RUTHFULLY YOURS

https://www.americanthinker.com/blog/2022/06/the_dragqueening_of_americas_children.html

In 2015, drag queens reading in libraries suddenly became a “thing.” While I see these men as grotesque appropriations of womanhood, they were sold as cute, sparkly people who make reading fun. Once the camel’s nose was in the tent, drag queens performing for children started appearing everywhere, not just in libraries where weird parents intentionally bring their children, but at nightclubs and across schools where children are captive audiences. It’s become so endemic that Libs of TikTok has put together a seemingly endless thread of such appearances.

Back in the early 1990s, some men I knew when I worked in San Francisco performed as part of a Drag Queen acapella group. Unlike many of the drag queens parading around today, these guys were actually talented performers, so I enjoyed the first show I attended. By the second show, though, I’d had enough. While some songs were clever parodies of pop culture issues, way too many were obsessed with gay sex (in more detail than most people should ever want to know), fecal matter, and STDs. That’s when I realized that people who define themselves by non-traditional (some might say deviant) sexuality, tend to obsess about that sexuality and, moreover, seem to have stopped developmentally at the “poo-poo is funny” stage of humor (around 3 years old).

Armed with that knowledge, I’ve found very disturbing the number of drag queens swarming children’s reading rooms. Were my kids still small, I wouldn’t want them under the tutelage of someone whose entire identity revolves around his genitals and what he does with them. However, when parents objected, they were schooled as “transphobes” and “homophobes” and, of course, most backed down.

So, the drag queens have continued to dig their way into children’s lives. It’s not just at libraries. The big children’s entertainment media companies are on board. Andrew Levitt, an untalented drag performer but highly talented self-promoter, inveigled his way into Nickelodeon, appearing on the children’s show Blue’s Clues and You and singing about LGBTQ identities in a video aimed at children. And now Disney+ has Levitt urging little children to celebrate gay pride and drag queens with him.

https://www.nationalreview.com/2022/05/god-bless-america-land-that-i-loathe/

Memorial Day is an occasion to remember those who sacrificed to give and preserve for us the nation and its blessings that we enjoy today. Unfortunately, a segment of our population is increasingly failing to appreciate what it has been given. This growing lack of patriotism among young people does not bode well for our future.

Our institutions of higher education are exacerbating the crisis. The Brown Opinion Project conducted a poll April 20–22 that asked undergraduates at Brown University, where I am a rising senior, the following question: “Do you think America is the greatest country in the world?” A mere 12.9 percent answered yes, while 74.7 percent answered no (10.9 percent said they were unsure). While these findings reflect the feelings of students at one admittedly very liberal university, it is difficult to maintain hope for America’s future if it is any indication of what the leaders of tomorrow are thinking.

Students’ increasingly cynical views of America come as no surprise when one notices what they are being confronted with on their college campuses. The University at Buffalo’s Intercultural and Diversity Center held an event last year called “The Real History of Thanksgiving” in order to highlight America’s homegrown holiday’s “whitewashed history” and “the impact of settler colonialism on Indigenous people.” This past January, literary theory and cultural-history professor Tao Leigh Goffee of Cornell University tweeted that capitalism is rooted in slavery, writing, “Chattel slavery transformed modern finance into what it is, and thus every subsequent act of financialization must be understood as a racializing one.” Many colleges host and praise the work of Nikole Hannah-Jones, the creator of the 1619 Project, which presents an inaccurate version of American history focusing on slavery as not just the centerpiece of America’s Founding but also the very reason for the American Revolution. Some professors teach the tenets of the project outright in their classrooms. The fact that Hannah-Jones’s work is celebrated on campuses is disturbing and another way in which students receive anti-American messages.

https://amgreatness.com/2022/05/28/can-americas-colleges-and-universities-be-saved/

American colleges and universities continue to lose students steadily.

The latest statistics confirm their continuing decline. Here’s some headline numbers:

The number of total enrolled postsecondary students declined 3.3 percent year-over-year, the most significant rate of decline in enrollment since 1951. This number has declined nearly 10 percent since 2010, from 21 million to 19 million.
College enrollment totaled 15.9 million undergraduate students nationwide in Fall 2020, a 4.3 percent decline year-over-year. This number has declined more than 12 percent since 2010, from 18.1 million to 15.9 million.
Full-time college enrollment has declined more than 11 percent since 2010, from 13.1 million to 11.6 million.
Community college enrollment declined by 10 percent in 2020 alone. California’s community colleges lost 17 percent of their total, about 300,000 students, between Fall 2019 and Fall 2021.
Men are barely 41 percent of students enrolled in college, they are six percentage points less likely to complete college than women, and the hemorrhage of male enrollment continues unabated.
The proportion of college-age Americans (18-29) enrolled in higher education has been declining since 2016.
Seventy-five nonprofit colleges and universities have closed or merged since 2016, more than one percent of the total.

In other words, the structural crisis in higher education that the National Association of Scholars (NAS) diagnosed early in the COVID pandemic, in our Critical Care recommendations, continues to afflict American higher education. America’s colleges and universities cannot staunch their bleeding, no matter how many transfusions of taxpayer dollars they receive from the federal and state governments.

https://www.frontpagemag.com/fpm/2022/05/unraveling-education-america-larry-sand/

It’s no secret that education in America has been in bad shape for some time, and now, low student proficiency has been exacerbated by the hysterical response to the Covid outbreak. Most recently, the results of a Harvard University study, which investigated the role of remote and hybrid instruction in widening gaps in achievement by race and school poverty, have been released.

