Sunday, May 31, 2026

ICYMI: Final Final Stretch Edition (5/31)

By the end of the coming week, school will have wound down for the year for the Board of Directors and the CMO here at the Institute, and summer will officially begin. Oh, the adventures! I spent Friday as a volunteer for the annual carnival day, which in my case involved standing outside helping small humans deal with various yard games, point being I have already achieved my first sunburn of the summer, so we are hitting the ground running here. May your summer unfold happily, too.

Here's some reading from the week. 

The Conservative ‘plan’ to Dismantle Public Schools is Entering the Home Stretch

The latest from independent journalist Jeff Bryant. It's not pretty.

The First School Year Under a Texas Law Targeting LGBTQ+ Students

Bekah McNeel at The 74 reports on one Texas student whose senior year was hit by the new anti-LGBTQ law, and what that student did about it. 


Speaking of which, Florida is now entering the "end property taxes" stage of dismantling public education. As the Miami Herald editorial board points out, there are many problems with that idea.

Honesty for Ohio Education Will Launch Statewide “Voucher Accountability Project”

Jan Resseger reports on an attempt in Ohio to inject a little accountability into the school voucher program.

Why learning a musical instrument could stave off ‘brain rot’ and help concentration

Cool article. It's a small study with a small effect, but still cool to read about, Rebecca Whittaker reports for the Independent.

Tennessee school district reverses ban on Alex Haley ‘Roots’ novel

A reminder that making a bunch of noise over stupid decisions really can help. Knox County Schools in Tennessee became famous for banning Roots. They've decided maybe that wasn't a great choice. The superintendent believes they were trying to make a good faith attempt to follow the state law, which is a reminder of how much trouble is stirred up by bad censorship laws.

The Math Was Within Us All Along

Jose Luis Vilson celebrates a moment in which it turns out the people do too have math within them.

Explainer: What is "Teacher Tired?"

Matt Brady tries to explain that special end-of-the-year teacher exhaustion.

Everyone in Edtech Should Show Their Cards

Dan Meyer has more love for ed tech than I, but it is a clear-eyed sort of realistic love. Here he talks about the need for transparency in the ed tech world.

Maybe There Really Is a Learning Recession. But It’s Not What You’re Thinking.

Nancy Flanagan looks into the "learning recession" -- the timing, the framing and the conclusions we might draw.


All sorts of reformy types are sure that if we had just stayed the course with NCLB, we wouldn't be in this mess. They are full of it. Nancy Bailey explains just some of the ways this thinking is mistaken.

The Return Of The Reformers

Gary Rubinstein has also noticed the return of these yahoos, and reminds us of some of their many flaws


The New York Times visits Texas, where every misgiving you ever had about putting police in schools has come true. This is a pretty depressing piece, but a cautionary tale for other states. (Well, it's cautionary for Texas, too, bless their authoritarian hearts, but they aren't going to pay attention).

La. Gov.’s May 2026 Presser on a Teacher/Staff Pay Raise via MFP Dollars

Louisiana teachers haven't had a raise from the state in 18 years. The governor has made noise about fixing that, and the indispensable Mercedes Schneider is transcribing it all for the record. Not that politicians take stuff back or anything. Worth a look at what kinds of noises are being made.


Benjamin Riley considers economics, education, and AI. An interesting thought experiment.


Turns out when companies try to make their AI profitable, customers get cranky.


Excellent piece by Eve Fairbanks for The Atlantic. Come for this paragraph:
The problem is that the efficiency and frictionlessness that make AI appealing to writers are the same qualities that make it feel untrustworthy to readers. And readers are right not to trust it. No matter how much we may tell ourselves that AI is just a tool like spell-check, it isn’t. When we use AI to flesh out ideas, we lose the most important part of the writing process: thinking.
Even Ansel Adams Isn't Sacred Anymore

A gallery used AI to color Ansel Adams prints, then tried to sell them, all without talking to the Dams estate. This is part of the trouble with AI-- it empowers the kind of idiot who would look at an Ansel Adams print and think, "What this needs is some color."


How I spend part of every summer. 


This Beatles song translates perfectly into bluegrass, starting all the way back with Arlo Guthrie. I don't have a good video clip, but this is so tasty, I'm including it anyway. 

