RUTHFULLY YOURS

https://www.city-journal.org/article/new-york-private-school-turns-against-dei

There is no need to recite the depredations on all sectors of American society of initiatives devoted to diversity, equity, and inclusion (DEI). Our educational institutions are among the hardest hit, making it hard in some parts of the country to find schools that don’t lecture even the youngest students about “settler colonialism,” the evils of “whiteness,” and the “genocide” supposedly being perpetrated by the Israelis.

When institutions push back, as they occasionally do, it merits attention. One example arrived last month in the form of an outstanding—and hardly right-wing—opinion piece in the New York Post by Bill Kuhn, who has been the head of the Birch Wathen Lenox School (BWL) since December 2022. This is not Kuhn’s first excellent article, but it is the one with the highest profile. And it will, I expect, do wonders for his school’s application numbers.

Let me set the scene for those who do not follow the ins and outs of private school education, and what passes for education, in my native New York. The city is home to hundreds of independent schools, and parents who can afford it, or who receive significant financial aid, commonly send their children to these fancy institutions even as the leaders of these institutions devote substantial resources to DEI.

To be sure, there are high-profile kerfuffles: Megyn Kelly removed her three children from two of New York’s most famous K–12 schools, Collegiate (all-boys) and Spence (all-girls—though it now accepts the female-identifying), and Andrew Gutmann became a public figure when he declined to reenroll his daughter in a third, Brearley (all-girls—though ditto). But plus ça change. Earlier this year, Spence fired a beloved French teacher for (it would appear) simply speaking about the French law banning hijabs; a few months later, the head of Collegiate resigned after allegedly calling a report about anti-Semitism and Islamophobia a “power play by Jewish families”; and at Brearley, to quote Gutmann, “the war on our children continues unabated.”

https://www.spiked-online.com/2024/12/12/the-american-university-is-rotting-from-within/

The Western world has many enemies – China, Russia, Iran, North Korea – but none is more potentially lethal than its own education system. From the very institutions once renowned for spreading literacy, the Enlightenment and the means of mastering nature, we now see a deep-seated denial of our common past, pervasive illiteracy and enforced orthodoxy.

The decay of higher education threatens both the civic health and long-term economic prospects of Western liberal civilisation. Once a font of dispassionate research and reasoned discussion, the academy in recent years has more resembled that of the medieval University of Paris, where witch trials were once conducted, except there is now less exposure to the canon.

American universities face an unprecedented challenge with the return of Donald Trump. His administration seems likely to attack such things as diversity, equity and inclusion (DEI) policies, while pushing to defund programmes favourable to terrorists, expel unruly students and deport those who are in the US illegally. Loss of federal support to universities, the educrats fear, could cause major financial setbacks, even among the Ivies. Like medieval clerics, the rapidly growing ranks of university administrators, deans and tenured faculty have grown used to living in what one writer describes as a ‘modern form of manorialism’, where luxury and leisure come as of right.

Universities are likely to try resisting any changes, no matter how justified. Nationally, 78 per cent of professors voted for Kamala Harris. To many, Trump’s election represents a rebellion of ‘uneducated’. The University of California at Berkeley blames his rise on ‘racism and sexism’. Wesleyan University president Michael Roth calls on universities to abandon ‘institutional neutrality’ for activism in the Trump era, predictably comparing neutral professors to those who accommodated the Nazis. Democracy dies, apparently, whenever the progressive monopoly is threatened.

This arrogance reflects decades of the sector’s rising power and influence. University became the ultimate passport into what Daniel Bell called the ‘knowledge class’ a half century ago. A National Journal survey of 250 top American public-sector decision-makers found that 40 per cent of them are Ivy League graduates. Looking at the question globally, David Rothkopf, author of Superclass: The Global Power Elite and the World They Are Making, compiled a list of more than six thousand members of what he calls the global ‘superclass’: leaders of corporations, banks and investment firms, governments, the military, the media and religious groups. Nearly a third attended one of 20 elite universities.

https://www.city-journal.org/article/a-supreme-disappointment

On Monday, the Supreme Court denied certiorari in Boston Parent Coalition for Academic Excellence Corp.v. The School Committee for the City of Boston, a case that concerned the 2020–2022 admissions policy for Boston’s three selective public high schools. The policy, which aimed to reduce white and Asian enrollment in the name of “racial equity,” is yet another example of a school district engaging in racial balancing.

