Thursday, February 12, 2026

Why Is Inclusion Political

One more anti-banner ideological censorship law is under legal attack, this time in Idaho. And there is something we can learn about the defense.

This is fallout from the case of Sarah Inama, the Idaho teacher who got in trouble for a classroom poster that showed "Everyone is Welcome Here" with cartoon hands of different skin tones. Her administrators were sure this would violate the state's anti-ideology poster ban. Here it is--















If you are an ordinary human, you may wonder how the heck this poster is ideological or political. Lucky for you, you ordinary human, the attorney general of Idaho, Raul Labrador, wrote a whole op-ed (One state’s bold fight against classroom indoctrination targets woke ‘welcome’ signs) to explain why, and it's illuminating.
On its face, the message appears neutral — simple, positive words that seem apolitical. But the design reveals its true purpose: colorful letters above imagery designed to signal adherence to Diversity, Equity and Inclusion. The rainbow colors and progressive symbols accompanying these messages make their political purpose unmistakable.

Do they? What political purpose is that? This, I think, is leads to an important idea that isn't always mentioned--

These classroom displays reflect a broader ecosystem of political resistance groups launched in protest of the political rise of President Donald Trump.

There's aplenty to unpack there.

For one, if you've been looking for a working definition of "woke" or "ideological," here's one for you-- anything opposing Donald Trump. This, really, makes a certain kind of sense. If the regime is going to value first and foremost loyalty to Dear Leader over all else (competence, ethics, adherence to the rule of law, religious principles), then anything that is disloyal to Dear Leader would be Very Bad. When your primary ideology is Loyalty to Dear Leader, then anything that is not loyalty is by definition a bad ideology. Woke. 

For another, there is the underlying notion that people like Sarah Inama do not put up "Everyone is Welcome Here" signs or otherwise promote diversity, equity, or inclusion because they have some sort of ethical or moral beliefs about the value of human beings and diversity in a pluralistic society. No, the assumption is that people are only pretending to care about those things in order to oppose Dear Leader. The assumption is that these folks are not operating out of principled ethical values, but out of their desire to oppose those in power. 

This is not a new Trumpian thing; scratch opposition to movements like Black Lives Matter and you get some version of "Race problems were totally solved around 1964, and everything Black folks have done since then is simply political posturing in order to get some sort of unearned advantage." But now we have upped the ante by viewing even this idea through the lens of loyalty to Dear Leader.

People keep tearing hair out over what appears to them to be hypocrisy. I will continue to argue that when you encounter what seems to be hypocrisy, you're just failing to see the true underlying value. Looking at the seeming contradictory positions of Trumpers through a lens in which the main, even only value, is loyalty to Dear Leader, and it doesn't seem so hypocritical at all. 

Everyone really is welcome here-- as long as they demonstrate their loyalty to Dear Leader. 


Sarah Inama Takes Idaho To Court

Sarah Inama is the Idaho middle school teacher who was told to get rid of her "Everyone is Welcome Here" poster. 

The boneheads at West Ada School District decided that the sentiment, combined with an image of hands of different skin colors, was just too political to be tolerated, citing Idaho's House Bill 41, yet another bill designed to censor any double-plus-ungood ideas that teachers tried to express. 

So now Inama is going after that bill.

There's a whole lot of racism involved in the law and its enforcement, and the state Attorney General Raul Labrador went the extra mile to clarify that, in fact, everyone is not welcome in Idaho classrooms (no, he didn't use those exact words, but the sentiment was clear). Labrador issued a press release/op-ed (picked up by Fox, of course) that framed the whole flap as "One state's bold fight against classroom indoctrination targets woke 'welcome" signs.

I have written a whole separate post on how this "woke" message is "political," rather than digress wildly here. Suffice it to say that the anti-inclusiveness in West Ada ran all the way from local parents all the way up to the state capital.

After battling her district, Inama got out of West Ada and immediately found a new home in the Boise school district, where she can put up her scary woke signs in her classroom. And she could be forgiven for just shaking the dust off her shoes and getting back to work. 

Instead, she has filed a lawsuit in federal court looking for a declaration that the state's flag and banner law is unconstitutional. 

The defendants in the in the lawsuit, filed February 3--
The Idaho State Board of Education
The Idaho Department of Education
Idaho Attorney General Raúl Labrador
The West Ada School District
West Ada Superintendent Derek Bub
Monty Hyde, principal of West Ada’s Lewis and Clark Middle School

The suit points out Inama's distinguished career, and puts her posters in the context of a district attempt to make its schools, already struggling with some racism issues, more welcoming. The suit also points out that administration admitted, as they forced her to remove the posters, that no actual complaints had been lodged against them. 

Then all hell broke loose. Inama became a national story, and the administration and school board scrambled to make it go away (a crisis management technique familiar to teachers in districts across the nation). This included meetings with admins, including one at which the superintendent told Inama that he wanted to protect her from a smear campaign, but if she wouldn't let up on the issue, he would not be able to protect her. And then state decided to pipe up.

The lawsuit argues that the Speech law is vague and inconsistently applied. Inama is asking for damages, attorney fees, a jury trial and an injunction against the law.

Inama is represented by attorneys from Dorsey & Whitney, a large, high-powered firm, with the team including Elijah Watkins (a partner at the firm), Aaron Bell (an associate), Latonia Haney Keith (Dean of Graduate Studies at the College of Idaho, with a law degree from Harvard) and McKay Cunningham, a Constitutional law professor. The state has its work cut out for it. Here's hoping they lose big. 


Wednesday, February 11, 2026

Kristoff Loves That Asian Bootstrapping

Nicholas Kristoff is part of the New York Times stable of amateurs with high-profile unfounded opinions about education, and last week he decided that maybe we should be more like Taiwan or Vietnam

He waves vaguely in the direction of societal commitment to education (the headline is "What if the Valedictorians in America's Schools Were the Cool Kids," which, in assuming that they aren't already the cool kids, reveals its own biases). He talks about visiting schools in Asia since the 1980s. "Every time I visit, I feel a pang of envy for societies that seem to value education more than America does."

Okay, I feel his pain here. Our country's attitude toward education mirrors our attitude toward young humans-- we make a lot of noise about valuing them, but when the rubber meets the road, it turns out there are plenty of other things we value way more. 

Kristoff, however, is not so much focused on what society can do to live up to educational value as he is on how such a value will inspire students to bootstrap the hell out of themselves. He focuses on stories like the girl who works full time and studies full time so that she can go to college (she sleeps for two AM hours at her workplace if things are slow). Or the student who eschews dating because in these countries "respect for education is so deep that it can even overwhelm youthful hormones."

He nods to the idea that such obsession stifles creativity and robs children of fun and youth. He also nods to the fact that some nations devote huge amounts of money to education (Taiwan mandates 22.5% of net budget revenues go to education). He notes these things with a "Yes, but" and swings right back to promoting a culture obsessed with education so that young humans will feel moved to grab those bootstraps. He Yesbuts his way past poverty, inequity, and injustice without examining how this A) restricts access to both education and bootstraps and B) how education obsession doesn't seem to have mitigated the issues.

Most of all, he doesn't examine the Rugged American biases that lead him to center this story about education valuation on students rather than, say, political leaders and other adults who throw society's weight behind education. This is the Rugged Individualist dream-- students who rise up and doggedly pursue education without any powerful adults doggedly working to make that pursuit of education more doable. It is an Asian version of a familiar story-- the heartwarming portrait of a young human overcoming obstacles without ever questioning why those obstacles are requiring overcoming in the first place.