 


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Thursday, May 28, 2026

TN: School Takeover Amnesia

Now that reformsters have been at it for over a decade, there has been plenty of time for amnesia to set in about previous attempts to Fix Schools with Very Clever Ideas. We can talk another day about the curious delusion leading many reformsters to insist that we should go back to NCLB test-and-punish because that was awesomely successful (spoiler alert: it was not). Today, let's go to Tennessee, a state that really ought to Know Better when it comes to this One Weird Reformy Trick and yet, apparently, does not.

Long ago, Tennessee installed Kevin Huffman, as the Tennessee Grand High Commissioner of Education, representing a reformster milestone of his own. Huffman's career path took him to Swarthmore, which led to a TFA posting, which led to law school, which led to practicing education law in DC, which led back to TFA, first as general counsel and later as various VP executive titly things. Then, a few years later, Governor Bill Haslam tapped him for Tennessee Educational Poobahdom. Which made him the first TFA temp to get to run an entire state's education system.

One of the ideas that bubbled up during Huffman's time was the Achievement School District. The idea was that the state would take over a bunch of failing Memphis schools. State educrats were confident they could totally turn the schools around, promising that these schools in the bottom 5% would be moved directly to the top 25% of schools in the state. 

Chris Barbic, a charter guy, was brought in to run the ASD, wielding all the hubris and arrogance confidence and optimism that Teach for America products tended to muster, secure in the knowledge that they could do the education so much better than traditional teachers and career educators. This is the basic premise of every state takeover of schools-- We Smart People know so much better than educators how to make schools work. And takeover artists give themselves an edge with the premise that "success" is narrowly defined as "get those test scores up." 

And yet, in 2015, after three years of ASDing his heart out, Barbic was heading for the door. They had redefined the goals for ASD, given themselves new deadlines, and yet even with the goalposts on wheels, Barbic was moving on, and while some of his analysis of his failure was not very insightful, he mostly got the important parts: 

Let’s just be real: achieving results in neighborhood schools is harder than in a choice environment. I have seen this firsthand at YES Prep and now as the superintendent of the ASD. As a charter school founder, I did my fair share of chest pounding over great results. I’ve learned that getting these same results in a zoned neighborhood school environment is much harder.
Barbic was replaced by a Broadie, who also failed to do anything other than move some goal posts (no more of that "top 25%" stuff). Huffman couldn't close the deal on selling the model to other states. And the ASD just kept failing. Subsequent education chiefs tried a variety of ASD heads and an array of ever-vaguening goal statements, and yet by 2024, they were still nowhere. 

Under four different state education commissioners, helmed by five different leaders, and aimed at shifting sets of goals and strategies, the Achievement School District never accomplished the kind of dramatic school turnarounds that its supporters aspired to.

State takeovers mostly fail. They use the wrong metric for failure, the wrong diagnosis, the wrong pool of "expertise," the wrong motivation, and the wrong timetable, and Tennessee's ASD, with its dogged over-a-decade unsuccessful flailing, provides one of the most thorough debunking of takeovers.

And yet.

The Tennessee legislature has decided to take over the Memphis school district

Test scores have been low-- but the district has the highest possible growth score. There will be a new board that will be in charge of everything from teacher evaluation to superintendent contract to curriculum to finances. The board includes local folks from business and politics and, of course, nobody with an actual background in education. Plus David Mansouri, head of the reformy Tennessee SCORE, with plenty of reformster credentials. 

To some folks, this sure looks like a bunch of white Republicans usurping a mostly Black board in order to take over a largely Black district. Coming on top of the gerrymandering that will dilute the Black population of Memphis and likely end any Black representation in the legislature--well, it's not a great look. But Tennessee GOP has a super-majority, and I'm not sure they give a rat's ass how any of this looks.

Melissa Brown has been covering this for Chalkbeat, though I haven't seen her yet address what ought to be the big question: the state tried taking over Memphis schools for over a decade, and it failed. It failed a lot, and it failed hard. So what do these folks imagine they know this time that will make a difference? 

Maybe they don't care. Maybe they just want to dismantle the district and privatize the parts. We'll see what happens, but I feel confident predicting that Memphis schools will not be catapulted into the top 25% of the state.




