Wednesday, July 9, 2025

PA: How Badly Are Districts Hurt By Feds Holding Back Funds

On Juily 1, the federal government was scheduled to distribute federal education grants. Instead, the Department of Education sent an unsigned e-mail saying, "Yeah, we're just going to sit and think about that." It's a technique known to every parent who ever responded to a child's unwelcome request with, "We'll see." Except that in this case, the states are not unruly toddlers, but folks who expected that since Congress had duly appropriated the funds, there was no reason to think the funding wasn't going to happen. 

Even Betsy DeVos, who hated the idea of forgiving student loans, signed off on documents (reluctantly) because it was the law. But Trump 2.0 is not so interested in the laws.

Here are the programs for which the feds have decided to withhold funding.

Title I-C for migrant education ($375 million)
Title II-A for professional development ($2.2 billion)
Title III-A for English-learner services ($890 million)
Title IV-A for academic enrichment ($1.3 billion)
Title IV-B for before- and after-school programs ($1.4 billion)
Plus a last-minute addition of adult basic and literacy education

The six programs add up to $6.8 billion, and that adds up to some real money for school districts. 

At New America, Zahava Stadler and Jordan Abbott have collected and crunched some numbers that provide a more detailed picture of the damage, and I've taken a look at the bigger picture over at Forbes.com. 

But since I'm in Pennsylvania, I'm going to pull out part of a list that deals with our state. What I'm going to do here, you can do (with even more detail) with the information they have posted. One table they provide breaks down how much money the feds are threatening to take from districts, broken down by the Congressional district for each member of the House (aka "that bunch of spineless weasels who have decided not to do their jobs"). I recommend you look up your rep and call them, encouraging them to look into the extra-legal impounding of funds that they duly authorized.

Here's the Pennsylvania breakdown with the grand total of the dollars at risk.

District 1    Brian Fitzpatrick (R)     $6,693,000

District 2    Brendan Boyle (D)         $28,416,000

District 3    Dwight Evand (D)          $28,416,000

District 4    Madeleine Dean (D)       $7,670,000

District 5    Mary Gay Scanlon (D)   $36,333,000

District 6    Chrissy Houlahan (D)     $7,209,000

District 7    Ryan Mackenzie (R)        $11,402,000

District 8    Robert Bresnahan (R)      $8,734,000

District 9    Daniel Meuser (R)           $11,736,000

District 10    Scott Perry (R)               $6,989,000

District 11    Lloyd Smucker (R)         $5,959,000

District 12    Summer Lee (D)             $7,398,000

District 13    John Joyce (R)                $8,140,000

District 14    Guy Reschenthaler (R)    $6,243,000

District 15    Glenn Thompson (R)       $8,504,000

District 16    Mike Kelly (T)                 $6,667,000

District 17    Christopher Deluzio (D)  $4,902,000

I recommend you reach out to your Congressperson and ask them why the heck this money, duly okayed by Congress, should not be going out to the school districts. Ask why local taxpayers should shoulder the burden of either making up for the shortfall or doing without the services that will be cut because, even though Congress duly authorized this spending, the administration just doesn't feel like it.

Again, you can do for your state just what I've done here for PA (the tables are here). Yes, the department plans to zero these programs out in next year's budget, but that doesn't mean they get to ignore this year's budget. 

Sunday, July 6, 2025

ICYMI: Post-Independence Day Edition (7/5)

In our town, the annual fireworks display is set off pretty much across the river from my back yard. So every year we have a cookout, mt brother and some friends come over and after supper, we play some traditional jazz in the backyard where anyone in the neighborhood can hear. Then the fireworks happen. There's no doubt that some years feel different than others, but our country has so many terrible chapters that it's impossible not to live through some of them. At the same time, our most immediate sphere of control involves watching out for the friends and family and community that is in our immediate vicinity. So we try to do that.

Meanwhile, I've got a reading list for you from the week. Remember to share.

South Georgia librarian is fired over LGBTQ children’s book included in summer reading display

Another one of these damned stories. She's got a lawyer; we'll see if that helps.

‘I Don’t Want Any Light Shining on Our District:’ Schools Serving Undocumented Kids Go Underground

The 74 was launched as a bad faith exercise in reformsterism and political hackery, but they still manage to put out valuable stories like this. Jo Napolitano looks at school districts that are trying to evade the long arm of the anti-diversity regime.

Cyber school facing wrongful death suit says it’s ‘unreasonable’ for teachers to see students weekly

I've written about Commonwealth Charter Academy many times, because they are a profiteering real estate-grubbing company disguised as a cyber school. Katie Meyer at Spotlight PA has this story about how CCA is resisting the state's mandate to make even a minimal effort to take care of its students.
 
Public Money, Private Control: Inside New Orleans’ Charter School Overhaul

Big Easy magazine does another post-mortem of the New Orleans charter experiment (which has now been running for twenty years) and finds, once again, that it's not as great a model as reformsters want to believe.

The Chan-Zuckerbergs stopped funding social causes. 400 kids lost their school.

From the Washington Post, one more example of why depending on flakey fauxlanthropists is not a great plan for schools.


Thomas Ultican looks at some of the forces trying to sell the Science of Reading

Making Sense of Trump's K-12 Budget Slashing

Jennifer Berkshire puts the regime budget slashing in the context of some broader, uglier ideologies at work.

Whatever Happened to Values Clarification

Oh, the misspent days of my youth, when Values Clarification was a thing. Larry Cuban takes us back to this little chapter of history.

Trump Administration Axes Funding for Key K-12 Education Programs on One Day’s Notice

Jan Resseger reports on the Trump initiative to just withhold funds from schools because, well, he feels like it.

Reading is the door to freedom

Jesse Turner on reading and his time spent teaching on the Tohono O'odham Reservation.

Fiscal Year Ends in Chaos for Florida Schools

Florida continues to set the standard for assaulting public education. Sue Kingery Woltanski reports on latest budgetary shenanigans.

Firms belonging to wife of Rep. Donalds grabbed millions in charter school contracts

Speaking of Florida shenanigans, here's a piece from Florida Bulldog that looks at the many ways that Erika Donalds has enriched herself with education funds. You Florida fans will recognize many of the names in this piece by Will Bredderman.

Unconstitutional Voucher Program Can't Be Fixed Easily

Policy expert Stephen Dyer has been all over the recent successful challenge to an Ohio voucher program. Where do they go next? No place easy.

The Trump Administration is Ending Special Education!

Nancy Bailey explains how the new Trumpian budget slashing may well end special ed as we know it.

California colleges spend millions to catch plagiarism and AI. Is the faulty tech worth it?

Turnitin is now in the AI detection biz, and it's just as scammy as their old business model. Tara Garcia Mathewson at Cal Matters has the story.

The AI Backlash Keeps Growing Stronger

If you're thinking that maybe AI isn't all that awesome, you have plenty of company. Reece Rogers reports for Wired.