Kristoff might want to take a look at the work of Yong Zhao, the China-born scholar who has plenty to say about the Asian brand of education obsession.

But mostly he might want to look at his vision (and it's a vision shared by many) that a more education-valuing society would look pretty much exactly like our society right now, except that students would work harder.

He ends the piece with some questions: "Maybe we could acknowledge the inequity of local school finance that results in sending rich kids to good schools and poor kids to weak schools? Perhaps politicians could stop demonizing universities and taxing their endowments? What if we respected human capital as much as financial capital?"

Those are not bad questions. But they need to come at the beginning of a piece, not as a sort of post-script of a piece that is mostly about something else entirely.

Tuesday, February 10, 2026

Will School Choice Kill Athletics?

Nancy Bailey, a retired teacher and longtime blogger, asked a good question this week-- Will school choice destroy athletics as we know it?

Let me provide the answer from Pennsylvania-- the shape of high school athletics "as we know it" is already deeply influenced by school choice.

It's worth remembering that we have always had school choice-- what we're talking about these days is really taxpayer-subsidized school choice. But the school choice we already have in Pennsylvania is more than enough to shape the athletic landscape.

Right now, the top rankings of high school basketball are dominated by Catholic high schools, with a few private schools thrown in for good measure. Flip back through the years on sports site MaxPreps, and you'll see the same names year after year. Same thing for girls' basketball. You can see the same thing in football, though not quite as pronounced. 

But if you are a Pennsylvania high school enjoying a really good year in sports, you will almost certainly meet one of the usual private Catholic schools on your path through the playoffs. 

The secret is recruiting, and it works just like college. Woo the family, promise a good spot on a successful team, and throw in a hefty scholarship. Plus, perhaps, some help in relocating the student or even the family to the location. In my state, Catholic and other private schools recruit-- and they recruit hard. We think of "school's choice" as gatekeeping-- the school just sits there and sifts through the applications that come in. But for high stakes operations like these, recruitment is a big deal. Schools actively choose students without passively waiting for them to show up.

Pennsylvania privates enjoy an extra advantage. We classify school sports through A rankings (Single A all the way up through 6A) based on enrollment size-- not the size of the population the district serves. So 2A public schools with small student bodies get to compete with 2A Catholic schools that also have small student bodies--but which can draw from students anywhere in the state. (And if you call them out on this in, say, a local newspaper column, their athletic director will send you a cranky letter filled with non-denial denials.)

Recruitment is a feature of choice, and always has been (it was used by the "miracle" T.M. Landry school). Because schools need to be able to do marketing, they will go after students who can help them with that marketing, whether it's by strengthening a sports program or helping a high-profile marching band or keeping test numbers up. Turning school choice into taxpayer-subsidized school choice just supercharges the whole business, putting more money into the recruitment kitty. 

Nancy Bailey's piece covers other states and has some excellent references-- you should read it and keep in mind that in some states, the transformation of school sports by school choice athletics began years ago, much to the frustration of many public school programs. 

The Feds Push School Prayer

Last week the U.S. Department of Education offered some "guidance" on prayer and religious expression in public school. 

“The Trump Administration is proud to stand with students, parents, and faculty who wish to exercise their First Amendment rights in schools across our great nation,” said U.S. Secretary of Education Linda McMahon. “Our Constitution safeguards the free exercise of religion as one of the guiding principles of our republic, and we will vigorously protect that right in America's public schools.”

To be clear, the rights of students to freely exercise their religion has never been in question. Well, okay-- the right of Christian students to freely exercise their religion has never been in question. What has been "in question" is the rights of school-adjacent adults to practice their religion in ways that pressure students to follow along. 

The guidance still recognizes some restrictions. They point out "Public schools may not sponsor prayer nor coerce or pressure students to pray. For example, a school principal may not lead a prayer at a mandatory school assembly." Also, you're allowed to shut down a student whose prayer disrupts class (as long as you are consistent in restricting other forms of class-disrupting speech). 

But there is still plenty of baloney here. Schools should not "favor secular views over religious ones or one religion over another." This follows the religious conservative view that secularism is just another religion (albeit a naughty anti-god one). That's incorrect (I get to it in greater lengths here and here) much like saying that the plate a meal is served on is one more food item. If I never talk to my students about what person they should marry when they grow up, that is not suggesting that they shouldn't get married at all-- it simply leaves that conversation for a more appropriate person to have at a more appropriate time in a more appropriate place. 

The not favoring one religion over another is also problematic. Exactly who gets to decide A) what counts as a legitimate religion and B) what counts as favoritism? 

The guidance calls for judging religious speech with same standards as secular speech, for exampling "a paper with religious content," which I think can assume refers to the bullshit case of the Oklahoma student who trolled her trans professor with a terrible religious content, just so she could make a fuss about it. 

The department cites the Kennedy v. Bremerton School District, the case of the football coach who wanted to pray on the fifty yard line and made it to the Supreme Court, where the justices decided in his favor by using a legal technique known as Making Shit Up (the scripture you're thinking of is Matthew 6:1-- Beware of practicing your righteousness before other people in order to be seen by them). Coach Kennedy promptly quit his job and went on the conservative speaker circuit.

In that vein, the regime's new guidance declares that "visible, personal prayer, even if there is voluntary student participation in such prayer, does not itself constitute coercion." As long as the teacher doesn't say, "Come pray with me" or "Points off for anyone who doesn't pray with me" or "I will think less of those of you who don't pray with me" it's okay. Even if it is obvious to the students that these are on the table. "Voluntary" is doing some real heavy lifting here.

Like the Kennedy case, this pretends that if a teacher isn't directly commanding students to join in, there is no coercion or endorsement going on. And it is certainly true that some students are pretty well inoculated against any such pressure (I am thinking of a Jewish student of mine whose elementary teacher tried to nudge her toward Jesus). 

But at the same time, these are the folks who are sure that students should not be exposed to any mention of sex or LGBTQ persons. If we were using a similar approach to religion, the rule would be that teachers can't even mention that any religions exist and any books that include characters who pray would be pulled from the library. 

Look, this is a tricky issue, with schools landing all over the place and finding a variety of ways to be wrong, from the school that forbid a student to pray in his graduation speech to the school where the superintendent opened an elementary choir concert with a Jedsus prayer. And just wait till some teacher decides to open class with an Islamic prayer or starts Transcendental Meditation club during the school day. Or when teachers start praying in front of the class for God to support a particular politician. 

If only there were a way to accommodate a variety of deeply held personal religious beliefs in a space shared by many members of a pluralistic society. It would be so important we could attach it to the Constitution, like an amendment. I think it would be important enough that we could put it first.

Seriously-- the framers covered this. Make a government-run institution like public schools a religion-free zone, in which no religions are required, practiced, or endorsed. Let people of all ages pursue their religious beliefs on their own time (particularly if they are adults in position of authority).

It will be messy and difficult at times, but certainly more valuable and useful for the health of society than, say, letting each group of believers hide together in their own silo, or allowing one group to dominate the school. It would require balance and negotiation and occasional pauses to think about where lines should be drawn and to reel in overzealous folks on one side or another, but all that would be good practice for living as an adult human in a pluralistic society. Yes, I realize that some folks are very anti-pluralism these days, but I don't think that's very American of them, and I look forward to the day when we can replace this not-very-helpful guidance. 

