if Common Core had never existed. The achievement declines also grew worse over time,” I wrote this spring.

In 2018, we also saw declines among U.S. college entrance exam results:

ACT scores released earlier this month show that students’ math achievement is at a 20-year low. The latest English ACT scores are slightly down since 2007, and students’ readiness for college-level English was at its lowest level since ACT’s creators began measuring that item, in 2002. Students’ preparedness for college-level math is at its lowest point since 2004.

In 2017, I noted the achievement decline of American kids on another international test, this one about reading: “The decline was even more pronounced among the lowest-performing American students. On this test, U.S. students have made no statistically significant improvement since 2001. The 2016 slide is especially notable because 2016’s fourth graders have spent virtually their entire schooling inside public schools forced to shift their instruction to fit Common Core.”

In 2015, former U.S. Department of Education official Ze’ev Wurman discussed early warning signs on a raft of other important tests:

The recent 2015 NAEP [Nation’s Report Card national] results showed a first ever significant decline of 2-3 points – about a quarter of a grade-level worth – in mathematics at both grades 4 and 8, and in grade 4 reading. The decline was broad and deep in most states with just a handful of exceptions, and even formerly excellent states like Massachusetts were not immune. But NAEP scores are only the most recent sign of decline.

The ACT scores have been stagnant in the last couple of years, but they show a slight decline since 2009. The SAT scores stayed level since 2007, until they dropped this year on both verbal and math.

AP course taking in AB and BC calculus has been rising steadily over the years, yet the number of students who scored a passing grade this year – 3 and above – has plateaued in BC calculus and actually declined in AB calculus for many demographic groups.

We Were Scammed, America

In 2009, President Obama described Common Core as “higher and clearer standards and assessments that prepare a student to graduate from college and succeed in life.” He promised that his package of reforms centered on Common Core would “raise the quality of education from kindergarten through senior year” and that “America’s children, America’s economy, and America itself will be better for it.” Almost a decade later, the results are in, and the promises broken.

In 2010, Obama Education Secretary Arne Duncan promised the nation that Common Core and it’s associated tests would be a “game-changer in K-12 education.”

“High standards and high expectations are the first step toward higher performance,” he assured a convention of newspaper editors in 2013, giving the example from Tennessee to support his contention that Common Core would reduce achievement gaps between the United States’ top and bottom students. The opposite has happened: On PISA, the latest National Assessment for Educational Progress, and other test results, the gap has only grown since Common Core.

It wasn’t just Democrats making these false promises about a generation of children and billions in taxpayer spending. Jeb Bush frequently described Common Core as “higher standards for reading and math” that were key to improving student achievement nationwide. Top Republicans like Senate Education Committee Chairman Lamar Alexander, Mike Pence, Ronald Reagan Education Secretary Bill Bennett, Florida Gov. Rick Scott (now a U.S. senator), and numerous other GOP governors, publicly supported the initiative. The Wall Street Journal’s biggest editorial complaint early on appeared to be not that Obama’s education ideas like Common Core were unsupported by good evidence, but that he might not have enough leverage to get states deeply enough into them.

And then there were the dozens of special interest groups, largely flush with huge amounts of cash from the Bill and Melinda Gates Foundation, paid to promote the idea. Michael Petrilli of the supposedly conservative Thomas Fordham Foundation is representative of this group. He went around to especially red legislatures telling, for example, Tennessee lawmakers when they had qualms about Common Core that ” the faithful implementation of these standards will help many more young people—including Tennesseans—be prepared for success in college and career.” False.

He told the Indiana legislature when it also had the same concerns, a “reason to stay the course with the Common Core—perhaps the most important reason—is to raise student achievement. I can’t guarantee that—it depends on aggressive implementation at the local level. But I can tell you that what you were doing before Common Core (and your raft of recent reforms) wasn’t working.” Well, we threw that spaghetti against the wall, and it failed to stick. Whoops!