Make Fun Of Them

Ed Zitron points out that our tech overlords are mostly dopes, and we should make fun of them for it.

This week at Forbes.com  I took a look at what the Senate's version of federal vouchers looks like. At the Bucks County Beacon, I broke down the Mahmoud v. Taylor decision.

Tuba Skinny is the band I'd like to play in when I grow up.




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Saturday, July 5, 2025

What About A Civics Education Moonshot?

Colleen Shogan and John Bridgeland are in The Hill arguing for a K-16 civics education "moonshot," and I'm pretty sure we need that like we need more comfortable seats on a sinking ship-- it's not a terrible idea, but it doesn't address the real problem.

Shogan and Bridgeland point with alarm to the terrible results on civics testing for everyone between birth and death in this country. These two are with More Perfect, a bi-partisanish group that wants Americans to play together better, and I'm pretty sure that they are well aware that tests of civic knowledge are not the biggest signs around that civics knowledge is in a bit of a slump these days.

But their prescription is back-to-basics education about the Declaration, the Constitution, the Bill of Rights, separation of powers-- all that good stuff. Plus 

Schools must teach about the virtues of pluralism, productive disagreement and critical thinking. We are teaching a generation to code; we should also teach them to decode news and information. What’s more, civics education should not begin and end with one course — it should also provide inspiring inquiries across the curriculum, kindergarten through college, to link learning with practical civic applications.

Plus history, "despite loud voices claiming the discipline has fallen victim to political indoctrination and ideological excess." Plus debate and consensus. With discussions including "scope of various levels of government, the merits of the social safety net, the roles of civil society and individuals in addressing key challenges, the disparate impacts on different populations and America’s place in the world."

Sigh.

First, my reaction is that A) some of this is already well covered by many schools and that B) what do you want to cut out of the curriculum to make room for more civics? Cause if there's anything teachers love, it's when they're in the middle of juggle fifteen balls, some thought leader sidles up to say, "We'd like you to add a couple more balls here. I know you're busy, but, gosh, this is really important. Thanks."

Second, is this really a school problem?

I mean, sure-- students should be taught the basics of how government is designed to work in this country. However, I'll bet you that schools are already doing this, already. 

The problem is not that schools are failing to teach civics. The problem is that schools could run the tap wide open with civics education 6 hours a day, 180 days a year, and it would still not be enough to counteract the firehose of civics misinformation, lies and bullshit being pumped into American society.

We've got christianist nationalism, complete with piles of ahistorical books establishing a fictional history as truth. We have multiple elected officials, plus an entire regime on a second term devoted to installing an authoritarian monarchy. We've got entire media structures devoted to spreading bullshit and lies about how the country is or should be working. Oh, and some of that stuff about history and pluralism is illegal to teach in some states.

Yeah, we've got a MAGA administration and Fox News, but sire, the civics problem in this country is because Mrs. Fleenswoggle didn't spend enough time on separation of powers with her fifth grade class last week.

Americans' problem is not that they weren't taught about our government in school. It's that there are a whole lot of folks investing time and money and energy into selling citizens of all ages an alternative history of the United States. If you expect a bunch of high school civics teachers to somehow counteract that, you should probably take your copy of the Declaration and use it to roll up some of your preferred legal-in-some-states recreational drug.

We have always had civics challenges in this country. Since Day One, lots of folks here don't believe in democracy because they don't believe in equality. Our founders didn't agree on anything, and so our origin is loaded with contradictions and tensions. We have history stuffed with moments in which politicians worked hard to get their own way in spite of the rules rather than by following them. There isn't a single line in the Constitution that someone hasn't tried to get around. It is the most American thing in the world to deliberately try to ignore, forget, or rewrite what you know about civics. 

But sure--let's lay fixing all that on the education system. 

Educating children about the way the government is supposed to work is necessary and important work. But if your real goal is to get a nation where more people know, comprehend, and embrace our national civic life, you're going to need a much bigger and better plan than turning to school teachers and saying, "Hey, teach that stuff harder, will you."

Friday, July 4, 2025

What The Free Market Does For Education and Equality

"Unleash market forces" has been a rallying cry of both the right and some nominally on the left for the past twenty-some years. The free market and private operators do everything better! Competition drives improvement! 

It's an okay argument for toasters. It's a terrible argument for education.

The free market does not foster superior quality; the free market fosters superior marketing. And as we've learned in the more recent past, the free market also fosters enshittification-- the business of trying to make more money by actively making the product worse (see: Google, Facebook, and any new product that requires you to subscribe to get the use of basic features). 

We know what competition drives in an education market-- a competition to capture the students who give you the most marketable "success" for the lowest cost. The most successful school is not one that has some great new pedagogical miracle, but the one that does the best job of keeping high-testing students ("Look at our numbers! We must be great!") and getting rid of the high-cost, low-scoring students. Or, if that's your jam, the success is the one that keeps away all those terrible LGBTQ and heathen non-believer students. The kind of school that lets parents select a school in tune with their 19th century values.

The market, we are repeatedly told, distinguishes between good schools and bad ones. But what does the free market do really, really well?

The free market distinguished between people who have money and people who don't.

This is what school choice is about, particularly the brand being pushed by the current regime.

"You know what I like about the free market," says Pat Gotbucks. "I can buy a Lexus. In fact, not only can I buy a Lexus, but if you can't, that's not my problem. I can buy really nice clothes, and if you can't, that's not my problem. Why can't everything work like that? Including health care and education?"

It's an ideology that believes in a layered society, in a world in which some people are better and some people are lesser. Betters are supposed to be in charge and enjoy wealth and the fruits of society's labor. Lessers are supposed to serve, make do with society's crumbs, and be happy about it. To try to mess with that by making the Betters give the Lessers help, by trying to elevate the Lessers with social safety nets or DEI programs-- that's an offense against God and man.

Why do so many voters ignore major issues in favor of tiny issues that barely affect anyone? Because the rich getting richer is part of the natural order of things, and trans girls playing girls sports is not.

What will the free market do for education? It will restore the natural order. It will mean that Pat Gotbucks can put their own kids in the very best schools and assert that what happens to poor kids or brown kids of Black kids or anybody else's kids is not Pat's problem. If Pat wants a benevolent tax dodge, Pat can contribute to a voucher program, confident that thanks to restrictive and discriminatory private school policies, Pat's dollars will not help educate Those People's Children. 

Pat's kids get to sit around a Harkness table at Philips Exeter, and the children of meat widgets get a micro-school, or some half-bakes AI tutor, and that's as it should be, because after all, it's their destiny to do society's grunt work and support their Betters. 

One of the huge challenges in this country has always been, since the first day a European set foot on the North American continent, that many folks simply don't believe that it is self-evident that all people are created equal. They believe that some people are better than others--more valuable, more important, more deserving of wealth, more entitled to rule. Consequently, they don't particularly believe in democracy, either, (and if they do, it's in some modified form in which only certain Real Americans should have a vote).

