RUTHFULLY YOURS

https://pjmedia.com/trending/study-warns-against-saying-boys-will-be-boys/

A new University of Michigan study urges preschool teachers to avoid saying “they’re just boys being boys” or to remind girls to have “good manners,” lest those teachers accidentally “contribute to gender inequality in early childhood.”

Heidi Gansen — who previously was awarded by the American Sociological Association for her research on “heteronormativity” in preschools — published her latest study in the new issue of the journal Sex Roles.

For her new study, “Push-Ups Versus Clean Up: Preschool Teachers Gendered Beliefs,” Gansen spent 400 hours in Michigan preschools from July 2015 to April 2016. During that time, UM awarded Gansen more than $23,000 in research grants, according to her CV.

Gansen begins by setting the stage: teachers have a strong influence on children.

Preschools are just one way “through which an unequal gender system is reproduced because interactions between teachers and students organize and define boys and girls differently,” explains Gansen, who taught at UM before she graduated this spring.

Gansen sought to answer two questions.

https://www.americanthinker.com/articles/2018/09/faking_your_way_to_racial_equality.html

Since the mid-1960s, billions have been spent to close race-related gaps in educational achievement. While these gaps have been somewhat narrowed, they have remained substantial and seem impervious to nearly all nostrums – everything from early intervention programs such as Head Start to hard-headed businesslike remedies such as firing incompetent teachers. Now, given decades of disappointment, what’s next?

Let me suggest that “a solution” is emerging, but it is not what gap-obsessed egalitarians have in mind. This “solution” is deception – if genuine equally of outcome is unreachable, instead, provide the illusion of success. Remarkably, this deceit is often welcomed as if it were the real thing, with little outrage when fraudsters are exposed.

The National Center for Fair and Open Testing argues that teachers illicitly boosting student test scores is endemic. Such deception is particularly alluring at schools with large populations of underperforming minority students, where the dismal numbers can bring school closings or mass firings. Such cheating has been documented in Atlanta; Baltimore; and Washington, D.C. as well as in schools in Pennsylvania and New Jersey and elsewhere. They are, according to the center, just “the tip of the iceberg.

Cheating may simply entail erasing the wrong answers and replacing them with the correct ones. Less blatant tactics include strongly hinting at the correct answer during the test under the guise of “helping” the puzzled test-taker, using similar test questions in classroom lessons, or just teaching the test and little else.

One teacher has even written a guide for potential cheaters that includes tips to minimize getting caught – for instance, allowing unauthorized extra time by putting a “do not enter” sign on the classroom door. The Washington Post likewise offers multiple ingenious cheating tactics such as smartphones to forward pictures of exam questions. Especially effective is to exclude the low performers (notably, students with disabilities and those with limited English) from taking the test. Another ploy is to prevent expelled or suspended students from taking the test or encouraging the weakest students to drop out or enroll in GED programs prior to the test.

https://pjmedia.com/trending/study-diversity-officers-contribute-nothing-positive-to-a-university/

A new Baylor University study has discovered that Chief Diversity Officers — who are typically paid upwards of $180,000 — are ineffective at one of their major job responsibilities: increasing diversity among faculty and administrators.

The study, “The Impact of Chief Diversity Officers on Diverse Faculty Hiring” was published in September by four Baylor University professors, including Steven Bradley, a professor of entrepreneurship at the school.

“Three years ago, there was a campus-wide discussion of whether to hire a CDO,” Bradley told PJ Media on Thursday. Supporters of the CDO position claimed it would help increase faculty diversity, in turn helping minority students feel safe on campus.

The summary of a 2016 campus survey put it more bluntly.

“The lack of [minority] representation among faculty sends a message for women and minorities to not bother applying to Baylor, [and that] the work environment is not safe or welcoming,” the report said.

Since then, Baylor officials appear to have punted. The prospect of hiring a diversity officer was too concerning for some school officials, who feared it would detract from the school’s Christian identity, according to the Waco-Tribune Herald.

(At Baylor, the possibility of hiring a CDO was so contentious — and ultimately abandoned — that it led to at least one resignation.)

FROM https://spectator.org By Scott McKay
Last week, Fox Business had an article about the increasing trend whereby major companies are no longer demanding college degrees for jobs which used to require them.

No diploma? No problem.

More and more companies are scrapping college degree requirements for jobs. They’re not saying you shouldn’t seek higher education, but not having a degree won’t be a barrier for you to work in certain jobs at their companies.

Some of the 15 big companies saying “no bachelor’s degree is fine” include Google, Nordstrom, Bank of America, Ernst & Young, IBM and Apple.