Using testing data from 2.1 million students in 10,000 schools in 49 states and D.C., the researchers found that “shifts to remote or hybrid instruction during 2020-21 had profound consequences for student achievement. In districts that went remote, achievement growth was lower for all subgroups, but especially for students attending high-poverty schools. In areas that remained in-person, “there were still modest losses in achievement, but there was no widening of gaps between high and low-poverty schools in math (and less widening in reading).”

Another study, by curriculum and assessment provider Amplify, examined test data for some 400,000 elementary school students across 37 states and found a spike in students not reading at grade level, with literacy losses “disproportionately concentrated in the early elementary grades (K-2).” The report also found that minority children suffered disproportionate learning loss. As The Wall Street Journal reports, “During the last normal school year, only 34% of black and 29% of Hispanic second graders needed intensive intervention to help catch up. This school year 47% of black and 39% of Hispanic second graders have fallen this far behind on literacy, compared to 26% of white peers.”

And distressingly, a longitudinal study from the Annie E. Casey Foundation finds that kids “who don’t read proficiently by third grade are four times more likely to leave school without a diploma than proficient readers,” and “for the worst readers, those [who] couldn’t master even the basic skills by third grade, the rate is nearly six times greater.”

https://thefederalist.com/2022/05/26/meet-the-billionaires-club-pumping-critical-race-theory-into-your-childs-classroom/

These groups have been sowing seeds of critical race theory in educational bureaucracies since long before you even heard the term.

A decade ago, when an Obama-era initiative called “Common Core” convinced 41 states to give up control of their education standards, it was infamously the result of a massive influence campaign by the Bill and Melinda Gates Foundation. Now, with America’s K-12 landscape being turned upside down by “equity” initiatives that divide children by ethnicity and devalue rigorous academics, the culprit is much the same: Gates and other philanthropic foundations.

That’s a takeaway from the two years I spent poring through educational and financial records for my new book, “Race to the Bottom: Uncovering the Secret Forces Destroying American Public Education.” These philanthropic foundations are perhaps the most powerful and least understood force in American politics — and a key node in moving critical race theory from academic papers to society. Pick any radical racial initiative in your child’s school, and it is likely to tie back to the Ford, Kellogg, Gates, Annie E. Casey, MacArthur, or Surdna foundations.

https://amgreatness.com/2022/05/24/race-based-illness-at-the-best-of-the-best/

It looks like the long persecution of Professor Joshua Katz by his employer Princeton University has come to an end. The Washington Free Beacon reported last week that the school president “passed his recommendation that Katz be stripped of his tenure and fired to the university board of trustees,” and the board rubber-stamped it Monday. The whole episode nicely exemplifies the cowardice and incompetence of the liberals who run elite institutions in the United States today. 

The ostensible cause of the termination is a relationship Katz had with a student many years ago, an impropriety that was handled and closed long before the current controversy began. In truth, this current situation has nothing to do with Katz’s private history. The older matter is a false pretext for his termination. Katz’s current sin originates far from the Princeton campus, on the website Quillette, where on July 8, 2020, he published a piece called “A Declaration of Independence by a Princeton Professor.” 

That word independence should clue you in immediately to the danger Katz risked when he wrote the essay, for few personality traits are more ruinous in the academic habitat than that of one’s willingness to dissent, to go one’s own way, to gainsay conventional wisdom. For all of the humanities professoriate’s praise of “speaking truth to power,” it is a profession populated by timid conformists with fearful sensibilities. Few fields in the world exert and police their dogmas more vigilantly than does that of our tenured wordsmiths. Katz was doing what all of them pretend to do but don’t—and so he had to pay. 

https://www.nationalreview.com/news/ohio-school-districts-transgender-guidelines-instruct-teachers-to-socially-transition-students-without-parental-consent/

In recently developed K-12 “transgender guidelines” circulated among principals and school counselors, the Olentangy Local School District in Ohio instructs teachers to begin the social transitioning of non-gender conforming students without parental consent.

The guidelines, obtained by non-profit Parents Defending Education, would advise teachers and staff on how to treat students who identify as a member of the opposite sex, though it’s not clear whether they’ve yet been issued to teachers. The guidelines have implications for record-keeping, addressing students, and communicating with parents, and touch on bathrooms/locker room access and overnight school trips.

“A student’s transgender status or gender assigned at birth is not considered directory information and therefore cannot be released without prior consent,” the document reads. It demands that school staff “not disclose information that may reveal a student’s transgender status to others, including parents and other staff, unless legally required to do so,” according to a copy of the document released

Superintendent Mark Raiff writes in an email, obtained by PDE, that “the guidelines were shared following the issuance of new guidance from the US Department of Education and US Department of Justice so that our principals and school counselors were apprised of the most recent developments.”

“As far as board policy, the guidelines support and do not supersede the board policies referenced within the document that prohibit harassment or discrimination based on gender identity,”  he adds.

Staff and faculty are to refer to students by the “name and pronoun requested by the student or parent that matches their gender identity,” according to the guidelines. While district administration, staff and faculty are “required to maintain legal name and gender assigned at birth on all legal documents and permanent records” until “provided with a legal name change,”  anything “not considered an official school document should feature the student’s preferred name,” it says.