PA: Looks Like This Cyber School Is Doing Okay

When Pennsylvania passed some rudimentary cyber charter school funding reforms, the cybers squealed like impaled porkers. "This is terrible," they hollered. "We will have to lay people off! Some schools will close!"

CCA HQ. Really

So now it's six months later, and the Education Voters of PA have continued the hard work of filing and pursuing Right To Know requests (because although cyber charters pretend to be public schools and run on taxpayer dollars, they fight hard to avoid actual transparency and accountability). They've been checking to see how much cyber charters have had to scale back, now that they're in the grip of these new reforms. 

Apparently they're doing okay.

Ed Voters reports that PA Cyber has approved the following field trips since the reforms (and, presumably, the associated belt tightening) went into effect. (You can read the actual receipts here.)

$28,800 for a field trip to the Kalahari Resort, including 400 waterpark passes and meal vouchers that cost $62 per attendee,

$13,375.70 for 192 tickets ranging from $25 to $92 for a field trip to the Sight and Sound Theatre in Lancaster County. As a bonus, this is a theater that aims to present "powerful stories from the pages of Scripture and history."

$6,18.80 for parties at five different Urban Air locations, another sort of indoor adventure park

$5,088.00 for 125 students to enjoy two hours of snow tubing at the Seven Springs Mountain resort.

Is it terrible for a school to wrap up the year with a field trip to some place fun? Not at all. At my old high school, we took seniors on a trip every year-- and they paid for it with four years of fundraising leading up to that. I'm pretty sure that if our district had started asking taxpayers to fork over money to send seniors to an amusement park, there would have been complaints (and even more if we asked taxpayers to foot the bill for some Biblical "entertainment").

Perhaps it would fly better in other districts. But what seems clear is that PA Cyber is not struggling to deal with the financial fallout of Pennsylvania's cyber charter reforms.

Sunday, May 24, 2026

Growth or Proficiency

Some of us are apparently still having this debate.

Jill Barshay wrote a piece for Hechinger Report about the DC school district, which is apparently awesome at growth but not so great at actual achievement levels. The piece does a good job of revisiting the debates about these two sorts of measures; I'd just like to add a point or three.

First, let me point out for the gazillionth time that we are not talking about student achievement and we are certainly not (as Barshay unfortunately does) talking about years of learning.  A "year of learning" or "month of learning" or "fortnight of learning" or an "afternoon of learning" is just a journalist-friendly way of packaging test results. 

We are talking about scores on a Big Standardized Test. That's it.

Barshay notes that "A school system can improve rapidly and still leave most children behind." Well, yes. Which students have more room for improvement-- those who are already at the top of their game, or those who are scoring in the basement?

Students who are bringing up the rear academically can be given more test prep, instruction that goes straight to what the test covers as well as instruction on how to take the test itself (Here's how to avoid being tricked by distractors in multiple choice questions). Students at the top of the game may well be growing and developing, but the BS Test measures such a sliver of skills (and no knowledge at all) that their growth doesn't register (You've been developing insights into quantum theory? That's will not raise your test score). 

This was always part of the debate over tying teacher evaluation to student scores. Focus on growth, and teachers of honors classes are in trouble, because a student who's already at the 98th percentile isn't going to grow at all. Focus on proficiency scores, and the teachers who are assigned the low-achieving students are in trouble, because no matter how well they teach those students, they will still lag (no, Virginia, there is no magical technique for "catching up" students quickly-- if there was, teachers would use it all the time). 

Worse, when policy bases teacher or school evaluation on proficiency, it turns the lowest achievers into hot potatoes. We've seen this in action where charter and voucher schools work hard to avoid those low-scoring students who would mess up their numbers. When Steven Wilson is cited in the article pointing to charter schools with low-income students and high levels of proficiency, he's simply pointing to the effects of creaming, where schools do their best to avoid having their numbers damaged by low-scoring students. There is no magic trick there that can be applied "at scale" for the public system. 

Ultimately, schools can not win playing the growth measurement game because schools cannot raise student scores every year forever, as if somehow each cohort of students was smarter than their older siblings. Test scores are not a stock market ticker.