Sunday, February 8, 2026

ICYMI: Tech Sunday Edition (2/8)

I'm directing a community theater production of I Love You, You're Perfect, Now Change, a show you probably don't know but should. 4 actors play 52 characters in 20 vignettes about love and connection. The show starts with getting ready for a first date, conducts a wedding before intermission, and finishes up in a funeral home. It is warm and tuneful and captures a lot of the beauty and hilarity of ordinary moments. The cast has worked hard, and this is the week we do the final work of getting ready before opening next Friday night. If you're in the neighborhood, by all means, stop by. 

This is part of how I stay charged up, because if you gaze into the contentious abyss that is our current national state of debate about every damn thing, you can forget what is great about being human in the world.                          

And now, this week's reading list.

Legislative Extortion bill would withhold more than $4.3 billion from 700,000 Ohio public school students

Stephen Dyer has been on a tear lately, but so has the Ohio legislature. I wrote about this extortion bill this week, but this post gives more details on just how much damage this would do.

Mobile Co. Public Schools request US Education Secretary McMahon visit rescheduled

McMahon's right wing history tour hits yet another snag. What a shame.

"A deliberate effort to circumvent the law"

Steve Nuzum reports from South Carolina about some voucher-loving senators who are sad that home schoolers are getting in on their pile of money.

I Can't Learn It For You

Matt Brady with some words that most teachers will recognize in reaction to too many familiar student claims.

Unanimous committee vote halts wide-ranging education overhaul

Mississippi was thinking about a big fat voucher bill, but after the House passed it, the Senate has (as promised) shot it down.

Ramaswamy’s proposed rule for public schools highlights Ohio’s lack of rules for private schools

Vivek Ramaswamy is running for Ohio governor, and he has a bunch of dumb ideas about education. But Denis Smith points out that at least some of his pronouncements have a different side effect.

Teens should read great (but hard) books: 'Macbeth' is better than 'Hunger Games'

Joanna Jacobs weighs in on and aptly summarizes last week's online discussion of the place for "hard books" in the classroom.

Stop trying to make the humanities 'relevant'

I missed this essay by Thomas Chatterton Williams when it first ran in The Atlantic a month ago, but here it is on MSN out from behind the paywall, and worth a read as he considers teaching the humanities in the rise of ChatGPT. 

NYS: Why Are Authoritarian Entities Needed to Create Charter Schools if They Are So Popular?

Shawgi Tell asks the million dollar question-- if the public really really wants charter schools, why don't leaders use democratic means to create them?

Why some Texas private schools are not accepting school choice vouchers

Texas has kicked off its taxpayer-funded school voucher program, but not all private schools have signed on. Lacey Beasley at CBS News interviews a private school head who explains why she's not on board. Short, but you'll recognize some of the issues. 

Debunking the latest The74 miracle charter school story

Gary Rubinstein checks out the latest miracle school headline and finds, once again, no actual miracle in evidence.

How to Teach Authentic Christianity in Public Schools

Nancy Bailey has the answer (hint: it doesn't involve throwing immigrants in detention centers).

When "Parental Rights" Become a Shield for Child Abuse

"Parental rights" are headed for several courtrooms. Bruce Lesley breaks down the implications and problems connected to the Texas case and the problems of child abuse.

What Are “Parental Rights”?

Steve Nuzum takes a deeper dive into the legal and ethical aspects of parental rights and "parental rights." 

Rent-a-Human, When AI Becomes (Almost) Everyone’s Boss

Julian Vasquez Heilig warns that AI is not just stealing your job-- it's stealing your boss's job, and that means work is getting lousier for you.

I used AI chatbots as a source of news for a month, and they were unreliable and erroneous

From the file of things that are so obvious nobody should have to say them, except that I know too many people who need to hear it. Jean Hugues-Roy ran a little French experiment.

This week at Forbes.com I looked at an exceptional new book about the "miraculous" T.M. Landry private school in Louisiana. Great work by journalists Katie Brenner and Erica L. Green. 

Why tenors like to gather in groups of three I do not do, but thank heaven they do.



Saturday, February 7, 2026

The Administrative Plague

In the last year, Commonwealth Charter Academy (the 800 pound gorilla of cyber schooling in PA) has poached an assortment of teachers from the public schools in my area. I'm not a fan of the choice, and I fear they may live to regret it, but I understand why they did it.

Why would excellent public school teachers leave for a profiteering edu-flavored business. You may think the answer is money, and money was certainly involved, but the answer seems to be much simpler; it was respect. Many of those teachers felt disrespected, and not just once, but systematically and repeatedly over time; CCA treated them like valued professionals, and that made a huge impression.

It reminds me that teacher exodus is largely fueled by local issues, and that old saying that people don't quit jobs--they quit bosses. 

Disrespect has always been endemic in education. Teachers are too often treated like children. Teachers are too often treated as a management problem to be solved rather than valued professionals to be supported. Teachers can feed into the dynamic themselves. Teachers tend to be rules-followers, especially compliant in buildings that can be built, top to bottom, on compliance culture. But that doesn't absolve those administrators who are bad managers. And bad management, I'm quite certain, is at the heart of many teacher shortages around the nation.

Administration's main job in school is to A) hire the best people they can find and B) provide the conditions that allow those people to do the best teaching they can. Failing to do so leads to many of the problems facing schools.

You can look through stories about our knowledge of why teachers leave or why they stay (try here, here, here, and here). Let's take a look at the list.

Low pay looms large, particularly in some states. I'll give administration a pass on that one. 

Lack of support from administration and the community. Yes, there is a steady background hum of accusations ranging "teachers stink" all the way to claims that, somehow, vast numbers of teachers are secretly engaged in criminal activities. Administrators don't create that buzz (mostly), but they are the folks who should be dealing with it. 

We don't need more cowardly admins who fold every time a cranky community member complains. Should admins be responsive to the public? Absolutely. Should they base district policy on the goal of avoiding any conflict with any parent ever? No. If admins policy is "Don't ever mention anything in any way related to gender or race or sex, because if you do, I will throw you under the bus so fast you won't have time to cover your face," they are part of the problem.

There are plenty of lists that talk about "empowering teachers" or "elevating teacher voices," but it can all be simplified to "Treat teachers with respect. Treat them like trusted professionals." 

Working conditions: other staff. You know who hates that one terrible teacher in the building almost as the parents of that teacher's students? The teachers who have to work with her--particularly those who have to clean up after her the following year. 

That terrible teacher is not a union-caused problem. It's an administration problem. It may be that the hiring process is broken. It may be that the admins have failed to support that teacher into a better place. Edward Deming had a saying to the effect that if there is dead wood in your organization, then either A) it was dead when you hired it or B) you killed it. Behind every teacher who's failing at her job, there's an administrator who isn't doing his. 

Working conditions: student behavior. Blame the parents if you wish, but the front office has so much to do with this. Students know whether "getting in trouble" means minor inconvenience, free break time, or an actual reason to make better choices. The employment of empathy and understanding does not mean there shouldn't be consequences. 

And if the teacher is botching the job, then an admin should be right there helping her do better.

Long, long hours and heavy workload. Yeah, a problem forever, but admins have the power to help. Cut administrative burden on teachers (does that new computer program save work, or transfer the work from your secretary to the classroom teacher). Cut class size. Cut timewasting baloney (do you really want to pay someone with a Masters degree professional level money to watch children eat). Reject the notion that teachers are only doing Important Work if they are in front of students.

Respect, respect, respect. This drives everything else. Do not subject your teachers to treatment that you would not tolerate were it directed at you. And do not let them be subject to treatment by others that you would not tolerate for yourself. 