The changes are coming as job seekers, as well as high school graduates, consider whether college is worth the skyrocketing cost.

You’re going to hear more and more about this. It’s partially explained by the fact we’re in a serious labor shortage now, but not completely.

A significant piece to this trend is that colleges simply don’t prepare kids for employment the way they did 20 or 30 years ago. Talk to business owners, and they will pull their hair out over how often their straight-out-of-college new hires are completely lost when it comes to the culture of the workplace — the demands they make, the things they can’t handle, the inability to just shut up and do what they’re assigned, and so forth.

So more and more companies are going to attack that problem by identifying bright kids out of high school they can train, and then molding them to be the employees they want while paying them much less in initial salary than they’re currently paying to college graduates.

https://www.frontpagemag.com/fpm/271311/cair-classroom-cinnamon-stillwell

Reprinted from Algemeiner.com.

In 1993, Ibrahim Hooper, director of strategic communications for the Council on American-Islamic Relations (CAIR), said that, “I wouldn’t want to create the impression that I wouldn’t like the government of the United States to be Islamic sometime in the future. But I’m not going to do anything violent to promote that. I’m going to do it through education.” Twenty-five years later, CAIR could be making headway on that goal, through its relationships with US public school districts in at least three states.

CAIR — an Islamist group and United Arab Emirates-designated terrorist organizationthat bills itself as a defender of civil rights — has achieved special concessions for Muslim students and launched the inappropriate insertion of religion into publicly-funded education. Meanwhile, pushback from parents and outside organizations is building.

Seattle Public Schools’ partnership with CAIR’s Washington chapter is the latest incident to cause controversy, but the relationship dates back to at least 2011, when CAIR-WA sent the district a letter proposing accommodations for Muslim students and classroom lessons on Islam. Then as now, CAIR-WA claimed to be fighting “anti-Muslim bullying.” To that end, in 2012 and 2013 the organization contacted the school district to complain about “Islamophobia” among teachers.

That approach eventually paid off. In a Ramadan crowd-funding campaign in May of this year, the CAIR-WA chapter outlined its plan “to provide educational training for teachers and staff on things like Ramadan, Eid, and how educators can support Muslim students in the classroom.” Accordingly, that same month, CAIR-WA ran a “professional development session” in a Seattle high school that “addressed providing identity-safe spaces in schools for Muslim families” and “how to support students during Ramadan.”

https://www.frontpagemag.com/fpm/271321/trump-administration-reopens-rutgers-anti-semitism-joseph-klein

The Trump administration has decided to reopen a case brought by a Zionist group against Rutgers University, previously closed by the Obama administration in 2014, alleging that the university had allowed Jewish students to be subjected to a hostile environment in violation of Title VI of the U.S. Civil Rights Act. The issue, ignored by the Obama administration, was whether the students were discriminated against based on their actual or perceived Jewish ancestry or ethnicity. Kenneth L. Marcus, the new assistant secretary of education for civil rights, decided that the case deserved another look. As the New York Times reported, Mr. Marcus’s decision “put the weight of the federal government behind a definition of anti-Semitism that targets opponents of Zionism, and it explicitly defines Judaism as not only a religion but also an ethnic origin.” The U.S. Department of Education’s Office for Civil Rights will be examining not only the past case it has reopened. It will also examine whether a hostile environment for Jewish students continues to exist at Rutgers.

According to the Zionist Organization of America (ZOA), which filed the original complaint on July 20, 2011, the allegations included claims of physical threats and anti-Semitic comments posted on Facebook against at least one Jewish student, and discrimination against Jewish and pro-Israel students. The discrimination charge involved an anti-Israel event entitled “Never Again for Anyone,” sponsored by an anti-Israel student group called “Belief Awareness Knowledge and Action (BAKA),” where an admission fee was allegedly imposed and selectively enforced against Jewish and pro-Israel students.

In reopening the case, Assistant Secretary Marcus focused on the anti-Israel event held on January 29, 2011. He concluded that the Obama administration had erred in dismissing the case because it disregarded evidence that the admission fee allegedly imposed on Jewish students seeking to attend the event was discriminatory, based on ethnicity. The Obama administration also disregarded evidence that Rutgers had failed to respond appropriately to student complaints regarding the pricing policy. The evidence of discrimination, as reported by Algemeiner, included an e-mail purportedly from a BAKA student volunteer at the anti-Israel event stating that there was a need to start charging an admission fee because “150 Zionists just showed up,” although “if someone looks like a supporter, they can get in for free.” Assistant Secretary Marcus noted that singling out “150 Zionists” for an admission fee “could have been based at least partially on a visual assessment, as opposed to individually polling all 150 such unexpected arrivals as to their views on the policies of the state of Israel.” The selection of whom to charge, he said, “could have been rooted in a perception of Jewish ancestry or ethnic characteristics common to the group.” He added that it is “important to determine whether the conduct related to Israel was motivated by anti-Semitism” and to “determine whether terms such as ‘Zionist’ are actually code for ‘Jewish.’”