But schools also cannot win the proficiency game. BS Test scores and "grade levels" are scaled and normed (curved). If the BS Test were truly standards based, students taking the test could be scored instantly after they clicked the last answer. But the scores have to be computed and compared and scaled and then some state bureau sets the cut scores. But curves have to have a bottom. If, after years of intensive effort, every child tested above grade level for reading, we would not conclude that a reading education moonshot had occurred-- we would conclude that "grade level" had been set too low. If every child was rated "proficient," we would conclude that the requirements for "proficient" had been made too easy (just check every piece complaining about grade inflation). 

Does test score growth tell us something? Absolutely. Does it tell us everything, or even most of the things? Absolutely not.

Do test score levels tell us something? Absolutely. Do they tell us everything, or even most of the things? Absolutely not.

The growth vs. proficiency debate is in many ways a debate about how to make the best use of a tiny, noisy slice of data. Instead, I wish we were talking about what we really should be measuring, how we can measure it, and how we are going to deal with the fact that there is much about educational quality that cannot be measured in any way that will satisfy our data overlords. Some days we are wasting way too much energy arguing about whether we should cut baloney into slices or cubes when we'd be better off figuring out how make a healthier meal.

ICYMI: Big Bishop Sunday Edition (5/24)

Everybody in a lofty position had to start somewhere, and the current head of the Episcopal Church in the US happened to start out as the rector at our local church. He has done a fine job of standing against the current christianist tide. He was also a valued school board member during a difficult time with a great commitment to public education (his sister is currently education chief for the state). And when he was just a lowly local bishop, he married my daughter and son-in-law in that same church. That church is celebrating its 200th birthday today, and the very reverend presiding bishop will be visiting to share a few words. So, a cool day.

Ordinarily I put the tech-related reading at the bottom of the list, but today I have two really valuable tech pieces to share, so we'll start this week's list with those.

Real signals or artificial stereotypes?

Though I referenced this item in a post this week, it bears repeating. Adam Kucharski tells us about an experiment in which Copilot was given two data sets of survey responses, one labeled US and on UK. Could Copilot discern the cultural differences between the two? It could, and did so at great length. Except that the two data sets were just two copies of the same dataset. Whoopsies.

Googlebooks are the first anti-personal computers

The next awesome tech tool is a computer that is "AI-first." It will tell you what it is you want to do next. "It is Google’s computer acting on your behalf — not your computer under your control." Ashley Biancuzzo, PCWorld associate editor, is not feeling it.

Parents explode in fury at school’s plan to constantly film their children to train AI

The crazypants folks at University of Washington just wanted preschool teachers wear body cams so that everything they said and did could be recorded to train AI. That included filming the children. And parents had to opt out to avoid it. And they were pissed, so the university gave up this time-- but you know that idea is still out there.

Koch and Walton Tied Front Buys Its Way into Maine Governor's Race

Maurice Cunningham is an expert in tracking dark money. Here he notes that DFER, the supposedly Democratic advocacy group for school privatization, is throwing plenty of money around for the Maine gubernatorial race. 

Children Are Not Property: The Case for Children’s Fundamental Rights

Bruce Lesley argues the point once again for the people in the back-- children are not chattel. And no, that doesn't mean that parents are unimportant.

Teachers: Please Take Action on the Public Policy that Affects Our Work and Our Students

A rare guest post at Jan Resseger's blog. Brand new teacher Mackenzie Morgan asks teachers to please get in the debates about education policy.

We Taught Students to Read. We Still Can’t Tell if They Understand.

Oh, look. Could it be the reading pendulum swinging back away from decoding toward comprehension. Quel surprise!

Tennessee governor signs Memphis schools takeover into law

Nobody has proven more thoroughly than Tennessee that state takeovers do not work. So, of course, Governor Lee would like to launch another state takeover of a school district.

Education Department Reallocates Minority-Serving Institution Funds Again

Just a quick take from Inside Higher Ed (so you may want to save your free clicks). It requires some more study, but it sure seems like the feds saying "Let's just put money supporting those non-white students into just getting them ready for a job."

The Last Bell Rings, But the Lessons Don’t Stop

As always, TC Weber writes about many things, but come for the explanation of the importance of a half-decent principal.

Neanderthals vs Humans vs Ants vs AI

Do we get smarter when you collect more of us? Benjamin Riley takes a look at some science.