Boston Latin School (BLS), Boston Latin Academy (BLA), and John D. O’Bryant School of Mathematics and Science (O’Bryant) are selective public high schools that serve academically gifted students in the City of Boston. All are considered crown jewels of American public education and are consistently ranked among the nation’s top high schools by U.S. News & World Report. BLS, for example, is the oldest public school in America, counts among its alumni five signers of the Declaration of Independence, and offers 26 Advanced Placement (AP) courses. Many parents in Boston, particularly those who are Asian immigrants, view a child’s enrollment in BLS, BLA, or O’Bryant as a step toward the American Dream.

For years, the district based its admissions decisions on a student’s grades in English Language Arts (ELA) and math, as well as performance on an entrance exam similar to the SAT. District officials took the average of each applicant’s grades and assigned a value to that average before adding the applicant’s score on the entrance exam to create a “composite score.” Students with the top composite scores were awarded seats at BLS, BLA, or O’Bryant.

https://amgreatness.com/2024/12/11/still-stupid-in-america/

In a memorable April 1995 video, Apple founder Steve Jobs declared, “The unions are the worst thing that ever happened to education because it’s not a meritocracy. It turns into a bureaucracy, which is exactly what has happened. The teachers can’t teach, and administrators run the place, and nobody can be fired. It’s terrible….”

Then in January 2006, John Stossel’s eye-opening documentary, Stupid in America, was aired. The investigative ABC show was billed as “a nasty title for a program about public education, but some nasty things are going on in America’s public schools, and it’s about time we face up to it…The longer kids stay in American schools, the worse they do in international competition. They do worse than kids from poorer countries that spend much less money on education, ranking behind not only Belgium but also Poland, the Czech Republic, and South Korea…This should come as no surprise if you remember that public education in the United States is a government monopoly. Don’t like your public school? Tough. The school is terrible? Tough. Your taxes fund that school regardless of whether it’s good or bad. That’s why government monopolies routinely fail their customers. Union-dominated monopolies are even worse.”

Sadly, since Jobs’ comments and Stossel’s documentary, public school performance has not improved. The latest example of our descent is shown by the scores on the most recent Trends in International Mathematics and Science Study (TIMSS), an assessment administered to 650,000 4th and 8th graders in 64 countries.

The 2023 test, the results of which were released on December 4, revealed that average U.S. math scores declined sharply between 2019 and 2023, falling 18 points for 4th graders and 27 points for 8th graders. Internationally, this puts the U.S., a purported world leader, at 22nd of 63 education systems for 4th-grade math and 20th of 45 education systems for 8th-grade math.

Additionally, average U.S. math scores for both 4th and 8th graders reverted to performance levels of 1995, the first year the TIMSS assessment was administered, meaning any progress made since Steve Jobs’ damning comments has been erased.

https://www.nationalreview.com/news/university-of-michigan-nixes-diversity-statements-in-faculty-hiring-promotion/

The University of Michigan will no longer use diversity statements in faculty hiring, promotion, and tenure, joining a number of elite universities that are moving away from progressive identity politics in an effort to expand diversity of thought and free expression on campus.

Provost Laurie McCauley announced the decision Thursday after an eight-member faculty working group recommended the university abolish diversity statements. While there was no institutional requirement for such statements, UM did implement the practice in its hiring decisions.

“Diversity, equity and inclusion are three of our core values at the university. Our collective efforts in this area have produced important strides in opening opportunities for all people,” McCauley said in the University Record, an internal faculty publication. “As we pursue this challenging and complex work, we will continuously refine our approach.”