The argument for the many layers of status may be "merit" or achievement or race or "culture" or, God help us, genetics. But the bottom line is that some folks really are better than others, and that's an important and real part of life and trying to fix it or compensate for it is just wrong. For these folks, an education system designed to elevate certain people is just wrong, and a system that gives lots of educational opportunities to people whose proper destiny is flipping burgers or tightening bolts is just wasteful. 

For these folks, what the free market in education means is that people get the kind of education that is appropriate for their place in life, and that the system should be a multi-tiered system in which families get the education appropriate to their status in society. And it is not an incidental feature of such a system that the wealthy do not have to help finance education for Other Peoples' Children.  

It's an ideology that exists in opposition to what we say we are about as a nation and in fact announces itself with convoluted attempts to explain away the foundational ideas of this country. Public education is just one piece of the foundation, but it's an important one. 

Thursday, July 3, 2025

Trump's Ed Department Stiffs Schools Billions of Dollars

This week, schools across the country were supposed to receive billions of dollars in aid. It was approved and designated by Congress. 

But the day before the money was supposed to go out, the Education Department, in one of its special unsigned emails, told states, "Nah, we don't want to."

The five targeted programs:

Title I-C for migrant education ($375 million)
Title II-A for professional development ($2.2 billion)
Title III-A for English-learner services ($890 million)
Title IV-A for academic enrichment ($1.3 billion)
Title IV-B for before- and after-school programs ($1.4 billion)
Plus a last-minute addition of adult basic and literacy education

The six programs had been targeted for the axe in the department's 2026 budget request. The justifications for the cuts tells us where the regime's thinking lies. For example, migrant education should be cut, they say, because "This program has not been proven effective and encourages ineligible non citizens to access taxpayer dollars stripping resources from American students." Several were to be incorporated into the department's new "Do whatever the hell you want with this small pile of money" grants to the states, but of course that's not what's happening here.

This appears to be another use of "impoundment," an illegal means by which Congress uses its Constitutional power of the purse and the President just refuses to hand the money over. Russell Vought, the guy who helped write Project 2025 and now runs the Office of Management and Budget, has been pushing this technique for the regime. It's a perfect fit for Trump, who famously has a history of simply refusing to pay what he owes to contractors. 

States are working out the costs, which are huge. Kris Nordstrom, senior policy analyst at the Education and Law Project, has worked out the details for North Carolina, and they are huge. $154 million  for the state (enough to hire 1,960 new teachers). Or you can figure it as the hundreds of dollars per students. Nordstrom points out that the districts that will be hardest hit are the poor ones. Expect that to be true across the country.

I don't know that there's anything new to learn from this. The regime has been clear that it does not want to provide supports for public education or (certain shades of) immigrants or any programs run by the Department of Education. The callousness displayed toward the fate of actual human post-fetal children in this country is such an omnipresent feature of this regime that it's hard to take it all in. 

In many states, these cuts come right after the district budgeting cycle, meaning that some schools will be scrambling to figure out what their shortfall will be. Meanwhile, expect lawsuits over this funding cut to join all the other lawsuits over illegal funding cuts (e.g. the billion-dollar cut of school mental health services).

That could help. Of course, first they'd have to win, then someone would have to force the regime to honor the court's judgment. Good luck with all of that. 

Wednesday, July 2, 2025

ID: Attorney General Clarifies That Everyone Not Welcome There

Well, here's an ugly little coda to the story of Sarah Inama.

Quick recap. Sarah Inama is a 6th grade world civilizations teacher in West Ada School District (the largest district in the state). She had two posters in her classroom. Here they are.





She was told to take them down. She did. Then she went home, thought about it, and put the second one, the one with many skin tones hands, back up. She's been told to get rid of it by year's end. She took her story to a local reporter, and then all hell broke loose.

We know a lot more now thanks to some stellar reporting by Carly Flandro and the folks at Idaho Ed News, who FOIAed 1200 emails surrounding this. You should read the resulting stories (here and here).

The bill (House Bill 41) under which Inama was punished went into effect this week, Idaho Ed News got its hands on a copy of the guidance offered by the state Attorney General's office to the Idaho Ed Department, including some thoughts about whether Inama's "Everyone Is Welcome Here" sign broke the law. AG Raul Labrador offered opinions that were both alarming and rooted in falsehoods.

The signs are illegal because they are "part of an ideological/social movement which started in Twin Cities, Minnesota following the 2016 election of Donald Trump," says the AG, who links to a 2017 news story in which the founders of that movement explain that they were in response to racist graffiti that appeared on a school the day after Trump's first election. They told local tv "their movement was about combating hate and was nonpartisan and secular." He claims that Inama first displayed the sign in 2017 during the height of the movement.

Inama wasn't even a teacher in 2017. Labrador also argues that Democrats sell the signs for fundraising. Dems started selling the signs with no profit margin after Inama's story broke.

The AG guidance also includes directions about avoiding flags of nations "engaged in hostile action" with the US, a vague designation coming with vague explanation.

The Department asks, "Are there legal definitions for political expression, religious expression, or ideological expression? If not, do you have any suggestions for our guidance as to how to determine whether a display is representing such an expression?" The AG responds with some dictionary definitions of some of those terms, but has no actual legal guidance to offer.

Idaho Ed News and reporter Emma Epperly have more details, but the implications are clear enough. In Trump's America, any message of inclusivity is political (as is, I guess, anything at all that disagrees with Dear Leader) and therefor illegal.

Not only that, but the chief law enforcement officer of the state of Idaho has declared that posting "Everyone Is Welcome Here" in a school is illegal, from which we must conclude that in Idaho, official policy says that everyone is NOT welcome in their schools, and children are certainly not be given the idea that everyone is welcome. It's a spectacular level of officially-mandated racism. I don't know how many Idaho residents are embarrassed, but I'm embarrassed for them. 

Monday, June 30, 2025

Lewis Black on AI in Education

Just in case you missed this bit from the Daily Show. As always with Black, language my mother would not appreciate. 


Sunday, June 29, 2025

ICYMI: Call Your Senator Edition (6/29)

The Board of Directors here at the Curmudgucation Institute is excited because tonight summer cross country sessions start up, and they would like very much to start running endlessly through rugged terrain again. Cross Country was their first (sort of) organized sport, and it was a hit. 

Meanwhile, however, the Senate GOP rolled their new version of the Giant Bloodsucking Bill Friday after midnight and apparently plan to vote on it tomorrow, because when you're going to pass a bill that screws over everyone (including future national debt-bearing generations) except some rich guys, you don't want to do more in the light of day than you can avoid. 

Contact your senator today. I know it's unlikely to stem this wretched tide (hell, my GOP senator doesn't even live in my state), but if they are going to do this, they need to feel the heat. Put it on your to-do list for today.

Thanks, Supreme Court! It's now my right to prevent my kid from learning about Trump. 

I'm finishing up a piece about the Mahmoud court decision for the Bucks County Beacon, but this piece from Rex Huppke at USA Today nails it pretty well.