All these people used their power to promote the idea that Common Core would be a good use of taxpayer funds and institutions and the next generation of American children. They were all wrong. And being wrong has cost them just about nothing. Petrilli’s next project, for example, is coediting a book out in 2020 and backed by more conservative foundation money titled “How to Educate an American: A Conservative Vision for Tomorrow’s Schools.” Bush still puts on big “education reform” conferences every year that bill plenty of the same education soothsayers whose prophecies have failed American kids. They’re underwritten by donors who apparently don’t look for a track record of success from the people they write huge checks to.

This failed project may not have put a dent in the careers of its biggest boosters, but Common Core has cost American children, and the nation, not only a huge amount of wasted time and money, but precious opportunities to actually achieve more, better, and faster. We’ve been scammed. Who will pay for the losses inflicted upon the nation by people who owed us a return on our investments and instead gambled it all away?

“Taxpayers and families deserve real results for their money,” Petrilli told the Wisconsin legislature reconsidering Common Core in 2013. Yes, yes we do.
Joy Pullmann (@JoyPullmann) is executive editor of The Federalist, mother of five children, and author of “The Education Invasion: How Common Core Fights Parents for Control of American Kids.” She identifies as native American and gender natural. Her latest ebook is a list of more than 200 recommended classic books for children ages 3-7 and their parents.
Photo U.S. Air Force / public domain

https://www.washingtontimes.com/news/2019/aug/31/take-back-america-take-back-s

The fact that socialists are openly running for public office in America — that socialists actually hold public office in Congress — should serve as enough wakeup call that the nation’s moral and political compasses are skewed, in dire need of correcting.

That it doesn’t only screams this: America’s public school systems have become utter failures.

So the one thing patriots in this country should throw all their efforts into right now is taking back the schools from the far-leftists who’ve been able to dominate the direction of administration and teaching in recent years.

Look at America’s schools in years past versus years present.

“As recently as 20 years ago, the United States was ranked No. 1 in high school and college education,” Jon Guttman, a research director for the World History Group wrote at History Net. “In 2009, the United States was ranked 18th out of 36 industrialized nations. Over that time, complacency and inefficiency, reflective of lower priorities in education, and inconsistencies among the various school systems contribute to a decline.”

That’s partly to blame.

So’s this: administrative bloat.

Between 1950 and 2009, the student population of America’s public schools grew by 96%. The growth in teachers during that same time was 252%. But the growth of administrators and other office staffers? That jumped 702%, American Enterprise Institute reported.

https://www.algemeiner.com/2019/12/03/umass-chancellor-applauded-over-bds-criticism-university-president-urged-to-act/

The president of the University of Massachusetts system is being urged to condemn academic boycotts of Israeli universities, after the chancellor of the Amherst campus faced criticism for acknowledging that such boycotts damage academic freedom.

In a letter sent to President Martin Meehan last month, the heads of the Academic Engagement Network and the AMCHA Initiative — both of which oppose the Palestinian-led boycott, divestment, and sanctions (BDS) campaign in academia — applauded Chancellor Kumble Subbaswamy of UMass Amherst for an October 21 statement condemning a “one-dimensional” and “polarizing” BDS panel that was set to take place on campus on November 12.

The event, which came on the heels of another major pro-BDS panel on the Amherst campus in May, exclusively featured supporters of the BDS campaign, which has been criticized by Jewish groups worldwide for denying the Jewish people’s right to self-determination and advancing antisemitic tropes. Among the participants was BDS co-founder Omar Barghouti, who has rejected the notion that Jewish people have a right to self-determination by claiming that they are not a nation, as well as activist Linda Sarsour, who has spoken at a rally hosted by antisemitic Nation of Islam leader Louis Farrakhan and recently claimed that Israel “is built on the idea that Jews are supreme to everyone else.”

The lack of ideological diversity on the panel, Subbaswamy noted at the time, would do “little to increase the understanding of such a complex topic like the Israeli-Palestinian conflict.”

https://www.city-journal.org/1619-project

In 1858, Stephen Douglas and Abraham Lincoln debated the nature of America’s soul. Douglas argued that the Founders believed that the claim in the Declaration of Independence—“all men are created equal”—applied only to whites. They were indifferent to the perpetuation of slavery, he said. Lincoln argued that the Founders foresaw an end to slavery, that the words in the Declaration meant what they said, and that no one before Douglas had ever suggested otherwise.