And that includes listening to them when they have something to say about how the school is run, how classrooms are managed, or how education will be delivered. And when they run into the bumps of life happen, you can step up with empathy, or you can treat the teacher's problem as if it is an inconvenience for you ("Why did your father's funeral have to be held on a busy Friday at the end of the grading period!")

Nor can we blame individual weaknesses for all of it. There are systemic contributors to bad school management. The reform movement of the past few decades has dumped a ton of responsibility on administrators while stripping them of ability to deal with it. Our regime of bad high stakes testing created an almost impossible challenge, hog tying many better administrators and chasing others out of the building, to be replaced by people whose grasp of the job is, well, limited. 

I'm not saying a great administrator cures all ills and solve all problems. And, like teachers, there are administrators who may be great at one part of their job and terrible at others (there are so many ways to be a bad administrator). But bad management is grievously under-discussed as a contributing factor in education problems in general and teacher retention in particular. State leaders aren't having the discussion, and the feds certainly aren't going to, but that doesn't mean you couldn't be talking about it in your local district. 

Friday, February 6, 2026

My Local Paper Bites The Dust

My local newspaper is shutting down.

The newspaper is published as two newspapers (same content, different mastheads). The Derrick, as the name hints, goes back to the days of the oil boom in Western Pennsylvania. The News-Herald is the fusion of two newspapers that merged a little over a century ago. A few decades ago, they were combined into one news operation. Like many other news outlets, they also entered the online world, experimenting with different versions of paywalls. They were about to be sold, but that deal fell through, and the company, citing the usual (drop in subscribers, drop in advertisers). The last issue will be published on March 20.

It is hard to describe just what a gut punch this is to the community. The newspaper is where people read about local sports, school board meetings, city council meetings, obituaries, and a wealth of stories about local people and activities. The newspaper has been doing just what a small local paper needs to do-- providing news and coverage that local folks couldn't find anywhere else. 

Will someone pick up that slack? There are no radio stations with local content. We are located about halfway between Erie and Pittsburgh (which has newspaper problems of their own), too far outside their media markets for them to bother with coverage of our area. We have a local county-level web site that so far has had about one reporter, and has depended on looking over the newspaper's shoulder for much of its content. They are now advertising an initiative to scale up, but that's going to involve creating basically a whole news organization from scratch.

For local organizations and government bodies looking to communicate with the community, the prospects are now much dimmer than ever. 

The newspaper was our newspaper of record. Who lived here? What did they do? What were their stories? All of that was set down in print. Now what will become of all those stories of all those lives? How will history be recorded? Will history be recorded? A big city may have other avenues for creating those sorts of records. We do not. 

The loss feels very personal. Pieces of my own history are in that record. A photo of my family when we moved to town. High school graduation stories. Pictures of my kids in local events. My father's obituary ran in the newspaper; when my mother passes, where will that life be noted?

And, as longtime readers may recall, I have written a weekly column for that newspaper for almost 28 years. The pay was--well, I don't think cutting my pay would have saved the paper-- but the chance to create something that added to a unique local flavor gave me a sense of giving a tiny something to my community. And the writing discipline required to meet a weekly deadline has shaped who I became as a writer and a teacher. It's a big chunk of my life to say goodbye to. 

Journalism has always relied on a problematic business model ("We will gather a crowd and sell you access to their eyeballs") married to a sense of civic responsibility with an occasional too-large helping of political opportunism ("You provide the pictures and I'll provide the war"). I wonder, too, about the effects of our economic split-- particularly the finding that the wealthiest 10% drives 50% of the spending. What does that mean for areas like mine where the wealthiest 10% don't live? 

Our new situation is already the situation of many communities across the country, news desserts now lacking one of the main sources of glue that holds a community together. People make a lot of noise about how journalism is important for keeping an eye on officials and bringing to light shenanigans and misbehavior, but local journalism is also hugely important for telling and sharing the stories of the people share community with. The small triumphs, the minor milestones, the rich and varied stories, the slow unrolling of history, and all the other part of the small town narrative that the AP is never going to pick up-- that's what we lose.

Instead we're left with the sloppy ephemera of facebook gossip and other social media baloney. It sucks.

I am sad for all the people who are losing their jobs and all the stories that now will not be told and the huge gap this will create in my county. This is terrible news; ironically, it may be the last terrible news that the newspaper reports. 

Thursday, February 5, 2026

More Federal handouts For Charter Schools

Among the various bills thrown at Congress is one that finds new ways to throw public money at charter schools.

HB 7086, the "Equitable Access to School Facilities Act," proposes to send money to charter operators, via the state, to buy and build facilities for schools.

The cost of coming up with a building to put charter schools in might seem like part of the cost of being in the charter school business, but charter operators don't much care for having to fork over the money. In some states, legislators have solved the problem by just allowing charter schools to just take public property. Florida is rolling out a law that lets charters take public school real estate in whole or in part just by saying, "Hey, we want that." It's an extraordinary law, sort of like the opposite of eminent domain, in which the facilities that taxpayers have bought and paid for suddenly belong to a private business. 

HB 7086 wants to propose a similar federal solution, delivering grants to any states that come up with clever ways to gift taxpayer dollars to charters that want to build or buy some facilities, or want to come up with fun ways for charters to grab taxpayer-funded buildings.

The bill comes courtesy of Rep. Juan Ciscomani, an Arizona Republican, who just wants to make sure that every school is a great school. In a press release, he explains:
Sadly, access to appropriate and affordable school buildings for charter schools continues to be one of the biggest barriers to growth. Unlike district schools, charter schools aren’t guaranteed access to school buildings or traditional access to facilities funding sources like local property tax dollars.

Yeah, I was going to open a restaurant, but access to food and cooking supplies was a big barrier to growth, so maybe the taxpayers would like to buy that stuff for me?

Or maybe when you decide to go into a business, you do it with a plan that takes into account the cost of being in that business. Certainly the notion that building and financing facilities is easy peasy for public school systems is disconnected from reality. When West Egg Schools want a new building, they have to convince the taxpayers or else that school board will find themselves voted out of office. 

If you want to get into the charter school biz, you need a plan about how you'll manage the cost of getting into the charter school biz. "Well, get the feds to drain taxpayers to fund it for us," is not such a plan.

Also delighted by the bill is BASIS Educational Ventures, the big honking charter chain that may have the occasional financial issues, but gets a pass on having to display financial transparency

The bill does display one of the lies of the charter movement-- that we can finance multiple school systems with the same money that wasn't enough to fund one. Not that I expect any choicers to say so out loud. But no school district (or any other business) responds to tough money times by saying, "I know-- let's build more facilities." The inevitable side effect of choice systems is that taxpayers end up financing redundant facilities and vast amounts of excess capacity, which means taxpayers have to be hit for even more money. Legislators continue to find creative ways to A) ignore the issue and B) legislate more paths by which taxpayer money can be funneled to choice schools.

This bill hasn't died yet. Tell your Congressperson to drive a stake through its heart.


Wednesday, February 4, 2026

OH: Legislature Considers Extortion and Revenge Against Public Schools

This is just wild.

In Ohio, over 330 local school districts and a bunch of public school parents has sued the state over two of the state's five taxpayer-funded school voucher programs, charging they violate the state constitution. And they've been doing pretty well. 

The assertion has been that the voucher program is unconstitutional because it funds private schools. As the judge wrote in the first round win (this case will inevitably work its way up to the state supreme court) for the plaintiffs:
Defendants argue that EdChoice is not unconstitutional because the State has always funded private schools. Though this may be true, the State may not fund private schools at the expense of public schools or in a manner that undermines its obligation to public education.