School choice, religious school tax carveouts run afoul of Senate’s Byrd rule

Federal vouchers are now out of the Giant Bloodsucking Bill. This piece from Juan Perez, Jr., explains why and how that happened (spoiler alert: not because Congress decided to make better choices).

Updated: Senate Parliamentarian Rejects School Vouchers in Big Beautiful Bill as Violation of Byrd Rule

Jan Resseger can take you through the federal voucher uproar in more detail here.

The Education Reform Zombie Loses (Again)

The school reform wing of the Democratic party has learned absolutely nothing over the years, and Jennifer Berkshire is tracking their latest attempt at a comeback.

Against Optimization

John Warner examines some of the strange assumptions our tech overlords make about an excellent life.

Schools Need to Prepare for Those Masked ICE Agents

The indispensable Mercedes Schneider addresses one of the great challenges of our day-- federal agent attacks on schools.

NC made vouchers open to any family, then many private schools raised tuition

Liz Schlemmer at WUNC reports on the completely unsurprising news that North Carolina schools taking taxpayer-funded vouchers are raising tuition.

Public Comment Opened on Bishop's Education Funding Ambush

Even in Alaska, there are legislators who would like to gut public education. Matthew Beck at Blue Alaskan looks at the latest play to gut funding.

Privatization Parallels for National Parks and Public Schools

Nancy Bailey on how school privatization is much like the attempts to undercut our national park system.

Bugs, Brains, and Book Pirates\

Benjamin Riley with not one, but three stories from the AI skepticism beat. A naturalist group stands up to AI, that anti-AI study you keep reading about is bunk, and a court rules on stealing books for training.

Florida’s “School Choice” Boom? Most Families Still Choose Public Schools

No state has worked harder to kneecap public education than Florida. And yet, as Sue Kingery Woltanski reports, that's still the leading choice of Florida families. 

Voucher Judge Recognizes Reality

Policy expert Stephen Dyer has been all over the recent court victory over Ohio's EdChoice voucher program. He has several excellent posts on the subject, but this one is a fine place to start. Also, this one about voucher lies. 

Why Does Every Commercial for A.I. Think You’re a Moron?

This New York Times piece from Ismail Muhammad is pretty great. "Ads for consumer A.I. are struggling to imagine how the product could improve your day — unless you’re a barely functioning idiot."

ChatGPT Has Already Polluted the Internet So Badly That It's Hobbling Future AI Development

At Futurism, Frank Landymore considers the prospects of an endless AI slop loop


Eryk Salvaggio at Tech Policy Press gets a little wonky about considering what is behind the curtain, and what is just the curtain itself.

This week at Forbes.com I wrapped up the Ohio voucher decision. 

There is a thing that happens with musicians when you've performed the same stuff a million times-- you can just add bits and pieces and stuff while preserving the main thread of the performance. And if you are comfortable with each other, it's extra cool. Louis Prima and Keeley Smith and Sam Butera's band were the epitome of this; in live performance you everything from the record, and so much more. 




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Thursday, June 26, 2025

Mattel Promises AI Toys

Today in our latest episode of Things Nobody Asked For, we've got the announcement that Mattel has teamed up with the folks at OpenAI to bring you toys that absolutely nobody has asked for.

It's a "strategic collaboration," say the folks at Mattel corporate. The announcement comes with lots of corporate argle bargle bullshit:
Brad Lightcap, Chief Operating Officer at OpenAI, said: "We're pleased to work with Mattel as it moves to introduce thoughtful AI-powered experiences and products into its iconic brands, while also providing its employees the benefits of ChatGPT. With OpenAI, Mattel has access to an advanced set of AI capabilities alongside new tools to enable productivity, creativity, and company-wide transformation at scale." 
Josh Silverman, Chief Franchise Officer at Mattel, said: “Each of our products and experiences is designed to inspire fans, entertain audiences, and enrich lives through play. AI has the power to expand on that mission and broaden the reach of our brands in new and exciting ways. Our work with OpenAI will enable us to leverage new technologies to solidify our leadership in innovation and reimagine new forms of play.”

You'll note that the poor meat widgets who work for Mattel are going to have to deal with AI and the "new tools to enable productivity, creativity, and company-wide transformation at scale." 

As for play, well, who knows. Mattel's big sellers include Uno. If you don't have card-playing children in your home, you may be unaware that Uno now comes in roughly 647 different versions, including some that have new varieties of cards ("Draw 125, Esther!") and some that involve devices to augment game play, like a card cannon that fires cards at your face in an attempt to get you to drop out of the game before your face is sliced to ribbons. So maybe the AI will design new cards, or we'll have a new tower that requires you to eat a certain number of rocks based on whatever credit score it makes up for you.

Mattel is also the Hot Wheels company, so I suppose we could have chatting toy cars that trash talk each other. Maybe they could more efficiently make the "bbbrrrrrrrrrrrrrooom" motor noises quickly and efficiently, leaving children more free time to devote to other stuff. The AI could also design new cars; I'm holding out for the Datamobile that collects as much family surveillance data as possible and then drives itself to a Mattel station where it can download all that surveillance info to... well, whoever wants to pay for it.

But I think the real possibilities are with Mattel's big seller-- Barbie! Imagine a Barbie who can actually chat with little girls and have real simulated conversations so that the little girls don't have to have actual human friends. 

The possibilities of this going horribly wrong are as limitless as a teen's relationship questions. Which of course are being asked of chatbots, because they trained on the internet and the internet is nothing if not loaded with sexual material. So yes, chatbots are sexting with teens. Just one of the many reasons that some auth0orities suggest that kids under 18 should not be messing with AI "companions" at all. 

Maybe Mattel isn't going to do anything so rash. Maybe Barbie will just have a more 21st century means of spitting out one of several pre-recorded messages ("Math is fun!") Please, God, because an actual chatbot-powered Barbie would be deeply monstrous.

Scared yet? Just remember-- everything a bot "hears" and responds to it can also store, analyze and hand off to whoever is interested. Don't think if it as giving every kid a "smart" toy-- think of it as giving every kid a monitoring device to carry and be surveilled by every minute of the day. And yes, a whole bunch of young humans are already mostly there thanks to smartphones, but this would expand the market. Maybe you are smart enough to avoid giving your six year old a smartphone, but gosh, a doll or a car that can talk with them, like a Teddy Ruxpin with less creep and more vocabulary-- wouldn't that be sweet.

It's not clear to me how much AI capability can be chipped into a child's toy (do we disguise it by giving Barbie an ankle bracelet?) especially if the toymakers don't figure out how to get Barbie or the Datamobile logged into the nearest wi-fi. Best case scenario is that this mostly results in shittier working conditions for people at Mattel and toys that disappoint children by being faux AI. Worst case is a bunch of AI and child horror stories, plus a monstrous expansion of surveillances state (buy Big Brother Barbie today!). 