After a bloody civil war and a decades-long civil rights struggle were fought to vindicate Lincoln’s position, the New York Times and the Pulitzer Center are urging teachers, with the 1619 Project and attendant K-12 curriculum, to take Douglas’s side of the argument.

In her lead essay announcing the project, Nikole Hannah-Jones argues, per Douglas, that the “white men who drafted those words [in the Declaration] did not believe them to be true for the hundreds of thousands of black people in their midst.” Hannah-Jones’s essay has come under withering attack from eminent historians such as Gordon Wood and James McPherson for its historical distortions. But the 1619 Project’s curriculum does more than encourage teachers to ignore key elements of the historical record; it asks students to blot them out.

One recommended “activity to extend student engagement” asks teachers to lead students in transforming historical documents through “erasure poetry,” which, the curriculum explains, “can be a way of reclaiming and reshaping historical documents; they can lay bare the real purpose of the document or transform it into something wholly new. How will you highlight inequity—or envision liberation—through your erasure poem?” Students could, the guide suggests, erase parts of the Declaration in order to make it fit Hannah-Jones’s essay or amend the Thirteenth Amendment to make it harmonize with an essay arguing that “mass incarceration and excessive punishment is the legacy of slavery.”

https://www.nationalreview.com/2019/12/prestigious-scholarships-conservatives-need-not-apply/

Or, if they do, they (unlike progressives) better keep quiet about their political beliefs.

When British businessman Cecil Rhodes passed away in 1902, he couldn’t possibly have imagined what the world would be like in 2019. Over 117 years ago, his brain couldn’t have conceived of commercial air travel or the Internet or how great Jennifer Aniston would still look.

Further, Rhodes also would not recognize what has become of the prestigious scholarship he founded in the year of his death. For one, he would be confused that the Rhodes Scholarship was being granted to women and minorities — he was an avowed white supremacist and specifically excluded women from winning the award. (Women didn’t become eligible until 1977.)

But Rhodes would also be perplexed about the academic paths chosen by Rhodes winners and by the criteria applied to the applicants.

Last week, the Rhodes Foundation announced its 32 American scholarship recipients. The third paragraph of the statement accompanying the selections reveals the foundation’s true goals:

For the third consecutive year, the class overall is majority-minority, and approximately half are first-generation Americans. One is the first transgender woman elected to a Rhodes Scholarship; two other Scholars-elect are non-binary.

If Rhodes were to rise from the grave in 2019, he might die all over again.

https://www.jns.org/brown-university-committee-on-corporate-responsibility-votes-in-favor-of-bds/
 
The vote occurred months after students voted overwhelmingly in favor of a referendum, calling on the school to separate itself from companies that conduct business with Israel.

The Advisory Committee on Corporate Responsibility in Investment Policies (ACCRIP) at Brown University in Providence, R.I., voted on Monday in favor of the BDS movement that aims to boycott Israel.

The final tally of the committee was six in favor, two against and one abstention.

The ACCRIP, which consists of university students, faculty, staff and alumni, vote on resolutions surrounding “ethical and moral issues or issues of alleged social harm with respect to the activities of corporations in which the University is an investor,” according to its website.

The resolution consisted of the following language:

“We recommend that the Brown Corporation exclude from Brown’s direct investments, and require Brown’s separate account investment managers to exclude from their direct investments, companies identified as facilitating human rights violations in Palestine. In addition, the Investment Office will share with all investment managers the University’s desire to adhere to this investment philosophy. We recommend that the Corporation and Brown’s separate account investment managers maintain the withdrawal of investments from said companies until they cease to engage in social harm … ”

https://amgreatness.com/2019/12/01/how-americas-students-need-to-get-woke/

The progressive campus project is a mere veneer. It is a scab of sorts, overlaying a wound beneath of progressive exploitation and class privileges and hierarchies.