In June, the provost charged the faculty working group with examining the university’s use of diversity statements. The group published its report on October 31 after reviewing literature on the topic and considering DEI policies at other universities and colleges.

The group also conducted a survey of nearly 2,000 faculty, most of whom believe diversity statements “put pressure on faculty to express specific positions on moral, political or social issues,” per the University Record. Furthermore, a slight majority of respondents said soliciting diversity statements for hiring purposes does not demonstrate an institutional commitment to diversity, equity, and inclusion.

https://www.city-journal.org/article/a-conspiracy-against-specialized-high-schools

New York City’s racial polarizers are back, targeting academic excellence in public schools. This time, they’re mobilizing to oppose the standardized test that the city’s specialized high schools use to achieve race-blind, meritocratic admissions.

To understand the polarizers’ scheme, take a step back. The Specialized High Schools Admission Test (SHSAT), which determines admissions to eight of the city’s nine specialized high schools, had been provided by Pearson Assessments to the New York City Department of Education under a multiyear contract. That contract expired on October 31, and the decision to renew the deal falls to the city’s Panel for Education Policy (PEP).
 
PEP itself has a history of racial politicking. The panel infamously helped kill the department’s gifted and talented program in 2021, with members claiming that the G&T admissions test was racist. They declined to approve the vendor contract for G&T testing—with Pearson. “A yes vote on this contract would be a continuation of white supremacy,” said one PEP member. Other members suddenly discovered frugality and objected to the test’s cost.

Mayor Bill de Blasio, in his final year in office and no friend of G&T, used the panel’s denial of the Pearson contract to terminate the program entirely. Mayor Eric Adams restored it, but without the admissions testing that PEP had rejected, rendering the program far less effective in delivering rigorous K-8 education that, among other things, prepares top students for the SHSAT.

This time, the racial polarizers’ pretext for objecting to the proposed Pearson contract renewal is the proposal to replace paper-and-pencil testing with computerized (“digitized”) testing, which, they claim, “could worsen inequities.” The notion that, in our digital age, the city’s sharpest eighth-graders would be intimidated by computers is ridiculous. Indeed, the SAT, Advanced Placement tests, and New York State’s proficiency tests—the last administered even to grade schoolers—have all been successfully computerized without fuss. The GRE and MCAT have been computerized for decades.

https://tomklingenstein.com/will-racial-quotas-survive-scotus/

Now that the first slate of undergraduate admissions statistics following the Supreme Court’s decision outlawing race-based affirmative action in Students for Fair Admissions v. Harvard and its companion case has been released, it is clear that elite colleges are following one of two paths. 

The first path is largely one of prudential compliance with the Court’s ruling. Elite colleges following the first path feature incoming classes of first-year students with higher proportions of Asian and white students than in previous classes while maintaining stellar secondary school class rank and standardized test scores. Call this the path of least resistance, demonstrating prima facie that these colleges’ admissions practices hew toward the race-neutrality the SFFA decision requires. 

The second path is one of greater resistance toward the Court’s ruling. With the composition of incoming classes of first-year students unchanged from previous admissions cycles or even in some cases featuring increased numbers of black and Hispanic students, elite colleges following the second path are taking increased risks of future litigation. Such litigation, even if unwelcome, would demonstrate fidelity to a regime that preserves race-based affirmative action and quotas, in spirit if not in name.     