But I have a hard time imagining any universe in which we look back on this "team" and think, "Gosh, I'm really glad that happened."

Monday, June 23, 2025

PA: Cyber Charters as District Killers

The Wyoming Area School District is wedged in between Scranton and Wilkes-Barre. It's not a particularly affluent district-- 80% white and 100% free and reduced lunch. And they are in financial trouble. The district has raised taxes three years in a row, and they will run a deficit this year., per reports from the Citizens' Voice and the Times Leader.

The source of their woes? Well, around almost $3 million in cyber charter costs sure aren't helping.

The proposed solution? At their last meeting, the board's vice-president Peter Butera suggested it's time to look at a merger with a neighboring district.

Decreasing property values spurred by a 2011 flood and rising health care costs are part of the issue, but the district's business manager blamed that last tax hike on cyber charter tuition costs. They now represent about 6% of the district's budget. 

That last tax hike was hugely unpopular, with 100 taxpayers showing up to oppose a proposal that barely survived by a 5-4 vote. 

The district is among the vast number of Pennsylvania districts that has come out in favor of funding reform in the state. In Pennsylvania we still fund cyber charters by means laid out for bricks and mortar charters over twenty years ago. It's nonsensical, inconsistent, and highly profitable, which is probably why Pennsylvania is the cyber capital of the country.

Now, the legislature has dealt with many almost-annual attempts to fix the system so that taxpayers won't get hosed. Right now a bill has passed the House and is waiting for Senate action., As I asked in a Forbes piece, "Will Pennsylvania Finally Reform Its Cyber Charter School System?"

The answer is probably, "No, they won't." 

Here's the thing. Watch some hearings oi talk to legislators-- you'll see impassioned arguments from those who favor reform, and you'll see cyber supporters repeat the same mantra. One part of the mantra is along the lines of "Neener neener, public schools do the same thing" (they don't). The other part is that any kinds of reform will kill the cybers-- just kill them dead, despite the fact that somehow every other state with cybers has a stricter system and yet cybers survive. And what you won't see at the hearing is an actual representative of a cyber charter, because they have legislators all lined up. 

So maybe the Wyoming district gets absorbed by another district because taxpayers aren't willing to shoulder the extra expense of supporting a cyber-charter leach attached to the district. And maybe the taxpayers of the district will be really upset if they lose their independent district, and they'll bitch and moan and complain, like many taxpayers across the state (including plenty in my own county).

But here's the dynamic in PA. The taxpayers will bitch and moan about the effects of letting cyber charters bleed the local district dry. But what the voters in these very Republican districts won't do is make their elected representatives suffer any consequences for their cyber charter support. Wyoming is red territory (65% for Trump in 2024). 

District leaders, both administrators and boards across the state, are trying to ramp up pressure for a rational system for cyber funding, but as always, it is limited in effectiveness. Maybe it's the severe gerrymandering in the state, or maybe it's that GOP voters are more worried about a trans kid playing sports in their district than they are about keeping the district open.

We'll see if Wyoming is a fluke or a canary in the educational coal mine. But I wouldn't hold my breath waiting for Harrisburg to come to their rescue. 

Sunday, June 22, 2025

ICYMI: Pride Edition (6/22)

This weekend my little under-50K county hosted its second annual Pride in the Park event, and it was a lovely day for it. Plenty of friends, many fun booths, some good food, live music--everything necessary for a fun park festival. A really nice way to get the summer under way.

The Institute's mobile office (aka my aging laptop) self-obliterated about a week ago, so purchasing and setting up the replacement has been sucking up time here. You really forget just how many apps and passwords and bits and pieces you have loaded into a machine until you have to replace them all. Meanwhile, I am really trying to keep my resolve to prioritize writing the book over posting and other ancillary activities, but sometimes the world makes it really hard. 

 A reminder that if you are reading on the original mother ship, there's a whole list of links to excellent writing about education. Now here's the list for the week.

Broad network of anti-student-inclusion groups impacts public education

The Southern Poverty Law Center takes a look at the groups and tactics working against diversity and inclusion in education. Not encouraging, but informative.

Can AI identify safety threats in schools? One district wants to try.

Karina Elwood at the Washington Post reports on one more leap forward in the super-creepy surveillance state. Omnipresent cameras plus only-kind-of-reliable AI. What could possibly go wrong?

Abstinence, patriotism and monogamy all required curriculum under new Ohio bill

Ohio's legislature is working hard to become one of the worst in the nation, what with mandating their own social ideology for students. Report from Katie Milard at NBC4.

What’s better than DEI?

One of the big brains at the U of Arkansas's department of dismantling public ed has some thoughts about DEI. Nancy Flanagan explains just how full of it he is. 


A reality-impaired op-ed from two old-school reformsters sends Thomas Ultican on a trip down memory lane, with pity stops to look at some of the bunkum that has appeared along the way. When folks use Michelle Rhee as an example of awesomeness, you know you're in Bizarro World.

AI Is Not the Inevitable Answer to What Ails Us: We've Seen Artificial Solutions Before

John Robinson reminds that we've seen this movie before, and the latest miracle cure is not inevitable.

It's Compassion That Gets Stuff Done

Teacher Tom explains that reason and logic aren't necessarily the tools that students need all the time.

Oak Ridge Schools Bows to Book Banning Legislation by the Tennessee Taliban

James Horn provides yet one more example of a gutless school district making absurd choices for books to ban from its libraries-- like medical texts and books about important artists like Donatello and Edward Hopper.

War Pigs

Audrey Watters offers a ton of great links this week, plus solid arguments against AI in education. You really should subscribe.

Trump’s ICE Raids Traumatize Children, Frighten Parents, Reduce School Attendance, and Undermine School Climate

Jan Resseger points out that maybe it's not great for schools to be repeatedly raided by the ICE thuggery patrol.

Code Red: How AI Is Set to Supercharge Racism, Rewrite History, and Hijack Learning

Apparently I'm reading a lot about AI these days. Here's a take from Julian Vasquez-Heilig to remind us that AI is not remotely objective.

Don't Buy the AI Hype

Have You Heard, the podcast from Jack Schneider and Jennifer Berkshire, hits its 200th episode with a stacked line up of Audrey Watters, Ben Riley, and John Warner discussing AI hype (there's a transcript here, too, if you're one of those). 

Plato was an AI skeptic

Benhamin Riley addresses the argument that opposition to AI is just like when Plato opposed writing, and we know he was wrong about that, so...

AI in the Classroom with Brett Vogelsinger

Of all the AI non-skeptics out there, Brett Vogelsinger seems to have the most thoughtful views on how to incorporate it in the classroom. This interview with Marcus Luther gives you a sense of what he's talking about (again, transcript for those who'd rather read than listen).

School Choice without equity is cover for inequality in our public schools

Jesse Turner talks to Robert Cotto (Trinity College) about the equity issues of school choice. 