Well, Rep. Jamie Callendar has decided that while the case is working through the courts, the legislature should throw some muscle around and try a little extortion and revenge against those school districts.

Callendar is a long-time rep (first elected in 1997, then taking a term-limit break before returning in 2018) who has been a big player in school privatization in Ohio. 

His HB 671 is pretty simple. The state will withhold funding from any school district involved in the lawsuit. The money will go into escrow, and the school district can't have it until they drop their lawsuit.

This is bananapants. For one thing, this is not even clever or subtle extortion. This isn't even "Nice school district. Shame if anything happened to it." It's just flat out, "Let me do what I want, or I'll set fire to your district."

For another thing, this does not really set up a great defense for a case in which a main point is that the legislature, by creating voucher programs, is doing financial damage to public school systems. That brings up the question of the legislation's intent ("Gosh, we didn't mean to hurt public schools with our voucher program!") and this bill really undercuts any protestations by the legislators that they would never, ever try to hurt their beloved public schools.

One can only hope that this bill will die a quick and definitive death, but in Ohio ("The Florida of the Midwest") nothing is certain.  

When the State Takes Over Religion

Tennessee Republicans want the state to join the club of states pushing the Ten Commandments into public school classrooms. It's a move that ought to set up alarm bells in Christian churches all across the state.

House Bill 47 uses the standard dodge for justifying this violation of the First Amendment-- the Ten Commandments sold as a "historically significant" document.

Louisiana has similar dopey law on the books, currently being challenged in court as unconstitutional (which it is). Texas also currently requires to post the decalogue in classrooms, and that's in the courts, too.  Indiana is trying to run a bill through its legislature, though like Tennessee, it's trying to hedge its bets by making the posting of the commandments voluntary rather than mandatory, because maybe if you violate the First Amendment just a little on a local level, it's not quite so unconstitutional (spoiler alert: it's still unconstitutional).

The loophole that states try to fly through is one that suggests that if you teach Bible stuff for a secular purpose, that's okey dokey. Hence the repeated technique of calling to post the commandments next to documents like the Bill of Rights and the Constitution (presumably none of the supporters would be cool with a caption reading "Post THIS violates THAT"). Tennessee's bill just includes the Ten Commandments in a list of other documents.

Violation of the First Amendment? Absolutely. But Christians ought to be alarmed. 

This is the state telling people of faith how best to understand their own sacred texts ("The Ten Commandments handed down by God are just like the Constitution written by humans"). This is, in fact, the state telling everyone what the sacred text actually says (there are, in fact, multiple versions of the Ten Commandments in the Bible, and any state-approved version is also a state-edited version). 

And this is the state playing religious favorites. In Louisiana, the Hindu community said that if we're posting "historically significant" scripture, the Bhagavad Gita belongs up there, too. Expect other religions to do the same (and probably the Satanic Temple, too), requiring someone in state government to declare which religions are or are not "historically significant." In the case of Tennessee, the law's list includes "and other significant documents," meaning the local school board is going to get to make big decisions about both religion and history. There's no way that can end badly.

Folks who applaud these kinds of bills always imagine that their own version of religion will be the winner, that their version of faith will be ascendant. They should develop better imaginations. Giving the state the power to pick winners and losers in the world of religion is just dangerously dumb. It has never ever in history worked out well, which is undoubtedly why the framers were so committed to keeping government out of religion. 

I wish I knew who said this originally, but I'll keep repeating it-- when you mix religion and politics, you get politics. Laws like the ones proposed in Tennessee and Indiana ought to have everyone lined up in opposition, and Christians ought to be in the front of the line. 

Tuesday, February 3, 2026

WV: Removing Accountability From Private Schools

West Virginia passed a law to allow taxpayer-funded school vouchers in 2021, and they've been tweaking it ever since. They opened it up to more and more students. Consequently, the costs of the program are ballooning: when the law was passed, supporters declared it would cost just $23 million in its first year, and now the estimate for the coming school year is $245 to $315 million

With that kind of money on the line, you'd think that the state might want to put some accountability and oversight rules in place. You know-- so the taxpayers know what they're getting for their millions of dollars.

But you would be backwards. Instead, the legislature is considering a bill to reduce accountability for private and religious schools.

SB 216, the Restoring Private Schools Act of 2026, is short and simple. It consists of the current accountability rules for private, parochial or church schools, or schools of a religious order-- with a whole lot of rules crossed out.

What are some of the rules that the legislation proposes to eliminate for private and religious schools? Here's the list of rules slated for erasure:

* The requirement for a minimum number of hours of instruction.

* The requirement to maintain attendance and disease immunization records for each enrolled student.

* The requirement to provide, upon request of county superintendent, a list of the names and addresses of all students in the school between ages 7 and 16.

* The requirement to annually administer a nationally normed standardized test in the same grades as required for public schools. Ditto the requirement to assess the progress of students with special needs.

* Since there's no test requirement, there is also no requirement to provide testing data to parents and the state department of education.

* The requirement to establish curriculum objectives, "the attainment of which will enable students to develop the potential for becoming literate citizens." Scrap also the requirement for an instructional program to meet that goal. 

So under this bill, private schools would not have to have a plan for educating students, would not have to spend a minimum amount of time trying to educate students, and would not have to provide the state with any evidence that they are actually educating students.
The bill does add one bit of new language:
As autonomous entities free of governmental oversight of instruction, private, parochial, or church, schools may implement such measures for instruction and assessment of pupils as leadership of such schools may deem appropriate.

In other words, private religious schools accepting taxpayer-funded vouchers may do whatever the hell they want.  

The bill is sponsored by Senator Craig Hart. Hart calls himself a school teacher, and is mentioned as an agriculture/FFA teacher, though I could find no evidence of where he teaches. He was elected in 2024 after running as a hardcore MAGA. He has pushed for requiring Bibles in school, among other MAGA causes. 

Said Eric Kerns, superintendent of Faith Christian Academy, “It just gives private schools a lot more flexibility in what they would be able to do as far as assessment and attendance and school days. Our accountability is that if people aren’t satisfied with the education they’re receiving, then they go to another private school or back to the public school or they homeschool.” Also known as "No accountability at all." A school is not a taco truck.

As reported by Amelia Ferrell Knisely at West Virginia Watch, at least one legislator tried to put some accountability back in the bill. GOP Sen. Charles Clements tried to put back a nationally-recognized testing requirement and share results with parents. Said Clements

I want to see private schools survive, but I think we have to have guardrails of some sort. There’s a lot of money around, and it’s a way for people to come in and not produce a product we need … I think it just leaves the door open for problems.

Exactly. And his amendment was rejected. The School Choice Committee chair said the school could still use a real test if they wanted to, but the bill would allow more flexibility to choose newer test options; I'm guessing someone is pulling for the Classical Learning Test, the conservative unwoke anti-SAT test. 

Democrat Mike Woelfel tried to put the immunization record back; that was rejected, too.

Look, the Big Standardized Test is a terrible measure of educational quality, and it should be canceled for everyone. But for years the choice crowd promised that once choice was opened up, we'd get a market driven by hard data. Then it turned out that the "hard data" showed that voucher systems were far worse than public schools, and the solution has not been to make the voucher system work better, but to silence any data that reveals a voucher system failure.

The goal is not higher quality education. The goal is public tax dollars for private religious schools-- but only if the private religious schools can remain free of regulation, oversight, or any restrictions that get in the way of their power to discriminate freely against whoever they wish to discriminate against. 