https://www.realclearpolicy.com/articles/2018/09/12/time_to_add_entrepreneurship_to_the_college_curriculum_110794.html

Colleges across the country have welcomed millions back to campus over the past few weeks in the midst of headlines heralding economic growth. Faculty, administrators, and student leaders should seize this opportunity to prioritize entrepreneurship and add it to the core curriculum. Entrepreneurship is the only skill that can give students true financial and occupational freedom in today’s fast-changing economy.

Sadly, American universities have long prioritized theory and knowledge at the expense of implementation and practice.

Few of today’s curricula — even in the “hard” disciplines such as science and technology — translate directly to the job market. According to a recent PayScale survey of more than 64,000 managers, 60 percent responded that recent grads lack critical thinking skills, nearly half responded that they didn’t have the necessary writing or leadership skills, and over a third said that they didn’t have adequate data analysis skills. In other words, around half of college grads don’t have the baseline attributes it takes to succeed in today’s economy — let alone flourish as entrepreneurs.

As a result, there are significant cracks in today’s generally strong economy. For instance, there are still vast geographic inequities in economic growth, a lack of economic vibrancy, and widespread underemployment.

A recent Wall Street Journal article dubbed small communities “the new inner city” because of their stubbornly poor socioeconomic indicators that are often apparent even from a casual drive through town.

The startup rate, a widely used proxy for economic vibrancy, is one of the few economic indicators to show little-to-no improvement since the Great Recession.

The new head of civil rights at the Education Department has reopened a seven-year-old case brought by a Zionist group against Rutgers University, saying the Obama administration, in closing the case, ignored evidence that suggested the school allowed a hostile environment for Jewish students. https://www.nytimes.com/2018/09/11/us/politics/rutgers-jewish-education-civil-rights.html

The move by Kenneth L. Marcus, the assistant secretary of education for civil rights and a longtime opponent of Palestinian rights causes, signaled a significant policy shift on civil rights enforcement — and injected federal authority in the contentious fights over Israel that have divided campuses across the country. It also put the weight of the federal government behind a definition of anti-Semitism that targets opponents of Zionism, and it explicitly defines Judaism as not only a religion but also an ethnic origin.

And it comes after the Trump administration moved the American Embassy in Israel from Tel Aviv to Jerusalem, moved to cut off aid to the Palestinian Authority and announced the closing of the Palestine Liberation Organization’s office in Washington.

In a letter to the Zionist Organization of America, obtained by The New York Times, Mr. Marcus said he would vacate a 2014 decision by the Obama administration and re-examine the conservative Jewish group’s cause not as a case of religious freedom but as possible discrimination against an ethnic group.

In so doing, the Education Department embraced Judaism as an ethnicity and adopted a hotly contested definition of anti-Semitism that included “denying the Jewish people the right to self-determination” by, for example, “claiming that the existence of a State of Israel is a racist endeavor” and “applying double standards by requiring of” Israel “a behavior not expected or demanded of any other democratic nation.”

In effect, Arab-American activists say, the government is declaring the Palestinian cause anti-Semitic.

https://pjmedia.com/trending/study-claims-gifted-math-classes-promote-academic-apartheid/

A math education professor is arguing that gifted math classes cause “academic apartheid” among students, claiming that the practice is rooted in “capitalist exploitations and settler colonialism.”

The study, “Understanding Issues Associated With Tracking Students in Mathematics Education,” was published in the new issue of the the Columbia University journal Mathematics Education by Cacey Wells, a professor at the University of Oklahoma.

In his article — which relies heavily upon social justice math theory — Wells takes aim at what teachers call “academic tracking,” which is the practice of placing students in different math classes (such as pre-algebra or gifted classes) depending on test scores.

Under the tracking system, for example, a student who scores in the top 10 percent of his peers may be placed into a precalculus course. On the other hand, a student who scores in the lowest 10 percent may be placed into a remedial math class, or perhaps pre-algebra.

While this practice is fairly common in high school, it has come under criticism by teachers who worry about the impact of the practice on the lower performing students. The confidence of some students may suffer at the expense of others, especially minorities, it is argued.

Not only that, but critics of the tracking system worry that standardized test scores may not fully encompass all of a students’ skills and abilities. This is especially true for students of color and children whose first language is not English, critics argue. CONTINUE AT SITE