I Tried To Make Something In America (The Smarter Scrubber Experiment)

Not directly related to education, but I found this video fascinating. The guy at Smarter Every Day sets out to make a grill scrubber in America. The process shows some of the barriers, but it particularly illustrates the loss of tool and die workers and what that means to US industry. 

Is there a more extraordinary friendship than that between Lady Gaga and Tony Bennett in the end stretch of his career. Those final concerts, with 95 year old Bennett in the grip of Alzheimers, becoming himself again through the music, and Gaga supporting him through it-- I mean, damn. Somietimes we humans can be beautiful, and it's important to remember that. Here's a Cole Porter song from their last album together.


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Friday, June 20, 2025

Should AI Make Students Care?

Over the years I have disagreed with pretty much everything that Thomas Arnett and the Christensen Institute have had to say about education (you can use the search function for the main blog to see), but Arnett's recent piece has some points worth thinking about. 

Arnett caught my attention with the headline-- "AI can personalize learning. It can’t make students care." He starts with David Yeager's book 10 to 25: The Science of Motivating Young People

Yeager challenges the prevailing view that adolescents’ seemingly irrational choices—like taking risks, ignoring consequences, or prioritizing peer approval over academics—result from underdeveloped brains. Instead, he offers a more generous—and frankly more illuminating—framing: adolescents are evolutionarily wired to seek status and respect.

As someone who worked with teenagers for 39 years, the second half of Yeager's thesis feels true. I'd argue that both ideas can be true at once-- teens want status and respect and their underdeveloped brains lead them to seek those things in dopey ways. But Arnett uses the status and respect framing to lead us down an interesting path.

[T]he key to unlocking students’ motivation, especially in adolescence, is helping them see that they have value—that they are valued by the people they care about and that they are meaningful contributors to the groups where they seek belonging. That realization has implications not just for how we understand student engagement, but for how we design schools…and why AI alone can’t get us where we need to go.

This leads to a couple of other points worth looking at.

"Motivation is social, not just internal." In other words, grit and growth mindset and positive self-image all matter, but teens are particularly motivated by how they are seen by others, particularly peers. Likewise, Arnett argues that it's a myth that self-directed learning is just for a handful of smarty-pants auto-didacts. He uses Bill Gates and Mark Zuckerberg as examples, which is interesting as they are both excellent examples of really dumb smart people, so maybe autodacting isn't all it's cracked up to be. But his point is that most students are autodidacts-- just about things like anime and Taylor Swift. And boy does that resonate (I have a couple of self-taught Pokemon scholars right here). I'll note that all these examples point to auto-didactation that results in a fairly narrow band of learning, but let's let that go for now.

Arnett follows this path to an observation about why schools are often motivational dead zones:

The problem is that school content often lacks any social payoff. It doesn’t help them feel valued or earn respect in the social contexts they care about. And so, understandably, they disengage.

And this

Schools typically offer only a few narrow paths to earn status and respect: academics, athletics, and sometimes leadership roles like Associated Student Body (ASB) or student council. If you happen to be good at one of those, great—you’re in the game. But if you’re not? You’re mainly on the sidelines.

Students want to be seen, and based on my years in the classroom, I would underline that a zillion times. 

The AI crew's fantasy is that students sitting in front a screen will be motivated because A) the adaptive technology will hit them with exactly the right material for the student and B) shiny! Arnett explains that any dreams of AI-aided motivation are doomed to failure. 

AI won't fix this

Arnett's explanation is not exactly where I expected we were headed. Human respect is scarce, he argues, because humans only have so much time and attention to parcel out, and so it's valuable. AI has infinite attention resources, can be programed to be always there and always supportive. Arnett argues that makes its feedback worthless in terms of status and respect. 

I'm not sure we have to think that hard about it. Teens want status and respect, especially from their peers. The bot running their screen is neither a peer, not even an actual human. It cannot confer status or respect on the student, nor is it part of the larger social network of peers. 

Arnett argues that this might explain the 5% problem-- the software that works for a few students, in part because 95% of students do not use the software as recommended. Because why would they? The novelty wears off quickly, and truly, entertainment apps don't do much better. I don't know what the industry figures say, but my anecdotal observation was that a new app went from "Have you seen this cool thing!" to "That old thing? I haven't used it in a while" in less than a month, tops. 

What keeps students coming back, I believe, isn’t just better software. It’s the social context around the learning. If students saw working hard in these programs as something that earned them status and respect—something that made them matter in the eyes of their peers, teachers, and parents—I think we’d see far more students using the software at levels that accelerate their achievement. Yet I suspect many teachers are disinclined to make software usage a major mechanism for conferring status and respect in their classrooms because encouraging more screen time doesn’t feel like real teaching.

From there, Arnett is back to the kind of baloney that I've criticized for years. He argues that increasing student motivation is super-important, and, okay, I expect the sun rise in the East tomorrow. But he points to MacKenzie Price's Alpha School, the Texas-based scam that promises two hour learning, and Khan Academy as examples of super-duper motivation, using their own company's highly inflated results as proof. And he compares software to "high dosage tutoring," which isn't really a thing.

Arnett has always been an edtech booster, and he's working hard here to get the end of a fairly logical path to somehow provide hope for the AI edtech market. 

But I think much of what he says here is valuable and valid-- that AI faces a major hurdle in classrooms because it offers no social relationship component, little opportunity to provide students with status or respect. Will folks come up with ways to use AI tools that have those dimensions? No doubt. But the heart of Arnett's argument is an explanation of one more reason that sitting a student in front of an AI-run screen is not a viable future for education. 


Wednesday, June 18, 2025

AI, Facing the Dark, and Human Sparknotes

The New York Times unleashed a feature section about AI, and it is just a big fat festival of awful.

There's a conversation between Kevin Roose and Casey Newton, hosts of the podcast Hard Fork, named, perhaps, after the object I want to drive into my own brain while reading this conversation. 

These days I read this kind of stuff for the same reason that I leave many far right voices unblocked on my social media-- because if you're going to face reality, you have to face the dark parts where people believe awful stuff. It's ugly, but it won't go away just because you ignore it.

So here's Roose saying that AI has replaced Google to answer questions like "What setting do I put this toaster oven on to make a turkey melt?" Or his friend who now gets through the morning commute by putting ChatGPT on voice mode and asking it to teach them about modern art or whatever. And "another person I know just started using ChatGPT as her therapist after her regular human therapist doubled her rates." 

The piece is loaded with quotable foolishness, like this:
But I confess that I am not as worried about hallucinations as a lot of people — and, in fact, I think they are basically a skill issue that can be overcome by spending more time with the models. Especially if you use A.I. for work, I think part of your job is developing an intuition about where these tools are useful and not treating them as infallible. If you’re the first lawyer who cites a nonexistent case because of ChatGPT, that’s on ChatGPT. If you’re the 100th, that’s on you.