This is not about choice. It's about taxpayer subsidies for private religious schools, and it's about making sure those schools aren't accountable to anyone for how they use that money. It's another iteration of the same argument we've heard across the culture--that the First Amendment should apply because I am not free to fully exercise my religion unless I can unreservedly discriminate against anyone I choose and unless I get taxpayer funding to do it. 

We've been told repeatedly that the school choice bargain is a trade off-- the schools get autonomy in exchange for accountability, but that surely isn't what's being proposed here. If West Virginia is going to throw a mountain of taxpayer money at private schools, those schools should be held accountable. This bill promises the opposite; may it die a well-deserved death. 

Monday, February 2, 2026

Think of the Children

"We're doing this for the children" has been one of the most often-used excuses for bad policy ideas. "The education system puts adult concerns ahead of children's concerns," has become a golden oldie among folks who want to put their own adult goals ahead of children's concerns.

You would imagine, for instance, that putting children's concerns first would mean schools operating with accountability and oversight so that children's right to a quality education are protected. If you believe in choice, then you might want to defend a child's ability to choose by guaranteeing that vouchers provide a full cost of tuition, that schools are forbidden to discriminate against students, and that enough quality control is in place to insure that students can choose safely. Those guards for student concerns are not only not in place, but are actively rejected

The real tell is that old favorite, "Children do not belong to the government." That's true as far as it goes, but the problem appears when someone, for instance the Washington Senate Republicans, say the second part of the statement out loud--

Your children do not belong to the government, they belong to you.

Well, no. Your children do not belong to anyone. They are not chattel or domesticated beasts of burden or toasters. They are live human beings, and as such, nobody's property. 

But some "conservative" folks don't see it. These are the folks who are already working from a world view that says some people are more valuable, more deserving of power and wealth than others, and way too often for them, children are another brand of others, useful only as potential future Correct Believers or meat widgets. 

We have to ban books because being exposed to any mention of sex, however slight, might damage their tender psyches. We can't teach about slavery because it might make the white kids feel bad (though couldn't the white kids choose to identify with the white folks who stood up against slavery). Children are the reason that certain adults should be allowed to narrowly confine what can and cannot be taught. That way they can grow up to be the kind of adults that current adults desire them to be.

Oh, and when it comes to life-saving vaccinations, it's more important to honor the vaccine-averse desires of adults than protect the health of the children.

They can never just say, "You should stop doing that because I don't like it." No, they're only speaking up in order to save the children.

Children are also useful as bargaining chips and leverage.

Every teacher who belongs to a union that had to throw its weight around has heard the argument. You can't strike, teachers, or even just work to contract, because that would hurt the students. Would it hurt the students to go to a school that has reduced resources, a disrespected staff, and a hiring policy of "If you can't find a decent teaching job anywhere else, settle for us here at Lowest Bidder School District"? It surely would. But maybe we can guilt the staff into shutting up about it.

Or take the new Heritage Foundation report, Saving America by Saving the Family, which includes the whole "desires of adults over the needs of children" shtick, and then goes on to spend 164 pages explaining how government should not meet the needs of children unless the desires of adult conservatives are met by the children's parents. 

Bruce Lesley (First Focus on Children) has an outstanding post breaking down this report, but we'll touch on some highlights here. For instance, the part where they note that the income loss that hits poor parents on the birth of a child-- but you can't give poor parents more money to cover that period because it would be "akin to a guaranteed basic income that would discourage work."

The Heritage report plainly gets that "early investments in children have high returns," yet they spend time explaining why certain people who make The Wrong Choices shouldn't benefit from those investments. Does that put adult concerns ahead of children's needs? Of course it does, but hey, the kids should have thought of that before they chose parents who didn't match the Heritage ideas of proper parenting. (Lesley suggests that Heritage is trying to do the very sort of social engineering that they often rail against, but I'd bet they simply see themselves as trying to return society to its proper factory settings.)

This is not a new argument. We are the lousiest nation in the world for parental leave, and the reason why isn't particularly complicated-- the needs of employers rank higher than the needs of babies. 

But we're about to see children used as a prop for yet another campaign. Meet Greater Than, a new campaign that declares "Real progress means putting children's needs ahead of adult desires." Doesn't that sound excellent? Can you guess what the real goal of this new campaign is? Here's a paragraph's worth of a hint from their website:
When marriage was redefined in 2015, parenthood was too. Once husbands and wives became optional, mothers and fathers became replaceable. But for a child, their mother and father are never optional, they are essential. Children need both a mother and a father to provide stability, guidance, and the unique love only a man and woman can give. No adult desire or ideology can change that.

 Yup. The folks who want to roll back Obergefell, the Supreme Court decision that recognized same-gender marriage, are proud to declare "We are the Defenders of Children." Their core allies include Focus on the Family, American Family Association, Colson Center, Family Research Council and Them Before Us. They have other allies on the national and state level. I noticed them because of an announcement that they were being joined by Pennsylvania Family Institute, the group that has worked hard to get anti-LGBTQ policies into schools. Said Randall Wenger, the PFI attorney who has personally worked to make the lives of LGBTQ children more difficult and to thwart the best intentions of their supportive parents:

I'm part of Greater Than because, since Obergefell, our laws have increasingly treated family as an abstract idea rather than a lived reality for children. We've experimented with new definitions while drifting away from the one model that has consistently supported human flourishing-- a child raised by his or her mother and father. Greater Than brings that essential truth back into focus.

The list just keeps getting longer. We have to defund, dismantle, and replace public education in order to save the children. We have to carefully control what children see and hear in order to save them. We have to create a multi-tiered education system to save the children. We have to force folks to maintain traditional families to save the children. We have to stamp out gay marriage to save the children.  

And yet. As amazing as that list is, I am even more amazed by the things that don't make it onto the Save The Children list. 

We don't have to require parental leave that insures parents are right there for the earliest months (or even years) of the child's life. We don't have to require vaccinations whether parents want them or not. We don't have to work to provide the economic supports and systems that help a young couple raise a child. We don't have to make child care affordable for parents. And we certainly don't have to direct Defense Department-sized funding and resources to make public schools fully capable delivery systems for excellent education and other supports. 

It's absolutely true-- we need to be very careful about putting what adults want ahead of what children need. But if you want to warn me about this issue, maybe show me some sign that you are part of the solution and not part of the problem. 

Sunday, February 1, 2026

ICYMI: Arctic Edition (2/1)

Punxsutawney Phil will be lucky to even get out of his hole tomorrow, let alone see a shadow. Hope you are staying warm wherever you are. It has been a cold, ugly week, and folks are writing about many things besides education, and Lord knows there are many aspects of the current state of our nation that demand our attention. But there have been many pieces of education news happening in the background, and the mission here at the Institute is to keep some focus on them. So here we go with this week's reading list.


Linda McMahon was canceled in Connecticut. Her History Rocks tour was supposed to stop at an elementary school in Fairfield. Parents said they'd rather not. The Hearst Connecticut Media Editorial Board says the parents got it right. 

DeSantis seeks to supplement Florida school vouchers with federal tax plan

Jeffrey Solochek at the Tampa Bay Times reports that DeSantis is not only opting in on federal vouchers, but wants to pile them on top of Florida's state vouchers so Florida parents can double dip. 

The Fault Line in American politics?

Nancy Flanagan considers a stunning little bar graph showing how states' education data lines up with its voting habits.


Audrey Watters considers snow days and, as always, a host of useful links to articles.

I try to answer the "So what?" question

Stephen Dyer has been prying apart the details of Ohio's messed-up funding system. Now he takes a step back to look at the whole picture, and possible solutions.