Today’s university students want to “wake” the nation to problems that they and their professors have identified as threatening our very existence. And they issue these periodic alarms in hyperbolic terms: we have just 10, 20—fill in the blanks—years to end fossil fuel use or else die from global warming.

They warn us that there is a veritable war waged on American women who have been limited to a mere 800,000 abortions on average per year. Sexism must explain why only 56 percent of college students are women.

The woke university lectures us that ubiquitous racism, white privilege, sexism, homophobia, transgender hatred, Islamophobia, nativism, and xenophobia supposedly make life deadly for people of color, gays, immigrants, the transgendered, and women. Apparently, such endemic hatred explains why the United States is the most tolerant, freest, most leisurely and affluent country in history for racial, religious, and gender minorities.

To address these supposedly existential concerns and agendas, the university has radically reinvented itself over the last 30 years. The relative and absolute number of tenured and tenure-track professors on campus has nosedived. In their places, the legions of noninstructional  employees and part-time lecturers have soared. The former are mostly highly paid race, class, and gender diversity and inclusion provosts, deans, and czars. The latter are low-paid and largely exploited temporary teachers.

Student aid packages have been front loaded with federally-guaranteed debt, as tuition in response has naturally soared over the last few decades above the rate of inflation. All sorts of “studies” majors have blossomed—ethnic studies, peace studies, environmental studies, black studies, Latino studies, Asian studies, feminist studies. The curricula now expand into popular culture, as if comic books, Hollywood movies, hip-hop music, and cartoons need academic study, professional scholarship, and professorial guidance.

https://www.algemeiner.com/2019/12/01/mcgill-university-student-government-seeks-to-oust-representative-for-accepting-hillel-sponsored-israel-trip/

The Students’ Society of McGill University (SSMU) in Montreal, Canada has attempted to remove a Jewish student from her position on the Legislative Council over her decision to partake in a sponsored trip to Israel and the West Bank.

Second-year science student Jordyn Wright accepted an offer by the Jewish campus organization Hillel to visit Israel and the Palestinian territories, and meet with politicians, journalists and locals offering multiple perspectives. According to Wright, she was hoping to “better understand a very nuanced geopolitical conflict.”

https://www.frontpagemag.com/fpm/2019/12/how-universities-enable-hijacking-campus-free-richard-l-cravatts/

In a country where multiculturalism has a reverent following and criticism of protected minorities has essentially been criminalized as “hate speech,” it is more than ironic that on some Canadian campuses radical students have taken it upon themselves to target one group, Jewish students, with a hatred that is nominally forbidden for any others. And with a recent incident that took place on November 20th, York University, in particular, has now revealed a troubling pattern of tolerating physical and emotional assaults by pro-Palestinian radicals against Jewish students and others who dare to demonstrate any support for Israel or question the tactics of Islamists in their efforts to destroy the Jewish state.

Herut Canada, “a Zionist movement dedicated to social justice, the unity of the Jewish people, and the territorial integrity of the Land of Israel,” was sponsoring an on-campus event featuring Reservists on Duty, former IDF soldiers who would be discussing BDS and the particular challenges facing the IDF in its interaction with terrorism. But York’s perennially-radical group, Students Against Israeli Apartheid at York University (SAIA York), was having no part of the visit and, joined by off-campus members of the equally radical Antifa organization, disrupted the event with some 600 activists heckling, chanting through bull horns, and even physical assaulting other students—all aimed at shutting down the event and preventing attendees from hearing what the guests from the IDF had to say about negotiating for peace.

What was particularly revealing, and chilling, about the hate-filled protest (or riot, more accurately) was the virulence of the chants and messages on the placards, much of it seeming to suggest that more sinister hatreds and feelings—over and above concern for Israeli military operations—were simmering slightly below the surface. Many of the furious protestors, for instance, shrieked out, “Viva, Viva Intifada” and “Long live the Intifada,” a grotesque and murderous reference to the Second Intifada, during which Arab terrorists murdered some 1000 Israelis and wounded more than 14,000 others.