Intuition? I suppose if you lack actual knowledge, then intuition will have to do. But this will be a recurring theme-- AI's lack of expertise in a field can be compensated for by a human with expertise in that field. How does that shake out down the road when people don't have expertise because they have leaned on AI their whole lives? Hush, you crazy Luddite.

Newton says he uses LLM for fact checking spelling, grammatical, and factual errors, and of course the first two aren't really AI jobs, but these days we just slap an AI label on everything a computer can do. Factual errors? Yikes. Roose says he likes AI for tasks where there's no right or wrong error. They both like it for brainstorming. Also for searching documents, because AI is easier than Control F? Mistakes? Well, you know, humans aren't perfect, either.  

Roose notes that skeptics say that the bots are just predicting the next word in a sentence, that they aren't capable of creative thinking or reasoning, just a fancy autocomplete, and that all that will just turn this into a flash in the pan, and Roose has neatly welded together two separate arguments because A) bots aren't actually thinking, just running word token prediction models and B) AI will wash out soon-- those are not related. In fact, I think I'm not unusual in thinking that A is true, and B is to be hoped for, but unlikely. Anyway, Roose asks Newton to respond, and the response is basically, "Well, a lot of people are making a lot of money." 

Roose and Newton are not complete dopey fanboys, and at one point Roose says something I sort of agree with:

I think there are real harms these systems are capable of and much bigger harms they will be capable of in the future. But I think addressing those harms requires having a clear view of the technology and what it can and can’t do. Sometimes when I hear people arguing about how A.I. systems are stupid and useless, it’s almost as if you had an antinuclear movement that didn’t admit fission was real — like, looking at a mushroom cloud over Los Alamos, and saying, “They’re just raising money, this is all hype.” Instead of, “Oh, my God, this thing could blow up the world.”

"Clear view of the technology" and "hype" are doing a lot of work here, and Roose and Casey fall into the mistake of straw manning AI skeptics by conflating skeptics and deniers (a mistake Newton has made before and to which Ben Riley responded well). 

The other widely quoted chunk of the discussion is this one from Roose:

The mental model I sometimes have of these chatbots is as a very smart assistant who has a dozen Ph.D.s but is also high on ketamine like 30 percent of the time. But also, the bar of 100 percent reliability is not the right one to aim for here: The base rate that we should be comparing with is not complete factuality but the comparable smart human given the same task.

But the bots don't have Ph.D.s, and I don't want to work with someone juiced up on ketamine, and if bots aren't any better than humans, why am I using them? 

The article is entitled "Everyone Is Using AI for Everything," which at least captures the concerning state of affairs. 

Take the re-emergence of disgraced author and professional asshat James Frey (the guy who was shamed by Oprah for his fake memoir) who just put an AI-created book on the Book of the Month list. If that seems like a problem, Frey explained why he was happy to let AI do most of his work back in 2023.

I have asked the AI to mimic my writing style so you, the reader, will not be able to tell what was written by me and what was generated by the AI. I am also not going to tell you or make any indication of what was written by me and what was generated by the AI. It was I, the writer, who decided what words were put on to the pages of this book, so despite the contributions of the AI, I still consider every word of this book to be mine. And I don’t care if you don’t.

And there's the other article in the NYT section, a piece about using NotebookLM, a bot designed to help writers.  "AI Is Poised To Rewrite Hostory," says editorial director Steve Wasik. He talks about how author Steven Johnson used the bot (which he had helped build) to sift through the research and generate story ideas. Muses Wasik:

Like most people who work with words for a living, I’ve watched the rise of large-language models with a combination of fascination and horror, and it makes my skin crawl to imagine one of them writing on my behalf. But there is, I confess, something seductive about the idea of letting A.I. read for me — considering how cruelly the internet-era explosion of digitized text now mocks nonfiction writers with access to more voluminous sources on any given subject than we can possibly process. This is true not just of present-day subjects but past ones as well: Any history buff knows that a few hours of searching online, amid the tens of millions of books digitized by Google, the endless trove of academic papers available on JSTOR, the newspaper databases that let you keyword-search hundreds of publications on any given day in history, can cough up months’ or even years’ worth of reading material. It’s impossible to read it all, but once you know it exists, it feels irresponsible not to read it.

What if you could entrust most of that reading to someone else … or something else?

On one level, I get it. I do a ton of reading. Did a ton of reading when I was teaching so that I could better represent the material. I do a ton of reading for the writing I do, and yes-- sometimes you tug on a string and a mountain falls in your lap and you despair of reading enough of it to get a picture of what's going on.

But, you know, working out is sweaty and painful. What if I could entrust most of that exercising to someone or something else? Keeping in touch with the any farflung members of my family is really hard and time consuming. What if I could entrust most that work to someone or something else? Preparing and eating food is time consuming and not always fun. What if I could entrustmost of that work to someone or something else? 

Humaning is hard. Maybe I could just get some tech to human for me.

Any day now

I know. It's not a simple issue. I wear glasses and, in fact, have plastic lenses inserted in my human eyeballs. I drive a car. I enjoy a variety of technological aids that help me do my humaning both personally and professionally. But there's a line somewhere, and some of these folks have uncritically sailed past it, cheerfully pursuing a future in which they can hand off so many tasks to the AI that they can... what? Settle down to a happy life as a compact, warm ball of flash in a comfortable plasticene nest, lacking both cares and autonomy?

At what point do folks say, "No, you can't have that. That business belongs to me, a human."

But back to the specifics at hand.

I don't know how one separates the various parts of writing into categories like Okay If AI Cuts This Corner For Me and This Part Really Matters So That I Should Do It Myself (or, like Frey, simply decide that none of it is important except the part where you get to sign checks). Brainstorming, topic generation, research-- these are often targeted for techification, but why? I am often asked how I am able to write so much and so quickly, and part of my answer has always been "low standards," but it is also that I read so much that I have a ton of stuff constantly being churned over in my brain and my writing is just the result of a compulsion to process all that stuff into a written form.

That points to a major issue that Roose and Newton and Wasik all miss. Using the bot as a research assistant or first reader or brainstormer can only hope to be useful to a human who is already an expert. Steven Johnson can only use what his AI research bot hands him because he is expert enough to understand it. The notion that a human can use intuition to check the AI's work is a dodge-- what the human needs is actual expertise.

That may be fine for the moment, but what happens when first hand experience and expertise are replaced by "I read an AI summary of some of that stuff"?

At least one of Wasik's subjects wrestles with the hypocrisy problem of an educator who tells students to avoid the plagiarism machine and then employs the same bots to help with scholarship. But I wish more were wrestling with the basic questions of what parts of writing and reading shouldn't be handed over to someone or something else. 

In some ways, this is an old argument. I talked to my students about Cliff notes and, later, Sparknotes, and I always made two points. First, what you imagine as an objective judgment is not, and by using their work instead of your own brain, you are substituting their judgment for your own. Not only substituting the final project, but skipping your own mental muscle-building exercise. Second, you are cheating yourself of the experience of reading the work. It's like kissing your partner at the end of an excellent date-- if it's worth doing, it's worth doing yourself. 