Trump Drops DEI Case Appeal. Is He Really Giving Up?

Jan Resseger looks at some of the journalist reactions to the regime's abandonment of their appeal over that anti-CEI Dear Colleague letter. 

After almost two-year wait, education advocates call on Supreme Court to rule on Leandro

The Leandro case in North Carolina is one of the very first cases in which the state was sued to force proper funding of education. It is also a demonstration of how plaintiffs can win such a case, resulting in the state doing not a damn thing for decades. So maybe the court can rule on it some more? James Farrell at WFAE is reporting.

Two School Districts Sue, Claiming Alaska Is Failing Its Constitutional Obligation to Fund Public Education

Alaska is getting its own version of the Leandro case. Good luck with that. Emily Schwing has the details at ProPublica.


We're talking Texas, where the state is getting ready to set a whole list of required readings that are very white and male and which include a bunch of Bible stuff. Erin Davis at Spectrum Local News.


Remember when one of the selling points of charters was that they would save taxpayers money by being more efficient and less expensive. Well, in a move that surprises nobody who was paying attention, the governor of Iowa now announces that charters are being picked on because they don't get all the taxpayer dollars that a public school gets.

Virginia Lawmakers Consider Standards for Private School Coupon Schemes

Andy Spears reports that Virginia might actually be preparing to resist federal school vouchers.

Moving Special Ed to HHS Will Treat It Like a Medical Problem. It’s Not

Chantal Hinds and Kings Floyd make the argument that special education should not be the purview of Health and Human Services. Honestly, the argument that RFK Jr shouldn't be in charge of anything at all should be sufficient, but if you want some more reasoning, this article at The 74 has you covered.

Senate Republicans fast-track universal open enrollment bill to House; could become law in weeks

The New Hampshire legislature is fast-tracking a bill to create open enrollment. Ethan Dewitt reports for New Hampshire Bulletin.

Trump administration finds California’s ban on ‘forced outing’ of students violates federal law

Because the feds are all for forced outing of LGBTQ students to their families. Eric He at Politico.

The Supreme Court will decide whether to turn teachers into informants against their students

That issue may be decided by the Supreme Court. Ian Millhiser provides good information on the case. the context, and the background. 

To avoid accusations of AI cheating, college students are turning to AI

Well, you knew this was coming. It's the AI-powered cheating arms race. Tyler Kingkade reports for NBC News.

At Forbes.com this week, I took a look at Bernie Sanders' response to the federal voucher program.

This week's music is from a little-remembered film. Dr. Seuss wrote the movie (The 5,000 Fingers of Dr. T) and it did not turn out nearly as well as one might have hoped, but it still has delirious production design and a set of nifty songs. Hans Conried sings this one.



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Saturday, January 31, 2026

Reading Boring Books

EdWeek just ran a long complaint about assigning boring books in English class, carrying some extra heft because it came from a school district superintendent. Erich May is currently superintendent of the Brookville, PA, school district, which is just down the road from me, which I guess means some day I may get the chance to meet him and tell him personally how far off the mark I think he is. 

He trots out the opening lines of The Scarlet Letter, the Nathanial Hawthorne warhorse and calls it ugly. And Wuthering Heights, too. And any author from then or before. Jane Austen, Charles Dickens, Chaucer, Shakespeare, Spencer, Browning, Blake, "and countless other playwrights, poets, and novelists from the 1500s through the 1800s." May says he doesn't "mean to reject the canon," but instead suggests we should "leave the canon to the English majors." 

May wants us to understand that Kids These Days have dumped books in favor of screens. May argues that "we are losing the Battle for the Book because teens and young adults are not reading books." 
For high school English teachers, the job used to be teaching students to read things that are rigorous and complex. But it is no longer a given that they will read at all. Now more than ever, the priority for high school English teachers should be instilling in students a love of reading—or even just a willingness to read.

May says we should be getting comprehension, literary analysis, interpretation and evaluation to students, but those goals are "more important than reading any particular piece of literature." 

There is, he asserts, "no excuse for assigning inaccessible or boring novels and plays" when there's other stuff out there that teens "would be more likely to enjoy." Oy.

I'm not unsympathetic to his point. Particularly with students who read little on their own, it's important to give them something with a good hook. But if we leave the canon to the English majors, where will the English majors come from?

More importantly, May, who taught English for about six years back in the Oughts before embarking on a series of administrative jobs, seems to be missing understanding of the English teacher's job. 

Annika Hernandez offers a good set of responses.

* English teachers mostly already emphasize modern works (if they teach complete works at all).

* An English teachers job is not just to assign works that students will enjoy most. Imagine, I'll add, that we told history teachers to teach only the parts of history that students like, or phys ed to teach only the games students already play, or band and choir directors to teach their ensembles only music they already know. Imagine if we told math teachers to teach only the interesting stuff.

* English class is not simply for teaching skills and the content with which the skills are taught doesn't matter. This skills-centered approach has been a huge bust for the past twenty-some years.

* The classic parts of the canon are not just for (probably snooty) elites.

May writes as if "assign" means toss the book at the students and wish them good luck. That's not the gig.

The job is to show students why a work is interesting, and to help them find their way into it. Sometimes that means helping them navigate difficult language. Sometimes that means helping them look for compelling ideas or themes. It always means pointing out the features that make the work compelling and interesting.

The Last Bookstore-- a must-visit in LA

This has always been a challenge for teachers, and one of the reasons that a narrow required reading list creates problems. I was required to teach Julius Caesar for a decade or so, and it took me years to find a way to sell it (How far would you go if you thought someone near you was about to be the next Hitler? How often has your life gotten derailed because you misread signals?). But there were also works that I was always excited to teach. We talk about teachers with "infectious" enthusiasm for a topic, but a closer examination will show that the teacher "infected" students by serving as a native guide to the territory. That's the gig. 

Please note-- the gig is not to "make" a work interesting. If you don't know what is interesting or compelling about it, you can't "make" it interesting, you shouldn't be teaching it. And the list of works that teachers find interesting and compelling will vary from teacher to teacher. 

My old teaching colleague finished a year with seniors by studying Paradise Lost. She loved that work so much that seniors would spend the last part of the school year--after their grades were set, after their diplomas were ensured, after their college admissions were guaranteed, even after they were released from a requirement to come to school at all-- would sit in her room and work feverishly on their final Milton project. I could never have done that unit in a million years-- I neither know nor love the work well enough.

On the other hand, one of my teacher boasts is that I got a group of non-college bound seniors completely absorbed with MacBeth, to the point that they confidently judged the AP seniors' MacBeth project. 

You prepare the ground. You introduce the ideas. You walk them through the hard parts and difficult language. You show them what is exciting and engaging about a work. On top of that, you also show them that there are different types of works out there, different cultures and styles and views of How The World Works, and that just because they don't like Dickenson, it doesn't necessarily follow that they will hate Browning. You can even teach them that just because they hate something, that doesn't mean it's awful, and that as sentient carbon-based life forms, they get to choose what they read. I always found it was supremely liberating for all of us in a classroom for me to say to a student, "I know you don't like this, and that is cool. Give me some time to explain why some people do, and then we'll move on to the next thing." Permission to dislike a work of literature without being told you have somehow failed is a magical thing. 

Every teacher has their own personal canon, and they should be making it wider and deeper every year, and certainly "does this have anything to say to my students" is an important question to be asking. And occasionally, when you are handed a work to teach that you find initially boring and uninteresting, you need to dig deep, do some homework, and find the hook. That's important, too, because sometimes "boring and uninteresting" as code words for "hard and confusing" and working through those barriers will help you as a teacher understand the barriers that your students are facing.

