Sunday, October 12, 2025
Selling The House
ICYMI: Cross Country Edition (10/12)
The Board of Directors has developed a real taste for the long distance run, and we are lucky enough to be in a district with an elementary cross country program. This is their second season, and they remain into it. They like to run and run and run and it turns out that running is best with a bunch of other kids to run with. Yesterday was the big invitational that usually marks the end of the season. There might be one more small meet next week, but that's it. They will be sad to be done. "I'll bet they're tired after all that running," say other parents, with unspoken acknowledgement that a tired child at the end of the day can be a real blessing. But no. No, they are not. Just cranked up and ready for more. There aren't many things cooler than watching a young human do something they love.
The list this week is, for some reason, huge. Dig in.
Neighborhood schools are closing across Arizona. It’s because of vouchers.Wyoming library director fired amid book dispute wins $700,000 settlement
Success Academy rally and their history of violating laws
Silencing Mockingbirds
Friday, October 10, 2025
Should Students Get Help From AI, Or From Bob?
There are a variety if "guides" out there to try to provide some sort of structure and sense to the question, "Should a student use AI on this assignment?" None of them are very useful.
Let's take this example:
That "Generative AI Acceptable Use Scale" has been run in EdWeek and used by at least one actual instructor. It was adapted by Vera Cubero (North Carolina Department of Public Instruction) and based on the work of Dr. Leon Furze, Dr. Mike Perkins, Dr. Jasper Roe FHEA, and Dr. Jason Mcvaugh. That's a lot of doctors. And yet.
The disclosure requirements are cute, in that way that classroom teachers recognize not so much as "I'm sure you will follow these requirements" so much as "I'm going to express my expectations clearly so that later, when you try to ignore them, there will already be a foundation for my complaints about what you've done."
But lets expand on the guidelines themselves. Because in my rural area, I can envision a student who lives without enough reliable wifi to connect to ChatGPT, but happens to live next door to a smart graduate student-- let's call that grad student "Bob."*
So with the AI guide in mind, let's craft some rules for Acceptable Use of Bob for assignments.
No Bob Use, also known as the Don't Cheat option, is of course the preferred default.
Bob-Assisted Idea Generation and Structuring. In this option, Bob would come up with the idea for your paper, and/or provide you with an outline for your work. The continued acceptance among AI-mongers that idea-generation and structuring are not really part of the writing process, and therefor it's okay to have Bob do that part for you--well, it makes me cranky. In fact this touched enough of a nerve that I'll make an entire separate post about it. You can read that now or later-- TL:DR, having Bob doing all the start-up work for your assignment is not okay.
Bob-Assisted Editing. In this option, Bob reads over your work and tells you what to fix. He can't add whole new sections, but he can do anything else to "improve the quality" of your work.
Bob for Specified Task Completion. Maybe when I gave you the assignment I said, "Go get Bob to make your charts" or "Have Bob collect all your research materials" or some other specified task. Why this is Level 3 when it seems like potentially the least objectionable use of Bob I do not know. But this is probably a good time to mention that while Bob is smart, he also has a serious drinking problem, and whatever task he completes for you, you'd better check over carefully, because I'm going to hold you responsible for the part of the assignment that I told you to have Bob do.
Full Bob Use with Student Oversight. In this option, you just have Bob do the assignment for you. How having Bob as your "co-pilot" as a way to enhance your creativity is beyond me; maybe the creativity part comes when you explain why you should get credit for Bob's work. If Bob screws anything up, it's on you, though I cannot for the life of me figure out what I am assessing when I give you a grade for Bob's work.
In fact, that's a problem for most of this. I am trying to assess certain skills and/or knowledge of you, the student. Bob isn't even in my school, let alone in my gradebook. So how do I award a grade to student based on Bob's work?
If you agree that the thought of a student running off to have neighbor Bob complete some-to-all of that student's assignment seems like an ethical and assessment problem, then someone explain to me why using AI is any different or better. I have no doubt that it will be some-to-all degree of difficulty to keep some students from getting Bob to help them complete their assignment, but that doesn't mean I should create a formal structure for how much of what kind of cheating they will be using in my class.
*I generally default to "Pat" or "Sam" or other gender non-specific names, but "Bob" is objectively more funny.
No, AI Should Not Write Your Outline
Thursday, October 9, 2025
The Push To End Public Schools
And so the work that I do is trying to come up with creative policy ideas to stop that, to turn back the tide, to figure out ways that conservatives can protect these institutions or build new institutions.
The writers also track McMahon back to her work with the America First Policy Institute, an advocacy outfit formed in 2020 as a sort of holding pen for Trump admin folks and other MAGA. AFPI produced a paper in 2023 that rejects the notion of any sort of collective responsibility for educating all children argues that “the Bible makes it clear that it is parents alone who shoulder the responsibility for their children.” That message is very much at the heart of the dismantling movement, which is all about a policy of "I'll take of my own kids and what Those People do is not my problem." This aspect of vouchers is not discussed nearly enough-- when you accept a voucher for your child, everyone else gets to wash their hands of you. You are on your own and your child's education is your problem, and not the government's or anyone else's.
There's lots more-- did I mention that you should read this piece-- but I want to highlight one more. One of the few figures in the story that was willing to talk to O'Matz and Richards was Tiffany Justice, co-founder of Moms for America who was featured prominently in the department's "End DEI" initiative and is hooked up with Heritage these days.
Asked what percentage of children she imagines should be in public schools going forward, Justice, who is now with The Heritage Foundation’s political advocacy arm, told ProPublica: “I hope zero. I hope to get to zero.”
“If America’s public schools cease to exist tomorrow, America would be a better place.”
That's what they want. Not choice. Not diversity. Not a broad expanse of many educational approaches and ideas. Just one choice. Theirs. And an end to public schools.