No doubt there are some experiences that aren't necessarily worth having (e.g. spending ten years scanning data about certain kinds of tumors). But I'd appreciate a little more thoughtfulness before we sign everyone up to use sparknotes for humaning. 

Monday, June 16, 2025

What Do We Do Now?

When things get wonky in the country, teachers invariably find themselves driven back to the question, "What are we supposed to do in times like these?"  How do we teach students when the atmosphere is filled with so many problematic ideas and impulses (including, it has to be noted, in their homes). 

We struggle with the question as citizens. How do we navigate contentious and toxic times? But teaching adds a whole other layer. If the work is to help students figure out to grow into their best selves and understand how to be fully human in the world--well, how does a context like the present affect the work?

When there is violence and hatred, when the discourse is soaked in bullshit and falsehood and stuff that is being spun so hard that it generates more heat than light, how does a teacher run a classroom? Stick to just the facts (whatever they are this week)? Seek to liberate students-- and does that mean teach them about tough political ideas or teach them how to read and write on their own? Media literacy? 21st century skills? Critical thinking? 

I think there's a guiding principle beyond and underneath the questions of content and methods, and as I watch one event after another (Los Angeles, Padilla, No Kings Day, Minnesota Murders) get blown up into something even worse than the badness they already embody. I watch the Dems flail about trying to come up with a strategy for "winning" while the GOP gaslights endlessly, insisting that we aren't seeing what we are plainly seeing. We are soaked in media that is designed to alarm rather than inform. The outrage machine (which is wired up to the money machine) is goosed repeatedly.

What are we missing? Certainly honesty and certainly love and concern for fellow human beings. Certainly we've seen too much of the idea that some people really are worth more than others. And the hyperbolic bullshit is massive, epic, and numbing. But underneath it all, we're suffering from a destruction of trust. Much of it has been deliberate--one of the tools of authoritarianism is to break people's trust in experts, journalism, scientists--anything and everything except whatever Dear Leader says.  

Distrust kills relationships. It short-circuits communication because if you can't trust what a person is saying, then you haven't much to go on except your own ideas about what the person is up to, Distrust leads to overreactions, which aid the cycle. You say it's raining? Since I distrust you, I'll go ahead and say it's not raining at all. Then when I go outside and get wet, I look like a fool and the folks on your team have all the more reason to trust you and not me. 

So all the navel gazing and study and vivisecting of society is great and all, but what do we do. What do we actually do?

Trust more? I suppose we could try, but putting your trust in someone who is deliberately untrustworthy is foolish. My classroom rule was always to trust students until they gave me a solid reason I couldn't. Or maybe two or three. But deciding to put our trust in people who have proven untrustworthy dozens of times-- that's just asking for trouble.

So maybe earn trust. But you can't control whether or not someone chooses to trust you, and in fact as a public school teacher, there are a lot of folks delivering the message that you can't be trusted. 

So maybe the north star has to be this-- act in a way that is deserving of trust. Honesty, integrity, respect, and a dedication to getting the material right-- those all come under the heading of principles that deserve trust in a teacher (or any other human being). They build trust in the organization, and as Edward Deming pointed out at great length, an organization powered by trust is a healthy one and an organization without trust is in trouble.

It is easy to slide into the idea that ends can justify means, and therefor if those means involve sacrificing principles and thereby making yourself less trustworthy, that's okay. But we very rarely accomplish our ends, so we end up being defined by our means. 

The thing about being trustworthy is that it allows for a broad range of beliefs and practices. But if you find that pursue particular beliefs or practices you have to using lying and manipulation, if you have to drop integrity and respect, then maybe consider that these are ends not worth pursuing. 

But more than ever, students need teachers they can trust (whether they choose to or not), and of course many (if not most) students already have a trustworthy teacher in the classroom. But as teachers are buffeted about by various claims and demands and suggestions about how to respond to the country's current messiness, and if holding onto the idea of trust as an anchor helps--well, it may not seem like much, but in the long run, it is everything. 

Sunday, June 15, 2025

ICYMI: Kingless Edition (6/15)

I hope your day yesterday was a good one, regardless of what you did with it. What times we live in. 

I'll remind you this week that everyone can amplify. If you read it and think it's important, share it. Also, subscribe to the blog, newsletter, or whatever. Bigger numbers mean greater visibility. And it doesn't hurt to throw in a little money for those who depend on their writing to help put bread on the table. Clicking and liking and sharing are not quite up there with getting actively involved, but they can provide the information and motivation that get folks out there. 

So here's what we've got this week.

New data confirms NC school voucher expansion disproportionately benefits wealthy private school families

Gosh, what a surprise. North Carolina school vouchers are not a rescue for the poor, but a hand out for the wealthy. Kris Nordstrom explains the findings.

12News I-Team finds Arizona's $1 billion voucher experiment hurting high-performing public districts and charter schools

A news team discovers that besides subsidizing wealthy private school patrons, Arizona's voucher program helped students "escape" top-rated public schools.

Trump and Republicans Want Taxpayers to Fund Their Pet Project: Private Schools

Jeff Bryant reports for Our Schools on the HOP goal of taxpayer-funded private schools.

What a Difference Teachers Could Make With $45 Million!

Nancy Bailey points out that $45 million could buy many things more desirable than a military parade for Dear Leader.

Teach Your Children Well

Nancy Flanagan reflects on the No Kings protests and our responsibilities to each other.

Bird of Pray

Audrey Watters hits it again.
We have bent education – its budgets, its practices – to meet the demands of an industry, one that has neatly profited from the neoliberal push to diminish and now utterly dismantle public funding.
Some Thoughts about Science Education Reforms in the Past Century

Larry Cuban looks into the conflicts involved in teaching science. What are we trying to teach, and how are we trying to teach it?

Trump’s Policies Would Undermine Public School Equity and Launch Costly Federal School Vouchers

Jan Resseger looks at the threats to public education in the Trump budget ideas. 

The Myths of GPA in College Admissions Explained

Akil Bello, testing and college admissions guru explains that your GPA isn't what you-- or the college you're applying to-- think it is.

The Lunch Ladies are Not Smiling

Thank goodness that lawyers like Andru Volinsky exist to plough through the legal esoterica of legislative attempts to avoid funding schools for Those Peoples' Children. New Hampshire school tax law takes an odd turn with the latest court decision.

Brief FEFP Budget Update

And speaking of funding esoterica, Sue Kingery Woltanski tries to keep tabs on the funding shenanigans in Florida, the laboratory where the nation's worst education policies are nursed to life.

Fuel of delusions

Banjamin Riley with a heck of a personal story about AI and delusions and what we really need to know.

At Forbes.com, I looked at the latest attempt to fix Pennsylvania's cyber charter funding, and a little-noted Supreme Court case that could have major effects for schools across the country. 

Here's a little David Byrne. Many is the time I have pulled this song out to give me a little boost. 



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