You're teaching not only reading and literature and culture and different ways of being human; you are also teaching how to be interested in something. That's work worth doing. 

Friday, January 30, 2026

American Federation for Children Ready To Cash In On Federal Vouchers

States continue to line up for the new federal school vouchers program, and Betsy DeVos's American Federation for Children is ready to make the best of it.

The vouchers are a feature of the Trump's Big Beautiful Bill; they're a tax credit scholarship set up where you can contribute to a scholarship [sic] grant organization (SGO) that manages the voucher money, and in return you get to stiff Uncle Sam for 100% of what you contributed. It's a dollar for dollar tax credit; there is no more generous tax dodge anywhere in the tax code.

Individual taxpayers can only donate up to $1,700, which will make racking up the big bucks a challenge in some states. But AFC thinks they've found a way around that.

AFC, you will recall, is a right-wing organization, well-connected to the DeVos family (Betsy had to quit being the chief of AFC in order to take the education secretary gig). They pushed hard for school privatization via "choice" for many, many years. Current CEO is Tommy Schultz, who has been with AFC for almost a decade.

Schultz went on the David Webb Show (Webb is a right wing talking head) to explain what AFC has in mind.

Webb notes that "as a scholarship granting organization" AFC is putting "real muscle" here.

Schultz explains the "transformational" tax credit scholarship bill allows people to donate up to $1,700 to a scholarship organization and get a "dollar for dollar tax credit." If you owe the IRS $2,000 in taxes, he explains, just give $1,700 to a scholarship organization and only owe the feds $300. Which is true, but doesn't leave any more money in your hands than you were going to have just paying your taxes. Schultz is pitching that as a reduction of your tax liability. This is not a surprise-- this will be and has often been the pitch, because it's more appealing than "You can personally add to the government's deficit." 

That will "free up billions of dollars," Schultz says. Frees from what? Being captured by the feds, I guess. He's going to keep pushing the notion that this will give students "access to a better education," which is the central lie of the whole program. Because first, there is no reason to believe that vouchers lead to better education, and lots of reasons to believe that they don't. Second, vouchers systems make sure that private schools retain the right to discriminate against LGBTQ persons, students with the "wrong" religious faith, students who have academic issues, students with special needs, and any students the school just doesn't want to accept for whatever reason. Laws are written to deliberately preserve that power to discriminate

Schultz notes that "the beauty and elegance" of this new voucher dodge is that it's a change to the tax code, and not, say, a piece of education policy with oversight and accountability attached. "There won't be any nefarious Department of Education strings attached to it." No accountability. No oversight. No rules. 

"We are very much invested in making sure that millions of kids can get access to the best education possible..." says Schultz, which, again, is baloney, because if that were the actual goal, one would call for vouchers big enough to cover tuition costs or require voucherfied schools to accept all students or demand oversight and accountability to insure that participating private schools were, in fact, best.

Oh, and tutoring, too, Schultz adds, because choicers are trying hard to sell the possibility that these federal voucher funds might be used for tutoring. Because if people who have no intention of moving their kids out of public schools can be convinced that they will gain something from this program, maybe that will broaden support for it.

Why is AFC getting into this. Schultz says they really want to scale the fundraising that this will unleash. "Our scholarship entity will be acting as a platform for other scholarship groups that they can tap into." A small, state-based SGO might be able to scrape together a few million in $1,700 increments, but AFC thinks they can sweeten that pot considerably, first by throwing $10 million into a "donor awareness, and marketing and acquisition campaign" to help scale the program "all across the country."

What does that even mean? Will this giant SGO focus on fundraising for smaller SGOs, and will that result in AFC having a controlling interest in the voucher program for many states? Will AFC have unlimited freedom to contribute as much as they want to state programs? Schultz doesn't explain more; AFC press materials indicate a partnership with Odyssey which is a company that...well...is
the only provider in the country that offers an automated, end-to-end school choice platform. Our best-in-class technology connects families with school choice programs that provide funding for school tuition and eligible educational resources that align with the unique talents, gifts, and needs of each student.

Everyone uses the word "scale" a lot. Webb says, "Again, real skin in the game" and I'm not sure whose skin in which game he means or who has been putting fake skin in there.

Webb talks about "guardrails against abuse." He swears he's a school choice OG, but there are good and bad charters and magnets and ideological, too; "it's not just about private and public." There isn't really a question here, but Schultz takes a pause and leaps in.

What this program, like state programs before it, is going to do is put "funds in the hands of families" and "really, the most accountable way to implement any policy at the state or federal level when it comes to education is to not have the bureaucrats involved." This is just dumb. The notion that parental response will be sufficient to keep private and charter schools from fraud and mischief and general incompetence has already been disproven many many many many times. Private and charter schools only have to snooker a small slice of the market in any given year, so losing "customers" is no big deal-- certainly not a motivator for higher quality. But more importantly, if we depend on parents saying, "Well, that year was a bust. We're not going back," then we are throwing away a valuable year of a child's education so that market forces can magically take effect.

I don't know if Schultz is one of those people with a childlike belief in a magical invisible hand of the market, or if he's just blowing smoke because he's one of those folks who thinks business titans shouldn't have to answer to anyone, including government. Either way, his assertion is baloney.

But he will double down. When you see parents choosing the best schools for their sons and daughter, he argues, you really see a flourishing marketplace, including better test scores and lower incidences of fraud (like the bad stuff that has crippled our public education system for 30 or 40 years, he adds). He does not offer a specific example of this magic, because no such example exists. But he will rant about the public system, rail about low test scores (schools with no students proficient, he says, ignoring what "proficient" means). He cites Florida, Ohio, and Indiana as places with "booming" school choice ecosystems going on and it's true they have lots of unregulated unaccountable choice in those states, but nothing to suggest that it's helping education at all (also, bringing up Ohio in the context of fraud-free education is a bold choice). 

The claims just keep piling up. Taxpayers are saving money. Kids are getting better educational outcome with all the research. These are not true statements. Marketplace competition makes things better, because parents can vote with their feet. Feet-based voting does not help anything, and smart market-loving economists like Douglas Harris have explained why the free market does not fit with education. 

But Schultz is going to roll right through the usual talking points. These new vouchers will really help the schools, like the Catholic schools, that are trying to help lower and middle class families. He did make a mistake there and talking about helping schools instead of helping kids, but that really is one of the points of choice-- to funnel public taxpayer dollars to private schools. And we already know, in state after state, that vouchers are mostly serving well-off families whose kids were already in private, mostly religious schools. The "We'll save the poor kids" story is inspiring-- it's just not reality.

Webb wants us to remember that anyone can donate to the federal voucher program, not just parents. Schultz agrees. Call your tax professional and learn how you can get in on this. There will be other national SGOs besides AFC (count on it). "Every single American can become a philanthropist," Schultz says. "By giving us their money," he does not add. "This can bring billions of dollars off the sidelines," he says for about the third time, so we should note that this money was not going to sit on the sidelines, but was going to help the federal government pay its bills. 

By the way, we spend a lot of money on education and the test scores didn't go up, so we need to send money to unaccountable unregulated schools to make a better future for America. "We are the best, most free, most prosperous nation in the world," Schultz says, but if we have a mediocre education system, then boo. How we got to be the best nation in the world with that mediocre education system is a mystery he does not address. Also unaddressed-- how SGOs typically get a 5% to 10% cut of the money they handle.