RUTHFULLY YOURS

https://www.nationalreview.com/2024/09/the-radical-norm-at-elite-colleges/

If Cornell’s Russell Rickford, a history professor, went elsewhere to ply his wares, he’d in all likelihood be replaced by someone with equally pernicious views.

The remarkable thing about Russell Rickford is that there is nothing extraordinary about him.

The Cornell University prof gained notoriety in the immediate aftermath of October 7 by declaring that he found the terror attack “exhilarating.”

He wasn’t specific about what was more exciting to him — the slaughter of hundreds of people at a music festival, including wounded people at point-blank range, the mass hostage-taking, the burning of people alive, or the horrific sexual violence.

For the committed anti-Zionist, there must be so many exciting moments to choose from.

Afterward, Rickford apologized for his “horrible choice of words.” But his remarks at a pro-Palestinian rally at the Ithaca Commons on October 15 weren’t a matter of mere vocabulary. He didn’t say “exhilarating” when he meant to use a word that means the opposite, or something less positive.

He was affirming throughout his comments about a cruel massacre. He said that “Hamas has challenged the monopoly of violence,” that “Hamas has shifted the balance of power,” that “Hamas has punctured the illusion of invincibility,” and that “Hamas has changed the terms of the debate.”

All of this was unmistakable praise. Then Rickford added to his toxic brew the contention that Palestinians and Gazans on that day “were able to breathe, they were able to breathe for the first time in years. It was exhilarating. It was energizing. And if they weren’t exhilarated by this challenge to the monopoly of violence, by this shifting of the balance of power, then they would not be human. I was exhilarated.”

https://amgreatness.com/2024/09/18/teacher-pay-myths-reality-and-union-shenanigans/

Teacher pay

Chad Aldeman, a leading researcher who focuses on school finance, the teacher labor market, and assessment and accountability policy, recently wrote, “Wrong Ideas about Teacher Pay, Happiness May Keep Students from the Profession.”

The essence of the piece is that teachers generally like teaching and stay in the profession for about as long as accountants or social workers stay in theirs. “Teachers may not get rich, but they live comfortably middle-class lives. Plus, teachers get to retire a couple of years earlier than other workers.”

He then delves into the common misconception that teachers don’t earn a decent wage. “In 2021, Education Next asked a random sample of Americans to guess how much the average teacher earned in their state. Those guesses weren’t just wrong; they were consistently too low—by about 50%, or about $22,000. According to the latest data from the National Education Association, the average teacher salary in 2021-22 was $66,745.”

Just Facts takes the data one step further and adds that in the 2021–22 school year, the average school teacher also received another $34,090 in benefits (such as health insurance, paid leave, and pensions), which brings the total annual compensation to over $100,000. Additionally, full-time public school teachers work an average of 1,490 hours per year, which includes time spent on lesson preparation, test construction, and grading, providing extra help to students, coaching, and other activities, while their counterparts in private industry work an average of 2,045 hours per year, or about 37% more than public school teachers.

The great purveyors of the underpaid teacher myth are the nation’s teachers’ unions, which continually drill into teachers, legislators, and the general public that educators are paid a peon’s wage and need the unions to raise their salaries.

Actually, the opposite is true. Mike Petrilli of the Fordham Institute has dug deeper, claiming collective bargaining agreements (CBA) hurt the bottom line of all teachers. “Teachers in non-collective bargaining districts actually earn more than their union-protected peers—$64,500 on average versus $57,500.” Petrilli’s study was conducted in 2011, and research by Michael Lovenheim in 2009 and Andrew Coulson in 2010 bore similar results. Also, University of California San Diego professor Augustina Pagalayan reported in 2018 that CBAs do not improve teacher pay.