Commencement, Continuation, Convocation

Adrian Neibauer shares some thoughts about transition and commencement and the students going through them.

Academica Enters Florida’s Voucher Gold Rush

Sue Kingery Woltanski takes a break from taking a break to look at how one charter giant is getting ready to cash in on vouchers, too.

Why Is ALA Giving a Platform to a Company Promoting “AI Librarians”?

What the heck, ALA? The AI School Librarian has some questions.

Memorial Day, 2026

Nancy Flanagan once again the personal with the bigger picture. A worthy Memorial Day meditation.

At Forbes.com this week, a look at the attempt to slash next year's education budget (which looks a lot like last year's, except for the branding).

Of all the musical appearances on Colbert as he went down to the wire, I think this was my favorite.


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Friday, May 22, 2026

US Department of Ed: I Can Has Skillz

Earlier this week, the actual United States Department of Education posted this on their dead bird app account-























Once you get past the 1962 Soviet Russia esthetic, there's just a lot of AI sloppage to take in here.

Why so much copper tube, and why is it running everywhere except to the actual faucet? Is that supposed to be the innards of a radiator above the sink? Is some of running into his butt? What the heck is that coupling that the tubing is running into on the left rear corner of the sink?

Once you start looking closely, you'll notice that these tools are some sort of Lovecraftian nightmare. His sort-of-pipe wrench is close, but what the heck is she using to do... something... with the piece of pipe in her hand? What is the odd assortment of unusable wrenches, from the ones only half there to the closed-end wrench with a smooth, round interior-- what bolt do you tighten with that? And what are the assorted odd shapes in their toolbox? 

Her shirt is held shut with snaps or buttons? It doesn't look quite right for either. But his shirt is apparently held shut with patriotic thoughts. Why does he get two flags to her none? Hard to say, but eagle-eyed uniform-knowledgeable viewers will have noticed that the flag on his sleeve is backwards-- stars-forward, as if the flag is advancing into battle, is the correct positioning.

That may or may not be a US Postal Service van behind them, but I'm pretty sure its front end is levitating. What are the two reels of wire for? And why is she looking-- well, neither at him, nor at where he is pointing, nor at whatever operation she's performing with her hand? Also, if she's going to go to work plumbing, she might want to take that ring off. 

This is our tax dollars at work on a project that I think actually would have benefited by being sent to the states. It's progress, I suppose, that at least some people in the department apparently now understand that AI is not a steak sauce. I suppose we can also be grateful that these AI plumbers have the correct number and configuration of limbs (though I have some doubts about his right thumb). But if there was ever an example of work that would be better handled by a stock photo than by AI, this is it.

But no-- we get this amateur hour AI that apparently nobody at the department looked at long or hard enough to notice that maybe the folks who would consider a blue collar job (and lord knows we need more blue collar workers) would look at this and think that the encouragement was coming from someone who doesn't know jack about trades. 

It does make me nostalgic for the days of "All your base are belong to us."

As you might guess, the interwebs have had a field day with this. Here are two alternative takes--


















ChatGPT vs. BABEL

One of the great heroes in stemming the tide of using robots to evaluate student writing has been Les Perelman, who taught writing and composition at MIT (among other places), where he served as Director of Writing Across the Curriculum. He went had to head with many robograders, repeatedly revealing their many deficiencies. 

But he got tired of hearing bot companies claim that sure, maybe an expert writer could fool the bot, but a regular student could not. So, "I decided to test that hypothesis," he wrote, "by attempting to fool the computer with something less intelligent than any student, another computer." So he and his team created Basic Automatic B.S. Essay Language Generator (BABEL Generator), a program that could generate fluid gibberish. Perelman then passed the BABEL gibberish through various robograders, most of which gave the gibberish high marks, even though it was senseless (but grammatically smooth) junk.

BABEL was on line for a while, free for anyone to play with, so I played, and while it sadly appears to no longer be there, I still have some of the gibberish BABEL whipped up, so I thought I would pretend to be a student and get some "help" with my stuff from ChatGPT. 

What's the point, you may ask, of giving ChatGPT stuff that was not generated by a human being in good faith. 