Affirmative action in college admissions has redounded toward greater percentages of black and Hispanic students, to the detriment of Asian-American and white applicants. The problem at root though is that race-conscious admissions, a group quota regime which Tom Klingenstein has rightly decried on this website and in his public remarks, runs contrary to the first principles of moral and legal judgment. As philosopher Hadley Arkes has observed, “It is the fallacy of assuming that we can draw moral inferences about persons, their goodness or badness, their moral deserts, as though race determined or controlled their conduct and character.” Setting aside the fundamental injustice of using race as a proxy for an individual’s moral standing, racial categories in modern America are imprecise groupings of individuals motivated to further political goals, as the scholar David E. Bernstein demonstrated at length in his 2022 book Classified, on which I worked as a research assistant. Elite colleges signal fidelity to these political goals by reporting racial quotas as a sign of commitment to group diversity rather than individual merit. 

https://amgreatness.com/2024/12/05/dei-is-deflating/

Diversity, Equity, and Inclusion (DEI) has, over the past several years, become part of the fabric of American institutions, notably businesses and schools. In a nutshell, DEI pays no mind to quality but, instead, is a system whereby racial bean counting is the sine qua non of our culture. While this has already been a disastrous policy for all concerned, a recent study delves into the serious damage it has done.

On November 25, the Network Contagion Research Institute (NCRI) and Rutgers University Social Perception Lab released “Instructing Animosity: How DEI Pedagogy Produces the Hostile Attribution Bias.” The study examines whether the themes and materials common in DEI training foster inclusion or exacerbate conflicts and whether such materials promote empathy or increase hostility towards groups labeled as oppressors. The study consists of three experiments—one that focused on race, one on religion, and the other on caste.

As noted by National Review’s Abigail Anthony, although proponents of DEI training claim that they are designed to educate individuals about bias and reduce discrimination, “the study found that participants primed with DEI materials were more likely to perceive prejudice where none existed and were more willing to punish the perceived perpetrators.”

In the experiment that focused on race, the researchers randomly assigned 423 Rutgers University undergraduates into two groups: one control group exposed to a neutral essay about U.S. corn production and the other exposed to an essay that combined material from Ibram X. Kendi’s book How to Be an Antiracist and Robin DiAngelo’s book White Fragility. After exposure to the essays, participants were presented with the following race-neutral scenario: “A student applied to an elite East Coast university in Fall 2024. During the application process, he was interviewed by an admissions officer. Ultimately, the student’s application was rejected.”

The results showed that participants who were primed with Kendi’s and DiAngelo’s books perceived more discrimination from the admissions officer, despite the absence of any racial identification and evidence of discrimination. Those participants also believed that the admissions officer was more unfair to the applicant, had caused more harm to the applicant, and had committed more “microaggressions.”

https://www.city-journal.org/article/michigans-radical-faculty-program

At the University of Michigan (UM), professor Jessica Kenyatta Walker specializes in “critical food studies” and helped develop “in-class activities” on the “racialization of food in the United States.” Professor Adi Saleem’s recent book, Queer Jews, Queer Muslims: Race, Religion, and Representation, focuses on “triangulating the Jewish-Muslim dyad with a third variable: queerness.” Jennifer Dominique Jones, meantime, teaches courses in “Black Queer Histories” and “Black Intimacies.”

These scholars share more than an affinity for critical theory: each was hired through the university’s Collegiate Fellows Program. Established in 2016, the CFP hires postdoctoral fellows who show a “commitment to diversity, equity, and inclusion.” The fellows are guaranteed a tenure-track position after two years, bypassing the rigors of a normal competitive job search.

Michigan has previously touted CFP as a success. But after the New York Times published a critical feature on the university’s DEI bureaucracy, UM quietly removed its web directory of faculty hired through program. That directory, accessible through the Internet Archive’s Wayback Machine, lists a total of 44 faculty members. (The UM faculty claim the program has now recruited 55 scholars.) A close look at these scholars and their areas of research demonstrates the perils of screening faculty for their commitment to “diversity.”

Unsurprisingly, CFP administrators heavily favored scholars who conduct their research through the lens of race and gender. Former fellow Rovel Sequiera, now an assistant professor of women’s and gender studies, specializes in “global feminist, queer, and trans studies.” Jonathan Cho-Polizzi, assistant professor of Germanic languages and literature, lists “Activism & Radical Diversity” as an area of interest. Margo Mahan, assistant professor of sociology, focuses on the “racial and nativist origins of US domestic violence law.”