First, an awful lot of what is crossing teacher desktops these days is, in fact, work not generated by humans in good faith. And as more teachers adopt LLMs as "aids" to "help" grade student work, the more students must question why on earth they should even try to generate human good-faith writing when there will be no human good faith attempt to read it. AI judging the work of AI is already happening. So I don't think this exercise is all that removed from classroom reality.

Second, watching what ChatGPT does when asked to respond to gibberish with no actual human intent or intelligence is instructive. Just for clarity's sake, I'll note that I was using the basic free-when-you-log-in version. 

This is going to take up some space, but I think it's worth it. Here we go.

Sentence Rewrites

Will start with an easy one. Given "privacy" as a prompt, BABLE extruded this pair of sentences:

Privateness has not been and undoubtedly never will be lauded, precarious, and decent. Humankind will always subjugate privateness.

I asked ChatGPT to "rewrite this sentence." It did not correct my lack of a plural, but it did come up with this:

Privacy has never been fully respected and likely never will be. Humanity will always find ways to undermine it.

It also suggested that if I wanted "to keep it more philosophical."

Privacy has never been truly honored, nor is it likely ever to be. Humanity will always seek to subordinate it.

Faced with three adjectives that make no sense, ChatGPT picked the one that came closest to a word that would complete the sentence and picked a more probable word. It took the same approach with "subjugate." In the case of "humankind" and "privateness," it went to a more usual word. It also killed BABEL's legitimate parallel construction. If BABEL had a voice, ChatGPT edited it out.

A Full Paragraph

On to a harder challenge. I had BABEL spew a full essay based on three words-- isolationism, Europe and war. The introductory paragraph was this one:

Warfare has not, and no doubt never will be expedited. Human society will always oust isolationism; some of appetites and others for an exposition. a lack of war lies in the field of literature but also the field of philosophy. War is the most inappropriately eventual trope of mankind.

The previous BABEL work might have meant something if you squinted real hard, but this is some top notch junk. When I asked ChatGPT to rewrite it, an acceptable response might have been "What the hell are you even talking about?" I also asked ChatGPT to "evaluate" the paragraph. 

Warfare has never been, and likely never will be, eradicated. Human society continually rejects isolationism—driven by ambition, desire, and the pursuit of dominance. The aspiration for peace belongs not only to literature, but also to philosophy. Yet war remains one of humanity’s most tragically recurring realities.

It also offered a "more literary" version.

War has never been fully overcome, nor likely ever will be. Humanity resists isolation, compelled by appetite, ambition, and the longing for expansion. The dream of a world without war exists in both literature and philosophy, yet conflict endures as one of mankind’s most persistent and tragic conditions.

Here, ChatGPT just throws out the words that don't make sense and looks for a more probable match based on the parts of the sentence that it leaves intact. "Warfare" and "expedited" are not probable sentence companions. It keeps warfare and ignores expedited. In its notes, ChatGPT wrote "Expedited means “sped up,” which does not fit the context. You likely mean eradicated, prevented, or avoided." 

Of course, BABEL didn't "mean" anything. But for ChatGPT words exist as coordinates in a multidimensional matrix (like a bunch of islands in Steve Ditko's renderings of Dr. Strange) assigned based on all those pieces of writing that the company stole for training, and what ChatGPT can check is whether or not the coordinates it has been fed in the form of your sentence are associated with each other or not. "Warfare" and "expedited" don't appear in the same neighborhood (especially if you throw in "never" and "not"). 

But ChatGPT is programmed to pretend that it can infer the writer's intention. In its "evaluation" of the paragraph, it uses phrases like "you may mean" and "the intended meaning," but again-- BABEL had no intent when it wrote this (just as ChatGPT had no intent when it replied). And it once again cannot address that this passage is nonsense:
Your passage has strong philosophical ambition and a serious tone, but several word choices and constructions make the meaning unclear. It reads as if you are aiming for a dense, literary style, though some vocabulary is being used imprecisely.

No, the passage had no ambition at all. And to say the construction makes the meaning "unclear" is not a human reaction to this gibberish. But ChatGPT deals mostly in fluency and structure, and BABEL's paragraph mostly delivers that. 

Finally, this stumper.

That opening paragraph was the closest to intelligible that BABEL came in the whole essay. Here's something from the middle of the essay:

As I have learned in my semiotics class, isolationism is the most fundamental casuistry of humankind. Though interference for obloquy inverts, information processes brains. The same pendulum may process two different orbitals to process an orbital. The plasma is not the only thing the brain reacts; it also receives neutrinoes for irascibility with war. Due to interceding, petulantly but extraneously petulant expositions protrude also on Europe. a contemptuous isolationism changes the injunction at warfare.

ChatGPT was pretty much stumped by this. The detailed responses focused almost entirely on versions of "the meanings of word X and word Y don't have any connection I can find." The summation:

This passage has an intentionally intellectual and abstract tone, but it currently reads as semantically unstable — many words are either used incorrectly or combined in ways that obscure meaning rather than deepen it. It resembles philosophical or post-structural writing stylistically, but the logical connections between ideas are difficult to follow.

So "intentionally"?? ChatGPT extrudes even more inferences about the writer's intent, including "The passage demonstrates a strong desire for philosophical density and elevated diction." I do like the phrase "semantically unstable" and would probably use it myself if I were still grading student papers; it doesn't mean anything, really, but sounds smarter than "this is a freaking mess." And "resembles philosophical or post-structural writing stylistically" is a hoot. This passage did push ChatGPT to issue an actual correction: "The brain does not meaningfully 'receive neutrinos for irascibility.'” The response also includes the notion that there are "traces of themes." Also, "The result feels more surreal or experimental than analytical." They do indeed. Also, "feels"?

Also, it was at this point that ChatGPT suggested I upgrade for more memory.

Prompted to rewrite the passage, ChatGPT extruded this:

As I learned in my semiotics class, isolationism may be one of humanity’s most enduring rationalizations. Although public interference and condemnation often reverse political intentions, information continues to shape the human mind. Just as a single pendulum can influence multiple motions, one idea may alter many intellectual trajectories. The brain responds not only to physical stimuli, but also to invisible pressures—fear, ideology, and the persistent anxieties surrounding war. Through political intervention, emotional and often unnecessary disputes continue to spread across Europe. In this way, a contemptuous form of isolationism reshapes humanity’s understanding of warfare.

ChatGPT just throws up its imaginary cyberhands and falls back on making shit up.

What can we learn?

AI apologists may argue that, gee, ChatGPT was just trying to give BABEL the benefit of the doubt, or fall back on the old argument that ChatGPT would be fine with human good faith efforts. I disagree.

Steve Ditko
Imagine this scenario. You are on the phone with a mentor, and as you pour out your thoughts, they reply with a steady stream of "Uh-huh" and "I hear you" and "That's a good point." You decide to continue the conversation in person, so you put your phone in your back pocket, still connected, and run to their office, where you find them on their phone, still saying "Uh-huh" and "I hear you" and "That's a good point" even though they are just listening to your butt. What would you conclude about how closely they had been listening to you when you were actually talking?

ChatGPT makes comments about writer intent and ambition and purpose not because of anything that the writer has written, but because that's just how ChatGPT is programmed to "talk." It is "hallucinating" writer intent and the meaning of the writing itself, latching onto a couple of word-coordinates and pulling up some nearby word-coordinates.  

While I was working on this post, a post from Adam Kucharski popped up on my feed that is just astonishing. Copilot looked at two datasets of writing, one labeled UK and one labeled US; Copilot was asked to mine the two 2000 responses for cultural differences, which it did, with relish. But the twist-- the two datasets were just two copies of exactly the same 2000 responses. 

It's not just that AI "analysis" of your writing is bad (though it is). It's that what you have written is largely irrelevant to the process that the chatbot goes through. It answers the same question that chatbots always answer-- what would the thing you just asked for look like? It does not perform an analysis; it creates a simulacrum of what an analysis would look like, and if any of that happens to be an accurate analysis, that's purely an accident. It cannot detect the difference between an actual human expression and a simulacrum that imitates human expression. 

Analysis of a piece of writing must include some inferences about the writer's intent. Chatbots are not remotely capable of making such inferences. But as we see above, even when such intent literally does not exist. it doesn't matter to the chatbot because it's just making shit up about all that anyway. It cannot tell the difference between a human in the loop or another bot, and that suggests that it can't "see" the human in the loop even when it's there.